DePaul MPH Program Self-Study for Accreditation. Prepared for the Council on Education for Public Health

Transcription

1 DePaul MPH Program Self-Study for Accreditation Prepared for the Council on Education for Public Health December 13, 2012

2 TABLE OF CONTENTS CRITERION 1: THE PUBLIC HEALTH PROGRAM... 5 CRITERION 1.1 MISSION... 5 CRITERION 1.2: EVALUATION AND PLANNING CRITERION 1.3: INSTITUTIONAL ENVIRONMENT CRITERION 1.4: ORGANIZATION AND ADMINISTRATION CRITERION 1.5: GOVERNANCE CRITERION 1.6: RESOURCES CRITERION 2: INSTRUCTIONAL PROGRAMS CRITERION 2.1: MASTER OF PUBLIC HEALTH CRITERION 2.2: PROGRAM LENGTH CRITERION 2.3: PUBLIC HEALTH CORE KNOWLEDGE CRITERION 2.4: PRACTICAL SKILLS CRITERION 2.5: CULMINATING EXPERIENCE CRITERION 2.6: REQUIRED COMPETENCIES CRITERION 2.7: ASSESSMENT PROCEDURES CRITERION 2.8: ACADEMIC DEGREES CRITERION 2.9: DOCTORAL DEGREES CRITERION 2.10: JOINT DEGREES CRITERION 2.11: DISTANCE EDUCATION EXECUTIVE DEGREE PROGRAMS CRITERION 3: CREATION, APPLICATION AND ADVANCEMENT OF KNOWLEDGE CRITERION 3.1: RESEARCH CRITERION 3.2: SERVICE CRITERION 3.3: WORKFORCE DEVELOPMENT CRITERION 4: FACULTY, STAFF AND STUDENTS CRITERION 4.1: FACULTY QUALIFICATIONS CRITERION 4.2: FACULTY POLICIES AND PROCEDURES CRITERION 4.3: FACULTY AND STAFF DIVERSITY CRITERION 4.4: STUDENT RECRUITMENT AND ADMISSIONS CRITERION 4.5: STUDENT DIVERSITY CRITERION 4.6: ADVISING AND CAREER COUNSELING DePaul MPH Program Self-Study, 13 December 2012, Page 2

3 CRITERION 1: TABLES & FIGURES TABLE 1: MPH PROGRAM INSTRUCTION INDICATORS AND TARGETS... 6 TABLE 2: MPH PROGRAM RESEARCH INDICATORS AND TARGETS... 7 TABLE 3: MPH PROGRAM SERVICE INDICATORS AND TARGETS... 8 TABLE 4: MPH PROGRAM ASSESSMENT AND UTILIZATION OF RESULTS TABLE 5: INSTRUCTION ACTIVITIES OUTCOME OBJECTIVES AND TARGETS TABLE 6: RESEARCH ACTIVITIES OUTCOME OBJECTIVES AND TARGETS TABLE 7: SERVICE ACTIVITIES OUTCOME OBJECTIVES AND TARGETS TABLE 8: ASSESSMENT OF ACCREDITATION CRITERIA TABLE 9: MPH EXECUTIVE COMMITTEE MEMBERS TABLE 10: MPH COUNCIL MEMBERS TABLE 11: MPH AFFILIATED FACULTY AND STAFF MEMBERS TABLE 12: MPH COMMUNITY ADVISORY BOARD MEMBERS TABLE 13: MPH NATIONAL ADVISORY BOARD MEMBERS TABLE 14: MPH FACULTY/STAFF REPRESENTATION ON DEPAUL COMMITTEES TABLE 15: MPH PROGRAM BUDGET STATEMENT TABLE 16: MPH FACULTY ALLOCATIONS TABLE 17: MPH FACULTY, STUDENTS, AND STUDENT/FACULTY RATIOS TABLE 18: MPH PHYSICAL SPACE ALLOCATION TABLE 19: RESOURCE OUTCOME MEASURES FIGURE 1: DEPAUL UNIVERSITY ORGANIZATION CHART FIGURE 2: DEPAUL COLLEGE OF LIBERAL ARTS AND SOCIAL SCIENCES ORG CHART FIGURE 3: MPH PROGRAM ORGANIZATIONAL CHART CRITERION 2: TABLE 20: INTERNATIONAL MATRIX TABLE 21: REQUIRED COURSEWORK FOR THE MPH DEGREE TABLE 22: TWO YEAR COURSE PLAN FOR MPH DEGREE TABLE 23: MPH GRADUATING CLASSES TABLE 24: MPH PRACTICUM PLACEMENTS TABLE 25: CORE COMPETENCIES LEARNING MATRIX TABLE 26: MPH STUDENT GPAS/EMPLOYMENT TABLE 27: STUDENT EMPLOYMENT AREA POST-GRADUATION CRITERION 3: TABLE 28: CURRENT FACULTY RESEARCH ACTIVITIES TABLE 29: RESEARCH ACTIVITIES OUTCOMES OBJECTIVES AND TARGETS TABLE 30: SERVICE ACTIVITIES OUTCOMES OBJECTIVES AND TARGETS TABLE 31: PUBLIC HEALTH BOOT CAMP ENROLLMENT DATA CRITERION 4: TABLE 32: PRIMARY FACULTY TABLE 33: OTHER TEACHING AND AFFLIATED FACULTY TABLE 34: FACULTY PERFORMANCE MEASURES TABLE 35: FACULTY DEMOGRAPHICS TABLE 36: STAFF DEMOGRAPHICS TABLE 37: FACULTY DIVERSITY OUTCOME MEASURES TABLE 38: ADMISSIONS DATA DePaul MPH Program Self-Study, 13 December 2012, Page 3

4 TABLE 39: PROGRAMMATIC STUDENT DISTRIBUTION TABLE 40: MEASURES OF QUALIFIED STUDENT BODY TABLE 41: STUDENT DEMOGRAPHICS TABLE 42: STUDENT DIVERSITY OUTCOME MEASURES APPENDICES APPENDIX A: APPENDIX B: APPENDIX C: PRACTICUM MANUAL CAPSTONE GUIDELINES FACULTY RESEARCH & DISSEMINATION SURVEY APPENDIX D: STUDENT RESEARCH & DISSEMINATION SURVEY APPENDIX E: PROGRAM COMPETENCY MEASURES APPENDIX F: PROGRAM COMPETENCY STUDENT SELF ASSESSMENT APPENDIX G: MPH STUDENT HANDBOOK APPENDIX H: FIELD PLACEMENT CONTRACT APPENDIX I: MPH COUNCIL AFFILIATION APPENDIX J: MPH AFFILIATED FACULTY APPENDIX K: PRACTICUM APPLICATION PROCESSES FOR STUDENTS APPENDIX L: PRACTICUM APPLICATION APPROVED SITE LIST APPENDIX M: PRACTICUM SITE SCREENING FORM APPENDIX N: ALUMNI SURVEY INSTRUMENT APPENDIX O: RECRUITMENT FLYER DePaul MPH Program Self-Study, 13 December 2012, Page 4

5 Criterion 1: The Public Health Program CRITERION 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 mission of the Master of Public Health Program at DePaul University is the preservation, enrichment, transmission, and application of interdisciplinary knowledge in public health that emphasizes social justice, service to vulnerable populations, and excellence in public health practice. 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. Instruction Goal The goal of the MPH program s instruction is improve the knowledge, skills, and practice of students through a competency-driven curriculum grounded in critical public health engagement and cultural humility in order to improve the health of vulnerable populations and reduce health disparities. Research Goal The goal of the MPH program s research is to increase the discovery, transmission, and application of new knowledge that will inform public health programming, policy, and practice in order to improve the health of vulnerable populations and reduce health disparities. Service Goal The goal of the MPH program s service is to increase the capacity of the public health profession through collaboration with community and professional organizations at the local, state, and national level to improve the health of vulnerable populations and reduce health disparities. 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. DePaul MPH Program Self-Study, 13 December 2012, Page 5

6 Instruction Aligned with the Council on Education for Public Health s (CEPH) guidelines for professional degree programs, DePaul s MPH program prepares students with a broad mastery of Public Health subject matter and methods necessary for practice. It also requires students to develop the capacity to organize, analyze, interpret, and communicate knowledge in the applied area of Community Health Practice. The five areas of knowledge central to the public health core, as defined by CEPH, are explored throughout the course of study in the MPH Program including: 1) epidemiology, 2) biostatistics, 3) environmental health science, 4) social and behavioral sciences, and 5) health services administration. DePaul s MPH Program also follows the Institute of Medicine s (IOM) suggestions for achieving community-led initiatives aimed at improving health and eliminating health disparities. The program has been designed to achieve the IOM objectives through its concentration on Community Health Practice and special emphasis on learning objectives that are most closely identified with public health needs at the community level. The indicators and targets defined below are set with the intent to measure the DePaul MPH program s ability to meet the instruction goal. As demonstrated in Table 1 below, this instruction goal is monitored at three levels: 1) student performance, 2) instructor performance, and 3) the qualities and characteristics of the program s instruction. TABLE 1: MPH PROGRAM INSTRUCTION INDICATORS AND TARGETS Indicator Targets 1. Student Performance (includes student performance in coursework, in practicum and in degree conferral) Each Academic Year: 1.1 The class average GPA will be 3.5 out of % of all MPH students will graduate with Distinction* % of all students who matriculate into the program will graduate within 2, 3, or 4 years * Distinction is DePaul s version of with honors : to graduate with distinction from the MPH Program students capstone theses must receive distinction status from the Capstone Review Committee (Section 2.5.a) and the students must obtain a minimum 3.75 GPA 2. Instructor Performance (This includes criteria related to teaching effectiveness, course Each Academic Year: % of faculty s overall teaching effectiveness rating from student evaluations will be a minimum of 3.0 out DePaul MPH Program Self-Study, 13 December 2012, Page 6

7 updates, and program review of courses and instructors) of Qualities and Characteristics of Instruction (This includes criteria related to student/faculty ratio, MPH courses, and practical and culminating experiences) Each Academic Year: 3.1 Student Faculty Ratio will be less than 10 students per 1 faculty FTE Research All DePaul MPH Faculty (primary, secondary, and teritary; see Section 1.6.d) are encouraged to participate in research resulting in publications and presentations at professional meetings. The indicators and targets defined below in Table 2 are set with the intent to measure the DePaul MPH program s ability to meet the research goal. This goal is monitored at five levels: 1) number of research grant submissions, 2) participation in grant-funded research projects, 3) student involvement in research, 4) collaborations with community-based organizations on research, and 5) dissemination of research. TABLE 2: MPH PROGRAM RESEARCH INDICATORS AND TARGETS Indicator 1. Number of research grant submissions Each Academic Year: Targets % of DePaul MPH faculty will submit at least one research grant per academic year 2. Participation in grantfunded research projects Each Academic Year: % of DePaul MPH faculty will conduct one grantfunded research project DePaul MPH Program Self-Study, 13 December 2012, Page 7

8 3. Student involvement in research Each Academic Year: % of DePaul MPH faculty engaged in grantfunded research will involve students in that research 4. Collaborations with CBOs on research Each Academic Year: % of DePaul MPH faculty engaged in grantfunded research will collaborate with CBOs on research 5. Dissemination of research Each Academic Year: 5.1 Five publications in peer-reviewed journals will occur among DePaul MPH faculty 5.2 Five publications in non-peer-reviewed publications will occur among DePaul MPH faculty 5.3 Seven presentations at professional meetings will occur among DePaul MPH faculty Service The indicators and targets defined below are set with the intent to measure the DePaul MPH program s ability to meet the service goal. This goal is monitored at four levels for primary and secondary faculty (see Section 1.6.d): 1) collaborations with community organizations, 2) voluntary provision of services to communities and community organizations, 3) service to professional organizations at the local, state, and national level, and 4) Student involvement in service. TABLE 3: MPH PROGRAM SERVICE INDICATORS AND TARGETS Indicator 1. Collaborations with community organizations Each Academic Year: Targets 1.1. Maintain active partnerships with community agencies to ensure adequate capacity to support MPH students in their practicum placements DePaul MPH Program Self-Study, 13 December 2012, Page 8

9 1.2. Collaborate with three to five community agencies to provide public health program planning and implementation services 1.3. Collaborate with three to five community agencies to provide public health workforce development opportunities for community members 2. Voluntary provision of services to communities and community organizations 3. Service to professional organizations at the local, state, and national level Each Academic Year: % of DePaul MPH faculty will provide voluntary public health services to community and community based organizations through consultation, board memberships, or other voluntary efforts % of DePaul MPH faculty will be involved in public health workforce development initiatives at a local, state, or national level Each Academic Year: % of DePaul MPH primary and secondary faculty will perform peer reviews (journals, grants, professional conferences) % DePaul MPH primary and secondary faculty will serve on professional organization committees 4. Student involvement in service Each Academic Year: % of students will engage in direct service to communities, community based organizations, or the University through the public health student organization (PHSO), DePaul University s service centers (e.g., the Steans Center, the Egan Urban Center), or through other service activities % of all students will participate in planning, designing, and facilitating service activities such as the annual Health DePaul MPH Program Self-Study, 13 December 2012, Page 9

10 Disparities Social Justice Conference and the quarterly colloquia 1.1.d. A description of the manner in which mission, goals and objectives are developed, monitored and periodically revised and the manner in which they are made available to the public. The mission, programmatic goals, and expected learning outcomes were developed in collaboration with several key MPH program stakeholders. These stakeholders included: key University and College personnel the Provost, Dean of the College of Liberal Arts and Social Sciences, and the University Strategic Planning Committee as well as MPH and University faculty, community practitioner instructors, practicum site supervisors, program alumni, and invited public health curricular experts from selected CEPH-accredited programs. The program developed a responsive, formative assessment system to gather feedback from these key stakeholders, align this feedback with accreditation criteria and produce a comprehensive, mission-driven, accreditationaligned DePaul University MPH Program. The Executive Committee met twice a month for four months to identify programmatic objectives and targets to meet the goals and mission of the program. Additionally, in-depth feedback from community-public health practitioners and alumni were integrated into program development based on experiences gained throughout the program. The MPH Council meets semi-annually to provide feedback and annually reviews the results of the Alumni and Employer Surveys. Feedback is also gathered from the community in the following ways: The number of agencies/sites students may choose from for practicum placements Preceptors at practicum sites fill out evaluations indiating willingness to accept students the following year This annual review with the MPH Council also provides alignment with the MPH Program competencies, indicators, and with the University- and College-level Strategic Planning Process. Additionally, this review provides ongoing feedback and planning aligned with the University s six-year Strategic Plan revision. The mission, programmatic goals, and expected learning outcomes of the Master of Public Health program are reviewed every year and by the MPH Executive Committee and representative MPH Faculty and College personnel as needed. These reviews involve intensive meetings which involve examination of multiple forms of data (please see Table 4 below). This feedback is gathered and addressed in a formal, semi-annual meeting. 1.1.e. A statement of values that guide the program, with a description of how the values are determined and operationalized. DePaul MPH Program Self-Study, 13 December 2012, Page 10

11 The MPH program is grounded in DePaul s Catholic and Vincentian values, which emphasize the development of a full range of human capabilities and appreciation of higher education as a means to engage cultural, social, religious, and ethical values in service to others. In many ways, St. Vincent DePaul was one of the first practicioners of public health, dedicating his life to ameliorating systemic poverty by creating sustainable and instituationalized methods to support and expand the societical changes he initiated. DePaul University s commitment to these Vincentian values continues today, as the University works every day to promote social justice, service to vulnerable populations, and excellence in public health practice. DePaul University identifies its core values as: Urban, Vincentian, and Catholic. As an Urban university, DePaul is deeply involved in the life of a community and is interconnected with it. Originally founded for students from the greater Chicago area, and still serving them predominantly, DePaul continues its commitment to the education of first generation college students, especially those from the diverse cultural and ethnic groups in the metropolitan area. DePaul both draws from the cultural and professional riches of these communities and responds to the community s needs through educational and public service programs, by providing leadership in various professions, the performing arts, and civic endeavors and in assisting in finding solutions to ongoing problems. The university derives its title and fundamental mission from St. Vincent de Paul, the founder of the Congregation of the Mission, a religious community whose members, the Vincentians, established and continue to sponsor DePaul. The DePaul community is above all characterized by ennobling the dignity of each person: the Vincentian value. This value is manifested by the DePaul community as a sensitivity to and care for the needs of each other and of those served, with a special concern for the vulnerable members of society. DePaul University emphasizes the development of a full range of human capabilities and appreciation of higher education as a means to engage cultural, social, religious, and ethical values in service to others. As a Catholic institution, DePaul endorses critical thinking and scholarship founded on moral principles which embody religious values and the highest ideals of society in all academic disciplines. DePaul respects the religiously pluralistic composition of its students, faculty, and staff and endorses the interplay of diverse value systems beneficial to intellectual inquiry. Academic freedom is guaranteed both as an integral part of the university s scholarly and religious heritage, and as an essential condition of effective inquiry and instruction. The MPH embodies the core Urban, Vincentian and Catholic values and extends the University s commitment to its mission by training students to provide culturally responsive public health practice to Chicago communities. Collectively these values DePaul MPH Program Self-Study, 13 December 2012, Page 11

12 emphasize the development of a full range of human capabilities and appreciation of higher education as a means to engage cultural, social, religious, and ethical values in service to others. On the MPH Program level, the Vincentian values associated with practice are highlighted given the applied nature of the MPH program. Students in DePaul s MPH program are trained as practitioners through their coursework and community-based practicum placements; at every level they examine the classic Vincentian question, what must be done, in practice to reduce health disparities and ensure the health of Chicago s diverse and vibrant communities. Further, DePaul is committed to honoring, promoting, and serving the diversity of Chicago, its own community, and human life everywhere. 1.1.f. Assessment of the extent to which this criterion is met. The MPH program has met the criterion for this section, including the missionintegration through the research, instruction, and service goals. CRITERION 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 MPH program has developed an overarching evaluation and assessment process that monitors efforts towards achieving its programmatic goals and objectives and assessment of student learning. This process was based on best practices identified through accredited public health programs, DePaul University assessment goals, and uses a range of program evidence delivered by diverse constituencies (the executive committee, faculty, students, alumni, and public health partners including communitybased practitioners and practica preceptors). The evaluation and planning process operates within two chief domains: monitoring of programmatic goals and objectives, and assessment of student learning through program-specific competencies. The program s goals and objectives for instruction, research, and service are monitored and evaluated by members of the MPH Executive Committee. Student performance outcomes (listed under Indicator 1 in Table 1) are monitored on an annual and quarterly basis by the MPH Executive Committee as the cohort completes their coursework, capstones, and practica. Instructor performance monitoring (listed under Indicator 2 in DePaul MPH Program Self-Study, 13 December 2012, Page 12

13 Table 1) is conducted on a quarterly basis by the Director through syllabus review, course evaluation review, and classroom observation. Research and service objectives are monitored on an annual basis by the Director. Please see below for specific evaluation procedures and planning processes for instruction, research, and service. Program-level competencies and indicators were developed in Academic Year to solidify the curricula and ground it in masters-level competencies as defined by our diverse stakeholders, including faculty, community-based public health practitioners, and alumni. The program competencies have provided the framework for curriculum design and assessment of student learning outcomes. Utilizing the program competencies, we began standardized assessment procedures on an ongoing basis that will continue through Academic Year During the fourth year of this fiveyear period, the program will reconvene consensus groups of community-based practitioners, alumni, and faculty to revisit the program competencies and indicators in order to adapt them to changing learning needs expressed by the field and profession for masters-level practitioners. Instruction: The MPH Technical Advisor annually collects student performance measures through an internal review of student records, including monitoring of the cohort GPA and graduation rates, and formally reports to the Executive Committee on these findings. Quarterly, the Technical Advisor monitors individual student progress through the program and GPA through individual meetings, including a review of the student s records, with each student. The Technical Advisor then reports findings from these advising sessions to the Executive Committee quarterly. Student matriculation through practica and capstone is monitored by the MPH Practicum Advisor weekly in class, monthly through the Monthly Progress Report form (Appendix A), quarterly through a formal evaluation process of the practicum (Appendix A) and coursework, and annually through the Capstone Review Committee (Appendix B) and MPH Graduate Public Health Forum. The Practicum Advisor reports all findings to the MPH Executive Committee quarterly. Thus, individual and cohort progress is monitored quarterly and annually through a systematic review by the MPH Executive Committee. The MPH Director quarterly collects and reviews instructor performance measures through a review of course evaluations, review of course syllabi (including alignment of course learning objectives with defined Program competencies), and direct classroom observations (for new instructors). The Director responds to and addresses faculty instruction as needed based on these reviews, and in conjunction with the quarterly student performance reviews as needed. DePaul MPH Program Self-Study, 13 December 2012, Page 13

14 Research: The MPH Director annually collects and reviews research performance measures through a review of the faculty research & dissemination survey (Appendix C), review of faculty Curricula Vitae, and review of the student research & dissemination survey (Appendix D). The faculty survey is distributed to primary and secondary faculty members that assesses all service, including service to professional organizations, community organizations, and workforce development initiatives. These findings are reported to the MPH Executive Committee, the MPH Council, the College, and the University annually. Service: The MPH Director annually collects and reviews service performance measures through a review of faculty service survey (Appendix C), review of faculty Curricula Vitae, and review of the student service survey (Appendix D). The faculty survey is distributed to primary and secondary faculty members that assesses all service, including service to professional organizations, community organizations, and workforce development initiatives. These findings are reported to the MPH Executive Committee, the MPH Council, the College, and the University annually. Please see Table 4 in criterion 1.2.b. below for more specific details regarding assessment components. 1.2.b. Description of how the results of evaluation and planning are regularly used to enhance the quality of programs and activities. Program Assessment Components The overarching evaluation and planning process for the MPH program operate within two chief domains: monitoring of programmatic goals and objectives, and assessment of student learning through program-specific competencies. As a new and developing MPH program, the outputs of these monitoring and assessment activities are instrumental in shaping program delivery in all aspects. Using the program competencies (section 2.6.a ) developed by diverse constituencies (the executive committee, faculty, students, alumni, and public health partners including communitybased practitioners and practica preceptors) as a guide, the program aligned all course learning objectives with program objectives, addressed gaps, and created a matrix of indicators to demonstrate where and how each course contributed to students attainment of each program objective (Appendix E), thereby ensuring that the program s instruction is congruent with the stated programmatic goals and objectives. Likewise, the program developed a competency-based student self-assessment tool (Appendix F) to enhance monitoring of student learning and to have data available to guide corrective programmatic steps. DePaul MPH Program Self-Study, 13 December 2012, Page 14

15 In response to outputs from these monitoring systems, the MPH program made several important, necessary changes to its course sequencing based on quarterly and annual instruction review (see section 1.2.a) and student feedback (see Table 4 below). For example, MPH 512 (Applied Community Public Health Research Methods) moved from a five week format in Summer Session to ten week format in Spring Quarter, so that students are now required to take MPH 541 (Applied Statistics for Public Health) and MPH 502 (Introduction to Epidemiology) prior to enrolling in MPH 512. The MPH Executive Committee is monitoring these, and other, responsive changes closely in order to ensure the quality of our programmatic outputs and alignment with the overall program goals and objectives. The Table 4 below details the program s specific assessment components, their purpose, and a description of how they are regularly used to enhance the quality of programs and activities. DePaul MPH Program Self-Study, 13 December 2012, Page 15

16 TABLE 4: MPH PROGRAM ASSESSMENT AND UTILIZATION OF RESULTS Assessment Component Student Evaluations of Courses Frequency Every Quarter Completed by MPH Students Description These course evaluations are conducted quarterly utilizing standard, course data collection and University and MPH-specific indicators. Evaluations are currently conducted using an online format. Found in Criterion 4 of the Resource File. Individual Interviews with MPH-affiliated Faculty Every Quarter MPH Director and MPH Associate Director These interviews are conducted following the completion of MPH courses to assess program development and course implementation from the faculty perspective. Documented in Faculty member s file as necessary. Observation of Course Instructors and Syllabus Review Every Quarter MPH Director Classroom observations and/or syllabus review are conducted for new instructors and new courses. The MPH Program Director meets with instructors to provide feedback for continual course and instructor improvement and development. Documented in Faculty member s file as necessary. Practicum- Specific Student Assessments Autumn, Winter & Spring Academic Quarters Director of Community Partnerships These assessments are collected from three sources: the student, the Director of Community Partnerships and the preceptor at the field agency in which the practicum occurs. This triangular approach is intended to offer multiple viewpoints on the student practicum experience and identify opportunities for improvement in how the program links students to their fieldwork and practicum learning outcomes. Preceptor files are available in Director of Community Partnerships office. Programmatic Semi- MPH Executive Programmatic Planning retreats occur on a semi-annual basis among DePaul MPH Program Self-Study, 13 December 2012, Page 16

17 Planning Retreats Annual Team *MPH Council Members As Needed MPH Executive Committee members and MPH Council Members as needed. Retreat foci have included: Self-Study planning and development, curricular planning, development & refinement, and visioning/strategic planning development. Agenda for Programmatic Planning retreats found in Criterion 1 in the Resource File. Assessment Component Exit Interviews with Graduating Students Frequency Completed by Description Annual MPH Director These interviews are conducted with the each program s graduating class. These interviews will incorporate existing student assessment data, measure student satisfaction with the program, and assess the graduate s career goals and objectives. These student-centered meetings are targeted towards the needs of each individual student and are, therefore, not recorded. General Student Assessments Ongoing MPH Executive Team These assessments include: 1. Weekly tracking of overall student performance in the Executive Committee using current GPA, progress towards degree completion reports, and student attendance records 2. Weekly and quarterly tracking of students either currently on probation or at risk of probation due to poor academic performance in the Executive Committee 3. Responding to instructor-generated concerns regarding students as directed by the Student Handbook (Appendix G) as needed by the Executive Committee 4. Mandatory technical advising sessions each academic quarter with MPH Program Manager to review elective selection, progress towards degree completion, and any other issues as they arise DePaul MPH Program Self-Study, 13 December 2012, Page 17

18 All student issues are addressed in a responsive and ongoing manner by the MPH Executive Committee and as directed by the MPH Student Handbook. MPH Competency Self-Assessment (Appendix F) Beginning of MPH Program End of MPH Program MPH Students A three-tiered structure for competency assessment was developed to assess student s competencies related to 41 indicators. The competencies include: 1. A set of competencies describing general expectations for master-level competency in community public health practice 2. A set of indicators delineating knowledge and skills that are necessary to meet each competency and are sufficient for describing the range of knowledge skills needed to meet each competency 3. Sources of evidence that provide examples documenting student achievement regarding each knowledge and skill indicator. Students complete the assessment at the beginning and end of the MPH program. Alumni Survey Annual, postgraduation Alumni Alumni from the program complete a self-report survey on an annual basis to assess student s perceptions of the level of preparedness that students felt from the DePaul MPH Program. Alumni Survey tool found in Criterion 2 of Resource File. 1.2.c. Identification of outcome measures that the program uses to monitor its effectiveness in meeting its mission, goals and objectives. Target levels should be defined and data regarding the program s performance must be provided for each of the last three years. DePaul MPH Program Self-Study, 13 December 2012, Page 18

19 To date, the Executive Committee has expended a great deal of time and energy creating this program and is pleased with the rate at which the objectives and targets are being met. Objectives and targets are monitored weekly, monthly, quarterly, or annually by the MPH Executive Committee and MPH Council, depending on the measure. Please see Table 5 below for more details, including frequency, in how the stated goals and objectives are monitored. In addition, there are a number of areas that would benefit from additional attention. These include increasing the quality of the capstone product, the rate at which primary and secondary faculty members serve on professional organization committees, the rate at which primary and secondary faculty are involved in workforce development initiatives, and the rate at which primary and secondary faculty members are successful in obtaining grant funding. DePaul MPH Program Self-Study, 13 December 2012, Page 19

20 TABLE 5: INSTRUCTION ACTIVITIES OUTCOME OBJECTIVES AND TARGETS Instruction Goal: The goal of the MPH program s instruction is improve the knowledge, skills, and practice of students through a competency-driven curriculum grounded in critical public health engagement and cultural humility in order to improve the health of vulnerable populations and reduce health disparities Objectives Targets Each graduating class will have an average cumulative GPA of Student Performance 100% of students will complete a capstone thesis. 50% of graduating students will graduate with a 3.75 GPA and produce a capstone theses of high enough quality to qualify for the designation of with distinction. 100% of graduating students will complete 250 practicum hours. 100% of graduating students will present a poster at the Poster Forum. 100% of graduating students will deliver a product to their practicum sites. 100% 100% 100% 35% 55% 41.2% 100% 100% 100% 100% 100% 100% 100% 100% 100% Graduation rates for each class will be 80% 100% 100% 85.7% Instruction: Qualities and Characteristics of Instruction Provided Student to faculty ratio (SFR) will be < % of courses are aligned with at least 1 core MPH competency through examination of learning objectives % 100% 100% DePaul MPH Program Self-Study, 13 December 2012, Page 20

21 At least one written assignment, presentation, or examination per course must require students to integrate public health knowledge, skills, theory and/or practice. All core course include critically connecting knowledge to action and are aligned and integrated with the MPH core competencies -* Met Met Met Met Met Instructor Performance Practical and Culminating Experiences Each course contains at least 1 integrative assignment which requires students to integrate public health knowledge, skills, theory and/or practice 80% of faculty s overall teaching effectiveness rating from student evaluations will be 3.0 out of 5.0 or above (above average) per academic year. 100% of instructors will review their syllabi each time the course is taught and will update as necessary. Classroom observations and/or syllabus review are done for all nontenure instructors. The MPH Program Director provides feedback for continual course and instructor improvement and development in response to the review. 100% of students will be placed in community health settings through a program directed competitive matching process at a qualified community public health setting. 100% of students will complete a capstone product which is a practicum-specific item developed in conjunction with and under the direction of the practicum site * Competencies were not developed until after AY Met Met Met 69% 85% 100% 100% 100% 100% Met Met Met 100%** 100%** 100% 100% 100% 100% DePaul MPH Program Self-Study, 13 December 2012, Page 21

22 **All graduating students participated and completed a practicum experience in and ; however, the match process was not implemented until the class of TABLE 6: RESEARCH ACTIVITIES OUTCOME OBJECTIVES AND TARGETS Research Goal: The goal of the MPH program s research is to increase the discovery, transmission, and application of new knowledge that will inform public health programming, policy, and practice in order to improve the health of vulnerable populations and reduce health disparities. Research Objectives Target Number of research grants submitted Participation in grant funded research projects Student involvement in research Collaborations with CBOs on research Dissemination of research findings A third of DePaul MPH faculty will submit 1 research grant per academic year. Half of DePaul MPH faculty will participate in 1 grant funded research project per academic year. Of the faculty members who participated in grant funded research, half will involve students in that research. Of the faculty members who participated in grant funded research, two-thirds will collaborate with CBOs on research. Five (5) publications in peerreviewed journals will occur among MPH Faculty Faculty will publish in non-peer reviewed publications Seven (7) Presentations at professional meetings will occur among MPH Faculty 36.4% (4/11) 45% (5/11) 60% (3/5) 60% (3/5) 45.5% (5/11) 64% (7/11) 42.9% (3/7) 71.4% (5/7) 42.9% (6/14) 50% (7/14) 42.9% (3/7) 100% (7/7) TABLE 7: SERVICE ACTIVITIES OUTCOME OBJECTIVES AND TARGETS Service Goal: The goal of the MPH program s service is to increase the capacity of the public health profession through collaboration with community and professional organizations at the local, state, and national level to improve the health of vulnerable populations and reduce health disparities. Service Objectives Targets DePaul MPH Program Self-Study, 13 December 2012, Page 22

23 Conducting peer reviews Service on professional organization committees Half of DePaul MPH faculty will perform 1 peer review(s) per academic years. A third of DePaul MPH faculty will serve on professional organization committees. 36.4% (4/11) 36.4% (4/11) 54.5% (6/11) 27.3% (3/11) 64.3% (9/14) 28.6% (4/14) Workforce development initiatives Engagement of students in service activities Collaborations with community organizations Voluntary provision of public health services Half of DePaul MPH faculty will be involved in workforce development initiatives. All MPH students will provide public health service to the community through their practicum experience. The MPH program will maintain active collaborations with community agencies to ensure adequate capacity to support MPH students in their practicum placements. Additionally to create opportunities for workforce development through collaborations. A third of DePaul MPH faculty will provide voluntary provisions of public health services to the community every academic year. 45% 73% 50% 100% 100% 100% % 45% 50% 1.2.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 strengths and weaknesses in terms of the program s performance against the accreditation criteria. TABLE 8: ASSESSMENT OF ACCREDITATION CRITERIA Criterion Extent to Which Criterion is Met CRITERION 1: THE PUBLIC HEALTH PROGRAM 1.1 Mission Met 1.2 Evaluation and Planning Met 1.3 Institutional Environment Met DePaul MPH Program Self-Study, 13 December 2012, Page 23

24 1.4 Organization and Administration Met 1.5 Governance Met 1.6 Resources Met CRITERION 2: INSTRUCTIONAL PROGRAMS 2.1 Master of Public Health Degree Met 2.2 Program Length Met 2.3 Public Health Core Knowledge Met 2.4 Practical Skills Met 2.5 Culmination Experience Met 2.6 Required Competencies Met 2.7 Assessment Procedures Met 2.8 Academic Degrees Not Applicable 2.9 Doctoral Degrees Not Applicable 2.10 Joint Degrees Not Applicable 2.11 Distance Education or Executive Degree Programs Not Applicable CRITERION 3: CREATION, APPLICATION, AND ADVANCEMENT OF KNOWLEDGE 3.1 Research Met 3.2 Service Met 3.3 Workforce Development Met CRITERION 4: FACULTY, STAFF, AND STUDENTS 4.1 Faculty Qualifications Met 4.2 Faculty Policies and Procedures Met 4.3 Faculty and Staff Diversity Met 4.4 Student Recruitment and Admissions Met 4.5 Student Diversity Met 4.6 Advising and Career Counseling Met 1.2.e. An analysis of the program s responses to recommendations in the last accreditation report (if any). This section is not applicable; this is the first submission. 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. DePaul MPH Program Self-Study, 13 December 2012, Page 24

25 The self-study planning and writing process began with the submission of the CEPH Self-Study application process in May Following attendance at the CEPH Accreditation training in July 2010, the MPH Executive Committee began the formal writing process in July The MPH Program has devoted over 24 months of time and effort to developing and formulating the self-study document. The MPH Program Manager and National Accreditation Coordinator (a full-time MPH graduate student) coordinated the self-study creation efforts using the CEPH criteria structure as a platform for discussion and the development of the self-study document. First, the MPH Executive Committee members were assigned to workgroups organized by self-study sections 1-4 on the basis of public health training and experience and in alignment with member-expertise in research, service, instruction, and workforce development. Next, over the entire course of the self-study development, the MPH Program Manager and National Accreditation Coordinator met weekly to monitor progress and coordinate and facilitate workgroup efforts. Finally, the MPH Executive Committee and National Accreditation Coordinator participated in a four multi-day and approximately twenty day-long retreats to further refine and formulate the self-study document. At each critical stage of development, MPH Council members (including MPH Faculty, Community Practitioners, Students, and Alumni) provided formal feedback to the MPH Executive Committee. Finally, the self-study document has been submitted to a thorough and complete University review, first by the Dean of the College of Liberal Arts and Social Science s Office, then by the DePaul University Academic Affairs, and the Provost s Office. Data included in this report has been obtained from the following sources: a primary and secondary faculty member survey; a student demographic survey; an alumni survey; a community practitioner survey; internal review of student records; and examination of course syllabi since the program s inception. 1.2.g. Assessment of the extent to which this criterion is met. The MPH Program reports that criterion 1.2 is met. Procedures for program evaluation and planning that include specification of program objectives and performance measures specific to instruction, service, and research are in place. CRITERION 1.3: INSTITUTIONAL ENVIRONMENT The program shall be an integral part of an accredited institution of higher education. DePaul MPH Program Self-Study, 13 December 2012, Page 25

26 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. DePaul University is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. Every ten years, DePaul undertakes selfexamination in preparation for an accreditation visit by the Higher Learning Commission of the North Central Association of Colleges and Schools. The last site visit of the HLC-NCA occurred January 22nd to the 24th DePaul is the eighth-largest private, not-for-profit University in the United States and the nation s largest university with a primary mission of teaching and service. There are two DePaul campuses in the Chicago area Lincoln Park and the Loop with additional locations in Naperville, Oak Forest, O'Hare, and Rolling Meadows. The University is comprised of ten colleges and schools including the following: Driehaus College of Business (COM) College of Communication College of Computing and Digital Media (CDM) College of Education (COE) College of Law (LAW) College of Liberal Arts and Social Sciences (LAS) College of Science and Health (CSH) School of Music School for New Learning (SNL) The Theatre School Enrollment at Depaul for the academic year is 25,398 students, which includes 16,384 undergraduates, 7,983 graduate students and 1,031 law students. DePaul University offers more than 275 undergraduate and graduate programs of study as of 2012 and has a student-to-faculty ratio of 17:1. Class sizes are small 93 percent of all classes have fewer than 40 students. In 2011, DePaul had a 85 percent job placement rate for those with masters or professional degrees. Ninety-eight percent of DePaul s classes are taught by professors rather than teaching assistants. In August 2006, the Princeton Review, in its annual survey of the best colleges and universities in the United States, ranked DePaul No. 1 in the nation in the "Diverse Student Population" category. The ranking was the result of a survey of more than 115,000 college students nationwide at 361 top schools. It is featured in the 2007 edition of the Princeton Review's annual college guide, "The Best 361 Colleges." The College of Liberal Arts and Social Sciences (LAS) houses the Master of Public Health Program. The College is committed to providing all of its students with a liberal DePaul MPH Program Self-Study, 13 December 2012, Page 26

27 education that balances in-depth study in specific areas with a breadth of experience in the various disciplines that form the core of human knowledge. Primarily housed on the Lincoln Park Campus in Chicago, LAS is the largest and most diverse college at DePaul University. The college offers post-baccaulaureate study through fourteen departments (see Figure 2). The College of Liberal Arts and Social Sciences values and nurtures the urban and Vincentian mission of DePaul University and has a strong social justice orientation. DePaul s Vincentian mission supports a learning experience that is holistic, integrated, creative, flexible, person-oriented, collaborative, and focused in the educational process. Significant portions of the curriculum at DePaul speak to questions of social responsibility, ethical standards for behavior, and an active engagement with the people and the challenges of the Chicago community. 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. Please see below for Figure 1, the organizational chart of DePaul University, and Figure 2, the organizational chart of College of Liberal Arts and Social Sciences. DePaul MPH Program Self-Study, 13 December 2012, Page 27

28 FIGURE 1: DEPAUL UNIVERSITY ORGANIZATIONAL CHART DePaul MPH Program Self-Study, 13 December 2012, Page 28

29 FIGURE 2: DEPAUL COLLEGE OF LIBERAL ARTS AND SOCIAL SCIENCES ORGANIZATIONAL CHART DePaul MPH Program Self-Study, 13 December 2012, Page 29

30 1.3.c. A brief description of the university practices. At DePaul University, academic programs (e.g., colleges, centers, and other academic functions such as academic personnel) report to the Provost who reports directly to the President of the University. Several major documents, available only online, spell out the procedures and protocols for daily operation of the university, including the Faculty Handbook ( the Human Resources Department ( the Office of Institutional Complience ( and many others. The College of Liberal Arts and Social Sciences, the College which houses the MPH Program, begins resource planning with the College Dean s solicitation of budget priorities. The Dean, in turn, prepares a budget that reflects departmental priorities as well as those of other units in the college with an allocated target. The Provost (Vice President for Academic Affairs) makes allocations that balance the needs of all of the academic units on campus. Campus budgets, in large part, are student enrollment driven using eight quarter units as the equivalent of a Full Time Equivalent Student (FTES). In addition to following priorities developed by the provost, priorities established by the Strategic Resource Allocation Committee (SRAC) committee help to determine the allocation of funds for the campus. 1.3.d. If a collaborative program, descriptions of all participating institutions and delineation of their relationships to the program. This section is not applicable; the program is not collaborative. 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. This section is not applicable; the program is not collaborative. 1.3.f. Assessment of the extent to which this criterion is met. The MPH program is in the process of adapting this section in collaboration with Academic Affairs. DePaul MPH Program Self-Study, 13 December 2012, Page 30

31 CRITERION 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. FIGURE 3: MPH PROGRAM ORGANIZATIONAL CHART MPH Program Staff Program Director Gary Harper, PhD., M.P.H. Director of Community Partnerships Kristin Jacobson, M.P.H. Program Manager Leah Neubauer, M.A. Research Scientist Douglas Bruce, Ph.D., MSW Visiting Faculty TBD Assistant Budget Manager Victoria Rivkina MPH Program Assistants Jamie Doucet Kate Finnegan Kyle Kapaun Victoria Rivkina DePaul MPH Program Self-Study, 13 December 2012, Page 31

32 1.4.b. Description of the roles and responsibilities of major units in the organizational chart. Organizational Structure The Master of Public Health (MPH) Program is located in the College of Liberal Arts & Social Sciences (LAS). The Dean of the College of Liberal Arts & Social Sciences is Charles Suchar, Ph.D., who provides oversight to LAS Departments and Programs. During the timeframe for this self-study, the MPH Program is headed by Gary Harper, Ph.D., M.P.H., who reports directly to the Charles Suchar, Ph.D., the Dean of the College of LAS. Dr. Harper s position as Program Director is analogous to that of Department Chair within the College. As the MPH Program enrolls only graduate students, it is not considered a department, and, traditionally in DePaul s College of Liberal Arts and Social Sciences, the title of a person heading a graduate program has been Director rather than Chair. Within the central MPH office, Dr. Harper has three full-time core professional staff/instructors: Douglas Bruce, Ph.D., M.S.W., Kristin M. Jacobson, M.P.H., Ph.D.(c) & Leah C. Neubauer M.A. Ed.D.(c), as well as four program assistants. Descriptions of the responsibilities of core faculty/staff are below: Gary. W. Harper, Ph.D., M.P.H. (MPH Program Director) Dr. Harper is the inaugural director of the MPH Program and has been in this position since Spring Quarter of Dr. Harper is responsible for the overall direction of the MPH program, and assumes primary responsibility for guiding the processes of curriculum development and refinement; student admission standards and procedures; faculty/instructor/staff selection, retention, and enhancement; and fiscal planning and management. He is supported in these efforts by the current full-time MPH core staff/instructors (detailed below), as well as a 10 member MPH Council which is composed of MPH-affiliated faculty from academic units across the University, students, alumni, and community partners (see Tables 10 & 11). Dr. Harper meets with the MPH core staff/instructors on a weekly basis in order to address program issues and operations, and meets with the MPH Program Manager twice weekly regarding program management. All major programmatic decisions are presented to and approved by the MPH Council, which meets on a quarterly basis and follows academic and operational guidelines provided by both the College of Liberal Arts and Social Sciences and DePaul University. Dr. Harper has taught two MPH courses (MPH 501 and 511), meets individually with all MPH graduates prior to graduation to provide professional advising, responds to additional MPH student inquiries/requests, supervises all MPH core staff/instructors, and conducts public health related community research and practice. DePaul MPH Program Self-Study, 13 December 2012, Page 32

33 Douglas Bruce, Ph.D., M.S.W. (Research Scientist & Instructor) In his roles, Dr. Bruce works as a research scientist and serves on the capstone review committee. Dr. Bruce is working with University faculty/staff to manage the implementation of the MPH goals, objectives, policies and priorities throughout the accreditation process, and assists with acquiring external consultation from public health programs/schools nationally regarding curricular improvement. He provides leadership and ongoing course and curriculum development expertise to MPH-affiliated faculty to assure alignment with MPH core competencies. Dr. Bruce has taught MPH 595, MPH 522, and assists with developing MPH program materials and manuals (e.g., guidelines, policies, newsletter summaries of programs, and policies). He develops and engages MPH program staff, faculty & community partners in community-focused public health research, and coordinates writing grant proposals to support public health research Kristin M. Jacobson, M.P.H., Ph.D.(c) (Director of Community Partnerships & Instructor) In her roles, Ms. Jacobson is responsible for developing relationships with various community and governmental agencies (including health departments) in order to create practicum placements for MPH students. She directly supervises students in their practicum, acting as liaison between the MPH program and various community and government agency personnel, and teaches the three-course capstone sequence (MPH 602, 603, 604), MPH 600, and MPH 699. Ms. Jacobson provides written and oral feedback during weekly supervision of MPH graduate students in their practicum assignments and creates and maintains all practicum-related documentation. She works with the MPH Program faculty and staff to conduct day-to-day program activities with other University departments, programs and offices, assists with student recruitment, and coordinates the MPH graduate student admission process along with the LAS Office of Graduate Admissions. Ms. Jacobson participates in a variety of oncampus and off-campus meetings and conferences, attends and participate in professional group meetings, and stays abreast of new trends and innovations in public health. She also responds to and resolves prospective and current student inquiries, and continuously monitors and evaluates the efficiency and effectiveness of practicum program methods/procedures. Leah C. Neubauer, M.A. Ed.D.(c) (Program Manager & Instructor) Ms. Neubauer assumes full management and coordination responsibility for all MPH program areas. She serves as the technical advisor for all MPH students, meeting with students on a quarterly basis to assure that they are adhering to the MPH curricular guidelines. She manages the development and implementation of the MPH program goals, objectives, policies, and priorities and allocates resources accordingly in coordination with MPH Program Director. She provides support to the MPH Program Director in recruitment and admission of instructors and graduate students. She participates in a variety of oncampus and off-campus meetings and conferences, attends and participates in professional group meetings, and stays abreast of new trends and innovations in the public health field. She prepares and presents staff reports and other necessary DePaul MPH Program Self-Study, 13 December 2012, Page 33

34 correspondence. Ms. Neubauer manages and participates in the development and administration of the budget, and directs forecasting of additional funds needed for staffing, equipment, materials, and supplies. She continuously monitors and evaluates the efficiency and effectiveness of program methods and procedures, assesses and monitors work loads and administrative/support systems, and monitors internal reporting relationships. She identifies opportunities for improvement and works collaboratively with the MPH Program Director to direct the implementation of changes. She responds to and resolves prospective and current faculty and student inquiries, and coordinates activities with other University departments and outside agencies and organizations. Ms. Neubauer also teaches MPH 600, MPH 522, MPH 525, and MPH c. Description of the manner in which interdisciplinary coordination, cooperation, and collaboration are supported. The MPH program s mission is rooted in a collaborative, applied approach to education that draws from the program s interdisciplinary development. The program with support from various colleges, departments, and programs is expected to benefit through the pooling of resources and working together for the common public health good. While the various units maintain complete academic autonomy, the University and College of Liberal Arts & Social Sciences is firmly committed to interdisciplinary coordination, cooperation, and collaboration. This commitment is evident in the day-to-day activities of the program at the leadership, curricular and workforce development levels. The MPH leadership structure includes an MPH Council and Affiliated Faculty body that draw faculty from various University Colleges, Deparments, and Programs. The MPH Program Manager represents the MPH Program within the College-Level Graduate Directors Council. MPH Executive Committee members Drs. Harper and Bruce participate in the LGBTQ Studies Committee and Women and Gender Studies Committee. The MPH Curriclum includes courses which are MPH-specific but taught by University faculty from various units, including: Anthropology, Applied Mathematics and Applied Statistics, Environmental Sciences and Studies, and Sociology. In addition, the MPH Program Manager works with each MPH student to identify an open-elective course that complements their existing public health interests. MPH Workforce Development includes two annual interdisciplinary events: 1) the innovative Health Disparities and Social Justice Conference and 2) the Public Health Boot Camp. Both the Health Disparities and Social Justicie Conference and the Public Health Boot Camp serve to train health professionals to address and work to eliminate disparities by drawing on multiple practitioner disciplines such as social work, public DePaul MPH Program Self-Study, 13 December 2012, Page 34

35 health, education, and law. This conference brings together a variety of DePaul students, staff, faculty, and community practitioners. 1.4.d. Identification of written policies that are illustrative of the program s commitment to fair and ethical dealings. The MPH program has developed and provided a series of written policies which are illustrative of the program s commitment to fair and ethical dealings. These policies are both program-related and culminating experience-related. These policies include: 1. General Program a. Graduate Student Handbook College of Liberal Arts & Social Sciences (available online only at ate%20studies/pg230.html) b. MPH Student Handbook (Appendix G) 2. Culminating Experience a. Practicum Field Placement Contract (Appendix H) b. Practicum Manual (Appendix A) c. Capstone Guidelines (Appendix B) 1.4.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. MPH Program Grievance Policy General Guidelines The MPH Program Grievance Policy encompasses any graduate student concern not covered by the University grade challenge policy or the University sexual harassment policy that is not of a criminal nature. Concerns covered by the grievance policy may include, but are not limited to, concerns about student credit for research; working relationships between students and faculty members; review of comprehensive exam grading; review of dissertation committee decisions, etc. In sum, any non-criminal issue (not covered by existing University grade challenge and sexual harassment policies) that arises during the course of a student's career that is not resolvable through direct communication with the involved parties may be channeled through the grievance process of the program. All inquiries and complaints will be treated confidentially. The Procedure If a student believes that s/he has been subject to an incident(s) meriting filing a grievance, the first steps are to pursue informal resolution of the conflict. The grievant should first: DePaul MPH Program Self-Study, 13 December 2012, Page 35

36 Discuss her/his concerns directly and immediately with the party(ies) causing the grievance; and/or Consult with the Director of the MPH Program about the incident for suggestions about how best to proceed; and/or Consult with their faculty advisor about the incident for suggestions about how best to proceed; and/or Consult with the DePaul University Ombudsperson about the incident for suggestions about how best to proceed (see below). Grievance Ombudsperson An ombudsperson is available to the complainant to provide consultation regarding both 1) informal strategies for resolving conflict with the party(ies) causing the grievance and 2) the process for filing a formal grievance. The DePaul University ombudsperson, Craig Mousin, has been trained in negotiation and conflict resolution skills. The role of the ombudsperson is to serve as an advisor and resource to the grievant. The grievant may choose to meet with the ombudsperson before filing a formal grievance. The ombudsperson is responsible for: Exploring informal means of resolving the grievance Explaining the grievance policy to the complainant Assisting the complainant with the process of filing a formal complaint if needed Providing training to the grievance committee on best practice procedures for the resolution of grievance complaints Explaining the committees decision to the complainant Informal Resolution Process Complainants may be able to resolve the grievance by immediately and directly expressing their concerns to the responsible party(ies) about such an incident. The ombudsperson can act as a mediator between the complainant and the party(ies) involved in the incident to work toward informal problem resolution. If this mediation is successful, a written settlement agreement will be prepared by the ombudsperson. This mediation agreement will generally include: Pledge by the parties involved not to engage in any behavior that could result in the reinstatement of the grievance Promise by the respondent not to retaliate against the complainant Procedures for monitoring the grievance agreement The settlement must be in writing, signed by both parties, and approved by the ombudsperson. If the complaint cannot be resolved informally, the ombudsperson will assist the complainant in filing a written grievance. If informal resolution of the conflict is not possible the complainant should file a formal complaint by: DePaul MPH Program Self-Study, 13 December 2012, Page 36

37 Making a written record of the date, time, and nature of the incident(s) and the names of any witnesses Reporting, in writing, the incident to the MPH Program Director Records All inquiries, complaints, and investigations will be treated confidentially. The MPH Program Director will keep a copy of the grievance report in the files in the MPH office only if the investigation results in support of the grievance. No record of the complaint will be kept in the complainant's or the respondent's file. The MPH Grievance Committee may refer to previous (precedent setting) case files when investigating a current case to aid in grievance resolution. However, all cases are unique and are treated as distinct. Appeal Procedures The University has established policies for students who wish to appeal disciplinary actions regarding alleged student misconduct or academic integrity, as well as to challenge grades received in courses. These policies are described in the above subsections and in the Student Handbook. In addition, the new grievance policy provides a mechanism of response for students who may be dissatisfied with studentfaculty relationships or decisions of the MPH Program (e.g., regarding their status in the program or evaluations of their performance). The paragraphs below describe the procedures in place when students have concerns about MPH Program decisions. It is unlikely that there will be a need for these procedures, but they are in this manual. If issues should arise that are not covered by the grievance policy, the following appeal procedures will apply. A student may appeal a decision of the MPH Program faculty by preparing a statement (this can be delivered in person, but it also must be delivered in writing) giving the grounds and rationale for the appeal. This statement should be presented to the Program Director, who then will arrange a meeting with the faculty. The student can be present at this meeting to present the appeal, or s/he can opt to have him/herself represented by the written statement or a faculty member familiar with the situation. If the student chooses to be present at this meeting, s/he can be asked to leave the meeting after making the presentation, in order to allow for faculty discussion and decisionmaking. The faculty as a group will then consider the appeal, and its decision will be communicated to the student. 1.4.f. Assessment of the extent to which this criterion is met. The MPH program has developed an integrated and explicit organizational chart with roles, responsibilities, and policies that extend to MPH Program Faculty, Staff, and Students. DePaul MPH Program Self-Study, 13 December 2012, Page 37

38 CRITERION 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 decisionmaking. 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; and research and service expectations and policies. Program Governance Please see Criterion 1.4 above and section 1.5.c below for a detailed description of the program s goverance and committee structures and processes. Generally, the MPH Executive Committee the only extant working committee oversees all goverance and policy creation and implementation. The MPH Council serves as a resource for the MPH Executive Committee, especially for strategic planning, but holds no direct goverance over the program. Planning The MPH Executive Committee is responsible for all programmatic planning; please see section 1.2.a for more details on program planning, implementation, and evaluation. The MPH program has engaged in several cycles of formal, program-wide stragetic planning including hiring a consultant to guide participants through the process and inviting community and faculty to a series of all-day retreats (see section 2.6.d) and developed the current advisory structure (National Advisory Board, MPH Council, and Affiliated Faculty; see section 1.5.c), as well as developed and implemented curricular changes, from these stragetic planning sessions. The program has applied for, and received, internal funding from DePaul University s Quality of Instruction Council to support these strategic planning activities (see section 4.2.b). Budget and resource allocation Please see sections 1.6.a and 1.6.b for details on the MPH program budget and resource allocation. Student Recruitment, Admission, and Award of Degrees DePaul MPH Program Self-Study, 13 December 2012, Page 38

39 Please see Criterion 4.4 for a comprehensive description of student recruitment and admission processes. Student recruitment is performed through a number of different streams. First, DePaul University has an entire Graduate Admissions department who hold open houses, informational sessions, and offer one-on-one admissions guidance throughout the year (see Criterion 4.4). Addtionally, members of the MPH Council and Affiliated Faculty informally provide access and information to interested undergraduate students at DePaul. The program s main workforce development efforts, the Public Health Boot Camp (see section 3.3.a) serves as another recruitment venue. Finally, MPH program staff table at conferences such as the Society for Public Health Education in order to promote the program at a national level. Admissions occur once per year in the Fall, and students are admitted as a cohort of twenty to twenty-five. Please see Criterion 4.4 for exhaustive details on the MPH program s admission requirements, review process, and matriculation into the program. DePaul University awards degrees through a degree conferral process on a quarterly basis Autumn, Winter, Spring, Summer Session 1, and Summer Session 2. Please see the Student Handbook (Appendix G) for more complete information. Students discuss degree requirements and conferral in their required quarterly meeting with the MPH Technical Advisor. To receive an MPH degree, students must: Submit all required paperwork to the College of Liberal Arts and Social Sciences by the College s quarterly deadlines Submit all required paperwork to the MPH Program by the Program s deadlines Successfully complete all 56 credit hours in two, three, or four years Possess a cumulative GPA of 3.0 or higher Achieve a grade of B- or higher in all courses Have a grade of Pass for MPH 600 and 699 Earn a grade of Pass on the MPH Capstone Thesis Present a poster at the MPH Graduate Public Health Forum Complete a minimum of hours in practicum Faculty Recruitment, Retention, Promotion, and Tenure Although the MPH program held no tenure lines prior to Autumn 2012, the MPH Program director has been involved in the Promotion and Tenure of secondary MPH faculty (see section 1.6.d and Table 16), providing letters of support and evaluation of public health work and service committee members about the faculty members roles in the MPH program. The program itself, however, had no tenure-track faculty lines during this time, and, therefore, policies and procedures regarding faculty recruitment, retention, promotion, and tenure are not applicable to this criteria. Academic Standards and Policies DePaul MPH Program Self-Study, 13 December 2012, Page 39

40 Please see the Student Handbook (Appendix G) for complete details regarding the MPH program s academic standards and policies. Research and Service Expectations Policies As stated above, the MPH program housed no tenure-track faculty positions until Autumn 2012; therefore, policies and procedures regarding research and service expecations are not applicable. Please see Criteria 3.1 and 3.2 for current targets and indicators regarding primary and secondary faculty. 1.5.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. Due to the DePaul s organizational structure and defnition of faculty, the MPH Program does not currently having any DePaul-defined faculty members. In the future, discussions on programmatic growth will include increased resources and support from the University. The addition of a faculty line, if granted, would be governed by the faculty handbook, which is found in Criterion 1 of the Resource File. Within MPH Program norms, MPH Executive Committee and MPH Council members participate in governance. This initiative and participation in governance is a vital part of the MPH Program s life. The general well-being of the program is dependent on the time and talents the MPH Executive Committee and MPH Council members contributing to the roles as decision-makers and expert consultants in all areas of MPH governance. Members have primary responsibilities over academic and scholarly activities, faculty personnel matters, and education interests and policies. They have participatory or advisory responsibilities in other areas. As a general rule, MPH Council members are entitled to participate and vote in decisions made in the program. No policy documents or handbooks currently exist regarding the rights and obligations of administrators, faculty and students in governance of the program. However, the newly formed MPH Council will begin working towards defining policies, procedures, and responsibilities and the creation of relevant bylaws and policies during the academic year Additionally, the MPH Council will define the roles and responsibilities of the student members in goverance of during this period. Independent of the Council, students are governed by the Student Handbook (Appendix G). 1.5.c. A list of standing and important ad hoc committees, with a statement of charge, composition, and current membership for each. DePaul MPH Program Self-Study, 13 December 2012, Page 40

41 Five committees currently exist composed of faculty members, instructors, students, and community partners. These committees serve the MPH program in a variety of functions ranging from assessment of programmatic issues to providing feedback for constant program evaluation. The committees, their participants, and functions are outlined below. MPH Executive Committee This committee is the primary governing body responsible for the functioning of the MPH program. Committee members attend weekly meetings, offer feedback regarding student or program related issues, and attend community meetings and public health professional conferences. The weekly meetings serve the following functions: Develop, implement, and assess monitoring and evaluation systems to ensure delivery of overall programmic functions Ensure that program activities are aligned with stated mission, goals, and objectives and aligned with compentencies Assess program progress, solve problems, and determine immediate and future courses of action Create, evaluate, and revise the vision for the MPH program Advance strategic planning and curricular changes Serve as the liaison between the MPH Program, other University entities, and community partners Monitor student progress and address student concerns Teach, advise, and mentor MPH graduate students The MPH Executive Committee is composed of MPH faculty and professional staff members whose primary appointment is in the MPH Program. The members of the executive committee and their positions within MPH are as follows: TABLE 9: MPH EXECUTIVE COMMITTEE MEMBERS Appointment Program Director Program Manager Director of Community Partnerships Research Scientist Faculty/Staff Name Gary Harper, PhD, MPH Leah Neubauer, MA, EdD(c) Kristin Jacobson, MPH, PhD(c) Douglas Bruce, PhD, MSW MPH Council The MPH Council provides ongoing feedback to the MPH Executive Committee regarding various aspects of the MPH program. Council members commit to attending monthly meetings, sitting on at least one MPH program committee, attending at least DePaul MPH Program Self-Study, 13 December 2012, Page 41

42 50% of MPH program activities, and offering specialized expertise and feedback as needed. The Council is charged with the following functions: Provide ongoing feedback to the MPH Executive Committee regarding the development and implementation of various aspects of the MPH program Participate in MPH Program Committees Teach, advise, and mentor MPH graduate students Promote and support MPH Program events and activities The MPH Council is composed of DePaul faculty, staff members, community public health practitioners, current students, and alumni. The council members are as follows: TABLE 10: MPH COUNCIL MEMBERS MPH Executive Committee (4) Community Members (7) Gary Harper, PhD, MPH Leah Neubauer, MA, EdD(c) Kristin Jacobson, MPH, PhD(c) Doug Bruce, PhD, MSW Faculty (6) Grace Budrys, PhD Jocelyn Carter, PhD Fernando DeMaio, PhD John Mazzeo, PhD Michele Shade, DrPH, MPH Isidore Udoh, PhD Nanette Elster, JD, MPH Jeni Hebert-Beirne, PhD, MPH Nicole Sisen, MS, CHES Janine Lewis, MPH, PhD(c) Cynthia Tucker, MA Juana Ballestros, MPH, RN Liliana Rodriguez Students (2) Meredith Jones Yaw Boetang Alumni (2) Hannah Hoover, MPH Stephanie Pelligra, MPH Please see Appendix I for the title and affiliations of all MPH Council members. MPH Affiliate Faculty and Staff Members MPH Affiliated Faculty and Staff Members are engaged with the MPH Program through various public health-related research, teaching, mentoring, and/or service activities, and provides ongoing feedback to the MPH Executive Committee and MPH Council regarding various aspects of the MPH program upon request. Affiliates attend an annual meeting and receive quarterly updates. The members are charged with the following responsibilities: Provide ongoing feedback to the MPH Executive Committee and MPH Council regarding various aspects of the MPH program upon request Teach, advise, and mentor MPH graduate students upon request Promote and support MPH Program events and activities DePaul MPH Program Self-Study, 13 December 2012, Page 42

43 MPH Affiliated Faculty and Staff Members are DePaul faculty and staff members with Public Health-related interests and are listed below. TABLE 11: MPH AFFILIATED FACULTY AND STAFF MEMBERS Affiliated Faculty and Staff William Martin Barb Willard Doug Cellar Carole Bernett Marco Tavanti Anna Frank Teresa Mastin Derise Tolliver Beth Catlett Abena Apea Howard Rosing Susan McMahon Rachel Lovell Joanna Brooke Greg Scott Stan Cohn Lenny Jason Euan Hague Robyn Brown Liam Heneghan Dorothy Kozlowski Please see Appendix J for the titles and departments of members of the DePaul faculty and staff affiliated with the MPH Program. MPH Community Advisory Board The MPH Community Advisory Board is engaged with the MPH Program through various community-based public health-related research, teaching, mentoring, and/or service activities, and provides ongoing feedback to the MPH Executive Committee and MPH Council regarding various aspects of the MPH program upon request. MPH Community Advisory Board members attend an annual meeting and receive quarterly updates. The members are charged with the following responsibilities: Provide ongoing feedback to the MPH Executive Committee and MPH Council regarding various aspects of the MPH program upon request Supervise, advise, and mentor MPH graduate students upon request Promote and support MPH Program events and activities The MPH Community Advisory Board is composed of community-based Public Health practitioners and the members are listed below. TABLE 12: MPH COMMUNITY ADVISORY BOARD MEMBERS Name Agency Position Joseph Harrington Chicago Dept of Public Health Assistant Commissioner Jim Pickett AIDS Foundation of Chicago Advocacy Director Grisel Robles- Schrader University of California, San Francisco National Project Coordinator DePaul MPH Program Self-Study, 13 December 2012, Page 43

44 Olivia Sanchez Project VIDA Executive Director Jen Kauper-Brown CBPR Network Director Sybil Hosek Stroger Hospital Clinical Psychologist/HIV Researcher Kelly Bojan Stroger Hospital Advanced Practice Nurse Laura Bahena Health Connect One Network Coordinator Marcus Murray Project Brotherhood Executive Director Maurice Chapman Austin CBC Clinic Executive Director Rebekah Levin McCormick Foundation Director of Evaluation and Learning Mary Beth Szydlowski Chicago Public Schools Coordinated School Health Specialist- HIV Prevention Crystal Barnes BCBS of Illinois Associate Wellness Analyst (Health Educator) Berenice Tow CDPH Chronic Disease Division Program Director Nik Prachand CDPH STI/HIV/AIDS Senior Epidemiologist Jaime Dirksen CDPH Strategic Planning Deputy Commissioner Jess Kane Chicago Women's Health Center Clinical Services Director Alexis Thompson Children's Memorial Hospital- -Hematology Section Head of Hematology Stephanie Pelligra Children's Memorial Hospital- Sickle Cell Program -Hematology Coordinator Christine Bozlak CLOCC Advocacy and Policy Change Advocacy Program Manager Sarah Welch CLOCC Evaluation Evaluation Manager Anna Barnes CLOCC School Programs Manager Kathy Jacobs-McLoyd CORE Center Project Manager Liliana DeSantiago Chicago Public Schools Coordinated School Health Specialist Kristi Skala Girls in the Game Training and Evaluation Manager Hannah Hoover Heartland Alliance - Refugee Associate Director, Refugee Health Health Programs Janine Lewis Illinois Maternal and Child Health Coalition Executive Director Abbey Lichten Northwestern Memorial Hospital Health Education Coordinator Mary Gillaspy Northwestern Memorial Manager, Health Learning Hospital Center Pamela Ganschow Stroger Hospital Attending physician, Director, DePaul MPH Program Self-Study, 13 December 2012, Page 44

45 Anna Albrecht Women's Health Foundation Breast & Cervical Cancer Screening Program Director of Wellness Initiatives MPH National Advisory Board The MPH National Advisory Board provides ongoing feedback to the MPH Executive Committee and MPH Council regarding various aspects of the MPH program upon request. MPH National Advisory Board members attend an annual teleconference. The members are charged with the following responsibilities: Provide ongoing feedback to the MPH Executive Committee and MPH Council regarding various aspects of the MPH program upon request Promote and support MPH Program events and activities The MPH National Advisory Board is composed of Public Health practitioners, researchers, and administrators from outside of the Chicago metropolitan area and members are listed below. TABLE 13: MPH NATIONAL ADVISORY BOARD MEMBERS Name Agency Position Location Joseph Bauer Vicki J Ebin Dan Wohlfeiler American Cancer Society Cal State Northridge California Dept of Public Health Director Survey Research; Statistics & Evaluation Center Professor, Graduate Coordinator Chief, Office of Policy and Communications at STD Control branch Kim Miller CDC Senior Research Sociologist Nicholas Di Meo Center for Global Public Health Analyst Health, Global Disease Detection & Emergency Response Patrick Wilson Columbia Univ - Professor NY Kenneth Mayer Fenway Health Medical Research Center, Brown Director, Co-chair University Mildred Williamson IDPH HIV/AIDS Section Chief Atlanta, GA Northridge, CA Oakland, CA Atlanta, GA Evanston, IL New York, NY Boston, MA Springfield/Chicago, IL DePaul MPH Program Self-Study, 13 December 2012, Page 45

46 Jen Kates Kaiser Family Health Vice President and Director of HIV Policy Washington, D.C. area Shoshana Kahana NIDA/NIH Program Official/Research Washington, D.C. area Scientist Susannah Allison NIMH Program Officer Washington, D.C. area Cindy Summers NY City Dept of Deputy Commissioner New York, NY Health Margaret (Peggy) Oregon State U Professor Corvallis, OR Dolcini Ed Mamary San Jose State Professor, MPH San Jose, CA Director John P. Allegrante Teacher's College Professor of Health New York, NY Education Emily Ozer U of California, Professor Berkley, CA Berkley Ronald Stall U of Pittsburgh Professor and Dept Pittsburgh, PA Chair Vincent Francisco UNC-Greensboro Professor, MPH Greensboro, NC Director Diana Derige WK Kellogg Foundation Program Officer Battle Creek, MI 1.5.d. Identification of program faculty who hold membership on university committees, through which faculty contribute to the activities of the university. Table 14 includes only primary and secondary faculty. Primary faculty are marked with an asterisk. TABLE 14: MPH FACULTY/STAFF REPRESENTATION ON DEPAUL COMMITTEES *below denotes primary Faculty members Program/Department Level Committees Health Sciences Council, Department of Health Sciences LGBTQ Studies Program Health Sciences Committee, Curriculum Committee MPH Practicum Review Committee MPH Faculty/Staff Member Doug Bruce* Gary Harper* Kristin Jacobson* Leah Neubauer* Douglas Bruce* Michele Shade Kristin Jacobson* DePaul MPH Program Self-Study, 13 December 2012, Page 46

47 Search Committee Promotion and Tenure Committee Assessment Committee Local Research Ethics Board Personnel Committee Local Review Board Advisory Board member, Center to Advance Education for Adults College Level Committees Advising Committee for the College of Science and Health Study Abroad Committee Social Science Research Center Health Sciences Department Faculty Council LAS Graduate Research Fund Committee LAS Graduate Director s Council International Program Committee President s Task Force for Tobacco Free University Initiatives School for New Learning s Diversity and Social Justice Committee Sociology Department s Personnel Committee Quantitative Reasoning Committee Gary Harper* Douglas Bruce* John Mazzeo Carole Bernett Judy Bramble Judy Bramble Judy Bramble Fernando DeMaio Fernando DeMaio John Mazzeo Isidore Udoh MPH Faculty/Staff Member Judy Bramble John Mazzeo John Mazzeo Leah Neubauer* Leah Neubauer* Leah Neubauer* Douglas Bruce* Gary Harper* Kristin Jacobson* Leah Neubauer* Isidore Udoh Grace Budrys Kristin Jacobson* University Level Committee Academic Program Review Committee Institutional Review Board for the Protection of Human Subjects Chicago Quarter Advisory Committee MPH Faculty/Staff Member Judy Bramble John Mazzeo 1.5.e. Description of student roles in governance, including any formal student organizations, and student roles in evaluation of program functioning. DePaul MPH Program Self-Study, 13 December 2012, Page 47

48 Public Health Student Organization (PHSO) During the inaugural year of DePaul s MPH program, students created the Public Health Student Organization. The mission of PHSO is to develop students in public health practice. DePaul s PHSO aims to act as a liaison between students, administrative staff and faculty, to promote community involvement, and to facilitate education and advocacy in the profession of public health. The PHSO plays a key public health promotion role both at DePaul and in the city of Chicago. The PHSO actively examines the needs of DePaul s community and as well as those of the city of Chicago and aims to provide creative programming the address the specific health needs of these populations. Examples of these activities include volunteering in Chicago Public Schools to provide health centered lessons to youth, organizing multiple events for National Public Health Week, and creating free oncampus exercise events such as yoga classes. Students in the PHSO also attend professional meetings (such as the annual American Public Health Association Meeting and the Society for Public Health Education Annual and Mid-Year Meetings). These professional meetings provide exceptional opporutnities to bring expanded forms of experiential learning back into the classroom and to their cohort. MPH Council The MPH Council is composed of DePaul faculty, staff members, community public health practitioners, two current students, and two alumni. Every January, the PHSO facilitates an election to select a member of the newest cohort to serve as a member of the MPH council. These students work to provide feedback to the MPH Executive committee regarding programmatic development and implementation of multiple aspects of the MPH program and promote and support the MPH Program events and activities. 1.5.f. Assessment of the extent to which this criterion is met. The MPH program is in the process of fully meeting the extent of this criterion. The program set forth with a modified organizational structure plan over the last academic year. This structure is in the process of being implemented. CRITERION 1.6: RESOURCES The program shall have resources adequate to fulfill its stated mission and goals, and its instructional, research and service objectives. DePaul MPH Program Self-Study, 13 December 2012, Page 48

49 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. University-Level Process Each fall, DePaul University undertakes the process of planning its next fiscal year budget. Beginning in early September, each of three executive branches coordinates a local process, in conjunction with the respective deans, vice presidents, and their respective financial managers, to solicit budgetary requests to inform the universitywide planning and review process. The university-wide process is overseen by the Strategic Resource Allocation Committee (SRAC). In anticipation of the university-wide process, the President appoints a nine-member SRAC committee with membership comprised of the Executive Vice President, the Provost, the Vice President for Finance, two deans generally selected on a rotating basis the Faculty Council President, plus one supporting faculty member selected by the Faculty Council, the Staff Council President, and the Student Government Association President. The Executive Vice President chairs the SRAC committee, which is the central body ultimately charged with aggregating all budgetary requests from the three major executive branches: Presidential units Operational units, those within the Executive Vice President s structure and Academic units, comprised within Academic Affairs which report directly to the Provost The SRAC committee oversees presentations from financial liaisons within each executive branch who advocates on behalf of each local reporting unit. SRAC then assembles a tentative budget after all presentations are made and deliberates in order to recommend a draft budget to the President. The draft budget is compiled in such a manner that financial parameters, conveyed to administration annually from the Finance Committee of the Board, are upheld. The Office of Budgets and Operational Reporting is the supporting unit which compiles the draft budget for the President s consideration. Upon presidential endorsement, the draft budget is submitted for additional review and consideration to the Finance Committee. When the Finance Committee endorses the proposed budget it is then presented to the full Board of Trustees, for another review and potential vote to accept/reject. Assuming a vote to adopt or accept the draft budget is obtained, generally in early spring, the budget is then DePaul MPH Program Self-Study, 13 December 2012, Page 49

50 official and is instantiated in the university s financial system, effective July 1 through June 30. The budgetary process encompasses all resource types (i.e. unrestricted and restricted), including a capital budget to drive the institution. Financial parameters, from the Finance Committee of the Board, guide the annual budgetary process and generally find footing in the university s overall financial plan which underwrites the governing strategic plan document of the proposed year that is being planned. Executive Branch-Level Process In response to the university-wide budget process, each executive area solicits college/school or divisional budgetary plans through a web-based application housed within the university s enterprise resource system, PeopleSoft Financials. The webbased plan serves as a unifying medium for all planned amounts in a prospective budget preparation cycle. Planning instructions are assembled and disseminated from the respective executive branches to college and divisional leadership and their respective financial managers, in support of the planning deadlines and other deliverables anticipated for SRAC consideration. College and divisional leadership then work within their structures to solicit, review, refine and prioritize the individual unit or departmentspecific requests. It is not uncommon for the unit or department-specific requests to be reviewed and alterations made, generally discussed and negotiated between the governing executive and the respective dean or vice president of an area, prior to the presentation to SRAC. Often, changes or alterations in unit or departmental level request are informed by information obtained in a tandem process, administered by the Tuition Pricing Committee (TPC). TPC outcomes feed into the SRAC process, and provide details concerning proposed tuition pricing, financial aid allocations and enrollment/credit hour projections relevant to the prospective year being planned. Other changes can occur as a result of the SRAC deliberations, particularly if financial parameters are unable to be satisfied after each of the three executive branches provides their proposals. Then, each executive area is asked to work through their respective units to trim plans, in consideration of meeting the desired financial parameters, and this can mean a previously advanced departmental request may be changed. These alterations become apparent, at the SRAC level, as the committee strives to balance university-wide objectives and priorities. College- or Divisional-Level Process Within each college/school or division local budgetary process practices vary. Some areas centralize their planning efforts, often at the leadership level of the dean or vice president s office, while others disburse the initial effort and refine it centrally after solicitation and return. The College of Liberal Arts and Social Sciences, the college in which the Master of Public Health program resides, utilizes a centralized collegeapproach to its annual planning efforts. DePaul MPH Program Self-Study, 13 December 2012, Page 50

51 Each fall, the Budget Office arm of the College of Liberal Arts and Social Sciences Dean s Office plans each unit s budget for the following fiscal year. Units under the College s umbrella, such as MPH, are solicited to provide specific line-item budget requests to the Budget Office. These line-item requests are submitted by the Budget Office on behalf of individual units. In addition, the Budget Office reviews prior year spending and cost share requests, which include additional support that the unit has asked from the Budget Office throughout the previous fiscal year, to determine the budget request for the following fiscal year. The LAS Budget Office attempts to build all routine, recurring operating costs into the unit s base budget on an annual basis. Where new monies are required for initiatives that are planned for the first time, the college follows the standard university process for requesting new money as units efforts align with the university s strategic plan. 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. Please see Table 15, below, for the MPH Program budget statement. DePaul MPH Program Self-Study, 13 December 2012, Page 51

52 TABLE 15: MPH PROGRAM BUDGET STATEMENT FY09 FY10 FY11 FY12 Operating Revenues: Tuition $ 331,800 $ 672,220 $ 673,800 $ 628,800 Scholarships (31,750) (87,864) (105,836) (53,175) Net Tuition 300, , , ,625 Total Other Revenue/Fees Total Operating Revenue $ 300,050 $ 584,356 $ 567,964 $ 575,625 Direct Expenses: Full-Time Faculty* 162, , ,736 28,440 Full-Time Other Salaries 69, , , ,615 Part-Time Faculty 13,300 18,647 22,566 34,296 Part-Time Other Salaries 20,660 31,493 39,860 47,605 Benefits 57,665 82,103 90,877 65,635 Total Salaries & Benefits 323, , , ,591 Departmental Expenses 26,962 49,538 37,763 55,122 Non-Departmental Expenses Total Direct Expenses $ 350,884 $ 495,328 $ 545,987 $ 369,712 Gross Income $ (50,834) $ 89,028 $ 21,977 $ 205,913 Gross Margin (%) -17% 15% 4% 36% Total Indirect Costs $ 181,464 $ 282,076 $ 202,256 $ 414,252 Operating Income $ (232,299) $ (193,048) $ (180,279) $ (208,339) Operating Margin (%) -77% -33% -32% -36% Notes: * MPH does not have dedicated faculty positions because it is an Interdisciplinary Program. Faculty costs shown here are an allocation of the faculty members salaries who taught in this program. 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 section is not applicable; the program is not collaborative. 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. DePaul MPH Program Self-Study, 13 December 2012, Page 52

53 For the purposes of accreditation, faculty for the MPH Program are described at three levels: primary (1.0 FTE), secondary (0.5 FTE), and tertiary (0.25 FTE). Primary faculty are all members of the MPH Executive Committee, teach within the program, and provide technical and/or career advising. All of these faculty member s efforts are dedicated to work and instruction in the field of public health and directly serve students in the program. In contrast, secondary faculty members are not housed in the Master of Public Health Program, nor are their efforts solely dedicated to work and instruction in the field of public health. Instead, secondary faculty members are housed in other departments or colleges within the University, or are community practitioners, with expertise in their respective disciplines. Secondary faculty members teach courses, serve on MPH boards (see 1.5.c), and provide advising to MPH students. Please see Table 16 below for further information on secondary faculty members. Tertiary faculty members have, in the past, taught independent study courses for MPH students and have served on any of the boards outlined in section 1.5.c. Table 16 below lists the faculty and FTE for the MPH program for the last three years. During the past three years, the program reports five (5) primary faculty, twelve (12) secondary faculty, and six (6) tertiary faculty members. During the academic year, Grady Garner was replaced by Kristin Jacobson in December 2010, hence the 0.5 FTE assignement for both Garner and Jacobson. TABLE 16: MPH FACULTY ALLOCATIONS DePaul University MPH Faculty Allocations Fall Gary Harper, Ph.D., M.P.H. Leah Neubauer, M.A., Ed.D. (c) Kristin Jacobson, M.P.H., Ph.D. (c) Title Affiliation MPH Program Director, MPH Program; Professor, Department of Psychology Associate Director, MPH Program Instructor Director of Community Partnerships & Instructor FTE Primary Faculty * 1.0 Doug Bruce, Research DePaul MPH Program Self-Study, 13 December 2012, Page 53

54 Ph.D., M.S.W. Grady Garner, Ph.D. Carole Bernett, Ph.D. Judy Bramble, Ph.D. Grace Budrys, Ph.D. Suzanne Carlberg-Racich, PhD, M.S.P.H. Damien Christensen, Ph.D. Fernando DeMaio, Ph.D. DePaul University MPH Faculty Allocations Fall Title FTE Affiliation Scientist & Instructor Practicum Coordinator & Instructor, MPH * - Program Secondary Faculty Adjunct Faculty, Department Mathematical Sciences, Graduate Programs in Applied Mathematics & Applied Statistics Director & Associate Professor, Department of Environmental Science and Studies Professor, Department of Sociology Contingent Faculty Member, MPH Program and Department of Sociology Epidemiologist, Cook County Department of Public Health Assistant Professor, DePaul MPH Program Self-Study, 13 December 2012, Page 54

55 Nanette Elster, J.D., M.P.H. John Mazzeo, Ph.D. Nik Prachand, M.P.H. Michele Shade, Dr.PH., M.P.H. Nicole Sisen, C.H.E.S., M.S. Isidore Udoh, Ph.D., J.C.L. Joanna Brooke, Ph.D. Jocelyn Carter, Ph.D. DePaul University MPH Faculty Allocations Fall Title FTE Affiliation Department of Sociology Contingent Faculty Member, Department of Health Sciences Assistant Professor, Department of Anthropology Senior Epidemiologist, Chicago Department of Public Health Instructor, Department of Health Sciences Director of Community Health Education, National Kidney Foundation of Illinois (NKFI) Visiting Assistant Professor/ Instructor, School for New Learning Tertiary Faculty Associate Professor, Department of Biology Assistant Professor, DePaul MPH Program Self-Study, 13 December 2012, Page 55

56 Paula Kagan, Ph.D., R.N. Theresa Mastin, Ph.D. Alexandra Murphy, Ph.D. Neil Vincent, Ph.D. DePaul University MPH Faculty Allocations Fall Title FTE Affiliation Department of Psychology Assistant Professor, Department of Nursing Associate Professor, College of Communication Director, Organizational and Multicultural Communication Graduate Program; Director, Communication Studies; Associate Professor, College of Communications Assistant Professor, Master of Social Work Program 1.6.e. A table showing faculty, students, and student/faculty ratios, organized by specialty area, for each of the last three years. TABLE 17: MPH FACULTY, STUDENTS, AND STUDENT/FACULTY RATIOS Primary Faculty Secondary & Tertiary Faculty All Faculty Students Year HC FTE HC FTE HC FTE HC FTE SFR by SFR by DePaul MPH Program Self-Study, 13 December 2012, Page 56

57 Program Primary Faculty Total FTE f. A concise statement or chart concerning the availability of other personnel (administration and staff). The Master of Public Health program is allocated funding from the College of Liberal Arts & Social Sciences for full-time students to work as Program Assistants. The MPH Program Assistants work to assist the Master of Public Health (MPH) Program Manager and Director of Community Partnerships in all of the the day-to-day administration and planning activities associated with the MPH Program. The Program Assistants also participate in events hosted by the University and Graduate College of Liberal Arts and Sciences. The reporting structure of these personnel can be seen in section 1.4.a. 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 MPH program office is located on the fourth floor of Byrne Hall. Table 18 below outlines the location and uses of the programs space. TABLE 18: MPH PHYSICAL SPACE ALLOCATION Space Number of Units and Description Reception Area Offices Classroom Computer Lab The MPH Program is located on the 4 th Floor of Byrne Hall and has a dedicated reception area, which includes a common area with seating and a receptionist desk Eight offices available to the MPH program faculty and staff, including research labs, program assistant offices, and faculty offices The MPH program has no dedicated classrooms. Space is allocated through the classroom reservation system on a quarterly basis as needed The MPH program has no dedicated computer lab, however students and faculty have access to a computer lab in Byrne Hall, which houses the MPH program, as well as all computer labs on campus DePaul MPH Program Self-Study, 13 December 2012, Page 57

58 Copy Room Restrooms Storage Space/Closets The MPH program has a dedicated copy room which is locked and contains a copier, fax machine, and shredder The MPH program is located directly across from newly renovated restrooms The MPH program has one dedicated storage room and access to additional storage facilities on the 6 th and 7 th floors of Byrne Hall 1.6.h. A concise statement or floor plan concerning laboratory space, including kind, quantity and special features or special equipment. The space allocated to the Master of Public Health (MPH) program does not include any laboratory space; therefore, this criterion is not applicable. 1.6.i. A concise statement concerning the amount, location and types of computer facilities and resources for students, faculty, administration and staff. Students have access to 13 computer labs on DePaul s Lincoln Park Campus, as well as access to all other computer labs at all five DePaul Campuses. All University computers are equipped with appropriate software (including SPSS) for completion of MPH coursework. To see a complete list of software packages available to students in the computer labs, visit and For additional assistance, students have access to the Social Science Research Center located on DePaul s Lincoln Park Campus. The Social Science Research Center (SSRC) was established within the College of Liberal Arts & Social Sciences (LAS) to centralize support for faculty and students engaged in behavioral and social science research (BSSR) at DePaul University. The Center serves as a communications hub, a resource and data repository, and a technical assistance provider that would help put socially relevant research at DePaul into the service of the public. The SSRC promotes, enhances, facilitates, and supports faculty, staff, and student engagement in methodologically diverse, socially relevant research by providing the physical space and human capital necessary to develop a robust infrastructure for designing research projects, assisting BSSRs in procuring intramural and extramural funding for research, implementing funded research programs, and crafting mutually productive and rewarding collaborations with community organizations and other universities. This mission demands collaboration with other research-oriented units within and beyond DePaul. To raise the profile of BSSR work at DePaul, the SSRC works DePaul MPH Program Self-Study, 13 December 2012, Page 58

59 to position faculty as well as current and future student scholars to create mass media products and generate knowledge in the multifaceted realm of public policymaking. SSRC s resources and services that are available to faculty, staff, and students include: 1. Technical Services: SSRC offers technical assistance to obtain external funding and carryout research for all faculty, staff and students. We specifically offer assistance in: Data Collection/Processing Data Conversion Data Analysis Database Development Digital Media and Research Methods GIS Mapping Grant Writing Program Evaluation Research Survey Design Survey Analysis Technical Assistance Web Development / Hosting 2. Training, Workshops, Seminar Series: SSRC will provide training, workshops and seminars on a variety of areas. These include: Training U.S. Census, American Community Survey Data, PUMS, ICPSR SPSS (Basic and Intermediate) Research Design (Logic, Vernacular, Concepts, Hypothesis Development and Testing, Methods, Qualitative and Qualitative) Geographic Information Systems (GIS) (Basic, Intermediate and Advanced) ATLAS.ti NVivo Elan Journler QDA Deploying GTDs Amos (Structural Equation Modeling) HLM (Hierarchical Linear Modeling) EndNote Microsoft Access Relational Database (Creation, Application, etc.) Film and Audio Data Capture, Management, and Analysis (FCP, FCE, PT, etc.) DePaul MPH Program Self-Study, 13 December 2012, Page 59

60 Customized Technology Training Workshops and Seminar Series (Collaborative) Grantsmanship (OSPR/IRB/DEV) Research Ethics (ORP/IRB) Compliance Human Research subjects Protection Guidelines Participatory Action Research Navigating DePaul Systems for External Funding OSPR/IRB/ORP/CGIA/OGC) Developing a Research Agenda 3. Certificate Programs 4. Reserve Conference Space: Conference space could be reserved for workshops, meetings, brownbag sessions. The conference space is equipped with a projector and a laptop with internet access. 5. Reserve Lab Space: The Macro and Micro labs are available to conduct trainings, workshops and brownbag sessions. The Macro lab is equipped with 15 imac (to run dual platform: Windows and MAC) and 7 PCs; statistical, GIS, audio-video, graphic designing software; accessories such as cameras, recorders, binding equipment, printers, fax machines, scanner, projector, etc. The Micro lab is equipped with 4 PCs and specialized statistical software 6. Research Resources: Research resources include the data repository of public, private datasets; specialized software, hardware, audio-video equipment and resources; evaluation inventory; grantsmanship library; and other external resources to support research. Data Repository (Public, Private and SSRC Datasets) Software (GIS, specialized statistical applications, audio-video, transcription software, graphic designing software) Hardware (MAC/Windows) Audio-Visual Data Gathering and Analysis Resources Evaluation Inventory Grantsmanship Library (Funding resources) Lab Resources (MAC/Windows machines; statistical, GIS, audio-video, graphic designing software; accessories cameras, recorders, binding equipment, printers, fax machines, scanner, projector, etc.) Conference Space Resources (projector, laptop, internet access) DePaul MPH Program Self-Study, 13 December 2012, Page 60

61 Campus Connection and Desire to Learn (D2l) There are several electronic resources available to both students and faculty. By far, the most significant are Campus Connection and Desire to Learn. Campus Connection is a software platform that provides access to the course catalog, registration services, advising and financial services. This site utilizes university login identification and a unique identifier. Desire to Learn (d2l) is the primary course management system used by the Univeristy. This application provides dedicated course access. Faculty can host a wide variety of course materials on the site including video or audio resources. 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 DePaul University Libraries provide support for the undergraduate and graduate curricular and research needs of the Master of Public Health program through an extensive array of resources and services. More than 400 article and indexing databases are accessible from home, office, and throughout all DePaul campus locations. Through an authenticating proxy server, students, staff and faculty have instant access to full text database content and literature, either directly, or through a full text link resolver. The University provides online full text access to over 47,000 journal titles, at least 1,500 of which relate directly to the health sciences. The DePaul Libraries' collection of well over 800,000 volumes includes a strong and current monograph collection in Public Health and related fields. Most of the public health collection resides in the John T. Richardson Library, conveniently located only one block from the Master of Public Health program office. DePaul's students, staff and faculty have library borrowing privileges at some 75 additional academic libraries through the 'I-Share' network of the Consortium of Academic and Research Libraries in Illinois (CARLI). Beyond I-Share, materials can be accessed through the ILLIAD Inter-Library Loan system. Additional support is provided by Christopher Parker, MLS, PhD, who acts as the MPH Program subject liason at the library. During the summer of 2012, Dr. Parker has worked to create research guide specifically for the field of public health, which will provide many useful access points for both students and faculty who wish to locate research or background information resources. 1.6.k. A concise statement describing community resources available for instruction, research and service, indicating those where formal agreements exist. DePaul MPH Program Self-Study, 13 December 2012, Page 61

62 The MPH Program provides students with a variety of opportunities for research and service in the realm of health education, health promotion, and behavioral health. DePaul University is located in the third-largest city in the United States, Chicago, and offers students access to a rich variety community resources and opportunities for both service and research. Chicago is also the home to a wide variety of academic settings, including three Research One universities Northwestern University, University of Chicago, and University of Illinois at Chicago. MPH students regularly interact with students and faculty from these and other institutions in both research and community settings. Chicago is also the home of the third largest city health department in the nation, the Chicago Department of Public Health (CDPH). The MPH program has a formal contract with CDPH for student practica which has never lasped. DePaul is the only university in the city with such a contract, reflecting the program s close commitment to community-based health. A comprehensive list of partner agencies (where formal partnership agreements exist) are available in the resource file. 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. This section is not applicable. 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. TABLE 19: RESOURCE OUTCOME MEASURES* Indicator/Target SFR Total Expenditures/FTE Student Program will receive at least 1 internal grant for curricular development, service, or workforce development $10,532 $11,375 $8,2016* Met Met Met DePaul MPH Program Self-Study, 13 December 2012, Page 62

63 MPH Executive committee will receive full support for attendance at 2 professional conferences per academic year Program will maintain support of at least 3 Program Assistants per academic year All MPH faculty and staff will have office space available to them All Executive Committee members and program staff will have an up-to-date computer Met Met Met Not Met Met Met Met Met Met Met Met Met *please note that the decrease in total expenditures from to is because the percent of full-time faculty teaching in the program decreased, as well as fewer courses were taught in n. Assessment of the extent to which this criterion is met. The MPH program is in the process of meeting this requirement. DePaul MPH Program Self-Study, 13 December 2012, Page 63

64 Criterion 2: Instructional Programs CRITERION 2.1: MASTER OF PUBLIC HEALTH 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 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, including undergraduate, masters, and doctoral degrees. DePaul s MPH Program currently only offers one degree: an MPH with the concentration of Community Health Practice, as seen in Table 20 below. TABLE 20 INSTRUCTIONAL MATRIX Degree Programs Academic Professional Master Degree MPH, Community Health Practice Curriculum Overview The MPH curriculum is based on accreditation standards outlined by the Council on Public Health Education, and includes coursework in the five areas of knowledge central to the public health core: 1) epidemiology, 2) biostatistics, 3) environmental science, 4) social and behavioral science, 5) health services administration. Required coursework and class sequencing to meet these standards may be found in Table 19 below. Detailed class descriptions follow in Criteron 2.1.b. Overall, the MPH program requires: a) successful completion of 56 credit hours of course work, b) successful completion of the 9-month practicum experience, and c) successful completion of the Capstone Thesis, Product, and Presentation. DePaul s primary academic terms, called quarters, last for 10 weeks and include 30 hours of instruction. Regular instruction occurs during three main terms: Fall, Winter, and Spring Quarters. Summer and December terms are shorter in duration but still include 30 hours of instruction. Required Coursework DePaul MPH Program Self-Study, 13 December 2012, Page 64

65 All students have a set of general MPH courses that are required. Students must successfully complete 15 required courses and 1 elective course. Required courses are detailed in Table 19 below with detailed course descriptions following the table in Criteron 2.1.b. Elective courses permit students to concentrate on dimensions of the discipline in which they have special interest and are not listed due to this flexibility. TABLE 21. REQUIRED COURSEWORK FOR THE MPH DEGREE Courses Credits Core Courses MPH 501: Introduction to Public Health Concepts and Practice 4 MPH 502: Introduction to Epidemiology 4 MPH 503: Introduction to Environmental Health 4 MPH 511/PSY 511: Health and Behavior Theories and Community Interventions 4 MPH 512: Applied Community Public Health Research Methods 4 MPH 513: Principles of Public Health Administration 4 MPH 515: Public Health Ethics & Policy 4 MPH 522: Program Development in Community Health 4 MPH 525: Program Evaluation in Public Health 4 MPH 541: Applied Statistics for Public Health 4 Capstone Courses MPH 602: Community Health Assessment 4 MPH 603: Applied Community Health Interventions 4 MPH 604: Capstone Seminar in Community Public Health Practice 4 Elective 4 Zero Credit Courses MPH 600: Preparation for Public Health Practice 0 MPH 699: Community Public Health Practicum 0 Total Credit 56 Critical Engagement in Public Health Practice In addition to the concrete grounding in the fundamentals of graduate public health study that the program requires, the DePaul MPH Program is further informed by a commitment to critical public health engagement at every level of instruction. Throughout the program, both in the classroom and in their fieldwork, students are given tools to examine their own developing public health practice using the lens of cultural humility, an examination aimed at identifying and addressing imbalances in power and resources in order to develop and maintain respectful, dynamic, and beneficial partnerships with communities and other groups. Overall, the MPH coursework is designed to provide the required and necessary public health skills and knowledge while also creating opportunties and tools for students to be critically engaged in the practice of public health. DePaul MPH Program Self-Study, 13 December 2012, Page 65

66 2.1.b. The bulletin or other official publication, which describes all curricula offered by the program. If the university does not publish a bulletin or other official publication, the program must provide for each degree and area of specialization identified in the instructional matrix a printed description of the curriculum, including a list of required courses and their course descriptions. The online list of courses can be found at Master of Public Health Program Course Descriptions MPH 501: Introduction to Public Health Concepts and Practice: This course introduces students to the concepts, principles, and case outcomes of public health practice. It outlines theories of health, illness behavior, and health education. It considers community health data sources, classical health intervention approaches, the planning and evaluation of community health interventions. (4 credits) MPH 502: Introduction to Epidemiology: This course focuses on the theories and methods used in the field of epidemiology to study the occurrence, distribution and determinants of infectious and non-infectious diseases, other forms of illness (particularly those impacted by social and environmental forces), and injury in human populations. The focus is on determining the impact, magnitude, and patterns of disease/illness/injury frequency so that causal agents can be identified and effective prevention, treatment and control measures can be designed and implemented. The course explores variations of disease/illness/injury in relation to such factors as age, sex, race/ethnicity, occupational and social characteristics, place of residence, social inequality, susceptibility, exposure to specific agents, and other pertinent characteristics. Also of concern is the temporal distribution of disease, examination of trends, cyclical patterns, and intervals between exposure to causative factors and onset of disease. (4 credits) MPH 503: Introduction to Environmental Health: Study of the environment factors that influence health. Topics include air and water pollution, global population and local community dynamics, toxicology, infectious and chemical agents, radiation, and management. Prerequisite: One semester course or two trimester/quarter courses of biology. (4 credits) MPH 511/PSY 511: Health and Behavior Theories and Community Interventions: This course examines various theories and models that have been developed to identify the range of psychosocial factors that impact participation in both health-threatening and health-enhancing behaviors, and provides guidance for the modification of such behaviors. The theories and models are explored from multidisciplinary perspectives DePaul MPH Program Self-Study, 13 December 2012, Page 66

67 and will be applied to an array of health issues. Practical applications of these theories to the development and implementations of theory-based public health interventions that can be applied with multiple populations (e.g., women, adolescents, elderly, people of color) within multiple settings (e.g., communities, schools, health care settings) at various levels of change (e.g., individual, community, social, policy) are also explored. (4 credits) MPH 512: Applied Community Public Health Research Methods: This course provides a critical examination of the relative strengths and limitations of various research designs, data collection methods, and types of existing data. Students will develop an understanding of (a) the relative contributions of a mixed-methods approach to public health research, (b) basic issues related to the measurement of public health concepts, and (c) the relative strengths and limitations of various analytic approaches to studying public health problems. Students will familiarize themselves with peer-reviewed journals, how to search for material on specific topics, how to develop a critical reader's eye, and how to summarize and draw evidence-based conclusions from multiple studies. (4 credits) MPH 513: Principles of Public Health Administration: This course considers the conceptual and theoretical foundation underlying managerial decision-making. The course introduces students to data and a vast array of sources of information needed to engage in strategic planning. The course goes on to examine the legal framework that governs public health practice, organizations, human resources, research activities, and community as well as individual patient intervention efforts in this country in contrast to other countries. (4 credits) MPH 515: Public Health Ethics & Policy: This course is designed to analyze the ethical basis in which public health practice is grounded. It reviews concepts and ideas developed by a number of disciplines including philosophy, law, political science, and economics. (4 credits) MPH 522: Program Development in Community Health: This course is designed to provide students with the background and skills to develop community public health programs in a variety of settings. Students will work individually and as members of teams to design measurable goals, objectives, action plans, evaluation plans, and timelines for community-based programming. Application of methods to logic modeling, proposal writing, budget planning, and project management, will be examined throughout the course (4 credits). MPH 525: Program Evaluation in Public Health: This course provides students with a comprehensive theoretical, methodological and ethical foundation for conducting public health program evaluation. Students will experience the practice aspects of evaluation DePaul MPH Program Self-Study, 13 December 2012, Page 67

68 including communicating and negotiating with stakeholders, conducting an evaluability assessment, developing logic models and evaluation questions, identifying appropriate data collection methods, gathering reliable and valid evaluation data that are appropriate to the selected design and analysis methods, reporting evaluation results, and ensuring evaluation use. The instructor facilitates a learning and skill-building environment, drawing on personal experiences and the expertise of others in the field. MPH 541: Applied Statistics for Public Health: This course emphasizes the application of statistical methods to problems of human health and disease. It covers parametric and nonparametric statistical inferential methods for univariate and bivariate situations using SPSS. Specific topics include but are not limited to the following: Interpretation of graphic and descriptive statistics for both quantitative and categorical data, confidence interval estimation and hypothesis testing methods, linear and multiple regression logistic regression, analysis of categorical data and ANOVA. Course emphasizes the statistical interpretation of the literature and analytic projects based on large data sets from published studies, the internet, or the student's workplace. Prerequisite: One statistics course. (4 credits). MPH 600: Preparation for Public Health Practice: This year-long course includes a series of skills-based workshops designed to introduce students to the specialized skills and competencies needed in the public health workplace. These workshops are designed to complement the core MPH curriculum and are selected based on regular feedback from faculty, public health practitioners, and students. (0 credits) MPH 602: Community Health Assessment: This course is part of a three-course capstone sequence that is designed to provide the student with integrative skills to complement their practical experiences in the field. The course is designed to provide the student with the background and proficiency to develop a scientific literature review, a community health profile, and an organizational assessment in view of creating a capstone thesis prospectus by the end of the class. Instruction is comprised of systematic literature searches, ecological community assessments, and various phases of community health needs assessments in preparation for the capstone thesis. Prerequisite: MPH 600 and practicum placement through the MPH Practicum Coordinator. (4 credits) MPH 603: Applied Community Health Interventions: This is the second course of the three-course capstone sequence designed to provide the student with the background and knowledge to develop a theory-based, population-specific, and community-based public health intervention. Students will develop a program theoretical framework, program logic model, program goals and SMART objectives, and a community health intervention plan in preparation for the capstone thesis. Prerequisite: Community Health Assessment. (4 credits) DePaul MPH Program Self-Study, 13 December 2012, Page 68

69 MPH 604: Capstone Seminar in Community Public Health Practice: This is the third course of the three course capstone sequence. This course focuses on the final production of the capstone thesis and poster presentation. This course has three components: (1) developing a program evaluation plan for the capstone thesis, (2) the production of the capstone thesis and (3) the production and presentation of a capstone poster at the MPH Graduate Public Health Form. The capstone demonstrates students ability to integrate knowledge and skills obtained throughout their MPH training and practicum placement to an applied community health issue and setting and to express this integration in two structured, academic formats: thesis and poster. Prerequisites: Community Health Assessment and Applied Community Health Interventions. (4 credits) MPH 699: Community Public Health Practicum: This nine month professional community public health focused practicum experience. The course engages the advanced public health graduate student in meaningful public health activities in a supervised community setting. This course will take place in the final year of the MPH program. This course will be taken concurrently with MPH 602, 603, and 604. Prerequisites: MPH 600 and placement in practicum. (0 credits) MPH Departmental Elective Options Currently, two departmental electives exist within the MPH Program and these courses are outlined below. MPH 595: Special Topics in Public Health: Special courses will be offered as students and faculty affiliated with the MPH program identify selected topics of common interest. MPH 599: Independent Study in Public Health: This course can be taken in consultation with a supervising faculty member. Students must receive course approval from the MPH Program Director. 2.1.c. Assessment of the extent to which this criterion is met. The MPH program has met the criterion through an iterative curriculum development process that involved input from multiple stakeholders (national experts, faculty, practitioners, current students, and alumni). CRITERION 2.2: PROGRAM LENGTH An MPH degree program or equivalent professional master s degree must be at least 42 semester credit units in length. DePaul MPH Program Self-Study, 13 December 2012, Page 69

70 2.2.a. Definition of a credit with regard to classroom/contact hours. All courses offered by the Master of Public Health program are 4 credit hours, which requires 30 classroom/contact hours over the course of the 10 week DePaul quarter. 2.2.b. Information about the minimum degree requirements for all professional degree curricula shown in the instructional matrix. If the program or university uses a unit of academic credit or an academic term different than the standard semester or quarter, this should be explained and an equivalency presented in a table or narrative. Degree Timeline Upon matriculation, students meet with the technical advisor to create their course plan based on anticipated graduation date (2, 3 or 4 years). Table 20 shows the course plan for a 2-year full time student. Continual assessment of completion date is encouraged and any changes will be discussed and implemented through the technical advisor. The technical advisor also assists with elective selection and enrollment. TABLE 22: TWO YEAR COURSE PLAN FOR MPH DEGREE YEAR ONE TWO YEAR PROGRAM The schedule is designed for students taking two courses per quarter to complete the degree in 2 years YEAR TWO Autumn Quarter MPH 501: Introduction to Public Health Concepts and Practice MPH 541: Applied Statistics for Public Health MPH 600: Preparation for Public Health Practice Autumn Quarter MPH 602: Community Health Assessment MPH 513: Principles of Public Health Administration MPH 699: Community Public Health Practicum December Session Winter Quarter MPH 515: Public Health Ethics & Policy MPH 511/PSY511: Health Behavior Theories & Community Intervention December Session Winter Quarter **Elective MPH 603: Applied Community Health Interventions MPH 502: Introduction to MPH 525: Program DePaul MPH Program Self-Study, 13 December 2012, Page 70

71 Spring Quarter Summer Session I/II Epidemiology MPH 600: Preparation for Public Health Practice MPH 522: Program Development in Community Health MPH 512: Applied Community Public Health Research Methods MPH 600: Preparation for Public Health Practice **Elective Spring Quarter Evaluation in Public Health MPH 699: Community Public Health Practicum MPH 604: Capstone Seminar in Community Public Health MPH 503: Introduction to Environmental Health MPH 699: Community Public Health Practicum **The Elective course is only taken once. It can be taken during any of the noted periods. Additionally, it could also be taken during any academic quarter. If this were chosen, the student would take an additional class per quarter. Total Courses: 16 courses (56 credit hours) MPH students have the option to complete the program in two, three, or four years. MPH students are eligible for graduation upon successful completion of 56 credit hours, successful completion of the practicum experience, and successful complete of the capstone project. In June 2010, MPH graduated its first class of students. Additional graduation dates (Table 23) are listed below: TABLE 23: MPH GRADUATING CLASSES Graduation Year: JUNE 2010 JUNE 2011 JUNE 2012 Number of students (Admission Year) (Fall 2008 admission) (Fall 2009 Admission) - 2 (Fall 2008 Admission) (Fall 2010 Admission) - 4 (Fall 2009 Admission) - 1 (Fall 2008 Admission) DePaul MPH Program Self-Study, 13 December 2012, Page 71

72 2.2.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. This section is not applicable to DePaul s MPH program. 2.2.d. Assessment of the extent to which this criterion is met. The MPH program is currently engaged in a program-wide discussion around this criterion. While students are required to complete the degree in four years, the program has not had to deal with any degree completion issues during its existence as all matriculated students have completed within four years or have withdrawn from the program. CRITERION 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. The core MPH curriculum establishes a minimum base of knowledge and skills in each of the five traditional public health core disciplines, the community public health practicum and in critical public health engagement. This knowledge is acquired through completion of the public health core curriculum, the community public health practicum, and the culminating experience. A matrix, found in Criterion 2.6.b., outlines each compentency and the courses that meet these requirements. Each course is worth 4 credit hours, totaling 56 credit hours for the degree. The MPH Program has aligned its curriculum with the program competencies outlined in Criterion 2.6. These competencies are continually monitored via student s progress through a self-assessment which is administered at the beginning of the program and at the conclusion of the program. A three-tiered structure for competency assessment was developed to assess student s competencies related to 41 indicators. The competencies include: 1) a set of competencies describing general expectations for masters-level competency in community public health practice (please see Criterion 2.6 ); 2) a set of 41 indicators delineating knowledge and skills that are necessary to meet each competency and are sufficient for describing the range of knowledge skills needed to meet each competency (Appendix F); and 3) sources of evidence that provide examples documenting student achievement regarding each knowledge and skill indicator DePaul MPH Program Self-Study, 13 December 2012, Page 72

73 (Appendix E). Students complete the assessment (Appendix F) at the beginning and end of the MPH program on computer. 2.3.b. Assessment of the extent to which this criterion is met. The MPH program has met this criterion. CRITERION 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. Students are expected to complete the program as a cohort. Students who choose to complete the program in either 3 or 4 years are integrated into their cohort during the final year of the program through the capstone course sequence and practicum experience. These students course sequence is individually determined in conjuction with technical advising. However, all students must complete MPH 600 (a 0 credit course) and maintain a B average before beginning the practicum. Additionally, all courses for the MPH degree must be completed through DePaul University, as transfer credits are not accepted. Overview The practicum constitutes nine months of professional community health-focused practice that is expected to engage public health graduate students in public health activities. The purpose of the practicum is to provide students a structured, comprehensive, and integrated application of their MPH coursework to enhance and further develop their professional competencies in a public health practice setting, an experience that culminates in the creation of the MPH capstone. Please see Appendix A, the Practicum Manual, for an complete listing of all practicum-related policies and procedures. The nine month practicum takes place during the student s final year of the MPH program. In addition to other field placement public health activities, as directed by the practicum supervisor, practicum students complete a field-based capstone comprised of three elements: DePaul MPH Program Self-Study, 13 December 2012, Page 73

74 1. the capstone thesis, a scholarly work that systematically examines the development of the capstone product through the academic lens of public health research and program development, 2. the capstone product, a practicum-specific item developed in conjunction with and under the direction of the practicum site, and 3. the capstone presentation, a formal poster presentation of the capstone to our MPH community partners, DePaul colleagues, and the general public at the MPH Graduate Public Health Forum The practicum and integrated, field-based capstone are required by the MPH Program for degree completion. Practicum Prerequisites The following are prerequistes for placement in the practicum: 1. Students must be entering their final year of the program 2. Student must take and pass the year-long MPH 600: Preparation for the Practicum and Professional Development in the academic year immediately preceding their placement in order to be placed in practicum. 3. Students considering practicum placement are matched at qualified placement sites through a competitive application process in the spring prior to beginning their placements in the fall (Appendix K). Students who do not complete this application process are not eligible for practicum placement. In order to be eligible to participate in the application process and then to commence their practica students must be in good academic standing, with no academic probations, incompletes, or R grades pending. Practicum Hours The practicum begins on the first day of the Autumn Quarter at DePaul University (Wed, 7 Sept 2011 for AY ) and ends on the last day of Spring Quarter (Fri, 8 June 2012 for AY ). Students are required to meet with their Field Supervisors during the first week of class to discuss practicum logistics, the Learning Agreement, and potential capstone products. Students are required to submit their hours monthly to the Practicum Advisor for review and approval through the MPH 699 Desire to Learn (d2l) site. Students are required to commit to 8-10 hours per week of professional community health focused training with an agency, organization, or department (the agency ). Students are required to be physically onsite at the agency for the majority of these hours; any offsite hours must be noted on the monthly hours log. In total, students will contribute hours over three academic quarters (Autumn Quarter, Winter Quarter, Spring Quarter) during the practicum placement year. The structure of the hours will be arranged with the assigned Field Supervisor and the student, balancing out DePaul MPH Program Self-Study, 13 December 2012, Page 74

75 the needs/demands of both the agency and the student. For example, the weekly schedule may include all hours worked on one day or the hours may be divided up over the course of two or more days. The program requires that the students adhere to this weekly schedule. Students will undergo a quarterly hours audit to assess their progress toward meeting the practicum hours requirements. MPH 699: Community Public Health Practice Students placed in practicum are required to enroll in MPH 699, a zero (0) credit, P/F course, based on criteria detailed in course syllabus. MPH 699 is a year-long course with no physical class time, rather, the course d2l site will serve as the centralized location for practicum paperwork, hour counts, and the coordination of practicumrelated administrative matters. Students are required to successfully complete MPH 699 to be eligible for degree conferral. Qualified Practicum Placements Students are matched at qualified placement sites through a competitive application process in the spring prior to beginning their placements in the fall (Appendix K). Student who do not complete this application process are not eligible for practicum placement. A list of approved sites (Appendix L) is available at the Practicum Information Session, usually held in the Spring Quarter prior to practicum start, and students are encouraged to work with the Director of Community Partnerships in the Autumn and Winter Quarters to identify potential practicum sites of interest for their placement if they wish to pursue a specific area of community health. The Director of Community Partnerships has screened these sites and supervisors for addtion to the list of approved sites (Appendix M). Qualified Practicum Activities The two purposes of the practicum are (1) to ensure that students gain supervised professional practical experience in the application of community public health principles and theory to current community health issues and (2) to ensure that students develop an independent, comprehensive, academically sound, and practicebased capstone that demonstrates their mastery of essential public health skills in both academic and community settings. As such, the following activities are viewed as meeting the criteria for the practicum. The student will work with the Field Supervisor to create a Learning Agreement in the first hours of the practicum. This Learning Agreement is derived from the qualified community health-focused public health activities (see below). Learning Agreements are submitted to the Director of Community Partnerships for review and approval through the MPH 699 d2l site. The Director of Community Partnerships must DePaul MPH Program Self-Study, 13 December 2012, Page 75

76 approve the Learning Agreements prior to the student s first monthly report or students face dismissal from the practicum. Practicum activities will be in accord with the approved Learning Agreement, and any significant change to the document will need to be negotiated in a timely fashion with the Director of Community Partnerships (e.g., new funding streams are secured which change the supervisor s immediate program needs). Qualified Community Health-Focused Public Health activities include: Learning how to and assist with advancing community health through public health education and systems development. Learning how to and assisting with the improvement of community health through public health systems and program planning, development, implementation, monitoring, and evaluation--including improvement and effectiveness-focused program evaluations. Learning how to and assisting with the collection, assembly, analysis, interpretation, and dissemination of community health-focused data on public health issues, prevention, and treatment. Learning how to and assisting with the assembly, analysis, interpretation, and dissemination of community health-focused data for disease tracing, monitoring, and reporting. Learning how to and assisting with public health policy research, development, and advocacy to ameliorate community health outcomes. Learning how to and assisting with research and advocacy designed to improve funding for community health-focused public health prevention, intervention programs and initiatives. Student Evaluation Field Supervisors are required to complete academic quarterly evaluations of the MPH student(s) that they are supervising. Autumn and Winter Quarters evaluations are linked directly to the Learning Agreement and serve as progress evaluations; while the Spring Quarter evaluation is comprehensive and examines the degree to which the student has met the MPH program s practicum placement learning objectives and assesses overall participation in the practicum. Policies and procedures regarding practice placements Selection of sites Sites are selected based on a number of criteria, including the population served, area of health focus, type of public health focus, the number of students entering practicum for that academic year, and the site s ability to house, adequately supervise, and provide well-rounded field-based public health experiences to graduate practicum students. Additionally, sites must demonstrate a strong agency commitment to community health and service to vulnerable populations. DePaul MPH Program Self-Study, 13 December 2012, Page 76

77 The Director of Community Partnerships personally visits each site annually to perform a physical review of the site environment, setting, and public health activities. Additionally, the Director also visits each new, potential practicum site to assess the site and potential preceptor s eligibility to serve as a practicum site. Please see Appendix M for the site eligibility screening form. Methods for approving preceptors Preceptors are required to hold an advanced degree in a public health or health-related field (e.g., MPH, MSW, MSPH, MS in Health Psychology, PhD, MD, etc.), have significant experience working in a public health setting, and hold a position equivalent to manager or supervisor in their agency. Alternatively, preceptors without advanced degrees will demonstrate significant public health training and experience in the field and hold a position equivalent to manager or supervisor in their agency. In this context, significant, in regards to preceptors without advanced degrees, means a minimum of five years clinical or field experience. Appendix M includes measures for screening of Supervisor eligibility. The Director of Community Partnerships personally meets with each supervisor annually to mutually review student performance, orient one another regarding current agency and University practices, and foster ongoing campus-community partnerships. Supervisors will also provide a current resume and contact information sheet annually to the MPH Program. Approaches for faculty supervision of students Students enrolled in practica are simultaneously enrolled in a three-course capstone sequence which is taught by the Director of Community Partnerships. Student receive weekly supervision from their instructor through the classroom setting regarding their practica, as well as individual meetings as necessary. Means of evaluating practice placement sites Practica students submit quarterly evaluations of the site and supervisor. The Director of Community Partnerships reivews each of these evaluation and also personally visits each site annually to perform a physical review of the site environment, setting, and public health activities. Means of evaluating preceptors qualifications Current supervisors provide a current resume to the MPH Program, and the Director of Community Partnerships personally meets with each supervisor annually. For additional information on the practicum experience, please see the Practicum Manual (Appendix A), also found in Criterion 2 of the Resource File. DePaul MPH Program Self-Study, 13 December 2012, Page 77

78 Criteria for waiving the experience Due to the integrated nature of the practicum and capstone learning experiences, there is no option to waive the practicum experience. 2.4.b. Identification of agencies and preceptors used for practice experiences for students, by specialty area, for the last two academic years. TABLE 24: MPH PRACTICUM PLACEMENTS MPH Practicum Placements AY Student Name Year Agency Preceptor Akron, Traci 2010 Broughton, Amber 2010 Bravo Gonzalez, Mara 2010 Dorsch, Katherine 2010 Freeman, Peter 2010 Harding, Erika 2010 Smiecik, Valerie 2010 Chicago Family Health Center Illinois Public Health Institute Illinois Public Health Institute Illinois Coalition of School-Base Health Centers Howard Brown Health Center Broadway Youth Center AIDS Foundation of Chicago Consortium to Lower Obesity in Chicago Children (CLOCC) Illinois Public Health Institute Kathy McLain Elissa Bassler Elissa Bassler Briana Jeigers Rob Garafalo Pete Subkoviak Sarah Welch Preceptor Title Director of Public Resources & Government Affairs Chief Executive Officer Chief Executive Officer Program Coordinator Director of Research Policy Coordinator Evaluation Manager Madoori, Chief Executive 2010 Elissa Bassler Surajkumar Officer Associate Heartland McMahon, Patrick 2010 Anne Clancy Director, Oral Alliance Health McKenna, Patrick 2010 NorthShore Marc-Oliver Wright Director of DePaul MPH Program Self-Study, 13 December 2012, Page 78

79 MPH Practicum Placements AY Student Name Year Agency Preceptor Odueyungbo, Opeyemi 2010 Partida, Renee 2010 Pelligra, Stephanie 2010 Ramkissoon, Narendra 2010 University Health Heartland Alliance UIC Medical Ethics Children s Memorial Hospital (CMH) Chicago Department of Public Health (CDPH) Anne Clancy Lisa Snow Alexis Thompson Francis Guilchard Rood, Brian 2010 CDPH Simone Koehlinger Sheridan, Katherine 2010 Chicago Family Health Center Kathy McLain Shrestha, Neeha 2010 CDPH Nik Prachand Suleta, Katie 2010 CDPH Nik Prachand Szydlowski, MaryBeth 2010 Trandel, Holly 2010 Chawhan, Niyati 2011 Chicago Public Schools (CPS) Northwestern Memorial Hospital (NMH) Women's Health Foundation Jaime Dircksen Mary Gillaspy Anna Albrecht Fountas, Leanne 2011 CLOCC Sarah Welch Preceptor Title Infection Control Associate Director, Oral Health Clinical Visiting Professor Director, Hematology Dept Sanitarian Manager Public Administrator III Director of Public Resources & Government Affairs Senior Epidemiologist Senior Epidemiologist Coordinated School Health Specialist Manager, Health Learning Center Director of Wellness Initiatives Evaluation Manager DePaul MPH Program Self-Study, 13 December 2012, Page 79

80 MPH Practicum Placements AY Student Name Year Agency Preceptor Gray, Camdin 2011 CDPH Pamela McCann Gupta, Suruchi 2011 Hoover, Hannah 2011 Northwestern University Adult Cystic Fibrosis Program Women's Health Foundation Manu Jain Dr. Jeni Hebert- Beirne Lazdins, Mara 2011 CLOCC Anna Barnes Lee, Sean 2011 Lichten, Abbey 2011 Lynn, Riana 2011 Monteleon, Angela 2011 Noronha, Maya 2011 Heartland Health Outreach NMH - Alberto Culver Women's Health Learning Center US Dept of Health and Human Services NMH - Alberto Culver Women's Health Learning Center Healthy Schools Campaign - Nursing Project Judith Weinstein Mary Gillaspy Mildred Hunter Mary Gillaspy Donna Fishman Olayanju, Bashirat 2011 CDPH Nik Prachand Purnell, M. Becca 2011 Greater Humboldt Park Community of Wellness Juana Ballesteros Pylypczak, Natalie 2011 CDPH Berenice Tow Preceptor Title Public Administrator II Program Director Director of Research School Programs Coordinator Associate Director, Refugee Health Programs Manager, Health Learning Center Region V Officer Manager, Health Learning Center Director of Training Senior Epidemiologist Executive Director Public Administrator DePaul MPH Program Self-Study, 13 December 2012, Page 80

81 MPH Practicum Placements AY Student Name Year Agency Preceptor Reed, Bianca 2011 Satsangi, Neha 2011 South Side Help Center DuPage County Health Department Pamela Tassin Kathleen Browning Senecal, Rachel 2011 CDPH Velma Burt Shealey, Syretta 2011 Strain, Elizabeth 2011 Vinay, Edwin 2011 Zelenick, Shane 2011 Cebryzinski, Fran 2012 Chambers, Courtney 2012 Finnegan, Kate 2012 Gallagher, Shannon 2012 Garrett, Rebecca 2012 CPS Coordinated School Health CPS Coordinated School Health University of Chicago - Community Based Participatory Research North Shore University Health Systems Women's Health Foundation Chicago Women's Health Center CDPH STI/HIV/AIDS CMH - Hematology Blue Cross Blue Shield of Illinois Lilliana DeSantiago Lilliana DeSantiago Dr. Dawnavan Davis Marc-Oliver Wright Anna Albrecht Jess Kane Nik Prachand Stephanie Pelligra Crystal Barnes Preceptor Title II Director, Capacity Building Unit FORWARD Coordinator Public Health Nurse IV Coordinated School Health Specialist Coordinated School Health Specialist Assistant Professor Director of Infection Control Director of Wellness Initiatives Clinical Services Director Senior Epidemiologist Sickle Cell Program Coordinator Health Educator DePaul MPH Program Self-Study, 13 December 2012, Page 81

82 MPH Practicum Placements AY Student Name Year Agency Preceptor Hantke, Erin 2012 Jillson, Carolyn 2012 Heartland Alliance - Refugee Health CLOCC - Advocacy and Policy Change Johnson, Alan 2012 CORE Center Jones, Meredith 2012 Katta, Liz 2012 Koslowski, Courtney 2012 Ombima, Hanya 2012 Pacilli, Massimo 2012 Prado, Phil 2012 Roesch, Linda 2012 Tunstall, Talisha 2012 Vaughn, Michaela 2012 CLOCC - Healthy Teachers Network CLOCC - Evaluation NMH Lurie Cancer Center Stroger Hospital Breast and Cervical Cancer CDPH - Strategic Planning CPS Coordinated School Health NMH - Alberto Culver's Women's Health Learning Center CDPH - Chronic Disease Division Illinois Maternal and Child Health Coalition Hannah Hoover Christine Bozlak Kathy Jacobs- McLoyd Anna Barnes Sarah Welch Mary Gillaspy Pamela Ganschow Jaime Dirksen Lilliana DeSantiago Mary Gillaspy Berenice Tow Janine Lewis Vutkis, Mandy 2012 Girls in the Game Kristi Skala Preceptor Title Associate Director Advocacy Program Manager Public Health Nurse School Programs Manager Evaluation Manager Manager, Health Learning Center Attending Physician Deputy Commissioner Coordinated School Health Specialist Manager, Health Learning Center Program Director Executive Director Training and Evaluation Director DePaul MPH Program Self-Study, 13 December 2012, Page 82

83 MPH Practicum Placements AY Student Name Year Agency Preceptor Woolery, Kristen 2012 CPS Coordinated School Health Lilliana DeSantiago Preceptor Title Coordinated School Health Specialist 2.4.c. Data on the number of students receiving a waiver of the practice experience for each of the last three years. This section is not applicable to DePaul s Master of Public Health Program; no students are able to waive the practicum experience. 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. This section is not applicable to DePaul s Master of Public Health Program. 2.4.e. Assessment of the extent to which this criterion is met. The MPH program has met this criterion for the Academic Year based on the use of formative feedback from years & CRITERION 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. If this is common across the program s professional degree programs, it need be described only once. If it varies by degree or specialty area, sufficient information must be provided to assess compliance by each. The culminating experience required for degree conferral is comprised of the following components: DePaul MPH Program Self-Study, 13 December 2012, Page 83

84 1. Concurrent three-course capstone course sequence completed during the final year of the program 2. Capstone thesis 3. Capstone product 4. Capstone presentation A description of these elements is found below. Concurrent Three-Course Capstone Course Sequence In addition to the practicum field work and related field-placement course (MPH 699), students will enroll in the three course capstone sequence (MPH 602, MPH 603, MPH 604), taken concurrently with the practicum experience. MPH 602: Community Health Assessment: This course is the first part of a three-course capstone sequence that is designed to provide the student with integrative skills to complement their practical experiences in the field. The course is designed to provide the student with the background and proficiency to develop a scientific literature review, a community health profile, and an organizational assessment in view of creating a capstone thesis prospectus by the end of the class. Instruction will comprise of systematic literature searches, ecological community assessments, and various phases of community health assessments in preparation for the capstone thesis. Prerequisite: MPH 600 and practicum placement through the MPH Practicum Coordinator. (4 credits) MPH 603: Applied Community Health Interventions: This is the second course of the three-course capstone sequence designed to provide the student with the background and knowledge to develop a theory-based, population-specific, and community-based public health intervention based on their field work. Students will develop practicum-based program theoretical framework, program logic model, program goals and SMART objectives, and a community health intervention plan in preparation for the capstone thesis. Prerequisite: MPH 602 Community Health Assessment. (4 credits) MPH 604: Capstone Seminar in Community Public Health Practice: This is the third course of the three course capstone sequence. This course focuses on the final production of the capstone thesis and poster presentation. This course has three components: (1) the development of a program evaluation plan for the capstone thesis, (2) the production of the capstone thesis and (3) the production and presentation of a capstone poster at the MPH Graduate Public Health Form. The capstone demonstrates students ability to integrate knowledge and skills obtained throughout their MPH training and practicum placement to an applied community health issue and setting and to express this integration in two structured, academic formats: thesis and poster. Prerequisites: MPH 602 DePaul MPH Program Self-Study, 13 December 2012, Page 84

85 Community Health Assessment and MPH 603 Applied Community Health Interventions. (4 credits) MPH Capstone The practicum-based MPH capstone is the culminating experience in the MPH program and requires students to integrate information learned in MPH academic courses with their practicum. In addition to other field placement public health activities, as directed by the practicum supervisor, practicum students complete a field-based capstone comprised of three elements: 1. the capstone thesis, a scholarly work that systematically examines the development of the capstone product through the academic lens of public health research and program development, 2. the capstone product, a practicum-specific item developed in conjunction with and under the direction of the practicum site, and 3. the capstone presentation, a formal poster presentation of the capstone to our MPH community partners, DePaul colleagues, and the general public at the MPH Graduate Public Health Forum Please see the Capstone Guidelines (Appendix B) for more detailed information on the capstone. Successful completion of the field-based MPH capstone is required for degree conferral from the MPH program. MPH Capstone Thesis The capstone thesis is a high-individualized a scholarly work that systematically examines the development of the capstone product through the academic lens of public health research and program development. In addition to the practicum field work and related field-placement course (MPH 699), students will enroll in the three course capstone sequence (MPH 602, MPH 603, MPH 604), taken concurrently with the practicum experience. These courses are designed allow MPH students in develop an independent, comprehensive, academically sound, and practice-based capstone that demonstrates their mastery of essential public health skills in both academic and community settings. In short, students develop their fieldbased capstone theses and presentations in the three-course capstone sequence. Capstone theses are due to the MPH program office by noon on the Friday of Week 6 of the Spring Quarter. Each capstone thesis is reviewed both individually and collectively by the Capstone Review Committee (including the MPH Program Director, MPH Research Scientist, and a faculty representative). The Director of Community Placements, called the Capstone Advisor in this capacity, and the MPH Program Manager will serve as non-voting members of the committee. DePaul MPH Program Self-Study, 13 December 2012, Page 85

86 Students who receive an overall passing score based on the capstone rubric will be approved for graduation (upon completion of all other program requirements). Students may also receive a notice of distinction on their capstone if they meet the rubric criteria for distinction. Students who do not receive a passing score will work with the MPH Program Director and Capstone Advisor to develop and complete a remediation plan. Failure to successfully complete the remediation process will result in dismissal from the program. Please see the Capstone Guidelines (Appendix B) for more detailed information on the capstone thesis. MPH Capstone Product The capstone product is a tailored, high-individualized item developed in conjunction with and under the direction of the practicum supervisor that is intended to fulfill an articulated agency need for future or current use. Students work on creating the capstone product during their practicum hours and also may receive periodic structured feedback on the development of the product from MPH staff. Examples of previous capstone products include: a worksite wellness toolkit for community-based organizations and non-profit agencies to implement worksite wellness programs at little to no cost; a program designed to increase access to comprehensive primary preventative care at an urban federally qualified community health center; a tutoring program on chronic transfusions designed for young sickle cell disease patients at an urban hospital; the development of a state health department health improvement plan; and an adolescent STI education and screening project for an urban public high school system. MPH Capstone Presentation Students prepare a poster of their capstones for presentation and judging at the MPH Graduate Public Health Forum. The Forum is generally held during Week 8 of the Spring Quarter and is open to the public. Students posters are assessed by an invited, independent panel of judges in competition for the prestigious MPH award, the Grace Budrys Award for Excellence in Community Health. Please see the Capstone Guidelines (Appendix B) for more detailed information on the capstone presentation. 2.5.b. Assessment of the extent to which this criterion is met. The MPH program has met this criterion. DePaul MPH Program Self-Study, 13 December 2012, Page 86

87 CRITERION 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 masters degree students are expected to achieve through their courses of study. The MPH program adheres to the DePaul University learning goals. Graduates of DePaul University are expected to have accomplished the following learning goals: 1. Mastery of content. 2. Articulate communication. 3. Capacity to work toward accomplishing goals both independently and cooperatively. 4. Knowledge of and respect for individuals and groups who are different from themselves. 5. Development of service-oriented, socially responsible value and ethical framework. 6. Critical and creative thinking. 7. Development of multiple literacies. 8. A personal arts and literature aesthetic in formation. 9. Self-reflection/life skills. 10. Historical consciousness. Based on the MPH Program Goals and DePaul Learning Goals, the MPH Program has defined the following learning objectives/competencies. Graduates from the DePaul University s MPH program will possess the: 1. ability to assess community needs and resources 2. ability to identify the occurrence and distribution of health and illness 3. ability to critically analyze multiple determinants of health and illness (e.g., psychosocial, behavioral, environmental, genetic) 4. ability to design, implement and evaluate community based interventions designed to bring about improved health 5. ability to engage in the study of community health using current research tools and methods 6. ability to utilize socially responsible and ethical approaches to public health 7. ability to understand the organizational context of public health service delivery 8. ability to work in a knowledgeable and respectful manner with diverse populations DePaul MPH Program Self-Study, 13 December 2012, Page 87

88 9. ability to develop and sustain collaborative relationships with community partners 10. ability to analyze and integrate the role of policy and advocacy in public health Achievement of these compentecies are demonstrated through three primary methods: a) successful completion of required coursework; b) successful completion of the 9- month required practicum experience; and c) successful completion of the MPH capstone. For a more complete description of the compentencies with course-by-course learning objectives please see Criteron 2.2.a, Criteron 2.2.b, and Table 25. DePaul MPH Program Self-Study, 13 December 2012, Page 88

89 2.6.b. A matrix that identifies the learning experiences by which the core public health competencies are met. If this is common across the program, a single matrix will suffice. If it varies by degree or specialty area, sufficient information must be provided to assess compliance by each. TABLE 25: CORE COMPETENCIES LEARNING MATRIX Indicators Competency 1 Ability to assess community needs and assets Course Objectives Demonstration of Learning 1.1: Assesses the health status of populations and their related determinants of health and illness (e.g. factors contributing to health promotion and disease prevention, availability and use of health services) 1.2: Describes the characteristics of a populationbased health problem (e.g. equity, social determinants, physical environment) 1.3: Analyzes and contextualizes (structural, historical) sources of public health data and information 1.4: Identifies gaps in data sources (primary and secondary) MPH 602: Access and critically assess findings of public health research for use in community settings. MPH 501: Apply measures of population health and illness, including risk factors, to community health improvement initiatives. MPH 602: Access and critically assess findings of public health research for use in community settings. MPH 602: Identify and assess existing data sources for community health assessments. MPH 602: Identify and assess existing data sources for community health assessments. Community Health Assessment/Capstone Exam, final project Community Health Assessment/Capstone Community Health Assessment/Capstone 1.5: Makes community-specific inferences from MPH 602: Access and critically assess Community Health DePaul MPH Program Self-Study, 13 December 2012, Page 89

90 quantitative and qualitative data (e.g. risks and benefits to the community, health and resource needs) 1.6: Uses data to address scientific, political, ethical, and social public health issues 1.7: Retrieves scientific evidence from a variety of text and electronic sources 1.8: Participates with stakeholders in identifying key values and a shared vision as guiding principles for community action (x. ref #8.9) 1.9: Uses methods and instruments for collecting and interpreting valid and reliable quantitative and qualitative data 1.10: Conducts community health inventories / profiles. findings of public health research for use in community settings. MPH 602: Identify, describe and implement methodologies for conducting community health assessments. MPH 541: Understand, interpret, and appreciate literature in the public health and medical statistics areas. MPH 602: Access and critically assess findings of public health research for use in community settings. MPH 699: Recognize the role of trust and community expertise in community health practice and research to develop communitybased programming. MPH 602: Discuss methods for collecting primary data with individuals, groups, and organizations. MPH 602: Integrate assessment methods discussed in class with practicum experience. Assessment/Capstone Exam Literature Review Capstone Community Health Assessment/Capstone Community Health Assessment/Capstone Competency 2 Ability to identify the occurrence and distribution of health, illness and health determinants Demonstration of Indicators Course Objectives Learning DePaul MPH Program Self-Study, 13 December 2012, Page 90

91 2.1: Identifies key sources of data for epidemiologic purposes. 2.2: Describes a public health problem in terms of historical context, magnitude, person, time and place. 2.3: Applies the basic terminology and definitions of epidemiology. 2.4: Calculates and interpret basic epidemiology measures and analyses (confounding, multivariate analysis, etc.) 2.5: Communicates and translate epidemiologic information to lay and professional audiences. (writing skills, new media, communication channels, cultural competence) 2.6: Evaluates the strengths and limitations of epidemiologic reports and literature. MPH 502: Identify and use sources of data to describe population health and conduct epidemiological analyses MPH 602: Identify and assess existing data sources for community health assessments. MPH 501: Define public health and describe its evolution and future development MPH 502: Describe the history of epidemiology as it pertains to the current approaches used in evaluating disease risk and public health responses. MPH 502: Describe and differentiate different epidemiologic study designs and identify the strengths and weaknesses of each. MPH 502: Define, calculate, and interpret measures of disease frequency, including incidence, prevalence, relative risk, odds ratio, crude and adjusted rates. MPH 502: Describe the role of epidemiologic methods in evaluating health promotion and health care delivery. MPH 502: Describe and differentiate different epidemiologic study designs and identify the strengths and weaknesses of Exam (502) Community Health Assessment/Capstone Exams (501, 502) Final paper (501?) Exam Exam Exam Exams (502, 512) Final paper (525) DePaul MPH Program Self-Study, 13 December 2012, Page 91

92 2.7: Identifies and apply descriptive and inferential methodologies according to the type of study design for answering a particular research question. (x. ref #5.8) 2.8: Understands interaction between disease measurement, politics, prevention and treatment funding. 2.9: Understand interaction between disease measurement, health behavior and culture. each. MPH 512: Evaluate the strengths and limitations of methods used in specific research projects. MPH 525: Critique written reports of program evaluations through multiple research and practice paradigms. MPH 502: Describe and differentiate different epidemiologic study designs and identify the strengths and weaknesses of each. MPH 512: Describe methods for designing research projects related to specific public health problems. MPH 512: Identify the types of research questions and designs appropriate for studies in public health. MPH 502: Understand the role epidemiology plays in policymaking, health planning, and funding MPH 522: Understands best practices in finding appropriate program sponsors and planning proposals. MPH 502: Understand the importance of integrating behavior, social norms, and Exams (502, 512) Final paper (512) Exam (502) Grant proposal (522) Exam (502) DePaul MPH Program Self-Study, 13 December 2012, Page 92

93 culture into epidemiological inquiry Competency 3 Ability to critically analyze multiple determinants of health and illness (psychosocial, behavioral, environmental, genetic, historical, economic) Demonstration of Indicators Course Objectives Learning 3.1: Identifies individual, organizational and community concerns, assets, resources and deficits for social and behavioral science interventions. 3.2: Describes the role of social, relational and community factors in both the onset and solution of public health problems. 3.3: Specifies multiple targets and levels of intervention for social and behavioral science programs and/or policies. MPH 511: Identify individual, organizational and community concerns, assets, resources, and deficits for social and behavioral science interventions. MPH 603: Describe and identify the components of a well-designed community health promotion program MPH 501: Describe the variance in health status based on social and demographic factors MPH 503: Identify the major sources of biological, chemical and physical agents found in water, air, soil and food; understand their origin, transfer and fate in the environment and the range of environmental health problems associated with these agents. MPH 503: Identify the major sources of biological, chemical and physical agents found in water, air, soil and food; understand Final paper (511) Intervention Plan/Capstone (603) Exams (501, 503) Exams (503, 511) Grant proposal (522) DePaul MPH Program Self-Study, 13 December 2012, Page 93

94 their origin, transfer and fate in the environment and the range of environmental health problems associated with these agents Intervention Plan/Capstone (603) 3.4: Quantitatively describes genetic, physiologic and psychosocial factors that affect susceptibility to adverse health outcomes. 3.5: Examines historical contexts of structural determinants of health. MPH 511: Describe interventions that can be applied with multiple populations within multiple settings at various levels of change. MPH 522: Describes steps and procedures for the planning, implementation and evaluation of public health programs and interventions. MPH 603: Describe and identify the components of a well-designed community health promotion program. MPH 503: Identify the major sources of biological, chemical and physical agents found in water, air, soil and food; understand their origin, transfer and fate in the environment and the range of environmental health problems associated with these agents. MPH 501: Identify and distinguish public health and prevention strategies for important health problems MPH 503: Characterize populations exposed to hazardous agents, both domestically and in international/global settings. Exam Exams (501, 503) DePaul MPH Program Self-Study, 13 December 2012, Page 94

95 3.6: Conducts socio-ecological analysis of community health. 3.7: Analyzes determinants, direct and indirect contributing factors to determine how and where to intervene. 3.8: Utilizes paradigms, theories and models to understand multiple determinants of health and illness. MPH 503: Identify significant historical and current issues in environmental health. MPH 602: Identify, describe, and implement methodologies for conducting community health assessments. MPH 511: Describe range of psychosocial factors that impact participation in both health-threatening and health-enhancing behaviors. MPH 503: Identify the major sources of biological, chemical and physical agents found in water, air, soil and food; understand their origin, transfer and fate in the environment and the range of environmental health problems associated with these agents. MPH 511: Apply theories and models to the development and implementation of public health interventions. MPH 603: Identify and articulate how theories are used in meaningful health promotion activities. Community Health Assessment/Capstone Final paper (511) Exam (503) Final paper (511) Intervention Plan/Capstone (603) Competency 4 Ability to design, implement and evaluate community based interventions designed to bring about improved health (add dissemination of findings) Indicators Course Objectives Demonstration of DePaul MPH Program Self-Study, 13 December 2012, Page 95

96 4.1: Identifies critical stakeholders for the planning, implementation and evaluation of public health programs, policies and interventions. 4.2: Describes steps and procedures for the planning, implementation and evaluation of public health programs, policies and interventions. 4.3: Develops mechanisms to monitor and MPH 522: Identifies critical stakeholders for the planning, implementation and evaluation of public health programs and interventions. MPH 603: Design a community health intervention that takes target population, delivery method, and setting into account. MPH 501: Apply principles derived from the basic public health sciences to planning, implementing, and evaluating public health interventions. MPH 511: Apply theories and models to the development and implementation of public health interventions. MPH 522: Describes steps and procedures for the planning, implementation and evaluation of public health programs and interventions. MPH 525: Create a logic model to diagram a program s key resources, activities, outputs & intended outcomes. MPH 603: Describe and identify the components of a well-designed community health promotion program MPH 522: Describes steps and procedures Learning Grant proposal (522) Intervention plan/capstone (603) Evaluation plan/capstone (604) Final papers (511, 525) Grant proposal (522) Intervention plan/capstone (603) Evaluation plan/capstone (604) Final paper (525) DePaul MPH Program Self-Study, 13 December 2012, Page 96

97 evaluate programs for their effectiveness and quality. 4.4: Specifies approaches for assessing, preventing and modifying conditions that pose risks to human health and safety. (primary, secondary, tertiary) 4.5: Identifies and apply/adapt theory-based and evidence-based approaches in the development and evaluation of public health interventions. for the planning, implementation and evaluation of public health programs and interventions. MPH 525: Design a public health program evaluation project in collaboration with stakeholders and team members. MPH 511: Describe interventions that can be applied with multiple populations within multiple settings at various levels of change. MPH 602: Identify, describe, and implement methodologies for conducting community health assessments. MPH 603: Design a community health intervention that integrates theory to promote community well-being and prevent ill-health. MPH 501: Identify and distinguish public health and prevention strategies for important health problems. MPH 511: Apply theories and models to the development and implementation of public health interventions. MPH 525: Explain, demonstrate, and put into practice various theories and methodologies of program evaluation in order to effectively design and implement Grant proposal (522) Final paper (511) Community Health Assessment/Capstone (602) Intervention plan/capstone (603) Exam (501) Final papers (511, 525) Intervention plan/capstone (603) DePaul MPH Program Self-Study, 13 December 2012, Page 97

98 4.6: Uses evaluation results to improve performance and develop strategies for continuous quality improvement. 4.7: Identifies and develops appropriate levels of interventions in response to data analyses and assessment findings. 4.8: Prepares proposals for funding from diverse external sources. (x-ref. #7.5) public health evaluation efforts. MPH 603: Design a community health intervention that integrates theory to promote community well-being and prevent ill-health. MPH 525: Demonstrates the ability to analyze and interpret collected data for purposes of answering the evaluation questions. MPH 511: Describe interventions that can be applied with multiple populations within multiple settings at various levels of change. MPH 522: Describes steps and procedures for the planning, implementation and evaluation of public health programs and interventions. MPH 603: Access and critically assess findings of public health research for use in community settings. MPH 522: Understands best practices in finding appropriate program sponsors and planning proposals. MPH 522: Demonstrates skills in the area of grant writing Final paper Final paper (511) Grant proposal (522) Intervention plan/capstone (603) Grant proposal (522) Competency 5 Ability to engage in the practice of community health using current research tools and methods DePaul MPH Program Self-Study, 13 December 2012, Page 98

99 Indicators 5.1: Discusses the scientific foundation of the field of public health. 5.2: Conducts a comprehensive review of the scientific evidence related to a public health issue, concern, or intervention. 5.3: Determines the limitations of research findings (e.g. limitations of data sources, importance of observations and interrelationships). Course Objectives MPH 501: Define public health and describe its evolution and future development. MPH 503: Become familiar with the methods and approaches used to detect, control, analyze, assess and remove environmental health hazards. MPH 503: Become familiar with the methods and approaches used to detect, control, analyze, assess and remove environmental health hazards. MPH 603: Access and critically assess findings of public health research for use in community settings. MPH 525: Critique written reports of program evaluations through multiple research and practice paradigms. MPH 541: Demonstrate competence in understanding and interpreting reported statistical findings in the journals and literature. MPH 603: Access and critically assess findings of public health research for use in community settings. Demonstration of Learning Exams (501, 503) Exam (503) Intervention Plan/Capstone (603) Final paper (525) Exam (541) Intervention Plan/Capstone (603) DePaul MPH Program Self-Study, 13 December 2012, Page 99

100 5.4: Applies and interprets descriptive and statistical techniques commonly used to summarize public health data. 5.5: Uses methods and instruments for collecting and interpreting valid and reliable quantitative and qualitative data. 5.6: Examines the integrity and comparability of data. 5.7: Applies descriptive and inferential methodologies according to the type of study design for answering a particular research question. (x. ref #2.8) MPH 541: Utilize output from the SPSS programming language emphasizing the analysis and interpretation of medical statistics in laymen s terms. MPH 512: Describe the various types of qualitative and quantitative methods used in social research. MPH 512: Describe the design of standard tools for applying qualitative and quantitative research methods, such as structured questionnaires, unstructured interviews, focus groups, and open-ended interviews. MPH 602: Discuss methods for collecting primary data with individuals, groups, and organizations. MPH 541: Understand basic and clinical biostatistics for public health practice. MPH 602: Access and critically assess findings of public health research for use in community settings. MPH 512: Identify the types of research questions and designs appropriate for studies in public health. MPH 602: Discuss methods for collecting Exam Community Health Assessment/Capstone (602) Exam (541) Community Health Assessment/Capstone (602) Community Health Assessment/Capstone (602) DePaul MPH Program Self-Study, 13 December 2012, Page 100

101 5.8: Synthesizes and disseminates key research findings to public health professionals and community members. 5.9: Understands and applies principles of community-based participatory research. primary data with individuals, groups, and organizations. MPH 602: Identify, describe, and implement methodologies for conducting community health assessments. MPH 603: Access and critically assess findings of public health research for use in community settings. MPH 604: Create and present a formal academic poster of the capstone thesis. MPH 512: Understand the principles of the community based participatory research (CBPR) approach and how it can be used to address health disparities. Capstone Poster (604) Capstone Product (604) Competency 6 Ability to apply ethical approaches to public health in the pursuit of social justice Indicators Course Objectives Demonstration of Learning 6.1: Comprehend basic ethical and legal principles pertaining to the collection, maintenance, use and dissemination of public health data. 6.2: Applies ethical principles to public health program planning, implementation and MPH 515: Distinguish between public health ethics and other types of ethics. MPH 515: Explain the principles of public health ethics. MPH 515: Explain the principles of public health ethics. Interview, Blog Postings Interview (515) Evaluation Philosophy DePaul MPH Program Self-Study, 13 December 2012, Page 101

102 evaluation. 6.3: Incorporates ethical standards of practice as the basis of all interactions with organizations, communities, and individuals. 6.4: Understands the laws, regulations, policies and procedures for the ethical conduct of research (e.g. patient confidentiality, human subject processes). 6.5: Uses appropriate ethical codes of practice in multidisciplinary public health efforts. 6.6: Integrates professional and personal ethics into professional practice philosophy. 6.7: Identify health equity approaches/strategies to eliminate health disparities. MPH 525: Articulate and address potential ethical issues in designing and implementing evaluation activities. MPH 515: Recognize the need to balance individual needs and interests with collective action for the common good. MPH 501: Describe the role of law and government in promoting and protecting the health of the public, including ethical conduct of research, and identifying specific functions and roles of governmental public health agencies in assuring population health. MPH 515: Identify issues that may lead to health disparities and/or that may reduce health disparities. MPH 600: Develop a personal public health philosophy informed by cultural humility, including ongoing critical self-reflection and evaluation. MPH 515: Identify issues that may lead to health disparities and/or that may reduce health disparities. Paper (525) Interview, Blog Postings Completion of CITI program Blog Postings Interview, Blog postings Competency 7 Ability to understand the organizational context of public health service delivery Indicators Course Objectives Demonstration of DePaul MPH Program Self-Study, 13 December 2012, Page 102

103 7.1: Understands the interrelationships, structures, functions, and authorities of local, state, and federal public health and allied health and human service systems for public health program management. 7.2: Understands relationships among agencies within the federal, state, and local levels of government that have authority over public health situations or with specific issues, such as emergency events. 7.3: Understands the judicial and operational procedures of the governing body and/or administrative unit that oversees the operations of the public health organization. MPH 501: Describe public health as a system, including its unique and important features and their role within it, to general audiences. MPH 501: Discuss the relationships between public health and other allied fields. MPH 513: Identify the components of the health care system. MPH 501: Describe the role of law and government in promoting and protecting the health of the public and identifying specific functions and roles of governmental public health agencies in assuring population health. MPH 501: Identify and explain how various organizations, positions and roles contribute to carrying out public health's core functions and essential services, and assessing the components of the public health infrastructure. MPH 501: Describe the role of law and government in promoting and protecting the health of the public and identifying specific functions and roles of governmental public health agencies in assuring population Learning Exam (501) Final paper (513) Exam, final paper (501) Exam (501) DePaul MPH Program Self-Study, 13 December 2012, Page 103

104 7.4: Develops budgets and manages programs within current and forecasted budget constraints. 7.5: Prepares proposals for funding from diverse external sources. (x-ref. #4.10) 7.6: Uses cost-effectiveness, cost-benefit, and cost-utility analyses in programmatic prioritization and decision making. health. MPH 522: Understands key components of non-profit budgeting and budget justification narratives. MPH 522: Demonstrates skills in the area of grant writing. MPH 513: Consider the supply of health facilities, personnel and costs that characterize the health system. Grant proposal Grant proposal Final paper Competency 8 Ability to work in a knowledgeable and respectful manner with diverse populations Indicators Course Objectives Demonstration of Learning 8.1: Incorporates strategies for interacting with persons from diverse backgrounds (e.g. cultural, socioeconomic, educational, racial, gender, age, ethnic, sexual orientation, professional, religious affiliation, mental and physical capabilities). 8.2: Considers and responds to the role of cultural, social, historical and behavioral factors in the accessibility, availability, acceptability and delivery of public health services. 8.3: Understands and negotiates the dynamics MPH 699: Understand the collaborative relationships in their community settings that are responsive to culture and power dynamics. MPH 503: Identify significant historical and current issues in environmental health. MPH 513: Consider how well current structural arrangements of health systems work in practice MPH 699: Understand the collaborative relationships in their community settings Exam (503) Final paper (513) DePaul MPH Program Self-Study, 13 December 2012, Page 104

105 forces that are the result of cultural diversity. that are responsive to culture and power dynamics. MPH 600: Develop a personal public health philosophy informed by cultural humility, including ongoing critical self-reflection and evaluation. 8.4: Develops and sustains collaborative relationships that are responsive to culture and power dynamics. 8.5: Practices within a cultural humility framework in engaging diverse populations. 8.6: Participates with stakeholders in identifying key values and a shared vision as guiding principles for community action (x. ref #1.9) 8.7: Disseminates key findings to community members in a knowledgeable and respectful manner in order to develop concrete action for communities. MPH 699: Understand the collaborative relationships in their community settings that are responsive to culture and power dynamics. MPH 699: Engage diverse populations in public health practice within a cultural humility framework. MPH 600: Develop a personal public health philosophy informed by cultural humility, including ongoing critical self-reflection and evaluation. MPH 699: Recognize the role of trust and community expertise in community health practice and research to develop communitybased programming. MPH 604: Deliver a complete capstone product to their practicum sites MPH 604: Create and present a formal academic poster of the capstone thesis. Capstone Poster (604) Capstone Product (604) DePaul MPH Program Self-Study, 13 December 2012, Page 105

106 Competency 9 Ability to develop and sustain collaborative relationships with community partners Indicators Course Objectives Demonstration of Learning 9.1: Collaborates in community-based participatory research efforts and development of community-based programming. 9.2: Establishes and maintains linkages with and among key stakeholders to promote intercommunity capacity. 9.3: Develops and sustains collaborative relationships that are responsive to culture and power dynamics. 9.4: Uses group processes to advance community involvement. 9.5: Uses community input when developing public health policies and programs. MPH 512: Understand the principles of the community based participatory research (CBPR) approach and how it can be used to address health disparities. MPH 699: Identify and engage critical stakeholders for the planning, implementation, and evaluation of public health programs, policies, and interventions. MPH 699: Recognize the role of trust and community expertise in community health practice and research to develop communitybased programming. MPH 699: Understand and undertake the steps necessary to link multidisciplinary partners and resources together to assess community needs and assets. MPH 602: Discuss methods for collecting primary data with individuals, groups, and organizations. MPH 602: Discuss methods for assessing capacity within organizations and communities. Community Health Assessment, Organizational Assessment (602) Intervention Plan (603) DePaul MPH Program Self-Study, 13 December 2012, Page 106

107 MPH 603: Design a community health intervention that takes target population, delivery method, and setting into account. 9.6: Participates with stakeholders in identifying key values and a shared vision as guiding principles for community action. 9.7: Develops written and oral presentations for both public health professionals and educated lay audiences. MPH 699: Identify and engage critical stakeholders for the planning, implementation, and evaluation of public health programs, policies, and interventions. MPH 525: Develop and communicate (written, oral) well-constructed evaluation reports. MPH 604: Synthesize research and practicum findings into a formal academic presentation. MPH 604: Deliver a complete capstone product to their practicum sites MPH 604: Create and present a formal academic poster of the capstone thesis. Final paper (525) Capstone Poster (604) Capstone Product (604) Capstone Thesis (604) Competency 10 Ability to translate public health findings into policy and advocacy recommendations Demonstration of Indicators Course Objectives Learning 10.1: Analyzes information relevant to specific public health policy issues. MPH 503: Identify key players and regulatory frameworks in environmental health at the local, national and global levels. Exam (503) Final paper (513) DePaul MPH Program Self-Study, 13 December 2012, Page 107

108 10.2: Analyzes policy options for public health programs and effectively communicate recommendations for change. 10.3: Determines the feasibility and expected outcomes of policy options (e.g., health, fiscal, administrative, legal, ethical, social, political). 10.4: Describes succinctly the implications of policy options (e.g., health, fiscal, administrative, legal, ethical, social, political). 10.5: Demonstrates understanding of laws, regulations and their attendant processes that affect public health practice. 10.6: Understands and accesses communication channels that impact local, state and federal legislative bodies. MPH 513: Examine the impact of health reform legislation. MPH 513: Consider how well current structural arrangements work in practice. MPH 513: Examine the impact of health reform legislation. MPH 513: Compare our health care delivery arrangements to those of other countries. MPH 513: Consider the supply of health facilities, personnel and costs that characterize the health system. MPH 513: Consider how well current structural arrangements work in practice. MPH 501: Describe the role of law and government in promoting and protecting the health of the public and identifying specific functions and roles of governmental public health agencies in assuring population health. MPH 501: Describe public health as a system, including its unique and important features and their role within it, to general audiences. MPH 501: Identify and explain how various Final paper Final paper Final paper Exam Final project DePaul MPH Program Self-Study, 13 December 2012, Page 108

109 10.7: Examines historical contexts of policies and their impact on populations of interest. 10.8: Understands the interrelationship between public health funding and policies. organizations, positions and roles contribute to carrying out public health's core functions and essential services, and assessing the components of the public health infrastructure. MPH 501: Define public health and describe its evolution and future development. MPH 503: Identify significant historical and current issues in environmental health. MPH 513: Examine the impact of health reform legislation. MPH 513: Consider the supply of health facilities, personnel, costs that characterize the health system. Exams (501, 503) Final paper (513) Final paper DePaul MPH Program Self-Study, 13 December 2012, Page 109

110 2.6.c. Identification of a set of competencies for each specialty area identified in the instructional matrix, including professional and academic degree curricula. This section is not applicable to DePaul s MPH Program. 2.6.d. A description of the manner in which competencies are developed, used and made available to students. Structure of Competencies The MPH program competencies are operationalized in a three-tier structure. First, a set of competencies describe general expectations for masters-level competency in community public health practice. Second, a set of indicators delineate skills that are necessary to meet each competency and are sufficient for describing the range of skills needed to meet each competency. Third, sources of evidence provide examples that document student achievement regarding each indicator. Sources of Draft Competencies The MPH program gathered examples of masters-level competency frameworks in public health from two sources: The Association of Schools of Public Health (ASPH) Education Committee Master s Degree in Public Health Core Competency Development Project and the Council on Linkages between Academia and Public Health Practice Core Competencies for Public Health Professionals (COH). The program consulted Calhoun, et al. (2008) for additional guidance in the development of core competencies for an MPH degree. Program memebrs mapped competency indicators from ASPH and COH onto the draft competencies, and then scheduled two stakeholder meetings to consider the draft competencies and indicators and come to consensus as to what would constitute DePaul MPH s program competencies. Consensus Process Two consensus meetings were hosted with groups of MPH affiliated faculty and community practitioners consider our program competencies and indicators. The practitioner meeting took place December 2010, and the faculty meeting took place January At each meeting the group was led through a consensus process facilitated by the MPH Research Scientist described below. First, the previously drafted competencies were considered as a set in terms of their necessity and sufficiency for describing desired competencies for master s level practitioners in community health practice. DePaul MPH Program Self-Study, 13 December 2012, Page 110

111 Participants were then asked in the consensus groups to consider what skills were necessary for practitioners to meet the competency that had been described. Participants utilized a nominal group technique approach to list possible indicators for each competency. Then, the group was presented with the draft indicators that had been previously developed for each competency. The facilitator then led the group through a review of their suggested indicators and the previously drafted indicators to assure alignment and congruence, and a set of finalized indicators were developed based on this review. The final indicators were then considered as a set in terms of their necessity and sufficiency for describing the skills needed to meet each competency. Mapping of Competency Indicators onto Course Objectives Following the consensus meetings, the final competencies were reviewed and indicators vis-à-vis the existing course objectives for each course in the MPH program were identified. A matrix was developed to match the indicators with corresponding course objectives. The matrix was reviewed by the MPH executive committee with one affiliated faculty and one community practitioner at the QIC retreat March Instances where there was no corresponding course objective for a particular indicator were noted, and faculty were subsequently asked to develop appropriate course objectives that would correspond. The final matrix containing competency indicators, course objectives, and demonstrations of learning appears in Section 2.6.b above. Presentation of Competencies to Students Incoming students are first informed of the program competencies at orientation, at which time they complete a self-assessment of their perceived competencies. This selfassessment not only presents the program competencies and indicators to incoming students, but also serves as a baseline assessment of the perceived competency at entry into the program. The competencies also appear in the Student Handbook (Appendix G), as well as in the syllabus of MPH 501, Introduction to Public Health Conceptis and Practice. 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 program finalized its program competencies in March Consensus groups of practitioners, faculty, and alumni beginning Autumn 2013 will be convened to revisit the program competencies and indicators to ensure that the evolution of public health practice is reflected in our program competencies. After the consensus groups finalize any changes, the MPH program will re-examine course learning objectives and learning evidence to ensure that they are aligned with the revised competencies and indicators. These competencies will the be reviewed on a biannual basis. DePaul MPH Program Self-Study, 13 December 2012, Page 111

112 2.6.f. Assessment of the extent to which this criterion is met. The MPH Program has met this criterion. CRITERION 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. Several monitoring and evaluation procedures exist to monitor student progress. As discussed in section 1.2.a, these assessments are both systematic and responsive. These assessments include: 1. MPH Competency Self-Assessment a. MPH Students complete a baseline assessment on 41 MPH indicators at the beginning and conclusion Competency Pre/Post Exam 2. Quarterly Technical Advising a. The MPH Program Manager meets with students on a quarterly basis to review their course performance, course planning, and other student issues. 3. Responsive Student Assessment a. Student meetings occur in an responsive fashion related to course performance, student grievance, or other student issue Assessment of students learning and competence in required areas occurs throughout their educational experience. Components of the assessment process include (a) grades in coursework, (b) monitoring of practicum learning objectives, (c) completion of capstone thesis, product, and poster, (d) self-assessment at program entry and graduation in required competency areas, (e) degree completion, and (f) job placement. Student learning is assessed within MPH courses through examinations, papers, and written products. Students are required to maintain a 3.0 GPA in order to successfully complete the MPH program. Student GPAs are monitored by the program s Technical Advisor, and students whose GPA drops below a 3.0 are required to meet with the Technical Advisor to discuss steps to remediate the GPA within two academic quarters. Addtionally, students whose GPA falls below 3.0 are placed on academic probation and required to raise their GPA to 3.0 within two quarters, or face dismissal from the program. Percentages of students from the first two graduating classes maintaining at least a 3.0 GPA appear in Table 26 below. DePaul MPH Program Self-Study, 13 December 2012, Page 112

113 All MPH students complete a community-based practicum in order to integrate and apply educational experience within a public health practice setting. Students determine individualized learning outcomes in discussion with their field supervisor. Student achievement of their individualized learning objectives within their practicum are monitored by their field supervisor and reported to the Director of Community Partnerships on a quarterly basis. 2.7.b. Identification of 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. The Capstone is the culminating experience of the MPH program and is mechanism in which students demonstrate their application of their educational experience to public health practice. Students are required to produce an academic paper that describes the development of their capstone and situates it within public health practice. The evaluation of the capstone thesis is conducted by a three-person faculty panel on a passfail basis. Students are also required to produce a capstone product for utilization by the organization that housed their practica and a poster that summarizes their capstone thesis for public dissemination at the annual (poster event) that occurs immediately prior to graduation. At their orientation upon entry into the MPH program, all students complete a selfassessment of their competency in the required practice areas (Appendix F). This selfassessment is also conducted as a post-test immediately prior to graduation in order to assess students perceived competencies in the required practice areas. The selfassessment utilizes the competency indicators as items on which students rate their own perceived competency on a four-point Likert scale (0=entry/novice 4=skilled/proficient). Percentages of students completing the MPH degree and successfully obtaining employment within 12 months of graduation are reported in Table 24 below. TABLE 26: MPH STUDENT GPAS/EMPLOYMENT Class of 2010 (N= 20) Class of 2011 (N= 21) GPA at least % 95.2% Degree completion 100% 100% Employed 12 months after graduation 95.0% 95.2% DePaul MPH Program Self-Study, 13 December 2012, Page 113

114 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%, an explanation must be provided. If job placement, within 12 months following award of the degree, is less than 80% of the graduates, an explanation must be provided. This section is not applicable. 2.7.d. A table showing the destination of graduates for each of the last three years. Table 25 below presents the areas in which our students are currently employed from the first two graduating classes. The class of 2012 completed their degree on June 10, 2012 and will be administered the alumni survey to track their employment status 12 months after graduation. TABLE 27: STUDENT EMPLOYMENT AREA POST-GRADUATION Employment area Class of 2010 Class of 2011 N (20) % N (21) % Government (state, local, federal) Non-profit organization Hospital, health care delivery Private practice University, research institute For-profit enterprise (industry, consulting) Further education Non-health related employment Not employed 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. DePaul Master of Public Health students are not required to take a certification exam; therefore, this criterion is not applicable. DePaul MPH Program Self-Study, 13 December 2012, Page 114

115 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. Alumni of the MPH program were assessed in Spring of 2012 (Appendix N). Please see the data regarding employment rates and employment locations reported in Table 25. Additionally, alumni were asked to rate their opinion of the program s ability to prepare them to perform the ten competencies in the field (Criterion 1.1.c.). For all ten competencies, the majority (>50%) of alumni agreed or strongly agreed that the DePaul MPH program had prepared them perform these competencies at a professional level. While employers are not currently surveyed, the DePaul MPH program will be piloting a qualitative assessment of employers in late 2012 to gauge students abilities to perform in a professional public health practice setting and assess students perception of preparedness. 2.7.g. Assessment of the extent to which this criterion is met. The MPH program has begun a process to meet this criterion. The first alumni survey was administered in Spring Future surveys will be distributed annually to both alumni and their employers. CRITERION 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. Note: Per CEPH accreditation criteria, this information is found elsewhere in the document and need be only described once. CRITERION 2.9: DOCTORAL DEGREES The program may offer doctoral degree programs, if consistent with its mission and resources. This criterion is not applicable. DePaul MPH Program Self-Study, 13 December 2012, Page 115

116 CRITERION 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. This criterion is not applicable. CRITERION 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. This criterion is not applicable. DePaul MPH Program Self-Study, 13 December 2012, Page 116

117 Criterion 3.0: Creation, Application and Advancement of Knowledge CRITERION 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. Research is an integral part of the educational academic experience at DePaul. Faculty produce scholarly work reflecting their respective interests. However, faculty are encouraged to engage in research that involves students, which is not the case at many large universities. Many of these projects receive external funding from major private and public agencies. Internal funding and support is also available for faculty, undergraduates, and graduate students. Faculty research at the University is supported in the following ways: Spririt of Ingenuity Awards: In support of the University s belief that the quest for knowledge is the foundation upon which the idea of a university rests, and the purpose that unites both teacher and student, the University Research Council (URC) makes annual DePaul University Spirit of Inquiry Awards. The Awards honor specific research, scholarly or creative achievements that exhibit commitment to that spirit of creative inquiry, which DePaul endeavors to inspire in its students. Competitive Research Grants Program: Competitive Research Grants provide up to $3,500 to defray expenses associated with research projects or creative endeavors likely to result in some form of scholarly publication or artistic presentation, lead to external funding, or directly foster further inquiry. The program exists to encourage faculty and staff members to engage in scholarly and creative activities that enhance their professional growth in their fields. Compensation for full-time faculty and staff or their replacements is an ineligible category. DePaul supports this program, and the others of the University Research Council (URC), in the belief that the vitality of the faculty is essential to its success in serving students and the community. Research Conference Program: Through the Research Conference Program, the University Research Council (URC) helps to support research -related conferences hosted by DePaul. Events may center on any academic discipline, professional field, or research topic of interest to DePaul faculty. Multidisciplinary conferences sponsored by a number of units, especially units in DePaul MPH Program Self-Study, 13 December 2012, Page 117

118 different colleges or schools, are welcome. Also acceptable are proposals for scholarly events that directly explore facets of the University's Vincentian mission. Paid Leave Program: Paid leaves of absence are intended to support extended academic projects that would be difficult or impossible to undertake without suspension of other contractual responsibilities. A leave of absence is a suspension of all contractual responsibilities (unless otherwise negotiated in advance) for one or more complete academic terms. Paid leaves are granted for one quarter or one semester at full pay, for two quarters at up to seventy- five percent of normal salary for the period, or for a full academic year (three quarters) at up to half of contract salary. A faculty member who accepts a leave of absence at less than full pay is understood to be amending his/her annual contract. Additionally, faculty in the College of Liberal Arts and Social Sciences are eligible for the following: Facutly Summer Research Program: The Faculty Summer Research Grant (FSRG) provides salary stipends and funding for additional expenses to tenuretrack and tenured full-time faculty for projects undertaken in the summer. Funding to hire undergraduate research assistants during both the academic year and over the summer. Graduate students in LAS are supported through the Graduate Student Research Fund, which provides funds to help defray the costs of conducting research and creative work and for presenting papers at academic conferences. DePaul MPH graduate students are encouraged to apply for this grant and quite a few have been awarded the grant in over the past few years 3.1.b. A description of current community-based research activities and/or those undertaken in collaboration with health agencies and communitybased organizations. Formal research agreements with such agencies should be identified. As an urban University with a strong history of and expertise in community-based research and public service, DePaul is committed to long-term collaborative partnerships with community agencies. DePaul s commitment to diverse communities is also reflected in its strong focus on community-based service. The MPH program and faculty/staff have a long history of efforts in program development, community-based research, public health education, and social justice interventions. The MPH Program Director, Gary Harper, has developed two models of CARPs (Harper & Salina, 2000; Suarez-Balcazar, Harper, & Lewis, 2004) and has more recently participated in an initiative focused on partnering CBOs and researchers to improve HIV DePaul MPH Program Self-Study, 13 December 2012, Page 118

119 research/evaluation and service at the AIDS Foundation of Chicago s (AFC) Prevention Evaluation Demonstration Project. As demonstrated in Table 26 below, 89.7% (26/29) of the identified faculty research activities are defined as community-based. In these cases, formal agreements are held via DePaul University s Office of Sponsored Programs and Research on behalf of the MPH program, but are not administered by the program directly. It should be noted that the research activities reported below are only for primary and secondary faculty (totaling 14 faculty members). Currently, 5 of the 14 faculty members are involved in research that is grant funded. DePaul MPH Program Self-Study, 13 December 2012, Page 119

120 3.1.c. A list of current research activities 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. TABLE 28: CURRENT FACULTY RESEARCH ACTIVITIES Project Name Developing and Testing of a Syndemic Model among Gay and Bisexual Male Adolescents and Emerging Adults Developing a measure of same-sex sexual orientation identity development Social Inequalities and Chronic Non- Communicable Diseases in the Southern Cone of Latin America: Statistical Analysis of the Average/ Primary Investigator Doug Bruce* Doug Bruce* Fernando DeMaio Funding Source National Institute of Mental Health - K01MH National Institute of Child Health and Human Development/ Adolescent Trials Network for HIV/AIDS Interventions DePaul University Funding Period Total Award Current Year Community -Based Student Particip ation $389,969 $88,121 Yes Yes 2011 $24,162 - Yes Yes $3,500 $3,500 Yes No DePaul MPH Program Self-Study, 13 December 2012, Page 120

121 Deprivation/Inequality Framework A Sociology of Neglected Diseases: Understanding Social Factors that Influence Chagas Disease in Argentina Comparative Analysis of Chronic Diseases in the Southern Cone of Latin America Critical Consciousness- Based HIV Prevention for Black Gay/Bi/MSM Male Adolescents Testing a Secondary Prevention Intervention for HIV-Positive Black Young Men Who Have Sex with Men Fernando DeMaio Fernando DeMaio Gary Harper* Gary Harper*, Co- Investigator Social Sciences and Humanities Research Council of Canada / SFU Institutional Grant Social Sciences and Humanities Research Council of Canada, Standard Research Grant National Institute of Mental Health National Institute of Child Health and Human Development/Ad olescent Trials Network for HIV/AIDS Interventions $2,500 - Yes Yes $77,000 - No Yes $671,988 $449,929 Yes $196,420** TBA Yes Yes Gender Informed HIV Intervention Development for Urban Gary Harper*, Co- Investigator National Institute of Child Health and Human $511,151 $261,822 Yes Yes DePaul MPH Program Self-Study, 13 December 2012, Page 121

122 African American Youth Secondary Prevention Empowerment Intervention for Young Women Living with HIV-II Establishing a Comprehensive Process for Strengthening Teaching and Assessment within the Master of Public Health Program Gary Harper*, Co- Investigator Gary Harper* Development National Institute of Child Health and Human Development/ Adolescent Trials Network for HIV/AIDS Interventions Quality of Instruction Council Departmental Initiative Grant $196,420** TBA Yes Yes $5,000 - Yes Yes National Institute of Child Health and Human Development/Adolescen t Trials Network for HIV/AIDS Interventions Migration and Community Health in the Bahamas: A Study of Two Haitian Settlements Structural and Cultural Barriers to Health Gary Harper*, Co- Investigator John Mazzeo John Mazzeo Integrated Treatment of Alcohol and Marijuana Use among HIVinfected Youth LAS Faculty Summer Research Grant DePaul University URC Faculty Leave Program $196,420** TBA Yes Yes $5,000 - Yes $5,000 - Yes DePaul MPH Program Self-Study, 13 December 2012, Page 122

123 Encountered by Haitian Migrants in the Bahamas Understanding the Cultural Context of Trauma in Haiti and Helping to Build Local Capacity for Disaster Response Rethinking Development in Haiti: A Community-Based Model for Promoting Health Care in an Underserved Population An Initial Exploration of Migrant Communities to Determine Possible Trafficking of Persons in The Bahamas Health Disparities & Social Justice Conference Global Grant Initiative in Kenya: AIDS Foundation of Chicago Monitoring Atypical HIV Strains Using Dried John Mazzeo John Mazzeo John Mazzeo, Co- Investigator Leah C. Neubauer* Leah C. Neubauer*, Co- Investigator Nik Prachand DePaul University Public Service Council Grant DePaul University LAS Faculty Summer Research Grant US State Department (Pending) Vincentian Endowment Fund (VEF) AIDS Foundation of Chicago Centers for Disease Control $5,000 - Yes $5,000 $5,000 Yes $200,000 - Yes $ Yes Yes $ Yes Yes $374,100 - Yes No DePaul MPH Program Self-Study, 13 December 2012, Page 123

124 Fluid Spots in Chicago Transgender HIV Behavioral Survey: A Pilot Study Among Racial and Ethnic Minority Male-to- Female Transgender Persons Prevalence and Trends in Overweight and Obesity among Patients of the Alliance-Hosted Health Centers in Chicago HIV Behavioral Surveillance among MSM, IDU and High- Risk Heterosexuals in Chicago Supplement (competitive) to HIV Behavioral Surveillance to conduct Hepatitis A, B and C testing among MSM, IDU and High- Risk Heterosexuals in Chicago Supplement (competitive) to conduct HIV Behavioral Nik Prachand Nik Prachand Nik Prachand Nik Prachand Nik Prachand and Prevention Centers for Disease Control and Prevention N/A Centers for Disease Control and Prevention Centers for Disease Control and Prevention Centers for Disease Control and Prevention $45,000 - Yes Yes Unfunded Pilot Project - Yes No $6,044,200 $472,932 Yes Yes $500,000 - Yes Yes 2012 $600,000 - Yes Yes DePaul MPH Program Self-Study, 13 December 2012, Page 124

125 Surveillance pilot cycle for 13 to 17-year old MSM in Chicago A Structural Intervention to Integrate Reproductive Health into HIV Care A Program to Train Emerging Leaders in HIV/AIDS Prevention in South Africa at Columbia University, New York * Primary Faculty Members Isidore Udoh, Co- Investigator Isidore Udoh, Co- Investigator (Pending) NIMH - RO1- MH MAC AIDS Fund Leadership Initiative $1,000,000 - Yes $3,000,000 - Yes DePaul MPH Program Self-Study, 13 December 2012, Page 125

126 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 (e.g., citation references), extent of research translation (e.g., adoption by policy or statute), dissemination (e.g., publications in peer-reviewed publications, presentations at professional meetings), and other indicators. TABLE 29: RESEARCH ACTIVITIES OUTCOMES OBJECTIVES AND TARGETS Research Goal: The goal of the MPH program s research is to increase the discovery, transmission, and application of new knowledge that will inform public health programming, policy, and practice in order to improve the health of vulnerable populations and reduce health disparities. Research Objectives Target Number of research grants submitted Participation in grant funded research projects Student involvement in research Collaborations with CBOs on research Dissemination of research findings A third of DePaul MPH faculty will submit 1 research grant per academic year. Half of DePaul MPH faculty will participate in 1 grant funded research project per academic year. Of the faculty members who participated in grant funded research, half will involve students in that research. Of the faculty members who participated in grant funded research, two-thirds will collaborate with CBOs on research. Five (5) publications in peer-reviewed journals will occur among MPH Faculty 36.4% (4/11) 45% (5/11) 60% (3/5) 60% (3/5) 45.5% (5/11) 64% (7/11) 42.9% (3/7) 71.4% (5/7) 42.9% (6/14) 50% (7/14) 42.9% (3/7) 100% (7/7) DePaul MPH Program Self-Study, 13 December 2012, Page 126

127 Faculty will publish in non-peer reviewed publications Seven (7) Presentations at professional meetings will occur among MPH Faculty e. A description of student involvement in research. Dr. Harper, Dr. Bruce, Dr. Mazzeo and Ms. Neubauer all employ and/or advise research assistants in their research studies. The MPH program has demonstrated commitment to developing research skills among students as evidenced by students appearing as coauthors on a substantial number of publications and presentations. 3.1.f. Assessment of the extent to which this criterion is met. The MPH program is in the process of fully meeting this criterion. The faculty are in the process of developing a modified faculty organizational structure. CRITERION 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. Faculty participate in service activities at two levels: service to the community and service to the profession. Service to the community includes serving as board members to local agencies, consulting with local agencies, providing workforce development iniatives to community agencies, and public health presentations to various agencies upon request. Service to the profession includes serving on committees constitued by professional organizations, providing peer reviews for scholarly journals, sitting on public health grant review panels, and more informal professional activities such as reviewing colleagues work pre-publication. For students, a major by-product of the practicum experience is service to the community. Each agency which accepts DePaul MPH students for a practicum DePaul MPH Program Self-Study, 13 December 2012, Page 127

128 experience is required to enter into a contract with the MPH Program outlining expectations regarding the project the student is expected to complete over the three quarter practicum period. Both the agency and the student are expected to sign the contract. Additionally, students participating in the Public Health Student Organization work to identify community needs and address them through creative programs open to the public. Students are also encouraged to seek broader opportunities to provide service upon graduation, such as sitting on boards and providing service in association with the work being done by community agencies. Based on the focus of DePaul s MPH Program in Community Health Practice, students are encouraged to set career goals and identify opportunities that will allow them to provide service to the community throughout their careers. 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. Both faculty and student serve their communities through sitting on boards and professional committees. The list of agencies and professional orgaizations is quite robust. The following is an example of these local agencies with which faculty and students are associated: The AIDS Foundation of Chicago Excecutive Board The AIDS Foundation of Chicago Junior Board Chicago Evaluation Association The Chicago Recovery Alliance The MPH Program has also worked to provide service globally. Two of these efforts are described below. Haiti Members of the MPH program at DePaul partnered with the Chicago-based not-forprofit organization The Children s Place Association to develop a program to address the psychosocial needs of Haitian children and families who survived the tragic earthquake which struck Port-au-Prince, Haiti, on January 12, As the international community and Haitian NGO s began providing emergency food aid, housing, medicine, and other forms of relief, few efforts addressed the psychosocial trauma facing survivors of the earthquake. Given the widespread destruction and death caused by the earthquake, the psychological impact of this trauma will likely be experienced by the people of Haiti for a long period of time. To address this gap and provide Haitian children and families with holistic health services and support, the program being developed seeks to: DePaul MPH Program Self-Study, 13 December 2012, Page 128

129 ensure that The Children s Place Association Program Staff in Haiti have materials, resources and proper training to address the psychosocial health needs of their patients. ensure that the Haitian children and families have the materials and resources which address their psychosocial health needs. ensure that these resources are shared with other organizations working in Haiti for widespread and appropriate dissemination. In March 2010, DePaul faculty members Gary Harper and John Mazzeo traveled with DePaul MPH student Hannah Hoover and other Children s Place Association staff to meet with Haitian children, families, and program staff to conduct a needs assessment. Using information gathered during this initial exchange, members of the DePaul group then joined with The Children s Place Association staff for another trip to Haiti in Spring of 2010 where they delivered training workshops to health and psychosocial service providers and community leaders. These trainings were focused on building the capacity of local providers to assist children and families with their holistic health needs. This program was then integrated into The Children s Place Association s current program in Haiti focusing on HIV/AIDS treatment and care for orphans and vulnerable children (OVCs). Kenya The Kenya Episcopal Conference Catholic Secretariat (KEC-CS) represents the administrative arm of the Catholic Church in Kenya. The MPH Director, Gary Harper, currently serves as the Principal Investigator and MPH Program Manager, Leah Neubauer, serves as the Co-Investigator. This work is based in the capital city of Nairobi, the Education Commission within KEC- CS is responsible for the administration of roughly 40% of the primary schools in Kenya. KEC-CS is partnered with DePaul University in a project funded through the President s Emergency Plan for AIDS Relief (PEPFAR) to develop, implement, monitor, and evaluate two ongoing HIV prevention programs: Making Life s Responsible Choices and Families Matter! Making Life s Responsible Choices (MLRC) is a school-based abstinence and behavior change program for youth ages that utilizes standard HIV prevention information and activities included in the Kenyan Ministry of Education, Science, and Technology's National AIDS Education Syllabus. The DePaul-based team has integrated these messages with traditional Catholic and African values. Currently, the MLRC program is being delivered in over 1,541 Catholic and public-sponsored primary schools within 24 of Kenya s 26 Catholic dioceses. Partners have trained more than 3,272 teachers and some 376,592 pupils have participated in the school-based program since its launch in DePaul MPH Program Self-Study, 13 December 2012, Page 129

130 Families Matter! (FM!) is a community-based intervention for parents of youth ages This program aims to compliment the MLRC program to further address the unique HIV prevention needs of Kenyan youth via their parents. The FM! program was adapted from a CDC-developed program based in the U.S. called Parents Matter! The program seeks to provide parents with the necessary skills to communicate with their children about sexuality and reproductive health. The FM! program was successfully pilot-tested in the Machakos Diocese of Kenya in 2009, and the partnership now plans to train over 1,792 parents by September 30, Utilizing Media: The DePaul MPH Kenya team has also worked with KEC-CS to develop and produce radio programs that compliment both the MLRC and the FM! programs through Radio Waumini, a Catholic sponsored radio station based in Nairobi. Radio Waumini airs Public Service Announcements (PSAs) and radio programs that reinforce the messages that youth receive in the MLRC program and that parents receive in the FM! program. 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. Please see Table 28 below for a complete listing of the measures by which the program evaluates the success of its service efforts. TABLE 30: SERVICE ACTIVITIES OUTCOMES OBJECTIVES AND TARGETS Service Goal: The MPH program s service goal is to increase the capacity of the public health profession through collaboration with community and professional organizations at the local, state, and national level to improve the health of vulnerable populations and reduce health disparities. Service Objectives Target Conducing peer reviews Half of DePaul MPH faculty will perform 1 peer review(s) per academic years. A third of DePaul MPH faculty will serve on professional organization committees. 36.4% (4/11) 54.5% (6/11) 64.3% (9/14) Service on professional organization committees 36.4% (4/11) 27.3% (3/11) 28.6% (4/14) DePaul MPH Program Self-Study, 13 December 2012, Page 130

131 Workforce development initiatives Engagement of students in service activities Collaborations with community organizations Voluntary provision of public health services Half of DePaul MPH faculty will be involved in workforce development initiatives. All MPH students will provide public health service to the community through their practicum experience. The MPH program will maintain active collaborations with community agencies to ensure adequate capacity to support MPH students in their practicum placements. Additionally to create opportunities for workforce development through collaborations. A third of DePaul MPH faculty will provide voluntary provisions of public health services to the community every academic year. 45% 73% 50% 100% 100% 100% % 45% 50% 3.2.d. A description of student involvement in service. The formal mechanism for MPH student service is the Public Health Student Organization, which was established by the inaugural MPH class in 2008 with the goal of furthering public health practice throughout DePaul and Chicago communities. Further information on PHSO can be found at asp Past PHSO activities have included participation in DePaul s Battle of the Sexes, DePaul Campus Recreation Wellness Fair, Stress Relief Workshop, Hygiene Event, Organ Donation Registration Drive, and Sanitary-Napkin Drive for Women in Kenya. DePaul MPH Program Self-Study, 13 December 2012, Page 131

132 DePaul s greatest resource for student-initiated service is through the Steans Center for Service-Based Learning ( which includes specific opportunties for graduate students to engage in service. 3.2.e. Assessment of the extent to which this criterion is met. The MPH program has met this criterion. CRITERION 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. Public Health Boot Camp Public Health Boot Camp is an intensive one-week educational program provided by the AIDS Foundation of Chicago (AFC) and the DePaul University MPH Program. The intensive training program is designed to enhance mid-level HIV/AIDS organizational leaders professional knowledge of core public health concepts. Sessions included in the program will be academically rigorous and include strategies for applying course material to HIV/AIDS community organizations. The goal of the training program is to increase participants knowledge and ability to apply concepts of public health science, theory, and practice, and to provide participants with the necessary tools to take what they have learned and implement it to actual HIV/AIDS programmatic issues. To reach this goal, the intensive training program will address the core principles of public health and will provide opportunities for practical application by allowing participants to work beside noted experts in the public health field. The program emphasizes research and professional development in HIV/AIDS and other health conditions. Health Disparities and Social Justice Conference Each year, DePaul s MPH program hosts a day-long Health Disparities and Social Justice Conference centered on a specific health topic (e.g., women s health, adolescent health) which is explored in detail. The event is free and open to the public citywide, but the conference was created as a professional development venue for Chicago community-based public health workers. Through a day of seminars and workshops, the conference encompasses an applied approach to health disparities, targeting those most in need in Chicago. Health DePaul MPH Program Self-Study, 13 December 2012, Page 132

133 disparities are framed as social justice issues, paying close attention to the how socioeconomic, racial, and ethnic differences impact health and access to health education and health-related services. The HDSJ Conference has four stated goals: a) providing skills-buidling services to over 200 community members and MPH graduate students, b) increasing the involvement of MPH graduate students, MPH faculty/staff and other DePaul faculty as skill-building presenters, c) involving MPH graduate students in all aspects of the conference, and d) supporting faculty and graduate student professional relationships in preparation for public health practice. Attendees include public health practitioners at all levels of government and community, health advocates, social workers, policy makers, behavioral/social scientists, hospital administrators, health plan administrators, law enforcement personnel, educators, justice workers, businesses, urban planners, rural and migrant health specialists, politicians, and consumer groups. Additionally, the MPH program assess feedback from conference participants to ensure appropriate professional development activities have taken place. Participants are surveyed about their experience at the conference and within each of the workshops and this feedback is used to craft the next conference s focus and direction. 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. The Public Health Boot Camp (see Criterion 3.3.a.) is an intensive one-week educational program hosted by the MPH Program in partnership with AIDS Foundation of Chicago. The intensive training program is designed to enhance mid-level HIV/AIDS organizational leaders professional knowledge of core public health concepts. Sessions included in the program will be academically rigorous and include strategies for applying course material to HIV/AIDS community organizations. Participants will be engaged in program-related activities throughout the day and evening. Following the 63 contact hours, participants receive a Level-Two Certificate from DePaul University Continuing and Professional Education Center ( ult.asp). TABLE 31: PUBLIC HEALTH BOOT CAMP ENROLLMENT DATA Year Participants DePaul MPH Program Self-Study, 13 December 2012, Page 133

134 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 Annual Health Disparties and Social Justice Conference (see section 3.3.a) partnered with the National Credentialing for Health Education Credentialing to provide credit to Certified Health Education Specialists (CHES). The conference was attended by over 225 community public health practitioners. 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. This criterion is not applicable. 3.3.e. Assessment of the extent to which this criterion is met. The MPH program has met this criterion. DePaul MPH Program Self-Study, 13 December 2012, Page 134

135 Criterion 4: Faculty, Staff and Students CRITERION 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. The Master of Public Health Program is an interdisciplinary program with faculty and staff representing a central core of MPH faculty and professional staff/instructors, and ten (10) MPH-affiliated faculty representing programs, departments, schools and colleges throughout the University. The core MPH faculty/staff/instructors and the MPH-affiliated faculty teach the MPH classes, advise the MPH students and sit on the MPH Council (Tables 10 & 11). The MPH Program calculates faculty and staff percentages of contribution to the program in the following areas: a) teaching, b) advising/mentoring, c) program development/enhancement, d) research, and e) administration. Descriptions of the efforts are detailed below and in Table 30: Teaching: One course at DePaul University lasts for ten weeks, covering thirty hours of instruction. Faculty contribution is calculated at 10% per course taught. Advising/Mentoring: Faculty advise and mentor 5-8 students per year. Faculty meet with students at least one time per quarter and utilize and phone communication for follow-up meetings. Faculty contribution is calculated at 5% for advising/mentoring efforts. Program Development/Enhancement: Faculty help to guide and assist ongoing assessment and curriculum development efforts. Faculty also deliver expert lectures at MPH quarterly colloquia and other special events. Faculty contribution is calculated at 1% for program development/enhancement efforts. Research: Faculty engage in a variety of public health research and practice activities. Several faculty are actively engaged in research supported by externally funded grants and their contributions; this is calculated at 10%. Administration: Faculty participate in the admissions process, attend program meetings, and assist with other day-to-day administration issues as they arise. Faculty participate in the annual admissions process by reviewing applications and conducting interviews. Faculty also join quarterly program meetings and inform other program processes. Faculty contribution is calculated at 5%. I don t get this- the percentages add up to 31% DePaul MPH Program Self-Study, 13 December 2012, Page 135

136 TABLE 32: PRIMARY FACULTY Name Gary Harper Leah Neubauer* Kristin Jacobson Title/ Academic Rank MPH Program Director, MPH Program; Professor, Department of Psychology MPH Program Manager & Instructor Director of Community Partnerships & Instructor Tenure Status/ Classificatio n Full Professor, Psychology Instructor, MPH Program Instructor, MPH Program FTE or % Time Gend er Race/ Ethnicity 1.0 M Caucasian 1.0 F Hispanic Degrees Institution Discipline Teaching Areas Ph.D., M.P.H. M.A., Ed.D. (c), Spring F Caucasian M.P.H. Ph.D. Purdue University M.P.H University of California Berkeley DePaul University University of Illinois at Chicago Clinical Psychology Public Health Communic ations Public Health Public Health, Psychology, Women & Gender Studies, African American Diaspora Studies, LGBTQ Studies Program Evaluation, Consulting Community Health Practice, Quantitative Reasoning Center Research Interest Adolescent HIV Prevention Program Evaluation, Global HIV Prevention, Community Health Workers Tobacco Control, Lesbian Health Current/Past PH Activities HIV research and interventions among adolescents CBPR, HIV interventions, Capacity- Building, Adult Education Health Disparities, Tobacco Control, Lesbian Health, Academic Public Health DePaul MPH Program Self-Study, 13 December 2012, Page 136

137 Name Title/ Academic Rank Tenure Status/ Classificatio n FTE or % Time Gend er Race/ Ethnicity Degrees Institution Discipline Teaching Areas Research Interest Current/Past PH Activities Douglas Bruce Research Scientist & Instructor Instructor, MPH Program 1.0 M Caucasian Ph.D., M.S.W. University of Illinois at Chicago Public Health Program Development, Women and Gender Studies Adolescent HIV Prevention HIV research interventions among adolescents *please note that Leah Neubauer is currently a candidate for the degree of Ed.D. in Adult and Continuing Education at National Louis University, College of Arts and Sciences. Degree conferral will occur Spring of please note that Kristin Jacobson is currently a candidate for the degree of Ph.D. in Community Health Sciences at the University of Illinois at Chicago, School of Public Health. Degree conferral will occur Spring of DePaul MPH Program Self-Study, 13 December 2012, Page 137

138 4.1.b. If the program uses other faculty in its teaching programs 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. TABLE 33: OTHER TEACHING AND AFFILIATED FACULTY Name Carole Bernett, Ph.D. Judy Bramble, Ph.D. Joanna Brooke, Ph.D. Title/ Academic Rank Adjunct Faculty, Department Mathematical Sciences, Graduate Programs in Applied Mathematics & Applied Statistics Assistant Professor, Environmental Science, College of Science and Health Associate Professor, Microbiology Tenure Status/ Classification Adjunct Professor, Mathematics Full Professor, Environment al Science; Chair, Environmental Studies Department Full Professor, Biology FTE or % Time Gende r Race/ Ethnicity 0.5 F Caucasian Ph.D. 0.5 F Caucasian Ph.D F Caucasian Ph.D. Degrees Institution Discipline Teaching Areas Illinois Institute of Technology University of North Carolina Chapel Hill University of Western Ontario Statistics Environmental Science/Health Biology Applied Statistics Environmental Health Human Infectious Disease MPH Courses Taught Applied Statistics for Public Health Introduction to Environmental Health Grace Budrys, Professor, Department of Full Professor, 0.5 F Caucasian Ph.D. University of Chicago Sociology Health Disparities, Principles of Public Health DePaul MPH Program Self-Study, 13 December 2012, Page 138

139 Name Title/ Academic Rank Tenure Status/ Classification FTE or % Time Gende r Race/ Ethnicity Degrees Institution Discipline Teaching Areas Ph.D. Sociology Sociology Healthcare Delivery, Work and Occupations Organizations Suzanne Carlberg- Racich, Ph.D., M.S.P.H. Jocelyn Carter, Ph.D. Fernando DeMaio, Ph.D. Nanette Elster, J.D., M.P.H. Paula Kagan, Ph.D., R.N. John Mazzeo, Adjunct Professor, Department of Sociology Assistant Professor, Department of Psychology Assistant Professor, Department of Sociology Director, Health Law Institute; Adjunct Faculty, College of Law Assistant Professor, Department of Nursing Assistant Professor, Instructor, MPH Program/ Sociology Assistant Professor, Psychology Assistant Professor, Sociology Instructor, MPH Program/ Health Sciences Full Professor, Nursing Assistant Professor, 0.5 F Caucasian 0.25 F African American Ph.D., M.S.P.H. Ph.D. 0.5 M Other Ph.D. 0.5 F Caucasian 0.25 F Caucasian J.D., M.P.H. Ph.D., R.N. 0.5 M Caucasian Ph.D. University of Illinois at Chicago, University of Illinois at Urbana- Champaign Vanderbilt University University of Essex Loyola University, Boston University Loyola University, DePaul University University of Arizona Public Health Clinical Psychology Sociology Law/Policy Nursing Anthropology Introduction to Public Health, Health Behaviors and Theories, Public Health and High Risk Behavior Clinical Psychology Sociology Public Health Ethics Nursing Behavioral Research MPH Courses Taught Administration Introduction to Public Health, Health and Behavior Theories and Community Interventions, Public Health and High Risk Behavior (Elective) Global Health Inequalities Public Health Ethics and Policy Introduction to Epidemiology Applied Community DePaul MPH Program Self-Study, 13 December 2012, Page 139

140 Name Ph.D. Teresa Mastin, Ph.D. Alexandra Murphy, Ph.D. Nik Prachand, M.P.H. Nicole Sisen, M.A., C.H.E.S. Isidore Udoh, Ph.D., J.C.L. Title/ Academic Rank Department of Anthropology Associate Professor, College of Communication Director, Organizational and Multicultural Communication Graduate Program; Associate Professor, College of Communication Senior Epidemiologist, Chicago Department of Public Health Director of Community Health Education, National Kidney Foundation of Illinois (NKFI) Visiting Assistant Professor / Instructor, Tenure Status/ Classification FTE or % Time Gende r Race/ Ethnicity Degrees Institution Discipline Teaching Areas MPH Courses Taught Anthropology Methods Public Health Research Methods Associate Professor, Communicati on Full Professor, Communicati on Instructor, MPH Program Instructor, MPH Program Visiting Assistant Professor, School for 0.25 F African American Ph.D F Caucasian Ph.D. 0.5 M Asian/ Pacific Islander M.P.H. 0.5 F Hispanic M.A. 0.5 M African Ph.D., J.C.L. Michigan State University University of South Florida University of Illinois at Chicago University of Alabama North Dakota State University, Catholic Communication Communication Public Health Health Sciences Cannon Law, Adult Education Health Communication Health Communication Epidemiology Current Issues in Public Health, Introduction to Public Health International Health Public Health Independent Study Public Health Independent Study Introduction to Epidemiology Current Issues in Public Health Global Health DePaul MPH Program Self-Study, 13 December 2012, Page 140

141 Name Neil Vincent, Ph.D. Title/ Academic Rank School for New Learning Assistant Professor, Master of Social Work (MSW) Program Tenure Status/ Classification New Learning Assistant Professor, Master of Social Work FTE or % Time Gende r Race/ Ethnicity 0.25 M Caucasian Ph.D. Degrees Institution Discipline Teaching Areas University of America University of Illinois at Chicago Social Work Social Work MPH Courses Taught DePaul MPH Program Self-Study, 13 December 2012, Page 141

142 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. MPH Faculty and Instructors bring a diverse array of public health training, research, and practice-based experiences. The primary faculty have worked in the following areas of public health throughout their careers: Adolescent HIV intervention and prevention Adult Education Theory and Practice Evaluation Global HIV prevention Health Education and Health Promotion LGBTQ health Tobacco control Women s health Secondary faculty members represent multiple disciplines within the University, as well as practitioners in the community and bring expertise in the following areas: Biostatistics Epidemiology Environmental health Ethics Global health Health disparities Program Evaluation Additionally, the curriculum incorporates practice-based knowledge through: a) the MPH 600 course sequence, b) curricular input, c) instruction of MPH courses and d), through community-based partnerships. The MPH 600 course: This year-long course includes a series of skills-based workshops designed to introduce students to the specialized skills and competencies needed in the public health workplace. This course is lead by MPH instructors and facilitated by community-pracitioners providing education and training on a variety of public health skill areas. Curricular Input: The MPH Executive Committee relied on input from community practitioners throughout the competency development process (see section 2.6.d). Instruction of MPH Courses: Given the program s strong community health focus, several MPH courses are taught by practioners currently working in a variety of public health arenas. These faculty and instructors draw heavily from their active-base of public health practice knowledge in the classroom. DePaul MPH Program Self-Study, 13 December 2012, Page 142

143 Community-Based Partnerships: The Director of Community Partnerships has built active, bi-directional relationships with practioners in the field and dynamically engages practioners to integrate current public health practices into critical, classroom-based classroom pedagogy. Currently there are no full time appointment tracks for practitioners in the DePaul Master of Public Health Program. 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. TABLE 34: FACULTY PERFORMANCE MEASURES Outcome Measures % of faculty s overall teaching effectiveness rating from student evaluations will be 3.0 out of a 5.0 scale 100% of faculty will have applied public health experience 69% 85% 100% 100% 100% 100% 4.1.e. Assessment of the extent to which this criterion is met. The MPH Program has met this criterion. CRITERION 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 DePaul University Faculty Handbook outlines the policies and procedures which guide all University faculty including those within the MPH program. The handbook can be found online at Travel funds are awarded on an annual basis by the University to departments and programs. The MPH Program distributes this funding to the primary faculty members DePaul MPH Program Self-Study, 13 December 2012, Page 143

144 to support conference travel. Faculty receiving such funds are required to be presenters in the conference. Tenure-track faculty may request paid leave on a quarterly or annual basis every seven years. Faculty may also request any of the grants outlined in Criterion 3.1.a and as follows in 4.2.b. Multiple primary and secondary faculty members have received these grants, as seen in Table b. Description of provisions for faculty development, including identification of support for faculty categories other than regular full-time appointments. DePaul University and various College Units provide various forms of support for faculty to engage in public health-related course, research and practice development. The support forms are listed below: University-Level Vincentian Endowment Fund (VEF) The VEF was established in 1992 by a gift from the Vincentian Fathers and Brothers who sponsor the University. The endowment seeks to assist the university in its developing understanding of how, as an institution of higher education informed by the vision of Vincent de Paul, it is to be Catholic as it enters its second century. This assistance is achieved through funding appropriate grant projects that directly enhances the identity of DePaul University as a Catholic. Quality of Instruction Council (QIC) QIC promotes the development of new programs, curricular enhancements, and pedagogical innovations through competitive grants, summer stipends, and faculty leaves. The QIC recognizes significant achievement in teaching and commitment to the teaching mission that can serve as University models through the Excellence in Teaching Awards. Faculty are rewarded based on their teaching performance in degreecredit programs. The Public Service Council (PSC) PSC assists faculty to incorporate meaningful public service and service learning into their course work. The PSC looks to award faculty who contribute to the social, economic, cultural and ethical quality of life of the global community. In addition, the award looks to honor the meaningful and significant contributions of faculty during their time at DePaul to the communities in which they are involved. University Research Council (URC) DePaul MPH Program Self-Study, 13 December 2012, Page 144

145 URC supports the faculty's research, scholarship, and creative activities through competitive grants and leaves as a stepping stone for securing external funding. The annual Spirit of Inquiry Awards honor specific research, scholarly or creative achievements that exhibit commitment to that spirit of creative inquiry, which the university endeavors to inspire in its students. Research Leave Paid Program is sponsored by the URC and QIC Paid leave is intended for faculty who arrange to carry out extended academic projects that would be difficult or impossible to undertake without suspension of other contractual responsibilities. Humanities Center Fellow These fellowships, as determined through the DePaul Humanities Center, provide partial reductions in teaching load and an undergraduate research assistance. Fellows engage in rich interdisciplinary conversations throughout the year, and work with the Center to plan a program that connects their work to the broader community. These community events allow the fellows to move the conversation about their work beyond the walls of the academy to present work or collaborate on projects with cultural institutions. Wicklander Fellow The Wicklander Fellowship is awarded to the full-time DePaul faculty members who demonstrate an interest in the application of professional ethics as these topics relate to his or particular field of research. The Fellowship is awarded through DePaul s College of Commerce, Institute of Business and Professional Ethics. Vincentian Heritage Tour Vincentian Heritage Tours offers opportunities to join in study tours to France, following in the footsteps of Vincent de Paul throughout Paris and other cities and sites of Vincentian historical significance. The Tours are offered through DePaul s Office of Mission and Values. College-Level Undergraduate Research Assistant Program (URAP) The URAP grant is awarded through DePaul s College of Liberal Arts and Sciences. It provides funding for undergraduate students to assist and collaborate with faculty members who conduct research projects or are engaged in creative and scholarly activities during the regular academic year and/or summer. Recipients of these grants are expected to submit their final projects to Creating Knowledge, the College s undergraduate research journal, in the following year. Undergraduate Summer Research Program (USRP) DePaul MPH Program Self-Study, 13 December 2012, Page 145

146 USRP grant is awarded through DePaul s College of Liberal Arts and Sciences. It provides financial awards to undergraduate students to support research or creative projects undertaken in the summer in collaboration with a faculty member. Recipients of these grants are expected to submit their final projects to Creating Knowledge, the College s undergraduate research journal, during the following year. 4.2.c. Description of formal procedures for evaluating faculty competence and performance. DePaul University expects continual evaluation of all aspects of the university s commitments. A major element in this process is the multifaceted process of faculty review. The purpose of review is to encourage a dialogue between and among faculty and administrators in order to better meet the missions and goals of the university. It is a continual, on-going process that incorporates several types of review. Annual Performance Review All full time faculty tenured, tenure-track, and non tenure-track are reviewed annually through a process comprised of a review and evaluation of performance during the past academic year based on college-specific criteria and responsibilities. It may serve one or all of the following purposes: 1. to provide an opportunity for feedback on performance during the past year, to communicate expectations, and to develop personal goals for the coming year; 2. to determine salary recommendations; and 3. in the instance of non tenure-track, one year appointments, to determine whether contract renewal for the next academic year is appropriate and desired. Reviews of performance are formal written processes that are implemented by the departmental chair and/or academic dean of the respective college or school. Although part of the annual review process, salary recommendations may be based on criteria and considerations somewhat different from those affecting promotion and tenure and/or contract renewal decisions. Salary decisions are made in accordance with university budget guidelines and usually are made at a different time during the academic calendar year. Normally, salary decisions result in a merit increase and when budgets permit may include increases for such things as equity and market adjustments. The academic dean of the respective college or school makes the salary recommendation to the Provost. Evaluation of Teaching Beginning fall quarter 2009, DePaul University implemented online teaching evaluations. This online process replaced the previous University-wide use of paper and pencil evaluations completed in the classroom. In addition to five (5) Universitygenerated questions, each academic unit is permitte to develop and add questions to the DePaul MPH Program Self-Study, 13 December 2012, Page 146

147 online tool. The MPH program added questions related to the curricula and to the student's practicum experience, practice site and practicum instructor. The online course evaluations provide prompt feedback to faculty. Students remain anonymous and faculty is only informed of the number of students that have completed the evaluation. Within two days of posting grades, faculty can access their completed evaluations. Teaching evaluations are completed each quarter by students. With the exception of the course director, faculty are only allowed to access and view their own evaluations. The MPH Director is responsible for discussing evaluation issues with the individual faculty. This process is being revised to maximize pedagogical effectiveness and encourage individual faculty development. In addition, all new MPH Instructors are observed by the MPH Director. The Director meets annually with faculty to review teaching evaluations. The focus of the meeting is two-fold: 1) addressing pedagogical issues and 2) facilitating faculty growth. 4.2.d. Description of the processes used for student course evaluation and evaluation of Teaching effectiveness. Anonymous student evaluation of instruction occurs in every course each quarter. These survey data are an excellent indication of student satisfaction with course design, faculty performance, and the learning that occurred. These evaluations provide individual faculty data and then compare those scores with departmental and college mean data. Department mean scores reveal how each faculty member compares to other MPH faculty. Summaries are then provided to the individual faculty member and the MPH Director. The Director reviews any issues or inconsistencies with the individual faculty member during the following quarter. These evaluations comprise a major source of data for annual merit review of faculty and are used in reappointment, promotion, and tenure decisions. 4.2.e. Description of the emphasis given to community service activities in the promotion and tenure process. Although the MPH program held no tenure lines prior to Autumn 2012, the MPH Program Director has been involved in the Promotion and Tenure of secondary MPH faculty (see section 1.6.d and Table 16), providing letters of support and evaluation of public health work and service to committee members about the faculty members roles in the MPH program. In the case of joint appointments, University guidelines are applied. 4.2.f. Assessment of the extent to which this criterion is met. The MPH program has met this criterion. DePaul MPH Program Self-Study, 13 December 2012, Page 147

148 CRITERION 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. TABLE 35: FACULTY DEMOGRAPHICS Primary Faculty Secondary/ Tertiary Faculty TOTAL N % N % N % Male African American Caucasian Hispanic/Latino Asian/Pacific Islander Other Female African American Caucasian Hispanic/Latino Asian/Pacific Islander Other TOTAL b. Summary demographic data on the program s staff, showing at least gender and ethnicity. The only support staff for the MPH program are part-time Program Assistants. The demographic data on these student workers are found in Table 34 below. TABLE 36: STAFF DEMOGRAPHICS Staff (all staff are part time) N % Male African American Caucasian Hispanic/Latino 0 0 DePaul MPH Program Self-Study, 13 December 2012, Page 148

149 Asian/Pacific Islander 0 0 Other 0 0 Female African American 0 0 Caucasian Hispanic/Latino 0 0 Asian/Pacific Islander 0 0 Other 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. The MPH program rigorously adheres to the University policies regarding diversity and inclusion. As stated in the Faculty Handbook (available online only: DePaul University supports and practices the concepts of nondiscrimination in all areas of employment regardless of race, color, religion, sexual orientation, national origin, age, gender, marital status, disability, veteran status, type of discharge from the military, or other legally protected status. Inquiries regarding this policy should be address to the Vice President for Human Resources (DePaul Faculty Handbook, Section 2.1, lines 17-21). 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. Currently, faculty are recruited through their home departments, and as such are subject to recruitment and retention efforts in those departments. In terms of MPH staff, the MPH program has recruited staff from the student population at DePaul. For the past three years, MPH staff have reflected the diversity present at DePaul and in Chicago in terms of gender, race/ethnicity, age, and first-generation college student. As mentioned earlier in this document, the MPH program is located within a University that places a strong emphasis on social justice and historically marginalized populations. 4.3.e. Description of efforts, other than recruitment and retention of faculty, through which the program seeks to establish and maintain an environment that supports diversity. DePaul MPH Program Self-Study, 13 December 2012, Page 149

150 DePaul s MPH program seeks to establish and maintain an environment that supports diversity though its research, service, and workforce development activities, as well as its practicum model. The program s faculty research activities are driven by a commitment to resolving health disparities suffered by historically marginalizaed populations. Its service and workforce development initiatives see to develop capacity in practice settings that promote diversity. The practicum sequence is centered on students field-based learning within community contexts in Chicago that are primarily characterized by diverse and historically marginalized populations. 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. Outcome measures include gender, race/ethnicity, age, and first-generation college student for staff, and gender and race/ethnicity for faculty. Data regarding performance against those measures appears in the Table 37 below. TABLE 37: FACULTY DIVERSITY OUTCOME MEASURES Faculty A third of MPH faculty will be male A third of MPH faculty will be from racial/ethnic minority populations Staff A third of MPH staff will be male A third of MPH staff will be from racial/ethnic minority populations A third of MPH staff will be firstgeneration college student 31.2% 35.3% 35.0% 18.7% 29.4% 45.0% 60.0% 40.0% 42.9% 80.0% 60.0% 28.6% 60.0% 60.0% 42.9% 4.3.g. Assessment of the extent to which this criterion is met. The MPH Program is currently revisiting this criterion to re-align program planning and recruiting efforts. DePaul MPH Program Self-Study, 13 December 2012, Page 150

151 CRITERION 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. The MPH program fulfills its enrollment goals primarily through alumni recommendations, word of mouth, and University-level recruitment. Students enroll from diverse locations across the United States, with a strong concentration of students from the Midwest. Ethnic and cultural diversity of the student body is comparable with that of other programs of study at DePaul University. Graduate open houses are scheduled several times a year. Such events are organized by the University Graduate Admissions Department. The MPH program has participated in these events for the last three years. The number of persons visiting the departmental table at the all-programs Open House has been excellent (25-40 persons per event). Admission applications are submitted electronically to the Graduate School of DePaul University. All applications are reviewed by a three-person, MPH program graduate admissions committee. All MPH aplications are then reviewed by the MPH Director, Program Manager and Director of Community Partnerships. Applications are reviewed on the basis of the following criteria listed in section 4.4.b. A final pool of applicants is brought on-campus for thirty-minute interviews with members of the MPH Executive Committee. Following these interviews, a select pool of applicants receive offers to join the MPH program. 4.4.b. Statement of admissions policies and procedures. MPH Program Admission Standards The Master of Public Health program admits students one time per year every Autumn quarter. The annual graduate application deadline is April 15th. Prospective students applying to this program are required to submit applications to the College of Liberal Arts & Sciences via an online application system. All applicants must meet the following requirements: Possess a bachelor s degree from an accredited college or university. A GPA of 3.0 or above (on a 4 point scale) is recommended, but not required for admission. Submit Graduate Record Examinations (GRE ) General Test scores if their GPA falls below 3.0. Submission of GRE scores is recommended for students with DePaul MPH Program Self-Study, 13 December 2012, Page 151

152 a GPA of 3.0 or above, but not required for admission. Medical College Admission Test (MCAT) or Dental Admission Test (DAT) scores may be substituted for GRE scores. Submit a 1-2 page personal statement that describes the applicant s prior/current experiences related to the public health field and explains the applicant s desire to earn a master s degree in public health. Submit a current résumé or curriculum vitae. Have successfully completed one (1) semester of an introductory biology course OR two (2) trimesters or quarter classes of introductory biology courses. Have successfully completed an introductory level statistics course. Submit a TOEFL score if they are a foreign student for whom English is a second language. DePaul will consider applicants who receive a score 90 or higher on the new internet-based Test (ibt) test 590 or higher on the traditional Paper-Based Test (PBT/ITP) or 243 on the Computer Based Test (CBT). TOEFL scores are good for only two years. All graduate applications are reviewed by three (3) program faculty/professional staff members. A selected group of the applicant pool is invited in for an in-person interview to further assess their potential as an MPH graduate student. Following an in-person interview, the program faculty/staff make enrollment selections, admitting students each year. Please see Table 36 below for admissions data. 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. The MPH program relies heavily on the University-endorsed two-page document for recruitment and information-sharing (Appendix O). This document details the program s application policies and procedures. The MPH website ( provide the same information and also includes information on the University Academic Calendar, University policies and procedures, financial aid, and course listing for all University graduate programs, including the MPH program. 4.4.d. Quantitative information on the number of applicants, acceptances and enrollment, by specialty area, for each of the last three years. Applicants who express interest in the program s concentration and meet all the application criteria are encouraged to continue the application process, including an inperson or phone interview to determine programmatic fit. Below is the admissions data for the past three years. DePaul MPH Program Self-Study, 13 December 2012, Page 152

153 TABLE 38: ADMISSIONS DATA Applied Accepted Enrolled Matriculated e. Quantitative information on the number of students enrolled in each specialty area identified in the instructional matrix, including headcounts of full- and part-time students and a full-time-equivalent conversion, for each of the last three years. Explain any important trends or patterns, including a persistent absence of students in any program or specialization. TABLE 39: PROGRAMMATIC STUDENT DISTRIBUTION HC Full Time HC Part Time FTE 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 MPH Program seeks to admit an experientially diverse student body, particularly those who have experience working in or collaborating with community health nonprofit settings including, but not limited to, agencies, health departments, direct care, and health research. This provides a depth and richness to the cohort model, which encourages candid discussions and increased learning for the students. The quality of the students in the MPH program is evaluated further in the following ways: Graduation rates will be 80%. Students will be evaluated by their practicum supervisors and receive an average of 3.0 or higher (on a 4 point scale) upon completion of the practicum (3 = very good). TABLE 40: MEASURES OF A QUALIFIED STUDENT BODY Graduation rates will be 80% % 100% 85.7% DePaul MPH Program Self-Study, 13 December 2012, Page 153

154 Students evaluated as very good or better ( 3.0 on a 4.0 scale) by -* Met Met practicum supervisors *Supervisor evaluation of students was not implemented until the academic year. 4.4.g. Assessment of the extent to which this criterion is met. The MPH Program is currently revisiting this criterion to re-align program planning and recruiting efforts. CRITERION 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. DePaul University s commitment to diversity and social justice allows for a diverse student body, including, at a minimum, gender, race/ethnicity, age and first-generation college student. Not only does the University, including the MPH Program, represent the diversity of Chicago, but the program aims to recruit students both nationally and internationally through attendance and recruitment efforts at multiple professional conferences every year. 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. DePaul s MPH program is designed for the full-time working professional and, as such, all program courses are offered only in the evening, from 6:00-9:15pm. The MPH program values experience working with diverse populations during the application process by providing opportunities to conduct admissions interviews in-person and via phone. The MPH program is currently working with the University on a new strategic plan which is oriented specifically to identifying innovative recruitment, retention, and graduation strategies of diverse students. DePaul MPH Program Self-Study, 13 December 2012, Page 154

155 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. TABLE 41: STUDENT DEMOGRAPHICS Male Female Male Female Male Female African American Applied Accepted Enrolled Caucasian Applied Accepted Enrolled Hispanic/Latino Applied Accepted Enrolled Asian/Pacific Islander Applied Accepted Enrolled Unknown/Other Applied Accepted Enrolled International Applied Accepted Enrolled TOTAL 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. DePaul MPH Program Self-Study, 13 December 2012, Page 155

156 TABLE 42: STUDENT DIVERSITY OUTCOME MEASURES (N = 46) Gender (N = 50) (N = 45) N % N % N % Male Female Transgender Race/Ethnicity African American Caucasian Hispanic/Latino Asian/Pacific Islander Age Unknown/Other International years old years old years old years old First Generation College Student e. Assessment of the extent to which this criterion is met. DePaul MPH Program Self-Study, 13 December 2012, Page 156

157 The MPH Program is currently revisiting this criterion to re-align program planning and recruiting efforts. CRITERION 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. Advising MPH students receive a three-pronged approach to advising through the: 1) Technical Advisor/MPH Program Manager, 2) Director of Community Partnerships, and 3) the MPH Core and Affiliated Faculty. Specific advising details are listed below: MPH Technical Advisor/Program Manager: MPH students are required to meet with the MPH Technical Advisor/Program Manager every quarter. The technical advisor assists students to choose an MPH curriculum plan, to select a elective course, to navigate the University, and provides overall assistance to ensure graduate student success. Director of Community Partnerships: MPH students work with the Director of Community Partnerhips in both program years. In the first year, students work with the practicum coordinator to apply and be placed in a practicum setting. In the second year, the Director of Community Partnerships advises students regarding their practicum, practicum activities, and capstone development to ensure graduate student success. MPH Core Faculty/MPH Affiliated Faculty: Additionally students will select one faculty member to serve as their regular MPH advisor. Career Counseling Due to the small size of the program, career advising occurs on an informal basis. Career advising occurs throughout the program whenever the students are interested in discussing their options with both the Director, other faculty members, members of the MPH Council, and other MPH Affiliated Faculty and Staff who may provide them with information regarding career opportunities. Students are not required to meet with faculty advisors regarding career counseling on a regular basis because the program is small enough that this type of mentorship is on-g0ing. Advising occurs at a time that is mutually convenient for both students and faculty members. DePaul MPH Program Self-Study, 13 December 2012, Page 157

158 Career counseling and job placement services is available to all students. Announcements of current job opportunities, internships, forums, conferences and professional development activities are communicated by program staff through to current students and alumni. Students also have access to the Career Center ( which serves as a hub for job fairs, networking, employment opportunities, resume resources, interviewing skills, and workshops while also providing general career guidance. 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. Please see the Student Handbook (Appendix G), as well as Criterion 1.4.e, for detailed descriptions of the procedures by which students may communicate their concerns to the staff. At this time, there have been no student complaints submitted. 4.6.c. Information about student satisfaction with advising and career counseling services. The MPH Program is currently revisiting this criterion to assess overall student satifaction with advising and career counseling services. To-date, we have not asked alumni about student satisfaction with advising and career counseling services. We intend to add this to the alumni survey that will be sent to the graduating class of 2012 in December of 2012 (6 months post-graduation). 4.6.d. Assessment of the extent to which this criterion is met. The MPH Program is currently revisiting this criterion to re-align program planning and recruiting efforts. DePaul MPH Program Self-Study, 13 December 2012, Page 158