Self-Study for CEPH Accreditation

Transcription

1 College of Public Health and Human Sciences Ensuring lifelong health and well-being for every person, every family, every community Self-Study for CEPH Accreditation November 2013

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3 TABLE OF CONTENTS Preface: Background of the OSU College of Public Health and Human Sciences GLOSSARY... iv CRITERION Mission Evaluation Institutional Environment Organization and Administration Governance Fiscal Resources Faculty and Other Resources Diversity CRITERION Degree Offerings Program Length Public Health Core Knowledge Practical Skills Culminating Experience Required Competencies Assessment Procedures Other Graduate Professional Degrees Bachelor s Degrees in Public Health Other Bachelor s Degrees Academic Degrees Doctoral Degrees Joint Degrees Distance Education or Executive Degree Programs CRITERION Research Service Workforce Development CRITERION Faculty Qualifications Faculty Policies and Procedures Student Recruitment and Admissions Advising and Career Counseling

4 Preface: Background of the OSU College of Public Health and Human Sciences Recognizing the compelling need to address emerging public health challenges facing the nation and the need for an accredited school of public health in the state of Oregon, the College began laying the foundation with a focus on public health in After two years of strategic planning, establishing the first CEPH accredited College of Public Health and Human Sciences (PHHS) in Oregon became an institutional goal as part of OSU Strategic Plan Phase II in OSU identified Improving Human Health and Wellness (Healthy People) as one of 3 signature areas of distinction to be achieved through the University s strategic plan along with Advancing the Science of Sustainable Ecosystems (Healthy Planet) and Promoting Economic Growth and Social Progress (Healthy Economy). Because collaboration, integration, and consolidation were hallmarks of the OSU strategic process, Divisions aligning colleges with signature areas of distinction were established. However, the dean of each college in the Division continues to retain a direct reporting relationship with the University Provost. In addition, a university-wide integrative and consolidation guideline that each administrative unit will have a minimum of 20 faculty members/unit was proposed. Hence, our College s new academic structure is composed of schools instead of more traditional departments, a structure that aligns with the University s guideline. PHHS faculty, staff and the leadership team have worked more than 2 years to position the College for a leadership role in interdisciplinary public health education. We have leveraged existing strengths and increased our collective capacity for research, teaching and outreach in the focus area of Healthy People providing an innovative and valuable contribution to the state of Oregon. Building on our tradition of excellence in public health, nutrition, exercise sciences, and human development and family sciences, we have reorganized academic programs to develop the infrastructure and capacity for accreditation. Collectively, we designed and reorganized the College to provide a learning environment that supports interdisciplinary collaboration, promotes a broad intellectual framework for problem solving and fosters the development of professional public health values. The new College features realignment of disciplines to create 2 Schools (Biological and Population Health Sciences, and Social and Behavioral Health Sciences), 3 Research Centers (Hallie Ford Center for Healthy Children and Families; Center for Healthy Aging Research; and Moore Family Center for Whole Grain Foods, Nutrition and Preventive Health), and an integrative Extension unit (unique to the land grant institution) called Public Health and Human Sciences Extension (comprised of 4-H Youth Development and Family & Community Health Programs). The reorganized PHHS functions as a collaboration of 9 disciplines, addressing the health of populations and the community through instruction, research and service. Most importantly, the PHHS brings to the field of public health a forward thinking, comprehensive, and integrative approach to population health that uses an ecological and life course perspective at individual, family and community levels. Faculty in PHHS embraces the vision, goals and values common to public health and understands the culture and breadth of public health disciplines. These disciplines are rooted in the CEPH-accredited Oregon Master of Public Health (OMPH) Program we founded in collaboration with Portland State University and Oregon Health and Science University in As part of the accredited OMPH Program, OSU began offering MPH Programs in Health Promotion & Education and Health Policy & Management in The International Health and the Environment, Safety & Health tracks were added in 2000 and 2004, respectively. In 2009, OSU developed curricula and competencies for our new Epidemiology and Biostatistics MPH tracks, which CEPH added to the OMPH unit of accreditation in We also revised our PhD degree in Public Health to develop competencies and advanced courses specific to each of the 3 distinct concentrations (Environmental and Occupational Health & Safety, Health Policy, and Health Promotion & Health Behavior) that are consistent with national standards in each field. Faculty redesigned the undergraduate public health degrees to provide a BS in Public Health with concentrations in Health Management & Policy and Health Promotion & Health Behavior. During , the College recruited and hired 12 new tenure/tenure-track faculty members trained in public health as well as additional new faculty in the human sciences whose training bridges to public health disciplines. Collectively and intentionally we are transforming the College to become a pre-eminent leader in public health. Form follows function. Together we have created the organizational structure, systems, culture, and processes that foster a multidisciplinary approach to advancing knowledge, policies, and practices needed to improve population health in communities across Oregon and beyond.

5 GLOSSARY Acronyms APHA AUPHA BioPop BS CAC DPD DVM/MPH E&G EHSC EOHS EXSS F&A FCH FTE GCPH GRA GTA HDFS HERO HMP HPHB IGERT IPE IRB IS IT KCC LPI MPH MS NEP NIEHS NIH NSF NWCCU OCAT OCHO OGEC OHSU OEI OMPH ONID OPAA OPHA OSU OSUDI Meaning American Public Health Association Association of University Programs in Health Administration School of Biological and Population Health Sciences Bachelor of Science Community Advisory Council Difference, Power and Discrimination DVM & MPH Dual Degree Education & General Environmental Health Sciences Center Environmental and Occupational Health & Safety Exercise & Sport Science Facilities & Administrative Family and Community Health Full-Time Equivalent Graduate Certificate in Public Health Graduate Research Assistantships Graduate Teaching Assistantships Human Development & Family Sciences Health Equity Researchers of Oregon Health Management & Policy Health Promotion & Health Behavior Integrative Graduate Education and Research Training Interprofessional Education Institutional Review Board Information Services Information Technology Kaleidoscope of Colleges and Cultures Linus Pauling Institute Master of Public Health Master of Science Nutrition Education Program National Institute of Environmental Health Sciences National Institutes of Health National Science Foundation Northwest Commission on Colleges and Universities Oregon CEPH Action Team Outreach Collaboratives for a Healthy Oregon Oregon Geriatric Education Center Oregon Health and Science University Office of Equity and Inclusion Oregon Master of Public Health Program OSU Computer Network Identification Account Office of Post Award Administration Oregon Public Health Association Oregon State University Oregon State University Dietetic Internship OSU College of Public Health and Human Sciences Page iv

6 OSUL OUS P&T PETE PhD PHHS PI PROF RAM RFP SET SLICE SOBE SOPHAS SWPS TFDI URAP URISC URL USDA VPN Oregon State University Libraries Oregon University System Promotion and Tenure Physical Education Teacher Education Doctor of Philosophy College of Public Health & Human Sciences Primary investigator Periodic Review of Faculty Resource Allocation Model Request for proposals Student Evaluation of Teaching Service Learning Initiative for Curricular Engagement School of Social and Behavioral Health Sciences Schools of Public Health Application Service Statewide Public Services Tenured Faculty Diversity Initiative Undergraduate Research Awards Program Undergraduate Research Innovation Scholarship Creativity Uniform resource locator U.S. Department of Agriculture Virtual Private Networking OSU College of Public Health and Human Sciences Page v

7 Oregon State University College of Public Health and Human Sciences Criterion 1 The School of Public Health OSU College of Public Health and Human Sciences iii Page

8 CRITERION 1.0: THE SCHOOL OF PUBLIC HEALTH The proposed accreditation unit under review is the Oregon State University College of Public Health and Human Sciences (PHHS). The term College will be used in this document to mean the entire College, which the Council on Education for Public Health (CEPH) generally terms a School of Public Health. Our College is comprised of 2 Schools. We will use the term Schools, instead of more traditional Departments, to refer to our 2 large subunits: a) the School of Biological and Population Health Sciences (also known as BioPop); and b) the School of Social and Behavioral Health Sciences (also known as SOBE). These variations reflect our University s unique nomenclature for academic units that report directly to the Provost as well as the requirement in the University Strategic Plan for integration and consolidation of administrative units. Our new structure meets these requirements and, most importantly, promotes interdisciplinary collaboration with particular attention to the integration of all disciplines in the framework of public health values. The School of Biological and Population Health Sciences is the administrative home of the academic disciplines of: 1) Biostatistics, 2) Epidemiology, 3) Environmental and Occupational Health & Safety, 4) Exercise & Sport Science, 5) International Health, and 6) Nutrition. The School of Social and Behavioral Health Sciences is the administrative home of the academic disciplines of: 1) Health Management & Policy, 2) Health Promotion & Health Behavior, and 3) Human Development & Family Sciences. Our organizational approach capitalizes on the synergies made possible through collaborations across disciplines in order to preserve our College s signature, interdisciplinary and ecological approach to public health and human sciences. The creation of 3 multidisciplinary research centers (Hallie E. Ford Center for Healthy Children and Families; Center for Healthy Aging Research; and Moore Family Center for Whole Grain Foods, Nutrition and Preventive Health) provides a special research environment that supports and promotes a broad intellectual framework for problem solving and fosters the development of professional public health values. Furthermore, as a public land grant university, the integration of Extension Services in our College affords us the unique opportunity to create a distinctive program of outreach and service for PHHS Extension that serves as a model for effective interaction and engagement with local communities across the state. Our self-study covers the 2 academic years from July 1, 2011 to June 30, 2012 (designated 2011/12) and from July 1, 2012 to June 30, 2013 (designated 2012/13). We will use that naming convention for both fiscal and academic years throughout this document Mission. The school shall have a clearly formulated and publicly stated mission with supporting goals, objectives and values. 1.1.a. A clear and concise mission statement for the school as a whole. Our Mission. Inspired by our mission as a leading land grant university, we create synergy in teaching, research, and outreach to develop the next generation of globally minded public health and human sciences professionals. Through interdisciplinary research and innovative curricula, we advance knowledge, policies, and practices that improve population health in communities across Oregon and beyond. 1.1.b. A statement of values that guides the school. Our Values. We share the values that guide Oregon State University: Accountability, Diversity, Respect, Responsibility, and Truth. To these values, we add our dedication to: OSU College of Public Health and Human Sciences Page 7

9 Health: Care and Compassion: Innovation: Continuous Improvement: We are committed to advancing lifelong health and well-being for all. With compassion and understanding, we commit to caring for ourselves and others. We embrace innovative approaches to addressing challenges and opportunities. We continually strive toward high standards by optimizing individual and collective strengths. Cooperation & Collaboration: We promote a collegial learning and work environment that encourages cooperation, collaboration, and active participation. 1.1.c. One or more goal statements for each major function through which the school intends to attain its mission, including at a minimum, instruction, research and service. During the strategic planning process, we identified 5 goals to build our new College of Public Health and Human Sciences. These goals are: Goal 1 (Infrastructure): Develop and maintain operational and academic infrastructure that supports meeting the mission of our College. Goal 2 (Teaching): Deliver outstanding and distinctive graduate and undergraduate programs of instruction in which all graduates demonstrate attainment of program competencies. Goal 3 (Discovery): Conduct, disseminate and translate high-quality research addressing the health of populations and the community. Goal 4 (Service & Workforce Development): Partner with academic, workforce and community stakeholders in service and outreach to enhance the health of communities in Oregon and beyond. Goal 5 (People): Attract, support and sustain excellence in a diverse complement of faculty, staff and students. 1.1.d. A set of measurable objectives with quantifiable indicators related to each goal statement as provided in Criterion 1.1.c. In some cases, qualitative indicators may be used as appropriate. In Table 1.1.d. below we list the specific measurable objectives and indicators that have been selected to track our goals listed in Section 1.1.c. Table 1.1.d. Objectives and Indicators Objectives Indicators Goal 1 (Infrastructure): Develop and maintain operational and academic infrastructure that supports meeting the mission of our College. PHHS College organizational structure Establish and sustain an administrative, Adequate % of total initial budget that is designated as operational and physical infrastructure that fully reserve funds supports our College in achieving its mission Undergraduate and graduate student councils contribute to development of College Establish and maintain College planning, evaluation and improvement systems Primary faculty are trained to and update their data in Digital Measures (DM) at least once per year Evaluation and Assessment Activity Timeline is established, implemented and completed each year OSU College of Public Health and Human Sciences Page 8

10 Number of Community Advisory Council (CAC) meetings Establish and sustain a system of external per year stakeholders to contribute to the development of Amount of annual fund donations from alumni and friends the College as well as a development program to Number of development visits with donors, corporations, and increase funding for the College foundations that will benefit programs, faculty and students Goal 2 (Teaching): Deliver outstanding and distinctive graduate and undergraduate programs of instruction in which all graduates demonstrate attainment of program competencies. Provide a competency-based curriculum and achieve program quality through assessment of degree appropriate learning objectives and competency attainment Periodically review existing curricula to identify changes needed to enhance the preparation of students to meet emerging public health needs Ensure the availability of courses that introduce students to the 5 core areas of public health knowledge Ensure effective mentoring and advising for every student to achieve timely completion of requirements including internships, graduation and employment within discipline-related positions Ensure mastery in essential work skills for public health practice, academic careers and other professional positions for all MPH students Ensure mastery of 5 core areas of knowledge and public health practice for all MPH students Percent of faculty who complete and return Competency Reporting Forms and Competency Reporting Forms for Events Percent of MPH students reporting attainment of MPH Core Competencies Percent of academic program meetings to discuss competency-based curriculum, learning objectives, and competency attainment Frequency of curricula reviews for all academic programs Develop and offer courses for undergraduate students that provide knowledge of the foundations of public health and epidemiology Percent of undergraduate PHHS students enrolled in course (H 100) providing knowledge of the foundations of public health Enrollment of MPH students in 5 courses reflecting core areas of public health knowledge Enrollment of non-public health graduate students in courses providing knowledge of the foundations of public health and epidemiology Student satisfaction with academic advising and support Centralized internship coordination available to all MPH students Undergraduate graduation rates within 6 years Graduation rates within 3 years for masters students and within 7 years for PhD students Percent of MPH graduates who complete an internship Percent reporting satisfaction with level of preparation to work in public health Average GPA in 5 core public health courses for all MPH students who completed 1 or more public health core courses during that year Encourage graduate students to engage in Number of students in concurrent/dual degree programs multidisciplinary studies Goal 3 (Discovery): Conduct, disseminate and translate high-quality research addressing the health of populations and the community. Percent of research grants awarded to primary faculty that involve students Increase the involvement of students in research and scholarly activities Number of undergraduate students participating in URAP program for undergraduate research OSU College of Public Health and Human Sciences Page 9

11 Increase external funding for research Conduct community-based research that improves the practice of public health Disseminate research findings to practitioners, policy-makers, educators and the public Number of primary faculty members who submit applications for external funding Percent of faculty who complete the Grant-Writing Workshop who submit applications for external funding Research dollars awarded to primary faculty Number of research grants awarded to primary faculty that are community-based Average number of publications in peer-reviewed journals per primary faculty Number of primary faculty who present at state, regional, national and/or international meetings Link members of the public with PHHS faculty members who have expertise in specific health areas Number of media releases regarding faculty research and publications Percent of College-sponsored research projects that are interdisciplinary Encourage and support interdisciplinary research Number of seminars/events sponsored to encourage interdisciplinary research Goal 4 (Service & Workforce Development): Partner with academic, workforce and community stakeholders in service and outreach to enhance the health of communities in Oregon and beyond. Pursue service activities consistent with the stated mission of our College, including collaborating more effectively with faculty and projects of PHHS Extension Design and deliver outreach and engagement programs designed to improve the health status of individuals, families and communities Engage in activities that support the professional development of the public health workforce Number of primary faculty providing service to communities and the public Number of primary faculty providing service to the profession Number of Oregonians participating in outreach and engagement programs of the College Number of continuing education courses offered Quarterly webinar series for public health practitioners and health professionals Graduate Certificate in Public Health (GCPH) program implemented Goal 5 (People): Attract, support and sustain excellence in a diverse complement of faculty, staff and students. Enhance efforts to recruit and retain faculty, staff and students from diverse backgrounds Ensure faculty have opportunities for continuous development, recognition and input into their work and/or academic life Equity, Inclusion and Diversity Committee established Equity, Inclusion and Diversity Enhancement Plan developed Activities to improve diversity among faculty and staff implemented and evaluated Activities to improve diversity among undergraduate students Activities to improve diversity among graduate students Demonstrate commitment to offer and promote Graduate Certificate in Public Health (GCPH) to rural and underrepresented students Number of faculty nominated for College and University awards and recognition Percent of eligible faculty successfully tenured and promoted Number of faculty participating in leadership development training OSU College of Public Health and Human Sciences Page 10

12 Hire and retain faculty who demonstrate excellence in research, teaching and service Recruit and retain graduate students who have the potential to become professional, academic and scientific leaders in Public Health and Human Sciences Ensure staff and professional faculty have opportunities for continuous development, recognition and input into their work life Hire and retain faculty who promote the College s interdisciplinary focus Percent of primary faculty who are evaluated as Extraordinary or Strong and Positive in all 3 areas Number of graduate students enrolled Average GRE scores (Verbal and Quantitative) for enrolled students Number of College and School committees that include staff and professional faculty Number of staff and professional faculty nominated for College and University awards and recognition Number of open forums with dean to ensure ongoing dialogue Percent of new tenure/tenure-track/clinical primary faculty hires whose qualifications cross disciplines Percent of new tenure/tenure-track/clinical primary faculty hires with experience in interdisciplinary research 1.1.e. Description of the manner through which the mission, values, goals and objectives were developed, including a description of how various specific stakeholder groups were involved in their development. Mission. In January 2011 faculty began revision of our College mission statement. In support of the effort, the Dean engaged AHA!, a strategic communications consulting firm, to lead faculty through a participatory values clarification process at the winter faculty meeting. The consulting firm conducted interviews with numerous focus groups of faculty, staff and students, and a new draft mission statement was developed during a 3-month process. The College s Administrative Team members and representative faculty and staff met with the consulting firm and finalized the new mission statement in May Values. Faculty members participating in the College s 2011/12 Leadership Development Program revised and developed a new list of values for our College. The revised statement of values was posted on a confidential electronic survey site. During a 2-week period 415 College faculty members, staff, research assistants/associates, administrators, and students reviewed and provided feedback. The proposed statement of values that incorporated the feedback was then presented to the faculty in each School for approval. In the spring of 2012, faculty in both Schools approved the statement of values. Goals and Objectives. The College s Administrative Team plus representative faculty and staff members undertook strategic planning beginning summer of The process started with a two-day retreat where goals and objectives were discussed. Members of subgroups were assigned specific goals to work on during subsequent meetings. The Administrative Team reconvened for another 2.5 day retreat for discussion and approval of the goals and objectives. 1.1.f. Description of how the mission, values, goals and objectives are made available to the school s constituent groups, including the general public, and how they are routinely reviewed and revised to ensure relevance. The College s mission, statement of values, goals, and objectives are disseminated to the campus community and general public through our College s website, newsletters, and other College publications including Synergies. Periodic reviews of the College s goals and objectives include input from constituents from within the College and external stakeholders including our Community Advisory Council (CAC). The next comprehensive review is planned for academic year 2014/15. OSU College of Public Health and Human Sciences Page 11

13 1.1.g. Assessment of the extent to which this criterion is met and an analysis of the school s strengths, weaknesses and plans relating to this criterion. This criterion is met. Strengths: Our College has a clear, concise mission statement; well-articulated values; and goals and measurable objectives in the areas of infrastructure, teaching, research, service, workforce development and people. Major College goals and objectives are consistent with those of Oregon State University's Strategic Plan: Phase II ( ). Our statement of values and goals were developed through a strategic process involving multiple stakeholders. Weaknesses: During the development of our mission, goals, and objectives, the College did not have organized and functioning stakeholder groups; we now have in place functioning student councils and a Community Advisory Council to provide us with systematic and regular feedback. Plan: In addition to the regular engagement and feedback from our faculty and staff, we will continue to seek input from the student councils and the Community Advisory Council regarding our mission, statement of values, goals, and objectives. OSU College of Public Health and Human Sciences Page 12

14 OSU College of Public Health and Human Sciences Page 13

15 1.2. Evaluation. The school shall have an explicit process for monitoring and evaluating its overall efforts against its mission, goals and objectives; for assessing the college s effectiveness in serving its various constituencies; and for using evaluation results in ongoing planning and decision making to achieve its mission. As part of the evaluation process, the school must conduct an analytical selfstudy that analyzes performance against the accreditation criteria defined in this document. 1.2.a. Description of the evaluation processes used to monitor progress against objectives defined in Criterion 1.1.d., including identification of the data systems and responsible parties associated with each objective and with the evaluation process as a whole. If these are common across all objectives, they need be described only once. If systems and responsible parties vary by objective or topic area, sufficient information must be provided to identify the systems and responsible party for each. Evaluation Process for Monitoring Progress. The College has developed a culture of an ongoing and routine process (what, by whom, by when) in planning, evaluating, monitoring and reporting progresses for the last 10 years. The College will continue to undertake a systematic and integrated process to determine our effectiveness in achieving our mission, goals and objectives developed for the CEPH selfstudy and beyond. We have developed new data information systems, with proposed timelines for data collection. We also engage multiple constituents in the evaluation process. Strategies to obtain and integrate data, solicit input, and engage in discussion with key constituencies, include the following: routine, ongoing data collection and analysis; consultations with important stakeholders; use of campuswide assessment resources; and ad hoc, timely assessments that address specific questions whenever needs arise. These quantitative indicators and qualitative information are then used to inform the College planning and quality-improvement processes. The timeline for College planning is regularly scheduled in the summer during a 3-4 day administrative retreat. Before the scheduled retreat, the Dean requests all responsible parties to compile data and information from multiple sources with various methods for reporting, discussion, and evaluation. Representative faculty and staff are invited to participate in specific topics of discussion. During the retreat, the Administrative Team and representative faculty and staff evaluate, monitor, and report on progress made in achieving our mission, goals, and objectives. Based on the outcomes, the Administrative Team makes specific plans for the following year to follow through with the goals and objectives. In the early Fall term, the progress of the past and the plan for the future are discussed during the annual College Meeting attended by all faculty and staff. Feedback from the College Meeting will further improve the plan for the next year. An Annual College Report is produced and posted on the College s website for public review and comments by October of each year. The sections that follow describe the data management systems, data collection methods, responsible parties involved with oversight of the evaluation process, and specific evaluation strategies by goals. Data Management Systems. The College uses data from a number of sources for our evaluations. In 2012 our College instituted 2 new data management systems, Digital Measures and Sales Force. We also use the data management systems operated by the University as a whole, including Banner and Data Warehouse. Collectively, these data systems provide broad capabilities for tracking outcome indicators and analyzing data to assess the College s progress toward its goals and objectives including data and metrics related to research, faculty, staff, students, and administration. Using these management systems we collect and monitor the following: Faculty publications and presentations Faculty promotion and tenure statistics Faculty extramural funding Enrollment statistics for each course offered by our College OSU College of Public Health and Human Sciences Page 14

16 Undergraduate student retention and academic progress Undergraduate student graduation rates Graduate student retention, academic progress, graduation rates, and degrees awarded. With Digital Measures and Sales Force information systems operational, we instituted regular trainings to ensure optimal use by faculty and staff across our College. The first trainings for Digital Measures occurred in Spring 2012 with further trainings offered throughout summer and Fall Our College also instituted online tutorials for personnel to gain expertise in the use of the new systems. Additionally, the Accreditation and Assessment Manager provided 4 small group work sessions in Winter 2013, as well provides ongoing individual support for College personnel using both systems. Faculty and staff are informed of work sessions through s, announcements at School meetings, the Dean s weekly s, and direct communication with the Accreditation and Assessment Manager. All primary and secondary faculty members have active Digital Measures accounts and update their accounts regularly. Data Collection Methods. We systematically collect primary data to provide information for evaluation. Data collection methods include on-line surveys, interviews, and group discussions. As described above, we collect and integrate data from a wide range of sources, including data and metrics related to research, faculty, staff, students, and administration as well input and advice from community stakeholders including preceptors, employers, and alumni (see Table 1.2.a.). Table 1.2.a. Data Sources and Description of Periodic Assessment Data Source Description of Periodic Assessment Frequency Annual Reviews Faculty, staff, and administrators are evaluated annually on Faculty performance measures including teaching, research, service, and Staff administration Yearly Administrators Competency Reporting and Event Forms Internship Preceptor Survey Student Exit Survey Alumni Survey Employers Assessment Community Advisory Council (CAC) Feedback Faculty members assess students enrolled in courses with assigned competencies and culminating experiences for competency attainment Preceptors evaluate students preparation for public health practice, attainment of competencies, and indicate gaps in training and preparation Students respond to questions related to satisfaction with their degree program, field experience, advising, and career services; the extent to which they believe they had developed competencies specific to their degree program (MPH students only); and employment status Graduates respond to questions related to satisfaction with their degree program, field experience, advising, and career services: the extent to which they can perform competencies in an employment setting (MPH students only); and employment status Employers participate in interviews/surveys to assess graduates attainment of core public health competencies and preparation for workforce The CAC provides feedback and counsel to assess the public health needs in Oregon Quarterly Bi-Yearly Yearly Yearly Yearly Quarterly (3 times/yr) Responsible Parties. Under the leadership of the Dean, multiple parties collaborate to ensure the tracking and maintenance of satisfactory progress toward our College s objectives. Responsibilities for specific objectives and data systems are shared by individuals, standing committees, and ad hoc groups to optimize effectiveness and efficiency. The responsible parties include: OSU College of Public Health and Human Sciences Page 15

17 Dean. The Dean has the oversight on the operational and physical infrastructure of the college, including college budget, space, and personnel. Working with the College Administrative Team and University leadership (such as the Provost, and Director of University Budget and Fiscal Planning) the Dean is responsible for planning, monitoring and assessment of strategic planning to ensure sustainability of resources that support the mission and goals of the College. Working with the OSU Foundation and the Director of Development, the Dean is primarily responsible for the development program that enhances the resources and opportunities that benefit programs, faculty and students. Associate Dean for Research and Graduate Programs. The Associate Dean for Research and Graduate Program is responsible for assuring that the research and graduate program activities align with our College s vision, mission, and goals; monitoring and reporting our College s graduate assessment of student learning; and working directly with the Accreditation and Assessment Manager to assess the extent to which graduate students in all degree programs have demonstrated achievement of the program competencies. She assists in the data collection efforts and assessment of graduation rates and job placement rates for all graduates. She also monitors and assesses our College s research activities. Associate Dean for Undergraduate Programs. The Associate Dean for Undergraduate Programs is responsible for assuring that the undergraduate program activities align with our College s vision, mission, and goals; monitoring and reporting our College s undergraduate assessment of student learning to the Office of Academic Programs, Assessment, and Accreditation; and working directly with the Accreditation and Assessment Manager to assess the extent to which undergraduate students in all degree programs have demonstrated achievement of the program competencies. Additionally, he is responsible for the coordination of international experiences directly related to undergraduate and graduate student learning during study abroad, internship, and faculty-led exchanges. Associate Dean for Outreach and Engagement. The Associate Dean for Outreach and Engagement assures congruence of outreach activities with the College vision and mission; assesses progress toward outreach and engagement goals; monitors compliance with relevant benchmarks and standards; and provides Extension faculty/staff with resources they need to evaluate programs and projects effectively. He works closely with the 2 other Associate Deans to assure synergy and integration of research, teaching, service, and workforce development. School Co-Directors. With regard to program review, the Co-Directors of each School coordinate the functioning of committees that oversee the assessment of the School s programs and ensure educational excellence. With regard to personnel review, the Co-Directors are responsible for annual review of the School s faculty members and staff. They also have an important role in overseeing the promotion and tenure process. Accreditation and Assessment Manager. This full-time position was created and filled in The Accreditation and Assessment Manager has primary responsibility for the management and assessment of the performance of our College against accreditation criteria for CEPH and the University. She works with College leadership on establishment of the evaluation plan and procedures, management and maintenance of information databases, development and administration of surveys and other assessment instruments, data collection and analyses, and other activities for tracking and monitoring progress toward College objectives. OSU College of Public Health and Human Sciences Page 16

18 Evaluation Strategies by Goals. We employ a number of specific strategies and tools to guide our evaluation activity. Organized by goal statement, these include the following: Goal 1 (Infrastructure). Many of the designated indicators under Goal 1 utilize data already being collected on an ongoing basis or are readily accessible within our College or the University. Objectives of Goal 1 will be evaluated annually during the College s summer Administrative Retreat. The College Annual Report submitted to the Provost and posted on OSU s website is another strategy to monitor our progress and make us accountable publically. Evaluation and monitoring the College budget is an ongoing process with the Manager of Health Science Business Center. Quarterly meetings with the Dean and Co-Directors ensure the appropriate expenditure and balance of the budget for the College and Schools. Quarterly reports from the OSU Foundation will evaluate and monitor the development visits of the Dean with donors, alumni, and corporations and the percent of College annual development goal achieved. In collaboration with the Administrative Team and faculty, the Dean tracks the establishment and launch of new operational units such as the Community Advisory Council (CAC). Goal 2 (Teaching). Our College tracks statistics including 6-year undergraduate graduation rates, time to degree, graduation rates for graduate students, employment placement rates for graduates, and other indicators. Each degree program within our College assesses competencies and learning outcomes of its undergraduate and graduate students. At the discipline level there are curriculum committees for: Human Development & Family Sciences, BioPop Human Sciences, and Public Health. Each of these committees includes members from varied disciplines to ensure that program content benefits from multiple viewpoints. At the College level, the College Curriculum Committee reviews and approves curricular proposals (see Criterion 2.7. for more information on oversight and monitoring of graduate and undergraduate instruction). At the University level, the Office of Academic Programs, Assessment, and Accreditation ( located within the Office of Academic Affairs, is dedicated to the structure and quality of curricular programs. This office provides leadership, guidance, and support for each program in conducting assessments of student learning outcomes at the undergraduate level. The Graduate School supports 3 processes for assessment and review of graduate programs: external graduate program reviews, internal assessment carried out by individual graduate programs on a continuing basis, and institutional strategic planning. Goal 3 (Discovery). The Digital Measures data system described above is used to track many of the indicators listed in these objectives, including numbers of faculty publications, number of faculty presentations, and student participation in research programs. The Associate Dean for Research and Graduate Programs and Accreditation and Assessment Manager guide collection and use of this detailed information for College planning and improvement. Goal 4 (Service & Workforce Development). We use Digital Measures and other systems to track and assess the majority of the indicators associated with these objectives, including primary faculty serving in leadership roles on panels and commissions, faculty providing technical assistance, and local, state, national, and international collaborations. Goal 5 (People). A broad range of data sources are employed to evaluate the indicators for these objectives. For example, faculty complete and submit their Annual Summary of Academic and Professional Activities using Digital Measures. Additionally, College data systems track rates of faculty turnover, graduate student admission, and recognition and awards each year. The OSU College of Public Health and Human Sciences Page 17

19 processes for evaluating College success in establishing, expanding, and maintaining faculty, staff, and student diversity are discussed in Criterion b. Description of how the results of the evaluation processes described in Criterion 1.2.a. are monitored, analyzed, communicated and regularly used by managers responsible for enhancing the quality of programs and activities. Our evaluation processes are iterative and serve to monitor and improve the quality of our programs. As needed, the College makes changes in our programs and activities to meet our mission, goals, and objectives. As described above, evaluation and planning is an ongoing process in the College with active participation from internal and external stakeholders. Strategic Planning. Our College has established and encouraged formal and informal feedback, information loops, and communication channels throughout the process of planning and embarking on the accreditation process. For example, our College Administrative Team held several internal focus groups and faculty listening sessions in 2009/10, at which faculty provided recommendations that were incorporated into the new College s structure. One recommendation was that the Dean establish a faculty advisory group that would provide ongoing input for administrative decisions. The Dean created this ad hoc group, known as the Faculty Transition Team (FTT), which met on an ongoing basis with the Administrative Team, including at planning retreats in 2010/11. The Dean also established an advisory focus group to provide input on transitions relating to our College s Extension programs. The 2008 College strategic plan is grounded in the University s Strategic Plan: Phase II ( ) and aligns with its metrics (see Our College s strategic plan was redesigned in the summer of 2011 and provides the basis for our specific measureable objectives found in this self-study. Progress on the plan is monitored by the Administrative Team at its annual summer retreat and at meetings of the Dean and Associate Deans. Progress toward achieving the College s strategic plan is communicated to faculty at the Dean s quarterly faculty meetings, through her weekly s, and editions of Synergies, our College newsletter. Our strategic plan will be updated again in 2015/16. Instructional Programs. The curriculum committee structure of our College and its 2 Schools has played a central role in establishing, revising, and refining instructional plans. Evaluation of individual courses is conducted through several channels, specifically the campus-wide student course evaluation process. In addition, faculty in the Schools engage in peer evaluations of teaching, in which faculty review course materials, observe classes, and provide written assessments to the individual instructor and the School Co-Directors. Our College seeks input from students through other channels as well. In 2012 our College administered separate online Exit Surveys of graduating undergraduate and graduate students. The purpose of the Exit Survey was to ask questions related to degree programs, query MPH students on their perception of competency development for core and track level competencies, and gather contact information for future communication with our graduates. The OSU Graduate School also conducts a survey of graduating students, but that survey does not address discipline-specific competencies, so it serves different and complementary purposes to our College s Exit Survey. Research and Discovery. The Dean s office regularly uses feedback from faculty, School Co-Directors, and Research Center Directors to allocate resources for research and faculty professional development. As an example, based on faculty feedback the Associate Dean for Research and Graduate Programs provides opportunities and infrastructure to assist in research productivity and maximize the research potential of faculty (see Criterion 3.1.a. for details). OSU College of Public Health and Human Sciences Page 18

20 Outreach and Engagement. Our College has instituted a number of mechanisms for offering input, both formal and informal, from public health professionals in Oregon. One of these is OSU s continuing partnership with the Oregon Public Health Association (OPHA), which has held its annual conference on the OSU campus since Another joint program was a 1-day conference held on the OSU campus in June 2011 as part of the Outreach Collaboratives for a Healthy Oregon Project (OCHO), aimed at building campus-practitioner collaborations and promoting joint translational research projects. The conference was attended by 125 researchers and practitioners, including approximately 65 state and local health department personnel. These meetings provide opportunities for practitioners to give input in informal collegial settings; their input is used by our College to plan further outreach and engagement activities. Strengthening relationships between county Extension offices and local departments of health across Oregon is another example of how our evaluation is monitored and analyzed. In 2011 our College s Health Extension programs and the Dean s office used internal funds to launch a new initiative. By requirement of the grant, these projects needed to include a partnership between PHHS Extension personnel, local departments of health, and campus research personnel. When the grants were completed in June 2012, their project reports were evaluated to ascertain the initiative s effectiveness in achieving its aim of strengthening local partnerships between OSU Extension faculty and local health personnel. These assessments permit our College to plan future activities so as to enhance the skills, capabilities, and project opportunities of all parties, including students, University personnel, and local practitioners. 1.2.c. Data regarding the school s performance on each measurable objective described in Criterion 1.1.d. must be provided for each of the last three years. To the extent that these data duplicate those required under other criteria, the school should parenthetically identify the criteria where the data also appear. Because the College of Public Health and Human Sciences came into existence in July 1, 2011, 2011/12 is the first year for which data on most of the objectives are available. We provide indicators, targets, and data for 2011/12 and 2012/13 in Table 1.2.c. Please note, for objectives whose indicators have been met during the self-study period, we will no longer track. We anticipate that new objectives and corresponding indicators will emerge for future tracking. OSU College of Public Health and Human Sciences Page 19

21 Table 1.2.c. Data Regarding Performance on Indicators Related to Goals and Objectives Goal 1 (Infrastructure): Develop and maintain operational and academic infrastructure that supports meeting the mission of our College. Objective Indicator Target 2011/ /13 By end of 2011/12 academic year, PHHS PHHS College organizational structure organizational structure in place and Met Met operational Objective 1.1: Establish and sustain an administrative, operational and physical infrastructure that fully supports our College in achieving its mission Adequate % of total initial budget that is designated as reserve funds Undergraduate and graduate student councils contribute to development of College 5-10% per year 11.5% 10.8% Undergraduate and graduate student councils meet once per term (i.e. 3 times per year) N/A Undergrad: 9 Graduate: 3 Objective 1.2: Establish and maintain College planning, evaluation and improvement systems Objective 1.3: Establish and sustain a system of external stakeholders to contribute to the development of the College as well as a development program to increase funding for the College Primary faculty are trained to and update their data in Digital Measures (DM) at least once per year Evaluation and Assessment Activity Timeline is established, implemented and completed each year Number of Community Advisory Council (CAC) meetings per year Amount of annual fund donations from alumni and friends Number of development visits with donors, corporations and foundations that will benefit programs, faculty and students 100% of primary faculty update their data in Digital Measures annually By end of 2012/13 academic year, Evaluation and Assessment Activity Timeline developed Community Advisory Council (CAC) meets quarterly (3 times/yr). Minutes of meetings indicate involvement in College development and improvement Meet College gifts and pledges goal set annually by OSU Foundation Meet the number of development visits by the Dean set annually by OSU Foundation N/A 100% N/A N/A Met Met Met 28-Jan Apr May-13 Met Met OSU College of Public Health and Human Sciences Page 20

22 Goal 2 (Teaching): Deliver outstanding and distinctive graduate and undergraduate programs of instruction in which all graduates demonstrate attainment of program competencies. Objective Indicator Target 2011/ /13 Objective 2.1: Provide a competency-based curriculum and achieve program quality through assessment of degree appropriate learning objectives and competency attainment Objective 2.2: Periodically review existing curricula to identify changes needed to enhance the preparation of students to meet emerging public health needs Objective 2.3: Ensure the availability of courses that introduce students to the 5 core areas of public health knowledge Percent of faculty who complete and return Competency Reporting Forms and Competency Reporting Forms for Events Percent of MPH students reporting attainment of MPH Core Competencies Percent of academic program meetings to discuss competency-based curriculum, learning objectives, and competency attainment Frequency of curricula reviews for all academic programs Develop and offer courses for undergraduate students that provide knowledge of the foundations of public health and epidemiology Percent of undergraduate PHHS students enrolled in course (H 100) providing knowledge of the foundations of public health Enrollment of MPH students in 5 courses reflecting core areas of public health knowledge By 2012/13, 95% of faculty per cycle return Competency Reporting Forms 80% of respondents will report attainment of 7 MPH Core Competencies By spring 2013, 100% of programs meet once per year Starting 2013/14 academic year, 100% of curricula reviewed yearly and revised as needed By 2012/13, courses implemented and undergraduate students enrolled 20% of total PHHS undergraduates enrolled each year All 5 courses implemented and MPH students enrolled in appropriate classes N/A 92% 1. 80% 2. 72% 3. 68% 4. 76% 5. 92% 6. 84% 7. 84% % % 3. 86% 4. 96% % % 7. 96% N/A 100% N/A N/A N/A Met N/A 29% (890/3,121) Met Met Enrollment of non-public health graduate students in courses providing knowledge of the foundations of public health and epidemiology By 2012/13, courses implemented and graduate students enrolled N/A Met OSU College of Public Health and Human Sciences Page 21

23 Objective 2.4: Ensure effective mentoring and advising for every student to achieve timely completion of requirements including internships, graduation and employment within discipline-related positions Objective 2.5: Ensure mastery in essential work skills for public health practice, academic careers and other professional positions for all MPH students Objective 2.6: Ensure mastery of 5 core areas of knowledge and public health practice for all MPH students Objective 2.7: Encourage graduate students to engage in multidisciplinary studies. Student satisfaction with academic advising and support Centralized internship coordination available to all MPH students Graduation rates within 3 years for masters students and within 7 years for PhD students 75% students report satisfaction with advising and support By 2012/13, hire a full-time MPH Internship Coordinator trained in public health At least 70% for MPH and masters students, and 60% for PhD students BS - na MPH - 57% MS - na PhD - na N/A BS - 81% MPH - 82% MS - 90% PhD - 100% Met Undergraduate graduation rates within 6 years At least 70% BS 64.2% BS % 2008/09 MPH Cohort-94% MS-na PhD-na Among graduates who can be located, job placement rates in a discipline-related position within 1 year of graduation Percent of MPH graduates who complete an internship Percent reporting satisfaction with level of preparation to work in public health Average GPA in 5 core public health courses for all MPH students who completed 1 or more public health core courses during that year Number of students in concurrent/dual degree programs By 2012/13, 80% working in a discipline-related job 100% of MPH graduates complete an internship 75% of MPH students will report satisfaction Steady or increasing Increase the number of students in concurrent/dual degree programs 2009/10 MPH Cohort-85% MS-na PhD-na 2010/11 MPH Cohort-78% MS-na PhD-na BS na MPH 89% MS na PhD - na 100% 100% 100% 93% /12 MPH Cohort na MS na PhD na BS 90% MPH 93% MS 100% PhD 100% OSU College of Public Health and Human Sciences Page 22

24 Goal 3 (Discovery): Conduct, disseminate and translate high-quality research addressing the health of populations and the community. Objective Indicator Target 2011/ /13 Percent of research grants awarded to 70% 100% 80% by 2014/15 primary faculty that involve students (16 out of 23) (12 out of 12) Objective 3.1: Increase the involvement of students in research and scholarly activities Objective 3.2: Increase external funding for research Objective 3.3: Conduct community-based research that improves the practice of public health Number of undergraduate students participating in URAP program for undergraduate research Number of primary faculty members who submit applications for external funding Percent of faculty who complete the Grant-Writing Workshop who submit applications for external funding Research dollars awarded to primary faculty Number of research grants awarded to primary faculty that are community-based 5% annual increase in number of undergraduate students 10% annual increase in number of primary faculty submitting proposals 2010/11 through 2012/13; 5% annual increase through 2014/15 28 students 18 faculty 30 (N=76, 40%) 90% 100% (N=12) 26 students 19 faculty 29 (N=76, 38%) Pending 10% increase/year $5,523,264 $5,705,948 Increase number of research grants that are community-based 7 (N=23, 30%) 4 (N=12, 33%) Calendar Year Calendar Year Average number of publications in peerreviewed journals per primary faculty 5% increase in average number of publications/year through 2014/ * na Objective 3.4: Disseminate research findings to practitioners, policy-makers, educators and the public Number of primary faculty who present at state, regional, national and/or international meetings Link members of the public with PHHS faculty members who have expertise in specific health areas Number of media releases regarding faculty research and publications 5% increase in number of faculty presenting/year through 2014/15 By April 2012, College s Faculty Experts Directory developed and operational 5% increase in number of media releases annually 58 (N=76, 76%) Met 53 (N=76, 70%) 37* (N=76, 49% Met na Objective 3.5: Encourage and support interdisciplinary research Percent of College-sponsored research projects that are interdisciplinary Number of seminars/events sponsored to encourage interdisciplinary research 80% of College-sponsored research projects are interdisciplinary Sponsor 8 or more seminars/events annually 100% 100% 9 13 OSU College of Public Health and Human Sciences Page 23

25 Goal 4 (Service & Workforce Development): Partner with academic, workforce and community stakeholders in service and outreach to enhance the health of communities in Oregon and beyond. Objective Indicator Target 2011/ /13 Objective 4.1: Pursue service activities consistent with the stated mission of our College, including collaborating more effectively with faculty and projects of PHHS Extension Number of primary faculty providing service to communities and the public Number of primary faculty providing service to the profession Maintain or increase number of primary faculty providing service to communities and the public Maintain or increase number of primary faculty providing service to the profession 26 (N=76, 34%) 59 (N=76, 78%) 26 (N=76, 34%) 57 (N=76, 75%) Objective 4.2: Design and deliver outreach and engagement programs designed to improve the health status of individuals, families, and communities Number of Oregonians participating in outreach and engagement programs of the College 5% annual increase through , 251 Available January 2014 Objective 4.3: Engage in activities that support the professional development of the public health workforce Number of continuing education courses offered Quarterly webinar series for public health practitioners and health professionals Graduate Certificate in Public Health (GCPH) program implemented 3 continuing education courses offered annually By June 2013, Webinar Series developed and first webinar held By Fall 2012, distance education Graduate Certificate in Public Health (GCPH) implemented and MPH courses offered so a student can complete in 1 year Enroll 20 students per year in the GCPH program 2 2 N/A Met N/A Met N/A 14 students OSU College of Public Health and Human Sciences Page 24

26 Goal 5 (People): Attract, support and sustain excellence in a diverse complement of faculty, staff and students. Objective Indicator Target 2011/ /13 By Fall 2012, Equity, Inclusion and Equity, Inclusion and Diversity Committee Diversity Committee established and established meeting N/A Met Equity, Inclusion and Diversity By June 2013, Equity, Inclusion and Enhancement Plan developed Diversity Enhancement Plan developed N/A Met Objective 5.1: Enhance efforts to recruit and retain faculty, staff and students from diverse backgrounds Objective 5.2: Ensure faculty have opportunities for continuous development, recognition and input into their work and/or academic life Objective 5.3: Hire and retain faculty who demonstrate excellence in research, teaching and service Objective 5.4: Recruit and retain graduate students who have the potential to become professional, academic and scientific leaders in Public Health and Human Sciences Activities to improve diversity among faculty and staff implemented and evaluated Activities to improve diversity among undergraduate students Activities to improve diversity among graduate students Demonstrate commitment to offer and promote Graduate Certificate in Public Health (GCPH) to rural and underrepresented students Number of faculty nominated for College and University awards and recognition Percent of eligible faculty successfully tenured and promoted Number of faculty participating in leadership development training Percent of primary faculty who are evaluated as Extraordinary or Strong and Positive in all 3 areas Number of graduate students enrolled Average GRE scores (Verbal and Quantitative) for enrolled students 4 activities planned for 2013/14 N/A Pending 4 activities planned for 2013/14 N/A Pending 4 activities planned for 2013/14 N/A Pending Offer and promote GCPH to reach rural and traditionally underrepresented students Maintain number of faculty nominated for College and University awards N/A 7 nominated 5 recipients Met 90% successful tenured and/or promoted 100% 100% Starting in 2011/12, 8-12 faculty participants in the College s Leadership Development Program nominated 7 recipients 85% of faculty annually 73% Not yet available By June 2013, 5% increase/year Steady or increasing MPH 47 MS 22 PhD 25 Verbal GRE MPH 481 MS 510/141 PhD 521/141 Quantitative GRE MPH 586 MS 645 PhD 688/150 MPH 67 MS 26 PhD 29 Verbal GRE MPH 485/153 MS 463/154 PhD 480/152 Quantitative GRE MPH 608/148 MS 499/150 PhD 671/161 OSU College of Public Health and Human Sciences Page 25

27 Objective 5.5: Ensure staff and professional faculty have opportunities for continuous development, recognition and input into their work life Number of College and School committees that include staff and professional faculty Number of staff and professional faculty nominated for College and University awards and recognition Number of open forums with dean to ensure ongoing dialogue Maintain and increase number of staff and professional faculty serving on committees Maintain number of staff and professional staff nominated for College and University awards 1 per quarter N/A nominated 3 recipients 5 nominated 3 recipients 02-Nov Mar-13 Objective 5.6: Hire and retain faculty who promote the College s interdisciplinary focus Percent of new tenure/tenure-track/clinical primary faculty hires whose qualifications cross disciplines Maintain or increase percentage 67% (10/15) 100% (1/1) Percent of new tenure/tenure-track/clinical primary faculty hires with experience in interdisciplinary research N/A = Not Applicable na = Not Available *2013 data are for 6 months (January 1, 2013 June 30, 2013) Maintain or increase percentage 80% (12/15) 100% (1/1) OSU College of Public Health and Human Sciences Page 26

28 1.2.d. Description of the manner in which the self-study document was developed, including effective opportunities for input by important school constituents, including institutional officers, administrative staff, faculty, students, alumni and representatives of the public health community. The self-study document was developed through a comprehensive, multi-phased process with broad input and feedback on working drafts. In Fall 2011, we established an 8 member self-study steering committee and 4 sub-committees with the charge of producing initial drafts for each of the 4 criteria. Members of our College s Administrative Team and 29 non-administrative faculty and staff members from both Schools within our College, including county-based Extension faculty, participated on these committees, affording a broad scope of participation. See RF C1.A. for Steering Committee and Sub-committee membership and charters, and minutes of meetings. These initial working drafts were completed in May Members of the Oregon CEPH Action Team (OCAT) composed of the Associate Dean for Research and Graduate Programs, Associate Dean for Undergraduate Programs, 1 of the Co-Directors of the School of Social and Behavioral Sciences, and the Accreditation and Assessment Manager were then appointed by the Dean to oversee the final phase of the development of the self-study and the accreditation process. During this next phase the members of the OCAT edited drafts of the 4 criteria to produce the next draft of the full self-study document, checked the initial drafts for accuracy, eliminated redundancy, and filled in details where needed. We posted the self-study draft on our College s web site September 15, All faculty and staff within our College were invited by to provide commentary on the document. The invitation provided a link to the self-study document and asked members of the College for their critical review and constructive feedback of the initial draft. The OCAT team provided several ways for College personnel to give feedback including meeting individually with members of the OCAT, ing comments to a College self-study account, or leaving feedback on hard copy documents in the Dean s Office. Additionally, faculty and staff were invited to participate in 1 of 2 College wide listening sessions held in October These sessions provided faculty and staff with the opportunity to share comments and suggestions regarding the self-study with OCAT. Based on input from faculty and staff, we revised the document. The next draft of the self-study document was posted on the College website for public comment on December 3, All faculty and staff within our College were again invited by to provide feedback. Additionally, the Dean invited community stakeholders and members of the Community Advisory Council (CAC) to provide commentary. Feedback was gathered from faculty, staff, students, and the general public, including alumni, public health practitioners, agency partners, and other external stakeholders, including industry and government representatives. In February 2013 we hired a consultant to review our self-study and to provide feedback. During March and April 2013, faculty, staff, students, and external constituents including alumni, preceptors, employers and CAC members were invited to attend 1 of 6 different Information Sessions to learn more about the status of the self-study, to provide feedback about the document, and to learn more about our scheduled Mock Site Visit. On May 6 th and 7 th, our College held a mock site visit with 3 consultants to help us, among other things, identify gaps in our self-study document and obtain additional feedback from highly informed external reviewers. During May 2013 we incorporated changes into the preliminary draft of the self-study document in response to feedback from all constituencies including our mock site reviewers. OSU College of Public Health and Human Sciences Page 27

29 1.2.e. Assessment of the extent to which this criterion is met and an analysis of the school s strengths, weaknesses and plans relating to this criterion. This criterion is partially met. Strengths: In addition to the strong culture of ongoing evaluation and monitoring progress, we have developed and implemented college-wide information management systems and data collection methods that significantly increased our capabilities to collect, analyze, interpret, and use data pertaining to different facets of performance, implementation, and effectiveness. In Summer 2012 we hired an Accreditation and Assessment Manager, and we now have dedicated resources and staff to promote and track the implementation of our strategic plan. Evaluation and assessment expertise within our College is backed by strong expertise and active support from the OSU Office of Academic Programs. Weaknesses: Prior to 2011, except in research, we did not monitor and evaluate our performance in teaching and service systematically and collectively at the College level as 1 unit. We have data collected from various smaller units, but currently have insufficient data to provide meaningful assessment of our effectiveness in achieving the College s mission, goals, and objectives. Plan: Our College will continue to collect data each quarter and implement our evaluation plan annually. The quantitative indicators and qualitative information we collect will be used to inform the College planning and quality-improvement processes. Our College will continue to expand communication channels with external stakeholders and partners, with the goals of soliciting their ongoing input pertaining to College activities and services, as well as promoting active partnerships to build capacity to address public health challenges in Oregon. We will continue to monitor on a quarterly cycle the use of new data systems, Digital Measures and Sales Force, to ensure they are being used to their full capacities in maintaining rigorous and useful evaluation processes within our College. OSU College of Public Health and Human Sciences Page 28

30 OSU College of Public Health and Human Sciences Page 29

31 1.3. Institutional Environment. The school shall be an integral part of an accredited institution of higher education and shall have the same level of independence and status accorded to professional schools in that institution. 1.3.a. A brief description of the institution in which the school is located, and the names of accrediting bodies (other than CEPH) to which the institution responds. Description of the University. Oregon State University (OSU) was founded in In addition to being the state s land grant university, OSU is 1 of only 2 universities in the United States to have Sea Grant, Space Grant and Sun Grant designations. OSU is the only university in Oregon to hold the Carnegie Foundation's top designation for Community Engagement classification. It is also 1 of only 2 Universities in Oregon to hold the Foundation s highest rating for research institutions. OSU s main campus is located in Corvallis, Oregon, in the southern Willamette Valley. Corvallis consistently ranks among the best and safest cities to live in the United States, as well as among the most environmentally responsible. OSU has a presence across Oregon, with 15 Agricultural Experiment Stations, 35 county Extension offices, the Hatfield Marine Sciences Center in Newport, and the OSU- Cascades campus in Bend. OSU welcomes a diverse student body of over 25,000 students from across Oregon, all 50 states, and more than 100 countries. Students can choose from more than 200 undergraduate and more than 80 graduate degree programs, including over 20 degrees offered online. OSU increasingly attracts highachieving students, with nationally recognized programs in areas such as conservation biology, agricultural sciences, nuclear engineering, forestry, fisheries and wildlife management, pharmacy, and zoology. In keeping with our innovative multidisciplinary approach to public health, our students have access to faculty at unique research centers across campus including the Linus Pauling Institute, Institute for Climate Change Research, Environmental Health Sciences Center, and the Center for Genome Research and Biocomputing. The University is organized into 11 colleges: Agricultural Sciences; Business; Earth, Ocean and Atmospheric Sciences; Education; Engineering; Forestry; Public Health and Human Sciences; Liberal Arts; Pharmacy; Science; and Veterinary Medicine. During the OSU Strategic Plan Phase II, the colleges were grouped into 4 Divisions: Health Sciences, Business and Engineering, Earth Systems Science, and Arts and Sciences to align with the signature areas of distinction. Our College is grouped with Pharmacy and Veterinary Medicine in the Division of Health Sciences. However, the dean in each college continues to report directly to the Provost of the University. Our dean, who is also the Executive Dean of the Division, consults regularly to assure that our mission aligns with University priorities. Public higher education institutions in Oregon are governed through the Oregon University System (OUS). OSU is 1 of 7 institutions in the OUS and adheres to the policies of the Oregon State Board of Higher Education. The OUS Chancellor s Office carries out the Oregon State Board of Higher Education s statewide goals and initiatives and implements legislatively identified and required fiduciary, compliance procedures, Board and Governor s policies, and all directives related to higher education. University Accreditation. OSU is accredited by the Northwest Commission on Colleges and Universities (NWCCU). The University is authorized by the Oregon State Board of Higher Education to offer baccalaureate, master s, doctorate, and first professional degrees, as well as undergraduate-, postbaccalaureate-, and graduate-level certificates. NWCCU reaffirmed the accreditation of OSU in Spring The next comprehensive evaluation is scheduled for More information on OSU OSU College of Public Health and Human Sciences Page 30

32 accreditation can be found at A comprehensive listing of OSU accreditation can be found in RF C1.B. Other Accreditation. Accreditation of colleges within the University, other accredited University activities, accreditation of programs within PHHS, and accreditation of the Oregon Master of Public Health (OMPH) Program are outlined in RF C1.B. and RF C1.C. 1.3.b. One or more organizational charts of the university indicating the school s relationship to the other components of the institution, including reporting lines. University organization is shown below. Oregon State University is organized along fairly traditional lines for large, comprehensive, research-engaged institutions. The University is organized into 11 degreegranting colleges: Agricultural Sciences; Business; Earth, Ocean and Atmospheric Sciences; Education; Engineering; Forestry; Public Health and Human Sciences; Liberal Arts; Pharmacy; Science; and Veterinary Medicine. The Graduate School and University Honors College are separate with specific functions within the university. Deans of colleges report directly to the University Provost. Figure 1.3.a. Oregon State University Administrative Structure OSU College of Public Health and Human Sciences Page 31

33 The figure below demonstrates the alignment of colleges with the 3 signature areas of distinction (Healthy People, Healthy Planet and Healthy Economy) to form the Divisional Administrative Structure (i.e. Divisions of Health Sciences, Earth System Sciences, and Business and Engineering) during OSU Strategic Phase II in The University Provost appoints an Executive Dean for each Division to coordinate and lead Division initiatives but not as a reporting function. In all cases, the dean of each college in the Division retains a direct reporting relationship with the University Provost. Dean Bray is the appointed Executive Dean of the Division of Health Sciences. 1.3.c. Description of the school s level of autonomy and authority regarding the following: budgetary authority and decisions relating to resource allocation; lines of accountability, including access to higher-level university officials; personnel recruitment, selection and advancement, including faculty and staff; and academic standards and policies, including establishment and oversight of curricula. Budget and Resource Allocation. The Dean has primary responsibility for fiscal planning and management and works closely with the Manager of Health Sciences Business Center and College leadership to: 1) forecast the OSU and College budgets, 2) align the budget with our College s Strategic Plan, and 3) distribute budget to provide for the needs of the 2 Schools and programs within our College. The Dean has complete autonomy and authority to allocate the College s Education and General (E&G) fund budget, which supports day-to-day college operations including instruction, research, and outreach. E&G fund resources make up the majority of college funds and include revenue from tuition and fees, state appropriations, indirect cost recovery on sponsored programs, and other university allocations. With the assistant of the Manager of Health Science Business Center, and the Director of University Budget and Fiscal Planning, initial budget allocations from the University to the College and from the College to the units are made annually at the beginning of each fiscal year. The Dean distributes budget to units partly based on the University historical CIP (Classification of Instructional Programs) Code, unit productivity, and special unit needs, and she has the authority to adjust unit budgets throughout the year, if necessary. Additionally, the Dean has the authority to establish and fill new positions in the College, such as named Endowed Chairs, Directors, Professors and Scholars, and fund them with available development funds and resources. The Dean also continues to seek opportunities to collaborate with OSU College of Public Health and Human Sciences Page 32

34 other colleges on strategic initiatives and to direct resources to fund new positions. For example, in collaboration with deans in the Division of Health Sciences, the College received 4 new positions from the Provost Strategic Initiative to fill 2 positions in Health Management & Policy, and 2 in Environmental and Occupational Health & Safety. The considerable autonomy of our College is reflected in its recent substantial expansion, focusing on increasing capacity and programs in public health. During fiscal year 2011/12, the Dean applied all Provost new initiative funding and re-directed College E&G funding for 12 core Public Health faculty members and up to 6 faculty members with public health expertise for our Human Sciences foci. All required public health disciplines are fully staffed. Startup fund for new faculty was shared by the Provost, University Research Office, and Dean s Office. The startup fund includes pilot research fund, administrative or graduate assistants, and partial summer salary support of new faculty. In addition to the University E&G fund, the College also received funding from the University Office of Extension Services because of our mission in healthy youth and family (4-H & Youth Development, and Family & Community Health Extension Programs) as part of a land grant university. The structure and function of these 2 Extension programs have been integrated into our College and provide outreach, engagement, and services to communities in Oregon. Working with the Dean, the Associate Dean for Outreach and Engagement has the responsibility and accountability to distribute the special funding received from the Statewide Public Services (SWPS) fund for the use of fulfilling the extension mission of healthy youth and family in the communities of Oregon. Other College resources include funding from grants and contracts, gifts, and fee-based services. These resources are much more restrictive and come with specific requirements for allocation. In order to provide colleges with an enhanced level of service and greater expertise in core administrative services, consolidated business centers have been established at OSU. The Health Sciences Business Center was created to serve the financial and administrative needs of the Colleges of Public Health and Human Sciences, Pharmacy, and Veterinary Medicine. The Business Center combines the functions previously performed separately in the 3 college business offices as well as certain functions from central administrative offices. Business Center staff work directly with the Dean s office, but also with the individual schools, programs, and research investigators in our College to ensure fiscal responsibility. Services include human resources, finance, and payroll for all research awards. Lines of Accountability. As do all deans on the OSU campus, the Dean of our College reports directly to the Provost and works at the pleasure of the Provost. The Dean has the administrative, academic, research, outreach, and budgetary oversight of the College. The Dean is responsible and accountable for the distribution and balance of the college budget. Dean Bray serves on the Provost s Council (the organizational group of all campus deans) and has the same access as all other deans to the Provost. Through the Provost s Council, the deans collaborate and help the Provost to set the strategic direction of OSU and delineate administrative, research, and academic oversight. At the College level, the Dean works with the Administrative Team in partnership to achieve the mission, goals and objectives of the College. The Administrative Team members are accountable for the responsibilities listed on their position descriptions, report directly to the Dean, and work at the pleasure of the Dean. Personnel Recruitment, Selection and Advancement. Faculty appointment, promotion, and retention are administered at the School level, comply with a standard process across all units in our College, and are consistent with all faculty appointment and promotion procedures and institutional policies published in the OSU Faculty Handbook ( (See also Criterion 1.5.b., Promotion and Tenure [P&T]). Per University policy, Schools are responsible for identifying faculty needs and for submitting a position description and search strategy for recruitment to Human Resources and the Dean for approval. Once approved, a search committee is established, OSU College of Public Health and Human Sciences Page 33

35 assigned a trained Search Advocate (for equity and diversity), and formally charged. Each search committee reviews applications, schedules candidate visits and meetings on campus, solicits and collects faculty input on candidates, and submits to the Dean an evaluation of candidate strengths and weaknesses. The Dean retains authority for hiring College faculty. These procedures have been successfully used to hire our most recent public health faculty members. All public health faculty searches were chaired by public health faculty members. Search committees also included Human Science faculty members and graduate students. Both Schools within our College ascribe to University Promotion and Tenure (P&T) guidelines in all cases. Both Schools have faculty committees review P&T dossiers: the Personnel Committee in BioPop; the P&T Committee in SOBE. Faculty members in each school elect the faculty who constitute its respective committee. Similarly, the College level P&T Committee includes faculty from core public health disciplines. Thus, our College has established P&T processes that meet the standards put forth by CEPH. The promotion and tenure review process is described more fully in Criterion 1.5.b. below. Academic Standards and Policies. Academic programs are administered primarily at the program/discipline level by faculty trained in that public health discipline. For instance, the MPH in Epidemiology was developed by the founding 3 faculty members of the program, and included development of program competencies, courses and internships that mapped onto the competencies, and standards by which student success are measured. The MPH in Epidemiology program is now administered by 5 full-time Epidemiology faculty members. In addition, academic standards and policies are administered by curriculum committees established in each of the Schools, and a College-wide curriculum committee specific to public health degrees. The latter committee is in place to assure that public health programs are consistent across Schools and that they meet CEPH standards as well as those of our College and University. In general, oversight for the curriculum and degree programs includes School, College, and Universitylevel review and approval procedures (see Criterion 1.5.b.). Faculty members in each of our 2 Schools have primary responsibility for development of undergraduate programs, courses, curricula, and degree requirements. Graduate faculty in each program has primary responsibility for development of graduate programs, curricula, student recruitment, advising, admission standards, and degree requirements. (See for graduate faculty membership qualifications). Thus, each School in our College maintains primary responsibility for implementation of its undergraduate and graduate curricula and degrees. The curricular oversight process is identical for all degree programs. The Curriculum Committees are responsible for overseeing the review and approval of proposed courses, curricula, degree requirements, programs, and related policies. The Curriculum Committees design assures that the academic standards, degree requirements and undergraduate and/or graduate curricula in each discipline are developed by faculty with expertise in that discipline. Each committee focuses on the curricula in disciplines for which it is named. The Public Health (PH) Curriculum Committee includes faculty in public health disciplines from both schools to assure uniform quality of the public health degree programs (See Criterion 1.5.b.). 1.3.d. Identification of any of the above processes that are different for the school of public health than for other professional schools, with an explanation. The processes within our College are consistent with those of other colleges within the University. 1.3.e. If a collaborative school, descriptions of all participating institutions and delineation of their relationships to the school. OSU College of Public Health and Human Sciences Page 34

36 Not applicable. 1.3.f. If a collaborative school, a copy of the formal written agreement that establishes the rights and obligations of the participating universities in regard to the school s operation. Not applicable. 1.3.g. Assessment of the extent to which this criterion is met and an analysis of the school s strengths, weaknesses and plans relating to this criterion. This criterion is met. Strengths: Our College is 1 of OSU s largest and most rapidly growing academic units. Our College is strategically aligned in the Division of Health Sciences with the professional Colleges of Pharmacy and Veterinary Medicine. The Dean of our College is the Executive Dean of the Division and takes a leadership role to move the OSU Strategic Plan in the signature area of distinction, Healthy People. Weaknesses: None Plan: None OSU College of Public Health and Human Sciences Page 35

37 1.4. Organization and Administration: The school shall provide an organizational setting conducive to public health learning, research, and service. The organizational setting shall facilitate interdisciplinary communication, cooperation and collaboration that contribute to achieving the school s public health mission. The organizational structure shall effectively support the work of the school s constituents. 1.4.a. One or more organizational charts showing the administrative organization of the school, indicating relationships among its component offices, departments, divisions or administrative units. The organizational chart above demonstrates the administrative organization of the College of Public Health and Human Sciences. The Dean reports to the university Provost directly, and has the leadership oversight of the College. Aligning with the mission of the college, i.e. research, teaching and service (outreach and extension), 3 Associate Deans share responsibilities for research and graduate programs, undergraduate programs, and outreach and engagement. They provide the administrative functions, policy, and oversight for the main functions in the Dean s Office. Within the College, we have 2 newly integrated and consolidated administrative Schools containing specific programs, which are managed by OSU College of Public Health and Human Sciences Page 36

38 Program Coordinators. Each School is headed by 2 Co-Directors who are appointed by and reported to the Dean. The current practice is that 1 Co-Director is selected from the disciplines of Public Health, and the other is from the Human Sciences. The Co-Directors working collaboratively with equal authority provide the leadership and administrative responsibilities to each School. The Dean s Office is also supported by non-academic, specialized administrators who report directly to the Dean and support the work of that Office, such as budgeting and fiscal management, accreditation and assessment management, communication and alumni relations, and development and fund raising. In addition, the College has 3 interdisciplinary Research Centers that support and bolster the College's research cooperation and collaboration. These Center Directors are working collaboratively with the Associate Dean for Research and Graduate Programs to enhance the research and scholarship capacity of the College in the distinctive signature areas. Each administrator on the chart is part of the College's Administrative Team, reports to the Dean, and works collaboratively to serve the College's constituents. Table 1.4.a. College of Public Health and Human Sciences Schools School of Biological and Population Health Sciences Athletic Training (BS) Biostatistics (MPH) Environmental and Occupational Health & Safety (MPH, PhD) Epidemiology (MPH) Exercise & Sport Science (BS, MS, PhD) International Health (MPH) Nutrition (BS, MS, PhD) Academic Programs School of Social and Behavioral Health Sciences Health Management & Policy (MPH, PhD) Health Promotion & Health Behavior (MPH, PhD) Human Development & Family Sciences (BS, MS, PhD) Public Health (BS) In the above table we present the organization at the Academic Program level in the College. The College is organized into 2 Schools housing multiple disciplines. The School of Biological and Population Health Sciences (BioPop) is the administrative home for the following academic programs: PhD in Public Health (Environmental and Occupational Safety & Health); MPH (Epidemiology; Biostatistics; International Health; and Environmental and Occupational Safety & Health); PhD, MS, and BS in Nutrition; PhD, MS, and BS in Exercise & Sport Science; BS in Athletic Training. The School of Social and Behavioral Health Sciences (SOBE) is the administrative home for the following academic programs: PhD in Public Health (Health Policy; and Health Promotion & Health Behavior); MPH (Health Management & Policy; and Health Promotion & Health Behavior); BS degree in Public Health; and PhD, MS, and BS degrees in Human Development & Family Sciences. Training in public health is inherently cross-disciplinary and we intentionally designed and reorganized the College (clustering disciplines in schools as opposed to departments) to provide a learning environment that supports interdisciplinary collaboration, promotes a broad intellectual framework for problem-solving and fosters the development of public health professionals to work across disciplines. At the College level, the Associate Dean for Research and Graduate Programs works with the Graduate Programs Manager, to manage the graduate public health student applications and records and to develop and maintain effective program databases. The College also promotes interdisciplinary approaches such as concurrent degrees, cross-listing of courses, and research collaborations to enhance program innovation and reduce the silo effect of individual disciplines. To ensure that faculty trained in the discipline oversee their academic programs, Program Coordinators (see 1.4.b. below) work with program faculty to implement activities related to each academic program (e.g., review of curriculum; review of course syllabi; input into course scheduling; provide discipline-based leadership related to program assessment and CEPH accreditation and student recruitment, review/acceptance of applicants). Although the 2- OSU College of Public Health and Human Sciences Page 37

39 School organizational structure has important strengths as described above, it is important to note that some new students have difficulties locating their academic programs and faculty in this structure. 1.4.b. Description of the roles and responsibilities of major units in the organizational chart. Positions Overseeing Major Units in the Organizational Charts The Dean is the chief administrator of our College. She is responsible for exercising all functions delegated to her by the Executive Vice President and Provost including strategic planning; oversight of educational, research and service programs; College budget; student support and social services; alumni relations; development and fundraising; facilities services; as well as College faculty and staff personnel issues. The 3 Associate Deans, 3 Research Center Directors, and 4 School Co-Directors all report to the Dean. The following executive staff also report directly to the Dean: Executive Assistant to the Dean Senior Director of Development for Health Sciences Manager of the Business Center for Health Sciences Director of Communications and Alumni Relations Accreditation and Assessment Manager The Associate Dean for Research and Graduate Programs provides administration, policy, and oversight for research infrastructure development and maintenance and oversees the College s Research Centers. She encourages researchers to collaborate within/among College Research Centers and across the Division of Health Sciences as well as University-wide and directs the work of the Research Program Coordinator and the Research Grants/Contracts Coordinator. She also provides oversight of innovations, enhancements, and maintenance of the College s graduate academic programs and curriculum, including the Graduate Certificate in Public Health. The Associate Dean oversees the work of the Graduate Programs Manager, who facilitates administration of graduate public health student applications and records, and develops and maintains effective program databases. Working with members of the OCAT, she is currently responsible for oversight of the College s CEPH accreditation and for ensuring that all graduate programs in our College are attentive to current standards of public health need and practice. The Associate Dean for Undergraduate Programs holds administration, policy, and oversight responsibilities in undergraduate training parallel to that of the Associate Dean for Research and Graduate Programs. The Associate Dean is responsible for the administration of all undergraduate programs, and the assurance that all undergraduate programs maintain academic standards as well as, when applicable, professional accreditation. He works closely with the School Co-Directors, the coordinators of undergraduate degree programs, the undergraduate advisors, and the Accreditation and Assessment Manager. He also oversees international academic efforts/programs, the Undergraduate Academic Advising Office, and provides supervision for the advisors in that Office. The Associate Dean for Outreach and Engagement reports to the Dean of the College as well as to the Vice Provost for University Outreach and Engagement, and Director of the OSU Extension Service. He holds administrative, policy, and oversight responsibilities for all outreach and engagement activities of our College. His charge is to build partnerships and deliver programs which focus on community-based solutions to public health and human sciences issues. An Extension Program Leadership Team reports to the Associate Dean for Outreach and Engagement and has responsibility for the coordination and conduct of the Extension 4-H, and Family & Community Health (FCH) Programs. This team also has responsibility for improving the quality of public health practice across the state of Oregon through technical assistance, applied research, workforce training, and professional development. OSU College of Public Health and Human Sciences Page 38

40 The Research Center Directors are responsible for the successful administration and leadership of their respective Centers, including research, training, and continuing education. Our Research Centers include the Center for Healthy Aging Research, the Hallie E. Ford Center for Healthy Children and Families, and the Moore Family Center for Whole Grain Foods, Nutrition and Preventive Health (see Section 3.1.a. for descriptions of the Centers). Each School is headed by 2 Co-Directors who are appointed by and report to the Dean. Working collaboratively, these individuals provide administration and leadership to their respective Schools. Responsibilities include serving as the principle contact between the Schools and College administration, consulting with and carrying out the Dean s directives, and serving as a member of the College s Administrative Team. Specific duties include: leading the strategic planning for the School; providing fiscal management; overseeing faculty recruitment; managing faculty and staff personnel, including the development of position descriptions; fostering the professional development and success of faculty and staff; and evaluating faculty performance and making decisions regarding merit, tenure, and promotion. In each School, 1 Co-Director is trained in a Public Health discipline and 1 is trained in a Human Sciences discipline. This model ensures that 1 of the unit leaders who will oversee the development and maintenance of a particular academic program/curricula and the supervision and promotion of faculty in a specific academic discipline, has the necessary education and experience in the discipline. For example, Co-Directors with training and experience in public health oversee the public health programs/curricula and the supervision and promotion of faculty in public health. In addition, they provide oversight of academic standards, policies, and procedures for admissions to the 6 MPH tracks and 3 PhD concentrations in both Schools with input and guidance from the Coordinators for the Public Health programs. Academic Program Coordinators are appointed by and report to their respective Co-Directors. The primary functions of the Program Coordinators are to provide support for the academic programs and to facilitate communication about academic programs and activities among the disciplines (see School and Academic Programs Organization Chart above for list of academic programs). They serve as Chairs of the graduate and undergraduate academic program committees. Roles and responsibilities of Program Coordinators include assisting Co-Directors with: coordinating activities related to the academic programs (e.g., review of curriculum, review of course syllabi, input into course scheduling); coordinating activities and providing discipline-based leadership related to program assessment and CEPH accreditation; periodically reviewing and revising documents describing degrees including handbooks, course catalog, and marketing materials; student recruitment for programs offered by the discipline; discipline specific issues to ensure coordination and collaboration to advance the Vision, Mission, Goals and Objectives of the College; facilitating meetings with program faculty and the involvement of new faculty within the program core; and other duties as assigned. Academic Program Faculty Committees consist of faculty members contributing to the graduate and undergraduate academic programs. Their charge includes: design and evaluate courses, competencies, curricula, degree requirements, and related policies for their degree programs; conduct student recruitment, advising, admission standards, and decisions regarding the admission of students to their programs; and OSU College of Public Health and Human Sciences Page 39

41 contribute to identifying faculty needs and the development of a position description and search strategies for recruitment. 1.4.c. Description of the manner in which interdisciplinary coordination, cooperation and collaboration occur and support public health learning, research and service. In support of our mission to create synergies for research, teaching and outreach our College supports interdisciplinary coordination, cooperation and collaboration at the University, Divisional, and College levels. We list examples below. University Level Students are encouraged to take classes from all departments and programs on campus. For example, they routinely take courses from Statistics, Toxicology, Engineering, Business, Anthropology, Women s Studies, and Water Resources. In addition, graduate students are on listservs and they receive numerous announcements about seminars, workshops, and other opportunities on campus and in the broader community. Many of the primary faculty members in the College have joint or adjunct appointments in other units or schools in the University. Conversely, the Schools in our College have appointed a large number of faculty members from across campus as adjunct professors in their units (see Criterion 4). Several faculty members have important collaborative programs and research agendas as joint efforts with colleagues in the Linus Pauling Institute, Environmental Health Sciences Center, Superfund Research Program, and the Center for Latin@ Studies and Engagement (CL@SE). Across campus, students have access to faculty at unique research centers including: the Linus Pauling Institute, Institute for Climate Change Research, Center for Oceanographic and Atmospheric Studies (COAS), Environmental Health Sciences Center (EHSC), and the Center for Genome Research and Biocomputing. The Associate Dean for Research and Graduate Programs oversees and promotes intellectual integration across College Research Centers, Division of Health Sciences other Colleges, OSU Centers, and other institutions/agencies. She serves as a liaison to the OSU Vice President for Research and the OSU Graduate School. She also serves on the OSU Associate Dean Advisory Council and OSU Undergraduate Research Working Group In 2010 OSU received the Carnegie Foundation s "Community Engagement" designation for exceptional outreach and service. Our College sponsors service-learning internships at County Extension Offices and local health departments across Oregon. Within the Division of Health Sciences The College has recently developed a dual degree program with the College of Veterinary Medicine and is planning to offer a dual degree with the College of Pharmacy. The Associate Dean for Research and Graduate Programs participates in the Divisional Research Planning Committee which works to create a community of scholars conducting multidisciplinary and translational research at OSU in the Health Sciences (see Criterion 3.1.a.). The Divisional Graduate Programs Committee has the goal of developing an interdisciplinary graduate program. Within our College Our College s organizational structure was purposely designed to promote integration for collaborative teaching, research, and service. Under our new configuration since 2011, discussions among faculty and staff across our College have resulted in collaborations that take OSU College of Public Health and Human Sciences Page 40

42 advantage of shared missions, joint research, and mutual efforts to advance our excellence in teaching, research, and outreach. Training in public health is inherently cross-disciplinary and our structure enhances this interdisciplinary approach by training human science students in public health, and by making human science courses and programs available to public health students. For example, 2 Exercise & Sport Science PhD students in the last 2 years successfully combined their training with Public Health to receive PhD and MPH degrees. Additionally, MPH students are taking advantage of nutrition courses to specialize their training. As described in Section 3.1.a., the Center for Healthy Aging Research; the Hallie E. Ford Center for Healthy Children & Families; and the Moore Family Center for Whole Grain Foods, Nutrition and Preventive Health all contribute to interdisciplinary training. Most directly, they offer students the opportunity to work with faculty and other students in a broadly interdisciplinary environment, focusing on solutions to health and wellbeing challenges that demand teams that cross disciplinary boundaries. The Centers also offer explicitly interdisciplinary training. For instance, the Integrative Graduate Education and Research Training (IGERT) is an interdisciplinary traineeship, funded, in part, by the National Science Foundation. 1.4.d. Assessment of the extent to which this criterion is met and an analysis of the school s strengths, weaknesses and plans relating to this criterion. This criterion is met. Strengths: The College participates in, initiates and promotes a wide range of interdisciplinary curricular, research, and service activities with partners across the University and within the College and the local and regional community. The recent reorganization of our College into 2 Schools housing multiple disciplines promotes interdisciplinary approaches such as concurrent degrees, cross-listing of courses, and research collaborations. Our 3 Research Centers provide environments that promote cutting-edge and interdisciplinary approaches to solving emerging public health issues and disseminating new knowledge. Weaknesses: Our 2-School organizational structure is new and students are still getting used to locating their academic programs. Plan: We will continue to build synergies and promote interdisciplinary instructional research programs. Our College will continue to assess the extent to which organizational structures intended to foster interdisciplinary work are successful, with particular attention to the integration of public health disciplines with those of the human sciences OSU College of Public Health and Human Sciences Page 41

43 1.5. Governance. The school administration and faculty shall have clearly defined rights and responsibilities concerning school governance and academic policies. Students shall, where appropriate, have participatory roles in the conduct of school and program evaluation procedures, policy setting, and decision-making. Within the framework of the University s policies, College governance affords administration and faculty sufficient rights to assure the integrity of their academic programs and to collectively accomplish our College s stated mission, goals, and objectives. Governance in our College is achieved through transparent collaboration of the roles and responsibilities of administrative positions, standing committees, and, where called for by policy and practice, the assent of faculty through votes at the School level. Faculty have the principal role in determining curriculum and graduate admissions, while following a shared-governance role with administration in faculty recruitment, promotion, and tenure decisions. College faculty members represent our interests and views regarding graduate degrees on the University Graduate Council, the Faculty Senate and University Committees. Students participate in College governance through the Graduate Student Council and the Undergraduate Student Council, providing input and guidance to the Administrative Team. Additionally, student members participate on curriculum committees at the School level and they provide input into faculty recruitment, promotion, and tenure processes. Faculty rights and responsibilities are exercised at 3 important levels: College committees, School committees, and Academic Program committees. Additionally faculty input and decisions generated in School faculty meetings are brought forward to the Administrative Team and the Dean. 1.5.a. A list of college standing and important ad hoc committees, with a statement of charge, composition and current membership for each Table 1.5.a. List of Committees College Level Committees Administrative Team Charge Advise the Dean, exchange ideas, and share information in the administration and operation of our College. Composition The Administrative Team is composed of the Dean, Associate Deans, School Co-Directors, Center directors, Extension program leader, College Head Advisor, Senior Director of Development, Director of Communications and Alumni Relations, Executive Assistant to the Dean, and the Accreditation and Assessment Manager. Members are appointed by the Dean. College Promotion and Tenure Committee Charge Evaluate the dossiers of candidates for indefinite tenure and/or promotion and make recommendations to the Dean. Composition Members Members are elected by College faculty to the College Promotion and Tenure Committee. Richard A. Settersten, Brian Flay, Peggy Dolcini, Brad Cardinal, Melinda Manore, Viktor Bovbjerg, Jeanne Brandt, and Virginia Bourdeau. College Curriculum Committee Charge Composition Members Review curricular proposals that have been approved at the School level to ensure coherence with the mission and goals of the respective academic programs in our College and for compliance with the elements and format required by the University. Members are appointed by the Dean, in consultation with School Co-Directors. Heidi Wegis, Viktor Bovbjerg, Jeff Luck, Anne Mannering, Kim McAlexander, and Michelle Mahana. College Equity, Inclusion and Diversity Committee Charge Developing and periodically updating the College Equity, Inclusion, and Diversity Enhancement Plan and overseeing systematic work related to diversity within the College. OSU College of Public Health and Human Sciences Page 42

44 Composition Members The Equity, Inclusion and Diversity Committee is composed of faculty, staff, and students from across the College. The chair is appointed by the Dean, and members are invited in consultation with School Co-Directors. Turner Goins (Chair), Jeffrey W. Bethel, Bow Lee (Graduate Student), Jeffrey Proulx (Graduate Student), Laurel Kincl, Deborah John, Katherine A. MacTavish, Jangho Yoon, Nancy Creel, and Mario Magana. Undergraduate Student Council Charge Composition Members Graduate Student Council Charge Composition Members This Council represents undergraduate students across all the undergraduate majors and options in our College and provides undergraduate students a voice in matters pertaining to the affairs of our College, Schools, and undergraduate academic programs. The Council provides a means for undergraduate students to advocate for student interests to College administration, to encourage the highest quality of undergraduate instruction and student engagement opportunities, and to otherwise enhance undergraduate student experience in our College, the University campus, and the community. The Council is composed of representatives from each of the undergraduate majors and option in the College. Council members are nominated by faculty in the college and are chosen for service by the Associate Dean for Undergraduate Programs and serve for a 1 year term. Jenna Kennedy, Danielle McNaughton, Natalie Morgan, Elaine Blampied, Isaac Etter, Jade Berry, Stephanie MacKay, Erica Cabibbo, Diana Ardens, Timothy Diestelkamp, Ciara Lynn, and Katherine Yde. This Council represents graduate students across all the disciplines in the College of Public Health and Human Sciences and provides graduate students a voice in matters pertaining to the affairs of the College, Schools, and graduate academic programs. The aims of this body are to provide a means for graduate students to become involved in determining future College directions and planning, to improve the quality of graduate student life, to encourage the highest quality of graduate instruction, and to otherwise enhance graduate student involvement on the University campus and the community. The Council is composed of representatives from each of the 15 graduate academic programs in the College. Council members are chosen by a vote of students in their respective academic program and serve for a 1-or-2- year term. Hillary Haskins, Steven Ranzoni, Michael Sreniawski, Jill Pawlowski, Lydia Riley, Adria Godon- Bynum, Tim Ottusch, Robyn Espy, Taryn Hand, Josiah Roldan, Alicia Dixon, Brian Souz, Megan Cahn, Anne Julian, Robert Duncan, Lauren Atwell, and Kelli Lytle. College Scholarship Committee Charge Evaluate applications for our College s undergraduate scholarships and to select the financial award recipients. Composition Members are appointed by the Dean, after consultation with School Co-Directors. Members Jolene Bunce, Jason T. Penry, Bradley J. Cardinal, Ingrid Skoog, Elisabeth Maxwell, Kathleen Greaves, Nancy Seifert, Lori McGraw, and Michelle Mahana. Fellowship Awards Committee Charge Evaluate nominations for our College fellowships and to select the recipients. Composition The Dean appoints members to serve for a 1-year term. Members Marie Harvey (Chair), Donald Jump, Vicki Ebbeck, Megan McClelland, Sheryl Thorburn, and Anna Harding. College Awards Committee Charge Evaluate nominations for our College s annual awards and recognitions for faculty and staff, and to select the recipients. Composition The Dean appoints the previous year s award recipients to serve for a 1-year term. Members Peggy Dolcini, Richard Settersten, Joonkoo Yun, Kim Hannigan-Downs, Octaviano Merecias- Cuevas, and Michelle Mahana. College Nomination Committee for University Awards Charge Identify people to be nominated for various University awards. Composition This committee is composed of the Administrative Team, and members are appointed by the Dean. OSU College of Public Health and Human Sciences Page 43

45 School Level Committees BioPop Personnel Committee Charge Review and provide recommendations on faculty salary increases, promotion and tenure, 3 rd -year and post-tenure reviews, and other matters of faculty status and performance. Composition The committee is comprised of members who are elected from each program within the School by faculty in the respective programs. Members Ellen Smit, Susan Carozza, Joonkoo Yun, Vicki Ebbeck, Kim Hannigan-Downs, Patty Case, Russell Turner, Anthony Veltri, and Chunhuei Chi. SOBE Promotion and Tenure Committee Charge Evaluate faculty dossiers for indefinite tenure, promotion, mid-term review, and post-tenure review. Composition Committee membership consists of elected members from each program in the School; all rank faculty members are eligible to vote. Members Marc Braverman, Debra Driscoll, Joe Catania, Donna Champeau, Stephanie Bernell, Turner Goins, and Alan Acock. BioPop Human Sciences Curriculum Committee Charge Review curricular proposals to ensure coherence with the mission and goals of the respective academic programs and compliance with the elements and format required by the curricular proposal process, and prepare the proposals for consideration by faculty at the School level. Composition See Figure 1.5.b. College Curricular Structure and Process. Members Mary Cluskey, Donald Jump, Mike Pavol, Vicki Ebbeck, John Molitor, Eugene A. Houseman, Stephanie Marchant (student), and Taryn Hand (student). SOBE Curriculum Committee Charge Review curricular proposals to ensure coherence with the mission and goals of the respective academic programs and compliance with the elements and format required by the curricular proposal process, and prepare the proposals for consideration by faculty at the School level. Composition See Figure 1.5.b. College Curricular Structure and Process. Members Sam Vuchinich, Joanne Sorte, Jeremy Green, Peggy Dolcini, Kate MacTavish, and Melanie Jones. Public Health Curriculum Committee Charge Review curricular proposals to ensure coherence with the mission and goals of the respective academic programs and compliance with the elements and format required by the curricular proposal process, and prepare the proposals for consideration by faculty at the School level. Composition See Figure 1.5.b. College Curricular Structure and Process. Members Adam Branscum, Susan Carozza, Anthony Veltri, Stephanie Bernell, Donna Champeau, Chunhuei Chi, Simon Driver, Carolyn Mendez Luck, Melinda Manore, Maret Traber, Kathleen Voy (Undergraduate Student), Nichole Lasich (MPH Student), and Jennifer Faith (PhD Student). Program Level Committees Academic Program Faculty Committees Charge Design and evaluate courses, curricula, degree requirements, programs, and related policies for their degree programs; conduct student recruitment, advising, admission standards, and decisions regarding the admission of students to their programs; and identify faculty needs and submit a position description and search strategy for recruitment to the Co-Directors and Dean for approval. Composition All primary faculty of each discipline (Program Faculty) are members of their Academic Program Faculty Committee. Committees for each academic degree program in our College are headed by a Program Coordinator. The Academic Program Coordinators meet as a committee. Members Program Coordinators are the following: Adam Branscum (Biostatistics), Susan Carozza (Epidemiology), Anthony Veltri (Environmental & Occupational Health & Safety, Vicki Ebbeck and Mike Pavol (Exercise & Sport Science), Stephanie Bernell (Health Management & Policy), Donna Champeau (Health Promotion & Health Behavior), Kate MacTavish and Megan McClelland (Human Development & Family Sciences), Chunhuei Chi (International Health), Don Jump (Nutrition Graduate Coordinator) and Mary Cluskey (Nutrition Undergraduate Coordinator) OSU College of Public Health and Human Sciences Page 44

46 Community Level Committees The Community Advisory Council (CAC) Charge Assist the college in planning, implementing, and evaluating its instructional, research, outreach, workforce development, and service activities in ways that assure sensitivity to the perceptions and needs of the community inform the College of emerging trends and community and professional needs, program quality, and organizational impact; educate the community about the work of the College of Public Health and Human Sciences; serve as ad-hoc advisory groups convened to advise curricula, field placements, and identify community-based research opportunities and outreach and engagement work; articulate the continuing education needs of the public health and human sciences workforce; and provide feedback to our College s administration on issues where constituent input is critical. Composition The CAC is comprised of external stakeholders in public health and human science. Members are appointed by the Dean for a 3-year term. Members Margaret Carter (Director, Community Engagement, Oregon Department of Human Services); Nate Dawson (Administrator, Avamere Family Company for Senior Care); Charlie Fautin (Deputy Director, Benton County Health Department); Kelley Kaiser (CEO, Samaritan Health Plans, Inc. and Vice President of Samaritan Health Services); Cheryle Kennedy (Chairwoman, Confederated Tribes of Grand Ronde); Phyllis Lee (Retired, Director of Multicultural Affairs and Faculty Oregon State University); Linda Modrell (Benton County Commissioner); Jane Moore (Retired, Oregon Public Health Division, Health Promotion and Chronic Disease Prevention Division); Jean O Connor (Affiliated Professor, Rollins School of Public Health, Emory University), Alejandro Queral (Director of Systems Planning and Performance, United Way); Troy Soenen (Director, Field Service, Oregon Office of Rural Health, Oregon Health and Science University); and Lila Wickham (Director, Environmental Public Health Department, Multnomah County Health Department and Chair, Conference of Local Health Officials). 1.5.b. Description of the school s governance and committee structure s roles and responsibilities relating to the following: general school policy development; planning and evaluation; budget and resource allocation; student recruitment, admission and award of degrees; faculty recruitment, retention, promotion and tenure; academic standards and policies, including curriculum development; research and service expectations and policies. General College Policy Development. The administration of our College is overseen by the Dean, Associate Deans, and School Co-Directors, and it is facilitated by the College Administrative Team. The Dean meets weekly with her Associate Deans and monthly with the Administrative Team to discuss issues of relevance to the general operations of our College. Policy development is interactive among the Schools and the Administrative Team. Policy discussions can emanate from the Administrative Team, a School, standing committees, program leadership, the Advising Office, or be initiated by any faculty, staff, or student member of our College through the above channels. College-wide policies are approved by faculty at the School level, which can require an iterative process to ensure that the policy approved by each school is identical. Each School has autonomy to determine policies for its own governance, provided such policies comply with College and University policies and practices. The Dean holds final authority to approve College policy, ensuring that it supports the College mission and conforms with University policy. Planning and Evaluation. Planning is generally a broad, interactive process involving all relevant committees, faculty retreats at the School or program level, and appropriate community engagement, as well as significant direction from the Dean, Associate Deans, and School Co-Directors. These individuals are charged with advising the Dean on strategic planning and approval of programmatic structure. Planning and evaluation processes for the 2 individual Schools and our College as a whole are discussed in Criterion 1.2. OSU College of Public Health and Human Sciences Page 45

47 Budget and Resource Allocation. The Dean develops our College budget with assistance from the Manager of the Health Science Business Center. The budget includes resource allocation across our College. Issues are discussed with Associate Deans and School Co-Directors. Our College s budgeting process is discussed in Criterion 1.6. Student Recruitment, Admission and Award of Degrees. Undergraduate admissions are managed centrally in the University s Admissions Office. Faculty members of each academic discipline actively recruit a diverse student population for the MPH, MS, and PhD programs. Students are recruited at national and regional professional conferences, through contact with other institutions and colleagues, campus visits, advertisements, and website. See Criterion 4.3. for additional details about recruitment and admissions. Faculty Recruitment and Retention. Faculty recruitment and retention is administered at the School level, and is consistent with the faculty search and appointment procedures described by the OSU Office of Human Resources ( and the promotion and tenure policies described in the OSU Faculty Handbook ( For recruitment, each academic unit is responsible for identifying faculty needs and submitting a position description to the Dean for approval. Once approved, a search committee is established and formally charged. Each search committee reviews applications, schedules faculty candidate visits and meetings on campus, and submits a list of acceptable candidates to the School Co-Directors and the Dean. With the Dean s approval, the Co-Directors negotiate the faculty hire. Faculty Promotion and Tenure. Faculty members are invited to participate in regularly scheduled University workshops on the promotion and tenure process and guidelines. A guiding principle in the promotion and tenure process is that faculty members are evaluated according to the delineation and distribution of effort defined in their position descriptions. Our College follows the Promotion and Tenure (P&T) Guidelines described in the OSU Faculty Handbook ( The promotion and tenure process includes review at the School, College, and University levels (see Promotion and Tenure Process figure below). Each School has a review committee (Personnel Committee in BioPop and P&T Committee in SOBE). In BioPop the committee is comprised of members who are elected from each program within the School by faculty in the respective programs. In SOBE, committee membership consists of elected members from each program in the School; all rank faculty are eligible to vote. The School-level review committee evaluates the dossiers of faculty being considered for promotion and/or tenure, and provides recommendations to its respective School Co- Directors. All cases receive the benefit of external and student reviewers prior to review by the Schoollevel faculty committee. The School Co-Directors conduct their review of the dossiers and write their letter of evaluation and recommendation after receiving the faculty committee s letter. The dossier, with the school-level faculty committee and Co-Director s letters included, advances to the College level for review by the College P&T Committee and the Dean. The College P&T Committee is comprised of on-campus faculty members from each School, elected by on-campus faculty within the respective Schools, as well as off-campus Extension faculty members, who are elected by faculty with off-campus Extension appointments. The College P&T Committee evaluates the dossiers of faculty being considered for promotion and/or tenure and provides recommendations to the Dean. The Dean then conducts her review of the dossier, having the benefit of input from School-level faculty and administrators and College-level faculty. The Dean s letter of evaluation and recommendation completes the College-level review, and the dossier then proceeds to the University level for review. OSU College of Public Health and Human Sciences Page 46

48 The criteria considered in appointments and promotion and tenure include: (1) performance in teaching, advising, and mentoring of students; (2) performance in research, scholarship, and creative activity; (3) performance of service to the University, the profession, or the community; and (4) performance in other assigned duties. Each faculty member on annual tenure (tenure-track) is subject to an annual performance review by the School Co-Directors in the areas of teaching, research, and service, and a mid-term review by the school personnel/promotion and tenure committee and School Co-Directors. The dossier and accompanying letters of evaluation from the unit review committee and Co-Directors for each mid-term review of faculty are shared with the Dean. For Assistant Professors, University policies mandate the P&T review during the faculty member s sixth year for promotion to Associate Professor and granting of indefinite tenure. Unit-level review committee and administrator recommendations are reviewed and considered by the College P&T Committee, the Dean of the College, the University P&T Committee, and finally by the Provost and President. OSU College of Public Health and Human Sciences Page 47