Central Michigan University€¦ · Central Michigan University is a publicly-supported university...

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Final Self-Study Report Council on Education for Public Health

July 25, 2019

Central Michigan University Public Health Program

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Table of Contents Acronyms ...................................................................................................................................................... 4 Introduction ................................................................................................................................................... 6

Table 1: Names of accrediting bodies (other than CEPH) to which the CHP responds ........................... 8 Template Intro-1. Instructional Matrix ..................................................................................................... 16 Template Intro-2. Enrollment ................................................................................................................... 17

A1. Organization and Administrative Processes ......................................................................................... 18 A2. Multi-Partner Programs ......................................................................................................................... 24 A3. Student Engagement ............................................................................................................................ 25 A4. Autonomy for Schools of Public Health ................................................................................................ 26 A5. Degree Offerings in Schools of Public Health ...................................................................................... 26 B1. Guiding Statements .............................................................................................................................. 27 B2. Graduation Rates .................................................................................................................................. 29

Template B2.1a. MPH Graduate Rates .................................................................................................. 29 Template B2.1b. PHE Graduation Rates ................................................................................................ 30

B3. Post-Graduation Outcomes .................................................................................................................. 33 Template B3-1a. MPH Program Post-Graduation Outcomes ................................................................. 33 Template B3-1b. PHE Post Graduation Outcomes ................................................................................. 33

B4. Alumni Perceptions of Curricular Effectiveness ................................................................................... 36 B5. Defining Evaluation Practice ................................................................................................................. 40

Template B5-1. Evaluation ...................................................................................................................... 41 B6. Use Of Evaluation Data ........................................................................................................................ 45 C1. Fiscal Resources .................................................................................................................................. 47 C2. Faculty Resources ................................................................................................................................ 52 C3. Staff and Other Personnel Resources .................................................................................................. 57

Template C3-1. Staff Support ................................................................................................................. 57 C4. Physical Resources .............................................................................................................................. 59 C5. Information and Technology Resources ............................................................................................... 61 D1. MPH Foundational Public Health Knowledge ...................................................................................... 64 D2. MPH Foundational Competencies ........................................................................................................ 66

Template D2-2. Assessment of Competencies ....................................................................................... 68 D3. DrPH Foundational Competencies ....................................................................................................... 80 D4. MPH Concentration Competencies ...................................................................................................... 81 D5. MPH Applied Practice Experiences ...................................................................................................... 86 D6. DrPH Applied Practice Experiences ..................................................................................................... 87 D7. MPH Integrative Learning Experience .................................................................................................. 88 D8. DrPH Integrative Learning Experience ................................................................................................. 91 D9. Public Health Bachelor’s Degree General Curriculum ......................................................................... 92

Template D9-1. Public Health Bachelor’s General Curriculum Domains ............................................... 94 D10. Public Health Bachelor’s Degree Foundational Domains .................................................................. 95

Template D10-1. Public Health Bachelor’s Degree Foundational Domains ........................................... 96 D11. Public Health Bachelor’s Degree Foundational Competencies ....................................................... 105 D12. Public Health Bachelor’s Degree Cumulative and Experiential Activities ........................................ 112

Template 12-1. Public Health Bachelor’s Degree Cumulative and Experiental Activities .................... 112 D13. Public Health Bachelor’s Degree Cross-Cutting Concepts and Experiences .................................. 114 D14. MPH Program Length ....................................................................................................................... 117 D15. DrPH Program Length ...................................................................................................................... 117 D16. Bachelor’s Degree Program Length ................................................................................................. 118 D17. Public Health Academic Master’s Degrees ...................................................................................... 119 D18. Public Health Academic Doctoral Degrees ...................................................................................... 119 D19. All Remaining Degrees ..................................................................................................................... 119 D20. Distance Education ........................................................................................................................... 120 E1. Faculty Alignment with Degrees Offered ............................................................................................ 123

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E2. Integration of Faculty with Practice Experience ................................................................................. 128 E3. Faculty Instructional Effectiveness ..................................................................................................... 131 E4. Faculty Scholarship ............................................................................................................................ 137

Template E4.1. Outcome Measures for Faculty Research and Scholarly Activities ............................. 142 E5. Faculty Extramural Service ................................................................................................................. 144 F1. Community Involvement in Program Evaluation and Assessment ..................................................... 149

Table F1.1 Members of the 2018-19 Community Advisory Board ........................................................ 150 F2. Student Involvement in Community and Professional Service ........................................................... 154 F3. Assessment of the Community’s Professional Development Needs .................................................. 156 F4. Delivery of Professional Development Opportunities for the Workforce ............................................ 159 G1: Diversity and Cultural Competence .................................................................................................... 161

Table G1. Diversity and Cultural Competence ...................................................................................... 165 H1. Academic Advising ............................................................................................................................. 168 H2: Career Advising .................................................................................................................................. 172 H3. Student Complaint Procedures .......................................................................................................... 178 H4. Student Recruitment and Admissions ................................................................................................ 181

Template H4.1. Outcome Measures for Recruitment and Admissions ................................................. 183 H5. Publication of Educational Offerings .................................................................................................. 185 DEFINITIONS ........................................................................................................................................... 186

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Acronyms

University & Colleges CMU Central Michigan University OHSU Oregon Health and Science University U-M University of Michigan CHP The Herbert H. & Grace A. Dow College of Health Professions CMED College of Medicine Academic Departments & Divisions HSC School of Health Sciences DPH Division of Public Health Degrees & Educational Programs BA Bachelor of Arts BAA Bachelor of Applied Art BS Bachelor of Science DHA Doctor of Health Administration MHA Master of Health Administration MPH Master of Public Health MS Master of Science PHE Public Health Education Major PHP Public Health Program Additional Abbreviations ACEs Adverse Childhood Experiences APA Office of Academic Planning and Analysis APC Academic Planning Council APE Applied Practice Experience APHA American Public Health Association ASTHO Association of State and Territorial Health BOT Board of Trustees CARDE African Center for Research and Development CARRS Center for Applied Research and Rural Studies CASL Committee on Academic Service Learning CEPH Council on Education for Public Health CETL Center for Excellence in Teaching and Learning CGS College of Graduate Studies CHES Certified Health Education Specialist CIHS Center for Integrated Health Services CINAHL Cumulative Index to Nursing and Allied Health CSR Cochrane Systematic Review EOC End of Course Survey ESG Eta Sigma Gamma, Eta Chapter FA Faculty Association FERPA Family Education Rights and Privacy Act FPS Faculty Personnel Services

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Acronyms Additional Abbreviations continued… FRCE Faculty Research and Creative Endeavors FTE Full-Time Employee FYES Fiscal Year Equated Students GA Graduate Assistant GC Global Campus GLC-SOPHE Great Lakes Chapter-Society for Public Health Education GPA Grade Point Average HIPAA Health Insurance Portability and Accountability Act HR Human Resources HLC Higher Learning Commission HPB Health Professions Building IAVI International AIDS Vaccine Initiative ILE Integrative Learning Experience IRB Institutional Review Board IT Information Technology LEED Leadership in Energy and Environmental Design certification MALPH Michigan Association for Local Public Health MCHES Master Certified Health Education Specialist MCS Master Course Syllabi MiHIA Michigan Health Improvement Alliance MTA Michigan Transfer Agreement OCRIE Office of Civil Rights and Institutional Equity OFIS Online Faculty Information System OP Office Professional ORGS Office of Research and Graduate Studies PHAB Public Health Accreditation Board PH WINS Public Health Workforce Interests and Needs Survey PIF Primary Instruction Faculty PSI Population Services International QR Quantitative Reasoning Course Designator SAC Student Activity Center SARA State Authorized Reciprocity Agreement SCC School Coordinating Council SCH Student Credit Hour SRCEE Student Research and Creative Endeavors Event SL Service Learning Course Designator SOPHE Society for Public Health Education SOS Student Opinion Survey SPAD Strategic Planning for Advancing Diversity SPSS Statistical Package for the Social Sciences UP University Program General Education Courses WEAVE Web-based Analysis and Visualization Environment WI Writing Intensive Course Designator

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Introduction 1) Describe the institutional environment, which includes the following:

a. Year institution was established and its type (e.g., private, public, land-grant, etc.) Central Michigan University is a publicly-supported university located in Mount Pleasant, Michigan. Established in 1892, CMU is in its second century as an institution of higher learning focused on student-centered education. CMU began as the Central Michigan Normal School and Business Institute, with classes in teaching, business and stenography. Thirty-one students attended classes in second-floor rooms over an office on the corner of Main and Michigan streets in downtown Mount Pleasant. At that time, few of the state’s teachers received any formal training in teaching, so school founders made teacher training their mission in founding the state’s second normal school. In 1895, the Michigan State Board of Education assumed control of the school, which had grown to 135 students, renaming it Central Michigan Normal School. Throughout this time, the school’s educational offerings grew more comprehensive. The School established its first psychology clinic in 1910, and became accredited by the North Central Association for the first time in 1915. In 1918, the school first awarded the Bachelor of Arts degree, followed by the Bachelor of Science in 1927. Central Michigan Normal School first offered graduate courses in 1938. In the post-war years of 1949-1959, the North Central Association offered accreditation for Central Michigan Normal School's first master’s degree, and the school built its first large student residence halls and married housing units. In 1955, the School made another name change to Central Michigan College to reflect the diversification in course offerings beyond education. On June 1, 1959, with an enrollment of 4,500 students, Central Michigan College became Central Michigan University (CMU), a designation representing further growth in the complexity of the school’s academic programs. Many students enrolled in pre-professional programs for medicine and law, while advances in science and technology created even broader curricula offerings. Through the 1960s, enrollment grew to more than 14,000 students. The enormous rate of growth caused a significant change in the character of the university. The university constructed buildings on the land south of Preston Street, more than doubling the physical size of the campus. The gift of Nethercutt Woodland property near Farwell and the establishment of CMU’s Biological Station on Beaver Island gave the university valuable facilities for specialized studies. The number and variety of programs also continued to grow. The university developed and expanded programs in business and communications. In 1971, the university established the Institute for Personal and Career Development to provide academic programs for students with limited access to traditional forms of education. The Specialist in Education degree marked CMU’s entry into training beyond the master’s degree level, which now includes specialist degrees in several disciplines and eight doctoral degrees. The technological advances of the 1980s spurred further program expansion, especially within the sciences, and the university broke ground for the Industrial Engineering and Technology building in 1987. Other construction followed, including the Dow Science Complex, Applied Business Studies Complex, and the Student Activity Center (SAC). CMU’s Global Campus (GC) added to the University’s continued growth as the university offered its first online courses in 1994, allowing for course offerings to students around the world.

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CMU’s campus continued to expand with the addition of academic, athletic, and residential buildings throughout the 1990s and into the early 21st century. This expansion included the opening of the modern Music Building in 1997, followed by a $50 million expansion of the Park Library in 2002, a state-of-the-art Health Professions Building (HPB), and several residence halls in 2003. CMU’s newest buildings are the technologically advanced and LEED-certified Education and Human Services Building (which opened in 2009), the John G. Kulhavi Events Center (which opened in December 2010), and most recently, the LEED silver-level certified Biosciences Building (which opened in 2017). These new structures offer opportunities for collaborative research, and allow CMU to continue to establish itself as a leader in human and environmental health.

b. Number of schools and colleges at the institution and the number of degrees offered by the institution at each level (bachelor’s, master’s, doctoral and professional preparation degrees) CMU offers more than 200 academic programs at the undergraduate, masters, specialist, and doctoral levels. There are seven academic colleges: the College of the Arts and Media, College of Business Administration, College of Education and Human Services, The Herbert H. and Grace A. Dow College of Health Professions (CHP), College of Liberal Arts and Social Sciences, College of Medicine (CMED), and the College of Science and Engineering. Many of these colleges house schools. The School of Music is housed in the College of the Arts and Media. The College of Business Administration has a School of Accounting. The College of Liberal Arts and Social Sciences houses a School of Public Service and Global Citizenship. The College of Science and Engineering houses the School of Engineering and Technology. A complete list of degrees offered at CMU in available in the electronic resource file (ERF 1-b).

c. Number of university faculty, staff and students CMU is a doctoral degree-granting, publicly-supported university with an on-campus enrollment exceeding 18,000 students and an overall enrollment (including online courses and satellite campuses) exceeding 23,000 students. While students are the heart and soul of our university, our faculty and staff make up the backbone. CMU currently has a combined total of 2,600 faculty and staff members working together to give CMU the strength and excellence to ensure CMU remains one of the top universities in the country. A total of 766 faculty have doctoral or other terminal degrees.

d. Brief statement of distinguishing university facts and characteristics CMU is among the nation’s 100 largest public universities with more than 18,000 students on its Mount Pleasant campus and more than 5,000 students enrolled online and at more than 30 locations across North America. CMU focuses on improving the lives of those living in rural and underserved communities in mid- and northern Michigan. More distinguishing facts that characterize CMU are available at: https://www.cmich.edu/about/Pages/Quick-Facts.aspx. In addition, CMU has established the nation’s 137th CMED to address a growing shortage of primary care physicians in Michigan. The inaugural class of 64 students graduated in 2017. Even though much has changed over the last two centuries, CMU continues to uphold the values inscribed upon its seal in 1892: Sapientia, Virtus, Amicitia – wisdom, virtue, friendship.

e. Names of all accrediting bodies (other than CEPH) to which the institution responds. The list must include the regional accreditor for the university as well as all specialized accreditors to which any school, college or other organizational unit at the university responds

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CMU is regionally accredited by the Higher Learning Commission (HLC) and as a regionally accredited institution is authorized to operate as an institution of higher education. HLC is an institutional accrediting agency recognized by the U.S. Department of Education. CMU’s Statement of Affiliation Status is available on the HLC website. A copy of CMU’s reaffirmation letter is available in the electronic resource file (ERF 1-e). CMU is also a voluntarily participant of the State Authorized Reciprocity Agreement (SARA) agreements in Michigan. SARA is "an agreement among member states, districts and territories that establishes comparable national standards for interstate offering of postsecondary distance education courses and programs. It is intended to make it easier for students to take online courses offered by postsecondary institutions based in another state. SARA is overseen by a National Council and administered by four regional education compacts”. CMU’s participation status is available on the National SARA website. Table 1 below summarizes the accrediting bodies to which programs in CHP respond. Please refer to the electronic resource file (ERF 1-e) for a complete list of accrediting bodies to which CMU programs respond.

Table 1: Names of accrediting bodies (other than CEPH) to which the CHP responds

Program Accrediting body

Athletic Training Commission on Accreditation of Athletic Training Education (CAATE)

Environmental Health and Safety Major (BA, BS)

National Environmental Health Science & Protection Accreditation Council (EHAC)

Exercise and Health Science Program Committee on Accreditation for the Exercise Sciences - CoAES -

Doctorate in Audiology (Au.D.) Council on Academic Accreditation (CAA) in Audiology and Speech-Language Pathology of the American Speech-Language Hearing Association (ASHA,)

Health Administration Major Association of University Programs in Health Administration (AUPHA)

Master of Health Administration Commission on the Accreditation for Healthcare Management Education (CAHME)

Physical Therapy Program Commission on Accreditation in Physical Therapy Education (CAPTE)

Physical Education and Sport Commission on Sport Management Accreditation (COSMA)

Physician Assistant Program Accreditation Review Commission on Education for the Physician Assistant (ARC- PA)

f. Brief history and evolution of the public health program (PHP) and related organizational

elements, if applicable (e.g., date founded, educational focus, other degrees offered, rationale for offering public health education in unit, etc.) In an effort to address the growing need for health education and promotion, the Department of Health Promotion and Rehabilitation was established in the 1960s. The university established the CHP in 1997. In 2001, the University recognized valuable donor contributions by re-naming CHP, The Herbert H. and Grace A. Dow College of Health Professions. In 2002, the Department of Health Promotion and Rehabilitation became the School of Health Sciences (HSC) that includes three divisions: Exercise and Health Science, Health Administration, and Public Health (which houses the public health program).

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The Division of Public Health (DPH) decided to offer a Master of Arts degree in Health Promotion and Program Management to give our undergraduate students the opportunity to further their education. However, due to both low enrollment in the program and budget restraints, the university discontinued this MA degree in the mid- 2000’s. Since that time, three attempts have been made to offer an MPH program. The first attempt took place in early 2000, but did not receive university-level support. Instead, a 3-2 master’s degree program, but (which was somewhat popular at the time) was designed. However, a needs assessment study, completed in 2006, showed little interest from the field. However, in 2012, with the addition of the new CMED and a favorable market analysis, the time was right to launch an MPH degree. The MPH Program was successfully launched in 2016 with 19 students. In 2018, CMU began construction of a $26 million addition to the CHP building which will offer a new Center for Integrated Health Studies (CIHS) to promote collaborations among faculty members and students from different disciplines in the College.

2) Organizational charts that clearly depict the following related to the program: a. The program’s internal organization, including the reporting lines to the dean/director.

The organizational chart below (Figure 1) shows the program’s internal organization, including the reporting lines to the Dean of CHP and the University. A copy of the chart is also available in the electronic resource file (ERF 2-a).

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Figure 1: The program’s internal organization depicting the reporting lines to the Dean of CHP.

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The CHP, led by Dr. Tom Masterson, encompasses three departments and two schools: the Department of Communication Sciences and Disorders, the Department of Physical Education and Sports, the School of Rehabilitation and Medical Sciences, and HSC. HSC, chaired by Dr. Jeff Betts, is the administrative unit which houses the PHP. In addition to the DPH, directed by Dr. Jodi Brookins-Fisher, HSC houses two other divisions: the Exercise Science Division, directed by Dr. Jeff Edwards, and the Health Administration Division, directed by Dr. Nailya Delellis. Each division has an undergraduate program overseen by the Division Director, and a graduate program led by a Program Director. Dr. Naveen Sharma directs the Master of Science (MS) in Exercise Physiology degree, Dr. Bernard Kerr directs the Master of Health Administration (MHA) degree, and Dr. Joseph Inungu directs the Master of Public Health (MPH) degree. The Division of Health Administration offers a Doctor of Health Administration (DHA) degree online, led by Dr. Steven Berkshire. The Chair of the School, the Division Directors, and the Program Directors make the School Coordinating Council (SCC). This committee meets bi-weekly to review issues affecting the School and make recommendations to the Chair. The HSC Bylaws, located in the electronic resource file (ERF 2-a), define and describe the roles of the Chair, Division Directors, and Program Directors. To summarize, the HSC is led by a Chair who reports directly to the Dean. The three Division Directors report to the Chair. The Program Directors for DHA, MHA and MPH also report directly to the Chair and have a dotted-line reporting relationship with their respective Division Director. The Program Director for the MS in Exercise Physiology reports to its respective Division Director. The program Directors (DHA, MHA and MPH) meet individually with the Dean every month to discuss a wide-range of issues related to their respective program including, but not limited to, student enrollment, faculty searches, budget, etc. HSC uses a shared-service staffing model. The administrative services are centralized and work for all three divisions. For example, class scheduling, copying, office tasks, and managing travel arrangements are handled through the same service team. However, the DHA, MHA, and MPH programs each have their own clerical support to better handle the complexity of these programs. The DPH within HSC offers both a bachelor’s degree in Public Health Education (PHE) and in School Health Education, as well as a MPH degree. Additionally, the program offers minors in Community Health, School Health, and Substance Use Disorders: Prevention and Treatment.

b. The relationship between the program and other academic units within the institution. For programs, ensure that the chart depicts all other academic offerings housed in the same organizational unit as the program. Organizational charts may include committee structure organization and reporting lines. The organizational chart below (Figure 2) shows the relationship between the program and other academic units within the institution. An electronic copy of the chart is available in the electronic resource file (ERF 2-b).

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Figure 2: Relationship between the program and other academic units within HSC.

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The School of Health Sciences (HSC) is one of five departments within the CHP. These departments are: the Department of Communication Sciences and Disorders, the Department of Physical Education and Sports, the School of Rehabilitation and Medical Sciences, and the HSC. The CHP is one of eight colleges that make up Central Michigan University. They include: The College of Arts and Media, College of Business Administration, College of Education and Human Services, The Herbert H. and Grace A. Dow College of Health Professions (CHP), College of Liberal Arts and Social Sciences, the College of Medicine, and the College of Science and Engineering. The HSC, chaired by Dr. Jeff Betts, is the administrative unit which houses the PHP. HSC is made up of three divisions. In addition to the DPH, directed by Dr. Jodi Brookins-Fisher, the Exercise and Health Science Division is directed by Dr. Jeff Edwards, and the Health Administration Division is directed by Dr. Nailya Delellis. Each division houses an undergraduate program overseen by the Division Director and a graduate program led by a Program Director. Dr. Naveen Sharma directs the Master of Science in Exercise Physiology degree, Dr. Bernard Kerr directs the MHA degree and Dr. Joseph Inungu directs the MPH degree. The Health Administration Division also offers a DHA degree online led by Dr. Steven Berkshire.

c. The lines of authority from the program’s leader to the institution’s chief executive officer (president, chancellor, etc.), including intermediate levels (e.g., reporting to the president through the provost) The organizational chart below (Figure 3) shows the lines of authority from the program’s leader to the institution’s president. An electronic copy of the chart is available in the electronic resource file (ERF 2-c).

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Figure 3: Lines of authority from the program’s leader to the institution’s chief executive office

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The Board of Trustees The Board of Trustees (BOT) consists of eight members appointed by the Governor of the State of Michigan with the consent of the Michigan State Senate and with authority granted through the state constitution. The Board governs the business and affairs of the University. One of its most important duties is to appoint and evaluate the university President, currently Dr. Robert O. Davies. In addition, the Board retains ultimate responsibility for academic matters and reserves authority over such areas as the mission and goals of the institution; admission and retention policies; policies governing intercollegiate programs; faculty promotions, sabbatical leaves and tenure; establishing fees; accepting gifts; naming facilities; and a number of other areas. The University President Dr. Robert O. Davies is the 15th University President. He is the Chief Executive Officer responsible for the overall management of the affairs of the University as assigned by the BOT. He is ultimately responsible for all of the University's activities and appoints all other executive officers. The executive officers whom assist the President include Executive Vice President/Provost (Dr. Michael Gealt); the Vice President/Enrollment and Student Services (Steven Johnson); Vice President/Advancement (Robert Martin); Vice President and General Counsel (Manuel Rupe); Interim Vice President/Government and External Relation (Toby Roth, Jr.); Vice President/Finance and Administrative Services (Barrie Wilkes); Associate Vice President/University Communication (Sherry Knight) and Executive Assistant (Mary Jane Flanagan). The Executive Vice President/Provost The Provost, Dr. Michael Gealt, is the Chief Academic Officer responsible to provide an excellent education to students, both undergraduate and graduate, to promote faculty and student research and creative activities, and to provide service to the community—local and beyond. Deans of the Colleges report to the Provost including the College of the Arts and Media, College of Business Administration, College of Education and Human Services, CHP, College of Liberal Arts and Social Sciences, College of Science and Engineering, and the CMED. Additional units in the academic division reporting to the Provost include Academic Administration, Academic Affairs, Academic Planning and Analysis, Curriculum and Instructional Support, Information Technology, Health Affairs, Libraries, and the Office of Research and Graduate Studies (ORGS). Dean of The Herbert H. and Grace A. Dow College of Health Professions Dr. Tom Masterson, the Dean of the CHP, is the Chief Academic Officer for the college. He oversees and directs all programs within the CHP and reports to the Provost, the Chief Academic Officer of the University. The chairpersons of the following departments or schools report to the Dean: Department of Communication Sciences and Disorders (Dr. Mark Lehmann), Department of Physical Education and Sport (Dr. Ray Allen), School of Rehabilitation and Medical Sciences (Dr. Rene Shingles), and HSC (Dr. Jeff Betts). HSC Chairperson Dr. Jeff Betts is the Chairperson of HSC. He oversees three divisions: Exercise and Health Sciences, Health Administration and Public Health. The Division Directors and the Program Directors, who oversee the master’s programs, report to the HSC Chair who, in turn, reports to the CHP Dean.

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The DPH Director Dr. Jodi Brookins-Fisher is the Director of the DPH. She provides leadership for the day-to-day management of the undergraduate program and oversight of the PHP. She is a member of the Dean’s Advisory Council and SCC, which is comprised of the Chair, Division Directors, and Program Directors. She reports to the Chair of the HSC. The MPH Program Director Dr. Joseph Inungu is the MPH Program Director. He provides leadership for the day-to-day operation of the graduate program. He works closely with HSC and CHP leadership. There is a strong commitment by both the Chair of the HSC and the Dean of the CHP to the program. The bi-weekly meetings of the SCC and monthly meeting with the Dean of CHP help to ensure coordination, cooperation, and collaboration. The MPH Program Director and the Director of the DPH work closely to ensure coordination, cooperation, and collaboration between the undergraduate and graduate program in public health.

d. For multi-partner programs (as defined in Criterion A2), organizational charts must depict all participating institutions Not Applicable.

3) An instructional matrix presenting all of the program’s degree programs and concentrations including bachelors, masters and doctoral degrees, as appropriate. Present data in the format of Template Intro-1. The PHP within the HSC offers both a bachelor’s degree in PHE and a MPH degree. The MPH offers one concentration in Public Health Practice both on campus (face-to-face) and online (started in Fall 2018). Template Intro-1 summarizes the instructional matrix.

Template Intro-1. Instructional Matrix

Cat

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*

Cam

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Dis

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Bachelor's Degrees

Concentration Degree

Public Health Education BA, BAA, BS X BA, BAA, BS

Master's Degrees Academic Professional

Concentration Degree Degree

Public Health Practice MPH X MPH MPH

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4) Enrollment data for all of the program’s degree programs, including bachelors, masters and doctoral degrees, in the format of Template Intro-2. Schools that house “other” degrees and concentrations (as defined in Criterion D19) should separate those degrees and concentrations from the public health degrees for reporting student enrollments. For example, if a school offers a BS in public health and a BS in exercise science, student enrollment data should be presented separately. Data on “other” degrees and concentrations may be grouped together as relevant to the school.

Template Intro-2. Enrollment Data for the Program’s Degree Programs

Degree Current Enrollment

Master's Cam

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Dis

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MPH*

Public Health Practice Concentration 19 16

Bachelor's BA/BAA/BS in public health* 81 0

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A1. Organization and Administrative Processes The program demonstrates effective administrative processes that are sufficient to affirm its ability to fulfill its mission and goals and to conform to the conditions for accreditation. The program establishes appropriate decision-making structures for all significant functions and designates appropriate committees or individuals for decision making and implementation. The program ensures that faculty (including full-time and part-time faculty) regularly interact with their colleagues and are engaged in ways that benefit the instructional program (e.g., participating in instructional workshops, engaging in program specific curriculum development and oversight). 1) List the program’s standing and significant ad hoc committees. For each, indicate the

formula for membership (e.g., two appointed faculty members from each concentration) and list the current members. The term PHP refers to the unit of accreditation. It encompasses two programs: the undergraduate degree in PHE directed by Dr. Jodi Brookins-Fisher and the MPH degree directed by Dr. Joseph Inungu. Dr. Brookins-Fisher is the Director of the DPH and oversees the undergraduate program in PHE. She has been an active member of the HSC for 23 years. She teaches several courses in the program such as HSC 317 Introduction to Community Health, HSC 325 Public Health Policy, and HSC 532 Diversity Issues in the Health Professions. She oversees the undergraduate internship course (HSC599SL). She also taught MPH 648 Health Policy and Management and served as the coordinator for MPH 790 Applied Practice Experience course in the MPH program. Administratively, Dr. Brookins-Fisher reports to the HSC Chair, who in turn reports to Dr. Tom Masterson, the CHP Dean. Dr. Inungu is the MPH program director. Dr. Inungu joined CMU in 2001, but left the university after eight years to pursue global health interests. He returned to CMU in 2016 to lead the MPH program. He teaches several courses in the program such as MPH 640 Biostatistics, MPH 644 Rural Health, MPH 655 Program Planning and Evaluation, and MPH 670 Methods in Public Health Research. Administratively, Dr. Inungu also reports to the HSC Chair, who, in turn, reports to Dr. Tom Masterson, the Dean of CHP. Dr. Inungu has a dotted-line reporting relationship with Dr. Brookins-Fisher. Dr. Inungu is also responsible for overseeing the accreditation process for the PHP unit of accreditation. The PHP strives to maintain the following formula for membership of its committees:

MPH Faculty PHE Faculty Graduate Student Undergraduate Student University Representative / Staff member Advisory Board Member / Alumni

The following standing committees offer program faculty formal opportunities for input in decisions affecting degree requirements, curriculum design, student assessment policies and processes, and admissions policies and/or decisions. Below is a description of each and their roles and responsibilities.

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PHP Accreditation Task Force The PHP Accreditation Task Force oversees the entire accreditation process including managing communication among stakeholders (the University, faculty, students, Advisory Board members, and CEPH), coordinating the activities of the committees (assessment, admission, and curriculum), ensuring timely completion of the self-study document, and monitoring institutional compliance with CEPH accreditation requirements. The Committee meets twice a month. The Task Force includes representatives from the following constituencies:

Table 1.5.a PHP Accreditation Task Force Membership (2018-2019)

Name Constituencies Affiliation Joseph Inungu, MD, DrPH (Chair)

Faculty, Program Administration

Professor, MPH Program Director, Director of the Evidence-Based Practice Center

Jodi Brookins Fisher, PhD, MCHES, FESG


Professor, DPH Director

Frank Snyder, MPH, PhD Faculty, PHE Program Assistant Professor Tunde Akinmoladun Faculty, MPH Program Internship Coordinator Mike Carson Staff Director of Curriculum &

Assessment Mary Kushion Alumni, External Partner Chair of the PHP Advisory

Board Marybeth Denton Staff MPH Program Audrey Funk Alumni MPH Program Katherine Hughes Graduate Student MPH Program Kaitlyn Ziminski Graduate Student MPH Program

PHP Curriculum and Development Committee The PHP Curriculum and Development Committee is responsible for the academic integrity, the quality of the degree offered and the development of new programs (undergraduate and graduate students). The Committee meets twice a month. Members serve on renewable three-year terms.

Table 1.5.b. PHP Curriculum & Development Committee Membership (2018-2019)

Name Constituencies Affiliation

Joseph Inungu, MD, DrPH (Chair)


Professor, MPH Program Director, Director of the Evidence-Based Practice Center




Salma Haidar, MPH, PhD Faculty, PHE program Associate Professor

Leah Rutkowski, MS Faculty, PHE program Fixed-Term Faculty

Shayesteh Jahanfar, PhD Faculty, MPH program Assistant Professor

Kaitlyn Ziminski Graduate Student MPH Program

Nadia Ashtari Undergraduate Student PHE Major

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PHP Admission & Promotion Committee The PHP Admission & Promotion Committee is responsible for admission decisions and recruitment for the MPH Program. Members serve on renewable three-year terms. Current students receive an invitation during their first-year in the program and can remain as alumni representatives, if they desire.

Table 1.5.c. PHP Admission & Promotion Committee Membership (2018-2019)


Joseph Inungu, MD, DrPH (Chair)


Professor, MPH Program Director




Mark Minelli, PhD Faculty, PHE Program Professor

Frank Snyder, MPH, PhD Faculty, PHE Program Assistant Professor

Katherine Hughes Graduate Student MPH Program

Program Assessment Committee The PHP Assessment Committee is responsible for the systematic assessment of the program’s effectiveness against its stated mission, goals, and objectives. Invited members serve on renewable three-year terms. Additionally, current students receive invitation during their first-year in the program and may remain as alumni representatives, if they desire.

Table 1.5.c. PHP Assessment Committee Membership (2018-2019)


Tunde Akinmoladun, PhD Faculty MPH Internship/Accreditation Coordinator

Salma Haidar, PhD (Chair)

Faculty Associate Professor, PHE Major

Shayesteh Jahanfar, PhD Faculty Assistant Professor, MPH Program

Mark Minelli, PhD Faculty Professor, PHP Advisory Board

John Little Graduate Student MPH Program

Caitlin Ketelsen Undergraduate Student PHE Major

2) Briefly describe which committee(s) or other responsible parties make decisions on each of the following areas and how the decisions are made: a. Degree requirements

The PHP Curriculum and Development Committee is responsible for the degree requirements. Its roles and responsibilities include: 1. Making sure that School and Divisions are aware of and understand all relevant curricular

requirements and changes in the curricular process adopted by the University. 2. Making sure that the School’s curriculum meets all relevant University curricular

requirements. 3. Making sure the School information in the CMU academic Bulletin is current and accurate.

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4. Encouraging the School and Divisions to take advantage of any and all curricular changes and actions that might be in the best interest of the School and Divisions.

5. Assuring that all curricular submissions from the School adhere to the appropriate University curricular requirements before approving their submission to the CHP Curriculum Committee.

b. Curriculum design

The PHP Curriculum and Development Committee is also responsible for curriculum design. However, these activities must be done in line with the university policies and procedures. Many programs at CMU require specialized accreditation, which means all aspects of programming, including the development of curricular learning objectives, and assessment and evaluation processes, must align with the accrediting body’s standards for program implementation. The Academic Senate Review Committee and the Academic Senate are bodies designed to ensure academic quality and respect the need for program faculty to determine what is taught and how it is taught. Only new programs must be approved by the Academic Planning Council (APC). APC approval is documented in its minutes, and the workflow is the same as that described below. The approval process, and options associated with it, are the same for course-related proposals, Master Course Syllabi (MCS), and program-related proposals. Modification of an existing course requires the completion of an electronic Course-Related Proposal Form (formerly known as the Green Form) and submission of an MCS that reflects the proposed course changes. A routing flow chart for course-related changes is presented on page 17 of the Curriculum Authority Document located in the electronic resource file (ERF A1-2.b).

c. Student assessment policies and processes The PHP Assessment Committee, which adheres to the University’s assessment policy as overseen by the Academic Senate’s Assessment Council, is responsible for the systematic assessment of the Program’s effectiveness against its stated mission, goals, and objectives. Specific functions include: Developing a data collection plan for the academic year; Monitoring data regarding the program mission, goals, and objectives; Compiling data from faculty and other school committees for accreditation purpose; Reviewing existing instruments and developing new instruments as needed to best meet the

needs of the program; Systematically reviewing course objectives to ensure they are current and meet accreditation

guidelines (program mapping); Synthesizing data for decision making.

d. Admissions policies and/or decisions The PHP Admission and Promotion Committee is responsible for student admissions and recruitment for the MPH Program. Specific functions include: Assisting with the development of admission criteria that are congruent with the University’s

graduate admission criteria; Selecting a diverse group of students for admission who demonstrate the academic skill, the

personal vision, and a commitment to Public Health; Developing policies and procedures to recruit students from diverse backgrounds who have

the capacity and attributes needed to succeed in the program; Collecting program data, and reviewing policies and procedures on a periodic basis for

monitoring the program goals.

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e. Faculty recruitment and promotion A Faculty Search Committee is responsible for new faculty recruitment. The University’s policies and procedures guiding faculty recruitment is outlined in the Faculty Hiring Guidelines located in the electronic resource file (ERF A1-2.e). The HSC Personnel Committee oversees faculty promotion. The Committee is comprised of elected, tenured and tenure-track faculty of at least half-time appointment who hold the rank of Assistant Professor or above. The School Chair also serves as a member of the Committee. All tenure-track and tenured faculty (other than the School Chair) are eligible to vote for promotions from Assistant to Associate Professor, Associate to Full Professor, and for Professor Salary Adjustment decisions. The Committee also makes recommendations to the School on personnel actions, such as sabbatical leave.

f. Research and service activities The Office of Research and Graduate Studies (ORGS) facilitates research and creative scholarship by providing proposal development and submission services, by assisting with effective collaboration and community connections, and through workshops and symposiums. In addition, the CHP has a Research Committee to promote research within the college. The CHP Research Committee influences PHP decisions by providing opportunities for faculty and student research funding, a research symposium, and awards for excellence for faculty and staff within the CHP. For example, faculty and staff excellence is encourage through the CHP Faculty Excellence Award and Staff Excellence award. An award is offered annually for faculty who excel in teaching, research, and service and staff who exemplify service excellence values including care, knowledge, availability, and follow-though. CHP also provides research funding for faculty and student research projects and travel funding for presentations at professional meetings.

3) A copy of the bylaws or other policy documents that determine the rights and obligations of administrators, faculty and students in governance of the program. The Program adheres to the following policies, located in the electronic resource file (ERF A1-3), as the primary sources used to determine the rights and obligations of administrators, faculty, and students in the governance of the Program: HSC Bylaws, includes guidelines for recruitment and hiring, promotion and tenure, and

filing grievances. Faculty Association Agreement CMU Undergraduate and Graduate Bulletins MPH Student Handbook

4) Briefly describe how faculty contribute to decision-making activities in the broader

institutional setting, including a sample of faculty memberships and/or leadership positions on committees external to the unit of accreditation. PHP faculty contribute to governance and decision-making through faculty membership and/or leadership positions on several university committees. Table 2 summarizes faculty memberships on committees external to the accreditation unit for the past three years. As needed, PHP faculty also serve on or assume leadership roles on committees that call for expertise in areas of public health (e.g., Interdisciplinary Center of Community Health & Wellness, Global Health and Social Justice

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Certificate).

Table 2. PHP Faculty Who Hold Membership on Committees External to the PHP

MPH Faculty 2016-2017 2017-18 2018-19

Jodi Brookins- Fisher CMU Academic Senate,

HSC Bylaws, HSC Personnel

CMU Academic Senate,

HSC Personnel

HSC Personnel

Frank Snyder CHP Research CHP Research CHP Research

Mark Minelli HSC Personnel, Assessment

HSC Personnel, Assessment

HSC Personnel, Assessment,

CMU Leadership Council

Joseph Inungu --- HSC Curriculum, CMU International

Education

HSC Curriculum CMU International Health and Safety,

CMU Academic Senate-Admissions, Standards & Honors Committee

Salma Haidar HSC Grade Grievance,

HSC Curriculum

HSC Grade Grievance, HSC Curriculum,

CASL

HSC Grade Grievance, HSC Curriculum

Shayesteh Jahanfar --- HSC Bylaws HSC Bylaws, CASL

There is no requirement for fixed-term faculty to serve on University committees, but they often volunteer to do so.

5) Describe how full-time and part-time faculty regularly interact with their colleagues and provide documentation of recent interactions, which may include minutes, attendee lists, etc. The PHP is interdisciplinary as it includes topics in different subject areas (biostatistics, epidemiology, environmental health, health administration, biology, and behavioral health) that are related to public health this interdisciplinary approach allows students to learn competencies needed to become effective public health practitioners. The DPH meets biweekly to address curriculum, research, service, or other administrative issues affecting the Division. These meetings promote regular interactions among full-time faculty members. The electronic resource file (ERF A1-5) contains a sample of minutes showing the topics discussed during these meetings. In addition to DPH meetings, all faculty members in the HSC also meet bi-weekly to address curriculum, research, service, or other administrative issues affecting the School. These meetings offer the opportunity for faculty members to participate in decision-making in the School. A sampling of HSC agendas are also included in the electronic resource file (ERF A1-5). The MPH faculty join colleagues from CMED to evaluate students’ posters during the yearly research symposium organized by CMED. The MPH faculty collaborate with faculty from the University of Michigan (U-M), Indiana University, and Oregon Health and Science University (OHSU) to organize a training in Cochrane Systematic

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Reviews (CSR) and meta-analysis. This workshop attracts faculty and students across the University. Currently, no part-time and/or adjunct faculty regularly teach in the PHE major on campus. When they do cover an occasional class, they are provided all materials to teach the class and given an opportunity to add anything they feel supplements those materials to benefit students and meet course objectives. These materials are then added to the course materials for future instructors to use, including PHE faculty. For example, a faculty member from Athletic Training historically teaches one section of HSC 532: Diversity Issues in the Health Professions. She meets regularly with other PHE faculty who also teach the course to discuss the curriculum, exams, assignments, guest speakers and other course issues. These meetings, which happen in formal and informal settings as needed, also provide an opportunity for her to provide input into the curriculum.

The online course offerings within the PHP are taught by faculty within the PHP or related disciplines. These individuals are provided with a template for the course via Blackboard, including a previous syllabus, assignments, exams, etc. Although this can include their creativity, it is much more structured. The course instructors are surveyed by those in online instruction to get their feedback about courses, and this feedback is shared with faculty who design the courses. Instructors are also assessed by students at the end of each course. Any feedback that would help improve instruction or course content is also shared with the course developer.

6) If applicable, assess strengths and weaknesses related to this criterion and plans for improvement in this area. Strengths The unwavering commitment of University leadership to establish a successful PHP: A well-defined organization chart with clear roles and responsibilities for program

administrators and leadership. The dedication and involvement of every faculty member who participates in teaching,

advising and provides many opportunities for student participation in important public health research and service opportunities.

The SCC allows the HSC Chair, the Division Directors and the Program Directors to meet biweekly to engage in regular communication and coordination.

Weaknesses Since the MPH is still in development, there is a possibility for unplanned challenges. Plans for Improvement Plans to ensure that this criterion continues to be met The Program seeks input from the PHP Advisory Board on ways to enhance

interdisciplinary collaborations. A2. Multi-Partner Programs Not Applicable.

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A3. Student Engagement

Students have formal methods to participate in policy making and decision making within the program, and the program engages students as members on decision-making bodies whenever appropriate.

1) Describe student participation in policy making and decision making at the program level,

including identification of all student members of program committees over the last three years, and student organizations involved in program governance, if relevant to this criterion. Schools should focus this discussion on students in public health degree programs. The DPH is proud to involve its students in every aspect of the program, including the policy making and decision-making processes. Both students and faculty sit on the following PHP committees: Accreditation, Curriculum and Development; Admission and Promotion; Assessment; and Advisory Board. Several graduate assistants have the opportunity to serve on the CEPH Accreditation Committee; they are Kaylan Fitch, Katherine Hughes, Ruben Juarez, John Little, Katherine Reid, Sam Tacconelli, and Kaitlyn Ziminski. Their involvement in this committee allows them to work on accreditation, fostering student-faculty collaboration, providing those students with an in-depth awareness of the PHP. These graduate assistants support decision-making processes and help identify what they would like to see in the future of the MPH program. At bi-weekly meetings, students and faculty engage in discussion regarding activities that are occurring and discuss future program plans, workshops, and fun student-faculty activities that will take place throughout the year to help develop fellowship between faculty and students. The committee of graduate assistants is able to collaborate and share ideas with faculty to assess and evaluate if an event was successful, and what changes or policies would improve the event. Faculty members ask this committee to share the ideas discussed at the meetings with peers and return peers’ feedback at the following meeting. This avenue of communication allows for the inclusion of every student’s opinions and ideas when it is time to affect policy and make decisions. Students from the PHE major are also included in decision-making processes in multiple ways. A faculty member hosted a focus group with undergraduate students in Spring 2015 to discuss courses, strengths and weaknesses of the program, and possible improvements. This student feedback influenced curricular changes implemented Fall 2017. The PHP Curriculum and Development committee involves public health students in both degree levels, which affords them the opportunity to affect decision making. Students serving as a member of the Committee can coordinate and assess the impact and quality of public health curricula and have the opportunity to make recommendations related to curricula improvements or changes. A student representative, Katherine Hughes, also serves on the PHP Admission and Promotion Committee. Several GA’s work with PHP staff and faculty to participate in program promotional activities. Maurice Tawil, Kaylan Fitch, and Katherine Reid are instrumental in student recruitment and promotion at various on-campus events. Students serving as members of the Assessment Committee can engage in and promote discussion, reflection, and assessment of the program’s student learning objectives/outcomes (SLOs). Public Health students on the assessment committee also coordinate with faculty on assessing future program plans and reviewing policies and guideline forms for assessment plans and reports. Students are encouraged to discuss ideas for additional workshops that would be beneficial to public health students, faculty, staff, and community members.

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Student representatives Maurice Tawil (MPH) and Amber Conley (PHE) sit on the PHP Advisory Board and have input on policy and decision making for the programs. The student members can give their input from a student perspective on how policies and decisions would impact the student body. The students who serve as representatives on the Advisory Board are a communication channel between the Board and both undergraduate and graduate public health students. In addition to committee invitation, DPH encourages both undergraduate and graduate students to participate in the Division’s student organization: Eta Sigma Gamma (ESG). ESG is a national health education organization. The purpose of this professional honorary society is to promote public health through student activities, student collaboration, and program development. ESG allows students vast opportunities to expand their networks; gain valuable volunteer experience; and foster professional development through research, teaching, and service projects; conferences; and community outreach. Students in ESG can voice their input and inform faculty members on what projects they would like to develop and plan. For example, ESG members in the MPH program developed the “Wear One” campaign, with the objective of providing condoms and spreading awareness about protection, and the prevention of sexually transmitted infections, diseases, and unplanned pregnancy in several communities in the Central Michigan area. This collaboration is completely student run, while being loosely associated with an award-winning 40-county project in Michigan.

Students are also able to engage in decision making through CMU’s grade grievance policy. If a student has an issue with the grade a professor has given them, that student has the ability to appeal their grade through the grade grievance procedure. Students from the PHP may serve as student representatives on this CHP committee.

2) If applicable, assess strengths and weaknesses related to this criterion and plans for

improvement in this area. Strengths Substantial involvement from students in the PHP influences the program’s decision-making process. Weaknesses Lack of, or inadequate participation of, students from racial/ethnic minority groups on various committees due to their limited number in the program. Plans for Improvement Promote the development of more student organizations such as a research club, global health club, etc. to encourage more student involvement.

Conduct student recruitment efforts among racial/ethnic minority groups to become one of the largest producers of racial/ethnic minority health professional graduates.

A4. Autonomy for Schools of Public Health Not Applicable. A5. Degree Offerings in Schools of Public Health Not Applicable.

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B1. Guiding Statements

The program defines a vision that describes how the community/world will be different if the program achieves its aims. The program defines a mission statement that identifies what the program will accomplish operationally in its instructional, community engagement and scholarly activities. The mission may also define the program’s setting or community and priority population(s). The program defines goals that describe strategies to accomplish the defined mission. The program defines a statement of values that informs stakeholders about its core principles, beliefs and priorities.

1) A one- to three-page document that, at a minimum, presents the program’s vision,

mission, goals and values. Vision Healthy people in healthy communities

Mission The mission of CMU’s PHP is to promote and protect the health of rural and underserved communities in Michigan, the nation, and the world through education, research, and service.

Goals Goal I: Education Provide innovative and stimulating environments to prepare learners with knowledge and skills to address the core functions of public health in rural and underserved communities in Michigan, the nation, and the world. Goal II: Research Conduct and disseminate relevant and collaborative research that advances public health knowledge and promotes population health and health equity in rural and underserved communities. Goal III: Service Engage faculty, learners, and community partners in collaborative service with cultural humility to leverage their capacity to improve health in rural and underserved communities.

Values Excellence: Expecting that all activities are conducted with attention to quality and the highest levels of academic and professional standards. Innovation: Supporting progressive and meaningful research, creative activity, and teaching, addressing challenges and issues from multiple perspectives to solve problems and advance knowledge. Equity: Committing to the fundamental fairness of a healthy world through the promotion of policy and social environment that allows individuals to attain complete physical, mental and social well-being. Cultural Humility: Fostering a lifelong awareness of respect, compassion, inclusiveness, and social responsibility for others

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Learner-Centered: Providing a collegial, stimulating, and supportive environment to foster individual and professional development.

2) If applicable, a program-specific strategic plan or other comparable document.

The first strategic plan was developed at a 2012 retreat that included a paid, outside consultant who specialized in strategic planning. This event led to the creation of a five-year plan (2013-2018) that included the establishment of an MPH program and obtainment of CEPH accreditation. Following the publication of the 2016 revised CEPH criteria and our CEPH consultation visit in February 2018, the Program contacted Dr. Mike Carson, Director of Curriculum and Assessment, to assist with revising its vision, mission, and goals to reflect the Program’s targets. A committee of three faculty members worked together with Dr. Carson to develop and propose a new vision, mission and values statements, and new goals and objectives. DPH faculty members reviewed and modified these items. During the April 18, 2018 DPH faculty meeting, the revised document was adopted. The vision, mission, and goals were also presented to the PHP Advisory Board members for their input. The strategic plan and revised vision, mission, values, goals, and objectives can be found in the electronic resource file (ERF B1-1). With these benchmarks nearly complete, the strategic plan is slated for revision at a summer 2019 retreat to extend its goals, objectives, and action plans through 2024. The strategic planning process will be informed from any suggestions made during the April 2019 CEPH onsite visit and the PHP Advisory Board meeting in May 2019. After the August retreat, the updated strategic plan will be shared with the PHP Advisory Board so they can provide formal input at the October 2019 meeting.

3) If applicable, assess strengths and weaknesses related to this criterion and plans for improvement in this area. Strengths Drs. Brookins-Fisher and Inungu attended the 2017 CEPH Orientation workshop in Washington, D.C. The information received at the workshop assisted in leading the self-study efforts to align with CEPH’s requirements. The program has an established vision and mission that are consistent with CMU and CHP. The goals and objectives that are relevant to the PHP are also included. The PHP has a systematic process for reviewing and revising its vision, mission, goals, and objectives which involves analyses and feedback from all stakeholders: CMU administrators, faculty, students, alumni, and advisory board members. There is significant PHP faculty support for the strategic planning process. Weaknesses Lack of input from some Advisory Board members. Plans for Improvement With the creation of the PHP Advisory Board, the processes currently used to review the division’s vision, mission, goals, and objectives will be updated to account for stakeholder input.

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B2. Graduation Rates

The program collects and analyzes graduation rate data for each public health degree offered (e.g., BS, MPH, MS, PhD, DrPH). The program achieves graduation rates of 70% or greater for bachelor’s and master’s degrees and 60% or greater for doctoral degrees.

1) Graduation rate data for each degree in the unit of accreditation. See Template B2-1.

As indicated in Template B2-1a, the overall graduation rate for the first MPH cohort is 92%. In 2016, 19 students were admitted into the program. Of those, three students withdrew from the program, three enrolled on a part-time basis, and one was transferred for employment. Eleven (92%) of the remaining 12 students graduated in May 2018. An additional cohort of 17 students entered the program in Fall 2017 joining the 4 part-time students from the first cohort. All of them, but one, are currently on track to graduate in Spring 2019. A third cohort of 18 students entered the MPH program in 2018-19 with the expectation of graduating in Spring 2020. One of them died in a car accident in October 2019. Additionally, the first MPH online program began in Fall 2018 with 17 students entering the program.

Template B2.1a. MPH Graduate Rates

*Maximum Time to Graduate: 7 years

Cohort of Students 2016-17 2017-18 2018-19

2016-17 # Students entered 19

# Students withdrew, dropped, etc.

2

# Students graduated 0

Cumulative graduation rate 0%

2017-18 # Students continuing at beginning of this school year (or # entering for newest cohort)

17 17


1 2

# Students graduated 10 0

Cumulative graduation rate 53% 0%


6 15 35


0 0 3

# Students graduated 4 11 0

Cumulative graduation rate 74% 65% 0%

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As indicated in Template B2-1b, 100% of each PHE cohort graduated from among those expected to graduate that year. Because many students do not sign the major until their sophomore or junior year, reporting is difficult because many students are entering the program at various points throughout the four-year time frame. In addition, CMU does not have a system to track the number of students who withdraw from the major. PHP will continue to work with data management experts from the Office of Academic Planning and Analysis (APA) to establish a reliable tracking system for students who sign a PHE major.

Template B2.1b. PHE Graduation Rates

Students in PHE Degree, by Cohorts Entering Between 2012-13 and 2018-19

*Maximum Time to Graduate: 7 years

BA, BAA, BS

Cohort of Students 2012-13

2013-14

2014-15

2015-16

2016-17

2017-18

2018-19

2012-13 # Students entered 52


7

# Students graduated 0

Cumulative graduation rate

0%

2013-14 # Students continuing

at beginning of this school year (or # entering for newest cohort)

45 47


4 3

# Students graduated 8 0 Cumulative graduation rate

15% 0%



33 44 31


0 5 1

# Students graduated 13 6 0 Cumulative graduation rate

40% 13% 0%

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BA, BAA, BS

Cohort of Students 2012-13

2013-14

2014-15

2015- 16

2016- 17

2017- 18

2018- 19


20 33 30 20


0 1 1 2

# Students graduated 16 13 11 0 Cumulative graduation rate

71% 40% 35% 0%



4 19 18 18 32


0 1 2 0 0

# Students graduated 2 16 6 6 0 Cumulative graduation rate

75% 74% 9% 30% 0%



2 2 10 12 32 18


0 0 0 0 0 0

# Students graduated 1 1 6 8 10 0 Cumulative graduation rate

77% 77% 74% 70% 31% 0%


1 1 4 4 22 18 11


0 0 0 0 0 0 0

# Students graduated

Cumulative graduation rate

77% 77% 74% 70% 31% 0% 0%

2) Data on doctoral student progression in the format of Template B2-2. Not Applicable.

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3) Explain the data presented above, including identification of factors contributing to any

rates that do not meet this criterion’s expectations and plans to address these factors. Of the above criterion, CMU does not have a way to track students that withdraw from the PHE major. Students simply sign a new major and that replaces the former. This is problematic in that PHE advisors do not know why students change their major. In researching what other institutions and other HSC divisions do to track withdraws, it was found that this is a universal issue. Beginning in Fall 2018, advisors will track students once a semester (mid-term) to determine if the number of students enrolled in the major have increased or decreased. In the future, PHP will work to link student names and numbers to this information.


improvement in this area. Strengths Student enrollment in both the undergraduate and graduate programs has been steady, with 11 students graduating in May 2018 from the MPH program, and 66 graduating with a Bachelor’s degree in PHE. The undergraduate PHE major has been in existence since the 1960s and is modified regularly to meet student needs. The addition of the CHP Office of Student Success improved recruitment and retention of undergraduate students. Since the major is often “found” later in a student’s academic career, the designated CHP recruiters can help to advertise the major at high school events. The changes in format to the freshman student orientation and other campus recruiting events have benefitted the PHE major by giving it earlier exposure to students. Weaknesses The MPH Program is only currently geared toward general public health at this time. There is a limited number of course offerings; which may delay graduation for a student who drops a course. The ability to extract data from CMU administrative units to determine PHE major withdraw rates is non-existent. Plans for Improvement Develop new concentrations as the new MPH program gathers momentum with accreditation. Encourage students in PHE and the Environmental Health and Safety to continue their education with an MPH degree at CMU. Work with CMU’s APA to devise a plan for collecting the required data.

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B3. Post-Graduation Outcomes

The program collects and analyzes data on graduates’ employment or enrollment in further education post-graduation, for each public health degree offered (e.g., BS, MPH, MS, PhD, DrPH). The program achieves rates of 80% or greater employment or enrollment in further education within the defined time period for each degree.

1) Data on post-graduation outcomes (employment or enrollment in further education) for

each public health degree. See Template B3-1.

Template B3-1a summarizes the post-graduation status of the first cohort of MPH students one-year after graduation. Currently, ten out of fourteen graduates (71.4%) are either employed or enrolled in further education.

Template B3-1a. MPH Program Post-Graduation Outcomes

Post-Graduation Outcomes 2015-16

Number and percentage

2016-17 Number and percentage


Employed 0 0 7 (50.0%)

Continuing education/training (not employed) 0 0 3 (21.4%) Not seeking employment or not seeking additional education by choice 0 0 1 (7.0%) Actively seeking employment or enrollment in further education 0 0 3 (21.4%)

Unknown 0 0 0 (0.0%)

Total graduates (known + unknown) 0 0 14 (100%)

Template B3-1b. PHE Post Graduation Outcomes

Post-Graduation Outcomes 2015-16 Number and percentage



Employed 25 (61%) 25 (76%) 19 (73%)

Continuing education/training (not employed) 10 (24%) 4 (12%) 3 (12%) Not seeking employment or not seeking additional education by choice 0 (0%) 0 (0% 0 (0%) Actively seeking employment or enrollment in further education 0 (0%) 0 (0% 0 (0%)

Unknown 6 (15%) 4 (12%) 4 (15%)

Total graduates (known + unknown) 41 (100%) 33 (100%) 26 (100%)

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2) Explain the data presented above, including identification of factors contributing to any rates that do not meet this criterion’s expectations and plans to address these factors. PHP uses many sources to gather information about students’ job placement including an exit survey, alumni survey, and the First Destination Survey administered by CMU Career Services. Job placement is measured in terms of program graduates who sought to enter the public health workforce or pursue a health-related graduate degree program. As indicated in Table B3-1a and Table B3-1b, the majority of MPH and PHE graduates were either employed or accepted into a graduate program within 12 months following their graduation. The MPH program sent an alumni survey to all 14 graduates within the last 12 months of graduation and received 9 responses (64.3%). The information collected was supplemented with information received from faculty who interact with students through social media (e.g., Facebook). Of the 14 graduates, 7 (50.0%) are currently employed either full- or part-time. Three students (14.2%) have been admitted in a PhD program or medical school. Another student has been conditionally accepted into a medical school in the Caribbean, and only 2 are actively looking for employment. The PHE administered a 50-question survey to alumni who graduated with the Community Health/Public Health Education undergraduate major between 2008-2018 to collect information on location, employment, and continuing education. The information collected was supplemented with information received from faculty who interact with these students through emails and other social media platforms (e.g., Facebook). Of the 24 students who participated in the survey, most respondents stated that completing the CHE/PHE degree at CMU helped them to secure their current position. Only one respondent was currently unemployed and seeking employment. The types of organizations and agencies that employ the CHE/PHE alumni are county and state government, healthcare, and non-profit organizations. Only two reported having positions that are not related to their CHE/PHE degrees. More than half of the respondents are currently or have already completed their education. The most popular degree of interest was a Master of Public Health degree. In the future, the same alumni survey instrument will be administered to all PHP graduates, regardless of undergraduate or graduate standing. CMU Career Services annually surveys baccalaureate graduates to gather information regarding employment status, graduate/professional school enrollment and starting salaries using the First Destination Survey tool. The latest survey report summarizes the data collected from graduates in the 2016-17 academic year. The data displayed in the table above represents information for the CHP, but not the program level. The PHE program, is working to develop a similar survey instrument that will track the post-graduation outcomes of graduates specifically from the PHP. Survey Results are included in the electronic resource file (ERF B3-2).


improvement in this area. Strengths The PHP maintains regular contact with alumni throughout the year. Post-graduation outcomes are gathered through multiple methods (constant email communication and an alumni survey). Job placement, including employment and admission in graduate degree program, has been encouraging for both the PHE and MPH. In addition, the MPH and PHE Program Directors received positive feedback regarding the students’ performance in their internships and applied practice experiences.

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Weaknesses Lack of formal data collection methods to monitor student achievement following graduation has been a problem. Data needed for the undergraduate PHE major has been restricted in the past by the CMU Alumni Relations Office. Although this changed several years ago, the DPH did not capitalize on the opportunity to gather this data. The information used is from students who voluntarily share their success with PHP faculty. Tracking alumni activity for PHE graduates has been a challenge because students do not move through the program as cohorts. Plans for Improvement We are reviewing opportunities to address this need. For example, alumni will be solicited through the newly developed graduate database, Alumni Relations information, and the GLC-SOPHE membership list. Additionally, CEPH reviewers suggested using non-formal ways of tracking alumni activity such as through social media channels.

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B4. Alumni Perceptions of Curricular Effectiveness

For each degree offered, the program collects information on alumni perceptions of their own success in achieving defined competencies and of their ability to apply these competencies in their post-graduation placements. The program defines qualitative and/or quantitative methods designed to maximize response rates and provide useful information. Data from recent graduates within the last five years are typically most useful, as distal graduates may not have completed the curriculum that is currently offered.

1) Summarize the findings of alumni self-assessment of success in achieving competencies

and ability to apply competencies after graduation. PHP collected both quantitative and qualitative data on MPH alumni perceptions of success in achieving and applying the competencies from their degree program. The PHP administered an online Qualtrics survey to the 2017-2018 MPH graduating cohort, with 9 of the 14 MPH alumni responding (64.3%).

Table B4-1a MPH Alumni Perception of Success in Developing Skills

How would you rate your overall Public Health Program experience in terms of preparing you with the following skills?

Not at all prepared Moderately prepared Well prepared Total

% Freq. % Freq. % Freq. Freq.

Advocating for health issues 0.0% 0 33.3% 3 66.7% 6 9

Applied research 0.0% 0 55.6% 5 44.4% 4 9

Budgeting 22.2% 2 55.6% 5 22.2% 2 9

Communication (oral) 0.0% 0 11.1% 1 88.9% 8 9

Community engagement/participation 0.0% 0 33.3% 3 66.7% 6 9

Financial management 25.0% 2 62.5% 5 12.5% 1 8

Manuscript writing 0.0% 0 55.6% 5 44.4% 9

Organizational management 11.1% 1 44.4% 4 44.4% 4 9

Program planning and evaluation 11.1% 1 44.4% 4 44.4% 4 9

Quantitative analysis 0.0% 0 22.2% 2 77.8% 7 9

Working collaboratively 0.0% 0 22.2% 2 77.8% 7 9

Writing skills for professionals 0.0% 0 22.2% 2 77.8% 7 9

Alumni were asked to rate their overall PHP experience in terms of preparing them with selected program competencies. Table B4-1a shows that: 88.9% of students felt well prepared in oral communication. 77.8% of students felt well prepared in quantitative analysis, in working collaboratively, and

writing skills. 66.7% of students felt well prepared and 33.3% felt moderately prepared.in in advocacy and

community engagement. 12.5% of students felt well prepared and 62.5% felt moderately prepared in financial

management. 22.5% of students felt well prepared in budgeting and 55.6% felt moderately prepared in

budgeting

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Table B4-1b MPH Alumni Perception of Success in Achieving Competencies

In addition, the survey asked students to indicate the extent to which they agree with selected statements relative to the public health competencies. As shown in Table B4-1b, 88.8% of students agreed or strongly agreed with the statement that PHP enabled them to

develop an understanding of the areas of knowledge, which are basic to public health (biostatistics, epidemiology, environmental sciences, health administration and socio-behavioral sciences.

77.7% agreed or strongly agreed with the statement that they acquired skills or experience in applying basic public health concepts and specialty knowledge to the solution of community health problems.

77.7% agreed or strongly agreed with the statement that they can synthesize and integrate knowledge acquired in course work and other learning experiences

100% agreed or strongly agreed with the statement that they can apply theory and principles in a situation that arises in their professional practice.

77.9% agreed or strongly agreed with the statement that they are prepared to meet the demands of my first public health related job after leaving the university.

PHP administered the Exit Survey to graduating students in PHE to collect data on their perception of their success in achieving and applying the competencies from their degree program. The results are summarized in Template B4-1c.

Please indicate the extent to which you agree with the following statements: The Public Health Program enabled me to…

Strongly Agree Agree Neutral Disagree Strongly disagree Total

% Freq. % Freq. % Freq. % Freq. % Freq. Freq. Develop an understanding of the areas of knowledge, which are basic to public health (biostatistics, epidemiology, environmental sciences, administration, social and behavioral sciences) 44.4% 4 44.4% 4 11.1% 1 0.0% 0 0.0% 0 9 Acquire skills or experience in applying basic public health concepts and specialty knowledge to the solution of community health problems 33.3% 3 44.4% 4 11.1% 1 11.1% 1 0.0% 0 9 Synthesize and integrate knowledge acquired in course work and other learning experiences 33.3% 3 44.4% 4 11.1% 1 11.1% 1 0.0% 0 9 Apply theory and principles in a situation that arises in your professional practice 22.2% 2 77.8% 7 0.0% 0 0.0% 0 0.0% 0 9 Be prepared to meet the demands of my first public health related job after leaving the University 22.2% 2 55.6% 5 0.0% 0 11.1% 1 11.1% 1 9

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Table B4-1c PHE Perceptions of Success in Achieving Competencies

Table B4-1c PHE Perceptions of Success in Achieving Competencies shows that: 90.0% of students agreed or strongly agreed with the statement that PHP enabled them to

develop an understanding of the areas of knowledge, which are basic to public health (biostatistics, epidemiology, environmental sciences, health administration and socio-behavioral sciences.

100.0% agreed or strongly agreed with the statement that they acquired skills or experience in applying basic public health concepts and specialty knowledge to the solution of community health problems.

90.0% agreed or strongly agreed with the statement that they can synthesize and integrate knowledge acquired in course work and other learning experiences

77.8% agreed or strongly agreed with the statement that they can apply theory and principles in a situation that arises in their professional practice. 90.0% agreed or strongly agreed with the statement that they are prepared to meet the demands of my first public health related job after leaving the university.

Please indicate the extent to which you agree with the following statements: The Public Health Program enabled me to…

Strongly Agree Agree Neutral Disagree Strongly disagree Total

% Freq. % Freq. % Freq. % Freq. % Freq. Freq. Develop an understanding of the areas of knowledge, which are basic to public health (biostatistics, epidemiology, environmental sciences, administration, social and behavioral sciences) 50.0% 5 40.0% 4 10.0% 1 0.0% 0 0.0% 0 10 Acquire skills or experience in applying basic public health concepts and specialty knowledge to the solution of community health problems 50.0% 5 50.0% 5 0.0% 0 0.0% 0 0.0% 0 10 Synthesize and integrate knowledge acquired in course work and other learning experiences 30.0% 3 60.0% 6 10.0% 1 0.0% 0 0.0% 0 10 Apply theory and principles in a situation that arises in your professional practice 22.2% 2 50.0% 5 20.0% 2 0.0% 0 0.0% 0 9 Be prepared to meet the demands of my first public health related job after leaving the University 40.0% 4 50.0% 5 0.0% 0 10.0% 1 0.0% 0 10 Be prepared for interprofessional practice 30.0% 3 50.0% 5 10.0% 1 10.0% 1 0.0% 0 10 Be prepared for systems thinking 30.0% 3 40.0% 4 20.0% 2 10.0% 1 0.0% 0 10

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2) Provide full documentation of the methodology and findings from alumni data collection. A copy of both the undergraduate and graduate survey instruments and findings are available in the electronic resource file (ERF B4-2).


improvement in this area. Strengths The comments we received from the MPH students and supervisors about their ability to apply competencies were very positive. The students were proud of the training received and the supervisors were satisfied with our students’ preparedness. In the PHE Alumni survey, students stated the following as the main strengths of the program: Professors that give real life experiences and made class interesting and relatable Internships placements that helped them learn Networking opportunities within this established program Diversity in classes

Weaknesses Using the MPH alumni survey, we recognize that efforts are needed to improve the curriculum in the areas of budgeting and financial management. According to the PHE Alumni survey, the main weaknesses of the PHE program were: Lack of instruction on certain topics

o Charting, program mapping, CHES, grant writing, and manuscript writing Internship availability was sparse in some areas of the state and other issues related to

internship supervisors Program visibility within CMU The focus on group work No concentration options available The program didn’t challenge them as much as they wanted Instruction sometimes used outdated resources

Plans for Improvement We hired a new faculty member with a strong background in health policies and management to strengthen our curriculum in the area health management. When analyzing the PHE alumni survey, results were about what was expected. We also are aware of curricular needs, overlap, and have spent a significant amount of time updating MCS for a fall 2019 revision, including the new topics such as GIS mapping, public health policy, research methods, and systems thinking. The PHE major faculty will need to consider further support of the CHES exam in the future; possibly with student funding to take the exam as this competency test not only helps with program assessment but assures graduates have attained the necessary skills to practice in the field. The PHE major is also considering concentration options in the near future. This will attract more diverse students to public health and will be unique among Michigan programs.

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B5. Defining Evaluation Practice

The program defines appropriate evaluation methods and measures that allow the program to determine its effectiveness in advancing its mission and goals. The evaluation plan is ongoing, systematic and well-documented. The chosen evaluation methods and measures must track the program’s progress in 1) advancing the field of public health (addressing instruction, scholarship and service) and 2) promoting student success.

1) Present an evaluation plan that, at a minimum, lists the program’s evaluation measures,

methods and parties responsible for review. See Template B5-1. Program evaluation is a mandatory practice at CMU. The Office of the Executive Vice President/Provost mandates all academic units to collect data related to student retention, graduation, and post-graduation status; faculty hires and performance; administrative/office procedures, and submit an annual assessment report to the University’s Assessment Council. Dr. Mike Carson, Director of Curriculum and Assessment, facilitates this process, through CMU’s electronic assessment platform called WEAVE, every five years. A copy of the most recent assessment review is included in the electronic resource file (ERF B5-3).

Program and Course evaluation The Directors are responsible for the continuous monitoring of the standards of academic performance, student recruitment, diversity, retention, graduation rates, level of satisfaction, and status post-graduation; hiring and performance of faculty (number of grants, publications, participation in committees and community service); administrative/office procedures; financial resources; program development, growth and marketing.

The PHP is continually developing processes to monitor and assess the extent to which the program is meeting its vision, mission, goals and objectives, as mentioned above. To elaborate, each year certain student learning outcomes within the PHP are selected and measured. The data collected is shared with faculty to discuss possible changes. This closes the loop on the assessment process. The evaluation processes rely on the development and utilization of reliable instruments and procedures to collect quantitative and qualitative data on the program’s vision, mission, goals and objectives. Many measures have been used, from individual course pretest/posttest instruments to the Certified Health Education Specialist (CHES) exam results. Additionally, the Curriculum Committee reviews the program course syllabi to assess competencies covered and course evaluation methods. The Interim Associate Dean, Dr. Denise Webster, also reviews individual course syllabi to determine whether they have been updated in the last seven years and are in line with University guidelines. Faculty evaluation At the end of each course, students anonymously complete either an End of course (EOC) evaluation or a Student Opinion Survey (SOS). These course evaluations includes Likert-scale items, combined with open-ended questions addressing the following domains:

o Difficulty level of the course o Course organization o Instructor effectiveness o Quality of course material o Overall course rating

Faculty receive survey results for review, and the results are one determinant of faculty promotion and tenure decisions. Faculty use this feedback to make adjustments to the courses they teach. This contributes to the improvement of the quality of teaching at CMU. Template B5-1 summarizes the Program’s evaluation measures, methods, and responsible parties.

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Template B5-1. Evaluation Practice

Evaluation measures Data collection method for measure

Responsibility for review

Goal 1: Education Provide innovative and stimulating environments to prepare learners with knowledge and skills to address the core functions of public health in rural and underserved communities in Michigan, the nation, and the world. Student perception of instructional effectiveness, and currency and relevance of curricula.

Exit Surveys completed at the end of students’ programs; student SOS evaluations at the end of every semester.

DPH Director, MPH Director Assessment Committee; Curriculum Committee

Recruit and retain qualified faculty and staff from diverse backgrounds

Human Resources and Faculty Personnel Records; advertising in diversity-centered arenas.

DPH Director, MPH Director, Faculty hire committee chair

Graduate students who demonstrate proficiency in the five core areas of public health.

Alumni and employer surveys; PHE portfolio evaluation; PHE internship site supervisor evaluation; PHE intern pre/post self-assessment

Internship coordinator; Assessment Committee

Prepare students to achieve professional certification (e.g., CPH, CHES/MCHES, REHS/RS, and RHIA).

Results of CPH, CHES/MCHES, REHS/RS, and RHIA examination

DPH Director, Assessment Committee

Goal 2: Research Conduct and disseminate relevant and collaborative research that advances public health knowledge and promotes population health and health equity in rural and underserved communities. Students and faculty conducting and disseminating innovative research in the field of public health.

Maintain a database of collaborative research between faculty and students and report at Division meeting. Student participation in innovative research is documented by their abstract to a conference, or thesis/project proposal submission

DPH Director and Office Professional, MPH Director

Pursue extramural funding for research and creative activity to promote population health and health equity in rural and underserved communities.

Maintain a database for grants submitted through the Office of Graduate Studies.

DPH Director and Office Professional

Number of students who submit abstracts for presentation at research gatherings and public health meetings and conferences

Maintain a database of abstracts submitted to research and public health meetings.

DPH Director and Office Professional, MPH Director

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Evaluation measures Data collection method for measure

Responsibility for review

Goal 3: Service Engage faculty, learners, and community partners in collaborative service with cultural humility to leverage their capacity to improve health in rural and underserved populations. Develop community and academic partnerships that are receptive to public health needs

Internship and APE Coordinators keeps track and provides a yearly update on affiliation agreements with internship sites;

Internship Coordinator; APE Coordinator

Offer service-learning opportunities for students in rural and underserved communities in Michigan, the nation, and the world.

Internship and APE Coordinators keeps track of student internship portfolios documenting service learning projects. The summary is reported annually at the DPH meetings. PHE majors take HSC 599SL: Public Health Internship and HSC 538: Development of Proposals and Reports in Health Administration

Internship Coordinator; APE Coordinator

Invite community public health partners to serve on the program’s advisory board.

DPH Director and MPH Director based on needs of the PHP; rotating terms.

DPH Director and Program Directors

2) Briefly describe how the chosen evaluation methods and measures track the program’s

progress in advancing the field of public health (including instruction, scholarship and service) and promoting student success. The process of accreditation by CEPH provides a wonderful opportunity for PHP faculty to evaluate the Program against the CEPH standards. CEPH accreditation provides assurance to students, the general public, and faculty that the program at CMU conforms to the highest standards of quality education in both the undergraduate and graduate levels. Goal 1: Provide innovative and stimulating environments to prepare learners with knowledge and skills to address the core functions of public health in rural and underserved communities in Michigan, the nation, and the world. To ensure that our students are exposed to all CEPH’s competencies, two retreats were held to map CEPH competencies against the program course objectives and the proposed methods to assess these objectives. The mapping exercise allowed faculty to redesign and improve curriculum the identified gaps, as well as determine if courses allow content to be introduced, reinforced, and emphasized. For example, the MPH Program added two days to its Fall Orientation session to cover foundational knowledge on the history, philosophy, and value of public health. The MPH Program also added a module to address the systems thinking competency in course MPH 655 Program Planning and Evaluation. Similarly, content regarding systems thinking was added to the undergraduate course HSC 221 Public Health Theory. Knowing how and where competencies are covered in the undergraduate curriculum allowed the program to combine course content into two existing courses; therefore, eliminating HSC 323 Community Organization Methods and HSC 418 Professional Aspects of Health Education.

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The Office of Career Services conducts exit interviews of graduating students to assess their level of satisfaction with the program curriculum and their career plan. They also survey employers to determine how well students are prepared for employment. Please refer to the electronic resource file (ERF B5-3) for the First Destination exit survey reports. PHP also conducted student exit surveys to determine how well students were prepared for the workforce and/or graduate school. Complete survey results are provided in the electronic resource file (ERF B5-3). Goal 2: Research. Conduct and disseminate relevant and collaborative research that advances public health knowledge and promotes population health and health equity in rural and underserved communities. Evidence-based decisions are critical to advancing the field of public health. Reliable data is paramount to conduct the three core functions of public health (Assessment, Assurance, and Policy Development). Scholarship informs teaching and public health practice. The ability to conduct research (e.g., publish articles in peer-reviewed journals or receive external funding for research) is an important consideration for promotion. Faculty scholarship will also enhance and promote the values of public health. To promote research among students, the program requires each graduate student to complete a thesis or a Plan B research paper before they graduate. Programmatic reports include outcome data from the progress of students through the final culminating experience. Additionally, students are encouraged at both levels of the PHP to engage in scholarly activities with faculty. Students are also encouraged to present their original research at the annual CMU Student Research and Creative Endeavors (SRCEE) and CHP Research Day events. Goal 3: Service. Engage faculty, learners, and community partners in collaborative service with cultural humility to leverage their capacity to improve health in rural and underserved populations. Academic-Community Partnerships are collaborations between academic and community investigators. Each partnership focuses on a community-based health problem, disseminates evidence-based health innovations into practice, targets health promotion/prevention, or examines ways to enhance or implement sustainable health programs in community settings. There are several collaborative partnerships between the PHP and individual faculty. Current relationships include the local Saginaw Chippewa Indian Tribe. The goal is to increase local public health outcomes in the community through a large national grant, which in turn, will inform other tribal communities conducting similar public health efforts nationwide.

3) Provide evidence of implementation of the plan described in Template B5-1. Evidence may

include reports or data summaries prepared for review, minutes of meetings at which results were discussed, etc. Evidence must document examination of progress and impact on both public health as a field and student success.

The following documents in the electronic resource file (ERF B5-3) provide evidence of implementation of the plan described in Template B5-1. They include: Faculty hiring guidelines; Student opinion survey; End of course survey; Student exit survey; Employer satisfaction survey; Faculty Personnel peer-review form; Curriculum authority document containing syllabus evaluation guidelines; DPH Director summary reports, and minutes of meetings.

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4) If applicable, assess strengths and weaknesses related to this criterion and plans for improvement in this area.

Strengths CMU has a university-wide assessment system to annually collect and analyze data to monitor programs’ performances. The accepted assessment plan must be reviewed and revised every five years. The PHP has several committees in place such as the curriculum and the assessment committees to collect and analyze data to meet both University and CEPH requirements. The newly developed tools will assist with routine data collection to monitor the program performance. All stakeholders, including faculty, students, community advisors, and alumni, provide input through their participation in various program committees, collaborations, and the PHP Advisory Board. The expertise of the Advisory Board members is critical to the success of the PHP Weaknesses As a relatively new MPH program, the PHP needs time to collect baseline data and effect the needed changes to address gaps identified during the baseline survey. Plans for Improvement During the Spring 2019 semester, PHP faculty, with assistance from MPH students, developed and administered several surveys to collect baseline data to assess the stakeholders’ perception of the program. Data collected will help to inform curricula development to address the needs of the priority communities. The PHE developed a Blackboard Learning (CMU’s Learning Management System) shell to track students in the PHE major and assist with communication between the PHE program administration and students.

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B6. Use of Evaluation Data

The program engages in regular, substantive review of all evaluation findings, as well as strategic discussions about the implications of evaluation findings. The program implements an explicit process for translating evaluation findings into programmatic plans and changes and provides evidence of changes implemented based on evaluation findings.

1) Provide two to four specific examples of programmatic changes undertaken in the last

three years based on evaluation results. For each example, describe the specific evaluation finding and the groups or individuals responsible for determining the planned change, as well as identifying the change itself. Programmatic Change 1: Changes to the Curriculum The PHP relies on its leadership, students, and different committees, including the Advisory Board to review policies, programs, and curricula. During one Advisory Board meeting, we talked about the skills that potential employers look for in public health graduates. Oral and written Communication, ability to conduct research to solve problems, and teamwork were identified as the most important skills for employers. After reviewing the MPH curricula and hearing from students and faculty, it was determined that the MPH curriculum needed to focus on boosting students’ written communication skills and ability to conduct research to solve problems. Based on the Advisory Board comments, the Curriculum Committee recommended that written assignments be offered in most courses in the program. To improve the students’ ability to conduct research, the program developed the Cochrane Systematic Review workshop to prepare our students to use existing evidence and conduct comprehensive review of the literature to solve public health problems. In addition, the program decided to organize Geography Information System (GIS) workshop to prepare the students to investigate outbreaks and epidemics. The Program promotes the use of GIS and new technologies (such as social media) to assist our students to be problem solvers in the community. Programmatic Change 2. Every year, the program hosts a two-day program orientation at the beginning of the Fall semester to help students become acquainted with university policies and regulations. To determine if students enrolled in the program had a good foundation of knowledge regarding the philosophy and principles of public health and had basic knowledge of biostatistics, we administered a one-time survey during the 2017-2018 orientation event. The results showed a large gap among students who come from different (more than 5) countries. As a result, the program decided to add one day of additional training to orientation to cover the philosophy and principles of public health and introduce a mini lab on the use of SPSS in statistics. Programmatic Change 3: Faculty replacement The student EOC survey is an important evaluation tool that allows students to assess faculty effectiveness in teaching a course. Students’ comments are taking into account in making programmatic decisions including faculty promotion. Last year, students complained about one faculty member who did not prepare his lectures. Although the MPH Program Director called his attention on these facts, he did not change his teaching style. In consultation with the Chair of the HSC and the Dean of the CHP, the faculty was terminated to protect the integrity of the program. Programmatic Change 4: Changes to the Curriculum Based on evaluations that have already been implemented from the items in B5-1, changes have been made to update the PHE curriculum. From student perceptions of classes and focus group analysis, two courses were deleted from the major (HSC 323 and 418), while two additional courses were added (HSC 221 and 325). Students also felt there was overlap in HSC 319, 323

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and 418; these courses objectives and assignments were reviewed by the PHE Curriculum Committee and combined into HSC 319 and 325 to eliminate content and assignment overlap. Additionally, site supervisor evaluations in course HSC 599SL Public Health Internship, determined a need for more group presentations and Microsoft Excel proficiency. To address these needs, course assignments were added in. Along with pre/post data from HSC 544 Biostatistics, Microsoft Excel was added to this curriculum. The HSC 544 pre/post data also demonstrated the need for an introductory course in statistics, and therefore, STA 282 was added as a major prerequisite course. In evaluating the data received from NCHEC about CHES exam completion, it was determined that our students taking the exam were deficit in some evaluation data. This was shared with the instructor of the HSC 419 course to alter the class to meet those needs. Lastly, in ensuring PHE majors are exposed to and participate in service learning, both the HSC 599SL: Public Health Internship and HSC 538SL Development of Reports and Proposals in Health Administration were converted into service learning classes.


improvement in this area. Strengths The PHP enjoys strong support from CMU leadership. The PHP is the result of the University’s commitment to train public health professionals to improve access to care among rural and underserved communities in the northern part of Michigan. Current evaluation methods help inform the PHP about the value of course content and related course objectives. As an institution, CMU values the process for translating evaluation findings into programmatic plans. Weaknesses Although the PHE program has a large number of alumni, more efforts are needed to involve alumni in program development through participation in surveys, and raising funds to support the vision, mission, and goals of the PHP and its expansion into new public health areas. Plans for Improvement The PHP will work closely with the PHP Advisory Board members; their expertise and experiences will be used to inform the Program’s strategic plan. The PHP will involve more stakeholders (alumni, students, Advisory Board Members, and other community leaders) to review the curriculum, discuss growth opportunities, student enrollment, and the Program’s finances. The PHP will continue to conduct alumni and employer surveys to continually improve its programs.

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C1. Fiscal Resources

The program has financial resources adequate to fulfill its stated mission and goals. Financial support is adequate to sustain all core functions, including offering coursework and other elements necessary to support the full array of degrees and ongoing operations. 1) Describe the program’s budget processes, including all sources of funding. This

description addresses the following, as applicable: a) Briefly describe how the program pays for faculty salaries. If this varies by individual

or appointment type, indicate this and provide examples. If faculty salaries are paid by an entity other than the program (such as a department or college), explain. CMU supports colleges and academic units’ general operating funds annually using revenues generated from the following sources: (1) The Michigan State Legislature; (2) student tuition and fees; (3) payments received from external sources for Facilities and Administrative costs; and (4) other gifts. The budgetary process for all academic units is well-defined. The budgetary and allocation process begins with the Program Directors who prepare and submit the requests to the Division Director. In turn, the Division Director submits the requests to the HSC Chair. The Chair gathers the information from various academic units in the School and discusses the needs with the CHP Dean. Following the Dean's approval, the proposed budget is sent to the Office of Financial Planning & Budgets for review. The Office of Financial Planning & Budgets reports directly to the Vice President of Finance and Administrative Services. He brings the budget to the attention of the President of the University, who in turn presents it to CMU’s Board of Trustees (BOT) for final approval. CMU allocates state funds to each of the seven academic colleges in accordance with state legislative directives, BOT policies, and CMU principles. The tuition for all students is set and approved by the BOT. However, based on market value and special need for enhanced activities (e.g., professional internship, career advising, etc.), an individual program may justify a tuition increase above the set tuition. Although tuition payments go into the University account, CMU has a revenue-sharing model in place. Faculty salaries are fully guaranteed. The amount paid varies by individual contract and appointment type. This appointment type may be full-time faculty, fixed-term faculty, adjunct faculty, clerical staff or graduate assistant (GA). Departments pay faculty salaries using tuition revenues and state appropriation funds. In the case that a given department did not raise enough tuition revenue to meet its needs, the College contributes additional funds to ensure overall equity and fiscal alignment. The university encourages faculty to conduct research to contribute to the development of the sciences and fully pays their salaries during research endeavors.

b) Briefly describe how the program requests and/or obtains additional faculty or staff (additional = not replacements for individuals who left). If multiple models are possible, indicate this and provide examples. Faculty and staff positions are defined during the academic planning and analysis process. To request additional faculty or staff positions (additional = not replacements for individuals who left), the DPH Director or MPH Program Director submits a request justifying the need for a new position to the HSC Chair who then forwards the request to the CHP’s Dean. If the Dean supports the request, he seeks approval from the Executive Vice President/Provost,

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who has the final hiring decision. Following authorization, the hiring manager (the DPH Director or MPH Program Director) can initiate the hiring process. This entails submission of the job description to either Faculty Personnel Services (FPS), for a faculty position, or Human Resources (HR), for a staff position. Upon approval, either FPS or the HR publishes the job description on high impact sites including the CMU HR site, the APHA CareerMart job site. The hiring process is outlined in the hiring guidelines located in the electronic resource file (ERF C1-b). CMU affirms its continued commitment to affirmative action and equal employment opportunity in all of its hiring practices. The University recognizes that it must develop and implement specific hiring practices and procedures to assure equal employment opportunity and establish an effective affirmative action program. The development and implementation of an affirmative action/equal opportunity hiring process includes an expansive search that increases the quality of candidates for vacancies and hence the excellence of the university’s faculty and staff. The university’s overall affirmative action commitments, programs, and policies are contained in the Affirmative Action Protocol located in the electronic resource file (ERF C1-b). The University’s official statement is: “CMU, an AA/EO institution, strongly and actively strives to increase diversity and provide equal opportunity within its community. CMU does not discriminate against persons based on age, color, disability, ethnicity, gender, gender expression, gender identity, genetic information, height, marital status, national origin, political persuasion, pregnancy, childbirth or related medical conditions, race, religion, sex, sex-based stereotypes, sexual orientation, transgender status, veteran status, or weight (see http://www.cmich.edu/ocrie).” CMU provides individuals with disabilities reasonable accommodations to participate in university activities, programs, and services.

c) Describe how the program funds the following: a. Operational costs (programs define “operational” in their own contexts; definition

must be included in response) Operational costs are defined as Personnel (salaries), Supplies (including printing, phones, office supplies, etc.), Equipment costs (lab equipment and computer equipment), and Professional Development (travel for faculty and staff travel to meetings, conferences). The Program funds operational costs through several major revenue sources including tuition, student fees, state appropriations, and external grants and contracts. The 15 Michigan Public Universities receive formula funding from the Michigan State Legislature based on the number of students and the areas of study. The 2017-2018 CMU Fiscal Year Equated Students (FYES) was $20,804. One FYES is equal to 30 credit hours at the undergraduate level.

b. Student support, including scholarships, support for student conference travel, support for student activities, etc. The program provides student support, including scholarships (Mary Lou Bruce Travel Fund, Minelli Family, Haidar, Fisher), for student conference travel, support for student activities using tuition revenues and state appropriate funds, gifts, and/or donations. In addition, the HSC uses money generated from the vending machines in the School to support students. Furthermore, the ORGS, through internal funding mechanism, provides

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travel funds for students to attend and present at conferences. CHP provides matching funds for student research through the Research Infrastructure Committee.

c. Faculty development expenses, including travel support. If this varies by individual or appointment type, indicate this and provide examples Faculty members in HSC receive an initial faculty research start-up allocation and an annual amount of $1,500 to cover faculty development expenses, including travel to conferences. Faculty can also apply for additional funding through the Faculty Research and Creative Endeavors (FRCE) funds if they are presenting research at a professional conference. This funding is available on a first-come, first-served basis.

d) In general terms, describe how the program requests and/or obtains additional funds for operational costs, student support and faculty development expenses. The program can request additional funds for operational costs, student support and faculty development expenses, using several means: requesting additional institutional support, receiving external grant funding, and requesting additional state funding. The request for additional state funding is at the University’s discretion. To receive additional institutional support, the DPH Director or MPH Program Director submits a request to the CHP Dean who has the final authority to grant or deny the request. For example, the MPH Program requested additional support to organize two annual workshops, the Cochrane Systematic Review and Geographic Information System (GIS) workshops.

e) Explain how tuition and fees paid by students are returned to the program. If the program receives a share rather than the full amount, explain, in general terms, how the share returned is determined. If the program’s funding is allocated in a way that does not bear a relationship to tuition and fees generated, indicate this and explain. All tuition dollars generated by departments residing within a college are credited to the departments’ respective cost centers. The college has an assessment rate established by the University which is used to pay for centralized services and infrastructure expenses rather than charging these expenses directly to individual cost centers. The assessment rate is applied to all of the college’s tuition revenue and state appropriations. The remainder is assigned to department and/or program budgets based on their expense needs and requirements as determined by the Dean of the college in consultation with department chairs, program directors and division directors. In the case of a new program such as the MPH, the tuition and state appropriations generated do not initially cover all of the program’s expenses so the college provides additional support to that program. This is the case with the MPH Program. In FY 2018-2019, tuition and state appropriations generated by the program amount to $583,000 while the program’s expenses are expected to be approximately $810,000 in addition to library and marketing expenses.

f) Explain how indirect costs associated with grants and contracts are returned to the program and/or individual faculty members. If the program and its faculty do not receive funding through this mechanism, explain. The ORGS and the CHP share the indirect costs associated with grants and contracts. The ORGS receives 55%; whereas the CHP retains 45%. These funds are also used to support many programs, including the PHP. The College returns a portion of this amount to the principal investigator in the form of course release, etc. Furthermore, the CHP uses the indirect costs to fund early faculty investigator and student research.

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If the program is a multi-partner unit sponsored by two or more universities (as defined in Criterion A2), the responses must make clear the financial contributions of each sponsoring university to the overall program budget. The description must explain how tuition and other income is shared, including indirect cost returns for research generated by PHP faculty appointed at any institution.

Not Applicable.

2) A clearly formulated program budget statement in the format of Template C1-1, showing

sources of all available funds and expenditures by major categories, for the last five years.

Template C1-1. Sources of Funds and Expenditures

Sources of Funds and Expenditures by Major Category

2014-15 2015-16 2016-17 2017-18

Source of Funds

Tuition & Fees $ 4,509,409.00 $ 4,278,892.00 $ 4,535,267.00 $ 4,309,334.00

University Funds (State Appropriation)

$ 1,181,889.00 $ 1,306,828.00 $ 1,475,728.00 $ 1,529,989.00

Other: CHP Research Start-Up

$ 18,149.00 $ 248,440.00

Other: CHP Moving Expenses

$ 4,977.00 $ 12,859.00

Total $ 5,691,298.00 $ 5,608,846.00 $ 6,272,294.00 $ 5,839,323.00

Faculty Salaries & Benefits

$ 1,105,934.00 $ 1,047,275.00 $ 1,449,542.00 $ 1,543,817.00

Staff Salaries & Benefits

$ 46,337.00 $ 48,684.00 $ 94,468.00 $ 93,119.00

Operations $ 8,094.00 $ 18,845.00 $ 32,406.00 $ 25,556.00

Travel $ 20,119.00 $ 18,992.00 $ 23,861.00 $ 16,112.00

Student Support (GAs)*

$ 45,082.00 $ 52,080.00 $ 112,355.00 $ 129,670.00

University Tax $ 2,986,056.00 $ 2,907,269.00 $ 3,261,252.00 $ 3,160,461.00

Other: CHP Research Start-Up

$ - $ 18,149.00 $ 248,440.00 $ -

Total $ 4,211,622.00 $ 4,111,294.00 $ 5,222,324.00 $ 4,968,735.00

If the program is a multi-partner unit sponsored by two or more universities (as defined in Criterion A2), the budget statement must make clear the financial contributions of each sponsoring university to the overall program budget.

Not Applicable.

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3) If applicable, assess strengths and weaknesses related to this criterion and plans for improvement in this area. Strengths The PHP has sufficient financial resources to deliver quality instruction and support faculty, staff, students, and GAs. CMU has clear and well-defined procedures for budget development and resource distribution to fulfill its stated vison, mission, goals, and instruction, service, and scholarly objectives. Weaknesses The State of Michigan has not fully recovered from the last economic recession. Considering the need of the entire State operations, the state leaders decided to decrease the appropriations to the public education, which includes funding to higher education institutions and public education as a whole (K-12). The declining number of students graduating from high school is also a matter of great concern since it also affects tuition revenue. The decline in resources may compromise the quality of education in Michigan. This issue is considered more of a threat to the Program, than a weakness. Plans for Improvement CHP is developing alternative revenue streams such as building a strong network of alumni who can continue to support the College. PHP aims to increase its enrollment through targeted recruitment and new program offerings, potentially including new MPH concentrations in Health Systems Management and Epidemiology, and a dual program MD/MPH. The launch of the online MPH program in Fall 2018 has also led to increased enrollment. Other plans include increasing direct recruitment of CMU undergraduate students from various programs and student organizations, and continual recruitment of international students. The PHP will also increase recruitment through high school job fairs, and other CMU events like CMU and You Day, CHP Discovery Days, and Fire Up Friday events to generate additional student interest. The PHE also offers many courses online and possesses the largest number of online undergraduate courses within HSC. The PHP will continue to promote research and scholarly activity to attract more research funds, with a goal to develop at least two new external grant proposals per academic year.

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C2. Faculty Resources

The program has adequate faculty, including primary instructional faculty and non-primary instructional faculty, to fulfill its stated mission and goals. This support is adequate to sustain all core functions, including offering coursework and advising students. The stability of resources is a factor in evaluating resource adequacy. Students’ access to a range of intellectual perspectives and to breadth of thought in their chosen fields of study is an important component of quality, as is faculty access to colleagues with shared interests and expertise. All identified faculty must have regular instructional responsibility in the area. Individuals who perform research in a given area but do not have some regular expectations for instruction cannot serve as one of the three to five listed members.

1) A table demonstrating the adequacy of the program’s instructional faculty resources in the

format of Template C2-1. As illustrated in Template C2-1, there are eight primary instructional faculty (PIF) fully assigned to the PHP. In addition, four non-primary instructional faculty (Non-PIF) members contribute to the PHP by teaching courses and, for some, serving on committees.

Template C2-1. Primary Instructional Faculty (Programs)

FIRST DEGREE LEVEL

SECOND DEGREE LEVEL

THIRD DEGREE LEVEL

ADDITIONAL FACULTY+

CONCENTRATION PIF 1* PIF 2* FACULTY 3^ PIF 4* PIF 5*

Public Health

Practice Dr. Joseph Inungu (1.0)

Dr. Shayesteh Jahanfar

(1.0)

Dr. Andrew Kim (1.0)

N/A N/A PIF: 1, Non-PIF: 2

MPH

Public Health

Education Dr. Jodi

Brookins-Fisher (1.0)

Dr. Salma Haidar (1.0)

Dr. Frank Snyder (1.0)

N/A N/A PIF: 2, Non-PIF: 2

BA, BAA, BS

TOTALS: Named PIF 6

Total PIF 9

Non-PIF 4 2) Explain the method for calculating FTE for faculty in the templates and evidence of the

calculation method’s implementation. Programs must present calculation methods for primary instructional and non-primary instructional faculty. The program uses a simple formula to calculate Full-Time Equivalent (FTE). One (1.0) FTE PIF is equivalent to teaching 3 courses with 3 credits each (per semester) in addition to other teaching responsibilities; conducting scholarly activity; and university, professional, and community service.

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Non-PIF include those faculty that are <0.5 FTE, primarily teach, and are paid per course. Contracts are renewed on an annual review cycle. One (1.0) FTE student equals 18 graduate credits completed per academic year. It is expected that each graduate student take 9 credits/semester. Calculation: (# Students x 18 credits)/16 = FTE student equivalent.

3) If applicable, provide a narrative explanation that supplements reviewers’ understanding of data in the templates. In addition to teaching, the nine PIF members also engage in the scholarly activities, research, and service (e.g., committee members, professional organization members). Non-PIF are involved in teaching, or administrative responsibilities. Contractually, they are not expected to be involved in research.

4) Data on the following for the most recent year in the format of Template C2-2. See Template C2-2 for additional definitions and parameters.

Template C2-2. Faculty Regularly Involved in Advising, Mentoring, and Integrative Experiences

General Advising & Career Counseling

Degree level Average Min Max

Bachelor’s 66:1 1:1 90:1

Master’s 9:1 1:1 15:1

Advising in MPH Integrative Experience

Average Min Max

3:1 1:1 6:1

Supervision/Advising of Bachelor's Cumulative or Experiential

Activity Average Min Max

27:1 1:1 30:1

Advising ratios The advising load differs between the undergraduate and the graduate programs. In the MPH program, the average advisee to faculty ratio is nine students per faculty. Although the MPH PIF (Drs. Inungu, Jahanfar, Akinmoladun, and Kim) are responsible for advising MPH students, other Non-PIF who teach in the MPH program (Drs. Snyder, Kushion, and Farrar) also advise students in selected areas of expertise such as qualitative research, applied practice experience placement, etc. Additionally, MPH students enrolled in course MPH 796 Integrative Learning Experience to complete their Plan B project must have a committee of three faculty members to oversee their ILE project. The committee is made of a chair, academic advisor, and one faculty member.

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The undergraduate program uses a different advising approach. CMU is instituting a centralized advising service for undergraduate students. In the PHE program, one faculty member (Ms. Leah Rutkowski) advises all undergraduate students, with the remaining PHE faculty serving in secondary advising roles (Drs. Brookins-Fisher, Haidar, Minelli, and Snyder). In addition, undergraduate students have access to the Student Service Center within the CHP for additional support. The undergraduate students can also consult the faculty members for advice in selected areas of expertise (research, grant writing, internships, etc.).

5) Quantitative data on student perceptions of the following for the most recent year: a. Class size and its relation to quality of learning (e.g., the class size was conducive to

my learning) PHP administered an online Student Exit Survey that included an item to elicit student input on class size. Students used a Likert-scale of 1-5, with 1 as very satisfied, to rate their overall satisfaction with class size. MPH and PHE student responses are summarized in Figure C2-5a below. A copy of the student exit survey results is located in the electronic resource file (ERF C2-5).

Figure C2-5a Student Satisfaction with Class Size

As shown in the Figure C2-5a, students reported the following:

100% of MPH respondents were either very satisfied or satisfied with the class size in the program.

100% of PHE respondents were either very satisfied or satisfied with the class size in the program.

b. Availability of faculty (i.e., Likert scale of 1-5, with 5 as very satisfied)

The same online Student Exit Survey included an item to elicit student input on faculty availability. Students used a Likert-scale of 1-5, with 1 as very satisfied, to rate their overall satisfaction with class size.

0%

10%

20%

30%

40%

50%

60%

70%

80%

MPH PHE

Student Satisfaction with Class Size

Very Satisfied Satisfied

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MPH and PHE student responses are summarized in Figure C2-5a below. Complete survey results are located in the electronic resource file (ERF C2-5).

Figure C2-5b Student Satisfaction with Faculty Availability As shown in the Figure C2-5b, students reported the following:

100% of MPH respondents were either very satisfied or satisfied with faculty availability.

80% of PHE respondents were either very satisfied or satisfied with faculty availability.

Additionally, PHP administered an alumni survey to elicit alumni perception about program faculty availability. Table C5-2c below summarizes alumni perceptions of faculty availability and its conduciveness to learning. A high percentage of MPH and PHE alumni felt that program faculty were available for assistance, they were sensitive to students’ needs, and were supportive of students and provided constructive feedback. However, the perception about faculty knowledge, competence and preparedness is relatively low for the MPH program.

Table C2-5c Alumni Satisfaction with Faculty Availability Characteristics MPH (N=8) PHE (N=9)

Strongly agree Agree Strongly agree Agree Program faculty were available for assistance

87.5% 12.5% 74.0% 21.7%

Program faculty were sensitive to students’ needs

75.0% 12.5% 69.6% 21.7%

Program faculty were supportive of the students and provided constructive feedback

75.0% 12.5% 56.6% 34.8%

Program faculty were competent, knowledgeable, and well prepared

37.5% 37.5% 73.9% 17.4%

0%

10%

20%

30%

40%

50%

60%

70%

MPH PHE

Student Satisfaction with Faculty Availability

Very Satisfied Satisfied

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6) Qualitative data on student perceptions of class size and availability of faculty.

Sixteen MPH students participated in a qualitative survey, Most respondents were very satisfied with the small class size. It promotes dialogue and collaboration with classmates. They were also unanimous about faculty availability. Faculty are always available during office hours. We administered the same qualitative survey to 14 undergraduate students. They like small class size because it allows them to interact with their peers during group assignment. It allows the instructors to know each student personally and provide more personalized feedback. They felt that faculty in the PHE are approachable. They have good office hours. In addition, they are flexible and practice open doors policy. The majority of respondents stated that they never experienced a problem meeting with a faculty member. They make students feel heard. The Qualitative Student Survey instrument is located in the electronic resource file (ERF C2-6).


Strengths According to the student surveys, the classes are appropriately sized. Students are also predominantly satisfied regarding faculty availability. CMU offers many opportunities to advise students (nine PIF and four Non-PIF, CHP Student Service Center, CMU advising, General Curriculum advising). Weaknesses While a centralized advising system for undergraduate students promotes consistency, it may also lead to confusion as students seek advice from different advisors. Efforts must be made in the future to increase the students’ satisfaction to very satisfied. The MPH will further investigate to understand the low level of satisfaction with faculty knowledge and preparedness.

Plans for Improvement The administration of the Exit Survey will allow the PHP to collect data on students’ perceptions about faculty availability, class size, and advising effectiveness to monitor progress made to improve these areas. Based on students’ feedback, the MPH program replaced the faculty who taught MPH 666 Substance Abuse Services. A new faculty has been hired to teach courses on communication and informatics to address students’ comments. Continue to work with CHP Student Service Center and University-level advising staff to ensure the advising process is best meeting student needs.

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C3. Staff and Other Personnel Resources

The program has staff and other personnel adequate to fulfill its stated mission and goals. The stability of resources is a factor in evaluating resource adequacy.

1) A table defining the number of the program’s staff support for the year in which the site

visit will take place by role or function in the format of Template C3-1. Designate any staff resources that are shared with other units outside the unit of accreditation.

Template C3-1. Staff Support

Role/function FTE

Administrative Assistant 1.0

Secretary 2.0

Graduate Assistants 5.0

2) Provide a narrative description, which may be supported by data if applicable, of the contributions of other personnel. The DPH has, as highlighted in Template C3-1 above, a three-member administrative support staff which includes three office professionals (OP). The staff is coordinated by the Administrative Assistant who distributes relevant administrative responsibilities, and provides administrative support for program-related activities such as student-related services, course scheduling and the preparation and updating of program policy documents. The administrative assistant and secretary engage in various departmental and programmatic duties and assist faculty by providing secretarial services which are aligned with teaching, research, and scholarly activities. Note that the office staff is shared with other divisions within HSC. The Baccalaureate program staff is also assisted by four student workers (0.3 FTE each). The MPH program is assisted by 2.0 GAs and the PHE program is assisted by 3.0 GAs who carry administrative duties.

3) Provide narrative and/or data that support the assertion that the program’s staff and other

personnel support is sufficient or not sufficient. The program’s staff and other personnel are sufficient to support the program. As stated above, the PHP has one administrative assistant for the undergraduate program (shared with other HSC divisions) and one secretary for the MPH program. Several GAs participate in various program committees. With the recent hiring of the MPH Internship Coordinator, the program is fully staffed to meet its needs.


improvement in this area.

Strengths The PHP has enough staff to provide administrative support to the program.

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Weaknesses The MPH program will need additional support for grant management instead of relying of the existing staff with limited training in grant writing. Course HSC 599SL Public Health Internship, in the undergraduate program, is coordinated by a tenure-track faculty member who agrees to do this for supplemental pay. There is no regular faculty position assigned to this responsibility. Plans for Improvement The PHP plans to seek approval to add a new faculty position to serve as the PHE Internship Coordinator.

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C4. Physical Resources

The program has physical resources adequate to fulfill its stated mission and goals and to support instructional programs. Physical resources include faculty and staff office space, classroom space, student shared space and laboratories, as applicable.

1) Briefly describe, with data as applicable, the following. (Note: square footage is not

required unless specifically relevant to the program’s narrative.) Faculty office space

The Health Professions Building (HPB) contains faculty and staff offices that range from 100 to 126 sq. ft., along with GA office space at 380 sq. ft. Although faculty and staff offices are spread throughout the building, they are, primarily, grouped by disciplines (Audiology, Public Health, Exercise Science etc.).

Staff office space The Office for Healthcare Information Technology (IT) is located on the second floor of building. Instructional support is available to assist faculty and students with the use of technology and the conversion of course materials into a web‐ready format for use in online courses.

Classrooms CHP is housed within the two-story, state‐of‐the‐art HPB that contains 10 multi-media classrooms with the square footage ranging from 559 sq. ft., to 1714 sq. ft. The classrooms can seat 25 to 82 students. Classrooms are equipped with up-to-date computers that include capability to run web browsers, Blackboard Learning platform, statistical software, Microsoft Office for delivery of course materials, as well as email. The HPB contains five conference rooms, each with teleconference equipment.

Shared student space The first floor of the Health Professions Building offers public space options that students can use as shared areas. A small Starbucks café and garden with outside seating are a few examples that offer opportunities for students to meet and interact. The Student Service Center is located on the first floor of the Building at the center of the shared public space. This Center offers several services including student advising. The shared public space has 5 shared computer terminals spread out on the first floor atrium. All students have access to the public areas of the buildings from 7:00 a.m. to 10:00 p.m., Monday through Thursday, and 7:00 a.m. to 6:00 p.m. on Friday.

Laboratories, if applicable to public health degree program offerings The Anatomy and Physiology laboratories are located on the second floor of HPB. Opened in 2004, the HPB houses several clinical and research programs. It provides students and faculty access to the latest technologies for teaching, learning, research, and clinical practice in a beautiful and open environment.

The physical space is sufficient for the program to carry out its mission.

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2) Provide narrative and/or data that support the assertion that the physical space is sufficient or not sufficient. The two-story state‐of‐the‐art HPB offers sufficient physical space to accommodate the program for many years to come. With the financial support from the State of Michigan, CMU is adding a new wing to the HPB offering further opportunities for expanding the program.


improvement in this area. Strengths The Program has sufficient resources in terms of offices, classrooms, laboratories, computer facilities, and other community resources to fulfill its stated vision, mission, goals, and objectives and its instruction, service, and scholarly objectives. The Program is housed in a state-of-the-art building that enhances the quality of instruction and promotes research collaboration. Weaknesses There are no identified weaknesses in physical space. Plans for Improvement The University will add new infrastructure to support growing programs, including PHP. The new addition to HPB, call the Center for Integrated Health Studies (CIHS) will address significant student demand and expand health care expertise and services across rural and medically underserved areas. The $26 million Center will include 62,000 square feet of space where students will be part of an interprofessional education model that emphasizes teamwork among all healthcare professionals

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C5. Information and Technology Resources

The program has information and technology resources adequate to fulfill its stated mission and goals and to support instructional programs. Information and technology resources include library resources, student access to hardware and software (including access to specific software or other technology required for instructional programs), faculty access to hardware and software (including access to specific software required for the instructional programs offered) and technical assistance for students and faculty.

1) Briefly describe, with data if applicable, the following:

library resources and support available for students and faculty The University library has a reference librarian dedicated to CHP programs providing specialized expertise to faculty, staff, and students. Reference assistance is available during library hours. In addition to personal and phone reference, librarians are also available to provide services via chat, text-messaging, and email. Faculty may arrange to have a reference librarian meet with classes to discuss resources. During the semester, the library is open 96 hours per week with an additional extended-hours study room on the first-floor, with is open 24 hours-a-day.

student access to hardware and software (including access to specific software or other technology required for instructional programs) The HPB has a full-time technology staff dedicated to maintaining systems and assisting students and faculty members. Technology staff are available during all building hours. Extended IT support is available via the CMU IT Help Desk during evening and weekend hours. Students have access to software both on campus and off campus through CMU’s Virtual Lab. Software available to all students includes Microsoft Office, Minitab, Stata, SPSS, Qualtrics, and Endnote. Web-based email assures ready access to email for both faculty and students.

faculty access to hardware and software (including access to specific software or

other technology required for instructional programs) Full multimedia support is available in each classroom with a “smart” podium with LCD projection, document projection, video, and laptop connection available for all courses. Thirty instructional computers with printing capabilities are available. Wireless internet connectivity is also available throughout the building. Faculty have access to software on campus and off campus through CMU’s Virtual Lab. Software available to all faculty includes Microsoft Office, Minitab, SPSS, Stata, Qualtrics, and Endnote. Newly hired tenure-track faculty receive research start-up funds that can be used to purchase software and hardware necessary for their research. In addition, faculty within HSC receive annual professional development funds that faculty can use to purchase hardware and software. CHP provides new computer equipment to faculty and staff within the College on average, every 5 years.

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technical assistance available for students and faculty CHP provides IT support for computers, software, and classroom needs. Students may contact Media Services to check out laptops, and other equipment for class-related activities and presentations. In addition to the 400 patron computers available in the CMU’s Park Library, other computer-research stations exist in multiple sites on campus. A Lab Applications desktop icon allows identical access to many software programs throughout campus. The Office of Information Technology has a mission “to enable learning, teaching, and research through technology.” This technology-rich environment enables the establishment of broader avenues of communication, encourages collaborative efforts across campus and the larger community, and enhances the learning and research efforts of its constituents.

2) Provide narrative and/or data that support the assertion that information and technology resources are sufficient or not sufficient. The Charles V. Park Library provides 306,988 square feet of modern physical space including 21 group study rooms, 2,655 seats, and storage space for 1.3 million print volumes. Over 400 patron computers are available for use and offer a variety of new technology-based services and resources linked from the library homepage (library.cmich.edu). The entire library catalog is available for search online with a virtual reference desk. The library subscribes to numerous online research databases which link to many full-text electronic journals. Online tutorials provide guidelines for academic integrity, citing sources, and searching databases. Authentication through a proxy server allows CMU-affiliated users 24/7 access to library resources. CMU Libraries’ has access to journals through subscriptions to major journal packages including those from Elsevier, Springer and Wiley, through online full-text databases such as Cumulative Index to Nursing and Allied Health (CINAHL) and by individual institutional journal subscriptions. The majority of journals are available in an electronic format and can be accessed by CMU students, faculty, and staff either on or off-campus (via Virtual Lab). The examples below are a few of the journals related to the field of public health for which current content is available:

American Journal of Epidemiology American Journal of Preventive Medicine American Journal of Public Health Biomedical and Environmental Sciences Environmental Health and Preventive Medicine Epidemiologic Reviews Journal of Environmental Health

Faculty, students, and staff may order journal articles for which CMU Libraries does not have access through CMU Libraries’ Documents on Demand office. CMU Libraries has subscriptions to many online research databases and electronic collections relevant to Environmental Health and Safety. Except as noted below, access is available to students, faculty and staff, both on-campus and online. The following electronic collections are also available:

Access Medicine Applied Science and Technology CINAHL Plus General Science Medline PubMed

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Strengths CMU has state-of-the-art information and technology infrastructures. Weaknesses CHP provides limited mobile resources (such as iPads, tablets, and other technology) for faculty use for in field work and research. Faculty technology replacement schedules cover a span of five years. Plans for Improvement CHP has a plan to purchase and update the technology in the HPB to serve faculty, as well as students.

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D1. MPH Foundational Public Health Knowledge

The program ensures that all MPH graduates are grounded in foundational public health knowledge. The program validates MPH students’ foundational public health knowledge through appropriate methods.

1) Provide a matrix, in the format of Template D1-1 that indicates how all MPH students are

grounded in each of the defined foundational public health learning objectives (1-12). The matrix must identify all options for MPH students used by the program. As a new program aspiring to achieve CEPH accreditation, the MPH program at CMU adheres scrupulously to the 2016 revised accreditation criteria. The program ensures that all MPH students are grounded in foundational public health knowledge through appropriate methods. After matching the MPH program learning objectives to CEPH’s foundational public health knowledge learning objectives, the Curriculum and Development Committee determined the need to reinforce the foundational public health learning objective relative to public health history, philosophy, and values. Because students are admitted into the Program from different educational backgrounds, new modules were developed to deliver this content during the three-day MPH Orientation for face-to face students. The module covers the history of public health, the major milestones reached throughout the years, the core functions of public health, the ten essential services of public health, and the core values rooted in social justice. Online students access the same module through the Blackboard Learning portal. In 2019, this module will be delivered to both online and face-to-face students through Blackboard Learning. Template D1-1 indicates the required introductory public health learning objectives. The introductory public health learning objectives are also addressed in course MPH 652 Public Health Environmental Science.

Template D1-1. Content Coverage for MPH Degree

Content Course number(s) & name(s) or other educational requirements

1. Explain public health history, philosophy and values

MPH 652 Public Health Environmental Science

MPH Orientation

2. Identify the core functions of public health and the 10 Essential Services*

MPH 648 Health Policy and Management

MPH 654 Public Health Leadership

3. Explain the role of quantitative and qualitative methods and sciences in describing and assessing a population’s health

MPH 670 Methods in Public Health Research

MPH 640 Biostatistics for Public Health

4. List major causes and trends of morbidity and mortality in the US or other community relevant to the program

MPH 646 Epidemiology for Public Health

MPH 650 Biological Basis of Public Health

5. Discuss the science of primary, secondary and tertiary prevention in population health, including health promotion, screening, etc.


6. Explain the critical importance of evidence in advancing public health knowledge

MPH 642 Health Education Theories


Cochrane Systematic Review Workshop

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7. Explain effects of environmental factors on a population’s health


8. Explain biological and genetic factors that affect a population’s health


9. Explain behavioral and psychological factors that affect a population’s health

MPH 644 Rural Health

10. Explain the social, political and economic determinants of health and how they contribute to population health and health inequities

MPH 644 Rural Health


11. Explain how globalization affects global burdens of disease


12. Explain an ecological perspective on the connections among human health, animal health and ecosystem health (e.g., One Health)



2) Document the methods described above. This documentation must include all referenced syllabi, samples of tests or other assessments and web links or handbook excerpts that describe admissions prerequisites, as applicable. All referenced syllabi in Template D1-1 are included in the electronic resource file (ERF D1-2).


improvement in this area. Strengths The current MPH curriculum was designed using inputs from various stakeholders including faculty members, administrators, students, alumni, community members, and employers. The program was designed to meet all of the foundational public health knowledge. The Assessment and Curriculum Committee and the MPH Advisory Board members regularly assess the curriculum to ensure it meets the mission, goals, and objectives of the Program as well as the needs of employers. Weaknesses Because the curriculum for the PHE major was designed using the CEPH criteria, some MPH courses unfortunately repeat materials already covered at the undergraduate level. Plans for Improvement PHP plans to: (1) minimize a repeat of materials covered in the PHE major; (2) enhance curriculum as new needs arise in the community; and (3) develop new assessment tools to enhance data collection.

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D2. MPH Foundational Competencies

The program documents at least one specific, required assessment activity (e.g., component of existing course, paper, presentation, and test) for each competency, during which faculty or other qualified individuals (e.g., preceptors) validate the student’s ability to perform the competency. Assessment opportunities may occur in foundational courses that are common to all students, in courses that are required for a concentration or in other educational requirements outside of designated coursework, but the program must assess all MPH students, at least once, on each competency. Assessment may occur in simulations, group projects, presentations, written products, etc. This requirement also applies to students completing an MPH in combination with another degree (e.g., joint, dual, concurrent degrees). For combined degree students, assessment may take place in either degree program.

1) List the coursework and other learning experiences required for the program’s MPH

degrees, including the required curriculum for each concentration and combined degree option. Information may be provided in the format of Template D2-1 or in hyperlinks to student handbooks or webpages, but the documentation must present a clear depiction of the requirements for each MPH degree. The MPH program is a 48-credit hour program with a concentration in Public Health Practice. Its curriculum was designed to address the 22 CEPH competencies. All MPH students are required to take six public health foundational courses, including Epidemiology, Biostatistics, Environmental Health, Biological Basis, Health Policy and Management, and Theories. Additionally, students take five required courses, including Research Methods, Program Planning and Evaluation, Rural Health, and Applied Practical Experience. Then students complete nine credit hours in the public health practice concentration, including Informatics, Substance Abuse, and Maternal and Child Health. Before graduating, students conduct a six credit capstone project called an ILE. Students can transfer up to nine credits of coursework from another CEPH- accredited program, provided that the student earned a grade of B or higher in the course and the course is determined to be equivalent to courses taught in the MPH degree program at CMU. Students must submit a Graduate Transfer Credit Request form, a copy of the syllabus of the courses they want to receive credit, and an official transcript from each institution from which transfer credit is being requested. The faculty who teaches the course at CMU reviews the materials submitted to make a recommendation to the Program Director to approve or deny the request. See Template D2-1 for requirements for the MPH Degree, concentration in Public Health Practice.

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Template D2-1. MPH Degree Requirements, Public Health Practice Concentration

Course Number Course name Credit Foundational Courses (19 hours) MPH 640 Biostatistics in Public Health 4 (3-1) MPH 642 Health Education Theories 3 (3-0) MPH 646 Epidemiology for Public Health 3 (3-0) MPH 648* Health Policy and Management 3 (3-0) MPH 650 Biological Basis of Public Health 3 (3-0) MPH 652 Public Health Environmental Science 3 (3-0) Required Courses (14 hours) MPH 644 Rural Health 3 (3-0) MPH 654 Public Health Leadership 3 (3-0) MPH 655 Program Planning and Evaluation 3 (3-0) MPH 670 Methods in Public Health Research 3 (3-0) MPH 790 Applied Practice Experience 2(Spec) Required Culminating Experience (1-6 hours) MPH 796 Integrative Learning Experience 1-6(Spec) MPH 798 Thesis 1-6(Spec) Public Health Practice Concentration (9 hours) MPH 664 Public Health Communication and Informatics 3 (3-0) MPH 666 Substance Abuse Services 3 (3-0) MPH 667 Maternal and Child Health 3 (3-0)

TOTAL 48

2) Provide a matrix, in the format of Template D2-2, that indicates the assessment activity for each of the foundational competencies listed above (1-22). If the program addresses all of the listed foundational competencies in a single, common core curriculum, the program need only present a single matrix. If combined degree students do not complete the same core curriculum as students in the standalone MPH program, the program must present a separate matrix for each combined degree. If the program relies on concentration-specific courses to assess some of the foundational competencies listed above, the program must present a separate matrix for each concentration. Template D2-2 summarizes the 22 foundational competencies required for the MPH program, the courses which allow students to meet these competencies, and the assignments/tests or activities to validate the student’s ability to perform the competency.

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Template D2-2. Assessment of Competencies

Competency Course number(s) and name(s)*

Describe specific assessment opportunityⁿ

Evidence-based Approaches to Public Health

1. Apply epidemiological methods to the breadth of settings and situations in public health practice


Written Assignment: Public Health and Epidemiological Concepts. Each student will identify a clinical or public health problem in their field of choice (one of the 10 essential services). They are advised to consider major causes and trends of morbidity and mortality in the US or other countries in defining the problem They will then search key medical databases i.e. Medline, Embase and Cochrane to find 3 relevant peer-reviewed scientific papers addressing the problem. They will formulate the research question being assessed in the article and apply epidemiological concepts (such as what is the study design used, sample selection, biases, effect measures, confounders, effect modifiers, etc.) to critically appraise the published papers in a systematic manner. They will then synthesize the evidence and communicate the findings in the form of a written report. Finally, students apply the epidemiological knowledge in an integrated fashion to find an evidence based answer to a ‘real-life’ question.

2. Select quantitative and qualitative data collection methods appropriate for a given public health context


Project 4 Method: To successfully complete this assignment, students must select and define quantitative and/or qualitative data collection methods appropriate for their research question. You can collect your own data (primary data), use the National Center for Health Statistics (NCHS) secondary databases available at https://www.cdc.gov/nchs/data_access/ftp_data.htm, or use qualitative data obtained from a faculty member. The method section of a research paper typically utilizes the following subheadings: 1) Participants: In this method section, you describe who are the participants in your study, how many there are, and how they were selected (inclusion criteria); 2) Design: Describe the study design used: cross-sectional study, case control study etc.; 3) Procedure: Explain what you had participants do and how you collected data. Specify the variables as well as the levels of these variables. Clearly identify your independent and dependent variables; 4) Materials:

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See description on page 67. See description on page 67. Describe the tools, psychological assessment, questionnaires, images, or other materials used in the course of research; 5) Statistical analysis: Statistical package and tests used to analyze the data; and 6) Ethical review: Whether the study underwent ethical review.

2. Select quantitative and qualitative data collection methods appropriate for a given public health context

MPH 640 Biostatistics in Public Health

In class exercise: Various scenarios about different methods of quantitative data collection are presented. A discussion is held to understand why the selection of a given data collection method (interviews, assessment tools (psychological tools), measurement using a scale (weight etc.) is appropriate for a given public health issue or research question and what are the pros and cons of each method.

3. Analyze quantitative and qualitative data using biostatistics, informatics, computer-based programming and software, as appropriate


SPSS Project. To successfully fulfil the requirements for this assignment, students are asked to: 1) formulate a research question by searching literature and finding gaps, 2) finding a suitable large dataset, for instance, CDC dataset, that contains several variables (socio-demographic characteristics), 3) use SPSS to analyze the data, 4) produce figures and tables summarizing data (e.g. descriptive, bivariate) and rub regression analysis.


Project 4 Method: To successfully complete this assignment, students were asked to: (1) Describe how the data was collected (interview, focus group, secondary data, mixed methods); (2) describe to study sampling approach; (3) describe the variables included in the analysis; (4) describe the software used to analyze the data (Nvivo, SPSS, Atlas, STATA).

4. Interpret results of data analysis for public health research, policy or practice


SPSS Project. To successfully complete this assignment, students are asked to use the analyzed data to 1) interpret the results, 2) write critical discussion to explain findings, strengths, and limitations as well as clinical, public health or policy implication of the findings. The manuscript will contain introduction, methods, result, discussion, conclusion, and reference sections and will be presentable for publication in a scientific journal. Students are encouraged to prepare a poster or oral presentation to present the data in a public setting.

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4. Interpret results of data analysis for public health research, policy or practice


Project 5: Results and Discussion Sections - Final Paper. Students are expected to report on the findings of the study based upon the methodology [or methodologies] applied to gather information. The results section should state the findings of the research arranged in a logical sequence without bias or interpretation. Then the students will interpret and describe the significance of the findings in light of what was already known about the research problem being investigated, and to explain any new understanding or insights about the problem after you've taken the findings into consideration.

Public Health & Health Care Systems

5. Compare the organization, structure and function of health care, public health and regulatory systems across national and international settings


Writing Assignment 2 and Class Presentation 2. Students are required to select a country outside of the U.S., research its public health and healthcare system(s) and compare and contrast them to the U.S. public health system through both a written assignment and an in-class presentation. The students are graded separately for the paper and their presentation using the rubrics developed for the course.

6. Discuss the means by which structural bias, social inequities and racism undermine health and create challenges to achieving health equity at organizational, community and societal levels

MPH 644 Rural Health Project 1: Adverse Childhood Experiences and Racial Disparities. Adverse Childhood Experiences have been linked to risky health behaviors, chronic health conditions, low life potential, and early death. Students will be divided into six groups of 2 or 3. Each group will review one assigned article. Two outcomes are expected: a 20 minute- group presentation in class and an individual summary of the paper to be submitted to the instructor for grading.

Project 2: Case Studies: Past History and Current Public Health Challenges. Students will be assigned to 4 small groups: Alabama, Colorado, Iowa and Kentucky. Each group will read the corresponding chapter in the textbook and prepare a 30 minute-presentation on the different social, environmental, political, and economic factors associated with health inequity in each state. Each group will discuss culturally sensitive intervention currently being used to address health disparities in the state. Peer-evaluation approach is used to assign a grade to individual student.

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Planning & Management to Promote Health

7. Assess population needs, assets and capacities that affect communities’ health


Large Group Assignment. Students must form a mock coalition to conduct a community health needs assessment and develop improvement plan. Each student represents a different sector within the community and identifies the assets and capacities each sector will contribute to both the data collection and the health improvement plan. Students must identify: 1) Evidence-based model they are going to use to conduct the assessment, 2) Community of focus, 3) Data sources, 4) Priority areas and measurable objectives, 5) Communication plan, and 6) Evaluation plan. The class will develop a one-two page written summary of the community’s demographics, health issues, objectives, strategies and sector involvement. Sources of data must also be identified. The class will also develop a PowerPoint Presentation to illustrate the process used, the community demographics, health issues, objectives, strategies and how each sector is involved in resolving the health issues. Students are graded on their participation during the “coalition” meetings, the summary document and the group PowerPoint presentation.

MPH 655 Program Planning and Evaluation

Assignment 1: Community Needs Assessment. To develop a theory-based intervention, students must first carry out a community needs assessment consisting of identifying a community of interest, analyzing the needs using the PRECEDE-PROCEED model, prioritizing the needs and conducting the stakeholder analysis. Peer-evaluation approach will be used to assign a grade to each student.

8. Apply awareness of cultural values and practices to the design or implementation of public health policies or programs


In-Class Presentation 5. Using information learned from lecture and guest speakers, students review and present case studies related to serving clients or patients from different cultures to apply awareness of cultural values when implementing public health programs and policies.

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8. Apply awareness of cultural values and practices to the design or implementation of public health policies or programs


Assignment 2: Design A Theory-Based And Culturally Sensitive Intervention. Using information collected during the community needs assessment, design a social marketing intervention to address the identified need in the target population. Prepare a 30-minute presentation addressing the above. Peer-evaluation is used to assign the grade.

9. Design a population-based policy, program, project or intervention


Final Assignment. Students are expected to review the peer-reviewed literature to justify and design a population-based health behavior intervention, describing its targeted theoretical constructs and activities. Students complete a written assignment and oral presentation. A rubric will be used for grading.

10. Explain basic principles and tools of budget and resource management


Didactic: During this class, students are introduced to the basic principles and tools of budget and resource management. They learn the science of public health accounting and finance through long term and short-term financing, capital budget, programmatic budgeting and improvement, break even analysis, cost benefit analysis, preparation and analysis of financial statements, and government finance. They gain an understanding of accounting and financial information in organizational planning, implementation, control, reporting, and analysis. Microsoft Excel is a pre-requisite and requirement for the course. In-Class Exercises are carried out to allow students to explain the basic principles of budget and resource management and to give them the opportunity to design a budget including the different items (Staff salaries and Fringe benefits, expenses, supplies, overhead etc.). Final Project: At the end of the course, students are required to develop a public health business plan using theoretical knowledge from the course. They are required to design their own business plan that applies to real world problems. The business plan is the culminating experience for MPH students that covers the entire course. Students will learn invaluable skills in the dynamic environment of the public health sector where there are constant threats of program cuts, limited resources, and budgetary constraints.

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10. Explain basic principles and tools of budget and resource management


Assignment 2: Design A Theory-Based And Culturally Sensitive Intervention. In designing the intervention or the project, students are expected to develop a detailed budget that supports the strategies and activities necessary to carry out your work plan and explain the basic principles and tools of budget including types of budget, budget items, fringe benefits, and overhead. Include a budget narrative explaining the funds needed to implement the program.

11. Select methods to evaluate public health programs


Assignment 4: Program Evaluation Plan. Identify an ongoing public health program or intervention in your town. Seek the permission of the authorized person to evaluate their program. Students select the best method to evaluate the program and explain the strength for using that method. They can use either a qualitative or quantitative evaluation method. Prepare a 20 to 30-minute presentation addressing the logic model, the indicators, data collection and analysis.

Policy in Public Health

12. Discuss multiple dimensions of the policy-making process, including the roles of ethics and evidence


Didactic: Module 5 of the course covers the foundational concepts in policymaking. Students learn how policy is generated within the three branches of United States Government and how other actors (Companies, NGO’s, and other organizations) formulate their own policies and lobby in the health policy process. Students learn the core principles of health policy making through the formulation phase, implementation phase, and evaluation phase. Special emphasis is placed on the importance of ethics on policy development process. Students have a pragmatic understanding of the policy development process through the analysis of the Affordable Care Act.

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See description on page 72. See description on page 72. Policy Analysis Paper 1 Students will write a 5-page policy analysis paper addressing a public health policy of their choice. Students will describe the policy development process including formulation, Implementation, and Evaluation. They will identify the policy system (context) in which the policy was enacted and discuss how this process considered values, evidence, and ethics and discuss its impact on health.

13. Propose strategies to identify stakeholders and build coalitions and partnerships for influencing public health outcomes


Large Group Assignment. Students must form a mock coalition to conduct a community health needs assessment and develop improvement plan. Each student represents a different sector within the community and identifies the assets and capacities each sector will contribute to both the data collection and the health improvement plan.


Assignment 1: Community Needs Assessment. When developing a semester-long intervention/project, students must first carry out a community needs assessment using the PRECEDE-PROCEED model. Then they will prioritize the needs to be addressed. All these steps must and should be carried out with stakeholders. As part of the plan, students need to describe strategies used to identify stakeholders (Power/Interest grid is of several approaches) and discuss strategies to build partnerships.

14. Advocate for political, social or economic policies and programs that will improve health in diverse populations


Small Group Assignment 4. After advocacy and legislative lesson provided, two-person teams develop and present legislative testimony to advocate for public health policies and programs that will improve health in diverse populations.

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15. Evaluate policies for their impact on public health and health equity


Didactic: In Module 9, discussion takes place on how public health and social justice are inextricably linked. The capability of individuals to be healthy is a central consideration of social justice in Western societies. However, this broad consensus regarding the injustice of health inequalities contrasts with a lack of consensus regarding the injustice in the distribution of the underlying determinants of health, such as food and nutrition, housing, access to safe and potable water and adequate sanitation, safe and healthy working conditions, and a healthy environment. Ignoring this dualism in moral judgement leads to a lack of legitimacy of policies tackling health equity. To increase the legitimacy of policies tackling health inequalities, the importance of equal opportunities to achieve health should be discussed in relation to other social values, such as welfare. Health care is profoundly important in relation to health, but it is not the only factor to consider in pursuing health equity. Policy Analysis Paper 2 Students will conduct a literature review to identify public health initiatives that address health disparities with the goal of advancing health equity. They will prepare a 5-page policy analysis paper to describe one initiative of their choice and evaluate the implications and unintended consequences of the proposed policy to address the issue. They will examine the effects of the policy on the target populations with special emphasis on its effect on health equity. Students will discuss ways to mitigate the policy, if necessary, using existing supporting evidence.

Leadership

16. Apply principles of leadership, governance and management, which include creating a vision, empowering others, fostering collaboration and guiding decision making


In-Class Small Group Assignment 1. Working collaboratively, three teams construct an object with verbal instructions from student leaders applying various leadership styles. Students reflect and discuss the strengths and weaknesses of the leadership styles employed and how each fostered or hindered collaboration and decision making.

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Leadership

See description on page 74. See description on page 74. In-Class Small Group Assignment 2. Working collaboratively, two teams develop a governing board orientation by applying the principles of leadership, governance and decision making. Teams present orientation to the class (simulated governing board) through a PowerPoint presentation.

17. Apply negotiation and mediation skills to address organizational or community challenges


In-Class Small Group Assignment 3a. Group exercise in negotiations on determining class values by using materials developed by the Center for Creative Leadership. Students must work to apply negotiation skills to come to consensus on the final set of values. In-Class Small Group Assignment 3b. Students will utilize negotiation and mediation skills to select their community coalition facilitator(s) for large group project, sector selection and priority areas.

Communication

18. Select communication strategies for different audiences and sectors


Didactic: They will explain how environmental conditions affects the health problem. Students in group of 3 to 4 will create a 20 minutes’ presentation covering topics related to biological concepts related to public health . They will add 10 minutes’ questions and answers to the allotted time. They use media clips, power point slides, and interactive learning to help the class understand the assigned topics. The presentation will include important biological, physiological and pathophysiological concepts, discussion about the importance of the diseases discussed to public health. They will also explain how public health initiatives have dealt with the problem. Moreover, students will provide resources to share with the class. This work is then uploaded on Blackboard along with the group photo of presentation, any case studies or power point distributed. See description on page 76 for assessment.

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Communication

See description on page 75. See description on page 75. Group Presentation: Public Health and Biological/ Pathophysiological Concepts. Students will select communication strategies among the following PowerPoint Presentation, Social marketing strategy, use social media (Facebook, Video in YouTube) to explain the public health issue to different audiences including women, children, researchers, clinicians, and policy makers. This work is assessed using a rubric for group presentation. Students are assessed based on presenting different aspects (content, presentation style, ability to answer questions, creating fact sheets, audio or video presentations, presenting case study).

18. Select communication strategies for different audiences and sectors


In-Class Presentation 3. Students, working in small groups, develop and present a press statement on a public health issue and present it at a mock press conference geared toward specific population groups. Each group presents a different public health issue and audience/sector.

19. Communicate audience-appropriate public health content, both in writing and through oral presentation


Research Paper and Presentation. The assignment consists of both an oral presentation and a publishable quality paper on the topic of Public Health 3.0 and the public health leader’s role(s) from a systems thinking perspective. Oral Presentation. The final project includes a 5-minute (minimum) presentation on the elements of the research paper. The purpose of the oral presentation is to provide students with the opportunity to share their research with fellow students and to articulate their findings in a professional manner. Research Paper. As stated above, the topic of the research paper needs to address the concept of Public Health 3.0 and the role(s) of the public health leader and how he/she would apply systems thinking tools in the Public Health 3.0 (PH3) environment. Health.Gov defines Public Health 3.0 as “a major upgrade in public health practice to emphasize cross-sectoral environmental, policy, and systems-level actions that directly affect the social determinants of health and advance health equity.” (health.gov/news/category/public-health-3/).

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Communication

20. Describe the importance of cultural competence in communicating public health content


In-Class Presentation 3. Students, working in small groups, develop and present a press statement on a public health issue and present it at a mock press conference geared toward specific population groups. Each group presents a different public health issue and audience/sector. In-Class Presentation 5. Students review and present case studies related to serving clients/patients from different cultures to apply awareness of cultural values when implementing public health programs.

MPH 664 Public Health Communication and Informatics

Assignment for Learning Session 3. (a) Students learn the public health applications of social networks. They describe how the CDC, World Health Organization, the US Health and Human Services, and NIH utilize social networks to reach out to marginalized populations to raise their awareness about health and well-being.

Interprofessional Practice

21. Perform effectively on interprofessional^ teams

MPH 644 Rural Health Project 5: Older-Adult Home Visit and Health Improvement Program. Students from the College of Medicine, College of Health Professions, and College of Education (Social work program) perform Experiential Learning Older-Adult Home Visit and Health Improvement Program in mid-Michigan. They assess older adults’ health needs, risk of fall, and participation in activity of daily living. Students discuss their findings and make recommendations.

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Interprofessional Practice

21. Perform effectively on interprofessional^ teams

MPH 667 Study Abroad Course that includes Interprofessional Performance. Students will meet with Malaysian medical students, exchange ideas about maternal and child health. They also meet with representative of Ministry of Health in Malaysia, officers of Maternal Health Clinic and nurses from Child Health Clinic to learn about plans and programs related to maternal child health in Malaysia. Students will then engage in conversation with these experts to explain about plans and programs in USA. Students will be assessed via the feedbacks written for each visitation and/or internation.

Systems Thinking

22. Apply systems thinking tools to a public health issue


Assignment 3: Systems Thinking Assignments - Case Studies. Through didactic approach, students are introduced to systems thinking, a broad array of methods and tools that are increasingly being used to explain epidemics and inform programmatic expansion efforts. Causal loop diagram, Stock and flow, System dynamics, and archetypes were discussed. During in-class assignment, students will use the software Vensim to draw a causal loop diagram and Stock and Flow to portray different scenarios provided by the instructor. Then a group of 3 students review one of the 4 articles. Each group will prepare a PowerPoint Presentation to explain how systems thinking was used to improve or address a public health issue (Infectious disease prevention, health system management etc.)

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3) Include the most recent syllabus from each course listed in Template D2-1, or written guidelines, such as a handbook, for any required elements listed in Template D2-1 that do not have a syllabus. All referenced syllabi in Template D2-2 are included in the electronic resource file (ERF D2-3).

4) If applicable, assess strengths and weaknesses related to this criterion and plans for improvement in this area. Strengths The courses learning objectives were selected to allow students to meet the foundational competencies. Different assessment methods (tests, individual or group projects) are used to examine and validate students' ability to perform the competency. Weaknesses The assignment activities will likely change overtime as the program continues to grow. Plans for Improvement PHP plans to continue to develop improved assessment tools and adjust the curriculum as new needs arise within the community.

D3. DrPH Foundational Competencies Not Applicable.

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D4. MPH Concentration Competencies

The program defines at least five distinct competencies for each concentration or generalist degree at each degree level in addition to those listed in Criterion D2 or D3. The program documents at least one specific, required assessment activity (e.g., component of existing course, paper, presentation, and test) for each defined competency, during which faculty or other qualified individuals (e.g., preceptors) validate the student’s ability to perform the competency. If the program intends to prepare students for a specific credential (e.g., CHES/MCHES) that has defined competencies, the program documents coverage and assessment of those competencies throughout the curriculum.

1) Provide a matrix, in the format of Template D4-1, that lists at least five competencies in

addition to those defined in Criterion D2 or D3 for each MPH or DrPH concentration or generalist degree, including combined degree options, and indicates at least one assessment activity for each of the listed competencies. Typically, the program will present a separate matrix for each concentration. Template D4-1 below lists at least five competencies, in addition to those defined in Criterion D2 or D3, for the MPH public health practice concentration.

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Template D4-1. Assessment of Competencies for MPH in the Public Health Practice Concentration

Competency Course number(s) and name(s)


1. Apply social marketing and strategic communication principles to improve health outcomes in rural and underserved populations

MPH 664 Public Health Communication and Informatics

Assignment, Learning Session 2. Students design a public health intervention to improve health outcomes in rural and underserved populations. The intervention includes social marketing and strategic communication campaigns to reach the target audience. Students will use the LOGIC model to assist in program evaluation by providing a visual diagram of how the students social marketing campaign is intended to work. Students will have the choice of working with the CDC’s “Get Smart: Know When Antibiotics Work” or a School Network for Absenteeism program. Students will answer twenty questions to identify the focus of the intervention and stakeholders who are involved, how the program will be successful, what specific resources are needed, the target audience, defining the impact assessment strategy and evaluation plan.

2. Synthesize current literature and expert opinion for decision-making at multiple levels for rural and underserved populations.

MPH 667 Maternal and Child Health

Written Paper: Policy Paper or Quantitative Analysis of Maternal-Child Health Concepts. Students will identify a topic related to maternal and child health and search the literature systematically to identify relevant papers published within the last 5 years. Students will write a structured narrative review paper to identify existing gaps in the literature and discuss the implications on maternal and child public health services. To successfully complete the assignment, the paper should have the following sections: 1) Description of the issue/problem, nature and scope of the problem, type of data available to measure and monitor the problem, 2) Contextual factors relevant to the problem in at least two countries and at global level. Issues such as equity, political, economic, social, cultural, and religious as well as health service infrastructure and public health policies should be discussed. 3) Description of a major policy or programmatic strategy used to address the problem/issue (This can be a strategy used in one or both of the countries or one that is recommended by an international organization, such as the WHO, UNFPA, UNESCO). Finally the paper should include 4) a critical assessment of whether or not the policy is suitable in each of the two countries. This section should draw on the contextual analysis in section 2 and findings from program or policy evaluations, as available.

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2. Synthesize current literature and expert opinion for decision-making at multiple levels for rural and underserved populations.


Project 3: Literature Review Section. Students will review, synthesize and sum up the best available previously published work on a specific topic or question. A summary is important to identify where gaps exist and finding new ways to solving the problem.

3. Apply the core concepts of Family-Centered Care to the design, delivery, and evaluation of health care programs or public health policies that are grounded in mutually beneficial partnerships among health care providers, patients and families.

MPH 667 Maternal and Child Health

Didactic: Students will learn about family-centered care concepts. Example of family centered care will be introduced in the class. A research article about the effectiveness of this approach will be assigned as an intra class activity. Discussion will be held in the class to prompt other examples of family centered care related to maternal child health. Family-centered Care Assignment: Students interview family members including the mother, father, and children and use family input in a meaningful way in the design or delivery of clinical services, program planning and evaluation. Operationalize the “family-centered care” philosophical constructs (e.g., families and professionals share decision making; professionals use a strengths-based approach when working with families) and use these constructs to critique and strengthen practices, programs, or policies that affect MCH population groups. The assessment will test understanding of the family centered care concept and correct application of such understanding in design of public health programs or setting up a strategic plan to modify policies related to maternal child health.

4. Apply theoretical/conceptual models from health education and related disciplines and behavioral economics to develop an evidence-based intervention to address a mental health issue such as substance abuse.

MPH 666 Substance Abuse Services

Major Project: Students apply existing theoretical/conceptual models from health education and related disciplines (such as theory of diffusion of innovation, social cognitive theory, ecological model etc.) and behavioral economics to design an evidence-based intervention to address a substance abuse issue. This is a semester long group activity involving the development of a community-based strategy or initiative aimed at addressing an addiction disorder or chemical dependency. Define the problem, identify the theoretical model, identify the community to be served, and propose the intervention, and most importantly, discuss the action steps to be taken to implement your project.

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5. Apply strategic planning knowledge and skills to strengthen public health organizations in rural and underserved communities


Written Assignment 2: Using Kent county strategic planning report, students are asked to develop SWOT and TOW analyses as part of the overall strategic planning exercise including definition of vision, mission, objectives, SWOT analysis and development of solutions (TOWS).

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2) For degrees that allow students to tailor competencies at an individual level in

consultation with an advisor, the program must present evidence, including policies and sample documents, that demonstrate that each student and advisor create a matrix in the format of Template D4-1 for the plan of study. Include a description of policies in the self-study document and at least five sample matrices in the electronic resource file. Not Applicable.

3) Include the most recent syllabus for each course listed in Template D4-1, or written

guidelines for any required elements listed in Template D4-1 that do not have a syllabus. All referenced syllabi in Template D4-1 are included in the electronic resource file (ERF D4-3).

4) If applicable, assess strengths and weaknesses related to this criterion and plans for improvement in this area. Strengths The coursework for the public health practice concentration was designed in consultation with stakeholders including faculty, administrators, students, alumni, community members, and employers. The curriculum incorporated a substance abuse course to address the opioid epidemic that is devastating rural America. Weaknesses Students would like to see the program offer additional areas of specialization such as Epidemiology, Nutrition, Health Systems Management, etc. Plans for Improvement When the program achieves CEPH accreditation, a market analysis will be conducted to assess the most viable areas of specialization to offer within the program. We will continue to develop community partnerships to allow students to gain experience in rural public health practice.

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D5. MPH Applied Practice Experiences

MPH students demonstrate competency attainment through applied practice experiences. The applied practice experiences allow each student to demonstrate attainment of at least five competencies, of which at least three must be foundational competencies (as defined in Criterion D2). The competencies need not be identical from student to student, but the applied experiences must be structured to ensure that all students complete experiences addressing at least five competencies, as specified above. The applied experiences may also address additional foundational or concentration-specific competencies, if appropriate. The program assesses each student’s competency attainment in practical and applied settings through a portfolio approach, which demonstrates and allows assessment of competency attainment. It must include at least two products. Examples include written assignments, journal entries, completed tests, projects, videos, multi-media presentations, spreadsheets, websites, posters, photos or other digital artifacts of learning. Materials may be produced and maintained (either by the program or by individual students) in any physical or electronic form chosen by the program.

1) Briefly describe how the program identifies competencies attained in applied practice

experiences for each MPH student, including a description of any relevant policies. As part of the Applied Practice Experience (APE) approval process, the MPH students complete an APE proposal that they submit to the MPH Program office. In their proposal, students discuss the five MPH competencies in which they will gain proficiency through their APE. They must select at least five competencies, of which at least three must be foundational competencies. Upon completion of the APE, students are required to complete and submit 2 high-quality deliverables/products that align with their selected competencies. The deliverables/products are the items that the student will create for the site by the end of the practice experience. Students are advised to find internship sites based on career interest(s) with guidance from the APE coordinator. Sites are recommended to those who are unsuccessful in finding one on their own. Also, advertisements from local, state and federal public health agencies public health interns are posted on program office bulletin board to assist students. Once a student expresses interest in a site, the dialogue between the APE coordinator and the site supervisor, or preceptor, begins immediately and ends with attainment of a signed APE agreement between the student, the site supervisor, and the APE coordinator. The signed agreement outlines all the stages of the practicum, the selected competencies, and proposed deliverables. All signatories keep a copy, including the Program office. Once the APE commences, students must keep a log or maintain a portfolio describing the scope of work they are doing and how the experiences are helping them to meet the selected competencies. During the practicum experience, the site supervisor rates the student’s mastery level in each of the selected competencies on a 1-4 scale, and sends a final student evaluation to the APE coordinator. At the conclusion of their APE, the student’s final deliverables, including their portfolio, are evaluated by the APE coordinator and the Academic Advisor to assess mastery of the selected competencies and quality of the deliverables.

2) Provide documentation, including syllabi and handbooks, of the official requirements

through which students complete the applied practice experience. Documentation, including the course syllabi for MPH 790 APE, the APE Agreement form, and the MPH Student Handbook, is included in the electronic resource file (ERF D5-2).

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3) Provide samples of practice-related materials for individual students from each concentration or generalist degree. The samples must also include materials from students completing combined degree programs, if applicable. The program must provide samples of complete sets of materials (i.e., Template D5-1 and the work products/documents that demonstrate at least five competencies) from at least five students in the last three years for each concentration or generalist degree. If the program has not produced five students for which complete samples are available, note this and provide all available samples. Samples of APE-related materials for five students from MPH in public health practice concentration are included in the electronic resource file (ERF D5-3).


improvement in this area. Strengths The PHP has developed longstanding relationships with several agencies across the state of Michigan through the undergraduate internship program. The MPH program relies on this existing network to place its students to complete their APE. PHP Advisory Board members are also active members of their community. They also play a critical role in facilitating the placement of students to complete their APE. The MPH program just hired a full-time faculty member whose role is to oversee the APE course and recruit new sites to place MPH students. Weaknesses Working adults and online students face serious challenges regarding site placement. Because they work full-time to maintain an adequate standard of living, it is sometimes difficult for them to find an APE opportunity to fit their schedule. Monitoring APE for online students from all over the world is challenging. Plans for Improvement Recognizing the importance of the APE, the newly hired faculty member has started networking with public health practitioners and policy makers in the field to develop new APE opportunities for MPH students to ensure timely completion of the APE.

D6. DrPH Applied Practice Experiences Not Applicable.

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D7. MPH Integrative Learning Experience

MPH students complete an integrative learning experience (ILE) that demonstrates synthesis of foundational and concentration competencies. Students in consultation with faculty select foundational and concentration-specific competencies appropriate to the student’s educational and professional goals. Professional certification exams (e.g., CPH, CHES/MCHES, REHS, and RHIA) may serve as an element of the ILE but are not in and of themselves sufficient to satisfy this criterion. The program identifies assessment methods that ensure that at least one faculty member reviews each student’s performance in the ILE and ensures that the experience addresses the selected foundational and concentration-specific competencies. Faculty assessment may be supplemented with assessments from other qualified individuals (e.g., preceptors).

1) List, in the format of Template D7-1, the integrative learning experience for each MPH

concentration, generalist degree or combined degree option that includes the MPH. The template also requires the program to explain, for each experience, how it ensures that the experience demonstrates synthesis of competencies. The required Integrative Learning Experience (ILE) is a master’s thesis or Plan B that provides students with the opportunity to integrate and synthesize a minimum of three foundational and/or two concentration competencies. Students select a three-member committee, decide upon a topic and submit a formal proposal to the MPH program for approval. All students must complete an ILE that involves collecting primary data or analyzing secondary data. The ILE culminates in the completion of the following elements:

1. Capstone Plan B/Thesis: A high-quality written product, a scholarly work that systematically examines a public health issue through the academic lens of public health research or program development.

2. Capstone Presentation: The thesis/project is then defended in a final oral presentation which is open to the public. The oral defense portion typically lasts 45-60 minutes.

Upon completion of the thesis or Plan B, the student’s committee evaluates the written product using a rubric prior to scheduling the oral defense of the thesis/Plan B. Satisfactory attainment of the competencies (or validation of the competencies) and other rubric elements is required before scheduling the oral defense. The initial presentation of the final defense is open to the public. The oral presentation portion typically lasts 30-45 minute. Students are encouraged to present their findings as oral or poster presentations at regional, national and/or international professional conferences and to publish findings in scholarly public health and other journals. Files containing examples of MPH theses/graduate research projects, evaluation rubrics, and other related documents are available in the electronic resource file (ERF D7-3).

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Template D7-1. MPH ILE for the Public Health Practice Concentration

Integrative learning experience (list all options)

How competencies are synthesized

Research Project (Plan B) or Thesis

Student conducting a research project or thesis will first identify an important public health problem and identify a minimum of three foundational and/or two concentration competencies to be met. Then he or she will select 3 faculty members to serve on his thesis or Plan B committee. The student will submit a research proposal to the Program including the goal, a brief review of the literature, and the proposed data collection and data analysis method. If approved the student will implement his research protocol. Upon completion of the thesis or Plan B, the student’s committee evaluates the written product using a rubric prior to scheduling the oral defense of the thesis/Plan B. Satisfactory attainment of the competencies (or validation of the competencies) and other rubric elements is required before scheduling the oral defense.

The following professional certifications (CPH, CHES/MCHES, REHS, RHIA) may serve as an element of the integrative learning experience, but are not in and of themselves sufficient to satisfy this criterion.

2) Briefly summarize the process, expectations and assessment for each integrative learning experience. Regardless of the form, successful completion of an ILE requires two outcomes: (1) a high-quality written product that is appropriate for the student’s educational and professional objectives; and (2) an oral presentation of the product. Candidates shall acquaint themselves with the evaluation system for the written paper and the oral presentation. Students should follow the steps below when considering an ILE. They include: The student, in consultation with faculty, select foundational and concentration-specific

competencies appropriate to the student’s educational and professional goals. Identification of the type of the integrative learning experience. Determination whether an IRB approval is required. Registration in the integrative learning experience course (MPH 796). Formation of a Project/Thesis Committee (composed of the faculty supervisor and 2 other

faculty members in the program). Proposal development: What are the activities one intends to carry out? How will the

competencies be met? Presentation of the first draft of the proposal to seek approval from the Project/Thesis

Committee. Data collection and analysis (if applicable). Final report writing. Project presentation. To satisfy the written product component of the ILE, students must submit a well-written publishable research paper ranging between 15 and 25 pages, double-spaced, with size 12 font) not including references, executive summary, tables, and figures. In general, the final document should include the following sections:

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Abstract: The abstract is a concise summary (~300 words) of the background, methods, primary results and conclusions of your paper

Background/Introduction and Public Health Significance Specific Aims/Hypotheses/Objectives Methods Results Discussion References Please note that the form of the final report varies based on the type of the ILE selected (Thesis, Grant writing etc.). Public presentation of the project Students are required to give a 25 to 30-minute oral presentation of their ILE project. It is the candidate’s responsibility to arrange the date and time of presentations at least two weeks ahead. The announcement inviting the general public (including students, faculty, and staff of the university) must be published at least one-week prior to the actual presentation, and the location of the presentation must be well known to the public. Presenting students should expect participants to ask questions related to their presentation. Online students will have the option of presenting via the appropriate internet media (including WebEx, Skype, GoToMeeting, etc.) and this must also be similarly announced inviting students, faculty, and the general public. Alternative venues can be used such as at a professional meeting or seminar, but this must be approved by the ILE advisor.

3) Provide documentation, including syllabi and/or handbooks, that communicates

integrative learning experience policies and procedures to students. Please refer to the MPH Student Handbook in the electronic resource file (ERF D7-3) for policies and procedures related to completion of an ILE.

4) Provide documentation, including rubrics or guidelines, that explains the methods through

which faculty and/or other qualified individuals assess the integrative learning experience with regard to students’ demonstration of the selected competencies. The rubric that allows faculty to evaluate the ILE with regard to students’ demonstration of the selected competencies are included in the electronic resource file (ERF D7-4).

5) Include completed, graded samples of deliverables associated with each integrative learning experience option from different concentrations, if applicable. The program must provide at least 10% of the number produced in the last three years or five examples, whichever is greater. Graded samples of deliverables relative to the ILE are included in the electronic resource file (ERF D7-5).

6) If applicable, assess strengths and weaknesses related to this criterion and plans for improvement in this area. Strengths Students have a variety of options to choose from to complete the ILE. The timeline and requirements for the ILE are clearly communicated to students in the MPH Student Handbook and are reviewed during MPH Orientation.

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Weaknesses MPH students tend to choose a Plan B: Research Project over a thesis. Completion of a thesis is perceived to be challenging and time consuming for working adults. Plans for Improvement We will continue to challenge selected students who are considering pursuing further education to complete a thesis. This would enhance student’s research expertise and assist in gaining successful admission into a doctoral program.

D8. DrPH Integrative Learning Experience Not Applicable.

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D9. Public Health Bachelor’s Degree General Curriculum

The overall undergraduate curriculum (e.g., general education, liberal learning, essential knowledge and competencies, etc.) introduces students to the following domains. The curriculum addresses these domains through any combination of learning experiences throughout the undergraduate curriculum, including general education courses defined by the institution as well as concentration and major requirements or electives.

1) List the coursework required for the program’s public health bachelor’s degree.

The PHP within HSC offers a Bachelor of Science (BS), Bachelor of Arts (BA), and Bachelor of Applied Arts (BAA) degrees in PHE. This program prepares students for careers in a variety of government, non-profit, and community-based organizations; private health agencies; and hospitals. Some career possibilities include, but are not limited to, education of the public regarding chronic and communicable disease prevention, promotion of wellness, assessing, planning & implementing programs within communities, as well as organizing communities with respect to health issues. Before declaring the PHE major, students must complete at least 30 credit hours in general education and the following courses with a grade of B- or better: HSC 106QR Healthy Lifestyles, PSY 211QR Introduction to Psychological Statistics, or STA 282QR Introduction to Statistics, ENG 101 Freshman Composition, and ENG 201 Intermediate Composition. Students must also achieve, and maintain, a minimum GPA of 2.50 or higher. In the self-study process of evaluating the curriculum, these prerequisite courses were changed to reflect the needs of PHE majors. In Fall 2019, the following courses will become prerequisites to the major: HSC 110 Introduction to Public Health, HSC 106QR Healthy Lifestyles, PSY 211QR Introduction to Psychological Statistics or STA 282QR Introduction to Statistics, and GEO 203 Introduction to GIS. Adding the GIS course will prepare students with skills needed in local public health organizations. Additionally, the Introduction to Public Health course is being added to give students ample opportunity to explore the foundations of public health before committing to a major. Students must earn a grade of C or higher in each HSC course in the major. Credit/No Credit coursework will not be accepted for any course in the major, except the HSC 599SL Public Health Internship course. Students are required to sign an agreement of Technical Standards and acknowledge that they have received information about the 19 SLOs. If a student does not meet the Admission Requirements or does not continue to meet the Retention and/or Technical Standards, he/she may be dismissed from the program. However, appeals will be considered. These SLOs will also be reinforced in HSC 319 Methods and Materials in Community Health Education course and emphasized in other course syllabi, as faculty see fit. All undergraduate students in the PHE major are required to complete a minimum of 58 credit hours to graduate with either a BA, BAA or BS degree. These credit hours are allocated below as follows: The coursework required for the PHP bachelor’s degree provides a basic understanding of the five-core public health knowledge areas in epidemiology, environmental health, health services administration, biostatistics, and behavioral health. The number of credit hours for the bachelor's degree is congruent with other bachelor's degrees at CMU. These courses are taught by faculty with expertise and experience in public health. The list of courses offered in the program is provided below:

Required Courses (52 hours) HSC 110 Introduction to Public Health 2(2-0) HSC 203WI Leadership for the Health Professions 3(3-0) HSC 211 Human Anatomy and Physiology 3(3-0) HSC 221 Public Health Theory 2(2-0) HSC 317 Community Health 3(3-0) HSC 319 Methods and Materials in Community Health Education 3(3-0)

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HSC 323 Community Organization Methods 3(3-0) HSC 325 Public Health Policy 3(3-0) HSC 352 Environmental Health 3(3-0) HSC 404 Epidemiology 3(3-0) HSC 419WI Community Health Assessment, Planning, and Program Evaluation 3(3-0) HSC 520 Health Services Administration 3(3-0) HSC 526 Behavioral Health 3(3-0) HSC 532 Diversity Issues in the Health Professions 3(3-0) HSC 538WI/SL Development of Proposals and Reports in Health Administration 3(3-0) HSC 544 Biostatistics 3(2-1) HSC 599SL Public Health Internship 6(Spec) Electives (6 hours) Students must select from a list in consultation with an advisor.

2) Provide official documentation of the required components and total length of the degree,

in the form of an institutional catalog or online resource. Provide hyperlinks to documents if they are available online or include copies of any documents that are not available online. The PHE major map is adapted from the current Bulletin which illustrates a path to completing the program, based on PHP faculty members’ educational advice on the sequence of courses and the School’s provisional requirements for scheduling courses. The online academic Bulletin can be found in the electronic resource file (ERF D9-2). Students are advised to regularly discuss their plans of study with a PHE major advisor, University academic advisor, or faculty advisor for more specific advice about professional development and career planning. Students are responsible for ensuring that all requirements are met prior to graduation.

3) Provide a matrix, in the format of Template D9-1, that indicates the courses/experience(s)

that ensure that students are introduced to each of the domains indicated. Template D9-1 requires the program to identify the experiences that introduce each domain. The matrix below indicates the courses/experiences that ensure students are introduced to each of the domains indicated in Template D9-1.

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Template D9-1. Public Health Bachelor’s General Curriculum Domains

Domains Courses and other learning experiences through which students are introduced to

the domains specified

Science: Introduction to the foundations of scientific knowledge, including the biological and life sciences and the concepts of health and disease

HSC 211 Human Anatomy and Physiology

Science courses as required by the University Program (general education)

Social and Behavioral Sciences: Introduction to the foundations of social and behavioral sciences

Courses as required by the University Program

Required Major Course: HSC 526 Behavioral Health

Math/Quantitative Reasoning: Introduction to basic statistics

STA 282QR Introduction to Statistics OR

PSY 211QR Introduction to Psychological Statistics Required Major Course: HSC 106QR Healthy Lifestyles

Humanities/Fine Arts: Introduction to the humanities/fine arts

Courses required by the University Program are inclusive of humanities and fine arts.

4) If applicable, assess strengths and weaknesses related to this criterion and plans for improvement in this area. Strengths The UP curriculum exposes students to cross-cutting competencies in critical thinking, systems thinking, effective communication, and more. All PHE majors are required to take UP courses, which provide a broad overview of the foundations of scientific knowledge, including the biological and life sciences and concepts of health and disease; the foundations of social and behavioral sciences; quantitative reasoning; and the humanities/fine arts. PHE majors can meet the CEPH requirements for this criterion in a variety of ways through both UP and PHE major courses. Weaknesses None noteworthy. UP courses, other general education courses, and prerequisite courses to the major ensure these domains are met. Plans for Improvement The faculty will monitor the courses for achievement of competencies and relevance to public health.

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D10. Public Health Bachelor’s Degree Foundational Domains

The requirements for the public health major or concentration provide instruction in the following domains. The curriculum addresses these domains through any combination of learning experiences throughout the requirements for the major or concentration coursework (i.e., the program may identify multiple learning experiences that address a domain—the domains listed below do not each require a single designated course).

If the program intends to prepare students for a specific credential, the curriculum must also address the areas of instruction required for credential eligibility (e.g., CHES).

1) Provide a matrix, in the format of Template D10-1, that indicates the courses/experience(s)

that ensure that students are exposed to each of the domains indicated. Template D10-1 requires the program to identify the learning experiences that introduce and reinforce each domain.

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Template D10-1. Public Health Bachelor’s Degree Foundational Domains Summarizes the experience(s) that ensure students are exposed to each of the domains indicated. Key: I = Introduced is to bring something into use for the first time. C = Covered or reinforced enhances or strengthens the opportunities for achieving a learning outcome that has already been introduced.

Public Health Domains Course Name and Number

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Overview of Public Health: Address the history and philosophy of public health as well as its core values, concepts, and functions across the globe and in society

Public Health History I C C I

Public Health Philosophy

I I C

Core PH Values I I I C C C C

Core PH Concepts I I I C C C C

Global Functions of Public Health

I C C

Societal Functions of Public Health

I I I C C C C

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Role and Importance of Data in Public Health: Address the basic concepts, methods, and tools of public health data collection, use, and analysis and why evidence-based approaches are an essential part of public health practice

Basic Concepts of Data Collection I I I C C C I

Basic Methods of Data Collection I I I C C C I

Basic Tools of Data Collection I I I C C C I

Data Usage I C C C I

Data Analysis I C C C I

Evidence-based Approaches

I C C C C

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Identifying and Addressing Population Health Challenges: Address the concepts of population health, and the basic processes, approaches, and interventions that identify and address the major health-related needs and concerns of populations.

Population Health Concepts

I I I C C

Introduction to Processes and Approaches to Identify Needs and Concerns of Populations

C I C C C C C

Introduction to Approaches and Interventions to Address Needs and Concerns of Populations

C I C C C C C

Human Health: Address the underlying science of human health and disease including opportunities for promoting and protecting health across the life course.

Science of Human Health and Disease

I I C C C

Health Promotion C I C C C

Health Protection C I C C C

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Determinants of Health: Address the socio-economic, behavioral, biological, environmental, and other factors that impact human health and contribute to health disparities

Socio-economic Impacts on Human Health and Health Disparities

I C I C C C I C C

Behavioral Factors Impacts on Human Health and Health Disparities

I C I C C C I C C

Biological Factors Impacts on Human Health and Health Disparities

I I C

Environmental Factors Impacts on Human Health and Health Disparities

I I I C C

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Project Implementation: Address the fundamental concepts and features of project implementation, including planning, assessment, and evaluation.

Introduction to Planning Concepts and Features

C

Introduction to Assessment Concepts and Features

C

Introduction to Evaluation Concepts and Features

C

Overview of the Health System: Address the fundamental characteristics and organizational structures of the U.S. health system as well as to the differences in systems in other countries

Characteristics and Structures of the U.S. Health System

I C C

Comparative Health Systems

I C

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Health Policy, Law, Ethics, and Economics: Address the basic concepts of legal, ethical, economic, and regulatory dimensions of health care and public health policy, and the roles, influences and responsibilities of the different agencies and branches of government.

Legal dimensions of health care and public health policy

I C C C

Ethical dimensions of health care and public health policy

I I C C C C C

Economical dimensions of health care and public health policy

I C C

Regulatory dimensions of health care and public health policy

I C C

Governmental Agency Roles in health care and public health policy

I C I C C

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GE

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Health Communications: Address the basic concepts of public health-specific communication, including technical and professional writing and the use of mass media and electronic technology.

Technical writing I C C C C

Professional writing I C C C C

Use of Mass Media I C

Use of Electronic Technology IC C

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2) Include the most recent syllabus from each course listed in Template D10-1, or written guidelines, such as a handbook, for any required experience(s) listed in Template D10-1 that do not have a syllabus. All referenced syllabi in Template D10-1 and the PHE Course Alignment Matrix are included in the electronic resource file (ERF D10-2).

3) If applicable, assess strengths and weaknesses related to this criterion and plans for improvement in this area. Strengths As illustrated in Template D10-1, the PHE major presents several opportunities for students to develop essential skills, such as the ability to communicate public health information in both oral and written forms through various means tailored to different audiences. All courses are structured in a way to allow students to identify, evaluate, and synthesize public health information, as well as communicate their findings. Recent work for the self-study document ensured that courses introduce and cover (both reinforce and emphasize) concepts; gaps found were corrected in courses. Overall, the courses address both CHES and CEPH competencies (see other chart for CHES competencies). This is due to several reiterations to the PHE major over time. Additionally, the PHE curriculum covers many advanced (graduate level) CHES competencies. Weaknesses Gaps have been discovered in the PHE curriculum, including a lack of systems theory and thinking. Some courses covered too many competencies, lack clarity about competencies being introduced vs covered, and lack adequate coverage of research methods and international/global health. Specifically, courses in HSC 419WI Community Health Assessment, Planning and Program Evaluation and HSC 538WI Development of Proposals and Reports in Health Administration were covering too many competencies. This is partially due to the breakdown of CHES competencies (e.g., collect data, analyze data, and report data). In these instances, faculty are managing these competencies for optimal student learning outcomes. However, in some cases, competences were moved to other courses. Since the PHE major is continually being refined, several curricular changes were in process at the time of the self-study. For example, HSC 323 Community Organization Methods and HSC 418 Professional Aspects of Health Education were not included in the self-study analysis because curriculum changes were already in process prior to the self-study. Content from these courses were combined into HSC 319 Methods and Materials in Community Health Education and HSC 325 Public Health Policy and Advocacy. Plans for Improvement The program is already addressing issues of overlap within the curriculum among some of the courses. Gaps were addressed by adding missing competency content on consultation and training to the newly developed HSC 325 Public Health Policy and Advocacy course, which will be taught for the first time in spring 2019. The gap area with the CHES competencies- 7.4.8: Develop and implement a professional development plan will be addressed with the Spring 2019 curricular changes as this will now be introduced in HSC 319, with coverage in HSC 599SL (Internship). The Curriculum Committee is discussing improving course HSC 544 Biostatistics by adding lab time for students to learn SPSS and Excel. This will add one credit hour to the major. Changes would allow the course to emphasize data analysis and include case studies to be analyzed using

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both Excel and Statistical Package for the Social Sciences (SPSS) software. The program recently revised the HSC 211 Human Anatomy & Physiology course to include more disease process for public health students. This will further meet CEPH domain competencies, while not hindering other student learners in the course. This course has been revised to include nine case studies regarding diseases processes through a public health lens. This was completed in Summer 2018 by a colleague in the Exercise Science Division of HSC. The prerequisite courses for the major will change in Fall 2019. ENG 101 and ENG 201 will be eliminated, as students already need to complete them for graduation. HSC 110 Introduction to Public Health and GEO 203QR Introduction to GIS will be added. These courses will give PHE students additional quantitative literacy, as well as provide basic public health knowledge prior to taking major courses. Course HSC 110 Introduction to Public Health will undergo a name change to Public Health Principles and be proposed as a UP course. This will allow the course to count as both a UP and a degree requirement. As CMU changes its degree requirements from 124 credit hours to 120 credit hours. This will allow other CMU students to be exposed to public health concepts. Additionally, the course will be expanded to 3 credit hours to allow for additional material (e.g., public health law and ethics, social determinants of health). Because HSC 419WI Community Health Assessment, Planning and Program Evaluation covers too many domains, this information may need to be divided up into two separate courses: 1) Assessment and Planning; and 2) Evaluation. This proposed change will be further evaluated, as this related primarily to CHES competencies which are very specific. HSC 221 Public Health Theory will be expanded to 3 credit hours to add systems theory and systems thinking concepts from a public health perspective, and introduce research methods concepts. A portfolio project will be added to course HSC 319 Methods and Materials in Community Health Education. This will accommodate for the changes to the curriculum, which eliminated HSC 418 Professional Aspects of Public Health where, previously, students completed a portfolio project. The portfolio, along with the professional development plan, will be covered in HSC 599SL Public Health Internship and approved by a review committee prior to graduation. An HSC 590 Public Health and Social Justice course will be added to the curriculum to address gaps in international/world health.

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D11. Public Health Bachelor’s Degree Foundational Competencies

Students must demonstrate the following competencies: the ability to communicate public health information, in both oral and written forms,

through a variety of media and to diverse audiences the ability to locate, use, evaluate and synthesize public health information

1) Provide a matrix, in the format of Template D11-1, that indicates the assessment

opportunities that ensure that students demonstrate the stated competencies.

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Template D11-1. Public Health Bachelor’s Degree Foundational Competencies

Competencies Course number(s) & name(s) or other educational requirements

Specific assessment opportunity

Public Health Communication: Students should be able to communicate public health information, in both oral and written forms and through a variety of media, to diverse audiences Oral communication HSC 221 Public Health Theory Health behavior intervention group presentation (new course

beginning January 2019). Students examine peer-reviewed literature to support the need to address a public health challenge. Based on this challenge, students review health behavior theory and intervention research publications to develop and describe a theory-based intervention. Groups present their findings to the class and a peer-evaluation is a proportion of their grade.

HSC 325 Public Health Policy Advocacy plan presentations

HSC 352 Environmental Health Presentations: Each student is responsible for presenting information on an environmental health topic. Time allowed for each student is 5-7 minutes. Students are expected to choose a topic from a list provided by the instructor and answer five of the following questions: 1) Describe how this incident/accident occurred. 2) Describe the risk factors that led to the development of this incident/accident. 3) What were the short-term effects of this incident/accident on the surrounding population? 4) What were the long-term effects of this incident/accident on the surrounding population? 5) What were the short-term effects of this incident/accident on the surrounding environment? 6) What were the long-term effects of this incident/accident on the surrounding environment? 7) What were the measures taken to decrease the consequences associated with this incident/accident. 8) What are the lessons learned to prevent such incident/accident from happening again in the future? Presentation is worth 100 points. Evaluation is based on a rubric available to students on Blackboard.

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Public Health Communication: Students should be able to communicate public health information, in both oral and written forms and through a variety of media, to diverse audiences Oral communication HSC 352 Environmental Health Group Project: The group (2-3 students) project is a public

service announcement/advertisement to inform the community about an environmental health issue. The project may be submitted in the form of a poster, pamphlet, or a video. Points represented in your project include an understanding of the problem and how to prevent illness/injury or protect human health. Evaluation will be based on the following criteria: problem presentation, problem prevention, creativity, and overall quality. Peer evaluation forms evaluate other students within each group to ensure that all students in the group completed their tasks adequately.

Written communication HSC 319 Methods & Materials in Community Health Education

A fact sheet providing correct and appropriate information from credible sources created specifically with a demographic/audience in mind. A news release must be completed including correct information from credible sources with a general audience in mind to be distributed to local media such as newspaper, radio stations and social media sites. A readability assessment will be completed for the news release to identify what level it is and attempt to provide information that will be understood by those even with limited literacy as much as it is possible to accommodate. A brochure will be created by students addressing a health topic with a specific demographic/audience in mind to ensure information, readability, pictures, graphs, and resources along with other information is appropriate.

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Public Health Communication: Students should be able to communicate public health information, in both oral and written forms and through a variety of media, to diverse audiences

Written communication HSC 352 Environmental Health Presentations: Each student is responsible for presenting information on an environmental health topic. Time allowed for each student is 5-7 minutes. Students are expected to choose a topic from a list provided by the instructor and answer five of the following questions: 1) Describe how this incident/accident occurred. 2) Describe the risk factors that led to the development of this incident/accident. 3) What were the short-term effects of this incident/accident on the surrounding population? 4) What were the long-term effects of this incident/accident on the surrounding population? 5) What were the short-term effects of this incident/accident on the surrounding environment? 6) What were the long-term effects of this incident/accident on the surrounding environment? 7) What were the measures taken to decrease the consequences associated with this incident/accident. 8) What are the lessons learned to prevent such incident/accident from happening again in the future? Presentation is worth 100 points. Evaluation is based on a rubric available to students on Blackboard. Group Project: The group (2-3 students) project is a public service announcement/advertisement to inform the community about an environmental health issue. The project may be submitted in the form of a poster, pamphlet, or a video. Points represented in your project include an understanding of the problem and how to prevent illness/injury or protect human health. Evaluation will be based on the following criteria: problem presentation, problem prevention, creativity, and overall quality. Peer evaluation forms evaluate other students within each group to ensure that all students in the group completed their tasks.

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Public Health Communication: Students should be able to communicate public health information, in both oral and written forms and through a variety of media, to diverse audiences

Written communication HSC 419WI Community Health Assessment, Planning & Program Evaluation

Group program planning and evaluation paper

Communicate with diverse audiences

HSC 352 Environmental Health Group Project: The group (2-3 students) project is a public service announcement/advertisement to inform the community about an environmental health issue. The project may be submitted in the form of a poster, pamphlet, or a video. Points represented in your project include an understanding of the problem and how to prevent illness/injury or protect human health. Evaluation will be based on the following criteria: problem presentation, problem prevention, creativity, and overall quality. Peer evaluation forms evaluate other students within each group to ensure that all students in the group completed their tasks adequately.

HSC 532 Diversity Issues in Health Professions

Reflection journals; cultural competence activity

Communicate through variety of media

HSC 319 Methods & Materials in Community Health Education

Social media campaigns/PhotoVoice is utilized for the health topic chosen by the class (examples have been Solo Cup Safety Campaign and Human Trafficking Awareness Campaign). Students generate several social media campaign approaches including but not limited to using hashtags, multiple social media venues, and market their campaign to raise awareness for the cause they have identified.

HSC 352 Environmental Health

Group Project: The group (2-3 students) project is a public service announcement/advertisement to inform the community about an environmental health issue. The project may be submitted in the form of a poster, pamphlet, or a video. Points represented in your project include an

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Public Health Communication: Students should be able to communicate public health information, in both oral and written forms and through a variety of media, to diverse audiences See description on page 107. See description on page 107. understanding of the problem and how to prevent

illness/injury or protect human health. Evaluation will be based on the following criteria: problem presentation, problem prevention, creativity, and overall quality. Peer evaluation forms evaluate other students within each group to ensure that all students in the group completed their tasks adequately.

Information Literacy: Students should be able to locate, use, evaluate and synthesize public health information Locate information HSC 110 Introduction to Public

Health A library tour is scheduled for within the first 3 weeks of the semester to meet the health sciences librarian who provides the class with a tour of the virtual library along with the physical library and identifies sources and resources available to students such as the writing center. Throughout the semester students have two major projects – one on a presentation regarding minority health and the other is a mock mini debate on a current controversial public health issues. The students must complete an article review of peer-reviewed journals for both projects.

Use information HSC 538WI Development of Proposals & Reports in Health Administration

Scholarly sources/peer-reviewed articles cited in every assignment

Evaluate information HSC 419WI Community Health Assessment, Planning & Program Evaluation

Scholarly sources/peer-reviewed articles cited in every assignment

Synthesize information HSC 404 Epidemiology Scholarly sources/peer-reviewed articles; CDC, WHO, World Bank websites for the research project and presentation

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2) Include the most recent syllabus from each course listed in Template D11-1, or written guidelines, such as handbook, or any required elements listed in Template D11-1 that do not have a syllabus. All referenced syllabi in Template D11-1 are included in the electronic resource file (ERF D11-2).

3) If applicable, include examples of student work indicated in Template D11-1. Examples of student work, including assignments and rubrics, are available in the electronic resource file (ERF D11-3).


improvement in this area. Strengths Many courses in the program address foundational competencies. Through class assignments, students are challenged to locate, use, evaluate, and synthesize public health information. Site supervisor evaluations from the HSC 599SL Public Health Internship course show that CMU’s PHE students compete well with their written and oral communication skills and with constructive critique. They are able to adapt a written piece as needed for the situation or workplace. A few years ago, students were found to be doing too many independent projects, so the curriculum was adapted to include more group work. Site supervisors now request more individual work again, so this balance in the curriculum will be sought out.

Weaknesses Overlaps in project assignments among courses were found within the program. Plans for Improvement The program will continue to conduct competency mapping to identify the areas of overlap and potential gap. Some course content will be changed to address the gap and reduce the content overlap. Additionally, HSC 599SL Public Health Internship course evaluations have been completely renovated to include a better site supervisor assessment of student skill/competency in CEPH and CHES areas. Evaluations also include a more thorough student self-evaluation, which covers all the CEPH domains and CHES competencies. Students must also match their internship projects to CEPH domains and CHES competencies.

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D12. Public Health Bachelor’s Degree Cumulative and Experiential Activities

Students have opportunities to integrate, synthesize and apply knowledge through cumulative and experiential activities. All students complete a cumulative, integrative and scholarly or applied experience or inquiry project that serves as a capstone to the education experience. These experiences may include, but are not limited to, internships, service-learning projects, senior seminars, portfolio projects, and research papers or honors theses. Programs encourage exposure to local-level public health professionals and/or agencies that engage in public health practice.

1) Provide a matrix, in the format of Template D12-1, that identifies the cumulative and

experiential activities through which students have the opportunity to integrate, synthesize and apply knowledge as indicated.

Template 12-1 identifies the cumulative and experiential activities through which students have the opportunity to integrate, synthesize, and apply knowledge. All cumulative and experiential activities listed in are required. Students take HSC 319 near the beginning of the major, while HSC 419 is typically taken in one of the last two semesters. HSC 599SL: Public Health Internship must be taken after all major coursework is completed (with limited exceptions). No classes can be taken in place of the internship.

Template D12-1. Public Health Bachelor’s Degree Cumulative and Experiential Activities

Cumulative and Experiential Activity (internships, research papers, service-

learning projects, etc.)

Narrative describing how activity provides students the opportunity to integrate, synthesize

and apply knowledge. HSC 599SL Public Health Internship course serves as a

capstone. In February 2018 it was accepted as a Service Learning (SL) course and became HSC 599SL in the 2018-19 Bulletin. All students must complete at least one SL activity by being placed in a local, state, national, or international setting that practices public health principles.

HSC 319 Components of a health communication strategy including print, mass, and social media.

HSC 419 Program planning and evaluation paper. Students must design a program grounded in theory, beginning with program goals and objectives through evaluation methods.

HSC 538WI/SL Develop a grant proposal to be submitted for funding. This course was also recently approved for a SL designator.

2) Include examples of student work that relate to the cumulative and experiential activities. Examples of student work, including assignments and rubrics, are available in the electronic resource file (ERF D12-2).

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3) Briefly describe the means through which the program implements the cumulative experience and field exposure requirements. Students are to plan for the HSC599SL Public Health Internship course two semesters prior to their internship placement. Students first attend an Internship Orientation and then meet individually with the Internship Coordinator to set up their experience. Students are expected to follow the Internship Manual provided by the internship coordinator. Their placement is from 12-15 weeks; 40 hours per week under the supervisor of someone with a PHE or related degree, or at least two years of experience in public health. Students have traditionally completed a portfolio prior to their internship that includes a resume, unofficial transcripts, internship goals and objectives, application page, updated immunization record, and certificates of completion for four health professions educational modules: HIPAA, blood borne pathogens, human trafficking, and professionalism. As a result of the self-study, the internship goals and objectives have been replaced with the Internship Plan Form.

4) Include handbooks, websites, forms and other documentation relating to the cumulative

experience and field exposure. Provide hyperlinks to documents if they are available online or include electronic copies of any documents that are not available online. Handbooks, forms, and other documentation relating to the cumulative field experience are available in the electronic resource file (ERF D12-4).

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D13. Public Health Bachelor’s Degree Cross-Cutting Concepts and Experiences

The overall undergraduate curriculum and public health major curriculum expose students to concepts and experiences necessary for success in the workplace, further education and lifelong learning. Students are exposed to these concepts through any combination of learning experiences and co-curricular experiences.

1) Briefly describe, in the format of Template D13-1, of the manner in which the curriculum

and co-curricular experiences expose students to the concepts identified.

Template D13-1. Public Health Bachelor’s Degree Cross-Cutting Concepts and Experiences

Concept Manner in which the curriculum and co-curricular experiences expose students to the concepts

Advocacy for protection and promotion of the public’s health at all levels of society

HSC 325 Public Health Policy: Design an Advocacy Plan

Eta Sigma Gamma: Advocacy Activities

Health Education Advocacy Summit

MALPH Day at the Capitol

Community dynamics HSC 317 Community Health: Basic understanding of community organizations along with concepts of political and financial influence or organizations and programming (Grant Distribution Board Activity – assess individual community needs compare with other communities, Mock Town Hall Meeting – T21 & Legalization of recreational marijuana use many organizations and community groups represented) HSC 325 Public Health Policy: Coalition Activity

HSC 532 Diversity Issues in Health Professions: Reflection Journals

Critical thinking and creativity HSC 110 Introduction to Public Health: Health Issue Debate

HSC 203WI Leadership for Health Professions: Create Provocative Questions throughout semester discussed in class, present a chapter review – team building activities (i.e., machine game)

HSC 317 Community Health: Grant Distribution Board, Mock Town Hall meeting legislation issues, Epidemiology in-class assignment; Bridge building activity HSC 325 Public Health Policy: policy analysis project; coalition activity HSC 404 Epidemiology: Outbreak investigation case study; Homework assignments; exams HSC 532 Diversity Issues in Health Professions: reflection journals; culture project HSC 538WI Development of Proposals & Reports in Health Administration: Analysis and creation of health-related charts, maps, and other visualizations; design of grant applications; Needs assignment and justification of proposal

HSC 544 Biostatistics: Homework assignments; exams Cultural contexts in which public health professionals work

HSC 317 Community Health: Social determinants of health assignment; Bridge building activity; Documentary reflection

HSC 325 Public Health Policy: Policy analysis project; Coalition activity

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Concept Manner in which the curriculum and co-curricular experiences expose students to the concepts

Cultural contexts in which public health professionals work

HSC 532 Diversity Issues in Health Professions: Reflection journals; final exam; Culturally competent care activity

Ethical decision making as related to self and society

HSC 110 Introduction to Public Health: In-class ethics case study/examples; Health topic debate HSC 203WI Leadership for Health Professions: Provocative questions and discussion HSC 325 Public Health Policy: policy analysis project; Coalition assignment HSC 526 Behavioral Health: Personal growth project HSC 538WI Development of Proposals & Reports in Health Administration: Grant proposal assignment; job search- Resume, cover letter, interview materials

Independent work and a personal work ethic

HSC 319 Methods & Materials in Community Health Education: Brochure, fact sheet, news release

HSC 599SL Public Health Internship: Personal work plan

PHE major Technical Standards

Syllabi statement on academic integrity

Signatures on exams for academic integrity Networking ESG, GLC SOPHE, SOPHE conferences; other professional

development as offered on campus (e.g., Elizabeth Lockwood Wheeler Lecture, Loren B. Bensley, Jr. Award Banquet); Eta Sigma Gamma meetings and events

Organizational dynamics HSC 520 Health Services Administration

HSC 599SL Public Health Internship

Professionalism HSC 203WI Leadership for Health Professions: Guest speaker; Health Administrator panel HSC 319 Methods & Materials in Community Health Education: Job shadow; Interview with a health educator

HSC 599SL Public Health Internship: Orientation Research methods HSC 221 Public Health Theory

HSC 404 Epidemiology: Overview of study design HSC 419WI Community Health Assessment, Planning & Program Evaluation: Including data collection, evaluation study designs; Curricular change to separate HSC 419 into Planning and Evaluation. Evaluation course will include higher level research methods.

HSC 544 Biostatistics: Data organization, summary and analysis Systems thinking HSC 325 Public Health Policy: policy analysis project; Coalition

assignment HSC 520 Health Services Administration: Health care systems and how those within organizations work together

Teamwork and leadership HSC 203WI Leadership for Health Professions: Group presentation; in-class activities; writing assignments; Values clarification with guest speaker from CMU Leadership Institute HSC 221 Public Health Theory: health behavior intervention group presentation

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Teamwork and leadership HSC 520 Health Services Administration: Management styles and leadership models

2) Provide syllabi for all required coursework for the major and/or courses that relate to the domains listed above. Syllabi should be provided as individual files in the electronic resource file and should reflect the current semester or most recent offering of the course. Current semester syllabi are available in the electronic resource file (ERF D13-2).


improvement in this area. Strengths Most of these cross-cutting concepts and experiences are being met in a variety of ways throughout the PHE curriculum’s content and assignments Weaknesses The curriculum does not address concepts of systems theory, systems thinking, and research methods, although touched on in a variety of ways. The HSC 221 Public Health Theory course will likely be expanded to 3 credit hours to include these concepts. The area of independent work and personal work ethic is also lacking. Plans for Improvement The portfolio assignment from HSC 418 Professional Aspects of Health Education will be moved to HSC 319 Methods and Materials in Community Health Education. Additionally, HSC 319 will include missing CHES competency 7.4.8: Develop and implement a professional development plan. HSC 110 Introduction to Public Health will introduce these concepts to students, and emphasized in HSC 599SL Public Health Internship.

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D14. MPH Program Length

An MPH degree requires at least 42 semester-credits, 56 quarter-credits or the equivalent for completion.

Programs use university definitions for credit hours.

1) Provide information about the minimum credit-hour requirements for all MPH degree

options. If the university uses a unit of academic credit or an academic term different from the standard semester or quarter, explain the difference and present an equivalency in table or narrative form. Completion of the MPH degree at CMU requires 48 credit hours. All MPH students complete coursework in the foundational disciplines of public health (6 courses, 19 credit hours), receive academic and applied instruction in cognate areas (24 credit hours), and successfully complete an applied practice experience (2 credit hours) as well as an integrative learning experience (1-6 credit hours). The program can be completed in two (2) years for full-time students. Part-time students can take three years or more; however, CMU policy requires students to complete graduate degrees within seven (7) years.

2) Define a credit with regard to classroom/contact hours.

CMU’s definition of a credit hour is provided in the Manual of University Policies and Procedures (Number 5-8). A complete copy of this document is located in the electronic resource file (ERF D14-2). A summary of the definition is provided below.

For physical face-to-face courses, a credit hour is defined as one class hour of direct instruction and a minimum of two hours of out-of-class student work each week during the 15-week semester. One class hour of direct instruction is defined as 50 minutes at CMU.

For non-physical face-to-face courses, online, hybrid, or other academic activities such as internships, laboratory work, and independent studies, a credit hour is defined as three (3) hours of work each week during the 15-week semester.

D15. DrPH Program Length Not Applicable.

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D16. Bachelor’s Degree Program Length

A public health bachelor’s degree requires completion of a total number of credit units commensurate with other similar degree programs in the university. Programs use university definitions for credit hours.

1) Provide information about the minimum credit-hour requirements for all public health bachelor’s degree options. If the university uses a unit of academic credit or an academic term different from the standard semester or quarter, explain the difference and present an equivalency in table or narrative form. The current bachelor’s degree requirements are 124 semester hours. CMU is in the process of reducing the degree requirement to 120 credits for graduation. Changes to the PHE major curriculum will address this requirement change, along with other credit hour changes previously noted.

2) Define a credit with regard to classroom/contact hours.

CMU’s definition of a credit hour is provided in the Manual of University Policies and Procedures (Number 5-8). A complete copy of this Administrative Policy is located in the electronic resource file (ERF D16-2). A summary of the definition is provided below.

For physical face-to-face courses, a credit hour is defined as one class hour of direct instruction and a minimum of two hours of out-of-class student work each week during the 15-week semester. One class hour of direct instruction is defined as 50 minutes at CMU. For non-physical face-to-face courses, online, hybrid, or other academic activities such as internships, laboratory work, and independent studies, a credit hour is defined as three (3) hours of work each week during the 15-week semester.

3) Describe policies and procedures for acceptance of coursework completed at other

institutions, including community colleges. CMU provides transfer guides and articulation agreements to assist students in determining how courses taken at local and community colleges will transfer to CMU’s undergraduate programs. Michigan students are able to satisfy the UP portion of a bachelor’s degree through the Michigan Transfer Agreement (MTA). All transfer coursework is evaluated in the Registrar's Office and a determination is made as to whether it meets an exact class, or simply "HSC credit." If there are questions/concerns, a School representative (HSC Chair or DPH Director) assists with the determination.

4) If applicable, provide articulation agreements with community colleges that address

acceptance of coursework. Articulation agreements that address acceptance of coursework are available online at: https://www.cmich.edu/admissions/undergrad/transfer/Pages/transfer_articulation_agreements.aspx.

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5) Provide information about the minimum credit-hour requirements for coursework for the major in at least two similar bachelor’s degree programs in the home institution. The minimum credit-hour requirements for the Health Administration and Family Studies bachelor’s degree programs are currently 124 semester hours. Specific credit-hour requirements for BA, BAA, and BS degrees is available in the 2018-2019 Undergraduate Bulletin.

D17. Public Health Academic Master’s Degrees Not Applicable. D18. Public Health Academic Doctoral Degrees Not Applicable. D19. All Remaining Degrees Not Applicable.

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D20. Distance Education

The university provides needed support for the program, including administrative, communication, and information technology and student services There is an ongoing effort to evaluate the academic effectiveness of the format, to assess learning methods and to systematically use this information to stimulate program improvements. Evaluation of student outcomes and of the learning model are especially important in institutions that offer distance learning but do not offer a comparable in-residence program.

1) Identify all public health distance education degree programs and/or concentrations that

offer a curriculum or course of study that can be obtained via distance education. Template Intro‐1 may be referenced for this purpose. The advent of new technologies has revolutionized the way higher education institutions deliver knowledge, making distance learning the fastest growing option for adult learners. The PHP is responding to the contemporary global trends in the acquisition of knowledge and preparation of professionals. The online MPH degree program in the Public Health Practice concentration was launched in the Fall 2018 semester. The curriculum for the distance-based MPH students is the same as the curriculum for the campus-based MPH students.

2) Describe the public health distance education programs, including

a) an explanation of the model or methods used,

CMU is among the leading institutions of higher education in the United States to provide distance education in the nation. Before the ongoing reorganization, GC was the arm of the university specialized in the delivery of distance education (online or at satellite sites etc.). Courses are delivered via the Blackboard Learning portal. Over the years, innovative technologies have been added to make online course offerings more attractive. These innovative technologies include the addition of film clips, podcasts, discussion boards, web tools, and narration. The Curriculum and Instructional Support team in the Center for Excellence in Teaching and Learning (CETL) oversee the course development process and work closely with faculty members responsible for course content to ensure that online students have access to the same content as their counterparts taking the same course face-to- face on campus.

b) the program’s rationale for offering these programs, Online education is ideal for working professionals across the United States and for students who otherwise have limited access to education (rural areas and some developing countries).

c) the manner in which it provides necessary administrative, information technology and student support services, The Academic Affairs unit at CMU, in collaboration with other university units, is a fully staffed operation responsible for the program’s administrative affairs, including academic conduct and standards. Admission applications are handled by professional admissions staff working in collaboration with the MPH Program Director. All online students have access to an academic advisor. Students also have access to numerous web tools related to degree planning, admission, and tutoring. Online students have access to technical support 24-hours a day via the IT Help Desk, as well as to other services offered to on-campus students such as the library, disability services, career planning and placement, and academic success. For

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more information, visit https://www.cmich.edu/Global/Pages/default.aspx

d) the manner in which it monitors the academic rigor of the programs and their equivalence (or comparability) to other degree programs offered by the university, The online MPH degree is subject to the same oversight as the program delivered on campus. Courses are developed by PIF with assistance from CETL staff. The course is approved through the University curricular process and evaluated with the same tools as face-to-face courses.

e) The manner in which it evaluates the educational outcomes, as well as the format and methods. Evaluation procedures for distance education programs are the same as those for the on-campus program.

3) Describe the processes that the university uses to verify that the student who registers in

a distance education course (as part of a distance-based degree) or a fully distance-based degree is the same student who participates in and completes the course or degree and receives the academic credit. All CMU students, including online students, use a centralized registration system called “Central Link” to obtain a CMU account which provides each student a unique identifier and an email. All communication and transactions with the University are carried out using this email. All students use this account to access the Blackboard Learning platform containing course content as well as their financial aid information. Examinations (midterms and/or finals) for online courses are generally proctored. New technologies are utilized, such as Respondus Monitor and Lockdown browser functions, to monitor students while taking an exam. The methods for authenticating online student identity meets the current regulatory language asserted by the U.S. Department of Education, which provides broad guidance on what constitutes adequate authentication methodology.


improvement in this area. Strengths CMU has had much experience offering high quality and accessible distance education programs across North America since 1994. The online MPH program is very attractive for working professionals and students in remote and underserved communities to gain access to education. CMU’s curricular procedures ensure content equivalence between face-to-face and online delivery. The CETL has provided excellent guidance and oversight in the production of online course offerings. Weaknesses This mode of delivery relies on the quality of the internet conductivity and stability of the electricity. Access to the internet can be a challenge in remote areas.

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Plans for Improvement The PHP is determined to offer online instruction and will continue to add innovative technologies to enhance the quality of service to better serve students.

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E1. Faculty Alignment with Degrees Offered Faculty teach and supervise students in areas of knowledge with which they are thoroughly familiar and qualified by the totality of their education and experience. Faculty education and experience is appropriate for the degree level (bachelors, masters, doctoral) and the nature of the degree (research, professional practice, etc.) with which they are associated. 1) Provide a table showing the program’s primary instructional faculty in the format of

Template E1-1. The template presents data effective at the beginning of the academic year in which the final self-study is submitted to CEPH and must be updated at the beginning of the site visit if any changes have occurred since final self-study submission. The identification of instructional areas must correspond to the data presented in Template C2-1. Template E1-1 lists PIF in PHP instruction.

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Template E1-1. Primary Instructional Faculty Alignment with Degrees Offered

Name* Title/ Academic

Rank

Tenure Status or

Classification^

Graduate Degrees Earned

Institution(s) where degree(s) were earned

Discipline in which degrees were earned

Concentration affiliated with in Template C2-1

Akinmoladun, Tunde Fixed-Term Non-Tenure PhD, MSEH

Oklahoma (PhD) East Tennessee State

(MSEH)

Environmental Health and Safety

MPH: Public Health Practice

Brookins-Fisher, Jodi Professor Tenured PhD, MS Utah (PhD) Ball State (MS)

Health Education, Health Sciences

Public Health Education

Haidar, Salma Associate Professor

Tenured MD, PhD, MPH

Damascus (MD) U-M (PhD, MPH)

General Practice (MD)

Epidemiology, Environmental Health,

Human Nutrition


Inungu, Joseph Professor Tenured MD, DrPH, MPH

Kinshasa (MD) Tulane (DrPH, MPH)

Pediatrics (MD),

Maternal & Child Health, Epidemiology


Jahanfar, Shayesteh Assistant Professor

Tenure-Track PhD, MS British Columbia (PhD) New South Wales (PhD)

Putra Malaysia (MS)

Epidemiology & Biostatistics, Obstetrics & Gynecology,

Community Health


Kim, Andrew Assistant Professor

Tenure-Track PhD, MPH Illinois (PhD, MPH)

Health Policy & Management


Minelli, Mark Professor Tenured PhD, MPA, MA

Union (PhD) Western Michigan (MPA)

CMU (MA)

Health Education, Public Administration


Rutkowski, Leah Fixed-term Non-Tenure MA CMU Professional Counseling Public Health Education

Snyder, Frank Assistant Professor

Tenure-Track PhD, MPH, Postdoc

Oregon State (PhD) Idaho State (MPH)

Yale (Postdoc)

Health Promotion & Health Behavior,

Community Health


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2) Provide summary data on the qualifications of any other faculty with significant involvement in the program’s public health instruction in the format of Template E1-2. Programs define “significant” in their own contexts but, at a minimum, include any individuals who regularly provide instruction or supervision for required courses and other experiences listed in the criterion on Curriculum. Reporting on individuals who supervise individual students’ practice experience (preceptors, etc.) is not required. The identification of instructional areas must correspond to the data presented in Template C2-1. Template E1-2 lists non-PIF with significant involvement in public health instruction.

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Template E1-2. Non-Primary Instructional Faculty Regularly Involved in Instruction

Name* Academic Rank^

Title and Current

Employment

FTE or % time

allocated

Graduate Degrees Earned

Institution(s) from which degree(s)

were earned

Discipline in which degrees were earned

Concentration affiliated with in Template C2-1

Farrar, John Fixed-term Lecturer, CMU Department of Counselling &

Special Education

0.3 Ed.D. Sarasota Professional Counselling


Kushion, Mary Fixed-term President, Consulting Firm

0.3 MSA CMU Human Resource Administration


Kozal, Tom Fixed-term Lecturer, CMU HSC

0.5 MA CMU Educational Technology


Shingles, Rene Tenured Professor 0.3 PhD MSU Kinesiology


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3) Include CVs for all individuals listed in the templates above. Curriculum Vitae(s) for all primary and non-primary instructional faculty are located in electronic resource file (ERF E1-3).

4) If applicable, provide a narrative explanation that supplements reviewers’ understanding

of data in the templates. Template E1-1 lists the PIF who teach in the PHP, whereas Template E1-2 lists Non-PIF who teach in the same program. Their current instructional areas are aligned as closely as possible with the discipline in which they earned their degrees and/or their work experiences (as practitioners).


improvement in this area. Strengths The PHP at CMU utilizes sufficient PIF (n=8) and Non-PIF (n=4) to support the program as shown in Template E1 and E2. PHP faculty are highly qualified in teaching experience, scholarly activity, and service. More specifically, they have years of experience in their respective areas of instruction. The program utilizes experienced practitioners to teach in their areas of expertise. Weaknesses The MPH program relies on Non-PIF to teach in the area of substance use disorders. With PHE program growth, more faculty are needed to develop and teach new courses in the program. Plans for Improvement PHP plans to continue to expand faculty numbers and expertise as additional concentrations are added and new community-based partnership opportunities become available.

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E2. Integration of Faculty with Practice Experience

To assure a broad public health perspective, the program employs faculty who have professional experience in settings outside of academia and have demonstrated competence in public health practice. Programs encourage faculty to maintain ongoing practice links with public health agencies, especially at state and local levels. To assure the relevance of curricula and individual learning experiences to current and future practice needs and opportunities, programs regularly involve public health practitioners and other individuals involved in public health work through arrangements that may include adjunct and part-time faculty appointments, guest lectures, involvement in committee work, mentoring students, etc. 1) Describe the manner in which the public health faculty complement integrates

perspectives from the field of practice, including information on appointment tracks for practitioners, if applicable. Faculty with significant practice experience outside of that which is typically associated with an academic career should also be identified. PHP faculty integrates perspectives from the field of practice by inviting practitioners to be guest speakers for relevant course topics. Below is a list of courses that use practitioners as guest speakers. A complete list of guest speakers is available in the electronic resource file (ERF E2-1).

PHE Course Title MPH Course Title

HSC 203WI Leadership for Health Professions MPH 644 Rural Health

HSC 317 Community Health Education MPH 646 Epidemiology for Public Health

HSC 319 Methods and Materials in Community Health Education

MPH 648 Health Policy & Management

HSC 325 Public Health Policy MPH 650 Biological Basis

HSC 352 Environmental Health MPH 654 Public Health Leadership

HSC 404 Epidemiology MPH 655 Program Planning & Evaluation

HSC 526 Behavioral Health MPH 667 Maternal & Child Health

HSC 532 Diversity Issues in Health Professions


In addition to inviting practitioners to be guest speakers for relevant course topics, the PHP uses Non-PIF who have professional experience in settings outside of academia and have demonstrated competence in public health practice. The program also encourages faculty to collaborate with public health agencies, especially at the local and state levels. Below are several examples of how faculty have experience in settings outside of academia and have demonstrated competence in public health practice. Dr. Brookins-Fisher has expertise in public health promotion and maintains connections with public health agencies through work experience. She has experience with the Michigan Association of Local Public Health (MALPH) where she works with a task force on undergraduate certification in local public health. Additionally, she works with those in the field in establishing student competencies and how to meet them. She is an organizer for the Wear One Campaign for Isabella County where students work to distribute condoms to local bars and facilities in Isabella County to help improve sexual health. The Wear One Campaign allows for collaboration between students, local agencies, and businesses. She has worked on a Centers for Disease Control and Prevention grant with the Michigan Department of Education, and provides

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professional development for individuals on school leadership teams. Dr. Brookins-Fisher also mentors students through research projects (e.g., T21, health education credentialing, and advocacy). Dr. Snyder has over a decade of research experience in the field of public health. His research expertise focuses on prevention of youth health-risk behaviors and positive youth development. Additionally, he evaluates school and community-based interventions. Dr. Snyder brings his research experience into his courses to help students understand how health behavior and health theories influence public health. In MPH 642 Health Education Theories class, students are responsible for choosing several health theories and designing an intervention program based on that specific theory. Outside of academia, Dr. Snyder has experience working in public health promotion during his service in the U.S. Peace Corps. Beyond teaching HIV/AIDS education in the secondary school setting, Dr. Snyder has worked with Namibian HIV/AIDS organizations to provide HIV/AIDS health education to teachers and community members in Northern Namibia. In HSC 235 Psychoactive Drugs, Dr. Snyder has integrated perspectives from the field of practice by describing his experiences with substance use programs designed to improve the health of individuals and communities through treatment strategies, such as community art (i.e., mural making) by people in substance abuse recovery. Before returning to CMU in 2016, Dr. Inungu spent eight years working with international health agencies. He served as the Director of Social and Behavioral Research for Southern Africa with the International AIDS Vaccine Initiative (IAVI). Prior to joining IAVI, he worked as the Regional Researcher West and Central Africa for Population Services International (PSI). He uses these global experiences to enrich the courses taught at CMU. Because the MPH program encourages faculty to maintain ongoing relationships with public health agencies, Dr. Inungu is currently a member of Central Michigan Regional Rural Health Network whose objective is to promote population health in the counties surrounding CMU. The Network organizes workshops to keep its members informed about current health and policy issues or acquire new skills such as grant writing. He is also a member of the Central Michigan Homeless Network whose objective is to assist homeless people. The network provides health screening, mental health referrals, shelters, and job training. Dr. Inungu is a member of the Rotary Club, a charitable organization that raises funds to fight poliomyelitis and supports other international projects (e.g., support to refugees). Internationally, Dr. Inungu is the Executive Director of the African Center for Research and Development (CARDE) whose mission is to promote the well-being of marginalized people in the Democratic Republic of the Congo. Dr. Jahanfar has worked in hospitals and taught medical students in Iran. Her experience and leadership allowed her to acquire significant expertise in the field of public health. Dr. Jahanfar was appointed at the National University, Tehran, Iran as a clinical trainee lecturer to train Obstetrics undergraduate students in prenatal clinic, family planning clinics, and delivery wards. Dr. Jahanfar secured a Ministry of Health grant for a national research project on polycystic ovary syndrome among twins and became the principal investigator. Additionally, she established the first National Twin Registry in Malaysia. She maintains strong ties with the international leadership of Cochrane Systematic Review. She uses her experiences to complement the content of courses she teaches at CMU. The program also employs faculty who have professional experience in settings outside of academia. Mary Kushion served as the Director of the Central Michigan District Health Department for 20 years. She was responsible for implementing health policies and procedures in six county health departments. She developed and maintained community partnerships to improve the health status of people in the six counties. She is currently the president of Mary Kushion Consulting, LLC. She collaborates with several clients such as the MALPH, the Michigan Health Improvement Alliance (MiHIA), and several other public health agencies. She is an expert in community health improvement, supervision, and national accreditation preparation. She has

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professional affiliation with the Public Health Accreditation Board (PHAB) Site Team and PHAB Quality Improvement Committee.


improvement in this area. Strengths The PHP utilizes faculty from diverse backgrounds. They supplement the content of their courses with their international work experiences, allowing students to learn from and interact with people from different cultures. The Advisory Board includes individuals with experiences in public health. The program relies on guest speakers and employs faculty who have professional experience in settings outside of academia. Weaknesses Because of the cost involved, few students are enrolling in the study abroad programs as part of their APE. Plans for Improvement The PHP developed a study abroad course in maternal and child health to address this issue. The study abroad course could count towards a students’ APE or could offer the students the opportunity to collect data for their ILE. The PHP is working to increase the number of organizations with which students can complete their APE.

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E3. Faculty Instructional Effectiveness The program ensures that systems, policies and procedures are in place to document that all faculty (full-time and part-time) are current in their areas of instructional responsibility and in pedagogical methods. The program establishes and consistently applies procedures for evaluating faculty competence and performance in instruction. The program supports professional development and advancement in instructional effectiveness. 1) Describe the means through which the program ensures that faculty are informed and

maintain currency in their areas of instructional responsibility. The description must address both primary instructional and non-primary instructional faculty and should provide examples as relevant. The PHP offers many opportunities to both PIF and Non-PIF to maintain currency in their areas of instructional responsibility. These opportunities include: Speaker Series The PHP organizes two free, annual speaker events (Wheeler Lecture and Bensley Banquet) with the goal of bringing speakers to campus to address important, current public health issues. Elizabeth Wheeler and Bob Bensley were distinguished faculty in the DPH. They set aside funds to promote public health in the community. Issues such as tobacco control policy and obesity have been discussed. Annual Conferences To celebrate National Public Health Week, Central Michigan District Health Department in collaboration with the DPH organizes a regional conference on current public health issues. The last two conferences covered opioid prevention in mid-Michigan. Faculty have the opportunity to receive continuing education units (CEUs) when they participate in these events. Professional Organizations For faculty to be promoted in HSC, the School Bylaws require faculty to present their research at national and international meetings, to play a leadership role in professional organizations, and to attend professional organization annual meetings. Faculty receive $1,500 annually for their professional development.

2) Describe the program’s procedures for evaluating faculty instructional effectiveness. Include a description of the processes used for student course evaluations and peer evaluations, if applicable. The PHP program’s procedures for evaluating faculty instructional effectiveness are described in the HSC Bylaws, which are available in the electronic resource file (ERF E3-2). Below is a summary of the three approaches used to evaluate faculty instructional effectiveness: Student Evaluations The student opinion survey (SOS) is the current instrument utilized by CMU to assess faculty teaching effectiveness. The results of this survey can be used for reappointment, tenure, and promotion decisions. The SOS is managed by the University Academic Planning and Analysis unit (APA). Surveys completed during the fall and spring semesters go through a processing cycle that may take up to one month. APA provides a password to the Dean and department chair to access the SOS results. Archived SOS results are available to all faculty and staff using

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their personal Global ID and password. The manual describing the SOS development and administration is accessible in the electronic resource file (ERF E3-2). Online students use the End of Course (EOC) Survey, a web-based survey asking them questions about their perceptions of course quality, instruction, and CMU services. It begins with the CMU SOS and then includes an additional 21 closed-ended questions. The EOC survey is utilized for any online and satellite-location course with five or more students. Peer Evaluation Peer assessment of teaching refers to an evaluation of the faculty’s teaching by a credible peer. To improve assessment validity, it is to be performed by a person with credible knowledge and experience as an educator, as well as sufficient knowledge of the content area upon which the evaluation is to take place. The person conducting the review will submit the peer review to the faculty being reviewed. The faculty member reviewed will add the feedback received into his/her promotion or tenure application. Samples of peer review reports are included in the electronic resource file (ERF E3-2). Outcome Assessment According to the HSC Bylaws, Outcome Assessment “refers to evidence of quality outcomes that are (in whole or in part) the specific result of identifiable instructional responsibilities of a faculty member.” Examples of these outcome assessments as described by the bylaws can include, but are not limited to, results of outcome surveys of students, graduates or employers; standardized examinations; performance assessments in internship or practice settings or practical exams for certification; as well as other measures that demonstrate student achievement of course and curricular outcome objectives. The type of outcome assessment used is a faculty member’s choice and is helpful for their promotion and tenure.

3) Describe available university and programmatic support for continuous improvement in faculty’s instructional roles. Provide three to five examples of program involvement in or use of these resources. The description must address both primary instructional faculty and non-primary instructional faculty. Curriculum and Instructional Support Curriculum and Instructional Support, a unit within CETL, provides strategic facilitation for the development, design, delivery, and instructional support of high-quality academic programming across the university. Its experienced and dedicated staff partner with senior leaders, faculty, and staff across the university to develop meaningful and sustaining relationships for academic program innovation, expansion, enhancement, instructional excellence, and student success. Curriculum and Instructional Support facilitates pedagogical, curricular, course design, and instructional support to faculty for the delivery of face-to-face, hybrid, and digital courses and programs to traditional and post-traditional student populations. The Curriculum and Instructional Support encompasses four units including: The Center for Excellence in Teaching and Learning Curriculum and Assessment Faculty Support General Education

a. CETL provides faculty and anyone connected with student learning with as much information and support necessary to continuously improve teaching and learning at CMU.

b. Faculty support provides assistance and resources to all CMU faculty who teach at satellite locations, and/or online. They support delivery of CMU academic programs, promote teaching effectiveness that maximizes student learning, connect CMU faculty

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with resources and training opportunities, and to support and foster faculty engagement with the wider university community, academic departments, and each other.

c. The General Education portion of the UP deals with the undergraduate programs. d. Curriculum and Assessment has the following responsibilities:

Provide assistance to the Assessment Council with the implementation of assessment activities according to the Policy on Student Learning Outcomes Assessment.

Disseminate assessment-related information to the campus community, provide expertise, and support faculty and staff development activities related to student learning outcomes assessment.

Collaborate with faculty, staff, and other campus personnel to develop program assessment plans and provide support with gathering information about student learning outcomes assessment.

Assist faculty with the development of curricular initiatives and the expansion of opportunities for students that reinforce CMU's commitment to a student-focused learning environment.

Support CMU's curricular processes as identified in the Curricular Authority Document, including the submission of program information to the Michigan Association of State Universities.

Work collaboratively with College Assessment Coordinators and the University's Assessment Council to enhance assessment initiatives and foster a campus-wide culture of assessment.

The PHP also provides workshops to improve faculty instructional roles. These workshops are intended to provide faculty and students with new and useful information. The MPH program organizes the following annual workshops for faculty and students: Cochrane Systematic Review: Standard Author Training Introduction to Qualitative Research through Mixed Methods Connecting Geographic Information System (GIS) and Public Health

4) Describe the role of evaluations of instructional effectiveness in decisions about faculty

advancement. Evidence of instructional currency and teaching excellence is required and evaluated by the HSC Department Chair and the CHP Dean during annual performance reviews and used in decisions regarding reappointment, tenure, and promotion. This evidence is also used in reappointment decisions for fixed-term faculty. All faculty members, including tenured and tenure-track faculty, are required to assemble a portfolio of evidence to be considered in reappointment, promotion, or tenure reviews. As mentioned above, the SOS is an instrument utilized by HSC to assess faculty teaching effectiveness as well as peer assessment and outcome assessment. The results are used for reappointment, tenure, and promotion decisions. CMU employs some faculty who are appointed for a specific and limited fixed period of time and for specific purposes. The University does not intend to commit a tenure-track appointment to these individuals for either academic or budgetary reasons. These faculty are designated as, and assigned to the employment classification of, Fixed-Term Faculty. (Fixed-Term faculty employed one-quarter time or greater to perform classroom instruction on the Mt. Pleasant campus are governed by the terms of a collective bargaining agreement between CMU and the Union of Teaching Faculty and are not governed by this policy unless they are specifically excluded from membership in that union.)

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5) Select at least three indicators, with one from each of the listed categories that are meaningful to the program and relate to instructional quality. Describe the program’s approach and progress over the last three years for each of the chosen indicators. In addition to at least three from the lists that follow, the program may add indicators that are significant to its own mission and context. Faculty Currency: Annual Reviews of Faculty Productivity, Relation of Scholarship to Instruction. According to the CMU Faculty Association Agreement (2014-2019), once each year the Dean and department chairperson meet with each non-tenured faculty member. This meeting (i.e., Article 6) is intended to assist the faculty member with meeting the standards existing at the department, college, and university levels with regards to reappointment, tenure, or promotion. At the meeting the Dean reviews these standards with the faculty member and explains to what extent the faculty member is or is not meeting the standards related to instructional quality (as well as research and service). The chairperson also reviews the existing information in the department records and explains to what extent the faculty member is or is not meeting those standards. Information can come from a variety of sources including student opinion surveys, individual student comments, peer-reviews of instruction, and a review of the faculty member’s written teaching philosophy. During the first two years of employment, tenure-track faculty have annual reviews with the Dean and department chairperson. When they achieve tenure, the review is done every 5 years. Based on this annual meeting, the expectation of faculty is to address any deficits or areas of concern regarding instruction. This could happen in a variety of ways depending on the improvements necessary. One example of faculty progress over the last three years includes a new faculty member who, during his Article 6 meeting, was asked to obtain a peer review of instruction to compliment his positive SOS feedback. This was completed and the faculty member implemented the suggestions provided by the reviewer by increasing the number of in-class, interactive activities. He was also encouraged to continue using his area of research expertise in his course. His following Article 6 meeting included the peer-review feedback as part of his evaluation of instructional effectiveness. Faculty Instructional Technique: Student Satisfaction with Instructional Quality. The SOS is the current instrument utilized by CMU to assess faculty teaching effectiveness. SOS is administered every time a course is taught. For online courses, the EOC survey is a web-based survey asking students questions about their perceptions of course quality, instruction, and CMU services. It begins with the CMU SOS questions and then includes an additional 21 closed-ended questions. The EOC survey is utilized for any online and satellite-location course with five or more students, with the exception of some capstone, thesis, or dissertation courses. The results of this survey can be used for reappointment, tenure, and promotion decisions. The table below summarizes the average of all classes averaged together for each year in each degree program.

Table E3-5 Overall Efectiveness of Instructors

Academic Year Rating MPH Program PHE Major 2016-2017 Very Good 56.25% 83.87%

Good 32.81% 12.36%

Adequate 10.94% 2.98%

Poor 0% 0.79%

Very Poor 0% 0%

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Academic Year Rating MPH Program PHE Major 2017-2018 Very Good 67.74% 88.42%

Good 16.94% 9.52%

Adequate 11.29% 1.35%

Poor 3.23% 0.54%

Very Poor 0.81% 0.18% 2018-2019 Very Good 53.95% 88.36%

Good 26.32% 10.21%

Adequate 13.16% 1.43%

Poor 5.26% 0%

Very Poor 1.32% 0% Table E3-5 shows that most students rate the instructors’ overall effectiveness as very good or good. The results were consistant over time in both programs (MPH and PHE).

Program-Level Outcomes: Courses that Integrate Community-Based Projects. As integrating community-based projects into courses becomes more important to CMU’s mission, the PHE curriculum has increased its service learning and community engagement activities from zero to three courses in the last three years. With the strong support of the University leadership for Service Learning CMU, we expect to witness an increase in community-based projects in our courses. For example, the Public Health Internship course has received SL designation (HSC 599SL) - the first internship course to receive this designation at CMU. Secondly, course HSC 319 Methods in Community Health Education includes initiating a public health campaign, such as the Red Solo Cup Campaign flier found in ERF D12-2. A third example of integrating community-based projects is the recent development of course HSC 325 Public Health Policy and Advocacy. The assignment materials developed in this course will assist focus populations in their advocacy efforts. The MPH program has also increased its integration of community-based projects from zero to two courses in the last three years. MPH 644 Rural Health analyzes the unique healthcare needs of rural, underserved, and marginalized populations across the State of Michigan and the United States. This course allows students to conduct a community needs assessment and design a culturally-based intervention to address one of those needs. Students also participate in interprofessional activities. MPH 655 Program Planning and Evaluation prepares students to conduct a community needs assessment, design and implement health interventions to address these needs, and evaluate the effectiveness of these interventions. In this course, students are expected to carry out a community needs assessment. Using the Community Health Assessment, they identify the most important public health problem and develop a theory-based and culturally tailored intervention to address the public health issue identified during the assessment.

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6) If applicable, assess strengths and weaknesses related to this criterion and plans for improvement in this area. Strengths CMU uses a variety of instruments to assess faculty instructional effectiveness. The University also uses several mechanisms to provide support for continuous improvement in faculty’s instructional roles. Weaknesses CMU requires Master Course Syllabus Review once every seven years. Seven years is a long time considering the pace at which technology changes. Plans for Improvement Discussions are underway to design additional community-based projects. The PHP will review PHP syllabi on a more frequent basis.

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E4. Faculty Scholarship The program has policies and practices in place to support faculty involvement in scholarly activities. As many faculty as possible are involved in research and scholarly activity in some form, whether funded or unfunded. Ongoing participation in research and scholarly activity ensures that faculty are relevant and current in their field of expertise, that their work is peer reviewed and that they are content experts. The types and extent of faculty research align with university and program missions and relate to the types of degrees offered. Faculty integrate research and scholarship with their instructional activities. Research allows faculty to bring real-world examples into the classroom to update and inspire teaching and provides opportunities for students to engage in research activities, if desired or appropriate for the degree program. 1) Describe the program’s definition of and expectations regarding faculty research and

scholarly activity. PHP faculty are involved in diverse scholarship activities. Research involves independent and collaborative efforts within and between other colleges and universities. Expectations regarding faculty research and scholarly activity have been set by the HSC Bylaws for reappointment, tenure, and promotion. Such expectations are as follows:

Every tenure-track faculty member is expected to maintain a program of scholarly and creative activity that results in evidence of credible achievement. Such activities include research and development relevant to the faculty member's professional discipline and/or assigned responsibilities within the University. Scholarly activities must also include appropriate dissemination of the products of those activities. Continuous scholarship and creative activity is expected throughout a faculty member's career at CMU. Examples of scholarship and creative activities include, but are not limited to, research, grant proposals, publications, and professional presentations.

2) Describe available university and program support for research and scholarly activities.

Office of Research and Graduate Studies (ORGS). The ORGS offers support for the CMU community to engage in research activities and other services to aid in the process. This office offers support in the following ways: searching for funding sources; obtaining and disseminating information about potential funding opportunities; principle investigator support and training; foster collaborations; training; foster University collaborations; serve as a liaison with external agencies; assist with proposal development; grant application budget preparation; authorize budget preparation; authorize proposals for submission; post-award submission; post-award assistance; and internal grant funding. Library/Librarian Services. The University Library at CMU offers research and scholarly support for faculty. Support specific to research includes: citation management tools, data management, literature searches, literature reviews, and measuring research impact. Subject Librarians are also available for use by any member of the CMU community. They offer a variety of services for access to information. Librarians are specialized to help with research support, instruction, course development, collection development, scholarly communication, and support, and program reviews. A specific librarian is available for any program in CHP.

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Institutional Review Board (IRB). The IRB has full accreditation status by the Association for the Accreditation of Human Research Protection Programs, Inc. Statistical Consulting Center. The College of Science & Engineering has a statistical consulting center to provide statistical support and training to faculty and graduate students across the University in all phases of research projects. Specifically, there are consulting topics in areas of research planning, design of experiments and surveys, methods of analysis, use of statistical computing program, and interpretation of results. These resources are available to any member of the CMU community. CMU Writing Center. The Writing Center is a free resource available to anyone in the CMU community for assistance with writing, at any level, from any discipline.

3) Describe and provide three to five examples of faculty research activities and how faculty

integrate research and scholarly activities and experience into their instruction of students. Dr. Inungu Research Overview: Dr. Inungu is a public health physician. His research focuses on the epidemiology and prevention of infectious diseases including HIV and malaria. He has authored more than 25 articles in these areas. He is currently conducting a study on the prevalence of HIV among high risk groups in the Democratic Republic of the Congo including men who have sex with men and female sex workers. Incorporation of research into academic instruction: Dr. Inungu’s vast and varied international experiences are utilized in the instruction of MPH 670 Methods in Public Health Research course and MPH 655 Program Planning and Evaluation course. Dr. Inungu uses examples from his previous work in the field to help students grasp some concepts. Dr. Jahanfar Research Overview: Dr. Jahanfar is a reproductive health epidemiologist. Her research focuses on reproductive health, women, children health, and genetic versus environment studies. She has established a number of twin studies in Australia, Malaysia, and Canada. She has conducted several epidemiological studies and produced over 15 systematic reviews in the areas of HIV/AIDS, domestic violence, family planning, ultrasound screening, and breast-feeding. She is an international Cochrane Collaboration trainer, has conducted over 20 Cochrane workshops/webinar series on standard author training and trained over 400 clinicians and scientists. She has over 60 peer-reviewed publications including studies published in Nature Perinatology, Fertility & Sterility, Cochrane library, and the Journal of Fetal and Maternal Medicine. She is currently working towards conducting several twin studies, a randomized controlled trial, and a longitudinal study all related to reproductive health and reproductive behavior at national and international levels. Incorporation of research into academic instruction: Dr. Jahanfar utilizes previous and ongoing research in epidemiology and maternal/child health in courses such as MPH 646 Epidemiology for Public Health, MPH 650 Biological Basis of Public Health, MPH 640 Biostatistics in Public Health, and MPH 667 Maternal and Child Health courses. Her “real-life” research is incorporated into instruction and makes her a valuable resource and expert in her field. Apart from courses she instructs, Dr. Jahanfar hosts many workshops where she disseminates much of her research expertise to students.

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Dr. Snyder Research Overview: Dr. Snyder’s research in public health encompasses health promotion and understanding how social and environmental factors influence youth health behaviors and development. He also evaluates the effectiveness of school- and community-based interventions and health services in enhancing youth health outcomes. Incorporation of research into academic instruction: Dr. Snyder’s research in health promotion and understanding social and environmental influences in youth health behavior and development is utilized in instruction of the MPH 642 Health Education Theories course and HSC 221 Public Health Theory course. Dr. Snyder includes examples of his previous work regarding ecological theory and provides examples of his etiology and intervention research related to health risk behaviors including substance use.

4) Describe and provide three to five examples of student opportunities for involvement in

faculty research and scholarly activities. Dr. Inungu Dr. Inungu maintains an active research agenda in the area of HIV and malaria prevention. Recently, he received a grant from the AIDS Health Care Foundation to study the knowledge, attitudes, and practices about HIV among men who have sex with men and the prevalence of sexually transmitted diseases, including HIV in this population. Four MPH students are currently working on this grant. He has expanded his research to include secondary analysis of the National Health Interview Survey. He worked with three MPH students on secondary data analysis. These students were successful in publishing their articles as shown below: Leveille E, Funk A, Inungu JN, Minelli M, Jahanfar S (2018) Correlates of Never Having Been

Tested for HIV among American Indians/Alaskan Natives in the United States: Analysis of the National Health Interview Survey, 2015-2016. J AIDS Clin Res Sex Transm Dis 5: 020.

Inungu JN, Tshiswaka DI, Papenfuse D (2017) Advances in HIV Prevention and Treatment: A Literature Review. Curr Res HIV 2017: CRHA-111. Accessed on December 28, 2017 at http://gavinpublishers.com/wp-content/uploads/2017/06/CRHA-111.pdfhttp://gavinpublishers.com/wp-content/uploads/2017/06/CRHA-111.pdf

Audrey Funk, Joseph N. Inungu, Eric Leveille, and Mark Minelli. Factors Associated with HIV-Testing among African Americans: Analysis of the 2016 National Health Interview Survey. EJEPH-00011-2017-02. Accepted for publication on January 11, 2018.

Joseph N. Inungu, Nestor Ankiba, Mark Minelli, Vincent Mumford, Dido Bolekela, Bienvenu Mukoso, Willy Onema, Etienne Kouton, and Dolapo Raji Use of Insecticide-Treated Mosquito Net among Pregnant Women and Guardians of Children under Five in the Democratic Republic of the Congo. Volume 2017 (2017). Accessed on December 28, https://www.hindawi.com/journals/mrt/2017/5923696/

Dr. Jahanfar Dr. Jahanfar is working on four major research endeavors: 1. Twin study: The first project involves a large dataset from the Washington State Twin

Registry that includes more than 200 variables. Hence many students can benefit by working on gene versus environment aspect of diseases under study. Moreover, the importance of sex discordance and birth weight discordance among twin population can be studied by students. A list of student names and manuscripts that have been mentored by Dr. Jahanfar are listed below. Olumolade, Oluwatoyin Olubukunola (2017) Independent study: Sex discordance and

personality among twins Osayande Agbonlahor (2018). Post-Traumatic Stress Disorder and Risks of Chronic

Fatigue Syndrome, A Twin Study Osayande Agbonlahor (2018). Depression and Risks of Fibromyalgia, A Twin Study

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Osayande Agbonlahor (2018). Infectious Mononucleosis and Risks of Multiple Sclerosis, A Twin Study

Osayande Agbonlahor (2018). Sex discordance and Attention Deficit-Hyperactivity Disorder in Adults, A Twin Study

Riley Appelgren, Undergraduate Honor student, (2018). Sex discordance and migraines _A twin study

Dolapo Raji, (2018). Pan B: BMI determination in twins

2. Systematic reviews: Dr. Jahanfar conducts annual workshops on Cochrane Systematic Review at CMU for graduate students. Students are introduced to several software and analytical techniques, engage in international collaboration, and produce manuscripts. The following students have worked on Cochrane Systematic Reviews and some of the projects have been defined as Plan B and are under press. Sapha Hassan and Dolapo Raji, (2017). Independent Study: Longitudinal study of twins’

outcome during adulthood and association with birth weight discordance Sapha Hassan (2018). Plan B: Longitudinal impact of low birth weight on adult outcomes-

A systematic review Cassandra Renee Ross (2017). Independent Study: Ultrasound for diagnosis of birth

weight discordance in twin pregnancies; registered title with pregnancy Childbirth Group Amanda Okafor (2018). Oral estrogen and combined estrogen/progesterone therapy

versus placebo for hot flashes Alayna Surdock (2018). Effect of Hyoscine on postpartum hemorrhage Jonas Ndeke (2018). Sex hormone binding globulin for prediction of gestational Diabetes

in pre pregnant and pregnant women

3. Text messaging and reproductive health study: Dr. Jahanfar conducted a study at CMU entitled “Knowledge, attitude, practice and service utilization of reproductive health among CMU students and the impact of text massaging.” The study is in the analytical stage. Two students, Samuel Ankomah and Sapha Hassan, were involved in the process of data collection, analysis and preparing manuscripts.

4. Statistics projects: Dr. Jahanfar works with MPH students in MPH 640 Biostatistics in Public Health to produce publishable manuscripts and abstracts. The following abstracts were presented by students from her statistics class. Ankomah, S. Jahanfar, S. (2018) Association between depression, sociodemographic

factors and alcohol usage: A cross Sectional Study. Inaugural Research Day, May 27, 2018, CMU.

Baiyasi S. Jahanfar S. (2018) Demographic Differences Regarding "Worry About Finances" in American Adults. Demographic Differences Regarding" Inaugural Research Day, May 27, 2018, CMU.

Agbonlahor O., Jahanfar S. Post-traumatic stress disorders and risks of chronic fatigue syndrome: A twin study. Inaugural Research Day, May 27, 2018, CMU.

Agbonlahor O., Jahanfar S. Dietary-Physical activity interactions and its association with colorectal carcinoma risk reduction in adults in the U.S.A. Inaugural Research Day, May 27, 2018, CMU.

Olumolade T. Jahanfar S. Examining the Correlation of a Depression Diagnosis with Frequency of Marijuana Use among Adults in the United States Population. Inaugural Research Day, May 27, 2018, CMU.

Hughes K. Jahanfar S. (2018) Examining factors contributing to falls and home care among older adults, aged 60 and above. Inaugural Research Day, May 27, 2018, CMU.

Ankomah, S. Jahanfar, S. (2018) Association between depression and US adults who consume alcohol. Public Health Symposium, CMU.

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Okafar O. Jahanfar S. (2018) Autism spectrum disorder in children aged 2-17 years and their access to health care. Inaugural Research Day, CMU.

Ndeke J. Jahanfar S. (2018) Determinants of Insulin Treatment in Type 2 Diabetes among American Adults - A Cross-sectional Study. Inaugural Research Day, May 27, 2018, CMU.

Hassan S. Jahanfar S. (2017) Association between pregnancy induced hypertension and low birth weight. GLS, SOPHE, Lansing, Michigan.

Dr. Snyder Dr. Snyder conducts research examining children’s health risk behaviors, such as substance use, and positive youth development outcomes, such as academic achievement. MPH students have been involved in two projects related to Dr. Snyder’s area of expertise. The first project involves approximately 500 students from low-income families who participate in a summer camp. The second project involves children participating in 4-H after-school programs in the Midwest intended to improve positive youth development. Students have assisted with survey design and have traveled to Purdue University to assist with data collection. In addition, three MPH students currently participate in Dr. Snyder’s weekly research group teleconference meetings with faculty from Purdue University and the University of Calgary. These meetings serve as an opportunity for students to receive feedback on data analyses with the goal of disseminating student research at professional meetings, and in peer-reviewed journals. During the two academic years Dr. Snyder has been at CMU, student research has led to presentations at professional conferences, including the American Public Health Association (APHA) annual meeting as shown below: Ross, C., Snyder, F., McDonough, M., & McDavid, L. (November, 2017). Risk and protective

factors associated with cigarette smoking among children and young adolescents from low-income families. APHA, Atlanta, GA.

Ross, C., Snyder, F. J., McDonough, M. H., McDavid, L., Riciputi, S., Blankenship, B. T., & Ruiz, Y. (April, 2018). E-cigarette use and its association with future combustible cigarette use among children and young adolescents from low-income families. Adolescent Health Conference; Ann Arbor, MI. Dr. Snyder’s former master’s students have also been successful publishing recent research as shown below:

Riciputi, S., Boyer, P., McDonough, M. H., & Snyder, F. J. (2018). Formative evaluation of a pilot after-school physical activity-based positive youth development program. Health Promotion Practice. doi: 10.1177/1524839918759956

5) Describe the role of research and scholarly activity in decisions about faculty

advancement. Research and scholarly activities play a critical role in faculty advancement. Standards and procedures are clearly defined in the HSC bylaws (ERF E4-5). The standards vary based on the rank of the faculty. The following paragraphs briefly discuss the requirements for each faculty category: Promotion from Assistant to Associate Professor Rank requires that faculty members should

have at least six (6) years of appropriate academic/teaching experience in their discipline at the level of Assistant Professor, and meet the criteria indicated in III.B.9., as evidenced by activity since appointed to the rank of Assistant Professor. Criteria for promotion includes publication in peer-reviewed journals, evidence of teaching effectiveness, and service within and outside of the university.

Promotion to Professor requires that faculty members should meet the educational and experiential requirements for appointment to Associate Professor, with at least five (5) years at the level of Associate Professor. Candidates for the Professor rank must demonstrate that they have made substantial contributions to their professions or disciplines, as evidenced by research, leadership roles, or other evidence of academic excellence. That is, they must

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meet the criteria related to teaching, scholarship, and service indicated in III.B.9, as evidenced by activity since appointed to the rank of Associate Professor, while also demonstrating the enhanced quantity and/or quality of their work.

For a Professor Supplement (i.e., increase in pay after promotion to the Professor rank) the same criteria and standards shall be used as for promotion to Professor.

For Tenure, the criteria are the same as those related to promotion with the additional consideration of promise, competence and future needs of the university as identified in the Agreement.

6) Select at least three of the following measures that are meaningful to the program and

demonstrate its success in research and scholarly activities. Provide a target for each measure and data from the last three years in the format of Template E4-1. In addition to at least three from the list that follows, the program may add measures that are significant to its own mission and context. Faculty selected the following three measures to demonstrate their success in research and scholarly activities: (1) Number of articles published in peer-reviewed journals; (2) Presentations at professional meetings, and (3) Number of grant submissions. Template E4.1 summarizes the measures and data from the last three years.

Template E4.1. Outcome Measures for Faculty Research and Scholarly Activities Outcome Measure Target* 2016-17 2017-18 2018-19

Number of journal articles published in peer-reviewed journals.

4 13 13 9

Presentations at professional meetings.

2 17 15 12

Number of grant submissions. 2 9 9 8

*Faculty must follow HSC Bylaws in these areas for reappointment, tenure, and promotion. Currently, the Bylaws state that two peer-reviewed articles be accepted or published for tenure and promotion. Presentation and grant submissions may be substituted for one peer-reviewed article with appropriate documentation. However, the PHP faculty aspires to exceed those standards.


improvement in this area. Strengths CMU requires all tenure and tenure-track faculty to engage in scholarly activity, and provides numerous resources to assist faculty in scholarly activity. Through the Faculty Association Agreement and HSC bylaws, the PHP has clear and well-defined standards for evaluating research and scholarly achievements. Newly hired tenure-track faculty members receive research start-up funds and graduate assistant(s) to assist with research productivity and future success in the program. Weaknesses Despite the fact that faculty members collectively struggle to appropriately balance teaching, research, and service, they are able to maintain healthy levels of research productivity that benefits students.

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Plans for Improvement The program will advocate to hire faculty members with strong grant writing skills and a grant coordinator to help with grant application management and assist with post-award issues. Appropriate time-release and more incentives at the CHP and University level should be in place for faculty to procure research funding needed to reduce course-load requirements and provide more time for faculty to conduct research and submit additional grant applications. The establishment of an Interdisciplinary Center for Public Health and Wellness will promote collaboration among faculty members and increase the number of grant applications submitted annually.

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E5. Faculty Extramural Service The program defines expectations regarding faculty extramural service activity. Participation in internal university committees is not within the definition of this section. Service as described here refers to contributions of professional expertise to the community, including professional practice. It is an explicit activity undertaken for the benefit of the greater society, over and beyond what is accomplished through instruction and research. As many faculty as possible are actively engaged with the community through communication, collaboration, consultation, provision of technical assistance and other means of sharing the program’s professional knowledge and skills. While these activities may generate revenue, the value of faculty service is not measured in financial terms. 1) Describe the program’s definition and expectations regarding faculty extramural service

activity. Explain how these relate/compare to university definitions and expectations. The HSC bylaws emphasize the importance of extramural service for reappointment, promotion, and tenure. The bylaws set clear expectations for faculty service and include a table that shows examples of service-related activities, along with the number of credits a faculty member can earn for each service activity. According to HSC bylaws, a faculty member can seek tenure or promotion if they have accumulated 30 points of service since their initial appointment or last promotion, along with demonstrating other requirements for teaching and scholarly activities. The table below summarizes the service activities emphasized in the HSC bylaws.

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Table E5. Service Activities Points Earned

Public Service Related to the Faculty Members’ Discipline Officer or board member for a professional, government, community, school or other organization (per year) Up to 3 Committee member for a professional, government, community, school or other organization (per year)

Chair Up to 3 Member Up to 2

Consultation or service for a professional, government, community, school or other organization Up to 3 Coordinator of professional conference, symposium, panel, forum or other professional event Up to 3

Service Related to Professional Growth Major elected office for an international, national, regional or state organization (per year of appointment)

Officer or Board member Up to 5

Committee participation for an international, national, regional or state organization (per year of appointment)


Professional recognition awards (per award) International or national Up to 5 Regional or state Up to 3

Completion or renewal of professional certification or licensure that requires examination or other verification of current competence (such as portfolio review and CEU/CME accumulations)

Up to 5

Unpaid consultation or engagement subsequently used as content for teaching. Up to 2 per engagement; max. of

6 engagements Active professional practice in the faculty members’ professional discipline (total for the evaluation period, including practice-oriented fellowships)

40 - 99 hours Up to 2 100 - 159 hours Up to 4 160 - 189 hours Up to 5 360 or more hours Up to 10

Academic coursework relevant to the faculty members’ professional discipline, related degree pursuits, or their responsibilities within the university (per semester hour of credit)

Up to 1

Participation in professional development seminars/workshops Up to 2 Individual continuing professional education not included within other activities related to professional growth, scholarship, teaching or service (per 10 hours or participation)

Up to 1

Other Public Service Officer or board member for a professional, government, community, school or other organization (per year) Up to 3 Committee member for a professional, government, community, school or other organization (per year)


Consultation or service for a professional, government, community, school or other organization Up to 3

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2) Describe available university and program support for extramural service activities. Every tenure-track faculty member receives an annual amount of $1,500 for Professional Development. Professional Development funds can be used for an array of extramural services, including travel to attend national or international conferences or to provide services to various professional organizations.

CMU pays the salary of faculty members who organize and lead study abroad programs. Study abroad programs offer unique opportunities for faculty and students alike to be involved in SL activities.

3) Describe and provide three to five examples of faculty extramural service activities and

how faculty integrate service experiences into their instruction of students. Dr. Inungu is a member of Central Michigan Regional Rural Health Network whose objective is to promote population health in mid-Michigan counties. This network organizes workshops to keep its members informed about current health and policy issues as they relate to local rural areas, or to acquire new skills, such as grant writing. The information and experiences gained through his participation in the Rural Health Network inform and enrich the teaching MPH 644 Rural Health course. As the Executive Director of the CARDE, Dr. Inungu is actively working on several international research projects. These experiences provide tangible international perspectives for students enrolled in the MPH 670 Methods in Public Health Research course. As the co-chair for the Society for Public Health Education (SOPHE) Advocacy Committee, Dr. Brookins-Fisher is able to present local, state, and national public policy issues as they relate to health society students in MPH 648 Health Policy and Management. She utilizes the passion she has for advocacy to encourage students to become actively involved in advocacy efforts, which resulted in students annually attending the SOPHE Advocacy Summit in Washington, D.C. As a member of the Cochrane Collaborative, Dr. Jahanfar has organized many workshops in Iran and Malaysia. She has offered Cochrane trainings at CMU and is currently working to establish a Satellite Cochrane Center at CMU. Her international experiences allow her to provide real and locally relevant examples in her instruction of the MPH 646 Epidemiology for Public Health and MPH 667 Maternal and Child Health courses.

4) Describe and provide three to five examples of student opportunities for involvement in

faculty extramural service. Central Michigan Homeless Network. One MPH student has been working with Dr. Inungu and the Central Michigan Homeless Network to gather and analyze data to assist the organization to better serve the homeless community. The network brings together multiple organizations and community partners to help improve access to resources for homeless individuals. Eric Leveille, a former MPH student, helped design a database system to allow the Homeless Network to collect demographic data for those who use their centers. Public Health Summit. The Central Michigan District Health Department oversees six counties in mid-Michigan. The health department organizes professional development opportunities for its employees. During the spring of 2017, the health department partnered with the DPH at CMU to organize a Health Summit on the opioid epidemic. CMU faculty and students were fully engaged in the planning, implementation, and evaluation of the summit. CMU MPH students had the opportunity to display

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research posters they developed in MPH 670 Methods in Public Health Research course, and network with local public health practitioners. Wear One Campaign. In the winter of 2017 Dr. Brookins-Fisher, in collaboration with two MPH students, started a condom distribution campaign, called Wear One of Central Michigan, in hopes of increasing the availability of free condoms and safer sex information for students who reside off-campus. The group met with the owner of United Apartments, which includes more than twenty apartment complexes in Mount Pleasant that house the vast majority of students residing off-campus, and a local bar/restaurant owner, for program funding and support. The campaign is now entirely student led and well known within the community for providing free condoms and sexual health information at nine (9) different United Apartment complexes, one bar, and the local community college.

5) Select at least three of the following indicators that are meaningful to the program and relate to service. Describe the program’s approach and progress over the last three years for each of the chosen indicators. In addition to at least three from the list that follows, the program may add indicators that are significant to its own mission and context. Percent of faculty participating in extramural service activities. 100% of faculty, both PIF and Non-PIF participate in extramural service including journal review, conference abstract review, journal editorial membership, participation in local and international professional committees, networks and associations, and participation in service through local organizations such as the Isabella Community Soup Kitchen and Rotary International. Number of faculty-student service collaborations. There are currently five faculty-student service collaborations. One student assisted the Central Michigan Homeless Network in the design of a questionnaire to collect information about homelessness in Isabella County alongside Dr. Inungu. Four students are working with the CARDE alongside Dr. Inungu. Several students volunteer at food distribution sites and homeless shelters with departmental faculty. Finally, students are supporting the Wear One Campaign to increase free condom availability in the Mount Pleasant area in collaboration with Dr. Brookins-Fisher. Number of community-based service projects. There are three ongoing faculty community-based service projects which include raising funds for Rotary International to prevent poliomyelitis, raising funds to start a Teen Pregnancy Prevention Initiative in Clare County, Michigan, and assessing the prevalence of HIV among homosexual men in the Congo in hopes of combating the spread of HIV. Public/private or cross-sector partnerships for engagement and service There is a wide array of public and private cross-sector partnerships which provide opportunity for engagement and service among our faculty. These partnerships include the Central Michigan Regional Rural Health Network, Mid-Michigan Safety Council, Central Michigan Homeless Network, MALPH, Rotary Club of Mount Pleasant, Cochrane Collaboration Trainers Network, The Medical Women’s' International Association, American School Health Association and the Community Social Justice Committee. Dr. Brookins-Fisher serves as the Director of the Friends of the Veterans' Memorial Public Library Board, Vice President of Michigan Organization on Adolescent Sexual Health, co-chair of the SOPHE advocacy, Mid-Central Michigan Area Health Education Center Community Advisory Board member, and is the founder of Women Elevating Women of Central Michigan.

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6) Describe the role of service in decisions about faculty advancement. Service is one of the three main criteria which informs decisions regarding faculty advancement. As previously mentioned, according to the HSC Bylaws, a minimum of 30 service points must be accumulated to be considered for tenure and promotion to a higher faculty rank.


improvement in this area. Strengths Faculty involvement in community service has created opportunities for student involvement in community service. Faculty participation in community service is valued and incentivized because it contributes to faculty advancement. Weaknesses Faculty cannot receive tenure or promotion solely on the basis of service. Plans for Improvement Efforts are underway to offer more study abroad programs including SL activities. These opportunities can be used to complete APE requirements.

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F1. Community Involvement in Program Evaluation and Assessment The program engages constituents, including community stakeholders, alumni, employers and other relevant community partners. Stakeholders may include professionals in sectors other than health (e.g., attorneys, architects, parks and recreation personnel). Specifically, the program ensures that constituents provide regular feedback on its student outcomes, curriculum and overall planning processes, including the self-study process. 1) Describe any formal structures for constituent input (e.g., community advisory board,

alumni association, etc.). List members and/or officers as applicable, with their credentials and professional affiliations. CMU has several formal structures for constituent input. They include the following: Alumni Relations. The Alumni Relations Office maintains a directory of past CMU graduates to remain connected with alumni and engage them in events taking place at the University. They also coordinate contact with PHP alumni and assist with the delivery of alumni surveys via the university email system. The PHP Advisory Board. The Advisory Board is comprised of stakeholders including alumni, public health practitioners, community leaders, and faculty and student representatives. The primary function of the Advisory Board is to provide input regarding the curriculum, and course content, as well as to provide guidance for the program’s goals and objectives. The Advisory Board members volunteer their time to offer their perspectives of the knowledge, skills, and competencies that graduating public health students should have upon entry into the workforce. To carry out these functions, the Board members are tasked with: Monitoring and reviewing curriculum materials presented by the MPH and PHE Program

Directors; Providing assistance to the PHP when asked; offering their opinion on issues proposed by

faculty and staff; Advising on PHP curricula as emergent issues force changes to be considered; Resolving project conflicts and disputes, reconciling differences of opinion and approach.

With the exception of the appointment of the initial term, members serve a three-year term. The initial appointments will be at 1, 2 or 3-year appointments to accommodate a staggered term rotation process. At the end of the first term, a board member may either rotate off or have the opportunity to be reappointed for another three-year term. Advisory Board members will be appointed each year for a three-year term. Undergraduate student members will serve a one-year term. MPH student members will serve a two-year term. The appointment process will be the responsibility of the MPH Program Director, in consultation with the Advisory Board Chair. In addition to the MPH Program Director, who serves as an ex-officio member, the Advisory Board consists of the following stakeholder members:

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Table F1.1. Members of the 2018-19 Community Advisory Board

Name Title/Agency Term

Jodi Brookins-Fisher, PhD PHP Faculty Representative 3 years

Marcus Cheatham, PhD Local Public Health Practitioner 1 year

Jim Collins, PhD Saginaw Valley State University 2 years

Amber Conley PHE Student Representative 1 year

May Darwish-Yassine, PhD Michigan Public Health Institute 2 years

Mary Davis, DrPH Project Y Evaluation Services 2 years

Melissa DeRoche Central Michigan District Health Department 1 year

Karmen Fox, MSA Nimkee Memorial Clinic 3 years

Grace Gorenflo, MPH Ret. NACCHO/Consultant 1 year

Joseph Inungu, MD, DrPH MPH Program Director Ex-officio

Mary Kushion, MSA Mary Kushion Consulting, LLC 3 years

Phyllis Meadows, PhD The Kresge Foundation 1 year

Mark Minelli, PhD PHE Faculty Representative 2 years

Sarah Oleniczak, MPH District Health Department #10 3 years

Daryn Papenfuse, MPH MPH Alumni Representative 3 years

Melody Parker, MLIS CDC Office of Financial Resources 2 years

Patrick Shannon, MPH, PhD, JD Saginaw Chippewa Tribal Court 1 year

Ray Stover, BBA Mid-Michigan Health 3 years

Meaghan Swain, BBA Michigan Association for Local Public Health 3 years

Maurice Tawil MPH Student Representative 2 years

Richard Thoune, MPH Jackson County Health Department and Henry Ford Allegiance Health

3 years

Alexis Travis, PhD Michigan Department of Health and Human Services

3 years

Kathy Vincent, MSW Ret. Alabama State Health Department 2 years

Lori Wangberg, MA CMU University Health Services 2 years

Trish Zizumbo, MSA Oakland County Health Division 3 years

2) Describe how the program engages external constituents in regular assessment of the content and currency of public health curricula and their relevance to current practice and future directions.

Applied Practice Experience and Integrative Learning Experience provide continuous evaluative feedback on the professionalism and competency-based performance of our students. The DPH has a longstanding undergraduate internship program with different agencies in the state of Michigan and beyond. The practical experience offers students an opportunity to explore selected aspects of the public health field, while meeting student learning outcomes under the supervision of a preceptor. Upon completion of the experience, the program administers surveys to site supervisors to assess student performance.

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The PHP engages Advisory Board members in discussions regarding the content and currency of the curricula and its relevance to current practice. The first meeting of the board took place on May 10, 2017. During the meeting, members discussed potential new courses to consider and future concentration areas to offer in both the on-campus and online MPH program. Additional discussions centered on the need to meet the workforce demand in Michigan, in the Great Lakes Region, and nationally.

3) Describe how the program’s external partners contribute to the ongoing operations of the program. At a minimum, this discussion should include community engagement in the following: a. Development of the vision, mission, values, goals and objectives

On May 10, 2017, the first meeting of the PHP Advisory Board was held. During the meeting, all members present voted to ratify the Advisory Board Charter as well as approve the PHP vision, mission, values, goals, and objectives, as developed by DPH faculty.

b. Development of the self-study document The self-study process started immediately after the PHP earned the status of “applicant” from CEPH. PHP Advisory Board members were offered the opportunity to review section as there were completed. Some members volunteered to review sections and provide comments, even seeking advice from others within their personal networks to provide recommendations.

c. Assessment of changing practice and research needs The PHP Advisory Board serves as a primary source for information pertaining to the changing practice and research needs of the field. At each bi-annual meeting, members are given an opportunity to express their professional opinions about where they see the future of public health heading and how the PHP can best adapt its programs to fit these ever-changing public health needs. An example of this is the discussion about a market analysis conducted in the Office of Academic Affairs to assess the need for an online MPH program in our State and region. The analysis highlighted the top three concentration areas that employers are looking for (Public Health Management, Epidemiology/Biostatistics, and Public Health Practice), as well as the geographical locations where the need for such a program is the greatest (Dearborn, Detroit, Ann Arbor, and Chicago). PHP Advisory Board members discussed these findings and decided that the Epidemiology/Biostatistics concentration area would be beneficial, but added that a “Health Equity” concentration would be timely and a good fit for the diverse student body in the MPH program. In addition to the Advisory Board, site supervisors at the many internship and APE sites are consulted on the needs of the public health field. Their comments are then shared with faculty and incorporated into the undergraduate and graduate programs as needed. Another source of assessing changing practice and research needs is the professional organizations and their research journals, mainly the APHA and SOPHE. DPH faculty is part of a consortium of internship coordinators at both the College and State levels, which helps to inform the Program. At the College level, the DPH Director takes part on a committee with other health profession coordinators. In this capacity, they ensure they are current with internship practice and policy across disciplines and discuss issues of inter-professional education. At the State level, the PHE Internship Coordinator is part of a group associated with the MALPH that discusses the needs of local public health and how to meet

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these needs with interns and in pre-professional education programs. In that capacity, the PHE Internship Coordinator is able to determine how the MPH and PHE programs fit into the State public health system and ensure that any concerns or considerations are brought back to the PHP Curriculum and/or Assessment committees for needed changes. Finally, many students choose to sit for the Certified Health Education Specialist exams (either CHES or MCHES), of which a passing grade indicates they are competent in seven different areas for an entry or master’s level Health Education position. This aggregate data also indicates areas where the curriculum is adequate or may warrant changes. This data is reviewed on an annual basis.

d. Assessment of program graduates to perform competencies in an employment setting PHP graduates were assessed on their ability to perform competencies in the workplace using an Employer Survey of the PHE and MPH graduates. The survey was administered to employers of graduates and internship supervisors. Overall, the employer and internship preceptors interviewed were very satisfied with the performance of PHP graduates. Not only did they demonstrate very good knowledge and skills-based competencies in public health, they reported graduates having excellent personal characteristics including appearance, judgement, oral communication, problem-solving skills, computer skills, and interpersonal relationships. The employer evaluation of PHE and MPH graduates will be conducted annually to collect information about our graduates’ performance. Information collected will allow us to modify the curriculum in a timely fashion to address the area of concern.

4) Provide documentation (e.g., minutes, notes, committee reports, etc.) of external contribution in at least two of the areas noted in documentation request 3. Please refer to the PHP Advisory Board meeting minutes, MALPH- Health Education forum minutes, and the employer survey instrument in the electronic resource file (ERF F1-4).


improvement in this area. Strengths The PHP recognizes the importance of the external partner involvement in program evaluation and assessment, and continually strives to improve upon this area. Perhaps the greatest strength of the PHP lies in the well-established relationships with a wide variety of agencies that provide students with internship and APE site locations. While entirely a result of the hard work of those faculty and staff tasked with developing the PHP, the benefits of these relationships translate into greater opportunities for those enrolled in the graduate program. One area of improvement that is necessary for the advancement and growth of the program is the implementation and dissemination of refined post- field experience surveys and post-graduation surveys to external constituents that are involved in guiding this program (e.g., internship site supervisors, Advisory Board members), as well as post-graduation surveys to students. In the past, there was a conflictual relationship with CMU’s Alumni Relations Office; however, this is no longer the case. A database was recently generated to allow the Program to track current students and survey others about their post-graduation professional experiences, such as graduate school, volunteer work, and employment. The DPH has an explicit process for community engagement through its many committees, adjunct teaching, and guest speakers, as well as in-class and out-of-class student projects and experiences. Strengths

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The PHP Assessment and Curriculum committees are charged with collecting data from external partners to inform program development. The PHP Advisory Board consists of experienced and committed professionals willing to support the Program and drive curricular changes. Weaknesses The lack of formal assessment tools to capture stakeholder input on curricula was a great weakness. Fortunately, this is no more the case. Plans for Improvement CMU’s Curriculum and Assessment unit and the PHP have developed new assessment tools to assure that assessments adequately address the both MPH and PHE competencies. The PHP will engage its external constituents in formal assessment of the content and currency of public health curricula and their relevance to current practice and future direction. That is, the PHP will organize an annual strategic planning retreat and send questionnaires to alumni, employers, and community members to seek input about the content and currency of the public health curricula. CMU’s Office of Career Services and the PHP will work together to ensure that public health students and alumni continue to receive services from CMU Career Services. Already, faculty members have been assigned to address this need in the undergraduate and graduate level and course content has been updated to include this topic along with information from CMU’s Office of Career Services. One course, HSC 599SL Public Health Internship, has been submitted for the Service Learning (SL) designator through the University curricular process. For courses to qualify, they must show how the student is involved with community engagement and each student must reflect on their experience. Documentation verifying community partners and affiliation agreements must also be submitted at that time. Ready for its “SL” designation in Summer 2017, HSC 599SL Public Health Internship was the first internship course at CMU to receive this designation. It is expected that the MPH 790 Applied Practice Experience course will undergo a similar process.

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F2. Student Involvement in Community and Professional Service Community and professional service opportunities, in addition to those used to satisfy Criterion D4, are available to all students. Experiences should help students to gain an understanding of the contexts in which public health work is performed outside of an academic setting and the importance of learning and contributing to professional advancement in the field. 1) Describe how students are introduced to service, community engagement and

professional development activities and how they are encouraged to participate. The PHP believes that service and community engagement offer students the opportunity to contribute to the health of communities and enhance their own learning and professional development. Opportunities to engage in service and community engagement are available to all PHP students. Opportunities for students to volunteer and participate in service-learning experiences on their own, with teams of peers, or with faculty. Students can also be involved in service activities through the student organization, ESG. Additionally, all PHP students are encouraged to attend professional development activities on- and off-campus, as well as conferences at the local, state, national, and international levels. Funding is available to assist students with these opportunities.

2) Provide examples of professional and community service opportunities in which public

health students have participated in the last three years.

Students have participated in numerous activities related to service opportunities and events. Examples of student service or community engagement include the following: ESG: membership includes both PHE undergraduate and MPH graduate students and

School Health Education students. In ESG, students are involved in education, research, service, and advocacy projects. ESG provides a wide range of activities involved with community engagement and professional development, including work with the Michigan Department of Environmental Quality (I.e., adopt-a-highway), GLC-SOPHE needs assessment survey of members, a conference (2016) ice breaker, and training and advocacy related to increasing the minimum purchase age of tobacco products to age 21 (i.e., T21).

Public Health students lead, organize, and participate in Public Health events, such as National Health Education Week, National Public Health Week, National Rural Health Day, and the GLC-SOPHE conference.

Public Health students participate in the Wear One Campaign, a 40-county condom distribution campaign throughout Michigan; ESG members coordinate this Campaign for the central Michigan region in conjunction with community partners.

Undergraduate and graduate student members of the Pre-Med Club participate in service activities such as the Multiple Sclerosis Clinic and American Red Cross blood drives.

Undergraduate students participate in disaster preparedness as a community emergency response team.

Community engagement also occurs in the many internship and APE courses including: ꞏ HSC 599SL Public Health Internship ꞏ MPH 790 Applied Practice Experience ꞏ Elizabeth Lockwood Wheeler Lecture ꞏ Loren B. Bensley, Jr. Awards Banquet

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3) If applicable, assess strengths and weaknesses related to this criterion and plans for improvement in this area. Strengths Public Health students participate in a wide range of service activities, which contribute to the improvement of communities. Members of the community participate in instruction by teaching courses, serving as guest speakers, providing feedback on competencies, and serving as preceptors for undergraduate and graduate internships. Internships and APE facilitate community connections and allow students to provide services to individuals, families, and communities across the State. Community engagement is part of the MPH 790 Applied Practice Experience course and must be assessed upon completion of each experience. Although this component has been included in the HSC 599SL Public Health Internship course, it will be formally assessed beginning in Fall 2019. ESG also received a national Recognition Award for its contributions in the areas of Service, Teaching, Research, and Advocacy at the national ESG conference in April, 2018; it is anticipated that they will receive the highest award, the Excellence Award, at the 2019 conference. In addition, its 2017-18 President received the Loren B. Bensley, Jr. Gamman of the Year award for his outstanding contributions to service and other pillars of ESG. The Wear One Campaign, a service project completely overseen and implemented by ESG students, received the Outstanding Community Service Activity Award for all CMU Registered Student Organizations in Spring 2018. This program, part of a 40 county initiative, also received the Innovation Award at the Michigan STD/HIV Conference in Summer 2018. Weaknesses Although several courses offer service-learning opportunities, a greater number of courses could include outreach and engagement activities and be formally evaluated. Since the MPH program is only in its third year, these opportunities are still being sought and incorporated into the curriculum. Further evaluation of service activities is necessary to assess current student involvement in community and professional service. Plans for Improvement Expectations for service to the profession and the community will continue to be part of the graduate student handbook, as well as PHE Major Expectations. The service contributions of students will continue to be recognized through nominations for student awards and scholarships. Formal evaluation tools will be developed to assess current and future student involvement in service activities.

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F3. Assessment of the Community’s Professional Development Needs The program periodically assesses the professional development needs of individuals currently serving public health functions in its self-defined priority community or communities. 1) Define the program’s professional community or communities of interest and the rationale

for this choice. The PHP has three professional communities of interest. Specifically:

(a) Public Health Workforce. Public health practitioners employed in local and state governmental public health

agencies, such as health directors, commissioners, health officers, regulatory staff (e.g., health inspectors, environmental health professionals, sanitarians, and code officers), public health nurses, school nurses, and school health personnel.

Practitioners employed in domestic or international non-governmental organizations or community-based agencies, such as community health center employees and community health workers.

Individuals employed in the private industry whose work intersects with governmental public health agencies, including medical, pharmaceutical, and environmental health workers focused on drug delivery and value pricing, managing and interpreting community health data, and building healthy environments, among others.

PHP alumni serving in roles as described above are a specific population of interest for providing continued public health knowledge and skill-building opportunities across their career, including programs focused on public health career advancement and leadership.

(b) Community Residents. Residents of the city of Mt Pleasant and surrounding counties. (c) Public Health Agencies. Governmental and non-governmental agencies, including the

Michigan Association of Local Public Health (MALPH), tribal health departments, GLC-SOPHE, and a range of other community-based organizations whose work impacts public health in target communities.

PHP has long-standing relationships with members of these groups. Local health department professionals and internship site coordinators are a direct link to current, local public health services and challenges. In turn, PHP can assist public health professionals in their professional development needs. Alumni and GLC-SOPHE members are priority populations because they provide insight into employment and professional development needs, identifying relevant professional development opportunities. This will allow the program to assist individuals in their career goals. Alumni and GLC-SOPHE members also connect current students to additional educational and employment opportunities.

2) Describe how the program periodically assesses the professional development needs of its priority community or communities and provide summary results of these assessments. Describe how often assessment occurs. Assessment of the professional development needs of the priority communities/populations is essential to ensuring that the PHP maximizes its resources to deliver meaningful training that builds competencies within the public health workforce. PHP uses several methods of collecting data about the professional development needs of its priority communities: 1. Members of the PHP Advisory Board play an active part in the Michigan Department of

Health and Human Services (MDHHS), the Michigan Public Health Institute (MPHI), and the Michigan Health Alliance (MiHA). Through these agencies, the PHP receives feedback directly from public health colleagues from local health departments, the state health

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department, the state public health association, other universities and other public health-related institutions and organizations. These agencies have also collaborated toward efficient workforce development initiatives. One of the board members provided information about the Public Health Workforce Interests and Needs Survey (PH WINS), a partnership between the Association of State and Territorial Health (ASTHO) and the de Beaumont Foundation. The PH WINS is a national level survey of state and local public health agency workers that captures their perspectives on key issues such as workforce engagement and morale, training needs, worker engagement, and emerging concepts in public health. Building upon successful methods and lessons learned from PH WINS 2014, the survey was fielded for the second time in the fall of 2017 to provide actionable, high-quality data to support the governmental public health workforce. Approximately 102,305 staff were invited to participate and 47,756 employees across 47 state health agencies and 96 independent local health departments responded to the survey. The 2017 survey showed the following professional development needs by groups: Non-supervisors Budget and Financial Management (59%) Systems and Strategic Thinking (51%) Change Management (49%) Supervisors/managers Budget and Financial Management (70%) Systems and Strategic Thinking (64%) Developing a Vision for a Healthy Community (63%) Executives Budget and Financial Management (52%) Cultural Competency (39%) Systems and Strategic Thinking (37%) A copy of the PH WINS 2017 2017 national findings is available in the electronic resource file (ERF F3-1)

2. The CMU Interdisciplinary Center for Community Health & Wellness services requests from their community partners practicing in health and educational settings. Data indicates that Michigan primary care providers are not fully aware of how Adverse Childhood Experiences (ACEs) are related to toxic stress and trauma lead to physical and emotional illness, how to put this science into practice, and/or how to share prevention strategies to help patients heal and build resilience. A recent survey given at the Fall 2018 Michigan Chapter of the American Academy of Pediatrics conference revealed 13.5 percent of responding physicians indicated they are using ACEs tools for assessing and treating children. In both healthcare and educational settings, some providers and professionals do not understand how ACEs have been linked to risky health behaviors, chronic health conditions, low life potential and early death. To more effectively treat patients in their practices and support healthy growth, development, and learning success, physicians and other practitioners need continuing education to gain new knowledge, understanding, and abilities to diagnose, treat and communicate how to support children who are experiencing the symptoms of ACEs-related trauma and toxic stress.

3. GLC-SOPHE is another valuable source of information for the PHP. Several faculty members in the PHP are GLC-SOPHE members. This organization helps keep its members up-to-date

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on the latest trends in health education, including the professional development needs of public health workers.


improvement in this area. Strengths The PHP has well-established relationships with individuals serving in public health fields. With Advisory Board members serving in many organizations in Michigan, the PHP has up-to-date information about professional development needs of for its priority communities. The PHP organizes an annual Public Health Summit in collaboration with Central Michigan District Health Department to retool its workforce. In Spring 2018, the Summit was expanded to include partners and participants in the central Michigan area. Weaknesses Relying on external agencies for information may be a problem. You do not always have the information when you need it the most. Plans for Improvement The PHP plans to organize periodic surveys of local health department professionals, internship site supervisors, alumni, GLC-SOPHE members, and employers to understand their professional development needs and discover which learning format (e.g., webinar, symposium) will best meet their needs. Based on these surveys of the priority communities' professional development needs, the PHP will provide professional development opportunities in a variety of formats, including but not limited to webinars, strategic workshops, and symposia. The HPB houses a state-of-the-art Global Teleconference room for hosting professional development events.

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F4. Delivery of Professional Development Opportunities for the Workforce

The program advances public health by addressing the professional development needs of the current public health workforce, broadly defined, based on assessment activities described in Criterion F3. Professional development offerings can be for-credit or not-for-credit and can be one-time or sustained offerings. 1) Describe the program’s process for developing and implementing professional

development activities for the workforce and ensuring that these activities align with needs identified in Criterion F3. The PHP Curriculum and Development Committee has been tasked with developing and implementing professional development activities to meet the needs of professionals lacking formal educational opportunities in public health. Current public health topics under consideration are: the opioid epidemic, systematic reviews, and the geographic information system. Additional items under consideration are development of a graduate certificate in Public Health or summer courses. However, to ensure these activities align with the needs of the PHP priority communities, the committee members will first conduct a needs assessment among public health professional to identify and define their needs.

2) Provide two to three examples of education/training activities offered by the program in

the last three years in response to community-identified needs. For each activity, include the number of external participants served (i.e., individuals who are not faculty or students at the institution that houses the program). In October 2016, CMU hosted the GLC-SOPHE conference on its campus. Faculty helped make connections for the event; students planned and conducted the opening ice breaker; and implemented a needs assessment of GLC-SOPHE members. CHP funded an evening networking event for members and CMU alumni. Approximately 100 public health education professionals attended this conference. In 2017, DPH faculty joined their colleagues in CHP and CMED to organize a regional Opioid Summit for local stakeholders to call attention to the social threats of the opioid epidemic in rural Michigan. The Summit now receives support from the Interdisciplinary Center for Community Health & Wellness. A total of 105 participants attended the summit. In 2018, the MPH Program Director served on the planning committee for the Public Health Summit. This one-day conference attracts current public health workers, mainly from the mid- and central Michigan area because Isabella County is a rural area, professionals came from many surrounding counties. The topics presented are those determined to be of significance to the local public health workforce. Approximately 75 public health professionals attended this conference.

3) If applicable, assess strengths and weaknesses related to this criterion and plans for improvement in this area. Strengths Faculty involvement in extramural activities has created partnerships with external organizations over the last two decades. These relationships allow us to collaborate with other agencies to host professional development activities. Faculty involvement in state and national professional organizations, such as GLC-SOPHE that includes many public health professionals/practitioners, provides a venue for assessing, developing, and implementing professional development activities.

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Weaknesses Lack of formal assessment of the public health workforce in the Central Michigan area to determine areas that need improvement. Plans for Improvement Design professional development activities that meet identified needs of the public health workforce in the Central Michigan area. Increase the number of professional development opportunities available at professional organization meetings, such as GLC-SOPHE or MALPH.

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G1: Diversity and Cultural Competence

Aspects of diversity may include age, country of birth, disability, ethnicity, gender, gender identity, language, national origin, race, historical under-representation, refugee status, religion, culture, sexual orientation, health status, community affiliation and socioeconomic status. This list is not intended to be exhaustive.

Cultural competence, in this criterion’s context, refers to competencies for working with diverse individuals and communities in ways that are appropriate and responsive to relevant cultural factors. Requisite competencies include self-awareness, open-minded inquiry and assessment and the ability to recognize and adapt to cultural differences, especially as these differences may vary from the program’s dominant culture. Reflecting on the public health context, recognizing that cultural differences affect all aspects of health and health systems, cultural competence refers to the competencies for recognizing and adapting to cultural differences and being conscious of these differences in the program’s scholarship and/or community engagement. 1) List the program’s self-defined, priority under-represented populations; explain why these

groups are of particular interest and importance to the program; and describe the process used to define the priority population(s). These populations must include both faculty and students and may include staff, if appropriate. Populations may differ among these groups. The program’s underrepresented populations include students and faculty members that identify as Native American, Asian American, African American, Hispanic/Latino, and Pacific Islanders. The review of the self-reported data from students and faculty is the principal process used to determine which groups are under-represented in the PHP. These self-defined, under-represented priority populations are of interest to the program based on the historical low number of members of each group in the PHP at CMU. CMU strives to create a more diverse learning and living environment for students, faculty, and staff at the University which is inclusive of all backgrounds, religions, cultures, opinions and perspectives. The University recognizes the necessity of maintaining compositional diversity among the student population and faculty body to achieve its mission of preparing all CMU students for a diverse workforce and global marketplace. Implementation of a diversity agenda is a critical dimension of Central Michigan University’s pursuit of excellence and preeminence. Just as our community and workforce are changing, so are our students, faculty, staff, administrators, and stakeholders. To become the institution of choice, CMU must respond with a diversity agenda that is proactive and aggressive. It has been identified that recruitment and retention strategies reduce isolation effects, increase the opportunities for cross-cultural engagement inside and outside the classroom, and reinforce the academic and social development of all students. The Herbert H. and Grace A. Dow College of Health Professions adheres to CMU’s policy of the recruitment and retention of students from culturally diverse backgrounds (i.e., international students, underrepresented minorities).

2) List the program’s specific goals for increasing the representation and supporting the persistence (if applicable) and ongoing success of the specific populations defined in documentation request 1. Implementation of a diversity agenda has been included as a critical dimension of CMU’s pursuit of excellence and preeminence, and in doing so, the University has developed a Strategic Plan

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for Advancing Diversity. Within this plan five diversity priorities, or goals, were identified. The PHP will discuss only three of them in section 3. The other two will be discussed in section 4.

1. Roster a welcoming and inclusive campus environment. 2. Recruit, hire, retain, and promote faculty and staff who will enhance diversity in all areas.

Faculty and Staff Recruitment CMU has well-defined procedures for faculty and staff recruitment. Briefly explained, open positions must be advertised in several venues to reach a broad and diverse group of applicants. A formal search must be conducted through PeopleAdmin, CMU’s applicant tracking system, for all benefit-eligible faculty and postdoctoral research fellow appointments as well as staff. Oversight of all employment of faculty and staff is centralized, and Programs, Departments, and Colleges must follow guidelines relating to diversity. CMU is an Equal Opportunity and Affirmative Action Institution. Faculty Personnel Services (FPS) facilitate personnel and employee relation functions in a fair and consistent manner. They administer the implementation of, and compliance with, the academic collective bargaining Agreements with faculty and graduate assistants and administer CMU academic policies and procedures. A Human Resources representative administers the implementation of, and compliance with, the appropriate staff category collective bargaining Agreements. CMU is committed to affirmative action in recruiting, hiring, promoting, and retaining minorities, women, veterans and individuals with disabilities. The university’s Human Resources department is charged with monitoring a hiring department’s search activities for staff to assure that a “good faith” effort is made to identify, recruit and hire minorities, women, veterans and individuals with disabilities. Faculty Retention and Promotion The Faculty Association (FA) at CMU is the oldest faculty union at a four-year institution in the United States. Affiliated with the Michigan Education Association and the National Education Association, the FA is the sole representative when it comes to faculty working condition. The FA serves faculty in a variety of ways including negotiating the collective bargaining agreement that covers all full-time regular faculty. Equally important is the FA's work pursuing formal grievances to protect the interests of individual faculty and groups of faculty that may have been harmed in some way by CMU administration decisions and activities. The standards and procedures for hiring, reappointment, tenure, or promotion have been established in the bargaining agreement reached between CMU Administration and FA. The 2014-2019 Faculty Bargaining Agreement is included in the electronic resource file (ERF G1-2). CMU’s reappointment, tenure, and promotion policies are designed to facilitate the identification and reward of faculty excellence in both teaching and research. The standards and types of evidence to be used in demonstrating the quality of teaching and research are specified by departments in their procedures, criteria, standards, and bylaws. The department bylaws supplement, but do not replace, provisions of the Faculty Bargaining Agreement. CMU recognizes that nondiscrimination and equal educational and employment

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opportunity are legally, socially and morally necessary and that it must take affirmative action to ensure that these concepts are realized. The University is especially committed to creating and supporting a campus composed of diverse and multicultural faculty, staff and students because doing so will benefit its faculty, staff and students. The creation of such a community involves the recruiting and retaining of students, faculty, and staff from all backgrounds and the provision of a working environment free from discrimination. For the purpose of coordinating and implementing the University's equal opportunity and affirmative action programs, including those programs set forth in this Protocol, the University has created the Office of Civil Rights and Institutional Equity administered by the Department Executive Director, who serves as the University’s Affirmative Action Officer. The Executive Director/Affirmative Action Officer reports directly to the President’s Office.

3. Recruit and retain students from diverse backgrounds. 4. Infuse diversity into the curriculum and promote pedagogical strategies that encourage

student involvement and facilitate respect of diverse perspectives. 5. Support the administrative and organizational structure needed to coordinate and monitor

campus climate progress. A copy of CMU’s Equal Opportunity and Affirmative Action Protocol, CMU’s Faculty Hiring Guidelines, CMU’s Staff Hiring Guidelines, CMU’s Faculty Association Agreement, HSC Bylaws, CMU’s diversity and inclusion report, and strategic plan is included in the electronic resource file (ERF G1-2).

3) List the actions and strategies identified to advance the goals defined in documentation request 2, and describe the process used to define the actions and strategies. The process may include collection and/or analysis of program-specific data; convening stakeholder discussions and documenting their results; and other appropriate tools and strategies. CMU uses several actions and strategies to increase the representation of the program’s self-defined under-represented populations. These actions and strategies result from two previous strategic plans on diversity conducted at CMU. In 2001, the first strategic diversity plan was launched. Since that time, the campus has experienced successes as well as challenges. Seven years later, CMU has a revised plan that is integral to its institutional mission and goals. The 2008 Strategic Plan for Advancing Diversity: Blueprint for the 21st Century and Beyond, led by Dr. Denise O’Neil Green, CMU’s chief diversity officer, has been shaped by conversations and input from multiple committees and campus groups. Strategies to achieve goal 1: Foster a welcoming and inclusive campus environment. The actions identified to achieve this goal include:

1. The president and his/her senior staff must take an active role in stressing the importance of diversity and the climate for their respective divisions/units. For example when forming a hiring committee include individuals from groups that have traditionally been excluded.

2. Implement a cultural competency component in all university employee and organizational unit performance evaluation processes. For example, Incorporate diversity education into student, staff, and faculty employee orientations and use pre and posttest measures to determine increased levels of awareness and knowledge of diverse groups

3. Partner with Mt. Pleasant community groups, businesses, government, and law enforcement agencies to increase awareness and understanding of diverse populations.

Strategies to achieve goal 2: Recruit, hire, retain, and promote faculty and staff who will enhance diversity in all areas and levels of the university. The actions identified to achieve this goal include:

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1. Increase and improve efforts to recruit and hire employees from underrepresented

groups at all levels of the university, with particular emphasis on the most senior levels and highly. For example, incorporate diversity-related requirements into each job description.

2. Develop and implement a campus wide affirmative action certification program. 3. Increase efforts to retain and promote employees from underrepresented groups at all

levels of the university - including the most senior levels and highly visible positions. Strategies to achieve goal 3: Recruit and retain students from a diversity of backgrounds. The actions identified to achieve this goal include:

1. Enhance recruitment strategies for diverse student populations. This can be achieved through various programs, including:

Early outreach program. The CMU Upward Bound Program is a rigorous, pre-college academic experience for promising, economically-disadvantaged students within two Detroit Public High Schools. This program exposes pre-college minority students to life at Central Michigan University.

The Native American Programs (NAP) office is responsible for various programs all related to the Native American community and culture.

King, Chavez, Parks-KCP/Future Faculty Fellows-FFF Program. The KCP Initiative is funded by the Michigan Workforce Development Agency and was started in 1986 with the intention of increasing the opportunities for Michigan's most educationally disadvantaged citizens to achieve and excel as future professors.

The McNair Scholars program which supports underrepresented and first-generation students, who have identified research as a primary focus of their education, with financial support, summer internships, and career planning

2. Strengthen and promote scholarship opportunities for prospective undergraduate students who have demonstrated a commitment to diversity.

3. Increase undergraduate and graduate international student enrollments for both on and off-campus.

4) List the actions and strategies identified that create and maintain a culturally competent

environment and describe the process used to develop them. The description addresses curricular requirements; assurance that students are exposed to faculty, staff, preceptors, guest lecturers and community agencies reflective of the diversity in their communities; and faculty and student scholarship and/or community engagement activities. While it is true that different forms of diversity (i.e. geographic, economic, and religious) exist among the student population, Central Michigan University is a predominately white institution, with limited racial/ethnic diversity. Preparing students for a more diverse world requires a holistic approach that encompasses both pedagogy and curriculum content. To create and maintain a culturally competent environment, CMU will implement the following strategies: First strategy (University Goal 4): Infuse diversity into the curriculum and promote pedagogical strategies that encourage student involvement and facilitate respect of diverse perspectives. This goal will be met by taking the following actions:

1. Institute and provide educational seminars to increase cultural competency among the faculty in order to help them develop culturally sensitive educational opportunities for their students.

2. Encourage the promotion and development of study programs and courses that enhance

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student learning about diversity, underrepresented groups, and global issues. 3. Other activities includes: Several PHP courses cover diversity and inclusion issues. They

include HSC 110 Introduction to Public Health, HSC 532 Diversity Issues in the Health Professions, HSC 222 Sexuality in Health Education, HSC 523 AIDS Education, MPH 644 Rural Health, MPH 652 Public Health Environmental Science, and HSC 516 Study abroad program to Malaysia.

Second strategy (University Goal 5): Support the administrative and organizational structure needed to coordinate and monitor campus climate progress. This goal will be achieved by taking the following actions:

1. Establish a process for adequately funding university-wide diversity initiatives and programs, and curriculum efforts, in accordance with CMU's diversity priorities.

2. Combine the Diversity Campus Climate Committee (DCCC) and the Affirmative Action and Equity Council to form a Diversity Plan Implementation Committee.

3. Clarify the roles and responsibilities of the Affirmative Action Officer and the Associate Vice President for Institutional Diversity to avoid an overlap of their activities and efforts.

5) Provide quantitative and qualitative data that document the program’s approaches,

successes and/or challenges in increasing representation and supporting persistence and ongoing success of the priority population(s) defined in documentation request 1. The PHP has been successful in increasing the representation of minority populations among its faculty, students, and staff. The following table highlights the composition of faculty and students:

Table G1. Diversity and Cultural Competence

Characteristics Total Number of Proportion of minority

Primary Faculty 8 4 (50%)

Non-Primary faculty 4 1 (25%)

Support Staff 3 0 (0%)

MPH students (campus-based) 34 17 (50%)

MPH students (distance-based) 17 9 (53%)

Undergraduate students 61 8 (13%)

As students learn to interact with different cultures, they will be prepared to face any diverse workplace environment. In the past, a SWOT analysis exercise conducted by students in the MPH 655 Program Planning and Evaluation course, identified the diversity of faculty and students as one of the strengths of the program. Currently, and continuing into the future, quantitative and qualitative data documenting the program’s persistence in increasing the success of priority populations is/will be collected using the student exit survey and qualitative student survey. The challenge has been to attract faculty of either Hispanic ethnicity, even though it is the fastest growing minority group in the U.S., or Native-American ethnicity, an important ethnic group in Mount Pleasant. Through the accreditation process, the program identified its lack of regular collection and review of quantitative and qualitative data as a program weakness. The creation of new committees

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(Accreditation, Curriculum and Development, Admission, and Assessment) with well-defined attributes will allow the program to not only conduct regular data collection, but also review the data to make inform decisions The Admission and Assessment committees will monitor the admission data for students and the hiring data for new faculty and staff to address any weakness in the admission and hiring of minority group members.

6) Provide student and faculty (and staff, if applicable) perceptions of the program’s climate

regarding diversity and cultural competence. Student and faculty and staff perceptions of the program’s climate regarding diversity and cultural competencies, both quantitatively and qualitatively, are collected using the Student Exit Survey, Qualitative student survey, and Qualitative faculty survey. To assess students’ perceptions, the survey items asked them to indicate the extent to which PHP was successful in incorporating issues related to diversity throughout a student's academic experience. Response choices included: 1-Agree a great deal, 2-somewhat, 3-Not too much, 4-Not at all.

Table G1-6 Students Perceptions Regarding Diversity

Characteristics MPH (N=11) PHE (N=10)

Strongly agree Agree

Strongly agree Agree

Curricular reading 30.0% 50.0% 25.0% 50.0% Gender diversity of instructors 54.6% 45.5% 37.5% 25.0% Course assignments 27.2% 63.4% 28.6% 71.4% Racial diversity of instructors 63.4% 36.4% 0.0% 50.0% Expertise of instructors 18.1% 72.7% 75.0% 25.0% Age of instructors 27.2% 63.4% 37.5% 50.0% Diversity of staff at CMU other than instructors

27.2% 45.5% 50.0% 37.5%

Professional diversity of fellow students 63.6% 36.6% 50.0% 37.5%

As indicated in Table G1-6, MPH students held positive views towards the diversity climate in the PHP.

63.4% of respondents agreed a great deal and 36.3% somewhat agreed that PHP was successful in addressing racial diversity of instructors.

63.4% of respondents agreed a great deal and 36.3% somewhat agreed that PHP was successful in addressing the professional diversity of fellow students.

54.5% of respondents agreed a great deal and 45.5% somewhat agreed that PHP was successful in addressing gender diversity of instructors.

30.0% of respondents agreed a great deal and 50.0% somewhat agreed that PHP was successful in addressing curricular reading.

PHE students held positive views towards the diversity climate in the PHP.

75.0% of respondents agreed a great deal and 25.0% somewhat agreed that PHP was successful in addressing the expertise of instructors.

50.0% of respondents agreed a great deal and 37.5% somewhat agreed that PHP was successful in addressing the professional diversity of fellow students.

50.0% of respondents agreed a great deal and 37.5% somewhat agreed that PHP was successful in addressing diversity of staff.

37.5% of respondents agreed a great deal and 25.0% somewhat agreed that PHP was successful in addressing the gender diversity of instructors.

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Sixteen MPH students and fourteen PHE students participated in a qualitative survey. The respondents were either satisfied or very satisfied with the diversity in the program in the following areas: curricular readings, and assignments, diversity among CMU staff, age, racial, experience, and gender diversity of faculty. The MPH student body is very diverse in terms of ethnicity, country of origin, or sexual orientation. However, students felt that gender and racial diversity among faculty could be improved. Faculty are also diverse in terms of ethnicity and country of origin. They are very satisfied with the quality of interaction among students in the classroom and between students and faculty. The classroom atmosphere and the willingness to engage with each other in class are wonderful. According to alumni, the program faculty strive to provide real life experiences that prepare students for their future jobs and make classes interesting and relatable. Some alumni pointed to their internship experiences as major contributors to their learning. However, alumni feedback also indicated that more focus should be given to connecting students to major advisors. Some students reported a lack of program visibility within CMU, making program specific recommendation difficult to attain. While many felt the program prepared them well for their future jobs, some felt that certain areas needed more instruction. Alumni indicated wanting more instruction on charting, program mapping, CHES exam preparation, grant writing, and manuscript writing. Further, while many reported great internship experiences, a few wanted to see more focus on finding the right fit and the right internship supervisor. Overall, alumni enjoyed their time at CMU and felt that their classes prepared them for their future employment.

7) If applicable, assess strengths and weaknesses related to this criterion and plans for improvement in this area. Strengths The commitment of the University leadership, including the Provost, the Chief Diversity Officer, the CHP Dean, and the PHPs Directors, is to recruit more diverse students, faculty, and staff to the University, and create an enabling environment for retention. CMU provides students with multiple opportunities - both within and outside of the classroom - to learn about racial, ethnic, gender, and cultural diversity, Weaknesses Although CMU provides students with multiple opportunities to learn about cultural diversity, a large majority of CMU students may not take advantage of these opportunities. Recruiting Hispanic or Native American Indian, Hawaiians or Pacific Islander students and faculty remains a challenge. Lack of regular collection and review of quantitative and qualitative data to inform and adjust strategies. Plans for Improvement: The University must continue its efforts to recruit more diverse faculty, staff, and students. The PHP strives to recruit Native American and Hispanic students into public health programs. Public health students are encouraged to consider an internship or APE with Indian Health Services and or on one of the reservations in Michigan. The creation of new committees (Accreditation, Curriculum and Development, Admission, and Assessment Committees) with well-defined attributions will allow us to successfully address this concern.

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H1. Academic Advising The program provides an accessible and supportive academic advising system for students. Each student has access, from the time of enrollment, to advisors who are actively engaged and knowledgeable about the program’s curricula and about specific courses and programs of study. Qualified faculty and/or staff serve as advisors in monitoring student progress and identifying and supporting those who may experience difficulty in progressing through courses or completing other degree requirements. Orientation, including written guidance, is provided to all entering students. 1) Describe the program’s academic advising services. If services differ by degree and/or

concentration, a description should be provided for each public health degree offering. From the day students begin at CMU, the sole focus is to help them prepare to succeed in both their professional and personal lives. As a leader into academic success, the University provides access to a variety of academic advising services for each student. Academic advisors are official representatives of the University. Trained, professional advisors and faculty members at CMU offer individualized assistance as students strive to complete their program of study. The PHP values the importance of, and places great priority on, offering accurate advising services to students. From the time the undergraduate student declares a major until the day of graduation, each student has access to advisors, as well as an entire team of faculty that are dedicated to their success at CMU. The PHE currently has one full-time academic advisor, Leah Rutkowski, assigned to handle the advising. Students receive advising and career assistance; create an academic planning map to identify which prerequisite courses, if any, need to be taken, and create a plan of completion for the remaining classes and internship requirements; complete the Technical Standards form; acknowledge receipt of PHE student learning outcomes (SLOs); and are advised of office hours and communication channels. Changing to only one academic advisor for the PHE major has helped students proceed through their academic program in a timelier manner without receiving conflicting advice from others. PHE faculty are still assigned to advise students for career, research, and other types of professional advising. The Internship Coordinator also serves in an advisory role. In 2017, the CHP launched the Student Service Center to provide academic advising for undergraduate and graduate programs, success coaching, and help in finding student resources. This Center has three experienced staff members who work closely with Mrs. Rutkowski to assist students and avoid any duplication of service. All PHP students have access to an online Degree Progress tool to substantiate the academic plans they draft with their academic advisors. This interactive tool was developed by CMU to allow students to have 24/7 access to their advising information. This tool allows students to compare their current cumulative GPA and credit hours to those required for graduation in their field of study. Additionally, Degree Progress tracks all completed courses with corresponding grades earned, registered courses, and remaining required courses. CMU’s College of Graduate Studies (CGS) offers an online orientation module to all new and returning graduate students, which covers a variety of non-academic information, CGS policies and procedures, and other helpful information to ensure graduate students begin their CMU journey well.

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Additionally, the MPH program requires each new student to attend a three-day orientation, during which they meet faculty, are introduced to all program requirements, review program policies and procedures, practice team-building exercises, and are paired with an academic advisor that will assist them throughout the program. The MPH program has two full-time advisors, the Program Director, Dr. Inungu, and faculty member, Dr. Jahanfar. Students in each cohort are divided between the two advisors alphabetically by last name. As the program grows, additional faculty will be assigned advising roles in addition to the existing two tenured faculty. The advisor provides students with guidance on what classes to take and when, potential field experience placement, and possible options for satisfying the ILE. Advisors also educate students about other resources to help them succeed, such as the student writing center, tutoring services, free mental health counseling, and library resources. Additionally, advisors help students explore potential career options and, if appropriate, provide letters of recommendation.

2) Explain how advisors are selected and oriented to their roles and responsibilities. CMU assigns an academic advisor to newly admitted students without a signed major. When a student declares a PHE major, a PHP faculty advisor is assigned. This advisor is selected based on their professional experience and knowledge of the PHE. The undergraduate advisor meets with the DPH Director to become oriented to their roles and responsibilities. At the graduate level, all PIF in the MPH program are expected to serve as graduate advisors.

3) Provide a sample of advising materials and resources, such as student handbooks and plans of study, that provide additional guidance to students. Student Handbooks, Four-Year Academic Planning Map (undergraduate), Two-Year Academic Planning Map (graduate), and online Degree Progress tools are all available to guide students. All referenced documents are available in the electronic resource file (ERF H1-3).

4) Provide data reflecting the level of student satisfaction with academic advising during

each of the last three years. Include survey response rates, if applicable. An online Exit Survey was administered to PHP students who will graduate in May of 2019. This is the first Exit Survey administered by the PHP. The survey will continue to be administered when students apply for graduation during their final semester in the program. The survey included the question, “On a scale of 1 to 5, where 1 is strongly satisfied, 2 is satisfied, 3 neutral, 4 dissatisfied, 5 strongly dissatisfied, rate your overall satisfaction with the following statement.” For example: Academic Advising with Faculty, and quality of advising with my Plan B/Thesis. Survey results are available in the electronic resource file (ERF H1-4).

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Figure H1-4a MPH Student Satisfaction with Faculty Advising

Figure H1-4a shows:

36.6% of students were very satisfied, 27.7% were satisfied with academic advising with faculty; however, 36.3% of students were neutral.

54.5% of students were very satisfied and 45.5% were satisfied about the quality of advising they received for Plan B/Thesis.

During the qualitative interview, MPH students said they were very satisfied with academic advising. However, they wish that academic advising could be provided from day one, when students enter the program.

Figure H1-4b PHE Student Satisfaction with Faculty Advising

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Figure H1-4b shows that 80% of PHE undergraduate students were either very satisfied or satisfied with faculty advising. Because they do not complete a Plan B/Thesis project, this item was not analyzed.

5) Describe the orientation processes. If these differ by degree and/or concentration, provide

a brief overview of each. There is no formal orientation for students in the PHE major, as each student is advised as they commit to it. This allows students to ask individual questions and receive specific advising for their academic needs/issues. However, there is a formal internship orientation meeting offered in January and September of each academic year. Each student is expected to attend one of these sessions prior to their internship placement. Upon acceptance to CMU’s College of Graduate Studies, each student is required to complete an online orientation. During this orientation, students are introduced to the University’s mission and code of ethics as well as expectations for academic honesty and mutual respect for one another. Once a student has been accepted into the MPH program, he/she is required to attend orientation the week prior to classes starting in August. At orientation, students are introduced to the CHP Dean, HSC Chair, DPH Division Director, MPH Program Director, and all faculty/staff that they will be working with during their degree study. They are then provided with the MPH Student Handbook and current Bulletin with detailed instructions about each of the required courses, the APE, and the ILE requirements. Students also participate in team-building activities that allow everyone to gain a sense of community with one another. Upon completion of orientation, students are notified who their respective advisor will be for the remainder of the program, and given their office hours and contact information.

6) If applicable, assess strengths and weaknesses related to this criterion and plans for improvement in this area. Strengths Students can seek advising services through many avenues, including the Office of Academic Advising and Assistance, an advisor in their field of study, their respective program advisor in the PHP program, advising services offered in the CHP Student Service Center, and faculty advisors. Weaknesses Because CMU offers advising at multiple locations, students may feel overwhelmed trying to navigate these resources. Though each advising professional is trained to direct students based on their specific needs, students may have to visit multiple locations to find the specific services they are seeking. Plans for Improvement The MPH program, has a three-year plan in place to increase the number of advisors from two to four. A similar plan could be drafted for students in the PHE major to expand advisory staff should the program grow. This would ensure each student receives the advising needed for a successful academic and professional career. The program is considering developing a static location for both PHE and MPH advisory staff in the CHP Student Service Center to eliminate some of the hassle created for students in search of advisory services.

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H2: Career Advising The program provides accessible and supportive career advising services for students. Each student, including those who may be currently employed, has access to qualified faculty and/or staff who are actively engaged, knowledgeable about the workforce and sensitive to his or her professional development needs and can provide appropriate career placement advice. Career advising services may take a variety of forms, including but not limited to individualized consultations, resume workshops, mock interviews, career fairs, professional panels, networking events, employer presentations and online job databases. The program provides such resources for both currently enrolled students and alumni. The program may accomplish this through a variety of formal or informal mechanisms including connecting graduates with professional associations, making faculty and other alumni available for networking and advice, etc. 1) Describe the program’s career advising and services. If services differ by degree and/or

concentration, a brief description should be provided for each. Include an explanation of efforts to tailor services to meet students’ specific needs. Schools should present data only on public health degree offerings. Professional advisors and faculty members at CMU offer individualized assistance for students’ career decision-making and acquisition of internships and employment positions. The PHE program has Leah Rutkowski assigned to career advising. She provides individualized meetings with students to answer their questions on career options and employment opportunities. She also provides relevant job announcements for PHE majors. In addition, all PHE program faculty are available for PHE students to meet with individually for questions related to career success and opportunities. Each PHE faculty member serves as a secondary advisor to majors, as assigned alphabetically. The PHE Internship Coordinator, Dr. Brookins-Fisher, also provides guidance on career development and job exploration at site visits and upon completion of the internship. In HSC 319, guest speakers (employers from the field) interact with PHE majors about resumes, cover letters and interviewing skills. Additionally, in the last year a Facebook page has been set up for current and former students to have instant access to job notifications, announcements of professional conferences and workshops, and links to other career opportunities. This started with PHE students, but also includes MPH students. Eta Sigma Gamma also provides career development opportunities for its members, of which Dr. Brookins-Fisher is the Faculty Sponsor. They have an appointed Professional Development Chair that seeks out or develops professional development experiences for students. For example, in Fall 2018 students had access to a professional portrait at a general meeting, as well as access to Career Services personnel to critique resumes. Members must receive one “point” per semester in professional development to remain an active member. In the past, ESG has offered a professional development workshop of which public health education professional come in for a three hour period for interviewing and resume/cover letter development. Members also have access to professional development funds through national Eta Sigma Gamma. All majors and MPH students have access to professional development funds for travel to professional conferences through the Walston Travel Fund (set up by two retired faculty members from DPH) and the newly developed Jodi Brookins Fisher Student Professional Development Fund (beginning Spring 2019). With PHE curricular changes being submitted in Fall 2019, the portfolio will have an even greater emphasis in the program, as its completion according to program SLOs and CEPH/CHES competencies will be reviewed by a committee for approval prior to graduation. Each portfolio must contain artifacts of meeting competencies that will enhance student ability to “prove” competency and keep them competitive in the job market.

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Students who are currently employed have similar opportunities to discuss career-related needs with PHE program faculty. Many students stay connected with former professors and have become part of the active Facebook page. They continue to consult with faculty on career decisions and changes and ask for assistance in locating opportunities, resume and cover letter development, and letters of recommendation. Although their needs also have been identified through secondary data collection, in the future PHP will work with MALPH leadership to develop a professional development survey of public health professionals. The MPH program provides career advising that is a shared responsibility among the Program Director, Dr. Inungu, and two other full-time advisors, Drs. Jahanfar and Kim. Students in each cohort are divided between the advisors alphabetically by last name. These advisors are available for students to meet individually with to discuss career options and opportunities, as well as provide guidance for those students interested in perusing doctoral studies. The MPH Internship Coordinator, Dr. Tunde M. Akinmoladun, also provides advising on career success for MPH students. Students who are currently employed have similar opportunities to discuss career-related needs with MPH program faculty. Career Development Center’s mission is to assist students and alumni in their career development and decision-making, and aid in their acquisition of internships and positions of employment. From freshman year, Career Services assists students, whether they have selected a major and are ready to start their classes in their chosen area or are undecided on which career path may be right for them. FOCUS2 is a free online assessment for all students and is useful in helping students understand which major and career areas may be a good fit. Also available are the Myers-Briggs Type Indicator and Strong Interest Inventory assessments, which can be interpreted by any of our advisors. After taking an assessment, students are encouraged to meet one-on-one with a career coach to interpret the results and discuss their next steps. Career Services has a multitude of resources for those students who have decided on their major area of study. Examples include resume and cover letter assistance, mock interviews, free professional clothing, a free database management system (“Handshake”), as well as numerous ways to connect with employers, including events and career fairs. Handshake is a media platform that allows students to interact with Career Services and potential employers. Using Handshake allows students and alumni to find events happening around them. Career Coaches, available by appointment, can assist students in navigating the various resources and provide career guidance at any stage of their college career. Assistant Directors, assigned as liaisons to specific colleges, are also available to meet with students. The Career Services office is home to many student-led programs. REACH, a peer-to-peer program, is walk-in service where trained students assist with

resume and cover letter critiques, “Handshake” navigation, and general career guidance. The Mock Interview program provides practice interviews led by trained student

ambassadors to prepare students for future job interviews. Feedback is provided to help better prepare for real-life situations.

The Capital City Internship Program (CCIP) provides CMU students the opportunity to gain experience, network in a governmental setting, and learn the critical role government plays on campus as well as in communities. This program takes place in downtown Lansing, Michigan with internships available in a variety of State of Michigan governmental offices and departments, with transportation provided from Mount Pleasant to Lansing.

The Employer Spotlight Program brings featured employers to campus to interact directly with students. Through this program, students are provided the opportunity to engage with the featured employer and learn more about the internship/career opportunities available. Employers are available to students throughout the day at a specified location on campus. Additionally, employer representatives spend time in a variety of classes (based on interested

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areas of study and recruitment needs). Students in need of professional clothing can utilize the First Impressions program which

provides free professional clothing to CMU students who may be attending a career fair or job interview. First Impressions is dedicated to helping students understand the importance of making a good first impression through educating and providing appropriate attire. All CMU students are eligible to apply and can request clothing simply by completing a request form and indicating why he/she requires business attire.

Lastly, OutREACH is a group of student ambassadors from Career Services who provide presentations about Career Services and specific career topics to student groups and events across campus.

2) Explain how individuals providing career advising are selected and oriented to their roles and responsibilities.

Qualifications to become an assistant director in Career Services are as follows; Bachelor’s degree. Master’s degree preferred General knowledge of university curricula and policies as well as assigned colleges. Working knowledge of Social Media channels. Familiarity with computers and application programs. Demonstrated positive interpersonal and public communication skills. Ability to manage time effectively and adapt to changing demands. Demonstrated ability to communicate effectively with diverse audiences and project a positive

image. Career Services staff are selected through an interview process including both a Skype interview and in-person interview. Interviews consist of questions and answers in addition to a presentation portion to asses public communication skills.

3) Provide three examples from the last three years of career advising services provided to

students and one example of career advising provided to an alumnus/a. For each category, indicate the number of individuals participating. Technology has changed the recruiting experience for students, recruiters, and career centers. Launched in 2014, Handshake is now the ultimate career network for college students and alumni. The system makes it easy for any student to find the right job. CMU Career Services utilizes Handshake to bridge the gap between recruiting employers and students. Once a student’s account has been created and approved, he/she can register for various career fairs. Information that you find in "Handshake" is specific to CMU based on opportunities that Career Services receives directly from employers who are looking to hire a Chip! In addition, the University organizes annual career fairs for students looking for graduate programs or for graduate students looking for employment. PHP Career Advising of Students in the last three years (three examples): Once students complete courses HSC 599SL Public Health Internship or MPH 790 Applied Practice Experience, they are asked if they would like to be informed of future job announcements. If yes, they remain on this list until employed. This informal process has been formalized with the advent of both the database and Facebook page. 1. In Fall 2017, a database was established of PHP students to assist in job/career placement.

All students and alumni receive this information.

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2. In Summer 2018, a Student-Alumni Facebook page was created. PHP faculty, students, and alumni post current job openings and professional development opportunities so students can take advantage of these opportunities and receive career advising.

3. In 2018, MPH students attended a career fair organized on campus in Finch Hall to network with employers (regional hospitals, community-based organizations etc.).

PHP Career Advising for Alumni in the last three years (one example): 1. In June, 2016 two faculty members participated in a panel discussion about resumes, cover

letters, interviews and job hunting. PHE program alumni attended this panel discussion, especially if they were GLC SOPHE members.

2. In Summer 2018, a Student-Alumni Facebook page was created. PHP faculty, students, and alumni post current job openings and professional development opportunities so alumni can take advantage of these opportunities and receive career advising.

4) Provide data reflecting the level of student satisfaction with career advising during each of

the last three years. Include survey response rates, if applicable. Schools should present data only on public health degree offerings. PHP administered the online Exit Survey to elicit student satisfaction with career advising. Because the survey was administered for the first time, only the 2019 data will be presented here. The results of the surveys are in Figure H2-4a and H2-4b.

Figure H2-4a MPH Student Satisfaction with Career Advising

Figure H2-4a shows an estimated 54.5% (n=6) of MPH students reported to be either satisfied or very satisfied with career advising with faculty; whereas, 18% (n=2) were either dissatisfied or very dissatisfied.

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Figure H2-4b PHE Student Satisfaction with Career Advising

Figure H2-4b shows an estimated 60.0% (n= 6) of PHE students were either very satisfied or satisfied with career advising with faculty, whereas 20% (n=2) were either dissatisfied or very dissatisfied. Additionally, PHP administered a qualitative student survey to assess students’ overall perception of career advising. About 80% of students interviewed (n=14) felt supported by faculty and staff. They felt that the career advising office provided them useful information for their career development (how to search for job, how to interview or write a resume). Faculty are always willing to write letters of recommendations or pass the information about internship opportunities. However, when asked how many time students visited the Office of Career Services, very few students have taken advantage of this valuable resource. Students did not use career services because of the lack of advisors trained in public health within that office. Students would like to see more health fairs organized on campus.

5) If applicable, assess strengths and weaknesses related to this criterion and plans for improvement in this area. Strengths Career Services offers many services to current students and alumni to build skills and make career decisions, including proofreading of resumes and cover letters, mock interviews, employer spotlight, and providing professional clothing. Handshake is another program available to students and alumni through Career Services. All these programs are highlighted in the CMICH Career Guide readily available for students and alumni to access. The CMICH Career Guide provides sample resumes and cover letters, as well as giving advice on how to market yourself. An electronic copy is available in (ERF H2-4). Weaknesses The greatest weakness of Career Services is a lack of personnel. They currently assign only one assistant director per academic college. In addition, data show that a limited number of students have ever had a one-on-one session with career service staff. Among the 11 MPH students interviewed, only 3 (27.3%) had a one-on-one session. Among the 9 PHE students interviewed, 3

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(33.3%) had a one-on-one session with career service staff. The current survey did examine student level of satisfaction with career advising staff. Plans for Improvement Career Services is currently working to improve their technology and advising platforms. The University has adopted a centralized advising model throughout the university. This office is undergoing a drastic change. PHP faculty decided to start inviting career-advising staff as guest speakers to talk about career paths to their students during their classes. The current exit and alumni surveys will be revised to include questions assessing student satisfaction with career advising staff.

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H3. Student Complaint Procedures The program enforces a set of policies and procedures that govern formal student complaints/grievances. Such procedures are clearly articulated and communicated to students. Depending on the nature and level of each complaint, students are encouraged to voice their concerns to program officials or other appropriate personnel. Designated administrators are charged with reviewing and resolving formal complaints. All complaints are processed through appropriate channels. 1) Describe the procedures by which students may communicate any formal complaints

and/or grievances to program officials, and about how these procedures are publicized. The CMU Office of Civil Rights and Institutional Equity (OCRIE), coordinates and monitors the University’s affirmative action/equal opportunities and programs to assure compliance with the Americans with Disabilities Act, Title VII of the 1964 civil rights Act, Executive order 11246 and other relevant state and federal statutes. The Office offers guidance and advice to all CMU community members on the University’s nondiscrimination and affirmative action policies and procedures, assists departments with recruitment and retention activities, as well as receives and resolves complaints. Moreover, students have the right to communicate their complaints about academic matters if they believe their rights have been violated. A formal complaint is properly filed by presenting the issue first to the faculty member or doctoral research project or dissertation committee chairperson. If it is not resolved, the student may take the issue to the department chairperson. If still not resolved, the student may take the complaint to the Office of the CHP Dean or the Dean of the CGS. More information on filing complaints and resolving academic conflicts may be found in the Grade Grievance Policy located in the electronic resource file (ERF H3-1). Additionally, CMU has a system in place to advise students. The Ombudsperson (or Ombuds) is an informational resource available to all members of the CMU community that provides independent, impartial, confidential, and informal support for student-related matters. If a student is not sure where to take his/her concerns, or is uncertain about the directions received and would like to talk further, this office may be an appropriate outlet. The student Ombuds Officer works to resolve issues between students and university offices, departments, or individuals. Students with concerns that they have not been able to resolve through normal procedures are encouraged to contact this office. When investigating the complaint, it is necessary for the student Ombuds Officer to discuss the concern with appropriate university officials.

2) Briefly summarize the steps for how a complaint or grievance filed through official university processes progresses. Include information on all levels of review/appeal. The University recognizes that it is the instructor’s prerogative to determine a grade. Responsibility for resolving grading disputes is shared among the instructor, the student, the department, and the college. If a question is raised by a student concerning a grade, the instructor should discuss the matter willingly and give evidence to make clear his/her basis for determining the grade. In turn, the student should recognize the need to demonstrate a valid basis for complaint. At any time, either upon the student inquiry or upon his/her own initiative, the instructor who believes a change of grade is justified may initiate a request for a change in grade CMU has a grade grievance policy that resolves complaints, grievances, or grading disputes among the instructor, student, department and college. These steps may be found in the Grade Grievance Policy noted above.

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Step 1 A student who complains about his/her grade shall initially contact the instructor or, if the instructor is unavailable, the department chairperson. Ordinarily, the student accepts the instructor’s decision. Nonetheless, if the student is still unsatisfied, he/she may request in writing a joint consultation with the instructor and the chairperson of the department involved. In cases where the student request for joint consultation involves an instructor who is also the chairperson of the department, the student request in writing should be sent to the dean of the school or college. Step 2 A student who is not satisfied after consultation with the instructor and department chairperson may file an appeal within forty-five days from the date of the posted grade to the dean of the instructor’s college for forwarding to the College Committee on Review of Change of Grade. Capricious grading includes assignment of a grade to a particular student on some basis other than his/her performance in the course, assignment of a grade to a particular student based on more demanding standards than were applied to other students in that course, and assignment of a grade with a substantial departure from the instructor’s previously announced standards. The student shall then file an appeal by submitting a written statement explaining the basis for the allegation that the grade was due to capricious grading and presenting any evidence he/she may have. Step 3 If the College Committee on the Review of Change of Grade does not yield a mutually agreeable solution, the committee shall then proceed to a fact-finding session concerning the allegations set forth in the appeal. Both the instructor and student are entitled to present relevant evidence, including testimonies by others in private sessions. At the close of the session, if majority finds the allegations of capricious grading to be supported by substantial evidence, the committee shall determine the most appropriate remedy. The decision of the committee shall be final and reported in writing to the student, instructor and the departmental office. HSC is dedicated to the development of professionals who improve health and quality of life through practice, leadership, education, discovery and service. Hence, many issues students encounter during their leadership and education experience are resolved by instructors or the Academic Advisor. However, if the student is unsatisfied with the outcome, he/she can present the grievance in writing to the Division Director. If still not satisfied, the grievance is presented to the Chair of the Department in writing. Finally, if the student is unsatisfied with the outcome at this level, an appeal can be directed to the Associate Dean for Academic Affairs of CHP for resolution. CMU strives to offer resources and support to students experiencing concerns of sexual misconduct. A form has been designed to report concerns about dating violence, domestic violence, retaliation (sexual misconduct), sexual assault, sexual exploitation, sexual harassment and stalking in which the person responsible for the action is a student (https://ocrieconcernreportingtool.apps.cmich.edu/#/). If the person responsible for the action is CMU faculty, staff member, or third party, please contact the Title IX Coordinator in the Office of Civil Rights and Institutional Equity at [email protected].

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3) List any formal complaints and/or student grievances submitted in the last three years. Briefly describe the general nature or content of each complaint and the current status or progress toward resolution. In the past three years, there have been two grade grievance complaints, a Family Education Rights and Privacy Act (FERPA) violation, and one capricious grading complaint in CHP. A Grade Grievance Committee was formed to review student appeals. The grievances were resolved, and grades were changed, although some appeals were denied because the committee unanimously agreed that capricious grading did not exist. However, in the FERPA violation, a compromise was reached, and the issue was resolved.


improvement in this area. Strengths CMU has mechanisms in place to handle grievances and complaints as well as resolving conflicts. The policies affirm the right of students to a prompt and fair resolution of an academic complaint. CMU provides student-centered education which allows transparency in teaching and evaluating students. Weaknesses: Despite all the resources at their disposal, students may not file complaints for fear of retaliation or losing anonymity. The MPH Student Handbook does not contain a detailed section outlining the grade grievance and complaint policy. Plans for Improvement The MPH program will add the CMU Grade Grievance Policy into the handbook to provide the necessary information for easy reference. The PHP will provide an avenue for students to attend seminars to inform students about grievance/complaint policy and their rights as students, if deemed appropriate.

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H4. Student Recruitment and Admissions The program implements student recruitment and admissions policies and procedures designed to locate and select qualified individuals capable of taking advantage of the program’s various learning activities, which will enable each of them to develop competence for a career in public health. 1) Describe the program’s recruitment activities. If these differ by degree (e.g., bachelor’s vs.

graduate degrees), a description should be provided for each. CMU and You Day and CMU Discovery Days are re-occurring recruitment events which take place throughout the summer and fall to allow prospective undergraduate students planning on attending CMU to visit with faculty in degree programs at CMU. The PHE undergraduate program utilizes this event to recruit incoming students into the program. The MPH program also utilizes these events to advertise the opportunity for continuing education. CMU also offers Fire Up Fridays which help to recruit students to the PHE major once they have committed to attending CMU. Additionally, the CHP Student Services Center has a recruiter who promotes the PHE major to high school students. This individual also teaches a section of the HPS 101 Health Careers course, which she invites the DPH Director to present information about the PHE major to students. Participation in student and professional organization conferences and meetings allow the MPH program to recruit students. The MPH program also attends the national SOPHE conference, the GLC-SOPHE conference, and the APHA national conference to recruit students. Additionally, MPH faculty give lectures at neighboring colleges and universities to locate and attract qualified individuals to PHP at CMU, and MPH students attend graduate fairs to showcase the MPH program. Finally, an International recruitment team provides future students from around the world personalized support and guidance throughout the preadmissions process.

2) Provide a statement of admissions policies and procedures. If these differ by degree (e.g., bachelor’s vs. graduate degrees), a description should be provided for each. Schools should discuss only public health degree offerings. MPH Program Admission. Decisions to admit students are made by PHP faculty who serve on the Admissions Committee. Applicants use the CMU application portal to apply (apply.cmich.edu). The deadline for the receipt of the completed application and all required supporting documents for Fall semester is April 1, 2018, for on-campus students and early June 1, 2018, for online students. Applicants are admitted on a space-available basis after the deadline. There is an application fee of $45 for U.S. citizens and resident alien students, and $60 for international students. A detailed list of all graduate student admission policies can be found in the Graduate Student Bulletin. (ERF H4-2)

Required application components include: Application form An official transcript from each post-secondary institution attended Minimum undergraduate grade point average (GPA) of 3.0 on a 4-point scale Resume or CV Narrative personal statement Two letters of reference Graduate-level entrance examination score report (GRE, GMAT or MCAT)

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Additional International Requirements: Official English language proficiency exam scores Financial Support form Original copy of current bank statement Admissions Decision for the MPH Program Weekly reports of applications are received by the MPH department secretary who prepares application files with all supporting materials to be presented to the MPH Admissions Committee for a decision. Applicants who apply by the deadline are normally informed of their admissions status within three weeks of receipt of the application.

Undergraduate Admission. High school, academy, or equivalent, graduates are admitted provided that a prediction of success at CMU can be determined from his/her high school performance, SAT/ACT scores, and all other facts included in the application. Students transferring from a community college or other college or university, are considered for admission to CMU using official academic transcripts. Applicants may use the application portal provided by CMU to apply (apply.cmich.edu) or may mail applications to the Admissions Office. Graduating high school students are encouraged to submit an application at the beginning of their senior year of high school, or six months prior to anticipated semester of enrollment. The deadline for receipt of completed applications and all required supporting documents for the Fall semester is July 1.

Required application components include: Application form Official high school transcripts Official transcripts from all previous colleges attended (for transfer students) Official SAT or ACT scores

Additional International Requirements: Official English language proficiency exam scores Narrative personal statement detailing desired major, career goals, and reason for

interest in CMU Financial Support Form for prospective students seeking F-1 or J-1 status Certified bank statement for prospective students seeking F-1 or J-1 status Copy of biographic page of student’s passport

The CMU Admissions Committee personally reviews each application with a holistic approach. Selected students are usually notified within four weeks of submitting a completed application.

3) Select at least one of the following measures that is meaningful to the program and

demonstrates its success in enrolling a qualified student body. Provide a target and data from the last three years in the format of Template H4-1. In addition to at least one from the list that follows, the program may add measures that are significant to its own mission and context. The percentage of priority under-represented students (as defined in Criterion G1) is considered when offering admission to students.

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CMU has defined under-represented populations as Native American, Asian American, African American, and Hispanic/Latino/a. The MPH program strives to create a more diverse learning environment for students, which is inclusive of all backgrounds, religions, cultures, opinions, and perspectives. The MPH program strives to recruit a fair number of students from diverse background. The table below shows the ethnic backgrounds of the students who accepted admission during the previous three academic years.

Template H4.1. Outcome Measures for Recruitment and Admissions

Outcome Measure Target Year 1 Year 2 Year 3

Percentage of priority under-represented students (as defined in Criterion G1) accepting offers of admission

n=18 n=18 n=17

Native American 1 6% 6% 0%

Asian American 1 22% 6% 18%

African American 2 17% 28% 35%

Hispanic/Latino/a 2 0% 0% 6%

The results show a high proportion of African American students in the program followed by Asian American Students. More efforts are needed to attract Hispanic/Latino/a and Native American students. The majority of Asian American and African American students are multilingual international students.

4) If applicable, assess strengths and weaknesses related to this criterion and plans for improvement in this area. Strengths The PHP has the support of the CHP Dean and University leadership to attend selected events to recruit qualified students. Both PHP faculty and students are willing and able to promote the MPH program locally and nationally. CMU has an International Recruitment team to provide future students from around the world personalized support and guidance throughout the admissions process. Weaknesses Many international students who are offered admission into the program are unable to come to the U.S. because of the difficulty to obtain a VISA. Until recently, there has been no formal process to ensure the PHE major was discussed with students at recruiting events. The PHE lacks information regarding how CMU formally collects information regarding student ethnicity.

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Plans for Improvement The PHP is considering new recruitment activities to boost its enrollment. They include the following: direct mail to community colleges, businesses, non-profits, and government agencies and

offices; hosting PHP events and/or speaker(s) on campus; improving PHP exposure on social media platforms advertising to feeder schools and external partners; campus tours, open houses, or other visits; journal advertising.

The PHE major will improve avenues to market the Major. The addition of the Fire Up Fridays and a recruiter in the CHP Office of Student Services should also help in this regard. A tool will be developed to track information regarding student ethnicity in the PHE.

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H5. Publication of Educational Offerings Catalogs and bulletins used by the program to describe its educational offerings must be publicly available and must accurately describe its academic calendar, admissions policies, grading policies, academic integrity standards and degree completion requirements. Advertising, promotional materials, recruitment literature and other supporting material, in whatever medium it is presented, must contain accurate information. 1) Provide direct links to information and descriptions of all degree programs and

concentrations in the unit of accreditation. The information must describe all of the following: academic calendar, admissions policies, grading policies, academic integrity standards and degree completion requirements. CMU Academic Calendar 2018-2019 Academic integrity policy Bachelor’s Program Admissions Policies Degree completion requirements Grade Policies Academic Bulletin Master’s Program Admissions policies/Degree completion requirements Grade Policies Academic Bulletin

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DEFINITIONS Promote Enable people to adapt health behaviors to increase control over, and to improve, their

health by focusing on a wide range of social and environmental interventions. Protect Contribute to the delivery of essential public health services to ensure the health and

well-being of communities. Rural Any population, housing, or territory outside urban areas; representing un-incorporated

places containing less than 2,500 people within its boundaries. Underserved Areas and/or populations where people have limited access to resources including health

providers, services, education, health education, support groups, etc. Community A group of people with diverse characteristics who are linked by social ties, share

common perspectives, and engage in joint action in geographical locations or settings. Education The process of engaging receptive audiences to imbue them with knowledge, skills, and

capacities through measured formal and informal learning. Research Scholarly activities designed to generate or contribute to generalizable knowledge of the

highest standard to improve public health practice. Service The practice of a whole spectrum of care that promotes and protects the health of

populations and communities while supporting integrated health service delivery systems.

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