Oregon Master of Public Health Program

Transcription

1 Oregon Master of Public Health Program Self Study September 21, 2013

2

3

4

5

6

7 SELF-STUDY REPORT TABLE OF CONTENTS Glossary... ii Introduction... iii Criterion 1: The Public Health Program 1.1 Mission Evaluation... 9 Template 1.2.c MGO Institutional Environment Organization & Administration Governance Fiscal Resources Faculty & Other Resources Diversity Criterion 2: Instructional Programs 2.1 Degree Offerings Program Length Public Health Core Knowledge Practical Skills Culminating Experience Required Competencies Assessment Procedures Bachelor s Degrees in Public Health Academic Degrees Doctoral Degrees Joint Degrees Distance Education or Executive Degree Programs Criterion 3: Creation, Application, and Advancement of Knowledge 3.1 Research Service Workforce Development Criterion 4: Faculty, Staff, and Students 4.1 Faculty Qualifications Faculty Policies and Procedures Student Recruitment and Admissions Advising and Career Counseling OREGON MASTER OF PUBLIC HEALTH PROGRAM i

8

9 Glossary OMPH Program Partner Universities: OHSU Oregon Health & Science University OSU Oregon State University PSU Portland State University OMPH Program Tracks: BIOS Biostatistics Track, Oregon State University ESH/EOHS Environmental & Occupational Health & Safety Track, (formerly Environment, Safety & Health), Oregon State University EPI/BIO Epidemiology & Biostatistics Track, Oregon Health & Science University EPI Epidemiology Track, Oregon State University HP (PSU) Health Promotion Track, Portland State University HP (OSU) or HPHB Health Promotion & Health Behavior Track, (formerly Health Promotion) Oregon State University HMP (PSU) Health Management & Policy Track, Portland State University HMP (OSU) Health Management & Policy Track, Oregon State University IH International Health Track, Oregon State University PHCHD Primary Health Care & Health Disparities Track, Oregon Health & Science University Degrees/Certificate: DVM Doctor of Veterinary Medicine GCPH Graduate Certificate in Public Health MD Doctor of Medicine MPH Master of Public Health MSW Master of Social Work MURP Master of Urban and Regional Planning OMPH Program Governance Committees DOC Deans Oversight Council CC Coordinating Council APC Academic Program Committee SLC Student Leadership Council EAC External Advisory Council AS Alumni Subcommittee WDS Workforce Development Subcommittee FES Field Experience Subcommittee DS Diversity Subcommittee Others: CDC CEPH HIA NIH PRC SOPHAS Centers for Disease Control and Prevention Council on Education for Public Health Health Impact Assessment National Institutes of Health Prevention Research Center Schools of Public Health Application Service OREGON MASTER OF PUBLIC HEALTH PROGRAM ii

10

11 Introduction In January 1994, the Oregon Master of Public Health Program -- a collaboration of Oregon Health & Science University (OHSU), Oregon State University (OSU), and Portland State University (PSU) -- was launched to provide a robust, multi-track, Master of Public Health (MPH) degree. Today, as one of the longest running accredited collaborative MPH programs, the Oregon MPH Program offers ten specialty tracks; hosts active, formal dual degree programs with medicine, social work, urban planning, and veterinary sciences; and sponsors a successful online Graduate Certificate in Public Health. Total enrollment in the Oregon MPH reached more than 400 in Fall 2012, 144 MPH degrees were awarded in AY , and the more than 1,260 Oregon MPH Program alumni now are leading public health and its transformation in the state and beyond. Graduates hold positions in public, private, and non-profit agencies and organizations, international NGOs, the military, and clinical practice. They also bring a public health lens to education, public planning, and natural resources. As the Oregon MPH Program enters its twentieth year, faculty, students, and staff face a significant transition. To better serve the changing needs of the state and region, in July 2014 the collaborative involving three universities will evolve into two separate entities. Specifically, OHSU and PSU will continue the Oregon MPH Program partnership while OSU will become an independent College of Public Health and Human Sciences. In preparation for this transition, the two partner universities are achieving milestones toward further seamlessness within the program. These include: 1. The Oregon MPH Program degree will, for the first time, become a true joint degree. Diplomas will bear both institutional seals, and students within the program will have full privileges and identities at each partner university. 2. As a function of this greater unification of the program, faculty will be jointly appointed with formalized institutional identities at both campuses. This will facilitate greater collaboration in committee memberships, faculty appointments, and program oversight. 3. OHSU President Joe Robertson and PSU President Wim Wiewel have identified collaborative public health education as one of the signature features of the OHSU-PSU Strategic Alliance. Institutional support for this initiative, led by the OHSU and PSU Provosts, brings together working groups supported by the highest levels of university governance. The goal of these strategic efforts is the transition of the Oregon MPH Program to a two-university collaborative School of Public Health, located in Portland. The pending transition to a two-campus collaborative program has bearing on the construction of this self-study. With the guidance of CEPH staff, the self-study captures program activities during this last accreditation period, and portrays the shape of the program to be accredited for the upcoming interval. In particular: Because they have been a part of the Oregon MPH Program structure and activities for the past accreditation interval, OSU information is provided within the general text in several sections (e.g., 1.1, 1.2, 1.5, 1.6, 2.1, 2.3), yet presented in shading to denote the shape of the program following their departure from the collaborative in In other criteria, including those that reflect the program in its new form (e.g., 1.7, , ), OHSU and PSU data are presented within the text, and OSU data are presented in the resource files. This organization of data reflects the Oregon MPH Program both as it has been and as it will become. OREGON MASTER OF PUBLIC HEALTH PROGRAM iii

12

13 CRITERION 1.0: THE PUBLIC HEALTH PROGRAM 1.1 MISSION The program 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. The mission of the collaborative Oregon MPH Program is to provide innovative education, leadership, research, and service in public health throughout the state and beyond. The Oregon MPH Program is committed to providing students with a competency-based public health education that prepares tadvhem to discover and implement strategies with the diverse communities they serve, to achieve sustainable health for all and to eliminate health disparities. 1.1.b A statement of values that guides the program. The following set of value statements guide the Oregon MPH Program in fulfilling its mission: 1. Creating rich and relevant learning experiences for students and professionals at all stages of their public health careers. 2. Enhancing the general health, welfare, and safety of populations and communities. 3. Demonstrating excellence and integrity in all we do. 4. Integrating public health principles into health care policies and delivery systems. 5. Promoting sustainability as a critical part of public health practice. 6. Using an analytic, evidence-based approach in addressing health issues. 7. Enhancing cultural diversity and fostering an environment conducive to the recruitment, training, and success of diverse students and faculty. 8. Developing partnerships for learning, service, and research to meet communities' health needs. 9. Resolving and preventing conflicts of interest. 10. Encouraging active involvement of students in decisions related to design and delivery of the program. 1.1.c One or more goal statements for each major function through which the program intends to attain its mission, including at a minimum, instruction, research and service. Goals for the Oregon MPH Program are listed, below, for the four areas of leadership, education, research, and service. Each is mapped to the associated Program Learning Competencies (PLC), as indicated in brackets. Program Learning Competencies, in turn, are mapped both to Track Learning Competencies (TLC) and course competencies, as described in Criterion 2.6. Leadership Provide leadership and serve as a resource to our communities in addressing and communicating current and emerging public health problems and issues. [PLC #4] OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 1

14 Education Research Service Provide excellent education and professional preparation to all students in the substantive areas of public health, including epidemiology, biostatistics, social and behavioral sciences, health management and policy, and environmental health sciences. [PLC # 1-7] Serve the region by offering a range of specialized areas of public health including health promotion and health behavior, epidemiology, biostatistics, health management and policy, health disparities, environmental and occupational health and safety, and international health. [PLC #1-7] Provide community-based and experiential learning opportunities to develop skills and competencies required to be effective public health practitioners. [PLC #5-7] Provide educational information and modeling of ethical conduct of public health research and service activities. [PLC # 5] Provide educational information and experiential opportunities for the development of cultural competency in research and service activities. [PLC #6] Conduct, teach, and communicate collaborative research and scholarship among faculty, students, practitioners, and members of the community affiliated with the Oregon MPH Program. [PLC #1-2] Provide, enhance, or support service activities to meet the public health needs of urban and rural populations in cooperation with appropriate community professionals, organizations, and governmental agencies. [PLC #4-7] 1.1.d A set of measurable objectives with quantifiable indicators related to each goal statement as provided in Criterion 1.1.c. A set of measurable objectives and indicators, mapped to each of the Oregon MPH Program goals, is presented in Table 1.1.d below and Table 1.2.c in Criterion 1.2.c. Please note that several objectives related to equity and inclusion within the program have a procedural focus, per institutional policy. Table 1.1.d Oregon MPH Mission, Goals, and Objectives Education Goals Provide excellent education and professional preparation to all students in the substantive areas of public health, including epidemiology, biostatistics, social and behavioral sciences, health management and policy, and environmental health sciences. Objectives [1] 100% of the Oregon MPH Program Learning Competencies will be addressed across the five core courses [2] 100% of core courses will be equivalent across all like offerings, based upon course competencies, learning activities, and competency demonstrations. [3] Each year, aggregate student GPA in five core courses will exceed 3.0. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 2

15 Education Goals Serve the region by offering a range of specialized areas of public health including health promotion & health behavior, epidemiology, biostatistics, health management & policy, health disparities, environmental and occupational health & safety, and international health. Provide community-based or experiential learning opportunities to develop skills and competencies required to be effective public health practitioners Provide educational information and experiential opportunities for the development of cultural competency in research and service activities. Leadership Goal Provide leadership and serve as a resource to our communities in addressing and communicating current and emerging public health problems and issues. Objectives [4] 100% of tracks will assure currency of required track curricula every two years. [5] 100% alumni respondents will report preparedness to accomplish required track competencies. [6] 100% of students beginning the Field Experience will successfully complete it. [7] 100% of students will successfully complete the track Culminating Experience. [8] 100% of the Track Learning Competencies will be addressed in track-required curricula for each program track. [9] 100% of tracks will include required coursework and/or placement involving community-based or experiential learning opportunities for students. [10] Each year, 90% of students completing a field experience will report overall satisfaction with training received in the placement. [11] 100% of field experience students will demonstrate mastery of the public health competencies specified in their Track s Field Experience Minimum Standards. [12] Oregon MPH competency sets at each programmatic level (Program, each Track, each Field Experience, and Core Courses in breadth) will include at least one competency that addresses the ethical practice of public health. [13] 100% of alumni respondents will report they are well prepared to "employ ethical principles and behavior." [14] Oregon MPH competency sets at each programmatic level (Program, each Track, each Field Experience, and Core Courses in breadth) will include at least one competency that addresses cultural competence in public health. [15] 100% of Alumni respondents will report they are well prepared to "enact cultural competence and promote diversity in public health research and practice." Objectives [16] Annually graduate 100 MPH-prepared professionals. [17] 80% of new graduates are employed or continuing education within one year of graduation. [18] Each year, 80% of Oregon MPH core faculty will serve in leadership roles on state, regional, national, and international committees and boards working to improve the public s health. [19] Oregon MPH core faculty, in aggregate, will provide an average of 20 continuing education forums, events, or short courses per year. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 3

16 Leadership Goal Research Goal Conduct, teach, and communicate collaborative research and scholarship among faculty, students, practitioners, and members of the community affiliated with the Oregon MPH program. Service Goal Provide, enhance, or support service activities to meet the public health needs of urban and rural populations in cooperation with appropriate community professionals, organizations, and governmental agencies. Objectives [20] 50% of entering Graduate Certificate in Public Health students each academic year are from the existing public health workforce. [21] Graduate Certificate in Public Health students from the existing public health workforce will graduate at the same rate as other GCPH students. Objectives [22] At least 66% of core faculty research projects will demonstrate collaboration with government, community, organizational, or private groups. [23] At least 40% of students will participate in the annual Oregon MPH Student Symposium. [24] Each year, 15% of all students will participate in faculty research projects. [25] 100% of graduating students will demonstrate research competence appropriate to their areas of specialization. [26] Each year, 100% of core faculty will communicate scholarship to the public via presentations and/or publications. [27] 100% of alumni respondents will report preparedness to select and employ appropriate methods of design, analysis, and synthesis to address population-based health problems. [28] Each year, 50% of grants written by faculty will include student support. Objective [29] Maintain an External Advisory Council (EAC) board membership composed of not-for-profit, public, healthcare, and other community organizations throughout Oregon and Southwest Washington. [30] Each year, at least 50% of student respondents will report community service outside of their field experience or course-associated service-learning activities. [31] Each year, at least 50% of students will provide service to communities through community-engaged MPH coursework, outside of the field placement. [32] 80% of core faculty will provide service to community, public health, and other health-related organizations each academic year. [33] The program will sponsor or co-sponsor at least one public service event each academic year. [34] Oregon MPH Program will collaborate on or sponsor a continuing education needs assessment at least once every three years. [35] Oregon MPH core faculty, in aggregate, will provide an average of 20 continuing education forums, events, or short courses per year. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 4

17 Service Goal Diversity Goals Recruit and retain diverse faculty and staff. Recruit and retain historically underrepresented and historically underserved students. Ensure that diversity and cultural competence are incorporated into the curriculum. Foster an environment that is welcoming and inclusive toward faculty, staff, and students from all backgrounds and communities. Objective [36] The Oregon MPH Program will sponsor or cosponsor a continuing education seminar series that attracts at least 50 community/workforce members per year. [37] The Oregon MPH Program will support the Graduate Certificate in Public Health in recruiting and retaining at least 15 active students per year. [38] The Oregon MPH Program will support the NWCPHP in attaining at least 500 instances of Oregon public health workforce participation in the Hot Topic Webinars and online courses. Objective [39] 100% of faculty position announcements will be posted in resources geared toward, and with sites and organizations engaged with, underrepresented professionals. 2 [40] 100% of job announcements for faculty and staff will include language valuing diversity. 2 [41] Each year, faculty members from underrepresented populations will be retained in the same proportion as other faculty. [42] Each year, the OMPH Program will attend at least one national and one regional targeted conference for outreach and marketing to underrepresented prospective students. [43] Each year, the Oregon MPH Program will cosponsor at least one community public health event that involves underrepresented prospective students. [44] Each year, the Oregon MPH program will send promotional materials to undergraduate schools with high proportion of underrepresented students. [45] Admitted underrepresented students complete the program of study and graduate at the same rate as other students. [46] 80% of core course titles will address cultural competence. [47] At the track level, 90% all required courses will address cultural competence, as appropriate to course content. [48] At the track level 100% of Field and Culminating Experiences will address cultural competence. [49] 90% of students responding to the student survey will report satisfied or better with OMPH cultural climate. [50] 90% of students responding to the student survey will report, feeling included in the Oregon MPH on campus, in classroom, and with peers and faculty. [51] 100% of MPH core faculty and staff will receive diversity training mandatory through each university on a designated schedule. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 5

18 Program Operations Goals The Oregon MPH Program processes and resources will be sufficient for the program to meet its mission. Objective [52] Each track will maintain a minimum of 1:50 administrative staff-to-student ratio. [53] The OMPH Program Office will maintain administrative staffing at a 1:100 staff-to-student ratio. [54] The OMPH Program Office budget balances or is in surplus at the end of the year. [55] 90% of core faculty will be doctorally-prepared. [56] 90% of core faculty will hold graduate degrees (MPH, DrPH, or other academic/professional) in one of the core disciplines of public health. [57] 25% of core faculty will have held positions in public health practice outside of academia. [58] 90% of admitted students will meet the GRE minimum requirement. [59] 90% of admitted students will have an undergraduate cumulative GPA of 3.0 or better. [60] Resources will be sufficient to offer 100% of core courses every year and 100% of required courses every other year. [61] 90% of core faculty positions are retained from year to year in each track. [62] Each track will maintain a dedicated minimum of 3.0 core faculty FTE. [63] Each track will maintain a student to faculty ratio not to exceed 10:1. [64] In each track, 80% of all core and required courses will be taught by core faculty, each academic year. 1.1.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. The Coordinating Council (CC) and Academic Program Committee (APC), facilitated by the Program Director, are responsible for review and revision of the program s mission statement, values, goals, and objectives. This process is based upon faculty expertise and monitoring of professional trends, as well as upon feedback received through other stakeholder groups, including the External Advisory Committee (EAC), and Student Leadership Council (SLC). Faculty leadership are responsible for gathering and representing the interests and recommendations of the faculty in their respective tracks, and for bringing these perspectives back to the program for integration. The Deans Oversight Council (DOC) reviews and approves the final program language recommended by faculty leadership [Criterion 1.5]. The Oregon MPH Program s mission, values, goals, and objectives were established in 1994, and have been reviewed, reaffirmed, and/or revised throughout the program s history. In , these program commitments were substantially revised by the CC and Track Coordinators Committee (now Academic Program Committee), approved by the DOC, and integrated into the program s then-new competency structure. Building on that model, OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 6

19 beginning in AY and continuing in both AY and AY , the mission statement was updated by the CC, APC, and SLC. The current version was confirmed by the DOC in January These ongoing revisions reflect continued discussion and evolving preparations for an Oregon Health & Science University/Portland State University Oregon MPH Program, pending Oregon State University s separation from the collaborative in July The program s values and goals most recently were reviewed by faculty leadership beginning at the annual Leadership Retreat in 2010, with review continuing through the present as faculty plan for launch as a two-institution program in In particular, values now highlight commitment to the educational process at all stages of the career lifespan (Value 1), and specify the Oregon MPH Program s commitment to integrating student feedback into the program s design and conduct (Value 10). The Mission, Goals, and Objectives (MGO) structure also has been in place since the program s founding, having undergone a substantial reworking with development of the program s competency structure in The specific measurements and indicators in the MGOs were reviewed and revised by the CC, APC, and DOC in AY The MGOs as revised in AY now include assessment of new program offerings (e.g. Graduate Certificate in Public Health), new indicators to expand upon existing goals (e.g., workforce development), and revised target values given program trends and experience. The current MGO structure was approved by both faculty governance committees (CC and APC) and the DOC in March f Description of how the mission, values, goals and objectives are made available to the program s constituent groups, including the general public, and how they are routinely reviewed and revised to ensure relevance. The program s mission, values, goals, and objectives are made available to the public and program participants through the Oregon MPH Program website. The MGO structure, in particular, is made available to the public on the program website s Accreditation page ( Students receive the mission and values, along with the articulated Program Learning Competencies and Track Learning Competencies, in the Oregon MPH Program Student Handbooks distributed at New Student Orientation. Faculty receive the mission, goals, and objectives in both the Oregon MPH Program Student Handbook and the Faculty Handbook Addendum. All such handbooks, further, are posted to the program website. Responsibility for regular review of the program s mission, values, and goals lies with the CC and APC, and final approval of these program commitments rests with the DOC. External advisors and student representatives also review and provide feedback on these program touchstones. The program s standing subcommittees Workforce Development, Diversity, and Field Experience are responsible for primary review of goals and objectives related to these three key program priorities. Progress toward program objective targets is monitored in the Program Office, and specific areas requiring immediate attention are individually brought to faculty leadership to be addressed. Review of the entire MGO evaluative structure begins with the Program Director and is completed collaboratively by the CC and APC. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 7

20 1.1.g Assessment of the extent to which this criterion is met and an analysis of the program s strengths, weaknesses and plans relating to this criterion. This criterion is met. Strengths: The Oregon MPH Program continues to feature well-defined and current mission statement, values, goals, and objectives, to which a breadth of constituencies have contributed. The program uses a variety of channels through which these guiding commitments are reviewed, feedback is sought from key stakeholders, and these principles are revised and broadcast. These fundamental program touchstones are used in program planning and assessment, and their periodic reviews have sparked important conversations about the program s identity and the specific contributions faculty, staff, and students aim to make. Weaknesses: This is a multi-layered evaluation structure, which requires significant student, faculty, and staff resources to implement. Efforts to streamline this structure resulted in a loss of specificity, however, and ultimately the more detailed structure was re-adopted. Continuing with this more detailed plan will require new data systems and processes to ensure the greatest flexibility and adaptability over time. In recent years, individual components of the MGO structure were reviewed and revised as circumstances indicated; however, the MGO structure in its entirety has not undergone regular and systematic review. The program would benefit if the entire evaluative structure were more systematically reviewed to support continuous improvement. Plans: Complete review and revision of the MGO structure in preparation for the new twocampus, four-track program Implement an annual review of the MGO structure as a whole; continue to review indicators and target values to assure they are both aspirational and realistic in guiding the program. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 8

21 1.2 EVALUATION The program shall have an explicit process for monitoring and evaluating its overall efforts against its mission, goals and objectives; for assessing the program 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 program 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. Processes and data systems The Oregon MPH Program has a structured evaluation plan that requires ongoing monitoring of a series of measures in each program domain education, research, service, and leadership as well as in program operations [Table 1.2.c]. Specific measures for each indicator, sources of data, and relative responsibilities in monitoring each, also are reflected in the mission, goals, and objectives matrix. Monitoring progress toward the mission, goals, and objectives is the collective responsibility of the Program Director, faculty governance committees, Deans Oversight Council (DOC), and ultimately the faculty and staff of the Oregon MPH tracks. Feedback on evaluation outcomes is sought from the External Advisory Council (EAC), Student Leadership Council (SLC), and members of the Alumni Committee. Specific roles in program evaluation are described in turn, below. The Program Director is responsible for oversight of all program evaluation processes. Through the Program Office, staff are responsible for monitoring the entirety of MGO indicators including course schedules, course competency evaluations, student and alumni survey outcomes, student census and enrollment patterns, student success, faculty productivity, program contributions via service and workforce development, track curricular proposals, field placements, adequacy of financial and other resources, faculty and student recruitment, and faculty and staff assignments. The DOC, working in close collaboration with the Program Director, monitors progress toward mission and goals by reviewing indicators including student and alumni survey data, resource allocations and expenditures, program assessment, and policy/procedural alignment among the three partner universities. The DOC also considers and approves recommendations of the faculty governance committees relative to evaluation-based program changes and innovations. The two Oregon MPH Program faculty governance committees, the Coordinating Council (CC) and Academic Program Committee (APC), share responsibility for coordinated program planning and assessment, including determining adequacy of MGO indicators; monitoring curricular quality and consistency; and gauging progress toward the mission, goals, and OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 9

22 objectives. In addition to the CC and APC, the standing subcommittees Diversity, Field Experience, and Workforce oversee specific processes and outcomes related to those topical areas. In all cases, data are supplied to these committees by the Program Office, having been culled at the program or track levels, translated to ensure consistency across measures, and combined to provide a single, full-program picture. As described in Criterion 1.5, these faculty governance committees make program improvement recommendations, via the Program Director, for consideration and approval by the DOC. In recent years, the Program Director relied most on the CC for monitoring progress against goals and key objectives, while relying upon the APC for oversight of track and curricular activities. Among evaluation outcomes, the CC focused on measures and indicators related to specific problem areas. While pressing issues were addressed, this problem-based focus left less time for monitoring the complete set of objectives in the MGO structure. The program acknowledges the need to annually review and integrate findings from across the MGO structure, in addition to focusing on pressing outcomes as they arise. Student Representatives are involved in evaluation of program events (e.g., New Student Orientation, Student Symposium), as well as in assessment of Annual Student Survey and some Alumni Survey outcomes. Campus Student Representatives to the APC further review program evaluative outcomes as members of that body, and the entire SLC meets at least quarterly to discuss program innovations and improvements. In addition to regularly scheduled governance meetings, the DOC, Program Director, CC, APC, program staff, and the Campus Student Representatives participate in the Oregon MPH Program Annual Leadership Retreat. Strategic planning and assessment topics discussed at recent leadership retreats include: Student Survey results [October 2009, October 2012] Program Learning Competencies, values, and ethics [November 2010] Oregon MPH Program curricula [November 2010, October 2011, October 2012] Student Advising [October 2012] Intercampus registration among the three university partners [October 2012] Diversity, cultural competence, and inclusion [October 2012] The EAC contributes to planning and evaluation by providing input on the program as a whole, its responsiveness to the public health needs of the state, and new approaches to meeting specific program goals and objectives. For example, the EAC advised the program on actions to improve performance on diversity recruitment, as well as opportunities for the program to partner with other community groups in workforce development. The EAC, in reviewing program competencies, further challenged faculty to explore specific preparation of graduates to work as members of allied health teams given the absence of a required biology component in the curriculum. This feedback gave rise to the faculty governance committees examining whether and how to integrate a biology component into the program [Criterion 2.6]. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 10

23 Many sources of data are used to monitor progress toward program goals and objectives. These include: Annual Track Reports submitted by each Oregon MPH Program track, and including student activity from application to graduation, faculty productivity, unit-level resources, faculty and student research and service, and track-level planning and evaluation [Exhibit 1.2.a.i]. Student Survey sent to all current students, and including items assessing experiences with application and admissions, advising, registration, curriculum, and student support, as well as overall program satisfaction [Exhibit 1.2.a.ii]. Alumni Survey sent to all alumni for whom contact information is available, and including items assessing perceived program and track competency mastery, adequacy of preparation for a public health career, current employment, continuing education needs, and ongoing overall satisfaction with the program [Exhibit 1.2.a.iii]. Course competency evaluations distributed to all students enrolled in core or required courses and assessing students perceptions of how well the course prepared them to demonstrate the stated competencies [Exhibit 2.7.a.i-ii]. Field experience evaluations by students and preceptors distributed to all students and preceptors, assessing student and preceptor ratings of the student s ability to perform the stated placement competencies, measures of satisfaction with the placement, and recommendations for process and performance improvements [Exhibit 2.4.a.iii]. Event-specific evaluations distributed to all attendees, assessing satisfaction with, perceived strengths of, and opportunities to improve, New Student Orientation, Student Symposium, First Friday Seminars, and Career Workshops [Exhibit 1.2.a.iv, Exhibit 1.2.a.v, and Exhibit 1.2.a.vi]. Oregon MPH Program student enrollment database including student demographics, course enrollment, and transcript information, with information drawn from the three partner institutions individual student enrollment systems [Exhibit 1.2.a.vii]. Northwest Center for Public Health Practice workforce survey data [Exhibit 3.3.a]. Governance committee meeting minutes for the DOC, CC, APC, standing subcommittees (Field Placement, Workforce, and Diversity), SLC, and EAC, as well as Annual Leadership Retreat proceedings [Exhibit 1.5.a.i]. Tracks support program evaluation by monitoring institutional course evaluation data (considered part of protected faculty personnel files by Oregon law), personnel transitions, faculty and staff performance reviews, and departmental budgets and other resources. Track evaluative findings, proposed solutions and innovations, and other changes (e.g., admissions, faculty transitions) during each year are reported to the program both through governance meetings and in Annual Track Reports. Further, each track facilitated by the Track Coordinator is responsible for monitoring competencies at the track, required course, field experience, and culminating experience levels, and communicating any proposed changes to program leadership for approval and integration. [Competency reviews are discussed in detail in Criterion 2.7.] OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 11

24 The Oregon MPH Program student enrollment database, first developed in 2005, was redesigned during this accreditation interval as its initial infrastructure proved insufficient to handle the increasing complexity of the contributing data systems and required data translation. While all three institutions use the same BANNER student registration system, each campus differently populates variables and operationalizes the year beginning with a different academic term. As such, data pulled from these sources are not immediately comparable. Moreover, upstream changes in the data systems at the partner institutions caused downstream inconsistencies in the receiving program database, creating the need for a more resilient data structure. Program staff worked closely with Academic and Research Computing at PSU to build and maintain a stable yet flexible student database. In it, data were cross-walked to assure that all variables were comparable and immediately usable, and a fail-safe system was added to identify upstream data changes. 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. Ongoing evaluation processes were built into Oregon MPH Program operations, as evidenced in Table 1.2.c. The specific parties identified to coordinate monitoring and reporting of each indicator are presented in the MGO evaluation matrix. Ultimate coordination of all program-level evaluation rests with the Program Director. Oversight of, and responsibility to address, problems identified by these measures is the responsibility of the various governance bodies described in Criterion 1.2.a. Communication of findings generally begins with the Program Director, who culls program data received from throughout the program and presents findings to the appropriate parties at all levels of governance. Oversight and implementation of the MGO structure lies with the Program Director, CC, and APC. Student and alumni survey data are reported to the EAC and SLC in their regular meetings. Annual Track Reports are submitted to the Program Office and include MGO data, as well as general monitoring of operational and accreditation indicators. During this accreditation interval, key aspects of the MGO structure were regularly monitored and communicated, including student and alumni surveys, variables included in the Annual Track Reports, and program event evaluations. Those areas of focus emerging from the student and alumni surveys, in particular, gave rise to discussion within the program governance committees, and action at the program and track levels (e.g., career services, and support for faculty advising). Core and required course competency evaluations were consistently solicited. Other aspects of the MGOs were less emphasized during this interval, as the program focused on matters related to the then-developing news of a pending program split in This involved greater attention to establishing new program tracks and their integration into the existing structure, resulting in less governance-level attention to track and required course competency reviews and to the MGO data, in breadth, until relatively late in the accreditation cycle. As of AY , competencies have been evaluated and affirmed at each the course, track, and program levels, and track competency matrices have been revised in the four Portland-area tracks to better reflect not only current disciplinary directions, but also plans for the new twocampus program. The MGO structure has been revised, including new indicators added, those OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 12

25 not serving the needs of the program replaced or refined, and target values confirmed or updated. The MGOs historically relied upon track-level data collection for program and faculty activities; these data are then provided to the Program Office for unifying and presenting. Going forward with the two-campus program, electronic systems are being evaluated for Oregon MPH Program Office centralized data collection of student, faculty, and track activities. 1.2.c Data regarding the program s performance on each measurable objective described in Criterion 1.1.d must be provided for each of the last three years. To the extent that these data duplicate those required under other criteria (e.g., 1.6, 2.7, 3.1, 3.2, 3.3, 4.1, 4.3, or 4.4), the program should parenthetically identify the criteria where the data also appear. Outcomes for each indicator included in Criterion 1.1.d are presented in Table 1.2.c. Indicators and data reflecting Adequacy of Financial Resources (Criterion 1.6), Adequacy of Faculty Resources (Criterion 1.7), Diversity (Criterion 1.8), Assessment Procedures (Criterion 2.7), Research (Criterion 3.1), Service (Criterion 3.2), Workforce Development (Criterion 3.3), Faculty Qualifications (Criterion 4.1), Student Recruitment and Admissions (Criterion 4.3), and Advising and Career Counseling (Criterion 4.4), also are presented in those respective sections. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 13

26 Table 1.2.c Education Goals (CEPH Template Outcome Measures including Targets) Goal: Provide excellent education and professional preparation to all students in the substantive areas of public health, including epidemiology, biostatistics, social and behavioral sciences, health management and policy, and environmental health sciences. Objective [1] 100% of the Oregon MPH Program Learning Competencies will be addressed across the five core courses. [2] 100% of core courses will be equivalent across all like offerings, based upon course competencies, learning activities, and competency demonstrations. [3] Each year, aggregate student GPA in five core courses will exceed 3.0. Data Source(s) [A] Core course instructor teams stated emphasis of program learning competencies in respective core courses, in breadth [B] Core course instructor teams agreed-upon course competencies, learning activities, and competency demonstrations [A] Core course competency matrices with designated competencies and course content across all offerings of single course titles [B] Aggregate student ratings greater than 3.75 of the extent to which core courses prepared them to demonstrate specified core course competencies (scale of 1 to 5) Aggregate GPA for all students in five core courses Assessment [Responsible Parties] 1 Biennial Core Course Program Learning competencies [Core Course Instructors] Competency emphasis matrix [Core Course Instructors] Biennial core courses matrix and syllabus review [Core Course Instructors] Student core course competency evaluations [Track Administrative Staff] BANNER tracking [Program Office] 1 The Program Office is responsible for oversight of all data and is not indicated within each specific data source. 2 NR = Not Reviewed Outcome NR % NR % NR % Epidemiology Biostatistics Health Behavior Health Systems Organization Environmental Health Epidemiology Biostatistics Health Behavior Health Systems Organization Environmental Health OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 14

27 Table 1.2.c Education Goals (CEPH Template Outcome Measures including Targets) Goal: Serve the region by offering a range of specialized areas of public health including health promotion & health behavior, epidemiology, biostatistics, health management & policy, health disparities, environmental and occupational health & safety, and international health. Objective [4] 100% of tracks will assure currency of required track curricula every two years. [5] 100% alumni respondents will report preparedness to accomplish required track competencies. [6] 100% of students beginning the Field Experience will successfully complete it. Data Source(s) Biennial review of track curricula by faculty Alumni self-report of preparedness Proportion of field experience completions relative to those initiated Assessment [Responsible Parties] 1 Track reports of curricular review and any substantive changes [Track Coordinators, Faculty] Biennial Alumni Survey [Program Office] Annual Track Report [Track Coordinators; Field Experience Coordinators] Outcome % NR % % % N/A % N/A BIO 100% 100% 100% EOHS 100% 100% 100% Epi/Bio 100% 100% 100% EPI 100% 100% 100% HMP (OSU) 100% 100% 100% HMP (PSU) 100% 100% 97% HPHB 100% 100% 100% HP 100% 100% 100% IH 100% 100% 100% PHCHD 100% 100% 100% 1 The Program Office is responsible for oversight of all data and is not indicated within each specific data source. 2 There was not a program-wide review in AY , although one track of a then-total of six made revisions and a substantive change notice submitted. 3 NR = Not Reviewed 4 In AY , a program-wide review began late in the academic year and only four tracks were able to complete the process before the year concluded. The entire process was completed in AY , with100% of tracks confirmed. OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 15

28 Table 1.2.c Education Goals (CEPH Template Outcome Measures including Targets) Objective Data Source(s) Assessment [Responsible Parties] 1 Outcome BIO 100% 100% 100% EOHS 100% 100% 100% Epi/Bio 100% 100% 100% [7] 100% of students will successfully complete the track Culminating Experience. Proportion of culminating experience completions relative to those initiated Annual Track Report [Track Coordinators] EPI 100% 100% 100% HMP (OSU) 100% 100% 100% HMP (PSU) 100% 100% 97% HPHB 100% 100% 100% HP 96% 100% 100% IH 100% 100% 100% PHCHD 100% 100% 100% [8] 100% of the Track Learning Competencies will be addressed in track-required curricula for each program track. Identification of required courses and associated learning activities addressing each track competency for each program track Track competency matrices [Track Coordinators; Track Required Course Instructors] NR % Goal: Provide community-based or experiential learning opportunities to develop skills and competencies required to be effective public health practitioners. Objective Data Source(s) Assessment [Responsible Parties] 1 Outcome [9] 100% of tracks will include required coursework and/or placement involving community-based or experiential learning opportunities for students. Community-based or experiential learning opportunities identified in track curricula Track competency matrices [Track Coordinators] % % [10] Each year, 90% of students completing a field experience will report overall satisfaction with training received in the placement. Student self-report Annual Student Survey [Program Office] % 80% 69% 1 The Program Office is responsible for oversight of all data and is not indicated within each specific data source. 2 NR = Not Reviewed 3 Beginning AY the Student Survey will be administered biennially OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 16

29 Table 1.2.c Education Goals (CEPH Template Outcome Measures including Targets) Objective [11] 100% of field experience students will demonstrate mastery of the public health competencies specified in their Track s Field Experience Minimum Standards. [12] Oregon MPH competency sets at each programmatic level (Program, each Track, each Field Experience, and Core Courses in breadth) will include at least one competency that addresses the ethical practice of public health. [13] 100% of alumni respondents will report they are well prepared to "employ ethical principles and behavior." Data Source(s) Satisfaction of field experience competency-based learning contract via field experience completion proportions Program, Track, Core course competencies, and Field Experience minimum standards Alumni preparedness rating of program-level ethical practice competency Assessment [Responsible Parties] 1 Annual Track Report of field experience completion proportion [Track Coordinators; Field Experience Coordinators] Program Learning Competencies, Track Learning Competencies, and core course learning competencies in competency emphasis matrices; Field Experience minimum standards for each track [Program Office, Track Coordinators, Unit Chairs (CC), Field Experience Coordinators, Core and Required Course Instructors] Biennial Alumni Survey [Program Office] 1 The Program Office is responsible for oversight of all data and is not indicated within each specific data source. Outcome Bio 100% 100% 100% EOHS 100% 100% 100% Epi/Bio 100% 100% 100% EPI 100% 100% 100% HMP (OSU) 100% 100% 100% HMP (PSU) 100% 100% 97% HPHB 100% 100% 100% HP 100% 100% 100% IH 100% 100% 100% PHCHD 100% 100% 100% PLC 100% 100% 100% TLC 100% 100% 100% Core Course 100% 100% 100% Field Experience 100% 100% 100% % % OREGON MASTER OF PUBLIC HEALTH PROGRAM PAGE 17