STUDENT EXIT SURVEY RESULTS - System folder · 2011-12-16 · MPHELP 2 5.8 MPHHPR 6 17.6 MPHHSO 4...

Fall 2002 – Spring 2003

STUDENT EXIT SURVEY

RESULTS

Fall 2002 – Student Exit Survey December 2003

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TABLE OF CONTENTS

TABLE OF CONTENTS i EXECUTIVE SUMMARY iii SECTION I. CLASS DEMOGRAPHICS A. Enrollment Status 1 B. Gender 1 C. Degree Program 1 D. Age 2 SECTION II. ACADEMIC PROCESS A. Academic Advising Q01. The academic advising system for students is clearly explained. 2 Q02. Academic advisors are readily accessible to students. 3 Q03. My advisor was sufficiently familiar with the degree programs and curricula to guide me in selecting my course of study. 3 Q04. My advisor understood my career goals. 4 Q05. In general, faculty were well prepared to serve as advisors. 4 Q05a. The educational experience I had at the School of Public Health met my expectations. 4 B. Faculty and Other Resources Q06. There were faculty available whose fields of expertise satisfied my academic interests. 5 Q07. The School of Public Health faculty is ethnically diverse. 5 Q08. The course evaluation completed by students at the completion of each course is a realistic evaluation tool,

assessing faculty teaching performance and competence. (This question is not referring to comment

Cards.) 5 Q09. The School of Public Health has adequate resources. 6 Q10. In general, how would you evaluate the quality of the School of Public Health faculty? 6 SECTION III. RESEARCH/INTERNSHIP EXPERIENCE Q11. The school provides adequate research opportunities for students. 6 Q12. Besides internships/practicums already available through the school, I was allowed an opportunity to develop a field experience that was sensitive to my career/academic needs. 7 Q13. The faculty were thoroughly qualified, by training and experience, to teach and supervise student research. 7 SECTION IV.ACADEMIC PROGRAMS AND OUTCOME Q14a1. For MPH and DrPH students only: My UT-H SPH program provided an understanding of the areas of

knowledge which are basic to public health (biostatistics, epidemiology, environmental sciences, health

services administration, social and behavioral sciences). 8 Q14a2. For MPH and DrPH students only: My UT-H SPH program provided skills or experience in applying basic public health concepts and specialty knowledge to the solution of community health problems. 8 Q14a3. For MPH and DrPH students only: My UT-H SPH program enabled me to synthesize and integrate knowledge acquired in course work and other learning experiences. 9 Q14b1. (For MS and PhD students only:) My UTSPH degree program provided me an understanding of public health problems and a public health orientation in my training. 9 Q14b2. (For MS and PhD students only:) The school provided courses enabling me to meet my degree program objectives. 9 Q14b3. (For MS and PhD students only) The research degree programs of MS and PhD adequately prepared students for academic careers. 10 Q14c1. (For all graduating:) My UT-H SPH education has most probably prepared me to meet the demands of my current or first public-health related job after leaving the School. 10 Q15. What skills acquired at UT-H SPH do you think will be most useful in your career? 10 Q16. Do you believe there are aspects of public health practice or research that were not adequately addressed in your program at UT-H SPH? 11 Q17_1. The Pass/Fail system encouraged me to attempt courses that I might not have taken under a traditional grading system (A,B,C, etc.). 12 Q17_2. I would have worked harder for an "A" than for a "P". 12 Q17_3. Pass/Fail tended to eliminate the atmosphere of competition in classes and encouraged collegiality among students and faculty. 12 Q17_4. I would encourage the faculty to retain the Pass/Fail system. 13 Q17_5. I would encourage the faculty to adopt a traditional grading system. 13


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Q17_6. The Pass/Fail system presents problems for me on my transcript because no letter or quantitative grades tell a reader how well I did. 13 Q18. Number of months to complete your UT-H SPH degree. 14 Q19. What would have helped you complete your degree sooner? 14 Q20. What is your opinion as to the percent of part-time students at the school? 15 Q21. Considering that a number of part-time students have health care experience, did having them at the school add to your learning experience? 15 Q22. Were there clearly stated objectives for your degree program and area of specialization? 16 Q23. Do you think your thesis/dissertation was a challenging culminating experience? 16 Q24: MPH Students Only: Do you think an internship or practicum should be required for all MPH students? 17 Q25. Students have an opportunity to participate in school governance through the Student Governance Organization. 17 Q26. The School of Public Health provides a variety of community service activities. 17 SECTION V. ACADEMIC STANDARDS AND INTELLECTUAL LIFE OF THE SCHOOL Q27. The academic standards at the School of Public Health are about right in terms of rigor. 18 Q28. Some students here do not seem to be qualified for admission to a graduate school. 18 Q29. I was intellectually challenged and stretched as a School of Public Health student. 18 Q30. I found the symposiums, colloquia, seminars and other extra-curricular programs stimulating and broadening. 19 Q31. The thesis requirement for an MPH should be retained. 19 SECTION VI. DISTANCE EDUCATION Q32. Did you take any classes where Interactive Television was utilized? 20 Q33. If it had been available, would you have chosen to take a majority of your courses by computer-based instruction (using e-mail, internet, web)? 21 Q34. Would you take a course, a degree program, or continuing education workshops if available online in the future? 21 SECTION VI. EMPLOYMENT Q35. Employed full-time part-time 22 Q35. Are you employed? ( full-time part-time, unemployed) 22 SECTION VII. GENERAL SATISFACTION Q37. In general, rate the quality of student life at the School of Public Health. 22 Q38. Would you recommend UT-H SPH to others who are interested in graduate study in public health? 23 Q39. What is the greatest strength of UT-H SPH? 23 Q40. What is the greatest weakness? 24 Q41. Would you like to be active in alumni association activities/ luncheons, etc.? 25


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Executive Summary

A total of 34 students who graduated in Fall, 2002, and Spring 2003 are represented in this survey instrument. A new survey was designed and implemented midway in the Spring semester. This report includes the students who completed the survey in the Spring semester before the changeover. Of the 34 graduates, approximately 68% were female; 26.5% were employed full-time during their degree program, and the median age was 36 years. The MPH program accounted for 76.5% of all graduates. Barriers to completing the degree in less time included: outside employment; the thesis or dissertation requirement; not being in the same city as their advisor; lack of adequate help with a dissertation topic; advisor did not consider thesis as a priority; early thesis proposal deadlines; and the need for clear guidelines for CPHS approval. Academic Advising: Overall, students were satisfied with the academic advising that they received. In general (>70%) stated that advisors were readily accessible, fully explained the degree program, provided appropriate guidance, and understood the student’s career goals. Faculty and Other Resources: Students generally felt that there was faculty expertise available for their particular goals and that adequate resources and research opportunities existed. Faculty were rated good-excellent by 85% of respondents. The practicum experience was rated highly by 65% of students. ITV classes were taken by 68% of students. Most students (74%) would not choose computer-based instruction as part of the degree program, although 73% said that they would consider taking an online course or continuing education workshop in the future. Academic Programs and Standards: Approximately 62% of students said that their educational experience met their expectations, and 77% agreed with the degree of academic rigor of the programs. The majority (>75%) of MPH and DrPH students thought that the curriculum provided the courses, skills and experiences for a basic knowledge of public health and gave them the ability to synthesize and integrate this knowledge. MS and PhD students (100%) felt that they were provided an understanding of public health problems. They also believed that they received courses that met their program objectives and prepared them for academic careers. The most useful skills gained included: epidemiology, computer, research skills, biostatistics, and program evaluation. About 1/3 of students thought that some important aspects of public health practice and/or research were not adequately addressed. These included: policy, sociology, health informatics, infectious diseases, international health and WHO programs. Of concern, 41% of respondents thought that some SPH students were not qualified for admission to graduate school. More than 90% of students believed their thesis/dissertation a challenging culminating experience, while fewer (70%) thought that the thesis should be retained. For students seeking employment, only 18% sought help from the School’s Career Information Network (CIN), and 6% from SPH alumni. They utilized the faculty and other students (24% of the time) and job listings (24% of the time). Graduates listed the strengths and weaknesses of the school as:

Strengths Weaknesses Faculty Professional development Courses Parking Resources Poor communication of policies and requirements Diversity of courses offered Thesis process is too long and complicated Opportunities for collaboration Lack of communication between students and faculty Quality of education Regional campus students need more aid Research Organization Students from different fields Grading system Lack of career guidance


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SECTION I: CLASS DEMOGRAPHICS A. ENROLLMENT STATUS

A total of 48 students graduated in the Fall 2002-Spring 2003 (old survey). At the time of graduation, 73.5% of the graduates reported being enrolled part time (<9 credit hours).

B. GENDER Females constituted 67.6% of graduates, while males comprised 32.4% of the graduates.

C. DEGREE PROGRAM The majority (76.5%) of graduates were in the MPH program, while 2.9% and 14.6% were in the DrPH and PhD programs, respectively. Only 4.3% of graduates were in the MS program. Professional degree students (MPH, DrPH) made up 82.4% of the graduating class. Of the 26 MPH graduates, 19 (73.1%) studied in the Health Promotion/Health Education, Health Services Organization, Disease Control or Community Health Practice modules.

Table 1. The number and percent of graduates in the various degree programs and academic units.

# of graduates Percent

DPHHPR 1 2.9

Subtotal 1 2.9

MPH 2 5.8

MPHCOM 5 14.7

MPHDAL 1 2.9

MPHDIS 4 11.8

MPHELP 2 5.8

MPHHPR 6 17.6

MPHHSO 4 11.8

MPHINF 1 2.9

MPHOEN 1 2.9

Subtotal 26 76.5

MSBIOM 1 2.9

MSLSC 1 2.9

Subtotal 2 5.8

PHDBLS 1 2.9

PHDEPI 3 8.8

PHDMGT 1 2.9

Subtotal 5 14.6

Total 34 100.0


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D. AGE The ages of 33 of the 34 graduates were known and ranged from 24 to 58 years with a mean and median of 36 years and 37 years, respectively. Figure 1 illustrates the distribution of ages and shows two peaks of graduate ages: 1) a group admitted shortly after completion of the undergraduate degree and 2) a group admitted approximately 10 years following the completion of an undergraduate degree. Overall, 38.2%, 20.6% and 23.5% of graduates were in their 20’s, 30’s or 40’s, respectively.

Figure 1. The number of graduates in age categories from 24 to >55 years.

SECTION II. ACADEMIC PROCESS A. Academic advising Each question posed to graduates is followed by a graphic display of the responses and the individual comments offered by some. Q01. The academic advising system for students is clearly explained. Most graduates (73.6%) agreed that the academic advising system is clearly explained to students. Only 17.6% disagreed with the statement.

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One-on-one is excellent feedback every semester My first advisor did not have time to see me until 8 months into the program

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24-26 27-29 30-32 33-35 36-38 39-41 42-44 45-47 49-51 52-54 55+

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It is just different from the system I was used to. In my home country there is no advising. The end-of-quarter report seemed overlong to me. It is excellent academic advising system for the student in this school.

Q02. Academic advisors are readily accessible to students. The majority of students (73.5%) agreed that advisors were accessible, while 26.5% disagreed.

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My advisors were available all the time for questions and other issues and were very helpful See above. My advisor is more than available. He is also very helpful, and very considerate. My advisorleft UTSPH. Beatrice J Selwyn ScD was my PhD Committee Chair. She was available as I needed her. By email By phone & email sincr I'm out of state My committee was exceptional. They worked very hard to help me meet my deadlines Tommy Douglas was not only availbel but also enthusiastic and a delight to wortk with. My academic gave me all the help and guaidance which I needed during my entire graduate study in this school. very accessible

Q03. My advisor was sufficiently familiar with the degree programs and curricula to guide me in selecting my course of study. Overall, 79.4% of respondents agreed or strongly agreed.

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Course selection was somewhat adequate Even though this was a new system to me, my advisor was ableand most of all, wiling to make adjustments to

provide me with the best help. My advisor was an epidemiologist while after my first year I was in occupational medicine. My academic advisor did wonderful job for me for my entire graduate study here. My advisor was extremely helpful and patient and well-informed


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Q04. My advisor understood my career goals. 73.5% agreed or strongly agreed.

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He was very helpful in providing different options and alternatives Very inciteful and experienced Yes, he understood my career goals clearly.

Q05. In general, faculty were well prepared to serve as advisors.

70.6% agreed or strongly agreed.

Comments

No comments Q05a. The educational experience I had at the School of Public Health met my expectations.


Comments I was very disappointed with the thesis experience. My classes were interesting. This was a superb educational experience. Academic courses were well-taught and practicum year was excellent

field experience.

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no comments B. Faculty and Other Resources 06. There were faculty available whose fields of expertise satisfied my academic interests.


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No comments Q07. The School of Public Health faculty is ethnically diverse.

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Too ethnically diverse -- would like to see more US students enrolled here. I think there's more to do on this issue. no comments

Q08. The course evaluation completed by students at the completion of each course is a realistic evaluation tool, assessing faculty teaching performance and competence. (This question is not referring to comment cards).

61.8% agreed or strongly agreed; 2.9% disagreed or strongly disagreed.

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Comments It gave me focus as to what I needed to complete or what goals to set with the professional feedback of my advisor There needs to be a place to request follow-up courses. For example, the primary biostatistics course was

excellent, and it would be helpful if the same faculty taught the second-semester course following the first (Dr. Jay Glasser), emphasizing more advanced topics such as regression

no comments Q09. The School of Public Health has adequate resources.

73.5% of respondents agreed or strongly agreed and 14.7% disagreed.

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Comments If not, where is it lacking? School Parking except for funding for students student funding computers, carreer services For those of us who were not ccomputer-literate, a

basic computer 1st semester class in MS programs (I.e., Word, Excel) would be of great value.

I am a part time student and do not use the facilities, because I have been in dissertation research for the last yr

more courses, more profs, larger library no comments Computer lab should be available to students 24 hrs. a day Q10. In general, how would you evaluate the quality of the School of Public Health faculty? 41.2% rated the school as excellent, 44.1% rated the school as good, while 11.8%, and 2.9% rated the school as adequate or poor, respectively.

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Some faculties should improve their teaching quality


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SECTION III. RESEARCH/INTERNSHIP EXPERIENCE Q11. The school provides adequate research opportunities for students.


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Even though most of the opportunities have citizenship restrictions. In my opinion, and I trained in medicine, there may be too much manipulating of databases and not enough field

research of the sort where one actually enters the patient's room. Such research is difficult, but it is the heart of medicine.

Did not seek research opportunities here. I did not conduct my research project for my graduate study here.

Q12. Besides internships/practicums already available through the school, I was allowed an opportunity to develop a field experience that was sensitive to my career/academic needs. 64.7% agreed or strongly agreed.

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the field experience is terrific! Could use more, aimed at teaching consultancy. Designed my own, it was very successful. no comments

Q13. The faculty were thoroughly qualified, by training and experience, to teach and supervise student research. 82.4% agreed or strongly agreed.

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Commentsnot all of them SECTION IV: ACADEMIC PROGRAMS AND OUTCOME Q14a1. For MPH and DrPH students only: My UT-H SPH program provided an understanding of the areas of knowledge which are basic to public health (biostatistics, epidemiology, environmental sciences, health services administration, social and behavioral sciences). 74.1% of the 27 respondents agreed or strongly agreed.

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See above. Need a second-semester course following primary biostatistics and emphasizing regression analysis, preferably taught by Dr. Jay Glasser. Social/behavoiral course on addiction was interesting, but too long. Need an introductory course on human psychology followed by industrial/organizational psych taught by Rice U. faculty for occ health students.

Faculty very willing to help and work one on one with students. Q14a2. For MPH and DrPH students only: My UT-H SPH program provided skills or experience in applying basic public health concepts and specialty knowledge to the solution of community health problems.

77.8% of the 27 respondents agreed or strongly agreed.

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See earlier comments. Month in practicum at TDH and month working as OSHA medical consultant were superb. Would like to have had another month at TDH.


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Q14a3. For MPH and DrPH students only: My UT-H SPH program enabled me to synthesize and integrate knowledge acquired in course work and other learning experiences.

74.1% of the 27 respondents agreed or strongly agreed.

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Generally superb. For occ med boards, several recent grads tell me another semester of industrial hygiene and toxicology would be helpful.

Q14b1. For MS and PhD students only: My UTSPH degree program provided me an understanding of public health problems and a public health orientation in my training.

100% respondents agreed or strongly agreed.

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I combined biological and epidemiological strategies to focus on the prevention of human cancer. Q14b2. For MS and PhD students only:

The school provided courses enabling me to meet my degree program objectives. 100% of the respondents agreed or strongly agreed.

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Q14b3. For MS and PhD students only: The research degree programs of MS and Ph.D. adequately prepared students for academic careers. 90% agreed or strongly agreed.

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No comments Q14c1. For all graduating: My UT-H SPH education has most probably prepared me to meet the demands of my current or first public-health related job after leaving the School. 76.5% agreed or strongly agreed.

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I have been working in piublic health throughour no comments

Q15. What skills acquired at UT-H SPH do you think will be most useful in your career? Comments

The foundations of public health and research skills Being able to conduct simple research projects and be able to mentor others in this area. epidemiologic, statistics Health Promotion: developiong programs Biostatistics: analyzing programs Program Evaluation: evaluating program The ability to work with others who are from other disciplines and ethnic backgrounds. perseverance Analyze method for research, field experience, and thesis writing process have a major interest in health services research and clinical trials and my courses here have given me the background knowledge and skills in these areas. Research skills with writing, presentation, interpretation of data.


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ability to carry out a research project from proposal to write-up, statistical skills, study design skills, survey and questionnaire formation skills, teaching skills, brush up of writing skills

STATISTICS Scientific knowledge and concepts of public health applied to the workplace. Epidemiology methodology research Epidemiology and Biostatistics The thesis project allowed me to conduct indepedent research Intervention development, research administration, statistical analysis thesis! Computer skills, critical review of literature None that I dind't have before I started The knowledge gained regarding statistics and epidemiology Research and analytical skills An understanding of research Use of statistical software Research

Q16. Do you believe there are aspects of public health practice or research that were not adequately addressed in your program at UT-H SPH?

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Comments If so, which aspects of public health?

Public health is a vast field with countless profession titles. Stuents are not given adquet exposure of all the various fields.

Health informatics

I am sure more could be done regarding International Health. WHO programs

.international health, and WHO programs.

I would have liked more policy and sociological background, but can hopefully acquire this later.

See previous comments. Think occ med should be a 2 1/2 year program so more academic and practicum experience could be

One prolem with regard to public health is finding a position. There's not much of a career placement service at SPH; need to cultivate connections to CDC, NIH, TDH, County and local departments, NIOSH, EPA, etc.

Would have liked to taken more infectious disease courses


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SPHP curriulum needs more balance.Quantitative

approaches are overdone, leaving out the ideas that there are other apporaches (I.e. discourse, critical analysis) to public health problem solving and problem framing

Q17_1. The Pass/Fail system encouraged me to attempt courses that I might not have taken under a traditional grading system (A,B,C, etc.). 67.6% agreed; 17.6% disagreed.

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Q17_2. I would have worked harder for an "A" than for a "P". 26.4% agreed; 55.9% disagreed.

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Q17_3. Pass/Fail tended to eliminate the atmosphere of competition in classes and encouraged collegiality among students and faculty. 79.4% agreed; 11.8% disagreed.

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Q17_4. I would encourage the faculty to retain the Pass/Fail system. 70.6% agreed; 17.6% disagreed.

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Q17_5. I would encourage the faculty to adopt a traditional grading system. 21.2% agreed; 51.5% disagreed.

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Q17_6. The Pass/Fail system presents problems for me on my transcript because no letter or quantitative grades tell a reader how well I did. 39.4% agreed; 39.4% disagreed.

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At the present stage of my career the grades are not even going to be looked at. What is most important is the knowledge and skills I gained.

collegiality is a good thing! No because it is changing anyway. Don't know if the pass/fail system will present problems. Some classes should use pass/fail system, some should use grading system The pass fail system was a wonderful opportunity for an over achiever. It allowed me to take courses, such as

regression analysis, which greatly enhance my professional abilities, but I would never have taken otherwise I did not need to submit my UTSPH transcript to an organization that reviewed by skills through my grades.


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Q18. Number of months to complete your UT-H SPH degree. Comments

48 Months I completed all course work in 2 years and then my thesis was dragged out another 2 years

48 Months It took me a while to adjust to the system, and it took me longer than I had anticipated to complete my thesis, after changing topics, and thesis advisor.

48 Months I was a half-time student except for the practicum year. Had I been full-time, would have got to MPH in about 30 months, maybe 36 months.

60 Months I completed course work then left school. I was readmitted but then moved out of 30 Months 2 1/2 years, 1 1/2 for courses and 1 year for thesis 36 Months I was working full-time as well as taking courses. 60 Months it depends on which program you are in. Months I did not attend the School of Public Health continuously. 48 Months Thesis Preparation 36 Months 56 Months

Question 19. What would have helped you complete your degree sooner?

Comments Having a committee member here in Houston is very essential. Long distance communication is difficult,

especially when students need feedback on research Better preparation for the arduous task of making the thesis comply with the scrutiny of miniscule details of

formating. Help with a dissertation topic. Updated thesis proposal deadlines. More clear guidelines for CPHS approval. Nothing. The fact that I was working full time prevented me from taking more than one or two classes a semester. Had I had a cooperative third advisor, I could have complete my program years earlier. a well proposed research project that could be used as thesis topic My completeing my thesis earlier which was dependent on my schedule. An advisor that was not so busy. Better understanding of the system before enrollment. More guidance in choosing a dissertation topic after quals. More financial support enabling me to work full-time on

my dissertation. Earlier knowledge that I could have taken a year as a leave of absence to renew my resources after quals. At the time, I didn't know it was an option. I believe I would have gotten going on my real dissertation sooner, had I really taken a year off.

The major impediment to my swift passage at SPH was my thesis. I chose a patient/human field research project. My advisor then (since left) had no concept of the time requirements involved especially for CPHS at SPH, UT, then Harris County Hospital District and Hermann : submitted in October, permission granted in April. Needed an advisor who had clinical background.

If I had not had a full time jom not working, having my thesis be a priority for my advisors Cooperation of my advisery committee It was difficult completing the degree long distance Having a committee work diigently toward completing a thesis. Not working. Having proposal and thesis prep classes available to students. Have better advisers and less feminist raicist women as faculty and stuff More evening courses, No thesis


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Q20. What is your opinion as to the percent of part-time students at the school? 6.3% said it was too high, 6.3% said it was too low, the majority of the respondents (87.5%) said it was about right.

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I was one of them and felt comfortable knowing there were others in my situation.

What matters is the length it took for them to finish the degree, how much they devoted to the program, and limited resources for all the students. From the business point of view, you would not tolerate a group of customers stay in your bar all day long justfor a couple of drinks.

It is not possible to take a full course load for longer than 1 semester in my program.

I don't know.

No Knowledge to make a educated comment Q21. Considering that a number of part-time students have health care experience, did having them at the school add to your learning experience?

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Y - Learning about their profession helped me get more focused on my goals/career plans Y - They take in new expertise in different areas. Sometimes working with them in a group can learn more

than what I got from class Y - no comments


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Q22. Were there clearly stated objectives for your degree program and area of specialization? 90.9% answered “yes”.

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Y -It allows me to set up my own objectives and I did work out a program plan that is satisfactory for all the supervisors.

Y - No comments Q23. Do you think your thesis/dissertation was a challenging culminating experience?

93.8% answered “yes”.

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If not, what suggestions do you have for a more effective one?

N My advisor rarely read what I wrote. It was a frustrating and disappointing experience.

Clear guidelines should be developed to clearly explain the expectations of advisor and student.

Y The thesis process has to become more structured

Y no comments

Y Unfortunately, the challenging part was formatting and "red tape" rather than

Y Students should be able to elect who is in their committee.

Y YES!!!!!!!!!!! Best learning experience ever.


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Q24: MPH Students Only: Do you think an internship or practicum should be required for all MPH students? 74.1% answered “yes”.

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N - Not all. Y - Yes. It is very important to have a practice if it is what you are interested in. I suggest having more survillience on

it. N - I f students are already working at a public health facility or have sufficient experience with the same, this should

not be required. A intership on thesis showed be required not both Q25. Students have an opportunity to participate in school governance through the Student Governance Organization. 55.8% agree; 11.8% disagree.

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I think the student association should position itself to present the best interest of students, and attract more capable students to join in.

no comments Q26. The School of Public Health provides a variety of community service activities. 50% agree; 20.6% disagree.

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Comments I don't think there are adequate opportunities for community service activity for students, although I could regard a

field practice as such experience. no comments

SECTION V. ACADEMIC STANDARDS AND INTELLECTUAL LIFE OF THE SCHOOL Q27. The academic standards at the School of Public Health are about right in terms of rigor. 76.4% agreed or strongly agreed; 8.8% disagreed or strongly disagreed.

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Comments

For those entering clinical areas, there should be more emphasis on field research with face-to-face human interaction.

no comments Q28. Some students here do not seem to be qualified for admission to a graduate school.


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Language barriars make a lot of students difficult to understand what the professors' talking about. no comments

Q29. I was intellectually challenged and stretched as a School of Public Health student.



19

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no comments Through courses by Stephen Linder

Q30. I found the symposiums, colloquia, seminars and other extra-curricular programs stimulating and broadening. 64.7% agreed or strongly agreed.

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Comments

no comments Q31. The thesis requirement for an MPH should be retained. 71.9% agreed or strongly agreed.

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I strongly support having thesis/dissertation as a requirement for graduate programs. It surprised me that how much I have acomplished to the end even though I was sort of lost in the beginning with the massive project. I think it is estremely important process for foreiners (I am) to have a breakthrough like this.

It is unfair to some students to have an inaccessible advisor. I started my program with 2 other students, we all did equally well in our classes, and the graduatation time varied from 18 months to 4 years, soley based on who each student's advisor was.

Definitely. Without the intellectual demand of rigorous research, preferably published in peer-reviewed journals, the School becomes another diploma mill without regard in the academic


20

SECTION VI. DISTANCE EDUCATION Q32. Did you take any classes where Interactive Television was utilized? 67.6% responded “yes”.

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No

Comments If yes, what is your general opinion of that experience? Any suggestions for improvement?

Y It is great having several faculty members teach from different locations but much time is wasted in setting up and fixing problems. I've had many classes cancelled because the signal were lost, ect….

Technical aspects need work

Y Well organized and technollogically proficient

Y Very good experience

Y Not much interaction with the instructor. Too many interruptions.

Remove Interactive Television

Y I thought it was an interesting and innovative way in which to learn.

Y great

Y Sometimes it could be very difficult to follow the screen. Signals are not always good. But professors are pretty organized in coordinating

the class.

better equipment will help but wonder if it worth the effort.

Y It was effective.

Y Very Positive Talk students into attending.

Y It was a little distracting I can't think of any unless the satelites were able to supply more of their own teaching.

Y Not good. Transmission was interrupted often, quality of sound was poor, ability to exchange informatiion was hampered by technical problems.

Y Positive

Y I enjoyed the experience and being able to share information and knowledge.done well, all depends on prof's comfort and skills.

Y It is a good way to allow the school to offer more variety, did not feel it detracted from anyone's learning


21

Y Constant problems with this system, good idea when it works correctly

N

Y Too many technical problems No

Y not that great. Class very small in Houston

Y It was good.

Y The classes were OK. However, it is easy to take a passive role in class when the teacher is not present.

I liked that th teacher joined our class occassionally.

Y No comment

Y Not good Q33. If it had been available, would you have chosen to take a majority of your courses by computer-based instruction (using e-mail, internet, web)?

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Comments

N - I think having some courses on the web would be helpful, though not the majority. A number of the core courses could be taken on the web.

N - I am still one of those needing to face and interact with the professor in class. N - Hell no! What makes the graduate student experience valuable is the interaction with the faculty, who in general

are excellent teachers and persuasive scientists. Personal classroom contact is what it's all about. Y - I do not live in Houston N - no commets

Q34. Would you take a course, a degree program, or continuing education workshops if available online in the future?

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Yes I would take some courses on the web. Y -Courses in statistical analysis would be very helpful, but with the proviso that there's means for student-faculty

questions and answers


22

N - unless I am very familiar with the computer application SECTION VII. EMPLOYMENT Q35. Are you employed? (full-time part-time, unemployed)

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Employed F/TEmployed P/TFull Time StudentUmpemployed by choiceUnemployed but looking

Comments

I am not allowed to accept regular employment due to visa regulations. I have two part-time positions at which I've worked where preparing my thesis. no comments

Q36. If you are currently seeking employment, what resources have you utilized here at the school of assistance? (CIN, Alumni, Faculty/students, Job Notice)

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CINAlumniFaculty/StudentsJob Notice

Comments

I just noticed that I forgot to contact alumni office, and will do so soon. NONE None. See earlier comments. None no comments No, I did not use these services. None

SECTION VIII. GENERAL SATISFACTION Q37. In general, rate the quality of student life at the School of Public Health. 57.6% rated the quality of student life as good to excellent.


23

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Comments

I would prefer more socializing events Since I was working full time and was a part-time student, I did not take part in any major student activities. It is good, but required some adjustment. One challenge is that it is a commuter school, and does not have the

resources of a university, such as UT-Austin. One needs time to tap into the resources in Houston itself. I think this is especially a challenge for students coming from outside the state or country.

no unity. Few full time students. I like the academic enrironment at this school very much It is not poor but is not good. The environment needs to be more stimulating intellectually. The extreme quantitative

orientation of the coursework limits critical thinking and critical discourse about public health problem solving. Case studies would add to the curriculum tremendously.

Q38 Would you recommend UT-H SPH to others who are interested in graduate study in public health?

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YesNo

Q39. What is the greatest strength of UT-H SPH? Comments

Location and diverse faculty members great faculty and opportunities for collaboration. That it is located here in Houston at the TMC Research The relaxed environment. This, however, did not take away from the sense of academic Research Availability of a diverse number of fields at various levels from basic to advanced. Also , the diverse groups of students from different fields. Classes are good. The presence of International students and faculty. Good training in technical skills, good opportunities to become involved in research projects and teaching, freedom

of choice and flexible program Faculty-intellectuals with a gift for teaching, a passion for research, and a willingness to work their brains out for the

students and the School. Good morale and good morals-different from today's schools of medicine, in my opinion.


24

Good faculty like Dr. Selwyn, Dr. Lairson Quality of education. One of the best Public Health Hchool in this country The faculty faculty community based applied public health research I had the worse experience studying here and I wish I could let other students know. This is a BAD school. Very

poor in general Flexibility, commitment, proximity to other health resources Diversity of offerings The flexible academic system I think the greatest strength of the University of Texas School of Public Health is the wide variety of backgrounds of

both the students and faculty, and the tolerant and open atmosphere in which ideas are exchanged. Faculty Students given the freedom to design and pursue their own intellectual path of development. FLEXIBILiTY. FACULTY Flexibility. The diversity of the classes available. The faculty members on staff in the Health Education and Promotion Module are well known in their peer

community and they bring excellent knowledge and insight into the program. Excellent faculty Flexibilty of faculty Faculty Education

Q40. What is the greatest weakness? Comments

Lack of career guidence for students who are not professional just yet Too many students from other countries -- when our own US students are being rejected. Organization Expectations at the beginning of my course here were not very clear. I wasn't sure how to go about my thesis

experience. This should be spelled out in more detail at the very beginning. Student professional development Advisors that do read your thesis that you have to practically harrasss for feedback. The lack of student parking You are really left on your own to network throughout the school and find your way to projects that might interest

you, and this may take more time for some students. It can slow down your Fitting in more of highly desirable classes within time constraints. Somehow this needs to be done, perhaps by

changing MPH to 2.5 years (option). Need internet courses in decision analysis lack of aid to students at branch campuses -focus on Houston students only. Some faculties are not cooperative. lack of diversity isoloated from Houston Strict formatting guidelines parking I do not have Limited Resources Student Affairs' cavalier attititude toward changing deadlines and well-established expectations for the dissertation

process without due process and adequate notice to students (format review). Over the course of a year, the


25

deadline creep and expectation changes shortened my dissertation culmination experience by approximately five weeks. It was not a pleasant way to end my experience here. Luckily, my faculty helped me work through this somewhat traumatic experience, at no small inconvenience to them.

Most professors are more concerned with research than teaching. Unsure as to why UTSPH is not ranked higher among other US School of Public Health schools. None None Lack of grading system and thesis process is too long and complicated

Q41. Would you like to be active in alumni association activities/luncheons, etc.?

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Spring – Summer, 2003

GRADUATING STUDENTS

EXIT SURVEY

Graduating Student Exit Survey December, 2003 Spring/Summer 2003

ii

TABLE OF CONTENTS

TABLE OF CONTENTS ii

Executive Summary iii CLASS DEMOGRAPHICS A. Enrollment Status 1 B. Gender 1 C. Degree Program 1 D. Age 2 ACADEMIC ADVISING Q01. The academic advising system for students was clearly explained to me. 3 Q02. My academic advisor was readily accessible to me. 3 Q03. My academic advisor treated me with respect. 3 Q04. My advisor was sufficiently familiar with the degree programs and curricula to guide me in selecting my course of study. 3 Q05. My advisor understood my career goals. 4 Q06. I clearly understood the role of my advisor and committee member(s) as guides in my academic program. 4 Q07. I was comfortable expressing my ideas to my academic advisor and committee members. 4 Q08. I was an active participant with my committee. 4 Q09. Comment cards were useful for my committee and me. 5 FACULTY Q10. There were faculty available whose fields of expertise satisfied my academic interests. 5 Q11. I was intellectually challenged by my interactions with SPH faculty. 5 Q12. The SPH faculty were approachable. 5 Q13. The SPH faculty were enthusiastic about their subject. 6 Q14. The SPH faculty motivated me to do my best. 6 Q15. The SPH faculty were effective teachers. 6 Q16. The SPH faculty treated me with respect. 6 RESOURCES Q17. Admissions Q17a. Quality of Service 7 Q17b. Friendliness of staff 7 Q17c. Efficiency/timeliness of service 7 Q18. Library Q18a. Quality of service 8 Q18b. Friendliness of staff 8 Q18c. Efficiency/timeliness of service 8 Q19. Computer Lab Q19a. Quality of Service 9 Q19b. Friendliness of staff 9 Q19c. Efficiency/timeliness of service 9 Q20. Library Q20a. Quality of service 10 Q20b. Friendliness of staff 10 Q20c. Efficiency/timeliness of service 10 Q21. Student Affairs Q21a. Quality of service 11 Q21b. Friendliness of staff 11 Q21c. Efficiency/timeliness of service 11 Q22. Educational Media Resources Q22a. Quality of service 12 Q22b. Friendliness of staff 12 Q22c. Efficiency/timeliness of service 12 Q23. SPH Internship Office Q23a. Quality of service 13 Q23b. Friendliness of staff 13 Q23c. Efficiency/timeliness of service 13


iii

Q24. Labs Q24a. Equipment 14 Q24b. Availability 14 Q24c. Amount of space 14 Q25. Bike Racks Q25a. Availability 15 Q25b. Functionality 15 Q26. Study areas/Meeting spaces Q26a. Availability 16 Q26b. Amount of space 16 Q26c. Functionality 16 Q27. Classrooms Q27a. Size 17 Q27b. Comfort 17 Q27c. Arrangement 17 Q27d. Adequacy of A/V equipment 17 Q28. Lunchroom/Vending area Q28a. Cleanliness 18 Q28b. Atmosphere 18 Q28c. Quality of food 18 Q28d. Vending choices 19 Q28e. Service 19 RESEARCH/INTERNSHIP EXPERIENCE Q29. The school provided adequate opportunities for students. 19 Q30. My research experience provided me the skills to evaluate the scientific literature critically. 19 Q31. My research experience provided me the skills to develop my own solution to scientific/public health problem. 20 Q32. My research experience provided me the skills to communicate my findings effectively. 20 Q33. My research experience provided me with research ethics training. 20 Q34. I had the opportunity to develop a field experience that was appropriate to my career/academic needs. 20 Q35. My internship/practicum experience helped me to put theory into application. 21 Q36. My preceptor was effective mentor. 21 Q37. My internship/practicum experience will be valuable to my career. 21 ACADEMIC PROGRAMS AND OUTCOME (For all students) Q38. The academic standards at the School of Public Health are about right in terms of rigor. 21 Q39. Some students do not seem to be qualified for admission to a graduate school. 22 Q40. I found the symposiums, colloquia, seminars and other extra-curricular programs stimulating and broadening. 22 Q41. The school provided courses enabling me to meet my degree program objectives. 22 Q42. Courses were available so that I could finish my program in a timely manner. 22 Q43. I was satisfied with the number of courses available in my program area. 23 Q44. I would have liked the opportunity to take evening classes. 23 Q45. The educational experience I had as a student at the School of Public Health met my expectations. 23 Q46. My UTH-SPH education has prepared to meet the demands of my current or first public-health related job after leaving the School. 23 Q47. The thesis/dissertation helped to integrate the breadth of public health knowledge. 24 Q48. The thesis/dissertation gave me the opportunity to apply the knowledge that I gained in my educational program toward a relevant public health problem. 24 Q49. I found the thesis/dissertation to be a useful culminating experience for my degree program. 24 Q50. The thesis/dissertation helped to prepare me for a public health career. 24 Q51. Pass/Fail grading encouraged me to attempt courses that I might not have taken under a traditional letter grading system. 25 Q52. I worked equally hard for an “A” or a “P”. 25 Q53. Having a GPA reported from my SPH courses will help me in my work or my future educational goals. 25 ACADEMIC PROGRAMS AND OUTCOME (For MPH and DrPH students only) Q54. My UT-H SPH program enabled me to synthesize and integrate knowledge acquired in course work and other learning experiences. 26 Q55. My UT-H SPH program provided me with an understanding of the areas of knowledge which are basic to public health (biostatistics, epidemiology, environmental sciences, health services administration, social and behavioral sciences). 26


iv

Q56. My UT-H SPH program provided skills and experience in applying basic public health concepts and specialty knowledge to the solution of community health problems. 26 ACADEMIC PROGRAMS AND OUTCOME (For MPH and DrPH students only) Q57. My research degree program adequately prepared me for an academic career. 27 Q58. My UT-H SPH degree program provided me with a public health perspective in the application of my specialty area. 27 QUALITY OF STUDENT LIFE Q59.The School of Public Health provides a variety of community service opportunities. 27 Q60. Were you aware of the Student Association during your time in the school? 27 Q61. Did you participate in any of the Student Association activities? 28 Q62. Were you a student representative for the Student Association on any SPH committees? 28 Q63. In general, was the quality of student life at the School of Public Health satisfactory? 28 EDUCATIONAL TECHNOLOGY Q64. Did you ever take any classes via ITV? 28 Q64A. Was your experience satisfactory? 29 Q64B. Would you recommend an ITV course to a fellow student? 29 Q65. If it had been available, would you have chosen to take a course online? 29 Q66. Would you take a continuing education workshop if available online in the future? 29 Q67. If it had been available, would you have chosen to take any of your courses by computer-based instruction (using e-mail, internet, and web)? 30 Q68. Would you take a degree program if available online in the future? 30 EMPLOYMENT Q69. During the majority of time that I was a student, I was: 30 Q70. If you were employed during your degree program, were you working in a public health related field? 30 Q71. Did you ever work as a graduate assistant? 31 Q72. Did you work as a teaching assistant? 31 Q73. Do you have a need for resources from the SPH in transitioning from student to public health professional? 31 Q74. What resources have you utilized here at the SPH to assist you in searching for employment? 31 COMMENTS Q75. Approximately how long did it take you to complete your UT-H SPH degree? 32 Q76. What would have helped you complete your degree sooner? 32-33 Q77. What skills acquired at UT-H SPH do you think will be most useful in your career? 34-36 Q78. What aspects of public health practice or research were not adequately addressed in your program at UT-H SPH? 36-39 GENERAL SATISFACTION Q79. Would you recommend UT-H SPH to others who are interested in graduate study in public health? 39 Q80. What is the greatest strength of UT-H SPH? 39-41 Q81. What is the greatest weakness? 42-44 Q82. Would you like to be active in alumni association activities/luncheons, etc.? 44


v

Executive Summary

A total of 99 students who graduated in Spring and Summer 2003 are represented in this new survey instrument which was implemented in the middle of the Spring semester. Of the 99 graduates, approximately 61% were female, and 41% were employed full-time during their degree program. The median age was 37.5 years. The MPH program accounts for 65% of all graduates, 15% were graduates from the El Paso and San Antonio regional campuses. Barriers to completing the degree in less time included: outside employment; wanted more evening courses and advanced courses offered more often; needed a speedier review of thesis drafts by advisors; lack of adequate thesis guidance; and lack of clearly defined career paths. Academic Advising: In general >91% of graduates stated that advisors were readily accessible, fully explained the degree program, provided appropriate guidance, and understood the student’s career goals. In addition, 96% of graduates reported that they were active participants in their committee and 92% of graduates report that they comfortable enough with their advisors and committee members to express their ideas. Faculty and Other Resources: Students generally thought that there was faculty expertise available for their particular goals, and adequate resources and research opportunities existed. Faculty members were rated effective teachers by 86% of respondents. Roughly 2/3 of the respondents thought their internship/practicum would be valuable to their career. ITV classes were taken by 50% of students. Most students (57%) said that they would not choose to take a course online, while 51% said that they would take a degree program if available online in the future. Academic Programs and Standards: Approximately 83% of students said that their educational experience met their expectations, and 74% agreed in the degree of academic rigor of the programs. The major (>92%) of MPH and DrPH students thought that curriculum provided the courses, skills and experiences for a basic knowledge of public health and gave them the ability to synthesize and integrate this knowledge. MS and PhD students (87%) thought they were provide with a public health perspective in the application of their specialty area. In addition, they also believed that they received courses that met their program objectives and prepared them for academic careers. The most useful skills gained included: literature reviews; analysis writing skills; critical thinking; research design and program evaluation and program policy writing; Many students thought that some important aspects of public health practice and/or research were not adequately addressed. These included international health, epidemiologic methods, program evaluation, biostatistics, application of skills and knowledge, and national and international minority public health issues. Of concern, 26% of respondents thought that some SPH students were not qualified for admission to graduate school. For students seeking employment, 23% sought help from Career Services, and 5% from SPH alumni. The faculty and other students were utilized 39% of the time, and job listings were perused by 28% of the students. Graduates listed the strengths and weaknesses of the School as:

Strengths Weaknesses Faculty No clearly defined course path for each major Diversity Quality of admitted students Research opportunities Number of courses offered in the Summer Quality of education Lengthy thesis process Staff’s helpfulness Lack of student/teacher communication Student to teacher ratio No structure to help students graduate


1

CLASS DEMOGRAPHICS A. ENROLLMENT STATUS A total of 99 students graduated in the Spring and Summer semesters of 2003. At the time of graduation, 46.5% of the graduates reported being enrolled part-time (<9 credit hours). B. GENDER Of the 89 respondents in this category, females constituted 60.6% of graduates, while males made up only 29.3%. C. DEGREE PROGRAM The majority (64.6%) of graduates was in the MPH program, while the DrPH program had 12% of the graduates and PhD programs had 13.1% of the graduates, just 10.8% of graduates were in the MS program. Professional degree students (MPH, DrPH) made up 76.6% of the graduating class. Of the 54 MPH graduates, 26 (48%) studied in Health Promotion/Health Education, Health Services Organization, or International and Family Health. In addition, 13 (24%) of the MPH graduates attended the San Antonio and El Paso Regional Campuses.

Table 1. The number and percent of graduates in the various degree programs and academic units.

[84 (84.8%) of the 99 graduates responded]

DPHCOM 3 3.6 MPHCOE 1 1.2 PHDBEH 3 3.6DPHDIS 1 1.2 MPHCOM 4 4.8 PHDBIM 1 1.2DPHHPR 4 4.8 MPHDIE 2 2.4 PHDEPI 6 7.1DPHHSO 2 2.4 MPHDIS 3 3.6 PHDMGT 1 1.2Subtotal 10 12.0 MPHELP 5 6.0 Subtotal 11 13.1

MPHHPE 3 3.6 MPHHPR 2 2.4 TOTAL 84 100.5MPHHSA 3 3.6 MPHHSE 1 1.2 MPHHSO 9 10.7 MPHINA 1 1.2 MPHINF 5 6.0 MPHINH 1 1.2 MPHINV 1 1.2 MPHOCC 1 1.2 MPHOEN 4 4.8 MPHSAN 8 9.5 Subtotal 54 64.6

MSBIOM 5 6.0 MSENV 1 1.2MSEPID 3 3.6 Subtotal 9 10.8


2

D. AGE The ages of 86 of the 99 graduates were known and ranged from 24 to 57 years with a mean and median of 34.6 years and 39.6 years, respectively. Figure 1 illustrates the distribution of ages and shows two peaks of graduate ages: 1) a group admitted shortly after completion of the undergraduate degree and 2) a group admitted approximately 10 years following the completion of an undergraduate degree. Overall, 34.5%, 42.5% and 12.7% of graduates were in the 20’s, 30’s or 40’s, respectively.

Figure 1. The number of graduates in age categories from 24 to >55 years

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3

ACADEMIC ADVISING Q01. The academic advising system for students was clearly explained to me. 85.9% agreed or strongly agreed.

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Q02. My academic advisor was readily accessible to me. 92.9% agreed of strongly agreed.

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Q03. My academic advisor treated me with respect. 94.9% agreed or strongly agreed

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Q04. My advisor was sufficiently familiar with the degree programs and curricula to guide me in selecting my course of study. 91.8% agreed or strongly agreed.

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Q05. My advisor understood my career goals. 87.8% agreed or strongly agreed.

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Q06. I clearly understood the role of my advisor and committee member(s) as guides in my academic program. 86.9% agreed or strongly agreed.

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Q07. I was comfortable expressing my ideas to my academic advisor and committee members. 91.9% agreed or strongly agreed

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Q08. I was an active participant with my committee. 96% agreed or strongly agreed.

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Q09. Comment cards were useful for my committee and me. 61.6% agreed or strongly agreed.

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FACULTY Q10. There were faculty available whose fields of expertise satisfied my academic interests. 90.9% agreed or strongly agreed.

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Q11. I was intellectually challenged by my interactions with SPH faculty. 92.9% agreed or strongly agreed.

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Total RespondentsStrongly agreeAgreeNo opinionDisagree

Q12. The SPH faculty were approachable.

92.9% agreed or strongly agreed

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Q13. The SPH faculty were enthusiastic about their subject. 92.9% agreed or strong agreed.

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80

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Q14. The SPH faculty motivated me to do my best. 85.9% agreed or strongly agreed.

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40

60

80

100

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Q15. The SPH faculty were effective teachers.


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40

60

80

100

# of

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Q16. The SPH faculty treated me with respect. 90.9% agreed or strongly agreed.

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40

60

80

100

# of

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RESOURCES Q17. Admissions - Did you use this resource?

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100

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Total RespondentsYESNO

Q17a. Quality of Service 89.8% satisfied to very satisfied.

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Total RespondentsVery SatisfiedSatisfiedNo opinionDissatisfiedVery Dissatisfied

Q17b. Friendliness of staff 87% satisfied to very satisfied.

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Q17c. Efficiency/timeliness of service 88.4% satisfied to very satisfied.

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Q18. Library - Did you use this resource?

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100

# of

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Q18a. Quality of service

93.5% satisfied to very satisfied

0

20

40

60

80

100

# of

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Q18b. Friendliness of staff 88.7% satisfied to very satisfied

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20

40

60

80

100

# of

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Q18c. Efficiency/timeliness of service 91.4% satisfied to very satisfied

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20

40

60

80

100

# of

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9

Q19. Computer Lab – Did you use this resource?

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20

40

60

80

100

# of

Res

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YESNO

Q19a. Quality of Service


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40

60

80

100

# of

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0

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40

60

80

100

# of

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40

60

80

100

# of

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10

Q20. Library – Did you use this resource?

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100

# of

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ts


Q20a. Quality of service 82.1% satisfied to very satisfied

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20

40

60

80

# of

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40

60

80

# of

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60

80

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11

Q21. Student Affairs – Did you use this resource?

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20

40

60

80

100

# of

Res

pond


YESNO


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20

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60

80

100

# of

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Q21b. Friendliness of staff 82% satisfied to very satisfied

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20

40

60

80

100

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Q21c. Efficiency/timeliness of service


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60

80

100

# of

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12

Q22. Educational Media Resources – Did you use this resource?

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20

40

60

80

100

# of

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YESNO

Q22a. Quality of service


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10

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30

40

# of

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Total RespondentsVery SatisfiedSatisfiedNo opinionDissatisfied


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10

20

30

40

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Total RespondentsVery SatisfiedSatisfiedNo opinion

Q22c. Efficiency/timeliness of service 73% satisfied to very satisfied

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40

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Q23. SPH Internship Office – Did you use this resource?

020406080

100

# of

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Total Respondents

YES

NO


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60

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# of

Res

pond

ents



0

10

20

30

40

50

60

# of

Res

pond

ents



14

Q24. Lab – Did you use this resource?

020406080

100

# of

R

espo

nden

ts

Total Respondents

YES

NO

Q24a. Equipment 57.1% satisfied to very satisfied

0

5

10

15

20

25

30

# of

Res

pond

ents


Q24b. Availability 64.3% satisfied to very satisfied

0

5

10

15

20

25

30

# of

Res

pond

ents

Total RespondentsVery SatisfiedSatisfiedNo opinion

Q24c. Amount of space 57.2% satisfied to very satisfied

0

5

10

15

20

25

30

# of

Res

pond

ents

Total RespondentsVery SatisfiedSatisfiedNo opinionVery Dissatisfied


15

Q25. Bike Racks – Did you this resource?

0

50

100

# of

R

espo

nden

ts

Total Respondents

YES

NO

Q25a. Availability 43.3% satisfied to very satisfied

0

5

10

15

20

25

# of

Res

pond

ents

Total RespondentsVery SatisfiedSatisfiedNo opinionVery Dissatisfied

Q25b. Functionality 33.4% satisfied to very satisfied

0

5

10

15

20

25

# of

Res

pond

ents


Q26. Study areas/Meeting spaces – Did you use this resource?

020406080

100

# of

R

espo

nden

ts

Total Respondents

YES

NO


16

Q26a. Availability 78.3% satisfied to very satisfied

010203040506070

# of

Res

pond

ents


Q26b. Amount of space 78.3% satisfied to very satisfied

010203040506070

# of

Res

pond

ents


Q26c. Functionality 84% satisfied to very satisfied

010203040506070

# of

Res

pond

ents


Q27. Classrooms – Did you use this resource?

020406080

100

# of

R

espo

nden

ts

Total Respondents

YES

NO


17

Q27a. Size 82.3% satisfied to very satisfied

0

20

40

60

80

100

# of

Res

pond

ents


Q27b. Comfort 88.2% satisfied to very satisfied

0

20

40

60

80

100

# of

Res

pond

ents


Q27c. Arrangement 80.2% satisfied to very satisfied

0

20

40

60

80

100

# of

Res

pond

ents


Q27d. Adequacy of A/V equipment 86.2% satisfied to very satisfied

0

20

40

60

80

100

# of

Res

pond

ents



18

Q28. Lunchroom/Vending area – Did you use this resource?

020406080

100

# of

R

espo

nden

ts

Total Respondents

YES

NO

Q28a. Cleanliness 83.8% satisfied to very satisfied

0

20

40

60

80

# of

Res

pond

ents


Q28b. Atmosphere 75.3% satisfied to very satisfied

0

20

40

60

80

100

# of

Res

pond

ents


Q28c. Quality of food


0

20

40

60

80

100

# of

Res

pond

ents



19

Q28d. Variety of food 54.8% satisfied to very satisfied

0

20

40

60

80

100

# of

Res

pond

ents


Q28e. Vending choices 53.3% satisfied to very satisfied

0

20

40

60

80

# of

Res

pond

ents


Q28f. Service 84.4% satisfied to very satisfied

0

20

40

60

80

# of

Res

pond

ents


RESEARCH/INTERNSHIP EXPERIENCE Q29. The school provided adequate opportunities for students. 76% agreed or strongly agreed

0

20

40

60

80

100

# of

Res

pond

ents



20

Q30. My research experience provided me the skills to evaluate the scientific literature critically. 86.2% agreed or strongly agreed

0

20

40

60

80

100

# of

Res

pond

ents


Q31. My research experience provided me the skills to develop my own solution to scientific/public health problem. 86.3% agreed or strongly agreed

0

20

40

60

80

100

# of

Res

pond

ents


Q32. My research experience provided me the skills to communicate my finds effectively. 87.1% agreed or strongly agreed

0

20

40

60

80

100

# of

Res

pond

ents


Q33. My research experience provided me with research ethics training. 75.8% agreed or strongly agreed

0

20

40

60

80

100

# of

Res

pond

ents



21

Q34. I had the opportunity to develop a field experience that was appropriate to my career/academic needs. 75.3% agreed or strongly agreed

0

20

40

60

80

100

# of

Res

pond

ents


Q35. My internship/practicum experience helped me to put theory into application. 72.3% agreed or strongly agreed

0

20

40

60

80

100

# of

Res

pond

ents


Q36. My preceptor was effective mentor. 75% agreed or strongly agreed

0

20

40

60

80

100

# of

Res

pond

ents


Q37. My internship/practicum experience will be valuable to my career. 75% agreed or strongly agreed

0

20

40

60

80

100

# of

Res

pond

ents



22

ACADEMIC PROGRAMS AND OUTCOME (For all students) Q38. The academic standards at the School of Public Health are about right in terms of rigor. 74.2% agreed or strongly agreed

0

20

40

60

80

100

# of

Res

pond

ents


Q39. Some students do seem to be qualified for admission to a graduate school. 26.3% agreed or strongly agreed

0

20

40

60

80

100

# of

Res

pond

ents


Q40. I found the symposiums, colloquia, seminars and other extra-curricular programs stimulating and broadening. 73.8 agreed or strongly agreed

0

20

40

60

80

100

# of

Res

pond

ents


Q41. The school provided courses enabling me to meet my degree program objectives. 89.9 agreed or strongly agreed

0

20

40

60

80

100

# of

Res

pond

ents



23

Q42. Courses were available so that I could finish my program area. 79.8% agreed or strongly agreed

0

20

40

60

80

100

# of

Res

pond

ents


Q43. I was satisfied with the number of courses available in my program area. 58.1% agreed or strongly agreed

0

20

40

60

80

100

# of

Res

pond

ents


Q44. I would have liked the opportunity to take evening classes. 52% agreed or strongly agreed

0

20

40

60

80

100

# of

Res

pond

ents


Q45. The educational experience I had as a student at the School of Public Health met my expectations. 83.7% agreed or strongly agreed

0

20

40

60

80

100

# of

Res

pond

ents



24

Q46. My UTH-SPH education has prepared me to meet the demands of my current or first public-health related job after leaving the School. 76.7% agreed or strongly agreed

0

20

40

60

80

100

# of

Res

pond

ents


Q47. The thesis/dissertation helped me to integrate the breadth of public health knowledge. 91.9% agreed or strongly agreed

0

20

40

60

80

100

# of

Res

pond

ents


Q48. The thesis/dissertation gave me the opportunity to apply the knowledge that I gained in my educational program toward a relevant public health problem. 91.9% agreed or strongly agreed

0

20

40

60

80

100

# of

Res

pond

ents


Q49. I found the thesis/dissertation to be a useful culminating experience for my degree program. 88.9% agreed or strongly agreed

0

20

40

60

80

100

# of

Res

pond

ents



25

Q50. The thesis/dissertation helped to prepare me for a public health career. 80.9% agreed or strongly agreed

0

20

40

60

80

100

# of

Res

pond

ents


Q51. Pass/Fail grading encouraged me to attempt courses that I might not have taken under a traditional letter grading system. 55.1% agreed or strongly agreed

0

20

40

60

80

100

# of

Res

pond

ents


Q52. I worked equally hard for an “A” or “P”. 83.9% agreed or strongly agreed

0

20

40

60

80

100

# of

Res

pond

ents


Q53. Having a GPA reported from my SPH courses will help me in my work or my future educational goals. 45% agreed or strongly agreed

0

20

40

60

80

100

# of

Res

pond

ents



26

ACADEMIC PROGRAMS AND OUTCOME (For MPH and DrPH students only) Q54. My UT-H SPH program enabled me to synthesize and integrate knowledge acquired in course work and other learning experiences. 92% agreed or strongly agreed

0

20

40

60

80

100

# of

Res

pond

ents


Q55. My UT-H SPH program provided me with an understanding of the areas of knowledge which are basic to public health (biostatistics, epidemiology, environmental sciences, health services administration, social and behavioral sciences).

95.4% agreed or strongly agreed

0

20

40

60

80

100

# of

Res

pond

ents


Q56. My UT-H SPH program provided skills and experience in applying basic public health concepts and specialty knowledge to the solution of community health problems. 90.9% agreed or strongly agreed

0

20

40

60

80

100

# of

Res

pond

ents



27

ACADEMIC PROGRAMS AND OUTCOME (For MS and PhD students only) Q57. My research degree program adequately prepared me for an academic career. 85.4% agreed or strongly agreed

0

10

20

30

40

50

# of

Res

pond

ents


Q58. My UT-H SPH degree program provided me with a public health perspective in the application of my specialty area. 87.8% agreed or strongly agreed

0

10

20

30

40

50

# of

Res

pond

ents

Total RespondentsStrongly agreeAgreeNo opinion

QUALITY OF STUDENT LIFE Q59. The School of Public Health provides a variety of community service opportunities. 77.8% answered yes

020406080

100

# of

R

espo

nden

ts

Total Respondents

YES

NO

Q60. Were you aware of the Student Association during your time in the school? 87.9% answered yes

020406080

100

# of

R

espo

nden

ts

Total Respondents

YES

NO


28

Q61. Did you participate in any of the Student Association activities? 50% answered yes

020406080

100

# of

R

espo

nden

ts

Total Respondents

YES

NO

Q62. Were you a student representative for the Student Association on any SPH committees? 19.2% answered yes

020406080

100

# of

R

espo

nden

ts

Total Respondents

YES

NO

Q63. In general, was the quality of student life at the School of Public Health satisfactory? 82.8% answered yes

020406080

100

# of

R

espo

nden

ts

Total Respondents

YES

NO

EDUCATIONAL TECHNOLOGY Q64. Did you ever take any classes via ITV? 50% answered yes

020406080

100

# of

R

espo

nden

ts

Total Respondents

YES

NO


29

Q64a. Was your experience satisfactory? 50% answered yes

0

20

40

60

# of

R

espo

nden

ts

Total Respondents

YES

NO

Q64b. Would you recommend an ITV course to a fellow student? 71.9% answered yes

0

20

40

60

# of

R

espo

nden

ts

Total Respondents

YES

NO

Q65. If it had been available, would you have chosen to take a course online? 57.3% answered yes

020406080

100

# of

R

espo

nden

ts

Total Respondents

YES

NO

Q66. Would you take a continuing education workshop if available online in the future? 82.3% answered yes

020406080

100

# of

R

espo

nden

ts

Total Respondents

YES

NO


30

Q67. If it had been available, would you have chosen to take any of your courses by computer-based instruction (using e-mail, internet, web)?

63.2% answered yes

020406080

100

# of

R

espo

nden

ts

Total Respondents

YES

NO

Q68. Would you take a degree program if available online in the future? 51% answered yes

0

50

100

# of

R

espo

nden

ts

Total Respondents

YES

NO

EMPLOYMENT Q69. During the majority of time that I was a student, I was: 41.2% employed full-time, 42.3% employed part-time, 16.5% unemployed by choice

0

20

40

60

80

100

# of

Res

pond

ents

Total Respondents

Employed full-time

Employed part-time

Q70. If you were employed during your degree program, were you working in a public health related field? 72.4% answered yes

020406080

100

# of

R

espo

nden

ts

Total Respondents

YES

NO


31

Q71. Did you ever work as a graduate assistant? 53.7% of respondents worked as graduate assistants

020406080

100

# of

R

espo

nden

ts

Total Respondents

YES

NO

Q72. Did you work as a teaching assistant? 19.8% of respondents worked as graduate assistants

020406080

100

# of

R

espo

nden

ts

Total Respondents

YES

NO

Q73. Do you have a need for resources from the SPH in transitioning from student to public health professional? 53.6% answered yes

020406080

100

# of

R

espo

nden

ts

Total Respondents

YES

NO

Q74. What resources have you utilized here at the SPH to assist you in searching for employment? Career Services 23.2%; SPH Alumni 5.1%; Faculty or Students 39.4%; Job Notices 28.3%

0

20

40

60

80

100

# of

Res

pond

ents

Total RespondentsCareer ServicesAlumniFaculty/StudentsJob NoticeNone of the above


32

COMMENTS Q75. Approximately how long did it take you to complete your UT-H SPH degree?

AAAMMMOOOUUUNNNTTT OOOFFF TTTIIIMMMEEE TTTOOO

GGGRRRAAADDDUUUAAATTTEEE

NNNUUUMMMBBBEEERRR OOOFFF

SSSTTTUUUDDDEEENNNTTTSSS 10 months 1

1 year 6 1.5 years 4 2 years 13

2.5 years 15 3 years 17

3.5 years 1 4 years 12

4.5 years 1 5 years 12 6 years 6 7 years 2 8 years 3

10 years 1

Q76. What would have helped you complete your degree sooner? Comments:

NA n/a Everything was fine. more clearly defined career path. defined career path. Nothing I can think of. San Antonio provided evening classes and the technology support was adequate. I will be

nice for them to have a better facility in the near future. more courses offered per semester more courses offered Earlier? Nothing. Having an excellent faculty advisor, Virginia Kennedy, helped me meet my goal of graduating in a My committee members My advisor and other committee members Having an idea about a thesis project earlier in the program. n/a More courses in different fields of public health, like program evaluation courses. More class options, especially during the summer and night classes More of a mentoship relationship with my committee more choice in class schedule I did it as fast as I could - since I was working and collecting my own data it just took longer More commitment from committee. T Better advice and coperation fron International Afairs. Better understandindg and consideration from the Assistant

Dean of the San Antonio region, given the situation.


33

Nothing...all available resources were extremely satisfactory. Knowing when and for how long my advisors are out of town or ill, because my advisor was out for a whole

semester and no one knew where she was at the time. If core courses were available for every semester then I would have been finished sooner. Better access to affordable parking near the school to stay and work late nights and on the weekends without

having to worry about my safety. More frequent UT shuttle service to SPH from Clearer instructions with respect to graduation requirements; timely assignment of replacement committee

member after departure of former member (I was misinformed that this committee member would be replaced "automatically" and that I needed to do "nothing" to cause it); clear instructions as to

the time line for thesis completion and formatting approval (by telephone I was misinformed last year regarding the "due date"; I understand the formatting deadlines have in fact changed to make this issue now moot).

Scholarship for doctoral students. Advisor/committee take interest in students goal instead of focusing more on their own research grants.

A necessary step that required identification of a thesis topic early in the degree program. Nothing Evening courses and more advanced courses offfered more often. Also, courses on Saturdays would have

helped me finish sooner. NA Direction, guidance, accessibility Nothing More paying internships available in San Antonio Having more courses available for satellite campuses, especially more electives. More support from the faculty. There are quite a few outstanding faculty members here, but I disagree with some

of them. I believe that faculty members are hired to support the objectives of students who have invested time and money to be here. I applied for the Ph.D. program and, after a lot of hard work on my part (including 5 interviews with faculty) was turned down - despite the strong support from my most of my committee. The only person who didn't make the effort to support me was my advisor, Alfred McAlister. He didn't even bother to show up for the Behavioral Science meeting in which my application was reviewed. The committee's decision hurt and humiliated me tremendously. I will never forget it.

I feel as if I had the proper guidance to complete my degree More matching up of student research interest and faculty research interest. More guidance in general. More motivation from bosses More scholarship programs Higher salary for GA and TA positions, so that I would not have had to work full time

and take out full educational loans to complete the program. More deadlines. If I had known about the availability of dissertation grants. Dedication and goal oriented More orientation to choose my thesis topic. I was the one choosing my own topic,and started from the scratch.

As other students, I did not receive anybody data. I am very happy because I have learned a lot more this way, althought it took me longer to graduate. I sincerely think my thesis is one of the best done for an MPH thesis.

No comment Deadlines for thesis work. Getting thesis help and guidance. My advisors were busy and speaking with them was difficult at times. Evening classes offered more often. More evening classes offered I would have completed mu degree sooner if I had been in HOuston rather than out of state during my dissertation

research. I completed the program in a timely manner and have no suggestions for change or improvements. I was very satisfied with the timeline.


34

It is okay A more personal focus on my expected career goals in the future when we first enter the program. A more one on one interaction with primary advisors about career and educational objectives would have been

more helpful. Also, incoming students should be made aware of the timeline required to complete a thesis. Many of my peers and inclding myself were unaware of this timeline. Maybe a timeline document would be helpful for future students.

better epi Methods faculty N/A Parking facilities More night and summer classes nothing I'm very interested in biometry and my advisor Dr.Lai Dejian helped me a lot. a proposal development class for my module. less time to get the proposal approved at research services (5

weeks for a proposal that used no identifiers) Better direction on my part for a thesis research project. funding Funding so that I would not have had to work. overcoming my procrastination I was provided with adequate resources to completed my degree. A more definitve outline of what was expected from me regarding the thesis having a closer supervision of my advisors More stucture in terms of which classes you need to take so that my MPH advisor didn't keep adding classes More assistance from advisory members. The thesis took longer than all previous requirements combined. Quicker review of thesis drafts I missed 3 deadlines, so I essentiallyhad to enroll for an extra year (12 Months)

due to very minor changes of the thesis. Helpful staff and professors. Nothing more more course offerings during the summer N/A

Q77. What skills acquired at UT-H SPH do you think will be most useful in your career? Comments:

Better understanding of statistics, and good general understanding of PH Epidemiology and biostatistics Communication skills n/a Research skills in biostatistics. research skills: literature reviews, analysis writing skills Analytical and statistical skills. Analytical skills. Research and presentation skills Biostat, Epi., Project Management Academic skills; learned and acquired knowledge; rapport with advisors knowledge of the fumdamental concepts in public health that can be applied to basic science Analytical skills


35

Epidemiology, Behavior change skills, Management and Policy Science Statistics and knowledge Design and analyze scientific studies. Practicum, thesis, skill-related courses (program evaluation, health survey reseach design, etc.), interaction with

faculty. Fundamentals of epidemiology, biostatistics Epidemiology skills will be useful since i am interested in oral cancer epidemiology. Sills in administration and

practical skills gained with the practicum and writing skills from the thesis. communication skills critical thinking my skills with designing research studies, collecting data, analyzing data Discipline, organization skills, and people understanding.Besides the accademic areas Foundation of knowledge in epi and biometry. Manual of Procedure from Field epi and every research classes that I took will greatly help me in my future. The courses, internship and thesis have provided me with useful skills for my future career. Critical thinking, teaching students, advising students, strong methods base. Awareness of research methods and analytical methods dramatically alters evaluation of data and purported

findings. Awareness of policy analylitical tools is of substantial import in my health law Overall Public Health Research techniques. Professionalism, presentation skills, collaborating with othesrs,

drawing conclusions based on past research and data (inference and appropriateness to public health issues) Research Systematic, descriptive and analytic methods of working with data. Scientific literature reviews, proposal development skills, and my broad epidemiology background. perseverance, the skills I acquired in doing my thesis. Data analysis and designing epidemiology studies. Computer skills, researching the literature, presentation skills, teamwork, statistics Statistics field epidemiology Research and writing skills Research skills. Statisical analysis. Writing. Critically reviewing the literature and preparing a research proposal Skills acquired in Biometry and Epidemiology classes. Personal skills, how to deal with difficult people All skills: field research, coordinate and manage study activities and study personnel, methods training,

experience as a teaching assistant, work in the laboratory. My training was well-rounded and tailored to my interests.

Epidemiology, statistics Epidemiological methods from course work and hands-on skills learned from my job on epi projects Epidemiology and biometry skills. The practical application of the theoretical knowledge. Critical thinking skills, library skills, computer skills, statistical analysis skills, writing skills. Methodology in conducting an epidemiologic study Biostatistics, data analysis Going out to the community and listen to what the people really needs, such as education and effective

intervention programs. Research skills Epi/Biostats and SAS programming. Epi. toots and biostats.


36

Research methods. Contacts made with professors - very useful. Broad view of the relationships that exist between health and a variety of factors that were not obvious to me

prior to this program. The ability to integrate public health knowledge and vocabulary into my work as an aerospace medicine specialist. epidemiology, biostatistics and writing skills I learned how to coordinate and plan a research project from start to end. I was also able to interact with several

faculty members and have made many connections that will help me in my future career goals. I was also able to learn the workings of a health program and how to implement such a program within a community setting. My hands on experience at several clinics in Harris County allowed me to view the field of public health.

Research skills relating to administrative healthcare. Statistics, epidemiology internship opportunity Completing the thesis field epi; rapid assessment methods; participatory action and learning (done as an ind study w/Bebe & Mike Ross) Good ability of writing and reading Learning how to conduct a study. health theory Critical thinking, lit search skills, some statistical softwares Infectious disease epidemiology, biometry (logistic and linear regression) Research/ economic evaluation courses/ using the computer to do work (my PhD was in 1976 and things have

sure changed!) Epidemiology and Biometry skills Research design and program evaluation. Epidemiology, stastistics, and the process of writing a thesis. how to develop a research project Learning how to be critical of research studies, and statisticl knowledge. Dealing with adversity and getting things done withour support. My research skills. Reseaching a topic & developing a question to address the issue. Administrative skills Program policy writing data analysis ALL SKILLS FROM DR. HOLGUIN - ESP ETHICS & INTEGRITY IN SPH

Q78. What aspects of public health practice or research were not adequately addressed in your program at UT-H SPH? Comments:

My biostatistics course was poor because I felt I taught myself. I felt I needed more assistance in this area. n/a None A coordinated approach to the basics of applied research: from development of a research to question, to grant

writing and submission, to administration, budgeting, and management. evaluation of non-parametric data such as surveys

Specific issues, such as IRB approval and grant writing skills epidemiologic methods and courses relating to methods for a successful thesis Negotiation and conflict

resolution, which would be invaluable to public health professionals. None There were not many courses specific to the international and family health module.


37

n/a Program evaluation na transitioning from academia to practical practice There could be a larger variety of classes in all the fields - its the same thing every semester with little variety or

excitement I think the ethics curse is usefull and should be offered for every body at the schoo in the San Antonio campus All aspects were addressed adequately. None The guidelines for the thesis were not adequately addressed. It would be helpful if a timeline and detailed format

and requirements of the thesis was presented in a handbook for students to follow. I felt all areas of research were adequately addressed in the program. If there was something I was interested in

that was not available I found it helpful to take independent studies. National and international minority public health issues.- Application of the skills and knowledge. The only

opportunity for this was the practicum. None I entered the program with a desire in focusing on Environmental Health. However, only the core course was

offered during the six years I was in the program and so I took more course work in Epidemiiology. I must say though, that this situation is not a disappointment as what I learned in Epidemiology courses is directly related to my work. The SPH provided an excellent 2nd option.

Intense epidemiology methods. International Family Health None. Few hands-on internships available in government and non-profit social services in this area. I believe the Health Management course here in El Paso is very inadequate, we need more faculty in this area

and a different focus. I would have liked to learn about structural equation models. I understand that you have responded to that need

and that Pam Diamond will be helping students who have this interest. I would have liked to learn a more practical approach to statistics. none Grant seekingEpidemics There is not enough training for PhD students who are academic track. Doctoral seminars on leadership, teaching

skills, and public speaking would help. Administrative law and politics. I would have liked more field experience. NA Everything was adequate. Mainly because I had to look for the opportunities available such as internships, and

public health job training. No comments Epi/biostats, opportunites to take biological sciences courses. Epi. None. None. I'd like to see more professionals working in public health come in to address classes. More link between theory

and practice. My needs were addressed adequately. nil


38

There were not many intellectual and challenging courses offered at the SPH. I would have liked to see a more wide diversity of courses and more courses that we related to community health practice. Every semester I registered I believe that there was only 1 or no courses offered in the community health practice module.

Epi Methods I needs work N/A health outcomes research (QoL) The international aspects were pretty week by I compensated with a few consultancies (in my filed of HIV

prevention) to Africa while I was here. no. N/A. none I wanted more in the area of bacteria, viruses, parasite, and mycology Not sure no lab based classes The biostatistics courses should have been more related to the specific field of study. It was hard to apply

biometry to the work I learned in epidemiology classes. health promotion The use of data in large databases, and more real world statistical analysis Grant/funding procunal Translating research into practice. Because the majority of the professors are researchers and most of the

internship opportunities are focused on research. Some effort should be put into developing this more practical aspects of public health.

No opinion. None none PRACTICAL STATISTICS

GENERAL SATISFACTION Q79. Would you recommend UT-H SPH to others who are interested in graduate study in public health? 92.8% answered yes

020406080

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# of

R

espo

nden

ts

Total Respondents

YES

NO

Q80. What is the greatest strength of UT-H SPH? Comments:

For San Antonio, the greatest strength would be the professors Flexibility It's diversity. Teaching epidemiology It used to be the flexibility of this school, the P or F system. research


39

Very applied and practical. Personal attention, devotion to public health issues. Devotion to public health issues. Intelligent and caring professors great faculty Good faculty to student ratio; personal atmosphere the diversity of the faculty and vast amount of rearch opportunities for the students The deeply committed faculty. Strong faculty Availability of diverse resources The faculty Faculty, friendliness core subjects Its accessibility via the regional campuses and its experienced faculty in diverse fields. Being a part of the Texas Medical Center very approachable enthusiastic professors The professors are (for the most part) very approachable and nuturing and allow their students to be creative in

designing their research projects The accademic curriculum is well organized, but the role of faculty and staf play was escential in getting the

most out of the program Advisors, resources (library, computer labs), all instructors were very dedicated and inspiring.It is very affordable

when you paying out of pocket and supporting yourself. Also the amount of credit hours needed to graduate is very flexible.

All the faculty were knowledgeable about the subjects that were taught and encouraged students use critical thinking skills and apply to real life situations.

I had a super mentor and great practical experiences to apply theoy learned. Pass/Fail classes and comment cards. Modules and matrix was a great idea.

The classes' pass-fail nature encouraged me to take classes for which I did not have former training, thus encouraging me to broaden my academic and public health experience and training dramatically, as would be actively discouraged by a "letter-graded" system. Additionally, comments provide much more flavor and guidance in evaluating the performance of a student. What on Earth does "B" *MEAN* to a person who has not had the class/professor? Are "A" grades easy to obtain and thus to be shrugged at, or are they the mark of rare excellence? The letter does not tell you, the comment does.

Flexibility. Flexibility. The flexibility and the atmosphere it provides for academic individuality and growth. Its staff of dedicated student-oriented professionals who have been there to help. My faculty advisor, Dr. Delclos. The diversity of the students. Variety of faculty The faculty and staff and their friendliness and eagerness to help students, the diversity of the backgrounds of

faculty Faculty are very good and stimulating I really enjoyed the program, the majority of the professors are knowledgeable, friendly and are interested in your

career advancement. The faculty Approachability of faculty Faculty have great research and job experience. People


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Interdisciplinary nature of thes school is the greatest strength of the UTH-SPH. It is unique that there no departments- this really encourages interdisciplary thinking and collaboration.

iverse areas of expertise and specialization The variety of courses offered and the wide breadth of knowledge of the faculty Quality faculty. Diversity of interest in the faculty and student body. Multi-disciplinary approach Small and close nit community, easy to get one-to-one attention with faculty The teachers and their instruction. Great faculty Convenient location in Dallas. San Antonio is nice because the school is small and intimate. The core course concept- taking the public health basics. Tuition for in-state.Dr. Lu Ann Aday. Dr. Osama Mikhail. Enthusiatic staff/faculty Small class sizes, good faculty, interesting mix of fellow students. Being in the Texas Medical Center The friendliness and knowledge of teh faculty and staff. Interactions among peers in group projects. Dr. Sever, Dr. Day, Dr. Delclos The flexibility it gives students to finish the program at their own pace. student to teacher ratio Faculty great faculty and staff (e.g.Sema!) Proximity to the medical center The Matrix -- Stoney's IDEALS!!! Comradery between faculty and students. Friendly facutly members and very good student affair office Faculty's broad knowledge and enthusiam. professors Faculty and staff support Some of the faculty are excellent teachers. An excellent researcher may not be able to teach. Diversity of classes, there were classes I would like to have taken, but didn't have time. Flexible with course selections which allows students to get what they need out of their program The program is located in the medical center, which provided more opportunities to work while attending school. Your breadth of knowledge on public health is an amazing resource. Multiple options and flexibility The student body is generally very friendly, and the ability to chose your own advisor. Flexibility The economics prof.s and the biostatistics are excellent Dr. Roseau is brillant along with Sever,

Selwyn, Shelton. The diversity of the student body & the faculty/staff. Faculty and staff & students with different background. Faculty variety of courses DR. HOLGUIN

Q81. What is the greatest weakness? Comments:

limited class opportunities in other areas such as maternal and child health


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The administration of the program. 3 hour classes are too long No evening classes. Lack of parking spaces. Lack of clearly defined course paths for each major. Lack defined course path San Antonio's facilities not enough courses are offered adn when I began the program there was not enough faculty Communication of information vital to active students (e.g., protocols for graduation, thesis, etc.). Parking Class schedule flexibility Course selection not having standardized requirements for core subjects Lack of communication between regional campuses and Houston. Lack of interaction with other public health agencies (Texas Dept of Health, US Public Health Service, etc.) The qualifying exam- They give you one week to complete it and one month to fix it. If you were given more time

during the exam, the product would be better and the stress levels much lower- professors should have more time to teach the curriculum needs more variety Exit procedure/beauracracy of research services/formatting of thesis, etc. Lack of classes in other aspects of public health like maternal/child health, and international health. Many of the faculty are not readily availble especially during the summer semeter. Student affairs staff do not seem to be supportive of the students. Seema needs to have more assistance

checking theses and dissertations at graduation deadline times. Changes to grading policies that take place mid-semester should be communicated to students prior to the semester. Students admitted to the School who are not qualified. Large classes.

There is a possibility that some poorly-motivated students could cruise through and take only classes in subjects in which they have former experience, learn nothing, and contribute little with their research -- but this is hardly within the control of the school if many courses are elective . . . and elective courses are critical to the selection of the courses which will broaden students' horizons and prepare them for their intended fields.

Faculty. Faculty. Student connectedness. In El Paso, its limited resources, classroom and study space. Weak teaching skills by some professors. The apathy here of the faculty and the administration. For a school that is so diverse ethnically, the international

family module program is extremely poor and limited. It would be great if SPH took steps in correcting this. The building and activities here do not support public health practices (i.e. not practicing what we preach!) Small size of program, space and facility limitations, lack of collaboration with other health care partners for

internships, lack of opportunities for specific concentrations that are available to students on the Houston campus Too many emails from the school. I believe that the greatest weakness is that most of the resources are available only to the Houston students.

Satellite campuses should offer more course choices. Arrogance of some of the faculty More guidance on formatting thesis from faculty prior to initially meeting with Sema There seems to be a lack of a bridge between students and faculty. Meaning, it is up to the student to seek out

faculty and then the student sometimes has a hard time getting a position on the research team. In general, there needs to be more of an opportunity to work with the faculty.

Burocracy. It is becoming more difficult to do research and to understand requirements The low quality of the admitted students.


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the need for a more cohesive student body and a building that is more accesible to students. More common areas for students to hang out and study.

No stringent requirements. Some faculty members are quite busy and thus can not spend enough time with students that they are supposed

to be mentoring. Although I had a good experience personally, I have heard from other students where they have trouble getting in touch with mentors. I feel that this aspect of grad school is very important for students and should be improved.

Communication about resources is somewhat spotty. Location of the school and parking problems The yeachers also. Because we need a little more orientation to obtain our goals. Sometimes they are too busy. Parking Student body is mainly professionals; classes are not diverse or rigorous. Not much in diversity of students and few classes to chose from. Lack of concern for working students - catering for only full time students. Not enough cohesiveness among students. Too many mosquitoes in the restrooms. Parking (prior to recent move) Small facility. Antiquated computer lab. nil Difficulty of courses. Not challenging enough and there was not much of a variety to pick from. Needs better methods professors N/A Access building (room)arrangement; it may prevent a student to contact faculty members. Felt like too many requirements so couldn't focus on a particular area to get out with a minimum # of requirements

(would have required more time and money to take more classes) The planned reorganization away from the current matrix Not connected with other schools. N/A. lack of structure to help students graduate Physical location - with all the constructions, it was difficult to get to school. Some of the faculty do not want to teach and do not prepare, use illegible overheads, copy sentences from the

book, etc. They should be allowed to do research and let those that want to It doesn't challenge students enough and therefore encourages complacency. All of my major classes were scheduled in the morning. This was sometimes a problem because I worked over 30

hours a week. I would like to see a more definitive process of what is expected from students on writing the thesis. More

structure given to students on thesis topics. At the Master's level I think students should have the option to work on projects that are already somewhat developed. Feedback by the faculty should be precise and rapidly returned to students. Classes should be graded and more rigorous. There is a somewhat laconic attitude about the classes that stunts intellectual growth on the part of both of students and faculty in many of the classes.

Few reserach opportunities The school is setup for mid-career professional. I started here immediately after college, and I have found that it

is very difficult for those of us who were trying to esablish a career to get any direction as to which jobs we could be preparing for and what is available in our fields. Career services needs to greatly improve.

Lack of interest in individual students, especially those who aren't involved in medical residencies or other training programs

Inflexibility of faculty & staff when dealing with some students cateer goals. Lack of consistancy in educationsl phyilosophy. Lack Divergence in courses/expertice small number of courses offered during the summer N/A


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Q82. Would you like to be active in alumni association activities/luncheons, etc.? 69.1 answered yes

0

20

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60

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100

# of

Res

pond


YES

NO

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