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