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University of Louisville School of Public Health and Information Sciences May 19, 2023Response to Criterion Two

2.0 INSTRUCTIONAL PROGRAMS

2.1 Degree Offerings. The school shall offer instructional programs reflecting its stated mission and goals, leading to the Master of Public Health (MPH) or equivalent professional masters degree in at least the five areas of knowledge basic to public health. The school may offer other degrees, professional and academic, and other areas of specialization, if consistent with its mission and resources.The areas of knowledge basic to public health include the following:Biostatistics – collection, storage, retrieval, analysis and interpretation of health data; design and analysis of health-related surveys and experiments; and concepts and practice of statistical data analysis;Epidemiology – distributions and determinants of disease, disabilities and death in human populations; the characteristics and dynamics of human populations; and the natural history of disease and the biologic basis of health;Environmental health sciences – environmental factors including biological, physical, and chemical, and social factors that affect the health of a community;Health services administration – planning, organization, administration, management, evaluation and policy analysis of health and public health programs; andSocial and behavioral sciences – concepts and methods of social and behavioral sciences relevant to the identification and solution of public health problems.The vision and mission of SPHIS expand the traditional concept of public health and point to similarly expanded concepts of the traditional academic departments in a school of public health and how they represent the five areas of public health knowledge. Table 2.1.1 illustrates the mapping between the traditional areas, the areas of concentration in the MPH degree program and the school’s departments.

Table 2.1.1: Mapping Between Areas of Knowledge, Areas of Concentration and Departments

Area of Knowledge Area of MPH Concentration SPHIS Departmentbiostatistics biostatistics Bioinformatics and Biostatistics

epidemiology epidemiology Epidemiology and Population Healthenvironmental health

sciencesenvironmental and occupational

healthEnvironmental and Occupational

Health Scienceshealth services administration

health management Health Management and Systems Sciences

social and behavioral sciences

health promotion, behavior and cognition

Health Promotion and Behavioral Sciences

The expansions of the department names reflect the recognition of the expanded idea of public health under which the school was founded, especially the recognition of the important role that health information sciences have in the public’s health.

Bioinformatics includes activities in genomics, proteomics, metabolomics, computational biology and health research informatics, all of which are taking more prominent roles in public health.

Epidemiology addresses the population studies needed to provide a scientific basis for both clinical and public health interventions and a framework for efforts such as community-based participatory research.

Health management in today’s social, political and economic environment requires even more powerful tools and approaches for dealing with planning, policy and administration. Systems sciences provide these needs with network science (especially social network theory) and complexity science (in particular, systems thinking and dynamic modeling), where the interdependent structure of an ecosystem drives its behavior over time.

Health promotion and education are essential interventions in public health. The traditional emphasis is on influencing health-related behavior as well as the economic, environmental, organizational and

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policy supports necessary for long-term health improvement. In addition, there is increasing interest in new concepts of cognitive science, informatics and decision analysis.

The undergraduate program, scheduled to begin in Fall 2013, will incorporate content from the five specialty areas in a cutting-edge cross-disciplinary curriculum. The undergraduate program degrees are a BS in Public Health, designed to prepare students for a career as a public health professional, and a BA in Public Health, designed as a liberal arts academic degree to prepare students for future study. Detailed differences are presented in Section 2.9.1.c.

2.1.a. An instructional matrix presenting all of the school’s degree programs and areas of specialization. If multiple areas of specialization are available within departments or academic units shown on the matrix, these should be included. The matrix should distinguish between public health professional degrees, other professional degrees and academic degrees at the graduate level, and should distinguish baccalaureate public health degrees from other baccalaureate degrees. The matrix must identify any programs that are offered in distance learning or other formats. Non-degree programs, such as certificates or continuing education, should not be included in the matrix. See CEPH Data Template 2.1.1.The School of Public Health and Information Sciences (SPHIS) has five departments that offer eleven degree programs; one of these (MPH) offers six concentrations and three also offer joint degrees (see Table 2.1.2). Degrees include two undergraduate degrees (target Fall 2013), four master’s degrees, and five PhD degrees.

Table 2.1.2: Instructional Matrix – Degrees & Specializations

Degree Program Academic ProfessionalBachelors Degrees

BA in Public Health (Fall 2013)BS in Public Health (Fall 2013)

Masters DegreesMPH with a concentration in Biostatistics XMPH with a concentration in Epidemiology XMPH with a concentration in Environmental and

Occupational HealthX

MPH with a concentration in Health Management XMPH with a concentration in Health Promotion and Behavior XMPH – Individual concentration1 XMS in Biostatistics-Decision Science XMS in Epidemiology XMSc in Clinical Investigation Sciences X

Doctoral DegreesPhD in Biostatistics with optional emphases on

Bioinformatics and Decision ScienceX

PhD in Public Health Sciences with specialization in Environmental Health

X

PhD in Public Health Sciences with specialization in Epidemiology

X

PhD in Public Health Sciences with specialization in Health Management

X

PhD in Public Health Sciences with specialization in Health Promotion

X

Joint DegreesMD-MPH X

1 A complete description of the Individual concentration option for the MPH degree is available at https://sharepoint.louisville.edu/sites/sphis/cbg/acs/reaccred/Shared Documents/Resources/Individual Concentration.pdf https://sharepoint.louisville.edu/sites/sphis/cbg/acs/reaccred/Shared%20Documents/Resources/ Individual%20Track%20Option.pdf.

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https://sharepoint.louisville.edu/sites/sphis/cbg/acs/reaccred/Shared%20Documents/Resources/Individual%20Track%20Option.pdf

https://sharepoint.louisville.edu/sites/sphis/cbg/acs/reaccred/Shared%20Documents/Resources/Individual%20Track%20Option.pdf

https://sharepoint.louisville.edu/sites/sphis/cbg/acs/reaccred/Shared%20Documents/Resources/Individual%20Concentration.pdf

https://sharepoint.louisville.edu/sites/sphis/cbg/acs/reaccred/Shared%20Documents/Resources/Individual%20Concentration.pdf


Degree Program Academic ProfessionalMD-MSc XBachelors-MPH five-year degree XMUP (Masters in Urban Planning)-MPH2 XPhD-MS in Mathematics / Biostatistics-Decision Science X

2.1.b. The school bulletin or other official publication, which describes all degree programs identified in the instructional matrix, including a list of required courses and their course descriptions. The school bulletin or other official publication may be online, with appropriate links noted.The official school catalog for 2011-12, which and provides a listing of the required courses and descriptions for each degree program and areas of concentration identified in the instructional matrix, is available at https://sharepoint.louisville.edu/sites/sphis/do/aa/catalog/pubcat/SPHIS%20Catalog.pdf.3 The catalog also contains descriptions about each degree program in Table 2.1.1, as well as additional information for students, such as important contact information, university schedules and general graduate student information. The current catalog does not include new programs that were approved in 2012; these programs will be included in the 2013-14 catalog. The SPHIS website, http://louisville.edu/sphis/, describes the curriculum (including required courses and their descriptions) for each degree program and areas of concentration identified in the instructional matrix.

2.1.c. Assessment of the extent to which this criterion is met and an analysis of the school’s strengths, weaknesses and plans relating to this criterion.This criterion is met. The professional and academic degrees offered by the school are presented in matrix form and the school catalog is available online.

Strengths The SPHIS offers the MPH in the five core areas of knowledge basic to public health and an

individual concentration option The SPHIS offers academic masters in clinical investigation sciences as well as both masters and

doctoral degrees in the key areas of public health In addition to the traditional MPH curriculum, SPHIS offers the MUP-MPH and Bachelors-MPH; two

baccalaureate degrees will be offered beginning Fall 2013. Consistent with the school’s emphasis on information sciences, course syllabi and other relevant

degree and student-related information are available electronically on SharePoint and the SPHIS website.

Weaknesses Students and faculty have yet to routinelyare still in the process of learning utilize to access the full

range of electronically accessible degree information, course syllabi, and departmental and SPHIS data available electronically. Most of the information Information that describes the SPHIS academic and professional programs and, school policies, and other relevant information for students and faculty of the SPHIS is available on the electronic SharePoint platform. Most students and faculty do not routinely access this site, but request information (printed) from staff or the administration. The goal of the SPHIS is to become paperless, therefore strategies are needed to enhance utilization of paperless documents by faculty and students.

Plans SPHIS will:

o Work more closely with students, department chairs, program directors, student services and student advisors to enhance accessibility of electronic curricula and course information, and assure that students have the information they need to make informed curricular decisions.

o Implement student recruitment plans for the Bachelors-MPH and MUP-MPH degree programs,

2 A complete description of the MUP-MPH degree program is available at https://sharepoint.louisville.edu/sites/sphis/cbg/acs/reaccred/Shared Documents/Resources/MUP-MPH.pdfURL.3 All SharePoint sites referenced in this self-study document are available to the public.

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http://louisville.edu/sphis/

https://sharepoint.louisville.edu/sites/sphis/do/aa/catalog/pubcat/SPHIS%20Catalog.pdf

https://sharepoint.louisville.edu/sites/sphis/cbg/acs/reaccred/Shared%20Documents/Resources/MUP-MPH.pdf


and develop and initiate a marketing strategy for the baccalaureate degree programs.

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2.2 Program Length. An MPH degree program or equivalent professional public health masters degree must be at least 42 semester-credit units in length.2.2.a. Definition of a credit with regard to classroom/contact hours.Consistent with the Southern Association of Colleges and Schools requirements, the UofL and SPHIS definition of a credit hour is a unit of measure representing an hour (50 minutes) of instruction and 150 minutes of non-classwork over a 14-week period in a semester. This definition applies to each credit hour of the total number of credit hours needed to complete the requirements of all professional and academic degrees offered by the SPHIS.

2.2.b. Information about the minimum degree requirements for all professional public health masters degree curricula shown in the instructional matrix. If the school or university uses a unit of academic credit or an academic term different from the standard semester or quarter, this difference should be explained and an equivalency presented in a table or narrative.The MPH program uses the above definition of a credit hour and requires 47 total credit hours to complete the MPH degree. The five credit hours beyond the 42-hour CEPH requirement are to provide additional training in targeted areas, such as data management and program evaluation, that SPHIS faculty have identified as increasingly important to public health practice. These additional requirements are more fully described in Section 2.3.a.

The credit hour requirements for the MPH for part-time students, students in the joint MD-MPH program, students admitted to the Individual concentration, and students in the five year baccalaureate-MPH degree are the same (47 credit hours) as the full-time MPH program. As with the full-time MPH degree, part-time students or students in the MD-MPH and the five-year baccalaureate-MPH may concentrate in one of the five core areas emphasis or if eligible select the individual concentration to complete their degree.

2.2.c. Information about the number of professional public health masters degrees awarded for fewer than 42 semester credit units, or equivalent, over each of the last three years. All MPH degrees awarded to date have exceeded 42 credit hours. In 2007, the MPH degree credit hour requirement was increased from 45 to 47 credit hours; all subsequent graduates have completed 47 credit hours for the MPH degree.

2.2.d. Assessment of the extent to which this criterion is met and an analysis of the school’s strengths, weaknesses and plans relating to this criterion.This criterion is met. All degree programs are competency-based and require field-based practice experiences. The minimum requirements for the MPH degree are set forth and well publicized in university and SPHIS printed and electronic materials.

Strengths In order to emphasize key areas of program evaluation and data management, all MPH degrees

exceed the CEPH standards for program length.

Weaknesses The current curriculum does not include adequate training in emerging areas of public health, such as

international health and all-hazards preparedness. There is a lack of flexibility in the timing of the curriculum offerings for part-time MPH students and

joint-degree MPH students. Currently, summer courses are not offered for the traditional MPH program.

Plans The MPH Advisory Committee, which meets bimonthly, will:

o Review the curriculum each year and update, as needed, to meet the emerging training needs of MPH students;

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o Develop a plan and under the guidance of the new Dean, consider implementing a summer curriculum for the MPH Program that will enable completion of the MPH program in 18 months with year-round classes

o Enable completion of the MPH Program in 18 months with year-round classes.o Continue Consider development of additional on-line courses to meet students’ desires for

flexibility.

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2.3 Public Health Core Knowledge. All graduate professional degree public health students must complete sufficient coursework to attain depth and breadth in the five core areas of public health knowledge.2.3.a. Identification of the means by which the school assures that all graduate professional degree students have fundamental competence in the areas of knowledge basic to public health. If this means is common across the school, it need be described only once. If it varies by degree or program area, sufficient information must be provided to assess compliance by each program. See CEPH Data Template 2.3.1.The SPHIS requires that all MPH students develop a broad understanding of the theories and techniques that underlie public health through the satisfactory completion of core courses in the five specialty areas of knowledge basic to public health (biostatistics, epidemiology, environmental/occupational health, health policy/administration and social/behavioral health). Table 2.3.1 identifies the course numbers and titles for the core courses. A complete listing of MPH courses will be included in the electronic resource file for the final self-study.

Table 2.3.1 Required Courses Addressing Public Health Core Knowledge Areas for MPH Degree

Core Knowledge Area Course Number & Title CreditsBiostatistics PHST-500 Introduction to Biostatistics 3Epidemiology PHEP-501 Introduction to Epidemiology 3Environmental Health

SciencesPHEH-500 Introduction to Environmental Health Sciences 3

Social & Behavioral Sciences PHPB-501 Introduction to Health Behavior 3Health Services

AdministrationPHMS-501 Introduction to Public Health Practice and

Administration3

In addition to the five core courses, all MPH students are required to take three additional courses. A description of these courses follows:

Issues in Public Health (PHPH 696, 2 Credit Hours) is a seminar-styled, team learning course designed to allow students to critically consider issues in public health that are not fully covered in other core courses. For example, the Issues course introduces students to cultural competency and public health ethics. The topics are covered through theoretical presentation and practical application.

Statistics and Data Management for Public Health using SPSS (PHPH 610, 3 Credit Hours) In keeping with the School’s focus ‘information sciences’ this course is designed to introduce MPH students to data processing, data management and the statistical computing tools utilized most often in the field of public health. Students gain skill in preparing and analyzing public health research data through the use of software packages with a specific emphasis on SPSS.

Critical Thinking and Program Evaluation (PHPH 614; 3 credit hours) This course is designed to give students basic skills in the evaluation of health and human service programs in community settings. Students focus on the purpose, procedures and findings of evaluations, evaluation terminology, ways to conceptualize evaluation tasks, specific evaluation techniques, and guidelines regarding the application and dissemination of evaluation results. Students also participate with selected team projects at the Louisville Metro Public Health and Wellness and other community-based organizations.

Each of these courses is designed to provide skills that faculty have identified as critical to public health practice. They also serve to reinforce the areas of core knowledge fundamental to public health that are introduced through the core curriculum and to address in more detail some of the ASPH cross-cutting competencies.

The above described core and additional required courses provide the breadth and depth to provide competence in the areas of knowledge basic to public health. Each course syllabus is included in the electronic resource file for the final self-study.

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2.3.b. Assessment of the extent to which this criterion is met and an analysis of the school’s strengths, weaknesses and plans relating to this criterion.This criterion is met. All MPH degree options require competency in the five core areas of public health (i.e. biostatistics, environmental health, epidemiology, health policy and management, and social and behavioral science).

Strengths All MPH degree options require three additional courses designed to provide students with skills that

(1) reinforce knowledge from the core curriculum, (2) enhance quantitative skills, (3) provide training in program evaluation, and (4) address emerging issues in public health.

An individual MPH concentration has been established that provides qualified students the opportunity to tailor a concentration curriculum (with approval by the program) to targeted interests.

Weakness Students have expressed concern that the additional course requirements somewhat limit their

flexibility (e.g., finding time to take desired discipline electives).

Plans The MPH Advisory Committee will:

o Review the curriculum each year and update it, as needed, to meet the emerging training needs of MPH students; and,

o Consider expanding the on-line course offerings to meet student’s desires for flexibility.

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2.4 Practical Skills. All graduate professional public health degree students must develop skills in basic public health concepts and demonstrate the application of these concepts through a practice experience that is relevant to students’ areas of specialization.Every MPH student is required to complete a supervised practice experience with a minimum of 336 contact hours at a public health worksite prior to graduation. Supervised practica take place in a variety of organizations and are designed to strengthen the students experience in public health. The policies and procedures for MPH field experience are determined by the program director and the MPH advisory committee and are published in the MPH Practicum Manual, which is included as Appendix 2.4.1. This handbook contains information needed by students, faculty and practice site mentors regarding all aspects of the practicum, including: procedures for identifying and approving a practice site; developing a learning agreement, completing the learning experience at the site, supervising the practice experience, and evaluating the practice experience.

2.4.a. Description of the school’s policies and procedures regarding practice experiences, including the following:– selection of sitesSelection of a practicum site involves not just finding a site but identifying a community site preceptor, obtaining the organization’s agreement to both serve as the site and to sponsor the practicum work, and working with the MPH Program to ensure an affiliation agreement is in place with the SPHIS.

To identify an acceptable practicum site, students are encouraged to work closely with their faculty mentor (see section on faculty supervision of students for responsibilities of the faculty mentor). In addition to interaction with their faculty mentor, the following strategies are in place to facilitate student selection of a practicum site. First, organizations frequently contact the MPH program with practicum opportunities. The MPH program reviews these opportunities and, if appropriate, emails eligible students with the name of the organization, the type of practice opportunity, and the contact information.

Second, a list of previous practicum sites with contact information as well as a list of potential practicum projects at selected sites is available to students electronically (SharePoint) and is updated annually. Students can review this site and if interested contact the MPH program, their faculty mentor, or the site contact for specific information about a practicum.

Third, MPH students seeking practice sites are encouraged to attend (generally towards the end of the Spring semester) the presentations of students that are completing their practica. These presentations are generally attended by both the faculty and site preceptor and thus provide students the opportunity to hear about different practice experiences, to get ideals for practica, and to interact with the presenting students and their site preceptors.

Fourth, if a student identifies a new practicum site, both the site and the site mentor must be approved by the MPH Program and a fully executed affiliation agreement put in place with the SPHIS. For student initiated sites, the student is responsible for contacting the site, identifying the site preceptor, describing the requirements of the practicum, and, if approved by the MPH program, identifying the appropriate contact person for the dean’s office to work with on executing an affiliation agreement.

All acceptable practicum sites have the same approval process. Each site is assessed by the student’s faculty mentor and the MPH Program Director. Selection criteria for an ideal site includes the following:

Provides services relevant to public health Provides support, resources, supervision, and workspace for students Provides regular contact with public health practitioners Offers a variety of public health related experiences that includes both opportunities within a student’s

area of concentration and other public health practice opportunities Encourages the application of academic knowledge to practice opportunities

– methods for approving preceptorsBoth the practicum site and community site preceptor must be approved by the student’s Faculty Mentor and MPH Program Director. Approval of the community site preceptor is based primarily on the following criteria:

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Academic training in public health Years of public health related experience Level of responsibility within the organization Previous experience as a practice preceptor for the MPH program Willingness to assist the student to complete the identified practicum deliverables Willingness to provide routine guidance to the student Willingness to provide the student with opportunities to apply academic skills in a practice

environment Willingness to integrate the student as an active participant in the organization

Our target is that all preceptors have as a minimum an MPH or other health related post-graduate degree. Currently, this is not possible due to a lack of MPH trained personnel at targeted practicum sites so exceptions are permitted when the proposed mentor has work experience in the content or skill area of the practicum. Exceptions are approved by the student’s practicum mentor in consultation with the MPH Program Director. To facilitate site supervision, the student’s practicum faculty mentor will, prior to initiating the practicum, provide an overview of the practicum requirements, emphasize the goals of the practicum for the student and the SPHIS, and seek to assure those goals are consistent with the activities of the practice site. After starting the practicum, regular communication between the site mentor and the faculty mentor is encouraged and feedback about the students work and overall experience is encouraged both during and on conclusion of the practicum.

– opportunities for orientation and support for preceptorsOpportunities for orientation and support for site preceptors include the initial meetings between the student and preceptor and between the student, the faculty mentor and the preceptor. The focus of these meetings is to outline the requirements of the practicum, to assure the affiliation agreement is in place, and to assure that the specific responsibilities of the student and of the practice site are understood. The need for follow-up meetings with the site preceptor are determined through discussions between the student and faculty mentor that identify specific practicum issues that need to be addressed.

Meetings between the MPH program director and site preceptor generally would occur only after meetings between the student, site preceptor, and faculty mentor have failed to resolve a specific student or practicum-related issue.

Other opportunities for orientation and support of practicum site mentors include:

Notification of opportunities for participation in SPHIS sponsored mentor orientations, meetings, and seminars through email and, beginning in the Summer of 2013, a quarterly the SPHIS electronic SPHIS newsletter tailored to the practicum mentors

Regularly monitoring and discussion of the student’s progress towards fulfillment of the learning agreement through email contact between the faculty mentor and site preceptor

Site mentor participation in the preparation and review of the student’s final paper, oral presentation, and electronic poster

Completing the final student evaluation

– approaches for faculty supervision of studentsPrior to 2012After completion of the first year of the MPH Program, each student selected their area of concentration or was admitted to the individual concentration option of the MPH. After this selection each student was assigned a faculty mentor from the SPHIS faculty. Most of the time students were assigned faculty mentors from the faculty of the Department of their area of concentration, however students could also be assigned faculty mentors from faculty in other departments based on faculty mentoring loads within a department, interest by the student in working with a specific department and/or faculty member, or admission to the individual concentration option. The faculty mentor served as both the practicum mentor and academic advisor in the second year of the MPH program. As the academic advisor the assigned faculty mentor had the responsibility of meeting regularly with the student to: (1) assess the progress of the student toward achieving the learning objectives of the MPH program; (2) assess the individual academic and professional goals of the student; and, (3) address any apparent or emerging academic

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problems identified by the student or with other faculty members. With specific reference to the practicum, the faculty mentor responsibilities were to:

Assist, as needed, the student in identifying a practicum site and specific practicum related activities; Assure that the following components of the practicum are completed prior to starting the practicum:

the practicum concept document, the affiliation agreement, the student practice site agreement, and the learning contract;

Assure that for any practicum experience requiring IRB approval, all requirements are met prior to initiating the practicum;

Work with the student to develop a calendar for timely completion of practicum; Systematically meet with the student to assure the student is making progress towards completion of

the requirements of the practicum; Ensure that all required evaluations are completed and submitted to the MPH program; Provide critical feedback to the student in the completion of the final written report, electronic poster

and oral presentation materials; and, Evaluate and assign grades the practicum experience.

2012A practicum mentoring team was created in spring of 2012. This team currently consists of a minimum of two faculty from each of the five departments in the SPHIS. As the MPH program grows additional faculty will be added from each department to assure a manageable faculty practicum advising load. After students have selected their concentrations or been admitted to the individual track, they are assigned to one of the faculty members of the mentoring team. This faculty member is the student’s faculty practicum mentor and leads the student’s practicum experience. The faculty mentor responsibilities for the practicum remain the same as described in the previous paragraph. The goal of developing the practicum mentoring team is to provide a better practice experience for the student and assure timely submission of the required materials for the practicum. Additionally, a central blackboard site has been established to ensure faculty student communication. This site contains the practicum manual and syllabus, examples of previous practica, listing of current practices sites and possible practicum projects, a time line for completion of the practicum deliverables, and a discussion board/blog that can be accessed independently and confidentially by each student and faculty mentor. Finally, each faculty mentor will be encouraged to routinely meet with the student to assure the student is making progress towards completion of the requirements of the practicum. In addition to serving as the student’s practicum mentor, this assigned faculty member also serves as the student’s academic advisor during the second year of the MPH program and has the same responsibilities for academic advising as described in the previous paragraph.

– means of evaluating student performanceTwo types of evaluations are done to assess student performance: the site preceptor evaluation and the faculty advisor’s grading the practicum.

Site Preceptor Student Evaluation: The focus of this evaluation is to assess the student’s performance at the practicum site. Each site preceptor is asked to complete an evaluation for each student. The goal of this evaluation is to assess specific competencies related to the practicum, identify any potential issues with the student’s performance at the site, and to determine if the site is willing to have additional students in future. The MPH Program office receives the evaluation electronically and the individual evaluations are reviewed by the MPH Advisory Committee each year. The form for this evaluation is in Appendix 4 of the Practicum Manual. Additionally, the results of these evaluations are summarized in Table 2.7.9.

Grading the practicum: Students are normally required to began the practicum by registering for 1 credit hour in the summer with the remaining 5 credit hours spread over the fall and spring semester prior to graduation. Variation in the practicum registration pattern is available for part-time students, but all students must complete the 6 credit hours. The grade for the practicum is not assigned until completion of the entire practicum. Components that the student’s faculty mentor typically consider for the practicum grade include:

Identification of the practicum site and the community mentor Completion of the community site profile (Appendix 2 of the Practicum Manual)

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Completion of the activities specified by the learning agreement which includes as part of its focus the specific competencies related to the practicum (Appendix 3 of the Practicum Manual)

Submission of the written practicum report to the faculty mentor and community preceptor which describes the practicum project(s), activities, and a summary of how the practicum related competencies were addressed (Appendix 6 of the Practicum Manual)

Completion of the oral presentation and electronic poster requirements (Appendices 7 and 8 in Practicum Manual)

Completion and electronic submission of all performance evaluations to the MPH program office (Appendices 4 and 5)

The final grade is determined by the student’s faculty mentor and the criteria for grading the practicum are specified in the practicum syllabus (Appendix 9, Practicum Manual).

– means of evaluating practice placement sites and preceptor qualificationsIn addition to the preceptors completing an evaluation of the student, the student completes an evaluation of the practicum site. The goal of this evaluation is to provide the student a confidential opportunity to assess their practicum experience, including guidance from the: MPH Program, faculty mentor, site mentor, as well as an overall assessment of the practicum experience. The form for this evaluation is in Appendix 4 of the practicum manual. The results of the student evaluation of the practicum site and preceptor for the past three years are available in the resource file and at [link]. The preceptor evaluation, the student evaluation, and the faculty mentor evaluation (see grade assessment) of the practice experience are used to provide guidance to the MPH Program Committee regarding practica as well as guidance for future students planning their practica at specific sites and with specific site preceptors. These evaluations are reviewed each year by the MPH Program Committee.

– criteria for waiving, altering or reducing the experience, if applicablePracticum participation is required for all MPH students and to date no students have received waivers for the practicum.

2.4.b. Identification of agencies and preceptors used for practice experiences for students, by program area, for the last two academic years.Tables 2.4.1 and 2.4.2 on the following pages outline the practicum experience sites and preceptors for students over the last two years.

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Table 2.4.1: MPH Student Practicum Placement, Fall 2010 through Spring 2011

Community Site Preceptor Name and Title Brief Project DescriptionAmerican Cancer Society and REACH,

Inc.Ellen Schoeder, KY Health Initiatives Director Kentucky Resources for Education, Adaptation, Change and Health

ProgramBrown Cancer Center Cancer Prevention

and Control ProgramConnie Sorrell, MPH, Associate Director for

Community Outreach, Director of the KY Cancer Program

Kentucky Cancer Program: Reducing Tobacco Dependence through Professional Education

Cabinet for Health & Family Services Kambe Lattimore , KHPAC Administrator Kentucky Department for Public Health-HIV/AIDS BranchCampus Health Service (UofL) Heather Parrino, MSSW, Coordinator Building Resiliency in Campus CommunityCatholic Charities Luta Garbat-Welch, MPH, State Refugee

Health CoordinatorExpanding Healthcare Resources for the Refugee Community in

KentuckyEnergy and Environment Cabinet Larry Taylor, BS, MS, Environmental

Scientist IVKentucky Department of Environmental Protection’s Mercury

Reduction StrategyFamily Health Centers, Inc. Kristin Munro-Leighton, MPH, Health

EducatorWorksite WellnessA Descriptive Retrospective Analysis of Breastfeeding at the Family

Health Centers in Louisville, Kentucky

Bart Duncan Irwin, MSSW, PhD, Assistant Director

Understanding the Relationship between Public Health and Medicine: A Management Perspective

Food Studies Institute Antonia Demas, PhD, President Food is ElementaryJefferson County Public Schools Donna Benton, BS, MEd, Practical Living

SpecialistSchool Employee Wellness

Kentucky Community Crisis Response Board

Debborah Arnold, MS, Executive Director Kentucky Community Crisis Response Board - Protecting First Responders

Kentucky Department of Public Health Margaret Riggs, PhD, CDC epidemiologist assigned to DPH

Assessment of Community Awareness of Health Impacts from Proposed Coal Gasification Plants in Western Kentucky

Kentucky Institute for the Environment & Sustainable Development

Russell Barnett, Director KIESD Research and Development

Risk Assessment of Volatile Organic Compound (VOC) Releases of the Ford Truck Plant & the Potential Health Impact of the Surrounding Community

Lincoln Trail Health Department Stefanie Goff, RN, MPH, Nurse Supervisor Lincoln Trail District Health Department AccreditationLouisville Metro Government Makeda Harris, MPM, Director of Policy

Planning and EvaluationAnalysis of Environmental Health Programs

Darryl Turpin, MPA, Community Outreach Coordinator

Men’s Health Initiative Focus Group Analysis and Implication for Change

Kelly Monahan, BA, Environmental Health Manager

Analyzing Water Samples from Public Swimming and Bathing Facilities

Kristen Miller, BA, JD, Chief of Staff, Louisville EMS

PSIAM (Priority Solutions Integrated Access Management), a Pilot Program Being Used to Service Non-Urgent 911 Calls

Matt Zahn, MD, Medical Director, Louisville Metro Health Dept

Pharmacy Services during an Emergency Crisis

Norton Cancer Institute-Suburban Tina Hembree, MPH, Manager of Strategies and Programs

Norton Cancer Institute & their Prostate Cancer Data Set

Park DuValle Community Health Center John Howard, MD, Director of Medicine Tracking Behavioral Change in Community Health Center Dental

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Community Site Preceptor Name and Title Brief Project DescriptionPatients

UofL Department of Environmental Health & Safety

Dennis Sullivan, Asst. Dir. Environment Ops. Mgr.

Electronic Document Management System at UofL’s Department of Environmental Health & Safety

UofL Hospital Linda Goss, MSN, ARNP, CIC, COHN-S, Director of Infection Prevention and Control

Development of a Preop Checklist for Cardiac Catheterization

Megan Burke, MHA, Manager, Clinical Quality and Patient Safety

Quality and Patient Safety

Linda Hummell, MHA, Director, Clinical Quality and Patient Safety

Quality and Patient Safety

Table 2.4.2: MPH Student Practicum Placement, Fall 2011 through Spring 2012

Community Site Preceptor Name and Title Brief Project DescriptionAmerican Diabetes Association

(Louisville office)Helen Overfield, MEd, Executive Director Community Outreach with the American Diabetes Association

American Women’s Veterans Foundation Genevieve Chase, Founder and Executive Director

American Women Veterans: The Changing Face of a 21st Century Military

Catholic Charities Luta Garbat-Welch, MPH, State Refugee Health Coordinator

Development of a Nutrition Education Curriculum for Refugees

Colon Cancer Project Claire Albright, JD, Executive Director Colon Cancer Prevention Project of LouisvilleWilliam Beam , Board President Colon Cancer Prevention Project of Louisville

Down Syndrome of Louisville, Inc. Michelle Bourke, BS, Career Solutions Specialist

Health and Wellness Program Implementation at Down Syndrome of Louisville

Missy Rowe, PhD, Adult Education Director Health and Wellness Program Implementation at Down Syndrome of Louisville

Family Health Center Kristin Munro-Leighton, MPH, Health Educator

Breastfeeding Policy and Education at the Family Health Center, Inc.

James Graham Brown Cancer Center Virginia Bradford, RN, RN in Endoscopy Harriet B. Porter Cancer Research and Education Endowment through the KY Cancer Program

Connie Sorrell, MPH, Associate Director for Community Outreach, Director of the KY Cancer Program

Harriet B. Porter Cancer Research and Education Endowment through the KY Cancer Program

Jewish Hospital and St. Mary’s Healthcare

Madhusuhan Yakkanti, MD, Specialty: Orthopaedic Surgery

Orthopedic Registry Design and Implementation Project

Kentucky Refugee Ministries Janette McCabe, RN, Special Medical Needs Coordinator

Refugee Health Screening in Louisville, Kentucky

Kentucky Youth Advocates Lacy McNary, MSW, Deputy Director Kentucky Youth Advocates – Oral Health InitiativesAndrea Plummer, MSW, Senior Analyst Kentucky Youth Advocates – Oral Health Initiatives

Kentucky Youth Advocates – Health and PolicyLaurel County Health Department Rebecca Patton, BS, Regional Preparedness

CoordinatorPublic Health Experience at Laurel County Health Department

Louisville Metro Government Matt Zahn, MD, Medical Director, LMPHW Influenza Vaccination Practices of Louisville ProvidersControlling Tuberculosis in Louisville

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Community Site Preceptor Name and Title Brief Project DescriptionImproving Rabies Protocol at Louisville Metro Department of Public

Health and WellnessJoel Sparks, CSSBB, RS, Quality

Improvement CoordinatorRabies Tracking

Roy B. Burns, DVM, Louisville Zoo Veterinarian

Petting Zoos and Hand Washing : Is It Important?

Josh Jennings, FPAC Administrative Coordinator

Food Policy Advisory Council

Joel Sparks, CSSBB, RS, Quality Improvement Coordinator

Health Equity in LouisvilleFood Borne Illness in Jefferson County Kentucky

Kelly Monahan, BA, Environmental Health Manager

Septic Tanks and GIS (Geographic Information System)

Makeda S. Harris, MPM, Director of Policy Planning and Evaluation

Research Examining Healthy People 2020 Objectives for Louisville

Jesse Yarbrough, NREMT-P, EMS Reprsentative to Health Emergency Response Association, Region IV

Cardiopulmonary Resuscitation

Col. Albert Fekete, Cities Readiness Initiative Program Mgr.

Construction, maintenance, and execution of a mass prophylaxis program in the event of a terrorist attack

Mesker Zoo and Botanic Garden Maria Spriggs, DVM, Staff Veterinarian Mesker Park Zoo, Zoonotic DiseaseNew Hope Services, WIC (Special

Supplemental Nutrition Program for Women, Infants, Children)

Jean Robbins, Director of WIC Pregnant, Parenting and Adolescent Support Services (PPASS) Grant Initiative

Norton Hospitals, Inc. Leah Carreon, MD, MSc, Clinical Research Director

Cost Effectiveness and Clinical Utility of Cell Saver Use

Planned Parenthood of Kentucky Morgan Taliaferro, Educator and Community Advocate

Health Education and Program Evaluation – Planned Parenthood of Kentucky

Resources for Education, Adaptation, Change and Health of Louisville, Inc.

#REF! Review of Message Density and Accuracy

Sojourn Community Church Josh Thomas, Seed Director HIPAA Compliance at a Faith-based Quarterly Free ClinicTraining and Development Office at

Jewish HospitalJeffery T. Collins, Training Specialist Social Capital Review 2011 – Smoketown

UofL Department of Environmental Health and Safety

Cheri Hildreth, Director Academic Laboratory Safety

UofL Hospital Rama Kapoor, MD, MACP, AAHIVS, Medical Director, Infectious Disease

Quality Improvement of HIV Management at Wing’s Clinic Louisville, Kentucky

Linda Goss, MSN, ARNP, CIC, COHN-S, Director of Infection Prevention and Control

Infection Control

UofL School of Medicine Charles Woods, MD, Pediatrician Influenza Vaccination Practices of Louisville ProvidersUofL School of Medicine Timothy Wiemken, PhD, MPH, CIC, Asst.

Professor TermHospital-acquired Pneumonia and the S. Pneumonia Vaccine

Please see following page for Section 2.4.c.

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2.4.c. Data on the number of students receiving a waiver of the practice experience for each of the last three years.No student has received a waiver of the practicum experience since the inception of the MPH program.

2.4.d. Data on the number of preventive medicine, occupational medicine, aerospace medicine and general preventive medicine and public health residents completing the academic program for each of the last three years, along with information on their practicum rotations.These programs are not in place at SPHIS.

2.4.e. Assessment of the extent to which this criterion is met and an analysis of the school’s strengths, weaknesses and plans relating to this criterion.This criterion is met. Formal agreements are in place for practicum sites and data summarizing the locations and preceptors involved and are available to students online at https://sharepoint.louisville.edu/sites/sphis/acprogs/mph/mphpe/default.aspx.

Strengths The program has developed a practicum manual that details:

o Policies and procedures regarding the practicum;o Methods for assessment of preceptor sites and mentors by students; and,o Methods for assessing student performance by site mentors and faculty advisors.

An electronic catalog of practicum opportunities is in place and being expanded. A practicum mentoring team has been created to better coordinate the practicum experience. A practicum Blackboard site has been developed to:

o Provide a communication bridge between the student and the faculty mentor;o Offer electronic versions of the practicum manual and other practicum-related documents;o Provide examples of previous practicum opportunities and deliverables; o Set deadlines for electronic submission of deliverables.o Provide a platform for grading the practicum

Weaknesses There is no manual for practicum site preceptors. There is a lack of practicum site preceptors with academic training in public health (i.e. MPH or other

professional health degrees). There is a need to identify additional qualified mentors and practicum sites, including international

opportunities, as the MPH program matures.

Plans The MPH Advisory Committee will:

o Develop a manual for practicum preceptors.o Develop a quarterly electronic newsletter for practicum preceptorso Continue to identify and reinforce important connections with alumni who can serve as community

preceptors and, ultimately, as MPH employers.o Continue to improve monitoring of the practicum experience, including tracking students’

attainment of core practice competencies, and implementing protocols for follow-up.o Continue to build the electronic practicum opportunity catalog to enable students to identify

different types of practicum opportunities at different organizations

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https://sharepoint.louisville.edu/sites/sphis/acprogs/mph/mphpe/default.aspx


2.5 Culminating Experience. All graduate professional degree programs, both professional public health and other professional degree programs, identified in the instructional matrix shall assure that each student demonstrates skills and integration of knowledge through a culminating experience.2.5.a. Identification of the culminating experience required for each professional public health and other professional degree program. If this is common across the school’s professional degree programs, it need be described only once. If it varies by degree or program area, sufficient information must be provided to assess compliance by each.The culminating experience for the MPH program is focused on the capstone course PHPH 697 Integrating Learning and Experience In Public Health. However it should be noted that other curricular activities such as field experiences in different courses and the successful completion of the practicum provide opportunities for students to demonstrate the ability to integrate knowledge in practice. These courses include: PHPH 696 Issues in Public Health (See Section 2.3a for description); PHPH 614 Critical Thinking and Program Evaluation (See Section 2.3a for description); and successfully complete the Practicum (PHPH 679) (See section 2.4 for description).

The Integrating Learning and Experience in Public Health occurs the last semester prior to graduation and is designed to synthesize and integrate knowledge acquired in course work and other learning experiences and to apply this knowledge to situations that represent professional public health practice. Through the evaluation and presentation of existing cases focused on public health and through the development and presentation of a new case from current and emerging areas of public health, students work in interdisciplinary teams to demonstrate their abilities in applying the general and specific public health knowledge they have learned through their courses of study. Students also work individually, and as a team, to complete a comprehensive examination covering the core areas of public health. The following is a brief description of this course.

At the beginning of the integrated learning and experience course students are assigned to interdisciplinary teams consisting of 5-6 members. The goal is to have each of the five core areas of public health represented on each team, however, because all core areas are not equally represented (differential enrollments) team composition has variable representation from each of the core areas. However, the goal remains to have as many different concentrations represented on each team as possible. Teams work together during the entire semester to complete the following integration activities. During the first two weeks of the course teams are required to review the ASPH core and cross-cutting competencies. Each team is assigned one core and one cross-cutting competency category and asked to assess each competency in the category and lead a class discussion concerning the relevance of that competency category to public health practice. Following the competency assignment each team is required to evaluate and present two small cases (1 page vignettes) that have been selected to represent real public health events. This is followed by the analysis and presentation of a large case derived from the literature. For both the small and large cases, teams are required to provide a description of the case and relevant background information; clear identification of the decision-makers and decision to be made; lead a discussion of the team decision or recommended course of action; and a discussion of the key issues in the case and any core and cross-cutting competencies used in the analysis of the case. The third activity in the course requires that each team research, develop, write and present a new public health case. The format for the cases is provided in the syllabus and a specific rubric is available to provide guidance for the development of the case. The goal is that these developed cases then serve as the basis for large cases for subsequent years. For the Large Case Analysis presentations and The Developed Case presentations each non-presenting student is require to write a summary of the presentation that identifies the key issues for each case.

The final component of the integration course is a comprehensive examination modeled after the National Board of Public Health Examination. The exam is offered both as an individual exam and as a team exam. The objective of the individual exam is to assess each student’s grasp of core public health concepts and the objective of the Team exam is to provide a forum to foster a discussion between team members during the middle of the semester.

The syllabus for the integrated learning experience will be included in the electronic resource file for the final self-study.

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2.5.b. Assessment of the extent to which this criterion is met and an analysis of the school’s strengths, weaknesses and plans relating to this criterion.This criterion is met. The culminating experience has been appropriately structured and clearly delineated for the professional degree students.

Strengths As part of the culminating experience, students are required to:

o Review and lead a discussion on the targeted ASPH core and cross-cutting competencies;o Work in multi-disciplinary teams to present existing integrated public health cases; o Work in multi-disciplinary teams to develop a new or novel public health case; and,o Take a comprehensive exam modeled on the national Certified in Public Health (CPH) exam.

WeaknessesNone identified.

Plans SPHIS is moving towards a requirement that all MPH students take the national CPH exam in place

of the in-house exam as part of their culminating experience.

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2.6 Required Competencies. For each degree program and area of specialization within each program identified in the instructional matrix, there shall be clearly stated competencies that guide the development of degree programs. The school must identify competencies for graduate professional public health, other professional and academic degree programs and specializations at all levels (bachelors, masters and doctoral).2.6.a. Identification of a set of competencies that all graduate professional public health degree students and baccalaureate public health degree students, regardless of concentration, major or specialty area, must attain. There should be one set for each graduate professional public health degree and baccalaureate public health degree offered by the school (eg, one set each for BSPH, MPH and DrPH).BS/BA in Public HealthThe Program’s competencies are adapted from the Undergraduate Public Health Learning Outcomes Model from the Association of Schools of Public Health (ASPH). Student learning outcomes for each competency are detailed below.

1. Knowledge of human cultures and the physical and natural world as it relates to public health1.1.Demonstrate knowledge of public health and related roles and responsibilities and the public

health impact of government, non-government agencies, and private organizations1.2.Discuss risk factors and modes of transmission for infectious and chronic diseases and how

these diseases affect public health1.3.Explain the role of gender, race, ethnicity, and other evolving demographics in public health and

health disparities1.4.Apply principles of assessing and controlling environmental hazards that affect community health

2. Intellectual and practical skills including inquiry and analysis, critical and creative thinking, written and oral communication, quantitative literacy, information literacy, teamwork, problem solving, and integrated learning2.1.Demonstrate effective written and spoken communication skills in traditional and popular media;

discuss the role of research, evaluation, and use of data in public health2.2.Apply analytic methods appropriate to research objectives2.3.Participate in teamwork to apply collaborative, interdisciplinary approaches for improving

population health2.4.Demonstrate problem solving skills, critical thinking, synthesis and advanced accomplishment

across general and specialized studies through the application of knowledge, skills, and responsibilities to new settings and complex problems

3. Integration of culture, society and public health:3.1.Demonstrate practical skills for anticipating, recognizing, and responding to public health

emergencies3.2.Explain multicultural perspectives and sensitivities in addressing public health problems;

participate with the community or in public health advocacy to improve public health, social justice, and equity

3.3.Analyze ethical concerns, conflicts of interest, and alternative viewpoints that arise in the field of public health

3.4.Discuss the role of prevention and lifestyle behaviors in promoting a healthy community

MPHThe MPH degree program has adopted as a framework a subset of the competencies published by the Association of Schools of Public Health (ASPH Education Committee. “Master’s Degree in Public Health Core Competency Development Project, Version 2.3” http://www.asph.org/userfiles/version2.3.pdf) for all MPH degrees (MPH, Bachelors-MPH, MD-MPH, and MPH-MUP).

ASPH Core Competencies

The targeted ASPH core competencies for the MPH degree program are shown below.

Domain: Epidemiology

1. Describe a public health problem in terms of magnitude, person, time and place.

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http://www.asph.org/userfiles/version2.3.pdf


2. Calculate basic epidemiology measures.3. Communicate epidemiologic information to lay and professional audiences.4. Draw appropriate inferences from epidemiologic data.

Domain: Environmental Health

1. Describe the direct and indirect human, ecological and safety effects of major environmental and occupational agents.

2. Describe federal and state regulatory programs, guidelines and authorities that control environmental health issues.

3. Specify approaches for assessing, preventing and controlling environmental hazards that pose risks to human health and safety.

4. Discuss various risk management and risk communication approaches in relation to issues of environmental justice and equity.

Domain: Biostatistics

1. Describe basic concepts of probability, random variation and commonly used statistical probability distributions.

2. Apply descriptive techniques commonly used to summarize public health data.3. Interpret results of statistical analyses found in public health studies.4. Develop written and oral presentations based on statistical analyses for both public health

professionals and educated lay audiences.

Domain: Health Management

1. Identify the main components and issues of the organization, financing and delivery of health services and public health systems in the US.

2. Discuss the policy process for improving the health status of populations.3. Apply the principles of program planning, development, budgeting, management and evaluation in

organizational and community initiatives.4. Apply "systems thinking" for resolving organizational problems.

Domain: Health Behavior

1. Identify the causes of social and behavioral factors that affect health of individuals and populations.2. Identify critical stakeholders for the planning, implementation and evaluation of public health

programs, policies and interventions.3. Describe steps and procedures for the planning, implementation and evaluation of public health

programs, policies and interventions.4. Apply evidence-based approaches in the development and evaluation of social and behavioral

science interventions.

ASPH Cross-Cutting Competencies

The targeted ASPH cross-cutting competencies for the MPH degree program are shown below.

Domain: Communication and Information Competency

1. Apply theory and strategy-based communication principles across different settings and audiences.2. Use information technology to access, evaluate, and interpret public health data.

Domain: Cultural Competency

1. Describe the roles of, history, power, privilege and structural inequality in producing health disparities.2. Develop public health programs and strategies responsive to the diverse cultural values and traditions

of the communities being served.

Domain: Leadership Competency

1. Demonstrate team building, negotiation, and conflict management skills.2. Use collaborative methods for achieving organizational and community health goals.

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Domain: Public Health Biology Competency

1. Explain the role of biology in the ecological model of population-based health.

Domain: Professionalism Competency

1. Discuss sentinel events in the history and development of the public health profession and their relevance for practice in the field.

2. Apply the core functions of assessment, policy development, and assurance in the analysis of public health problems and their solutions.

3. Promote high standards of personal and organizational integrity, compassion, honesty and respect for all people.

Domain: Program Evaluation Competency

1. Explain how the findings of a program evaluation can be used.2. Differentiate among goals, measurable objectives, related activities, and expected outcomes for a

public health program.3. Prepare a program budget with justification.

Domain: Systems Thinking Competency

1. Explain how systems (e.g. individuals, social networks, organizations, and communities) may be viewed as systems within systems in the analysis of public health problems.

2. Analyze the impact of global trends and interdependencies on public health related problems and systems.

Charts and matrices mapping the learning objectives for each MPH core and concentration course to the targeted ASPH core and cross-cutting competencies are available at the following URLs:https://sharepoint.louisville.edu/sites/sphis/cbg/acs/reaccred/Shared%20Documents/Forms/AllItems.aspx?RootFolder=%2fsites%2fsphis%2fcbg%2facs%2freaccred%2fShared%20Documents%2fResources%2fCompetency%20Mapping&FolderCTID=&View=%7bB3CF1B70-A842-4BE0-902B-47B68CC709D3%7d.

MPH Core https://sharepoint.louisville.edu/sites/sphis/cbg/acs/reaccred/Shared%20Documents/Resources/MPH%20Core%20Competencies.pdf

Epidemiology https://sharepoint.louisville.edu/sites/sphis/cbg/acs/reaccred/Shared%20Documents/Resources/Epidemiology%20Competencies.pdf

Environmental Health https://sharepoint.louisville.edu/sites/sphis/cbg/acs/reaccred/Shared%20Documents/Resources/Environmental%20Health%20Competencies.pdf

Biostatistics https://sharepoint.louisville.edu/sites/sphis/cbg/acs/reaccred/Shared%20Documents/Resources/Biostatistics%20Competencies.pdf

Health Management https://sharepoint.louisville.edu/sites/sphis/cbg/acs/reaccred/Shared%20Documents/Resources/Health%20Management%20Competencies.pdf

Health Behavior https://sharepoint.louisville.edu/sites/sphis/cbg/acs/reaccred/Shared%20Documents/Resources/Health%20Behavior%20Competencies.pdf

2.6.b. Identification of a set of competencies for each concentration, major or specialization (depending on the terminology used by the school) identified in the instructional matrix. The school must identify competencies for all degrees, including graduate public health professional degrees, graduate academic degrees, graduate other professional degrees, as well as baccalaureate public health degrees and other bachelors degrees.In accordance with both university and SACS requirements and guidelines, SPHIS has created student learning outcomes (SLOs) to assist with determination of program outcomes. The school’ most current SLOs are found in Appendix 2.6.1. Briefly, an SLO, or more appropriately a program outcome, comprises program goals, one or more outcomes supporting each goal, and measures with targets for each outcome. Each program outcome utilizes an opening verb from Bloom’s taxonomy of educational objectives. In addition, each program’s competencies have been mapped to the program’s coursework and other academic activities. The programs’ competency-curriculum mappings are provided in Section 2.6.3.

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https://sharepoint.louisville.edu/sites/sphis/cbg/acs/reaccred/Shared%20Documents/Resources/Health%20Behavior%20Competencies.pdf

https://sharepoint.louisville.edu/sites/sphis/cbg/acs/reaccred/Shared%20Documents/Resources/Health%20Behavior%20Competencies.pdf

https://sharepoint.louisville.edu/sites/sphis/cbg/acs/reaccred/Shared%20Documents/Resources/Health%20Management%20Competencies.pdf

https://sharepoint.louisville.edu/sites/sphis/cbg/acs/reaccred/Shared%20Documents/Resources/Health%20Management%20Competencies.pdf

https://sharepoint.louisville.edu/sites/sphis/cbg/acs/reaccred/Shared%20Documents/Resources/Biostatistics%20Competencies.pdf

https://sharepoint.louisville.edu/sites/sphis/cbg/acs/reaccred/Shared%20Documents/Resources/Biostatistics%20Competencies.pdf

https://sharepoint.louisville.edu/sites/sphis/cbg/acs/reaccred/Shared%20Documents/Resources/Environmental%20Health%20Competencies.pdf

https://sharepoint.louisville.edu/sites/sphis/cbg/acs/reaccred/Shared%20Documents/Resources/Environmental%20Health%20Competencies.pdf

https://sharepoint.louisville.edu/sites/sphis/cbg/acs/reaccred/Shared%20Documents/Resources/Epidemiology%20Competencies.pdf

https://sharepoint.louisville.edu/sites/sphis/cbg/acs/reaccred/Shared%20Documents/Resources/Epidemiology%20Competencies.pdf

https://sharepoint.louisville.edu/sites/sphis/cbg/acs/reaccred/Shared%20Documents/Resources/MPH%20Core%20Competencies.pdf

https://sharepoint.louisville.edu/sites/sphis/cbg/acs/reaccred/Shared%20Documents/Resources/MPH%20Core%20Competencies.pdf

https://sharepoint.louisville.edu/sites/sphis/cbg/acs/reaccred/Shared%20Documents/Forms/AllItems.aspx?RootFolder=%2Fsites%2Fsphis%2Fcbg%2Facs%2Freaccred%2FShared%20Documents%2FResources%2FCompetency%20Mapping&FolderCTID=&View=%7BB3CF1B70-A842-4BE0-902B-47B68CC709D3%7D




For an academic program, the department chair, program director, and program faculty work through an iterative process to develop competencies as part of the program and its curriculum. (Modifications of a program’s competencies require submission and approval of the full curriculum.) Current trends in field work, future directions of the public health field, recommendations from the Community Advisory Board and academic requirements influence the development of the competencies. Once these competencies are developed, they are submitted to the associate dean for academic affairs for preliminary review and comment. After the program director and associate dean agree to any needed revisions, the associate dean submits the proposed curriculum to the school’s Curriculum Committee, which is chaired by the associate dean. The committee reviews the curriculum and its changes, including revised competencies and recommends approval or disapproval, either of which may include recommended revisions and suggestions. Since every program director is a member of the committee, he or she may move to table consideration of the proposed curriculum and make revisions or may move to withdraw the proposal. The curriculum proposal and the committee’s recommendation are reported to the Faculty Forum for action. The Faculty Forum, acting on behalf of the school’s executive faculty, acts to accept or reverse the committee’s recommendation or to return the proposal to the committee for reconsideration. A curriculum proposal that is approved by the Faculty Forum is submitted by the associate dean to the associate provost for academic accountability, institutional research and effectiveness for final approval.

Program curricula including their competencies are distributed to students during orientation and are achieved through coursework, student field work and other academic activities.

BS/BA in Public HealthThe Program’s student learning outcomes (SLOs) apply to both degrees (BAPH and BSPH) and are organized in three categories. These competencies and student learning outcomes were developed by a team of SPHIS professors with expertise from all content areas. The ASPH Undergraduate Public Health Learning Outcomes Model was used as an initial guide. Table 2.6.1 below details how each competency is met through coursework.

MPHFor the MPH degree, the courses for each area of concentration (the five specialty areas in public health) have been mapped to the ASPH core and cross-cutting competencies identified in section 2.6.a. The mapping strategy for both the core and concentration courses is described in section 2.6.e. The primary difference between mapping of the core courses and mapping the concentration courses is the assignment of the levels of learning (according to Bloom’s taxonomy) for each course learning objective. For the core courses the levels of learning assignments are more basic (levels 1-3) than those of the concentration courses (levels 2-6). As mentioned in Section 2.6.a, matrix mapping the learning objectives for each MPH core and concentration to the targeted ASPH core and cross-cutting competencies is available.

The targeted competencies are reviewed, modified as needed in conjunction with the original authors, and approved for inclusion or replacement in the MPH curriculum. The subsequent approval process is described above in this section.

MS in EpidemiologyThe competencies for this program are:

1. Mastery of the principles of epidemiologic, observational study design, including:a. The merits and limitations of cross-sectional, retrospective and prospective designsb. Methods of disease surveillance and case ascertainmentc. Methods of population-based samplingd. Sample size and statistical power calculatione. Issues in the measurement of exposure and disease transmissionf. Identification and correct interpretation of potential biases in study design

2. Knowledge of the socioeconomic and geographic distribution, risk factors, and etiology of major acute, infectious and chronic morbidity and mortality.

3. Mastery of basic methods of analysis of epidemiologic data, including:a. Measures of disease frequency, prevalence and incidence

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b. Methods for adjusting rates for age, gender, etc.c. Measures of association, odds ratio, relative riskd. Control of confounding and effect modification through stratification and statistical controle. Modeling in multiple logistic regressionf. Principles of survival analysisg. Correct interpretation of results with regard to issues of error, bias and criteria for causality

MSc in Clinical Investigation SciencesThe competencies for this program are:

1. Access and critique the scientific literature2. Address and discuss methods and issues of clinical epidemiology3. Identify important clinical research questions and state as testable hypotheses4. Develop collaborative clinical research studies in accordance with appropriate epidemiologic and

biostatistical methodologies5. Apply the principles of data collection, monitoring, management and analysis within the context of a

multidisciplinary team6. Disseminate study results to professional and lay audiences through oral and written communication7. Analyze human subjects’ issues and apply ethical principles in performing and disseminating clinical

research8. Discuss and respond to the legal issues in new drug and device development

MS in Biostatistics-Decision ScienceThe competencies for this program are:

1. Read, interpret, and evaluate for optimality the biostatistics content of scientific and biomedical journal articles

2. Analyze moderately complex research data using statistical methods involving common linear statistical models

3. Manage data using spreadsheet and database software4. Use standard statistical and graphics computer packages including SAS, Microsoft Excel, and SPSS.5. Keep abreast of statistical methods literature to evaluate and utilize new statistical methods6. Thoroughly understand the broad discipline of biostatistics, including its theoretic underpinnings, its

history of development, current applications, and areas of active inquiry7. Understand advanced biostatistical operations8. Conduct independent research9. Advance the field of biostatistics through original research10. Read and critically evaluate decisions analyses published in the literature11. Understand and apply the concepts of public health and information sciences to clinical decision

making and decision analysis

PhD in Biostatistics with optional emphases on Bioinformatics and Decision ScienceThe competencies for this program are:

1. Read, interpret, and critically review the biostatistics content of scientific and biomedical journal articles

2. Analyze moderately complex research data using statistical methods involving common linear statistical models

3. Analyze dichotomous, count, and time-to-event data using appropriate statistical methods, including logistic regression, log-linear models, Kaplan-Meier curves, and Cox proportional hazards models

4. Assist researchers in planning research studies, proposing and evaluating statistical methods and computing power analyses

5. Write statistical methods sections for grant proposals, clinical trial protocols, and journal articles 6. Manage data using spreadsheet and database software7. Use standard statistical and graphics computer packages including SAS, R, and SPSS8. Keep abreast of statistical methods literature to evaluate and utilize new statistical methods9. Thoroughly understand the broad discipline of biostatistics, including its theoretic underpinnings, its

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history of development, current applications, and areas of active inquiry10. Understand advanced biostatistical operations11. Conduct independent research12. Advance the field of biostatistics through original research

Additional competencies for the Emphasis on Decision Science are:

1. Read and critically evaluate decision analyses published in the literature2. Provide consultation with researchers and decision makers about decision analysis methods,

problems, and results3. Understand and apply the concepts of public health and information sciences to clinical decision

making and decision analysis4. Communicate the results of decision analysis and other clinical research to decision makers, peers,

and to the community through written and oral presentations and publications5. Thoroughly understand the broad discipline of decision science including its theoretical

underpinnings, its history of development, current applications, and areas of active inquiry6. Advance the field of decision science through original research

Additional competencies for the Emphasis on Bioinformatics are:

1. Analyze high-throughput, biological data, such as microarrays, SNP chips, and mass spectrometer data, and understand the special statistical considerations that such data require

2. Retrieve and leverage various types of biological information from online repositories3. Understand the basic biological principles that underlie our biological knowledge, and how the various

forms of high-throughput data are used to address specific biological questions and expand our knowledge

4. Advance the field of statistics in bioinformatics through original research

PhD in Public Health SciencesSpecialization in Environmental Health

The competencies for this Specialization are:

1. In depth knowledge of the history of environmental health2. Mastery of experimental study designs and the ability to identify optimal designs for specific

hypotheses3. Ability to critically evaluate published environmental health research4. Expertise in one or more environmental health specialty such as risk assessment, environmental

management, environmental and occupational toxicology5. Practical knowledge of issues in research management including:

a. Formation and leadership of multidisciplinary teamsb. Staffing, budgeting, trackingc. Subject recruitment and retentiond. Data quality control and data safety managemente. Funding mechanisms and grantsmanshipf. Research ethics and regulations.

6. Professional quality peer-review, oral and poster presentation, report, grant, and manuscript writing7. Mentoring of junior peers.

Specialization in Epidemiology


1. In depth knowledge of the history and philosophy of epidemiology2. Mastery of experimental and observational study designs and the ability to identify optimal designs for

specific hypotheses3. Ability to develop and apply:

a. Questionnairesb. Biomarkers for health status, exposure and susceptibility

4. Mastery of multivariable analytic methods for evaluating risk and prognosis

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5. Ability to critically evaluate the published epidemiologic research6. Expertise in one or more epidemiologic specialty such as nutritional, molecular, clinical, genetic,

cancer, or chronic disease epidemiology7. Practical knowledge of issues in research management including:

a. Formation and leadership of multidisciplinary teamsb. Staffing, budgeting, trackingc. Subject recruitment and retentiond. Data quality control and data safety managemente. Funding mechanisms and grantsmanshipf. Research ethics and regulations

8. Professional quality peer-review, oral and poster presentation, report, grant, and manuscript writing9. Development, conduct, completion and defense of a dissertation on an original research project

Specialization in Health Management


1. In depth knowledge of the history of public health management2. Mastery of experimental research study designs, including qualitative as well as quantitative, and the

ability to identify optimal designs for specific hypotheses3. Ability to critically evaluate published research related to health management4. Expertise in one or more health management specialties such as information systems, planning and

evaluation, human resource management, health policy analysis, development and implementation, budgeting and financial management, health economics, system dynamics, network science and social network analysis

5. Practical knowledge of issues in research management including:a. Formation and leadership of multidisciplinary teamsb. Staffing, budgeting, trackingc. Data quality control and data safety managementd. Funding mechanisms and grantsmanshipe. Research ethics and regulations

6. Professional quality peer-review, oral and poster presentation, report, grant, and manuscript writing

Specialization in Health Promotion

1. Advanced knowledge of behavioral and cognitive sciences related to public health education and promotion

2. Expertise in planning, implementing, and evaluating theory-driven health promotion interventions in a variety of community and clinical settings

3. Research, evaluation, scholarship and leadership skills that may be applied in higher education, government, and community health agencies

2.6.c. A matrix that identifies the learning experiences (eg, specific course or activity within a course, practicum, culminating experience or other degree requirement) by which the competencies defined in Criteria 2.6.a. and 2.6.b are met. If these are common across the school, a single matrix for each degree will suffice. If they vary, sufficient information must be provided to assess compliance by each degree and concentration. See CEPH Data Template 2.6.1.For all tables in this section, please note that “P” is short for “Primary” and “R” is short for “Reinforcing”.

BS/BA in Public HealthThis program is under review by the state’s Council on Postsecondary Education and may be revised before final approval. Following approval, “P” and “R” codes will be appliedrevised, as appropriate.

Please see the following page for Table 2.6.1.

Page 25


Table 2.6.1: Courses and other learning experiences by which the competencies are met

Core Competency

PH

UN

-101

, Int

rodu

ctio

n to

P

ublic

Hea

lth

PH

UN

-400

, Pol

icy,

Peo

ple,

an

d th

e E

nviro

nmen

t

PH

UN

-405

, Com

mun

ity,

Cul

ture

, and

Hea

lth E

quity

PH

UN

-410

, Glo

bal H

ealth

PH

UN

-420

, Pra

ctic

e of

Pub

lic

Hea

lth

PH

UN

-425

and

PH

UN

-426

, P

ublic

Hea

lth D

ata

PH

UN

-430

, Pub

lic H

ealth

S

emin

ars

PH

UN

-440

, Bio

logy

of

Dis

ease

PH

UN

-441

, Int

rodu

ctio

n to

E

pide

mio

logy

PH

UN

-491

, Sen

ior T

hesi

s

1.1. Demonstrate knowledge of public health and related roles and responsibilities and the public health impact of government, non-government agencies, and private organizations

P R R

1.2. Discuss risk factors and modes of transmission for infectious and chronic diseases and how these diseases affect public health

R R P

1.3. Explain the role of gender, race, ethnicity, and other evolving demographics in public health and health disparities

R P R

1.4. Apply principles of assessing and controlling environmental hazards that affect community health

P

2.1. Demonstrate effective written and spoken communication skills in traditional and popular media; discuss the role of research, evaluation, and use of data in public health

P R R R

2.2. Apply analytic methods appropriate to research objectives

P R R

2.3. Participate in teamwork to apply collaborative, interdisciplinary approaches for improving population health

P R R

2.4. Demonstrate problem solving skills, critical thinking, synthesis and advanced accomplishment across general and specialized studies through the application of knowledge, skills, and responsibilities to new settings and complex problems

R P R

3.1. Demonstrate practical skills for anticipating, recognizing, and responding to public health emergencies

R P R R

3.2. Explain multicultural perspectives and sensitivities in addressing public health problems; participate with the community or in public health advocacy to improve public health, social justice, and equity

P R

3.3. Analyze ethical concerns, conflicts of interest, and alternative viewpoints that arise in the field of public health

R R P

3.4. Discuss the role of prevention and lifestyle behaviors in promoting a healthy community

P R R

Page 26


MPHTable 2.6.2 identifies the courses through which the core and cross-cutting MPH competencies are met. The learning experience opportunities by which the competencies, defined in Criteria 2.6.a, are met include the core and concentration course work, the Practicum, the Integration course, non-practicum related field experiences, and data assessment methodology which is offered in several MPH courses. Methods to evaluate the degree to which students achieve the competencies vary by the learning experience opportunity. For course work, evaluations include a combination of exams, term papers, oral presentations, and faculty/peer evaluated team work. For the practicum, all students must complete their field experience which includes preparation of a concept document and learning agreement prior to starting their field work and a written report, poster, and oral presentation after completion of the practicum work. For the Integration class, evaluation includes case evaluations and presentations and case development and presentation plus a final comprehensive examination covering the core and cross-cutting competencies; and for the non-practicum field experiences, two specific courses, Issues in Public Health and Program Evaluation requires that students identify and carry out field projects focused on public health problems. Each of these learning experiences is designed to either primarily addressed or reinforce the competencies defined in Criteria 2.6.a.

Table 2.6.2 provides a matrix that identifies the courses (required of all MPH students) where the competencies, defined in Criteria 2.6.a, are primarily addressed (P) or reinforced (R) through different learning experience opportunities.

Please see the following pages for Table 2.6.1.

Page 27


Table 2.6.2: Schoolwide MPH Core and Cross-Cutting Public Health Competencies and Learning Experiences

Master of Public HealthRequired Courses and Learning Experiences

PH

EP

-501

PH

EH

-500

PH

ST-

500

PH

PH

-610

PH

MS

-501

PH

PB

-501

PH

PH

-614

PH

PH

-679

PH

PH

-696

PH

PH

-697

Mapping of Competencies to Curriculum

Competency

Core Competency

Domain: Biostatistics

1. Describe basic concepts of probability, random variation and commonly used statistical probability distributions.

P R R

2. Apply descriptive techniques commonly used to summarize public health data. P P R

3. Interpret results of statistical analyses found in public health studies. P P R R

4. Develop written and oral presentations based on statistical analyses for both public health professionals and educated lay audiences.

P R

Domain: Environmental Health

1. Describe the direct and indirect human, ecological and safety effects of major environmental and occupational agents.

P R

2. Describe federal and state regulatory programs, guidelines and authorities that control environmental health issues.

P R

3. Specify approaches for assessing, preventing and controlling environmental hazards that pose risks to human health and safety.

P R

4. Discuss various risk management and risk communication approaches in relation to issues of environmental justice and equity.

P R

Domain: Epidemiology

1. Describe a public health problem in terms of magnitude, person, time and place. P R R

2. Calculate basic epidemiology measures. P R R R

3. Communicate epidemiologic information to lay and professional audiences. P R R

4. Draw appropriate inferences from epidemiologic data. P R R

Domain: Health Management

1. Identify the main components and issues of the organization, financing and delivery of health services and public health systems in the US.

P R

2. Discuss the policy process for improving the health status of populations. P R

3. Apply the principles of program planning, development, budgeting, management and evaluation in organizational and community initiatives.

P R R

4. Apply "systems thinking" for resolving organizational problems. P R

Page 28



PH

EP

-501

PH

EH

-500

PH

ST-

500

PH

PH

-610

PH

MS

-501

PH

PB

-501

PH

PH

-614

PH

PH

-679

PH

PH

-696

PH

PH

-697


Competency

Domain: Health Promotion and Behavior

1. Identify the causes of social and behavioral factors that affect health of individuals and populations.

P R R R

2. Identify critical stakeholders for the planning, implementation and evaluation of public health programs, policies and interventions.

P R R

3. Describe steps and procedures for the planning, implementation and evaluation of public health programs, policies and interventions.

P R R R

4. Apply evidence-based approaches in the development and evaluation of social and behavioral science interventions.

P R R R

Cross-Cutting Competency

Domain: Communication and Information Competency

1. Apply theory and strategy-based communication principles across different settings and audiences.

P

2. Use information technology to access, evaluate, and interpret public health data. P P R

Domain: Cultural Competency

1. Describe the roles of, history, power, privilege and structural inequality in producing health disparities.

R

2. Develop public health programs and strategies responsive to the diverse cultural values and traditions of the communities being served.

R R R R R

Domain: Leadership Competency

1. Demonstrate team building, negotiation, and conflict management skills. R

2. Use collaborative methods for achieving organizational and community health goals. R P R

Domain: Public Health Biology Competency

1. Explain the role of biology in the ecological model of population-based health. P

Domain: Professionalism Competency

1. Discuss sentinel events in the history and development of the public health profession and their relevance for practice in the field.

R R P

2. Apply the core functions of assessment, policy development, and assurance in the analysis of public health problems and their solutions.

P P R R R

3. Promote high standards of personal and organizational integrity, compassion, honesty and respect for all people.

R P R R R

Page 29



PH

EP

-501

PH

EH

-500

PH

ST-

500

PH

PH

-610

PH

MS

-501

PH

PB

-501

PH

PH

-614

PH

PH

-679

PH

PH

-696

PH

PH

-697


Competency

Domain: Program Evaluation Competency

1. Explain how the findings of a program evaluation can be used. P R

2. Differentiate among goals, measurable objectives, related activities, and expected outcomes for a public health program.

P R R R

3. Prepare a program budget with justification. P

Domain: Systems Thinking Competency

1. Explain how systems (e.g. individuals, social networks, organizations, and communities) may be viewed as systems within systems in the analysis of public health problems.

P

2. Analyze the impact of global trends and interdependencies on public health related problems and systems.

P

Required courses and learning experiences:

PHEP-501 Introduction to Epidemiology PHRB-501 Introduction to Health Behavior

PHEH-500 Introduction to Environmental Health Sciences PHPH-614 Critical Thinking and Program Evaluation

PHST-500 Introduction to Biostatistics PHPH-679 Public Health Practicum Experience

PHPH-610 Data and Statistics Management for Public Health using SPSS PHPH-696 Issues in Public Health

PHMS-501 Introduction to Public Health Practice and Administration PHPH-697 Integrating Learning and Experience in Public Health

As mentioned in Section 2.6.a, each of the above competencies has been mapped for the specific courses in each MPH concentration.

Page 30


MS in EpidemiologyTable 2.6.3: Courses and other learning experiences by which the competencies are met

Master of Science in EpidemiologyRequired Courses and Learning Experiences

PH

EP

-618

PH

EP

-619

PH

EP

-648

PH

EP

-649

PH

EP

-666

PH

EP

-701

PH

EP

-702

Thes

is

Thes

is

defe

nse


Competency

Mastery of the principles of epidemiologic, observational study design, including:

a. The merits and limitations of cross-sectional, retrospective and prospective designsb. Methods of disease surveillance and case ascertainmentc. Methods of population-based samplingd. Sample size and statistical power calculatione. Issues in the measurement of exposure and disease transmissionf. Identification and correct interpretation of potential biases in study design

P R R P P R R

Knowledge of the socioeconomic and geographic distribution, risk factors, and etiology of major acute, infectious and chronic morbidity and mortality. P P R R P R R

Mastery of basic methods of analysis of epidemiologic data, including:

a. Measures of disease frequency, prevalence and incidenceb. Methods for adjusting rates for age, gender, etc.c. Measures of association, odds ratio, relative riskd. Control of confounding and effect modification through stratification and statistical controle. Modeling in multiple logistic regressionf. Principles of survival analysisg. Correct interpretation of results with regard to issues of error, bias and criteria for causality

P R R R R P P R R


PHEP-618 Epidemiologic Methods II PHEP-666 Thesis Research in Epidemiology

PHEP-619 Biology of Disease in Populations PHEP-701 Advanced Epidemiologic Methods

PHEP-648 Data Management and Analysis for Epidemiology I PHEP-702 Epidemiologic Research Management I

PHEP-649 Data Management and Analysis for Epidemiology II

Page 31


MSc in Clinical Investigation SciencesTable 2.6.4: Courses and other learning experiences by which the competencies are met

Clinical Investigation Sciences M.Sc.

Required Courses and Learning Experiences

PH

CI-6

01

PH

CI-6

10

PH

CI-6

11

PH

CI-6

24

PH

CI-6

25

PH

CI-6

32

PH

CI-6

50

PH

CI-6

99

PH

EP

-602

PH

PB

-501

PH

ST-

500

Thes

is o

r pr

ofes

sion

al p

aper

Def

ense

of t

hesi

s or

pr

ofes

sion

al p

aper


Competency

Access and critique the scientific literature. P R R R R R R R R

Address and discuss methods and issues of clinical epidemiology. R R P R R R R R P R R R R

Identify important clinical research questions and state as testable hypotheses. R R P R R R R R R R R

Develop collaborative clinical research studies in accordance with appropriate epidemiologic and biostatistical methodologies. R P R R R R R R R R R R

Apply the principles of data collection, monitoring, management and analysis within the context of a multidisciplinary team. R P R R R R P R R R R

Disseminate study results to professional and lay audiences through oral and written communication. P R R R R R R R R R R

Analyze human subjects’ issues and apply ethical principles in performing and disseminating clinical research. R R P R R

Discuss and respond to the legal issues in new drug and device development. P R P P R R R R R


PHCI-601 Evaluating Health Care Literature PHCI-625 Clinical Trials II PHEP-602 Epidemiological Methods

PHCI-610 New Drug and Device Development PHCI-632 Ethical Conduct of Research PHPB-501 Introduction to Health Behavior

PHCI-611 Introduction to Clinical Epidemiology PHCI-650 Medical Decision Analysis PHST-500 Introduction to Biostatistics

PHCI-624 Clinical Trials I PHCI-699 Mentored Research Thesis or professional paper

Page 32


MS in Biostatistics-Decision ScienceTable 2.6.5: Courses and other learning experiences by which the competencies are met

Biostatistics-Decision Science M.S.Required Courses and Learning Experiences

PH

CI-6

24

PH

DA

-603

PH

DA

-666

PH

EP

-618

PH

ST-

602

PH

ST-

661

PH

ST-

662

PH

ST-

680

PH

ST-

681

PH

ST-

683

PH

ST-

684

Thes

is

Thes

is

defe

nse


Competency

Read, interpret, and evaluate for optimality the biostatistics content of scientific and biomedical journal articles. R P R P R P R

Analyze moderately complex research data using statistical methods involving common linear statistical models. P P P P P P P P R

Manage data using spreadsheet and database software. P P R P R R P R

Use standard statistical and graphics computer packages including SAS, Microsoft Excel, and SPSS. P R P P P P P R

Keep abreast of statistical methods literature to evaluate and utilize new statistical methods. P P R P R

Thoroughly understand the broad discipline of biostatistics, including its theoretic underpinnings, its history of development, current applications, and areas of active inquiry.

P P P P P P P P R R R R

Understand advanced biostatistical operations. P P P P P P P R

Conduct independent research. R P R R

Advance the field of biostatistics through original research. P P R

Read and critically evaluate decisions analyses published in the literature. P P P P R

Understand and apply the concepts of public health and information sciences to clinical decision making and decision analysis. P R P R


PHCI-624 Clinical Trials I PHST-661 Probability PHST-684 Categorical Data Analysis

PHDA-603 Public Health Practicum I PHST-662 Mathematical Statistics Thesis

PHDA-666 Master’s Thesis Research PHST-680 Biostatistical Methods I Thesis defense

PHEP-618 Epidemiologic Methods II PHST-681 Biostatistical Methods II

PHST-602 Biostatistics-Decision Science Seminar PHST-683 Survival Analysis

Page 33


PhD in Biostatistics with optional emphases on Bioinformatics and Decision ScienceTable 2.6.6: Courses and other learning experiences by which the competencies are met

Biostatistics Ph.D.


Emphasis

All None Decision ScienceBioinformatics

AllOne of: All of:


PH

ST-

703

PH

ST-

710

PH

ST-

762

PH

ST-

781

PH

ST-

691

PH

ST-

724

PH

ST-

780

PH

ST-

782

PH

ST-

783

PH

DA

-663

PH

DA

-690

PH

DA

-701

PH

DA

-705

PH

ST-

691

BIO

C-5

45

MB

IO-6

67

CE

SC

-660

PH

BI-7

50

PH

BI-7

51

PH

BI-7

52

Com

preh

ens

ive

exam

C

ompr

ehe

nsiv

e ex

am

Dis

serta

tio

Dis

serta

tion

defe

nse

Competency

Competency for All

Read, interpret, and critically review the biostatistics content of scientific and biomedical journal articles

R R R R R R P R R R P P P P P

Analyze moderately complex research data using statistical methods involving common linear statistical models

P R P R R R R P P P R

Analyze dichotomous, count, and time-to-event data using appropriate statistical methods, including logistic regression, log-linear models, Kaplan-Meier curves, and Cox proportional hazards models

P R R P P R R

Assist researchers in planning research studies, proposing and evaluating statistical methods and computing power analyses

P P P P P P R

Write statistical methods sections for grant proposals, clinical trial protocols, and journal articles

P P P P R P

Manage data using spreadsheet and database software

P P R R R R P P

Use standard statistical and graphics computer packages including SAS, R, and SPSS

P P R R R R R R P P P R R

Keep abreast of statistical methods literature to evaluate and utilize new statistical methods

P R R P P P P R P P P P P

Thoroughly understand the broad discipline of biostatistics, including its theoretic underpinnings, its history of development, current applications, and areas of active inquiry

R P P P R P P R P P P R R P R

Understand advanced biostatistical operations P P P P P P P P P P P R R P R

Page 34


Biostatistics Ph.D.


Emphasis


AllOne of: All of:


PH

ST-

703

PH

ST-

710

PH

ST-

762

PH

ST-

781

PH

ST-

691

PH

ST-

724

PH

ST-

780

PH

ST-

782

PH

ST-

783

PH

DA

-663

PH

DA

-690

PH

DA

-701

PH

DA

-705

PH

ST-

691

BIO

C-5

45

MB

IO-6

67

CE

SC

-660

PH

BI-7

50

PH

BI-7

51

PH

BI-7

52

Com

preh

ens

ive

exam

C

ompr

ehe

nsiv

e ex

am

Dis

serta

tio

Dis

serta

tion

defe

nse

Competency

Conduct independent research P R P R P R R R P R

Advance the field of biostatistics through original research

R R P R R R R R P R

Competency for Emphasis on Decision Science

Read and critically evaluate decision analyses published in the literature

P R R R P

Provide consultation with researchers and decision makers about decision analysis methods, problems, and results

P P R

Understand and apply the concepts of public health and information sciences to clinical decision making and decision analysis

P R P P R

Communicate the results of decision analysis and other clinical research to decision makers, peers, and to the community through written and oral presentations and publications

P P R

Thoroughly understand the broad discipline of decision science including its theoretical underpinnings, its history of development, current applications, and areas of active inquiry

P R P P

Advance the field of decision science through original research

R R R P R

Competency for Emphasis on Bioinformatics

Analyze high-throughput, biological data, such as microarrays, SNP chips, and mass spectrometer data, and understand the special statistical considerations that such data require

R R P

Retrieve and leverage various types of biological information from online repositories

R P R R

Page 35


Biostatistics Ph.D.


Emphasis


AllOne of: All of:


PH

ST-

703

PH

ST-

710

PH

ST-

762

PH

ST-

781

PH

ST-

691

PH

ST-

724

PH

ST-

780

PH

ST-

782

PH

ST-

783

PH

DA

-663

PH

DA

-690

PH

DA

-701

PH

DA

-705

PH

ST-

691

BIO

C-5

45

MB

IO-6

67

CE

SC

-660

PH

BI-7

50

PH

BI-7

51

PH

BI-7

52

Com

preh

ens

ive

exam

C

ompr

ehe

nsiv

e ex

am

Dis

serta

tio

Dis

serta

tion

defe

nse

Competency

Understand the basic biological principles that underlie our biological knowledge, and how the various forms of high-throughput data are used to address specific biological questions and expand our knowledge

P P R

Advance the field of statistics in bioinformatics through original research

R R P R


BIOC-545 Graduate Cell Biology PHDA-701 Advanced Medical Decision Making PHST-780 Advanced Nonparametrics

CECS-660 Introduction to Bioinformatics PHDA-705 Statistical Methods for Cost-Effectiveness Analysis

PHST-781 Advanced Linear Models

MBIO-667 Advanced Biochemistry I PHST-782 Generalized Linear Models

PHBI-750 Statistics for Bioinformatics PHST-691 Bayesian Statistics PHST-783 Advanced Survival Analysis

PHBI-751 High-Throughput Data Analysis PHST-703 Doctoral Practicum in Consulting Comprehensive exam 1

PHBI-752 Statistical Genetics PHST-710 Advanced Statistical Computing I Comprehensive exam 2

PHDA-663 Decision Analysis PHST-724 Advanced Clinical Trials Dissertation

PHDA-690 Utility Theory and Assessment PHST-762 Advanced Statistical Inference Dissertation defense

Page 36




Public Health Sciences Ph.D. with specialization in Environmental Health


BIO

C-6

45

BIO

C-6

47

BIO

C-6

68

PH

EH

-750

PH

EH

-751

PH

EH

-752

PH

EP

-602

PH

EP

-620

PH

ST-

620

PH

ST-

680

PH

TX-6

61

Lab

rota

tions

Qua

lifyi

ng

exam

Dis

serta

tion

Dis

serta

tion

defe

nse


Competency

In depth knowledge of the history of environmental health. P R R R R

Mastery of experimental study designs and the ability to identify optimal designs for specific hypotheses. P R R P R R P P P R R P R

Ability to critically evaluate published environmental health research. P R R R R R P

Expertise in one or more environmental health specialty such as risk assessment, environmental management, environmental and occupational toxicology.

R R R P R

Practical knowledge of issues in research management including:

a) Formation and leadership of multidisciplinary teams.b) Staffing, budgeting, tracking.c) Subject recruitment and retention.d) Data quality control and data safety management.e) Funding mechanisms and grantsmanship.f) Research ethics and regulations.

P R R R R R P R R

Professional quality peer-review, oral and poster presentation, report, grant, and manuscript writing. R R R P R R R

Mentoring of junior peers. P R R P


BIOC-645 Advanced Biochemistry I PHST-620 Introduction to Statistical Computing

BIOC-647 Advanced Biochemistry II PHST-680 Biostatistical Methods I

BIOC-668 Molecular Biology PHTX-625 Scientific Writing

PHEH-750 Seminar 1 in Environmental and Occupational Health Lab Rotations

PHEH-751 Seminar 2 in Environmental and Occupational Health Qualifying exam

PHEH-752 Seminar 3 in Environmental and Occupational Health Dissertation

Page 37


PHEP-602 Epidemiological Methods Dissertation defense

PHEP-620 Environmental and Occupational Epidemiology

Page 38




Public Health Sciences Ph.D. with specialization in Epidemiology


See Note 1 All of:

PH

EP

-618

PH

EP

-619

PH

EP

-648

PH

EP

-649

PH

EP

-701

PH

EP

-702

PH

EP

-750

Pro

ficie

ncy

exam

Can

dida

cy

exam

Dis

serta

tion

Dis

serta

tion

defe

nse


Competency

In depth knowledge of the history and philosophy of epidemiology. P P P P R R R R R

Mastery of experimental and observational study designs and the ability to identify optimal designs for specific hypotheses. P R R P P R R R R R

Ability to develop and apply:

o Questionnaireso Biomarkers for health status, exposure and susceptibility

P R R P P R R R R R

Mastery of multivariable analytic methods for evaluating risk and prognosis. P R R P R R R R R R

Ability to critically evaluate the published epidemiologic research. P P R R R P R R R R R

Expertise in one or more epidemiologic specialty such as nutritional, molecular, clinical, genetic, cancer, or chronic disease epidemiology. P R P R R R R R


o Formation and leadership of multidisciplinary teamso Staffing, budgeting, trackingo Subject recruitment and retentiono Data quality control and data safety managemento Funding mechanisms and grantsmanshipo Research ethics and regulations

R P R R R R R

Professional quality peer-review, oral and poster presentation, report, grant, and manuscript writing. R R R P P R R R R

Development, conduct, completion and defense of a dissertation on an original research project. R R R R R R R R R R R


PHEP-618 Epidemiologic Methods II PHEP-750 Seminars in Epidemiology

PHEP-619 Biology of Disease in Populations PHEP-778 Readings and Research in Epidemiology

Page 39


PHEP-648 Data Management and Analysis for Epidemiology I Proficiency exam

PHEP-649 Data Management and Analysis for Epidemiology II Candidacy exam

PHEP-701 Advanced Epidemiologic Methods Dissertation

PHEP-702 Epidemiologic Research Management Dissertation defense

Page 40




Ph.D. in Public Health Sciences with Specialization in Health Management


Two of: All of: Two of: Three of: All of:

PH

MS

-607

PH

MS

-615

PH

MS

-650

-04

PA

DM

-600

PH

MS

-603

PH

MS

-605

PH

MS

-650

-05

PA

DM

-604

PA

DM

-642

PH

MS

-650

-03

PH

EP

-618

PH

MS

-702

PH

ST-

680

PH

ST-

681

PH

ST-

710

SO

C-6

18

PH

MS

-751

PH

MS

-752

PH

MS

-753

PH

MS

-650

-06

PH

MS

-650

-07

Qua

lifyi

ng

exam

Dis

serta

tion

Dis

serta

tion

defe

nse


Competency

In depth knowledge of the history of public health management. R R P R R R R R R R P R P P P P P P R R

Mastery of experimental research study designs, including qualitative as well as quantitative, and the ability to identify optimal designs for specific hypotheses.

R R R R R R R R R P P P P P P P P P P P P P P

Ability to critically evaluate published research related to health management. P P P R R P R R R R P P R R R R P P P P P P P P

Expertise in one or more health management specialties such as information systems, planning and evaluation, human resource management, health policy analysis, development and implementation, budgeting and financial management, health economics, system dynamics, network science and social network analysis.

P P P P P P P P P P R P R R R R R R R P P P P P


a) Formation and leadership of multidisciplinary teams.

b) Staffing, budgeting, tracking.c) Data quality control and data safety

management.d) Funding mechanisms and grantsmanship.e) Research ethics and regulations.

R R R P P R P P P P R R R P R R R P P P P P

Professional quality peer-review, oral and poster presentation, report, grant, and manuscript writing.

R R R R R R R R R R R R R P P P P P R P P

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PADM-600 Public Administration and Organizational Theory PHMS-650-06 Advanced Topics in Health Management and Systems Sciences: Health Processes and Systems

PADM-604 Public Budgeting and Finance PHMS-650-07 Advanced Topics in Health Management and Systems Sciences: Health Policy and Management

PADM-642 Human Resources Management PHMS-702 Methods in Health Services and Outcomes Research

PHEP-618 Epidemiologic Methods II PHMS-751 Seminar 1 in Public Health Management

PHMS-603 Legal and Bioethical Aspects of Public Health PHMS-752 Seminar 2 in Public Health Management

PHMS-605 Governance and Management of Healthcare Organizations PHMS-753 Seminar 3 in Public Health Management

PHMS-607 Managing Healthy Communities PHST-680 Biostatistical Methods I

PHMS-615 Introduction to Health Systems PHST-681 Biostatistical Methods II

PHMS-650-03 Advanced Topics in Health Management and Systems Sciences: Health Finance and Financial Management

PHST-710 Advanced Statistical Computing I

PHMS-650-04 Advanced Topics in Health Management and Systems Sciences: Evolutionary Forces in Public Health

SOC-618 Qualitative Field Research Methods

PHMS-650-05 Advanced Topics in Health Management and Systems Sciences: Health Policy and Analysis

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Public Health Sciences Ph.D. with specialization in Health Promotion


All of: See Note 1 One of: All of:

PH

PB

-701

PH

PB

-704

PH

PB

-705

PH

PB

-710

PH

PB

-722

PH

PB

-724

Res

earc

h de

sign

and

st

atis

tics

Cog

nate

el

ectiv

es

ELF

H-6

61

ELF

H-6

83

Equ

ival

ent

cour

seQ

ualif

ying

ex

am

Dis

serta

tion

Dis

serta

tion

defe

nse


Competency

Advanced knowledge of behavioral and cognitive sciences related to public health education and promotion. P P P R P R R R R R

Expertise in planning, implementing, and evaluating theory-driven health promotion interventions in a variety of community and clinical settings. P R R R R R R

Research, evaluation, scholarship and leadership skills that may be applied in higher education, government, and community health agencies. P P R R R R R R R


ELFH-661 Adult Development and Learning PHPB-724 Dissertation Methods Seminar

ELFH-683 College Teaching Cognate electives

PHPB-701 Theoretical Basis of Health Promotion Research design and statistics electives

PHPB-704 Psycho-Social Foundations of Health Decision Making Qualifying exam

PHPB-705 Community Organization and Health Policy Advocacy Dissertation

PHPB-710 Community-Based Participatory Research Dissertation defense

PHPB-722 Health Risk Communication

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Ph.D. in Public Health Sciences with specialization in Health Promotion

Required Research Design and Statistics Electives

Three of:

EC

PY

-793

PH

EP

-602

PH

EP

-710

PH

PB

-615

PH

PB

-711

PH

PB

-724

PH

ST-

630

PH

ST-

640

PH

ST-

680

PH

ST-

681

PH

ST-

682

PH

ST-

684

PH

ST-

725

PS

YC

-610

PS

YC

-611

PS

YC

-612

SO

C-6

09

SO

C-6

10

SO

C-6

18


Competency

Advanced knowledge of behavioral and cognitive sciences related to public health education and promotion. R R R

Expertise in planning, implementing, and evaluating theory-driven health promotion interventions in a variety of community and clinical settings.

R R R

Research, evaluation, scholarship and leadership skills that may be applied in higher education, government, and community health agencies.

R P R R R R R R R R R R P P R P P P

Research design and statistics electives:

ECPY-793 Reviewing Scientific Literature PHST-682 Multivariate Statistical Analysis

PHEP-602 Epidemiological Methods PHST-684 Categorical Data Analysis

PHEP-710 Community-based Participatory Research PHST-725 Design of Experiments

PHPB-615 Advanced Program Evaluation PSYC-610 Advanced Statistics I

PHPB-711 Qualitative Research Methods in Public Health PSYC-611 Advanced Statistics II

PHPB-724 Dissertation Methods Seminar PSYC-612 Advanced Statistics III

PHST-630 Applied Statistical Methods SOC-609 Seminar in Statistics I

PHST-640 Statistical Methods for Research Design in Human Studies SOC-610 Seminar in Statistics II

PHST-680 Biostatistical Methods I SOC-618 Qualitative Field Research Methods

PHST-681 Biostatistical Methods II

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Ph.D. in Public Health Sciences with specialization in Health Promotion

Required Cognate Electives

Three of:

GE

OG

-65

7

NU

RS

-657

PH

EH

-620

PH

MS

-604

PH

MS

-655

PH

PB

-604

PH

PB

-612

PH

PB

-650

PH

PB

-727

PH

PB

-753

PH

PH

-630

PS

YC

-581


Competency

Advanced knowledge of behavioral and cognitive sciences related to public health education and promotion. R R P R R P R R R R

Expertise in planning, implementing, and evaluating theory-driven health promotion interventions in a variety of community and clinical settings. R R R P R

Research, evaluation, scholarship and leadership skills that may be applied in higher education, government, and community health agencies. R R R R

Cognate electives:

GEOG-657 Geographic Information Systems PHPH-630 Geographic Information Systems in Public Health

NURS-657 Health Promotion and Illness Prevention Across the Lifespan PHPB-612 Health Communication Campaigns

PHEH-620 Global Issues PHPB-650 Advanced Topics in Health Promotion and Behavioral Sciences

PHMS-604 Legal and Bioethical Aspects of Public Health PHPB-727 Culture and Public Health

PHMS-655 Systems Thinking and Dynamic Modeling in Public Health PHPB-753 Independent Study in Health Promotion and Behavioral Sciences

PHPB-604 Health Decision and Risk Analysis PSYC-581 Introduction to Health Psychology

Please see following page for Section 2.6.d.

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2.6.d. An analysis of the completed matrix included in Criterion 2.6.c. If changes have been made in the curricula as a result of the observations and analysis, such changes should be described.BS/BA in Public HealthThe program has not yet been implemented. Courses are expected to commence in spring 2013, after program approval (expected Spring 2013).The following programs have made changes in curricula as a result of observations and analysis.

MPHTable 2.6.1 demonstrates that the expected competencies for the MPH program are met in primary and reinforcing roles through the core courses and field experiences. The only change in the MPH curriculum during the past three years was the replacement of an existing required course (PHMS 618, Public Health Informatics) with Statistics and Data Management for Public Health using SPSS (PHPH 610, 3 Credit Hours). This action was based on an assessment of the content of PHMS 618, the need of the students to enhance their quantitative skills, and the needs identified through discussions with prospective employers about database management skills.

MS in EpidemiologyThe tablesTable 2.6.3 above demonstrates that the expected competencies for the MS in Epidemiology program are met in primary or reinforcing roles through a set of well-defined and developed courses and the thesis requirement. The only change made to the curriculum in last five years has been the addition of required laboratory courses in Data Management/Analysis (PHEP 648/9).

MSc in Clinical Investigation SciencesThis section is being developed for inclusion in the final self-study.

MS in Biostatistics-Decision ScienceTable 2.6.8 was completed using available information from each course, mainly from syllabi.

PhD in Biostatistics with optional emphases on Bioinformatics and Decision ScienceThe following courses are included in the doctoral comprehensive exams: PHST-710, PHST-724, PHST-762, PHST-781, PHST-782 and PHST-783. They represent essential theoretical and methodological skill set every student needs in order to conduct subsequent doctoral level research in biostatistics


The specialization in environmental health for the PhD in public health sciences is designed to provide scholars with the tools to conduct in-depth research and provide advanced instruction in the discipline of environmental health at the college and university level. It also prepares researchers for governmental, private, and voluntary organizations involved in environmental protection and the prevention of disease and injury. In addition to understanding advanced concepts of environmental health, industrial hygiene, and toxicology, graduates of this specialization are expected to develop skills that enable them to identify and define questions of environmental and occupational health importance, design research studies to address these questions, and to complete a program of research that demonstrates abilities as an independent investigator.


The tables above demonstrate that the expected competencies for the PhD Epidemiology program are met in primary or reinforcing roles through a set of well-defined and developed courses and the thesis requirement. The only change made to the curriculum in last 5 years has been the addition of required laboratory courses in Data Management/Analysis (PHEP 648/9).


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This section is being developed for inclusion in the final self-study.


Tables 2.6.10 through 2.6.12 illustrate the linkage of our core courses to the PHS HP program goals. Perhaps the goal with the weakest mapping to course work is number three, largely dealing with research skills. Research competencies are tailored to student needs, and are obtained from appropriate electives.

2.6.e. Description of the manner in which competencies are developed, used and made available to students.Program competencies are developed in one of two ways: (1) revisions of published and accepted sets of competencies by program faculty (MPH and BS/BA), or (2) development and revisions by program faculty (all other programs). The following table presents the details of competency development for each program.

Table 2.6.13: Competency Development

Program Competency Development

BS/BA in Public HealthProgram faculty

revision of:

ASPH Undergraduate Public Health Learning Outcomes Model

MPHASPH Master’s Degree in Public Health Core Competency Development Project, Version 2.3

MS in EpidemiologyProgram faculty development and revision, including review of and calibration with published, discipline-specific competencies and with departments of the same or similar discipline in other

schools of public health

MS in Biostatistics-Decision ScienceMSc in Clinical Investigation SciencesPhD in BiostatisticsPhD in Public Health Sciences

Program competencies are included in each program’s information and curriculum, which are approved by the Curriculum Committee and the Faculty Forum, acting on behalf of the Executive Faculty.

Program competencies are used primarily in five ways: (1) communicating to students the learning expectations in the program, (2) reviewing with stakeholders (e.g., students, employers, community advisors) for suggested additions and revisions, (3) mapping to the coursework and other curricular activities to ensure adequate coverage, (4) providing a basis for developing program outcomes (often referred to as student learning outcomes); and (5) to communicate with prospective students.

Academic program information and curricula, including competencies, are included in individual programs’ student information and will be included in the next revision of the SPHIS Catalog.

For the MPH Program, competencies are made available to students electronically through SharePoint. The competencies are also described at orientation and reinforced periodically during each semester through MPH meetings and meetings with faculty advisors. In addition, all MPH students, working in teams in the culminating experience (PHPH 697 - Integrated Learning and Experience in Public Health), discuss the application of the targeted ASPH competencies to public health. Additionally, in their Practicum reports, the students relate the targeted ASPH competencies to their specific educational and practice experiences.

Each program’s competencies are included in its curriculum. Both approved and student syllabi are required by the school to include course objectives, or course competencies. The majority of approved syllabi comply with this requirement; we are in the process of reviewing all approved syllabi for compliance with this and other requirements and revising accordingly (see Academic Change Procedures, Revision 3, available at https://sharepoint.louisville.edu/sites/sphis/ppgf/pubs/Acad%20Chg%20Proced.pdf).

2.6.f. Description of the manner in which the school periodically assesses changing practice or research needs and uses this information to establish the competencies for its educational programs.There are three methods we have used for evaluating and revising program competencies, including

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https://sharepoint.louisville.edu/sites/sphis/ppgf/pubs/Acad%20Chg%20Proced.pdf

https://sharepoint.louisville.edu/sites/sphis/ppgf/pubs/Acad%20Chg%20Proced.pdf


assessment of evolving practice and research needs: (1) periodic and ad hoc review by program faculty (all programs), (2) spontaneous and periodically solicited feedback from actual employers of graduates (MPH), and (3) periodically solicited input from stakeholders, primarily community advisors and the director and managers of the Louisville Metro Department of Public Health and Wellness, whose director is a member of our faculty and of the MPH Advisory Committee (MPH). The BS/BA in Public Health is in approval phase and has not yet been involved in any of these methods.

In addition, there are two additional methods required by the University that we have not as yet been able to utilize: (1) five-year program reviews (our programs were too new to be included in the scheduled cycle) and (2) SLO (program outcome) reports (recently established by the University and findings not available until next academic year).

Based on our reviews, we have determined that additional enhancements of these methods would be desirable to achieve realize our strategic goal of continual improvement in teaching and learning. To this end, in addition to the University reviews, we are implementing the methodologies cited in our Draft Strategic Plan, Section 1.1.1, reproduced in the table below.

Table 2.6.14: Draft Strategic Plan, Section 1.1.1

Draft Strategic Plan, Section 1.1.1Goal Tactic Action4 Gauge Threshold Target(s)*

1.1.1Continual improvement in teaching and learning

1.1.1.1Assess achievement of programs’ goals

Evolve outcomes for program

Program outcomes (“SLOs”) report

Submitted annually by July 1

All programsAssess outcomes for program

1.1.1.2Revise programs using feedback from outcomes

Develop plan for review of program and plans

Adopted plan July 1, 2013

Review and revise program and plans Program report


One program in AY 2014

At least two additional programs each year beginning in AY 2014

1.1.1.3Assess achievement of courses’ goals

Develop plan for review of course and plans


Evolve outcomes for course

Course outcomes (“SLOs”) report


One course in AY 2014 in program doing program report in AY 2014, above

At least one (additional) course in each program doing program reports, above

Assess outcomes for course

1.1.1.4Revise courses using feedback from outcomes

Develop plan for review of course and plans


Review and revise course and plans Course report


Course in AY 2014 doing course report

All courses doing course reports

While the details of the strategic plan are subject to change by the incoming dean, our intent is to establish frequent and regular evaluations and indicated revisions of our programs. We anticipate these procedures to be overseen by the associate dean for academic affairs and the Academic Affairs

4 Actions, gauges, thresholds, and targets in italics are tentative until prior non-italicized action is completed.

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Committee, with approval of program revisions through the established channel of Curriculum Committee and Faculty Forum.

2.6.g. Assessment of the extent to which this criterion is met and an analysis of the school’s strengths, weaknesses and plans relating to this criterion.This criterion is met. We have competencies, competency-curriculum mapping and SLOs established for each degree program.

Strengths Selected ASPH core and cross-cutting competencies have been adopted by the MPH program. Learning objectives for each MPH core and concentration course are mapped to specific ASPH

competencies. Program competencies for all programs are mapped to their curricula. SLOs, or program outcomes, are established for each program.

Weaknesses There is no formal protocol for feedback from the workforce to inform competencies. SPHIS has not completed a full cycle of SLO or program outcome measurement. Not all program competencies have been revised to comply with Bloom’s taxonomy.

Plans The Curriculum Committee will engage SPHIS faculty to:

o Regularly review and update as needed competencies for all academic and professional degree programs

o Develop a strategy to regularly update students, alumni, employers and practicum preceptors about the competencies

o Review and revise all approved syllabi to comply with the school’s requirementso Develop and implement procedures for regular ongoing review of student syllabi for compliance

with the school’s requirements

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2.7 Assessment Procedures. There shall be procedures for assessing and documenting the extent to which each professional public health, other professional and academic degree student has demonstrated achievement of the competencies defined for his or her degree program and area of concentration.2.7.a. Description of the procedures used for monitoring and evaluating student progress in achieving the expected competencies, including procedures for identifying competency attainment in practice or research, as applicable, and in culminating experiences.BS/BA in Public HealthWe will use the measures and targets in the attached table to determine whether the students are achieving the goals and objectives of the program. Each student will have a senior thesis advisor who is responsible for overseeing the culminating experience and evaluating whether the student met the objectives of the culminating experience, which is either a written research thesis or a field experience.

MPHThe monitoring and evaluation of student progress in meeting stated competencies is a responsibility shared by the students, the individual course instructors, the student’s academic mentor, and the MPH Program Director and advisory committee. Every MPH core and concentration course syllabus reflects the learning objectives for that particular course and those learning objectives are mapped to the specific MPH competencies (see Section 2.6).

The MPH program assesses and documents student competency through the results of specific course work; the practicum experience, the integration course; and a final comprehensive exam.

Coursework

All classes in the MPH program, whether didactic courses, independent studies or the practicum, are evaluated and students are assigned a letter grade. Course grades are based on the performance of the student as required by the particular course and include such items as the quality of written assignments; the proportion and quality of participation in class; the proportion of correct answers on written or oral tests; and oral in-class presentations. The syllabus for each MPH course is built around learning objectives that have been mapped to the targeted competencies; therefore performance in each course is an indication that students are meeting the stated learning objectives and therefore the specific levels for each competency mapped to that learning objective (see Section 2.6).

The Practicum Experience

For the practicum experience, each student’s performance for their written, oral and poster reports are graded by their academic mentors. Additionally, student practicum site mentors provide an assessment of their on-site performance and skills as a public health professional. This evaluation assesses the student’s practicum performance competence in 12 areas. The results of the site mentor evaluation for the past three years are shown in section 2.7.b.

The Integration Course

The integration course is case-based and designed to measure the ability of students to synthesize and apply the knowledge learned in the classroom. Students, working in interdisciplinary teams, evaluate and present existing cases and develop a new case from current and emerging areas of public health to demonstrate competence in applying core and specific public health knowledge they have learned through their courses of study.

Core Comprehensive Exam

This in-house exam, which is part of the integration course, uses a format similar to the national Certified in Public Health exam and includes questions covering the five core and cross-cutting competencies from the Association of Schools of Public Health (ASPH) modeled after the National. Students are required to first take the exam as an individual and then their interdisciplinary team takes the exam in an open forum to discuss each exam question and reach a consensus regarding the best answers.

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Academic Masters DegreesThe faculty annually review and evaluate individual student progress in the academic masters curricula by determining their achievement of course-related competencies and associated student learning objectives. Additionally, all students must demonstrate competency achievement through collaboration in research projects; qualitative or quantitative data analysis; and drafting, completing and successfully defending the masters thesis as judged by their committees. The MS in Biostatistics-Decision Science additionally requires preparing a manuscript for journal publication.

Doctoral DegreesThe faculty annually review and evaluate individual student progress in doctoral curricula by determining their achievement of course-related competencies and associated student learning objectives. Faculty evaluate student presentations and written assignments for periodic departmental seminars, which may include manuscripts and NIH-style grant applications. Student progress is further demonstrated by successfully passing the proficiency exam and/or the candidacy exam before beginning work on a dissertation. Students are regularly assessed for satisfactory progress in drafting their doctoral dissertations. The culminating dissertation defense provides the opportunity for comprehensive assessment of student competency achievement.

2.7.b. Identification of outcomes that serve as measures by which the school will evaluate student achievement in each program, and presentation of data assessing the school’s performance against those measures for each of the last three years. Outcome measures must include degree completion and job placement rates for all degrees (including bachelors, masters and doctoral degrees) for each of the last three years. See CEPH Data Templates 2.7.1 and 2.7.2. If degree completion rates in the maximum time period allowed for degree completion are less than the thresholds defined in this criterion’s interpretive language, an explanation must be provided. If job placement (including pursuit of additional education), within 12 months following award of the degree, includes fewer than 80% of the graduates at any level who can be located, an explanation must be provided.Two primary outcome measures that the school uses to assess students’ overall achievement of professional competencies are (1) degree completion rates, and (2) data on students’ placement after graduation, whether in employment or further educational settings. Degree completion rates are listed in Tables 2.7.1 through 2.7.3. Please note that an orange cell indicates that the cohort has been closed.

Table 2.7.1. Students in MPH Degree Program, by Cohorts Entering Between 2005-06 and 2011-12

Acad Yr Cohort 2006 2007 2008 2009 2010 2011 2012

2006

# Matric/Continue 26# Left w/o grad 4# Graduated 0Cumul grad rate* 0.0%

2007

# Matric/Continue 22 28# Left w/o grad 2 7# Graduated 16 0Cumul grad rate* 61.5% 0.0%

2008

# Matric/Continue 4 21 40# Left w/o grad 2 1 6# Graduated 1 20 0Cumul grad rate* 65.4% 71.4% 0.0%

2009


2010 # Matric/Continue 9 38 34# Left w/o grad 0 4 2# Graduated 4 29 0

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Acad Yr Cohort 2006 2007 2008 2009 2010 2011 2012Cumul grad rate* 72.5% 64.4% 0.0%

2011

# Matric/Continue 5 5 32 40# Left w/o grad 0 1 5 2# Graduated 4 3 18 0Cumul grad rate* 82.5% 71.1% 52.9% 0.0%

2012

# Matric/Continue 1 1 9 38 34# Left w/o grad 0 1 1 3 4# Graduated 1 0 5 28 2Cumul grad rate* 85.0% 71.1% 67.6% 70.0% 5.9%

Table 2.7.2. Students in Academic Masters Degree Programs, by Cohorts Entering Between 2005-06 and 2011-12

Acad Yr Cohort 2006 2007 2008 2009 2010 2011 2012

2006


2007


2008


2009


2010


2011


2012

# Matric/Continue 3 2 3 13 23 19# Left w/o grad 0 0 0 2 6 2# Graduated 1 0 3 6 3 0Cumul grad rate* 72.2% 44.4% 85.7% 57.9% 12.5% 0.0%

Table 2.7.3. Students in Doctoral Degree Programs, by Cohorts Entering Between 2005-06 and 2011-12

Acad Yr Cohort 2006 2007 2008 2009 2010 2011 2012

2006


2007


2008 # Matric/Continue 6 3 33

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Acad Yr Cohort 2006 2007 2008 2009 2010 2011 2012# Left w/o grad 1 0 4# Graduated 0 0 0Cumul grad rate* 0.0% 0.0% 0.0%

2009


2010


2011

# Matric/Continue 2 1 21 6 10 10# Left w/o grad 1 0 1 0 0 0# Graduated 0 0 3 0 0 0Cumul grad rate* 37.5% 20.0% 15.2% 0.0% 0.0% 0.0%

2012

# Matric/Continue 1 1 17 6 10 10 14# Left w/o grad 0 0 1 0 1 3 0# Graduated 0 0 8 0 0 0 0Cumul grad rate* 37.5% 20.0% 39.4% 0.0% 0.0% 0.0% 0.0%

In order to gather employment data, the university administered a Recent Graduate Survey to undergraduate and graduate alumni who graduated between 2008 and 2011. The goal in administering these surveys is to assess alumni perception of the quality and effectiveness of academic programs and services, and their career and job placement. Institutional Research recognizes that response to these surveys to date has been insufficient. New strategies have been implemented to increase participation, including:

Conducting both private (emailed invitation) and public (accessed via CardinalProud.com website) surveys for both undergraduate and graduate students

Including a advertisement on alumni newsletters Placing automated calls encouraging participation Posting information on Facebook Running an announcement in the daily email newsletter, UofL Today Promoting the survey on alumni websites Holding a drawing for individuals who completed the survey, with prizes being sports ticket packages

and Apple iPads

After implementing these strategies, Institutional Research has experienced an approximately four-fold response rate compared to previous years.

Table 2.7.4: Destination of MPH Degree Program Graduates by Employment Type

Status 2009-10 2010-11 2011-12% N % N % N

Employed 61% 20 48% 12 46% 18Continuing education/training (not employed) 21% 7 12% 3 5% 2Actively seeking employment 0% 0 0% 0 3% 1Not seeking employment (not employed and

not continuing education/training, by choice) 0% 0 0% 0 0% 0

Unknown 18% 6 40% 10 46% 18Total 100% 33 100% 25 100% 39

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http://cardinalproud.com/


Table 2.7.5: Destination of Academic Masters Degree Program Graduates by Employment Type

Status 2009-10 2010-11 2011-12% N % N % N



Unknown 0% 0 0% 0 10% 1Total 100% 11 100% 9 100% 10

Table 2.7.6: Destination of Doctoral Degree Program Graduates by Employment Type

Status 2009-10 2010-11 2011-12% N % N % N



Unknown 0% 0 0% 0 11% 1Total 100% 6 100% 3 100% 9

Additional Measures for the MPH ProgramAs described in section 2.7.a. student achievement for the MPH program is measured through successful completion of the course of study, field experiences, and the culminating experience. To receive the MPH degree, students must satisfactorily complete all required academic courses with a minimum overall grade point average of 3.0. Satisfactory progression through the MPH program is indicated by student achievement of the course requirements.

To monitor student’s academic progress the MPH program office maintains contact with the student and academic advisor using the following steps:

At the mid-point of each semester, the MPH program requests that each course director identify any students that are at risk of failing their course. Identified students are requested to be proactive and work with the course director to take appropriate actions to address specific deficiencies in each course.

At the end of each semester, the MPH program director reviews each student’s grades to determine if any student is to be placed on academic probation.

Students placed on academic probation will have one semester to be removed from academic probation. To assure a student progresses towards removal from academic probation, the MPH the program director, in consultation with the student’s academic mentor, will discuss their academic performance and, if necessary, develop a remediation plan (see below).

It is the responsibility of the student, together with their academic advisor, to monitor progress toward the requirements of the program, the learning objectives and competencies of the program and the individual educational goals of the student.

Remediation Plan

The remediation plan may require any of the following: (1) additional course work; (2) special studies or projects focused on addressing the areas of academic or non-academic skills; or (3) other activities or actions deemed necessary to enable the student to perform at an acceptable level. Remediation for specific courses must be approved by the instructor for each course. The program director will place a copy of the remediation plan in the students file.

Remediation must be accompanied by the student’s active participation in the educational program as demonstrated by regular attendance, individual initiative, and utilization of resources available. Decisions

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regarding remediation will be made on an individual basis after considering all pertinent circumstances, review of the academic record, and consultation with the student's academic mentor, course director and the MPH program director.

Outcome Measures

The following outcome measures have been identified to assist in evaluating student achievement and academic performance:

A target of less than 5% of matriculated students receiving less than a B grade in an MPH core course. The following table shows the number of full or part-time students receiving a grade below a B in a core course for 2009-2011. Over the past three years, 415 students have enrolled in a core course and 23 (5.5%) made below a B.

Table 2.7.7: Students Receiving Less than a B Grade in MPH Core Course

Semester 2009 entering class 2010 entering class 2011 entering classFall 2009 8.3% (2/24)Spring 2010 4.8% (3/62)Fall 2010 5.3% (4/75)Spring 2011 8.3% (9/109)Fall 2011 2.3% (2/88)Spring 2012 5.2% (3/57)

Core courses are taken during the first fall and spring semesters and include: Introduction to Biostatistics; Introduction to Health Behavior; Introduction to Environmental Health; Introduction to Epidemiology; and, Introduction to Health Administration

Number of Matriculated Students Having an Overall GPA Below 3.0 each Semester

Table 2.7.8: Matriculated Students Having an Overall GPA Below 3.0 Each Semester

Semester 2009 entering class 2010 entering class 2011 entering classFall 2009 0Spring 2010 0Fall 2010 0 0Spring 2011 0 0Fall 2011 2 0Spring 2012 1 1

Students whose GPA drops below 3.0 in any given semester receive an academic warning and are placed on probation. A total of four students were placed on academic probation during the past three years. All of the these students, except the one placed on probation during the Spring 2012, made sufficient progress to be removed from academic probation; this student will be reassessed at the end of the Fall 2012 term.

Degree Completion (Graduation) Rates

Upon enrollment, students fall into cohorts depending on their expected graduation date. In addition students are required by the Graduate School to complete their degrees within six years after enrollment. Our goal is at least 80% for each cohort over a six-year period. To date, the MPH Program’s degree completion rate has exceeded the goal of 80% for only one year (the 2008 entering cohort). Please see Tables 2.7.1 for additional information regarding degree completion rates. (Note that the data in Table 2.7.1 includes withdrawals in the denominator.)

MPH Employment Rates

Graduates of the school should be able to find discipline-related employment within twelve months after graduation. Our goal is at least 80% employment/continuing education/training. Table 2.7.4 shows the employment data for graduates of the MPH program from 2008 through the cohort that graduated in 2012. It is clear from these data that we have not achieved our goal of at least 80% for employment/continuing education/training for the past two cohorts. For the cohort that graduated in 2010,

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the number employed/continuing education and training exceeded 80%. One challenge is maintaining contact with students once they graduate. For the most recent class, the MPH Program (at this time) does not have contact information on 67% of the students. Graduates may include part-timers who began in a different cohort.

Site Practicum Mentor Evaluations

For the practicum, site mentor evaluations for the field experience provide an important assessment of the competencies necessary to be successful in public health practice. The target for each category is that 90% of the students will receive an evaluation of outstanding or very good for each assessment area. Table 2.7.9 shows the site mentor assessments for the past three years (2010-2012). While these data show that the majority of students are achieving an evaluation of outstanding or very good, additional improvement is needed.

Table 2.7.9: Site Practicum Mentor Evaluation of Student Practicum Experience Competencies: “Outstanding/Very Good” Response Rate

Areas Year2012 2011 2010

Reliability 78% (18/23) 73% (11/15) 91% (21/23)Motivation and Initiative 78% (18/23) 87% (13/15) 92% (22/24)Organizational skills 82% (18/22) 87% (13/15) 87% (20/23)Contributed innovative ideas to

improve projects78% (18/23) 79% (11/14) 96% (22/23)

Completed projects in a timely manner

74% (17/23) 73% (11/15) 91% (21/23)

Worked independently 87% (20/23) 93% (14/15) 96% (22/23)Worked as part of a team 95% (18/19) 92% (11/12) 96% (22/23)Exercised own judgment

appropriately78% (18/23) 87% (13/15) 96% (22/23)

Made efforts to develop and improve skills

82% (18/22) 87% (13/15) 91% (21/23)

Accepted feedback and suggestions objectively

87% (20/23) 93% (14/15) 96% (22/23)

Ability to research problems pertaining to their project

87% (20/23) 93% (14/15) 96% (22/23)

Met goals and objectives 83% (19/23) 93% (14/15) 96% (22/23)

Public Health Case Studies

In the culmination experience (PHPH 697 Integrated Learning and Experience in Public Health), the development of a ‘public health case study’ demonstrates that students are acquiring the competencies needed for public health practice. Depending on the MPH graduating class size, the number of cases developed each year ranges between 4 and 7 and represent 35% of the PHPH 697 grade. This experience requires that students work in an interdisciplinary student team to research, prepare, and presents a new public health case. Each case is assessed using a rubric that includes the requirement that each team present, in both the oral and written presentations, an assessment of the specific core and cross-cutting competencies were related to the case. The titles and team grades for the cases developed over the past three years are shown in the following table. The target for each developed case is a grade of 90% or better for both the oral and written presentations.

Table 2.7.10: Public Health Case Studies

Year Case Title Grade2010 Extreme Drug Resistant Acinetobacter Outbreak within Community Hospital 90

Healthy San Francisco: Restaurants Charge a Health Service Fee on Customer’s Checks

89

The Providence Community Center: A Case Study 90Orange County Health Department Public Meeting: Mumps Outbreak --- Kentucky 86

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Year Case Title Gradeand Indiana, June 2009--January 2010

Advisory Panel Report on HVP Vaccine for Kentucky 92Veterans Healthcare Administration: If the Soldiers Came Home (PTS) 92

2011 A public health case for medicinal cannabis in the commonwealth 92Give It Up For Baby (Smoking and Fetus Health) 93Aging Drivers: A Public Health Concern 93Periodontal Disease in Wilscott County, Kentucky 93High Fructose Corn Syrup: Is it a Public Health Concern? 92

2012 Kentucky Child Obesity: Should 30 Minutes of Daily Physical Activity be Required in School?

91

A Healthy Foods & Supplemental Nutrition Assistance Program 96Measles Outbreak After the Super Bowl 92Shigella Outbreak in Louisville, KY Daycares 92Drug Testing for TANF Recipients 92State Bill 3: Effects on Meth Production in Kentucky 96

2.7.c. An explanation of the methods used to collect job placement data and of graduates’ response rates to these data collection efforts. The school must list the number of graduates from each degree program and the number of respondents to the graduate survey or other means of collecting employment data.Job placement data are collected through a variety of sources. An SPHIS alumni survey conducted in 2009 and 2011 has assisted in providing some information. This data collection method will be utilized annually. Additionally, job placement data is obtained when alumni contact SPHIS. Social media such as the SPHIS Facebook page and LinkedIn has also become a resource for collecting alumni employment information. The University of Louisville currently does not have a centralized method for collecting graduate student employment information. The university hopes to implement a graduate student employment tracking system within the next two years.

BS/BA in Public HealthA staff member will be tasked with conducting an exit interview with each student in which several home and current addresses, phone numbers, and email-addresses will be requested. The student’s job or graduate school placement will also be recorded if available. A survey will be sent periodically to students in order to track the success and careers of graduates and also to obtain feedback about our program and its practical applications in the work force. Data from these surveys will be compiled to address the request above.

2.7.d. In fields for which there is certification of professional competence and data are available from the certifying agency, data on the performance of the school’s graduates on these national examinations for each of the last three years.The SPHIS is asking students, as part of their MPH program training, to voluntarily take the Certified in Public Health (CPH) exam. The exam was first offered in 2008. The school’s targeted pass rate for the CPH exam is 80%. The following table shows the results between 2008 and 2011. The composite pass rate for the past five years is 81%. The low pass rate for 2012 may reflect that only 8 of 32 eligible students selected to take the exam and this may not reflect the pass rate if the entire class taken the exam. In 2010 the SPHIS paid for the entire cost of the exam. Of the 32 students taking the exam, 28 passed for an overall pass rate of 88%. If the cost of the certification exam in public health can be modified to be more affordable or included in student fees then the core comprehensive exam given in PHPH 697 (Integration) will be phased out students will be required to take the national exam.

Table 2.7.11: Students Taking and Passing NBPHE CPH Exam

Year # took exam # passedN %

2008 6 6 100%2009 7 5 71%

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Year # took exam # passed2010 32 28 88%2011 6 5 83%2012 8 4 50%Total 59 48 81%

2.7.e. Data and analysis regarding the ability of the school’s graduates to perform competencies in an employment setting, including information from periodic assessments of alumni, employers and other relevant stakeholders. Methods for such assessments may include key informant interviews, surveys, focus groups and documented discussions.In Spring of 2012, Bruce Gale, Executive Director of the Urban Studies Institute in the College of Arts & Sciences was contracted by SPHIS to conduct a series of focus groups of recent graduates and employers to evaluate the ability of the school’s graduates to perform competencies in the workplace. After multiple efforts to recruit both alumni and employers through he spring and early summer, it was concluded that there was insufficient participation by employers to provide statistically valid data regarding alumni performance.

An alternative method for contacting employers has been planned and is described below. As an interim measure, we asked the director of the agency that employees the largest number of our alumni, the Louisville Metro Department of Public Health and Wellness, to provide commentary on the overall experience to date with our graduates. Her comments were as follows:

In general, University of Louisville School of Public Health and Information Sciences (SPHIS) MPH students are equipped with a knowledge base that affords them the understanding of the larger role of public health. MPH graduates certainly have the aptitude to learn the skills necessary to perform their daily jobs. While LMPHW believes SPHIS graduates to be overall competent and knowledgeable in basic public health concepts, taking the initiative to think critically and or apply more advanced analytical skills to the job have been more challenging. Furthermore, the degree to which SPHIS graduates understand public health and healthcare policy is highly variable and appears to be one of the more significant deficits at this time.

Current employees in epidemiology related roles have good basic analytical skills. They are proficient in statistical software packages and familiar with GIS mapping, which is quickly becoming the most effective tool for communicating public health status to policymakers and key stakeholders. They have also been good at offering creative and innovative ideas; however, these strengths are usually displayed after some prompting. Unfortunately, it does appear that the analytical skills SHPIS grads or practicum students have been able to apply on the job did not necessarily come from their coursework or education from SPHIS. Most of the practicum students report that they have had very little or no ability to analyze health data in a way that is useful in the real world in through their coursework and academic assignments. The GIS experience that SPHIS graduates currently employed by LMPHW have acquired was the result of them taking it upon themselves to enroll in those classes, not as a result of curriculum requirements.

The comments above are being assessed by department chairs and program directors. Efforts are already underway to enhance the quantitative aspects of the curriculum. The comments will be discussed in greater detail during the annual review of the MPH program in consideration of other curricular enhancements.

In the future, professionally led focus groups will be conducted to periodically evaluate both employers of graduates of all our programs and the performance of the former students in various work settings. Data from focus groups will be used to create structured interviews and surveys to be given to employers, potential employers, and graduates.

2.7.f. Assessment of the extent to which this criterion is met and an analysis of the school’s strengths, weaknesses and plans relating to this criterion.This criterion is partially met. All programs have in place measures documenting student competence in required areas of performance. Regarding employment rates, many students have not responded to inquiries after graduation, limiting our ability to gather this information. Additionally, a focus group

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procedure was created to measure employer satisfaction, but participation was insufficient to draw valid conclusions.

Strengths Program and degree competency reviews with subsequent steps for improvement are in place. Overall student performance on the CPH exam has exceeded the school’s established targeted pass

rate over the past five years.

Weaknesses Identifying valid SLOs to assess achievement of competencies remains challenging. The response rate to student, alumni and employer surveys has been lower than desired.

Plans SPHIS will:

o Develop a process to identify and implement SLOs that better evaluate student outcomes related to competencies; and,

o Identify strategies to improve survey participation on the part of students and alumni. UofL has developed and implemented a successful strategy to increase participation in alumni

surveys through provision of incentives. The process of obtaining data on employment rates and employer satisfaction with student

performance will be refined through the ongoing strategic planning process..

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2.8 Other Graduate Professional Degrees. If the school offers curricula for graduate professional degrees other than the MPH or equivalent public health degrees, students pursing them must be grounded in basic public health knowledge.The school does not offer other graduate professional degrees in public health.

2.8.a. Identification of professional degree curricula offered by the school, other than those preparing primarily for public health careers, and a description of the requirements for each.Not applicable.

2.8.b. Identification of the manner in which these curricula assure that students acquire a public health orientation. If this means is common across these other professional degree programs, it need be described only once. If it varies by program, sufficient information must be provided to assess compliance by each program.Not applicable.

2.8.c. Assessment of the extent to which this criterion is met and an analysis of the school’s strengths, weaknesses and plans relating to this criterion.Not applicable.

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2.9 Bachelors Degrees in Public Health. If the school offers baccalaureate public health degrees, they shall include the following elements:Required Coursework in Public Health Core Knowledge: students must complete courses that provide a basic understanding of the five core public health knowledge areas defined in Criterion 2.1, including one course that focuses on epidemiology. Collectively, this coursework should be at least the equivalent of 12 semester-credit hours.Elective Public Health Coursework: in addition to the required public health core knowledge courses, students must complete additional public health-related courses. Public health-related courses may include those addressing social, economic, quantitative, geographic, educational and other issues that impact the health of populations and health disparities within and across populations.Capstone Experience: students must complete an experience that provides opportunities to apply public health principles outside of a typical classroom setting and builds on public health coursework. This experience should be at least equivalent to three semester-credit hours or sufficient to satisfy the typical capstone requirement for a bachelors degree at the parent university. The experience may be tailored to students’ expected post-baccalaureate goals (eg, graduate and/or professional school, entry-level employment), and a variety of experiences that meet university requirements may be appropriate. Acceptable capstone experiences might include one or more of the following: internship, service-learning project, senior seminar, portfolio project, research paper or honors thesis.The required public health core coursework and capstone experience must be taught (in the case of coursework) and supervised (in the case of capstone experiences) by faculty documented in Criteria 4.1.a and 4.1.b.Required Coursework in Public HealthThe required coursework in both the BAPH and BSPH programs includes competencies related to all five core public health knowledge areas.

1. Epidemiology: All students are required to take Introduction to Epidemiology.2. Health Policy and Management: All students are required to take Practice of Public Health and

Introduction to Public Health, as well as a Health Management-related selective.3. Biostatistics: All students are required to take Statistical Models and Methods, and BSPH students

are required to take an additional quantitative course.4. Environmental Health: All students are required to take Policy, People and the Environment and an

Environmental Health-related selective.5. Social and Behavioral Sciences: All students are required to take Community, Culture and Health

Equity, and a Health Behavior-related selective.

Elective Public Health CourseworkIn addition to the core courses, each student is required to take electives related to:

Health Behavior Environmental Health Health Management (BSPH only) Ethics (BSPH only) Economics (BSPH only) An additional quantitative course (BSPH only)

Capstone ExperienceThe senior thesis is the Capstone Experience. The senior thesis is a year-long research paper or field experience that the student plans and completes under the direction of an advisor.

The advisor for the senior thesis will be a faculty member documented in Criteria 4.1.a and 4.1.b.

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2.9.a. Identification of all bachelors-level majors offered by the school. The instructional matrix in Criterion 2.1.a. may be referenced for this purpose.Please see the instructional matrix in Section 2.1.a for a listing of bachelors level majors offered by the school.

2.9.b. Description of specific support and resources available in the school for the bachelors degree programs.For the first two years, current instructors at the School of Public Health and Information Sciences will have teaching assignments in the Bachelor’s program. As the program grows, additional faculty may be hired in later years. Based on the curriculum and projected student enrollment, we anticipate needing 2.02 FTE of existing faculty support during year one; 2.17 FTE’s during Year 2; 2.69 FTE’s for year 3; 3.2 FTE’s for year 4; and 4.41 FTE’s for year 5. Based on these projections, we anticipate needing to hire additional faculty members starting year 3.

A part-time staff member will be hired using internal funds from SPHIS. Other administrative duties and advising will be covered by two existing faculty members, Dr. Kira Taylor (the director of the Undergraduate program) and Dr. Pete Walton (Associate Dean for SPHIS.) Additional funding is not needed for the first two years of the Program.

Office space for the undergraduate program has been provided on the Belknap undergraduate campus in the main library. This office will be staffed by a part-time administrative assistant in addition to Drs. Kira Taylor and Pete Walton.

Marketing and recruitment for the program is primarily being managed by SPHIS staff member Melissa Schreck in addition to the program director, Kira Taylor. A prospective budget for the program has been developed by Dr. Richard Clover, Kira Taylor, and Ms. Susi Walsh in conjunction with the Provost’s office.

Ample classroom space is available to meet the needs for the first two years of the Program. Students will have access to all libraries on the Belknap campus as well as the Health Sciences library in the Health Sciences Center. Current library holdings and subscriptions are sufficient to meet the needs of the undergraduate program.

2.9.c. Identification of required and elective public health courses for the bachelors degree(s). Note: The school must demonstrate in Criterion 2.6.c that courses are connected to identified competencies (ie, required and elective public health courses must be listed in the competency matrix in Criterion 2.6.d).The following table lists the credit hour requirements for the components of each degree in the Programprogram:

Table 2.9.1: Degree Credit Hour Requirements for BSPH and BAPH Majors

Component Credit HoursBSPH BAPH

General education5 34 34Foreign language 6 6Other humanities and social sciences 20 20Degree program core 34 30Guided electives (“selectives”) 21 9Open electives 9 25Subtotal for general coursework 60 56Subtotal for major coursework 30 34Total for degree coursework 180 180

The additional requirements for the BSPH major are summarized belowon the next page:

5 See University of Louisville, “Undergraduate Catalog: General Education, 2011-2012,” 2011. <https://louisville.edu/undergraduatecatalog/summer-spring/gened>

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Additional Requirements of the BSPH Major

Required Core Courses o PHUN-301 Statistical Models and Methods

orPHST-500 Introduction to Biostatistics (Bachelors-MPH only)

o PHUN-420 Practice of Public Healtho PHUN-421 Lab for Practice of Public Health

Required Guided Electives (“Selectives”) o Health behavior-related selective

orPHPB-501 Introduction to Health Behavior (Bachelors-MPH only)

o Environmental health-related selectiveor

PHEH-500 Introduction to Environmental and Occupational Health (Bachelors-MPH only)o Health management-related course

orPHMS-500 Introduction to Public Health and Administration (Bachelors-MPH only)

Table 2.9.2: Required Core Courses for BSPH and BAPH Majors

Catalog ID Title Description Hrs StatusPHUN-400 Policy, People, and the

EnvironmentThis course introduces and explores the relationship between the built environment and its inherent influence on individual and community health.

3 new

PHUN-401 Lab for Policy, People, and the Environment

Students produce a documentary-style film about health and the built environment using a case study of two neighborhoods.

1 new

PHUN-405 Community, Culture, and Health Equity

This course explores community as a dynamic system, with particular attention to cultural diversity, as a function of ethnicity, language, socioeconomic status, generation, and health inequality.

3 new

PHUN-406 Lab for Community, Culture, and Health Equity

Students participate in lab exercises that support and further develop the concepts in PHUN-405, including experiential activities, such as field trips and simulations.

1 new

PHUN-410 Global Health This course provides an introduction to the field of global health. Students synthesize cultural, environmental, economic, and political considerations to major issues and problems in global health.

3 new

PHUN-411 Lab for Global Health Students complete projects that focus on public health issues for individual countries and the world and use basic epidemiological methods for addressing global public health questions.

1 new

PHUN-440 Biology of Disease for Public Health

This course introduces the foundations of human biology and ecology as they apply to the causes and control of disease and promotion of health in populations.

3 new

PHUN-441or

PHEP-501

Introduction to Epidemiological Methods

This course introduces epidemiological concepts and methods fundamental to addressing public health issues.

3 new

Introduction to Epidemiology

Note: Available to Program students also in the Bachelor-MPH Program.

Basic epidemiological methods are presented: terminology; study design; issues of contemporary practice; basic skills for interacting with epidemiologists; reading disease control literature, and drawing upon epidemiological concepts.Taught at graduate level.

3 new

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PHUN-425 Public Health Data Workshops I

These courses introduce students to a variety of public health data sources and present exercises to manipulate and analyze health data and generate and interpret basic descriptive statistics.

2 new

PHUN-426 Public Health Data Workshops II

2 new

PHUN-430 Public Health Seminar In these seminars, which are components of the Culminating Undergraduate Experience and taken each semester of the major, student teams research, analyze, and present current public health issues based on Healthy People 2020 and the three core functions and ten essential services of public health.

1 newPHUN-430 Public Health Seminar 1 newPHUN-430 Public Health Seminar 1 newPHUN-430 Public Health Seminar 1 new

PHUN-491 Senior Thesis These courses form the senior capstone project and are final components of Culminating Undergraduate Experience in the final two semesters of the major. The project may be a research thesis or field experience with journal and reflection paper.

2 newPHUN-491 Senior Thesis 2 new

Table 2.9.3: Additional Required Core Courses for BSPH Majors

Catalog ID Title Description Hrs StatusPHUN-301

or

PHST-500

Statistical Models and Methods

Introduction to descriptive, graphical, and inferential statistical techniques: measures of central tendency and spread, histograms, boxplots, scatterplots, introduction to probability distributions, hypothesis testing, confidence intervals, analysis of variance, regression, correlation.

3 new

Introduction to Biostatistics


An introduction to descriptive and inferential statistics including descriptive methods and graphing, binomial and Gaussian probability theory, estimation, conference intervals, hypothesis testing, correlation, and regression.Taught at the graduate level.

3 existing

PHUN-420 Practice of Public Health

This course is an overview of public health practice. It is organized by the three core functions and ten basic services of public health, with a focus on public health interventions, policies, and evaluation.

3 new

PHUN-421 Lab for Practice of Public Health

This lab consists of active learning exercises designed to give students practical experience applying concepts taught in PHUN-420.

1 new

Table 2.9.4: Required Guided Elective Courses (“Selectives”) for BSPH and BAPH Majors

Catalog ID Title Description Hrs StatusSelective

orPHPB-501

-- Health behavior-related course 3 existing

Introduction to Health Behavior


This course reviews theoretical constructs of the causation of health-related behavior, including preventive, early diagnosis, treatment and rehabilitative behavior.Taught at the graduate level.

3 existing

Selectiveor

PHEH-500

-- Environmental health-related course 3 existing

Introduction to Environmental and Occupational Health


This course provides students with the basic concepts and principles of environmental health.Taught at the graduate level.

3 existing

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Table 2.9.5: Additional Required Guided Elective Courses (“Selectives”) for BSPH Major

Catalog ID Title Description Hrs Status

Selectiveor

PHPB-501

-- Health behavior-related course 3 existing

Introduction to Health Behavior


This course reviews theoretical constructs of the causation of health-related behavior, including preventive, early diagnosis, treatment and rehabilitative behavior.Taught at the graduate level.

3 existing

Selectiveor

PHEH-500

-- Environmental health-related course 3 existing

Introduction to Environmental and Occupational Health


This course provides students with the basic concepts and principles of environmental health.Taught at the graduate level.

3 existing

Selectiveor

PHMS-500

-- Health management-related course 3 existing

Introduction to Public Health and Administration


This course emphasizes the practical application of the principles of health care organizations to public health at the national, state and local levels.Taught at the graduate level.

3 existing

-- -- Ethics-related course 3 existing-- -- Economics-related course 3 existing-- -- Quantitative course 3 existing

2.9.d. A description of school policies and procedures regarding the capstone experience.The capstone experience is also called the Culminating Undergraduate Experience (CUE). A detailed description of the CUE as well as assessment criteria, policy and procedures regarding the CUE can be found here: http://louisville.edu/ideastoaction/what/cue and is summarized below.

Culminating Undergraduate Experience Defining Features

In its QEP, “Ideas to Action: Using Critical Thinking to Foster Student Learning and Community Engagement,” the University of Louisville outlined its intention to require every undergraduate to apply critical thinking skills in a culminating undergraduate experience such as a:

capstone course service learning project research project internship practicum student teaching semester

The defining features of a culminating undergraduate experience are that it:

1. Is undertaken after sufficient academic preparation e.g., after completion of at least 90 credits of coursework or key prerequisite courses.

2. Is part or all of an approved or accepted:a. credit-bearing course in the major orb. experience in the discipline/major(e.g., honors project or independent study).

The unit/department has the responsibility for designing the culminating undergraduate experience.

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http://louisville.edu/ideastoaction/what/cue


3. Provides the opportunity for demonstration of the student’s mastery of content, reflection on accumulated content and experiences, and the integration and application of critical thinking skills.

4. Addresses an authentic issue. Authenticity includes meaningful, real-world issues, problems or concerns that are relevant to the learner and the discipline and are shaped by practical constraints of time, space, or resources.

5. Incorporates ongoing, comprehensive feedback from students, faculty or others involved with the experience (which may include mid-term or final student evaluation, periodic review by department faculty, feedback from internship/practicum sites, or other assessment measures).

6. Results in an output that can be assessed by internal or external reviewers using evaluation criteria favored by the discipline. Examples of outputs include a paper, portfolio, or performance.

7. For the BAPH and BSPH degrees, the culminating undergraduate experience includes the following components: Seminar series, addressing the objectives of Healthy People 2020.

8. EITHER a field experience, addressing a relevant public health problem in the community and with mentorship from the field experience site, OR an authentic library-based research project, addressing a public health problem of the student’s choice.

Students who choose the field experience will be required to keep a journal, write a reflection paper and give a final presentation. Students who choose the library-based research project will have checkpoints and deadlines throughout the senior year, also culminating in a research paper and presentation to the faculty and peers. Thus all students will address an authentic issue, will receive feedback from mentors throughout the year, and will have output in both written and oral form which can be evaluated.

2.9.e. Assessment of the extent to which this criterion is met and an analysis of the school’s strengths, weaknesses and plans relating to this criterion.This criterion is met. The school has formulated a fully structured BS/BA degree program including a culminating experience supported by adequate resources.

Strengths The undergraduate degree proposal is currently under review by the Kentucky Council on

Postsecondary Education.

Weaknesses The degree program must undergo additional stages of review by designated university committees

prior to final approval.

Plans The target for implementation of the new undergraduate degree program is Fall 2013.

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2.10 Other Bachelors Degrees. If the school offers baccalaureate degrees in fields other than public health, students pursing them must be grounded in basic public health knowledge.The school does not offer baccalaureate degrees in fields other than public health.

2.10.a. Identification of other baccalaureate degrees offered by the school and a description of the requirements for each. The instructional matrix in Criterion 2.1.a may be referenced for this purpose.Not applicable.

2.10.b. Identification of the manner in which these curricula assure that students acquire a public health orientation. If this means is common across these degree programs, it need be described only once. If it varies by program, sufficient information must be provided to assess compliance by each program.Not applicable.

2.10.c. Assessment of the extent to which this criterion is met and an analysis of the school’s strengths, weaknesses and plans relating to this criterion.Not applicable.

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2.11 Academic Degrees. If the school also offers curricula for graduate academic degrees, students pursuing them shall obtain a broad introduction to public health, as well as an understanding about how their discipline-based specialization contributes to achieving the goals of public health.2.11.a. Identification of all academic degree programs, by degree and area of specialization. The instructional matrix in Criterion 2.1.a may be referenced for this purpose.Please see the instructional matrix in Section 2.1.a for a listing of academic degree programs.

2.11.b. Identification of the means by which the school assures that students in academic curricula acquire a public health orientation. If this means is common across the school, it need be described only once. If it varies by degree or program area, sufficient information must be provided to assess compliance by each.CEPH requires that all students in public health academic programs take the equivalent of three hours each in epidemiology and general public health. The epidemiology requirement is met by PHEP-501, Introduction to Epidemiology, for all academic degree programs except the MSc in Clinical Investigation Sciences, which uses PHCI-611, Introduction to Clinical Epidemiology. In order to provide a school-wide instructional opportunity in general public health for students in academic programs, students entering in Fall Semester 2013 or later will be required to take a three-hour co-curricular course (complementing but not part of the regular curriculum), PHMS-650-04 “Evolutionary Forces in Public Health”, for graduation from all SPHIS academic degree programs except the MSc in Clinical Investigation Sciences (see caveats regarding student waivers below).

The following process of satisfying the requirement is proposed:

Students entering in Fall Semester 2013 or later will be required to complete PHMS-650-04. Although PHMS-650-04 will be offered in Fall Semester 2012, students admitted for Fall 2012 and

currently matriculated in the school will not be required to take the course. Programs may require some or all students to attend regardless of this requirement based on needs

in their program of study. Waivers may be granted for certain students by some programs according to the following criteria:

o Students who have a BS/BA degree in public health from SPHIS or an MPH degree; or, o Students who have three years’ of experience working in public health, as defined by the

program.

2.11.c. Identification of the culminating experience required for each academic degree program. If this is common across the school’s academic degree programs, it need be described only once. If it varies by degree or program area, sufficient information must be provided to assess compliance by each.MS in EpidemiologyThe culminating experience for the MS program is the master’s thesis, which is required to be an original, written report that documents the student’s ability under mentorship to conceive and complete a defined research project that meets standards for peer-review presentation or publication in an epidemiologic forum.

MSc in Clinical Investigation SciencesA thesis or professional paper, based on original research conducted by the student, is required of a candidate for the degree of master of science in clinical investigation sciences. It is to be an original work of professional quality and a scholarly achievement that demonstrates the student’s thorough understanding of research techniques in clinical research and the ability to conduct independent research.

MS in Biostatistics-Decision ScienceTo successfully complete the M.S. degree, each student must successfully defend a master’s thesis on a topic approved by his or her major professor and thesis committee.

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PhD in Biostatistics with emphases on Bioinformatics and Decision ScienceIn order to complete the degree, a candidate must submit and successfully defend a dissertation on a topic approved by his or her major professor and the dissertation committee. Dissertation work may be started following successful completion of doctoral qualifying examinations.


A dissertation is required of a candidate for the degree of doctor of philosophy in public health sciences with a concentration in environmental health. It is to be a scholarly achievement in research, and should demonstrate a thorough understanding of research techniques in environmental health and the ability to conduct independent research.


The culminating experience for the PhD specialization is the dissertation, which is required to be an original, written report that documents the student’s ability to conceive and complete a defined research project that makes a clear contribution to scientific knowledge for a disease, health condition, or public health problem.


A dissertation is required of a candidate for the degree of doctor of philosophy in public health sciences with a concentration in health management. It is to be a scholarly achievement in research, and should demonstrate a thorough understanding of research techniques in health management and the ability to conduct independent research.


A dissertation, based on original research conducted by the student, is required of a candidate for the degree of doctor of philosophy in public health sciences with a concentration in health promotion. The dissertation is to be a scholarly achievement that demonstrates the student’s thorough understanding of research techniques in health promotion and the ability to conduct independent research.

2.11.d. Assessment of the extent to which this criterion is met and an analysis of the school’s strengths, weaknesses and plans relating to this criterion.This criterion is met. Academic degree programs already implemented have been fully described and are adequately supported.

Strengths SPHIS academic programs cover a broad spectrum of public health disciplines. Additionally, an

academic degree in clinical investigation sciences, primarily aimed at medical and dental professionals, has been in place for over a decade.


Plans An introduction to public health course will be required of all academic degree students without an

MPH or equivalent professional experience (with the exception of MSc in Clinical Investigation Science students) beginning in Fall 2013.

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2.12 Doctoral Degrees. The school shall offer at least three doctoral degree programs that are relevant to three of the five areas of basic public health knowledge.2.12.a. Identification of all doctoral programs offered by the school, by degree and area of specialization. The instructional matrix in Criterion 2.1.a may be referenced for this purpose. If the school is a new applicant and has graduates from only one doctoral program, a description of plans and a timetable for graduating students from the other two doctoral programs must be presented, with university documentation supporting the school’s projections.The school offers PhD programs in Biostatistics (with optional emphases on Bioinformatics and Decision Science) and in Public Health Sciences, with specializations in the following four disciplines of public health: Epidemiology, Environmental Health, Health Management and Health Promotion. These are shown in Table 2.1.2.

2.12.b. Description of specific support and resources available to doctoral students including traineeships, mentorship opportunities, etc.There are many resources for financial assistance available to students pursuing graduate study, including: scholarships, fellowships & grant opportunities; financial aid; and, university employment. The School of Interdisciplinary and Graduate Studies maintains a webpage to publicize these opportunities at http://graduate.louisville.edu/financial-support.html.

Mentorship

The PLAN (Professional Development / Life Skills / Academic Development / Networking) is a professional development initiative run by the School of Interdisciplinary and Graduate Studies (SIGS) that provides graduate students opportunities and resources for Professional development, Life skills, Academic development, and Networking skills. Mentoring is part of this development initiative. A kick-off event for this initiative was held on April 30, 2012. The Kick-Off event included conversations about mentoring practices through improvisational sketches, facilitated discussions, and interactions between graduate student and faculty attendees. The event was an opportunity for sharing resources and insights about mentoring to foster a “culture of mentorship” at the University, and bringing together both graduate students and established faculty mentors from across the departments is crucial to that goal. A mentorship program will continue as part of this initiative.

Additional information on PLAN may be found at http://graduate.louisville.edu/sigs/plan.

Graduate Research Assistants (GRAs) are students who devote 20 hours per week to assigned research projects within the school. SPHIS provides stipends, fringe benefits and tuition remission to these students, who are selected for academic excellence and agree to become GRAs. Since July 2009, a total of 25 students have served as full-time GRAs.

Table 2.12.1: Number of Graduate Research Assistants (GRAs) and Fellows

Category FY10 FY11 FY12Full-time GRAs 8 9 8Full-time paid fellows 2 8 8Grant-funded 8 8 16SPHIS-funded full-time GRAs 1 0 0SPHIS-funded tuition scholarships 26 27 21

2.12.c. Data on student progression through each of the school’s doctoral programs, to include the total number of students enrolled, number of students completing coursework and number of students in candidacy for each doctoral program. See CEPH Template 2.10.1.Table 2.12.2 Doctoral Student Data for Year 2009-10

Category BB EOHS EPH HMSS HPBS# newly admitted in 2009-10 5 2 9 2 2# currently enrolled (total) 3216 135 712 208 2912# completed coursework during 2009-10 5 1 2 3 3# advanced to candidacy (cumulative)6 3 1 2 0 3

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Category BB EOHS EPH HMSS HPBSduring 2009-10

# graduated in 2009-10 5 0 1 0 0

Table 2.12.3: Doctoral Student Data for Year 2010-11

Category BB EOHS EPH HMSS HPBS# newly admitted in 2010-11 9 0 6 2 0# currently enrolled (total) 2610 124 615 2110 3312# completed coursework during 2010-11 1 1 3 1 3# advanced to candidacy (cumulative)

during 2010-11 2 1 2 1 1

# graduated in 2010-11 2 0 0 0 2

Table 2.12.4: Doctoral Student Data for Year 2011-12

Category BB EOHS EPH HMSS HPBS# newly admitted in 2011-12 6 2 2 6 6# currently enrolled (total) 2112 84 1814 2115 1811# completed coursework during 2011-12 0 0 2 0 0# advanced to candidacy (cumulative)

during 2011-12 1 1 5 5 3

# graduated in 2011-12 4 1 2 0 2

2.12.d. Identification of specific coursework, for each degree, that is aimed at doctoral-level education.Table 2.12.5: Coursework Aimed at Doctoral Level Education

Program Sub Course ID Title CreditsBS PhD BI PHBI-751 High-Throughput Data Analysis 3

PHBI-752 Statistical Genetics 3PHST-675 Independent Study in Biostatistics 1-3PHST-691 Bayesian Statistics 3PHST-704 Mixed Effect Models and Longitudinal Data Analysis 3PHST-711 Advanced Statistical Computing II 3PHST-725 Design of Experiments 3PHST-780 Advanced Nonparametrics 3PHST-782 Generalized Linear Models 3PHST-785 Nonlinear Regression 3

Core PHST-703 Doctoral Practicum in Consulting 1-3PHST-710 Advanced Statistical Computing I 3PHST-762 Advanced Statistical Inference 3PHST-781 Advanced Linear Models 3

DS PHBI-751 High-Throughput Data Analysis 3PHBI-752 Statistical Genetics 3PHDA-690 Utility Theory and Assessment 3PHDA-701 Advanced Medical Decision Making 3PHDA-705 Statistical Methods for Cost-Effectiveness Analysis 3PHST-675 Independent Study in Biostatistics 1-3PHST-691 Bayesian Statistics 3PHST-704 Mixed Effect Models and Longitudinal Data Analysis 3PHST-711 Advanced Statistical Computing II 3PHST-724 Advanced Clinical Trials 3PHST-725 Design of Experiments 3PHST-782 Generalized Linear Models 3PHST-785 Nonlinear Regression 3

None PHBI-751 High-Throughput Data Analysis 3

6 Another appropriate milestone may be substituted, if Graduate School reporting makes formal advancement to candidacy difficult to track.

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Program Sub Course ID Title CreditsPHBI-752 Statistical Genetics 3PHDA-705 Statistical Methods for Cost-Effectiveness Analysis 3PHST-675 Independent Study in Biostatistics 1-3PHST-691 Bayesian Statistics 3PHST-704 Mixed Effect Models and Longitudinal Data Analysis 3PHST-711 Advanced Statistical Computing II 3PHST-724 Advanced Clinical Trials 3PHST-725 Design of Experiments 3PHST-780 Advanced Nonparametrics 3PHST-782 Generalized Linear Models 3PHST-783 Advanced Survival Analysis 3PHST-785 Nonlinear Regression 3

PHS PhD EH PHEH-640 Environmental Risk Assessment 3PHEH-750 Seminar 1 in Environmental and Occupational Health 1PHEH-751 Seminar 2 in Environmental and Occupational Health 1PHEH-752 Seminar 3 in Environmental and Occupational Health 1PHEH-753 Independent Study in Environmental and Occupational Health 1-3PHEP-620 Environmental and Occupational Epidemiology 3PHTX-601 Principles of Medical Pharmacology 3PHTX-607 Seminar in Genetics and Molecular Medicine 3PHTX-618 Topics in Pharmacology & Toxicology 3PHTX-630 Toxicology: Principles and Application 3PHTX-661 Molecular Mechanisms in Toxicology 3PHZB-605 Systemic Physiology I 3PHZB-611 Advanced Human Physiology 3

Epi PHBI-751 High-Throughput Data Analysis 3PHEP-750 Seminar in Epidemiology 3PHEP-750 Seminar in Epidemiology 3PHEP-750 Seminar in Epidemiology 3PHEP-778 Readings and Research in Epidemiology 1-3PHEP-778 Readings and Research in Epidemiology 1-3PHST-785 Nonlinear Regression 3PHTX-607 Seminar in Genetics and Molecular Medicine 3PHTX-618 Topics in Pharmacology & Toxicology 3PHTX-630 Toxicology: Principles and Application 3PHTX-661 Molecular Mechanisms in Toxicology 3PHZB-605 Systemic Physiology I 3PHZB-611 Advanced Human Physiology 3

HM PHMS-650-03

Advanced Topics in Health Management and Systems Sciences: Health Finance and Financial Management

3

PHMS-650-04

Advanced Topics in Health Management and Systems Sciences: Evolutionary Forces in Public Health

3

PHMS-650-05

Advanced Topics in Health Management and Systems Sciences: Health Policy and Analysis

3

PHMS-650-06

Advanced Topics in Health Management and Systems Sciences: Health Policy and Management

3

PHMS-650-07

Advanced Topics in Health Management and Systems Sciences: Health Processes and Systems

3

PHMS-702 Methods in Health Services and Outcomes Research 3PHMS-751 Seminar 1 in Public Health Management 1PHMS-752 Seminar 2 in Public Health Management 1PHMS-753 Seminar 3 in Public Health Management 1PHST-710 Advanced Statistical Computing I 3

HP PHMS-604 Legal and Bioethical Aspects of Public Health 3PHMS-655 Systems Thinking and Dynamic Modeling in Public Health 3PHPB-701 Theoretical Basis of Health Promotion 3PHPB-704 Psycho-Social Foundations of Health Decision Making 3PHPB-705 Community Organization and Health Policy Advocacy 3

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Program Sub Course ID Title CreditsPHPB-710 Community-Based Participatory Research 3PHPB-710 Community-Based Participatory Research 3PHPB-711 Qualitative Research Methods in Public Health 3PHPB-721 Health Promotion and Healthcare-Associated Infection 3PHPB-722 Health Risk Communication 3PHPB-724 Dissertation Methods Seminar 3PHPB-724 Dissertation Methods Seminar 3PHPB-727 Culture and Public Health 3PHPB-753 Independent Study in Health Promotion and Behavioral

Sciences1-3

PHST-630 Applied Statistical Methods 3PHST-725 Design of Experiments 3

2.12.e. Assessment of the extent to which this criterion is met and an analysis of the school’s strengths, weaknesses and plans relating to this criterion.This criterion is met. The school offers PhD programs in Biostatistics (with optional emphases on Bioinformatics and Decision Science) and in Public Health Sciences, with specializations in the following four disciplines of public health: Epidemiology, Environmental Health, Health Management and Health Promotion.

Strengths SPHIS offers doctoral degree programs in all five core areas of public health.


Plans Additional PhD/PHS concentrations will be considered as part of the Fall 2012 comprehensive

strategic planning process and in discussion with the new dean.

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2.13 Joint Degrees. If the school offers joint degree programs, the required curriculum for the professional public health degree shall be equivalent to that required for a separate public health degree.2.13.a. Identification of joint degree programs offered by the school. The instructional matrix in Criterion 2.1.a may be referenced for this purpose.The school currently offers three joint professional degrees, the MD-MPH, the Bachelors-MPH, and the MUP (Masters in Urban Planning)-MPH. These are shown in Table 2.1.2.

2.13.b. A list and description of how each joint degree program differs from the standard degree program. The school must explain the rationale for any credit sharing or substitution as well as the process for validating that the joint degree curriculum is equivalent.The requirements for the MPH components of the MD-MPH and the Bachelors-MPH degrees are the same as for the regular MPH degree of 47 credit hours. In the MD-MPH, no courses are cross-credited. In the Bachelors-MPH, the five core MPH courses that are taken as an undergraduate (at the graduate level) are cross-credited. For these joint programs, students have the options of selecting any of the five core areas for their concentration (Biostatistics, Health Behavior, Epidemiology, Health Management, or Environmental Health) or, if eligible, the individual track.

The MUP-MPH program is a dual program of two disciplines with a shared focus on the combination of public health and urban planning. The degree in each discipline, MUP in urban planning and MPH with a concentration in urban planning in public health, has specific requirements for the award of the degree, including coursework, practical experience, and integrating/capstone experience. Each degree is accredited by separate national accreditation bodies and the proposal for the degree was submitted to and approved by each accrediting body (CEPH for Public Health) prior to implementation. Students in the MUP-MPH program must concentrate in the area of urban planning in public health for the MPH portion of the degree. The design of the MUP-MPH program enables the student to meet the requirements for both degrees in three years by sharing 24 credit hours of coursework, thus accelerating the two degrees taken separately by two semesters.

Requirements for the MUP and MPH degrees are:

Successful completion of all core, practicum experience, and integrating experience coursework for the MPH degree

Completion of all deliverables for the practicum experience Minimum score of 80% on either of two tries of a comprehensive examination on MPH competencies

(part of PHPH-697 Integrating Learning and Experience in Public Health) or successful completion of remediation project (part of PHPH-601)

Coursework

71 total credit-hours:62 credit-hours of required coursework

18 credit hours of MPH core coursework21 credit hours of MUP core coursework6 credit hours of public health and urban planning core coursework (cross-credited)6 credit hours of combined MPH practicum and MUP internship experience (cross-credited)3 credit hours of MUP integrating experience8 credit hours of MPH integrating experience

9 credit-hours of elective coursework in public health and urban planning (cross-credited)

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The following table shows the breakdown of the credit hours between the MPH and the MUP programs.

Table 2.13.1: Application of Credit Hours in MUP-MPH Program

Coursework Area Dual MPH MUPMPH only 23 23 --MUP only 24 -- 24

Both 24 24 24Total 71 47 48

The cross-credited courses for the MUP-MPH are the following:

Public health and urban planning core coursework (6 credit hours) PHST-500 Introduction to Biostatistics (3 credit hours) (counts toward MUP as equivalent to

PLAN-602 Statistics for Public Affairs) PHPH-630 Geographic Information Systems in Public Health (3 credit hours) (counts toward MUP

as equivalent to PLAN-608 Geographic Information Systems)Combined MPH practicum and MUP internship experience (6 credit hours) PHPH-679 Public Health Practicum Experience (6 credit hours) (counts toward MUP as

equivalent to PLAN-649 Planning Internship)Elective coursework in public health and urban planning (9 credit hours) Electives must be selected from those listed in Table 2.13.2, below, which have been reviewed by

both programs and accepted as relevant in each program

Table 2.13.2: Cross-Credited Electives in MUP-MPH Program

Course # Course Title Credit-Hours

Urban Planning ElectivesPLAN-501 Urban Environmental Quality 3

Prerequisites: nonePLAN-616 Analytical Urban Geography 3

Prerequisites:· GEOG-328 Urban Geography· SOC-305 Urban Sociology· Consent of instructor

PLAN-617 Housing and Community Development 3Prerequisites: none

PLAN-618 Urban Demography 3Prerequisites: one of:· GEOG-328 Urban Geography· Consent of instructor

PLAN-619 Urban Geographic Information Systems Applications 3Prerequisites: One of:· PLAN-608 Geographic Information Systems· UPA-629 Geographic Information Systems· PHPH-630 Geographic Information Systems in Public Health

PLAN-620 Environmental Policy 3Prerequisites: none

PLAN-621 Urban Infrastructure 3Prerequisites: none

PLAN-622 Urban Design 3Prerequisites: none

PLAN-624 Urban Transportation Planning 3Prerequisites: One of:· ECON-605 Urban Economics· PADM-640 Urban Economics

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Course # Course Title Credit-Hours

· PLAN-603 Urban Economics· UPA-603 Urban Economics

Public Health ElectivesPHEH-620 Global Issues in Environmental Health 3

Prerequisites: MPH core coursework (see above)PHMS-615 Introduction to Health Systems 3

Prerequisites: MPH core coursework (see above)PHMS-655 Systems Thinking and Dynamic Modeling in Public Health 3

Prerequisites: MPH core coursework (see above)PHMS-607 Managing Healthy Communities 3

Prerequisites: MPH core coursework (see above)PHMS-761 Public Health and the Built Environment 3

Prerequisites: MPH core coursework (see above)PHPB-604 Health Decision and Risk Analysis 3

Prerequisites: MPH core coursework (see above)

2.13.c. Assessment of the extent to which this criterion is met and an analysis of the school’s strengths, weaknesses and plans relating to this criterion.This criterion is met. All joint degree programs have been fully described, along with any differences from standard degree programs.

Strengths SPHIS now offers three joint degrees. The coursework requirements for the Bachelors-MPH and MD-MPH degrees are identical to those of

the standalone MPH degree. The MUP-MPH offers an MPH concentration area in urban planning in public health with the first

student enrolling in the fall of 2012.

Weaknesses There has been limited enrollment to date in the MD-MPH program. The Bachelors-MPH has not yet

enrolled students.

Plans The chairs and deans will examine the potential for new joint degree programs in response to

students’ interest.

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2.14 Distance Education or Executive Degree Programs. If the school offers degree programs using formats or methods other than students attending regular on-site course sessions spread over a standard term, these programs must a) be consistent with the mission of the school and within the school’s established areas of expertise; b) be guided by clearly articulated student learning outcomes that are rigorously evaluated; c) be subject to the same quality control processes that other degree programs in the school and university are; and d) provide planned and evaluated learning experiences that take into consideration and are responsive to the characteristics and needs of adult learners. If the school offers distance education or executive degree programs, it must provide needed support for these programs, including administrative, travel, communication and student services. The school must have an ongoing program to evaluate the academic effectiveness of the format, to assess learning methods and to systematically use this information to stimulate program improvements. The school must have processes in place through which it establishes that the student who registers in a distance education or correspondence education course or degree is the same student who participates in and completes the course or degree and receives the academic credit.2.14.a. Identification of all degree programs that are offered in a format other than regular, on-site course sessions spread over a standard term, including those offered in full or in part through distance education in which the instructor and student are separated in time or place or both. The instructional matrix in Criterion 2.1.a may be referenced for this purpose.The school does not offer degree programs using formats or methods other than students attending regular on-site course sessions spread over a standard term.

2.14.b. Description of the distance education or executive degree programs, including an explanation of the model or methods used, the school’s rationale for offering these programs, the manner in which it provides necessary administrative and student support services, the manner in which it monitors the academic rigor of the programs and their equivalence (or comparability) to other degree programs offered by the school, and the manner in which it evaluates the educational outcomes, as well as the format and methods.Not applicable.

2.14.c. Description of the processes that the school uses to verify that the student who registers in a distance education or correspondence education course or degree is the same student who participates in and completes the course or degree and receives the academic credit.Not applicable.

2.14.d. Assessment of the extent to which this criterion is met and an analysis of the school’s strengths, weaknesses and plans relating to this criterion.Not applicable.

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