A SELF-STUDY OF THE MASTER OF PUBLIC HEALTH … · 2016-08-02 · Department of Health Science...

Department of Health Science Master of Public Health in Community Health Education New Mexico State University 2010 Self-Study Document

September, 2010 of 124

A SELF-STUDY OF THE MASTER OF PUBLIC HEALTH (MPH) PROGRAM

NEW MEXICO STATE UNIVERSITY (NMSU)

SUBMITTED IN PARTIAL FULFILLMENT OF REQUIREMENTS FOR ACCREDITATION REVIEW

BY THE COUNCIL ON EDUCATION FOR PUBLIC HEALTH (CEPH)

Department of Health Science P.O. Box 30001, MSC 3HLS

Las Cruces, NM 88003-8001 Phone 505-646-4300

Fax 505-646-4343 Web site www.nmsu.edu/~hlthdpt

CONTACT:

Michael Young, Ph.D. Academic Department Head (Interim)

Email [email protected]

This document is posted on-line at http://www.nmsu.edu/~hlthdpt/documents/CEPH%202010.pdf (PDF version)

http://www.nmsu.edu/~hlthdpt/documents/CEPH%202010.docx (Word version)

http://www.nmsu.edu/~hlthdpt�

mailto:[email protected]�

http://www.nmsu.edu/~hlthdpt/documents/CEPH%202010.pdf�

http://www.nmsu.edu/~hlthdpt/documents/CEPH%202010.docx�



Table of Contents 1.0 The Public Health Program ................................................................................................................................... 7

1.1 Mission ..................................................................................................................................................... 7 1.2 Evaluation and Planning ......................................................................................................................... 10 1.3 Institutional Environment ...................................................................................................................... 17 1.4 Organization and Administration ........................................................................................................... 24 1.5 Governance ............................................................................................................................................ 28 1.6 Resources ............................................................................................................................................... 35

2.0 Instructional Programs ........................................................................................................................................ 41

2.1 Master of Public Health Degree ............................................................................................................. 41 2.2 Program Length ...................................................................................................................................... 42 2.3 Public Health Core Knowledge ............................................................................................................... 43 2.4 Practical Skills ......................................................................................................................................... 46 2.5 Culminating Experience ......................................................................................................................... 50 2.6 Required Competencies ......................................................................................................................... 51 2.7 Assessment Procedures ......................................................................................................................... 55 2.8 Academic Degrees .................................................................................................................................. 60 2.9 Doctoral Degrees ................................................................................................................................... 61 2.10 Joint Degrees ........................................................................................................................................ 61 2.11 Distance Education or Executive Degree Programs ............................................................................. 64

3.0 Creation, Application and Advancement of Knowledge ..................................................................................... 70

3.1 Research ................................................................................................................................................. 70 3.2 Service .................................................................................................................................................... 82 3.3 Workforce Development ....................................................................................................................... 93

4.0 Faculty, Staff and Students ................................................................................................................................. 97

4.1 Faculty Qualifications ............................................................................................................................. 97 4.2 Faculty Policies and Procedures ........................................................................................................... 103 4.3 Faculty and Staff Diversity ................................................................................................................... 106 4.4 Student Recruitment and Admissions ................................................................................................. 110 4.5 Student Diversity .................................................................................................................................. 114 4.6 Advising and Career Counseling ........................................................................................................... 120



Appendices

(Provided in a separate volume) APPENDIX A – MPH Student Handbook

http://www.nmsu.edu/~hlthdpt/documents/mphhandbook.pdf APPENDIX B - Department Formative and Summative Evaluation Forms APPENDIX C - MPH Application Review Form APPENDIX D - MPH Competency/Course Verification Matrix APPENDIX E – MPH Competency Assessment Checklist APPENDIX F – CEPH Interim report Dated August 4, 2005 APPENDIX G – Agenda for the Fall 2010 MPH New Student Orientation APPENDIX H - Field Experience Manual

http://www.nmsu.edu/~hlthdpt/documents/fe.pdf APPENDIX I - MPH Exit Interview and Self Assessment

http://www.nmsu.edu/~hlthdpt/documents/mphhandbook.pdf�

http://www.nmsu.edu/~hlthdpt/documents/fe.pdf�



Abbreviation List AACSB Association of Advance Collegiate Schools of Business AAHB American Academy of Health Behavior AAHPERD American Alliance for Health, Physical Education, Recreation, and Dance ADA Americans with Disabilities Act APA American Psychological Association APHA American Public Health Association ASHA American School Health Association BCH Bachelor of Community Health BEC Border Epidemiology and Environmental Health Center BHETC Border Health Education Training Center CACREP Council of Accreditation of Counseling and Related Educational Programs CDC Centers for Disease Control and Prevention CEPH Council for Education in Public Health CHE Community Health Education CHES Certified Health Education Specialist CHSS College of Health and Social Services MCHES Master Certified Health Education Specialist DE Distance Education DOH Department of Health EPA Environmental Protection Agency ESG Eta Sigma Gamma FT Full-time FTE Full Time Equivalent GPA Grade Point Average HC Head Count HRSA Health Resources and Services Administration HSS Health and Social Services ICT Information and Communications Technology IRB Institutional Review Board IUHPE International Union for Health Promotion and Education MPH Master of Public Health MPH/MSW Master of Public Health/Master of Social Work MPHSO Master of Public Health Student Organization MOU Memorandum of Understanding NA Not available NCHEC National Commission for Health Education Credentialing, Inc. NMPHA New Mexico Public Health Association NMSU New Mexico State University NIH National Institutes of Health OIE Office of Institutional Equity PDN Paso del Norte Foundation PT Part-time RPCV Returned Peace Corps Volunteers RWJF Robert Wood Johnson Foundation SAMHSA Substance Abuse and Mental Health Services Administration SoAHEC Southern Area Health Education Center SOPHE Society for Public Health Education SSSS Society for the Scientific Study of Sexuality



Preamble

New Mexico State University New Mexico State University (NMSU) is a comprehensive land-grant institution of higher learning and is ranked 28th in the nation (among all institutions without a medical school) by the National Science Foundation in research and development funding and is among only 4% of the colleges and universities classified by the Carnegie Foundation for the Advancement of teaching as a Research University-High Research Activity. NMSU is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. Rated as one of America's 100 Best College Buys for more than ten consecutive years, NMSU provides rich learning and living opportunities to students from all over the United States and countries world-wide. We strive to offer an environment where our students can "Live, Learn, and Thrive." The university was founded in 1888 as an agricultural college and preparatory school. Today it is a comprehensive university offering 87 bachelor’s, 51 master’s, and 21 doctoral degree programs, and is home to a dynamic and multicultural population of approximately 30,000 students of which 47% represent minority populations. NMSU is a NASA Space Grant College, a Hispanic-serving Institution, and is home to the only Honors College in New Mexico. The NMSU statewide system provides learning opportunities to a diverse population of students and community members at five campuses, a satellite learning center in Albuquerque, cooperative extension offices located in each of New Mexico's 33 counties, 13 research and science centers, and a virtual campus through distance education technology. NMSU’s estimated annual economic impact in New Mexico is $1 billion. The Master of Public Health program is administered by the Department of Health Science within the College of Health and Social Services. The other academic units within the college are the School of Nursing and the School of Social Work. The Southern Area Health Education Center (SoAHEC), the Border Epidemiology and Environmental Health Center (BEC), and the Southwest Institute for Health Disparities Research are also administratively housed within the college. The Department of Health Science Dr. Henry A. Lasch developed and founded the Health Science program and was responsible for requesting and receiving approval for an undergraduate degree in Health Science. His final contribution before retirement was to recommend and successfully obtain administrative approval to establish Health Science as a separate department in 1979. The health science program grew out of the Department of Health, Physical Education, and Recreation. Dr. John Savage and Ms. Jo Ann Hill were the first two faculty members hired to help deliver the program. Dr. Savage became the first head of the Department of Health Science, and the department became an integral part of the newly-formed College of Health and Social Services. Dr. Jeffrey Brandon became the second department head for Health Science (holding that position from 1989 through June 30, 1998). During these years the department’s undergraduate degree program was changed from one focused on preparing school health educators to one designed to meet the NCHEC entry-level competencies for health educators who work primarily in community settings. The 5-year strategic plan for Health Science developed in 1990 focused on: (1) securing program approval of the department’s Bachelor of Community Health SOPHE/AAHE Baccalaureate Program Approval Committee (SABPAC) by 1992 (met), (2) gaining NCHEC approval



to be a multiple event provider of Continuing Education Contact Hours for CHES by 1992 (met), and (3) developing and having approved through internal NMSU and external state levels a new Master of Public Health in Community Health Education by 1995 (met as approval of final level—Governor’s Board of Finance was obtained in fall, 1995 and the MPH program officially began in the Fall, 1996). A later objective became to secure CEPH accreditation by 2000 (also met under the leadership of the third Department of Health Science Head, Dr. Stephen Arnold). The department expanded its offerings in 2000 to include the Master of Public Health in Health Education. The department sought and received Council on Education for Public Health accreditation in 2003, and the university completed construction in 2004 of the current building that houses the College of Health and Social Services. In 2008 the department admitted the first cohort of online MPH students. The department currently has 11 faculty members who serve the 89 students in the on-campus and online MPH programs. Note to Site Visit Team We acknowledge that over the past four years the Department of Health Science has been in a leadership transition in which several interim department heads held leadership roles resulting in a lack of consistent leadership. A similar transitional period also occurred at the college level for two years until July 2009. These leadership transitions posed significant challenges for the program, but in spite of these challenges the Master of Public Health Program progressed and expanded. Fortunately, the leadership problems have most recently been addressed through the hires of Dr. Tilahun Adera as permanent dean for the college in July 2009 and Dr. Mark Kittleson as the new permanent department head for the Department of Health Science. Dr. Kittleson, a nationally renowned leader and scholar in his field, will assume his responsibility as Department Head on January 1, 2011. This permanent leadership should help establish the program on solid and stable ground and permit further growth and expansion in the years to come.



1.0 THE PUBLIC HEALTH PROGRAM

1.1 Mission. The program shall have a clearly formulated and publicly stated mission with supporting goals and objectives. The program shall foster the development of professional public health values, concepts and ethical practice.

1.1.a. A clear and concise mission statement for the program as a whole. To provide academic, professional, and service excellence in preparing community health education professionals who will demonstrate competent leadership, innovation, and technical expertise at local, state, national and international levels, with particular emphasis on border and rural health problems in communities along the U.S./Mexico border.

1.1.b. One or more goal statements for each major function by which the program intends to attain its mission, including instruction, research and service.

The MPH program at NMSU provides a learning environment that encourages the development of professional public health values, concepts, and ethical practices. It includes curricular elements that embrace diversity and cutting-edge methodologies for both on-campus and online learning environments. Education The primary purpose of the MPH program is to develop competent public health education practitioners who can assess client needs, develop theoretically sound programs to meet those needs, facilitate program implementation, and evaluate the successes of those programs. Related to the departmental and program mission statements the MPH program instructional goal is to: Goal 1: Prepare competent professionals who have the essential knowledge and skills for advanced public health education practice with diverse populations. Research A cornerstone of a professional program is the acquisition and dissemination of new knowledge. In that regard, the MPH program strives to develop and conduct ethically sound applied and practice-oriented research activities in community health, involving students whenever possible. The research goal of the MPH program is to: Goal 2: Conduct ethically and scientifically sound research/demonstration projects to promote, protect, improve, and/or restore the health of diverse populations. Service In keeping with the university’s mission as a land grant institution, the MPH program establishes and strengthens linkages while maintaining cooperative relationships between the MPH program and organizations and agencies throughout southern and rural New Mexico. In that regard, the MPH program has the following service-related goal:



Goal 3: Provide opportunities for graduate students and faculty to participate in service activities that benefit the university, communities in New Mexico, and professional associations throughout the southwest, the country and international venues.

1.1.c. A set of measurable objectives relating to each major function through which the program intends to achieve its goals of instruction, research and service.

Education Objectives The MPH program has established the following educational objectives, consistent with the program’s mission and goals. Objective 1: Ensure the number and diversity of students enrolling in and completing the MPH program matches that of the state’s baccalaureate rates

Objective 2: Develop students’ public health knowledge and skills as defined by the NCHEC Roles, Responsibilities and Competencies

Research Objective The MPH program has established the following research objectives, consistent with the program’s mission and goals. Objective 1: Enhance the research and scholarly productivity of program faculty Objective 2: Increase research opportunities for students Service Objective The MPH program has established the following service objective, consistent with the program’s mission and goals. Objective 1: Encourage faculty to participate in community professional service activities, including membership and leadership in public health organizations Objective 2: Encourage students to participate in community and professional service activities

1.1.d. A description of the manner in which mission, goals and objectives are developed, monitored and periodically revised and the manner in which they are made available to the public.

The development of the program’s current mission, goals, and objectives were initially developed as part of the 2003 accreditation review. Department faculty members reviewed these three program elements. This Departmental review served as a mechanism to modify mission goals and objectives through this self-study process. The review served as a mechanism to identify needed changes in the program/curriculum, i.e., new trends in professional practice, community/border health needs and threats. The program also has a standing external advisory board, comprised of 12 diverse health promotion professionals from the Southern/Central New Mexico region. Thus the current mission, goals, and objectives reflect the conversations and modifications since the last review. The mission statement provides the framework for the programmatic goals, and the objectives serve as the markers to guide program assessment.



Due to problems identified earlier, the program has not engaged in a comprehensive monitoring system since 2006. As a result of the self-study process, however, faculty members have made a concerted, coordinated effort to respond to this need. The system will be described in more detail later, but monitoring occurs through annual faculty evaluations, student performance in classes, commentary from students in exit questionnaires completed by graduating students, through community based evaluations from the program’s External Advisory Board, and through feedback provided to the program from the MPH field experience preceptors. The program also has an Internal MPH Advisory Committee that includes faculty and a student representative. This group discusses numerous issues related to the MPH program as they arise, from faculty, students, or external stakeholders. As a result of these discussions, courses, learning activities, field experience, and comprehensive examination are modified as needed. The mission, goals, and objectives are posted on the department web site and included in the MPH Student Handbook (See Appendix A), along with the expected NCHEC competencies. All incoming students are provided a hard copy of the MPH Student Handbook when they attend the required new student orientation at the beginning of the fall semester. All new advisory board members are given a copy of the handbook as well.

1.1.e. A statement of values that guide the program, with a description of how the values are determined and operationalized.

The MPH program, specifically its mission, goals, objectives, and curricular elements, is grounded in a set of core values that reflect the importance of health to the citizens of the southwest border region. We believe: • Good health, and the quality of life that it brings, is essential to human existence. • New Mexico’s proximity to the Mexico border means that public health practice in South - Central New

Mexico has international and multicultural implications. • Public health education can improve health status and reduce health disparities in the Southern New Mexico

region. These values are reflected in the course content and other program elements used to train students. These elements include community based training activities, course exercises (service learning), faculty and student research interests, field experience placements, and academic minor study areas. These values are demonstrated through the academic and professional activities of the faculty. For example, the MPH faculty members have close linkages and working relationships with the Paso Del Norte Health Foundation in El Paso. MPH faculty have planned and delivered programs and conducted research activities supported by grant funding provided by the foundation. Dr. Jeffrey Brandon was appointed by President Clinton to serve as an inaugural member (2000-2003), of the U.S.- Mexico Border Health Commission. Since 2008, he has served on its Expert Panel for Research on the Border. These values are also reflected in the MPH curriculum, including the U.S/Mexico Border Health Minor.

1.1.f. Assessment of the extent to which this criterion is met.

This criterion is met. The program has a well-developed mission statement that serves as a foundation for the formulation of values, goals, and measureable program objectives. The MPH curriculum and supporting program components reflect the values and objectives of the program.



1.2 Evaluation and Planning. The program shall have an explicit process for evaluating and monitoring its overall efforts against its mission, goals and objectives; for assessing the program’s effectiveness in serving its various constituencies; and for planning to achieve its mission in the future.

1.2.a. Description of the evaluation procedures and planning processes used by the program, including an explanation of how constituent groups are involved in these processes.

There are number of assessment and review strategies used by program faculty to review student performance and other program components in light of our stated goals and objectives. See Table 1.2.a. The current goals, objectives, and outcome measures were developed and ratified as part of the current self-study process. More detailed information regarding assessment measures follows the table. Please see table that follows:



Table 1.2.a. MPH Program Goals and Objectives

Student Admission Mr. Robert Nosbisch, the College’s Education Outreach Coordinator has conducted much of the program’s recruitment through presentations and/or displays at regional and national conferences and meetings. Faculty members also recruit applicants at professional meetings and via their personal professional networks with colleagues across the country. In 2007, the department began accepting applications for the online MPH program. Applicants to the MPH program were required to designate their application as either for the on

Education Goal: Prepare competent professionals who have the essential knowledge and skills for advanced public health education practice with diverse populations.

Objectives Measures • Ensure the number and diversity of students enrolling in

and completing the MPH program matches that of the state’s baccalaureate rates

• Annual review of the proportion of diverse students enrolled into the MPH program (online and on-campus)

• Annual review of the proportion of diverse students who complete the MPH program (online and on-campus)

• Develop students’ public health knowledge and skills as defined by the NCHEC Roles, Responsibilities and Competencies

• Review of students’ GPA > 3.0 in core curriculum courses every semester

• Review of pass rates on written and oral final examinations (thesis or non thesis option) every semester

• Annual review of number of students who complete their field experience placements at regional, state, national and international sites with a grade of A or B

Research Goal: Conduct ethically and scientifically sound research/demonstration projects to protect, improve, and/or restore the health of diverse populations.

Objectives Measures • Enhance the research and scholarly productivity of

program faculty

• Annual review of the number of publications by faculty • Annual review of the number of scholarly presentations by faculty

at local/regional/state and national/international level • Annual review of the number of grants secured by faculty

• Increase research opportunities for students

• Annual review of the number of students who complete a thesis • Annual review of the number of scholarly presentations co-

authored by students and faculty at local/regional/state and national/international level

Service Goal: Engage in service activities that benefit the university, communities in the New Mexico region, and professional associations throughout the southwest, the country and international venues

Objectives Measures • Encourage faculty to participate in community and

professional service activities, including membership and leadership in public health organizations

• Annual review of faculty membership on committees and boards of regional and national public health associations, organizations, and agencies

• Annual review of faculty leadership on boards of regional and national public health associations, organizations, and agencies

• Encourage students to participate in community and professional service activities

• Annual review of student service records provided by appropriate student organizations (ASNMSU, MPHSO, Eta Sigma Gamma) and field experience coordinator



campus or for the online program. Beginning with the 2008-application year, the program also required the submission of a GRE score as part of their application process. Applications are reviewed in March for fall admission only. The program has two application review committees, one for the on-campus program, one for the online program. Both review committees assess applicants using the same criteria and scoring rubric. (See Appendix C, MPH Application Review Form). Student Performance Student performance is evaluated in every course throughout the MPH program. Instruction in all required courses is guided by measureable learning objectives that are related to the NCHEC entry level and advanced Level 1 competencies. Program faculty chose entry-level competencies as the measure for student performance because some students entering the program do not have public health experience or an undergraduate degree in public health or a related area. Each student is required to complete a semester long field experience to demonstrate learned knowledge and skills. Students are evaluated by the agency preceptor, and their performance is verified by the field experience coordinator. Each student must also complete a written and oral response to a comprehensive examination prepared by the student’s examination committee. At least one question in this written examination must cover content from at least one of the public health core areas. Faculty created a matrix (MPH Competency/Course Verification Matrix) and matched competencies to their course content (See Appendix D). In a formative sense, we are thus able to assure that competencies will be covered in specific courses within the curriculum. Faculty members continue to evaluate their course curriculum each semester taught. Faculty also created an assessment instrument, the MPH Competency Assessment Checklist (See Appendix E) that will be used to assess student competency upon entry into the program. We also will use the instrument as a student self-assessment during the semester they are to graduate. Beginning with the 2010-2011 academic year, students will respond to the MPH Competency Assessment Checklist as a part of comprehensive exams. Faculty Performance By NMSU policy, faculty evaluations include performance assessment for the calendar year. Every year each faculty member is required to submit a completed summative evaluation. This evaluation is a measure of the faculty member’s accomplishments related to the teaching, research and service performance goals approved by the department head in the formative evaluation at the beginning of each evaluation period (See Appendix B for department formative and summative evaluation forms). In addition, senior members of the departmental promotion and tenure committee annually evaluate all MPH core faculty members below the rank of full professor. Using the materials presented in the evaluation dossier, the committee formulates a summary recommendation to the department head that includes the committee’s evaluation of annual performance and an assessment of progress toward tenure and/or promotion. Faculty performance - Instruction. All MPH courses are evaluated on the quality of instruction using student evaluations of instruction at the end of each semester. The evaluation summaries for each instructor’s class are presented to the instructor and a copy is kept on file in the department. The Competency/Course Verification Matrix, referenced below and included in Appendix D is compared with course syllabi to assure that the particular competencies are covered during the course. Another measure of faculty performance occurs when students are asked to evaluate the level of satisfaction with their program as part of an exit interview process prior to graduation. Students are also asked to comment on the quality of the advisement they received during their program. The program is interested in a system that includes peer-review of instruction. Faculty members are in agreement that peer review of instruction should be a component of teaching evaluation, but this activity has not been implemented due to



the lack of permanence in department leadership. Indirect measures of instruction include the evaluation of student performance at the conclusion of each field experience by field experience community preceptors. Also, each student’s performance on the culminating comprehensive examination is a reflection of the knowledge and skills acquired during the program. Faculty Performance – Scholarly Productivity. Each year, faculty members present their annual scholarly accomplishments as part of the annual evaluation process. The department head reviews these products and provides feedback to faculty during this evaluation process. A part of this process requires the department head to provide the dean with an annual summary of the department’s scholarly productivity, research activities, and external funding. Faculty are expected, but not required to engage in grant-writing activities. Faculty Performance – Service. Faculty service activities are evaluated as part of the annual faculty evaluation. NMSU expects faculty to engage in service activities on behalf of the department, college, and university as opportunities and needs arise. Moreover, faculty members are expected to participate in community outreach activities, and serve the profession in local, regional, or national capacities. Community Health Needs Community activities are another form of evaluation, and they help shape curricular elements and projects used to develop student knowledge and skills. The program collects data on community needs from a number of sources. Foremost is the information that comes from faculty as result of their community service activities. Another source of data is student field experiences. Each student is evaluated by their agency preceptor, and the field experience supervisor.

1.2.b. Description of how the results of evaluation and planning are regularly used to enhance the quality of programs and activities.

In the past, the department head reviewed data from the array of evaluation strategies for each of the above three categories. Depending on the data, the information was brought to our monthly faculty meetings or the concerns/issues were directed to the Internal MPH Advisory Committee for policy/procedure development. From that committee, the issues were directed to a faculty meeting or moved directly to the department curriculum committee before ratification by faculty at a faculty meeting. On an ongoing basis, program components are modified or developed using the evaluation data. Student competencies were evaluated via performance in courses, field experience accomplishments, as reported by the field experience preceptor, and validated by the field experience coordinator. In instances where data relate to faculty performance, the information is used by the department head to provide feedback directly to individual faculty members in an effort to enhance performance.

1.2.c. Identification of outcome measures that the program uses to monitor its effectiveness in meeting its mission, goals and objectives. Target levels should be defined and data regarding the program’s performance must be provided for each of the last three years.

Given the state of administrative affairs within the department over the past five years, there are limited formal data collection procedures in place. Rather, the assessments were conducted in an informal manner by graduate



school reports, reviewing department documents, and student files. As an integral part of this self-study, program faculty have revised the program goals and objectives, and defined specific outcome measures for assessing the degree to which objectives are met. In that regard, we have also created an evaluation model that is in place for this academic year (See Table 1.2). For many of the evaluation measures, we have developed data gathering procedures and created instruments to obtain the data. Some of the instruments have been piloted, and the appropriate procedures are being activated during this academic year. Table 1.2.c.1 Education Outcome Measures, Targets, and Program Performance Data Outcome Measure Target 2007-2008 2008-2009 2009-2010 1. Proportion of ethnically and minority

diverse students enrolled into the MPH program (online and on-campus)

Maintain or increase from baseline 59% 56% 58%

2. Pass rates on written and oral final examinations (thesis or non thesis option)

100% 100% 100% 100%

3. Number of students who complete their field experience with a grade of A or B

90% 100% 84% 100%

4. Proportion of ethnically and minority diverse students who complete the MPH program (online and on-campus)

Maintain or increase from baseline of 60% 60% 68% *N/A

5. Students’ GPA > 3.0 in MPH courses 100% 100% 100% 100%

*N/A: 2009-2010 data not available yet Table 1.2.c.2 Research Outcome Measures, Targets, and Program Performance Data Outcome Measure Target 2007-2008 2008-2009 2009-2010 1. Number of publications by program

faculty

Maintain or increase from baseline of 7

7 (2007)

8 (2008)

15 (2009 & 2010)

2. Number of scholarly presentations by faculty at local/regional/state and national/international level


39 (2007)

30 (2008)

44 (2009 & 2010)

3. Number of grants secured by faculty Maintain or increase 13

(2007) 12

(2008) *N/A

4. Number of scholarly presentations co-authored by students and faculty at regional, state, national and international conferences


2 (2007)

2 (2008)

13 (2009 & 2010)

5. Number of students who complete a thesis

Maintain or Increase from baseline of 2

2 2 1



Table 1.2.c.3 Service Outcome Measures, Targets, and Program Performance Data Outcome Measure Target 2007-2008 2008-2009 2009-2010 1. Proportion of faculty membership on

committees and boards of regional and national public health associations, organizations, and agencies

100% 100% 100% 100%

2. Proportion of faculty leadership on boards of regional and national public health associations, organizations, and agencies

50% 60% 60% 70%

1.2.d. An analytical self-study document that provides a qualitative and quantitative assessment of how the program achieves its mission, goals and objectives and meets all accreditation criteria, including a candid assessment of strengths and weaknesses in terms of the program’s performance against the accreditation criteria.

We have completed the self-study process. As a result of the study, we believe we meet the requisite criteria for reaccreditation, but at the same time, we are cognizant of our programmatic weaknesses, and realize that it will take some time to revise/develop the infrastructure necessary to return to full compliance. In 2008 we hired two new faculty members. We have additional searches pending for two other faculty members. The searches were initiated, but in light of the economic downturn, NMSU administration has placed a freeze on those one of those two positions. There is now active searches for a biostatistician and a second faculty member who will teach, recruit, and advise for the online MPH program. Additionally, on September 17, 2010, the Dean announced that Dr. Mark Kittleson will be joining the Department of Health Science as Professor and Academic Department Head. He will begin duties on January 1, 2011. Program Strengths • We have a good complement of faculty. They are well prepared by virtue of training and experience to

deliver the curriculum. • We have a permanent Dean who is committed to college and departmental excellence • Up to this point the program has been financially sound. • Our online program is going well. All of our student admission numbers are good, and we are doing a good

of job of recruiting and enrolling strong students. • Both the undergraduate and graduate programs are growing. • We have a curriculum that is sound and serves the needs of the students • Our instructional facilities are very good. The auditorium addition to the HHS building, completed just in

time for the fall 2010 semester, seats 125 students and, like our other classroom facilities is equipped with state of the art audio-visual equipment.

• We have just hired a new Academic Department Head, and we have two other faculty searches in progress. Program Weaknesses • We need to fill a number of vacated faculty lines. • The program is formalizing a solid evaluation scheme to assess goals, objectives, and program outcomes, but

in a number of instances data are not yet available.



• The program does not have data on alumni and employer satisfaction. We are already aware of this and are now developing new processes to collect the necessary data.

• Not all of our data bases were maintained during 2006-2009. Some of the data we present were pulled from departmental files and individual faculty records and notes.

• Overall, the program’s scholarly productivity and grant activity is not at the desired level, but is progressing. • Research opportunities for graduate students are limited. • We need to enhance our mentoring of students into the profession. • Faculty professional leadership activities could include more service at the national level.

1.2.e. An analysis of the program’s responses to recommendations in the last accreditation report (if any). We believe that concerns articulated in the last accreditation report have been addressed in previous reports. Specifically, the department was asked to revise Criterion I and submit an interim report containing the revision. This report was sent to CEPH on August 4, 2005. (See Appendix F)

1.2.f. A description of the manner in which the self-study document was developed, including effective opportunities for input by important program constituents, including institutional officers, administrative staff, teaching faculty, students, alumni and representatives of the public health community.

Department administration decided to involve the entire MPH faculty in the self-study to facilitate a more transparent process. Involving faculty in the process also provided the committee members an opportunity to develop an investment in program activities. Dr. James Robinson was named Self-study coordinator and tasked to direct the project. In early September 2008, Dr. Robinson and Interim Department Head, Dr. Steve Arnold, met to initially assign faculty to specific criteria according to each faculty member’s level of expertise/experience with the assigned area. Following the discussion, faculty received their self-study writing assignments. During the semester the self-study committee members met frequently to discuss the self-study and to present their written material for their assigned sections and to provide additional assistance. For the most part all faculty members attended these meetings. The drafts of different sections were open for comment from the group and were modified as needed. The self-study process was presented to the External MPH Advisory Committee in their spring 2010 meeting. Comments were solicited from the Advisory Board members present at that time. Department and college staff were involved in the self-study process as well. One member of the self - study committee was hired in 2009 to develop an MPH program student data base. She was responsible for organizing data and providing information necessary to complete many of the templates in this self-study. Institutional officers outside the colleges were not involved in the actual self-study process, but they were informed of the accreditation review. They also authorized the financial support for the accreditation process. The CHSS Dean has taken an active role in supporting the self-study process, as have the associate deans in the college. Student groups provided commentary on the MPH program and their input was incorporated in this document. During the spring 2010 semester a student representative was named to the self-study committee. We will continue with student representation in this process through the site visit this fall. Every faculty member played a role in the preparation of this self-study. The criteria were divided among the faculty, and each person was responsible for the initial draft of this document. The faculty received the comments from the CEPH external reviewers of the self-study draft. To develop this final document, faculty worked individually, in small groups, and met as a committee of the whole to fully address CEPH criteria and



reviewers’ concerns. Information regarding faculty assignments will be available in the Resource File.

1.2.g. Assessment of the extent to which this criterion is met. This criterion is met with commentary. While the department currently has hard copy information that allowed us to compile some information on program goals and objectives, data points for faculty performance, and student preparation, we are without a comprehensive uniform data collection and reporting system. We have created and introduced a permanent data collection system, based on the objectives and measures reported above. It is now necessary for the program to implement the system so we can manage and monitor all necessary requirements. 1.3 Institutional Environment. The program shall be an integral part of an accredited institution of higher education.

1.3.a. A brief description of the institution in which the program is located, along with the names of accrediting bodies (other than CEPH) to which the institution responds.

New Mexico State University is the state’s land grant institution, and it is also designated as a NASA Space Grant College. The university’s 1215 faculty and 3360 staff serve approximately 18,500 students, 41% of whom are Hispanic. New Mexico State University is fully accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. The university’s accreditation was fully renewed in 2008. The university will be reviewed for reaccreditation in 2018. According to the 2009-2010 NMSU Graduate Catalog, the accredited graduate programs in each college were as follows: College of Agricultural, Consumer and Environmental Sciences The Department of Animal and Range Sciences is accredited by the Society for Range Management. College of Arts and Sciences The Department of Chemistry and Biochemistry is accredited by the American Chemical Society. The Master of Public Administration program in the Department of Government is accredited by the National Association of Schools of Public Affairs and Administration. Music curricula in the Department of Music are accredited by the National Association of Schools of Music. College of Business The baccalaureate and graduate degree programs in business and accounting are accredited by AACSB International, The Association to Advance Collegiate Schools of Business. College of Education The College of Education is accredited by the New Mexico Public Education Department. The Communication Disorders Program within the Department of Special Education and Communication Disorders is accredited by the American Speech-Language-and Hearing Association. The Counseling Psychology Doctorate Program within the Department of Counseling and Educational Psychology is accredited by the American Psychological Association (APA). The Master of Arts in Counseling and Guidance is accredited by the Council of Accreditation of Counseling and



Related Educational programs (CACREP). NMSU’s teacher preparation program was accredited in 1962 by the National Council for the Accreditation of Teacher Education. This program involves several colleges and is directed by the College of Education. College of Engineering The Accreditation Board for Engineering and Technology has accredited baccalaureate degree curricula in chemical, civil, electrical, geological, industrial, mechanical and surveying engineering, and for the bachelor and associate degree programs in civil, electronic, and mechanical engineering technology. College of Health and Social Services The Master of Public Health (MPH) in Community Health Education, Department of Health Science, is accredited by the Council on Education for Public Health. The Department of Nursing Graduate Program is accredited by the Commission on Collegiate Nursing Education. The School of Social Work is accredited by the Council on Social Work Education.

1.3.b. One or more organizational charts of the university indicating the program’s relationship to the other components of the institution, including reporting lines.

Please see the three organizational charts which follow:



Figure 1.3.b.1 Organizational Structure of New Mexico State University



Figure 1.3.b.2 Organizational Chart for the College of Health and Social Services



Figure 1.3.b.3 Organizational Chart for the Department of Health Science



1.3.c. A brief description of the university practices regarding:

– lines of accountability, including access to higher-level university officials

As with other academic institutions, students, faculty, and staff have access to upper level university administrators, however, protocol must be followed when accessing administration. MPH Program faculty members are expected to follow lines of authority. The department head has delegated MPH program oversight authority to the graduate coordinator. The graduate coordinator has department head signature authority on matters related to student petitions grade appeals, student study plans, and registration activities. In matters described in the NMSU policy manual that call for department head action, the department head has the prerogative of handling the matter or delegating it to the graduate coordinator. Matters that require a second level of review such as grant activities or student appeals may be referred from the department to the appropriate associate dean of the college, i.e., research activities, grants, and IRB matters are referred to the associate dean for research; academic and student-related matters go to the associate dean for academics. When appropriate and necessary, matters may be discussed with, or forwarded to, the CHSS Dean. If necessary, the Dean will take matters to the appropriate university administrator. The same holds true for MPH students with respect to academic grievances, grade changes, etc. Students who have concerns regarding grades, course materials/assignments, or access to faculty are expected to first take their concerns to the appropriate faculty member or academic advisor. If the student concerns are not addressed satisfactorily, the student may then discuss the matter with the department head or graduate coordinator. All faculty, staff, and students have access to the Office of Institutional Equity (OIE). OIE investigates cases of alleged civil rights violations including sexual harassment, discrimination, ADA issues, etc. The department head retains authority with respect to all financial matters of the program. This includes faculty evaluation, personnel searches and hires, and matters of curriculum change recommended by the MPH curriculum committee.

– prerogatives extended to academic units regarding names, titles and internal organization Colleges have prerogatives regarding internal organizational structure, and titles of academic units. The exercise of these prerogatives is dependent upon appropriate justification to gain administrative approval. In fact, at the time of this writing there are name changes pending for the department and the college. The changes have been approved at the college level and have tacit approval from upper administration. Board of Regents approval is currently pending. The new names should be ratified by the time of the CEPH site visit Our newly-hired College Dean, Dr. Tilahun Adera, created the current organizational structure within the college. See Figure 1.3.b.2.

– budgeting and resource allocation, including budget negotiations, indirect cost recoveries, distribution of tuition and fees, and support for fund-raising

Departments submit their budget requests late in the fall semester. The Department of Health Science operates with a single budget system, i.e., the department does not maintain one budget for the undergraduate program and another for the MPH program. Budget requests are reviewed by the dean’s office and combined with requests from the other units in the College to prepare the college request for the Vice President for Business



and Finance. NMSU’s upper administration takes the budget requests to the state legislature in Santa Fe for review and negotiations. Due to financial shortfalls at the state level this year, the university sought and received approval from the Board of Regents to approve a local campus tuition increase for fall 2010. At the present time, the department’s faculty and administrative salaries come from state allocations; the department’s operating funds come from indirect cost recovery from funded projects within the College. The University collects all indirect cost recovery and salary savings dollars that result from grant activities. The University returns 45% of the indirect costs to the College. The College typically returns 50% to the originating department. The college has a development officer who is responsible for generating external gifts for the college and/or HSS units. She works with alumni, foundations and private donors.

– personnel recruitment, selection and advancement, including faculty and staff Recruitment for faculty and department head positions are conducted according to the policies and procedures set forth in the NMSU policy manual, specifically Chapter 5 – Faculty Policies. Faculty advancement in rank and tenure are guided by NMSU policy and carried out at the department level in accordance with departmental procedures. See http://nmsu.edu/manual/documents/07-29-09-policy-manual-final51410.pdf

– academic standards and policies, including establishment and oversight of curricula MPH curricular changes, and program policies are initiated in the HLS Curriculum Committee, modified and/or ratified by MPH faculty, and referred to the department head for approval. If the department head approves, the matter is sent to the college curriculum committee. Major changes, such as name changes, and program additions or deletions, and course change forms that are approved by the college curriculum committee are sent to the NMSU Associate Dean’s Council for approval and posting to the university master course file. See Chapter 6, section 6.35 of the NMSU Policy Manual: http://nmsu.edu/manual/documents/07-29-09-policy-manual-final51410.pdf

1.3.d. If a collaborative program, descriptions of all participating institutions and delineation of their relationships to the program.

Not applicable.

1.3.e. If a collaborative program, a copy of the formal written agreement that establishes the rights and obligations of the participating universities in regard to the program’s operation.

Not applicable.

1.3.f. Assessment of the extent to which this criterion is met. This criterion is met. The MPH program is located within an organized and recognized department within the College of Health and Social Services. The Department of Health Science administers the MPH program and has equal standing with the other units in the college, and has the faculty and financial resources to support the online and on-campus MPH programs.

http://nmsu.edu/manual/documents/07-29-09-policy-manual-final51410.pdf�





1.4 Organization and Administration. The program shall provide an organizational setting conducive to teaching and learning, research and service. The organizational setting shall facilitate interdisciplinary communication, cooperation and collaboration. The organizational structure shall effectively support the work of the program’s constituents.

1.4.a. One or more organizational charts showing the administrative organization of the program, indicating relationships among its component offices or other administrative units and its relationship to higher-level departments, schools and divisions.

Please see Figure 1.3.b.1 Organizational Structure of New Mexico State University, Figure 1.3.b.2 Organizational Chart for the College of Health and Social Services, and Figure 1.3.b.3 Organizational Chart for the Department of Health Science. Two positions on the organization are currently vacant and other is filled by an interim person. Our academic advisor resigned this summer to take a position at Oregon State University. A recent MPH/MSW graduate who works in the Departmental office is covering the advising position, assisted by the Associate Dean for Academics and the BCH Coordinator.We have conducted a search, but have not yet filled the position. The Director of SoAHEC resigned in July. His position is filled by an interim person. We will do a search this fall. The person responsible for recruiting and advising for the online MPH program resigned at the end of August. We will also be searching this fall for a replacement. Currently his responsibilities are covered by another faculty member serving in an interim capacity, and the Department’s graduate coordinator.

1.4.b. Description of the roles and responsibilities of major units in the organizational chart. Academic Department Head The Academic Department Head has supervisory authority over all employees within the department and is responsible for all the department’s academic and fiscal affairs. The roles and responsibilities for department heads are described in the New Mexico State University Policy Manual, http://nmsu.edu/manual/documents/nmsu-policy-manual072010links.pdf, specifically section 5.45.20. The following responsibilities of the department head are to be accomplished, insofar as possible, within budget and policy restraints. • The department head is expected to be the academic leader of the departmental faculty. The department

head is responsible for ensuring highly qualified faculty members are employed. Also, the department head ensures that official transcripts, including highest degree earned, are obtained for every new faculty member's official personnel file (routed through the Office of the Executive Vice President and Provost). Insofar as possible, the kind of atmosphere in which the faculty can do their best work in teaching, research, and service should be maintained.

• Leadership of the faculty implies working closely with the faculty on the development and sustenance of

departmental courses and the stimulation and encouragement of faculty development. A performance evaluation of each faculty member will be carried out at least once a year and should be made in the positive vein of professional development. Evaluation of the progress of tenure-track faculty should be made in consultation with senior department faculty and in accordance with the highest national standards

http://nmsu.edu/manual/documents/nmsu-policy-manual072010links.pdf�



of faculty performance. • The department head is responsible for encouraging the national and international professional contacts of

the faculty within the constraints of the departmental budget. This implies appropriate travel and bringing well-known professionals to the campus.

• The department head has no more important task than ensuring teaching excellence. Encouragement and

support of good teaching must be given to faculty, especially new faculty. Copies of current syllabi will be maintained in the department head’s office. The department head is responsible for ensuring an effective departmental evaluation of teaching, and for advisement of student departmental majors.

• The department head must ensure the effective administration of the department, including keeping the

faculty fully informed of department, college, and university matters. Routine and special reports, including grade reports and other matters, must be handled accurately and on time. Effective supervision and development of the department budget is important. The department head will keep the faculty informed on budgetary matters. All research and program contracts should be carefully supervised, both for fiscal integrity and academic appropriateness.

• The department head is expected to be an advocate of the department, yet at the same time appreciate the

concerns and priorities of the college and university. The most important department activities in the development of faculty, programs, research, and service are done in close partnership with the office of the Dean of the College.

• The department head is responsible to the Dean of the College for all the activities of the department. The Dean should be kept apprised of all department activities and problems.

• The department head is responsible for ensuring that department, college, and university regulations are

enforced. • The department head will inform the search committee chair if an underutilization memorandum is received

from the Office of the Executive Vice President and Provost for purposes of meeting affirmative action goals. The Search Committee Handbook will be provided to the search committee chair by the department head for tenure-track faculty positions

• Supervision of Graduate Assistants: Graduate assistants are recommended for appointment by the

department head. The appointment requires approval of the college and graduate dean. Three letters of recommendation are required for the approval. Specific orientation and training of graduate assistants are the responsibilities of the department head. Graduate assistants work under the close supervision of faculty. The policy on academic freedom does not apply to the service expected of graduate assistants. The assignment of teaching duties to graduate assistants is the responsibility of the department head.

The academic department head reports to and is evaluated by the College Dean. Academic Advising Coordinator The department’s academic coordinator is a staff position. The coordinator is responsible for advising all undergraduate majors seeking the Bachelors of Community Health. At present the position is vacant. Once a new advisor is hired, we plan to expand the position to include records maintenance for the MPH program.



Graduate Coordinator The Department has a graduate program coordinator, who reports directly to the department head and is housed at the Las Cruces campus. The graduate coordinator assists the department head with the academic aspects of the MPH program. The graduate coordinator has department head signature authority for a number of academic issues, such as student admission forms for the graduate school, student registration changes, student petitions, student study plans, graduation applications, and other Graduate School forms that require department head signature for processing. The graduate coordinator handles phone and e-mail inquiries from potential applicants, and chairs the on-campus MPH application review committee, and the department review committee for the review of MPH student performance. Online Coordinator The online coordinator position (currently vacant) is currently located at the NMSU Albuquerque Center. The coordinator reports directly to the department head and also works in cooperation with the graduate coordinator. The coordinator has primary responsibility for recruiting and advising online MPH applicants. The coordinator interfaces with the NM Department of Health and various Native American reservations and pueblos. The coordinator also responds to inquiries sent directly to the Albuquerque Center. The coordinator and the assistant coordinator review all online applications and manage online student advising. Assistant Online Coordinator The assistant online coordinator provides support to the online program by assisting the Online Coordinator with tasks associated with the online program. Since the online coordinator resigned at the end of August, the assistant coordinator has taken on increased responsibilities. Field Experience Coordinator The field experience coordinator supports field experience placements, conducts site visits, and coordinates preceptor evaluations for the undergraduate and graduate programs. The coordinator also helps develop and implement policies and procedures related to field experience placement. The field experience policies and procedures are detailed in the Field Experience Handbook in Appendix H, and will be described in more detail later in this self-study. SoAHEC Director The Southern Area Health Education Center (SoAHEC) promote careers, equalizing distribution of health care providers in rural/medically underserved areas through educational means. SoAHEC is partially funded by a contract with the University of New Mexico (UNM). UNM receives HRSA and state support for the NM AHEC. Other funding for the Center is derived from grant dollars generated by SoAHEC staff. The former SoAHEC Director, Benjamin Jacquez, taught one of the courses in the program’s 560 series courses before he resigned his position this past summer. The SoAHEC was under the auspices of the Department of Health Science for most of this self-study period. Dean Adera moved the SoAHEC into the Dean’s office in 2010. Marnie Nixon was named as the Center’s interim director in September 2010. BEC The Border Epidemiology and Environmental Health Center (BEC) is involved in health related research in the border region. BEC is funded by a NIH U54 grant awarded to New Mexico State University and the Fred Hutchinson Cancer Center (FHCC). MPH students have taken advantage of research internship opportunities with FHCC in which MPH students are mentored by FHCC researchers. BEC has also provided opportunities for MPH students to participate in service learning activities. International opportunities for research training in Mexico are also available.



1.4.c. Description of the manner in which interdisciplinary coordination, cooperation and collaboration are supported.

The only interdisciplinary coordination needed within the department is related to the joint degree between Health Science and Social Work. Incoming students can choose to seek joint degrees (MPH and MSW). Dr. Sue Forster-Cox is our department’s liaison to the MPH/MSW joint degree program.

1.4.d. Identification of written policies that are illustrative of the program’s commitment to fair and ethical dealings.

Ethical Expectations are clearly defined in the NMSU policy manual, specifically Chapter 3. The general statement: “Inherent within the responsibility for educating the future leaders of our society is the obligation to adhere to the highest ethical standards and principles. New Mexico State University is committed to maintaining the highest standards of ethics and integrity in all of its academic and administrative operations, by promoting such standards among its regents, administrators, faculty, staff, students and others acting on behalf of the university (including those acting on behalf of university controlled entities) and by striving to ensure a level of accountability appropriate for a public institution.” (NMSU Policy Manual Section 3.19) The principles of ethical conduct are enumerated in section 3.19.20:

• Members of the university community are expected to exercise and demonstrate personal and professional honesty and to respect the rights, values and contributions of others.

• Members of the university community are expected to be aware of and comply with relevant laws, regulations, contract requirements and university policies and procedures. An unethical practice should never be condoned on the grounds that it is “customary” or that it serves a worthy goal.

• Individuals with access to confidential, proprietary or private information must never use or disclose such information except where authorized or legally obligated to do so.

• All members of the university community are responsible for avoiding, where possible, real or potential conflicts of interest and commitment between personal and professional responsibilities, including relationships that have the appearance of a conflict.

• The university’s interests should be foremost in all official decision making and employees and others acting on behalf of the university shall remove themselves from decision-making roles that involve them in any personal capacity or which involve their friends or family members.

• All individuals acting on behalf of the university have a responsibility to ensure that funds and other assets received are used in an ethical manner. Assets of the university (including personnel), whether tangible or intangible, may not be used for illegal purposes or personal gain.

• Members of the university community shall strive to present all information, including financial information and research data and results, completely and accurately.

In the program’s curriculum there are opportunities for students to learn about professional ethics, including responsible conduct of research, and professional codes of ethics, such as those developed by SOPHE, AAHE, and APHA.



1.4.e. Description of the manner in which student grievances and complaints are addressed, including the number of grievances and complaints filed for each of the last three years.

Policies and procedures for discrimination-based and non-discrimination-based grievances are presented in the NMSU policy manual, sections 4.05 and 4.25. Essentially, before an individual files a grievance he/she must seek appropriate remedies through specific channels within the university office or department. Within the department of health science if a student has a grievance, he/she will bring that complaint to the individual responsible for the problem. If it cannot be resolved, the complainant can bring the grievance to the academic department head for resolution. If the issue is not resolved, the complainant can take the grievance to the appropriate offices on campus. If the complaint is discrimination-based, the complaint will go to the Office of Institutional Equity (OIE). Policy requires a report to the OIE even if the issue is resolved within the academic unit. In the past three years, the department has had one student grievance. The grievance was addressed through IOE and the student’s complaint was dismissed. Please refer also to section 4.6.b, of this document, as the topic of student grievances and complaints is also addressed there.

1.4.f. Assessment of the extent to which this criterion is met. This criterion is met. The department and program have an organizational structure that serves the MPH program well. 1.5 Governance. The program administration and faculty shall have clearly defined rights and responsibilities concerning program governance and academic policies. Students shall, where appropriate, have participatory roles in conduct of program evaluation procedures, policy-setting and decision-making.

1.5.a. Description of the program’s governance and committee structure and processes, particularly as they affect:

The program’s governance structure relies heavily on faculty participation. Most all of the department’s administrative decisions are made through the faculty as a committee of the whole or as a result of administrative decisions by the department head. Ratification of all policy statements rests with the department head. Department committee members are assigned by the department head at the start of the academic year.

– general program policy development Policy for the MPH program is developed by faculty or administration following discussion with the committee of the whole. The creation of policy begins with the issue to be affected by the policy decision being presented at a faculty meeting. Following discussion, one of a number of outcomes is possible. • A policy statement is drafted, reviewed and commented on by faculty, after which the policy goes into

effect; • A policy statement is drafted, reviewed and discussed by faculty but not ratified



• The issue is handled in a manner that does require policy, e.g., it may be operationalized as part of an advising function.

• The issue is tabled for further discussion or assigned to an ad hoc group to write a policy statement that can brought to the next meeting.

All policies are ratified at department meetings or via a specific e-mail ballot if conditions require it. Once finalized, the policies are included in the department policy manual and/or the MPH student handbook.

– planning MPH program planning takes place during monthly faculty meetings by the committee of the whole. The planning process during the past two years has focused on the replacement of vacated faculty lines. We have established a priority, specifically for biostatistics and epidemiology. We have the Dean’s support to replace vacant faculty lines, yet not all positions have been approved to move forward with a search. Course offerings for the MPH program are set in a sequence published in the MPH handbook and posted on the website. Course schedule building is prepared by the department head.

– budget and resource allocation All financial matters associated with the MPH program are managed by the department head. Department financial resources have been cut due to state’s economic condition. This results in a shortage of financial resources with which to operate the department, e.g., fewer travel dollars for faculty, and a reduction in dollars the program can give to graduate students to help them with conference travel support.

– student recruitment, admission and award of degrees Student recruitment is addressed in more detail in section 4.4. The Department uses a number of mechanisms to recruit students. At the present time, however, the only faculty specifically assigned to recruitment as a formal part of workload, are associated with the MPH online format. Dr. Booker was responsible for recruiting for the online program. The Indian Health Service has been a primary venue for the MPH online recruitment. Dr. Forster-Cox has similar connections with the Department of Health and various trial communities. The program has agreed on the mechanism for the admission of MPH applicants. MPH applications are due March 1 each year. The deadline for the online program is usually extended into May, as this population tends to plan their academic needs differently, due to their work responsibilities and the fact they do not relocate to begin the degree program. Applications are reviewed for fall admissions only. Two separate committees review MPH applications. Drs. Booker and Forster-Cox, and other faculty members who volunteer, review the application packages for the online program. Members of the Las Cruces faculty volunteer to serve on the on-campus application review committee. Dr. Robinson chairs this committee. Both review committees use the same scoring rubric for their assessments (See Appendix C). Students who are admitted to the MPH program are required to attend the new student orientation at the start of the fall semester. For the online students, this is possibly the only time they will be on campus, unless they decide to attend graduation. The agenda for the fall 2010 orientation is attached in Appendix G. Upon admission, all MPH students are assigned an academic advisor. Students are expected to meet with their advisors at least once each semester to plan courses for the next semester and discuss their progress in the program, discuss possible thesis option, etc.



The Graduate School requires all graduate students to complete a Program of Study form that is approved by their advisor and graduate coordinator. The Program of Study includes all the courses each student will be taking to satisfy degree requirements. The graduate school requires submission of this form on or before the completion of 12 credit hours. Any changes in the Program of Study, e.g., course substitutions, transfer credit, must be filed with the Graduate School prior to applying for graduation. NMSU also has a new program that allows students and departments to track student progress toward the degree. The Student Academic Requirements (STAR) program allows students to audit their progress during their program of study. The Graduate School uses STAR to assure that students are on track to complete their plan of study. STAR will notify the student if he/she is lacking a particular course on the program of study. Once all courses in the program of study have been satisfied, the student’s degree is certified.

– faculty recruitment, retention, promotion and tenure The department and university governance structure covers all three of these areas. Faculty recruitment involves administrative coordination with upper administration on campus. Once a faculty vacancy exists or if the need for an additional position presents itself, the academic department head requests permission to open a faculty line and begin the search process. With these approvals, the search committee is formed and a committee chair is named. Each faculty member on the committee is provided a copy of the NMSU Search Committee Handbook (2005). http://www.nmsu.edu/~eeo/handbook/SearchCommitteeHandbook.pdf. Human resources also requires that each search committee member participate in the Human Resources search committee orientation to assure that the faculty search is ethical and conducted according to university and EEOC guidelines. Faculty retention is governed by policies outlined in the NMSU Policy Manual, and our department promotion and tenure policy manual revised and approved May 2009 http://www.nmsu.edu/~hlthdpt/documents/hlspt.pdf. All tenure track faculty members below the rank of Full Professor are reviewed by the P&T committee and department head each year as part of the annual evaluation process. In addition, tenure track faculty are evaluated at the end of their third year and given a complete assessment of progress toward tenure by the P&T as a recommendation to the department who writes a separate review. The department head has a conference with the faculty member regarding the progress toward tenure and promotion.

– academic standards and policies The MPH program uses the policies and procedures required by the NMSU graduate school. Academic standards and policies are developed and made public by the NMSU Graduate School through the NMSU website (http://gradschool.nmsu.edu/) and through hard copy upon request. Policies and procedures regarding required forms and deadlines, the practice of academic integrity and ethics, thesis preparation and deadlines, and other policies and procedures related to degree completion are presented in the graduate school catalogue. The department does not have any policies that override the Graduate School, but we do have latitude to develop our own policies and procedures as we implement activities required by the graduate school. For example, the graduate school requires a comprehensive examination, but the form of the examination and the expected standards are developed in the department

http://www.nmsu.edu/~eeo/handbook/SearchCommitteeHandbook.pdf�

http://www.nmsu.edu/~hlthdpt/documents/hlspt.pdf�

http://gradschool.nmsu.edu/�



– research and service expectations and policies Faculty members are required to participate in university-related service activities. During the course of the formative evaluation, the faculty member completes the annual planning form listing the objectives and activities for teaching, research, and service. The plans are discussed with the department head and modified/approved as appropriate. There is an administrative expectation, but not a requirement, that faculty engage in community and professional service.

1.5.b. A copy of the constitution, bylaws or other policy document that determines the rights and obligations of administrators, faculty and students in governance of the program.

The department does not have a constitution, nor does it have a set of bylaws. The policies and procedures that govern department head, faculty, and student rights and responsibilities are embedded in the NMSU Policies and Procedures Manual and the Graduate Catalog. These two documents have been cited previously. The NMSU Policy Manual can be found at http://nmsu.edu/manual/documents/nmsu-policy-manual072010links.pdf and http://catalog.nmsu.edu/grad-2010-2011/index.html

1.5.c. A list of standing and important ad hoc committees, with a statement of charge, composition, and current membership for each.

The standing committees within the department are the Promotion and Tenure Committee, Curriculum Committee, Internal MPH Advisory Committee, and the Outcomes Assessment Committee. The Department Search Committee is an ad hoc committees. Please see table that follows:


http://catalog.nmsu.edu/grad-2010-2011/index.html�



Table 1.5.c Standing and Ad Hoc Committees COMMITTEE PURPOSE CURRENT MEMBERSHIP Promotion and Tenure Committee Provide written feedback to each tenure

track faculty member on annual progress towards P&T Provide written assessment on each tenured associate professor’s annual evaluation and progress toward promotion. Review all P&T dossiers

All tenure-line faculty members

Curriculum Committee Review and act on curriculum proposals. Attend to other curriculum related matters and policy

Satya Rao Becky Palacios Susan Wilson Chuck Kozel Cindy Kratzke Ex officio members: James Robinson Sue Forster-Cox Student , TBA

Internal MPH Advisory Committee Discuss and refer matters related to the MPH program

Satya Rao Becky Palacios Cindy Kratzke Chuck Kozel Student, TBA

Outcomes Assessment Committee Coordinate preparation of the department’s annual outcomes assessment report

Jim Robinson Sue Forster-Cox Pearl Hawe Susan Wilson Marnie Nixon Satya Rao Student, TBA

Department Search Committee Develop vacancy announcements as needed, generate list of outlets for vacancy announcements, attend Human Resources search committee training, participate in application review and recommend finalists for interview

All tenure-line faculty members



1.5.d. Identification of program faculty who hold membership on university committees, through which faculty contribute to the activities of the university.

Table 1.5.d. Faculty Membership on University Committees – Current Core Faculty Faculty Name Committee Membership and Leadership Brandon, Jeffrey College

• Chair, MPH Internal Advisory Committee, 2008, 2009 • Chair, Dept. of Health Science Promotion and Tenure Committee, 2008, 2009 • Dept. of Health Science Department Head, 2009-Summer, 2010

University • Dept. of Human Performance, Dance and Recreation Promotion and Tenure Committee (representing

full professor members as outside reviewer) Forster-Cox, Sue

College • Associate in Public Health Liaison – Dona Ana Community College, 2006-present • Search Committee for Dept. of Health Science for Department Head and faculty member, 2006, 2007 • CHSS Advocate Council, 2006-present • Southwest Center on Aging, 2006-2008 • CHSS Research Committee, 2006, 2007; Chair of the committee 2006-2007 • CHSS Performance Evaluation Committee, 2006 University • Graduate Council, 2009 – present • International Relations Institute Working Group, 2009 - present • Child Advocacy Studies (CAST) Steering Committee member, 2009-present • ADVANCE Faculty Development Committee , 2007-present; Chair 2008-present • Teaching Academy Advisory Board member, 2006-2009 • NMSU Review Board for Faculty Salary Increases and Performance Evaluation Board member, alternate,

2006-2008 Kozel, Charles

College • CHSS Curriculum Committee, 2008, 2009, 2010 • Dean’s Search Committee, 2008 • Southwest Center on Aging, 2006-2009 • P&T and Annual Evaluation Revision Committee, 2006-2007 University • University Faculty Senate, 2009-present • ADVANCE/Teaching Academy Leadership Development Program Mentor, 2010-present

Kratzke, Cynthia

College • College Scholarship Committee, 2009 • College Curriculum Committee, 2009 University • Teaching Academy Advisory Board members, 2009 • University Admissions Appeals Committee, 2009

Palacios, Rebecca

College • College Research Symposium Committee, 2009-Present • Graduate Dean’s Representative, 2008-Present University

• Outcomes Assessment Committee I (university level), 2008-Present Rao, Satya

College • Member, MPH Internal Advisory Committee, 2008 – 2010 • Member, Department of Health Science Promotion & Tenure Committee, 2008-2010 • Member, Department of Health Science Department Head Search Committee, 2010



• Member, Search Committee for Associate Dean for Academics, 2010 University • Development of an undergraduate interdisciplinary minor in Drug studies with the Department of

Anthropology, 2008-2009 Robinson, James

College • Chair, College Name Change Committee, 2009-2010

University • Member, Self-study Writing Team, NMSU Re-Accreditation Application to Higher Learning Commission of

the North Central Association of Colleges and Schools, 2008. • Departmental Liaison to the NMSU Library – 2007 - present • ADVANCE Program mentor, 2008-2009

Wilson, Susan

College • Member, Department Head Search Committee, Department of Health Science, New Mexico State

University. 2/10 – Present • Chair, Department Head Search Committee, Department of Health Science, New Mexico State

University, 11/08 – 8/09 • Member, College of Health and Social Services Research Committee, 2007 University • Member, Search Committee for Assistant to the Provost Search Committee, New Mexico State

University, 2008-2009 Young, Michael

College • Chair, Associate Dean for Academics Search Committee, 2009 – 2009 • Co-Chair, Health Science Faculty Search Committee, 2007-2008 University • College Representative, Council of Research Deans – 2009 - present • Representative, University Research Council, 2007 – present • Representative, Institutional Review Board, 2007-present

1.5.e. Description of student roles in governance, including any formal student organizations, and student roles in evaluation of program functioning.

Students in the MPH program do have a voice in governance of the program. Students are encouraged to voice praise and concerns through their respective academic advisors; they have the opportunity to comment on the quality of instruction through student evaluations of instruction. The department head and the graduate coordinator have open door policies and welcome the opportunity to speak with students. The department has student representation on a number of department committees (see Table 1.5.c., above). The questionnaire data match the competencies mapped by faculty in the MPH Competency/Course Verification Matrix. Student performance in field experience provide proxy measures for program evaluation The program has a formal student organization, the MPH Student Organization (MPHSO). The group is facilitated by Dr. Chuck Kozel and is open to all graduate students in the MPH program. This group plans and carries out a number of public health education events on campus and in the community each year, especially during public health week. Dr. Kozel brings student comments and concerns that derive from the MPHSO to faculty meetings for discussion when needed. The department has another student organization, Eta Sigma Gamma, it, too contributes service activities on campus. The ESG is a health science honorary open to undergraduate and graduate students and is advised by Dr. Rebecca Palacios.



1.5.f. Assessment of the extent to which this criterion is met. This criterion is met with commentary. Program faculty members are engaged in service activities. That part of the criterion is met. More needs to be done to involve graduate students in MPH program development/governance. The MPHSO has been active in service activities, but there has been a drop in MPH program committee participation. In 2007, students were appointed to and involved with appropriate program committees. In the 2008 and 2009 academic years, due to changes in leadership, students did not participate on committees. We have created a process for student participation in program governance. 1.6 Resources. The program shall have resources adequate to fulfill its stated mission and goals, and its instructional, research and service objectives.

1.6.a. A description of the budgetary and allocation processes, sufficient to understand all sources of funds that support the teaching, research and service activities of the program. This should include, as appropriate, discussion about legislative appropriations, formula for funds distribution, tuition generation and retention, gifts, grants and contracts, indirect cost recovery, taxes or levies imposed by the university or other entity within the university, and other policies that impact on the resources available to the program.

Each year, late in the fall semester, the department and college begin the budget planning process. The Health Science department head consults with faculty to determine the personnel needs in the department and to determine other program needs of the MPH program such as travel support, computer upgrades, office equipment, etc. Department staff needs are also taken into consideration. The department needs are discussed with the Dean. The department head then creates a prioritized budget request that will be submitted to the Dean. All college requests are compiled by the Dean. Very early in the spring semester, NMSU administration takes budget requests from all university units and compiles an overall university budget request and justification. This material is presented to the NM State Higher Education Department (HED). During the early spring semester, the state legislature conducts budget hearings with all state agencies. The DOE then has to negotiate an education allocation from the state legislature. Clearly all state agencies are competing for limited dollars given the state’s economic condition at this time. When all is said and done, the DOE will commit a dollar amount to the university. This year, in the face of an economic downturn, and the fact that state revenues are projected to be even less, NMSU requested and received permission from the Board of Regents to implement a local tuition increase. This means that students will pay tuition that stays with the institution. The categories for the department’s financial allocations and expenditures are presented in Table 1.6.b. The information presented is for the entire department of health science. It was not possible to attribute the specific dollar amounts to the undergraduate and graduate programs. The MPH program benefits from some external dollars received from private gifts. One endowment is the Benfer Fund that was gifted to “support faculty development”. These dollars are generally used by the program to support faculty travel to professional conferences.



1.6.b. A clearly formulated program budget statement, showing sources of all available funds and expenditures by major categories, since the last accreditation visit or for the last five years, which is longer. If the program does not have a separate budget, it must present an estimate of available funds and expenditures by major category and explain the basis of the estimate. This information must be presented in table format as appropriate to the program. See CEPH Data Template A.

The reader will find the sources of funds and expenditures for major budget categories presented in Table 1.6.b (Template A). The dollar figures presented here are not broken down by program; rather they are for the Health Science Department and are based on income and expenditures for the years academic years noted. Please note that there are two categories for income, those that are fixed by state and campus formulas. The dollars in these two categories do not roll forward. The second category of funds is comprised of grants/contracts, indirect cost recovery, and salary savings from grant projects. Embedded in the latter category are unfilled faculty lines. Thus if one tries to balance the figures, they will not zero out. This explains why the department seems to have money left over at the end of the fiscal year. Template A (Table 1.6.b.) Sources of Funds and Expenditures by Major Category SOURCE OF FUNDS Year 1 - 2006 Year 2 - 2007 Year 3 - 2008 Year 4 - 2009 Tuition & Fees $ 2,925 $ 0 $ 8,323 $ 18,354 State Appropriation (I&G) $ 1,207,301 $ 1,321,290 $ 2,083,279 $ 2,267,643 Total Fees and I&G $1,210,226 $ 1,321,290 $2,091,602 $2,285,997 Grants/Contracts $ 1,928,950 $ 1,102,209 $ 1,129,466 $ 1,800,310 Indirect Cost Recovery $ 26,457 $ 63,009 $ 47,953 $ 10,257 Total Grants and IDC $1,955,407 $1,165,218 $1,177,419 $1,810,567 EXPENDITURES Faculty Salaries & Benefits $ 949,438 $ 1,094,402 $ 1,497,808 $ 1,565,326 Staff Salaries & Benefits $ 161,077 $ 64,624 $ 259,586 $ 300,783 Operations $ 34,832 $ 29,638 $ 49,527 $ 45,780 Travel $ 8,566 $ 12,459 $ 10,391 $ 12,526 Student Support $ 51,092 $ 37,199 $ 106,765 $ 134,711 Grant/Contract Expenditures $ 1,703,827 $ 980,307 $ 934,427 $ 1,693,924

1.6.c. If the program is a collaborative one sponsored by two or more universities, the budget statement must make clear the financial contributions of each sponsoring university to the overall program budget. This should be accompanied by a description of how tuition and other income is shared, including indirect cost returns for research generated by public health program faculty who may have their primary appointment elsewhere.

Not applicable.

1.6.d. A concise statement or chart concerning the number (headcount) of core faculty employed by the program as of fall for each of the last three years.

Head count program faculty for the last three academic years.

A/Y 2007-2008 A/Y 2008 – 2009 A/Y 2009 - 2010 8 11 11

We are currently in the search process for a biostatistician and have approval to search for an online coordinator. Additionally, one of our most senior faculty members has decided to take advantage of an early



retirement/personnel management plan. This plan ensures that the position stays with the college. The Dean has stated that this position can be used to hire a senior faculty member in epidemiology.

1.6.e. A table showing faculty, students, and student/faculty ratios, organized by specialty area, for each of the last three years. These data must be presented in table format and include at least: a) headcount of primary faculty who support the teaching programs, b) FTE conversion of faculty based on % time or % salary support devoted to the instructional programs, c) headcount of other faculty involved in the teaching programs (adjunct, part-time, secondary appointments, etc), d) FTE conversion of other faculty based on estimate of % time commitment, e) total headcount of core faculty plus other faculty, f) total FTE of core and other faculty, g) headcount of students in department or program area, h) FTE conversion of students, based on 9 or more credits per semester as full-time, i) student FTE divided by regular faculty FTE and j) student FTE divided by total faculty FTE, including other. All programs must provide data for a), b) and i) and may provide data for c), d) and j) depending on whether the program intends to include the contributions of other faculty in its FTE calculations. Note: CEPH does not specify the manner in which FTE faculty must be calculated, so the program should explain its method in a footnote to this table. In addition, FTE data in this table must match FTE data presented in 4.1.a. and 4.1.b. See CEPH Data Template B.

Table 1.6.e includes faculty headcount, FTE and student headcount and FTE students. The number for FTE students are estimates based on the fact that part-time students are all part-time, taking 6 credit hours a semester, and there were estimates for the few on-campus students we have who are part-time. The only way to determine is an on-campus student is part-time would be to look up his/her academic record by hand. Note: the figures for fall 2010 are based on projections of faculty assignments and student course loads for the entire academic year, given a stable enrollment for spring semester. Template B (Table 1.6.e.) Faculty, Students, and Student/Faculty Ratios by Department or Specialty Area MPH Community Health Education

HC Core Faculty

FTEF Core

HC Other Faculty

FTEF Other

Total Faculty HC

Total FTEF

HC Students

FTE Students

SFR by Core FTEF

SFR by Total FTEF

Fall 2010 11 5.25 2 0.5 13 5.75 83 52 9.9 9.0 Fall 2009 11 3.76 4 1.28 15 4.02 87 64 17.02 15.9 Fall 2008 8 3.25 3 .76 11 4.01 79 68 20.9 17 HC = Head Count Core = full-time faculty who support the teaching programs FTE = Full-time-equivalent FTEF = Full-time-equivalent faculty Other = adjunct, part-time and secondary faculty Total = Core + Other SFR = Student/Faculty Ratio

1.6.f. A concise statement or chart concerning the availability of other personnel (administration and staff).

We have additional personnel who support the MPH program. Dr. Michael Young is listed as core faculty, though he currently serves as associate dean for research and interim department head. He supports the program by teaching MPH 579, Research Resources. Dr. Vilchis and Benjamin Jacquez are HSS center directors and each teaches one course during the academic year. Dr. Jacquez resigned this past summer, thus he will not



be teaching during the 2010-2011 academic year. Anticipating the need for additional instructors, the department is recruiting additional qualified faculty to teach on a part-time basis.

1.6.g. A concise statement or chart concerning amount of space available to the program by purpose (offices, classrooms, common space for student use, etc.), by program and location.

Except for the online program, all courses are delivered in the classrooms of the College of Health and Human Services building on the NMSU campus. The building was constructed in 2003, and has three floors, each floor contains faculty offices, conference rooms, and administrative suites for Nursing (1st floor), Social Work (2nd floor), and Health Science (3rd floor). The college administrative offices are also on the 3rd floor. Program faculty members are all housed on the third floor. We have two 45-seat classrooms and one 10 seat seminar/meeting room. All core and full-time college faculty have offices on the third floor. Each faculty member has their own office, complete with a computer station, work counter, printer, phone line, filing cabinet, book shelves, and guest seating area. All faculty offices have windows. All graduate assistants have offices on the third floor. They are all shared space, with two – three computer workstations and one telephone line. There are faculty grant project labs/offices on the third floor. The college has a 30 station computer laboratory on the second floor that is available for computer-based instruction on an as-needed basis. Construction was completed in August 2010 on a two-story addition to the HHS building. This addition contains a 125+ seat auditorium on the first floor, and a reception area, three staff work areas, four faculty/project offices, one conference room, one seminar room and four graduate assistant work stations. The second floor space has been designated space for the Southwest Institute for Health Disparities Research. On the third floor of HSS, there is a designated student lounge that contains a small meeting area, lounge chairs, and computer workstations, storage space, and two offices that are currently unoccupied. The Health Science Department office is located on the first floor. There is a reception area, a student worker office, and offices for the department head, department secretary, and the department advising coordinator. The office contains a supply storage room. There is also a coffee room with dining area, a conference area with document storage and an additional computer workstation. The office has a high speed copier/scanner, and a color printer The building is fitted with wireless internet connectivity throughout. Each classroom is equipped with a computer set up, projector and motorized projection screen, a document viewer, DVD PLAYER, laser pointer/Power Point advance remote, and two 20-foot white boards. The college has its own 30 seat computer lab, but it is used for instructional purposes only. It is not an open campus lab at certain times during the day.

1.6.h. A concise statement or floor plan concerning laboratory space, including kind, quantity and special features or special equipment.

The MPH program does not have any laboratory space per se. Dr. Palacios has a funded project where she uses a converted office where her graduate assistant collects and processes data.



1.6.i. A concise statement concerning the amount, location and types of computer facilities and resources for students, faculty, administration and staff.

As explained above all offices have computer work stations. Each graduate assistant has his/her dedicated computer station. As new computers are purchased for administrative and faculty workstations, older computers are moved in descending priority to Staff workstations, GA offices, or student worker locations. All office staff and student workers have computer workstations. All computers are serviced by NMSU ICT technicians Students have access to all the resources they need for the program. The NMSU library has an e-journal data base and an interlibrary loan network. So there are generally few times that students actually have to travel to the library. The department is interconnected with its own list serve.

1.6.j. A concise statement of library/information resources available for program use, including description of library capabilities in providing digital (electronic) content, access mechanisms and guidance in using them, and document delivery services.

The NMSU Zuhl Library has all the resources necessary to support the online and face-face programs. Students have access to hard copy journals and published works. The library also has access to electronic journals, and interlibrary loan requests. Students have access to the interlibrary loan office from 8 – 5 each day the library is open. The library is open 6 days a week with reduced hours during the summer. Online students have access to interlibrary loan via internet access.

1.6.k. A concise statement describing community resources available for instruction, research and service, indicating those where formal agreements exist.

The program has numerous connections to health agencies, hospitals and private sector in Las Cruces and other communities throughout south central New Mexico. Most all of these relationships are a result of working with health organization through undergraduate and graduate field experiences. Some faculty have developed relationships as a result of research and funded demonstration projects. At the present time we have no formal agreements with any community agencies.

1.6.l. A concise statement of the amount and source of “in-kind” academic contributions available for instruction, research and service, indicating where formal agreements exist.

Not applicable.



1.6.m. Identification of outcome measures by which the program may judge the adequacy of its resources, along with data regarding the program’s performance against those measures for each of the last three years. At a minimum, the program must provide data on institutional expenditures per full-time-equivalent student, research dollars per full-time-equivalent faculty, and extramural funding (service or training) as a percent of the total budget.

Table 1.6.m. Outcome Measures for Evaluating Adequacy of Resources 2007 - 2009 Outcome Measure Target 2007 2008 2009 NMSU funding support for graduate assistants

≥ baseline of $106,760

$37,199 $106, 765

$134,711

Sponsored project support for graduate assistants

Increase 15% annually

$30,000 $22,500 $22,500

Expenditures/FTE Student* Increase 5% annually

N/A $28,295 $32,174

Annual IDC generation** Increase 10% annually from

baseline $10,250

$63,009 $47,953 $10,257

(Baseline)* * Increase extramural funding/FTE faculty

Increase 10% annually

N/A

$281,166 $477,838

Extramural funding as percent total budget***

Increase 5% annually from

baseline 30%

N/A 36% 44%

Computer replacement 2 units annually yes yes yes Library resources Maintain yes yes yes * Measures = Faculty Salaries and Benefits, Staff Salaries and Benefits, Operations, Travel, Student Support ** Used as baseline because the BEC and SoAHEC were moved to the Dean’s Office *** Measures= Total I&G funds divided by Grants/Contracts and IDC

1.6.n. Assessment of the extent to which this criterion is met. This criterion is met. The MPH program has the resources to deliver a sound program in a quality physical environment. Our classroom and office spaces are good and recently expanded. All administrative, faculty, graduate assistant, and staff computing resources are good, supported by qualified personnel and periodically updated. The financial resources are able to support the needs of the program, and we have administrative support to fill vacant lines.



2.0 INSTRUCTIONAL PROGRAMS 2.1 Master of Public Health Degree. The program shall offer instructional programs reflecting its stated mission and goals, leading to the Master of Public Health (MPH) or equivalent professional masters degree. The program may offer a generalist MPH degree or an MPH with areas of specialization. The program, depending upon how it defines the unit of accreditation, may offer other degrees, professional and academic, if consistent with its mission and resources.

2.1.a. An instructional matrix (See CEPH Data Template C) presenting all of the program’s degree programs and areas of specialization, including undergraduate, masters and doctoral degrees, as appropriate. If multiple areas of specialization are available, these should be included. The matrix should distinguish between professional and academic degrees and 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.

Template C (Table 2.1.a.) Instructional Matrix – Degree/Specialization Academic Professional Bachelors Degrees Degree Conferred - Bachelor of Community Health 279 N/A (1999 – 2008) Masters Degrees – MPH Degree Conferred – Community Health Education N/A 103 (1999 – 2008) Doctoral Degrees Degree Conferred - Specialization N/A N/A Joint Degrees Degree Conferred – MPH/MSW N/A 2 – beginning 2008

2.1.b. The bulletin or other official publication, which describes all curricula offered by the program. If the university does not publish a bulletin or other official publication, the program must provide for each degree and area of specialization identified in the instructional matrix a printed description of the curriculum, including a list of required courses and their course descriptions.

The New Mexico State University Graduate Catalog will be provided to the site visit team as hard copy. It is also available on-line at: http://catalog.nmsu.edu/grad-2010-2011/ The MPH Program specifically is located in the catalog at: http://catalog.nmsu.edu/grad-2010-2011/07-hss/hls.html

2.1.c. Assessment of the extent to which this criterion is met. This criterion is met. The program is described consistently in a number hard copy and electronic sources, all of which are well distributed to numerous outlets. The curriculum has been developed according to professional standards.

http://catalog.nmsu.edu/grad-2010-2011/�

http://catalog.nmsu.edu/grad-2010-2011/07-hss/hls.html�



2.2 Program Length. An MPH degree program or equivalent professional 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. According to section 6.26 - Class Schedules and Catalogs, from the NMSU Policy Manual, Ratified July 29, 2009 (http://nmsu.edu/manual/documents/nmsu-policy-manual091710links.pdf ) the minimum class meeting time is 750 minutes per credit hour per semester, thus a three credit course must meet 2250 contact hours.

2.2.b. Information about the minimum degree requirements for all professional degree curricula shown in the instructional matrix. If the program or university uses a unit of academic credit or an academic term different than the standard semester or quarter, this should be explained and an equivalency presented in a table or narrative.

The MPH in Community Health Education at NMSU exceeds the required 42 semester credit hour minimum in length. The program is 49 credit hours as described below. The curriculum is the same for both online and on-campus students. MPH Program Requirements (required of all MPH students): I. Public Health Core Courses (18 credits) MPH 500, Orientation to Public Health 3 MPH 510, Community and Psychosocial Aspects of Public Health 3 MPH 520, Biostatistical Applications in Public Health 3 MPH 530, Epidemiological Approaches to Disease Control and Prevention 3 MPH 540, Health Services System: Administration and Organization 3 MPH 550, Environmental Public Health Issues 3 II. Community Health Education Core Courses (15 credits) MPH 570, Foundations of Public Health Education 3 MPH 572, Techniques of Health Communication/Education 3 MPH 573, Community Organization in Public Health 3 MPH 574, Program Planning, Evaluation, and Research 3 MPH 579, Research and Resources in Community Health 3 III. Cultural Foundation Course (3 credits) Select one course from the cultural foundation series numbered MPH 560-MPH 569 IV. Additional Requirements (4 credits) MPH 596, Field Experience 3 MPH 597, Graduate Public Health Seminar 1 V. Thesis and Nonthesis Options




Choose one of the following options in consultation with your graduate adviser. Thesis Option MPH 599, Master's Thesis 4-6 Nonthesis Option Elective 3 Elective 3 Elective 3 Elective courses may include other MPH courses or 500-level courses from other NMSU departments. The thesis option requires a total of 44-46 credit hours, while the non-thesis option requires 49 credit hours. Final examination for the non-thesis option includes both oral and written questions pertaining to the student's graduate course work. Final examination for the thesis option consists of an oral defense of the thesis and related course work. All MPH students must comply with the Student Code of Conduct for the Department of Health Science.

2.2.c. Information about the number of MPH degrees awarded for less than 42 semester credit units, or equivalent, over each of the last three years. A summary of the reasons should be included.

There have never been any MPH degrees awarded for less than 42 semester credit hours, or equivalent, over any of the past three years within this MPH degree program.

2.2.d. Assessment of the extent to which this criterion is met. This criterion is met. All students complete a program that is more than 42 semester hours in length (ranging from 44 semester hours (Thesis) or 49 semester hours ( Non-thesis). 2.3 Public Health Core Knowledge. All professional degree students must demonstrate an understanding of the public health core knowledge.

2.3.a. Identification of the means by which the program assures that all professional degree students have a broad understanding of the areas of knowledge basic to public health. If this means is common across the program, it need be described only once. If it varies by degree or specialty area, sufficient information must be provided to assess compliance by each.

The MPH degree (Master of Public Health in Community Health Education) is the only graduate degree offered in the Department of Health Science. The five core areas of knowledge basic to public health are taught in the MPH program. Students from both the on-campus and online programs are required to take five core courses in biostatistics, epidemiology, environmental health, health services administration, and social and behavioral sciences that are described below. These courses along with MPH 500, Introduction to Public Health, constitute the six courses and 18 credit hours that all students in the program are required to complete as part of the public health core curriculum. Students who enter the program with a degree in public health or health



education may opt out of MPH 500. If they do not take MPH 500, they must take an additional 3 hours of elective. Biostatistical Applications in Public Health (MPH 520): This core course covers statistical methods used in public health including quantitative statistics covering descriptive and inferential analysis in the public health context. Additionally, emphasis is placed on hypothesis testing, analysis of variance, simple and multiple regression, and contingency table analysis for categorical data sets. Epidemiological Approaches to Disease Control and Prevention (MPH 530): This course provides an overview of the basic epidemiological principles applicable to infectious and non-infectious diseases. Descriptive techniques and analytic designs as well as application of statistical and epidemiological investigations are included in this core course. Environmental Public Health Issues (MPH 550): This course covers current topics and issues related to environmental determinants of health (such as water resources, air quality, environmental pathogens etc.) with an emphasis on practical interventions through regulatory means, technological advances, and societal changes. Public Health Service Design and Operation (MPH 540): This core course provides students the knowledge basic to the area of health services administration by covering components, operations, and financing of public health delivery systems with an emphasis on organizational theory and managerial (administrative and supervisory) functions. Community and Psychosocial Aspects of Public Health (MPH 510): This core course offers students the knowledge basic to the area of social and behavioral sciences by covering the behavioral and educational aspects of disease prevention and health promotion from the micro, meso, and macro levels, as well as provide students with an introduction to behavioral, social, and cultural theories and models with an emphasis on applications among minority communities, culturally distinct and diverse populations, and marginalized groups in New Mexico’s border and rural communities. MPH 510 is further enhanced by three required courses in the community health major curriculum: MPH 570 Foundations of Public Health Education, MPH 572 Techniques in Health Communication/Education, and MPH 573, Community Organization in Public Health. Additionally, all MPH students are required to take one course from the cultural health series, MPH 560 – MPH 569. Coursework in cultural health provides students with a deeper understanding of a variety of social, behavioral, and cultural determinants of public health problems, prevention, and intervention strategies from a cultural context particularly with a New Mexico/Mexico border health context. In addition to the above-described core courses, the five areas of knowledge basic to public health are interwoven throughout the additional required courses in the MPH curriculum. Orientation to Public Health, MPH 500, provides students with an introduction to the historical and contemporary perspectives of public health theory and practice as well as the study of public health through a socio-ecological framework and as an interdisciplinary course of study as it relates to individuals, groups, communities, organizations, politics, policies, and advocacy. Students are required to take five core courses (MPH 570, MPH 572, MPH 573, MPH 574, and MPH 579) that form the 15 credit hours of the community health education core. Beginning with MPH 570 [Foundations of Public Health Education] which focuses on the social, behavioral, and educational methods for disease prevention and health promotion and on the advances in the historical and theoretical basis for evidence-based public health education, these above mentioned community health core courses include



content that compliments and expands on the five areas of knowledge basic to public health. As stated above, students are also required to take one of the courses that form the cultural health series that further enhance students’ knowledge basic to the five areas of public health. Each of the courses described above include a variety assignments that are designed to ensure that graduates acquire the essential knowledge, skills, and professional capabilities in oral, written, and graphic presentations, and contribute to the student’s professional development as well as abilities to work in collaborative problem-solving teams. Due to our proximity to the US-Mexico border and the unique focus of the MPH program, students also have the opportunity to choose one of the required elective courses from among the 560 series presented below to further enhance and enrich their program of study and supplement their broad understanding of the areas of knowledge basic to public health that they acquire in the required courses. Students may also elect to pursue a graduate minor in US/Mexico Border Health available through the department. In order to do so, students are required to complete 9 credit hours from among the following courses: MPH 560. American Indian Health (3 credits) MPH 561. Health Disparities: Determinants and Interventions (3 credits) MPH 562. Hispanic Health Issues (3 credits) MPH 563. Interdisciplinary Seminar (3 credits) MPH 565. International Health Problems (3 credits) MPH 566. International Health Practicum (1-3 credits) MPH 567. Rural Health Issues (3 credits) MPH 568. Coping with Loss and Grief: A Cross-Cultural Perspective (3 credits) MPH 569. U.S.-Mexico Border Health Issues (3 credits) The MPH program provides students with the opportunities to learn and consequently demonstrate an understanding of the public health core knowledge in a variety ways including structured content-based coursework, individual and group projects, writing and research assignments, formal and informal oral presentations, mentored field projects, and practicum experiences. The required core coursework in the MPH program assures that every graduating student has a broad understanding of the public health core knowledge. Additionally, the students are taught skills to address community and public health problems, be culturally competent to work with diverse populations, and possess the analytic skills to conduct data analysis and interpretations.

2.3.b. Assessment of the extent to which this criterion is met. This criterion is met. There are six public health core courses in the curriculum. To complete the program students must demonstrate a broad understanding of public health core knowledge and skills. They do this by successfully completing the courses in the curriculum.



2.4 Practical Skills. All professional 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 the students’ areas of specialization.

2.4.a. Description of the program’s policies and procedures regarding practice placements, including selection of sites, methods for approving preceptors, approaches for faculty supervision of students, means of evaluating practice placement sites, preceptor qualifications and criteria for waiving the experience.

Program Policies and Procedures The field experience is a required and integral part of the Master of Public Health (MPH) degree program in the NMSU Department of Health Science, i.e., all MPH students are required to complete MPH 596, Field Experience. A field experience allows the student, the opportunity to apply classroom learning to real-world problems and solutions. Placements are made according to students’ career goals and location preferences. The field experience should occur after the second semester as a MPH student. The department has prepared the Field Experience Manual (Appendix H) which is available to students online at http://www.nmsu.edu/~hlthdpt/documents/fe.pdf . The manual is the comprehensive documentation to guide students, preceptors, and faculty in the identification of sites, development of goals and objectives, ethics of working at a health educator, evaluation mechanisms, etc. Students are strongly urged to seek out sites with mentors who have an MPH and/or their CHES. New Mexico is a rural state, thus it is not always feasible to identify such a preceptor; individuals with similar degrees, and/or many years of experience in the field are acceptable. In some cases, the student is required to obtain two preceptors, to assure adequate oversight is provided to them while on site. Many students wish to return to their home communities upon graduation and the opportunity to work in their home community for their field experience is encouraged. In some cases, there are MPH students who have full-time professional positions. This is especially true among the online students. Field experience becomes a challenge for these students in that they are unable to leave the jobs they have to undertake a field experience placement for a full semester. In these cases, the field experience coordinator assist students with a modification of their current place of employment whereby the student is able to complete special assignments with another office at the worksite that allows the student to demonstrate his/her public health education skills. An example would be someone who is a radiological technician in a hospital arranging to develop or deliver a health workshop for the hospital’s office of patient education. Selection of Sites New Mexico has many areas of the state that are considered Health Professional Shortage Areas (HPSAs). In fact, 30 of the 33 counties are considered HPSAs, thereby making it difficult for many MPH students to find an a preceptor who has both MPH and CHES. In those instances, there may be a preceptor who at least has experience in the field. For many NM communities, to have an MPH student provide public health services, while completing his/her field experience, is a unique opportunity to have some services provided in a situation where normally, no or limited services would be available to community members. Methods for Approving Preceptors It is the student’s responsibility to seek out and identity a field experience site and have it approved by the field experience coordinator. A listing of past field experience sites is found on the Department Home Page,

http://www.nmsu.edu/~hlthdpt/documents/fe.pdf�



http://www.nmsu.edu/~hlthdpt/documents/locations.pdf . Students are able to utilize sites that are not on the list. In order to do so, the site must first be a local, regional, national, or international facility and have an appropriate preceptor to oversee the student’s work, and must be approved by the MPH field experience coordinator before the student is placed at the site. Faculty Supervision Faculty supervision of the students at their field site occurs in various ways depending on the location of the placement. The field experience course, MPH 596, utilizes Blackboard technology for communication between students and the field experience coordinator. The field experience coordinator sees many of the students in and around the department and is able to obtain progress reports in that way. In addition, the field experience coordinator has lived and worked in NM for long period of timeand supervised this program for many years, thus she knows many of the preceptors and there is some interaction, during the semester, in the general public health activities occurring around the city, region, and state. The field experience midterm report provides input from both student and preceptor. The field experience coordinator makes a site visit once per semester, for those students completing their experience within NM, eastern AZ or west TX. The Department is supportive of paying mileage for her to travel through the state for these visits. If a site visit is not possible, it is the student’s responsible to set up a conference call between the preceptor, field experience coordinator, and student. When students complete their field experience out of country, to date, email has been the most regular and consistent form of communication. Evaluating Practice Placement Sites The field experience evaluation is multi-faceted. A mid-term report is submitted when approximately half of the student’s contact hours are completed. The preceptor is requested to also submit a concurrent report. As noted above, if the site is within reasonable driving distance from the main campus, the field experience coordinator makes a site visit. At the conclusion of the field experience semester, the student submits a notebook containing specific, required information, including a daily logs. A student’s daily logs should reflect his/her movement towards the completion of his/her established goals and objectives during the field placement. The preceptor and the student complete evaluations, using evaluation forms designed specifically for this course. In addition, students and preceptors complete an “Evaluation relating to Health Education Areas of Responsibilities”. This information is submitted in the field experience notebook. Students who are in the online program proceed in a manner very similar to the field experience placement of on-campus students. The students contact the field experience coordinator via phone or e-mail during the semester before they wish to sign up for the course. They discuss possible sites and opportunities. Many of the online students are employed full time, and conduct their field experiences at their place of employment. They cannot, however, receive field experience credit for simply performing their current job. They must identify a project(s) in which they may practice the skills obtained in their classes. Field experience is to be an augmentation of their job responsibilities. Projects might include developing and disseminating health education materials using a range of print and electronic media, evaluating an on-going program to assess effectiveness, working with a community coalition to initiate a health promotion effort, etc. Preceptor Qualifications Preceptors for the online students, ideally, as with the preceptors for the main campus students, are to be MPH graduates and CHES. Site visits are made to online field experience sites, as is done for main campus sites. If the student’s site is in NM or west TX, it is more likely that site visits occur. Due to the size of NM and the budget limitations of the university, conference calls or Skype sessions are utilized between the student, preceptor, and the field experience coordinator when travel is not possible.

http://www.nmsu.edu/~hlthdpt/documents/locations.pdf�



All MPH students in the field experience course are to log at least 160 hours for this 3-credit course. In cooperation with the preceptor and the field experience coordinator, students develop a set of goals and objectives that are to be met during the semester. The majority of student goals are to reflect CHES responsibilities. If goals/objectives cannot be met, students are to report this in their midterm report, indicating why the planned goals/objectives they could not be met and describe work plan changes. At the semester’s end, online students, submit field experience notebooks with required information and daily logs, examples of educational pieces they created, projects undertaken, evaluations from the preceptor and the students, etc. Criteria for Waiving Experience At present, students are not allowed to waive the field experience requirement.

2.4.b. Identification of agencies and preceptors used for practice experiences for students, by specialty area, for the last two academic years.

The agencies and preceptors for the past two years are presented in the table below. A historical roster of all preceptors and agencies can be found at: http://www.nmsu.edu/~hlthdpt/documents/locations.pdf Table 2.4.b Agencies and preceptors used for practice experiences for students for the last two academic years 2008/09 Type of agency Agencies Preceptors Federal agency Substance Abuse and Mental Health

Services Administration (SAMHSA), Jorielle Brown, PhD, Public Health Advisor

Federal agency National Institute for Occupational Safety and Health (NIOSH)

Rashaun Roberts, PhD

Federal agency USAID Tanzania Julia Henn, MPH National research lab Sandia National Laboratories, Health

Benefit and Employee Services Rick Sauerman, MD, MPH

Nat’l cancer research facility Fred Hutchinson Cancer Research Center

Margaret M. Madeleine, PhD, MPH Mario Kratz, PhD, MSc

Health education center Southern Area Health Education Center

Beatrice Favela, MSW Jagan Butler, MBA

School district Grants-Cibola County School Distract Health Services

Ann Mattila, MS, Health Education

State health dept Adolescent Services, NM Department of Health

Linda Summers, PhD, MPH

Non-profit family health org Family Tree Clinic St. Paul, Minn

Alissa Light

Non-profit youth org Families & Youth Inc. Jewelie Smith, MPH Non-profit youth org Action for Youth Jerilyn Remley, BA Education (in progress);

Mike Milam, MA Non-profit youth org Portage (WI) Boys and Girls Club Chee Xiong, BA Non-profit homeless program Community of Hope Pamela Angell, BA, Executive Director Rehabilitation facility Rehabilitation & Occupational

Medicine Foothills Imaging Dr. Prickett

University NMSU University Health Center Ruben Torrez, MD University U of AZ, College of Medicine,

Office of Outreach and Multicultural Affairs

Linda Don, M.Ed.

2007/08 Type of agency Agencies Preceptors Birthing center The Art of Birth and Wellness Kamy Shaw, Certified Professional Midwife County agency San Juan County Partnership Laura McClenny

Pamela Drake

http://www.nmsu.edu/~hlthdpt/documents/locations.pdf�



Hospice Mesilla Valley Hospice Terra Van Dyke, MPH Humanitarian organization World's Hands Project

Alfred von Bachmayr, B.Arch., Director

International aid agency International federation of Red Cross and Red Crescent Societies/Crisis Corps

John Flemming, B.SC., MPH, Regional Health Director,

Nat’l cancer research facility Fred Hutchinson Cancer Research Center

Beti Thompson, PhD

Non-profit for elders Concilio CDS, Inc.

Josefina Mata, MBA, MPH, MA

Non-profit for families Community Action Agency

Carolyn Kuhn, M.Ed., Chief Operations Officer

Non-profit for youth & families

Advocates for Children and Families Virginia Bell

Non-profit for youth Action for Youth Jerilyn Remley, BA Education (in progress), Executive Director

Private medical practice Rio Grande Medical Group Eugene Samuel, CEO State health dept NM Department of Health, Region 5,

Adolescent Services, Linda Summers, PhD, MPH

State health dept NM Department of Health, Region 5, Director’s office

Ray Stewart, MA, Director

State health dept NM Department of Health, Region 5, Disease Prevention Program

John Hartoon, RN, MPH

University The Border Epidemiology & Environmental Heath

Hugo Vilchis, MD, MPH

University NMSU Outdoor Adventure Program Ben Gabriel, PhD

Veterans facility El Paso Veteran Affairs Health Care System

Bruce E Steward, MPH, MHA

2.4.c. Data on the number of students receiving a waiver of the practice experience for each of the last three years.

During the past three years, no student has been granted a waiver for field experience.

2.4.d. Data on the number of preventive medicine, occupational medicine, aerospace medicine, and public health and general preventive medicine residents completing the academic program for each of the last three years, along with information on their practicum rotations.

None.

2.4.e. Assessment of the extent to which this criterion is met. This criterion is met. To complete the program students must demonstrate skills and integration of public health knowledge. They do this by successfully completing a practice experience that is relevant to the students’ areas of interest or specialization under the supervision of a qualified preceptor.



2.5 Culminating Experience. All 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 degree program. If this is common across the program’s professional degree programs, it need be described only once. If it varies by degree or specialty area, sufficient information must be provided to assess compliance by each.

All Students All MPH students are required to complete a field experience, submit a field experience notebook with program objectives, and provide a final evaluation. In addition, the student’s preceptor and employer are required to submit a student evaluation for the field experience. The final evaluation completed by the agency supervisor for MPH 596 includes a competency assessment covering all ten MPH program objectives. See sections 2.4a and 2.7.a for more discussion of the field experience. At the middle and again at the end of the field experience, students are required to complete an evaluation of the field experience and their competency levels. The program advisor reviews all field experience student assessments in order to provide feedback for students regarding their progress. Students are required to give a presentation of their field experience. As a part of their presentation, students may indicate how the competencies were reinforced during the field experience. In addition to field experience, students choose one of two other mechanisms available for the student to present a culminating experience, depending on whether the student chooses to follow the thesis option or decides on the non-thesis option. The majority (greater than 90%) of our MPH students select the non-thesis option. Non-thesis Option Students pursuing the non-thesis option must complete a written comprehensive examination. The student must form an examination committee with two members from the MPH faculty and one other member who serves as the graduate dean’s representative to assure rigor and due process. There are two steps to the comprehensive examination; a written examination and an oral examination. The written examination has been a topic of much discussion among MPH faculty. Currently, the written examination consists of questions provided by the MPH graduate committee members. Each instructor selects his/her own question(s) typically guided by which courses the student has taken with him/her. There have been suggestions, however, that there should be common questions to which all students taking the exam should respond. The issue of how many questions students answer also varies. Some committees give students four questions, while others may only give two questions. The type and number of questions that students are given is a decision made by each committee. Typically, however, one of the written questions requires the student to describe how to plan and evaluate a hypothetical health promotion intervention program. This is designed to address the competencies for program planning and evaluation, learned primarily in MPH 574. The other questions typically address unique electives or special interests or areas of study emphasized by the student. If the student has taken a course with the Graduate Dean representative, especially if the representative is from the student’s minor area of study, he/she may also write a question based upon their course or minor field. Students are typically given seven days to complete this portion of the exam. Examples of written examination questions and student responses will be available in the Resource Files available during the CEPH Site Visit. There is no standard scoring rubric for grading questions, though individual faculty may establish such a rubric for the questions he/she asks. Committee members use their own professional expertise/opinion in



independently making the decision as to how well a student has responded to a given question. If the written examination is satisfactory, the student moves to the oral examination. During the oral portion of the examination, students are asked to defend their written responses. In addition, they may be asked questions covering their coursework, and other public health issues. The committee members also discuss as a group, the student’s performance on the different questions (both written and oral). Committee members vote as to whether a student has performed sufficiently well to pass the comprehensive exam. The NMSU Graduate Dean’s representative tallies the votes and completes the final paper work which he/she then submits to the NMSU Graduate School. Thesis Option. Students who pursue the thesis option select faculty to serve as members of a thesis committee. The committee consists of at least three members, two who are MPH faculty, and at least one faculty member from outside the Health Science Department. The student undertakes a significant research project, approved by his/her thesis committee. The thesis can take the form of a policy analysis, a program evaluation, a health change intervention, or an investigation of a particular health problem. The thesis allows for a demonstration of the student's level of acquired analytical skills, methodological knowledge, and specialized work in a field of professional interest. Upon completion of the thesis, the student participates in a public oral defense of his/her thesis under the auspices of his/her thesis committee. Copies of MPH theses will also be available within the Resource Files available during the CEPH site visit. Differences between on campus and online formats. Culminating experience options do not differ between the on-campus MPH format and the online MPH format, except, when necessary, distance, technology (two-way audio and one or two-way video) is used in the oral examination for the online students. Coordination of the online the oral examination has raised some logistical issues for the program to consider. The best way to address these concerns for both the online and on campus formats is now an on-going topic of discussion among MPH faculty.

2.5.b. Assessment of the extent to which this criterion is met. This criterion is met. Students are required to participate in multiple culminating experiences that assure that they demonstrate skills and integration of knowledge. 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 educational programs.

2.6.a. Identification of core public health competencies that all MPH or equivalent professional masters degree students are expected to achieve through their courses of study.

The competencies that guide our MPH program in Community Health Education are adopted with no modifications from the current Seven Areas of Responsibility of the National Commission for Health Education Credentialing, Inc. (NCHEC).The NCHEC areas of responsibility and competencies are listed below. Area I: Assess Individual and Community Needs for Health Education

A. Access existing health-related data



B. Collect health-related data C. Distinguish between behaviors that foster and hinder well-being D. Determine factors that influence learning E. Identify factors that foster or hinder the process of health education F. Infer needs for health education from obtained data

Area II: Plan Health Education Strategies, Interventions, and Programs A. Involve people and organizations in program planning B. Incorporate data analysis and principals of community organization C. Formulate appropriate and measurable program objectives D. Develop a logical scope and sequence plan for health education practice E. Design strategies, interventions, and programs consistent with specified objectives F. Select appropriate strategies to meet objectives G. Assess factors that affect implementation

Area III: Implement Health Education Strategies, Interventions, and Programs

A. Initiate a plan of action B. Demonstrate a variety of skills in delivering strategies, interventions, and programs C. Use a variety of methods to implement strategies, interventions, and programs

Area IV: Conduct Evaluation and Research Related to Health Education

A. Develop plans for evaluation procedures B. Review research and evaluation procedures C. Design data collection instruments D. Carry out evaluation and research plans E. Interpret results from evaluation and research F. Infer implications from findings for future health-related activities

Area V: Administer Health Education Strategies, Interventions, and Programs

A. Exercise organizational leadership B. Secure fiscal resources C. Manage human resources D. Obtain acceptance and support for programs

Area VI: Serve as a Health Education Resource Person

A. Use health-related information resources B. Respond to requests for health information C. Select resource materials for dissemination D. Establish consultative relationships

Area VII: Communicate and Advocated for Health and Health Education

A. Analyze and respond to current and future health education needs B. Apply a wide variety of communication methods and techniques C. Promote the health education profession individually and collectively D. Influence health policy to promote health

The students’ mastery of course learning objectives leads to the knowledge, skills, and abilities needed for public



health practice. Beginning with the fall 2010 semester all students received a copy of the program competencies in the MPH student handbook. Faculty members review with students the course objectives listed in the syllabi and competencies at the beginning of each semester. Faculty members mapped the NCHEC competencies to the MPH core courses and Community Health Education courses for integration of content across the curriculum. All course syllabi with objectives are available in the CEPH onsite resource file.

2.6.b. A matrix that identifies the learning experiences by which the core public health competencies are met. If this is common across the program, a single matrix will suffice. If it varies by degree or specialty area, sufficient information must be provided to assess compliance by each.

The learning experiences are embedded in each of the courses in the student’s program. The site visit team may want to review the course syllabi for all online and on-campus sections, available in the CEPH on site resource file. Please see Appendix D for a copy of the MPH Competency/Course Verification Matrix.

2.6.c. Identification of a set of competencies for each specialty area identified in the instructional matrix, including professional and academic degree curricula.

Not applicable. Our MPH program in Community Health Education does not include specialty areas.

2.6.d. A description of the manner in which competencies are developed, used and made available to students.

The standard NCHEC competencies are used as a framework for the MPH program. MPH program faculty made the decision to adopt the NCHEC competencies without alteration in 2002. This decision was made by the entire MPH faculty, based on guidance from SOPHE and CEPH leadership at the time. We believed these competencies were appropriate for our professional preparation program in community health education. Faculty members are also aware of the Competency Update Project (CUP) and NCHEC’s Advanced Level 1 Competencies and integrate them appropriately into the curriculum. Faculty members review the competencies when they develop new course and revise existing course syllabi and objectives. Faculty members communicate the competencies to the students, so they are aware of the skill sets to be developed in each course. This is a quality assurance measure for the curriculum development. Competencies in the matrix are reviewed by faculty members on a periodic basis. At present we are using the entry level competencies for two reasons. First, we have a number of students who are admitted into the program without having undergraduate degrees in health education, or we have students who have been in practice for a number of years after they completed their health education degrees. Thus, they likely do not have sufficient background to assure that they possess the entry level competencies. Second, we feel we can cover the entry level competencies in addition to the Level 1 competencies. The competencies are included in the MPH Student Handbook, given to all students and presented during the MPH New Student Orientation. They are also posted on the Department website and are available for public access and review. As part of field experience, MPH students are required to complete a form to map their competencies to their internship goals. Students also complete a self-assessment and the preceptor completes a student assessment for competency attainment.



2.6.e. A description of the manner in which the program periodically assesses the changing needs of public health practice and uses this information to establish the competencies for its educational programs.

Information regarding the changing workforce needs of public health practice is obtained from several key sources: Health Education Job Analysis 2010 MPH External Advisory Committee Alumni Survey Field Experience Preceptors Conferences Health Education Job Analysis 2010. The results of this analysis, conducted by SOPHE, AAHE, and NCHEC, have implications for professional preparation, credentialing, and professional development for community health educators. MPH faculty used this document to create a competency checklist that reflects the changing needs of public health practice. MPH External Advisory Committee. The most recent meeting of the MPH External Advisory Committee was held on March 5, 2010, with five of the twelve board members and the entire MPH program faculty present. Faculty and administrators gave reports concerning: the current MPH program enrollments; the CEPH self-study and site visit; the field experience; the new MPH Student Handbook; the online MPH program, and concluded with an open discussion of related issues. One goal of the discussion was to seek comments about changing workforce opportunities and challenges. A number of board members contributed to this discussion. For example, several board members were complimentary of the quality of our students (e.g. knowledge, practical skill sets, work ethic). In addition, a representative from the DOH Office of Border Health suggested we create more opportunities between MPH faculty and DOH. In this way faculty will become more familiar with the present-day public health work environment and the skills MPH graduates will need to effectively function in this environment. Minutes are in the Resource File. Alumni Survey. The mail-out of the MPH Program’s Alumni Survey was delayed NMSU’s Institutional Review Board now requiring any survey involving collecting data from human subjects have its approval. It was submitted to the IRB in early September 2010. Pending IRB review, the survey will be sent to alumni by the end of September. This survey contains several questions, but two sections are particularly important. One section asks each alumnus to indicate his/her competence in the seven NCHEC areas of responsibilities. The second section asks for alumni to rate the degree to which they believe each area of responsibility is essential in their current work environment. Field Experience Preceptors. Field experience preceptors provide feedback to the field experience coordinator regarding workforce needs. Starting with the Fall 2010 semester, the field experience coordinator will use an enhanced assessment instrument to systematically obtain feedback from the field experience site preceptors (agency personnel) regarding how useful the MPH program competencies are in relation to the real occupational settings in which the preceptors work. Professional Committees and Conferences. Faculty members attend state and national/international health conferences to keep updated with the necessary skills and trends for skills in various work environments. In



addition, some of our faculty served on professional committees and work groups that developed the graduate level competencies in health education.

2.6.f. Assessment of the extent to which this criterion is met. This criterion is met. We have a well-planned curriculum that reflects current practice in public health. This curriculum prepares students in both the online and on-campus programs. Faculty members periodically review the curriculum and course content to address changing expectations of public health practice. 2.7 Assessment Procedures. There shall be procedures for assessing and documenting the extent to which each student has demonstrated competence in the required areas of performance.

2.7.a. Description of the procedures used for monitoring and evaluating student progress in achieving the expected competencies.

The MPH program is developed with the integration and assessment of competencies throughout the curriculum using direct measures such as examinations and student projects. The activities that support assessment of competencies are summarized in this section and are explained in other sections of this report. The activities include: Individual assessment of progress. Students are required to maintain a “B” or above average grade (> 3.0 GPA) in the MPH core courses. The measures described in the course syllabi to evaluate student progress, based on the course objectives, include: quizzes, exams, papers, projects, critiques, homework assignments, book reviews, and class participation. Each mid-term, the NMSU Graduate School generates reports concerned with student progress. These reports identify students who are experiencing academic difficulty (e.g. low GPA); students on probation; and the number of graduate credits completed. At the beginning of each semester, the NMSU online COGNOS reporting system provides access to student statistics which serve as verification of each student’s progress including course enrolled, GPA, credits completed. Information from both sources is made available to the MPH program coordinator, who then brings any academic difficulties to the MPH faculty in the spring of each year. Using this information system the MPH program coordinator and the faculty review the GPA of each student and student progress on an annual basis. Faculty members serve as the MPH advisors and encourage students to meet with them at least once a year (preferably each semester) to discuss course selections and student progress reports. They also review student grades and the competencies acquired so that students continue to build their skill sets. Faculty review committee. A MPH faculty committee meets during the spring semester to review student progress for all MPH students in the program. Faculty members are encouraged to provide comments to the committee if they are not present during the discussions. The committee uses the graduate school reports to and comments from faculty to discuss student progress. Field experience. Students are required to complete a field experience, submit a field experience notebook with program objectives, and provide a final evaluation. In addition, the student’s preceptor is required to submit a student evaluation for the field experience. The final evaluation, completed by the agency supervisor for MPH 596, includes a competency assessment covering the MPH core competencies. The results of the preceptors’



feedback from their completed evaluations indicate a high level of demonstrated student competency in the specified areas of performance. A snapshot of 2010 and 2009 results reveals that most students demonstrated competence ranging from “exceeded expectations” to “greatly exceeded competency expectations.” The snapshot for 2008 describes a range from “competence” to “greatly exceeded competency expectations.” Each year there were exceptions where the agency supervisor indicated “not applicable” for the specific competency area. This evaluation form was used inconsistently prior to 2008. Field experience students are required to complete a midterm and final evaluation of their field experiences. The field experience coordinator reviews all field experience students in order to provide student feedback comment on their progress. Each student is responsible for giving a presentation at the conclusion of their field experience during a scheduled session that includes preceptors, faculty, and MPH students. The presentations are designed to share an overview of their experiences and accomplishments. The distance education MPH students and those who graduate in the summer, prior to the fall semester presentations, are not required to give presentations at this event. A summary of MPH alumni placements is included in Template D (section 2.7.d).

2.7.b. Identification of outcomes that serve as measures by which the program will evaluate student achievement in each degree program, and presentation of data assessing the program’s performance against those measures for each of the last three years.

Table 2.7.b Outcome measures are identified to evaluate student progress and student academic achievement. Outcome Measure Target 2006-2007 2007-2008 2008-2009 2009-2010

Individual Assessment of progress

80% of students completing their core courses and maintained a “B” or higher average grade (> 3.0 GPA) for MPH core courses; annual review

100%

100%

100% See footnote c

Field Experience (Internship) Assessment

80% of students receiving a “B” or higher grade (> 3.0 GPA average) for field experience; annual review

84%

100%

84%

100%

Alumni Survey (beginning –10/2010)

80% of alumni rating their competency levels as average of higher (> 3) mean score for use in work environment

No No No See footnote a

Student self-assessment of competency skill setsb (beginning September 2010)

80% of students rating their competency levels as average or higher (> 3) mean score at end of program showing an increase in the 7 NCHEC areas of responsibilities; initiate and will be pre and post program review

No No No See footnote b,c

a. beginning October 2010 b. beginning September 2010 c. data not available at site visit

A self-assessment questionnaire to collect competency measures has been developed using the NCHEC entry-level and advanced level 1 competencies. We have chosen to include both entry-level and advanced level 1 competencies on the self-assessment form because some students enter the program without a background in public health. We want to make sure students at least meet entry level competencies. New students will be required, starting in the 2010-2011 academic year, to complete a pre and post program competency self-assessment. Students will complete the self-assessment of competency development during their first semester.



As students complete the written comprehensive exam at the end of the program, they will also complete the post program self-assessment of competency development. The department will maintain a database with the pre and post program competency checklist ratings for classroom students and distance students. Copies of the students’ completed form will be placed in the student files located in the department. Each fall after entering students have completed the self-assessment, the program advisor will prepare providing results of the assessments and distribute it to faculty for review. Faculty members may use this information during student advising to help students select courses that will best help them develop personal competence in areas they consider themselves deficient. Using questionnaire data from the MPH Competency Assessment checklist the graduate coordinator will prepare an annual report to present pre and post scores of students who went through the program. The report will be shared with faculty members. The Department Curriculum Committee will review the reports annually and make recommendations, as needed, to ensure that our courses help students develop the necessary competencies.

2.7.c. If the outcome measures selected by the program do not include degree completion rates and job placement experience, then data for these two additional indicators must be provided, including experiential data for each of the three years. If degree completion rates, in the normal time period for degree completion, are less than 80%, an explanation must be provided. If job placement, within 12 months following award of the degree, is less than 80% of the graduates, an explanation must be provided.

Though most students complete their MPH within two to three years, NMSU allows students up to seven years to complete their master-level graduate degrees. Thus, the information in the table below begins in 2003. Students have typically entered the program in the fall. Until 2009, however, students were allowed entry to the MPH program in the spring semester as well. Each year a few students took advantage of this spring entry. If we exclude the cohorts entering in the 2008-09 academic years, there were 75 graduates, out of 91 students who entered the program, which equals an 82.4% overall graduation rate. This includes the four entering cohorts between Fall, 2003 and May, 2007 (2003-04, 2004-05, 2005-06, and 2006-07). The 2008-09 Online format cohort is completing the MPH degree program on a part-time basis, thus for most of them May, 2011 to May, 2012 will their most likely graduation dates. See the four comments made under the box below to explain cohort years with less than the 80% recommended graduation rates.



Table 2.7.c Graduations rates by year.

*Of the 2003-04 entering cohort, 3 quit the program for unknown reasons and outcome data are missing for another 1. **There are still 2 from this cohort enrolled in courses, 2 quit the MPH program and outcome data are missing for 2 other members of this cohort. ***Only 8 out of the original 23 in the 2008-2009 entering cohort for the “On campus” format group have graduated so far. Another 12 are currently enrolled in courses for the Fall, 2010, 1 has quit the program, 1 has taken a one year’s leave to travel, and there is missing outcome data for 1 more. ****The 2008-2009 “Online” cohort members are normally enrolled in only 2 courses per semester, and are thus part-time students. This will delay the anticipated graduation date for most of them until May, 2012. The part-time status of most of these students explains why so few have yet graduated. Five students have graduated from the online MPH in May, 2010.. Two of these students started taking online courses in 2007. Three other students were transfers from the on campus program

2.7.d. A table showing the destination of graduates for each of the last three years. The table must include at least the number and percentage of graduates by program area each year going to a) government (state, local, federal), b) nonprofit organization, c) hospital or health care delivery facility, d) private practice, e) university or research institute, f) proprietary organization (industry, pharmaceutical company, consulting), g) further education, h) non-health related employment, or i) not employed. See CEPH Data Template D.

Please see table that follows:

Academic Year Number of students entered No. of graduates on time Graduation rate 2003-2004 19 15 79%* 2004-2005 16 15 94% 2005-2006 22 18 82% 2006-2007 12 10 83% 2007-2008 22 17 77%** 2008-2009--F2F 22 8 36%*** 2008-2009-O/L 23 2 17%****



Template D (Table 2.7.d.) Destination of Graduates by Department or Specialty Area for Each of the Last 3 years Table 2.7.d. Destination of Graduates by Program Area in 2009-2010 n = 17 Missing data = 0

Government Nonprofit Health Care Private Practice University/Research Proprietary Further Education

Non-Health Related

Not Employed

# % # % # % # % # % # % # % # % # % Community Health Education

5

29

1

6

6

35

3

18

2

12

Table 2.7.d. Destination of Graduates by Program Area in 2008-2009 n = 20 Missing data = 3


Non-Health Related

Not Employed


4

20

2

10

4

20

3

15

1

5

4

20

1

5

1

5

Table 2.7.d. Destination of Graduates by Program Area in 2007-2008 n = 10 Missing data =2


Non-Health Related

Not Employed


5

50

1

10

1

10

2

20

1

10



Data in the table above reflect the MPH graduates for the last three academic years, 2007-2009. The majority of the alums are employed in government and university/research, or furthering their education. Some (4) are working in a university setting and furthering their education. Of those presently not working, the majority (75%) are volunteering at a health department, clinic serving homeless persons, or a Veterans health care facility. As many of our students are young, some are starting their families and are not working. They are volunteering their skills and services in diverse locales. The number of graduates reported above does not match the numbers in the cohorts that entered the program in the preceding years. This is because some students, for a variety of personal and professional reasons, are taking 3-7 years to graduate, or may have dropped out of the program.

2.7.e. In public health fields where there is certification of professional competence, data on the performance of the program’s graduates on these national examinations for each of the last three years.

MPH students are encouraged to become certified health educator specialists (CHES) by passing the National Certification for Health Education Credentialing (NCHEC) certification national examination. Table 2.7.e presents the summaries for those students who chose to sit for the examination. Table 2.7.e CHES Pass Rates

2.7.f. Data describing results from periodic assessments of alumni and employers of graduates regarding the ability of the program’s graduates to effectively perform the competencies in a practice setting.

The program has no data for the last three years. Our alumni survey will address the perception of the ability of our alumni to effectively perform the competencies in a practice setting.

2.7.g. Assessment of the extent to which this criterion is met. This criterion is met with commentary. There are some data that were not collected in a systematic fashion for a number of recent years. To address this, the program has now put into place an alumni-tracking system. We recognize there is more work to be done to collect data regarding alumni and employers. 2.8 Academic Degrees. If the program also offers curricula for 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. This criterion is not applicable to the MPH Program at New Mexico State University.

Academic Year No. students who took CHES exam

No. students who passed CHES exam

2006-2007 3 3 2007-2008 5 4 2008-2009 7 7 2009-2010 3 3



2.9 Doctoral Degrees. The program may offer doctoral degree programs, if consistent with its mission and resources. This criterion is not applicable to the MPH Program at New Mexico State University. 2.10 Joint Degrees. If the program 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.

2.10.a. Identification of joint degree programs offered by the program and a description of the requirements for each.

A joint degree is offered within the MPH program, a Master of Social Work/Master of Public Health (MSW/MPH). The joint degree is appealing to students interested in public health and community outreach, with applicability both in the US and internationally. The joint degree was approved in early 2006 with the first student starting in fall 2006. The first two joint degree students graduated in May 2009; eleven students are in various stages of the joint program. The majority of the students are involved with the face-to-face curriculum at the main campus in Las Cruces. Beginning fall 2009, the first group is completing their MPH online and the MSW, face-to-face, at the Albuquerque Center. Typically students complete the joint degree in three years, including summers, although students may take more time, if necessary. For all students in the joint program, there is one identified faculty member in Social Work and one in Health Science who serve as the sole advisors for these students. They have a year round, non-academic Blackboard site to provide a means of communication and information exchange. Field experiences are required of both degrees and typically are conducted independently. Complementary field experiences could be considered, depending on the agency and qualifications of preceptors which would meet both MPH and MSW criteria. Students interested in pursuing the joint degree program must: • Prepare and submit separate admissions applications to both programs; • Notify each program in writing of the intent to complete the joint degree program; • Be officially admitted to both degree programs; • Notify the NMSU Graduate School of the intent to complete the joint degree program; • Complete all course requirements for both degree programs; and • Complete final examinations for both degree programs. Separately the MSW and MPH degrees require a total of 109 credit hours (49 for the MPH + 60 for the MSW = 109 total). However, the joint MSW/MPH degree program can be completed with a total of 88 credit hours once all “overlap” courses have been accounted for, as summarized in the table below:



MPH MSW 49 Credit hour total 60 Credit hours total -9 Electives satisfied with MSW courses - 3 Waive MSW 560 -3 Waive MPH 510 -6 Electives satisfied with MPH courses 37 Total MPH credits 51 Total MSW credits 88 Total credit hours The MPH program allows for 9-12 hours of electives. Electives can be any MPH course not part of the required core or 500-level course from other departments. For the joint MSW/MPH students, they can apply some of their required MSW courses to their MPH electives. The following MSW courses can be identified as MPH electives: MSW 500 – Social Problems and Social Welfare Policy; MSW 505 – Foundations of Professional Social Work; MSW 509 – Sociocultural Concepts and Populations of the Southwest; and MSW 511 - Human Behavior and Social Environment II. MSW 510 – Human Behavior and Social Environment I and MSW 511 – Human Behavior and Social Environment II are a required set of classes (3 credits each) in the MSW program which focuses on: (1) The range of social systems people live in and interact with (families, groups, organizations, institutions, and communities), (2) The interactions between and among multiple systems as they affect one another, and (3) The ways in which systems promote or deter people in attaining or maintaining optimal health and well being. The influence of human diversity, cultural, racial and gender differences, family and social contexts, social issues including discrimination, economic deprivation and oppression, and values and ethical issues are considered throughout the course. A major theme in the two Human Behavior and Social Environment courses is the examination of alternative perspectives and explanations of human behavior. The exchange of MPH 510 – Community and Psychosocial Aspects of Public Health and MSW 510 was made as there is a great deal of complementary material between the two courses. In regards to competencies addressed in MSW 510, as they would translate into the CHES competencies, they include:

Area 1, C 1, 2 and Adv. 1, D, 2 and Adv 1 Area 2, A 4, B 1, 2, & 4, C 1 and D 1, and 2 Area 3, A 1, 2 and C 1, 2, and 4 Area 4, A 1, 2 Area 6, D 3 Area 7, A 1 and B 4



Table 2.10.a. Recommended sequencing for the joint degree plan MSW/MPH Joint Degree Curriculum (Updated February, 2009) Credits First Year: Fall MSW 505-Foundations of Professional Social Work MSW 510- HBSE I MPH 500 –Orientation to Public Health (or elective)* MPH 520- Biostatistical Applications in Public Health

3 credit 3 credit 3 credit 3 credit (12 total)

First Year Spring MSW 511- HBSE II MPH 530- Epidemiological Approaches to Disease Control and Prevention MPH 540- Public Health Services and Design MPH 550- Environmental Public Health Issues MPH 56x- Cultural Foundations Course**

3 credit 3 credit 3 credit 3 credit 3 credit (15 total)

First Year Summer MSW 500- Social Problems and Social Welfare Policy (summer 1) MSW 509- Socio-Cultural Concepts and Populations of the Southwest (summer 2)

3 credit 3 credit (6 total)

Second Year Fall MSW 520- Practice I: Social Work Practice MSW 551-Generalist Field Practicum I MPH 579- Research and Resources in Community Health MPH 570- Foundations of Public Health Education

3 credit 3 credit 3credits 3 credit (12 total)

Second Year Spring MSW 503- Policy Analysis and Change MSW 521- Practice II: Social Work Practice MSW 552- Generalist Field Practicum II MSW 561- Advanced Generalist Research*** MPH 573- Community Organizing in Public Health


Second Year Summer MPH 596- Public Health Field Experience 3 credit

(3 total) Third Year Fall MSW 524-Practice III: Advanced Practice with Individuals MSW 525- Practice IV: Advanced Practice with Groups MSW 554- Advanced Generalist Field Practicum I MPH 572- Techniques in Health Communication and Education

3 credit 3 credit 3 credit 3 credit (12 total)

Third Year Spring



MSW 526- Practice V: Advanced Practice with Families MSW 527- Practice VI: Advance Practice with Organization and Communities MSW 555- Advanced Generalist Field Practicum II MPH 574- Program Planning, Evaluation and Research MPH 597- Public Health Graduate Seminar


*MPH 500 can be waived for prior PH experience, must take elective in its place **Students have a choice of one course in the cultural foundation series (MPH 560-569) ***MSW 561 could also be taken in the fall of the third year, based on student preference Course equivalencies (courses dual students do not take): MPH 510- MSW 510 satisfies this requirement MSW 560- MPH 579 satisfies this requirement The six (6) MSW elective requirements are satisfied by MPH classes and the nine (9) MPH elective requirements are satisfied by MSW courses. There are no other electives required in the dual program.

Total Credits: 88

Graduation information To date 6 people have graduated from the joint MSW/MPH program (2 in 2009 and 4 in 2010). There are presently 7 in varying stages of completion of the program.

2.10.b. Assessment of the extent to which this criterion is met. This criterion is met. The joint MSW/MPH is well established and time-tested. Development of this joint degree program involved numerous committees over a lengthy period of time, and is monitored by a joint degree oversight committee comprised of faculty from the two programs. 2.11 Distance Education or Executive Degree Programs. If the program offers degree programs using formats or methods other than students attending regular on-site course sessions spread over a standard term, these degree programs must a) be consistent with the mission of the program and within the program’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 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 program offers distance education or executive degree programs, it must provide needed support for these programs, including administrative, travel, communication, and student services. The program must have an ongoing program to evaluate the academic effectiveness of the format, to assess teaching and learning methodologies and to systematically use this information to stimulate program improvements.

2.11.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 may be referenced for this purpose.

NMSU offers a fully on-line version of the MPH program, administered by the Department of Health Science, and using two faculty members located at the NMSU Albuquerque Center.



2.11.b. Description of the distance education or executive degree programs, including an explanation of the model or methods used, the program’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 program, and the manner in which it evaluates the educational outcomes, as well as the format and methodologies.

In 2006-2007, faculty developed a number of MPH courses in WebCT (in 2009 WebCT was replaced with Blackboard) for online delivery. At that time, a few of the courses were taught, as a pilot project. Formally, in 2007, NMSU funded support and development of the online program through the university’s Living the Vision (LTV) Initiative. A MPH Online Coordinator was hired in March, 2007 to work out of the Albuquerque Center with responsibility for recruiting applicants to the online MPH program. Recruitment for the first formal cohort of students was completed in June, 2008. Students were selected from that recruitment effort to form the inaugural class of the online program. Numbers of students entering the program each year, transferring, and graduating are noted below. Online MPH student numbers Fall, 2008 New Admits 20 Existing (from pilot year) 5 Fall, 2009 New Admits 18 Transfers from main campus 8 Fall, 2010 New admits 10 Total Admitted 61 Total Graduated (May 2010) 5 Total Quit/Dropped/Suspended 6 (2007-present) Number of Current Students 50 The residence status of student include: NM (72%), AZ (8%), TX (8%), elsewhere (12%) Among the current 50 students, 12 (24%) students are Native American There was a group of 5 students who joined the first cohort, as they started taking online classes during the pilot year in 2007. There have been a small number of transfers from the campus program (8 students who moved or changed work status). There are 6 who dropped or quit for a variety of reasons (lost job, family crisis, etc.) or are on academic suspension at this time. Students must declare online or on-campus at the time of application. Only under specific circumstances can a student change from one delivery format to the other.



Recruitment & Orientation Consistent with a workforce development orientation, the online program considers some specific characteristics in recruitment and admission of students. Desireable student characteristics:

• Currently employed in a health-related field with two or more years of experience • Indications of employer support such as direct financial aid or incentives, flexibility with work schedule,

and opportunities for expanded job responsibilities related to program progress, especially field experience

• Are working or have other reasons why they cannot attend a campus-based program • Preference is given for applicants located in the NM and the Southwest

Recruitment occurs via word-of-mouth, notices disseminated through employers, e.g., state department of health and the Indian Health Service, and the list-serve for the NM Public Health Association. A number of the students graduated from the Bachelor of Community Health program within the Department and they seek their online MPH course, while working full time in the field. Each entering cohort of online MPH students participates in a required new student orientation program for all MPH students on main campus in August. This orientation provides an opportunity for students to learn about the policies and procedures of the University, the department, and the MPH program. In addition, students meet the faculty and become acquainted with each other. This orientation includes an introductory workshop on the use of distance education technology and a library orientation, particularly on accessing electronic resources. Online Coordination and Advising The MPH Online Coordinator is located at the NMSU Albuquerque Center. With an increase to 44 enrolled students the second year, (52 when including students who transferred from the on-campus program in the 2009/10 academic year) the Department recognized the need to add more student support. Beginning in August, 2009, a second faculty member was assigned to spend approximately half-time at the Albuquerque Center and became a second advisor for the students. This faculty member also coordinates the distance education MPH/MSW joint degree program, that is delivered in a face-face format at Albuquerque Center by Social Work Faculty and supported with online MPH classes. The MPH Online Coordinator recently resigned his position. The second faculty member supported the online MPH program since 2009 will be assuming the responsibilities of the Coordinator in an interim capacity. The Department is in the process of hiring non-tenure track faculty member who will be appointed to the Albuquerque Center and have responsibility for recruiting, selecting, and advising incoming students. This faculty member is expected teach in the online MPH program. This person will be a full-time, college (i.e. non-tenure track) faculty member, at the associate professor level. Curriculum The online MPH shares a common curriculum (49 credit hours), faculty, and class schedule (Fall, Spring, and Summer) with the campus program. Typically, the online students are expected to be part-time, enrolling for 6 credit hours per session, including summers. At this pace students have the opportunity to complete the MPH degree in approximately 3 calendar years.



Facilities The NMSU Albuquerque Center, is a 44,000 square foot facility, with extensive computer and distance education technology resources. The Albuquerque Center serves a non-traditional student population that is unlikely to travel to Las Cruces for degree programs. The Center’s peak hours are after 5:00 pm on weekdays and weekends. A strong focus of the Center it its support of the working professionals as they seek to attain degrees. The facility supports online and face-to-face education through the following resources:

• Two conference rooms that accommodate 14 people. • One large classroom for up to 75 people. • Five computer labs ranging from 15 to 23 computer workstations. • Classroom technology: professor workstations, ITV video conferencing, Mediasite, a Smart Board, and

portable projectors and TV/DVD carts. • Wireless networking and security cameras throughout the building. • Security cameras located throughout the facility • A range of services offered at the Albuquerque Center include Undergraduate Admissions, Counseling

Center, Veterans Program, University Communication, Technical Support and Albuquerque Center Administrative Staff, and New Mexico Department of Agriculture.

Because it is located in the central portion of the state, this site enhances outreach activities for students and organizations in the central and northern parts of state. The Albuquerque-based MPH faculty members cover all parts of New Mexico in recruitment and representation of the program. The Online MPH program has 2 offices and access to all of the resources of the Albuquerque Center, including facilities and staff support. Instructional Methods and Resources The online MPH program is based entirely on the use of distance education technology (Blackboard). In addition to Blackboard, faculty members have access to a variety of other technological tools. This includes systems such as SABA Centra, a fully functional web-based conference application that can be employed on a scheduled basis to serve up to 150 students at a time. For example, Centra supports the interactive discussion of course materials, the presentation of slides, utilization of its selected desktop applications, and ‘Web Safari’ visits to relevant websites. Faculty membersmake use of applications such as Skype, podcasts, and a variety of recorded materials associated with Power Point slide presentations. Faculty use a variety of technological approaches in support of basic coursework delivered through Blackboard. New Mexico State University has extensive training and support services, through the Center for Learning & Professional Development (formerly Information and Communication Technologies), for both students and faculty who utilize distance education technology. Because of the history and success of distance education at NMSU, the online MPH program benefits from the experience of other programs and faculty colleagues committed to the use of technology in higher education. In addition, through the College of Extended Learning (CEL), learning opportunities beyond the traditional curriculum and classroom are provided to individuals seeking personal, academic and professional learning needs. This College is an excellent resource, which provides training for faculty, staff, and students in addressing the diverse needs of the online learners in the MPH online program. Regarding technological support and resources for online MPH students, there is a Distance Education website, within the College of Extended Learning (http://distance.nmsu.edu/index.html) which provides a range of support for students. Within Blackboard, there are individual tabs/links that provide support and assistance to students and faculty alike. Faculty are able to problem solve and trouble shoot with their students as issues may

http://distance.nmsu.edu/index.html�



arise with technology, use of Blackboard, etc. If faculty members are not able to answer student questions regarding the use of online technology, the Center for Learning and Professional Development is available by phone and email during normal business hours. A key resource for all students is the NMSU library. The NMSU library system is extensive and distance education friendly. Specifically, the library’s website includes a section titled “Library Resources for Distance Education.” This section instructs people how to: find books and articles (online and in the facilities), avoid plagiarism, and utilize inter-library loans. Basic nursing/health science guides maintained by NMSU identify a wide range of governmental, professional, and academic sites specific to different disciplines. Faculty members within each discipline developed these guides so they are useful and appropriate for student’s needs. The librarians are extremely attentive to the library/resource needs of distance education students. They strive to serve online students just as if the person was on campus, in the physical library building. The library also has an extensive collection of electronic journals that are searchable from the library website Library staff members offer reference assistance via email, texting, chat, instant messaging, or in person. This service is available during operating hours which are: Sunday 10 a.m. – midnight, Monday – Thursday 7:30 a.m. to midnight, Friday 7:30 a.m. – 8:00 p.m., and Saturday 9:00 a.m. – 6:00 p.m. Faculty members have opportunities to take a wide range of classes to enhance their online teaching skills and abilities. Classes through the Center for Learning and Professional Development are free of cost and last a few hours to a full day in length. Topics include Respondus, Podcasting, Mediasite, I Tunes U, Centra, SoftChalk, etc. Institute for Technology Assisted Learning (ITAL) is a short, ten-day institute over a period of three weeks that provides NMSU faculty with training and tools needed to integrate distributed learning technologies into traditional and distance education courses. Some MPH faculty have been a part of this 10-day institute. Selection for the ITAL program is on a competitive basis. Participants are chosen for their desire to learn and apply the technologies in their own online courses. The cost is $100/person. The Department has paid this fee. Classes through the College of Extended Learning are a full semester and are graduate level. People can earn a Certificate in Online Teaching and Learning after the completion a five 3-credit course sequence that immerses students in a dynamic online environment and culminates in an online teaching practicum. One employment benefit at NMSU is the ability to take up to 6 hours/semester for free through Tuition Remission. Thus the earning of this Certificate is financially manageable. The faculty member who splits her time between main campus and the Albuquerque Center will obtain her Certificate in Online Learning and Teaching certification in August 2011. The MPH faculty members have varying levels of experience in online teaching and learning. WebCT, now Blackboard, has been a staple at NMSU in offering online courses since the late 1990s. The main campus MPH full-time faculty members all teach in the online MPH program. Due to other teaching and research responsibilities of the regular full-time faculty, additional faculty members are sometimes required to teach some of the MPH classes. The additional faculty members are highly qualified faculty who typically hold a doctoral degree in an appropriate field and have substantial experience in public health and/or higher education. Policies and Procedures The campus and the online MPH program share a common set of policies and procedures governing the operation of the program to include the review of applications and admission standards. These policies and procedures are defined in the MPH Student Handbook and the Field Experience Manual. All MPH students follow the policies and procedures of the NMSU Graduate School, utilize online registration, and are subject to the same fees and payment requirements (students pay a per course Distance Education Course Fee of $75).



Online students have full access to key university resources such as the library, bookstore, and related services, via web access. Evaluation Online courses are offered in the same semester as the campus and are often taught by the same faculty member. Course content, syllabi, and student requirements are equivalent. Course evaluation procedures operate in parallel in both delivery formats. In addition to these routine evaluation activities, some specific steps are taken to provide enhanced assessment of the quality of the online MPH program and the satisfaction of the students involved. Key to this effort is an anonymous survey of online students, conducted twice each academic year. This survey solicits feedback from students according to their year in the program and their experience at each point in time. Questions address issues of the effectiveness of instructional delivery, including: specific technological approaches, the extent to which the organization and management of the program meets each student’s needs, and ways in which the program can be improved. The results of these surveys are compiled into reports that are shared with the college administration, the department faculty, and students in the program. These reports are available for review. Program Support The first and second year of operations for the Online MPH was supported by funds from the NMSU Living the Vision grant and regular Departmental budget. For the most recent year of operation (9/09-8/10), the NMSU College of Extended Learning provided financial support. In addition to supporting the faculty position at the Albuquerque Center, the College of Extended Learning (CEL) also provided a limited amount of funding for administrative needs, including office operations, travel, and student support. The CEL has committed additional support for 2010-2011 including funding for a full-time faculty member to be stationed at the Albuquerque Center. Albuquerque faculty and online MPH students receive routine administrative support through the Department. This includes administrative support for recruitment and admissions, student records, academic processes, student petitions, and course transfer credit, and trouble-shooting with campus functions.

2.11.c. Assessment of the extent to which this criterion is met. This criterion is met. NMSU has committed significant resources to distance education programs, including the MPH online program. Faculty and students are benefiting from this support and a strong program is in place.



3.0 CREATION, APPLICATION AND ADVANCEMENT OF KNOWLEDGE 3.1 Research. The program shall pursue an active research program, consistent with its mission, through which its faculty and students contribute to the knowledge base of the public health disciplines, including research directed at improving the practice of public health.

3.1.a. A description of the program’s research activities, including policies, procedures and practices that support research and scholarly activities.

The Department of Health Science’s research goal statement follows the University’s research philosophy. Research is an important component of every academic activity, and is the source of content for quality instructional programs. It is the policy of NMSU to recognize research as essential to the vitality of the University, and to recognize the support of research as part of its institutional responsibility. It is also the policy of NMSU to promote academic inquiry, assure protection of human subjects, and to protect academic freedom for the university’s researchers. NMSU is New Mexico’s state land grant institution of higher education. It is the only land grant university that has also been designated a Hispanic serving institution under Title III of the Higher Education Act. It coordinates its research functions through several entities: the Council of Research Centers, the University Research Council, and the Committee for Human Subjects in Research. The specific functions of each of these entities are outlined in the New Mexico State University Policy Manual (2010). Additionally, the Department of Health Science is an active participant in the College’s research institute (the Southwest Institute for Health Disparities Research), and two centers (the Border Epidemiological Center and Environmental Health Center, Southern New Mexico Area Health Education Center). In the past, the focus of the Department of Health Science has been on teaching, rather than research. Under our new College Dean (Tilahun Adera - hired January, 2009, started July, 2009), however, enhancing research productivity has become a major priority. With the hiring of a new academic department head, (Mark Kittleson, start date January 4, 2011), New Mexico State University will be one of only three universities (along with the University of Maryland and Indiana University) to have more than one winner of the American Association for Health Education’s Distinguished Scholar Award. All full-time health science faculty members who teach in the MPH program are tenured or tenure track. Thus, clear evidence of research productivity is an important part of annual reviews and promotion and tenure consideration. Funding opportunities are circulated among faculty, internal grant support from the College, in the form of $5,000 mini-grants, has been made available by the Dean to non-tenured, tenure track faculty, and travel assistance is available to support faculty who present their research at national or international conferences. University-wide the Vice-President for Research has made opportunities available for faculty to apply for internal grants. One of the MPH faculty members has secured one of these internal grants. The Department has sponsored research symposia in an effort to encourage research collaboration and is now an active partner in the College research symposia series. Departmental faculty members serve on the College Research Committee, the University Research Council, and the University’s Institutional Review Board. Faculty members in the Department of Health Science, and in particular, faculty affiliated with the MPH program, have initiated a research agenda that focuses on application-based research in border communities. In that context faculty have conducted relevant application research, and have also educated the University community concerning the benefits on this type of research.



MPH program faculty members have a diverse range of research interests and expertise. Most of the research conducted by faculty fits under the broad umbrella of public and community health, with a good portion of the work directly related to U.S./Mexico border health issues. For example, MPH faculty have conducted funded and non-funded research directly related to community health education, international health, substance abuse/drug education, environmental health, occupational health, public health administration, parent-child health education programs, violence, sexuality/abstinence education, HIV/AIDS, and other sexuality issues. The results of this work have been published in peer-reviewed journals. In addition, faculty members have received national recognition for their research efforts.

3.1.b. A description of current community-based research activities and/or those undertaken in collaboration with health agencies and community-based organizations. Formal research agreements with such agencies should be identified.

Community-based research projects are those that involve schools, community agencies, or other health agencies. Examples of projects that received funding during the designated time period include the Growing Up Health – Growing Up Smart project, the evaluation of an abstinence education program, and a gardening project among the Navajo. CEPH Data Template E lists the externally funded projects in the department from 2006 – 2008. Community-Based projects are marked on the table. At this time we have no formal research agreements in place.

3.1.c. A list of current research activity of all primary and secondary faculty identified in 4.1.a and 4.1.b., including amount and source of funds, for each of the last three years. This data must be presented in table format and include at least the following: a) principal investigator, b) project name, c) period of funding, d) source of funding, e) amount of total award, f) amount of current year’s award, g) whether research is community based, and h) whether research provides for student involvement. Only research funding should be reported here; extramural funding for service or training grants should be reported elsewhere. See CEPH Data Template E.

Please see tables that follow:



Template E (Table 3.1.c) Research Activity of Primary and Secondary Faculty 2006 Project Name Principal Investigator &

Department Funding Source

Funding Period Start/End Amount Total Award

Amount Current Year

Community-Based Y/N

Student Participation Y/N

Health Careers Opportunity Programs

Jacquez, Benjamin US Dept HHS 9/1/2002-5/31/2006 897,351.00 895,713.47 Y Y

Schools Adopt Health Careers

Corona, Adriana US Dept HHS 9/1/2004-8/31/2006 32,506.00 32,506.00 Y Y

Comprehensive Approach to Diabetes Prevention

Jacquez, Benjamin Paso Del Norte Health Found.

7/1/2005-6/30/2006 134,607.00 111,029.05 Y Y

Environmental Health Educ. Program

Jacquez, Benjamin State of New Mexico DOH

7/1/2005-6/30/2006 26,944.00 26,920.00 Y Y

Southern New Mexico Health Education Center

Jacquez, Benjamin Univ of New Mexico

7/1/2005-6/30/2006 70,000.00 66,628.13 Y N

Student Support Consultant Services for Border Health

Arnold, Stephen Primary

State of New Mexico

10/01/2005-6/30/2006 40,509.00 19,858.00 Y Y

Student Support Consultant Services for Border Health

Arnold, Stephen Primary State of New Mexico DOH

10/1/2005-6/30/2006 233,943.00 198,508.00 Y Y

Environmental Health Program

Jacquez, Benjamin State of New Mexico DOH

10/1/2005-6/30/2006 80,831.00 82,545.00 Y Y

Border Health Education Training Center

Jacquez, Benjamin Univ of New Mexico

9/1/2005-8/31/2006 75,000.00 70,621.00 Y Y

Office of Border Health Vilchis, Hugo State of New Mexico DOH

7/1/2006-12/31/2006 288,587.00 219,142.35 Y Y



Template E (Table 3.1.c. continued) Research Activity of Primary and Secondary Faculty 2007

Project Name Principal Investigator & Department

Funding Source


Amount Current Year

Community-Based Y/N


Agenda-setting for Healthy Border 2010

Kozel, Charles Primary

Paso Del Norte Health Found

1/1/2005-6/30/2007 69,800.00 69,427.87 Y Y

Environmental Health Education

Smith, Daryl Paso Del Norte Health Found

1/1/2005-3/31/2007 189,856.00 183,782.59 Y Y

SCERP Ward, Erin Ariz State Univ 6/1/2005-8/31/2007 58,958.00 59,332.21 Y N Rural Women, Jacquez, Benjamin US Dept HHS 9/30/2005-12/31/2007 223,717.00 223,540.56 Y Y Rural Frontier Women Arnold, Stephen

Primary US Dept HHS 10/1/2005-6/30/2007 60,000.00 46,800.00 Y Y

BioTerror Response Training

Vilchis, Hugo Univ New Mexico

9/1/2005-8/31/2007 104,263.00 70,832.73 Y N


Jacquez, Benjamin Univ New Mexico

9/1/2005-8/31/2007 61,940.00 58,597.05 Y Y

Healthy Homes Project Jacquez, Benjamin Paso Del Norte Health Foundation

3/1/2006-9/30/2007 60,100.00 58,335.88 Y N

Healthy Communities Access Program

Vilchis, Hugo NM Comm Action Agency

5/1/2006-2/28/2007 54,940.00 34,685.83 Y N

Diabetes Primary Prevention

Jacquez, Benjamin Paso Del Norte Health Found

7/1/2006-6/30/2007 142,116.00 138,236.41

Envir Health Outreach Prog

Jacquez, Benjamin State of New Mexico

7/1/2006-6/30/2007 111,904.00 108,202.56 Y N



9/1/2005-8/31/2007 63,867.00 60,992.00 Y Y

Evaluating intervention with Grandparents Raising Children

Rao, Satyapriya Primary Grandparents Raising Children F

1/1/2007-5/31/2007 7,500.00 6,884.98 Y



Template E (Table 3.1.c. continued) Research Activity of Primary and Secondary Faculty 2008

Project Name Principal Investigator & Department

Funding Source


Amount Current Year

Community-Based Y/N


Infection Cervical Cancer Moraros, John Primary


1/1/2006-4/2/2008 74,997.00 27,051.18 Y N

Breast Cancer Risk Bird, Yelena Primary


1/1/2006-4/2/2008 74,815.00 32,486.80 Y N

Impact of Local Smoking Ordinance

Bird, Yelena Primary


9/1/2006-6/30/2008 32,797.00 14,833.50 Y N



7/1/2007-6/30/2008 70,500.00 67,826.60 Y Y

2 Should Know Prof Development Program

Young, Michael Primary Paso Del Norte Health Found

6/1/2007-12/31/2008 118,005.00 87,035.00 Y N

Clear Health Communications


7/2/2007-9/5/2008 125,000.00 101,620.83 Y Y

Diabetes Primary Prevention


7/2/2007-7/1/2008 147,036.00 147,145.85 Y Y

Environmental Health Edu

Jacquez, Benjamin State New Mexico DOH

7/1/2007-6/30/2008 238,180.00 218,072.73 Y Y

Bioterrorism Response Training

Vilchis, Hugo Univ New Mexico

9/1/2007-8/31/2007 55,000.00 44,763.47 Y N

Growing up Healthy, Growing Up Smart

Young, Michael Primary


11/1/2007-12/31/2008 110,712.00 60,679.97 Y Y

Promotora Training Vilchis, Hugo NIH – U54 NMSU/ Fred Hutch

9/30/2007-8/31/2008 95,094.00 46,773.81 Y N



8/31/2007-8/31/2008 64,992.00 58,526.56 Y Y



Choices- Two Should Know

Rebecca Palacios PRIMARY

El Paso Dept Public Health

9/1/2008-3/30/2009 41,007.00 41,007.00 Y



All MPH faculty members have conducted research and published the results of their research in scholarly journals. A count of the number of publications by faculty member, in regional and national journals, since 2006, is shown in Table 3.1c. Not all current faculty members have published during this time frame. Some faculty members who are listed as having published are no longer affiliated with the program) Table 3.1.c MPH Faculty National/International and Regional Peer Reviewed Publications 2006-2010* Faculty 2006 2007 2008 2009 2010 Total*** R N R N R N R N R N R N Steve Arnold 0 0 0 0 0 0 0 0 0 0 0 0 Yelena Bird 2 1 0 1 - - - - 2 2 John Booker 0 0 0 0 0 0 0 0 0 0 0 0 Jeffrey Brandon 0 1 0 0 0 0 0 0 0 0 0 1 Robert Buckingham 1 0 0 1 0 0 - - - - 1 1 Sue Forster-Cox 1 2 2 0 0 0 0 0 0 0 3 2 Mohammad Hussain 0 0 0 0 0 0 0 0 - - 0 0 Chuck Kozel 2 0 0 0 1 0 0 0 0 0 3 0 Cynthia Kratzke - - - - 0 1 0 1 0 1 0 3 John Moraros 2 1 0 1 - - - - - - 2 2 Larry Olsen 0 1 0 1 0 0 - - 0 2 Rebecca Palacios - - - - 0 0 0 0 0 1 0 1 Satya Rao 0 0 0 0 0 1 0 1 0 1 0 3 **James Robinson 0 0 0 0 0 0 0 1 0 0 0 1 Susan Wilson 0 0 0 0 0 0 0 1 0 0 0 1 Michael Young 0 3 0 3 0 3 0 2 0 6 0 17 Totals 8 9 2 7 1 5 0 6 0 9 11 36 *Drs. Bird, Buckingham, Hussain, Moraros, and Olsen are not currently employed by New Mexico State University, but were employed at least part of the period 2006-2009. **The publication listed is a textbook, not a journal article *** Author order and actual authors listed varies by vita. During the period 2006-2009 MPH faculty had 36 articles published, or accepted for publication, in national peer reviewed journals, and an additional 11 articles published in regional journals. One faculty member (Robinson) also published a textbook. All MPH faculty members have presented the results of their research at regional and/or national/international meetings. A count of the number of presentations by faculty member, at regional and national/international meetings, since 2006, is shown in Table 3.1.c.2. Not all current faculty members have presented at professional meetings during that time frame. Some faculty members who are listed as having presented at professional meetings are no longer affiliated with the program. Table 3.1.cc Faculty Papers Presented at National/International and Regional/Local Conferences 2006-2010* Faculty 2006 2007 2008 2009 2010 Total*** R N R N R N R N R N R N Steve Arnold 0 0 0 0 0 0 0 0 0 0 0 0 Yelena Bird 0 6 0 7 - - - - - - 0 13 John Booker 0 0 0 0 0 0 0 0 0 0 0 0 Jeff Brandon 1 1 1 0 2 0 1 0 0 0 5 1 Robert Buckingham 0 4 0 5 0 2 - - - - 0 11 Sue Forster-Cox 0 0 1 0 1 0 0 0 0 0 2 0 Mohammad Hussain 0 2 0 0 0 4 0 3 - - 0 9 Chuck Kozel 0 1 2 2 4 1 1 1 0 2 7 7



Cynthia Kratzke 0 2 0 0 0 2 2 2 0 0 2 6 John Moraros 0 7 0 7 - - - - - - 0 14 Larry Olsen 0 11 0 4 1 0 - - - - 1 15 Rebecca Palacios - - - - 0 0 3 3 1 1 4 4 Satya Rao 0 3 0 0 0 1 0 1 0 0 0 5 James Robinson 0 0 0 0 1 0 1 0 0 0 2 0 Susan Wilson 2 0 0 2 1 1 1 3 0 3 4 9 Michael Young 0 10 0 11 2 8 2 11 3 5 7 45 Totals 3 47 4 38 12 19 11 24 4 11 34 139 *Drs. Bird, Buckingham, Hussain, Moraros, and Olsen are not currently employed by New Mexico State University, but were employed at least part of the period 2006-2009. ***This Information was taken from faculty vitas. Author order and actual authors listed varies by vita. During the period 2006-2009 MPH faculty had 139 papers presented at national/international conferences and an additional 34 papers presented at regional/local conferences.

3.1.d. Identification of measures by which the program may evaluate the success of its research activities, along with data regarding the program’s performance against those measures for each of the last three years. For example, programs may track dollar amounts of research funding, significance of findings (e.g., citation references), extent of research translation (e.g., adoption by policy or statute), dissemination (e.g., publications in peer-reviewed publications, presentations at professional meetings), and other indicators.

Success of individual faculty members in research and scholarly activity is evaluated by an examination of both quantity and quality of productivity as part of faculty annual performance evaluation. This includes publications in professional journals, presentations at professional meetings, externally funded grants, and awards/recognitions. On an annual review basis the academic department head scores each faculty member, based on products produced (e.g. publications, presentations, grants) compared to goals to which the department head and the individual faculty member agreed in the formative evaluation annual allocation of effort form. This form indicates the degree of effort in each of teaching, research, and service (effort across areas totals 100%) and goals the individual faculty member has in each area. The Departmental Promotion and Tenure Committee also provides an annual review of individual tenured/tenure track faculty members at the assistant and associate professor ranks, including commentary concerning each faculty member’s progress in research and scholarly activity. Additionally, in 2009, Dean Adera outlined his vision of a department and college that will be highly productive in research. He repeatedly has stated we will be “the research powerhouse of the Southwest.” While we want to increase research productivity, a relevant question is “what is a reasonable expectation” for our Department? For our target measures of research productivity we used publications, presentations, and grants, with a target of 3 presentations, 2 publications, and one grant per faculty member. Another answer to the question, which is now the goal for each unit in the college, is a level of research productivity that is among the top quartile of similar programs at peer institutions. In the fall, 2009 the current Interim Department Head conducted a study that identified measures of research productivity. Measures of productivity included: (1) total number of national/international, peer-reviewed journal articles, (2) number of articles/faculty member, (3) percentage of program faculty who published at least one article, (4) total number of presentations at national/international conferences, (5) number of presentations/faculty member, (6) percentage of program faculty who presented at least one paper, (7) total number of external grants, (8) number of grants/faculty member, (9) percentage of program faculty who had at



least one current grant, (10) total amount of external funding secured, (11) amount of funding per faculty member. Equal weight has been given all 11 variables. There is some discussion as whether too much weight is given to presentations (3 of the variables) and to grants (4 of the 11 variables). We may combine the scores from the three presentation variables into a single presentation score and the scores from the four grant variables into two grant scores (combing total number of grants, grants per faculty member, and percentage of faculty with at least one grant into one score, and combining total amount of funding secured and the amount of funding per faculty member into a second score). There is also discussion as to whether citations to published works should be considered. Even though the system may be modified, this type of system allows us to track our progress from year to year. It will also allow us to compare the research productivity of our program to programs at peer institutions. The system has been used to provide a baseline measure of research productivity, to show us where we stand relative to programs at peer institutions and to help us improve our research standing. A paper describing this “research ranking” was presented earlier this year at the annual meeting of the American Academy of Health Behavior. Additionally, Robert McDermott, the Editor of the American Journal of Health Education also issued an invitation to submit a manuscript based on the paper to the Journal for publication consideration. As a result of implementing this system, we have developed a greater concern for enhancing research productivity and we have taken several steps to facilitate research productivity. First, in the past it was common practice for faculty members to teach nine hours in-load, receive three hours reassigned time for research, and to teach an additional course(s) as an overload, for additional pay. A 12-15 hour teaching load is not compatible with a high level of research productivity. During the spring semester the Health Science Department Head established a policy of not granting teaching overloads for any faculty member with research responsibilities. The Dean has since adopted that policy for the entire College. This gives faculty more time to do research than they have had in the past. Second, tenure-track faculty who do not have tenure have been given six hour teaching loads. Thus, lighter teaching loads will allow them to spend more time focusing on research activity. Third, some senior faculty are assuming heavier teaching loads, with reduced research responsibility, creating an opportunity to provide more reassigned research time for junior faculty and senior faculty who are productive researchers. Table 3.1.d. Outcome Measures for Research Outcome Measure Target 2007-2008 2008-2009 2009-2010+ 1. Number of publications by program faculty

10 9 (2007)

6 (2008)

15 (2009 & 2010)

2. Number of scholarly presentations by faculty at local/regional/state and national/international level

30 42 (2007)

31 (2008)

44 (2009/ 2010)

3. Number of grants secured by faculty 9 13

(2007) 12

(2008) *N/A

*N/A: Data not available yet + 2009-current

3.1.e. A description of student involvement in research. Faculty/Student Research Collaborations Faculty members do involve students in their research projects. Sometimes this involves students working on a faculty research project. For example, two graduate students worked with Dr. Young on his Growing Up Healthy – Growing Up Smart project, implemented in Las Cruces schools and funded by the Paso del Norte Health Foundation. Graduate students also worked with Dr. Palacios on her evaluation of an abstinence education



program, again funded by the Paso del Norte Health Foundation, and with Dr. Wilson on her study of H1N1 among NMSU dormitory students. Sometimes it is a true collaboration, with faculty and students working together to plan and conduct a research project. Other faculty-student projects like those directed by Dr. Palacios and Dr. Wilson fit in this category. Student Initiated Projects For several years, one of the most successful avenues for MPH students to initiate independent research projects was through a $100,000/year grant from the Paso del Norte Health Foundation. These funds, awarded to the College of Health & Social Services at NMSU, were for “Health Oriented Themes” (HOT) projects. This program provided funding of up to $10,000 per student to support student-initiated research related to health along the U.S. Mexico border. This funding has ended. Students in the MPH program can take additional course work or do a thesis. The majority of students choose the non-thesis option. Thesis projects currently underway or recently completed include: (1) an examination of the relationship between residential radon exposure and lung cancer, (2) a study of parent perception of normative health behaviors of young teens and factors related to perceptions of their own child’s health behaviors, (3) out-of-hospital delivery for women who have previously given birth by cesarean, and (4) body mass index of selected New Mexico kindergarten children. See Table 3.1.e1 for a listing of completed theses. As part of the course requirements for MPH 579 Research and Resources, students are required to develop a research proposal and are encouraged to actually undertake the project they have proposed. Some students have initiated independent study projects with faculty with the goal of conducting research and developing papers for presentation at professional conferences and manuscripts for publication. See Table 3.1e2 for a listing of students involved as authors of papers presented at conferences. Research internships are available to NMSU students through an NIH U54 grant to NMSU and the Fred Hutchinson Cancer Center. The goal of this program is to expose students to challenges and triumphs of delivering health care and conducting research in communities with limited resources along the U.S./Mexican border. Several of our MPH students have taken advantage of this opportunity. See Table 3.1e3 for a listing of students who have participated in this internship program and their Fred Hutchinson faculty mentor. Table 3.1.e.1 Completed Theses 2006-2009 Student Advisor Thesis Title Year Graduated Robert Cantrell D. Mondragon Pilot grounded theory analysis of operational definitions in

palliative care 2006

Mary Ellen Carney Sue Forster-Cox Using media literacy education for health promotion: A qualitative meta-analysis of effective program components

2006

Amanda Jones Sue Forster-Cox An analysis of data related to the body mass index of selected New Mexico kindergarten children and associated parent/guardian responses

2006

Catherine Lemar Larry Olsen Attitudes of and knowledge about human papilloma virus held by selected New Mexico State University undergraduate students

2006

Sasha King John Moraros Evaluation of women’s knowledge regarding the human papilloma virus and cervical cancer, and awareness and acceptance of the use of the HPV vaccine among Mexican women residing in Ciudad Juarez, Mexico

2008

Matthew Banegas Yelena Bird Breast cancer early detection practices, beliefs, attitudes and perceptions of risk among Mexican women with and without a family history of breast cancer

2008

Nour Abdo Michael Young The relationship between the level of radon exposure (high, 2009



moderate, low) and prevalence of lung cancer in selected counties in Colorado, New Mexico, and Texas

Ernesto Moralez

Satya Rao

Home-based colorectal cancer education methods among Hispanics in Yakima Valley, Washington: Overcoming barriers through promotoras

2009

Ethel Saryee Michael Young Parent perception of their children’s health risk behaviors compared with children’s reported behaviors

2010

Students have authored or co-authored papers presented at professional conferences and published articles in professional journals. See table “Faculty/Student Research at National, State, and Regional Conferences.” Table 3.1.e.2 - Faculty/Student Research at National, State, and Regional Conferences Conference Presentation Title and Faculty/Student Research 2010 NMSU Graduate Research and Arts Symposium

Gender and Ethnic Differences in Eating-Specific Motivational Tendencies Janeth Sanchez, BS, BA, Marieke Jackson, BA, Aisha Kudura. BA

2009 American Alliance for Health, Physical Education, Recreation, and Dance Conference March/April 2009

Teaching health in a take-home format: Growing-up Healthy, Growing Up Smart Michael Young, Ph.D., Mohammad Hussain, Ph.D., William Bailey, Ph.D., Ethel Sayree, MPH student, Meg Long, MPH student

Cancer Health Disparities Building Bridges to Improve Rural Health National Conference May 2009

Evaluating the Readability of Colorectal Cancer Information on the Internet Bethany Hammonds, BS, MPH student, Cynthia Kratzke, PhD, CHES

Paso del Norte Society for Public Health Education (SOPHE) Conference, October 2009

The Influence of Gender Role Stereotypes on Abstinence Beliefs Cynthia Duran, BS, MPH student, Rebecca Palacios, PhD Relationship of Family History to Risk Factors for Hypertension Marieke Jackson, BA, MPH student, Rebecca Palacios PhD Choices Two Should Know: Effects of a Sexual Health Program on Mexican-American Middle School Students’ Beliefs of Healthy Relationships, Colleen Rice, BA, MPH student, Rebecca Palacios, PhD

American School Health Association Conference, October 2009

Parent-child communication about health Michael Young, Ph.D., Mohammad Hussain, Ph.D., and Ethel Sayree, MPH student

American Public Health Conference (APHA) November 2009

Barriers of Prostate Cancer Screening(PCS) Among Hispanic Male Population Kiran Sapkota, MS student, Ashley Graboski, MPH student, CHES, Thriveni Reddy, MBBS, MPH student, Robert W. Buckingham, DrPH Prevalence of Arsenic Contaminated Drinking Water in Southern New Mexico Border Colonias Amy Pilley,BCH student, Sandra Jacquez, MS, Robert W. Buckingham, DrPH, Satya P. Rao, PhD, CHES , Kiran Sapkota, MS, MPH student, Saran Kumar Rai, BD, MPH student, Ashley Graboski-Bauer, MPH student,CHES, Thriveni Reddy, MBBS, MPH student

Preventive Measures Against Changing Epidemiological Trends Ashley Graboski-Bauer, MPH student, CHES, Thriveni Reddy, MBBS, MPH student, Robert Buckingham, DrPH, Kiran Sapokota, MS, MPH student, Saran Kumar Rai, BDS, MPH student, Sandra Jacquez, MS, Reproductive Healthcare for Women with Epilepsy: Continuing Challenges and Concerns Thriveni Reddy, MBBS, MPH student, Ashley Graboski-Bauer, MPH student, CHES, Nour Abdo, BVM, MPH student, Robert Buckingham, DrPH, Kiran Sapokota, MS, MPH student, Saran Kumar Rai, BDS, MPH student



Conference Presentation Title and Faculty/Student Research Barriers of Prostate Cancer Screening(PCS) Among Hispanic Male Population

Saran Kumar Rai, BDS, MPH student, Ashley Graboski, MPH student, CHES, Thriveni Reddy, MBB, MPH student, Robert W. Buckingham, Dr PH

Society for the Scientific Study of Sexuality (SSSS) Conference November 2009

Parent-child communication about sexuality issues Michael Young, Ph.D., Mohammad Hussain, Ph.D., Ethel Sayree, MPH student

2008 American School Health Association Conference October 2008

Growing up healthy, Growing up smart Michael Young, Ph.D., Mohammad Hussain, Ph.D., Meg Long, MPH Student

APHA Conference November 2008

Determine the Correlation between Comprehensive Non-smoking Ordinances and Incidence Rates of AMI and Asthma Yelena Bird, MD, MPH, Richard Meltzer, MD, PhD, John Moraros, MD, PhD, MPH, CHES, Kiran Sapkota, MS, MPH student, Shande Chen, PhD, Melissa Gomez, MD, Surasri Prapasiri, MPH, student, Luis Solis, MPH

APHA Conference November 2007

Effects of Active Smoking and Secondhand Smoke Exposure on Lung Function of Adolescents in Juarez, Mexico Yelena Bird, MD, MPH student, John Moraros, MD, PhD, MPH, CHES, Hugo Staines-Orozco, MD, Robert W. Buckingham, DrPH, Surasri Prapasiri, BS, MPH student, and Sasha King, BA, MPH student

Moraros, J., Bird, Y., Barney, D.D., Olsen LK, King, S.C. MPH student, *Banegas, M. MPH student, Prapasiri S, Pena A. A Pilot Study: HPV Infection Knowledge & HPV Vaccine Acceptance among Women Residing in Ciudad Juarez,

American School Health Association Conference October 2007

Olsen LK, Castro E, MPH student, Banegas M MPH student, Toriello JES, Pena A. Use of Generic Community Health Workers (Promotoras) to Enhance School/Community Health Programs

2006 APHA Conference November 2006

Olsen LK, Czerniak R, Banegas M MPH student. Bi-national community action for environmental cleanup and education as a preventive measure for West Nile Virus and Dengue Fever

Parental Perceptions of the Role of Middle Schools in Tobacco Use Prevention in Juárez, Mexico Yelena Bird, MD, MPH student, J. Moraros, MD, MPH, CHES, Larry K. Olsen, DrPH, CHES, Hugo Staines-Orozco, MD, and Robert W. Buckingham, DrPH

In addition, Students have authored/co-authored with faculty the following articles published in scholarly journals: Moraros, J., Bird, Y., Barney, D.D., *King, S.C., *Banegas, M., Suarez, ET. (2006). A Pilot Study: HPV Infection Knowledge & HPV Vaccine Acceptance among Women Residing in Ciudad Juarez, Mexico California Journal of Health Promotion, 4:3:177-186. *King and Banegas were MPH students



Jones, A & Forster-Cox, S: “Effectiveness of an intervention regarding weight status of selected New Mexico kindergarten children and their parent’s perceptions.” Californian Journal of Health Promotion, 5(2), 67-78, 2007. *Jones was an MPH student Kozel, C.K., Kane, W.M., Hatcher, M.T., Hubbell, A.P., Dearing, J.W., Forster-Cox, S., Thompson, S., Perez, F.G., & Goodman, M: “Introducing health promotion agenda-setting for health education practioners. Californian Journal of Health Promotion, 4(1), 32-40, 2006. *Goodman was an MPH student Table 3.1.e.3 –NMSU MPH students participating in the NIH research mentoring program with the Fred Hutchinson Cancer Center Year Student Mentor 2008 Leonor Lara

Ernesto Moralez Juan Suazo

Gloria Coronado, PhD Beti Thompson, PhD Mario Kratz, PhD

2009 Bethany Hammons Valerie Lozano

Johanna Lampe, PhD Kathi Malone, PhD

2010 Aisha Kudura Crystal Moran

Marian Neuhouser, PhD Beti Thompson, PhD

3.1.f. Assessment of the extent to which this criterion is met.

This criterion is met. MPH faculty and students have demonstrated research activities that have resulted in presentations at professional conferences and publications in professional journals. Some of these activities have been funded, some of which are thesis related. The program has developed policies and procedures to encourage more faculty research activities. 3.2 Service. The program shall pursue active service activities, consistent with its mission, through which faculty and students contribute to the advancement of public health practice.

3.2.a. A description of the program’s service activities, including policies, procedures and practices that support service. If the program has formal contracts or agreements with external agencies, these should be noted.

The university, college, and department values service as a part of our land grant mission. Faculty members are expected to perform service to the department, the university, the community and the profession. This includes the mentoring of students. The MPH in Community Health Education degree program in the NMSU Department of Health Science provides numerous opportunities for students and faculty to engage in service to the community, working professionals, and to the profession. One way we provide service is by providing or co-sponsoring approved, continuing education programs (as authorized since 1992 through the National Commission on Health Education Credentialing). Individual faculty members conduct much of the program’s community service. This is listed in section 3.2.b. The other major source of student engagement in community service efforts is through the MPH field experience course. Additional community service opportunities have also been created through the various externally funded programs associated with the NMSU Department of Health Science.



Service and Outreach activities are required as specified in the University, College and Department of Health Science Promotion and Tenure policies, procedures, and practices including the annual performance evaluation. The Department’s faculty annual performance evaluation requests information from faculty regarding their service activities in the department, college and university, in the profession, or in the community, which support the mission of the university. All faculty members are expected to perform basic citizenship activities with the department, college, or university, e.g. serving on committees that address a number of important functions. Faculty members are also encouraged to perform outreach and professional service, in addition to basic citizenship activities. Such service is a part of each faculty member’s service contribution. Service to the profession is manifested by involvement in and service to regional, national, or international professional associations and organizations. Outreach refers primarily to sharing professional expertise with parties outside the university, but may include non-professionally related activities outside the university, e.g. work with a community group in which the faculty member invests time and effort (volunteering as a youth sports coach, or at a local food bank). Outreach may not always involve sharing professional expertise. It should, however, directly support the goals and mission of the university. Organized service efforts related to the MPH program also include the Southern Area Health Education Center (SoAHEC) and the Border Epidemiology and Environmental Health Center (BEC). A decision was made in Spring, 2010, to change the administrative reporting structure for both of these centers from the Department of Health Science to the College of Health and Social Services Dean’s Office. They are nonetheless included since they were still reporting to the Department of Health Science during most of the time period since the MPH Program was last reaccredited by CEPH. Southern New Mexico Area Health Education Center (SoAHEC). The mission of SoAHEC is to serve as a culturally competent regional resource and training center for youth, the health workforce, and communities of New Mexico. Sources of Funding for SoAHEC in 2009-2010: • State of New Mexico and Federal AHEC • New Mexico Department of Health (Chronic Disease Bureau) • The Con Alma Health Foundation The original primary functions of SoAHEC were to: • Provide partial support for the placement of health professions students and residents performing clinical

and community health experiences across the 17 southern counties in New Mexico. • Provide school-based health career awareness programs for under-represented middle and high school

students from around the state in an effort to increase the applicant pool for ethnic minorities, prepare them for a college education in a health profession, and ultimately place them in health professional shortage areas (HPSAs).

• Coordinate and co-sponsor continuing education and training programs across New Mexico to promote the retention of health professionals in the southern part of the state.

• Plan and coordinate regional health conferences and workshops that offer continuing education opportunities for health professionals from around the SW region

• Development of a cadre of local bilingual trainers/peer educators around the Stanford Chronic Disease Self Management model.

Funded efforts in the period 2006-2010 that have contributed to the Department of Health Science service efforts Include: • The Women’s Frontier Health Coordinating Center - In September 2005 SoAHEC received a four year



contract from the Department of Health and Human Services/Office on Women’s Health to begin operating a Rural/Frontier Women’s Health Coordinating Center (RFCC). The catchment area of the RFCC included the rural and frontier New Mexico counties of Catron, Dona Ana, Grant, Hidalgo, and Luna. The RFCCs were designed to work with existing providers to improve available services for women while, at the same time, identifying and minimizing existing barriers to health care. Contract funding for this project was cut short at the federal level in September 2006.

• Health Career Awareness. Efforts to continue health career awareness efforts have continued at SoAHEC as part of the federal and state AHEC funding as well as through a one-year grant (January 2009-May 2010) from the Con Alma Health Foundation. The Con Alma grant provided resources to implement a health career club at the Gadsden Middle School to encourage and support disadvantaged students to consider health professions in New Mexico.

• Chronic Disease Training. Two grants from the New Mexico Department of Health (CDC and stimulus funding) allow SoAHEC to provide training for instructors who provide community members training in the prevention and management of chronic disease.

SoAHEC has placed numerous undergraduate and graduate students from the Department of Health Science into community projects that have enhanced their learning and given them hands on experiences outside of the classroom setting. Faculty members often refer their students to SoAHEC for health information, community health practicum experiences, training opportunities, or in some cases, even jobs. The Border Epidemiology and Environmental Health Center (BEC). The BEC supports and applies scientific research to reduce health disparities among minority populations through research, intervention, evaluation, training, and dissemination. It encourages involvement in research by identifying research opportunities for academics, students and community-based organizations; conducts original interdisciplinary research to reduce disparities in health by studying approaches to promote healthful behaviors and prevent disease across the lifespan; provides technical assistance to community-based organizations for needs assessment and program evaluation; and maintains collaborative relationships with higher education institutions, research centers, and its community partners. The research conducted at BEC focuses on areas of racial/ethnic health disparities, preventive health, disease surveillance, environmental health, and community-based participatory research, in disease areas such as cancer, obesity, vector-borne and food-borne disease. The BEC is currently funded by grants that are a part of the National Institute of Health U54 grant to NMSU and the Fred Hutchinson Cancer Center. BEC provides health research training to junior faculty, graduate students, and undergraduate students. Other. In addition the Border Health Office and the Health Careers Opportunity Program have provided students opportunities for service. The NMSU Border Health Office was one of several established in the U.S./Mexico border region, but was the only such office that located on a university campus. The contract with the NM Department of Health offered support to 20 NMSU students over the years that assisted in the Office in various ways. Students participating in the NMSU Health Careers Opportunity Program (HCOP) are required to engage in community-service.



A listing of the community agencies where these students are currently working or have worked includes: • The Border Health Education Training Center • Comprehensive School Health, Inc. • DOH, Public Health District III’s WIC program, • DOH Health Promotion Office • Environmental Health Office • Family Medical Center’s Women’s Clinic • La Clinica de Familia: Adolescent Family Life Program • Sunland and Anthony Clinic Promotora Programs • Memorial Medical Center: First Step Women’s Clinic • Mesilla Valley Rehabilitation • NovaCare • Southwest AIDS Resources • NMSU Student Health Center • Thomason Hospital • Chaparral Community Health Council • Hidalgo County Health Consortium • Various public schools in Dona Ana County Examples of faculty service involvement are listed in 3.2.b.

3.2.b. A list of the program’s current service activities, including identification of the community groups and nature of the activity, over the last three years.

Table 3.2.b. current service activities, including identification of the community groups and nature of the activity, over the last three years Faculty Name

Dates Served Organization/Agency served Specify Role Played

Brandon, J 7/08- present

U.S.-Mexico Border Health Commission’s Expert Panel on Research

Member (1 of 12)

10/08- 4/-09 Review of paper submissions for presentation at the July, 2009 meeting of the U.S.-Mexico Border Health Commission’s 2nd Bi-national Research Forum, San Diego, CA

Reviewer from NM

2/05-12/07 Paso Del Norte SOPHE President Forster-Cox, S 1/09 -

present UNM MPH Advisory Committee Committee member

12/02 - Present

Paso Del Norte Society for Public Health Education (SOPHE),

President, President Elect, & Treasurer

8/03 – present

Health Promotion Practice, Reviewer

4/05 - present

Dona Ana Community College, Associate in Public Health Advisory Board,

Advisory board member

2006 – present

Wilhelm F. Rosenblatt Scholarship Award Committee for the New Mexico Public Health Association,

Scholarship Award committee member

4/08 - present

Dona Ana Action for Youth

Vice President & Board member



10/06 - present

Rural and Remote Health,

Reviewer

Fall 2008 Paso del Norte Health Foundation’s Major Grants Program

Review Team

10/07 – 4/09 Health Promotion Practice, a special issue entitled, “Fostering Healthier Communities: Lessons Learned from CDC’s Premier Community-based INTERVENTIONS” APRIL 2009, VOLUME 10, NO. 2 SUPPLEMENT

Guest editorial board member

2006 and 2008

American Public Health Association, CHES Peer Reviewer,

Peer Reviewer

6/08 CDC, Office of Public Health Research, Elimination of Health Disparities through Translation Research, Special Emphasis Panel

External Reviewer

7/07 CDC Racial and Ethnic Approaches to Community Health Across the U.S. (REACH US)

External Reviewer

10/06 – 6/07

Governor Richardson’s Oral Health Council Member

4/07 State University of New York (SUNY) Potsdam Community Health Department review team for their pre-SABPAC Self-study,

External Reviewer

Kozel, C 12/9 - present

National SOPHE 2011-2015 National Strategic Plan Development Committee

Committee member

11/7-present

National SOPHE Finance and Investment committee

Committee member

2003-present

Journal of Global Health Promotion, published by the International Union for Health Promotion and Education (IUHPE)

Peer manuscript reviewer

11/01- present

Journal of Health Promotion Practice, SAGE and SOPHE

Peer manuscript reviewer

3/10-6/10 Planning Committee for the “New Mexico Border Health Promising Practices” conference, May, 2010

Committee member

2009 Reviewed Research Abstracts for Presentation at the 20th World Conference for Health promotion (IUHPE)

Abstract Peer reviewer

2009 Reviewed Research abstracts for the national SOPHE 2009 Mid Year Scientific Conference, May, 2009

Abstract Peer reviewer

11/07-11/2009

National SOPHE Board of Trustees SOPHE Board Trustee

3/01-11/2009

PSDNSOPHE Chapter Past-president, representative-at-large (LC), By-laws-committee chair, national delegate (4 yrs)

10/05-present

Mesilla Valley Hospice Board of Directors MVH Board member

10/05-present

MV Hospice Finance and Audit committee Committee member

8/10 Elected to the MV Hospice Board of Directors Executive Committee, starting 1/2011

Executive Committee member

July, 2009 Invited to U.S.-Mexico Border Health Commission’s 2nd Bi-national Research Forum, San Diego, CA

Border Health Researcher



6/09 to Present

U.S.-Mexico Border Center of Excellence Consortium

New Mexico Member

2002-present

NMPH Assoc. Policy and Advocacy Committee

Member

Kratzke, C 2008, 2009 New Mexico Cancer Council Member 2006-2009 Society for Public Health Education (SOPHE) Member 2009 Society for Public Health Education (SOPHE) Co-leader, Worksite Wellness Special

Interest Group 2009 Paso del Norte Chapter, SOPHE Member 2009 Paso del Norte Chapter, SOPHE Research Poster Session Coordinator 2006-2009 Phi Kappa Phi Honor Society Member 2008, 2009 New Mexico Public Health Association Member 2006-2009 Virginia Public Health Association Board of Directors, Eastern Regional

Director 2007 Virginia Public Health Association Distinguished Service Award 2007, 2008 Virginia Public Health Association Research Poster Session Coordinator 2009 Peninsula Agency on Aging Coalition

(community-based organization) Member

2006–2009 Minority Health Coalition of South Hampton Roads (community-based organization)

Member

2006 Community Health Worker Health Policy Resolution Committee, Virginia General Assembly

Member

2007-2008 Susan G. Komen Organization Tidewater Member 2009 Susan G. Komen Organization El Paso Grant Reviewer 2009 March of Dimes Volunteer 2007, 2008 Special Olympics Volunteer Palacios, R 5/10 NMDOH Immunization Project Listed as program evaluator in a grant

proposal 6/10 Medical Institute

Teen Pregnancy Prevention Assisted in writing evaluation section for a grant proposal submitted to the DHHS

7/10 to present

Healthy Eating and Active Living Coalition Member

5/10 to Present

Bi-national Diabetes Committee Member

6/09 to Present

U.S.-Mexico Border Center of Excellence Consortium

New Mexico Member

7/09 to present

Paso Del Norte SOPHE Treasurer/Board Member

7/09 to Present

Journal of Health Psychology Reviewer

11/1/08 to 1/09

Program Evaluation for El Paso City’s Department of Public Health

Program Evaluator for CTSK Sexual Health Program

11/2009 SoAHEC and Gadsden High School Conducted Presentation on Health Career Opportunities to Hispanic Science Students

2005 to 2008

El Paso City-County Health and Environmental District

Program Evaluator for Population Based Health Education-Worth the Wait

2005 to 2008

UTEP BASICS Alcohol Intervention Program Program Evaluator for BASICS Program

11/5/2008 Southern New Mexico Diabetes Outreach & Dona Ana Diabetes Action Coalition

Co-presented with Dr. Jeff Brandon on Stress for the organization’s Diabetes Wellness Day Event

Rao, S 01/03 – present

Luna County Healthy Start Mental Health/substance use/abuse consultant and provider of psychosocial



educational and therapeutic services 01/07-

07/09 Luna County Head Start Mental Health Consultant and evaluator

for children 04/08 -

present APHA-International Health Section Abstract reviewer

02/09 - present

Family & Community Health-special issue focused on immigrant and border health issues

Special Issue Editor

01/03 - present

Family & Community Health and Alternative Therapies in Health & Medicine Journals

Member of journals’ editorial Board

01/04 - present

Family & Community Health, Alternative Therapies in Health & Medicine, Violence & Victims, and Psychiatry in Clinical Practice Journals

Reviewer of manuscripts

07/08 - present

Journal of Drug Education Reviewer of manuscripts and editorial consultant

02/06 National Institute of justice-Stalking and Violence

Lead Technical reviewer of Grant Proposals

08/06 Robert Wood Johnson Foundation-Translating Research to Policy

Invited participant

2006 Robert Wood Johnson Foundation-Leadership in Reducing Substance Abuse

Featured leader

01/96 – present

Local community agencies Invited speaker, grant consultant, and evaluator of public health programs’ effectiveness

Robinson, J 2009 AAHE Finance Committee Committee Chair 2006-2008 AAHE Finance Committee Member 2006 AAHE Awards Committee Committee chair 2006 Southern District AAHPERD Past Vice President, Health 2004 -

present Journal of Drug Education Executive Editor

2006-2007 SABPAC Re-approval Committee Chair 2006-2007 Brazos Valley Health Circus Advisory Board Member Wilson, S 2009 -

Present SOPHE, Paso del Norte President Elect

2009 – Present

USP, DTRA SME

2009-2010 ASPH SME, Preparedness & Response 2009 –

Present HRSA Grant Reviewer

2009 – Present

Journal of Rural & Community Development Reviewer

2009 - Present

Wiley/Jossey-Bass Reviewer

2009 SfAA Session Chair 2008 –

Present Egyptian National Council for Childhood and Motherhood, Cairo

Liaison, Consultant

2008 AMHCR Panel Moderator Young, M 2009 American Alliance for Health, Physical

Education, Recreation, and Dance (AAHPERD)/American Association for Health Education (AAHE)

Member, Research Coordinating Board

2008-Present

AAHE Member, the American Journal of Health Education’s Senior Executive a Advisory Board

2006- AAHE Manuscript reviewer AJHE



Present 2006-

Present AAHPERD/AAHE Abstract reviewer

2008-Present

AAHPERD/AAHE Member Research Consortium’s Grants Committee

2009-Present

AAHPERD/AAHE Member Presidential Scholarship Committee

2006-Present

AAHPERD/AAHE Presenter at conference

2010 AAHPERD/AAHE Presenter for Research Consortium Webinar

2006- 2007 AAHPERD/AAHE Member of Journal’s Editorial Board 2006-2009 American School Health Association (ASHA) Presenter at Conference 2006-

present ASHA Member, Sexuality Education Council

2006-present

ASHA Member ATOD Council

2006-present

ASHA Member Research Council

2007-2010 ASHA Member, Journal’s Editorial Board 2008, 2010 ASHA Member, Board of Directors 2008, 2010 ASHA Chair, Journal’s Editorial Board 2007-2010 American Academy of Health Behavior

(AAHB) Member Board of Directors

2006-2010 AAHB Presenter at conference 2010 AAHB Abstract reviewer 2006-

present AAHB Manuscript reviewer for journal

2006-2009 AAHB Journal Book Review Editor 2006-

present AAHB Journal Editorial Board

2009 Society for the Scientific Study of Sexuality (SSSS)

Member, Board of Directors for Foundation

2006-2010 SSSS Presenter at Conference 2007-2010 SSSS Reviewer of proposal submissions for

Foundation grants 2007-2010 SSSS Member, Board of Directors for

Foundation 2006-2010 SSSS Presenter at conference

3.2.c. Identification of the measures by which the program may evaluate the success of its service efforts, along with data regarding the program’s performance against those measures for each of the last three years.

See Table 3.2.c. The measures are – (1) membership on committee or boards and (2) leadership on boards. Targets are 100 percent for membership and 50 percent for leadership.



Table 3.2.c. Outcome Measures for Service Outcome Measure Target 2007-

2008 2008-2009

2009-2010

1. Proportion of faculty with membership on committees and boards of regional and national public health associations, organizations, and agencies

100% 100% 100% 100%

2. Proportion of faculty with leadership on boards of regional and national public health associations, organizations, and agencies 50% 60% 60% 70%

3. Proportion of graduating students who report engagement in professional/community service during their MPH program 100% 100% 100% 100%

3.2.d. A description of student involvement in service.

Students have been involved in service to the community in various ways. This has occurred at the individual faculty level (see section b above listed under various faculty), and especially through the required MPH 596 Field Experiences, all of which involve students working at least 160 clock hours at a health agency/organization. MPH 596 -Field Experience, Specific Student Service information Overview:

• Field experience is a required part of the MPH degree at NMSU. • 160 hours • Students apply classroom learning to real-world problems and solutions. • Placements are made according to student’s career goals and location preferences. • Local, regional, national, and international • Field Experience Manual is utilized when planning this experience. • http://www.nmsu.edu/~hlthdpt/current/intern/fe.pdf

Agencies where students obtain field experience:

• Federal, state & county agencies • Non-profits/Non-governmental organizations serving youth, elders, families, etc. • Hospice • National cancer research facility • Health education center • School district / University • Birthing center • International aid agency

MPH Field Experience Placements 2006-2010 International International Federation of Red Cross and Red Crescent Societies/Crisis Corps, Panama Jordan University of Science & Technology Health Center USAID Tanzania National American Academy of Family Physicians (Headquarters, Kansas City, MO) El Paso (TX) Veteran Affairs Health Care System Environmental Protection Agency, Community and Tribal Programs (Research Triangle Park, NC)

http://www.nmsu.edu/~hlthdpt/current/intern/fe.pdf�



Fred Hutchinson Cancer Research Center, Seattle, WA National Abortion Federation (Washington, D.C.) National Institute for Occupational Safety and Health (NIOSH), Cincinnati, OH Substance Abuse and Mental Health Services Administration (SAMHSA), Washington, D.C. Outside of NM / Regional Arizona Department of Health Services, Center for Substance Abuse Prevention Family Tree Clinic (St. Paul, MN) Fred Hutchinson Cancer Research Center (Seattle, WA) Indian Health Services, Office of Environmental Health (Shiprock, NM) Math & Science Upward Bound (Trinidad, CO) MCH Epidemiology Program (CDC) housed at the US/Mexico Border Health Commission (El Paso, TX) Navajo Area Indian Hospital Services, Office of Environmental Health Services, Ft. Defiance, AZ District Physicians Hospital (El Paso, TX) Portage (WI) Boys and Girls Club TX Department of State Health Services, Public Health Improvement (El Paso, TX) University of AZ, College of Medicine, Office of Outreach and Multicultural Affairs (Tucson, AZ) Women and Birth Care (Holladay, UT) State Grants- Cibola County (NM) School District Health Services Hidalgo Medical Services (Silver City, NM) NM Department of Health, Disease Prevention Program (Las Cruces, NM) NM Department of Health, Public Health Division, Health Systems Bureau (Albuquerque, NM) Sandia National Laboratories, Health Benefit and Employee Services, Albuquerque, NM San Juan County (NM) Partnership World's Hands Project (Santa Fe, NM) Youth Development, Inc./Head Start Local Adolescent Services, Department of Health, Region 5 Advocates for Children and Families American Cancer Society / NM Cancer Center Ann S. Mercer, MD Internal Medicine Art of Birth and Wellness Booker T. Washington Elementary School Casa del Sol Senior Care Center Community Action Agency Community of Hope Concilio CDS, Inc. Dona Ana Action for Youth Families and Youth, Inc. Healthy Appetite (diabetes education center) Mesilla Valley Hospice NMSU Border Epidemiology & Environmental Health Center (BEC) NM Department of Health, Region 5 NMSU Outdoor Adventure Program NMSU Student Health Center NMSU University Health Center/Employee Health Services



Rehabilitation & Occupational Medicine Rio Grande Medical Group Southern Area Health Education Center Evaluation:

• A mid-term report is submitted by both the student and preceptor. • Site visits are made by the field experience coordinator. • If site visit is not feasible, a conference call is conducted, involving the student, preceptor and faculty

coordinator. • With international placements, typically emails and Skype are the primary means of communication. • Notebooks are submitted by each student at end of semester, which includes: • The student’s daily log • Examples of projects and products completed. • Evaluations from preceptor and the student, using evaluation forms for this course. • Student and preceptor complete an “Evaluation relating to Health Education Areas of Responsibilities”

form/grid. • Field experience presentations at the end of the semester

Table 3.2.d MPH Field Experience Summary of Participant Numbers, Hours, Monetary Value Year Spring Participants Summer Participants Fall Participants Yearly Total of Hours Volunteered Monetary Value ** 2006 * 6 960 $ 15,312.00

2007 * 7 3 1600 $ 25,520.00

2008 11 8 11 4800 $ 76,560.00

2009 6 3 10 3040 $ 48,488.00

2010 5 16 0 3360 $ 53,592.00

Totals 20.480 $ 219,472.00

*Estimation based on student presentations for the semester - actual numbers may be higher

* * US Dept of Labor, Occupational Employment and Wages, Health Educators, May 2008

Wages computed at $15.95 per hour (25% of the industry average)

Each graduate field experience student worked a minimum of 160 hours

Student involvement in service not only takes place through courses and degree programs, but also through service-based interaction with faculty. Three examples of hands-on student experiences involving service beyond the classroom are provided:

3.2.e. Assessment of the extent to which this criterion is met. This criterion is met. Faculty and students are actively involved in a variety of service activities which contribute to the advancement of public health practice. Service is at the local, regional, and national/international levels.



3.3 Workforce Development. The program shall engage in activities that support the professional development of the public health workforce.

3.3.a. A description of the program’s continuing education activities, including policies, needs assessment, procedures, practices, and evaluation that support continuing education and workforce development strategies.

Since 1992, the Department of Health Science has been approved by the National Commission on Health Education Credentialing, Inc., to be a Category I Multiple Event Provider of Continuing Education Contact Hours for Certified Health Education Specialists. Policies, procedures and practices (and current membership on the CHES Event Approval Committee) which support continuing education efforts are included in the Resource File. Continuing education programs delivered through the department are offered through a number of different avenues: • The Southern Area Health Education Center (SoAHEC) and the Border Health Education Training Center

(BHEC) provide on-going continuing education programs to community health educators, public health professionals, and community-based agencies. In addition, they provide numerous educational programs and opportunities to regional public schools.

• Numerous MPH faculty and students are actively involved with the Paso del Norte local chapter of SOPHE. Several faculty serve on the executive committee including elected officer positions. This chapter sponsors and provides several CHES continuing education events throughout the year. Moreover, MPH faculty present professional development posters, presentations and workshops at the Paso del Norte annual conferences.

• MPH and faculty are actively involved with the New Mexico Public Health Association (NMPHA). NMPHA sponsors and provides several CHES continuing education events throughout the year. Faculty and students present papers at the annual conferences.

3.3.b. Description of certificate programs or other non-degree offerings of the program, including enrollment data for each of the last three years.

The Department of Health Science does not offer certificate programs or other non-degree offerings. The department has delivered workforce development activities via the role as CHES Event Provider continuing education credits. Since the activities provided for the continuing education go to already NCHEC certified participants with academic degrees, these continuing education credits are post-graduate activities. Moreover, MPH program faculty and/or alumni presented many of the conference sessions.

3.3.c. A list of the continuing education programs offered by the program, including number of students served, for each of the last three years. Those that are offered in a distance learning format should be identified.

Table 3.3.c. – NMSU Department of Health Science Certified Health Education Specialist (CHES) Continuing Education Contact Hours (CECH), Provider #NM0020, Summary of Continuing Education Events Approved for CHES CECHs 2006 – 2009.. Event # Event Title Date # of Attendees Credits

assigned per event

1275 “NMPHA Annual Conference: Poverty and the Health of the Public” April 5-7, 2006

10 17



Event # Event Title Date # of Attendees Credits assigned per

event 1276 “2006 Spring Emergency Preparedness Telehealth Series” April 4, 2006 2 1 1277 “Fundamentals of Public Health” May 18,

2006 1 12.0

1278 “Head to Toe 10: A Conference on School Health” April 18-19, 2006

2 14

1279 “NM SHARE Summit 2006” May 3-5, 2006

0 16

1280 NM-DOH Diabetes Prevention Sept 8, 2006 6 12 1281a 2006 Health Policy & Advocacy Training Sept 26,

2006 0 5

1281b 2006 Health Policy & Advocacy Training Sept 28, 2006

0 With 1281a

1282 Stanford Chronic Disease Management Oct 19-27, 2006

0 16

1283 NM Teen Pregnancy Coalition-Teen Pregnancy in NM-A Look at What Works

December 8, 2006

0 6

1284 NM-DOH Diabetes Prevention & Control Program – Latest & Greatest Meds

December 1, 2006

3 1.5

1285 NM DOH Diabetes Prevention – Emergency Response February 23, 2007

3 1.5

1286a Head to Toe Conference Pre-Conference Workshops April 17, 2007

6 6.0

1286b Head to Toe Conference April 18-19, 2007

0 8.5

1287 SW Regional Behavioral Health Conference April 23-26, 2007

2 22.5

1288a 2007 NMPHA Annual Conference – Pre Conference Workshops April 4-6, 2007

5 7

1288b 2007 NMPHA Annual Conference – Make Public Health a NM Priority April 4-6, 2007

10 11.5

1289 NM DOH Diabetes Prevention & Control Program – Diabetes & Depression Panel

June 1, 2007 3 1.5

1290 NM SHARE Summit 2007 – “KIDS IN THE MIDDLE IV” May 2-3, 2007

1 10.5

1291 129NM DOH Diabetes Prevention & Control Program – Diabetes – A Cardiovascular Disease

Sept 7, 2007 3 1.5

1292A The Volunteer Center – Framework for understanding poverty August 7, 2007

1 5.0

1292B The Volunteer Center – Building Bridges out of Poverty August 9, 2009

2 5.0

1292C The Volunteer Center – Getting Ahead in a Just Getting By World August 10, 2007

2 2.0

1293 NM DOH Diabetes Prevention & Control Program – Diabetic Eye Disease December 7, 2009

1 1.5

1294 NM DOH Diabetes Prevention & Control Program – Cardiac ECHO Teleclinic

March 7, 2008

4 1.5

1295 UNM MPH Program – Fundamentals of Public Health: Intro to Health Disparities

Feb 14-Jun 30, 08

0 11

1296 Wellness Coalition: Working together for better results: Systems and Evidence-based kernels

March 17, 2008

2 5.0

1297A Head to Toe 12: A conference on School Health, Pre-conf – Workshop (W/S) #1, Helping student graduate

April 15, 2008

2 2.5

1297B Head to Toe 12: A conference on School Health, Pre-conf – W/S #2, Exploring Ethical Concerns

April 15, 2008

1 6.0

1297C Head to Toe 12: A conference on School Health, Pre-conf – W/S #3, April 15, 0 6.0



Event # Event Title Date # of Attendees Credits assigned per

event Utilizing Environmental Strategies 2008

1297D Head to Toe 12: A conference on School Health, Pre-conf – W/S #4, Pandemic influenza in your school

April 15, 2008

0 4.0

1297E Head to Toe 12: A conference on School Health, Pre-conf – W/S #5, Who moved my cheese

April 15, 2008

2 3.5

1297F Head to Toe 12: A conference on School Health, multiple workshops and keynote presentations

April 16, 2008

2 4.5

1297G Head to Toe 12: A conference on School Health, multiple workshops and keynote presentations

April 17, 2009

0 4.5

1298 NM Public Health Assoc Annual Conference, Partnerships, Policy and Public Health

April 9-11, 2008

5 11.5

1299 NM DOH Diabetes Prevention & Control Program – Innovations in Diabetes Care – Conversation Maps

June 6, 20008

3 1.5

1300 NM DOH Diabetes Prevention & Control Program – Is inequity making us sick? An exploration of diabetes issues in the Southwest

December 5, 2008

0 1.5

1301 National Rural Health Assn: Connecting the dots: Economic development and rural minority and multicultural health

Dec 1012, 2008

0 10.5

1302 NM DOH Diabetes Prevention & Control Program – Motivating seniors living with diabetes to exercise

June 6, 2009 4 1.5

1303 Head to Toe 13: Conference on adolescent and school health April 14-16, 2009

3 9.5

1304 Strengthening the Foundation for a Healthier New Mexico April 6-8, 2009

3 11

1305 Coalition Cultural Competence Assessment and Training 7/8/2009 2 6 1307 New Mexico Diabetes Advisory Council 6/5/2009 4 1.5 1308 Gang Intervention and Prevention August 28-

29, 2009 2 1.0

1309 Pre-Diabetes/Metabolic Syndrome-Definition, Risk Factors, Intervention; An Opportunity to Motivate Patients to Change Behavior

Sept 11, 2009

4 1.5

1310 R2 School Health and Wellness Update Sept 18, 2009

1 6.0

1311 PDN SoPHE Conference Oct. 16, 2009

11 3.5

1312 The Soaring Cost of Diabetes Dec. 4, 2009 0 1.5 1313 BREATH (Bringing Reduction and Education of Asthma Triggers to the

House) Dec. 15,

2009 2 3.5

1314 BREATH (Bringing Reduction and Education of Asthma Triggers to the House)

Dec. 14, 2009

0 3.5

1315 Red or Green? Promoting Health Weight New Mexico Style Feb. 26, 2010

4 2.0

1316 2010 Head to Toe Conference April 13, 2010

0 16.5

1317 A Celebration of 20 Years of Adolescent Pregnancy Prevention and Adolescent reproductive Justice in New Mexico

May 7, 2010 0 6.0

1318 Social Justice & Public Health

May 7, 2010 8 12.5

1319 Wound Care in the Diabetic Patient June 4, 2010 0 1.5

3.3.d. A list of other educational institutions or public health practice organizations, if any, with which the program collaborates to offer continuing education.

The program has worked with other institutions and agencies to deliver continuing education credits. Among the organizations with which we have worked are the University of New Mexico Public Health Program, the New Mexico Department of Health, the New Mexico Public Health Association, and the Wellness Coalition. Faculty



and staff from the MPH program have also been involved with the planning, organization, and delivery of the Paso del Norte SOPHE chapter and New Mexico Public Health Association annual meetings.

3.3.e. Assessment of the extent to which this criterion is met. This criterion is met. The MPH program has supported a number of training and development activities over the past five years. As an NCHEC multiple event provider we have helped organize programs and recruit and train numerous public health practitioners via continuing education activities at workshops and conferences.



4.0 FACULTY, STAFF AND STUDENTS 4.1 Faculty Qualifications. The program shall have a clearly defined faculty which, by virtue of its distribution, multidisciplinary nature, educational preparation, research and teaching competence, and practice experience, is able to fully support the program’s mission, goals and objectives.

4.1.a. A table showing primary faculty who support the degree programs offered by the program. It should present data effective at the beginning of the academic year in which the self-study is submitted to CEPH and should be updated at the beginning of the site visit. This information must be presented in table format and include at least the following: a) name, b) title/academic rank, c) FTE or % time, d) tenure status or classification*, e) gender, f) race, g) graduate degrees earned, h) discipline in which degrees were earned, i) institutions from which degrees were earned, j) current teaching areas, k) current research interests, and l) current and past public health practice activities. *Note: classification refers to alternative appointment categories that may be used at the institution. See CEPH Data Template F.




Template F (Table 4.1.a.) Current Core Faculty Supporting Degree Offerings of School or Program by Department/Specialty Area Dept. Specialty Area

Name Title/ Academic Rank

Tenure Status

FTE or % Time

Gender Race or Ethnicity

Graduate Degrees Earned

Institution Discipline Teaching Area Research Interest Current/Past PH Activities

MPH: Community Health Education

Stephen Arnold

Professor Tenured .50 Male White PhD Colorado State University

Environmental Health

Environmental and Occupational Health

Environmental and Occupational Health

Please see vita

John M. Booker

College Associate Professor

Non-Tenure

.50 Male White PhD, MS Florida State University

Medical Sociology

Epidemiology Community Health Assessment

Social & Behavioral Epidemiology, Health Policy, Evaluation

Please see vita

Jeff Brandon

Professor Tenured .25 Male White Ph.D. M.A.

Southern Illinois, Carbondale

Education: Community Health

Stress mgmnt; US- Mexico Border Health; Health-related behavior change

U.S.- Mexico border health; stress management

Please see vita

Sue Forster-Cox

Associate Professor

Tenured .75 Female White PhD MPH

Univ of NM; Univ of HI-Manoa

Health Promotion and Public Health Education

Foundations of PH Ed; Field Exper; Program Planning, Rural Health

Tribal, rural and US/Mexico border health issues

Please see vita

Chuck Kozel

Associate professor

Tenured .50 Male White PhD MPH

U. of NM; CA State U.Northridge

Health Education; Community Health Education

Community Health Education; Hlth Prog Plan., Eval & Res; Advocacy & Policy; Gerontology

U.S.-Mexico border health issues and public health policy formulation; healthy aging/gerontology

Please see vita

Cindy Kratzke

Assistant Professor

Tenure track

.50 Female White PhD MS

Old Dominion University Old Dominion University

Health Services Research Adult Education

Health Admin., Health Comm., Prog. Planning, Social & Behav. Aspects of Health

Cancer, community health workers, health disparities

Please see vita

Rebecca Palacios

Assistant Professor

Tenure track

.25 Female Hispanic PhD MS

U. of Texas at El Paso

Health Psychology, Experimental Psych

Evaluation /Research, Health Disparities, Border Studies

Risk Behaviors for Obesity, Diabetes, Hypertension

Please see vita



Satya Rao

Associate Professor

Tenured .50 Female Asian Indian

PhD, MBA, MS

Texas Woman’s University

Community Health

Health communications, Behavioral Theories, Community organizing, media advocacy

Violence against women, border and immigrant health issues, HIV/AIDS, mental health and substance use/ abuse

Please see vita

**James Robinson

Professor Tenured .75 Male White Ed,D M.Ed

U. of Northern CO West Chester U

Health Education

Social Sciences Intro Pub Hlth

Adolescent Health, Health Behavior

Please see vita

#Michael Young

Professor Tenured .25 Male American Indian

PhD M.Ed

Texas A&M University University of Arkansas

Health Education

Research Methods, Human Sexuality, Health Behavior Theory

Sexuality Issues, Drug Education, Health Behavior Change

Please see vita

Susan L. Wilson

Associate Professor

Tenure track

.50 Female American Indian/ White

PhD SMU Biomedical Anthropology

Health Planning & Policy; Healthcare Administration; International Health; Rural

Health Policy; Rural Health; Disparities Preparedness; International

Please see vita

Total

5.25

* All faculty noted here are 1.0 FTE in the department for 9 months, except John Booker whose contract was .50 but devoted entirely to the online program. ** Includes .25 FTE assignment as Graduate Coordinator # Does not include .75 FTE as Department Head



4.1.b. If the program uses other faculty in its teaching programs (adjunct, part-time, secondary appointments, etc), summary data on their qualifications should be provided in table format and include at least a) name, b) title/academic rank, c) title and current employment, d) FTE or % time allocated to teaching program, e) gender, f) race, g) graduate degrees earned, h) disciplines in which degrees were earned, and i) contributions to the teaching program. See CEPH Data Template G.




Template G (Table 4.1.b.) Other Faculty Used to Support Teaching Programs (adjunct, part-time, secondary appointments, etc.) Department/Specialty Area

Name Title/Academic Rank

Title & Current Employer

FTE or % Time

Gender Race or Ethnicity

Highest Degree Earned

Discipline Teaching Areas

Community Health Education

Benjamin Jacquez

College Assistant Professor

Director So AHEC

0.25 Male Hispanic M.S. Family Consumer Science

Hispanic health issues

Bruce Jacobs College Associate Professor

Las Cruces Health Dept.

0.25 Male White PhD Health Education Epidemiology and general health education

Cynthia Metzger

College Assistant Professor

Consultant 0.25 Female White Ph.D. Epidemiology Epidemiology Biostatistics

David Smith Professor Professor Business NMSU

0.25 Male White Ph.D. Statistics Statistics

Hugo Vilchis College Assistant Professor

Director BHEC

0.25 Male Hispanic M.D. Medicine Epidemiology

Figures are based on Fall Semester, 2009.



4.1.c. Description of the manner in which the faculty complement integrates perspectives from the field of practice, including information on appointment tracks for practitioners, if used by the program.

The diverse training and professional experience of the faculty cover a broad range of areas in the field of health. These include research and expertise in areas such as community health education, drug education, US/Mexican border health, rural/tribal/Hispanic health, environmental and occupational health, epidemiology, biostatistics, health care management, health psychology, biomedical anthropology, rehabilitation, health services, adolescent health, adult education, medical sociology, women’s issues, ethics committees, clinical practice/hospital administration, and human sexuality. Faculty members have held numerous professional positions, including public health offices, public school teaching, and academic appointments at other institutions. Faculty members have served as administrators, and as Peace Corps volunteers. These areas of faculty experience and expertise help provide a solid foundation for students in the health education field as they confront issues that have cultural, political, and socioeconomic implications.

4.1.d. Identification of outcome measures by which the program may judge the qualifications of its faculty complement, along with data regarding the performance of the program against those measures for each of the last three years.

The Health Science Department Head, in consultation with the CHSS Dean, conducts faculty performance evaluations annually. These evaluations include summative evaluation of each faculty member’s productivity in teaching/advising, scholarly activity/research, and service. During this evaluation period each faculty member must undergo formative evaluation in consultation with the academic department head. The faculty member presents his/her teaching/scholarly activity/service goals for the upcoming academic year, and those goals become the formative measures upon which the following year’s evaluation is based. As part of the annual evaluation process, the Department Promotion and Tenure Committee also evaluates untenured faculty, and those below the rank of full professor. The committee’s assessment of annual performance is presented to the department head. Promotion and tenure guidelines also require faculty on tenure track to receive a full dossier assessment of their first three years with commentary from the P&T committee on their progress toward tenure. A copy of that assessment is sent to the department head. The department head uses the committee’s commentary to construct his assessment letter to the candidate. The department promotion and tenure policies are available at http://www.nmsu.edu/~hlthdpt/documents/hlspt.pdf. Documentation related to all faculty evaluations are kept in the department office. Since the evaluation system requires formative and summative documents, the records will be made available to the site visit team when they arrive. The evaluation materials contain numeric summative ratings for all faculty members evaluated each year. The reports on outcome measures are stored confidentially in the department files. Please refer to the general template- Outcome Measures Including Targets. Our department works to recruit and retain the highest quality faculty and enhance their ability to contribute to public health.

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Table 4.1.d. Faculty Qualifications Outcome Measures Outcome Measure Target 2007-

2008 2008-2009

2009-2010

Proportion of faculty with credentials related to degree program (doctoral degree, MPH related masters) or public health practice experience 100% 100% 100% 100%

Proportion of faculty with professional certification or licensure (CHES, MCHES, etc) 50% 60% 60% 55% Proportion of faculty satisfactorily progressing toward tenure 100% 100% 100% 100% Proportion of faculty receiving satisfactory overall annual performance evaluation 100% 100% 100% 100%

4.1.e. Assessment of the extent to which this criterion is met. This criterion is met. All primary faculty members have doctoral degrees. Faculty members also have a wide range of experiences in various aspects of public health. The faculty includes members who have been nationally recognized for their work. 4.2 Faculty Policies and Procedures. The program shall have well-defined policies and procedures to recruit, appoint and promote qualified faculty, to evaluate competence and performance of faculty, and to support the professional development and advancement of faculty.

4.2.a. A faculty handbook or other written document that outlines faculty rules and regulations. The overall policies governing recruitment, appointment, retention, and promotion of faculty at New Mexico State University (NMSU) are described in the University Policies Manual which is available online on the NMSU website. Additionally, the College of Health and Social Services (CHSS) of which the Department of Health Science is a part, has promotion and tenure guidelines applicable to the recruitment, appointment, retention, and promotion of all college faculty members, which are consistent with the University document. In the fall of 2008, the Department of Health Science’s Promotion and Tenure Document Committee developed faculty promotion, tenure, competence, and performance evaluation guidelines that were approved by the Department Head, and the CHSS Dean in May-June 2009 to become effective on July 1st 2009. All faculty members teaching in the MPH program are subject to the policies and procedures set forth in the above documents. Both the college and department P&T policies and procedures can be found on the department web site: http://www.nmsu.edu/~hlthdpt/faculty-and-staff.html.

4.2.b. Description of provisions for faculty development, including identification of support for faculty categories other than regular full-time appointments.

The Department of Health Science and its MPH program strongly encourages and supports the development of faculty in the areas of teaching, scholarship and creative activity, service, leadership/administration, as well as extension and outreach efforts. Each faculty member meets with the Department Head annually to develop formative performance evaluation goals and objectives in each of the above areas, to discuss any perceived challenges and barriers, and explore potential solutions. Each faculty member compiles and submits a performance evaluation dossier and submits it to the Department Head by the end of the calendar year. The submitted document highlights the formative goals and objectives agreed upon by the faculty member and department head, and summarizes the faculty member’s accomplishments for that year. Junior faculty members may consult with senior faculty mentors and seek assistance and support in their professional efforts. Dr. Jeffrey Brandon is the named mentor for associate professors. Dr. Chuck Kozel is the named mentor for assistant professors. Faculty members may also consult with the Department Head and with other senior faculty. The Provost’s office at NMSU offers promotion and tenure workshops for faculty across the campus to assist

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faculty in navigating the various steps involved in the process and to provide them with assistance in preparing their dossier for submission. Faculty members also benefit from a discussion session among senior faculty members who have successfully gone through the promotion and tenure process themselves. A faculty member can register for these workshops on their own accord or be recommended by the Department Head. These workshops are offered at specific times of the year and are available to all faculty members. In addition to promotion and tenure workshops, the ADVANCE Program is available to all faculty members at New Mexico State University. The ADVANCE program is a mentoring program available to faculty members in which faculty members can be paired with selected mentors from different parts of campus to accomplish research-based goals. The program was started in 2002 with an Institutional Transformation grant from the National Science Foundation. This grant worked to extend women’s participation in academic careers in the sciences and engineering. Between 2002 and 2008, the strategies used doubled the number of female scientists hired into faculty positions at NMSU from 17% to 34%. In 2006, New Mexico State University established ADVANCE as a permanent program at the NMSU Teaching Academy. This ongoing program has a broader focus, serving all faculty members, especially those from underrepresented groups. The NMSU Teaching Academy offers workshops, seminars, and educational development and support sessions for faculty on a variety of topics pertaining to teaching, assessment tools for the classroom and student learning, innovative teaching techniques, service learning, cultural competency, and student-centered teaching skills. These workshops are offered throughout the year and are open to all faculty members. These efforts of the Teaching Academy are aimed at integrating the university’s mission of providing effective and accessible education through a variety of means to diverse learners. The Teaching Academy also offers seminars and workshops on enhancing the research and scholarship efforts of faculty by assisting and supporting peer-reviewed publication and grant proposal-writing efforts. The Academy also works with individual faculty members to help them prepare their dossiers for promotion and tenure reviews. The Information and Communication Technology (ICT) Department plays a key role in preparing and training faculty to teach web-based or web-enhanced courses. The ICT Department offers seminars and workshops throughout the year concerned with developing and managing web-based courses. These workshops are available to all faculty and teaching assistants. The Department also offers individual consulting assistance faculty who need help in developing the skills necessary for successful online teaching. This support and guidance is a critical component of the success of the department’s online courses, and particularly important in light of the recent introduction of the MPH program’s online format.

4.2.c. Description of formal procedures for evaluating faculty competence and performance. The recently developed and approved departmental guidelines (2008-2009) for faculty annual performance review, the three-year mid-tenure review, tenure and promotion review, and post-tenure review, in keeping with the CHSS and NMSU requirements, guidelines, and policies, detail the formal procedures in place to evaluate faculty performances and procedures to be followed in reviewing faculty for promotion and tenure consideration. Both the college and departmental promotion and tenure documents can be found on the department website: http://www.nmsu.edu/~hlthdpt/faculty-and-staff.html. The criteria for advancement are highlighted in the above documents and are based on adequate qualifications and progress in the areas of teaching, scholarship and creative activity, service, leadership/administration, as well as extension and outreach efforts. The timelines for the evaluation and review process, the requirements for the dossier and supporting documentation, solicitation of external letters of recommendation, the role and involvement of the Department Head, Dean, and Provost, the composition and formation of the departmental and college Promotion and Tenure (P & T) committees, and the levels of decision-making involved in the

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process, are all described in the departmental document and reinforced through the college and university documents. Additionally, the Provost’s office provides an annual memorandum to faculty that details the key dates applicable to the review and evaluation process. Other faculty members listed in Template G, who are considered full-time regularized employees, have from time to time taught as adjunct or part-time faculty and/or hold secondary appointments in the departmental graduate program (MPH). Their performance as teaching faculty is evaluated by the Department Head annually using the ‘Exempt Employee Performance Appraisal Form.” This form was designed by the University’s Employee & Management Services (part of the Human Resources Department), and was last revised on 01/25/2008. It can be accessed at http://hr.nmsu.edu/_forms/EMS_ExemptEmployeePerformanceAppraisal.doc. Others who are not full-time regularized employees and occasionally teach in the graduate program are evaluated through their end-of-the-semester student evaluations. Additionally, for all faculty members, the Department Head can schedule class visits (for on campus classes) and be added to the class roster as an auditor (for online classes).

4.2.d. Description of the processes used for student course evaluation and evaluation of teaching effectiveness.

The department utilizes an online course evaluation form for all courses in both the on-campus and online MPH program. This gives students a formal opportunity each semester to provide feedback concerning the courses in which they enrolled and their perception of the instructors’ effectiveness. These course evaluations serve as important markers of faculty performance in the area of teaching. In addition, faculty members may utilize other informal assessment tools to evaluate the course content and their teaching effectiveness. The formal evaluations are completed at the end of the semester for each course, students’ responses are kept anonymous, and the results collated into a report for each course and given to the instructor after the submission of the final grades. The student course evaluations include several questions about course content, its relevance in the MPH program, teaching techniques used during the semester, strengths and weaknesses of the course and the instructor, and suggestions for improvement. The course evaluations are reviewed by the Department Head and when necessary he meets with a faculty member to discuss an area of concern or poor overall course evaluations. Faculty members with poor course evaluations are advised to attend workshops offered by the Teaching Academy or work closely with a mentor. Summaries of all teaching evaluations for the past three years, organized by online versus on-campus courses will be available in the on-site resource files for the CEPH site-visit team to review. If the site visit team feels a need to review student evaluations for selected courses, these will be provided during the site visit. The departmental promotion and tenure document indicates that the evaluation of teaching is based on “multiple sources of evidence.” Thus in addition to student evaluations, the Department Head can evaluate teaching by scheduling class visits (for on campus classes). He can also be added to the class roster as an auditor (for online classes). Other evidence of teaching effectiveness, though not an exhaustive listing can include published textbooks or curricula, publication of teaching strategies, articles or books about teaching, teaching/training grants, and teacher training workshops.

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4.2.e. Description of the emphasis given to community service activities in the promotion and tenure process.

Overall NMSU and CHSS, and particularly the Department of Health Science, encourages and expects its MPH faculty engage in community service in the form of community-based research, training, education, partnerships, collaborations, and/or service on advisory committees and boards of organizations. In addition faculty members are encouraged to provide technical assistance, seminars, and workshops, and to be responsive to the health-related needs and requests of communities. The amount, and therefore the emphasis of, community service activities vary from faculty to faculty (ranging usually between 10-20% of their effort) and agreed upon at the start of every calendar year by the faculty member and the Department Head. Several faculty members in the MPH program have established strong working and professional ties with various organizations in Southern New Mexico to address the significant border health challenges. Additionally, MPH program faculty view field experience as a community service effort. The faculty field experience coordinator and students have provided thousands of hours of volunteer service as part of the field experience enterprise. The program benefits from hands on public health practice under the guidance of the field experience preceptor while the field experience agency gets the benefit of a master’s trained professional to assist with projects, evaluations, workshops, etc. Community service is an important consideration in a faculty member’s annual review and promotion and tenure process. Solid community service, however, is not a substitute for a lack of research productivity or poor teaching. All three areas must be considered in the promotion and tenure process.

4.2.f. Assessment of the extent to which this criterion is met. This criterion is met. Policies and procedures are in place for recruitment and appointment of faculty, evaluation and promotion of faculty, and faculty development. 4.3 Faculty and Staff Diversity. The program shall recruit, retain and promote a diverse faculty and staff, and shall offer equitable opportunities to qualified individuals regardless of age, gender, race, disability, sexual orientation, religion or national origin.

4.3.a. Summary demographic data on the program’s faculty, showing at least gender and ethnicity; faculty numbers should be consistent with those shown in the table in 4.1.a. Data must be presented in table format. See CEPH Data Template H.



Template H (Table 4.3.a.) Summary Demographic Data for Current Core and Other Faculty Core Faculty Other Faculty TOTAL Number Percent Number Percent Number Percent Male 6 55% 4 80% 10 62.5% African American Male Caucasian Male 5 45% 2 40% 7 44% Hispanic/Latino Male 2 40% 2 13% Asian/Pacific Islander Male Native American/Alaska Native Male

1 9% 1 6%

Unknown/Other Male International Male Female 5 45% 1 20% 6 37.5% African American Female Caucasian Female 2 19%** 1 20% 3 19% Hispanic/Latino Female 1 9% 1 6% Asian/Pacific Islander Female 1 9% 1 6% Native American/Alaska Native Female

1 9% 1 6%

Unknown/Other Female International Female TOTAL 11 100% 5 100% 16 100%

4.3.b. Summary demographic data on the program’s staff, showing at least gender and ethnicity. Data must be presented in table format. See CEPH Data Template I.

Template I (Table 4.3.b.) Summary Demographic Data for Full-Time Staff* Full-Time Staff TOTAL Male 0 (0%) 0 African American Male Caucasian Male Hispanic/Latino Male Asian/Pacific Islander Male Native American/Alaska Native Male

Unknown/Other Male International Male Female 2 (100%) 2 African American Female Caucasian Female Hispanic/Latino Female 1 (50%) 1 Asian/Pacific Islander Female Native American/Alaska Native Female

Unknown/Other Female 1 (50%) 1 International Female TOTAL 2 (0%) 2



4.3.c. Description of policies and procedures regarding the program’s commitment to providing equitable opportunities without regard to age, gender, race, disability, sexual orientation, religion or national origin.

The New Mexico State University is committed to the spirit of the Equal Employment Opportunity Commission. In that regard, we attempt to provide equal opportunity to any potential employee of the university. To assure that the university community follows through on these ethical guidelines, we have certain mechanisms in place to assure, to the extent possible, that we achieve a full measure of diversity across campus. The Human Resources Department conducts mandatory EEOC training for all search committees to assure EEOC guidelines and ethics are followed. The NMSU Policy Manual has policies and procedures to guide the standards of ethical conduct, not only through search committees, but also in everyday university operations. Each year, the Human Resources department requires each faculty member to complete a Conflict of Interest declaration. Additionally, the university community is reminded via campus wide communication that we stand for tolerance and acceptance of all members of the university community, be they administration, faculty, staff or students. The University also addresses the needs of international applicants. We have an entire division in the Graduate School to assist international students with their application and matriculation to NMSU. All research projects are also held to the ethical standards of conduct. The Graduate School, in conjunction with the IRB provides workshops on the responsible conduct of research. Additional materials are available on the IRB website. Additionally, faculty mentor students to assure ethical conduct and to assist with IRB requests.

4.3.d. Description of recruitment and retention efforts used to attract and retain a diverse faculty and staff, along with information about how these efforts are evaluated and refined over time.

NMSU is recognized as a Hispanic-serving institution. At the undergraduate level, there are almost an equal number of Hispanic students and White/Other. When the number of Black, American Indian and Asian-American students are added to the count, there are more minority students on campus than White non-Hispanic students. Although the number of international undergraduate students is small, international students comprise 15% of the graduate student enrollment. Many of NMSU’s international graduate students are teaching assistants in first-year courses. Females comprise 56% of the student population. This percentage is reflected in the freshman class. There are no available statistics addressing religious affiliations on campus. There are, however, nineteen religious-focused chartered student organizations on campus. Fourteen additional chartered student organizations have a cultural focus, including the Sexual and Gender Diversity Resource Center and the Stonewall Coalition. Moreover, eight of the 46 professional student organizations have a minority affiliation, and two are focused on women. In addition to cultural and gender diversity on campus, students at NMSU also represent a diverse perspective for social class/economic status. Over 44% of undergraduate students are low income, 38% are first generation college students, and 32% come from rural counties in New Mexico. Ethnic diversity is also visible in the demographics of the faculty and staff. NMSU has a high percentage of minority faculty members, in comparison with its peer institutions. A recent review conducted for NASA indicated that NMSU is meeting national standards for gender equity among faculty and staff, and has policies in place that promote equity. All chartered student organizations must have a faculty/staff advisor, which, theoretically, enhances student-faculty interactions at these levels. The following section is abstracted from: Diversity Dimension Report, NMSU, Committee Leader, Jim Peach, Professor.



Diversity is central to NMSU’s identity as the state’s Land-Grant institution. NMSU is a Hispanic Serving Institution (HIS) and is designated as a “RU/H” or “a high research activity” university in the new Carnegie classification system. NMSU is ranked 5th among the Top 50 Hispanic Servicing Institutions in the amount of Research and Development federal funds in 2002 by the Rand Organization. The NMSU Administrative Policies and Procedure Manual (AP&P) outlines the procedures which apply to all programs at NMSU and the commitment to providing equal opportunities for employment regardless of age, sex, race, disability, religion, or national origin. If an underutilization exists (i.e. the number of female/minorities employed by NMSU in a category is under represented, as compared to the availability market, a memorandum will be issued from the Personnel Office requesting that special efforts be extended towards meeting the University’s Affirmative Action goals. Under conditions of underutilization, a department may consider: • extending the deadline date to allow for more public notice; • advertising in state/national newspapers or journals where qualified minorities or females are likely to view

the announcement; • actively recruiting qualified females or minorities via informal or formal networks; • wording the position announcement as generally as possible to encourage recently-degreed females and

minorities to apply; or, • Advertising the position at a lower level (or rank) to attract a larger pool of qualified women and minorities

to meet Affirmative Action goals. The following section is abstracted from the New Mexico State University “Search Committee Handbook.” Although we are well aware of the importance of attracting minority applicants to our department, we also recognize that it is easier to attract Hispanic faculty applicants than it is to attract other minority candidates. In that regard, we make every attempt to recruit faculty to the university. Rather than simply sending out vacancy announcements and advertising in professional publications, we attempt to use our professional networks and use personal communication to encourage candidates to apply. At the present time, it is clear that we are a diverse group, especially as it pertains to gender, Hispanic employees, and age. All searches go forward with the intention of further increasing diversity, while still attracting talented, experienced professionals.

4.3.e. Description of efforts, other than recruitment and retention of core faculty, through which the program seeks to establish and maintain an environment that supports diversity.

Recruiting minority faculty is but one side of the equation. The real measure of diversity is the ability of the group to embrace the enriched outcomes of a diverse workforce. The objective is that the program seeks to establish and maintain an environment that supports diversity. The MPH program is committed to a diverse faculty (including bilingual Spanish/English) and a diverse student body. In addition to a broad range of ethnic backgrounds, MPH faculty members have diverse professional community-based experiences involving international, U.S./Mexico border, and American Indian health issues. Students are exposed to diversity through the faculty, field experience preceptors, guest lecturers, fellow students, classroom studies, and professional staff within the program. MPH students have a wide range in age and life experiences. They include American Indians, Chinese, Asian Indians, physicians trained in Mexico, and other students from throughout the United States, including students with a military background, and students who are returning Peace Corps volunteers.



4.3.f. Identification of outcome measures by which the program may evaluate its success in achieving a diverse faculty and staff, along with data regarding the performance of the program against those measures for each of the last three years.

The MPH program is committed to diversity and is further committed to increasing recruitment of underrepresented minorities and women. The NMSU Personnel and EEO offices complete evaluations of demographically diverse faculty. This assures that the Department of Health Science is providing, on an ongoing basis, every opportunity for qualified individuals to work at the department. The outcome measures used to evaluate the success of diversity goals for the faculty and staff includes the summary demographic data listed in Tables 4.3a and 4.3b. Currently, nearly half (45%) of our core faculty are women. Four members (36%) of our core faculty and one member of the staff are from underrepresented minorities. The program will continue its existing efforts, and develop and evaluate new techniques to diversify the staff. Table 4.3.f. Outcome Measures for Success in Achieving Diverse Faculty and Staff Outcome Measure Target 2007-2008 2008-2009 2009-2010 Proportion of core faculty who are underrepresented ethnic minority

Maintain 45% 36% 44%

Proportion of core faculty who are female

Maintain or increase 36% 45% 45%

Proportion of underrepresented minority on staff

Maintain or Increase 0% 50% 100%

4.3.g. Assessment of the extent to which this criterion is met.

This criterion is met. The program has a clearly defined faculty which, by virtue of its size, multidisciplinary nature, educational preparation, research and teaching competence, and practice experience is able to fully support the program’s mission, goals and objectives. The program has been successful in recruiting and retaining tenure-line professors with expertise in teaching, service and scholarship relevant to border health issues in the Southwest. The faculty and staff are diverse. Equitable opportunities are offered to all qualified individuals. 4.4 Student Recruitment and Admissions. The program shall have student recruitment and admissions policies and procedures designed to locate and select qualified individuals capable of taking advantage of the program’s various learning activities, which will enable each of them to develop competence for a career in public health.

4.4.a. Description of the program’s recruitment policies and procedures. The Department of Health Science uses both formal and informal networks and outreach efforts to recruit prospective students. A personal letter along with program information including a brochure about the program and the application process, departmental and graduate school application, information about courses, and the fact sheet about the program and students are mailed to all those who request information and/or express interest. Prospective students contact the department through letters, e-mail, phone, meetings with faculty, and as walk-ins. Individual faculty members actively recruit at professional conferences, meeting with prospective students, alumni, and faculty at other institutions who might refer their graduates to NMSU. The College also exhibits at professional meetings and recruits for all programs in the College, including the MPH program. Additionally, the department maintains a Website that provides information about the undergraduate and



graduate programs offered, as does the NMSU Graduate School, with a direct link to the Department of Health Science web page. This communication channel has been particularly useful for recruiting prospective international students. The departmental web pages are regularly updated to reflect the evolution and expansion of the graduate program. We have no written policies regarding recruitment of applicants. We actively visit with prospective students at professional meetings and are available to prospective students who contact us. We do all we can to respond quickly to inquiries and help interested students feel comfortable with coming to a small program where they can get personal attention. Our Bachelor of Community Health (BCH) program is a feeder program for the MPH, but we tend to accept only those students from the BCH with very high academic qualities, and a mature outlook on public health practice. Because the BCH program is topically so similar to the MPH, it may be best for BCH students to attend graduate school at another institution. The stronger students from the BCH are likely to get more out of the program because they possess stronger critical thinking skills and academic performance scores. We also have two other recruitment strategies that work quite well. Because we are an accredited program, we receive numerous requests from potential applicants who have learned about our program from the CEPH web site. Another strong recruiting opportunity is the connection we have the Returning Peace Corps Fellows program. We receive numerous applications from returning Peace Corps volunteers, and their acceptance rate is quite high. In general they bring maturity, intelligence, and experience to their MPH studies.

4.4.b. Statement of admissions policies and procedures. Application to the MPH program is a two-step process. Prospective students must first apply to and be accepted by the NMSU graduate school. They may also submit an application to the Health Science Department at the same time, but cannot be admitted to the MPH program until after they have been admitted to graduate school. See http://www.nmsu.edu/~hlthdpt/prospective-students-.html. Once an applicant is admitted to the Graduate School a referral is sent to the department informing us that the particular student is eligible for graduate education at NMSU. According to the NMSU Graduate School, students seeking admission to graduate status at NMSU must hold a minimum of a bachelor’s degree or an advanced degree from an institution of acceptable standing. The minimum grade-point-average required for admission to the NMSU graduate school is an overall 3.0/4.0 or a grade average of 3.0/4.0 in the last 60 hours of undergraduate work. Additional details on general admission policies are available from the NMSU Graduate School, or online at http://catalog.nmsu.edu/grad-2009-2010/05-admission/index.html . Students applying to the MPH program must complete either an application for the on-campus program OR an application for the Online MPH program. Applications for both programs are reviewed in the spring. We admit for the fall semester only. We also cap our admissions at 20- 23 students admitted to each program, each year in order to manage our class enrollments and maintain good student-faculty ratios. All students who are admitted to the respective programs must confirm their intention to matriculate, and confirm that they will attend the mandatory MPH student orientation at the start of the fall semester. Both part-time and full-time students will be admitted. Because the online program was developed for working professionals, we strongly encourage these working students to be part-time students. In addition to meeting all admissions requirements of the Graduate School, applicants must meet the following departmental requirements:

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• Have completed a minimum of 6 semester credits in social and behavioral sciences, 3 semester credits in statistical methods, 4 semester credits in biology or a related field, and 3 semester credits in a foundations of public health or agree to successfully complete MPH 500 within their first year. Students who lack any of these requirements may have to complete make-up course work prior to being admitted to the program.

• Scores from a recent administration of the GRE or similar graduate level examination. • An essay describing the applicant's reasons for wishing to pursue the MPH degree at NMSU and a statement

of career goals. • Any paid or volunteer work performed in a public health or related agency setting should also be described

in detail including length of work and descriptions of the work typically performed as part of the job. • Submit at least three letters of reference from former faculty and/or employers.

http://www.nmsu.edu/~hlthdpt/prospective-students-.html.

Admissions information and the departmental application forms may be requested by writing the MPH Program Coordinator, Department of Health Science, MSC 3HLS, NMSU, P O Box 30001 Las Cruces, NM 88003-8001. Beginning with the 2010 application period all forms necessary for the MPH application will be available on the department website as fillable forms that can be submitted electronically to the department. Each of the MPH program admission requirements have specific points assigned to them as indicated on the MPH admissions review form (See Appendix C). The program encourages applications from minorities and females. The departmental admission policies and procedures reflect its commitment to qualified students who can benefit from the program and who can forge competent careers in health education.

4.4.c. Examples of recruitment materials and other publications and advertising that describe, at a minimum, academic calendars, grading, and the academic offerings of the program. If a program does not have a printed bulletin/catalog, it must provide a printed web page that indicates the degree requirements as the official representation of the program. In addition, references to website addresses may be included.

Potential applicants and individuals with interest in the MPH program are directed to the department web site: http://www.nmsu.edu/~hlthdpt/prospective-students.html, particularly the information about the application process. They are also directed to the link on the website for current students: http://www.nmsu.edu/~hlthdpt/current-students.html where they can find information about the curriculum, course sequencing, course descriptions, the MPH Handbook, Field Experience Manual and other policies and procedures. Recruitment and informational brochures are will also be available within the Resource Files, available during the CEPH site visit.

4.4.d. Quantitative information on the number of applicants, acceptances and enrollment, by specialty area, for each of the last three years. Data must be presented in table format. See CEPH Data Template J.

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Template J (Table 4.4.d.) Quantitative Information on Applicants, Acceptances, and Enrollments by Program Area, academic years 2007 to 2010 Academic Year 2007 to 2008

Academic Year 2008 to 2009 Academic Year 2009 to 2010

On Campus MPH

MPH Online

On Campus MPH

MPH Online

On Campus MPH

MPH Online

Specialty Area: Health Education

Applied 34 Begins F2008

50 25 35 35

Accepted 32 Begins F2008

31 25 17 26

Enrolled 22 Begins F2008

19 20 8 18

4.4.e. Quantitative information on the number of students enrolled in each specialty area identified in the instructional matrix, including headcounts of full- and part-time students and a full-time-equivalent conversion, for each of the last three years. Non-degree students, such as those enrolled in continuing education or certificate programs, should not be included. Explain any important trends or patterns, including a persistent absence of students in any program or specialization. Data must be presented in table format. See CEPH Data Template K.

Template K (Table 4.4.e.) Students Enrolled in Each Degree Program by Area of Specialization, 2008 to 2010 Year 1 (Fall 2008) Year 2 (Fall 2009) Year 3 (Fall 2010) Total HC FT HC PT FTE Total HC FT HC PT FTE Total HC FT HC PT FTE MPH Community Health Education 79 53 26 66 87 43 44 65 83 37 46 60 We have observed an important trend in student enrollment. Our online enrollment is increasing, while our on-campus program enrollment is decreasing. The decrease in on-campus enrollment may be due to two factors – (1) online access by public health professionals who live in the immediate area, but cannot get to campus in the afternoons when most graduate courses are taught, (2) online students are generally full-time working professionals who do not need assistantships to attend school. On-campus students, who are more likely to be full-time students, generally require an assistantship in order to attend graduate school. This year, because of the uncertainty of graduate assistantship funding, assistantship awards were not made until mid-summer. Several students who were accepted to the MPH program for fall, 2010 did not attend NMSU because they accepted an earlier assistantship offer elsewhere. For next year we plan to extend assistantship offers by the end of March. This should reduce the number of accepted students we lose to other programs.

4.4.f. Identification of outcome measures by which the program may evaluate its success in enrolling a qualified student body, along with data regarding the performance of the program against those measures for each of the last three years.

We make every effort to admit only highly qualified students. This is one reason why we did away with the “open enrollment system” whereby each application was evaluated as soon as it was received and an admission decision was made. If the application was approved, then the student was admitted for the next semester (fall or spring). This method interfered with enrollment management and at the beginning of any given semester we would have no idea how many students would matriculate. We also implemented the GRE requirement beginning the fall 2009. The yield rate measure is used to assess the program enrollment of a qualified student body. In the future, the average verbal and quantitative GRE scores will be used as another measure. Faculty will determine the program’s goal for the average verbal and quantitative GRE score percentiles.



Table 4.4.f. Outcome Measures for Enrolling a Qualified Student Body Outcome Measure Target 2007-2008 2008-2009 2009-2010 Yield Rate (number of enrollees to the number of acceptances)

65%

68%

81%

67%

4.4.g. Assessment of the extent to which this criterion is met.

This criterion is met with commentary. We know we have qualified students entering the program, but formalized policies and procedures for recruitment will allow us to attract even stronger students and will allow us to clearly document our efforts. 4.5 Student Diversity. Stated application, admission, and degree-granting requirements and regulations shall be applied equitably to individual applicants and students regardless of age, gender, race, disability, sexual orientation, religion or national origin. The faculty within the MPH program within the Department of Health Science at NMSU strongly support recommendations from the 2002 Institute of Medicine report The Future of Public Health in the 21st Century and the 2003 IOM report Unequal Treatment: Confronting racial and ethnic disparities in health care. This includes recruiting, educating, and graduating members of underserved, minority and ethnically diverse populations. We adhere to the belief that drawing students from our local communities will better ensure that they return to these underserved areas as public health professionals after graduation. We seek to have the ethnic and racial profile of our graduate approximate the ethnic and racial breakdown of our state and local communities. According to the 2000 US Census data, the state of New Mexico then had a population comprised of - 42.1% (765,386) Hispanic, 9.5% (173,483) American Indian, 1.9% (34,343) Black, and 1.1% (19,255) Asian racial/ethnic breakdown, with the remaining population comprised of Non-Hispanic Whites. According to a recently released report (August, 2010), only 14.4% of New Mexico citizens graduate with a baccalaureate degree. The percentage of college graduates by racial/ethnic group is as follows: Among Asian/Pacific Islanders 51% are college graduates, including 58% of the males and 44% of the females. Among African Americans 20.5% are college graduates, including 19% of the males and 22% of the females. Among Hispanics 12% of the population, as well as 12% of both the males and females, are college graduates. American Indians have the lowest rate of college graduates, at 9%. This includes 10% of the males and 8% of the females. Among Non-Hispanic Whites 37%, including 38% of the males and 36% of the females are college graduates. Of the total number of college graduates in New Mexico Asians/Pacific Islanders comprise 3%, African Americans 2%, American Indians 4%, Hispanics 38%, and Whites 51%. Our largest minorities have college graduation rates that are much lower than their percentage representation in the general population. Since the MPH in Community Health Education degree program draws from that proportion of the New Mexico population with baccalaureate degrees, the above breakdown of percentage of baccalaureate graduates in New Mexico will be the benchmarks used to compare the success of the MPH program at New Mexico State University in recruiting an ethnically diverse student population representative of the population of baccalaureate graduates or higher in New Mexico. The target for completion of the MPH degree program at NMSU will be to meet or exceed the following percentages for racially and ethnically diverse groups: 4% American Indians; 3% Asians/Pacific Islanders; 2% Blacks, 38% Hispanics; and 51% Whites.



4.5.a. Description of policies, procedures and plans to achieve a diverse student population. The city of Las Cruces, where NMSU is located, is ideally positioned to attract a diverse population. We attract local students, students from across the country, as well as international students. The Master of Public Health in Community Health Education program’s application, admissions, and degree granting requirements, policies, and procedures are consistent with those of NMSU. It is the policy of NMSU to be in full compliance with all federal and state non-discrimination and equal opportunity laws and regulations. Additionally, the university will not discriminate against any person on the basis of age, color, race, sex, national origin, or disability. To maintain and integrate similar policies and procedures in its applications, admissions, and degree-granting requirements, the department communicates with the NMSU Office of Institutional Equity (EEOC/AA), the minority programs on campus, and with students. Further, the entire full-time faculty plays a crucial role in the admitting of students by serving on the admissions committee and serving as mentors to the undergraduate and other interested students. Recruitment efforts of the Department encourage minority students to apply to the program. Most American Indian populations within the state are located in the northern and northwestern areas of New Mexico. This is one reason the Department of Health Science developed the MPH program in an online format. The MPH program strives to maintain a proportion of American Indian students at least equal or exceed the state’s proportion of American Indians of 4% baccalaureate graduates.

4.5.b. Description of recruitment efforts used to attract a diverse student body, along with information about how these efforts are evaluated and refined over time.

The faculty and leadership within the Department of Health Science believe in the “pipeline approach” to nurturing members of our local populations to pursue college degrees, with some proceeding through the MPH program. Its faculty and leadership have sought to develop this potential over the past twenty years through the following ways: • In 1990, the Health Science Department Head (HSDH) was a co-developer of the Border Health Education

Training Center (BHETC), which was federally funded as part of its Southern Area Health Education Center (SoAHEC). The BHETC was designed to supplement the SoAHEC goal of improving the distribution of health professionals in the border and rural areas of Southern New Mexico through educational means. This HSDH was also the P.I. on the first bid to obtain federal funding to operate its Allied Health Careers Opportunity Program. This effort attracted 30 or so qualified high school rising seniors and recent graduate annually into a six-week academic skills building summer session, in which students lived on the main campus of NMSU. In 1999 this effort was shifted to the Department’s Southern Area Health Education Center, which ran it successfully through 2006. Legislative funding for this federal program terminated in that year, but during this period several students went on to major in a variety of nursing and allied health careers, including the Department’s Bachelor of Community Health program. Already plans were being developed to have the BCH majors among those who would pursue a graduate degree in public health at NMSU in the future. It was in the Department of Health Science’s 1990 five-year strategic plan to have the Master of Public Health in Community Health Education approved by 1995.

• In July, 1990, the HSDH also worked with individuals from the NM Department of Health and the University of New Mexico Health Science Center to support the development of the Southern New Mexico Border Health Council. This group was comprised of residents living in Chaparral, Gadsden, Sunland Park, Deming and Las Cruces. After three to four years of monthly meetings, this group supported the development of a proposal to State of New Mexico to secure funding for the first Border Health Office. This office was funded in the 1993 legislative session and was launched in 1994. Its first director and staff, though administratively reporting to the NM Department of Health, was housed within the Department of Health Science on the



main NMSU campus (where it continued to develop until its move in 1998 to the new offices of District IV NM Department of Health in Las Cruces). In efforts to create more of a border health focus within the Department of Health Science, in July, 1998, the NM Department of Health and NMSU created the Border Epidemiology and Environmental Health Center (BEC) on the main campus of NMSU. It continued to be administratively housed within the Department of Health Science until early in 2010. The BEC Director now reports to the CHSS Associate Dean for Research.

• In 2000, President Bill Clinton appointed the former HSDH and soon to be new CHSS Dean as an inaugural member of the U.S. Section of the U.S.-Mexico Border Health Commission. The BEC then became home to the first Commission state outreach office. The new Dean held this appointment to the Commission from December 1999 through December 2003, and the CHSS and Department of Health Science’s involvement in U.S.-Mexico border affairs continued to expand. Over the years all of these programs and initiatives have hosted numerous graduate students in supporting studies along the US-Mexico border but especially within Southern New Mexico. Numerous instances of individuals within the Department of Health Science and the CHSS Dean’s office serving on international committees and research bodies can be cited from these efforts. This information and evolving studies were used in faculty and student development conferences (such as in two border health conferences hosted by the Department of Health Science and the CHSS in the 1990s and in the NCI/NIH funded “Making Connections” conference on cancer disparities along the US/Mexico border).

• In August 2000, with the appointment of a Department of Health Science faculty member as the third Dean of the College of Health and Social Services (CHSS), the College’s faculty formally adopted the new Dean’s initiative to have a CHSS-wide effort on helping to eliminate health disparities among its border populations. In November, 2003, the CHSS Dean obtained the University’s Administrative Council’s approval to have all campus research, service, and educational efforts to address health disparities be coordinated through its developing Southwest Institute for Health Disparities Research (SWIHDR). During the past several years the CHSS obtained a Stan Fulton Endowed Chair in Health Disparities and state appropriations to build the College’s first addition (completed August 2010) to house the SWIHDR. Additionally the Brandon Distinguished Lectureship in Health Disparities was funded. This series has been offered as an annual event to provide continuing faculty development in this area. The Institute, the Endowed chair, and the lectureship series have all been used often in efforts to recruit qualified students from our underserved populations.

• In 2002 the CHSS Dean and faculty from the Department of Health Science worked closely with the health occupations program coordinator from the Dona Ana Community College to develop one of the nation’s first Associate of Applied Science in Public Health (AASPH). This initiative was developed out of the realization that virtually all of the DACC student population came from our local communities in Dona Ana County, Otero and Luna counties, and that more than 65% of the DACC student population was of Hispanic origin. A key element of the AASPH degree was its full articulation with the Bachelor of Community Health offered on the NMSU main campus in the Department of Health Science. Members from the Department of Health Science faculty have served, and continue to serve, on the DACC AASPH advisory committee. To date, at least 3 of the 25 who are being tracked, who began in the AASPH program, and then segued to the BCH program, are in the process or have completed their MPH degree at NMSU

• In 2002, the CHSS Dean in conjunction with department heads from Health Science, Nursing and Social Work created the Bachelor of Human and Community Services, an entirely online degree program, for use by place-bound students throughout the state who could not attend on campus main campus classes, in completing a baccalaureate degree. It was envisioned that this effort would be a bridge to the eventual online MPH program. The degree required completion of 27 core course credit hours, with credits from courses offered by the Department of Health Science being the most represented. Students had to complete two academic minors, one of which had to be outside of the CHSS. Virtually all students had selected the minor in community health, which hopefully would lead them to pursue the online MPH that was then under development. This degree program, which had 117 enrolled majors as of the spring, 2009, was discontinued.



• In the summer of 2003, New Mexico State University College of Health and Social Services was selected to participate in the Peace Corps Fellowship/USA Program for Returning Peace Corps Volunteers (RPCVs) who are interested in pursuing graduate degrees. Presently there are more than 50 Fellows programs in universities across the nation. The NMSU Fellows program is advertised once a month through a Peace Corps electronic newsletter, which goes out to volunteers around the world and to new RPCVs. The Fellows program is an established link from the Peace Corps website. This gives people an opportunity to peruse advance degree options. A previous Department Head reported that the Fellows program was the single most effective recruitment source for the MPH program. Fellows come to NMSU with life experiences from living and working in countries throughout Central and South America, Africa, and Eastern Europe. Often they have participated in public health efforts in country, to include HIV/AIDS education. Their rich experiences inform and inspire colleagues and faculty alike in classes, projects, and extra-curricular efforts. Individuals applying for the NMSU Fellows program can pursue a variety of graduate degrees to include a: (1) Master of Public Health (MPH), (2) Master of Social Work (MSW), (3) a dual degree in Social Work and Public Health (MSW/MPH), or (4) a Master of Science in Nursing (MSN).

• In 2008 the Health Science Department launched the Online MPH degree program. A faculty member was hired (.5 FTE) to recruit and advise on line students. Two focus areas for recruitment were American Indians from the Indian Health Service and those working in the public health labor force from Northern New Mexico.

4.5.c. Quantitative information on the demographic characteristics of the student body, including data on applicants and admissions, for each of the last three years. Data must be presented in table format. See CEPH Data Template L.

Template L (Table 4.5.c.1.) . Demographic Characteristics of Student Body from Academic Years 2007 to 2010 2007-2008 2008-2009 2009-2010 M F M F M F African American

Applied 1 1 0 5 2 2 Accepted 1 1 0 5 0 1 Enrolled 1 1 0 4 0 1

Caucasian


Hispanic/Latino


Asian Pacific Islander Applied 0 1 0 0 0 1 Accepted 0 1 0 0 0 0 Enrolled 0 1 0 0 0 0

Native American/Alaska Native


Unknown/Other


International


TOTAL


**Enrolled refers to the number of students that began courses in the specified semester



Eleven African American students applied across the three academic year periods reflected in the data presented above in Template L, eight were accepted (72.7%) and seven enrolled (87.5%). Fifty-one White students applied over the same period, 43 (84.3%) were accepted and 36 of these 43 actually enrolled (83.7%). Twenty-two Hispanic students applied; 20 (90.9%) were accepted into the program and 19 of these 20 (95%) enrolled. Two Asian or Pacific Islander students applied. Of these two applicants, one was accepted (50%) and enrolled. There were 11 American Indian/Alaska Native students who applied. All 11 were accepted into the program (100%) and eight actually enrolled (72.7%). Twelve unknown/other students applied, 10 were accepted 83.3%), and 7 (70%) enrolled. These data included international students, a category for which the university does not separate out. Twenty-four international students applied, 14 (58.3%) were accepted, and seven, (50%) of those accepted, enrolled. Table 4.5.c.2. Total applicants accepted and enrolled - AY2007-08, AY2008-09, AY2009-2010 Race/Ethnicity Applicants Accepted Enrolled African American 11 8 7 Caucasian/White 51 43 36 Hispanic 22 20 19 Asian/PI 2 1 1 American Indian 11 11 8 Unknown/other 12 10 7 International 24 14 7 Recruitment of Applicants: One recruitment goal of the MPH program is to have qualified applicants who match the State’s demographics for baccalaureate graduates as represented by the following percentages: 4% American Indians; 3% Asians/Pacific Islanders; 2% Blacks, 38% Hispanics; and 51% Whites. The MPH program has been successful in attracting a diverse student body, especially among American Indian and Black students, less so for Hispanic students. Of the total (109, excluding international students), 46.8% of the applicants were Caucasian/White (less that the 51% baccalaureate rate for NM White student rates), 20.2% were Hispanic (only slightly more than half of the state’s 38% Hispanic baccalaureate rate), 10% were American Indian/Alaska-Native (which exceeded the state demographic of 4% AI), 10% were Black (which also exceeded the State’s 2% rate for Black baccalaureate graduates). The balance of the figures above (36) of the combined total of 133 applicants, were made up Unknown/Other and International applicants (note in the progression/graduation rates the international students are typically represented in the unknown figures). Thus, our recruitment rates for American Indian and Black students exceeded our goal, while our recruitment of Hispanic students was less than our goal of recruiting 38% Hispanic students. It should be observed from Table L that the number of Hispanic applicants showed a substantial increase for the 2009-2010 academic year.

Acceptance Rates: The groups by acceptance rate were American Indian/Alaska-Native (100%), Hispanic (90.9%), Caucasian/White (84.3%), Unknown/Other (83.3%), Black (72.2%) and International (58.3%). MPH faculty are also interested in noting the success of its enrolled students in making progress toward the MPH degree. This additional information is provided below for those who first enrolled in the program for the Fall semester of 2003 and runs through the May, 2009 graduation.



Table4.5.c.3. Progression/Graduation Rates (F2003-Sp2009) by Racial/Ethnic Groups Race/Ethnicity Progressing (enrolled) Graduated Other (W/D, suspended

or taken leave) Percentage enrolled/graduated of total

WT Met Goal<51% of total progressing or graduated

19% (10 of 52)

67% (35 of 52)

14% (7of 52)

33.1% (45 of 136)

AI Met Goal=>4%

58% (7 of 12)

42% (5 of 12)

8.8% (12 of 136)

AS Goal=>3%

25% (1 of 4)

50% (2 of 4)

25% (1 of 4)

2.2% (3 of 136)

BL Met Goal=>2%

16.7 (1 of 6)

67% (4 of 6)

16.7% (1 of 6)

4.4% (6 of 136)

HS Goal=>38%

22.2% (8 of 36)

58.3% (21 of 36)

19.4% (7 of 36)

21.3% (29 of 136)

OT 10% (1 of 10)

70% (7 of 10)

20% (2 of 10)

5.9% (8 of 136)

UN 18.75% (3 of 16)

75% (12 of 16)

6.25% (1 of 16)

11% (15 of 136)

Totals 22.8% (31 of 136)

61.9% (86 of 136)

14% (19 of 136)

86% (117/136)

Comparisons across racial/ethnic groups Overall, about 23% of those who enrolled in the MPH program between Fall, 2003 to Spring, 2009 are still making progress toward their degree completion. Additionally, about 62% have graduated (86 of 136). Only 14% (19 of 136) have not continued in the program. Specific reasons indicated for having left the program included: (1) having left the program temporarily to work a year abroad (N=4), (2) having simply quit the program (N=10), or (3) having left for unknown reasons (N=5). Among the 86 who have graduated from the MPH program during the F2003-Sp2009 semesters, 35 were White (35/62=67%), 5 were American Indian (5/12=42%), 2 were Asian American/Pacific Islander (2/4=50%), 4 were Black (4/6=67%), 21 were Hispanic (21/36=58%), 7 were “Other” (7/10=70%), and 12 were “Unknown” (12/16=75%). Combining the first two categories (progressing and graduated), showed the most successful groups were: 100% American Indians (12 of 12), 86.5% Whites (10+35/52), 83% Black (5 of 6), 80.5% Hispanic, 75% Asian/Pacific Islander (3 of 4). Then there were 93.7% (15 of 16) for “Unknown” and 80% (8 of 10) for “Other”.

4.5.d. Identification of measures by which the program may evaluate its success in achieving a demographically diverse student body, along with data regarding the program’s performance against these measures for each of the last three years.

The target goal for recruitment and subsequent graduation from the MPH program, is as follows (based on NM statistics for % with baccalaureate degrees): 4% American Indians; 3% Asians/Pacific Islanders; 2% Blacks, 38% Hispanics; and 51% Whites. Data from the Progression and Graduation Rates F2003-Sp2009 table. listed under item 4.5 c., shows success in meeting the above goal only for Blacks and American Indians, both at more than double the goal. Concerning enrollment of Hispanics, our percentage of 21% was the farthest from the goal (38%), and for Asian Americans/Pacific Islanders it was a bit less than the goal of 3% (at 2.2%). Among those dropping out or not returning to complete their MPH degree, there were 12.5% White and 10% Hispanic students. The figures for this were also 16.7% for Black, and 3% for “Other” and “Unknown”.



Table 4.5.d. Outcome Measures for Success in Recruiting Diverse Student Body Outcome Measure Target 2007-

2008 2008-2009

2009-2010

1. Proportion of minority and ethnically diverse students enrolled into the MPH program (online and on-campus)

Maintain or Increase from baseline – 50%

59% 56% 58%

4.5.e. Assessment of the extent to which this criterion is met.

This criterion is met with commentary. The MPH program met its student diversity goals for American Indians and Blacks, but still needs to improve its recruitment of students of Hispanic and Asian/Pacific Islander ethnicity. 4.6 Advising and Career Counseling. There shall be available a clearly explained and accessible academic advising system for students, as well as readily available career and placement advice.

4.6.a. Description of the advising and career counseling services, including sample orientation materials such as student handbooks.

Advising Upon admission into the MPH program, students receive a letter from the department head indicating they have been accepted into the program. In this letter, all main campus students are provided with the name of the full-time faculty member assigned to them as their graduate advisor. In contrast, Dr. John Booker, who maintained an office in the NMSU Albuquerque Center, advised all of the on line students. In the fall 2009, Dr. Sue Forster Cox, began advising half of these students. Since Dr. Booker left the program in August, 2010, Dr. Forster-Co has assumed the role of recruiting for the on line program and advising all of the online students. She maintains an office in the NMSU Albuquerque Center and another office in the College of Health and Social Services building located at the NMSU main campus. Students are encouraged to meet with their advisor to introduce themselves and to become familiar with the details of their coursework in the program. They are also encouraged to meet with the graduate program coordinator, Dr. James Robinson. The advisors consult with the students to develop a Plan of Study required by the Graduate School by the completion of 12 hours. Advisors are encouraged to maintain advising logs as records of their meetings with students. As students progress through the program, their faculty advisors help them identify the sequence in which they should take courses and help them define their areas of interest for research in the program. Based on students’ areas of interest, this advisor may serve as the permanent advisor or guide students to an advisor who better fits their needs. The advisor also uses these meetings to help clarify student career goals. That way it becomes easier to find a field experience match for the student. Graduate students are encouraged to meet with their faculty advisors frequently and also to meet with the graduate program coordinator periodically as needed. The MPH faculty and the graduate coordinator work closely and communicate often, both informally and formally, to help meet the emerging needs of students in the program, and those interested in the program. MPH faculty members convene once a year to review student progress in the MPH program. The purpose of these review sessions is to collectively identify students in the program who are experiencing academic difficulty. The faculty work together to resolve structural barriers students may encounter early in their training. Students are also informed via a written letter if their progress is unsatisfactory and advised on corrective



actions required of them in order to successfully complete the program. Career Counseling MPH faculty members guide the career counseling and professional development of MPH students. A number of activities and programs to accomplish this goal are available to students. Specifically, MPH students develop valuable job skills and resources, and encounter significant employment opportunities via field experience, teaching assistant positions, research assistant positions, involvement in professional organizations, attendance at state and national conferences, student organizations and MPH 597, Graduate Seminar . The Field Experience preceptors provide students with extensive training experiences and assist them in networking with other professionals in the public health field. The preceptors involve students in diverse public health projects that match their interests. Students are provided increasing levels of responsibility once they demonstrate their maturity, reliability, and significant interest in the public health topic. For example, under the guidance of their preceptor, MPH students have developed full programs or presentations. Some preceptors have involved students in conducting scientific presentations at national conferences and in preparation of scientific manuscripts. When a good fit occurs between the student and the preceptor, students are sometimes employed following completion of their field experience and graduate training. Graduate teaching assistantships also provide students the opportunity to develop their teaching skills. Some of our graduates have an interest to teach in schools, others in community settings, and still others seek to become university faculty members. Almost all of our graduates will encounter job situations that require teaching and presentation skills. Thus the skills gained as teaching assistants are valuable to our students. Faculty researchers also recruit and train MPH students in various research skills that are likely to make the students more marketable when they engage in their job search. In some cases students may hold a research assistantship. In other cases students may learn research skills as part of working on a class project, independent study, or thesis. Other students work on research projects with faculty members for no credit or pay, because they want to have the experience and gain research skills. Specifically, the MPH students engaged in research may learn about data management and analysis, quality control, research design, survey development, assessments, program evaluation, qualitative and quantitative research methods, manuscript preparation, etc. Students engaged in research are encouraged by their mentoring faculty to submit abstracts for poster and oral presentations at professional conferences and are often involved in co-authoring manuscripts. Research faculty may also encourage top students, who are highly motivated, to pursue doctoral level training in Public Health. Finally, the research mentor helps the student to expand their professional network furthering opportunities for employment. MPH faculty members also advise students to engage in professional development and to serve on professional associations. When attending regional and national conferences, faculty members introduce students to relevant professional colleagues, and encourage them to take advantage of career placement opportunities and informational booths on doctoral programs. The college and graduate school provide students financial support for travel to professional conferences. Students are also encouraged to become members of professional organizations, such as AAHE, ASHA, SSSS, AAHB, APHA and SOPHE, as well as more accessible regional organizations, such as the Paso del Norte SOPHE Chapter and the New Mexico Public Health Association. Faculty members have also referred select students to sit on national committees such as the National ESG and SOPHE planning committees. MPH faculty members are also instrumental in introducing students to different career paths in Public Health and to job opportunities that come to their attention. Specifically, the Health Science department maintains a



listserv where faculty and health agencies can announce new job opportunities to students nearing graduation or post graduation on a weekly basis. In addition, a student resource page on the department’s website provides hyperlinks to common public health job websites, such as ASPH, Federal Job Websites, and the Public Health Job Connection. MPH students are also encouraged to participate in student organizations. Two organizations available on campus are the Masters of Public Health Student Organization and Eta Sigma Gamma (the health education honorary). Students are also encouraged to assume leadership positions within these organizations whenever the opportunity is available. Serving in a leadership capacity provides students the opportunity to develop their leadership skills. Finally, the University maintains an office for career development and placement for use by all students. The office provides a variety of services including career related counseling and help, resume writing, advice on the process of job search, and interviewing skills. Additionally, the Learning Center at the University provides all students with special services and helps, including: vocational testing and seminars and classes on time and financial management and writing skills. In summary, MPH faculty members serving in various capacities (e.g., academic advisors, field experience advisory, research mentors, organization advisors, etc.) introduce their students to a variety of health professional contacts and job opportunities. These contacts help students in their job searches and in their future career planning.

4.6.b. Description of the procedures by which students may communicate their concerns to program officials, including information about how these procedures are publicized and about the aggregate number of complaints submitted for each of the last three years.

The program operates with an open door policy. Student concerns and complaints can be presented to the graduate coordinator. The graduate coordinator is often in contact with officers in the student organizations, and the MPHSO is invited to bring student concerns to the graduate coordinator whenever the need arises. Moreover, the MPHSO faculty advisor can bring issues of concern to the graduate coordinator or to department faculty meetings. In virtually all instances, matters of concern have been handled at the department level. IN some instances, students who feel they have been treated unfairly can take their concerns to the NMSU Graduate School. Over the past three years, has been only one student complaint that was referred to the Office of Institutional Equity. The complaint was dismissed by the OIE. Meetings with student representatives regarding some concerns have been easily addressed in the department, e.g., students suggested we offered more summer courses. This was handled through scheduling changes. Graduate School Procedures. Each academic year a standing committee, consisting of three members of the graduate faculty and two graduate students, is appointed by the Dean of the Graduate School to handle grievance complaints including grade appeals. Any graduate student who believes he or she has been unjustly treated within the academic process may proceed as far as necessary in the following steps to resolve his or her grievance. In general, there are three levels at which a grievance can be addressed: a course instructor or adviser, a department head, or the Dean of the Graduate School. If the initial grievance is with an instructor or adviser, the process begins at Step 1. If the initial grievance is with a departmental committee, the process begins at Step 3. In all instances, the process must begin at the lowest possible level.



1) Under normal circumstances, the student should discuss the issue with the instructor/adviser. 2) If the student is unable to resolve the issue through consultation with the faculty member, the student must

submit a written memorandum detailing the grievance to the course instructor or adviser within 10 calendar days of the beginning of the following full (i.e., fall or spring) semester. The person to whom the memorandum is addressed must respond in writing within 10 calendar days to the student.

3) If the student is not satisfied with the response from Steps 1-2, he or she must submit a written appeal to the department head within ten working days of the initial decision. If the student is initiating the appeal at the departmental level, he or she must do so, in writing, within 10 calendar days of the beginning of the following full (i.e., fall or spring) semester. The department head must respond in writing within ten working days to the student, the instructor or adviser (if one is involved), and the Dean of the Graduate School.

4) If after the third step the student or any of the other parties involved is still not satisfied with the response, he or she must present to the Dean of the Graduate School, within ten working days, a formal letter that provides specific details regarding the nature of the grievance. In the letter, the student can request that his/her case be presented to the Graduate Student Appeals Board. After receiving a letter of complaint (not an email), the Dean of the Graduate School will determine whether the complaint has merit. If the Graduate Dean determines that the appeal does not have merit, he or she will inform the appellant and other parties, in writing, within ten working days of receiving the appeal. Please note that additional days may be required to collect information from the faculty and/or student involved in the case. If the Graduate Dean decides that the appeal does have merit, he or she will convene the Graduate Student Appeals Board, normally within three weeks. The Graduate Student Appeals Board will conduct, within 60 days of their convening, whatever investigations and deliberations are necessary, and will forward to the Dean of the Graduate School a recommendation to resolve the grievance.

5) After reviewing the recommendation of the Graduate Student Appeals Board, the Dean of the Graduate School will, within ten working days, inform all parties involved of his or her decision in writing. The decision of the Dean of the Graduate School is final.

The Dean of the Graduate School may waive the normal time frame for grievances when either party presents compelling evidence justifying such a delay, but grievances must be launched within one year. Grade appeals involving charges of plagiarism must follow the process established on academic misconduct in the Student Code of Conduct. The Graduate School strongly encourages students to study and use the Plagiarism web site of the Library to learn of ways to avoid plagiarism: http://lib.nmsu.edu/plagiarism . These procedures are publicized in the NMSU Graduate Student Catalog. The MPH program does not maintain aggregate data on the number of complaints submitted, mostly because there are so very few. Please refer also to section 1.4.e, of this document. The topic of student grievances and complaints is also addressed there.

4.6.c. Information about student satisfaction with advising and career counseling services. Student satisfaction with advising and career counseling is assessed in different ways. First, students are encouraged to discuss concerns with the Graduate Coordinator or Department Head. They also have the opportunity to express their comments and concerns when they complete their exit survey prior to graduation. In this survey students are encouraged to provide both positive and negative feedback, in order to better identify areas requiring improvement in the current system of advising and career counseling and in order to help validate those efforts that are working well. The newly revised MPH Exit Interview and Self Assessment was developed and piloted with the Spring 2009 graduating class. See Appendix I. Nine students completed the assessment. Among other things, this survey

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assessed students’ plans following graduation, the degree to which they felt prepared to fulfill these plans, and their satisfaction with overall academic advisement from MPH faculty following admission to the program. With regard to plans following graduation (Question 3), one student had already secured employment in a health education/public health position, six students reported they were still in process of seeking employment in a public health related position, and one student reported she was in the process of completing the Master of Social Work degree segment of her dual degree program of study. Students also rated whether they felt prepared to fulfill these plans following graduation (see Question 4). Student ratings were on a five- point Likert scale, ranging from “1,” which indicated “poor” to “5”, which indicated “excellent.” The average rating for this graduating class was 3.6, which was between “good” and “above average.” The modal response was a “4” which indicated “above average” preparation. In regard to assessing career counseling services, the Exit Survey would benefit from an additional question explicitly assessing students’ satisfaction with career counseling offered through the MPH program. We plan to add a question that will address this issue. The Exit Survey also asked students to rate the quality of their overall academic advisement by MPH faculty using the same five point Likert type scale (see Question 8). The average rating was a “4” indicating “above average” academic advisement. The modal response was a “5” indicating excellent academic advisement. However, one student did indicate poor academic advisement. In the Exit Survey, students also provided recommendations regarding areas in which the MPH program could improve (see Question 11). Three students identified advising as an area requiring improvement. Specifically, they stated that students should be matched with faculty based on their areas of interest. In addition, students stated they would have liked greater guidance from their mentors and advisor in regard to processes for the comprehensive exam, field experience, graduation, and the CHES exam. They also reported wanting greater encouragement and support for applying to various programs and fellowships and also more encouragement to pursue a thesis, an option they felt would provide greater job skills and open employment opportunities. When students were asked to list the overall strengths of the MPH program (see Question 12), three students spoke favorably regarding the advising they had received from the faculty. In addition, they reported appreciation of the open door policies, guidance, and encouragement from their advisors. Given students’ varying opinions of advising within the MPH program, the program would benefit from training faculty in (1) uniform advising techniques, (2) student guidance across important program thresholds (e.g., comprehensive exam, field placement, graduation procedures, thesis), and (3) career counseling. The Exit Survey is an important assessment of student satisfaction and competency. Given recent and frequent changes in interim departmental administration, this process has been applied inconsistently. Graduating students will complete the survey at the end of each semester

4.6.d. Assessment of the extent to which this criterion is met. This criterion is met. There is a clearly explained and accessible academic advising system for students. We also provide career and placement counseling for our MPH students.

A SELF-STUDY OF THE MASTER OF PUBLIC HEALTH … · 2016-08-02 · Department of Health Science...

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