SELF-STUDY REPORT. May Healthier Community. Prepared for the Council on Education for Public Health

Transcription

1 May 2015 Creating Solutions for a Healthier Community SELF-STUDY REPORT Prepared for the Council on Education for Public Health 3500 Camp Bowie Blvd. Fort Worth, TX

2 TABLE OF CONTENTS LIST OF ACRONYMS... i INTRODUCTION...iv CRITERION 1: THE SCHOOL OF PUBLIC HEALTH MISSION... 1 Table 1.1.d.1: School of Public Health Goals and Objectives EVALUATION Table 1.2.a.1: Responsible Parties Associated with each Objective Table 1.2.c.1: Goals, Strategic Initiatives, Measures and Results (CEPH Outcome Measures Template) INSTITUTIONAL ENVIRONMENT Figure 1.3.b.1: University of North Texas Health Science Center Organizational Chart ORGANIZATION AND ADMINISTRATION Figure 1.4.a.1: University of North Texas Health Science Center School of Public Health Organizational Chart GOVERNANCE Table 1.5.a.1: Standing and Ad Hoc Committees Table 1.5.d.1: Faculty Membership on University Committees FISCAL RESOURCES Table 1.6.b.1: UNTHSC SPH Budget (CEPH Data Template 1.6.1) Table 1.6.d.1: Fiscal Assessment Objectives FACULTY AND OTHER RESOURCES Table 1.7.a.1: Primary Faculty Headcount (CEPH Data Template 1.7.1) Table 1.7.a.2: Primary Faculty Members in Each of the Core Areas Table 1.7.b.1: Faculty, Students, and Student/Faculty Ratios by Department (CEPH Data Template1.7.2) Table 1.7.c.1: School Administrative and Staff Personnel Table 1.7.i.1 Outcome Measures for Resource Adequacy DIVERSITY Table 1.8.a.1: Comparison of Student, Faculty, and Staff Diversity to Geographic Populations (CEPH Data Template 1.8.1) CRITERION 2: INSTRUCTIONAL PROGRAMS DEGREE OFFERINGS Table 2.1.a.1: Instructional Matrix (CEPH Data Template 2.1.1) Table 2.1.a.2: SCH Required for Each Concentration PROGRAM LENGTH PUBLIC HEALTH CORE KNOWLEDGE Table 2.3.a.1: Core Public Health Knowledge for MPH and DrPH Degrees (CEPH Data Template 2.3.1) PRACTICAL SKILLS CULMINATING EXPERIENCE REQUIRED COMPETENCIES... 82

3 Figure 2.6.c.1: MPH CORE Competencies and Learning Outcomes (CEPH Data Template 2.6.1) Figure 2.6.c.2: DrPH Competencies and Learning Outcomes (CEPH Data Template 2.6.1) Figure 2.6.c.3: PhD CORE Competencies and Learning Outcomes (CEPH Data Template 2.6.1) ASSESSMENT PROCEDURES Table 2.7.b.1: Summary of Degree Completion Rates (CEPH Data Template 2.7.1) Table 2.7.b.2: Job Placement/Destination of Graduates (CEPH Data Template 2.7.2) Table 2.7.c.1: Job Placement Data Collection Methods and Response Rates Table 2.7.d.1: Pass Rates on Certified in Public Health (CPH) Examination Table 2.7.e.1: Employer Assessment of MPH Program Graduates Ability to Perform Competencies on the Job Table 2.7.e.2: Employer Assessment of DrPH Program Graduates Ability to Perform Competencies on the Job Table 2.7.e.3: Self-Assessment of Competency Achievement - MPH Program Graduating Students and Alumni Table 2.7.e.4: Self-Assessment of Competency Achievement - DrPH Program Graduating Students and Alumni Table 2.7.e.5: Self-Assessment of Competency Achievement PhD Program Graduating Students and Alumni OTHER GRADUATE PROFESSIONAL DEGREES BACHELOR S DEGREE IN PUBLIC HEALTH OTHER BACHELOR S BEGREES ACADEMIC DEGREES DOCTORAL DEGREES Table 2.12.c.1: Doctoral Student Data for AY (CEPH Data Template ) Table 2.12.d.1: PhD Program Core Courses Table 2.12.d.2: Biostatistics Concentration Table 2.12.d.3: Behavioral and Community Health Concentration Table 2.12.d.4: Environmental Health Sciences Concentration Table 2.12.d.5: Epidemiology Concentration Table 2.12.d.6: Health Services and Policy Concentration Table 2.12.d.7: DrPH in Public Health Practice JOINT DEGREES Table 2.13.a.1: New Enrollment in Dual Degree Programs Table 2.13.b.1: MPH/MS Applied Anthropology Dual Degree (63 Credits) Table 2.13.b.2: DO/MPH Dual Degree (42 Credits) Table 2.13.b.3: MPH/MSN Dual Degree (57 Credits) DISTANCE EDUCATION AND EXECUTIVE PROGRAMS CRITERION 3: CREATION, APPLICATION AND ADVANCEMENT OF KNOWLEDGE RESEARCH Figure 3.1.a.1 SPH Office of Research Services Organizational Chart Table 3.1.c.2: Summary of Research Activity FY (CEPH Data Template 3.1.1) Table 3.1.d.1: Outcome Measures and Targets for Research SERVICE Table 3.2.a.1: Percent of Faculty Participating in Service by Category, Table 3.2.d.1: Outcome Measures and Targets for Service WORKFORCE DEVELOPMENT Table 3.3.b.1: Funded and Unfunded Workforce Development Activities, to

4 Table 3.3.c.1: SPH Certificate and Non-Degree Programs CRITERION 4: FACULTY, STAFF AND STUDENTS FACULTY QUALIFICATIONS Table 4.1.a.1: Current Primary Faculty Supporting Degree Programs, by Department, Fall 2014 (CEPH Data Template 4.1.1) Table 4.1.b.1: Other Faculty used to Support Teaching Programs (CEPH Data Template 4.1.2) Table 4.1.d.1: SPH Faculty Performance Measures FACULTY POLICIES AND PROCEDURES STUDENT RECRUITMENT AND ADMISSIONS Table 4.3.d.1: Admissions Process Data: Information on Applicants, Acceptances and New Enrollments, to , Fall 2014 and Spring 2015 (CEPH Data Template 4.3.1) Table 4.3.e.1: Total Enrollment Data from to , and Fall 14 (CEPH Template 4.3.2) Table 4.3.f.1: Outcome Measures for Enrolling Qualified Students ADVISING AND CAREER COUNSELING Table 4.4.b.1: Career Counseling Services for Students Table 4.4.c.1: Student Satisfaction with Advising and Career Counseling Services

5 LIST OF ACRONYMS ACHE APART APHA Appendix ASPPH AY BACH BEST BIOS CAHME Canvas CAP CBPR CCH CEPH CITI CIL CLD CME CoP CPH CPCR CPHP DFW DrPH EAD EOHS EPID ERF F&A FQHC FTE GIS GMAT GPA grats H3 HAMPCAS HSC HIT HMAP American College of Healthcare Executives Academic and Program Assessment Review Team American Public Health Association Self-study supplementary materials located in the Electronic Resource File (ERF) Association of Schools and Programs of Public Health Academic Year Behavioral and Community Health Biostatistics and Evaluation Services and Training Biostatistics Commission on Education of Healthcare Management Education Learning Management System adopted by the University Center for Academic Performance Community Based Participatory Research Center for Community Health Council on Education for Public Health Collaborative Institutional Training Initiative Center for Innovative Learning (in the fall of 2014, the Center for Learning and Development and the Center for Online Education were merged into this single center) Center for Learning and Development (now part of the CIL) Continuing Medical Education College of Pharmacy Certified in Public Health Examination Center for Primary care Research Center for Public Health Prepare Dallas Fort Worth Metroplex Doctor of Public Health Program Everett Education and Administration Building Environmental and Occupational Health Sciences Epidemiology Electronic Resource File Facilities and Administrative Federally Qualified Health Center Full Time Equivalent Geographic Information Systems Graduate Management Admissions Test Grade Point Average Group readiness assessment tests Healthy Moms-Healthy Babies-Healthy Community Healthcare Administration, Management & Policy Centralized Application Service University of North Texas Health Science Center Health Institutes of Texas Health Management and Policy i

6 HWF ICE IDEA IHI irats IRB MACH MAC MAPP MGMA MHA MOU MPH NBPHE NCHL NCURA NIH NTHF OAAS ORA OReC ORS OSOE PACE PA PAD PHAB PHED PHPC PHSGA QEP Qualtrics RAD RCOI RWJ SACS SCH Site Supervisor SOPHAS SORT SFR SPHAAR SPH UNTHSC SPHFYI STEP TCHD Hispanic Wellness Fair Integrated Competency Evaluation Individual Development and Educational Assessment System Institute for Healthcare Improvement Individual readiness assessment tests Institutional Review Board Maternal and Child Health Master s Admission Committee Mobilizing for Action through Planning and Partnerships Medical Group Management Association Master of Health Administration Memorandum of Understanding Master of Public Health National Board of Public Health Examiners National Center of Healthcare Leadership National Council of Research Administrators National Institute of Health North Texas Health Forum Office of Admission and Academic Services UNTHSC Research Office Office of Research Compliance Office of Research Services Office of Strategy and Organizational Excellence Office of Professional and Continuing Education Physician Assistant Professional and Academic Development Public Health Accreditation Board Public Health Education Department Public Health and Prevention Council Public Health Student Government Association Quality Enhancement Program Electronic Survey Software Research Appreciation Day Research Conflict of Interest Robert Wood Johnson Foundation Southern Association of Colleges and Schools Semester Credit Hour Preceptor Schools of Public Health Application Service Student Outbreak Response Team Student/Faculty Ratio School of Public Health Academic Advising and Registration School of Public Health, University of North Texas Health Science Center School of Public Health Newsletter Emergency Safe Transitions for Elderly Patients Texas Center for Health Disparities ii

7 TCOM TCU TECS-PERLC THECB TPHTC TPI TracDat UG UNT UNTHSC WIPS WNV Texas College of Osteopathic Medicine Texas Christian University Training and Education Collaborative System Preparedness and Emergency Response Learning Centers Texas Higher Education Coordinating Board Texas Public Health Training Center Texas Prevention Institute Assessment Management System used to assess performance measures Undergraduate University of North Texas Denton campus University of North Texas Health Science Center Works in progress West Nile Virus iii

8 INTRODUCTION The University of North Texas Health Science Center Fort Worth (UNTHSC), located in the cultural district of Fort Worth has five graduate schools and is a part of the University of North Texas (UNT) System. The UNTHSC is comprised of five schools. The Texas College of Osteopathic Medicine (TCOM) which originated as a private college in 1966, became a state-supported medical school in 1975 and was officially re-designated and expanded by the State of Texas as the UNTHSC. That same year, the Graduate School of Biomedical Sciences (GSBS) became the second school which admitted the first MS and PhD students to the health science center. Two other schools were recently founded: the School of Health Professions (2007) which includes the Master of Physician Assistant Studies (MPAS) and the Doctor of Physical Therapy (DPT); and the UNT System College of Pharmacy (2011) matriculated its first Doctor of Pharmacy (PharmD) students in The School of Public Health (SPH) grew from a single program in GSBS. In 1995 the first Master of Public Health (MPH) students were admitted; four years later in 1999, the School of Public Health (SPH) was founded. The first students in the Doctor of Public Health (DrPH) program matriculated in 2001, followed by the first Master of Heath Administration (MHA) students in The Texas Higher Education Coordinating Board (THECB) approved the SPH to offer a Doctor of Philosophy, the PhD in Public Health Sciences, and the first students matriculated that same year in The last Council on Education for Public Health (CEPH) re-accreditation of the SPH for a maximum of seven years was in Growth in the number of schools accredited by CEPH over the last few years resulted in the UNTHSC-SPH s re-accreditation being moved from 2014 to With the appointment of Richard S. Kurz as the Dean of the SPH in 2007, many strategic changes have occurred. The SPH faculty offices were centralized to the 6 th and 7 th floors of the Carl E. Everett Education and Administration building (EAD) after a long period of departments being located in both EAD and the Center for BioHealth (CBH). This move facilitated better communications and collaboration among the entire school s faculty, staff and students. Dean Kurz re-organized the entire leadership team to include a new Associate Dean for Academic Affairs and an Associate Dean for Administration and Student Services, as well as, five new department chairs. The Department of Social and Behavioral Sciences was reconfigured into the Department of Behavioral and Community Health, and later, the Department of Biostatics and the Department of Epidemiology merged. Dean Kurz has also led the school s increased engagement with the communities of Fort Worth and Dallas. Student enrollment from the last re-accreditation has grown substantially to nearly 450 students (headcount) in AY Significant changes in curriculum have occurred to include competency-based education. Distance education has been implemented with many online courses and a fully online, generalist MPH. The school has collaborated extensively with the Center for Innovative Learning (CIL) founded in 2010 as a part of the Quality Enhancement Plan (QEP) for the health science center s accreditation by the Southern Association of Colleges and Schools (SACS). This self-study provides extensive details about the current status of the SPH and demonstrates how it meets the four criteria set by CEPH. iv

9 Criterion 1: The School of Public Health 1.1: Mission CRITERION 1: THE SCHOOL OF PUBLIC HEALTH 1.1 MISSION The School shall have a clearly formulated and publicly stated mission with supporting goals, objectives and values. 1.1.a. A clear and concise mission statement for the school as a whole. Mission, Vision, and Values The Mission of the School of Public Health (SPH) is to create solutions for a healthier community by advancing public health knowledge through research, service, and the education of public health professionals. In January of 2013, Dr. Michael Williams was appointed as the Interim and ultimately selected President of the University of North Texas Health Science Center (UNTHSC). After his appointment, he requested that all units of the UNTHSC participate in the development of a new mission statement for the UNTHSC, as well as a new vision statement and a refined conception of its values. This process resulted in new mission and vision statements for the UNTHSC. These new statements are: Mission of the UNTHSC: Create solutions for a healthier community Vision of the UNTHSC: To be the team of choice for education, discovery and health care Each unit was directed to begin its mission statement with the above UNTHSC mission statement. The SPH s vision statement was drafted by its faculty, staff, students, and stakeholder communities during the self-study year and is now stated as: Vision of the School of Public Health: To be the team of choice for public health education, discovery, and service. 1.1.b. A statement of values that guides the School The values of the UNTHSC were refined during a process that engaged the entire health science center in Many SPH faculty and staff completed surveys and participated in focus groups to contribute to the values development. Several SPH faculty and staff were participants in an intensive blueprint workshop that articulated the values based upon the feedback garnered from the survey and focus groups. The entire SPH faculty and staff were participants in values roll-out sessions where final input was gathered. The five values which resulted from the process are a major aspect of the FY 2015 Strategic Plan. The values and associated behaviors are: 1

10 Criterion 1: The School of Public Health 1.1: Mission Serve Others First Encourage growth, well-being and success of each other and people we serve o Empower one another to make values-based decisions o Consider the impact of your decisions o Be good stewards of people and resources o Demonstrate compassion, care and humility o Promote individual potential Integrity Uphold the highest ethical standards o Do what is right, not just what is easy o Conduct ourselves with honesty, trustworthiness and dependability o Be transparent in actions o Own, correct and learn from successes and failures o Demonstrate loyalty to our mission and vision Respect Treat everyone with dignity and compassion o Gratefully acknowledge contributions and efforts of others o Invite other perspectives and encourage dialogue o Communicate openly in a timely, courteous and relevant manner o Promote diversity of thought, ideas and people o Build trust by honoring our word through actions Collaboration Work together to achieve shared goals o Combine our strengths to discover new ideas and share best practices o Seek opportunities to engage others and break through barriers o Inspire one another to be more, collectively, than the sum of our individual parts o Give, ask for and value feedback o Recognize the contributions of others and celebrate successes Be Visionary Create innovative solutions in the pursuit of excellence o Respectfully challenge the way things have always been done o Create unique ways to provide remarkable service o Navigate change to move us forward o Proactively implement new ideas o Take thoughtful risks Since the initial roll-out of the values, the process of awareness and action has continued with participation of the students on the UNTHSC campus. The SPH has embraced the values as the framework for our collegial teamwork in the areas of teaching, research and service. 1.1.c. One or more goal statements for each major function through which the School intends to attain its mission, including at a minimum, instruction, research and service. To fulfill its mission the SPH has the following primary goals (strategic initiatives): Goal 1 (Strategic Initiative 1): Administration Create an environment that facilitates the education of exemplary public health professionals and creates and disseminates public health knowledge Goal 2 (Strategic Initiative 2): Academic Affairs Develop public health professionals and scientists devoted to the highest standards of health in Texas, nationally and internationally. 2

11 Criterion 1: The School of Public Health 1.1: Mission Goal 3 (Strategic Initiative 3): Research Discover, translate, and disseminate public health knowledge that is recognized nationally and internationally. Goal 4 (Strategic Initiative 4): Community Engagement Serve communities and professional organizations to accomplish SPH and HSC goals and to improve population health. 1.1.d. A set of measurable objectives with quantifiable indicators related to each goal statement as provided in Criterion 1.1.c. In some cases, qualitative indicators may be used as appropriate. For five years prior to the appointment of the new president in January 2013, the UNTHSC developed and implemented a strategic planning process that was required by all UNTHSC units. This process began with an environmental assessment; continued with the development of a statement of mission, vision, and values; and, finally, focused on the creation of an approach that defined goals for the UNTHSC, along with their associated tactical initiatives and performance measures. Each unit was directed to implement a similar approach to planning. The result of this process for each unit was a Strategic Map for each year that included results and follow-up activities. This information was recorded in TracDat, the software application system used by the UNTHSC for the uniform reporting of assessment plans across units. Strategic plans for the last 3 years are provided in Appendix 1.1.d.1 located in the Electronic Resource File. The current strategic plan is also available to the UNTHSC community and the general public through the SPH website: The goals in the strategic plan were designed to be relatively stable, with annual changes in tactical initiatives as they were accomplished or changed based on the continuing environmental assessment. These tactical initiatives are typically measured qualitatively, although there are no benchmark objectives. Each unit also produced performance measures for the goals, and these are typically measured quantitatively. The SPH primary goals along with the corresponding (i) performance measures and (ii) tactical initiatives are presented below in Table 1.1.d.1. Results of the School s performance in these areas over the last three years are summarized in the Outcomes Measures Table in Criterion 1.2.c (Table 1.2.c.1). 3

12 Criterion 1: The School of Public Health 1.1: Mission Table 1.1.d.1: School of Public Health Goals and Objectives GOAL 1 (STRATEGIC INITIATIVE 1): ADMINISTRATION Objective: Create an environment that facilitates the education of exemplary public health professionals and creates and disseminates public health knowledge GOAL 1 (Administration) - PERFORMANCE MEASURES Outcome Measure Target 1.1 Maintain student-faculty ratio in all departments Maximum student-faculty ratio of 10:1 1.2 Percentage of students receiving financial assistance from the school (from scholarships and grant funding) At least 40% of students will receive financial assistance Faculty/Staff Survey of Employee Engagement (administered in even years): Ratings on (1) quality of organizational culture, (2) job satisfaction, and (3) empowerment Faculty/Staff Denison Survey (administered in odd years): Ratings on team orientation Faculty recruitment and promotion (faculty promoted or hired as associate or full professor) Minimum rating of 350 in each area At or above 50 th percentile in all areas of team orientation Add at least one senior faculty member each year GOAL 1 (Administration) - TACTICAL INITIATIVES 1.6 Outcome Measure Complete departmental review of Office of Admission and Academic Services (OAAS), Dept. Behavioral and Community Health (BACH), Dept. Biostatistics (BIOS), Dept. Environmental and Occupational Health Sciences (EOHS), and Dept. Epidemiology (EPID) Target Complete all reviews by Implement reorganization of administrative staff Redefine administrative assistant roles by Review student fee structure, e.g., computing, portfolio, Certified in Public Health Examination (CPH) Investigate use of TracDat (and other learning management systems such as Canvas), for tracking the assessment of program competencies Complete revised fee structure by Implement competency assessment software by Implement a plan to increase full-time student enrollment Plan SPH role in College of Pharmacy (CoP) and Texas College of Osteopathic Medicine (TCOM) curricula Complete recruitment of: (1) Faculty for EOHS, EPID, and BIOS (2) Chairs for Departments of EPID, BIOS and HMAP 1 (3) An Associate Dean for Research Reduce ratio of part-time to full-time student enrollment ratio to less than 1.5 to 1 (1.5:1) by Fall Provide course content for CoP and TCOM implement by August 2014 Complete searches by Prepare and complete self-studies for CAHME 2 accreditation of the Master of Health Administration (MHA), and SPH CEPH 3 accreditation. Complete CAHME by October Complete CEPH by May Implement a revised SPH faculty orientation Complete revisions and implement faculty orientation by Health Management and Policy 2 Commission on Accreditation of Healthcare Management Education (CAHME) 3 Council on Education for Public Health (CEPH) 4

13 Criterion 1: The School of Public Health 1.1: Mission GOAL 2 (STRATEGIC INITIATIVE 2): ACADEMIC AFFAIRS Objective: Develop public health professionals and scientists devoted to the highest standards of health in Texas, nationally and internationally GOAL 2 (Academic Affairs) - PERFORMANCE MEASURES Outcome Measure As part of Southern Association of Colleges and Schools (SACS) accreditation, participate in the UNTHSC Quality Enhancement Plan (QEP) by implementing higher order thinking principles in target courses. Number of enrolled students: (1) Headcount (HC) (2) FTE Percentage of diverse students (African American, Hispanic, Asian and Native American) Student satisfaction with quality of education - (survey response to question Overall, I am satisfied with the quality of my education ) Student satisfaction with quality of teaching (survey response to level of satisfaction with quality of teaching) Target (1) : Identify 3 target courses and revise syllabi to incorporate higher order thinking principles and assessment methods; (2) : Expand QEP principles to 3 courses each year : 340 HC and 260 FTEs : 390 HC and 290 FTEs : 425 HC and 310 FTEs At least 30% of student body 80% of students will respond Met or Exceeds on the annual campus-wide Student Satisfaction Survey administered in the Spring. 80% of students will respond Agree or Strongly Agree on the annual campus-wide Student Satisfaction Survey, administered in the Spring. GOAL 2 (Academic Affairs) - TACTICAL INITIATIVES Outcome Measure Implement online course offerings for all core courses and two additional courses to create PH certificate and online MPH program Implement Blackboard, Turnitin, and syllabus template for all courses for all faculty Investigate Memorandum of Understanding (MOU) with All India Institute of Hygiene and Public Health Implement iwebfolio software for masters and doctoral programs Investigate undergraduate (UG) instruction through area universities Target Implement online courses within two academic years (by ) Implement changes within two academic years (by ) Secure MOU by Fall 2014 Implement iwebfolio by Fall 2013 Complete investigation and secure collaboration with at least 2 schools by Explore a second online degree program at the master s level Develop second online degree program and admit first cohort by Investigate dual degree with PA program Complete investigation of dual program by Implement a Maternal and Child Health (MACH) concentration in the MPH degree program Implement MACH concentration and admit first cohort in Fall Implement utilization of Canvas (a learning management system) in all SPH courses Launch two certificate programs Complete implementation of Canvas usage in all courses by Fall 2014 Complete planning and launch two certificate programs by Fall

14 Criterion 1: The School of Public Health 1.1: Mission GOAL 3 (STRATEGIC INITIATIVE 3): RESEARCH Objective: Discover, translate, and disseminate public health knowledge that is recognized nationally and internationally GOAL 3 (Research) - PERFORMANCE MEASURES Outcome Measure 3.1 Total ongoing extramural research funding 3.2 Dollar value of grant applications submitted annually Target (All reported targets were established in conjunction with HSC Provost) : $3 million : $3.5 million : $3.5 million (All reported targets were established in conjunction with the UNTHSC Provost) : $25 million : $28 million : $32 million 3.3 Total number of unduplicated peer-reviewed publications (published/in press) 50 publications each year GOAL 3 (Research) - TACTICAL INITIATIVES Outcome Measure Improve support for standard aspects of grant applications and implement infrastructure plan with the UNTHSC Research Office (ORA) and the Texas Prevention Institute (TPI) Identify and implement a research plan for each faculty member Implement a research colloquium series for faculty in conjunction with the TPI Target Create and implement research support structure by Fall 2014 Implement research plans for all faculty by Fall 2015 Implement research series by Implement structure to focus SPH research on 5 core areas Implement by Develop authorship and publication ethics guidelines Implement guidelines by GOAL 4 (STRATEGIC INITIATIVE 4): COMMUNITY ENGAGEMENT Objective: Serve communities and professional organizations to accomplish SPH and HSC goals and to improve population health. GOAL 4 (Community Engagement) - PERFORMANCE MEASURES Outcome Measure Target Number of target participants attending the North Texas Health Forum (NTHF) Percentage of faculty performing editorial and review duties for journals and agencies Percentage of faculty engaged in professional consulting and training Percentage of faculty participating in professional organizations Percentage of faculty participating in community service activities participants At least 75% of all faculty At least 30% of all faculty At least 95% of all faculty At least 70% of all faculty 6

15 Criterion 1: The School of Public Health 1.1: Mission GOAL 4 (Community Engagement) - TACTICAL INITIATIVES Outcome Measure Continue the North Texas Health Forum (NTHF) as a twoday event Expand development opportunities through the Dean s Civic Council and other sources Implement NTHF annually Target Expand opportunities for SPH Initiatives each year 4.8 Expand alumni involvement in SPH activities Increase alumni involvement each year in SPH activities (e.g. SPH committees, recruitment events, orientation sessions, internship/practice experience placement, etc.) Expand Center for Public Health Preparedness (CPHP) and Texas Public Health Training Center (TPHTC) programs with regard to public health Define and implement the role and function of a DrPH Advisory Council Expand SPH involvement in community planning and evaluation through Biostatistics and Evaluation Services and Training (BEST) Center Expand programs each year and seek alternate sources of funding Create a DrPH Advisory council by Create and implement BEST by e. Description of the manner through which the mission, values, goals and objectives were developed, including a description of how various specific stakeholder groups were involved in their development. Development of the School Strategic Plan (mission, values, goals and objectives) Based on the UNTHSC requirements, the planning process in the SPH was created to engage faculty and staff with one or two annual retreats where the current internal and external environment of the SPH was reviewed, and in which goals, tactical initiatives, and performance measures, along with associated measures/targets, were developed. This approach has continued as an annual review process for the plan with interim review by the SPH Executive Council, which consists of all chairs and deans, as well as the faculty (through its faculty meetings). The product of the initial phase of the process was reviewed with two external groups: the Public Health and Prevention Council (formerly the Dean s Council) and the Master of Health Administration Advisory Council. Both groups are comprised of community members from organizations and the general public who expressed an interest in assisting the SPH in its development. Formal student input into the ongoing development of the School s mission, goals, and objectives is provided through two primary mechanisms. First, student input is provided through the annual Student Satisfaction Survey, which is conducted by the UNTHSC Office of Strategy and Organizational Excellence (OSOE) and distributed to all UNTHSC students. This survey evaluates the level of student satisfaction in a number of areas including academics, facilities and services, and student services provided by individual programs. Results are used to outline areas for improvement within each school and the overall institution. Schools are required to prepare action plans to address areas that need improvement, and these plans are then used to inform strategic plans for subsequent years. In the SPH, the information gathered through the survey is reviewed by the Dean, department chairs, and faculty, as well as by students through focus groups created for each of the four basic degree programs, MPH, MHA, DrPH, and PhD. The faculty and the Dean then develop an improvement plan for each concern. The Student Satisfaction Survey is further discussed in Criteria 1.2.b and 4.4.c. SPH survey results and corresponding action plans for the last three years, to , are provided in Appendix 4.4.c.1 located in the Electronic 7

16 Criterion 1: The School of Public Health 1.1: Mission Resource File. Full OSOE reports that contain institutional and program results are available at: A second mechanism is the courses evaluation process which allows students to provide feedback on the extent to which courses achieve competencies associated with them. This information is gathered through the Individual Development and Educational Assessment (IDEA) System and feedback during the summer field placements (written reflection reports, a mid-course meeting with the site-supervisor (preceptor) and the Academic Advisor or Program Director. All MPH students complete these assessments, as they are required field placement activities and required components of the MPH Professional and Academic Development (PAD) course. This process of receiving feedback continues to ensure that when recommendations for revisions to either the mission, vision or the goals are made, all stakeholders, including faculty, staff and students are provided with the opportunity to participate in discussions, provide feedback, and engage in the approval process. 1.1.f. Description of how the mission, values, goals and objectives are made available to the School s constituent groups, including the general public, and how they are routinely reviewed and revised to ensure relevance. As noted above in section 1.1.e, the UNTHSC has an established review process for the strategic plan each year. In accordance with this process, the faculty and staff of the SPH review the plan annually through faculty and staff retreats, with student input provided through the annual Student Satisfaction Survey (presented in Criteria 1.1.d, 1.2.b and 4.4.c). The plan also receives input from its advisory bodies, the Provost, and the UNTHSC Office of Strategy and Organizational Excellence. This ongoing process further provides a mechanism for evaluating performance towards the goals and objectives outlined in the strategic plan, ensuring they are continuously monitored and revised as needed. The SPH mission, vision, values, goals and objectives are made available to all stakeholders through the SPH website: and through promotional and recruitment materials. They are also posted on a bulletin board on the 7 th floor of the Everett Education and Administration (EAD), one of the two floors where the SPH is housed (facilities are discussed in Criterion 1.7.d). 8

17 Criterion 1: The School of Public Health 1.1: Mission 1.1.g. Assessment of the extent to which this criterion is met and an analysis of the School s strengths, weaknesses and plans relating to this criterion. This criterion is met. Strengths: The planning process has been effective in allowing the School to identify specific initiatives to be annually completed during a period of substantial change guided by the UNTHSC administration. These changes included the implementation of the MHA program and its accreditation, the development and implementation of the PhD program, consistent growth in research awards, addition of faculty in response to program and student growth, and increased awareness of the School in the DFW metroplex. As noted above, the SPH worked with the UNTHSC in the development and implementation of a new planning process for FY We continue to use a comprehensive review process that is now based on the new structure created by the UNTHSC. Weaknesses: The weakness of this process has been the complexity of the reporting process, which was initially through WEAVE software and is now through TracDat software. This software provides an efficient means of recording the plan and its results but is less useful for management of the plan. Management is conducted by the Office of the Dean through reviews at meetings of the Executive Council and the faculty. Plans: The President of the UNTHSC has developed a new approach to strategic planning. The SPH plan for FY 2015 is included in Appendix 1.1.d.1 can be found online at: (click on SPH Strategic Plan 2015). 9

18 Criterion 1: The School of Public Health 1.2: Evaluation 1.2 EVALUATION The School shall have an explicit process for monitoring and evaluating its overall efforts against its mission, goals and objectives; for assessing the School s effectiveness in serving its various constituencies; and for using evaluation results in ongoing planning and decision making to achieve its mission. As part of the evaluation process, the School must conduct an analytical self-study that analyzes performance against the accreditation criteria defined in this document. 1.2.a. Description of the evaluation processes used to monitor progress against objectives defined in Criterion 1.1.d, including identification of the data systems and responsible parties associated with each objective and with the evaluation process as a whole. If these are common across all objectives, they need be described only once. If systems and responsible parties vary by objective or topic area, sufficient information must be provided to identify the systems and responsible party for each. Progress on the achievement of each objective defined in Criterion 1.1.d is monitored on a regular basis by the SPH Executive Council that consists of the Dean, the Associate Dean of Academic Affairs, the Associate Dean for Administration and Student Services, and the department chairs. The Executive Council provides oversight for all SPH committees and oversees all data collection, analysis and interpretation. Sources of data available to evaluate the School s goals and objectives include: SPH Office of Admission and Academic Affairs (OAAS) reports on recruitment, admission, student progress toward degree completion, student conduct, student surveys, alumni records, and course syllabi. The primary databases used to access this information are the UNTHSC Registrar, the UNTHSC Enterprise Information System known as EIS, and the UNTHSC Catalog Reports from faculty, student and staff surveys administered by the UNTHSC Office and Strategy and Organizational Excellence (OSOE) Quality improvement reports coordinated by the Center for Innovative Learning (CIL). These include reports on results from the Quality Enhancement Plan (QEP) that aims to develop higher order thinking skills designed to improve student learning (further discussed in Criterion 1.7.g), and reports on the Quality Matters Implementation Plan that aims to help faculty deliver quality online and hybrid courses through the implementation of research based best practices for teaching with technology (discussed in Criterion 2.14.b). Annual performance reviews completed by all SPH faculty which detail instructional, research and service activities Research and grant funding reports coordinated by the SPH Office of Research Services (ORS) SPH program committee reports and meeting minutes (presented in Criterion 1.5.a.1) UNTHSC budgetary reports provided by the Provost Table 1.2.a lists all the objectives outlined in Criterion 1.1.d and identifies the primary parties responsible for the continual review and evaluation of all outcome measures used to assess each objective. 10

19 Criterion 1: The School of Public Health 1.2: Evaluation Table 1.2.a.1: Responsible Parties Associated with each Objective Goal/Strategic Initiative Objective Responsible Parties 1: ADMINISTRATION 2: ACADEMIC AFFAIRS Create an environment that facilitates the education of exemplary public health professionals and creates and disseminates public health knowledge Develop public health professionals and scientists devoted to the highest standards of health in Texas, nationally, and internationally. Department Chairs, Associate Dean of Academic Affairs, Office of Admission and Academic Services, Office of Strategy and Organizational Excellence, Tenure and Promotion Committee, Executive Committee Associate Dean of Academic Affairs, Associate Dean for Administration and Student Services, Office of Admission and Academic Services, Department Chairs, Program Directors Committee, Individual Program Committees, Office of Strategy and Organizational Excellence, Center for Innovative Learning 3: RESEARCH Discover, translate, and disseminate public health knowledge that is recognized nationally and internationally SPH Dean, Associate Dean for Administration and Student Services, SPH Research Committee, Office of Research Services, Department Chairs 4: COMMUNITY ENGAGEMENT Create an environment that facilitates the education of exemplary public health professionals and creates and disseminates public health knowledge SPH Dean, Department Chairs, Executive Committee, 1.2.b. Description of how the results of the evaluation processes described in Criterion 1.2.a are monitored, analyzed, communicated and regularly used by managers responsible for enhancing the quality of programs and activities. The School monitors progress toward the goals and the strategic initiatives in its strategic plan in several ways. Faculty and Administration The strategic map constructed each year, which is stated explicitly through TracDat software, is reviewed on an ongoing basis by the Executive Council of the School and through several faculty meetings, especially those that take place at one or more retreats in the summer or early fall of each year. The Executive Council consists of the dean, chairs of each department, and the associate deans of the SPH. Other staff is included when needed to review a specific aspect of the strategic plan or to provide other information or insight. Some of these strategic initiatives are activities that must be completed to accomplish our goals and, hence, have a binary result of completed or not completed. Other strategic initiatives relate to activities that are ongoing and have a target for performance measures that may change each year. Through both approaches, the strategic initiatives act as a checklist for assessment of actions that are needed to achieve our goals. Final data are gathered annually for each performance indicator, and these results are reviewed by the 11

20 Criterion 1: The School of Public Health 1.2: Evaluation Executive Council, by the faculty during retreats, and by the UNTHSC administration through the Provost s Office and the Office for Strategy and Excellence. Strategic initiatives (referred to as objectives in TracDat) that are not met are continued with action plans that specify how the objective will be met in subsequent years. Access to the TracDat system will be provided during the site-visit. The UNTHSC had an additional review procedure for a limited set of metrics, many of which are at the School level. These metrics were reviewed and discussed quarterly at Executive Team meetings. The Executive Team consists of the senior administration of the UNTHSC, the deans, and the vice presidents responsible for non-academic units. The Provost would follow up on these results with the dean of each school. As will be noted, some of these metrics were included as performance measures by the SPH in its strategic plan. Annual summaries of the results for the quarter metrics can be found in Table 1.2.c.1. Students Student involvement in ongoing evaluation processes has been critical for assessing what works and what does not work in the SPH in terms of curriculum structure and competency coverage, the incorporation of health system changes, internship/practice and graduate placement development and implementation, and extracurricular professional development activities. The primary means of assessment is an annual Student Satisfaction Survey, which is distributed by the UNTHSC Office of Strategy and Organizational Excellence (OSOE). The content of this survey is not directly related to the strategic plan but does cover some issues that are addressed in the plan, such as curriculum changes, field placement, and field operation. The assessment and review process consists of survey distribution; analysis of the data collected by the OSOE; review of results by a group of school administrators that include the dean, department chairs, and associate deans; review by students through focus groups; and development of action plans to address results that fall below the 80% satisfied and very satisfied combined standard. The results for the past three academic years are discussed in Criterion 4.4.c.1. The survey tool and results are provided in Appendix 4.4.c.1 in the Electronic Resource File. Every year feedback is also obtained from students concerning the extent to which the selected competencies are appropriate for the SPH s mission, goals, and objectives. This process formally takes place through Individual Development and Educational Assessment (IDEA) System (plus eight UNTHSC wide questions), feedback during the summer field placements (written reflection reports, a mid-course meeting with the site-supervisor (preceptor) and the Academic Advisor or Program Director), a post-placement presentation of project results as a poster, and selfassessment surveys administered to students three times: in their first semester of enrollment, immediately after the field experience, and at the end of capstone courses. All MPH students complete these assessments, as they are required field placement activities and required components of the MPH Professional and Academic Development (PAD) course. Informal feedback is also received through the day-to-day meetings and conversations between students, faculty members, the Program Directors, and the Department Chair. This informal feedback is unstructured but, by its nature, more candid than formal interactions, and it is very important, as it allows the Program Director and the Department Chair to ask follow up questions to address concerns about, for example, course content, coverage of competencies, suggestions for portfolio activities, and the need for changes to meet the mission, goals, and objectives of the SPH. The course evaluations conducted at the end of each course allow the programs and faculty to assess the extent to which learning objectives and competencies were met through course delivery and to solicit feedback on instructional strategies, teaching methods, and suggestions for 12

21 Criterion 1: The School of Public Health 1.2: Evaluation improvement. IDEA evaluation results are distributed to each faculty member, each chair, and the Dean, and are then considered for course improvements. IDEA course evaluation results are provided in Appendix 2.1.b.1 located in the Electronic Resource File, and will be made available for review during the site-visit. Alumni Alumni engagement in ongoing evaluation processes has been important in assessing not only job placement success but also the extent to which students are prepared to become exceptional professionals and leaders based on MPH program competencies. Contact information is collected prior to graduation and later used by the Office of Admission and Academic Services (OAAS) to communicate with Alumni and to collect information on job placement, employment setting/sector, and effectiveness of program competencies in relation to job responsibilities. Alumni are also asked to provide feedback about the degree(s) and the SPH as a whole. Site Supervisors (Preceptors) Site supervisors are identified and contacted for the first time based on the interest students have in being placed at specific public health-related organizations. Public health related organizations are identified by the program director, the department chair, and/or the Field Placement Coordinator. Student preferences are also taken into account throughout this process to guarantee a strong match between a student, the preceptor, and the organization. Site supervisors are actively engaged in ongoing evaluation processes through an MPH field placement evaluation form as well as through a mid-placement visit by the Program Director or Academic Advisor to the site. The evaluation is structured to assess key performance areas such as knowledge of the public health environment, communication and professionalism, initiative and ability in working as a team member and. more specifically, the site supervisor s judgment of student s mastery of each competency. These opportunities to assess the progress of students in their placements are important because they allow the MPH program to track whether the competencies covered during the program are consistent with the expectations of employers. In addition, these opportunities allow for tracking of the public health environment as they help to build a long-term relationship between the student, the MPH program, and the health-related organization of the preceptor. Public Health and Prevention Council (PHPC) and Other Professionals The SPH constantly seeks the input of the PHPC and other health leaders in the region to better align the curriculum and other activities with the health system and the mission, goals, and objectives of the SPH. The PHPC meets two to three times annually, but it has more frequent meetings of its committees, which are focused on community interventions, healthy life styles in the community, and development. The dean and other faculty members participate in the activities of the PHPC and its committees. Through each of its committees, the PHPC is engaged in activities of the SPH that relate to its strategic plan. For example, the committee focusing on community interventions is working with the Healthy Moms, Healthy Babies, Healthy Community (H3) Initiative sponsored by the SPH. This activity offers the committee an opportunity to provide the School with feedback on its community research and other engagement activities. The committee focusing on healthy lifestyles integrated its activities with those of the planning committee for the annual North Texas Health Forum, which is sponsored by the SPH. Again, community members who related to one of the strategic initiatives of the SPH provided assistance and feedback on its accomplishment. PHPC members and other health leaders participate in the MPH and doctoral courses as guest speakers, and they facilitate field visits to their workplaces. These interactions with PHPC members and other health leaders allow for integrating their input into the curriculum, provide opportunities for students to engage with health leaders, and work as a reality check on MPH and doctoral program content, competencies, and relevance. 13