Application for the OHSU-PSU School of Public Health. Submitted to the Council on Education for Public Health

Transcription

1 Application for the OHSU-PSU School of Public Health Submitted to the Council on Education for Public Health April 24, 2015

2 TABLE OF CONTENTS 1. STATEMENT OF REGIONAL ACCREDITATION 1 2. ORGANIZATIONAL STRUCTURE 1 3. MISSION, GOALS, AND OBJECTIVES CURRICULUM OVERVIEW 17 Instructional Matrix 17 MPH Course of Study by Program 18 PhD Course of Study by Program 21 BA/BS Course of Study by Concentration INSTITUTIONAL COMMITMENT AND SUPPORT RECRUITMENT AND SELECTION 32 Policies and Plans for Recruitment and Section of School Faculty 32 Admissions Decisions and Admissions Standards Selection of Student DOCUMENTATION OF REQUIRED FACULTY RESOURCES ENROLLMENT AND GRADUATION DATA EQUIVALENT STRUCTURE AND REPORTING MECHANISMS 44

3 FIGURES AND TABLES Figure 2.1. OHSU-PSU School of Public Health Proposed Interim Academic Structure 2 Figure 2.2. Proposed SPH Shared Governance Structure 7 Figure 2.4. OHSU-PSU School of Public Health Curricular Review and Approval Process 9 Table 2.3. Overview of Primary School-level Functions and Responsible Entities 7 Table 2.5. Final Level of Approval for OHSU-PSU SPH by Curricular Change Type 10 Table 3.1. Measureable Objectives for Goal Statements 14 Table 4.1. Instructional Matrix: Degrees & Specializations 17 Table 4.2. Required Courses Addressing Public Health Core Knowledge Areas for MPH 18 Table 4.3. Biostatistics: MPH Course of Study 19 Table 4.4. Environmental Systems and Human Health: MPH Course of Study 19 Table 4.5. Epidemiology: MPH Course of Study 20 Table 4.6. Requirements by PhD Program 21 Table 4.7. Community Health: PhD Course of Study 22 Table 4.8. Epidemiology: PhD Course of Study 23 Table 4.9. Health Systems and Policy: PhD Course of Study 24 Table PSU Bachelor s Degree Requirements 26 Table Required Courses Addressing Public Health Knowledge Areas for BA/BA 27 Table Community Health Education: Undergraduate Course of Study 27 Table Health Science: Undergraduate Course of Study 27 Table School Health Education: Undergraduate Course of Study 28 Table Aging Services: Undergraduate Course of Study 28 Table 5.1. Sources of Funds and Expenditures by Major Category by Fiscal Year 30 Table 5.2. Physical Resources for the OHSU-PSU School of Public Health, Table 6.1. Admissions Standards by Program of Study 36 Table 6.2. Actual and Projected Enrollments by Level of Study 38 Table 6.3. Target Populations for Student Recruitments 40 Table 7.1. Primary Faculty Headcount and FTE by Core Knowledge Areas 41 Table 8.1. Actual and Projected Enrollments by MPH Discipline 42 Table 8.2. Actual and Projected MPH Degrees Awarded by Program 43 Table 8.3. PhD Enrollments and Degrees Awarded by PhD Program 43

4 APPENDICES 1.1. OHSU NWCCU Accreditation Letter PSU NWCCU Accreditation Letter OHSU-PSU School of Public Health Timeline and Hallmarks Inter-Institutional Memorandum of Understanding (MOU) July PSU Institutional and State-Level Curricular Review Process Detail OHSU Institutional and State-Level Curricular Review Process Detail OHSU-PSU SPH Initiative Academic Policy and Curriculum Committee OHSU-PSU SPH Initiative Executive Leadership Council OHSU-PSU SPH Initiative Diversity and Inclusion Committee OHSU-PSU SPH Initiative External Advisory Council OHSU-PSU SPH Initiative Bylaws Committee Programs of Study Course Descriptions Biostatistics: MS Course of Study Health Studies: MA/MS Course of Study Faculty Recruitment and Selection Position Announcements a. Current Primary Faculty Supporting Degree Offerings of School by Specialty Area b. Current Other Faculty Used to Support Teaching Programs PSU Organizational Chart OHSU Organizational Chart 54

5 SECTION 1. STATEMENT OF REGIONAL ACCREDITATION Documentation of location in an institution that is regionally accredited (an applicant institution located outside the United States that is not eligible for regional accreditation must demonstrate a comparable external evaluation process). The Northwest Commission on Colleges and Universities accredits both the Oregon Health & Science University and Portland State University. The last reviews for each Institution in 2010 resulted in an accreditation term of five years. The next reviews are in fall 2015 (see Appendices 1.1 and 1.2 for the NWCCU Letters of Reaffirmation of Accreditation for OHSU and PSU). SECTION 2. ORGANIZATIONAL STRUCTURE In May 2010, OHSU and PSU began discussions about developing a collaborative School of Public Health based on the Oregon Master of Public Health (OMPH) Program, which at that time had nearly 20 years of successful collaboration. In June 2012, a Steering Committee of public health faculty and administrative leaders from both campuses began meeting every two weeks to envision what a collaborative SPH would look like and work on elements of the plan. Oregon Health & Science University and Portland State University are working together to collaboratively establish a School of Public Health that builds on the success of the Oregon Master in Public Health (OMPH) Program. By leveraging the unique and shared strengths of both universities, we will be poised to meet the evolving public health needs of Oregon and beyond. In May 2014, the OHSU and PSU provosts appointed an Interim Dean of the OHSU-PSU School of Public Health Initiative, Elena Andresen, PhD. Among Dr. Andresen s assignments from the Provosts is the overall management of the current OMPH, and additional development and operations of the proposed School. This year, the Interim Dean engaged faculty and leaders at both Institutions to build a collaborative organizational structure that extended activities and governance beyond the existing OMPH. We are making this application to CEPH for SPH accreditation based on these developments and timeline (see Appendix 2.1 OHSU-PSU School of Public Health Timeline and Hallmarks). The Steering Committee invited CEPH for a site visit to plan a collaborative-model School, learn more about CEPH requirements, and provide preliminary information. Ms. Mollie Mulvanity visited the OHSU-PSU public health program on May 7, The Inter-Institutional Memorandum of Understanding of July 2014 stipulates the existing OMPH administrative arrangements (see Appendix 2.2 MOU July 2014). The organizational chart reflects the substantive changes to the OMPH approved by the Council, including the splitting of the OHSU Epidemiology/Biostatistics track into two separate tracks and adding the Environmental Systems and Human Health track. OHSU and PSU combined the MPH degree tracks offered through the OMPH in June 2014 to formalize the collaborative program. The proposed School meets the CEPH requirement to have programs in each of the five core knowledge areas (see Figure 2.1 OHSU-PSU Proposed School of Public Health Interim Academic Structure and Leadership). The organizational chart also includes the three new research doctoral programs in epidemiology, health systems and policy, and community health to meet Council requirements for three doctoral programs in basic knowledge areas to qualify as a School of Public Health

6 Dean Elena Andresen, PhD, submitted a substantive change notice in April 2015 regarding the PSU s faculty in community health approving the relocation of the undergraduate program in health studies under the Oregon MPH umbrella. The proposed School includes six MPH tracks, three PhD programs, four undergraduate concentrations, and two academic programs at the masters level (see Section 4 Curriculum). Figure 2.1 OHSU-PSU Proposed School of Public Health Interim Academic Structure and Leadership - 2 -

7 ROLES AND RESPONSIBILITIES The organizational structure for the proposed collaborative School identifies Associate and Assistant Deans that report to and support the Dean as follows: academic affairs, undergraduate studies, practice, research, and accreditation. The operations staff reporting directly to the Dean includes an OMPH program coordinator, field experience coordinator, executive assistant, and administrative assistant housed in the Dean s Office on the OHSU campus. The Interim Dean and Interim Associate Dean for Academic Affairs maintain offices and office hours on both campuses. The external reporting lines up to and including the president and provost for OHSU and PSU are illustrated in Figure 2.1. Brief descriptions of the positions are outlined in the proposed OHSU-PSU SPH Organizational Chart including: Dean (Elena Andresen, PhD) Interim Dean Andresen is responsible for identifying the core and affiliate faculty for the School and its programs, implementing an effective administrative structure for the new School, and overseeing the self-study and submission for CEPH School of Public Health accreditation status. The Interim Dean is responsible for the ongoing fiscal and administrative oversight of the current OMPH program. These responsibilities include: Effectively representing the mission and vision of the new School with collaborating institutional leadership, the state legislature, key professional and academic organizations, CEPH, and academic and community partners throughout the State; Promoting and enhancing current diversity activities with sustained efforts to increase the diversity of public health faculty, staff and students; Maintaining a culture of respect and tolerance for diversity; and Advancing inter-professional collaboration, education, and public health practice. Associate Dean for Academic Affairs (Leslie McBride, PhD) Interim Associate Dean McBride assists the Dean in the educational and curricular development and evaluation of the proposed OHSU-PSU SPH and current OMPH as well as in the oversight of academic personnel and student affairs. These responsibilities include: Providing overall supervision of academic programs and their directors in the SPH; Serving as the SPH leadership member of the SPH Academic Policy and Curriculum Committee, providing input from the School level; Working with the SPH interim leadership, PSU leadership, and PSU governance groups for the transition of PSU programs to the SPH administration; Providing overall guidance for faculty recruitment, evaluation, and development including attention to diversity defined in the Diversity and Inclusion Plan; Overseeing activities with student representation in the current OMPH and future School; Developing and supervising student conduct and grievance procedures; Leading SPH efforts for student recruitment, communication, and activities; Ensuring consistency of curricular and student outcome quality in conjunction with track coordinators/program directors and consistent with CEPH requirements and institutional standards; and Serving as the principal representative for academic programs in interactions with the SPH leadership, program directors/track coordinators, and with national and community entities

8 Associate Dean for Undergraduate Programs (Carlos Crespo, DrPH) Interim Associate Dean Crespo assists the Dean in the educational and curricular development of the undergraduate programs and the oversight of undergraduate faculty and student affairs. Dr. Crespo leads underrepresented student recruitment and training. These responsibilities include: Providing overall supervision of the undergraduate academic programs, including guidance for faculty recruitment, evaluation, and development involved in the undergraduate program; Leading SPH efforts for undergraduate student recruitment, communication, and other student activities with support of the SPH communications contractors and staff; Collaborating with developing and supervising uniform undergraduate academic program evaluation for the SPH academic programs in concert with institutional expectations and CEPH; and Developing priorities for undergraduate student and faculty development, and lead endeavors to institute programs, practices, and strategies as directed by the Interim Dean. Associate Dean for Practice (Katherine Bradley, PhD, RN) Interim Associate Dean Bradley operates as the key leader for public health practice, with core responsibility for building and maintaining relationships with external constituents, stakeholders, and partners for the teaching and training, research, practice, workforce/ employer, and service goals of the SPH. These responsibilities include: Leading SPH efforts for student recruitment from practice settings, and support recruitment communication in collaboration with the Program Directors and Associate Dean for Academic Affairs; Contributing to quality of program records and evaluations across academic programs; Leading initiatives and activities to develop, maintain, and nurture key public and private practice relationships; Contributing to development and analysis of input from stakeholders on the SPH practice goals and activities; and Developing state and local events for practice groups and stakeholders in cooperation with the SPH Dean, Associate Dean for Academic Affairs, and Program Directors. Associate Dean for Research (Thomas M. Becker, MD, PhD) Interim Associate Dean Becker operates as a key leader for the research and service mission of the OHSU-PSU SPH. His responsibilities include: Providing leadership to establish and nurture interdisciplinary collaboration within and outside the School; Supporting institutional efforts to fund high quality doctoral students and facilitate dialogue among faculty and doctoral students; Managing budgetary matters related to the School s research program; Addressing Institutional Review Board and compliance issues; Overseeing and coordinating the SPH Research Council; Acting as liaison and representing the Dean on selected research-oriented committees and programs at OHSU and PSU, and at state, national, and international levels; Promoting research and scholarship within the SPH student body at all levels of training undergraduate through post-doctoral fellows; Coordinating strategic planning and implementation that supports the School s research mission and increases its stature and funding; and - 4 -

9 Assistant Dean for Accreditation (Nancy P. Goldschmidt, PhD) Interim Assistant Dean Goldschmidt oversees the OHSU-PSU SPH s CEPH application to meet accreditation standards. These responsibilities include: Leading the CEPH SPH application, self-study report, reports, data collection, visits, and compliance with accreditation requirements relevant to the collaborative SPH; Working closely with others to set standards for timely progress on CEPH accreditation activities and deadlines; Collaborating with program directors and unit staff for uniform academic program evaluation and reporting relevant to the CEPH accreditation process and expectations ; and Reviewing and recommending elements for CEPH reporting based on evaluation input from student, alumni, faculty, community agencies, internship preceptors, employers, and public health workforce. OMPH Program Coordinator (Alison Schneiger, BS) The Program Coordinator facilitates the mission of the OMPH Program by providing overall coordination, administrative and programmatic support to the Director (Interim Dean), faculty members, and students. These responsibilities include: Contributing support and oversight in matters of intra- and inter-institutional policy, consistency of curriculum, student and faculty handbooks; Supporting reporting efforts including monitoring compliance, data analysis, contributing to written reports in the management of the OMPH Program office; Coordinating centralized admissions and recruitment processes including participating in SOPHAS and ASPPH meetings, responding to inquiries from applicants, and managing SOPHAS applications; Facilitating intercampus course registration; Organizing the OMPH promotion and marketing strategy including student recruitment via marketing events; management of program lists and digests. Field Placement Coordinator (TBN) The Field Experience Program Coordinator assists the Associate Dean for Practice in the overall coordination of the MPH internship and field experience requirements across all six tracks. Specific activities include: Coordinating centralized systems for managing internship/field experience programs, including field sites, preceptors, students, data collection and reporting; Developing and maintaining field sites and preceptors; Maintaining relationships with field sites and preceptors; Collecting and summarizing uniform data for use by SPH leadership and committees; Developing and maintaining uniform central documents about the SPH Internships/Field placements, including SPH website and links to program-specific websites and materials; and Collaborating with SPH Program Directors and Managers for annual internship training sessions, and tracking of student attendance. Program Directors/Track Coordinators Graduate Program Directors report to the Associate dean for Academic Affairs. The program coordinator for the undergraduate program reports to the Associate Dean for Undergraduate Programs see Figure 2.1 on page 3). We expect that as the new SPH evolves, we will continue to clarify - 5 -

10 the roles and structure of unit administration. The responsibilities of a program director/track coordinator include: Developing curriculum in coordination with program faculty; Advancing curricular and policy questions or proposals for review and approval to the Academic Policy and Curriculum Committee; Serving on the Academic Policy and Curriculum Committee (APCC); Appointing faculty members to serve on school-level committees and University-level committee assignments, after consulting with faculty; Overseeing student recruitment and admissions for their program/unit; Ensuring that each faculty completes an annual performance evaluation consistent with the expectations of the home Institution; Recommending faculty appointments and promotions to the SPH Dean; Appointing and providing oversight of program administrative staff; Preparing annual program budgets for the Associate Dean and Dean; and Making requests for new financial resources and space to the SPH Dean. Committee and Governance Structure The proposed committee and governance structure for the School identifies the faculty advisory bodies. The reporting lines indicate the Associate Dean responsible for each committee ensuring integration of functions to support the development of the School. The SPH Bylaws under development provide for student representation on these committees. The committees and individuals at the school-level charged with the important functions of ensuring high quality academic programs developing curriculum, developing admissions standards, making admissions decisions, selecting the School s faculty, evaluating the School s faculty, and developing the fiscal requirements build on the experience of the Oregon MPH program (see Figure 2.2 Proposed Committee and Shared Governance Structure and Table 2.3 Overview of Primary School-level Functions and Responsible Entities)

11 Figure 2.2. OHSU-PSU SPH Proposed Committee and Shared Governance Structure Table 2.3. Overview of Primary School-level Functions and Responsible Entities Developing Curriculum Developing Program-level Admission Standards Charge School-level Entities Review and Approval Making Admissions Decisions Selecting the School s primary and other faculty Program/track faculty committees, Academic Policy and Curriculum Committee Program/track faculty committees, Academic Policy and Curriculum Committee Program/track admissions committees Ad hoc faculty committees, administrative unit director SPH Dean, Provosts, Faculty Senate, Governance Boards Academic Policy and Curriculum Committee, Faculty Council, Associate Dean Academic Affairs Program Directors, Associate Dean Academic Affairs, Associate Dean for Undergraduate Programs, Dean SPH Dean, Provost of employer institution Evaluating the School s primary and other faculty Developing Budget and Fiscal Requirements Program Directors, Promotion & Tenure Committee Program Directors and SPH Associate Deans SPH Dean, Provost of employer institution SPH Dean, Provosts, Executive Leadership Council Academic Policy and Curriculum Committee (APCC) The Academic Policy and Curriculum Committee reviews and approves new programs, curriculum policy, or changes to existing curriculum at the school-level. Any proposal advances through the program-level approval processes or comes directly to the APCC. The APCC is structured as a representative decision - 7 -

12 making body; as such, each member is responsible to keep faculty informed and to provide sufficient and timely opportunity for program faculty and students to provide feedback on items under consideration. Charge. The APCC reviews, advises, and makes recommendations to the Dean in matters pertaining to the SPH academic program and training curriculum (i.e., curriculum development, review, and revision). The Committee reviews all policy and curricular matters referred to it. The Committee meets monthly during the academic year. Responsibilities. Develops and recommends policies related to the curriculum; Reviews and recommends proposals for changes in existing programs and courses; Reviews and recommends proposals for new programs and courses. Responds to curricular and academic policy matters related to accreditation processes; Report son Committee activities at faculty meetings; and Recommends standards for student conduct. Membership. The Committee includes each program director and a faculty member from each program appointed by the program director, and at least one MPH and one PhD student. The Associate Dean for Academic Affairs serves as the co-chair (see Appendix 2.1 Membership of the Academic Policy and Curriculum Committee). If approved by the APCC, the proposal or decision advances to the Dean of the School of Public Health. The Dean has the authority to determine if the proposal or decision is ready for implementation or requires a higher level of review (see Figure 2.4Process for Reviewing and Approving Curricular Changes at the School-level). If a proposal requires a higher-level review, such as substantive changes to an existing program or proposal for a new academic program, the proposal proceeds to the appropriate Institutionlevel review at OHSU and/or PSU (see Appendices 2.4 and 2.5 Institutional and State-level Curricular Review Process Detail). Institutional curriculum change policies and procedures may be accessed on OHSU s and PSU s websites:

13 Figure 2.4. Process for Reviewing and Approving Curricular Changes at the School-level Table 2.5 provides a snapshot of the review processes at OHSU and PSU when APCC forwards a proposal for curricular change to the next higher level of review. Of note are the similarities in the rigor of the curricular review processes of both Institutions, the state of Oregon, the Higher Education Coordinating - 9 -

14 Council, and regional accreditor (Northwest Commission on Colleges and Universities). Both universities also require that proposals for new graduate programs undergo a quality review by an external faculty group usually of three or more faculty. Two extra review steps at PSU are due to the greater variety of programs at the undergraduate and graduate levels, and the requirement for approval by the Higher Education Coordinating Council (HECC). OHSU is a public corporation, and as such, is not required to seek approval from the HECC. Table 2.5. Final Level of Approval for OHSU-PSU SPH by Curricular Change Type OHSU PSU CEPH NWCCU New course or change in course in an approved degree program in the SPH Substantive change to an existing degree program in the SPH New degree program proposed by the SPH OHSU-PSU SPH Academic Policy & Curriculum Committee OHSU Faculty Senate recommendation to OHSU Provost State-level review by Provosts Council PSU Faculty Senate recommendation to the PSU Provost State-level review by Provosts Council State-level review by HECC Substantive Change Notification Substantive Change Notification Substantive Change Notification Substantive Change Notification Admission Standards and Processes The Academic Policy and Curriculum Committee (APCC) is responsible at the school-level for making recommendations on admission standards and processes to the Dean. ADDITIONAL FACULTY COMMITTEES Other committees are also involved in ensuring program quality, selecting new faculty, and ensuring sufficient resources for the proposed School and include the SPH Faculty Council, Executive Leadership Council, and External Advisory Council. SPH Faculty Council The OHSU-PSU SPH Faculty Council is a key component of the faculty governance structure. Charge. The Faculty Council provides faculty governance and advice to the School administration in areas of administrative and operational mission and policies. Reports from standing and special committees are referred to the Faculty Council for discussion and final recommendations. The Council s jurisdiction and responsibilities are met through committees, council meetings, and meetings of the faculty

15 Responsibilities. Develops a plan for a representative Faculty Council during the first year of operation; Reviews School policies affecting faculty roles and responsibilities, consistent with each university s policies and in the case of PSU, consistent with the University and AAUP Collective Bargaining Agreement; Appoints faculty members to School Committees: Promotion & Tenure, Academic Policy & Curriculum, Admissions, Faculty Searches, Awards & Scholarships, Diversity, Field Experience, Workforce Development, Alumni, and ad hoc committees as necessary consistent with each university s policies and in the case of PSU, consistent with the University and AAUP Collective Bargaining Agreement; Expresses faculty concerns and opinions; and Interprets the bylaws if there are questions. Membership. In the initial year of the School s development, the Faculty Council consists of the Faculty as a whole. The Faculty Council elects a Chair at its first meeting from among the Professors (i.e., Assistant and Associate Professors are not eligible) serving on the Council. Executive Leadership Council The Executive Leadership Council is the oversight leadership group charged with advising the Dean and responding to School-level decisions and planning affecting both the internal School, and the collaborative universities, academic units, and shared governance units forming the SPH. As a community-focused SPH, the ELC also helps the Dean and SPH respond to their constituents. Charge. The Executive Leadership Council advises the Dean of the School. Responsibilities. Reviews and advises the Dean on School programs, proposals, standards and opportunities, both internal and external. Representation includes current or historical academic units of the OMPH and current interim SPH leadership to facilitate the transition to the School. Membership. All are ex officio members who are part of the ELC by virtue of holding another office in either OHSU or PSU. The Council tends to rely on conversation rather than making formal motions and voting. The Council includes the SPH Dean; the OHSU Provost/Executive Vice President; PSU Provost/Vice President; OHSU Executive Vice Provost; Associate Dean for Academic Affairs; Associate Dean for Undergraduate Programs; Associate Dean for Research; Associate Dean for Practice; Dean PSU College of Public and Urban Affairs; Dean, OHSU School of Nursing and Vice President for Nursing Affairs; Director, OHSU Institute of Environmental Health; Program Director, Health Management and Policy; Chair, Faculty Council; and Assistant Dean for Accreditation (see Appendix 4.2 for a list of the SPH Executive Leadership Council members). External Advisory Council The Associate Dean for Practice chairs the External Advisory Council. The External Advisory Council includes ten or more community partners representing Oregon and Southwest Washington in fields related to public health, as well as state and local health departments. Charge. The External Advisory Council serves the School in an advisory capacity on community linkages, public health services, and workforce development and meets at least quarterly. Responsibilities. Reviews membership nominations and make membership recommendations. Advises the School on changing needs of the public health workforce

16 Represents the public health professional community. Brings community needs and feedback for discussion and integration. Contributes knowledge about trends affecting public health education. Provides advice on strategic directions. Raises awareness and understanding of public health careers. Advises the School on career opportunities for graduates. Identifies workforce development opportunities. Membership. The Associate Dean for Practice, SPH faculty, administrators, alumni, existing External Advisory Council members, and members of the Executive Leadership Council may nominate individuals for membership on the External Advisory Council. Each member serves a two-year appointment that may be renewed by mutual agreement with the School s Associate Dean for Practice. The members of the Executive Leadership Council may participate in External Advisory Council meetings. The Dean may appoint members based on criteria under development (see Appendix 4.4. External Advisory Council Membership). Developing Budgets and Fiscal Requirements The Provosts of each University developed the basic financial parameters guiding the transitioning to the proposed OHSU-PSU School of Public Health. The collaborative structure reflects (1) the requirements of the Council on Education for Public Health for a collaborative SPH; (2) the reporting structure that the Dean is responsible to both OHSU and PSU Provosts; and (3) financial principles agreed to by the Provosts, Vice Presidents for Finance, and Vice Presidents for Research at OHSU and PSU. CEPH Requirements. OHSU accepted that obligation to serve as the lead institution. OHSU assumes the financial responsibility to maintain the School, if PSU no longer participates. Both universities with confer joint graduate public health degrees, and diplomas will include both University logos. Academic programs operate under an MOU with joint administration and program management. Reporting Structure. The Dean of the proposed SPH reports to the Provosts at both Universities. Financial Principles. Both universities will support the joint operations for the School s administration equally. Currently, this includes $400,000 annually from each institution (in addition to the $300,000 each for the joint administration of the Oregon MPH program). Each program and faculty budget is managed in accordance with the budget model of the employer university. The School s research operations for all SPH primary faculty members are organized centrally using the infrastructure of OHSU (e.g., Institutional Review Board, Intellectual Property). Each institution receives credit for their faculty efforts (principal investigator, faculty) in submitting grants and grant awards without double counting. The indirect cost recoveries of faculty grants flow to the employer university, either OHSU or PSU

17 SECTION 3. MISSION, GOALS AND OBJECTIVES A mission with supporting goals and measurable objectives for the school or program. The SPH Initiative Steering Committee developed the mission statement for the proposed School. The Steering Committee included 13 faculty and administrative leaders as well as numerous ad hoc attending contributors from the two partnering institutions, Oregon Health & Science University and Portland State University. The SPH Deans Team developed goals and objectives based on numerous meetings with the faculty-as-a-whole and in meetings with the Academic Policy and Curriculum Committee and Executive Leadership Council. The proposed OHSU-PSU School of Public Health adopted a school-level mission, six supporting goals and 46 measureable objectives. Mission The mission of the School of Public Health is to prepare a public health workforce, create new knowledge, address social determinants, and lead in the implementation of new approaches and policies to improve the health of populations. Goals The proposed SPH articulated six goals as follows: To sustain a thriving academic community and collaboration in public health that embraces diversity in expertise and interests. (The SPH Environment) To develop strong, sustained external relationships with public health practitioners and communities in the Portland metropolitan area and the state of Oregon to improve population health. (Service) To prepare a public health workforce that engages community leaders to improve population health, address social determinants of health, and reduce health disparities. (Educational Opportunity) Increase student, faculty, and staff diversity to enhance the educational experience and prepare effective public health practitioners, leaders, and policy makers to serve diverse populations. (Educational Access) Advance and translate research leading to the discovery of knowledge to improve population health and reduce health disparities. (Research) To increase financial resources to ensure sufficient income for operations, faculty, staff, and student support (Sustainable SPH) Core Competencies The School will strive to implement its vision, mission, and goals by creating a workforce that is competent in community engagement, and a faculty that advances knowledge through appropriate research directed toward its local, international, and special communities. To this end, all educational programs in the School of Public Health will have, at their core, courses that educate all students in the following core competencies. All graduates of the School of Public Health will act ethically and demonstrate cultural competence to: 1. Integrate social determinants into public health science, practice and policy; 2. Engage with communities to improve population health; and 3. Apply public health knowledge and skills to eliminate health disparities

18 MEASUREABLE OBJECTIVES During the formation and review process among SPH initiative constituents, we identified gaps in measureable outcomes and data in the OMPH Self-study. The proposed objectives, therefore, include new objectives and improved data collection processes, which are being phased in across academic years 2013 through The School has defined 46 measurable objectives for the six goals as follows: Table 3.1 Measureable Objectives for Goal Statements To sustain a thriving academic community and collaboration in public health that embraces diversity in expertise and interests. (The SPH Environment) Baseline 1 80% of primary faculty members are evaluated annually by program director % percent of faculty members indicate SPH is a good place to work Identify assessments of student appreciation for ethical and moral values in public health 4 Identify assessments for students to demonstrate cultural competence in public health settings Establish a minimum number of courses in each program that address social 2014 determinants of health, community engagement, and knowledge application to eliminate health disparities. Develop strong, sustained external relationships with public health programs, practitioners, and communities in the Portland Metropolitan Area and the state of Oregon to improve population health. (Service) 6 Identify number of field experience sites with MOUs or affiliation agreements % of students rate overall satisfaction with field experience at least 4 on a 5- point scale by 2020 (2013 baseline). 8 Reduce gaps in competency assessment ratings between field experience supervisors and students (2015 baseline). 9 Increase number of participants in continuing education courses to support the ongoing training needs of Oregon health leaders by 10% by 2020 (# people we reach) 10 Increase number of on-line graduate certificates in public health awarded by 20% by Increase the number of primary faculty working with communities over a multiyear period to improve health status and conditions by 10% by Increase percent of primary faculty serving as members of public health professional associations, community-based organizations, state public health policy boards, and community advisory boards by 10% by % of students are involved in community projects (beyond required PH field experiences and university capstone) Prepare a public health workforce that engages the community leaders to improve population health, address social determinants of health, and reduce health

19 disparities. (Education) 14 Increase matriculation rate (from acceptances) into the MPH program by 20% by Increase the number of eligible PhD student offers by 15% by Increase the number of MPH student graduating within four years by 10% by Increase student response rate for required university course evaluations by 40% 2013 by % of students rate public health courses at least 4.5 out of 6-point scale by Increase percent of students satisfied with the overall academic experience by % by Increase percent of students satisfied with academic advising by 15% by Increase mean student self-assessment of their core course competencies ( point scale) by 15% by % percent of students passing the certificate in public health (CPH) exam on 2016 first attempt (Note: voluntary pilot in 2015 for 16 students). 23 Percent of MPH graduates employed /continuing training within 12 months of 2013 graduation. 24 Percent of PhD graduates employed (including fellowships) within 12 months of 2016 graduation. 25 Increase mean alumni self-assessment of core competency preparation by 15% by (Note: 3-point scale, changing to 4-point scale) 26 Increase mean alumni self-assessment of program-specific competences by 15% 2013 by 2020 (Note: 3-point changing to 4-point scale) Increase student, faculty, and staff diversity to enhance the educational experience and prepare effective public health practitioners, leaders, and policy makers to serve diverse populations. (Education) 27 Percent of MPH matriculates from underrepresented student groups Student success by background characteristics Increase percent of students reporting they are "satisfied" with the cultural 2015 climate for diversity of the SPH by 10% from 2013 baseline by Increase percent of students reporting they feel included in the MPH program on 2013 campus, in the classroom and with peers and faculty" by 10% by Increase percent of SPH faculty/staff satisfied with the cultural climate for 2013 diversity 10% from by Percentage of faculty from underrepresented groups Percentage of staff from underrepresented groups Advance and translate research leading to the discovery of knowledge to improve population health and reduce health disparities. (Research) 34 Increase the total funding for grants and contracts by 30% by Increase faculty grant and contract collaborations to include 60% of all primary faculty at OHSU and PSU who share grant collaborations by Increase the number of primary faculty who are Principal Investigators on grants and contracts by 30% by

20 37 Provide financial support for 75% of full-time PhD students in the School by Increase student participation in funded faculty research projects to 40% of 2013 funded research projects by Increase community involvement in funded research to 40% of grants and 2013 contracts. 40 Increase the mean number of publications in peer-reviewed journals by primary 2011 faculty per year by 25% by Increase the mean number of other publications and products per primary faculty 2011 by 25% by 2020 baseline (e.g. presentations, papers, books, book chapters, products, datasets, systems, technology, patents filed, software, video). Increase financial resources to ensure sufficient income for operations, faculty, staff, and student support. 42 Total grants and contracts make up 50% of total resources by At least 75% of faculty salaries in the SPH will be at the median of the ASPPH 2014 peers. 44 SPH will provide at least 20% of tuition as scholarship support from operating 2014 funds (lump sum of dollars per year awarded to public health students) by Total student-to-primary faculty ratio will be less than 10 to Annual tuition rates are comparable to the peer median of ASPPH SPH by

21 SECTION 4. CURRICULUM OVERVIEW A curriculum for each degree included in the unit of accreditation that is consonant with CEPH criteria; documentation must include a list of required courses, practice experience, etc. and associated credit-hours, with brief course descriptions. Table 4.1. Instructional Matrix: Degrees & Specializations CEPH Template Bachelor s Degrees Department/Program: Concentration Community Health Health Science Aging Services School Health Master s Degrees BA or BS BA or BS BA or BS BA or BS Department/Program Academic Professional Biostatistics MS* MPH Health Studies Environmental Systems and Human Health Epidemiology Health Management and Policy MA/MS* MPH MPH MPH Health Promotion MS MPH Primary Health Care and Health Disparities (online) Doctoral Degrees Department/Program Academic Professional Community Health Health Systems and Policy Epidemiology Concurrent (Dual) Degrees Department/Program Academic Professional Urban and Regional Planning (with Community Health) Medicine (with Epidemiology) Social Work (with Health Management and Policy) Social Work (with Health Promotion) Nursing (with Primary Health Care and Health Disparities) NOTE: *Not degrees in public health, but will be located in the proposed SPH. PhD PhD PhD MPH MURP/MPH MD/MPH MSW/MPH MSW/MPH PhD/MPH

22 Table 4.2 Required Courses Addressing Public Health Core Knowledge Areas for MPH CEPH Template Core Knowledge Area Credits Course Number and Title Programs Biostatistics 4 PHPM 524 Introduction to Biostatistics HP; HMP; ESHH BSTA 511 Estimation/Hypothesis Testing for Applied Biostatistics CPH 530 Introduction to Biostatistics BIO; EPI PHCHD (online) Epidemiology 4 PHE 530 Epidemiology I HMP; HP Environmental health sciences Health services administration Social and behavioral sciences PHPM 512 Epidemiology I CPH 541 Epidemiology I BIO; EPI; ESHH PHCHD (online) 3 PHE 580 Concepts of Environmental Health ESHH; HMP; HP PHPM 518 Concepts of Environmental Health and Occupational Health BIO; EPI CPH 539 Concepts of Environmental and Occupational Health PHCHD (online) 3 PAH 574 Health Systems Organization HP; HMP; ESHH PHPM 519 Health Systems Organization CPH 540 Health Systems Organization BIO; EPI PHCHD (online) 3 PHPM 517 Principles of Health Behavior BIO; EPI PHE 512 Principles of Health Behavior CPH 537 Principles of Health Behavior HP;HMP; ESHH PHCHD (online) Total Core Course Credits in MPH 17 A curriculum for each degree included in the unit of accreditation that is consonant with CEPH criteria; documentation must include a list of required courses, practice experience, etc. and associated credit-hours, with brief course descriptions. The proposed School will offer six different programs or specializations leading to the MPH award as noted in Table 4.1 on page 17. Three of the six MPH tracks reflect changes approved by the Council in These are: Biostatistics (see Table 4.3) Environmental Systems and Human Health (see Table 4.4) Epidemiology (see Table 4.5) The program of study for each new MPH program follows:

23 Table 4.3. Biostatistics: MPH Course of Study (60 credits) Course Number Course Title Credits BSTA 512 Linear Models 4 BSTA 513 Categorical Data Analysis 4 BSTA 515 Data Management and Analysis in SAS 3 BSTA 516 Design and Analysis of Surveys 3 BSTA 519 Applied Longitudinal Data Analysis 3 PHE 519 Introduction to the Etiology of Disease 3 PHPM 513 Epidemiology II (Methods) 4 PHPM 520 Ethics of Research and Application to Public Health 3 PHPM 566 Current Issues in Public Health 2 BSTA 507 Field Experience/Internship 6 Required Program Courses 35 Area of Emphasis/Elective Courses 8 Required Core courses 17 Total minimum course credits for Biostatistics 60 Table 4.4. Environmental Systems and Human Health: MPH Course of Study (60 credits) Course Number Course Title Credits EBS 517 Environmental Systems and Human Health 4 EBS 519 Environmental Health in a Changing World 3 EBS 521 Environmental Microbiology 3 EBS 522 Ethics in Environmental and Occupational Health 3 EBS 526 Chemical Transport Processes in Environmental Health 3 EBS 529 Environmental Toxicology and Risk Assessment 4 EBS 535 Chemistry of Organic Contaminants 4 PHE 519 Introduction to the Etiology of Disease 3 EBS 509 Field Experience/Internship 6 Required Program Courses 33 Area of Emphasis/Elective Courses 10 Required Core courses 17 Total minimum course credits for MPH in ESHH

24 Table 4.5. Epidemiology: MPH Course of Study (60 credits) Course Number Course Title Credits BSTA 512 Linear Models 4 BSTA 513 Categorical Data Analysis 4 PHPM 513 Epidemiology II 4 PHPM 514 Epidemiology III 4 PHPM 536 Epidemiological Data Analysis* 4 PHPM 520 Ethics and Epidemiology (Ethics of Research and Applications in 3 Public Health) PHPM 566 Current Issues in Public Health 2 PHPM 540 Introduction to Research Design 3 PHE 519 Etiology of Disease 3 PHPM 504 Field Experience/Internship 6 Required Program Courses 37 Area of Emphasis/Elective Courses 6 Required Core Courses 17 Total minimum course credits for MPH in Epidemiology

25 PHD PROGRAMS Three PhD programs mark the important collaboration of the planned OHSU-PSU School of Public Health. They include a PhD in Epidemiology, PhD in Health Systems and Policy, and PhD in Community Health. The pathways into these programs typically include completion of a masters degree (such as MPH or MS) before moving on to the PhD. A student may transfer credits to meet credit requirements for the PhD. The faculty committees developed each PhD program within the guidelines of its originating institution; the current admissions standards and degree completion requirements vary reflecting both the institutional and cognate differences among them (see Table 4.9). PhD students are assigned to a core faculty advisor and matched with a mentor. During , these degree requirements will be harmonized as the School activities become more centralized as they separate from their original academic units. The PhD in Community Health at PSU provides students with advanced learning in conducting research and developing instruction skills in public health, social and behavioral determinants of health, gerontology, and social epidemiology. This program will provide unique training for students interested in the rapidly developing research area that includes the psychosocial aspects of health (see Table 4.10 Course of Study). The PhD in Epidemiology at OHSU is based upon competencies in doctoral education recommended by the American College of Epidemiology and the ASPPH. Graduates are prepared to work independently and to collaborate with health professionals in other disciplines on research and applied projects that include epidemiologic elements, and to teach graduate students and health professionals in academic, governmental, nonprofit, and private sector settings (see Table Course of Study). The PhD in Health Systems and Policy at PSU provides students with advanced knowledge, analytic skills, and competencies in conducting research and developing teaching and learning skills in health systems and policy. The PhD in Health Systems and Policy provides a unique educational experience for students seeking to apply theory to practice in careers as researchers and educators by building upon Oregon s role as a leader in health systems transformation (see Table 4.12 Course of Study). Table 4.6. Requirements by PhD Program Health Systems Community Epidemiology and Policy Health Total course credits Total graduate credits transferable Qualifying/Comprehensive Examination Advancement to PhD Candidacy Dissertation committee Up to 45 Up to 56 Up to 30 Completed course requirements Passed qualifying exam; submitted dissertation proposal; defended orally 4 faculty (2 in program, not research advisor) Completed course requirements Passed qualifying exam; submitted dissertation proposal; defended orally 4 faculty (3 program, 1 graduate school representative) Completed course requirements Passed qualifying exam; submitted dissertation proposal; defended orally 4 faculty (3 program, 1 graduate school representative) Dissertation credits

26 Table 4.7. Community Health: PhD Course of Study Course Number Course Title Credits Required Core Courses: 28 credits PHE 612 Advanced Principles of Health Behavior 3 PHE 546 Urban and Community Health 3 PHE 513 Health, Behavior and the Social Environment 3 PHE 580 Concepts of Environmental Health 3 PAH 571 Health Policy 3 PAH 575 Advanced Health Policy 3 PHE 522/622 Health and Social Inequities 3 PHE 623 Doctoral Seminar in Health Research (1 credit each term) 6 PHE 626 Teaching Health 1 Required Methods Courses: 17 credits PHE 624 Advanced Methods in Epidemiologic Research I 3 PHE 625 Advanced Methods in Epidemiologic Research II 3 PHE 520 Qualitative Research Design 3 USP 634 Data Analysis I 4 USP 654 Data Analysis II 4 Electives: 18 credits Health Course Electives 12 Methods Course Electives 6 Research 45 PHE 601 Research (3 credits per term) 18 PHE 603 Dissertation 27 Total minimum credits required for PhD beyond baccalaureate