Self Study. Public Health Program. School of Nursing and Health Sciences. Westminster College

Transcription

1 Self Study Public Health Program School of Nursing and Health Sciences Westminster College Submitted to: The Council on Education for Public Health December 20, P a g e

2 Table of Contents (Self Study) Overview of Westminster College and the Public Health Program The Public Health Program 1.1 Mission Evaluation and Planning Institutional Environment Organization and Administration Governance Resources Instructional Programs 2.1 Master of Public Health Degree Program Length Public Health Core Knowledge Practical Skills Culminating Experience Required Competencies Assessment Procedures Academic Degrees Doctoral Degrees Joint Degrees Distance Education or Executive Degree Programs Creation, Application and Advancement of Knowledge 3.1 Research Service Workforce Development Faculty, Staff and Students 4.1 Faculty Qualifications Faculty Policies and Procedures Faculty and Staff Diversity Student Recruitment and Admissions Student Diversity Advising and Career Counseling P a g e

3 Overview of Westminster College and the Public Health Program Westminster College: Westminster College has played a pivotal role in the educational heritage of the Intermountain West. Founded in 1875 as the Salt Lake Collegiate Institute, a preparatory school under the auspices of the First Presbyterian Church of Salt Lake City, Westminster College offered college classes in 1897 as Sheldon Jackson College. Named in honor of its primary benefactor, Sheldon Jackson, a Presbyterian clergyman and supervisor of public education in Alaska, the college operated for many years on the Collegiate Institute campus in downtown Salt Lake City. Gradually the institute became identified as the college preparatory department, and high school classes continued to be an integral part of the curriculum until In 1902 college trustees adopted a new name to reflect a more generic Protestant orientation than its former title afforded. The name Westminster derives from the Westminster Confession of Faith, a comprehensive exposition of Presbyterian theology produced by English Puritans and Scottish Presbyterians at Westminster, a borough of London, in the seventeenth century. Moving to its present location in 1911, Westminster became the first accredited two-year junior college in the Intermountain West. In 1935 Westminster modified its curriculum to qualify as a four-year junior college and in 1949 became a four-year liberal arts institution offering baccalaureate degrees in the arts and sciences. In the years following, the college has added a number of professional programs at the undergraduate and graduate levels. In 1968 Westminster College offered the first baccalaureate classes in St. Mark s School of Nursing. Founded by the Presbyterians but always interdenominational in outlook and governance, Westminster had legal ties to the Presbyterian Church in the United States of America administered through the regional Synod of Utah. By mutual consent of church and college, Westminster ended its official covenantal relationship in Today, Westminster exists as a fully independent, privately funded, nondenominational, comprehensive liberal arts institution of higher learning with selected graduate programs, meeting the West s educational needs as it has since The College s program offerings are organized and administered through four schools: the School of Arts and Sciences; the Bill and Vieve Gore School of Business; the School of Education; and the School of Nursing and Health Sciences. Students choose majors in schools that will best assist them in achieving their academic goals and career interests. Students are offered a choice of 42 undergraduate programs and majors, as well as graduate degrees in public health, nursing, business administration, technology management, education, professional communication, and psychology. All baccalaureate majors have a solid experience in courses offered through the School of Arts and Sciences. Close working relationships among the faculty in all four schools are of the utmost importance to the college in assisting its students. Each school is directed by a Dean and has its own faculty. Instructional programs and procedures are recommended by the faculty members of each school and approved by the entire college faculty. The four academic Deans and the provost constitute the Council of Deans. This council is responsible for the day-to-day administration of the instructional programs. 3 P a g e

4 Westminster College has a combination of approximately 2,455 full-time and part-time students representing 29 states and 24 foreign countries in the college s daytime, evening, and weekend classes. Seventy-six percent are undergraduate students and 24% are graduate students. Approximately 87% of undergraduate students attend school full-time (12 hours per semester or more) and 13% attend part-time. About two-thirds of the graduate students attend part-time. Approximately 93% of undergraduate students receive some form of financial assistance with an average financial aid award for full-time undergraduates of over $14,000. Westminster s instructional programs are characterized by experienced and available faculty and staff; liberal arts; and interdisciplinary, professional programs emphasizing both theoretical and practical learning. Administration and faculty are committed to academic excellence, a genuine concern for each student, limited class sizes that encourage involvement and active learning, and a relatively diverse student body. The College welcomes students from all backgrounds and ages and believes that the knowledge and discipline acquired through the rigors of higher education will lead to new and expanded opportunities. Public Health Program: The Westminster Public Health Program, housed within the School of Nursing and Health Sciences, emphasizes the essentials for public health practice in the 21st century. The program lays the foundation that is required to be a competent member of the public health workforce. Graduates are prepared to promote and protect public health and safety through education, service, and the application of evidence-based science. Two options are available: the Master of Public Health (MPH) and the Certificate in Public Health. Courses are scheduled for the convenience of working professionals; core courses are offered every two weeks on a Friday and Saturday throughout the semester and many elective courses are offered on weeknights, thus providing the flexibility needed to earn a graduate certificate or degree from Westminster s Public Health Program. Westminster College was interested in expanding its health sciences graduate programs in response to an increasing demand for health professionals in the workforce. Development of the program commenced in fall of 2007; the program went through the formal approval process of the Westminster College Faculty Senate, the faculty, and was unanimously approved by the Board of Trustees. After completing the formal College process, including the hiring of faculty, the Program was launched in August The first cohort of students started in the fall semester of The program was partially funded through a very generous donation to the School of Nursing and Health Sciences by philanthropist The Very Reverend Fredrick "Rick" Quinney Lawson. Rev. Lawson has been a long-time supporter of Westminster. He was integrally involved in the creation of the Emma Eccles Jones Center for Nursing and Heath Sciences, which was funded by his great aunt s foundation, the Emma Eccles Jones Foundation. As a reverend at St. Mark s Cathedral in Salt Lake City, Rev. Lawson is uniquely tied to the College as Westminster s baccalaureate nursing program conducts their annual pinning ceremony there. In 2003, he was presented with an honorary degree from the College for his genuine concern for the community. The program also partially funded through a Public Health Endowment Fund in This endowment was initiated by Mr. Fred Lampropoulos, CEO and President of Merit Medical Inc., to assist the program with service learning activities. 4 P a g e

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6 1.1 Mission. The program shall have a clearly formulated and publicly stated mission with supporting goals and objectives. The program shall foster the development of professional public health values, concepts, and ethical practice. 1.1.a. A clear and concise mission statement for the program as a whole. The Public Health Program at Westminster College prepares public health professionals with the knowledge and skills necessary to promote health and prevent illness in Utah, the Intermountain West, the United States, and the world. 1.1.b. One or more goal statements for each major function by which the program intends to attain its mission, including instruction, research and service. Teaching Goal: To offer an educational program in public health using innovative and effective pedagogy, taught by well-qualified faculty and practicing professionals, utilizing feedback from students, peer faculty, and the public health practitioner community to continuously evaluate and improve the program. Educational Goal: To offer an educational program in public health that delivers the core competencies of public health in a manner adapting to students' different learning styles and life schedules, while incorporating faculty, student, and community feedback for continuous improvement. Service Goal: To provide faculty leadership and expertise that enhances student learning through active service in the local, national, and global public health communities. Research Goal: To enhance knowledge in the local, national, and global public health communities and develop student research skills through evidence-based research in public health and translating the research for public health practice. Administrative Goal: To administer and sustain a Council on Education in Public Health (CEPH)-accredited public health program that meets the needs of the public health community while furthering the vision, mission, goals, and objectives of Westminster College. 1.1.c. A set of measurable objectives relating to each major function through which the program intends to achieve its goals of instruction, research and service. The program requests input in terms of program objectives from key members of the community and Advisory Board members. For example, in 2010, the objectives were revised after community members offered input. A detailed table describing in detail the goals and measureable objectives for teaching, education, service, research and administration, as well as assessment tools and persons responsible, is below in Table 1.1.c: 6 P a g e

7 Table 1.1.c. Program Goals, Objectives, Assessment Tools, Measures and Responsibilities Teaching Goal: To offer an educational program in public health using innovative and effective pedagogy, taught by well-qualified faculty and practicing professionals, utilizing feedback from students, peer faculty, and the public health practitioner community to continuously evaluate and improve the program Objectives Assessment Tools Measures Responsibility Program faculty will be well qualified to teach graduatelevel courses Core competencies of public health will be covered in core MPH courses 1. Job descriptions 2. Faculty CVs 3. Course evaluations 4. Peer faculty evaluations 5. Professional development activity 6. College evaluation for contract renewal 7. Community feedback from the local and state public health community 8. Full-time faculty will participate in life long learning activities (seminars, workshops, conferences, etc.) 1. Public health competencies 2. Course syllabi 3. Course evaluations 4. Program exit interview 5. Community feedback from local and state public health community 1. 90% of course evaluation scores are above 3.75 (out of a scale of 1 to 5) % of the full time faculty will have terminal degrees 3. 50% of adjunct faculty have terminal degrees 4. The number of full time faculty is % of the full time faculty will have public health degrees (MPH, MSPH, DrPH or PhD in Public Health or related field) 6. All faculty must pass the Westminster College faculty contract renewal process (2, 3 and 5 years) % of teaching faculty will have public health experience % of faculty will attend one workshop each year. 1. Survey scores regarding core competencies covered in the course will be % of courses will have syllabi that document the public health core competencies map Dean, Director, Assistant Director Course professor, Dean, Director, Assistant Director 7 P a g e

8 Objectives Assessment Tools Measures Responsibility Course syllabi will describe in detail the course description, objectives, competencies covered, and assignments Faculty-student ratios will be set and maintained Instructional technology will be used to supplement instruction 1. Course syllabi 2. Course evaluations 3. Peer faculty evaluations 4. Contract / Memorandum of Understanding with adjunct faculty 1. Class size / Number of full time and adjunct faculty 1. Faculty feedback on knowledge and comfort-level in using technology in teaching 2. Course evaluations 3. Faculty development workshop participation % of syllabi will be reviewed by the Program Faculty annually 1. Faculty-student ratios will be a maximum of 10: % of the courses will utilize online resources (Angel, Wimba, etc.) % of faculty will attend at least one teaching technology workshop per year Course professor, Director, Assistant Director Director, Assistant Director Course professor, Director, Assistant Director, Support Staff, Information Technology Staff Educational Goal: To offer an educational program in public health that delivers the core competencies of public health in a manner adapting to students' different learning styles and life schedules, while incorporating faculty, student and community feedback for continuous improvement Objectives Assessment Tools Measures Responsibility Incoming students will be well qualified to successfully complete the Program 1. Student admissions applications 1. Average GRE Verbal scores Average GRE Quantitative scores Average GRE Analytical Writing scores Average undergraduate GPA Average years of professional experience in health 2 6. The percentage with a previous graduate degree 15% Director, Assistant Director, Director of Graduate Admissions 8 P a g e

9 Objectives Assessment Tools Measures Responsibility Graduates will successfully complete core course curriculum leading to a 45 credit MPH degree covering the public health core competencies Students will benefit from a professional-friendly format, where classes are offered on weekends and evenings Students will benefit from a stimulating learning environment aimed at adult learners, using active-learning teaching techniques Students will be well oriented to the general college and program objectives, schedule, policies, expectations, and procedures Students will benefit from a diverse peer group 1. Student transcripts 2. Program of study 3. Student grades 4. Student GPA 5. Students on probation 6. Admission criteria 7. Graduation rates 8. Average years to graduation 1. Class schedule 2. Student evaluations 3. 1 & 5 year alumni surveys 1. Student evaluations 2. Peer evaluations 3. 1 & 5 year alumni surveys 1. On-campus general college orientation session prior to classes 2. Specific program orientation session prior to classes 1. Race and ethnicity of student body 1. Average GPA at graduation % of enrolled students will graduate from the program within 4 years % of core coursework will be offered on every other Friday-Saturday blocks (or every weekend blocks for summer semester) 2. 80% of elective coursework will be offered during evenings or weekends 3. Student evaluation score 3.75 when asked if the schedule is convenient 1. Student evaluation score 3.75 when asked about satisfaction with the learning environment 2. Alumni survey score 3.75 when asked about satisfaction with the learning environment % of students will receive the program student handbook % of students will attend the program and college orientation 1. 20% of the students will be from minority racial/ethnic populations each year Dean, Director, Assistant Director, Course professors, Students Director, Assistant Director Director, Assistant Director, Course professor, Learning Coalition Dean, Director, Assistant Director, Student Services Dean, Director, Assistant Director, Admissions Office 9 P a g e

10 Objectives Assessment Tools Measures Responsibility Students will benefit from a diverse faculty/staff Students will self-assess their progress towards the degree and the core public health competencies Students will be able to perform at a professional level upon completion of the program Students will find new positions or higher-level positions within public health upon completion of the program 1. Race/Ethnicity of faculty/staff 1. 25% of core and secondary members are from minority racial/ethnic populations 2. 25% of staff members are from minority racial/ethnic populations 1. Student transcripts 2. At least annual advisor meetings 3. Pre and Post Competency Survey 1. Practicum mentor evaluation 2. Practicum self-assessment and grade 3. 1 & 5 year alumni surveys 4. Employer survey 1. 1 & 5 year alumni surveys 2. Employer survey % of MPH students will meet with their faculty advisor at least once a year and assess their progress toward the program competencies 2. Each cohort will show statistically significant improvement between Pre and Post Competency Surveys. 1. Student evaluation score 3.75 when asked about their preparation for a professional public health position 2. Practicum evaluation score 3.75 when asked about the student s preparation for professional employment in public health 3. 90% of surveyed alumni will report satisfaction with their preparation for professional employment 4. 90% of employers surveyed indicate that program graduates are acceptably prepared for professional employment 1. 75% of MPH graduates find new positions in public health or continue onto another graduate degree within one year of graduation 2. 90% of employers surveyed indicate that program graduates are acceptably prepared for professional employment Dean, Director, Assistant Director, Human Resources Manager Director, Assistant Director, Faculty Director, Assistant Director, Practicum Mentor Director, Assistant Director, Alumni Services 10 P a g e

11 Service Goal: To provide faculty leadership and expertise and enhance student learning through active service in the local, national and global public health communities Objectives Assessment Tools Measures Responsibility The program will seek input from the public health community to identify service projects The program will have a presence in community organizations in an effort to identify community needs Faculty will be involved in service towards the professional public health community as well as the local community Students will provide service to the public health community as an integral part of their learning experience 1. Student practicum 2. Attendance at health officer meetings 1. Service in public health community organizations and committees 3. Faculty CV 4. Faculty contract review 1. Service-learning coursework 2. Survey of service activity 1. The Advisory Board will communicate community needs to the program yearly. 2. At least one faculty member will obtain input from health officers quarterly 1. Each full time faculty member will serve in the public health community % of the faculty will serve on a professional or community service board 1. 75% of students will participate in a community service activity each year 2. 1 course will be offered that includes a service-learning component or service opportunities Faculty, Advisory Board, students Faculty Senior college admin, Director, Assistant Director, Faculty Director, Assistant Director, Faculty Research Goal: To enhance knowledge in the local, national and global public health communities and develop student research skills through evidence-based research in public health and translating the research for public health practice Objectives Assessment Tools Measures Responsibility Faculty will develop an external research agenda appropriate for the College s mission 1. External Funding 2. Publications 3. Conference Presentations 4. Conference Posters/Abstracts 1. Program faculty will submit 1 grant application for externally funded research per year 2. Program faculty will submit 2 scholarly papers per year to peer reviewed journals or professional conferences Faculty, Director, Assistant Director 11 P a g e

12 Objectives Assessment Tools Measures Results Students will be able to participate in research as part of their public health education 1. Capstone research project 2. Independent research projects 3. Research projects as part of other public health coursework % of MPH students will, individually or in groups, prepare a research paper for publication 2. 1 student will submit and present research at a local or national conference each year 3. 1 student will submit a paper for publication in a peer-reviewed journal Director, Assistant Director, Faculty Administrative Goal: To administer and sustain a CEPH-accredited public health program that meets the needs of the public health community while furthering the vision, mission, goals, and objectives of Westminster College Objectives Assessment Tools Measures Results Resources to operate the program are sufficient and resources are managed responsibly Program will earn and maintain CEPH accreditation The Advisory Board will have an active role in the program Students will be actively involved in administrative decisions and activities 1. Budget 2. Workload assessment 3. Enrollment projections 4. External grant and donor funding 1. CEPH self study 2. Monthly program meeting minutes 1. Student-Faculty Ratio Program Expenditures per Full-time Equivalent Student $10, The Program will attain CEPH accreditation and maintain it 1. Advisory Board meeting minutes 1. The Advisory Board will meet at least once per year 1. Student evaluations 2. Monthly program meeting minutes 3. Graduate Nursing and Health Science faculty meeting minutes 4. Student Activity Committee meeting minutes 5. Advisory Board meeting minutes 1. All graduating students participate in the Dean s Exit Interview. 2. MPH students are represented at Graduate Concerns Committee Meetings or Program Faculty Meetings 80% of the time Admin, Dean, Director, Assistant Director, Faculty Dean, Director, Assistant Director, Faculty Director, Assistant Director, Advisory Board Dean, Director, Assistant Director, faculty, Advisory Board 12 P a g e

13 Objectives Assessment Tools Measures Results Program will uphold and support the vision, mission and goals of Westminster College 1. College faculty meeting minutes 2. College faculty retreat 3. Graduate Nursing and Health Science faculty meeting minutes 4. Monthly program meeting minutes 1. A Program Faculty Retreat is held at least once per year, where the Program vision, mission, goals and objectives are discussed in light of the vision, mission and goals of Westminster College Dean, Director, Assistant Director, faculty, Advisory Board 13 P a g e

14 1.1.d. A description of the manner in which the mission, goals, and objectives are developed, monitored and periodically revised and the manner in which they are made available to the public. The Program mission, goals, and objectives were originally developed with input from program faculty and staff and submitted to the Advisory Board for comments and approval. The Westminster College mission, goals, and objectives were also incorporated and used as a framework. Further input was solicited from the School of Nursing and Health Sciences, the CEPH guidelines, and other similar MPH programs. The mission, goals, and objectives are reviewed annually at the faculty retreat and subsequent faculty meetings, if necessary. Data are measured and analyzed to assure that goals and objectives are met. If goals and objectives are not met, an action plan is created to address them and is monitored throughout the next year with another review at the next annual faculty retreat. Any revisions to the mission, goals, and objectives are then submitted to the Advisory Board for review. Key members who review and revise the mission, goals, and objectives include program faculty, an elected student representative, and an alumnus. Program mission, goals, and objectives are available to the public and clearly stated on the website at 1.1e. A statement of values that guide the program, with a description of how the values are determined and operationalized. The program is grounded in the belief that to be most effective, public health practitioners should receive formal training in the core concepts of public health; these concepts include analytic and assessment skills, policy development and program planning skills, communication skills, cultural competency skills, community dimensions of practice skills, basic public health science skills, financial planning and management skills, and leadership and systems-thinking skills. We will accomplish this while embracing the core values of Westminster College: impassioned teaching and active learning, respect for diverse people and perspectives, collaboration and teamwork, personal and social responsibility, college-wide excellence, as well as high ethical standards. We will also follow the standards set forth by the Council on Education for Public Health (CEPH) to assure excellence in public health education. This educational program prepares public health practitioners to meet the diverse challenges of public health locally, nationally, and globally. These values are the framework for determining the program mission, goals, and objectives; and how the Program is administered on a daily basis. How well the program meets these values is how we measure success. These values were submitted to and approved by the Advisory Board in conjunction with the mission and goals. 14 P a g e

15 1.1.f. Assessment of the extent to which this criterion is met. This criterion is met with commentary. Strengths: Challenges: The program vision, mission, and goals reflect professional public health concepts and practices. Program vision, mission, and goals were developed within the framework of the Westminster College vision, mission, and goals. An inclusive process was used to develop these goals. Measurable, quantitative objectives were developed to monitor the program vision, mission, and goals. Processes are in place to monitor the objectives frequently such that action can be taken to address any deficiencies. Due to the fact that the program is still new, baseline data are limited. Whether objectives are realistic or not cannot be determined until more data can be collected. Future Action: Continue obtaining data to measure progress towards measurable goals and objectives. The program faculty, along with the Advisory Board, will periodically assess whether goals and objectives are either too easy or too difficult to achieve. Explore new and novel assessment tools to gather data on progress towards goals and objectives. 15 P a g e

16 1.2 Evaluation and Planning. The program shall have an explicit process for evaluating and monitoring its overall efforts against its mission, goals and objectives; for assessing the program s effectiveness in serving its various constituencies; and for planning to achieve its mission in the future. 1.2.a. Description of the evaluation procedures and planning processes used by the program, including an explanation of how constituent groups are involved in these processes. The Westminster College Public Health Program incorporates several forums and tools at different levels to evaluate procedures and planning processes in regards to the vision, mission, goals, and objectives of the program, as well as the School of Nursing and Health Sciences and Westminster College. These multiple forums and tools allow all constituent groups with a stake in the performance of the program to have input and to monitor progress, as well as follow up on action plans. The forums include program faculty meetings, program retreats, Nursing and Health Sciences graduate concerns meetings, Nursing and Health Sciences faculty meetings, Dean s meetings, Advisory Board meetings, faculty course evaluation meetings, and faculty contract reviews. Tools utilized for evaluation include grades and GPA, course evaluations, faculty portfolios, faculty workload, student surveys, alumni surveys, and public health workforce/employer surveys. Critical to our evaluation and planning processes are specific mechanisms for timely collection and evaluation of data, extensive documentation of any action plans, assignment of action plans to specific faculty/staff members, and follow-up of all action plans during future meetings to assure that the data is acted upon. All strategic and long-term evaluation and planning, including evaluating and monitoring the data from 1.2.c, occurs at the Program Faculty Retreat and at the Advisory Board Meetings. Action items from these meetings are assigned and monitored through the more frequent Program Faculty Meetings, which are the main forum where the day-today evaluation and monitoring as well as short-term planning occur. Interactions at the dean or college administration levels occur at the School of Nursing and Health Sciences Dean s Meeting. Issues at the school level are addressed through the School of Nursing and Health Sciences Faculty Meeting. Issues at the college level are addressed through specific, college-wide committee meetings (such as curriculum, diversity, and liberal education committees) or through the faculty senate and full faculty meetings. Table 1.2.a. provides a description of these tools and mechanisms. 16 P a g e

17 Table 1.2.a. Description of Evaluation and Planning Processes and Tools. Forum Program Faculty Meetings Program Faculty Retreat School of Nursing and Health Sciences Faculty Meeting School of Nursing and Health Sciences Dean s Meeting School of Nursing and Health Sciences Graduate Concerns Committee Meeting Description Day-to-day evaluations and short-term planning occur within program faculty meetings. Faculty members monitor student progress and issues during this forum. All full-time faculty and staff are required to be present, and an elected student representative is invited to attend to address student concerns. An agenda is set and minutes are kept to assure that any concerns are discussed and that any action plans are documented and monitored. Meetings occur at least monthly and more often as necessary. The Program Director and/or Assistant Director assign responsibility for any action plans, which are followed up accordingly during future Program Faculty Meetings. Results may be shared at the Program Faculty Retreat and the School of Nursing and Health Sciences Dean s Meeting. For long-range strategic planning, the program holds an annual program faculty retreat. Data for measurable goals and objectives are calculated and presented at the meeting by faculty and staff. All program faculty and staff, including adjunct faculty, are required to attend. It is during the retreat that the vision and mission, as well as goals and objectives, are monitored, discussed, and acted upon. The faculty also reviews all curriculum and syllabi to assure that they meet the vision, mission, goals, and objectives of the program. Action items from the retreat are often addressed and monitored through the more frequent program faculty meetings. This school-wide faculty meeting is for evaluation and planning as it relates to the entire faculty of the School of Nursing and Health Sciences. This meeting is held monthly. All school faculty members attend. The Program Director and/or the Assistant Program Director meet with the Dean of the School of Nursing and Health Sciences monthly to monitor progress within the program as well as address issues as they pertain to the School and College. Budgetary issues are addressed in this forum, as well as resources, school-wide curriculum issues, and student issues. To address issues that involve graduates in School of Nursing and Health Sciences, program faculty meet with other graduate faculty monthly at the graduate concerns committee meeting. The Program Director and/or the Assistant Program Director attend this meeting, as well as one student representative from each cohort of the MPH program. During this meeting, graduate student concerns are addressed, as well as other program matters that may extend to the other School of Nursing and Health Sciences programs. This committee was disbanded during the fall semester of 2010; program issues will now be discussed at monthly Program Faculty Meetings. 17 P a g e

18 Forum Advisory Board Meeting Faculty Course Evaluation Review Faculty Contract Review Description The Advisory Board (which includes members of the public health workforce, members of the community at large, program faculty, the School Dean, an elected student representative, and an alumnus) holds annual meetings to discuss planning and evaluations in regards to the program s relationship to the community and to the public health workforce. Any changes to the program s vision, mission, goals, and objectives are submitted to the board for comments. The board also monitors progress made towards the goals and objectives and recommends action items as needed. Additional meetings are scheduled on an as-needed basis. The Dean, the Program Director, and the Assistant Director review all student course evaluations at the end of each academic semester. Any evaluation score of less than 3.75 must be documented with an explanation for the score. Subsequent meetings will monitor any action plan. The response rate average is 57% (as of the spring semester of 2011). All Westminster College faculty members are subject to a contract review at least every five years. During this time, the faculty s service, teaching, and research are evaluated to determine whether they meet the standards of the College. A portfolio is required, which contains documentation of research (grants, papers, and presentations), service, and teaching. Faculty members are observed by their peers and teaching evaluations are reviewed to evaluate teaching ability. Tool Student Grades and GPA Description Faculty advisors monitor student grades and GPA every semester. Any grade lower than B or a GPA lower than 3.0 must be addressed with the student; an action plan must be discussed. Students with a GPA lower than 3.0 are placed on probation for one semester; if the GPA is not raised to a 3.0 within one semester, the student will be dismissed from the program. e-portfolio The e-portfolio system will be implemented on a trial basis for the academic year. The new system will allow the program to evaluate whether coursework is addressing the Public Health Competencies, as established by the program. Students will be required to submit an artifact that documents evidence that the competency has been met during their coursework. The e-portfolio will save this work and the faculty advisor will review each e-portfolio to determine whether the competency has been met according to the rubrics set for each competency. We anticipate full implementation, pending the trial implementation, for the academic year. Course Evaluations All students are encouraged to complete online course evaluations at the end of each course. The Program Director or Assistant Director, as well as the Dean, review the results of the evaluations. Any score lower than 3.75 must have a documented explanation and action plan for improvement. Comments are also reviewed and actions are taken, if necessary. This is further monitored through program faculty meetings. 18 P a g e

19 Tool Faculty Portfolios Faculty Workload Student Surveys Dean s Exit Interview Employer Surveys Description A faculty portfolio is required for faculty contract review. The portfolio consists of documented evidence of the faculty s service, teaching, and research. This may contain papers, presentations, and grant; submissions; evidence of service to the College, as well as the community; and materials used for teaching, such as lectures, handouts, assignments, and, other artifacts. Faculty contract reviews are held every two, three, or five years, depending on the seniority of the faculty member. The Program Director and the School Dean review the faculty workload at the end of each academic year and plan the next year s workload to assure that it is not excessive and that the program is adequately staffed. If workloads are excessive to the detriment of the program, the Dean and the Program Director may submit justification for additional faculty as necessary. The program surveys students annually, or as deemed necessary by faculty, on opinions about the program, courses, faculty, suggestions, etc. The results of the surveys will be addressed in Program Faculty Meetings. The Program Director and/or Assistant Director assign responsibility for any action plans, which are followed up accordingly during future meetings. Results will also be shared at the Advisory Board Meeting and at the School of Nursing and Health Sciences Dean s Meeting. The Dean of the School of Nursing and Health Sciences conducts an Exit Interview with each graduating class, prior to graduation. Student feedback is reviewed with the Program Director. The Employer Survey gathers information regarding the performance of graduates in the workplace, as well as suggestions for better preparing students for the public health profession. Program faculty and staff will review the results of the employer surveys during the program faculty retreat. The Program Director and/or Assistant Director assign responsibility for any action plans, which are followed up accordingly during future Program Faculty Meetings. Results will also be shared at the Advisory Board Meeting and at the School of Nursing and Health Sciences Dean s Meeting. Data from the Employer Surveys conducted during the fall 2011 semester are available. 19 P a g e

20 1.2.b Description of how the results of evaluation and planning are regularly used to enhance the quality of programs and activities. The purpose of the evaluation and planning mechanisms and tools is to provide information on the performance of the program in regards to the vision, mission, goals, and objectives and to allow all stakeholders to monitor and assess the program in a timely manner. The stakeholders for the program include students, alumni, full time and adjunct faculty, staff, Advisory Board members, community members, college administration, and employers. Through the monitoring tools and forums described in detail in section 1.2.a, progress towards our goals and objectives can be determined and issues or problems can be addressed while providing a closed-loop feedback system that assures follow-up of action plans. The following are some examples of this process at work in the short period that the program has existed: The MPH curriculum initially had Principles of Public Health as a required course. However, student comments, course evaluations, and issues brought up to the Graduate Concerns Committee indicated that some students were dissatisfied with the course, while others found it very useful for their careers. This dichotomy was troubling and further investigation concluded that the students who were dissatisfied with the course worked in public health prior to enrollment in the program; they found the course to be repetitious. Students who have not worked in public health found the course to be a very good introduction to public health. To address this concern, the program has changed its policy so that students who can document two or more years in professional public health employment at the time of admission can waive the course. Those students must still comply with the 45 credit hour requirement by taking another three-credit-hour course. This change was implemented during the fall 2010 semester. The Certificate in Public Health originally required Principles of Public Health but did not require a biostatistics course. Faculty raised concerns during a program faculty meeting that the Certificate was not meeting the core discipline-specific public health competencies, in particular the competencies for biostatistics. As a result of this concern, the curriculum for the Certificate was changed so that Statistical Methods in Public Health is now required. 20 P a g e

21 1.2.c. Identification of outcome measures that the program uses to monitor its effectiveness in meeting its mission, goals and objectives. Table 1.2.c. Outcome Measures for Program Mission, Goals and Objectives Teaching Goal: To offer an educational program in public health using innovative and effective pedagogy, taught by well-qualified faculty and practicing professionals, utilizing feedback from students, peer faculty, and the public health practitioner community to continuously evaluate and improve the program Teaching Goals: Target: 08/09 09/10 10/11 Program faculty will be well qualified to teach graduatelevel courses Core competencies of public health will be covered in core MPH courses Course syllabi will describe in detail the course description, objectives, competencies covered, and assignments Faculty-student ratios will be set and maintained Instructional technology will be used to supplement instruction 90% of course evaluation scores are above 3.75 (out of a scale of 1 to 5) 100% of the full time faculty will have terminal degrees 50% of adjunct faculty have terminal degrees 100% 92% TBD 100% 100% 100% 50% 66% 66% The number of full time faculty is % of the full time faculty will have public health degrees (MPH, MSPH, DrPH or PhD in Public Health or related field) All faculty must pass the Westminster College faculty contract renewal process (2, 3 and 5 years) 100% of teaching faculty will have public health experience 100% of faculty will attend one workshop each year. Survey scores regarding core competencies covered in the course will be % of courses will have syllabi that document the public health core competencies map 100% of syllabi will be reviewed by the Program Faculty annually Student-Faculty Ratios (SFR) per total faculty full-time equivalent (FTEF) will be a maximum of 10:1 80% of the courses will utilize online resources (Angel, Wimba, etc.) 100% of faculty will attend at least one teaching technology workshop per year 100% 100% 100% NA 100% NA 100% 100% 100% 100% 100% 100% NA NA 4.38 NA NA 86% NA NA 100% 9.7:1 9.8:1 9.8:1 100% 100% 100% 100% 100% 100% 21 P a g e

22 Educational Goal: To offer an educational program in public health that delivers the core competencies of public health in a manner adapting to students' different learning styles and life schedules, while incorporating faculty, student and community feedback for continuous improvement Educational Goal: Target: 08/09 09/10 10/11 Incoming students will be well qualified to successfully complete the Program Graduates will successfully complete core course curriculum leading to a 45 credit MPH degree covering the public health core competencies Students will benefit from a professional-friendly format, where classes are offered on weekends and evenings Students will benefit from a stimulating learning environment aimed at adult learners, using activelearning teaching techniques Students will be well oriented to the general college and program objectives, schedule, policies, expectations, and procedures Average GRE Verbal scores Average GRE Quantitative scores 500 Average GRE Analytical Writing scores Average undergraduate GPA Average years of professional experience in health 2 The percentage with a previous graduate degree 15% % 6% 23% Average GPA at graduation 3.2 NA % of enrolled students will graduate from the program within 4 years NA 90% TBD 100% of core coursework will be offered on every other Friday-Saturday blocks (or every weekend blocks for summer semester) 80% of elective coursework will be offered during evenings or weekends Student evaluation score 3.75 when asked if the schedule is convenient 90% of surveyed alumni will report satisfaction with the learning environment 100% of students will receive the program student handbook 100% of students will attend the program and college orientation 100% 100% 100% 100% 100% 100% NA NA 4.75 NA NA 100% 100% 100% 100% 100% 100% 100% 22 P a g e

23 Educational Goal: Target: 08/09 09/10 10/11 Students will benefit from a diverse peer group Students will benefit from a diverse faculty/staff Students will self-assess their progress towards the degree and the core public health competencies Students will be able to perform at a professional level upon completion of the program Students will find new positions or higher-level positions within public health upon completion of the program 20% of the students will be from minority racial/ethnic populations each year 25% of core and secondary members are from minority racial/ethnic populations 25% of staff members are from minority racial/ethnic populations 100% of MPH students will meet with their faculty advisor at least once a year Each cohort will show statistically significant improvement between pre and post competency surveys 90% of surveyed alumni will report satisfaction with their preparation for professional employment 90% of employers surveyed indicate that program graduates are acceptably prepared for professional employment 75% of MPH graduates find new positions in public health or continue onto another graduate degree within one year of graduation 90% of employers surveyed indicate that program graduates are acceptably prepared for professional employment 43% 21% 46% 50% 20% 27% 25% 40% 33% NA 100% 100% NA NA TBD NA NA 100% NA NA 100% NA 92% 77% NA NA 100% 23 P a g e

24 Service Goal: To provide faculty leadership and expertise and enhance student learning through active service in the local, national and global public health communities Service Goal: Target: 08/09 09/10 10/11 The program will seek input from the public health community to identify service projects The program will have a presence in community organizations in an effort to identify community needs Faculty will be involved in service towards the professional public health community as well as the local community as appropriate for their workload Students will provide service to the public health community as an integral part of their learning experience The Advisory Board will communicate community needs to the program yearly. At least one faculty member will obtain input from health officers quarterly Each full time faculty member will serve in the public health community 75% of the faculty will serve on a professional or community service board 75% of students will participate in a community service activity each year 1 course will be offered that includes a service-learning component or service opportunities 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 71% 61% 52% P a g e

25 Research Goal: To enhance knowledge in the local, national and global public health communities and develop student research skills through evidence-based research in public health and translating the research for public health practice Research Goal: Target: 08/09 09/10 10/11 Faculty will develop an external research agenda appropriate for their workload and job description Students will be able to participate in research as part of their public health education Program faculty will submit 1 grant application for externally funded research per year Program faculty will submit 2 scholarly papers per year to peer reviewed journals or professional conferences 100% of MPH students will, individually or in groups, prepare a research paper for publication 1 student will submit and present research at a local or national conference each year 1 student will submit a paper for publication in a peer-reviewed journal NA 100% 100% NA 1 9 NA P a g e

26 Administrative Goal: To administer and sustain a CEPH-accredited public health program that meets the needs of the public health community while furthering the vision, mission, goals, and objectives of Westminster College Administrative Goal: Target: 08/09 09/10 10/11 Resources to operate the program are sufficient and resources are managed responsibly Program will earn and maintain CEPH accreditation The Advisory Board will have an active role in the program Students will be actively involved in administrative decisions and activities Program will uphold and support the vision, mission and goals of Westminster College Student-Faculty Ratio :1 9.8:1 9.8:1 Program Expenditures per Full-time Equivalent Student $10,000 The Program will attain CEPH accreditation and maintain it The Advisory Board will meet at least once per year All graduating students participate in the Dean s Exit Interview. MPH students are represented at Graduate Concerns Committee Meetings or Program Faculty Meetings 80% of the time A Program Faculty Retreat is held at least once per year, where the Program vision, mission, goals and objectives are discussed in light of the vision, mission and goals of Westminster College $14,593 $17,844 $14,131 NA NA NA NA 100% 100% 30% 100% 100% d. An analytical self-study document that provides a qualitative and quantitative assessment of how the program achieves its mission, goals and objectives and meets all accreditation criteria, including a candid assessment of the strengths and weaknesses in terms of the program s performance against the accreditation criteria. This document is a qualitative and quantitative assessment of how the program achieves its mission, goals, and objectives and meets all accreditation criteria, including a candid assessment of the strengths and weaknesses in terms of the program s performance against the accreditation criteria. This is the first self-study report. 1.2.e. An analysis of the program s responses to recommendations in the last accreditation report. Not applicable, as this is the first accreditation review. 26 P a g e

27 1.2.f. A description of the manner in which the self-study document was developed, including effective opportunities for input by important program constituents, including institutional officers, administrative staff, teaching faculty, students, alumni and representatives of the public health community. This self-study was initially developed by program faculty and staff, with a faculty or staff member responsible for individual sections. Upon completion, a self-study workgroup committee was then formed, consisting of program faculty, staff, students, and Advisory Board members to thoroughly review the self-study. It was submitted to the Dean of the School of Nursing and Health Sciences as well as the provost of Westminster College to elicit feedback. It was also submitted to the Director of the Utah Department of Health and the former Surgeon General of the United States for further review and input for the public health practice community. After the feedback from administration was incorporated, the self-study was made available to students, alumni, and the public health community for review and feedback through the website at Additional meetings of the self study workgroup were held to address concerns made by these stakeholders and action was taken prior to submission of the self-study. The final self-study was submitted and approved by the program faculty and College administration before submission to CEPH for review. 1.2.g. Assessment of the extent to which this criterion is met. This criterion is met with commentary. Strengths: Challenges: The program has robust mechanisms to monitor performance and progress in regards to its vision, mission, goals, and objectives. Objectives are measurable so progress can be assessed objectively and action can be taken if necessary. Even during the short period of its existence, evidence exists that these mechanisms operate effectively. Because the program is new, results from some monitoring tools are not yet available. The mechanisms described above are new and data are lacking to assess the effectiveness of these tools. Whether measurable goals are achievable or too easily achievable are yet unknown. Future Action: Continue gathering data. The program faculty, along with the Advisory Board, will periodically assess whether goals and objectives are either too easy or too difficult to achieve. 27 P a g e

28 Explore new and novel assessment tools to gather data on progress towards goals and objectives. 28 P a g e

29 29 P a g e

30 1.3 Institutional Environment. The program shall be an integral part of an accredited institution of higher education. 1.3.a. A brief description of the institution in which the program is located, along with the names of accrediting bodies (other than CEPH) to which the institution responds. The Public Health Program is located within the School of Nursing and Health Sciences at Westminster College. Westminster College is accredited by the Northwest Commission on Colleges and Universities; the School of Business is accredited by the Association of Collegiate Business Schools and Programs; the Teacher Education programs are accredited by the Utah State Board of Education and Teacher s Education Accreditation Council; and the Division of Nursing is accredited by the Commission on Collegiate Nursing Education and is approved by the Utah State Board of Nursing. Programs at Westminster College are approved for veteran s benefits and the College is authorized, under Federal law, to enroll non-immigrant students. Documentation of program approval status is on exhibit for review. 1.3.b. One or more organizational charts of the university indicating the program s relationship to the other components of the institution, including reporting lines. The Organizational Chart for Westminster College is provided below. 30 P a g e

31 31 P a g e

32 An organizational chart for the School of Nursing and Health Sciences is provided below. 32 P a g e

33 1.3.c. A brief description of the university practices regarding: - lines of accountability, including access to higher-level university officials - prerogatives extended to academic units regarding names, titles and internal organization - budgeting and resource allocation, including budget negotiations, indirect cost recoveries, distribution of tuition and fees, and support for fund-raising - personnel recruitment, selection and advancement, including faculty and staff - academic standards and policies, including establishment and oversight of curricula Lines of Accountability The Board of Trustees: The Board of Trustees exercises all corporate powers and makes all necessary policies and regulations governing the business and management of the College. The Board s primary functions are policy making and management of the College s resources. The board determines the general educational and financial policies of the College and has the power to carry out any other functions. For additional information regarding the role and responsibilities of the Board of Trustees, please refer to the Manual for Faculty Articles II-IV and section 2.1. The Manual for Faculty will be provided in the on-site resource file. President and CEO: The President of the College is appointed by the Board of Trustees. He/She is the chief executive officer of the College and president of the faculty. It is the duty of the president to ensure that the standards and procedures of the College conform to the policies established by the Board of Trustees and to the standards of sound academic practice. The president administers the governance of the College. With the Board of Trustees, he/she shares the responsibilities for maintaining existing institutional resources and creating new resources. The president may preside at meetings of the faculty or delegate that responsibility to the chief academic officer or to an officer elected by the faculty. For additional information regarding the role and responsibilities of the President, please refer to the Manual for Faculty section 2.4. Provost and Vice President for Academic Affairs: Appointed by the President, the Provost serves at the pleasure of the President. As the chief academic officer of the College, he/she is responsible for its academic programs. He/She is directly responsible to the president for recommending faculty organization, curriculum, and instruction; for new program development; for academic budget preparation; for recruiting new faculty and framing academic personnel recommendations; and for approving the scheduling of classes. The Provost also provides leadership to the schools and their Deans in the areas of faculty development, academic enrichment activities, and assessment of student learning. Dean, School of Nursing and Health Sciences: The Dean of the School of Nursing and Health Sciences combines teaching and administrative responsibilities in the school. The Dean s duties include administration of the School; frequent meetings, as well as communication with the chief academic officer; leadership in curriculum development and educational innovation; etc. For additional 33 P a g e

34 information regarding the role and responsibility of the Dean, please see the Manual for Faculty section Program Director: The Director/chairperson is elected by the faculty of the program and/or is appointed by the Dean. The Director reports directly to the Dean. The Director s responsibilities include teaching, convening the program faculty, presiding over all program meetings, ensuring accurate written records, encouraging continued improvement of classroom teaching and the steady pursuit of scholarly research, assisting the Dean in recommending staff changes, developing course schedules, etc. For additional information regarding the role and responsibilities of the Director, please see the Manual for Faculty section and Prerogatives Extended to Academic Units: Program: Programs carry special responsibilities as the developers of, and vehicles through which, instructional programs ( majors and minors ) or otherwise coherent curricula are offered to students. Programs also share in the development of disciplinary and interdisciplinary courses fulfilling Liberal Education and other College-wide requirements. For additional information regarding responsibilities of programs please refer to the Manual for Faculty section Budgeting and Resource Allocation: The program has a separate budget, which is part of a larger budget within the School of Nursing and Health Sciences. The Dean enlists input from faculty regarding budgetary needs for their programs throughout the year. In the fall, the Dean submits the budgetary needs for the School of Nursing and Health Sciences for the following fiscal year to the Academic Provost. The Dean participates in budgetary meetings with the Senior Administrative Team to negotiate budgetary issues. The Dean also participates in oneon-one meetings with the Academic Provost to provide insight and input into any changes in budget requests. College administration reviews and approves the budget and submits it to the Board of Trustees for final budgetary approval in March of each year. The approved budget has always been sufficient to conduct the programs satisfactorily. The Senior Administrative Assistant to the Dean is responsible for overseeing and maintaining the program budgets within the School of Nursing and Health Sciences. It is his/her responsibility to ensure that the programs are not over expending their budgets. He/She provides periodic balance updates so that the Dean and the faculty are aware of the current balances. Personnel Recruitment, Selection and Advancement of Faculty: The recruitment of the best possible faculty is critical to the well-being of the College and is essential to enhancing academic excellence and student learning. Westminster College strives to be fair and equitable in all recruitment processes and decisions. Although the ultimate decision to hire a particular candidate for a faculty position rests with the president, current faculty members play an essential role in the recruitment process. Each faculty member hired to work in the program was interviewed by a Search Committee organized by the Dean. The Search Committee made recommendations to the Dean and Provost. 34 P a g e

35 Westminster College does not offer faculty appointments on tenure. The faculty members undergo a peer review process which provides them with a constructive and balanced evaluation of their performance, which will enable them to better fulfill their academic responsibilities. This process allows faculty peers and their academic administration to participate together in obtaining valuable information regarding faculty performance. Faculty advancement is based on meeting specific criteria including: teaching effectiveness, course evaluations, intellectual commitment, research, assessment of intellectual commitment, service to the College community, professionalism, and ethical conduct. For more information on the recruitment and appointment process, please refer to the Manual for Faculty sections , Appendix H and I. The program does not view the absence of faculty appointments or tenure as an increased challenge. Faculty members still face the same challenge as tenure in terms of the peer review process; however, the faculty members of Westminster are not obligated to secure external funding to augment their salary. Personnel Recruitment, Selection and Advancement of Staff: Westminster College recognizes the benefits of providing job-advancement opportunities to existing staff, as well as the value of employee referrals to identify potential candidates for employment. The college strives to provide a work environment that is conducive to both personal and professional growth. In general, notices of all regular, full-time job openings are posted on the online job board on the Westminster College website ( Furthermore, job openings are often posted on specific academic journals or websites. Westminster College does, however, reserve its discretionary right to not advertise a particular opening. Westminster College recognizes the benefit of developmental experiences and encourages staff members to talk with their supervisors about their career plans. Supervisors are encouraged to support a staff member s efforts to gain experience and advance within the organization. Funding is allocated annually for career development for faculty and staff. An applicant's supervisor may be contacted to verify performance, skills, and attendance. Any staffing limitations or other circumstances that might affect a prospective transfer may also be discussed. Job posting is a way to inform employees of openings and to identify qualified and interested applicants who might not otherwise be known to the hiring manager. Other recruiting sources may also be used to fill open positions in the best interest of the organization. Academic Standards and Policies: Academic standards and policies are established by Westminster College. Programs are required to enforce College policies but are given the liberty to add policies as deemed necessary. For instance, the Public Health Program requires a practicum component of the curriculum and has specific standards and policies regarding professional conduct and other expectations in a practicum setting. For more information regarding the standards and policies please refer to the Grading and Academic Standards section of the Academic Catalog. Additional standards and policies can be found in the Student Handbook. 35 P a g e

36 1.3.d. If a collaborative program, descriptions of all participating institutions and delineation of their relationships to the program. Not applicable. 1.3.e. If a collaborative program, a copy of the formal written agreement that establishes the rights and obligations of the participating universities in regard to the program s operation. Not applicable. 1.3.f. Assessment of the extent to which this criterion is met. This criterion is met. Strengths Challenges The program is organized within an accredited institution of higher education. Lines of accountability are clear and effective. Procedures are in place to ensure the program receives sufficient resources to deliver a quality program. None at this time. 36 P a g e

37 37 P a g e

38 1.4 Organization and Administration. The program shall provide an organizational setting conducive to teaching and learning, research and service. The organizational setting shall facilitate interdisciplinary communication, cooperation and collaboration. The organizational structure shall effectively support the work of the program s constituents. 1.4.a. One or more organizational charts showing the administrative organization of the program, indicating relationships among its component offices or other administrative units and its relationship to higher-level departments, schools and divisions. The Organizational Chart of the Program is provided below. 38 P a g e

39 39 P a g e

40 1.4.b. Description of the roles and responsibilities of major units in the organizational chart. Dean: The Dean is responsible for the administration of the School of Nursing and Health Sciences. The Dean meets regularly with the Director/Assistant Director to discuss programmatic issues. He/She is the liaison between College administration and the program. For additional information regarding the role and responsibility of the Dean, please see the Manual for Faculty section Advisory Board: The Advisory Board provides formative and evaluative input to the program. The board meets formally once per year under the direction of the Dean and Program Director. Program Director: The Director/chairperson s responsibilities include teaching full-time, convening the program faculty, presiding over all program meetings, ensuring accurate written records, encouraging continued improvement of classroom teaching and the steady pursuit of scholarly research, assisting the Dean in recommending staff changes, developing course schedules, etc. The Director receives 8 workload hours for program administration each academic year. For additional information regarding the role and responsibilities of the Director, please see the Manual for Faculty section and Assistant Director: The Assistant Director assists the Director with his/her role and responsibilities. The Assistant Director receives 8 workload hours for program administration each academic year. Faculty: The program has three full-time faculty members (including the Program Director and Assistant Director). All faculty members are available to serve the needs of the program and to teach in the classroom. Graduate Programs Coordinator: The School of Nursing and Health Sciences employs a Graduate Programs Coordinator (GPC) to support the four graduate programs. The GPC acts as a student advisor and is a liaison between students and faculty. The GPC attends Graduate Faculty and Public Health Program Meetings. He/She is responsible for coordinating program events and projects. 1.4.c. Description of the manner in which interdisciplinary coordination, cooperation and collaboration are supported. The programs within the School of Nursing and Health Sciences as well as the entire College interact as a cohesive entity and successfully collaborate together. The cooperation is facilitated as faculty meet together in the monthly School of Nursing and Health Sciences Faculty and Graduate Faculty meetings. Faculty members are also encouraged to cross-teach across disciplines to facilitate collaboration and interdisciplinary coordination. For example, Dr. Han Kim teaches an undergraduate 40 P a g e

41 honors science course with a faculty member from the philosophy department. He also teaches a graduate nursing research class with a member of the nursing faculty. 1.4.d. Identification of written policies that are illustrative of the program s commitment to fair and ethical dealings. The successful operation and reputation of Westminster College is built upon the principles of fair dealing and ethical conduct. The college s reputation for integrity and excellence requires careful observance of the spirit and letter of all applicable laws and regulations, as well as a scrupulous regard for the highest standards of conduct and personal integrity. Westminster College complies with all applicable laws and regulations and expects its trustees, officers, and all employees to conduct themselves in accordance with the spirit, letter, and intent of all relevant laws and to refrain from any illegal, dishonest, or unethical conduct. Compliance with this expected standard of ethics and conduct is the responsibility of every member of Westminster College s faculty and staff. Disregarding or failing to comply with this policy may lead to disciplinary action, up to and including possible termination of employment. The Public Health Program respects and complies with the ethical standards of the College. Students are also expected to maintain ethical conduct. The student handbook includes the Principles of Ethical Practice of Public Health by the American Public Health Association. Students are expected to exhibit professionalism in the classroom and practicum settings. Students are required to sign a Professional Conduct Guidelines form. The form is located in Appendix e. Description of the manner in which student grievances and complaints are addressed, including the number of grievances and complaints filed for each of the last three years. The Academic Grievance Procedure is outlined in the Graduate Academic Catalog and the Public Health Program Student Handbook. The first step is to attempt resolution of the issue with the professor involved. If the issue cannot be resolved at this level, the second step is to file a written appeal to the Dean of the School of Nursing and Health Sciences. The Dean attempts to resolve the appeal informally. If the matter cannot be resolved informally by the Dean, the information is submitted to a School of Nursing and Health Sciences Appeals Committee. If the issue is not resolved, the student or faculty member may appeal the decision through the Academic Grievance Procedure. The School of Nursing and Health Sciences has a formal mechanism for student grievances. The Academic Grievance Process is outlined below. 1. Students may appeal course grades within 2 weeks of grade posting (10 business days). 2. The first step is to attempt resolution of the issue with the professor involved. 3. If the student is still not satisfied, he or she may file a written appeal to the Dean of the School of Nursing and Health Sciences, with a copy to the faculty member(s) involved, explaining the disagreement and specifying what change the student believes is necessary. (The Dean must receive this written appeal 41 P a g e

42 within the time frame outlined in #1 above). The Dean will attempt to resolve the appeal informally with the student and faculty member(s) involved. 4. If the matter cannot be resolved informally by the Dean, all information will be submitted to a School of Nursing Appeals Committee. The committee will be comprised of three faculty not involved with the course in dispute. The committee will meet within 10 school days of receiving the information and may consult with the student, the faculty member, and any other relevant parties. The committee s decision will be communicated to the student, the faculty member, and the Dean within five school days of the conclusion of their meeting(s). 5. If the student or the faculty member is not satisfied with the decision of the committee, the student or faculty member can appeal the decision through the Academic Grievance Procedure as noted in the Westminster College Academic Catalog. 6. Grievance and appeals are considered as conflict resolution mechanisms and not judicial proceedings, so no recordings or legal representation is permitted. The Academic Grievance Process is publicized in the Student Handbook. The program has not had any grievances since the inception of the program. 1.4.f. Assessment of the extent to which this criterion is met. This criterion is met. Strengths Challenges The program is structured and provides an appropriate environment for teaching. The program works well with the other programs housed in the School of Nursing and Health Sciences as well as other programs within the College. Faculty collaborate in monthly School of Nursing and Health Sciences faculty meetings and cross-teach across programs within the School as well as departments outside of the School. None at this time. 42 P a g e

43 43 P a g e

44 1.5 Governance. The program administration and faculty shall have clearly defined rights and responsibilities concerning program governance and academic policies. Students shall, where appropriate, have participatory roles in conduct of program evaluation procedures, policy-setting and decision-making. 1.5.a. Description of the program s governance and committee structure and processes, particularly as they affect: - general program policy development - planning - budget and resource allocation - student recruitment, admission and award of degrees - faculty recruitment, retention, promotion and tenure - academic standards and policies - research and service expectations and policies General Program Policy Development: Westminster College has established policies regarding graduate students and academic programs. Additional policies are established in the School of Nursing and Health Sciences by faculty members and the Dean. Program-specific policies are established in the Dean/Director Meetings, the Graduate Faculty Meetings, and the Public Health Program Faculty Meetings. Minutes from these meetings are documented in the Onsite Resource File. Planning: Strategic planning processes for the program are the responsibility of the Program Director with involvement from the Dean, the faculty, and the Advisory Board. The Advisory Board s recommendations are then reviewed by the faculty in the annual Public Health Program faculty retreat and as needed. Budget and Resource Allocation: The program has a separate budget, which is overseen by the Dean of the School of Nursing and Health Sciences. The Dean approves all programmatic expenses. The Senior Administrative Assistant to the Dean is responsible for overseeing and maintaining the program budgets within the School of Nursing and Health Sciences. It is his/her responsibility to ensure that the programs are not over expending their budgets. He/She provides periodic balance updates so that the Dean and faculty are aware of the current balances. The Dean reviews program expenses during the Dean/Director meetings. Faculty and staff may make budgetary recommendations as needed. Student Recruitment, Admissions and Award of Degrees: The Admissions Office and Public Health Program administrators meet regularly to discuss admissions processes. Admission to the program is based upon standards that were established by program administrators and the Dean. Program admissions standards are outlined in the Graduate Academic Catalog (page 34). Westminster College employs a Graduate Recruiter to oversee the recruitment of the program. The Graduate Recruiter is a professional counselor who works directly with all 44 P a g e

45 applicant inquiries. He/she is responsible for giving campus tours, coordinating with applicants to submit all required documents, etc. He/she also recruits at relevant conferences such as the Utah Public Health Association and annual nursing conferences. The Admissions Office updates recruitment materials on an annual basis. Materials are sent out to potential applicants. In addition, recruitment materials have been sent to various state offices in an effort to encourage state workers to apply. Recruitment materials are available in the Onsite Resource File. Students are awarded degrees based upon compliance with the standards established by Westminster College. Specific programmatic standards are outlined in the Academic Catalog (page 149). Faculty Recruitment, Retention, Promotion and Tenure: Each faculty member hired to work in the Public Health program was interviewed by a Search Committee organized by the Dean. The Search Committee made recommendations to the Dean and to the Provost. Westminster College does not offer faculty appointments on continuous tenure. Faculty members undergo a peer review process which provides them with a constructive and balanced evaluation of their performance, which will enable them to better fulfill their academic responsibilities. The process allows faculty peers and their academic administration to participate together in obtaining valuable information regarding faculty performance. Faculty advancement is based on meeting specific criteria including: teaching effectiveness, course evaluations, intellectual commitment, research, assessment of intellectual commitment, service to the College community, professionalism, and ethical conduct. Although there is no tenure in a traditional sense, faculty members are given contracts for two, three, or five years. For more information on the recruitment and appointment process, please refer to the Manual for Faculty sections , Appendix H and I. Academic Standards and Policies: Westminster College is the primary policy-making body for the institution and establishes the academic standards for all graduate programs. However, the program may require more stringent standards at its discretion. If there is consensus among members of the faculty, the issue is brought to the Dean for final approval. Program faculty members establish program curriculum requirements during Public Health program faculty meetings. Curriculum changes are then submitted to the School of Nursing and Health Sciences faculty for approval and then to the college-wide curriculum committee. Final approval is determined by the Faculty Senate or the full faculty as determined by the Faculty Senate. This process was illustrated during the summer semester pf 2010, when the program altered the curriculum slightly to comply with recommendations made during the CEPH consultation visit. The Faculty Senate recently approved the changes after recommendation from the curriculum committee. Research and Service Expectations and Policies: Faculty members at Westminster College are expected to meet four criteria for evaluation as outlined in the Westminster College Manual for Faculty section 3.4. The criteria are the basis for annual evaluations conducted by the Dean and the peer review 45 P a g e

46 process. The four criteria are 1) teaching effectiveness, 2) intellectual commitment, 3) service to the college community, and 4) professional and ethical conduct. (Manual for Faculty, ). Criteria 2 (intellectual commitment) includes scholarly activity, which may involve research and service to the community and profession. However, because the specific requirements for intellectual commitment and scholarly activity vary by discipline, the College allows individual programs to establish specific measure for these. Please refer to section 3.1 and 3.2 of this document for specific program requirements for research and service. As a matter of policy, the Westminster Board of Trustees has determined that faculty will share in certain aspects of College affairs. The College functions effectively only if its faculty members undertake a reasonable number of non-teaching hours and assume their fair share of the work. For additional information on Service to the College Community, please refer to the Manual for Faculty section b. A copy of the constitution, bylaws or other policy document that determines the rights and obligations of administrators, faculty and students in governance of the program. Administrators and Faculty: Administrators and faculty adhere to the bylaws outlined in the Manual for Faculty (section 1.3). The School of Nursing and Health Sciences Faculty Manual outlines additional policies regarding rights and obligations of administrators and faculty. The School of Nursing and Health Sciences Faculty Manual is available in the Onsite Resource File. Students: The Academic Policies and Procedures are documented in the Graduate Academic Catalog (pages 52-57, ). Additional program policies can be located in the Public Health Program Student Handbook. A copy of the handbook is located in the Onsite Resource File. 1.5.c. A list of standing and important ad hoc committees, with a statement of charge, composition, and current membership for each. Table 1.5.c. Program Membership, School Committees Standing Committees Charge Composition Membership Dean/Director The Dean and Director review programmatic issues including budget, student issues, and program curriculum. The committee meets monthly. This committee is composed of the Dean, MPH Program Director, and MPH Program Assistant Director. Jean Dyer (Dean): 07/08 Sheryl Steadman (Dean): 08/09, 09/10, 10/11 Han Kim: 08/09, 09/10, 10/11 George White: 08/09, 09/10, 10/11 46 P a g e

47 Graduate Concerns The Graduate Concerns Committee met monthly to discuss issues in the FNP, MSNA, MSNEd, and MPH programs. The committee was dissolved during the fall semester of 2010 and issues were distributed to individual program meetings. This committee was composed of all full-time faculty who teach in the SON&HS graduate programs. John Contreras: 2010/2011 Han Kim: 08/09, 09/10, 10/11 George White: 08/09, 09/10, 10/11 Public Health Program Meetings The program faculty and coordinator meet monthly to review student issues, evaluation assessment, and curriculum. The committee is comprised of full time faculty and the coordinator. April Blair (student): 09/10 Brian Cowan (student): 10/11 John Contreras: 10/11 Han Kim: 08/09, 09/10, 10/11 George White: 08/09, 09/10, 10/11 Yang Yang (student): 08/09 School of Nursing and Health Sciences Faculty Committee The faculty in the School of Nursing and Health Sciences meet monthly to review programmatic issues pertaining to all programs. Faculty members collaborate and work to improve each program. The committee is composed of the Dean and all SON&HS faculty. John Contreras: 10/11 Han Kim: 08/09, 09/10, 10/11 George White: 08/09, 09/10, 10/11 Public Health Faculty Retreat All full-time and adjunct faculty members meet annually to discuss program issues, assessment and overall program improvement. The committee is comprised of all full-time and adjunct faculty members. Jan Buttrey: 10/11, 11/12 John Contreras: 10/11, 11/12 Royal Delegge: 11/12 Fred Gottlieb: 11/12 Steve Harmon: 10/11, 11/12 Han Kim: 10/11, 11/12 Alana Kindness: 11/12 Patrick Luedke: 10/11 Craig Morley: 10/11, 11/12 George White: 10/11, 11/12 47 P a g e

48 Ad Hoc Committees Charge Composition Membership 2010 MPH Self- Study Workgroup The committee is composed of program constituents representing the Dean, faculty, staff, and students. The committee makes recommendations regarding issues related to the development and review of the selfstudy document. Advisory Board: See Appendix 1.5 for a list of Advisory Board Members. 1.5.d. Identification of program faculty who hold membership on university committees, through which faculty contribute to the activities of the university. As part of the faculty requirement to offer service to the College, faculty must sit on college-wide committees. The requirement goes into effect after one year of being hired. Membership to college committees is identified below. 48 P a g e

49 Table 1.5.d. Program Membership in Program, College Committees Faculty Committees IRB (appointed) two-year terms, five total, at least one from each school, Dean as chair (+ one person from outside the college community) Program Members Han Kim: 08/09, 09/10, 10/11 Graduate Program Directors Committee George White: 08/09, 09/10, 10/11 Ad hoc Committees Ad hoc College-Wide Common Ground Committee formerly known as Theme Committee Created August 2005 by full faculty and composed of interested faculty, staff, and students George White: 09/10 Task Forces Internationalism Task Force: Han Kim 09/10, 10/ e. Description of student roles in governance, including any formal student organizations, and student roles in evaluation of program functioning. Students are an integral part in the governance of the program. The president of the student organization is invited to Public Health Program Faculty Meetings. The president is given opportunities to discuss student-related issues as well as provide input on programmatic issues. The faculty value student input and often integrate student suggestions into the program. For example, in 2011 the phat President requested an information session for faculty to answer questions regarding potential service projects. The program has a student committee entitled Public Health Activities Team (phat), which is comprised of five class officers. All students are encouraged to evaluate the program and offer feedback to their faculty advisor and to the phat President who attends the Public Health program meetings. Students take an active role in identifying a yearly service project and planning social events. 1.5.f. Assessment of the extent to which this criterion is met. This criterion is met. Strengths The governance structure has functioned effectively and allows for greater faculty and student participation. The program values student input and incorporates recommendations into decisions regarding matters that impact the student body. Challenges None at this time. 49 P a g e

50 1.6 Resources. The program shall have resources adequate to fulfill its stated mission and goals, and its instructional, research and service objectives. 1.6.a. A description of the budgetary and allocation processes, sufficient to understand all sources of funds that support the teaching, research and service activities of the program. This should include, as appropriate, discussion about legislative appropriations, formula for funds distribution, tuition generation and retention, gifts, grants and contracts, indirect cost recovery, taxes or levies imposed by the university or other entity within the university, and other policies that impact on the resources available to the program. Westminster College is a small, private college with relatively small endowments and relies predominantly on student tuition for income. The program has been cost out at $880/credit hour plus fees to adequately support the program. Each year a budget is established to meet the needs of the program. The Director and Assistant Director meet with the Dean to discuss upcoming needs. The Dean makes adjustments accordingly and submits the requests to the College for final approval. A copy of the program budget can be found in the On Site Resource File. In addition, the Department of Institutional Advancement works closely with the Dean of the School of Nursing and Health Sciences by submitting grant proposals to various philanthropic foundations to provide funding for software, travel, and curriculum development. The program has been awarded grants for expenses. For example, to support the inception of the Public Health program, the Department of Institutional Advancement secured a programmatic, philanthropic donation of $300,000 from The Very Reverend Fredrick "Rick" Quinney Lawson. In 2009, the program established a Public Health Endowment Fund. This endowment was initiated by Mr. Fred Lampropoulos, CEO and President of Merit Medical Inc., to enhance the program s service learning activities. 1.6.b. A clearly formulated program budget statement, showing sources of all available funds and expenditures by major categories, since the last accreditation visit or for the last five years, which is longer. If the program does not have a separate budget, it must present an estimate of available funds and expenditures by major category and explain the basis of the estimate. This information must be presented in table format as appropriate to the program. See CEPH Data Template A. 50 P a g e

51 Table 1.6.b. Sources of Funds and Expenditures by Major Category, Fiscal Years Source of Funds Tuition & Fees $279,216 $603,124 $659,730 State Appropriation $0 $0 $0 University Funds $0 $0 $0 Grants/Contracts $0 $0 $0 Indirect Cost Recovery $0 $0 $0 Endowment $0 $0 $0 Gifts $0 $0 $0 Other (explain) $0 $0 $0 Other (explain) $0 $0 $0 TOTAL 279, , ,730 Expenditures Faculty Salaries & Benefits $278,972 $304,302 $424,834 Staff Salaries & Benefits $30,713 $31,273 $28,188 Operations $5,752 $6,119 $8,823 Travel $2,691 $631 $5,393 Student Support $0 $0 $0 University Tax $0 $0 $0 Tuition Remission $0 $71,657 $37,245 Other (explain) $0 $0 $0 TOTAL $318, $413, $504, The initial $300,000 was awarded in 2007 as start-up funding; therefore, it is not included in the table above. An endowment was established in The endowment is intended to generate an interest-bearing account which will help fund student service and research activities in the future. Since faculty salaries are paid for with hard money, funded research is not reflected in the program budgets. Any funded research would receive its own accounting system within the College. 1.6.c. If the program is a collaborative one sponsored by two or more universities, the budget statement must make clear the financial contributions of each sponsoring university to the overall program budget. This should be accompanied by a description of how tuition and other income is shared, including indirect cost returns for research generated by public health program faculty who may have their primary appointment elsewhere. Not applicable. 51 P a g e

52 1.6.d. A concise statement or chart concerning the number (headcount) of core faculty employed by the program as of fall for each of the last three years. Table 1.6.d. Core Faculty Headcount employed by the program 2008 to Faculty Headcount e. A table showing faculty, students, and student/faculty ratios, organized by specialty area, for each of the last three years. These data must be presented in table format and include at least: a) headcount of primary faculty who support the teaching programs, b) FTE conversion of faculty based on % of time or % salary support devoted to the instructional programs, c) headcount of other faculty involved in the teaching programs (adjunct, part-time, secondary appointments, etc), d) FTE conversion of other faculty based on estimate of % time commitment, e) total headcount of core faculty plus other faculty, f) total FTE of core and other faculty, g) headcount of students in department of program area, h) FTE conversion of students, based on 9 or more credits per semester as full-time, i) student FTE divided by regular faculty FTE and j) student FTE divided by total faculty FTE, including other. All programs must provide data for a), b) and i) and may provide data for c), d) and j) depending on whether the program intends to include the contributions of other faculty in its FTE calculations. Note: CEPH does not specify the manner in which FTE faculty must be calculated, so the program should explain its method in a footnote to this table. In addition, FTE data in this table must match FTE data presented in 4.1.a. and 4.1.b. See CEPH Date Template B. Table 1.6.e. Faculty, Students and Student/Faculty Ratios by Department or Specialty Area HC Core Faculty HC Other Faculty Total Faculty HC SFR by Core FTEF SFR by Total FTEF Academic Year FTEF Core FTEF Other Total FTEF HC Students FTE Students 2008/ / / * One (1) FTE at Westminster College is 18 graduate credit hours per academic year (9 per semester). Therefore, FTE was calculated by the following equation: # of credit hours/18. Adjunct faculty members teaching one course have an FTE of.125 per School policy. Refer to Criterion 1.6.e. for further explanation of template categories. Key: HC = Head Count Core = full-time faculty who support the teaching programs FTE = Full-time-equivalent FTEF = Full-time-equivalent faculty Other = adjunct, part-time and secondary faculty Total = Core + Other SFR = Student/Faculty Ratio 52 P a g e

53 1.6.f. A concise statement or chart concerning the availability of other personnel (administration and staff). The School of Nursing and Health Services has three full-time and two part-time staff members to support the activities of the programs, the Dean, and the students. Presently, the Graduate Programs Coordinator is assigned to primarily support the four master s level programs. A Senior Administrative Assistant primarily provides support to the undergraduate programs but helps the graduate programs when necessary. Another Senior Administrative Assistant to the Dean primarily provides support for the Dean but is also involved in programmatic support, such as the program s budget. 1.6.g. A concise statement or chart concerning amount of space available to the program by purpose (offices, classrooms, common space for student use, etc.), by program and location. The School occupies the third floor of this facility known as the Center for Nursing and Health Sciences. The teaching facilities on the third floor have four technology-rich, wireless classrooms with sufficient space to accommodate between 30 and 60 students comfortably. In addition, students have a large lounge area with a small kitchen area, lockers, tables and chairs, refreshment machines, and three computer units. This lounge area overlooks the top of a three-story rock-climbing wall. Private office space is available for the full time faculty members. Each office contains a computer, telephone, cubical-style desk set-up, guest chairs, and bookcases. These offices are comparable to all other faculty offices, allowing for completion of administrative tasks, classroom preparation, and the necessary counseling. The School of Nursing and Health Sciences employs a Graduate Programs Coordinator to staff the four graduate programs. She is presently located in the administrative office of the third floor. She has direct access to the Dean and can easily access the Director s offices. The staff office area has sufficient office space, reception area, and locked storage space for the program s records. 1.6.h. A concise statement of floor plan concerning laboratory space, including kind, quantity and special features or special equipment. Westminster College is a small campus that allows easy access to laboratories in various locations. The Center for Nursing and Health Sciences includes a 28-unit computer laboratory. The computers are equipped with statistical software that is used in MPH 630, 635, and 690 (SAS and SPSS). The computer laboratory is also equipped with standard teaching technology. The program does not currently offer courses that require a scientific laboratory; however, a state-of-the-art scientific laboratory was completed in 2010 in the Meldrum Science Building. If needed, laboratory space would be allocated to the program. 1.6.i. A concise statement concerning the amount, location and types of computer facilities and resources for students, faculty, administration and staff. 53 P a g e

54 Computer labs and classrooms are available year-round to the students. All students attending Westminster College have access to the Internet in the computer labs, libraries, and kiosks. Students can also access the Internet via wireless connections from their laptops in their classrooms and in the library campus. Also available starting during the fall semester of 2010 is a virtual remote MS Windows desktop that allows access to otherwise protected, licensed software through a virtual private network to the College servers. This allows remote access via home computer, ipad, or smartphone to software packages that are otherwise installed only on computers in the College labs. All faculty and staff are issued standard desktop or laptop computers with full access to the Westminster College s computer network. Both Microsoft Windows and Apple Mac OS operating systems are used. Lab computers, faculty/staff computers, and the virtual remote desktops have the necessary, standard software installed (MS Office, Explorer, etc.) as well as specialized software necessary for specific programs and departments. SAS statistical software was purchased specifically for the Public Health program. Web-based accounts are assigned to all matriculated students; these accounts can be accessed from any computer that has access to the Internet. Student support from the Information Services Department (IS) is readily available during the hours the College is open. 1.6.j. A concise statement of library/information resources available for program use, including description of library capabilities in providing digital (electronic) content, access mechanisms and guidance in using them, and document delivery services. The Giovale Library makes available current library resources through a variety of databases that are specific to public health. All students have access to the Giovale Library located on the Westminster campus. Students may access library resources from their home and/or through the College webpage. Students are not limited to Westminster College s library holdings. Students are able to access the medical school library at the University of Utah, as well as request library holdings from libraries across the nation. Westminster College's Giovale Library provides access to more than 175,000 volumes, nearly half of which are e-books, which are available to students anytime, anyplace. The library has subscriptions to nearly 15,000 periodicals and access to many more scholarly articles through the more than 80 full text databases available to students via the Library's webpage. Databases held that are of particular interest to researchers in public health include CINAHL+Fulltext, PsychInfo, Ovid, Cochrane Library, and SocFullText. For materials not in the collections of the Giovale Library, students, faculty and, staff may request document delivery services via our robust Interlibrary loan program; the program has an average fill time of 48 hours for articles, chapters, and other electronically deliverable materials. Additionally, the National Library of Medicine recently awarded the 5-year contract to host the National Training Center and Clearninghouse to the Eccles Health Sciences Library, which is situated less than 5 miles from Westminster. The Center has a federally-funded and mandated mission to provide outreach, training, and health research and information to the local, regional, and national community. 54 P a g e

55 Students may also receive help by navigating the many resources available to them through classroom instruction by the librarians, online tutorials, reference drop ins or , and research consultations scheduled with the librarians. The library is open more than 90 hours per week during the regular semester; there are always staff on hand offer assistance. Additionally, the Library houses the Writing Center, a computer lab and technology help desk, a cafe, and group and individual study spaces. 1.6.k. A concise statement describing community resources available for instruction, research and service, indicating those where formal agreements exist. The Public Health program collaborates both formally and informally with many community organizations. These organizations primarily provide practicum opportunities for students. All students are required to obtain formal documentation with preceptors prior to beginning their practicum experience. Practicum documents are in Appendix 2.4. Utah's Indicator-Based Information System (IBIS) is a community resource that the program utilizes for faculty and student research. In addition, the Behavioral Risk Factor Surveillance System (BRFSS) provides additional research resources both locally and nationally. Faculty and students have used data from IBIS and BRFSS for research purposes. The program has a formal agreement with the state of Utah to use IBIS and BRFSS. 1.6.l. A concise statement of the amount and source of in-kind academic contributions available for instruction, research and service, indicating where formal agreements exist. Formal Agreements Many public health professionals contribute to the program by serving as preceptors for student practicum opportunities. Advisory Board members contribute significantly to program planning, evaluation, and implementation. Informal Agreements Many community members contribute to the program by collaborating with the faculty and maintaining a connection between academia and the workforce. In addition, many employed and retired public health professionals provide guest lectures. See Appendix 1.5 for a list of Advisory Board members and guest lectures. 1.6.m. Identification of outcome measures by which the program may judge the adequacy of its resources, along with data regarding the program s performance against those measures for each of the last three years. At a minimum, the program must provide data on institutional expenditures per full-time-equivalent student, research dollars per full-time-equivalent faculty, and extramural funding (service or training) as a percent of the total budget. 55 P a g e

56 Table 1.6.m. Resource Outcome Measures The program is funded solely through tuition and fees. No extramural or research funding is used in the program budget. 1.6.n. Assessment of the extent to which this criterion is met. This criterion is met. Strengths: Challenges: Financial, computing, physical space, library, faculty, and field experience resources are sufficient to support the program. None at this time. Target FTE SFR Program Expenditures per Full-Time Equivalent Student $10,000 $14,593 $17,844 $14, P a g e

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58 2.1 Master of Public Health Degree. The program shall offer instructional programs reflecting its stated mission and goals, leading to the Master of Public Health (MPH) or equivalent professional master s degree. The program may offer a generalist MPH degree or an MPH with areas of specialization. The program, depending upon how it defines the unit of accreditation, may offer other degrees, professional and academic, if consistent with its mission and resources. 2.1.a. An instructional matrix presenting all of the program s degree programs and areas of specialization. Table 2.1.a. Instructional Matrix Degree/Specialization Masters Degrees Degree Conferred Generalist ( Present) Academic None Professional MPH 2.1.b. The bulletin or other official publication, which describes all curricula offered by the program. Details of the curriculum are available online on the program website at as well as in the MPH Student Handbook (available both online and as a hardcopy from the program administrator), the Westminster College Graduate Academic Catalog (available both online and as a hardcopy from the registrar s office), and in admissions materials and flyers. Copies of all materials described above made available in the Onsite Resource File. 2.1.c. Assessment of the extent to which this criterion is met. This criterion is met. Strengths: Challenges: A full description of the program curriculum is available through the program website, the MPH Student Handbook, the Westminster College Graduate Academic Catalog, and on admissions flyers. Furthermore, the curriculum is available both as hard copies as well as online. None at this time. 58 P a g e

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60 2.2 Program Length. An MPH degree program or equivalent professional master s degree must be at least 42 semester credit units in length. 2.2.a. Definition of a credit with regard to classroom/contact hours. Westminster College utilizes a semester-based schedule. According to the Westminster College Graduate Catalog, one (1) semester credit hour is given for one 50-minute class per week for 14 weeks or the equivalent. For work outside of the classroom (for example, for the practicum), thirty (30) contact hours is equivalent to one (1) credit hour. 2.2.b. Information about the minimum degree requirements for all professional degree curricula shown in the instructional matrix. A total of 45 credit hours are required for successful completion of the MPH program. This has not changed since the start of the program in The program consists of the following required courses, each at three (3) credit hours each, for a total of 15 credit hours: Social and Behavioral Sciences in Health, Environmental Health, Principles of Epidemiology, Healthcare Management, and Statistical Methods in Public Health. In addition to the core coursework, there are an additional 24 credit hours of required coursework for the program: Practicum I, Practicum II, Applied Epidemiology & Biostatistics in Public Health, Program Planning and Evaluation, and Public Health Leadership and Ethics, each at three (3) credit hours each, and Capstone Research Project, at six (6) credit hours. Finally, six (6) credit hours of elective coursework are required for successful completion of the program. The following table outlines the curriculum requirements of the MPH program: Table 2.2.b.1. Curriculum Requirement for the MPH Program Master of Public Health (MPH) Credits I. Required Courses 39 MPH 500 Principles of Public Health Practice 3 MPH 510 Social and Behavioral Sciences in Health 3 MPH 520 Environmental Health 3 MPH 530 Principles of Epidemiology 3 MPH 540 Healthcare Management 3 MPH 600 Public Health Leadership and Ethics 3 MPH 621 Practicum I 3 MPH 622 Practicum II 3 MPH 630 Statistical Methods in Public Health 3 MPH 635 Applied Epidemiology & Biostatistics in Public Health 3 MPH 640 Program Planning and Evaluation 3 MPH 690 Capstone Research Project 6 II. Elective Courses 6 Additional MPH coursework 6 TOTAL HOURS REQUIRED FOR THE MPH P a g e

61 Table 2.2.b.2. Program Electives Elective Coursework for the MPH Program Credits II. Elective Courses 6 MPH 555 Global Health 3 MPH 565 Principles of Health Policy and Management 3 MPH 575 Introduction to SAS Programming 3 MPH 640 Infectious Disease Epidemiology 3 MPH 645 Special Topics c. Information about the number of MPH degrees awarded for less than 42 semester credit units, or equivalent, over each of the last three years. A summary of the reasons should be included. The program has always required a minimum of 45 semester credit hours. There have been no MPH degrees awarded for less than 45 semester credit hours by this program. 2.2.d. Assessment of the extent to which this criterion is met. This criterion is met. Strengths: Challenges: The program has never required less than 45 credit hours for successful completion of the MPH degree and has, therefore, never graduated a student who has had less than 45 credit hours of approved public health coursework. The program is a generalist program with 39 credits of required coursework that reflect the training needs of a general public health practitioner and 6 credits of elective coursework. The required coursework for the program consists of the five core courses (Epidemiology, Biostatistics, Social and Behavioral Science in Public Health, Environmental Health and Healthcare Management), an ethics and leadership course, a program planning and evaluation course, an application of epidemiology and biostatistics course, a practicum experience, and a capstone project. The program also offers a wide variety of elective coursework as well. None at this time. 61 P a g e

62 2.3 Public Health Core Knowledge. All professional degree students must demonstrate an understanding of the public health core knowledge. 2.3.a. Identification of the means by which the program assures that all professional degree students have a broad understanding of the areas of knowledge basic to public health. If this means is common across the program, it need be described only once. If it varies by degree or specialty area, sufficient information must be provided to assess compliance by each. Coursework in the five core disciplines of public health are required for all MPH students. Section 2.7 outlines, in detail, the assessment protocols used to assure that graduating students have a broad understanding of the core public health coursework. The following table lists the five core public health requirements for all MPH students. Table 2.3.a. Core Public Health Requirements for All MPH Students Course Credits MPH 510 Social and Behavioral Sciences in Health (fall semester) 3 MPH 520 Environmental Health (summer semester) 3 MPH 530 Principles of Epidemiology (spring semester) 3 MPH 540 Healthcare Management (spring semester) 3 MPH 630 Statistical Methods in Public Health (fall semester) 3 Course descriptions will be available in the onsite resource file. 2.3.b. Assessment of the extent to which this criterion is met. This criterion is met. Strengths: Challenges: The MPH. as well as the Certificate, requires coursework that covers the five core knowledge areas for public health. The five core courses are taught by qualified faculty with terminal degrees or extensive professional expertise in the field. None at this time. 62 P a g e

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64 2.4 Practical Skills. All professional degree students must develop skills in basic public health concepts and demonstrate the application of these concepts through a practice experience that is relevant to the students areas of specialization. 2.4.a. Description of the program s policies and procedures regarding practice placements, including selection of sites, methods for approving preceptors, approaches for faculty supervision of students, means of evaluating practice placement sites, preceptor qualifications and criteria for waiving the experience. Overview An integral aspect of the MPH curriculum is the Public Health Practicum. CEPH requires that "all professional degree students must develop skills in basic public health concepts and demonstrate the application of these concepts through a practice experience that is relevant to the students' areas of specialization." The practicum experience is meant to give students direct, hands-on experience comparable to a career position suitable for someone with an advanced public health degree. This will not only supplement the student s coursework and enrich their academic experience, but also prepare the student for employment after completion of their degree. The placements for the practicum represent the kinds of settings where public health practice is conducted. This might include universities and colleges, local and state health departments, governmental agencies with jurisdiction over public health (NIH, CDC, etc.), non-profit organizations with a public health mission (American Lung Association, etc.), and managed care and health maintenance organizations (Intermountain Healthcare, Blue Cross/Blue Shield). Whenever possible, students seek out a practicum opportunity on their own that matches their interests. The program has designated two full time faculty members to serve as Faculty Practicum Coordinators (currently Drs. White and Contreras). The Faculty Practicum Coordinator must approve the practicum proposal and practicum site at least one semester prior to the start of the practicum. The practicum proposal is in Appendix 2.4. The Faculty Practicum Coordinator is available to assist students in their search for a practicum site and to assist students in determining whether a potential practicum site is appropriate. Faculty Practicum Coordinators have a database of previous sites and will inform students of current opportunities. Faculty Practicum Coordinators visit the practicum sites and students during their practicum. Faculty Practicum Coordinators encourage practicum mentors to contact them whenever necessary; Faculty Practicum Coordinators also call/ Site Preceptors with any pertinent information. Objectives Specific learning objectives include: 64 P a g e

65 Integrate foundational public health knowledge with a concrete experience of public health practice. In particular, to observe and report how the following concepts play out in real public health practice: o o the core functions of public health, the core organizational practices necessary for governmental agencies to carry out the mission of public health, and o the essential public health services from a community-based perspective. Identify and report the issues in cultural competence relevant to a specific practicum site and how they play out in real public health practice. Identify growth edges in public health practice. Broaden knowledge and skills in public health practice. Prerequisites Students should have completed Principles of Epidemiology, Statistical Methods in Public Health, Social and Behavioral Science in Health, Environmental Health and Healthcare Management prior to beginning the practicum. However, due to the uniqueness of the Field Placement and any opportunities that may arise, exceptions may be made with the discretion of the Faculty Practicum Coordinators. It is common for students to concurrently take one core course during the semester in which they take the practicum. The Practicum Experience Specific objectives and responsibilities for the student shall be outlined in each student s Practicum Proposal, with input from the Preceptor and the Faculty Practicum Coordinator. If at all possible, the ideal practicum experience will be on a specific project or program. The practicum experiences may entail working individually or with an interdisciplinary agency team on a public health problem or initiative. Examples of practicum experiences may include: Program Design and Implementation: Students work to develop and implement an agency program in areas such as hearth promotion or community intervention. Program Evaluation: Students conduct an evaluation of an agency program to determine effectiveness and outcomes. Community Assessment: Students assist in conducting a community health needs assessment. Community Health Planning: Students assist in various aspects of developing a community health improvement plan. Grant Proposals: Students contribute to the research, drafting, and submission of a funding proposal. Public Health Policy: Students research and analyze public policy or develop an advocacy statement related to a public health issue. Applied Research: Students conduct research on a topic of mutual interest with the practicum site. Selection of a Practicum Site Practicum site selection is made in collaboration with the student, the Faculty Practicum Coordinator, and the organization. However, the student is expected to initiate the identification of a practicum site and may consider personal and/or professional contacts, faculty recommendations, or opportunities suggested by the Site Preceptor. 65 P a g e

66 There are a wide range of organizations and agencies that can provide beneficial learning experiences for students. Examples include community-based organizations, local and state health departments, managed care organizations, consulting companies, industrial settings, hospitals, schools, federal agencies, and international agencies. Overall considerations and criteria in the selection of a site for each student are as follows: Faculty Practicum Coordinator approval: The MPH program must have a completed Practicum Site Application form on file for each student. Availability of a qualified Site Preceptor: The site must have someone with a graduate degree and/or at least 5 years of experience in public health (or related discipline) who is willing and able to spend time with the student and to provide constructive feedback and guidance. The Site Preceptor s resume/cv must be submitted with the Practicum Site Application Form. Appropriateness and relevance of experiences offered to students: Students should have the opportunity to engage in substantive tasks that enable them to further develop and apply specific skills and competencies related to public and community health. Availability of resources: Students should be provided with resources (i.e. desk, phone, computer, etc.) necessary to complete assigned tasks. Student and agency match: It is essential that the student needs and agency needs match. Students are encouraged to select a site other than their regular place of employment. If that is not a feasible option, the practicum may be completed at the place of employment, provided that the practicum experience will extend beyond regular job responsibilities and will allow application of the knowledge and skills being learned. In addition, the Preceptor must be someone other than the student s current supervisor. Ultimately, it is the student s responsibility to arrange for their practicum experience. Although the Faculty Practicum Coordinator and student advisor are available to assist students, the students must make the contact with the potential Preceptor, obtain CITI certification or Institutional Review Board (IRB) approval if necessary, and assure that all necessary paperwork have been completed and submitted to the Public Health program. Financial Compensation Some agencies may offer a stipend. The possibility of monetary compensation is to be negotiated directly between the student and agency. The MPH program is not involved in these negotiations. Credit Hours All MPH students must complete six credit hours of practicum. The hours spent on the practicum are variable; however, all students must complete a minimum of 180 hours of fieldwork at or for the practicum site. Typically, the practicum occurs during one semester but it may be spread over multiple semesters if warranted. Site Responsibilities Students may pursue practicum experiences in a wide variety of organizations and agencies that could provide beneficial learning experiences. However, the experiences offered to the student must be appropriate and relevant to the purpose and objectives of 66 P a g e

67 the practicum. Students should have the opportunity to engage in substantive tasks that enable them to further develop and to apply specific skills related to public and community health. Other requirements include: Student and agency match: It is essential that the student needs and agency needs match. Availability of resources: Students should be provided with resources (i.e. desk, phone, computer, etc.) necessary to complete assigned tasks. Availability of a qualified Site Preceptor: The site must have someone with substantial experience in public health (or a related discipline) who is willing and able to spend time with the student and to provide constructive feedback and guidance. Site Preceptor Responsibilities The Preceptor at the practicum site will be responsible for the following items: Submit a Practicum Site Application, including a current CV or resume. Ensure that a representative from the site signs an Affiliation Agreement with Westminster College. Collaborate with the student and Faculty Practicum Coordinator to develop specific goals and objectives for the practicum experience. Review and sign the Practicum Proposal. Provide an orientation to the practicum site. This includes reviewing the mission and vision of the organization, providing an overview of the services offered, and providing any work or safety rules and codes of conduct. Develop a schedule of contact hours with the student and verify the contact hours. Provide the student with the appropriate office space and equipment necessary to complete the assigned tasks. Arrange regular meetings with the student to monitor progress and provide constructive feedback on the practicum experience. Complete a Midpoint Progress Report in conjunction with the student and the Faculty Practicum Coordinator. Evaluate the student's performance utilizing a student evaluation form provided by the MPH program. Faculty Practicum Coordinator Responsibilities A Faculty Practicum Coordinator will be randomly assigned to each student and will be responsible for the following items: Fulfill administrative aspects of the practicum such as tracking and maintaining practicum forms, monitoring student progress, updating program materials and website, and maintaining data. Assist students in arranging the practicum experience and selecting appropriate sites. Provide guidance to the student, as needed, in the development of the Practicum Proposal. Review and approve the Practicum Proposal. Act as the Principle Investigator for the student s application to the Westminster College IRB, if deemed appropriate by the MPH program. 67 P a g e

68 Provide feedback on monthly Practicum Logs. Act as resource for students and Preceptors. Complete a Practicum Progress Report in conjunction with the student and Preceptor. Conduct a final assessment and assign the final grade for the Public Health practicum course. Determine, if necessary, any action plans in response to student and Preceptor input on the practicum experience. Student Responsibilities Students participating in the practicum will be responsible for the following items: Identify an appropriate site and Preceptor. In collaboration with the Preceptor and the Faculty Practicum Coordinator, draft a Practicum Proposal. Obtain Westminster College Institutional Review Board approval if determined necessary. Maintain CITI (Collaborative IRB Training Initiative) certification in the Protection of Human Research Subjects throughout the practicum experience if necessary. Maintain a work schedule agreed upon with the Preceptor. Submit a monthly Practicum Experience Log. Complete a Midpoint Practicum Progress Report in conjunction with the Faculty Practicum Coordinator and the Preceptor. Complete the practicum experience in an area of public health practice and submit a written report that summarizes the activities performed in relation to the project, as well as the learning objectives achieved during the practicum experience. Submit a PowerPoint presentation describing the activities and results of the practicum experience. In addition, the student may be asked to present his/her work to a community board or agency department/group. Complete an evaluation of the practicum experience, Preceptor, and the overall experience within one week of the end of the practicum experience. Submit a course evaluation online. Final Product Each student is required to complete a monthly Practicum Experience Log, Practicum Experience Summary Report, and a PowerPoint presentation. Students should also maintain any materials developed such as surveys, reports, brochures, etc. that can be incorporated into a portfolio. Practicum Experience Log The log is used to document activities pursued, hours completed, learning objectives fulfilled, competencies achieved, and reflections observed during the practicum experience. Reflections should include progress achieved during the practicum experience, challenges that have been encountered and how they were addressed, what the student has learned about him/herself, and insights regarding how the experience contributes to addressing a public health concern. Practicum Experience Logs should be submitted at mid semester and end of semester to the Faculty Practicum Coordinator. The log template is in Appendix P a g e

69 Practicum Summary Report: Students are expected to prepare and submit a Practicum Summary Report at the end of the practicum; it is reviewed by one or both of the Faculty Practicum Coordinators. The report must be at least 12 pages in length (double-spaced, 12 point font, 1 inch margins), excluding references, tables, and appendices. The specific format may vary depending on the type of project. The report should summarize the project(s), present observations and reflections of the practicum experience, and include the following elements: Description of the agency Description of the public health problem Overall project plan, including learning objectives Implementation of the project/methods used Theoretical foundations Application of results/public health significance Competencies addressed Application of MPH coursework Overall quality of the practicum experience PowerPoint Presentation Students may be asked to present their work to a community board or an agency department or group. Even if students do not formally present their work, they must submit a PowerPoint presentation to the Faculty Practicum Coordinator. This presentation may be posted on the Internet to share the student s results and experience and to serve as an example of a practicum experience for future students. Students who are expected to present the PowerPoint are asked to do so if the practicum agency requires. In addition, occasionally students may present their PowerPoint in front of peer students who will be enrolling in the practicum the next semester. Student Evaluation Student performance is based on the Faculty Practicum Coordinator s evaluation of the Practicum Proposal, the Practicum Logs, and the Practicum Summary Report, as well as the Preceptor's evaluation of the student using a standard form provided by the program. If the student is asked to present his/her work to a community board or agency department/group, an assessment of this presentation will be incorporated into the Preceptor's evaluation of the student. Other work products may be appropriate depending on the nature of the student's work during the practicum. Final Grade The Faculty Practicum Coordinator determines the final grade with input from the Preceptor. The student is assigned a letter grade. A breakdown of the grading is as follows: Practicum Proposal - 10% Practicum Summary Report 50% Practicum Log 35% PowerPoint Presentation - 5% 2.4.b. Identification of agencies and preceptors used for practice experiences for students by specialty area, for the last two academic years. 69 P a g e

70 Students began enrolling in the practicum during the summer semester of The table below provides a listing of all practicum placements up to the summer semester of Table 2.4.b. Agencies and Preceptors Used for Practicum Experiences Site Name Type of Organization Location Preceptor Utah Department of Health (UDOH) Cannon Building State Health Department 288 North 1460 West Salt Lake City, UT Marilee Poulson Utah State University/Utah Water Research Laboratory Public University 8200 Old Main Hill Logan, UT Judith Sims Department of Veteran Affairs/George E. Wahlen Medical Center Government/ Healthcare Facility 500 Foothill Dr Salt Lake City, UT Steve Harmon Planned Parenthood Association of Utah Non-Profit Community Group 654 South 900 East Salt Lake City, UT Annabel Sheinberg Seekhaven, Inc. Non-Profit Community Group P.O. Box 729 Moab, UT Jaylyn F. Hawks Utah County Health Department Local Health Department 151 S University Ave Provo, UT Eric S. Edwards Department of Veteran Affairs/ Suicide Prevention Team Military/Healthcare Facility 2970 S Main St. Ste #100 Salt Lake City, UT Mike Koplin UDOH/University of Utah School of Medicine State Health Department/Public University 451 South 1400 East Salt Lake City, Kristen Ries UDOH State Health Department 288 North 1460 West Salt Lake City, UT Cristie Chesler Morgan-Weber Health Department Local Health Department rd St. Ogden, UT Brian Cowan Utah County Health Department Local Health Department 288 North 1460 West Salt Lake City, UT Marc Babitz Department of Veteran Affairs /Suicide Prevention Team Military/Healthcare Facility PO Box Salt Lake City, UT John Contreras UDOH/University of Utah School of Medicine State Health Department/Public University PO Box 8000 Park City, UT Dan Lemaitre UDOH State Health Department 288 North 1460 West Salt Lake City, UT Lynda Blades Morgan-Weber Health Department Local Health Department PO Box Salt Lake City, UT Shaheen Hossain 70 P a g e

71 National Park Service National Government Agency W. Alameda Pkwy Denver, CO Adam Kramer Community Based Warrior Transition Unit (CBWTU) Military S. Camp Williams Rd. Bldg 7162 Riverton, UT H. James Sleavin University of Utah Community Clinics Healthcare Provider 127 South 500 East Ste 140 Salt Lake City, UT Annie Mervis 2.4.c. Data on the number of students receiving a waiver of the practice experience for each of the last three years. Waivers are not permitted for the practicum. 2.4.d. Data on the number of preventive medicine, occupational medicine, aerospace medicine, and public health and general preventive medicine residents completing the academic program for each of the last three years, along with information on their practicum rotations. None. 2.4.e. Assessment of the extent to which this criterion is met. This criterion is met with commentary. Strengths: Challenges: The practicum is a required element of the MPH degree. A total of six (6) credit hours of practicum coursework are required, which is equivalent to 180 contact hours. Detailed procedures and policies have been developed for the practicum, incorporating feedback from practicum sites. A comprehensive practicum handbook has been developed for both the student and preceptor. The handbook is available online or through the program coordinator. They are typically distributed at the initial orientation for all incoming students. A number of practicum sites have been identified, as well as qualified preceptors. The procedures for the practicum have been in place for only three years and only the first two cohort of students have completed it. Therefore, it is still too early to evaluate the procedures and the overall experience for the students. It is anticipated that revisions and refinements will continue as feedback from students and preceptors is obtained. Future Action: Continue collecting data from practicum experiences and refine and revise the practicum process as needed. 71 P a g e

72 2.5 Culminating Experience. All professional degree programs identified in the instructional matrix shall assure that each student demonstrates skills and integration of knowledge through a culminating experience. 2.5.a. Identification of the culminating experience required for each degree program. Capstone Project Course Overview The capstone course for the Masters in Public Health degree provides students with an opportunity to synthesize all previous course work and practical experience to generate an evidence-based public health research project. The course is taken during spring semester of the last year. Students will, with the guidance of a faculty mentor, choose a research topic. Students will also attend class lectures and small working groups. As a group, they will submit intermediate assignments related to their research project, generate a submission-quality research paper, and present the results to their peers and course professors. Faculty mentors will provide guidance along each step and course lectures will provide information on topics such as statistical analysis, scientific writing, literature search, data management, IRB submissions, and presentation skills. The course will culminate in a presentation of the research project by the student at a seminar and at a poster session and a submission of a publication-quality research paper. If a student does not pass in the group format, they are required to complete the assignments and projects alone. This is clearly articulated at the beginning of the formation of groups. Consequently, individuals have a vested interest in working well with their peers. The professors explain to students that the group format is chosen because that is the usual format of completing projects and research in the professional work environment. (To date, only one student has been required to work alone.) Capstone experiences may be related to the practicum experience. However, students cannot receive credit for work done during the practicum for the capstone experience. It must consist of work done beyond the practicum. Course Objectives Related to Program Outcome(s): At the completion of this course, the students will be able to: 1. Identify a topic of interest and develop it into a research hypothesis. 2. Conduct a thorough literature search on the topic of interest. 3. Generate a short proposal, which includes background, hypothesis, objectives, methods, sample size calculations, and references. 4. Submit an IRB. 5. Know the fundamentals of data management and data manipulation. 6. Analyze data using robust statistical methods. 7. Write a submission-quality research paper. 8. Present the results in a seminar. 72 P a g e

73 9. Present the results at a poster session. Methodology: The class periods are a combination of lectures and discussions. Other class periods may be designated as open workshop sessions for group work. Attendance is required for all class sessions unless otherwise excused. A research topic must be selected by the group for this course. The topic will require secondary data analysis (e.g. students do not need to collect their own data; students can analyze existing datasets). All work will be completed in groups of 2-3 students, unless otherwise specified. Students have the choice of selecting their own group. A course faculty mentor will be assigned for each group based upon their expertise and interest in the group s selected topic. Students will be evaluated individually and as a group. The individual assessment is outlined in this paragraph. Each group evaluates members of the group related to their contribution to the final product. It is up to the group to assign the division of labor required to produce the final product. Individuals are also graded by the professors based on their class participation, attendance, contribution to group presentations, and interaction with the group (from the professors perspective). Groups are assessed by class members and by professors. After group presentations, the class will assess the quality of the presentation. The professors also critique presentations, papers, and assignments. The majority of the final grade is based on the professors evaluation of the final product. (See grading calculations below.) The final product for the capstone course is a submission-quality public health research paper. The paper is presented in class and is also presented to the class in a poster format (in a conference-quality format). There are also required assignments related to the research project. These include a brief proposal, an IRB submission, and other milestones for the research project. The course syllabus outlines the program competencies. The professors ensure that competencies are evaluated in assignments, in the final paper, and in the poster. If students are lacking in any of the competencies, assignments will be tailored to ensure mastery of the competencies. Final grades reflect a comprehensive evaluation of the course competencies. Grading Calculations Grading will be calculated according to the following breakdown: Class Assignments 25% Class Participation 5% Paper 30% Seminar Presentation 20% Poster Presentation 20% 2.5.b. Assessment of the extent to which this criterion is met. This criterion is met with commentary. Strengths: 73 P a g e

74 Challenges: A required capstone research project course has been developed, designed as a culminating experience for MPH students, requiring knowledge of the five core competencies in public health. The course is structured in a way that allows students to work independently in groups but still incorporates coursework that trains students in practical research methodology. Course faculty members recognize that it is difficult to document individual knowledge of the competencies. Future Action: Course faculty members are revising the capstone course to include an assignment that addresses each competency. Students who do not demonstrate knowledge of the competencies will be given readings and assignments relative to deficient competencies followed by an oral exam. This change will take place during the spring semester of P a g e

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76 2.6 Required Competencies. For each degree program and area of specialization within each program identified in the instructional matrix, there shall be clearly stated competencies that guide the development of educational programs. 2.6.a. Identification of core public health competencies that all MPH or equivalent professional master s degree students are expected to achieve through their courses of study. Through the MPH coursework, students will achieve public health competencies based on the competencies adopted on May 3, 2010 by the Council on Linkages between Academia and Public Health and the competencies released in August of 2006 by the Associated Schools of Public Health (version 2.3). All curriculum developed for the MPH program uses these competencies as a framework such that graduates will be able to apply classroom knowledge into practical public health skills. Table 2.6.a. Required Competencies for the Westminster College Public Health Program Assess, monitor, and review the health status of populations and their related determinants of 1 health and illness. Demonstrate the ability to utilize the proper statistical and epidemiologic tools to assess 2 community needs and program outcomes. 3 Interpret quantitative and qualitative data analysis within the limitations of the data. 4 Use methods and instruments for collecting valid and reliable quantitative and qualitative data. Identify and prioritize the key dimensions of a public health problem by critically assessing 5 public health literature both quantitative and qualitative sources. Describe the direct and indirect human, ecological, and safety effects of major environmental 6 and occupational agents. Specify approaches for assessing, preventing, and controlling environmental hazards that pose 7 risks to human health and safety. Identify the causes of social and behavioral factors that affect health of individuals and 8 populations. 9 Apply theoretical constructs of social and health behavior in planning community interventions. Articulate the relationship between health care delivery and financing, public health systems, 10 and public policy. Apply the principles of program planning, development, budgeting, management, and evaluation 11 in public health organizations and initiatives. Function as collaborators on public health projects with the ability to assume leadership roles 12 effectively. 13 Identify and apply ethical, moral, and legal principles in all aspects of public health practice. Develop public health programs and strategies responsive to the diverse cultural values and 14 traditions of the communities being served. Apply evidence-based principles and the scientific knowledge base to develop evaluation 15 methods and critically evaluate public health program outcomes. Effectively communicate public health messages to a variety of audiences from professionals to 16 the general public. 76 P a g e

77 2.6.b. A matrix that identifies the learning experiences by which the core public health competencies are met. 2.6.b. A matrix that identifies the learning experiences by which the core public health competencies are met. Assess, monitor, and review the health status 1 of populations and their related determinants of health and illness Demonstrate the ability to utilize the proper 2 statistical and epidemiologic tools to assess community needs and program outcomes Interpret quantitative and qualitative data 3 analysis within the limitations of the data Use methods and instruments for collecting 4 valid and reliable quantitative and qualitative data Identify and prioritize the key dimensions of a public health problem by critically assessing 5 public health literature both quantitative and qualitative sources Describe the direct and indirect human, 6 ecological, and safety effects of major environmental and occupational agents 7 Specify approaches for assessing, preventing, and controlling environmental hazards that pose risks to human health and safety College Wide Learning Goals *MPH 500 Principles of Public Health MPH 510 Social & Behavioral Sciences in Health MPH 520 Environmental Health MPH 530 Principles of Epidemiology MPH 540 Healthcare Management MPH 600 Public Health Ethics & Leadership ** MPH 621/622 Practicum MPH 630 Statistical Methods in Epidemiology MPH 635 Applied Epidemiology & Biostatistics in Public Health MPH 640 Program Planning & Evaluation 1 P S S P S 1, 3 1, 2 P S P P S S 3 1, 2 P S P P S 3 1, 2 S P S S P S 3 1, 2 S P S S S P 1, 4, 5 1, 2 S P S S 1, 4, 5 1, 2, 4 S P S S 1, 4, 5 MPH 690 Capstone Research Project Program Electives 77 P a g e

78 8 Identify the causes of social and behavioral factors that affect health of individuals and populations 9 Apply theoretical constructs of social and health behavior in planning community interventions 10 Articulate the relationship between health care delivery and financing, public health systems, and public policy 11 Apply the principles of program planning, development, budgeting, management, and evaluation in public health organizations and initiatives 12 Function as collaborators on public health projects with the ability to assume leadership roles effectively 13 Identify and apply ethical, moral and legal principles in all aspects of public health practice 14 Develop public health programs and strategies responsive to the diverse cultural values and traditions of the communities being served 15 Apply evidence-based principles and the scientific knowledge base to develop evaluation methods and critically evaluate public health program outcomes 16 Effectively communicate public health messages to a variety of audiences from professionals to the general public 1, 2, 5 S P S S 1, 4, 5 1, 2, 4, 5 P S S 1, 4, 5 1, 4 S P S S 1, 2 1, 3, 4 P S S S 2 3, 4 P P S P 2 2, 3, 5 S S S S S P S S S S S 1, 2, 4, 5 2, 3, 5 P S S S S 1, 5 1, 2 S S S S S P S 4, 5 3, 4 S S S P S S S P 1, 2, 4, 5 College Wide Learning Goals 1. Critical, analytical, and integrative thinking skills 2. Creative and reflective capacities 3. Strong leadership, collaboration, and teamwork skills 4. Excellent writing and other key communication skills 5. Global consciousness, social responsibility, and ethical awareness Competency Key P Primary S Secondary Program Electives 1. MPH 555 Global Health 2. MPH 565 Principles of Health Policy & Management 3. MPH 575 Introduction to SAS Programming 4. MPH 640 Infectious Disease Epidemiology 5. MPH 645C Nutrition and Public Health *MPH 500 is the designated introductory course for individuals who do not have at least three years of public health experience. It is not intended to ensure mastery of the competencies, rather to introduce the student to the identified secondary competencies. ** MPH 621/622 have only listed secondary classification because it is up to the student and the Faculty Practicum Coordinator and Site Preceptor to determine those competencies that will be primary during the practicum experience. 78 P a g e

79 2.6.c. Identification of a set of competencies for each specialty area identified in the instructional matrix. This is a public health generalist program and, therefore, there are no other instructional matrices. 2.6.d. A description of the manner in which competencies are developed, used and made available to students. The competencies used in the MPH program are based on the competencies published on May 3, 2010 by the Council on Linkages Between Academia and Public Health Practice and on version 2.3 of the MPH Core Competency Model released in August of 2006 by the Associated Schools of Public Health (ASPH). Using these published competencies, the Public Health Program faculty modified them to reflect the program s priorities as well as the priorities of the public health community in the state of Utah and the Intermountain West. Specifically, the published competencies were modified to reflect the rural/urban nature of public health in the Intermountain West, the liberal arts environment of Westminster College, and the overall mission of the Public Health program, which is focused on training public health practitioners within the Intermountain West in a pedagogically-innovative environment targeted towards adult learners and working professionals. The program competencies were also tailored to meet the Westminster College college-wide Learning Objectives, consisting of the following items: 1) critical, analytical, and integrative thinking skills; 2) creative and reflective capacities; 3) strong leadership, collaboration, and teamwork skills; 4) excellent writing and other key communication skills; and 5) global consciousness, social responsibility, and ethical awareness. This is illustrated in Table 2.6.b. above. These competencies were developed in a series of meetings in 2009 and 2010, with input from the faculty of the Public Health program, the students of the program, the Advisory Board, the Westminster College administration, and any other interested parties for feedback and approval. The competencies are published on the program website with feedback encouraged from any interested parties. The competencies were used as the framework for the Public Health program curriculum. Syllabi from all program courses will describe which competency is covered by that course, in particular the required core coursework. Furthermore, the competencies provide the basis for the framework of the practicum proposal. Each practicum proposal utilizes the competencies as a rubric for their practicum experience as well as a self-assessment after the practicum ends. A copy of these competencies is distributed to each student during the initial program orientation and is also made available on the program website. Students will be given a pre-assessment of their familiarity and confidence in the competencies prior to beginning the program utilizing a likert-scale questionnaire. This is administered at the program orientation prior to the start of classes. Students repeat the questionnaire after completing the program and the results are collated and examined. This pre-post analysis is used as one of the many tools to assess students competencies achieved through completion of the program. 79 P a g e

80 2.6.e. A description of the manner in which the program periodically assesses the changing needs of public health practice and uses this information to establish the competencies for its educational programs. The Westminster College Public Health program will keep abreast of the changing needs of public health practice and necessary changes to public health competencies, particularly in local and state public health, through annual meetings with the Advisory Board, participation in local and state public health conferences, participation of faculty in local and state public health activities and organizations, periodic review of faculty teaching portfolios, and periodic surveys of local and state public health officials. The Advisory Board consists of both local and state public health practitioners, including a former director of the United States Centers for Disease Control, several local health officers, and the director of the Utah Department of Health. One of the main functions of the Advisory Board is to act as a liaison between public health practice and the academic setting. The Advisory Board, in particular, is in a unique position to keep abreast of changes in public health needs and to recommend any changes to the competencies and to the program to meet these needs. All full time faculty members in the program participate in the Utah Public Health Association (UPHA), the American Public Health Association (APHA), and other local and national professional organizations; the full time faculty members attend their conferences annually. Students from the program also engage with the UPHA by attending the conference, as well as participating in the UPHA student caucus. This allows faculty and students to be informed of current public health practice needs. Furthermore, Dr. White, the Program Director, is a member of the Governor s Health Advisory Board in Utah, which advises the governor of any matter related to the health of the people of Utah. The contract reviews for full-time faculty members are conducted after two, three, and five years for all faculty members at Westminster College. An integral assessment tool for the faculty review is the teaching portfolio, which is reviewed by the peer review committee, the Program Director, the Dean of the School of Nursing and Health Sciences, and the College Provost. Course evaluations, as well as syllabi, are included in the portfolios and are assessed as to whether the faculty members address the public health core competencies. Any deficiencies in addressing the public health core competencies is addressed during the review process and communicated to the faculty. Syllabi for courses taught by adjunct faculty are reviewed by the Program Director periodically to determine whether public health core competencies are met. The Program Director may also observe the courses. If deficiencies are discovered, the Program Director meets with the adjunct faculty and develops a plan to correct the deficiencies. Any changes to syllabi must be approved by the Program Director and, if changes are significant, the College curriculum committee. Finally, the program obtains feedback from local public health officers regarding changing needs in public health. This is accomplished by quarterly scheduled meetings of the Utah Health Advisory Council. Dr. White is a member of the Council and relays pertinent information to the program faculty. Also, the program obtains input from the Utah Health Officers Association through their members who serve on the Advisory Board. The faculty members discuss these needs during annual reviews of the 80 P a g e

81 curriculum and faculty meetings. When necessary, changes to the curriculum can be made and implemented as needed. 2.6.f. Assessment of the extent to which this criterion is met. This criterion is met with commentary. Strengths: Challenges: All courses in the Public Health program use the program s public health competencies as a framework for their respective curriculums. The competencies are based on the competencies published on May 3, 2010 by the Council on Linkages Between Academia and Public Health Practice and on the version 2.3 of the MPH Core Competency Model released in August of 2006 by the Associated Schools of Public Health (ASPH). They are further modified to meet the specific needs of the program, Westminster College, and the public health community of the state of Utah and the Intermountain West. The competencies are available to students through several channels. The practicum utilizes the competencies as a basis for the experience. How the competencies are mapped to each course is documented fully in course syllabi as well as course matrices. The program keeps in close contact with local and state public health practitioners through the Advisory Board, local and national public health organizations, and surveys of public health officials and program alumni. The Advisory Board has strong representation from local, state, and national public health organizations. Future Action: Data from the alumni surveys is now available. Continue to collect alumni data as soon as possible to determine the appropriateness of the competencies in public health practice. Continue receiving feedback from program stakeholders (College administration/faculty, students, advisory board members, community public health leaders, and public health practitioners) to refine the competencies to meet the changing needs of public health in the local community. This will be done through alumni and student surveys, advisory board meetings, and program faculty retreats on an annual basis. 81 P a g e

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83 2.7 Assessment Procedures. There shall be procedures for assessing and documenting the extent to which each student has demonstrated competence in the required areas of performance. 2.7.a. Description of the procedures used for monitoring and evaluating student progress in achieving the expected competencies. The program utilizes several tools to assess student progress and achievement in achieving the expected competencies. These tools include the coursework, the practicum, the capstone the research project, the student advising, the student course evaluations, and the student/alumni surveys. The combination of these varied tools allows us to assess multiple dimensions of student progress towards the public health competencies very closely, outside of the traditional academic measures, within and between program courses. Coursework Each course in the program uses unique tools and criteria developed by the course professor to assess progress and achievement. These tools are mapped to the public health competencies and are explicitly addressed in each course syllabus. Assessment tools include assignments, problem sets, projects, papers, in-class and take-home exams and quizzes, in-class and online discussion, and classroom participation. Faculty members assign a grade of A through F according to their criteria at the end of each course. Students must achieve a grade of B or better for the course or they will be required to enroll in the course again. Two courses with grades lower than B will result in dismissal from the program. The students must also maintain a grade point average (GPA) of 3.0 or better or they will be placed on probation, at which time students have one semester to raise their GPA above 3.0 or be dismissed from the program. The progress of each student is monitored by their faculty advisor at least annually. Practicum All students in the MPH program must complete six-credit hours of practicum (totaling 180 contact hours) prior to graduation. Details of the practicum are documented in section 2.4 of this document. Each student is responsible for identifying a practicum mentor and, with the assistance of the mentor and the Faculty Practicum Coordinator, developing a suitable practicum experience. The practicum must incorporate goals that address at least six of the core discipline-specific public health competencies. The practicum experience is assessed using a variety of measures, including a practicum experience log that is submitted monthly, a summary report, a presentation, and a preceptor evaluation. Utilizing each of these tools, the Faculty Practicum Coordinator grades the student from A to F. Capstone Research Project All students in the MPH program must complete a six-credit Capstone Research Project as part of their degree program. This course is typically completed during the last semester of the program. Details of the Capstone Research Project are documented in section 2.5 of this document. The Capstone Research Project is a group research project on a topic of the group s choosing that encompasses the core discipline-specific 83 P a g e

84 public health competencies. The course is a combination of independent project work and in-class discussion and lecture on practical research methodology. Student progress and achievement is assessed through milestone assignments related to the project, as well as the final project paper and presentation. The final grade of A through F is assigned to each group and to each individual student by the course professor based on these assessments. Student Advising Students are required to meet with their faculty advisor at the beginning of each academic year and are encouraged to meet more often. The advisor will assist the students in their academic progress, practicum selection, elective selection, and course scheduling. Advisors also monitor student advisee grades through ANGEL and notify the Program Director when the GPA is below 3.0 or if they receive a grade below B in any course. In addition, the Registrar s Office notifies the Program Director when a student earns a grade below a B or has a GPA below 3.0. When the Program Director is notified, he will contact the professor to ensure that a mistake was not made, contact the student, and send an official probationary letter. e-portfolio To further measure whether a student has met the public health competencies, the program has initiated an online e-portfolio to document how students are meeting each competency. Students are required to submit an artifact (project, assignment, paper, certification, etc.) mapped to a specific public health competency into their e-portfolio during the student s duration in the program. Students are required to have an artifact for each of the program s public health competencies. Students may require multiple artifacts to meet a specific competency. An advantage of the e-portfolio is that it can document whether students meet competencies across disciplines. This is particularly important in modern public health, which, in best practice, is multidisciplinary. For example, competency 16 states effectively communicate public health messages to a variety of audiences from professionals to the general public. Although this competency, at a minimum, can be met in any one course (for example, a presentation in MPH 555 Global Health), to fully meet it, multiple artifacts that cover a range of scenarios in public health communication need to be submitted. These may include a presentation in MPH 690 Capstone Research aimed at a scientific audience, as well as a health promotion campaign aimed at the general public from MPH 510 Social and Behavioral Science in Health. Faculty advisors to each student will assess their e-portfolio periodically to assess whether the competency is met, using a rubric which will specify whether the student s progress towards the competency is ongoing, met, or exceeded. All students must have a minimum of met to graduate. Students will be given feedback throughout the year as to whether the artifacts submitted meet the rubric set for met. If the faculty advisor determines that the competency is ongoing, students will have a chance to submit additional artifacts until the competency is met. The e-portfolio will allow students to retain significant work that they have completed during their time in the program, which can be extremely beneficial when they start their professional public health career. It can supplement a student s resume/cv with actual achievements and their relationship to the public health competencies. The e-portfolio is also a potentially important tool for assessing a student s achievement in regards to how 84 P a g e

85 the coursework addresses the public health competencies outside of the more traditional grading paradigm. The e-portfolio was developed with the assistance of Westminster College s New Learning Division and the Learning Coalition. It is being implemented on a trial basis for the academic year and we anticipate full implementation for the academic year. Student Course Evaluation Students are strongly encouraged to complete a course evaluation at the conclusion of each course. Students are asked whether competencies were addressed during the course. The evaluations are reviewed by the Dean of the School of Nursing and Health Sciences and the Program Director and become a part of the faculty member s teaching portfolio. Any faculty member with an evaluation score of less than 3.75 must provide an explanation to address the deficiency. Explanations are later reviewed by the Program Director and the Dean. The response rate average is 57% (as of the spring semester of 2011). Student/Alumni Surveys The program recognizes that student and alumni input is critical in assessing how well the coursework addresses the public health competencies. Therefore, the program surveys students and alumni to determine whether public health competencies were addressed sufficiently by the program in regards to contemporary public health practice. For example, during orientation, students fill out a competency survey. Upon graduation, the students take another competency survey. Program faculty members use these data to assess delivery of the competencies. If necessary, corrective action plans are developed during the program faculty meetings. Alumni are surveyed one year and five years after graduation. Survey results are also reviewed during program faculty meetings. A copy of the Alumni Survey can be found in Appendix 2.7.A. Employer Survey The program recognizes that employer input is critical in assessing how well the coursework addresses the needs of the public health workforce. Therefore, the program surveys employers one year after students graduate in an effort to determine whether program competencies and workforce needs were addressed sufficiently by the program. The results of the surveys are reviewed and corrective action plans are developed during program faculty meetings as well as during the Program Retreat. A copy of the Employer Survey can be found in Appendix 2.7.B. 2.7.b. Identification of the outcomes that serve as measures by which the program will evaluate student achievement in each degree program, and presentation of data assessing the program s performance against those measures for each of the last three years. 85 P a g e

86 Table 2.7.b. Student Achievement Outcome Measures Outcome Measure Target AY 2009/10 AY 2010/11 AY 2011/12 Degree Completion Rate (%) 80% 90% TBD TBD Average GPA at graduation TBD Proportion graduating within 4 years of enrolling (%) Sufficient preparation for a public health career as indicated by alumni (%) Employer satisfaction with employee s preparation (%) Alumni employed within 12 months of graduation (%) 75% 90% TBD TBD 90% NA 100% TBD 90% NA 100% TBD 75% 92% 77%* TBD * The students who graduated AY 2010/11 have only recently graduated this May and August, and have not yet had a year to obtain job placement. 2.7.c. If the outcome measures selected by the program do not include degree completion rates and job placement experience, then data for these two additional indicators must be provided, including experiential data for each of the three years. If degree completion rates, in the normal time period for degree completion, are less than 80 percent, an explanation must be provided. These data will be provided in the table above. 2.7.d. A table showing the destination of graduates for each of the last three years. Table 2.7.d. Destination of Graduates Destination Class of 2010 Class of 2011* Class of 2012 # Graduates TBD Government 4 5 TBD Non-Profit 1 1 TBD Health Care Facility 3 0 TBD Private Practice 0 0 TBD University/Research 1 2 TBD Proprietary 1 1 TBD Further Education 1 1 TBD Non-Health 0 0 TBD Non-Employed 1 3 TBD Unknown 1 1 TBD * The students of the Class of 2011 have only recently graduated this May and August, and have not yet had a year to obtain job placement. 2.7.e. In public health fields where there is certification of professional competence, data on the performance of the program s graduates on these national examinations for each of the last three years. Not applicable. 86 P a g e

87 2.7.f. Data describing results from periodic assessments of alumni and employers of graduates regarding the ability of the program s graduates to effectively perform the competencies in a practice setting. The program has recently conducted alumni and employee surveys. The program conducts alumni and employee surveys one and five years after graduation. The results can be viewed in the Onsite Resource File. 2.7.g. Assessment of the extent to which this criterion is met. This criterion is partially met. Strengths: The Program has a variety of assessment tools to determine whether public health competencies were addressed and the mechanisms to implement these tools are in place. The e-portfolio, when implemented, will link specific student work from coursework and the practicum experience to the program competencies, documenting explicitly whether a competency is met or not before the student graduates. Several graduate programs in Westminster College have experience with e- portfolios (School of Education and School of Nursing and Health Sciences, in particular) and, therefore, can lend expertise on its implementation. Challenges: Baseline data for the class of 2010 will be available by fall The e-portfolio is being implemented on a trial basis for the academic year. Further refinement and analysis of this system will be ongoing. Pre-assessment of competencies has been completed on the incoming fall 2010 class, but post-assessment cannot be completed until May 2012, at the earliest. Future Action: Continue implementing data collection tools and collecting outcome data. Implement the e-portfolio system on a trial basis. 87 P a g e

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89 2.8 Academic Degrees. If the program also offers curricula for academic degrees, students pursuing them shall obtain a broad introduction to public health, as well as an understanding about how their discipline-based specialization contributes to achieving the goals of public health. Not applicable. 89 P a g e

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91 2.9 Doctoral Degrees. The program may offer doctoral degree programs, if consistent with its mission and resources. Not applicable. 91 P a g e

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93 2.10 Joint Degrees. If the program offers joint degree programs, the required curriculum for the professional public health degree shall be equivalent to that required for a separate public health degree. Not applicable. 93 P a g e

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95 2.11 Distance Education or Executive Degree Programs. If the program offers degree programs using formats or methods other than students attending regular on-site course sessions spread over a standard term, these degree programs must a) be consistent with the mission of the program and within the program s established areas of expertise; b) be guided by clearly articulated student learning outcomes that are rigorously evaluated; c) be subject to the same quality control processes that other degree programs in the university are; and d) provide planned and evaluated learning experiences that take into consideration and are responsive to the characteristics and needs of adult learners. If the program offers distance education or executive degree programs, it must provide needed support for these programs, including administrative, travel, communication, and student services. The program must have an ongoing program to evaluate the academic effectiveness of the format, to assess teaching and learning methodologies and to systematically use this information to stimulate program improvements. Not applicable. 95 P a g e

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97 3.1 Research. The program shall pursue an active research program, consistent with its mission, through which its faculty and students contribute to the knowledge base of the public health disciplines, including research directed at improving the practice of public health. 3.1.a. A description of the program s research activities, including policies, procedures and practices that support research and scholarly activities. The program has established a research goal and research objectives that are consistent with achieving its mission. Because the program is focused on preparing students for professional public health practice, research activities vary from year to year. This reflects the needs of stakeholders as well as specific interests of students and faculty. In the traditional triad of higher education (teaching, research, and service), teaching and service are emphasized at Westminster College. This philosophical shift faces faculty and students of the Westminster College Public Health program with unique research challenges. In order to consistently engage students in meaningful research activity, the program ties research to classroom teaching and learning. Faculty members are evaluated for contract continuation primarily based on teaching and student interaction; scholarly activity is also considered in this evaluation but to a lesser degree than it does in traditional research institutions. Consequently, grant funding plays a less significant role in the faculty evaluation process. The Westminster College Faculty handbook articulates the college s position regarding research in : Westminster College recognizes that both teaching and research are essential to vigorous instruction and sound curriculum. As a teaching institution Westminster places greater emphasis on teaching than research. However, research is a desirable and important responsibility. As shown in Table 3.1.c, faculty members engage in interdisciplinary and communitybased research covering a wide range of public health topics. Optimally, program research involves students and faculty. Such research activity enhances classroom teaching as well as prepares students to engage in the type of research generally encountered in public health practice. Although research expectations are not as emphasized at Westminster College as they are at larger research institutions, there are still resources available for faculty to conduct research. Most faculty members at the College have nine month contracts, which allow faculty to conduct research during the summer. Furthermore, there are several collegewide grants that allow for sabbatical and merit leaves focused on faculty research. Research expectations at Westminster College are initially discussed in the hiring process and later refined by individual programs. Research/scholarly productivity is a 97 P a g e

98 part of the yearly review process and the 2, 3, 5-year contract reviews. Research/scholarly activities are also reported in the faculty members annual Self Evaluation. All MPH students are required to take MPH 690 Capstone Research Project. Students are required to complete a research project with secondary data analysis in a group format. Real community datasets are used for this course and students are encouraged to submit their finished projects to local and national conferences as well as to peerreviewed journals. Datasets used by students enrolled in MPH 690 have reflected collaborations with the Salt Lake Veterans Administration Hospital, the Utah Department of Health, the University of Utah, and the District Health Departments. For example, Drs. White and Contreras have been funded by local public health agencies (Davis, Tooele, and Summit Health Departments) to conduct a community health assessment as part of their ongoing public health accreditation process. MPH students are being incorporated into this project with the bulk of the data collection, both primary and secondary, being conducted as part of the practicum. They are working closely with the local health officers. Furthermore, the data collected for this assessment will be utilized in the Capstone Research Project; students will analyze the data and complete a research report. 3.1.b. A description of current community-based research activities and/or those undertaken in collaboration with health agencies and community-based organizations. Formal research agreements with such agencies should be identified. MPH students, supervised by program faculty, have participated in community-based research in conjunction with the Utah Department of Health and the Veteran s Administration Hospital in Salt Lake City as part of their Capstone Research Project. Descriptions of the research projects are listed in Table 3.1.d. The program has informal agreements with these two entities for future research projects for the Capstone Research Project. These agreements will become formalized in the coming year. As mentioned previously, the program is collaborating with the Summit, Davis, and Tooele County Health Departments to conduct community assessments as part of the local public health accreditation process. Drs. Contreras and White are involved in this collaboration. Dr. Han Kim also has an ongoing collaboration with the Susan G. Komen Race for the Cure Foundation to analyze breast cancer data in the Salt Lake City area. Dr. Kim will also have student involvement in collecting, analyzing, and disseminating the data analysis in P a g e

99 3.1.c. A list of current research activity of all primary and secondary faculty identified in 4.1.a. and 4.1.b., including amount and source of funds, for each of the last three years. This data must be presented in table format and include at least the following: a) principal investigator, b) project name, c) period of funding, d) source of funding, e) amount of total award, f) amount of current year s award, g) whether research is community based, and h) whether research provides for student involvement. Only research funding should be reported here; extramural funding for service or training grants should be reported elsewhere. See CEPH Date Template E. Table 3.1.c.1. Research Activity of Primary and Secondary Faculty from 2008 to 2011 Project Name Community Public Health Assessment for Local Public Health High Force Resistance Training and Dopamine Replacement Effects on Hypokinesia in Persons with Parkinson s Disease Feasibility of Screening for HIV in an Emergency Room Setting Using HIV Rapid Tests Quantitative Assessment of Breast Cancer Screening and Education Needs for the Wasatch Front, Utah Principal Investigator & Department or Concentration* George White, John Contreras Funding Source Local Health Departments Funding Period Start/End 2011 to present Amount Total Award Amount 2008 Amount 2009 Amount 2010 Amount 2011 Com- munity- Based Y/N Student Participation Y/N $10,000 $10,000 Y Y Han Kim (Co-PI) NIH 2007/2010 $224,000 $74,667 $74,667 $74,667 Y N Han Kim (Co-PI) Utah Department of Health Han Kim (Co-PI) Susan B. Komen Race for the Cure 2007/2008 $15,000 $15,000 Y Y 2011/2012 N/A N/A Y N NOTE: Use shading, bold text, or italics to differentiate entries for primary faculty from those for secondary faculty. *If faculty member serves in a capacity other than PI, list the PI s name and department, then list the faculty member s name and title on the project. 99 P a g e

100 Table 3.1.c.2. Research Activity - Scholarly Papers/Abstract Presentations from 2008 to 2011 Faculty Member Title Journal Date Submitted Published Variability and Specificity Associated with Environmental Occupational and Methamphetamine Sampling and Analysis Environmental Hygiene John Contreras Decontamination of Clothing and Building Materials Journal of Occupational Associated with the Clandestine Production of and Environmental Hygiene Methamphetamine New Methods for Presenting Complex Health Data Utah Public Health Association Presentation Testing balance and fall risk in persons with Parkinson Parkinsonism & Related Han Kim George White disease, an argument for ecologically valid testing Adherence to antimalarial drug therapy among vivax malaria patients in northern Thailand Postpartum depression and help- seeking behavior Court compliance as a predictor of post-adjudication recividism for domestic violence offenders Risk assessment in winter backcountry travel Vigorous Physical Activity and Depressive Symptoms in College Students Inexpensive and Time-Efficient Hand Hygiene Interventions Increase Elementary School Children s Hand Hygiene Rates The Institutional Review Board: Understanding and Improving the Decision Making Process Disorders Journal of Health, Population and Nutrition Journal of Midwifery and Women s Health Journal of Interpersonal Violence Wilderness and Environmental Medicine Journal of Physical Activity and Health Journal of School Health Journal of Health Education 2011 Pending Ionizing Radiation Exposure, Medical Imaging emedicine Standardized Ultrasound Protocol, Trained Sonographers Journal of Cardiovascular and Digital System for Carotid Atherosclerosis Screening Medicine In Vitro Fertilization Availability and Utilization in the United States: A Study of Demographic, Social, and Economic Fertility and Sterility Factors Inexpensive and Time-Efficient Hand Hygiene Interventions Increase Elementary School Children s Hand Hygiene Rates Journal of School Health P a g e

101 3.1.d. Identification of measures by which the program may evaluate the success of its research activities, along with data regarding the program s performance against those measures for each of the last three years. For example programs may track dollar amounts of research funding, significance of findings (eg, citation references), extent of research translation (eg, adoption by policy or statute), dissemination (eg, publications in peer-reviewed publications, presentations at professional meetings), and other indicators. Table 3.1.d. Research Activities Outcome Measures including Targets Research Goal: Target: 08/09 09/10 10/11 Faculty will develop an external research agenda appropriate for their workload and job description Students will be able to participate in research as part of their public health education Program faculty will submit 1 grant application for externally funded research per year Program faculty will submit 2 scholarly papers per year to peer reviewed journals or professional conferences 1 student will submit and present research at a local or national conference each year 1 student will submit a paper for publication in a peerreviewed journal NA 1 9 NA 1 3 * During 2008/09, the first cohort of students was in their first year of study, during which only coursework is offered. Students did not participate in practicum experiences or in Capstone Research until 2009/ P a g e

102 3.1.e. A description of student involvement in research. Table 3.1.e. Description of Student Research Activities Students Tania Velasquez, Sunnavy Thompson Brittany J. Winston, Isabel Frech- Lopez, Kate Corrigan Brian Cowan, Marie Frankos, Sarvenaz Maisak Jesse Crowne, Travis Jensen, Dalva Riley Jerry W. James, Matthew Spencer, Rick Smith Katherine Wilson, Yang Yang, Aminatu Yusuf Cody Adamson, Emiko Nomoto, Esther Patch April Blair, Josiah Hawks, Kara Larson Stacey Anderson, Meghan Balough, Stacy Vroman Suvadee Ercilla, Michele Larsen, Peter Uluave Stacey Anderson Research Projects The Relationship Between Soda Consumption & Body Mass Index (BMI) Amongst Students at Westminster College. Abandoned Homes: A Public Health Impact Effect of Mean Daily Temperature on Rabies Prevalence in Utah, The History of Public Health In Utah. Clubfoot Treatment for the Developing World: Implementing the Ponseti Method Milk and Dairy Consumption as a Protective Measure Against Diabetes Risk Factors Associated with Late Preterm Birth in Utah Perceptions of Body Image and Eating Attitudes Among Chinese and Japanese College Students Efficacy of School-Based Novel H1N1 Influenza Vaccination Campaigns in Utah The Effectiveness of VA Hospitals Suicide Prevention Program in Preventing Suicide Among Veterans in Salt Lake Valley Active Surveillance of Hemolytic Uremic Syndrome in Three Salt Lake City Area Hospitals 3.1.f. Assessment of the extent to which this criterion is met. This criterion is met with commentary. Strengths: Dr. Kim has received grant funding from the National Institutes of Health (NIH) as well as from local sources. Drs. Contreras, Kim, and White have included students in their research projects. MPH 690 Capstone Research Project requires research projects for all MPH students. A number of high-quality research projects were conducted by students in the MPH 690 course. Projects for the course were submitted and subsequently accepted by national conferences. There are informal research agreements with the Utah Department of Health and the Veterans Administration for providing data for community-based research projects. The faculty members have a number of published manuscripts in peer-reviewed journals. 102 P a g e

103 Challenges: Action Plan: The program is small with a limited number of full time faculty members, limiting opportunities to collaborate on research grants. Westminster College is a small liberal arts college with limited infrastructure to support a large research program. Furthermore, Westminster College is not associated with any medical center. The expectations for faculty at Westminster College do not include a significant research component. Faculty workloads are based solely on teaching and administrative duties. Increase research collaborations with the University of Utah, Brigham Young University, and other large research institutions. Continue pursuing partnerships with local healthcare providers to access health datasets for student research projects. Pursue formal agreements with the Veterans Administration and the Utah Department of Health to provide research data. 103 P a g e

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105 3.2 Service. The program shall pursue active service activities, consistent with its mission, through which faculty and students contribute to the advancement of public health practice. 3.2.a. A description of the program s service activities, including policies, procedures and practices that support service. If the program has formal contracts or agreements with external agencies, these should be noted. Service is an essential part of the Westminster College philosophy. Faculty and students engage in service activities locally, statewide, regionally, nationally, and internationally. These service activities strengthen the community through collaboration, consultation, and various other ways of sharing professional knowledge and ability. Professional, as well as community, service is also an important part of the yearly evaluation of each faculty member. Students are immersed in service learning through the 180 contact hour requirement of their practicum experience. Students also provide community service that is unrelated to their practicum experience. A primary mission of the Student Activity Committee (SAC) is to provide at least one annual service project for public health students in the community. SAC, program faculty, and Westminster College s Center for Civic Engagement can also facilitate connections between students and service organizations within the community. For example, the Center for Civic Engagement organizes many community service opportunities that students participate in, including Helping Hands. Helping Hands takes place the day before school starts each fall semester. 3.2.b. A list of the program s current service activities, including identification of the community groups and nature of the activity, over the last three years. Table 3.2.b. Current Service Activities by the Public Health Program Faculty involved John Contreras Organization Type of Service Date Range Utah Public Health Association task force Evaluation of epidemiological competencies based on ASPH 2011-Present Utah Environmental Health Association Drug Endangered Children s Methamphetamines Committee Evaluating methamphetamine exposures in the state of Utah Evaluating methamphetamine exposures in children in the state of Utah and nationwide 2008-Present 2005-Present 105 P a g e

106 Faculty involved Han Kim George White Organization Type of Service Date Range Rising American Indian Nations (RAIN) Council on Education for Public Health Susan G. Komen for the Cure Foundation Ministry of Education, Tak District, Thailand Engineers Without Borders / Interethnic Health Alliance Interethnic Health Alliance Child s Dream Foundation, Chiang Mai, Thailand Utah Society of Mammography Technologists Utah Society of Radiologic Technologists (USRT) Block Grant Review Committee Boys Scouts of America Merit Badge Counselor (Public Health and Medicine) Master of Public Health Program, Medical College of Wisconsin Governor s Health Advisory Council Interdisciplinary Health Sciences PhD Program College of Health and Human Services, Western Michigan University Great Basin Public Health Leadership Institute Board of Directors Board Member Accreditation site visitor Research consulting, Susan G. Komen Foundation 2011-Present 2010-Present 2010-Present Health monitoring and 2008-Present infrastructure improvements to an impoverished, rural Thai school Health and civil engineering projects in a rural AIDS orphanage in Masaka, Uganda Advisory board member for a global health non-profit organization Higher education consulting in 2007-Present remote refugee camps in Thailand Guest speaker 2011 Guest speaker (Infectious Disease, and Overview) Grant review committee for block grants awarded by the Utah Department of Health Instructor/counselor for healthrelated merit badges for the Boy Scouts of America Site preceptor for James Buddy Sleavin, MD Advises the Governor of Utah in regards to health-related issues. Dissertation Committee member for Larry C. Garrett Board of directors chair for regional public health leadership institute Present 2009-Present Present 2008-Present 2001-Present 106 P a g e

107 3.2.c. Identification of the measures by which the program may evaluate the success of its service efforts, along with data regarding the program s performance against those measures for each of the last three years. Table 3.2.c. Program Service Efforts Outcome Measures including Targets Service Goal: Target: 08/09 09/10 10/11 The program will seek input from the public health community to identify service projects The program will have a presence in community organizations in an effort to identify community needs Faculty will be involved in service towards the professional public health community as well as the local community as appropriate for their workload Students will provide service to the public health community as an integral part of their learning experience The Advisory Board will communicate community needs to the program yearly. At least one faculty member will obtain input from health officers quarterly Each full time faculty member will serve in the public health community 75% of the faculty will serve on a professional or community service board 75% of students will participate in a community service activity each year 1 course will be offered that includes a service-learning component or service opportunities 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 100% 71% 61% 52% Courses with a service activity explicitly incorporated into the curriculum as noted in syllabi include MPH 500, MPH 565, MPH 621/622, and MPH 645D. 3.2.d. A description of student involvement in service. The service activities included in Table 3.2.d do not include service not associated with the practicum. Table 3.2.d. Description of Student Involvement in Service Students/Faculty involved Adamson, Cody Adamson, Cody Adamson, Cody Organization Crossroads Urban Center National Park Service Office of Public Health Utah Community Food-Co-Op Type of Service Utah Community Food Cooperative Lehi Site Coordinator Date Range Present # of hours 92 Intern Site coordinator P a g e

108 Adamson, Cody Anderson, Stacey Blair, April Blair, April Utah Department of Health/SLVHD Team diarrhea Salt Lake Valley Health Department Globus Relief Phnom Penh Orphanage Epidemiology Intern Volunteer - conducted interview of cases of food borne illnesses International charity volunteer Provided service in kind to an orphanage in Cambodia. Administered fluoride to each child (90 total), taught them dental hygiene skills, and provided them with dental hygiene supplies Present Blair, April Utah Symphony Volunteer Clifford, Kristine Guadalupe Tutoring English language School to immigrants Present 250 Cowan, Brian Onsite Organized annual Wastewater conference and various 2011 Association training seminars Cowan, Brian UEHA Cowan, Brian Utah Food Bank Volunteer Cowan, Brian Crowne, Jesse Crowne, Jesse Women's Shelter Guadalupe School Orphanage Organized spring and fall educational conferences for the Utah Environmental Health Association (UEHA) Spent time with women providing support and making cookies/ornaments Taught English as a second language to immigrants Delivered dental hygiene products to underprivileged orphans and other Brazilian children Present December Ercilla, Suvadee Flu shot Clinic Administered flu shots Ercilla, Suvadee Hearing and Balance Clinic Assisted seniors Ercilla, Suvadee Homeless Prepared and served Shelter breakfast for homeless Ercilla, Suvadee Salt Lake School District HIV awareness education Ercilla, Suvadee Senior Citizen Administered flu shots at the Fair Southtowne Expo Center Frankos, Marie Visited a women's Rehab Volunteers of 2010 Center and provided several America December activities per year 600 per year 3 2 Twice per week P a g e

109 Frankos, Marie Frankos, Marie Frech-Lopez, Isabel Westminster College Women's Shelter Planned Parenthood Health Fair volunteer 2011 May 4 Spent time with women providing support and making cookies/ornaments Translated website to Spanish - allowing for Spanish speakers to learn about safe sex practices and treatment venues 2011 December Hawks, Josiah Seekhaven Volunteer Lupus Hipol, FeliAnne Foundation of Board member and America, Utah volunteer Chapter Hipol, FeliAnne Utah Food Bank Volunteer Hipol, FeliAnne Women's Shelter Spent time with women providing support and making cookies/ornaments December James, Jerry IMC Volunteer care James, Jerry St. Joseph s Care Center Volunteer Jensen, Travis Collected and delivered Christmas box 2009, clothes and toys to the house 2010 homeless. 60 Larsen, Kara Outrage Youth Tobacco Group Facilitator Larsen, Kara Tobacco Presentations in Presenter/Educator Larson, Michele Maisak, Sarvenaz Maisak, Sarvenaz Makris, Hilary Schools Senior Citizens Health Fair, Diabetes Education Fair The Utah AIDS Foundation Women's Shelter Women's Shelter Clinical Volunteering HIV Prevention counselor Spent time with women providing support and making cookies/ornaments Spent time with women providing support and making cookies/ornaments James, Jerry Barton Creek Senior Care Volunteer for seniors James, Jerry Boy Scouts Leader Present 100 James, Jerry Family Promise Service to homeless families December 2010 December P a g e

110 Makris, Hilary Utah Food Bank Volunteer Sadler, Jay LDS Church Neighborhood service projects Sheide, Amy Capital Church Mobile medical unit Shepard, Nichole Smith, Blake Spencer, Matthew Spencer, Matthew Spencer, Matthew Women's Shelter SAC, LDS Church, Boy Scouts of America Boy Scouts of America Project Youth, Big Brother, Big Sister State of Utah - Governor's Office of Economic Development Spent time with women providing support and making cookies/ornaments Community Service at the Salt Lake Women's Shelter, Sand bagging for flood preparation, helped at a community event for persons with special needs Community Development (non-profit organization service) Volunteer Spencer, Melanie Utah Food Bank Volunteer Spencer, Melanie Stacey Anderson Thomson, Sunnavy Thomson, Sunnavy Women's Shelter Utah Department of Health Women's Shelter Utah Food Bank Intern - State Health Insurance exchange evaluation team Spent time with women providing support and making cookies/ornaments Active Surveillance of postdiarrheal Hemolytic Uremic Syndrome in Utah Spent time with women providing support and making cookies/ornaments Volunteer Present Present 2011 December Present December December Udall, Esther Food Bank Volunteer 2008 Udall, Esther Nursing Home Volunteer 2008 Uluave, Peter South Jordan Recreation Community participant Uluave, Peter Utah Food Bank Volunteer Vroman, Stacy Headstart Provided physicals Vroman, Stacy Homeless Shelter Prepared and served breakfast for homeless hours per week hours per week Vroman, Stacy People s Clinic Clinical volunteer P a g e

111 Yang, Yang 4 th Street Clinic Clinical Yang, Yang Maliheh Clinic Clinical Yang, Yang NAMI Utah Clinical Zhuravel, Olesya Utah Food Bank Volunteer 2011 July e. Assessment of the extent to which this criterion is met. This criterion is met with commentary. Strengths: Challenges: Action Plan: The faculty has extensive ties to the community at all levels: local, national, and international. Students are involved in service at all levels: local, national and international. The Center for Civic Engagement at Westminster College is very active in establishing service opportunities for students, staff, and faculty. One of the primary missions of the Public Health program SAC is public health service to the community. The SAC has only recently been established as student enrollment has increased and an additional cohort of students has enrolled. A large majority of the students in the program are older and working full time while enrolled, giving them less time for participation in service. As such, student service participation has not met established goals. Continue supporting the SAC and encouraging at least one large program-wide service project per year for faculty, staff, and students to increase student participation in community service projects. Continue pursuing formal agreements between the program and public health service entities in the local community to facilitate faculty, staff, and student service participation in service activities. Collaborate with the College s Center for Civic Engagement to explore further community ties and increase service opportunities for students. 111 P a g e

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113 3.3 Workforce Development. The program shall engage in activities that support the professional development of the public health workforce. 3.3.a. A description of the program s continuing education activities, including policies, needs assessment, procedures, practices, and evaluation that support continuing education and workforce development strategies. The program s commitment to workforce development is guided by its mission: The Public Health program at Westminster College prepares public health professionals with the knowledge and skills necessary to promote health and prevent illness in Utah, the Intermountain West, the United States and the world. The program policy states that we will work with state and local health departments, as well as community-based organizations to address workforce development needs. For example, the program reviews training grants related to distance learning because Westminster College has the appropriate infrastructure to support these activities. A large percentage of the public health workforce in the state of Utah is in medically underserved areas that are mostly in rural locations. Consequently, the program pursues innovative opportunities to provide distance learning. Needs assessments take place formally during the Advisory Board meetings. Informal needs assessments take place continually as faculty meet with health officers regarding community analysis. For example, faculty spoke with health officers who communicated additional needs for workforce development as it relates to the proposed accreditation process of health departments. The program conducts internal evaluations in terms of workforce development. In addition, local health offices provide feedback to faculty regarding our success at meeting their needs. Program faculty submitted a HRSA Public Health Training Grant in 2011, which is being reviewed at the present time. If awarded, the program will provide continuing education credit to medically underserved areas in Utah. This would provide specific outreach to public health professionals working in the 12 district health offices. Total grant funding would be approximately $1,000,000 over a three year period. Furthermore, the Public Health program has a contractual agreement with Davis and Summit county health departments to provide training in public health quality improvement. This training will be ongoing and is expected to expand to additional local health departments. The program does not currently offer continuing education credits. The program plans to offer continuing education courses at Utah Public Health Association (UPHA) and Utah Environmental Health Association (UEHA). 3.3.b. Description of certificate programs or other non-degree offerings of the program, including enrollment data for each of the last three years. 113 P a g e

114 The certificate is awarded at the completion of six core courses (18 credits) in three semesters. The certificate is designed to begin the process of formal and on-the-job training in public health. Because of the severe shortage of trained public health practitioners, public health organizations are pressed to hire many workers without formal public health training. The certificate provides a formal education program for those who have already started a public health career through on-the-job training as well as others wishing to enter the public health workforce. It also provides a training program for those students who wish to work in other professions but regularly interface with the health industry. Students who desire to continue their education in public health beyond the certificate will be permitted to apply certificate credits towards the Westminster MPH degree. Table 3.3.b.1 Curriculum Requirement for the Certificate in Public Health Certificate in Public Health Credits I. Required Courses 18 MPH 500 Principles of Public Health Practice 3 MPH 510 Social and Behavioral Sciences in Health 3 MPH 520 Environmental Health 3 MPH 530 Principles of Epidemiology 3 MPH 540 Healthcare Management 3 MPH 630 Statistical Methods in Public Health 3 TOTAL HOURS REQUIRED FOR THE CERTIFICATE 18 Offering a certificate in public health demonstrates the program s commitment to the professional development of the broader public health workforce. Also, the every-other Friday and Saturday scheduling of core courses as well as evening scheduling of elective courses helps extend educational opportunity to the working professional, especially those in public health. The Westminster College Public Health program was established in response to a 2006 needs assessment conducted by the Utah Department of Health, as well as reports issued by the Institutes of Medicine, the Centers for Disease Control and Prevention, and the American Public Health Association. Also, the Program Director met with the health officers of the twelve districts in Utah and the Executive Director of the UDOH to further discuss the educational needs of the public health workforce. These meetings served as a means to gain insight as to how the Westminster College program could contribute to and support their workforce development efforts. In order to ensure that this dialogue is ongoing, representatives of the district health officers and the UDOH serve on the Advisory Board. 114 P a g e

115 The Public Health program does not yet offer continuing education courses outside of the certificate program. Table 3.3.b.2 Quantitative Information on Certificate Students, 2008 to Enrolled Certificate Students c. A list of the continuing education programs offered by the program, including number of students served, for each of the last three years. Those that are offered in a distance learning format should be identified. The program provided quality improvement training for Davis and Summit county upperlevel management personnel during the summer of Approximately 30 individuals completed the training program. 3.3.d. A list of other educational institutions or public health practice organizations, if any, with which the program collaborates to offer continuing education. Not applicable. The program does not offer continuing education in collaboration with other educational institutions or public health practice organizations. 3.3.e. Assessment of the extent to which this criterion is met. This criterion is met with commentary. Strengths: Challenges: Action Plan: In response to the workforce assessment by the Institutes of Medicine (IOM), the program offers a certificate in Public Health as an alternative to a complete MPH for those students who wish to have public health training but do not desire a master s degree. The certificate courses are taught in a format adapted for working professionals with classes offered on evenings and weekends. The program does not offer continuing education courses. Due to the geography of the region, much of the public health workforce is in remote locations too distant for easy commute. Westminster College is a private institution and tuition costs are higher than average for the region (although in line with national averages). The program plans to offer continuing education training at UPHA and UEHA in The program is exploring distance education technologies to facilitate training of the public health workforce located in remote areas. 115 P a g e

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117 4.1 Faculty Qualifications. The program shall have a clearly defined faculty which, by virtue of its distribution, multidisciplinary nature, educational preparation, research and teaching competence, and practice experience, is able to fully support the program s mission, goals and objectives. 4.1.a. A table showing primary faculty who support the degree programs offered by the program. It should present date effective at the beginning of the academic year in which the self-study is submitted to CEPH and should be updated at the beginning of the site visit. This information must be presented in table format and include at least the following: a) name, b) title/academic rank, c) FTE or % time, d) tenure status or classification*, e) gender, f) race, g) graduate degrees earned, h) discipline in which degrees were earned, i) institutions from which degrees were earned, j) current teaching areas, k) current research interests, and l) current and past public health practice activities. *Note: classification refers to alternative appointment categories that may be used at the institution. See CEPH Date Template F. Table 4.1.a. Current Core Faculty Supporting MPH Degree Department (schools)/ Specialty Area (programs) Name Title/ Academic Rank Tenure Status or Classification* FTE or % Time Gender Race or Ethnicity Graduate Degrees Earned Institution where degrees were earned Discipline in which degrees were earned Teaching Area Research Interest Current/Past PH Activities** SON&HS/ MPH John Contreras Assistant Professor Assistant Professor 1.0 Male Hispanic PhD, MSPH University of Utah Public Health Epidemiology, Program Planning, Principles of Public Health Cancer Epidemiology, Environmental Health, Emerging Infectious Diseases N/A SON&HS/ MPH Han Kim Assistant Professor, Assistant Director Assistant Professor 1.0 Male Asian /Pacific Islander PhD, MPSH University of Washington (PhD), University of Utah (MSPH) Epidemiology (PhD), Public Health (MSPH) Epidemiology, Biostatistics, Research, Global Health Epidemiologic methods, biostatistics, social factors in health, global health N/A 117 P a g e

118 Department (schools)/ Specialty Area (programs) Name Title/ Academic Rank Tenure Status or Classification* FTE or % Time Gender Race or Ethnicity Graduate Degrees Earned Institution where degrees were earned Discipline in which degrees were earned Teaching Area Research Interest Current/Past PH Activities** SON&HS/ MPH George White Professor, Director Professor 1.0 Male Caucasian PhD, MSPH, PA-C University of Utah Health Education (PhD), Public Health (MSPH) Principles of Public Health, Leadership, Ethics, Infectious Diseases Behavioral change, infectious disease, ethics * Classification of faculty may differ from school to school, but may refer to teaching, research, service faculty or tenured, tenure-track, non-tenure-track faculty or alternative appointment categories used by the school N/A **Only populate for individuals with experiences outside the usual expected realm of activity for a faculty member, eg, former health department director, former CDC center director, etc. 4.1.b. If the program uses other faculty in its teaching programs (adjunct, part-time, secondary appointments, etc), summary data on their qualifications should be provided in table format and include at least a) name, b) title/academic rank, c) title and current employment, d) FTE or % time allocated to teaching program, e) gender, f) race, g) graduate degrees earned, h) disciplines in which degrees were earned, and i) contributions to the teaching program. See CEPH Date Template G. 118 P a g e

119 Table 4.1.b. Current Other Faculty Used to Support Teaching Program (Adjunct, Part-Time, Secondary, etc.) Department /Specialty Area Name Title/ Academic Rank Title & Current Employer FTE or % Time Gender Race or Ethnicity Graduate Degrees Earned Discipline for earned graduate degrees Teaching Areas SON&HS Jan Buttrey Adjunct Professor SON&HS SON&HS/ MPH SON&HS/ MPH SON&HS/ MPH SON&HS/ MPH SON&HS/ MPH SON&HS/ MPH Royal Delegge Fred Gottlieb Stephen Harmon Laurie Johnson Alana Kindness Patrick Luedtke Craig Morley Adjunct Professor Adjunct Professor Adjunct Professor Adjunct Professor Adjunct Professor Adjunct Professor Adjunct Professor Retired (Former Director of Emergency and Medical Response for Utah Department of Health) Director of Environmental Health, Salt Lake Valley Health Department Physician, Salt Lake Senior Clinic, Salt Lake City, Utah Director, Patient Health Education/Primary Prevention; Manager, Associated Health Training Program & Interdisciplinary Consultant; Coordinator, Managing Overweight and/or Obesity Among Veterans Everywhere Manager, Nephrology, University of Utah Director, Utah Coalition Against Sexual Assault Director, Public Health Laboratories, Utah Department of Health Chief Financial Manager, Iasis Healthcare.125 Female Caucasian MBA Emergency Response.125 Male Caucasian PhD Environmental Health.125 Male Caucasian MD, MPH Public Health, Global Health.125 Male Caucasian PhD Health (Health Science with an emphasis in Public Health Education and Prevention Medicine).125 Female Asian/Pacific Islander MPH/HSA Public Health with an emphasis in Health Services Administration Emergency Response Environmental Health Global Health Behavioral Science in Public Health Healthcare Management.125 Female Caucasian MPH Public Health Violence and Public Health.125 Male Caucasian MD, MPH Medicine, Public Health.125 Male Caucasian MBA Business Administration Environmental Health Healthcare Management 119 P a g e

120 4.1.c. Description of the manner in which the faculty complement integrates perspectives from the field of practice, including information on appointment tracks for practitioners, if used by the program. Program faculty members strive to link the public health workforce to academia in many ways. They integrate public health issues into the classroom and practicum experiences. They ensure that the program is constantly influenced by public health practitioners by inviting key members join the Advisory Board and others to teach courses as adjunct faculty members. Faculty members have strong ties with the public health workforce that facilitate open communication and the exchange of knowledge between academia and the workplace. Dr. White currently sits on the Governor s Health Advisory Council (HAC), which keeps him up-to-date on current public health issues in the state of Utah. He integrates current topics into his courses. In addition, Dr. Contreras was an epidemiologist at the Utah Department of Health for 13 years. He integrates case studies in his courses in an effort to expose students to current issues in the field of practice. Students benefit as the Faculty Practicum Coordinators (Drs. White and Contreras) have identified practicum opportunities for their placement. The faculty members have invited key individuals in the local public health arena to join the Advisory Board. Students benefit as these individuals offer suggestions to be better prepared to enter the workforce. For example, at the 2010 Advisory Board Meeting, David Sundwall (Executive Director for the UDOH) suggested that the faculty speak with a current UDOH employee to set up potential practicum opportunities. Adjunct faculty members are carefully selected from the public health community in an effort to expose students to current issues and equip them with essential skills for success in the workforce. For example, the program is fortunate to have Dr. Patrick Luedtke as the professor of MPH 520: Environmental Health. Dr. Luedtke is the Director of the Public Health Laboratories for the Utah Department of Health. His course includes information about current environmental health issues in Utah. 4.1.d. Identification of outcome measures by which the program may judge the qualifications of its faculty complement, along with data regarding the performance of the program against those measures for each of the last three years. 120 P a g e

121 Table 4.1.d. Faculty Qualification Goals Outcome Measures including Targets Goals: Target: 08/09 09/10 10/11 Program faculty will be well qualified to teach graduatelevel courses 90% of course evaluation scores are above 3.75 (out of a scale of 1 to 5) 100% of the full time faculty will have terminal degrees 50% of adjunct faculty have terminal degrees 100% 92% TBD 100% 100% 100% 50% 66% 66% The number of full time faculty is % of the full time faculty will have public health degrees (MPH, MSPH, DrPH or PhD in Public Health or related field) All faculty must pass the Westminster College faculty contract renewal process (2, 3 and 5 years) 100% of teaching faculty will have public health experience 100% of faculty will attend one workshop each year. 100% 100% 100% NA 100% NA 100% 100% 100% 100% 100% 100% 4.1.e. Assessment of the extent to which this criterion is met. This criterion is met. Strengths Challenges The program consists of a well-qualified, experienced, and multidisciplinary group of practitioners and scholars. Collectively, the faculty demonstrates a strong record of public health expertise, research, teaching, and practice. All full time faculty members have terminal degrees. In 2009, the program added a third faculty member to meet the program s goal and to comply with the standard set by CEPH. The program is small and the number of full time faculty is smaller than other institutions. 121 P a g e

122 4.2 Faculty Policies and Procedures. The program shall have well-defined policies and procedures to recruit, appoint and promote qualified faculty, to evaluate competence and performance of faculty, and to support the professional development and advancement of faculty. 4.2.a. A faculty handbook or other written document that outlines faculty rules and regulations. The faculty uses the Westminster College Faculty Handbook as well as the School of Nursing and Health Sciences Faculty Handbook. A copy of these handbooks can be found in the Onsite Resource File. 4.2.b. Description of provisions for faculty development, including identification of support for faculty categories other than regular full-time appointments. Provisions for Full Time Faculty Development Westminster College maintains a strong focus on faculty development. The College allocates funding for such opportunities as is evident in the yearly program budget. Westminster College s administration encourages faculty to attend at least one professional conference annually. The Dean ensures that funding is sufficient to cover associated costs for travel and conference registration. In addition, funding is sufficient to cover the costs of journals, books, memberships/dues, etc. Westminster College offers faculty additional opportunities for development through grants and awards. The application guidelines for these monies are clearly stated in the Faculty Professional Development Grants and Awards Manual. The manual is available in the Onsite Resource File. Westminster College offers tuition remission for employees and their family members. The faculty members are given the opportunity to take courses on campus and further develop their knowledge. The Dean s review of faculty, which occurs at the end of each academic year, provides each faculty member with the opportunity to discuss professional and personal development in the areas of teaching, service, scholarship, and practice. Provisions for Part Time Faculty Development College-wide brown-bag sessions are offered routinely to faculty over the academic year to enhance the educational experience on campus. Sample sessions included the following topics: service learning, grading writing assignments, and international study experiences. Teaching and information technology workshops have been offered on campus each year. Faculty members are supported with a stipend for attending these sessions. 4.2.c. Description of formal procedures for evaluation faculty competence and performance. 122 P a g e

123 All criteria outlined in the Manual for Faculty 3.4 as expectations for faculty performance are established with the intent to maintain and enhance program quality and effectiveness. Faculty performance is monitored through the College s and School s evaluation protocols and procedures. Data gathered through these processes provide the impetus for modification to delivery of the curriculum and enhancement of teaching effectiveness. Faculty members at Westminster College are expected to meet four criteria for evaluation as outlined in the Westminster College Manual for Faculty section 3.4. The criteria are the basis for annual evaluations conducted by the Dean and the peer review process. The four criteria are 1) teaching effectiveness, 2) intellectual commitment, 3) service to the college community, and 4) professional and ethical conduct. Teaching effectiveness is considered to be the most important criterion and cannot be compensated for by excellence in other areas (Manual for Faculty, 3.4.2). The Manual for Faculty, section 3.4.2, states that teaching effectiveness and excellence in teaching is demonstrated by each faculty member s ability to: challenge students intellectually, communicate effectively, show commitment to learning, remain current in their disciplines, and demonstrate personal and professional integrity. All faculty members in the School of Nursing and Health Sciences undergo an evaluation process annually, which addresses criteria for excellent faculty performance. Faculty members complete a self-evaluation each spring prior to being evaluated by the Dean, using the four criteria as a framework. Personal and professional goals are also reviewed during the annual evaluation process. The Dean conducts a personal dialogue with each faculty member that includes enhancement of teaching skills and writes an evaluation statement for each faculty file. The faculty member is provided with a personal copy of the Dean s evaluation statement. Documentation of faculty selfevaluations and Dean s evaluation statement letters is located in each faculty file. The faculty self-evaluation template is located in Appendix 4.2. The Public Health Program maintains the expectations outlined by Westminster College and the School of Nursing and Health Sciences. In addition, Public Health Program faculty members are required to provide community service on an annual basis. Faculty members should document their service annually in their CV, and should report service to the Dean for contract renewal. When it is time for faculty members to re-initiate their employment contracts, they undergo a peer review by a three-member peer review committee and the Dean. The peer review committee consists of faculty from the Public Health program with at least one member from outside of the Public Health program. This comprehensive evaluation provides the faculty member with identified areas of strength and areas that need to be improved. Recommendations that result from the peer review process are sent to the provost and president for final evaluation. 4.2.d. Description of the processes used for student course evaluation and evaluation of teaching effectiveness. Course and faculty evaluations are administered at the end of each course. Evaluations are conducted online through Online Course Evaluations (OCE). Student responses are anonymous and are reported in the aggregate. At the end of each semester, the Information Services (IS) Department provides the School of Nursing and Health 123 P a g e

124 Sciences with course evaluation reports. In addition, evaluation responses are available to individual faculty members, the Program Director, and the Dean. The Graduate Programs Coordinator distributes electronic copies of the course evaluations to the faculty. They are responsible for reviewing their evaluation and responding. If a faculty member scores below 3.7 on any of the questions, he/she must address that area of weakness and develop a plan for future semesters. Faculty members return the evaluations to the Graduate Programs Coordinator who then compiles the data for the Dean and the Program Director. The Dean and the Program Director/Assistant Director meet annually to review evaluation results and faculty plans for improvement. If necessary, the Dean or the Program Director will meet with individual faculty to address unacceptable evaluation results. The procedure for faculty regarding course evaluations is identified below. Procedure: 1. Faculty will implement the college-wide Student Evaluation of Teaching process at the end of each course--now available to students through a link provided to students electronically through OCE. 2. Results of the student evaluations will be analyzed and documented on the Course Evaluation spreadsheets. 3. Faculty will analyze the results of this data and document changes in the assignments and/or curriculum as needed on the Course Evaluation spreadsheets. 4. The Course Evaluation spreadsheets will be submitted to the Dean and the Program Director/Assistant Director for review and discussion. 4.2.e. Description of the emphasis given to community service activities in the promotion of tenure process. Faculty members at Westminster College are encouraged to develop in three primary areas in support of effective teaching and student learning. Those areas are 1) teaching, 2) service, and 3) scholarship and ethical conduct. Criteria related to these three primary areas are outlined in the promotion and retention policies outlined in the college Manual for Faculty, sec. 3.4, pages , the annual faculty self-evaluation process implemented by the Dean (Faculty Self Evaluation form is located in Appendix 4.2), and the merit and sabbatical leave policies outlined in the Manual for Faculty, pages The college Manual for Faculty is on exhibit for review. Public Health program faculty members are expected to give community service. Section 1.2.c identified the following Service Goal: Faculty will be involved in service towards the professional public health community as well as the local community as appropriate for their workload. The School of Nursing and Health Sciences Faculty Handbook states that Public Health program faculty are required to provide community service on an annual basis. Faculty should document their service annually in their CV and should report service to the Dean for contract renewal. 4.2.f. Assessment of the extent to which this criterion is met. This criteria is met. 124 P a g e

125 Strengths: Challenges Westminster College and the School of Nursing and Health Sciences have welldefined policies and procedure to recruit, appoint, and promote qualified faculty. Evaluation processes are in place and followed consistently. None at this time. 125 P a g e

126 4.3 Faculty and Staff Diversity. The program shall recruit, retain and promote a diverse faculty and staff, and shall offer equitable opportunities to qualified individuals regardless of age, gender, race, disability, sexual orientation, religion or national origin. 4.3.a. Summary demographic data on the program s faculty, showing at least gender and ethnicity; faculty numbers should be consistent with those shown in the table in 4.1.a. Data must be presented in table format. See CEPH Date Template H. Table 4.3.a. Summary Demographic Data for Current Core and Other Faculty Core Faculty Other Faculty TOTAL # % # % # % Male 3 100% % % African American Caucasian % % % Hispanic/Latino % 1 9.1% Asian/Pacific Islander % 1 9.1% Native American/Alaska Native Unknown/Other International Female 0 0% % % African American Caucasian % % Hispanic/Latino Asian/Pacific Islander % 1 9.1% Native American/Alaska Native Unknown/Other International TOTAL 3 100% 8 100% % 126 P a g e

127 4.3.b. Summary demographic data on the program s staff, showing at least gender and ethnicity. Date must be presented in table format. See CEPH Date Template I. Table 4.3.b. Summary Demographic Data for Full-Time Staff* Full-Time Staff TOTAL Male 0 0 African American 0 0 Caucasian 0 0 Hispanic/Latino 0 0 Asian/Pacific Islander 0 0 Native American/Alaska Native 0 0 Unknown/Other 0 0 International 0 0 Female 3 (100%) 3 African American 0 0 Caucasian 2 (66%) 2 Hispanic/Latino 0 0 Asian/Pacific Islander 1 (33%) 1 Native American/Alaska Native 0 0 Unknown/Other 0 0 International 0 0 TOTAL c. Description of policies and procedures regarding the program s commitment to providing equitable opportunities without regard to age, gender, race, disability, sexual orientation, religion or national origin. Westminster College promotes respect for diverse people and perspectives as one of its core values. Diversity is threaded throughout college literature, courses, and campus activities. Westminster College has a Diversity and International Center which facilitates learning excellence, leadership development, and individual awareness through programs, dialogues, trainings, and study abroad opportunities grounded in a commitment to advance social justice and equality in a global and changing world. The center is located in the lower level of the Shaw Center. Westminster College has specific policies related to its commitment to equitable opportunities for everyone. The Manual for Faculty section states: Westminster College strives to be fair and equitable in all recruitment processes and decisions. The College does not discriminate on the basis of age, race, ethnic origin, gender, disability, religion, or sexual orientation during the recruitment process. The Staff Handbook section 2.2 states: Westminster College does not discriminate in employment opportunities or practices on the basis of race, color, ethnicity, religion, gender, national origin, age, disability, veteran status, gender identification, sexual orientation or any other characteristic protected by law. 127 P a g e

128 4.3.d. Description of recruitment and retention efforts used to attract and retain a diverse faculty and staff, along with information about how these efforts are evaluated and refined over time. The Public Health program at Westminster College is committed to the recruitment and retention of a diverse faculty and staff. All faculty and staff positions are posted on the Human Resources (HR) web page and include the following statement in an effort to encourage diverse individuals to apply: Westminster College is an equal opportunity employer committed to a diversified workforce. All qualified applicants, regardless of race, color, national origin, religion, gender, sexual orientation, age, disability or veteran status, are strongly encouraged to apply. Once a search for a faculty member is initiated, the College provides programs with the option and the funding to run advertisements in a discipline-specific national publication. HR posts faculty positions on higheredjobs.com in an effort to reach minority populations. Higheredjobs.com reaches over 50,000 self-selected individuals throughout the nation. Westminster College has received an increase number of diverse applicants through this recruitment tool. In the spring of 2010, the Public Health program began interviewing candidates for a full time faculty position. Two of the candidates were from out-of-state. The College paid for travel expenses in an effort to select the most qualified candidate. The selected candidate was the most qualified and represents a minority population. The program evaluates efforts to recruit and retain a diverse faculty and staff by reviewing diversity targets each year. Currently the program is on target of maintaining a diverse faculty and staff. (See table 4.3f.) 4.3.e. Description of efforts, other than recruitment and retention of core faculty, through which the program seeks to establish and maintain an environment that supports diversity. The p rogram supports diversity in many ways. College Diversity Initiatives Westminster College is committed to diversity. One of the Westminster College Core Values states we are committed to... respect... diverse people and perspectives. Westminster s Diversity and International Center serves as the central resource for community building, educational programming, and support services for diversity. Honoring the complexities of local and global individual differences and identities, the Diversity and International Center facilitates learning excellence, leadership development, and individual awareness through programs, dialogues, trainings, and study abroad opportunities grounded in a commitment to advance social justice and equity in a global and changing world. Furthermore, the Diversity Center coordinates the Key Bank Cultural Diversity Series. It has also hosted discussions and symposia, which have involved students, faculty, staff, and the broader community, in an on-going discussion of issues related to race, gender, 128 P a g e

129 culture, and ethnicity. Additionally the Center has developed programming to support members of the college s Lesbian, Bisexual, Gay and Transgender (LBGT) community. The Center is involved in all aspects of campus life and serves as a valuable academic resource for faculty when they explore issues related to diversity in their classes. The Center s activities are enhanced by the decision of the college to donate space on campus to house the National Conference for Community and Justice, an organization dedicated to fighting bias, bigotry, and racism. The synergy between the Center and the National Conference has already resulted in providing students with a richer experience as well as internship opportunities with various organizations devoted to promoting understanding and developing grassroots programs. For more information regarding the Diversity and International Center, please visit their web page at: Classroom Exposure to Diversity Because the program has such diversity in race, ethnicity, and gender, much more so than the population of Utah as a whole, program students are always exposed to diversity. Class participation and group work, which is emphasized at Westminster College over pure lecture format, increase interaction between students, exposing them to diversity and allowing them to exchange ideas and opinions about diversity issues. There is also formal curricular exposure to diversity. One of the Westminster College college-wide Learning Goals is Global consciousness, social responsibility, and ethical awareness, and linked to this college-wide Learning goal is our public health competency to Develop public health programs and strategies responsive to the diverse cultural values and traditions of the communities being served. This competency is formally covered as a primary topic in one required class, Social and Behavioral Sciences in Health, and one elective class, Global Health, as well as a secondary topic in four other required and one other elective course (refer to Table 2.6.b.). Service and Research Faculty and students provide community service and research projects that focus on underrepresented populations. Faculty identifies and encourages students to engage in such projects as they consider practicum opportunities and research projects. In May 2010, Dr. Kim provided three public health program students with an opportunity to fulfill their practicum requirement abroad. Dr. Kim and the students went to Thailand for a month. They worked with Thai students to provide service to HIV/AIDS hospitals, leprosy colonies, and children. The students were grateful for their experience and developed stronger appreciation for diversity. 4.3.f. Identification of outcome measures by which the program may evaluate its success in achieving a diverse faculty and staff, along with data regarding the performance of the program against those measures for each of the last three years. Utah is a relatively homogenous state in terms of diversity compared to other states in the country. According to the 2000 census, the breakdown of race is as follows: 129 P a g e

130 Table 4.3.f.1. Race/Ethnicity for the State of Utah Race Percentage White 89.2% Black/African American 1.3% Asian 1.7% Native Hawaiian or Other Pacific Islander 0.7% Other 4.2% Two or More Races 2.1% TOTAL 100% As the program established targets for diversity, they chose to set high standards in an effort to support diversity efforts in the College. Table 4.3.f. Outcome Measures for Faculty/Staff Diversity Goal: Target: 08/09 09/10 10/11 Students will benefit from a diverse peer group and a diverse faculty/staff 25% of core and secondary members are from minority racial/ethnic populations 25% of staff members are from minority racial/ethnic populations 50% 20% 27% 25% 40% 33% 4.3.g. Assessment of the extent to which this criterion is met. This criterion is met with commentary. Strengths: The program makes great efforts to comply with Westminster College s goal of a demographically diverse faculty, staff, and student body. The program used high standards when developing diversity targets. In many cases, outcomes greatly exceed those high targets. The program is a leader within the College in regards to demographic diversity. Two out of three core faculty members are members of minority groups (Asian- American and Hispanic). Challenges: Compared to most states in the country, the state of Utah is not as racially diverse. It is, therefore, a constant challenge to recruit minority faculty/staff and minority students. The faculty presently lacks gender diversity (all full-time faculty are male). 130 P a g e

131 Action Plan: The program will strongly consider recruiting and hiring in the future so that gender diversity is increased. 131 P a g e

132 4.4 Student Recruitment and Admissions. The program shall have student recruitment and admissions policies and procedures designed to locate and select qualified individuals capable of taking advantage of the program s various learning activities, which will enable each of them to develop competence for a career in public health. 4.4.a. Description of the program s recruitment policies and procedures. Recruitment policies and procedures are reviewed by program faculty and the Dean on an annual and an as needed basis. Students are recruited by conference exhibits (such as the Utah Public Health Association annual meeting), flyers, and Westminster College s website. Further recruitment takes place through advertised open houses for prospective students. The College Admissions Office is a valuable resource in advertising and recruiting potential students. They purchase several student lists from ETS and other sources, including GRE lists, and identify those students who state as their interest health care. These students are actively recruited through , regular mail, and telephone calls. Application numbers and the quality of the applicants are more than adequate to fill the 15 seats in the program. Requests for information are received by a Graduate Recruiter in the Admissions Office. Program information is published in all of the College and School recruitment materials presently used to advertise all Master s programs. In addition, program-specific recruitment initiatives are implemented in conjunction with the Admissions Office on a regular basis. An information brochure and specific MPH web page has been developed for the School of Nursing and Health Sciences web page. Recruitment materials will be provided in the on-site resource file. Applicants applying to the MPH program follow general admission requirements for admission to the College. An MPH Admissions Committee reviews applications and conducts focused interviews. The committee consists of the following individuals: George L. White Jr. PhD, MSPH (Program Director) Han Kim, PhD, MSPH (Program Assistant Director) John Contreras, PhD, MSPH (Assistant Professor) Westminster s graduate programs welcome applications from prospective students who are committed to active learning, respect for diverse people and perspectives, collaboration and teamwork, personal and social responsibility, college-wide excellence, and high ethical standards. The Admissions Committee interviews all applicants and the Committee carefully considers applications using a holistic approach to its review. When evaluating an application file, factors such as prior academic experiences, GRE scores, writing ability, references, interpersonal skills, maturity, and professional fitness are considered. Individuals are admitted without discrimination to race, color, nationality, creed, sex, physical handicaps, or veteran status. 132 P a g e

133 4.4.b. Statement of admissions policies and procedures. The program s admissions policies and procedures are established by the Dean and Public Health program faculty. Policies and procedures are advertised in the Graduate Academic Catalog. Admission to the program is based on an evaluation of demonstrated academic ability and professional experience. Students may enter the program during the fall or spring semesters. A candidate for admission must submit the following materials to the Office of Graduate Admissions: Completed application form $40 application fee Graduate applicant survey form Statement of intent describing the applicant s professional experience and future goals Three professional recommendations from colleagues who can describe the applicant s work experience A personal résumé detailing professional work experience, to include relevant job titles, work experience, responsibilities and related activities Evidence of a completed baccalaureate degree from a regionally accredited college, university, or recognized international college or university. Official GRE score taken within the last 5 years (waived with previous master s degree or higher earned). Upon completion of the application file with all required documentation according to application dates, the individual s application materials are submitted to the MPH Admissions Committee for review. A personal interview with public health faculty will be arranged by the School of Nursing and Health Sciences. All public health faculty members meet to discuss and finalize admissions to the program. All factors are considered in admissions, including GRE scores, undergraduate (and if applicable, graduate) GPA and transcripts, personal interview, professional experience, recommendation letters, and personal statement, in no particular order. The program prefers applicants with an undergraduate/graduate GPA of over 3.0 and GRE scores of over 500 Quantitative and 500 Verbal. However, admissions decisions are not based on any one criterion, but on a more holistic view of the applicant based on all of the factors. For example, an applicant may have a low undergraduate GPA but this may be offset by 10 years of professional experience with excellent personal references. Once accepted to the MPH Program, applicants must submit a $250 tuition deposit within 30 days, which guarantees a place in the entering class for the entry term of interest. Westminster operates rolling admissions so it is best for students to apply as 133 P a g e

134 soon as possible. To preserve the faculty-to-student ratio, space availability in each class is limited. Westminster College reserves the right to close the class earlier than dates specified if enrollment goals are met before those dates. 4.4.c. Examples of recruitment materials and other publications and advertising that describe, at a minimum, academic calendars, grading, and the academic offerings of the program. If a program does not have a printed bulletin/catalog, it must provide a printed web page that indicated the degree requirements as the official representation of the program. In addition, references to website addresses may be included. Methods for student recruitment include media advertising through College publications, such as the College newspaper and the alumni magazine, through other local college and university newspapers, through local and regional trade publications, and through broader local and regional media outlets. Recruitment materials are available in the Onsite Resource File. The website is an important resource for student recruitment. Program information can be obtained online at: Admissions literature and guidance can be obtained online at: d. Quantitative information on the number of applicants, acceptances and enrollment, by specialty area for each of the last three years. Date must be presented in table format. See CEPH Data Template J. Table 4.4.d. Quantitative Information on Applicants, Acceptances, and Enrollments by Program Area*, 2008 to 2011 Master of Public Health (MPH) Applied Accepted Enrolled * Specialty area is defined as each degree and area of specialization contained in the instructional matrix 4.4.e. Quantitative information on the number of students enrolled in each specialty area identified in the instructional matrix, including headcounts of full- and parttime students and a full-time-equivalent conversion, for each of the last three years. Non-degree students, such as those enrolled in continuing education or certificate programs, should not be included. Explain any important trends or patterns, including a persistent absence of students in any program or specialization. Date must be presented in table format. See CEPH Data Template K. 134 P a g e

135 Table 4.4.e. Students Enrolled in Each Degree Program by Area of Specialization, 2008 to 2011 Degree MPH Specialty General Public Health HC FT HC HC HC HC HC FTE FTE PT FT PT FT PT FTE NOTE: Degree conferred refers to MPH, MS, PhD, DrPH, BS, etc. Specialization refers to biostatistics, epidemiology, health education, etc. HC = Head Count FT = Full-time students (9 credit units or more per semester not including summer) PT = Part-time students FTE = Full-time equivalent students 4.4.f. Identification of outcome measures by which the program may evaluate its success in enrolling a qualified student body, along with data regarding the performance of the program against those measures for each of the last three years. The Admissions Office and the Public Health program review applicant statistics annually to ensure that the most qualified applicants are admitted. When targets are not met, the faculty and admissions recruiter establish goals for recruiting a strong student body the next year. Program acceptance is based on an overall review of the applicant s qualifications and not determined by a single categorical number. For example, a recent graduate had 15 years of public health experience prior to applying to the program. His GPA was below 3.0; however, the student s experience and skills overshadowed the low GPA. The student graduated in the top 5% of the class. Table 4.4.f. Outcome Measures for Incoming Student Qualification Goal: Target: 08/09 09/10 10/11 Incoming students will be well qualified to successfully complete the Program Average GRE Verbal scores Average GRE Quantitative scores 500 Average GRE Analytical Writing scores Average undergraduate GPA Average years of professional experience in health 2 The percentage with a previous graduate degree 15% % 6% 23% 4.4.g. Assessment of the extent to which this criterion is met. 135 P a g e

136 This criterion is met with commentary. Strengths: Westminster College provides the program with outstanding services in terms or recruitment. The program sets high targets. The faculty members are willing to spend extra time with students so they will succeed in the program. For example, Dr. Kim, who teaches quantitative courses, makes himself available through office hours, online office hours, and his cell phone. When assignments involve writing, for example, the faculty members encourage students to have their work reviewed by the Writing Center on campus. Students have used the writing center consistently. Challenges: Action Plan: Several targets are not met because of the program being new and not yet accredited, which may limit the applicant pool. There are geographical challenges unique to the Intermountain West that limit the applicant pool because the population is dispersed over a wide area compared to other parts of the country. Once the program is accredited, program advertising will increase, thus increasing the visibility of the program to a larger segment of potential applicants. 136 P a g e

137 137 P a g e

138 4.5 Student Diversity. Stated application, admission, and degree-granting requirements and regulations shall be applied equitably to individual applicants and students regardless of age, gender, race, disability, sexual orientation, religion or national origin. 4.5.a. Description of policies, procedures, and plans to achieve a diverse student population. The College s Strategic Plan specifically states increasing diversity as a priority for Westminster College. This commitment was articulated in the Strategic Plan adopted by the college community in Under Goal 3, Implementations Strategy C, the document establishes, as a goal of our Student Enrollment Initiative, an increase in the proportion of students from diverse backgrounds. Under Goal 2, Implementation strategy B, the Strategic Plan also called for the creation of a Center for Diversity to provide on-going support for efforts to address the college s commitment to diversity. The plan went on to commit the Center to promoting opportunities for students to learn through intellectual and experiential encounters with diverse ideas, perspectives, cultures, and people. The program complies with the Westminster College policy which states Individuals are admitted without discrimination to race, color, nationality, creed, sex, physical handicaps, or veteran status. The College applauds the program for their success in recruiting and enrolling a diverse student body. Because of the relative homogeneity of the Utah population, the program realizes that a diverse student body is even more critical. Therefore, the program will continue to strive for a diverse student population. 4.5.b. Description of recruitment efforts used to attract a diverse student body, along with information about how these efforts are evaluated and refined over time. The College Admissions Office has an aggressive outreach program to underrepresented students for both undergraduate and graduate programs. This program has been very successful in increasing the diversity of the entire student body of the College. For example, the number of new students as a percentage of the total student body from outside of Utah has increased from 8% in 2002 to 33% in 2006 and 34% for fall 2007; the number of new students from underrepresented groups has increased from 11% in 2003 to 22% in These improvements in diversity are the result of a systematic program focused on increasing the visibility of Westminster among underrepresented groups through direct mail and list purchase (ACT/SAT/etc.), advertising and personal recruitment tactics such as high school visits and travel scholarship support, offering scholarships designed to attract National Hispanic Scholars and National Achievement Scholars; creating a more diverse admissions staff to more effectively reach underrepresented groups, and purchasing lists which allow us to mail more heavily to underrepresented students and communities (approximately 40% of search names purchased are from underrepresented groups). These efforts to recruit underrepresented students are ongoing to meet the diversity goals of the College as well as the program. 138 P a g e

139 4.5.c. Quantitative information on the demographic characteristics of the student body, including data on applicants and admissions, for each of the last three years. Data must be presented in a table format. See CEPH Data Template L. Table 4.5.c. Demographic Characteristics of Student Body from 2008 to 2010 African American Caucasian Hispanic/Latino Asian Pacific Islander Native American/Alaska Native Unknown/Other International TOTAL F M F M F M Applied Accepted Enrolled Applied Accepted Enrolled Applied Accepted Enrolled Applied Accepted Enrolled Applied Accepted Enrolled Applied Accepted Enrolled Applied Accepted Enrolled Applied Accepted Enrolled d. Identification of measures by which the program may evaluate its success in achieving a demographically diverse student body, along with data regarding the program s performance against these measures for each of the last three years. The Public Health program strives to admit a demographically diverse student body. As stated in the matrix located in Table 1.1.c., the Admissions Office, the Director, and the Assistant Director are responsible for admitting a diverse student body. They review statistics yearly and compare those statistics from year to year as well as the local population. Statistical data in section 4.4.f. 139 P a g e

140 Table 4.5.f. Outcome Measures for Incoming Student Qualification Goal: Target: 08/09 09/10 10/11 Students will benefit from a diverse peer group 20% of the students will be from minority racial/ethnic populations each year 41% 23% 46% 4.5.e. Assessment of the extent to which this criterion is met. This criterion is met with commentary. Strengths: The program shares a conviction with Westminster College to provide a demographically diverse student body. The student body is significantly more diverse than the population of Utah (> 20% for the student body vs. < 11% for the state of Utah). Challenges: The program is a leader to the College on demographic diversity. It is a constant challenge to recruit minority students due to the relatively homogenous population of the state of Utah. Certain minority groups (such as African-Americans) are very difficult to recruit to Westminster College because they are such a small percentage of the population of Utah. Action Plan: Continue working with the Westminster College Admissions Office to increase recruitment of qualified minorities to the program. Work with the Westminster College International Center to advertise the program internationally and to increase recruitment of qualified international students. Explore course offerings that may attract minority and international students to the program. 140 P a g e

141 141 P a g e

142 4.6 Advising and Career Counseling. There shall be available a clearly explained and accessible academic advising system for students, as well as readily available career and placement advice. 4.6.a. Description of the advising and career counseling services, including sample orientation materials such as student handbooks. In conjunction with Westminster College, the program offers a Graduate Student Orientation where new students are welcomed by college administrators, faculty, and staff. During a break-out session, program faculty/staff discuss program-related information and review the Student and Practicum Handbooks. Additional specifics about the program are discussed and new students are given the opportunity to ask questions. Faculty advisors meet formally with students at least once per year to discuss student progress in the program. In addition, faculty advisors are available to meet in person, over the phone, or via . Westminster College requires that all faculty members post a minimum of five office hours per week. During office hours, faculty members have an open door policy to meet with students as needed. Faculty also give career advice and counseling to their students during the advising process. Throughout the program, the Graduate Programs Coordinator (GPC) acts as a staff advisor for students to contact if they have questions regarding class scheduling and career development. The GPC is available in the main office at the School of Nursing and Health Science to meet the needs of graduate programs and students. When students are admitted to the Public Health program, they are given a letter from the Admissions Office stating they should contact the GPC in the School of Nursing and Health Sciences to develop a plan of study and register for courses. The GPC verifies that all new students meet with her prior to beginning the program. During that meeting, students are assigned their faculty advisors. In addition, two full-time staff members and two part-time student workers are in the main office and serve graduate needs when the GPC is unavailable. The GPC also forwards any s or promotional materials for public health career opportunities to students. Westminster College offers career counseling services. Career counseling is formally provided by the Career Resource Center. Five full-time staff members work in that office to provide students and alumni with career guidance. The center coordinates career fairs where community employers are available to meet with students and alumni. In addition, students and alumni can meet with the Career Resource Center to receive individualized help with their CV/resume and cover letters. Students can seek career counseling through their assigned faculty advisor and the GPC. 142 P a g e

143 4.6.b. Description of the procedures by which students may communicate their concerns to program officials, including information about how these procedures are publicized and about the aggregate number of complaints submitted for each of the last three years. The School of Nursing and Health Sciences has a formal mechanism for student grievances. The Academic Grievance Process is outlined in criterion 1.4.e of this document and publicized in the Student Handbook. The program has not had any grievances since the inception of the program. 4.6.c. Information about student satisfaction with advising and career counseling services. Student satisfaction with advising and career counseling will be addressed through the alumni survey. The alumni survey was conducted during the fall semester of The data from the first alumni survey is available in the Onsite Resource File. 4.6.d. Assessment of the extent to which this criterion is met. This criterion is met with commentary. Strengths: The program assigns faculty advisors to all students are required a minimum of one advisor meeting per year. Program faculty and the GPC also give career counseling and advice to students. There is a robust mechanism for students who have grievances at the program, school, and college levels. The College has a Career Counseling Center staffed by professionals who provides comprehensive career counseling services. Challenges: The first alumni survey was administered during the fall semester of Data to assess student satisfaction with the advising and career counseling services has only recently become available. Action Plan: Continue to improve and refine the student advising mechanism to assure that all students receive academic and career advising. 143 P a g e

144 Appendix 1.4 Professional Conduct Guidelines 144 P a g e

145 145 P a g e

146 Westminster College School of Nursing and Health Sciences Professional Conduct Guidelines for Undergraduate and Graduate Students In my role as a graduate student at the Westminster College School of Nursing and Health Sciences, I agree to conduct myself in a professional, lawful, and ethical manner consistent with the principles of the ethical practice of public health. I fully understand and commit to the standards of professional, lawful, and ethical behavior as summarized in this handbook. I have received a copy of these guidelines for my records and for future reference as needed. I understand that a copy of this form will be maintained in my file at the Westminster College School of Nursing and Health Sciences. NAME (Please print) Student Signature Date Witness Date Revised 07/07 Revised 01/09 Revised 08/10 FOR STUDENT FILE 146 P a g e

147 147 P a g e

148 Appendix 1.5 Service in Kind from Guest Lecturers and Advisory Board Members 148 P a g e

149 149 P a g e

150 Service in Kind from Guest Lecturers and Advisory Board Members Guest Lectures Marc Babitz, MD Stephen Burchett, DVM John Contreras, PhD Edwin Jacob Garn (US Senator) Larry Garrett, RN Fred Gottlieb, MD Steve Harmon, PhD Rachel Herilhy, MD, MPH (Deputy Epidemiologist UDOH) Gary Q. Jorgensen, PhD Alana Kindness, PhD Dave Lambert, (CERT Instructor, Salt Lake County Fire Authority) Fred Lamropoulos, PhD (honorary) (President and CEO of Merit Medical) Frank Layden (Head Coach Utah Jazz) David Litvack (Utah Senator) Patrick Luedtke, MD, MPH John C. Nelson, MD, MPH (Past President of American Medical Association) Wayne L. Niederhauser (Utah Senator) Jeff Oakes (Inspector, Salt Lake Valley Health Department) Michael Popich, PhD Leslie Stevens (CERT Instructor, Salt Lake County Fire Authority) David Sundwall, MD, MPH (Executive Director, UDOH) Kirk Wessel, PhD Advisory Board Members David Blodgett, MD, MPH (Southeast District Health Department Director) Gary Edwards, MS (SL Valley Health Department Director) Blake Facer (Community Representative) Louis Garrett, RN (Davis County Health Department Director) Doug Hammer, JD (Senior Attorney IHC) Laurie Johnson, MPH/HSA (University of Utah Department of Internal Medicine) James O. Mason, MD, DrPH (Past Director CDC, Assistant Sec. Health and Human Services) Richard Melton, DrPH (Past Deputy Director UDOH) Joseph Miner, MD, MPH (Utah County Health Director) Steven Scott (Community Representative) David Sundwall, MD, MPH (Executive Director, UDOH) Rick Votaw (Community Representative) 150 P a g e

151 151 P a g e

152 Appendix 2.4 Practicum Documents 152 P a g e

153 153 P a g e

154 MPH 621/622 - Public Health Practicum Practicum Proposal Student and Site Preceptor must complete this form and submit it to the Faculty Practicum Coordinator prior to the student beginning the practicum experience. Site Preceptors must also attach or a resume/cv. PART 1: STUDENT AND SITE PRECEPTOR INFORMATION Student Name: Student ID #: Proposed Practicum Semester and Year: Faculty Practicum Coordinator: Site Preceptor Name: Site Preceptor Job Title: # of Years at Current Position: Name of Organization: Site Preceptor Credentials: # of Years as Public Health Practitioner: Organization Address: Phone #: Fax #: Website: PART 2: SUMMERY OF PRACTICUM EXPERIENCE Please provide a brief description of what the practicum will entail: PART 3: PRACTICUM TIMEFRAME AND LOGISTICS Average Hours per Week at Site: How often will you meet with your Preceptor? Is there a stipend for the Practicum? Daily Weekly Biweekly Monthly Yes No If yes, please provide amount: 154 P a g e

155 Are any certifications/trainings required? Yes No If yes, please list: Will you receive any funding via a grant to complete this project? Yes No Are you planning on publishing or submitting a journal article or poster abstract? Yes No PART 4: IDENTIFIED PRIMARY/SECONDARY COMPETENCIES, ACTIVITIES, AND NUMBER OF HOURS Primary Competencies Activities Number of Hours (estimated) Secondary Competencies Activities Number of Hours (estimated) Student Signature: Date: Site Preceptor Signature: Date: Faculty Practicum Coordinator Signature: Date: 155 P a g e

156 MPH 621/622 - Public Health Practicum Practicum Log Part I The student and Site Preceptor should convene to complete this report at midpoint of the Practicum Experience. The student must submit this form to the Faculty Practicum Coordinator at midpoint through the semester/practicum experience. Student Name: Site Preceptor s Name: Practicum Site: Evaluation Date: Dates of Service: to Activities Accomplished, Objectives and Competencies Please list the activities that have been accomplished to date as well as the corresponding primary/secondary competencies, as stated in the Practicum Site Application. Activities Accomplished Primary/Secondary Competencies Hours 156 P a g e

157 Activities Accomplished Primary/Secondary Competencies Hours Total Number of Hours: Are there areas for improvement? Student Signature: Date: Site Preceptor Signature: Date: Faculty Practicum Coordinator Signature: Date: 157 P a g e

158 MPH 621/622 - Public Health Practicum Practicum Log Part II The student and Site Preceptor should convene to complete this report near the end of the Practicum Experience. Student Name: Site Preceptor s Name: Practicum Site: Evaluation Date: Dates of Service: to Activities Accomplished, Objectives and Competencies Please list the activities that have been accomplished since the Practicum Log Part I was submitted as well as the corresponding primary/secondary competencies, as stated in the Practicum Site Application. Activities Accomplished Primary/Secondary Competencies Hours 158 P a g e

159 Activities Accomplished Primary/Secondary Competencies Hours Hours from Practicum Log Part I 159 P a g e

160 Total Number of Hours Please provide your reflections on the activities of your practicum. Please provide a description of your practicum experience. Student Signature: Date: Site Preceptor Signature: Date: Faculty Practicum Coordinator Signature: Date: 160 P a g e

161 161 P a g e

162 Appendix 2.7.A Alumni Survey 162 P a g e

163 MPH Alumni Survey 1 Year Post Graduation In an effort to improve the Public Health Program at Westminster College, we solicit your input in our assessment process. Please take a moment to complete this alumni survey. Thank you. Section I: Please answer the following questions related to employment: Within one year of graduation I: Was able to find a new position in public health Was promoted/given a raise for earning my degree Continued in my place of employment with no changes Pursued another graduate degree Chose not to pursue employment Was unable to find employment I am currently working in the following sector: Government Nonprofit Health care Private Practice University/Research Further Education Non-Health Related Not Employed Where are you currently working? Job title: Hire date: Section II: Please assess to the following statements related to your completion of the Public Health Program: 1 = DISAGREE STRONGLY 2 = DISAGREE 3 = NEUTRAL 4 = AGREE 5= STRONGLY AGREE 1. I am confident in my ability to assess, monitor and review the health status of populations and their related determinants of health and illness N/A 163 P a g e

164 2. I am able to utilize the proper statistical and epidemiologic tools to assess community needs and program outcomes. 3. I can interpret quantitative and qualitative data analysis within the limitations of the data. 4. I understand how to use methods and instruments for collecting valid and reliable quantitative and qualitative data. 5. I can identify and prioritize the key dimensions of a public health problem by critically assessing public health literature both quantitative and qualitative sources. 6. I am able to describe the direct and indirect human, ecological and safety effects of major environmental and occupational agents. 7. I can specify approaches for assessing, preventing and controlling environmental hazards that pose risks to human health and safety. 8. I am able to identify the causes of social and behavioral factors that affect health of individuals and populations. 9. I can apply theoretical constructs of social and health behavior in planning community interventions. 10. I articulate the relationship between health care delivery and financing, public health systems and public policy. 11. I am confident in my ability to apply the principles of program planning, development, budgeting, management and evaluation in public health organizations and initiatives. 12. I function as a collaborator on public health projects with the ability to assume leadership roles effectively. 13. I identify and apply ethical, moral, and legal principles in all aspects of public health practice. 14. I understand how to develop public health programs and strategies responsive to the diverse cultural values and traditions of the communities being served. 15. I apply evidence-based principles and the scientific knowledge base to develop evaluation methods and critically evaluate public health program outcomes N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A 164 P a g e

165 16. I am confident in my ability to effectively N/A communicate public health messages to a variety of audiences from professionals to the general public. 17. I am able to perform at a professional level N/A 18. I am satisfied with my preparation for professional employment. No Yes N/A Section III: Please assess to the following statements regarding the Public Health Program and Westminster College: 1. I benefitted from a professional-friendly graduate program, Yes No N/A where classes are offered on weekends and evenings. 2. I benefitted from a stimulating learning environment aimed at Yes No N/A adult learners, with active-learning teaching techniques. 3. I am satisfied with advising from faculty and staff. Yes No N/A 4. I am satisfied with the Career Resource Center at Westminster College. Yes No N/A Section IV: For program assessment and improvement, please respond to the following questions: 1. What are the strengths of the Public Health Program at Westminster College? 2. What suggestions to the Public Health Program would you provide to assist in developing confident and competent practitioners? 3. Do you feel like you were adequately prepared by the program to work as a public health practitioner? 4. Would you be interested in working with current public health students at your facility? If so, would you like us to contact you about this opportunity? 165 P a g e

166 Appendix 2.7.B Employer Survey 166 P a g e

167 167 P a g e

168 Public Health Program Employer Survey In an effort to improve the Public Health Program at Westminster College, we solicit your input in our assessment process. Please take a moment to complete this employer survey. Thank you. Section I: Please respond to the following questions related to the Public Health Program competencies: 5 = STRONGLY AGREE 4 = AGREE 3= NEUTRAL 2 = DISAGREE 1 = DISAGREE STRONGLY 1. The Westminster graduate is confident in his/her ability to assess, monitor and review the health status of populations and their related determinants of health and illness. 2. The Westminster graduate utilizes the proper statistical and epidemiologic tools to assess community needs and program outcomes. 3. The Westminster graduate interprets quantitative and qualitative data analysis within the limitations of the data. 4. The Westminster graduate understands how to use methods and instruments for collecting valid and reliable quantitative and qualitative data. 5. The Westminster graduate identifies and prioritizes the key dimensions of a public health problem by critically assessing public health literature both quantitative and qualitative sources. 6. The Westminster graduate describes the direct and indirect human, ecological and safety effects of major environmental and occupational agents. 7. The Westminster graduate specifies approaches for assessing, preventing and controlling environmental hazards that pose risks to human health and safety. 8. The Westminster graduate identifies the causes of social and behavioral factors that affect health of individuals and populations. 9. The Westminster graduate applies theoretical constructs of social and health behavior in planning community interventions. 10. The Westminster graduate articulates the relationship between health care delivery and financing, public health systems and public policy. 11. The Westminster graduate is confident in his/her ability to apply the principles of program planning, development, N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A 168 P a g e

169 budgeting, management and evaluation in public health organizations and initiatives. 12. The Westminster graduate functions as a collaborator on public health projects with the ability to assume leadership roles effectively. 13. The Westminster graduate identifies and applies ethical, moral, and legal principles in all aspects of public health practice. 14. The Westminster graduate can develop public health programs and strategies responsive to the diverse cultural values and traditions of the communities being served. 15. The Westminster graduate applies evidence-based principles and the scientific knowledge base to develop evaluation methods and critically evaluate public health program outcomes. 16. The Westminster graduate effectively communicates public health messages to a variety of audiences from professionals to the general public. 17. The Westminster graduate performs at the expected professional level. 18. I am satisfied with the Westminster graduate s preparation for professional employment N/A N/A N/A N/A N/A N/A Yes No N/A Section II: For program assessment and improvement, please respond to the following questions: 1) Has the graduate you hired met your expectations as a public health practitioner? Why or why not? 2) From your perspective, what are the strengths of the Public Health Program at Westminster College? 3) What suggestions to the Public Health Program would you add to assist in developing confident and competent graduates? 169 P a g e

170 4) Would you hire the Westminster graduate again? Why or why not? 5) Would you be interested in working with public health students at your facility? If so, please provide your contact information or contact April Blair at or Please return the completed survey in the enclosed envelope by August 22, Thank you for your feedback. 170 P a g e

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172 Appendix 4.2 Faculty Self Evaluations 172 P a g e

173 173 P a g e

174 Faculty Self Evaluations School of Nursing & Health Sciences Faculty Self Evaluation Name Year of Initial Appointment Current Academic Year Next Contract Review Year Teaching Effectiveness Describe new course development, course review/revision, adoption of new teaching strategies or improvements in teaching delivery methods, creation of innovative course materials. Include student ratings of overall effectiveness, student feedback and specific actions taken to respond to student criticisms. Scholarly Activities Describe publications, presentations, consultations, participation in professional organizations, conference attendance, work toward advanced degrees or other professional development activities. Include certification(s) in this section. Service to the program(s) and School List your membership and describe your involvement with SON committees, service on special task forces, special projects, and activities that support students. Service to the College List your membership and describe your involvement with WC committees, service on special task forces, special projects, and activities that support students. Include volunteer activities as well. 174 P a g e

175 Evidence of Achievement of Prior Goals (Please list) Personal/Professional Goals for Next Academic Year (Please consider at least one teaching goal for yourself that will help advance your teaching skills.) Signature Date 175 P a g e