College of Health Sciences Department of Health Master of Public Health Program ***************** Council on Education for Public Health Accreditation Self-Study Report September, 2013 1
WEST CHESTER UNIVERSITY COLLEGE OF HEALTH SCIENCES DEPARTMENT OF HEALTH MASTER OF PUBLIC HEALTH PROGRAM CEPH ACCREDITATION SELF-STUDY REPORT SEPTEMBER, 2013 Table of Contents Page Tab Introduction and Program Overview 1 Criteria for Accreditation of the Master of Public Health Program 1.0 The Public Health Program 1.1 Mission.. 3 1.1 1.2 Evaluation... 9 1.2 1.3 Institutional Environment 17 1.3 1.4 Organization and Administration 31 1.4 1.5 Governance. 36 1.5 1.6 Fiscal Resources.. 50 1.6 1.7 Faculty and Other Resources... 54 1.7 1.8 Diversity.. 67 1.8 2.0 Instructional Programs Overview of Instructional Programs 86 2.1 Degree Offerings. 88 2.1 2.2 Program Length... 90 2.2 2.3 Public Health Core Knowledge... 91 2.3 2.4 Practical Skills. 94 2.4 2.5 Culminating Experience.. 103 2.5 2.6 Required Competencies... 111 2.6 2.7 Assessment Procedures... 123 2.7 2.8 Bachelor s Degrees in Public Health... 135 2.8 2.9 Academic Degrees... 135 2.9 2.10 Doctoral Degrees. 135 2.10 2.11 Joint Degrees... 135 2.11 2.12 Distance Education or Executive Degree Programs 135 2.12 3.0 Creation, Application and Advancement of Knowledge 3.1 Research.. 137 3.1 3.2 Service. 148 3.2 3.3 Workforce Development. 157 3.3 4.0 Faculty, Staff and Students 4.1 Faculty Qualifications.. 164 4.1 4.2 Faculty Policies and Procedures.. 171 4.2 4.3 Student Recruitment and Admissions.. 179 4.3 4.4 Advising and Career Counseling. 187 4.4 2
Templates for Data Presentations Table of Contents Page Template 1.6.1 Sources of Funds and Expenditures by Major Category 51 Template 1.7.1 Primary Faculty by Core Knowledge Area (schools) or Specialty/Concentration Area (programs) for the last three years (Headcount) 54 Template 1.7.2 Faculty, Students and Student/Faculty Ratios by Department (schools) or Specialty/Concentration Area (programs) 55 Template 2.1.1 Instructional Matrix.. 88 Template 2.3.1 Core Public Health Knowledge 91 Template 2.6.1 Courses and Activities through Which Competencies Are Met. 116 Template 2.7.1 Degree Completion Rates.. 126 Template 2.7.2 Destination of Graduates by Employment Type... 126 Template 3.1.1 Research Activity of Faculty for the Last 3 Years 138 Template 3.2.1 Service Activity of Faculty for the Last 3 Years.. 150 Template 3.2.2 Funded Service Activity (Optional) Not Included in this Self-Study. Template 3.3.1 Funded Training/Continuing Education Activity Not Included in the Self-Study Template 4.1.1 Primary Faculty who Support Degree Offerings of the School or Program 164 Template 4.1.2 Other Faculty Used to Support Teaching Programs (adjunct, part-time, secondary appointments, etc.) 166 Template 4.3.1 Admissions Process Data: Information on Applicants, Acceptances, and New Enrollments, by Specialty Area for the last 3 years.. 184 Template 4.3.2 Total Enrollment Data: Students Enrolled in each Area of Specialization Identified in Instructional Matrix for each of the last 3 years.. 185 Outcome Measures Templates (OMT) Table 1.2.D Outcome Measures for the Last Three Years Educational Objectives 12 Table 1.6.D Outcome Measures for the Last Three Years Fiscal Resources.. 53 Table 1.7.1 Outcome Measures for the Last Three Years Faculty and Other Resources 64 Table 1.8.F Diversity Outcome Measures - Summary Data for Faculty, Students and/or Staff 83 Table 3.1.D Outcome Measures for the Last Three Years Research. 140 Table 3.2.3 Outcome Measures for Faculty Service Evaluation Objectives... 151 Table 4.1.D Outcome Measures for the Last Three Years Faculty Qualifications 169 Table 4.3.F Outcome Measures for the Last Three Years Student Recruitment and Admissions... 185 3
Additional Tables Table of Contents Page Table 1.2.A Table 1.5.A MPH Program Goals and Objectives Evaluation Management 9 Department of Health Standing Committees Relating to the MPH Program, Academic Years 2010 2012. 36 Table 1.5.A.1 MPH Community Advisory Board Members 37 Table 1.5.A.2 The MPH Student Advisory Board Members. 38 Table 1.5.A.3 Faculty Memberships in University Committees.. 44 Table 1.2.3 MPH Primary Faculty FTE Based on Snyder Data Spring Semester 2011... 52 Table 1.7.B MPH Primary Faculty Based on Synder Data Spring, 2012.. 56 Table 1.8.A Demographic Profile of Active MPH Students, Academic Years 2010-2012 Reported by Elective Tracks... 67 Table 1.8.B Demographic Profile of Active MPH Students Total Enrollments (Gender and Race) Academic Years 2010-2012... 79 Table 1.8.C Total Minority Enrollment for Active MPH Students Academic Years 2010-2012 79 Table 1.8.C Total Gender Enrollment for Active MPH Students Academic Years 2010-2012. 79 Table 1.8.E Faculty Demographic Profile by Race and Gender in the MPH Program/Fall Semester 2012 81 Table 2.0 Overview of the MPH Program Curriculum 45 Credits. 87 Table 2.7.3 MPH Graduating Student Satisfaction Survey Demographics and Characteristics from MPH Students Graduating from Fall 2009 to Summer 2012 - Employment. 128 Table 2.7.4 Graduating MPH Students Perceptions on Professional Preparation.. 129 Table 2.7.5 Graduating MPH Students Perceptions on Learning Objectives, Skills and Competencies.. 131 Table 3.1.E Faculty Professional Memberships... 141 Table 3.1 F Primary Faculty Publications for the Academic Years 2009-2012... 141 Table 3.1.G Student Faculty Research Projects Through MPH Core Couse-HEA648 Research Methods. 144 Table3.1.H Additional Student/Faculty Research Projects.. 146 Resource File 1 for Criteria 1 Appendix A Student Grade Data Base Summary Appendix B Nutrition/Health Department Agreement for Faculty Appendix C - Student Advisory Board Agendas, Meeting, Minutes Student Satisfaction Survey Data Appendix D Student Course Survey Summary Appendix E - Community Advisory Meetings Agendas Appendix F - MPH Program Meeting Agendas and Minutes Resource File 2 For Criteria 2 Appendix A MPH Core and Elective Course Syllabi Appendix B ALE Sites for the Last Two Years Appendix C MPH Student Handbook Appendix D ALE I and II Guidelines/Appendices Appendix E ALE I and II Major Project Examples (Additional Print Copies Available on Site) 4
Table of Contents Resource File 2 For Criteria 2 Appendix F: Additional Competency Templates Template 2.6.2 Elective Track Courses Integrating Public Health Core Competencies/Learning Objectives Into Elective Courses Template 2.6.3 Elective Track Courses Integrating Public Health Core Student Outcomes Into Elective Courses Template 2.6.4 Courses and other learning experiences by which the competencies are met Community Heath Template 2.6.5 Courses and other learning experiences by which the competencies are met Health Care Management Template 2.6.6 Courses and other learning experiences by which the competencies are met Nutrition Template 2.6.7 Courses and other learning experiences by which the competencies are met Environmental Health Template 2.6.8 Courses and other learning experiences by which the competencies are met Integrative Health Resource File 3 For Criteria 3 Appendix A Faculty CVs Appendix B Classroom Observation Form Appendix C MPH Elective Track Advising Sheets Appendix D Courses Offered with Instructor Assignment 5
INTRODUCTION AND PROGRAM OVERVIEW Now in the third decade of providing quality graduate education in public health (originally as a Master of Science in Health and now an MPH Program), the MPH Program continues to build on a strong foundation of providing quality graduate education in public health. Today, the health professions have experienced tremendous changes and challenges. The Department of Health faculty recognized these challenges and in 1999 the faculty decided to develop the MPH Program to effectively address the changing health needs of our local, regional, and national communities. In 1999, the University approved the revised graduate public health curriculum. The MPH Program started admitting students in 2000 and in 2006; the MPH Program was accredited by the Council on Education for Public Health. Our MPH Program includes elective tracks or specialty areas. These elective tracks are community health, health care management, environmental health and integrative health. In 2009, the nutrition elective track joined the MPH Program. The MPH Program is located within the Department of Health in the College of Health Sciences at West Chester University. In addition to the MPH Program, the Department of Health has a graduate M.Ed. Program in School Health and four undergraduate programs (B.S. in Public Health/Health Promotion, B.S. in Environmental Health, B.S. in Health Sciences and a B.S. in Respiratory Care). In 2010, the MPH Fast Track Program started to accept qualified undergraduate students to start graduate studies in their senior year. These students complete the MPH Program during the year following completion of their undergraduate degree. The MPH Program is under the administrative oversight of a MPH Program Director, MPH Track Coordinators (for each specialty area), an Applied Learning Experience Coordinator, a MPH Core Course Coordinator and an Applied Learning Experience Coordinator. In addition to their administrative responsibilities, the MPH Program Director and Coordinators have teaching assignments for courses within the MPH Program and many of these faculty also have teaching assignments in the undergraduate programs. Currently, the MPH allows for the development and application of knowledge from multiple disciplines for the promotion and protection of health in human populations, with due consideration to cultural perspectives. The MPH curriculum provides students with a strong foundation in the recognized core areas of public health. All students must complete 18 credits of core courses in epidemiology, biostatistics, environmental health, health care management, social and behavioral science. A research methods course was added to the core course requirements to prepare students for their culminating activity during their practicum. Within each elective track, students complete 21 additional credits of courses within defined areas of specialization which prepares them for public health careers in community health, environmental health, health management, integrative health or nutrition. As a practicum experience with the culminating activity, students complete a 6-credit, 300-hr Applied Learning Experience (in one or two semester options) under the direction of a faculty member and a site preceptor. The purpose of this experience is to allow students to employ newly acquired skills and knowledge to a current public health problem in a public health setting. The Program at West Chester University is a 45- credit hour MPH degree. Strengths of the MPH program include the following: The MPH degree meets state and nationwide demand for well trained public health practitioners. In Pennsylvania alone, agencies such as the Pennsylvania Department of Health along with county and regional health departments are continually seeking well-trained public health practitioners. Additionally, voluntary and non-profit agencies such as the American Heart Association and the American Cancer Society are in need of trained public health practitioners. It is important to note that many areas of Pennsylvania (especially rural and inner city localities) are currently designated as medically underserved. It is important to note that the majority of our current graduate students remain employed in 1
Pennsylvania. Many return to rural areas of Lancaster, Chester, and Berks counties. Others return to employment opportunities in the inner cities of Philadelphia, Lancaster and Reading. With increasing emphasis being placed on public health the employment trends in this field are not limited to Pennsylvania, but are growing nation-wide. Increasingly we find that students having the greatest opportunity in the area of public health are those who have hands-on knowledge and are able to apply what they have learned to real-life situations. The MPH degree is structured with this underlying philosophy in mind. The MPH degree is multidisciplinary in its approach to student learning. While our students are exposed to core concepts in public health, our MPH program is also structured to allow students to focus in a public health specialty area. Students completing this degree will be well rounded through acquiring knowledge of basic public health core concepts along with the skills to integrate them into one of five specialty areas: Community Health, Environmental Health, Health Care Management, Nutrition or Integrative Health. Graduates from this degree will have a clear edge in finding employment upon graduation, and public health agencies, non-profit agencies and other worksites will acquire better trained employees. Additionally, our students will receive an education that is rigorous, intellectually sound and stimulating. The MPH degree builds upon a strong tradition of public health education at West Chester University. The MPH Program has a long tradition of training public health practitioners at the graduate level. During the past three decades, students and faculty have been actively involved in research and service in public health. This tradition of providing service to community health agencies such as the Chester County Hospital, the Main Line Health System, the Chester County Health Department, the Montgomery County Health Department and a wide variety of nonprofit health agencies continues for our students and faculty. This MPH degree enhances the departmental strengths in public health and allows students within the program the opportunity for active involvement in research and community service activities. The MPH Program provides a legacy of commitment to public health, combined with accessible, affordable graduate educational opportunities and excellent resources and services. Students benefit from the vast wealth of educational experience that the public health faculty provides in addition to the ongoing interaction with the community. This self-study document represents the MPH Program s continued commitment to the accreditation process and to providing quality graduate education at West Chester University. Update on Status of the Elective Integrative Health Track in the MPH Program: Currently, the Elective Integrative Health Track is under review by the Dean and Associate Dean. Discussions are currently underway with the Integrative Health Track Coordinator, the Department Chair and the MPH faculty on the revision of this track. Since this decision about track revision was made when this final version of the Self-Study was completed, the content related to the Integrative Health track remains in this version of the Self-Study. It is also important to note that that during the years addressing this Self-Study, the Integrative Track was a part of the MPH Program and this Self-Study reflects those years of offering course work in the Integrative Health Track. 2
Criterion 1.0: The Public Health Program 1.1. Mission. The program shall have a clearly formulated and publicly stated mission with supporting goals, objectives and values. Required Documentation: This self study document contains the following: A. A clear and concise mission statement for the program as a whole. The MPH Mission Statement: The mission of the Master of Public Health Program in the Department of Health is to enable students to develop skills and apply knowledge from multiple disciplines for the promotion and protection of health in human populations and to serve as effective practitioners and leaders in the fields of community health, health care administration, environmental health, integrative health or nutrition. B. A statement of values that guides the program. The Core Values of MPH Program The core values of the Master of Public Health (MPH) program are shaped by the following two interrelated convictions: 1. Health is central to human existence, as it impacts both the quality and quantity of life of all individuals. 2. Public health is vital for enhancing the health of individuals and their communities. To promote the health of individuals and communities, all public health professionals (students, staff, faculty, and others affiliated with the program) are invited to adopt and further the following core values: Seeking and sharing knowledge and wisdom. Lifelong learning for self and others. Taking responsibility for one's actions. Ensuring the highest personal and professional integrity. Cultivating deep compassion for those suffering from ill health. Committing to and supporting diversity of individuals, views, programs, and institutions. Respecting, always, human dignity and human rights. Promoting social justice and justice for all. We believe the cultivation and practice of these personal and professional values translates into the following for our MPH Program: An academic model that values the integration of the scholarship of teaching, research, and community service. A commitment to student-centered learning. Shared governance of every aspect of the program. 3
A learning environment characterized by objective, evidence-based knowledge. Meaningful, active experiential learning and community service. Collaboration and mentoring not only among the faculty but also between the faculty and our students. A global public health view. An engaged, seriousness of purpose to improve the health of individuals and the communities in which they live. C. One or more goal statements for each major function through which the program intends to attain its mission, including at a minimum, instruction, research and service. Goal statements for the MPH Program are divided into the three key areas of education, research and service: Education Goal Statement: To graduate students who are competent in the core areas of public health for their career roles in practice, research and/or teaching. Research Goal Statement: To provide students and faculty the opportunity to participate in public health theory and practice research activities. Service Goal Statement: To involve students and faculty in activities which promote and support service to the university, public health profession and the community. 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. To reach the MPH Program Goal Statements listed above, the measureable objectives for are divided into the three key areas of education, research and service. Education Goal Statement: To graduate students who are competent in the core areas of public health for their career roles in practice, research, and/or teaching. Education Objectives: To achieve the education program goal, the MPH program will: 1. Require all students in the MPH Program to complete MPH core courses (HEA520 Public Health Epidemiology, HEA526 Biostatistics in Public Health, ENV-General Environmental Health, HEA516 -Health Care Management, HEA632-Social and Behavioral Aspects of Public Health and HEA648 Research Methods) and 90% of these students will complete these courses with a B or better grade. 2. Provide a competency-based curriculum in the MPH Core and Elective Tracks that will support the development of skills and knowledge that will enable students to identify and assess needs of populations, plan, implement and evaluate programs to protect and promote the health of populations with 90% of students completing all elective track courses with a B or better grade. 4
3. Provide MPH Core and Elective Track courses to enhance and expand the learning experience in relation to the individual student s interests in public health and 90% of the students completing the core and track course assessments will report that stated course objectives and learner outcomes have been met. 4. Provide students diverse opportunities to apply public health knowledge and skills through community service practicum experiences and 90% of the students who graduate from the MPH Program will successfully complete the Applied Learning Experience (ALE I and II) with a B or better grade. 5. Prepare students for employment in public health or related health fields and 80% of MPH students, seeking to do so, will be employed as public health practitioners or in a related health profession within a year of graduation. Research Goal Statement: To provide students and faculty the opportunity to participate in public health theory and practice research activities. Research Objectives: To achieve the research program goal, the MPH program will: 1. Maintain an academic environment that enables faculty and students to participate in a wide variety of public health research projects with 100% of the MPH faculty contributing to an academic environment that fosters faculty and student participation in public health research by providing multiple opportunities each year for students to collaborate with faculty in public health research. 2. Promote research activities through course work and practicum experiences (Applied Learning Experience Major Project) that will enable students and faculty to address important public health issues and problems with 100% of the MPH students engaging in at least one significant research activity through a course and/or practicum experience (Applied Learning Experience Major Project). 3. Provide opportunities for public health faculty who are currently involved in research to share their experiences with all students through seminars, professional conferences, or involving students in ongoing research projects and 100% of the MPH faculty currently engaged in research will share their experiences with students through at least one of the following means: seminars, professional conferences, or engaging students in on-going research projects. 4. Require MPH faculty to actively engage in scholarship that reflects the theory and practice of public health with 100% of the MPH faculty demonstrating evidence of scholarly activities that reflects the theory and practice of public health. 5
Service Goal Statement: To involve students and faculty in activities which promote and support service to the university, public health profession, and the community. Service Objectives: To achieve the service program goal, the MPH program will: 1. Involve students in service activities at the program level by having students serve as representatives on MPH standing and ad hoc committees with at least 1-2 MPH students (MPH Program Committee) and 5 or more MPH Students (MPH Student Advisory Board) and 1-3 MPH students (MPH Community Advisory Committee) participating with faculty in MPH standing and ad hoc committees during the academic year. 2. Respond to community agencies requests for student and faculty involvement in service projects that focus on providing assistance and solutions to community health problems with student participation of at least one community service activity during the completion of the degree program. 3. Provide continuing education and professional development opportunities for public health practitioners with the MPH Program sponsoring at least one public health related conference during the academic year along with additional professional development activities for public health practitioners and other health care professionals. 4. Provide students and faculty the opportunity to participate in public health professional organizations 100% of the MPH faculty and 80% of the MPH students will become and/or maintain their membership in various public health professional organizations. 5. Require MPH faculty to actively engage in community service with 100% of the MPH Faculty participating in some form of community service directly related to the MPH Program at the local, regional, state, national and/or international level. E. A description of the manner in which mission, goals and objectives are developed, including a description of how various specific stakeholder groups were involved in their development. The MPH Program s mission and values statement remains unchanged from the last selfstudy. The MPH Program Committee agreed that the mission and values statement remains relevant and represents an appropriate overview of the role of the MPH Program for students, faculty, administration and the community. The faculty in the Department of Health also agreed to continue to use the mission and values statement for the MPH Program. The Community Advisory Board is in agreement with the mission and values statement for the MPH Program. There were some minor changes and additions to the objectives which were reviewed by the MPH Program Committee and the Community Advisory Board. Students and alumni have not actively participated in the development of the mission, goals and objectives. Please refer to the section G of this narrative for plans for involving students and alumni in future reviews of the mission, goals and objectives. 6
F. Description of how the mission, values, goals and objectives are made available to the program s constituent groups, including the general public, and how they are routinely reviewed and revised to ensure relevance. The MPH mission, values, goals and objectives are made available for review and revision through the MPH Program Committee and the MPH Community Advisory Committee. The Community Advisory Board meets at least once a year and is comprised of community members and alumni. The committee members provide feedback for revision and changes of the mission and values statements, goals and objectives. Additionally, the MPH Programs mission, values goals and objectives are available to students, faculty, administration and the general public through the MPH website. The mission, values, goals and objectives are included in the MPH Student Handbook and the Applied Learning Experience I and II Guidelines. The mission, values, goals and objectives are reviewed and revised as needed at least every two years through the MPH Program Committee and the Community Advisory Committee and the Student Advisory Board will be added as an additional group for this review for the next academic year. G. Assessment of the extent to which this criterion is met and an analysis of the program s strengths, weaknesses and plans relating to this criterion. This criterion has been met with commentary. Criterion Strengths: The MPH Mission, Goals and Objectives: The MPH program s broad mission, goals, and objectives address the areas of education, research and service. The Department Chair, MPH Program Director, the Faculty, and our Community Advisors agree that the MPH program s broad goals and objectives reflect the breadth of the public health field while individual track goals and objectives bring additional depth. Additionally, all of these goals and objectives have been created to complement the mission of the University. Criterion Weaknesses: Review of the MPH Mission, Value Statements, Goals and Objectives: Review of mission and value statements, goals and objectives are discussed in MPH Program Meetings and Community Advisory Board Meetings. A formal process of review needs to be in place with data that can be used for future reports. There is also a need for additional constituents in this review process (this review needs to include ALE site supervisors, the entire student body, alumni and administration). Criterion Plans: Formal Review Process: A formal review process for the review of the MPH Program s mission, values statement, goals and objectives will be developed during the 2013/14 academic year. A Survey Monkey assessment tool will be developed for all constituents for feedback on the relevance of the MPH Program s mission, values statements, goals and objectives. When this review process is in place it will allow us to revise these 7
components based on data. This review will take place every two years. The review process will include all constituents including administration, faculty, students, alumni, community representatives, and preceptors. 8
1.2. Evaluation. The program shall have an explicit process for monitoring and evaluating its overall efforts against its mission, goals and objectives; for assessing the program 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 program must conduct an analytical self-study that analyzes performance against the accreditation criteria defined in this document. Required Documentation: This self-study document includes the following: 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. Measurable outcome objectives have been developed to assess the MPH Program s effectiveness. The MPH program has a set of objectives under each goal (education, research and service) and Table 1.2.a. provides an overview of evaluation management with data sources and parties responsible for evaluation management for each objective. Table 1.2.A. MPH Program Goals and Objectives Evaluation Management Education Goal: To graduate students who are competent in the core areas of public health for their career roles in practice, research, and/or teaching. Education Objectives Data Source Parties Responsible for Evaluation Management 1. Require all students in the MPH Program to complete MPH core courses (HEA520 Public Health Epidemiology, HEA526 Biostatistics in Public Health, ENV-General Environmental Health, HEA516 -Health Care Management, HEA632-Social and Behavioral Aspects of Public Health and HEA648 Research Methods) and 90% of these students will complete these courses with a B or better grade. 2. Provide a competency-based curriculum in the MPH Core and Elective Tracks that will support the development of skills and knowledge that will enable students to identify and assess needs of populations, plan, implement and evaluate programs to protect and promote the health of populations with 90% of students completing all elective track courses with a B or better grade. Student Grades for MPH Core Courses from MPH Student Grade Data Base Student Grades for 22222222222elective track courses from MPH Student Grade Data Base MPH Core Course Coordinator MPH Program Director MPH Elective Track Coordinators MPH Program Director 3. Provide MPH Core and Elective Track courses to enhance and expand the learning experience in relation to the individual student s interests in public health and 90% of the students completing the core and track course assessments will report that stated course objectives and learner outcomes have been met. 4. Provide students diverse opportunities to apply public health knowledge and skills through community service practicum experiences and 90% of the students who graduate from the MPH Program will successfully complete the Applied Learning Experience (ALE I and II) with a B or better grade. 5. Prepare students for employment in public health or related health fields and 80% of MPH students, seeking to do so, will be employed as public health practitioners or in a related health profession within a year of graduation. Student responses to MPH Course Surveys found in MPH Student Course Survey Data Base Student Grades for ALE I and II from MPH Student Grade Data Base Alumni Survey Data Base MPH Student Satisfaction Survey Data Base MPH Core Course Coordinator and Elective Track Coordinators MPH Program Director ALE Coordinator MPH Program Director The MPH Program Director 9
Table 1.2.A. MPH Program Goals and Objectives Evaluation Management Research Goal: To provide students and faculty the opportunity to participate in public health theory and practice research activities. Research Objectives Data Source Parties Responsible for Evaluation Management 1. Maintain an academic environment that enables faculty and students to participate in a wide variety of public health research projects with 100% of the MPH faculty contributing to an academic environment that fosters faculty and student participation in public health research by providing multiple opportunities each year for students to collaborate with faculty in public health research 2. Promote research activities through course work and practicum experiences (Applied Learning Experience Major Project) that will enable students and faculty to address important public health issues and problems with 100% of the MPH students engaging in at least one significant research activity through a course and/or practicum experience (Applied Learning Experience Major Project). 3. Provide opportunities for public health faculty who are currently involved in research to share their experiences with all students through seminars, professional conferences, or involving students in ongoing research projects and 100% of the MPH faculty currently engaged in research will share their experiences with students through at least one of the following means: seminars, professional conferences, or engaging students in on-going research projects. 4. Require MPH faculty to actively engage in scholarship that reflects the theory and practice of public health with 100% of the MPH faculty demonstrating evidence of scholarly activities that reflects the theory and practice of public health. MPH Annual Report Faculty Trac-Dat Report and Faculty CVs Student ALE I and II Major Project Binders HEA648 Research Methods in Public Health Course Assignments MPH Annual Report Faculty Trac-Dat Report MPH Annual Report Faculty Trac-Dat Reports and Faculty CVs MPH Elective Track Coordinators MPH Program Director MPH Elective Track Coordinators MPH Program Director HEA648 Course Instructor MPH Elective Track Coordinators MPH Program Director MPH Elective Track Coordinators MPH Program Director Table 1.2.A. MPH Program Goals and Objectives Evaluation Management Service Goal: To involve students and faculty in activities which promote and support service to the university, public health profession, and the community. Service Objectives Data Source Parties Responsible for Evaluation Management 1. Involve students in service activities at the program level by having students serve as representatives on MPH standing and ad hoc committees with at least 1-2 MPH students (MPH Program Committee) and 5 or more MPH Students (MPH Student Advisory Board) and 1-3 MPH students (MPH Community Advisory Board) participating with faculty in MPH standing and ad hoc committees during the academic year. 2. Respond to community agencies requests for student and faculty involvement in service projects that focus on providing assistance and solutions to community health problems with student participation of at least one community service activity during the completion of the degree program. 3. Provide continuing education and professional development opportunities for public health practitioners with the MPH Program sponsoring at least one public health related conference during the academic year along with additional professional development activities for public health practitioners and other health care professionals. 4. Provide students and faculty the opportunity to participate in public health professional organizations 100% of the MPH faculty and 80% of the MPH students will become and/or maintain their membership in various public health professional organizations. 5. Require MPH faculty to actively engage in community service with 100% of the MPH Faculty participating in some form of community service directly related to the MPH Program at the local, regional, state, national and/or international level. Number of student committee member numbers for each academic year. MPH Annual Report Faculty Service Data Number of Professional Development Programs Offered Each Year MPH Annual Report, Faculty Membership Lists Student Self-Report for Professional Memberships MPH Annual Report and Trac-Dat Report, Faculty CVs MPH Program Director MPH Elective Track Coordinators The MPH Program Director and Elective Track Coordinators The MPH Program Director MPH Elective Track Coordinators The MPH Program Director MPH Elective Track Coordinators The MPH Program Director MPH Elective Track Coordinators 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. During the past accreditation cycle, the Department Chair, the MPH Program Director, the Assistant Chair, along with a graduate assistant, spent a significant amount of time collecting and organizing data on student enrollment, demographics and admissions. A 10
data base is now in place to track student grades and student responses to the Student Course Surveys, Student Satisfaction Surveys and Student Alumni Surveys. The data base will be expanded to promote efficient monitoring of all of the MPH program assessments including program demographics and student success indicators. The evaluation plan outlined in Table 1.2.A. addresses the assessment activities for the scope of the MPH Program and includes the following assessment activities: Monitoring of MPH Program Goals and Objectives Student Satisfaction Surveys and Alumni Surveys Field Placement Assessments (Student Assessment of Applied Learning Experience, Site Supervisor s Evaluation of Student Performance) Monitoring of MPH Program Meetings (MPH Program Committee Meetings, Department Faculty Meetings, MPH Student Advisory Board Meetings) MPH Data Base (Data collection for CEPH required information) Student Course Evaluations Student Grade Data Base It is important to note that many of these evaluations are in place (i.e. monitoring MPH Program Goals and Objectives, Student Course Evaluations), others have been partially implemented (Student Exit Interviews) and remaining evaluations will be fully operational during the next academic year. Evaluation data results are shared with MPH faculty members for the purposes of improving course and program outcomes. Evaluation data has not been shared students and other constituents at this time. We will now work on methods to disseminate evaluation data to the Community Advisory Board, the Student Advisory Board and Alumni through Annual Evaluation Reports presented at the Community Advisory Board and Student Advisory Board meetings. Evaluation data will be reported in the MPH Annual Report and this annual report will be made available to all constituents in the MPH Program. 11
C. Data regarding the program 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 (eg, 1.6, 2.7, 3.1, 3.2, 3.3, 4.1, 4.3, or 4.4), the program should parenthetically identify the criteria where the data also appear. See CEPH Outcome Measures Template. Table 1.2.D. - Outcome Measures for the Last Three Years Educational Objectives* Outcome Measure Target Year 1 AY 2009/10 90% of the students complete core courses with a B or better grade 1. Require all students in the MPH Program to complete MPH core courses (HEA520 Public Health Epidemiology, HEA526 Biostatistics in Public Health, ENV-General Environmental Health, HEA516 -Health Care Management, HEA632-Social and Behavioral Aspects of Public Health and HEA648 Research Methods) and 90% of these students will complete these courses with a B or better grade. 2. Provide a competency-based curriculum in the MPH Core and Elective Tracks that will support the development of skills and knowledge that will enable students to identify and assess needs of populations, plan, implement and evaluate programs to protect and promote the health of populations with 90% of students completing all elective track courses with a B or better grade. 3.Provide MPH Core and Elective Track courses to enhance and expand the learning experience in relation to the individual student s interests in public health and 90% of the students completing the core and track course assessments will report that stated course objectives and learner outcomes have been met. 90% of the students complete their elective track courses with a B or better grade 90% of the students report core courses and elective track learning objectives and outcomes were met Refer to Student Grade Tracking Tables in Resource File 1 Appendix A Refer to Student Grade Tracking Tables in Resource File 1 Appendix A Refer to Student Grade Tracking Tables in Resource File 1 Appendix D Year 2 AY 2010/11 Refer to Student Grade Tracking Tables in Resource File 1 Appendix A Refer to Student Grade Tracking Tables in Resource File 1 Appendix A Refer to Student Grade Tracking Tables in Resource File 1 Appendix D Year 3 AY 2011/12 Refer to Student Grade Tracking Tables in Resource File 1 Appendix A Refer to Student Grade Tracking Tables in Resource File 1 Appendix A Refer to Student Grade Tracking Tables in Resource File 1 Appendix D 4.Provide students diverse opportunities to apply public health knowledge and skills through community service practicum experiences and 90% of the students who graduate from the MPH Program will successfully complete the Applied Learning Experience (ALE I and II) with a B or better grade. 90% of the students complete ALE I and II with a B or better grade Refer to Student Grade Tracking Tables in Resource File 1 Appendix A Refer to Student Grade Tracking Tables in Resource File 1 Appendix A Refer to Student Grade Tracking Tables in Resource File 1 Appendix A 5. Prepare students for employment in public health or related health fields and 80% of MPH students, seeking to do so, will be employed as public health practitioners or in a related health profession within a year of graduation. 80% of the student graduates will be employed as public health practitioners within a year of graduation Not Met Not Met Not Met Explanation for not meeting outcome measure number 5: Explanation for 2009/10 Employment Rates: The percentages listed above are based on 56 students who graduated during the 2009/10 academic year (May, August and December graduates). In addition to the employed students, 11 students are continuing their education in other degree programs. Explanation for 2010/11 Employment Rates: The percentages listed above are based on 37 students who graduated during the 2010/11 academic year (May, August and December graduates). The 14% of our graduates in the category of continuing education/training (not employed) are our international students (the majority are Indian physicians and dentists). These students have applied or are waiting for acceptance into dental schools or medical residencies and need to wait for the residency match in March. We have a few students continuing their education in doctoral programs. The students 12
who are in the actively seeking employment category were seeking employment at that time. Explanation for 2011/12 Employment Rates: The percentages listed above are based the students who graduated during the 2011/12 academic year (May, August and December graduates). The graduates in the category of continuing education/training (not employed) are our international students (the majority are Indian physicians and dentists). These students have applied or are waiting for acceptance into dental schools or medical residencies. Some of these students are in the process of interviewing for medical residencies and need to wait for the residency match in March. We have a few students continuing their education in doctoral programs. The students who are in the actively seeking employment category are currently seeking employment throughout the region. During the past few years our region has experienced a down turn in employment, especially in non-profit agencies and local government agencies due to reduced funding levels. To help students currently seeking employment, we post employment opportunities on our Face Book page and MPH website. Our faculty keeps students informed about any employment opportunities. We have a very supportive Career Development Center that provides support with job searches for current students and alumni. We ask our students to contact us as soon as they obtain employment. Data for Objectives for Education, Research and Service Education Objectives Data: Education Objective 1, 2 and 4: Due to the large amount of data for educational objectives, this data is found in Resource File 1 Appendix A for Summary of Course Grade Data All core course and elective course data are listed for each course with a summary for each course s grades for academic years 200910, 2010/11 and 2011/12. Education Objective 3: Due to the large amount of data for this objective, this data is found in Resource File 1 Appendix D for a Summary of Student Course Survey Data All core course and elective course data are listed for each course with a summary for each course for academic years 200910, 2010/11 and 2011/12. Research Objectives Data: Listed under Table 3.1.D. Outcome Measures for Research Objectives on page 140. Service Objectives Data Listed under Table 3.2.3 Outcome Measures for Service Objectives on page 151. Additional Outcome Measures Tables are found throughout the document under each criteria. 13
D. Description of the manner in which the self-study document was developed, including effective opportunities for input by important program constituents, including institutional officers, administrative staff, faculty, students, alumni and representatives of the public health community. Preparation for this self study process began before 2011 and continued when the revised CEPH accreditation criteria were approved as the new accreditation standards. The Department Chair and the MPH Program Director began the process of determining the changes that needed to be done and which faculty would be responsible for these changes. The decision to have the MPH Program Committee to be the primary group for the self-study process was a logical one as the majority of the members of this committee are involved with the graduate program. The MPH Program Committee participated in the development of the MPH Program s mission statement, values statement, goals and objectives for the last self-study. The MPH Program Committee participated in a review of the mission statements, goals and learning objectives and competencies for the MPH core and the elective tracks. Additionally, the Elective Track Coordinators worked on course revisions, syllabi revisions, creating student advising materials and program orientation materials. These materials were reviewed and approved by the members of the MPH Program Committee. Additionally, faculty provided essential information about teaching, research and service activities. Any materials that needed approval from the entire faculty were presented to faculty during departmental faculty meetings for approval. Following receipt of the last CEPH accreditation, changes were made in the MPH program to address the findings of that accreditation report. Meanwhile, the self-study process continued in a data collection phase through spring 2012. Materials presented in this self-study report build on our last accreditation report while addressing both new areas and previously identified areas needing improvement. The MPH Program Faculty is very aware that accrediting agencies are increasingly emphasizing the need for self-studies to move beyond a descriptive orientation to a more prospective analytical one. The MPH Program Director served as the primary writer for this document with the support of the Department Chair and all MPH faculty members to provide a report that highlights the strengths of the MPH Program while identifying areas that need improvement. Outside participation in this review process was accomplished primarily through input from our Community Advisory Group which met annually during the past six academic years. This committee and its individuals provided suggestions for program changes along with a focus on the practitioner s point of view. Additionally, the members of the Community Advisory Board were involved in review of the Preliminary Self-Study during the summer, 2013. The Community Advisory Board members were asked to provide comments on each section of the Self-Study. Comment sheets were returned in August, 2013. Comments were reviewed by the Chair of the Community Advisory Board and the MPH Program Director and many of the items listed on the Comment Sheets were helpful in the revision of the final Self-Study. Additionally, Ms. Laura Rasar King, Executive Director for the CEPH participated in a consultation visit with the MPH faculty and administration in April, 2012. In August, 2012, the MPH Program Director attended the CEPH Accreditation Orientation 14
Workshop, August, 2012 for a review of the revised CEPH criteria. The consultation visit with Ms. Laura Rasar King along with the MPH Program Director s participation in the CEPH Orientation Workshop provided the direction for additional needed changes before submission of this self-study. E. Assessment of the extent to which this criterion is met, and an analysis of the program s strengths, weaknesses and plans relating to this criterion. This criterion has been partially met. Criterion Strengths: The program has developed has a Student Grade Data Base and Student Course Survey Data Base to monitor evaluation matrix that is used to assure that all core and elective courses address cumulatively the CEPH accreditation criteria for competencies, that in turn, are reflected in our core and elective areas, mission, goals and objective statements presented elsewhere in this self-study. This is very important to us given the diversity of elective offerings within the degree. The MPH Program has installed a process for evaluating and monitoring its overall efforts against it mission, goals and objectives through the establishment of an evaluation matrix for all courses and strict adherence to course evaluation by students, with respect to both instructor performance (SRIR) and the degree to which course objectives and learning outcomes are met. Criterion Weaknesses: Need for an Organized Format for Reporting Data The MPH Annual Report: A formal reporting mechanism is needed to monitor the MPH evaluation activities. We have proposed an MPH Annual Report in a past Interim Report and we have collected data and reports. We prepared sections of these reports but on a inconsistent basis. We have found that due to the large amount of data that we collect due to student size, we now need to work on a reporting system that is consistent among the MPH Program Director and the MPH Coordinators. Criterion Plans: The Need for Additional Resources in MPH Data Management: To help provide support with data management, the MPH Program needs additional administrative support. The Dean has provided the program with additional support for data management and collection. Additionally, during the past academic year our Graduate Assistant allocations have been increased and some of the Graduate Assistants have been assigned to MPH Coordinators for assistant with data collection and management for each individual elective track. The Role of the MPH Annual Report: We recognize a need for a formalized method of reporting data along with organizing and reporting data to the program administrators, committees and students. The MPH Annual Report will now serve as the principle method to organize and track data from all of the data sources outlined in Table 1.2. A. The MPH Program Director will be responsible 15