University of New Hampshire. Master of Public Health

Transcription

1 University of New Hampshire Master of Public Health Self Study Report for Accreditation Submitted to: Council on Education for Public Health Submitted by: Master of Public Health Program University of New Hampshire November 2009

2 Table of Contents Executive Summary 7 Criterion 1.0 Public Health Program 1.0 Mission Evaluation and Planning Institutional Environment Organization and Administration Governance Resources.. 57 Criterion 2.0 Instructional Programs 2.1 Master of Public Health Degree Program Length Public Health Core Knowledge Practical Skills Culminating Experience Required Competencies Assessment Procedures Academic Degrees Doctoral Degrees Joint Degrees Distance Education or Executive Degree Programs. 100 Criterion 3.0 Creation, Application and Advancement of Knowledge 3.1 Research Service Workforce Development 121 Criterion 4.0 Faculty, Staff and Students 4.1 Faculty Qualifications Faculty Policies and Procedures Faculty and Staff Diversity Student Recruitment and Admissions Student Diversity Advising and Career Counseling

3 List of Tables Criterion 1.0 Public Health Program Table 1.1.c: Goals and Measureable Objectives 11 Table 1.2.c.a: Enrollment and Graduation.. 23 Table 1.2.c.c: Assessment of Achievement and Links to Accreditation Criteria 25 Table 1.3.b: (UNH) New Hampshire Institute for Health Policy and Practice, Selected Projects.. 37 Table 1.5.c: Ad Hoc Committees. 51 Table 1.5.d: Faculty Membership on University Committees Table 1.6.b: Sources of Funds and Expenditures by Major Categories. 57 Table 1.6.d: Headcount of Core Faculty for Table 1.6.e: Faculty, Students, and Student/Faculty Ratio.. 59 Table 1.6.e.a: UNH Faculty Resources, 2008/ Table 1.6.e.b: UNH Faculty Resources, 2007/ Table 1.6.e.c: UNH Faculty Resources, 2006/ Table 1.6.k: Integrating Seminar Projects 73 Table 1.6.m: Program Expenditures per Students Criterion 2.0 Instructional Programs Table 2.2.b.a: Matrix of Required Courses 79 Table 2.2.b.b: Matrix of Elective Courses. 80 Table 2.3.a: Courses and Domains of Public Health. 83 Table 2.4.b: Field Experience Projects Table 2.7.d: Destination of Graduates by Degree.. 97 Criterion 3.0 Creation, Application and Advancement of Knowledge Table 3.1.a: List of Publications by Faculty Table 3.1.c: Research Activities of Primary and Secondary Faculty. 109 Table 3.2.b: Teaching Faculty Involvement in Community Service Table 3.3.b.a: Required Courses for Public Health Certificate Program. 122 Table 3.3.b.b: Enrollment of Students in Public Health Certificate Program Table 3.3.c: Continuing Education Programs, Criterion 4.0 Faculty, Staff and Students Table 4.1.a: Core Faculty Supporting Degree Program Table 4.1.b: Current Other Faculty Supporting Degree Program Table 4.3.a: Summary Demographic Data for Current Core and Other Faculty Table 4.3.b: Summary Demographic Data for Full-Time Staff. 136 Table 4.4.d: Quantitative Information on Applicants, Acceptance, and Enrollment by Program Area. 142 Table 4.5.c: Demographic Characteristics of Student Body 145 2

4 List of Figures Figure 1 University System of New Hampshire. 31 Figure II Location of College of Health and Human Services.. 34 Figure III Organizational Chart, College of Health and Human Services.. 35 Figure IV UNH MPH Program and its Relationships

5 List of Appendix Appendix 1 Appendix 2 Appendix 3 Appendix 4 Appendix 5 Field Study Listings Integrating Seminar (Capstone) Listings Course Syllabi Course Matrices Related to Council on Linkage between Academia and Public Health Committee Membership and Meeting Minutes Appendix 6 Alumni Survey Report, 2009 Appendix 7 Appendix 8 Appendix 9 Appendix 10 Appendix 11 Appendix 12 Course Evaluations Continuing Education Program Information UNH Department of Health Policy and Management By-Laws Master of Public Health Degree Program and Public Health Certificate Degree Program Student Handbook Faculty Publications Faculty Curricula Vitae Appendix 13 UNH Diversity Progress Report, 2008 Appendix 14 MPH and Public Health Certificate Marketing Materials 4

6 List of Acronyms AAUP APHA APTR ATOD BLC CHHS CIS CGPS CLAPH HMP HRSA IOD NASA NEASC NH DHHS NHIHPP NHPHA PHP PI RCM American Association of University Professors American Public Health Association Association for Prevention Teaching and Research Alcohol, Tobacco and Other Drugs Boston Library Consortium College of Health and Human Services Computer Information Service The University of New Hampshire s Center for Graduate and Professional Studies Council on Linkages between Academia and Public Health The University of New Hampshire s Department of Health Management and Policy Health Resources and Services Administration Institute on Disability National Aeronautics and Space Administration New England Schools and Colleges New Hampshire Department of Health and Human Services New Hampshire Institute of Health Policy and Practice New Hampshire Public Health Association Public Health Practice Principal Investigator Responsible Center Management 5

7 List of Acronyms UNH UNHD UNHM USNH The University of New Hampshire The University of New Hampshire, Durham Campus The University of New Hampshire, Manchester Campus The University System of New Hampshire 6

8 Executive Summary The Master of Public Health (MPH) Program at the University of New Hampshire (UNH) was approved by the UNH Board of Trustees in 2001 and is designed to provide quality graduate education in public health. Given its setting within the state s flagship university, the Program is structured to be economically feasible for prospective students residing in New Hampshire, but the Program s mission and influence extend into Northern New England and beyond. The Program received its initial accreditation from CEPH in June The MPH Program is administratively based within the Department of Health Management and Policy within the UNH College of Health and Human Services. The Department also offers a baccalaureate degree in Health Management and Policy with two options (Health Management and Public Health) and two academic minors in the same areas. The MPH courses are offered entirely in a face-to-face classroom delivery model, designed to accommodate the schedule of working professionals, who comprise the principal market for the curriculum. Courses are taught in the evening at the Center for Graduate and Professional Studies on the University of New Hampshire Manchester (UNHM) campus. UNHM is located in the most populous area of New Hampshire, making the Program accessible for professionals at the conclusion of their work day. In addition to the MPH degree, the Program also sponsors a 12-credit Public Health Certificate and a number of individual courses, providing continuing education opportunities for those not wishing to pursue a graduate degree. Program faculty are drawn from the full-time UNH faculty as well as from the field of public health practice. Approximately 50 students matriculate in the Program in any given semester, meaning that class sizes are small; this allows for greater access to faculty and an enhanced personal educational experience. 7

9 The Program is designed to be completed over two years, however students can take up to six years to complete the MPH degree requirements. Graduating classes have ranged in size from 5 17 students. Mission of the MPH Program: The mission of the MPH Program at the University of New Hampshire is to provide society with knowledgeable and professionally education people to enhance the public health infrastructure and the health of populations in Northern New England, with a special focus on New Hampshire. This mission is implemented through teaching, research, and service. 8

10 Criterion 1.0 The Public Health Program 9

11 1.1 Mission. The program shall have a clearly formulated and publicly stated mission with supporting goals and objectives. The program shall foster the development of professional public health values, concepts, and ethical practice. a. A clear and concise mission statement for the program as a whole. The mission of the master of public health (MPH) Program at the University of New Hampshire (UNH) is to provide society with knowledgeable and professionally educated people to enhance the public health infrastructure and the health of populations in northern New England, with a special focus on New Hampshire (NH). This mission is implemented through instruction, research, and service. b. One or more goal statements for each major function by which the program intends to attain the mission, including instruction, research, and service. The Program has the following goals: 1. Instruction: To prepare public health professionals for multiple roles in public health organizations and policy development; 2. Research: To contribute to the knowledge of the field of public health through the development of new knowledge and applied research with a particular focus on New Hampshire and Northern New England; 3. Service: To provide technical assistance and professional service to public health Programs in both the private and public sectors particularly in New Hampshire, but also regionally and nationally. c. A set of measurable objectives relating to each major function through which the program intends to achieve its goals of instruction, research, and service. 10

12 Table 1.1.c.: Goals and Measurable Objectives Goal Objectives Measurements Instruction: To prepare public health professionals for multiple roles in public health organizations and policy development. 1. To provide core courses in the key knowledge areas of public health. 2. To employ teaching techniques that build skills development through the integration of theories and application. 3. To provide in-class and out-of-class experiences that are conducive to learning. 4. To provide comprehensive and meaningful experiential learning through field experiences. (See Appendix 1 for listing of Field Study Experience Placement Sites.) 5. To provide comprehensive and meaningful capstone experience, Integrating Seminar, which contributes to public health practice in the community. (See Appendix 2 for listing of Integrating Seminar Placement Sites) 6. Link the curriculum to ongoing needs of public health. 1. Require MPH courses that address core competencies, as defined by the Council on Linkages between Academia and Public Health and CEPH. 2. Excellence in teaching as evidenced by course evaluations. 3. Excellence in teaching as evidenced by course evaluations, and by completion of diverse Field Studies and Integrating Seminars that met or exceeded expected performance levels assessed by mentor evaluations. 4. Demonstrated by completion of diverse Field Experience placements, that met or exceeded expected performance levels assessed by mentor evaluations. 5. Demonstrated by completion of diverse Integrating Seminar placements, and above average (> B+ grade) mentor evaluations. 6. Demonstrated linkage to public health initiatives through Field Study Experience and Integrating Seminar 11

13 Goal Objectives Measurements Research: To contribute to the knowledge of the field of public health through the development of new knowledge and applied research with a particular focus on New Hampshire and Northern New England. Service: To provide technical assistance and professional service to public health Programs in both the private and public sectors particularly in New Hampshire, but also regionally and nationally. 7. Evaluate the MPH Curriculum and delivery mechanisms. consulting projects, and curriculum review by MPH Program Committee and MPH Advisory Council. 7. Assessments conducted by the MPH Program Committee, student course evaluations, MPH Student Committee, and Alumni Surveys. 1. Faculty publications in peer-reviewed publications. 1.a. Number of publications. 1.b. Diversity of content and number of journals. 2. Faculty will seek and obtain sponsored research projects/contracts over a five year period. 3. Faculty will participate in applied research activities such as the NH Institute for Health Policy & Practice, Carsey Institute, Institute of Disability and other institutional research units. 1. The Program will seek and support linkages and collaborations with communities and public health agencies. 2. Faculty will participate in public health organizations by being in advisory and leadership positions. 2.a. Number of research grants/contracts. 2.b. Diversity of research grants/contracts. 3.a. Number and breadth of applied research projects. 3.b. Number and roles of faculty involved in Centers. 1. Number of Field Experience and Integrating Seminar placements and feedback from Field Experience and Integrating Seminar mentors. 2. Number of faculty members involved with local, state, regional, and national public health organizations. 12

14 d. A description of the manner in which mission, goals, and objectives are developed, monitored and periodically revised and the manner in which they are made available to the public. UNH MPH Program Director annually reports, during a formal presentation, on the outcome of its mission, goals, and objectives at the end-of-year Health Management and Policy (HMP) retreat to faculty members. Copies of the annual year-end presentations will be made available during the site visit. The Department Chair, Dr. James Lewis, reports periodically on the activities of the MPH Program to the College of Health and Human Services (CHHS) Executive Committee. The progress of the MPH Program is reviewed in an ongoing manner by the Department Chair and the MPH Program Director. The Department of Health Management and Policy, within which the MPH Program is housed, holds faculty meetings monthly which always include discussion of the MPH Program, including instruction, research, and service activities. Bi-monthly meetings with the MPH Program Committee take place to focus on the practical day-to-day issues of the Program. An annual Departmental faculty retreat addresses instructional goals and objectives and assesses the outcomes of the goals and objectives from the previous year. During the retreat, the faculty is able to identify areas with a potential for improvement, determine a strategy to address the needed improvements, and plan for the upcoming year. UNH makes its mission, goals, and objectives available to the public through its website, student handbook for its MPH Program, the MPH Program Blackboard site, Open Houses, and the MPH Advisory Council. A top-level, external departmental advisory board, HMP Advisory Committee, provides guidance to the MPH Program, as well as the undergraduate program. Dissemination also takes place through formal representation at the New Hampshire Public Health Fall Forum and at on-site information sessions (e.g., information sessions were held at New Hampshire Department of Health and Human Services, New Hampshire Department of Environmental Services, and the UNH Cooperative Extension.) The URL for the MPH Program is: e. Statement of values that guide the program with a description of how the values are determined and operationalized. The values that guide the MPH Program are influenced directly by the mission, vision, and culture of UNH. The mission of UNH is: The University of New Hampshire is the state s public research university, providing comprehensive, high-quality undergraduate programs and graduate programs of 13

15 distinction. Its primary purpose is learning: students collaborating with faculty in teaching, research, creative expression, and service. The University of New Hampshire has a national and international agenda and holds land-grant, sea-grant, and spacegrant charters. From its main Durham campus and its college in Manchester, the University serves New Hampshire and the region through continuing education, cooperative extension, cultural outreach, economic development activities, and applied research. The University of New Hampshire is distinguished by its commitment to high quality undergraduate instruction, select excellence in graduate education, relatively small size, a location in a beautiful and culturally rich part of the seacoast of New England and a strong sense of responsibility for this special place, a commitment to serving the public good, and our emergence over the past decade as a significant research institution. The dedication of our faculty to the highest academic standards infuses all we do with the excitement of discovery. VISION AND VALUES The University of New Hampshire will be distinguished for combining the living and learning environment of a small New England liberal arts college with the breadth, spirit of discovery, and civic commitment of a land-grant research institution. This statement of vision is consistent with our historical traditions, the current nature of our undergraduate and graduate programs, and our aspirations for increased emphasis on scholarship and public service. As we fulfill this vision, we will achieve distinction among America s public universities. The selection of academic goals and strategic actions must be informed by a set of core values that affirm our best traditions and embody our aspirations for the future. The University of New Hampshire s core values are academic freedom, commitment to the pursuit of knowledge, quality, integrity, community and diversity, accountability, and engagement. These interdependent values, delineated below, influence how and what our students learn, how knowledge is defined within and across disciplines, how faculty are appointed and supported, how resources are obtained and allocated, and how we function as a community of teachers and learner. The University will sustain and protect the fundamental values of academic freedom and a commitment to the pursuit of knowledge. The University will assure that all its citizens students, faculty, extension educators, and staff are encouraged to engage in teaching, research, and the creative process consistent with the value of free and open inquiry. Our academic goals are achieved through the provision of high quality, integrated learning experiences from the freshman year through doctoral research. High quality programs are characterized by effective and engaging instructional strategies, high standards for student learning and assessment, an emphasis on critical analysis, 14

16 the development of excellent communication abilities, a balanced integration of liberal and professional education, and interdisciplinary approaches where appropriate. It is acknowledged that two forces driving the University the desire to be comprehensive and the desire to achieve excellence are in constant tension. In cases where they conflict, the University of New Hampshire will always opt for quality. We will not be all things to all people; we will focus on areas that are consistent with our mission and in which we can excel. The University strives to assure integrity in all of its actions and decisions. The University s academic endeavors must be characterized by ethical and honest pursuit of knowledge and its applications. Integrity is a guiding value not only in classrooms and laboratories, but across the institution in residence halls, athletic fields, governance bodies, and administrative offices. The University is committed to the values of community and diversity. The expression of these values assumes there are multiple forms and levels of community from communities of interest and affiliation to communities of physical proximity. The University community is dedicated to recognizing and rewarding the accomplishments of all our members, and we embrace civil discourse, mutual respect, and human and intellectual diversity as necessary conditions for learning and development. Accountability is central to the academic enterprise. All members of the University community are accountable to each other and to appropriate external audiences for their decisions and contributions. To this end, we will make our work public and expose our actions to review, evaluation, and healthy critique. The University s mission and institutional identity requires that engagement of our faculty, extension educators, staff, and students in activities that serve the larger community is a critical value. We are committed to the production of knowledge and the application of skills that address social, scientific, aesthetic, cultural, and technological needs in today s world; and we will enrich the culture of New Hampshire and New England by making public a wide array of artistic and intellectual resources. Through these activities, we seek to instill in our students lifelong habits of civic and social responsibility. MPH Programmatic Principles The following eight principles guide the MPH Program: The MPH Program will be population-based; it will maintain a community orientation, emphasize leadership, rely on the concept of social justice, be based on a multi-cultural perspective, provide multi-disciplinary courses, recognize public-private linkages, and be based upon the attainment of defined student competencies. In addition, we believe that evidencebased practice and the importance of public health policy cuts across these principles. 15

17 Explanations of these principles follow: Population based: The focus of public health is population-based; it seeks to address issues of health promotion and disease prevention among population groups. Populationbased strategies take into account a wide range of factors including ecological, social (cultural, political, and economic), behavioral, and scientific/technologic, in order to improve the health and well being of populations. Individual courses within the Program take a population approach from the very beginning in PHP 900 (Public Health Care Systems) to the capstone experience (PHP 998 Integrating Seminar). Community Orientation: Community is a key guiding principle of this MPH Program. It provides the conceptual framework for two features of the curriculum. The broadly defined community becomes the primary lens by which students learn about the concepts of public health. This is accomplished through the addition of community-based faculty, community members, the students own prior community involvement, and programdirected community projects. The curriculum is community-centered, i.e., the philosophical commitment is to preserve and enhance community self-determination. Students will learn about the complex nature of communities, how communities are defined, and the importance of community leadership and collaboration in solving public health problems. There are two very specific applied community-oriented courses in the curriculum, PHP 990 Field Study and PHP 998 Integrating Seminar. The Field Study looks at the community through the individual student s particular perspective while the Integrating Seminar looks at a community problem from multiple perspectives. An elective, PHP 924 Policy and Practice of Community Health Assessment, is also offered. Leadership: Public health professionals must be leaders at multiple levels in organizations and agencies at the local, state, and national arenas. We borrow a definition from Gary A. Yulk (Leadership in Organizations, 4 th ed., Prentice Hall, 1998). Leadership is, the process wherein an individual member of a group or organization influences the interpretation of events, the choice of objectives and strategies, the organization of work activities, the motivation of people to achieve the objectives, the maintenance of cooperative relationships, the development of skills and confidence by members, and the enlistment of support and cooperation from people outside the group or organization. The concept of leadership is examined most fully in PHP 905 Public Health Administration, but is also built into PHP 990 Field Study and PHP 998 Integrating Seminar where students take a leadership role in solving particular public health problems. Social Justice: A fundamental precept of public health is to address health and disease in the context of communities, acknowledging that social determinants have a powerful impact on health status. The MPH Program affirms a commitment to the values of human dignity, collective self-determination, and social justice as major attributes of public health. While this value is most clearly articulated in PHP 908 Public Health Ethics, it is present throughout the MPH curriculum. 16

18 Multi-cultural: Public health professionals work in an environment of diverse populations in terms of race, religion, gender, ethnicity, sexual orientation, and other characteristics. The MPH Program promotes the understanding of cultural and individual differences that result in differing value systems which are necessary to understand and respect in order for public health strategies to be effective. While New Hampshire is not a highly diverse state, particularly in regard to race, there is some racial and ethnic diversity in the Southern section of the state. The city of Manchester, in particular, does have a cluster of many different minorities; small sized multiple minorities make it necessary for public health professionals to be aware of more than the large sized minorities generally assumed to be part of multi-culturalism. Since early 2000, Manchester has been the center for an influx of immigrants and refugees which has created public health challenges, concerns, and opportunities. For example, in 2003, the capstone project for the first cohort of MPH graduates was on immigrant health care for the city of Manchester, NH. Multi-disciplinary: Public health problems are complex; the development of public health strategies benefits from multiple analytical frameworks. The education of public health professionals requires a multi-disciplinary learning environment and an integrated educational approach. The courses provide a mix of assignments and the development of tools that may be used in many settings. For example, the PHP 924 Policy and Practice of Community Health Assessment requires students to utilize epidemiological knowledge and understanding while completing an evidence-based research project. Further, members of the faculty and the student body reflect a wide variety of disciplines impacting the health of the public. Public-Private Linkages: Within Northern New England, public health practice has historically relied upon an extensive network of private organizations to support the delivery of public health initiatives. The MPH Program draws upon both the public and private sectors as sources of students, Adjunct faculty, sites for active learning, and funding, thus continuing the tradition of a partnership between private and public sectors. Competency-based: The MPH Program recognizes that the focus of graduate education in public health has moved from the traditional acquisition of knowledge to the demonstration of competency. Therefore, the MPH Program has structured the curriculum to meet a defined set of knowledge, skills, and values required to fulfill the responsibilities of a public health practitioner. Each course has a set of knowledge, skills, and values which are designed to be met by the student. The following five sections identify the key public health knowledge areas and the required and elective courses in which the knowledge and skill are acquired. All course syllabi and matrices are found in Appendices 3 and 4. 1) Biostatistics collection, storage, retrieval, analysis and interpretation of health data; design and analysis of health-related surveys and experiments; and concepts and practice of statistical data analysis. 17

19 The UNH MPH Program requires all degree students to take PHP 903 Biostatistics. This course is designed specifically for the MPH Program. This course combines theory and practice and uses quizzes, exams and exercises to provide students with these skills. The course is taught in the spring semester for 16 weeks and is taught concurrently with epidemiology in order to reinforce basic quantitative techniques in both courses. This course uses a traditional text and is accompanied by the use of wireless computers. 2) Epidemiology distributions and determinants of diseases; disabilities and death in human populations; the characteristics and dynamics of human populations; and the natural history of disease and the biological basis of health. The UNH MPH Program requires all degree candidates to take PHP 901Epidemiology. This course is designed specifically for the MPH Program. This course combines theory and practice and uses quizzes, exams and exercises to provide students with these skills. The course is taught in the spring semester for 16 weeks and is taught concurrently with biostatistics in order to reinforce basic quantitative techniques in both courses. This course uses a traditional text. 3) Environmental health sciences environmental factors including biological, physical and chemical factors that affect the health of a community. The UNH MPH Program requires all degree candidates to take PHP 902, Environmental Health. This course is designed specifically for the MPH Program. The course focuses on an introduction to environmental health but also has a broad health ecology perspective. The course also has a policy focus. Lectures, exercises, exams, guest lectures, papers, and reflective essays are used in this course. 4) Health services administration planning, organization, administration, management, evaluation and policy analysis of heath and public health programs. The UNH MPH Program requires all degree candidates to take PHP 900 Health Care Systems and PHP 905 Public Health Administration. These courses focus on public health managers, organizational culture, management process, management functions and roles, leadership, motivation, communication, and human resource management. PHP 922 Public Health Economics allows student to become familiar with a broad range of health economic issues and analyses, it is a required course and it replaces PHP 906 Public Health Finance and Budgeting. These courses are designed specifically for the MPH Program. These courses provide a student with the basic framework of the public health system in comparison to the medical care system, basic knowledge and skills in the administration and management of public health programs (evaluation, planning, and leadership) and financing and budgeting. 5) Social and behavioral sciences concepts and methods of social and behavioral sciences relevant to the identification and solution of public health programs. The UNH MPH Program requires all degree candidates to take PHP 904 Social and Behavioral Health. This course is designed specifically for the MPH Program. This course provides 18

20 students with the theory of human behavior and its application to public health. There is some emphasis on the impact of social conditions on health care as well. In addition to the courses listed above, the MPH Program requires all students to complete additional courses that the faculty of the Program believe are central to public health professionals, policy, ethics, management, and budgeting. The policy course (PHP 907) exposes students to the policy process as well as current and critical public health topical issues. The ethics (PHP 908) course provides students with ethical frameworks for the analysis of public health decision making. PHP 922 Public Health Economics which replaced PHP 906 Public Health Finance and Budgeting as a required course gives each student a hands-on opportunity to evaluate economic issues with the objective of educating the students so that they may compete successfully for advancement in careers requiring knowledge of health policy analysis. Students then complete five electives of their choosing. All students must complete the Field Study (PHP 990) plus the Integrating Seminar (PHP 998). The Field Study provides an individually focused field experience while the Integrating Seminar provides a group experience solving an actual public health problem for an organization in the community. All course syllabi and matrices are found in Appendices 3 and 4. While the MPH Program is a housed in the HMP Department of UNH, Durham, all classes, and advising take place at UNH s urban campus at Manchester NH, hereafter referred to as UMHM. The courses take place at UNHM s Center for Graduate and Professional Studies, which provides a unified area for graduate students. The Center for Graduate and Professional Studies provides support to the Program in terms of interacting with students, liaising with other important UNH Departments like the Registrar s Office, and assisting faculty. A fuller description of the UNHM and the Center is located in Section 1.6.g. The vision and mission of UNHM are: Vision UNH Manchester brings the University of New Hampshire to the region and the regional community to the University. While sustaining its excellence in teaching and scholarship, the highest quality of service to students, and a strong liberal arts foundation, UNH Manchester serves as a destination for students to earn associate, baccalaureate and master s degrees and as magnet for competitive professional workforce development. Mission As the urban campus of The University of New Hampshire, UNH Manchester provides access to public higher education for people who live and work in the greater Merrimack Valley. Located in the heart of the I-93 corridor, UNH Manchester is a vital part of the educational, economic, and cultural life of central and Southern New Hampshire and Northern Massachusetts, serving the needs of a diverse urban population and bringing the resources of the state s flagship university to the urban center. UNH Manchester is committed to the economic 19

21 growth and welfare of the region, encouraging students to connect their work in the University with their lives in their communities. Our Diverse Community The University of New Hampshire at Manchester, the university's urban campus, serves New Hampshire's most diverse and rapidly growing urban community. UNH Manchester actively creates and nurtures a dynamic learning environment in which qualified individuals of differing perspectives, life experiences, and cultural backgrounds pursue academic goals with mutual respect and a shared spirit of inquiry. Our students, faculty and staff all foster this commitment through: Our academic programs Our extracurricular, outreach and recruitment activities Our admissions and financial aid policies Our hiring practices f. Assessment of the extent to which this criterion is met. The criterion is met as evidenced by the overall mission of UNH, the mission of the MPH Program, with its emphasis on training leaders to improve the infrastructure and delivery of public health, and improving the overall health and well-being of the local population. The focus of the Program has been on meeting the needs of the non-traditional students who are typically fully employed in health-related areas. As such, all courses are held in the evening and the MPH Program conducts all classes in the most urban and populated area of the state at UNH s Manchester campus, thus reducing some barriers that working professionals might have in matriculating in a graduate program. 20

22 1.2 Evaluation and Planning. 1.2 Evaluation and Planning. The program shall have an explicit process for evaluating and monitoring its overall efforts against its mission, goals, and objectives; for assessing the program s effectiveness in serving its various constituencies; and for planning to achieve its mission in the future. a. Description of the evaluation and planning processes used by the program, including an explanation of how constituent groups are involved in these processes. Evaluation and Planning Processes Overall administrative planning for all departments and programs, takes place at the Dean and Chair level and is implemented by the MPH Program Director and administrative staff. Administrative plans and issues are discussed during departmental faculty meetings. The MPH Program conducts strategic planning, including evaluation, through its MPH Program Committee. The MPH Program Committee membership is drawn from UNH faculty, including both tenure-track and adjunct, and is appointed by the Chair of the Department of Health Management and Policy, in coordination with the MPH Program Director. The strategic planning includes developing detailed plans that address: 1) academic excellence and integrity; 2) curriculum; 3) teaching; 4) program goals and objectives; and 5) program policies. The HMP Advisory Committee, a top level external board for the department, the MPH Advisory Council, the MPH Program Committee, the MPH Student Committee, MPH faculty, and alumni play an integral role in the planning process. Their input is consistently sought and acted upon when feasible, for example: 1) the curriculum has been reviewed three times in the last three years; 2) the specialization options have been removed based on recommendations from CEPH; and 3) additional elective courses have been added. The MPH Student Committee provides student feedback on academic experiences, information on interests of the students, and suggestions for future directions. The alumni provide feedback on the Program, the impact the Program has on the public health infrastructure, and usefulness of the Program in terms of career development. An alumni survey is the vehicle by which alumni have input and 3 surveys have been conducted. Membership for these committees (MPH Program Committee, MPH Advisory Council, and MPH Student Advisory Committee) are found in Appendix 5 along with meeting minutes. b. Description of how the results of evaluation and planning are regularly used to enhance the quality of programs and activities. 21

23 a.) Withdrawal rates serve as an indicator of satisfaction among students. Students have withdrawn largely due to life issues (e.g., a change in employment, a move away from the area, and change in family status) and withdrawals require the signature of the MPH Director. Six students withdrew in 2006, two students in 2007, and six students in b.) Several approaches and indicators are used to assess the quality, effectiveness, and rigor of teaching. Examples include: syllabi review, discussion of coordination of content across courses, course evaluation feedback, and the number of hours spent on courses outside of class by students. c.) Course evaluations provide feedback from the students on individual course performance in the areas of: content, assignments, instructor preparation, effectiveness of instructor, and instructor interaction with students. Each course is evaluated at the conclusion of the course. Course evaluations are reviewed by the Department Chair and the MPH Program Director, and the course instructors. Modifications are made, when appropriate. d.) The MPH Student Committee serves as a voice for the students. Four students (three MPH students and one student from the Public Health Certificate Program) are selected and the Council meets four times per year with the MPH Program Director. The Council provides feedback and recommendations to the MPH Program Director. The recommendations are reviewed and acted upon, when feasible; for example, the committee has provided recommendations for topics for Public Health Grand Rounds and public health workshops. e.) Public health Field Experience evaluations provide valuable insights as to whether the students are able to apply successfully the core competencies of public health in a real world setting. Evaluations are provided by the placement site mentor to the course instructor. f.) Capstone Experience evaluations similarly provide valuable insights as to whether a team of students is able to apply successfully the core competencies of public health in a real world setting and work as a team. Evaluations are provided by the placement site mentor to the course instructor. g.) Alumni surveys were distributed in 2004, 2008, and The surveys are used to understand the employment trends of graduates, to evaluate the effectiveness of the MPH Program after students have graduated, and to ascertain ways in which the Program curriculum and continuing education offerings may be enhanced. The results are reviewed and disseminated to the HMP faculty and the MPH Advisory Council. Appendix 6 contains the Alumni Survey 2009 summary report. h.) The promotion and tenure process including review evaluates faculty s effectiveness in student teaching, research, and service and, to some degree, is an indicator of the MPH Program s effectiveness. Enhancement the Quality and of Program and Activities 22

24 Results from the activities detailed above are used by the MPH Program Committee to identify, recommend, and implement strategic plans, policies, recruitment efforts, course improvements, and overall Program improvements. c. Identification of outcome measures that the program uses to monitor its effectiveness in meeting its mission, goals, and objectives. Year-end Presentation. At the end of the academic year, the MPH Program Committee review, as well as faculty from the Department of HMP, the activities of the year and evaluates the outcomes of the Program in terms of reaching its goals and objectives. The actual outcomes are measured against goals which have been set during the previous year. Copies of the year-end presentations will be made available to the site review team. Enrollment and Graduation Numbers are monitored and assessed by the MPH Program Director the Department Chair, and the Dean. The MPH Program is a Program focused on working professionals and it enrolls a small group each year, as outlined below. Table 1.2.c.a: Enrollment and Graduation Total Number of Students Year 2006/2007 Year 2007/2008 Year 2008/2009 Year 2009/2010 Total 50* 46* 43* 52* Enrollment (New and Current Students)* MPH New Student Enrollment MPH Student N/A Graduation *Note: Data are from Fall Semester only. Grade Distributions are an effective measure of overall Program performance and are reviewed at the conclusion of each semester by the Graduate School Center. For those students whose work is less than a B-, the Graduate School contacts the student and subsequent action is taken. Students may retake a course that they received a grade lower than B-. Repeating a course does not remove the original course or grade from the record; only the most recent grade will be included in the cumulative grade point average. Course Evaluations Provide timely evaluation of teaching methodologies and course content. All course evaluations are summarized and distributed to instructors. Course evaluations are reviewed by the MPH Program Director and Chair and compared from year-to-year. Please see Appendix 7 for the summary results of the course evaluations. More detailed course evaluations will be made available to the site review team. 23

25 Alumni Surveys The alumni have been surveyed three times. The most recent alumni survey was implemented in 2009 with a 66% response rate. The results of the 2009 survey are in Appendix 6. Using a Likert Scale of 1 5, with 5 being the highest score, the alumni reported being satisfied with the Program and believed that the MPH Program adequately prepared them to perform the eight public health competency domains identified by the Council on Linkages between Academia and Public Health (CLAPH) as evidenced by a rating of 4.1. Further, the alumni reported high satisfaction with access to (4.5/5.0 rating) and quality of the Program faculty (4.2/5.0 rating). Employment Activity It is important to recognize that the nature of the UNH MPH Program is to serve working professionals. The majority of the students are employed full-time while matriculating in the MPH Program. The recent results from 66% of the alumni indicate that 96% of the respondents are employed and the three most frequently reported types of work performed by alumni included: 1) managing a public health research project, program, agency; 2) teaching health or healthcare professionals; and 3) regulation/inspection. The most common types of organizations that alumni were employed by were: 1) governmental agencies; 2) hospital/healthcare delivery organization; and 3) proprietary organizations. Faculty Publications indicate the contributions made by the faculty to expanding the knowledge base in public health. Table 3.1.a. indicates the publication efforts of the faculty. 24

26 Research Funding reflects the contributions made by the faculty toward new knowledge in public health. It is important to note that the UNH MPH Program has a core faculty of academics who pursue scholarly publications and the majority of the instructors are practitioners who bring real world experiences and skills to the UNH MPH Program. Productivity in scholarship is not an expectation of adjunct faculty. Table 3.1.c. indicates the funded grant support for the faculty. d. An analytical self-study document that provided a qualitative and quantitative assessment of how the program achieves its mission, goals, and objectives and meets all accreditation criteria, including a candid assessment of strengths and weaknesses. See Table 1.2.c.c. for an assessment of our accomplishments in terms of our mission, goals, and objectives. Table 1.2.c.c: Assessment of Achievement and Links to Accreditation Criteria Goal Objectives Measurements Assessment Instruction: To prepare public health professionals for multiple roles in public health organizations and policy development. 1. To provide core courses in the key knowledge areas of public health. 2. To employ teaching techniques that build skills development through the integration of theories and application. 3. To provide in-class and out-of-class experiences that are conducive to learning. 1. Require MPH courses that address core competencies as defined by the Council on Linkages between academia and public health and CEPH. 2. Excellence in teaching as evidenced by course evaluations. 3. Excellence in teaching as evidenced by course evaluations, and by completion of diverse Field Study and Integrating Seminars as assessed by mentor evaluations. Acceptable mastery as reflected in passing courses at a B- level of higher. The overall mean for course evaluations was 4.54/5.00. Student satisfaction, as evidenced in course evaluations, has been 4.03/5.00 for Field Experience and 4.89/5.00 for Integrating Seminar. Mentor evaluations have indicated student s performance met or exceeded expectations. 4. To provide 4. Demonstrated by completion 100% satisfactory completion of 25

27 Goal Objectives Measurements Assessment comprehensive and meaningful in the experiential learning through field experiences. (See Appendix 1 for listing of Field Experience Placement Sites.) 5. To provide comprehensive and meaningful capstone experience, Integrating Seminar, which contribute to public health practice in the community. (See Appendix 2 for listing of Integrating Seminar Placement Sites) 6. Link the curriculum to ongoing needs of public health. 7. Evaluate the MPH Curriculum and delivery mechanisms. of diverse Field Experience placements, that met or exceeded expected performance levels assessed by mentor evaluations. 5. Demonstrated by completion of diverse Integrating Seminar placements, and above average (> B+ grade) mentor evaluations. 6. Demonstrated linkage to public health initiatives through Field Experience placements and Integrating Seminar consulting projects, and curriculum review by MPH Program Committee and MPH Advisory Council. 7. Assessments conducted by the MPH Program Committee, student course evaluations, MPH Student Committee, and Advisory Council, and Alumni Surveys. Field Experience practicum in and mentor evaluations indicated student s performance met or exceeded expectations. 100% satisfactory completion of Integrating Seminar in and above average mentor evaluations (>B+ evaluations by mentor). 37 formal linkages in for Field Experiences and 7 Integrating Seminar placements and yearly review of curriculum. 3 formal year-end presentations to MPH Program Committee, above average course evaluations, MPH Student Advisory Committee input provided 4 times per year, and 3 Alumni Surveys implemented in 26

28 Goal Objectives Measurements Assessment Research: To contribute to the knowledge of the field of public health through the development of new knowledge and applied research with a particular focus on New Hampshire and Northern New England. Service: To provide technical assistance and professional service to public health Programs in both the private and public sectors particularly in New Hampshire, but also regionally and nationally. 1. Faculty publications in peer-reviewed publications. 2. Faculty will seek and obtain sponsored research projects/contracts over a five year period. 3. Faculty will participate in applied research activities such as the NH Institute for Health Policy & Practice and other institutional research units. 1. The Program will seek and support linkages and collaborations with communities and public health agencies. 2. Faculty will participate in public health organizations by being in advisory and leadership positions. 1.a. Number of publications. 1.b. Diversity of content and number of journals. 2.a. Number of research grants/contracts. 2.b. Diversity of research grants/contracts. 3.a. Number and breadth of applied research projects. 3.b. Number and roles of faculty involved in Centers. 1. Number of Field Experience and Integrating Seminar placements and feedback from Field Experience and Integrating Seminar mentors. 2. Number of faculty members involved with local, state, regional, and national public health organizations Publications in of 35 articles in 26 unique journals, 1 book, 2 book chapters, 1 White Paper, and 1 state-level report to the NH governor. 15 grants/contracts; $1,964,318 in 8 fields in grants/contracts; $1,964,318 in 8 fields in formal agreements in via Field Experience and 7 Integrating Seminar placements. 63 committee memberships in