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University of Louisville School of Public Health and Information Sciences May 8, 2023Response to Criterion Two

2.0 INSTRUCTIONAL PROGRAMS.

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

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

Area of Knowledge Area of MPH Concentration SPHIS Department

biostatistics biostatistics Bioinformatics and Biostatistics

epidemiology epidemiology Epidemiology and Population Health

environmental health sciences

environmental and occupational health

Environmental and Occupational Health Sciences

health services administration

health management Health Management and Systems Sciences

social and behavioral sciences

health promotion, behavior and cognition

Health Promotion and Behavioral Sciences

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

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

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

Health management in today’s social, political and economic environment requires even more powerful tools and approaches for dealing with planning, policy and administration. Systems sciences

Pete Walton, 08/04/12,

General note: Inconsistent use of commas after penultimate items In lists.


provide these needs with network science (especially social network theory) and complexity science (in particular, systems thinking and dynamic modeling), where the interdependent structure of an ecosystem drives its behavior over time.

Health promotion and education are essential interventions in public health. The traditional emphasis is on influencing health-related behavior as well as the economic, environmental, organizational and policy supports necessary for long-term health improvement. In addition, there is increasing interest in new concepts of cognitive science, informatics and decision analysis.

The undergraduate program, scheduled to begin in spring 2013, will incorporate content from the 5 specialty areas in a cutting-edge cross-disciplinary curriculum. The undergraduate program degrees are a BS in Public HealthPH, designed to prepare students for a career as a public health professional, or and a BAPHBA in Public Health, designed as a liberal arts academic degree to prepare students for future study. Detailed differences are presented in Section 2.9.1.c.

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

Table 2.1.2: Instructional Matrix – Degrees & Specializations

Degree Program Academic Professional

Bachelors Degrees

BA in Population Public Health (Spring 2013) X

BS in Public Health (Spring 2013) X

Masters Degrees

MPH with a concentration in Biostatistics X

MPH with a concentration in Epidemiology X

MPH with a concentration in Environmental and Occupational Health

X

MPH with a concentration in Health Management X

MPH with a concentration in Health Promotion and Behavior X

MPH – Individual Trackconcentration1 X

MS in Biostatistics-Decision Science X

MS in Epidemiology X

MSc in Clinical Investigation Sciences X

1 See [URL] for a complete description of the Individual Track Option for the MPH degree.

Eric Nunn, 08/03/12,

May need to be revised to match matrix.


Doctoral Degrees

PhD in Biostatistics with concentrations optional inemphases on Biostatistics Bioinformatics and Decision Science

X

PhD in Public Health Sciences, Concentration with specialization in Environmental Health

X

PhD in Public Health Sciences with specialization, Concentration in Epidemiology

X

PhD in Public Health Sciences with specialization, Concentration in Health Management

X

PhD in Public Health Sciences with specialization, Concentration in Health Promotion

X

Joint Degrees

MD-MPH X

MD-MSc X

BS-MPHBachelors-MPH five five-year degree X

MUP (Masters in Urban Planning)-MPH X

PhD-MS in Biostatistics-Decision Science X

b. The school bulletin or other official publication, which describes all degree programs identified in the instructional matrix, including a list of required courses and their course descriptions. The school bulletin or other official publication may be online, with appropriate links noted.The official school catalog for 2011-12 and a listing of the required courses and descriptions can be found at https://sharepoint.louisville.edu/sites/sphis/do/aa/catalog/pubcat/SPHIS%20Catalog.pdf.2 The catalog contains descriptions about each degree program in Table 2.1.1, as well as additional information for students, such as important contact information, university schedules and general graduate student information. The current catalog does not include new programs that were approved in 2012; these programs will be included in the 2013-14 catalog. The SPHIS website describes the curriculum (including required courses and their descriptions) for each degree program and areas concentration identified in the instructional matrix. (These publications are available in the electronic resource file).

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

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

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

and doctoral degrees in the key areas of public health in a variety of study areas Detailed descriptions for each degree are available on the SPHIS website and in the school catalog. In addition to the traditional MPH curriculum, SPHIS offers the MUP-MPH and BS-MPHBachelors-

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

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

2 All SharePoint sites referenced in this self-study document are available to the public.

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


.ChallengesWeaknesses Students and faculty have yet to routinely utilize the full range of Getting students and faculty to

electronically accessible degree information, course syllabi, and Ddepartmental and SPHIS information.data.

Future DirectionsPlans Work more closely with students, dDepartmental Cchairs, Pprogram Directorsdirectors, Student

student Services services and student advisors to enhance accessibility of electronic curricula and course information, and assure that students have the information they need to make informed curricular decisions.

I mplement student recruitment plans for the BS-MPHBachelors-MPH and MUP-MPH degree programs, and develop and initiate a marketing strategy for the baccalaureate degree programs.

Reconcile the desire to use print media with goal of utilizing digital media to assure that information provided about courses and policies is accurate, accessible, and easy to use

NOTE: Assessments will be written or revised to reflect the comments provided by reviewers, and will include Strengths, Weaknesses and Plans.


2.2 Program Length. An MPH degree program or equivalent professional public health masters degree must be at least 42 semester-credit units in length.a. Definition of a credit with regard to classroom/contact hours.Based onConsistent with the Southern Association of Colleges and Schools requirements, the UofL and SPHIS definition of a credit hour is a unit of measure representing an hour (50 minutes) of instruction and 150 minutes of non-classwork over a 1514-week period in a semester. This definition applies to each credit hour of the total number of credit hours needed to complete the requirements of all professional and academic degrees offered by the SPHIS.

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

The credit hour requirements for the MPH for part-time students, students in the joint MD-MPH program, students admitted to the Individual TrackConcentration, and students in the five year baccalaureate-MPH degree are the same (47 credit hours) as the full-time MPH program. As with the full-time MPH degree, part-time students or students in the MD-MPH and the 5 five-year baccalaureate-MPH may concentrate in one of the five core areas emphasis or if eligible select the individual track to complete their degree.

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

d. Assessment of the extent to which this criterion is met and an analysis of the school’s strengths, weaknesses and plans relating to this criterion.This criterion is met.

Strengths I n order to emphasize key areas of program evaluation and data management, Aall MPH degrees

meet exceed the CEPH standards for program length.. No students have graduated with less than 45 credits since the inception of the program All degree programs are competency-based and require field-based practice experiences. The minimum requirements for the MPH degree are set forth and well publicized in university and

SPHIS printed and electronic materials.

ChallengesWeaknesses The current curriculum does not includeTo provide adequate adequate training in emerging areas of

public health, such as international health and all-hazards preparednesswithin the current curriculum. To provideThere is a lack of flexibility in the timing of the curriculum offerings for part-time MPH

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

Future Plans The MPH Advisory Committee plans to:


o To cContinually review and update the curriculum to meet the emerging training needs of MPH students;

o To dDevelop and implement a summer curriculum for the MPH Program;o To eEnable completion of the MPH Program in 18 months with year- round classes; and,.o C Continue development of on-line courses to meet student’s desires for flexibility.

o


2.3 Public Health Core Knowledge. All graduate professional degree public health students must complete sufficient coursework to attain depth and breadth in the five core areas of public health knowledge.a. Identification of the means by which the school assures that all graduate professional degree students have fundamental competence in the areas of knowledge basic to public health. If this means is common across the school, it need be described only once. If it varies by degree or program area, sufficient information must be provided to assess compliance by each program. See CEPH Data Template 2.3.1.The SPHIS requires that all MPH students develop a broad understanding of the theories and techniques that underlie public health through the satisfactory completion of core courses in the five specialty areas of knowledge basic to public health (biostatistics, epidemiology, environmental/occupational health, health policy/administration and social/behavioral health). Table 2.3.1 identifies the course numbers and titles for the core courses. A complete listing of MPH courses may be found as Appendix 2.1, available at [insert URL].

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

Core Knowledge Area Course Number & Title Credits

Biostatistics PHST-500 Introduction to Biostatistics 3

Epidemiology PHEP-501 Introduction to Epidemiology 3

Environmental Health Sciences

PHEH-500 Introduction to Environmental Health Sciences 3

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

Health Services Administration

PHMS-501 Introduction to Public Health Practice and Administration

3

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

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

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

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

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

The above described core and additional required courses provide the breadth and depth to provide competence in the areas of knowledge basic to public health. Each course syllabus is available on


SharePoint and in the resource file, at [URL].

b. Assessment of the extent to which this criterion is met and an analysis of the school’s strengths, weaknesses and plans relating to this criterion.This criterion is met.

Strengths All MPH degree options require competency Required competency in the five core public health

areas of public health (i.e.( biostatistics, environmental health, epidemiology, health policy and management, and social and behavioral science). for all MPH professional degree programs

AdditionAll MPH degree options require of three additional courses designed to provide students with skills that (1) reinforce the core knowledge from the core curriculum, (2) enhance quantitative skills, (3) provide training in program evaluation, and (4) address emerging issues in public health..

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

ChallengesWeakness Students have expressed concern that the additional course requirements Balancing core course

requirements with somewhat limit students’ their desires for flexibility (e.g., finding time to take desired discipline electives).

Providing adequate training in new areas of public health within the current curriculum (such as international health)

Future DirectionsPlans The MPH Advisory Committee plans to:

o Continually review and update the curriculum to meet the emerging training needs of MPH students; and,

o Continue development of on-line courses to meet student’s desires for flexibility.o

Consider strategies for incorporating emerging topics in public health in the core curriculaThe MPH Advisory Committee plans to:Continually review and update the curriculum to meet the emerging training needs of MPH students; and,

C ontinue development of on-line courses to meet student’s desires for flexibility.Consider strategies to increase opportunities for student electives


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

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

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

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

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

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

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

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

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

– methods for approving preceptors


Both the practicum site and community site preceptor must be approved by the student’s Faculty Mentor and MPH Program Director. Approval of the community site preceptor is based in part primarily on the following criteria:

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

environment; and, Willingness to integrate the student as an active participant in the organization.;

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

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

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

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

Notification of opportunities for participation in SPHIS sponsored mentor orientations, meetings, and seminars through email;

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

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

Completing the final student evaluation.

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


Inconsistent format for bulleted list, UoL style guide says no semicolons and use periods only if sentences but do so consistently in a single list.


achieving the learning objectives of the MPH program; (2) assess the individual academic and professional goals of the student; and, (3) address any apparent or emerging academic problems identified by the student or with other faculty members. With specific reference to the practicum, the faculty mentor responsibilities were to:

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

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

Serve as the principal investigator for any practicum experience that may require submission to the IRB;

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

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

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

Fall 2012Beginning in spring of 2012, aA practicum mentoring team was created in spring of 2012. This team consists of a minimum of two faculty from each of the five departments in the SPHIS. As the MPH program grows additional faculty will be added from each department to assure a manageable faculty practicum advising load. Each MPH practicum student is assigned to one of the faculty members of the mentoring team. This faculty member is the student’s faculty practicum mentor and leads the student’s practicum experience. The faculty mentor responsibilities for the practicum remain the same as described in the previous paragraph. The goal of developing the practicum mentoring team is to provide a better practice experience for the student and assure timely submission of the required materials for the practicum. To assure meeting this goal the practicum mentoring team will meet on a quarterly basis to discuss issues with the practicum. Additionally, a central blackboard site has been established to ensure faculty student communication. This site contains the practicum manual and syllabus, examples of previous practica, listing of current practices sites and possible practicum projects, a time line for completion of the practicum deliverables, and a discussion board/blog that can be accessed independently and confidentially by each student and faculty mentor. Finally, each faculty mentor will be encouraged to systematically routinely meet with the student to assure the student is making progress towards completion of the requirements of the practicum.

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

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

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

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

Robert R. Jacobs, 08/03/12,

We will need to reference changes in the academic mentoring for the MPH program / be consistent with advising for MPH in section 4


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

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

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

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

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

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

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

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


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

Community Preceptor Preceptor Title Community Site Brief Project Description

Makeda Harris, MPM Director of Policy Planning and Evaluation

Louisville Metro Government

Analysis of Environmental Health Programs

Linda Goss, MSN, ARNP, CIC, COHN-S

Director of Infection Prevention and Control

UofL Hospital Development of a Preop Checklist for Cardiac Catheterization

Ellen Schoeder KY Health Initiatives Director

American Cancer Society, Kentucky REACH (Resources for Education, Adaptation, Change and Health)

Kentucky Resources for Education, Adaptation, Change and Health Program

Dennis Sullivan Asst. Dir. Environment Ops. Mgr.

UofL Department of Environmental Health & Safety

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

Tina Hembree, MPH Manager of Strategies and Programs

Norton Cancer Institute-Suburban

Norton Cancer Institute & their Prostate Cancer Data Set

Kambe Lattimore KHPAC Administrator Cabinet for Health & Family Services

Kentucky Department for Public Health-HIV/AIDS Branch

Donna Benton, BS, MEd Practical Living Specialist

Jefferson County Public Schools

School Employee Wellness

Darryl Turpin, MPA Community Outreach Coordinator


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

Kelly Monahan, BA Environmental Health Manager


Analyzing Water Samples from Public Swimming and Bathing Facilities

Larry Taylor, BS, MS Environmental Scientist IV

Energy and Environment Cabinet

Kentucky Department of Environmental Protection’s Mercury Reduction Strategy

Debborah Arnold, MS Debborah M. Arnold, Kentucky Community Kentucky Community Crisis Response Board - Protecting


Am I correct in assuming Eric will fix up tables? E.g., this one allows rows to break, has no header, and is split into separate tables.


Sort by site, then combined preceptor name and title, then project description.



Executive Director Crisis Response Board First Responders

Kristin Munro-Leighton, MPH Health Educator Family Health Centers, Inc.

Worksite Wellness

Margaret Riggs, PhD CDC epidemiologist assigned to DPH

Kentucky Department of Public Health

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

Kristin Munro-Leighton, MPH Health Educator Family Health Centers, Inc.

A Descriptive Retrospective Analysis of Breastfeeding at the Family Health Centers in Louisville, Kentucky

Bart Duncan Irwin, MSSW, PhD

Assistant Director Family Health Centers, Inc.

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

Luta Garbat-Welch, MPH State Refugee Health Coordinator

Catholic Charities Expanding Healthcare Resources for the Refugee Community in Kentucky

Antonia Demas, PhD President Food Studies Institute Food is Elementary

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


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

Russell Barnett Director KIESD Research and Development

Kentucky Institute for the Environment & Sustainable Development

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

Megan Burke, MHA Manager, Clinical Quality and Patient Safety

UofL Hospital Quality and Patient Safety

Linda Hummell, MHA Director, Clinical Quality and Patient Safety

UofL Hospital Quality and Patient Safety



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

Brown Cancer Center Cancer Prevention and Control Program

Kentucky Cancer Program: Reducing Tobacco Dependence through Professional Education

John Howard, MD Director of Medicine Park DuValle Community Health Center

Tracking Behavioral Change in Community Health Center Dental Patients

Matt Zahn, MD Medical Director, Louisville Metro Health Dept


Pharmacy Services during an Emergency Crisis

Heather Parrino, MSSW Coordinator Campus Health Service (UofL)

Building Resiliency in Campus Community

Stefanie Goff, RN, MPH Nurse Supervisor Lincoln Trail Health Department

Lincoln Trail District Health Department Accreditation

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


Madhusuhan Yakkanti, MD Specialty: Orthopaedic Surgery

Jewish Hospital and St. Mary’s Healthcare

Orthopedic Registry Design and Implementation Project

Col. Albert Fekete Cities Readiness Initiative Program Mgr.

Louisville Metro Office of Public Health and Emergency Preparedness

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

Kristin Munro-Leighton, MPH Health Educator Family Health Center Breastfeeding Policy and Education at the Family Health Center, Inc.

Matt Zahn, MD Medical Director, Louisville Metro Health Dept


Controlling Tuberculosis in Louisville

Joel Sparks, CSSBB, RS Quality Improvement Louisville Metro Rabies Tracking



Coordinator Government

Roy B. Burns, DVM Louisville Zoo Veterinarian


Petting Zoos and Hand Washing : Is It Important?

Nicholas C. Peiper, MPH ,

Epidemiologist

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

Review of Message Density and Accuracy

Lacy McNary, MSW Deputy Director Kentucky Youth Advocates

Kentucky Youth Advocates – Oral Health Initiatives

Andrea Plummer, MSW Senior Analyst Kentucky Youth Advocates

Kentucky Youth Advocates – Oral Health Initiatives

Andrea Plummer, MSW Senior Analyst Kentucky Youth Advocates

Kentucky Youth Advocates – Health and Policy

Jeffery T. Collins Training Specialist Training and Development Office at Jewish Hospital

Social Capital Review 2011 – Smoketown

Jean Robbins Director of WIC New Hope Services, WIC (Special Supplemental Nutrition Program for Women, Infants, Children)

Pregnant, Parenting and Adolescent Support Services (PPASS) Grant Initiative

Genevieve Chase Founder and Executive Director

American Women’s Veterans Foundation

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

Luta Garbat-Welch, MPH State Refugee Health Coordinator

Catholic Charities Development of a Nutrition Education Curriculum for Refugees

Josh Jennings FPAC Administrative Coordinator


Food Policy Advisory Council

Linda Goss, MSN, ARNP, Director of Infection UofL Hospital, Infection Infection Control



CIC, COHN-S Prevention and Control

Control Dept.

Virginia Bradford, RN RN in Endoscopy James Graham Brown Cancer Center

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

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

James Graham Brown Cancer Center

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

Leah Carreon, MD, MSc Clinical Research Director

Norton Hospitals, Inc. Cost Effectiveness and Clinical Utility of Cell Saver Use

Helen Overfield, MEd Executive Director American Diabetes Association (Louisville office)

Community Outreach with the American Diabetes Association

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

Louisville Metro Government (Emergency Medical Services)

Cardiopulmonary Resuscitation

Matthew Zahn, MD Medical Director, Louisville Metro Health Dept


Improving Rabies Protocol at Louisville Metro Department of Public Health and Wellness

Rebecca Patton, BS Regional Preparedness Coordinator

Laurel County Health Department

Public Health Experience at Laurel County Health Department

Cheri Hildreth Director UofL Department of Environmental Health and Safety

Academic Laboratory Safety

Joel Sparks, CSSBB, RS Quality Improvement Coordinator


Health Equity in Louisville



Janette McCabe, RN Special Medical Needs Coordinator

Kentucky Refugee Ministries

Refugee Health Screening in Louisville, Kentucky

Joel Sparks, CSSBB,RS Quality Improvement Coordinator


Food Borne Illness in Jefferson County Kentucky

Rama Kapoor, MD, MACP, AAHIVS

Medical Director, Infectious Disease

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

Claire Albright, JD Executive Director Colon Cancer Project Colon Cancer Prevention Project of Louisville

William Beam Board President Colon Cancer Project Colon Cancer Prevention Project of Louisville

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

Louisville Metro Dept. of Public Health and Wellness

Influenza Vaccination Practices of Louisville Providers

Charles Woods, MD (7/3/12-Per site, title unknown.)Pediatrician

UofL School of MedicineLouisville Metro Dept. of Public Health and Wellness

Influenza Vaccination Practices of Louisville Providers

Michelle Bourke, BS Career Solutions Specialist

Down Syndrome of Louisville, Inc.

Health and Wellness Program Implementation at Down Syndrome of Louisville

Missy Rowe, PhD Adult Education Director

Down Syndrome of Louisville, Inc.

Health and Wellness Program Implementation at Down Syndrome of Louisville

Kelly Monahan, BA Environmental Health Manager


Septic Tanks and GIS (Geographic Information System)

Timothy Wiemken, PhD, MPH, CIC

Asst. Professor Term UofL School of Medicine Hospital-acquired Pneumonia and the S. Pneumonia Vaccine

Morgan Taliaferro Educator and Community Advocate

Planned Parenthood of Kentucky

Health Education and Program Evaluation – Planned Parenthood of Kentucky

Josh Thomas Seed Director Sojourn Community Church

HIPAA Compliance at a Faith-based Quarterly Free Clinic



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


Research Examining Healthy People 2020 Objectives for Louisville

Maria Spriggs, DVM Staff Veterinarian Mesker Zoo and Botanic Garden

Mesker Park Zoo, Zoonotic Disease

Please see following page for Section 2.4.c.


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

d. Data on the number of preventive medicine, occupational medicine, aerospace medicine and general preventive medicine and public health residents completing the academic program for each of the last three years, along with information on their practicum rotations.There have been no students in this category.se programs are not in place at SPHIS.

e. Assessment of the extent to which this criterion is met and an analysis of the school’s strengths, weaknesses and plans relating to this criterion.This criterion is met.Strengths The program has developed a practicum manual that details:

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

Formal agreements are in place for practicum sites and data summarizing the locations and preceptors involved and are available to students on-line at [URL](SharePoint); and;.

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

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

ChallengesWeaknesses There is no manual for practicum preceptors. Identifying There is a lack of practicum site preceptors with academic training in public health (i.e.

MPH or other professional health related degrees). There is a need to Iidentifying additional qualified mentors and practicum sites, including international

opportunities, and mentors as the MPH program expandsmatures.

Considering the possibility of allowing financial support for practicum experiences

Identifying and supporting international practicum opportunities for students

Future DirectionsPlans The MPH Advisory Committee will:

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

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

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

different types of practicum opportunities at different organizations


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

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

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

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


The syllabus for the intergrated learning experience is available electronically and in the resource fileat [URL].

b. Assessment of the extent to which this criterion is met and an analysis of the school’s strengths, weaknesses and plans relating to this criterion.This criterion is met.

Strengths A culminating experience is in place through which students demonstrate the application of public

health skills and knowledge acquired during pursuit of their degree.As part of the culminating experience, students are required to: o Students are required to work in multi-disciplinary teams to develop and present integrated public

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

ChallengesWeaknessesDeveloping new public health cases that students can use to demonstrate their abilities to integrate across the core and cross-cutting areas of public healthNo weaknesses were identified for this criterion.

Future DirectionsPlans Move to requiringSPHIS is moving towards requiring that all MPH students take the national CPH

exam in place of the in-house exam national board exam as part of their culminating experience; however, maintain the School’s comprehensive exam as part of the integration course until the national exam can be required..


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

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

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

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

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

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

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

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

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

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

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

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

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

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

MPHCurrently the SPHIS offers the MPH, the 5 five-year bachelors-MPH, a joint MD-MPH, and the MPH-MUP as graduate professional public health degrees. Each of these MPH degree programs uses the same competencies which are described in the following paragraph.

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

ASPH Core Competencies


Will need to add information about this offering plus consider modifications of the competencies as needed.

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


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

Domain: Epidemiology

1. Describe a public health problem in terms of magnitude, person, time and place.2. Calculate basic epidemiology measures.3. Communicate epidemiologic information to lay and professional audiences.4. Draw appropriate inferences from epidemiologic data.

Domain: Environmental Health

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

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

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

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

Domain: Biostatistics

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

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

professionals and educated lay audiences.

Domain: Health Management

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

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

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

Domain: Health Behavior

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

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

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

science interventions.


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

[2.] Calculate basic epidemiology measures.

[3.] Communicate epidemiologic information to lay and professional audiences.

[4.] Draw appropriate inferences from epidemiologic data.


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

[2.] Describe federal and state regulatory programs, guidelines and authorities that control


environmental health issues.

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

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


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

[2.] Apply descriptive techniques commonly used to summarize public health data.

[3.] Interpret results of statistical analyses found in public health studies.

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


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

[2.] Discuss the policy process for improving the health status of populations.

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

[4.] Apply "systems thinking" for resolving organizational problems.


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

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

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

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

ASPH Cross-Cutting Competencies

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

Table 2.6.2: Cross-Cutting Competencies for MPH Program

Domain: Communication and Information Competency

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

Domain: Cultural Competency

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

of the communities being served.

Domain: Leadership Competency

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


Domain: Public Health Biology Competency

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

Domain: Professionalism Competency

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

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

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

Domain: Program Evaluation Competency

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

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

Domain: Systems Thinking Competency

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

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


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

[2.] Use information technology to access, evaluate, and interpret public health data.


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

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


[1.] Demonstrate team building, negotiation, and conflict management skills.

[2.] Use collaborative methods for achieving organizational and community health goals.


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


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

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

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


[1.] Explain how the findings of a program evaluation can be used.


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

[3.] Prepare a program budget with justification.


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

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

A matrix mapping the learning objectives for each MPH core and concentration course to the targeted ASPH core and cross-cutting competencies is found as Appendix 2.2 is available at [insert URL].

b. Identification of a set of competencies for each concentration, major or specialization (depending on the terminology used by the school) identified in the instructional matrix. The school must identify competencies for all degrees, including graduate public health professional degrees, graduate academic degrees, graduate other professional degrees, as well as baccalaureate public health degrees and other bachelors degrees.NOTE: We The school isare in the process of revising our its programs’ student learning outcomes (SLOs), which include competencies. The SLO structure we now are usingbeing used is one we developed based on university and accrediting agencies’ general guidelines. Briefly, an SLO comprises a competency, a criteria set, and a standard. At present we theare focus ising on revising each program’s competencies to utilize Bloom’s taxonomy of educational objectives and to be consistent with our the SLO structure. We will follow byNext, mapping the revised competencies will be mapped to the program’s coursework. We expect to have the competencies and their mappings completed for submission with our draft self-study on August 16, 2012. In addition, weWe are aiming to have dDrafts of theour programs’ SLOs will be ready for inclusion in our the final self-study, to be submittedsubmission on December 17, 2012. Reviewers are invited to read and explore further at our the school’s SharePoint site for Academic Program Competencies and Student Learning Outcomes, available at https://sharepoint.louisville.edu/sites/sphis/do/aa/progcompslos. The current competency measures for each degree are listed below.

For the academic programs, department chairs work through an iterative process with their faculty to generate competencies. Current trends in field work, future directions of the public health field, recommendations from the Community Advisory Board and academic requirements influence the development of the competencies. Once those competencies are developed, they are submitted to the school’s Curriculum Committee. The committee reviews those competencies and provides advice and suggestions as needed. Upon completion of any suggested changes or additions, the competencies are approved by the Committee and submitted to the Office of the Dean. After review by the Dean’s Executive Committee, the competencies are sent to the Faculty Forum for approval. Program competencies are distributed to students during orientation and are achieved through coursework, student field work and experiences.

BachelorsBS/BA in Public HealthThe Program’s student learning outcomes (SLOs) apply to both degrees (BAPH and BSPH) and are organized in three categories. These competencies and student learning outcomes were developed by a team of SPHIS professors with expertise from all content areas. The ASPH Undergraduate Public Health Learning Outcomes Model was used as an initial guide. Table 2.6.3 1 below details how each competency is met through coursework.

MPHFor the MPH degree, the courses for each area of concentration (the five speciality areas in public health) have been mapped to the ASPH core and cross-cutting competencies identified in section 2.6.a. The mapping strategy for both the core and concentration courses is described in section 2.6.e. The primary

https://sharepoint.louisville.edu/sites/sphis/do/aa/progcompslos


difference between mapping of the core courses and the concentration courses is the assignment of the levels of learning (according to Bloom’s taxonomy) for each course learning objective. For the core courses the levels of learning assignments are more basic (levels 1-3) than those of the concentration courses (levels 2-6). The matrix mapping the learning objectives for each MPH core and concentration to the targeted ASPH core and cross-cutting competencies is found as Appendix 2.3, available at [insert URL].

MS in EpidemiologyThe MS Program in Epidemiology is designed to achieve the following educational goals for students: Knowledge of the principles and methods of epidemiologic, observational study design, including

surveillance and screening; Knowledge of the socioeconomic and geographic distribution and risk factors for major acute,

infectious and chronic morbidity and mortality; Mastery of basic methods for collection, management and analysis of epidemiologic data; Ability to review epidemiologic literature, synthesize and critically analyze information relevant to the

etiology and control of diseases and promotion of health in populations

These goals are consistent with those needed for a career as a research staff scientist supporting epidemiologic, clinical and public health research.

To meet these goals upon graduation from the MS Program, students will be able to:

1. Recall and discuss merits and limitations of epidemiologic study designs (cohort, case-control, matched case-control, cross sectional, intervention, and ecologic) including issues of cost-efficiency, sample size and precision, subject selection and information biases

2. Describe and explain variation in the distribution of disease, disability and death within and between populations using descriptive epidemiology methods, including rates, ratios, and proportions

3. Identify and describe appropriate disease surveillance and screening methods for case ascertainment and performance measures (sensitivity, specificity, positive and negative predictive value)

4. Identify and describe methods of population-based sampling and selection of controls5. Critically evaluate methods for measuring disease exposures and biomarkers6. Calculate, apply and interpret basic epidemiologic measures of disease risk and association including

odds ratios, rate and hazard ratios, relative and attributable risks7. Generate and properly express an hypothesis concerning the etiology and control of health problems

that could be tested using in a population-based study and identify the optimal study design8. Analyze multivariate data sets to evaluate research questions involving relationships between

exposure and disease variables9. Differentiate confounders, effect mediators and effect modifiers in causal pathways10. Explain and apply methods for control confounding and detect effect modification through statistical

adjustment or stratification in data analysis11. Evaluate and correctly interpret analysis results with regard to data measurement errors, information

and selection biases12. Calculate sample size and statistical power needed to test an hypothesis in various epidemiologic

study designs13. Describe the relationships among sample size, statistical power, effect size and variance and their

importance in hypothesis testing14. Differentiate between association and causality in the interpretation of findings15. Demonstrate the ability to read, synthesize and critically assess epidemiologic, medical and public

health literature16. Analyze, synthesize and evaluate information on disease etiology across multiple levels17. Demonstrate ability to write an original, publication-quality, epidemiologic research report18. Demonstrate knowledge of methods of research management, including principles of teamwork,

budgeting, design of data collection instruments, and quality control in data collection19. Use computer based analytic software program for management and analysis of epidemiologic data

(e.g., SAS, STATA)20. Describe the historical and contemporary ethical concerns associated with human subjects,

epidemiologic and public health research


MSc in Clinical Investigation SciencesThe successful student is able to:

Access and critique the scientific literature. Address and discuss methods and issues of clinical epidemiology. Identify important clinical research questions and state as testable hypotheses. Develop collaborative clinical research studies in accordance with appropriate epidemiologic and biostatistical methodologies. Apply the principles of data collection, monitoring, management and analysis within the context of a multidisciplinary team. Disseminate study results to professional and lay audiences through oral and written communication. Analyze human subjects issues and apply ethical principles in performing and disseminating clinical research. Discuss and respond to the legal issues in new drug and device development.

MS in Biostatistics-Decision ScienceTo graduate, a student must be able to demonstrate mastery of the following competencies:

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

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

3. Manage data using spreadsheet and database software.4. Use standard statistical and graphics computer packages including SAS, Microsoft Excel, and SPSS.5. Keep abreast of statistical methods literature to evaluate and utilize new statistical methods.6. Thoroughly understand the broad discipline of biostatistics, including its theoretic underpinnings, its

history of development, current applications, and areas of active inquiry.7. Understand advanced biostatistical operations.8. Conduct independent research.9. Advance the field of biostatistics through original research.10. Read and critically evaluate decisions analyses published in the literature.11. Understand and apply the concepts of public health and information sciences to clinical decision

making and decision analysis. M.S. in Biostatistics-Decision Science12. Thoroughly understand the broad discipline of decision science including its theoretic underpinnings,

its history of development, current applications, and areas of active inquiry.13. Advance the field of decision science through original research.

Demonstration of competencies 1, 2, 3, 4, 5, 7, and 12 is achieved by successful completion of required coursework. Demonstration of competencies 6, 8-11, and 13 is achieved by successful development, execution, completion, and defense of the thesis.

PhD in Biostatistics with concentrations optional emphases in on Biostatistics Bioinformatics and Decision Science1. Exhibits comprehensive knowledge in the theory and methods of biostatistics.2. Acquires knowledge in the practice of Biostatistics3. Displays ability to conduct biostatistical research

PhD in Public Health SciencesConcentrationSpecialization in Environmental Health

To graduate, a student in the Ph.D. concentrationspecialization in environmental health must demonstrate the following competencies. Upon completion of the PhD program, students will be able to:

1) Describe the history and practice of environmental health.2) Describe the range of experimental study designs and identify optimal designs for specific

hypotheses.3) Critically evaluate published environmental health research.


not in the matrix?


4) Demonstrate expertise in one or more environmental health specialty such as risk assessment, environmental management, environmental and occupational toxicology.

5) Demonstrate a practical knowledge of issues in research management including:a) Formation and leadership of multidisciplinary teams.b) Staffing, budgeting, tracking.c) Subject recruitment and retention.d) Data quality control and data safety management.e) Funding mechanisms and grantsmanship.f) Research ethics and regulations.

6) Prepare professional quality peer-reviewed publications, oral and poster presentations, scientific reports, grant applications, and manuscripts.

ConcentrationSpecialization in Epidemiology

The PhD Program in Epidemiology is designed to achieve the following educational goals for students:

Mastery of the principles and methods of epidemiologic, observational study design; Knowledge of the socioeconomic and geographic distribution, risk factors, and etiology of major

acute, infectious and chronic morbidity and mortality; Mastery of advanced methods of analysis of epidemiologic data; Ability to critically analyze and synthesize information across multiple levels (physical, biologic,

sociocultural) and sources (publications, reports, databases) to develop new hypotheses on disease etiology

Ability to design and complete studies to test hypotheses Ability to interact with other public health professionals in the development of programs and

interventions to control and prevent disease and promote public health

In addition to the competencies expected for the MS Program, students in the PhD Program will be able to:

1. Identify and employ data from existing sources to describe the epidemiology of a health condition using appropriate measures and comparisons, evaluate the results and draw inferences for further investigation or public health action

2. Describe the etiology of communicable and noncommunicable diseases across populations, integrating molecular, cellular, physiological, and ecological levels, and identify and explain associated risk factors, treatments and interventions

3. Recall and discuss the history of epidemiologic concepts and methods; describe and explain their role within public health and medicine

4. Recall and apply the principles of screening and surveillance systems, including methods for evaluating data validity, reliability and performance

5. Describe and analyze the global, cultural and social context of health problems and their impact on epidemiologic research and public health interventions

6. Review and critically analyze the epidemiologic literature to synthesize findings and identify meaningful gaps in knowledge and new research ideas to be pursued; demonstrate mastery of a specific research specialty within epidemiology

7. Design an epidemiologic research project, including optimal methods for population sampling, case ascertainment, data collection, management and analysis, evaluation of strengths and limitations with respect to hypotheses, potential biases, and public health impact

8. Identify and apply optimal methods and software for controlling the collection, organization, quality, and accessibility of epidemiologic study data

9. Apply methods and computer software to conduct advanced statistical analyses of epidemiologic data, including appropriate risk estimates, modeling of risk factors/exposures, control of confounders, detection of effect modifiers with concise tables and figures

10. Evaluate results of an epidemiologic analysis, considering pros/cons of study design, data quality and quantity, and make valid interpretation and inferences with respect to causality, need for and mode of intervention

11. Demonstrate ability to communicate research results and recommendations in oral and written media using appropriate language, tables, graphs


12. Identify, describe and apply principles of human subjects research and professional ethics in research practice, communications and self-conduct

13. Identify, describe and apply principles of designing and evaluating evidence-based public health recommendations and interventions, including theory, measurable goals, and logic models

ConcentrationSpecialization in Health Management

To graduate, a student in the Ph.D. concentrationspecialization in health management must demonstrate the following competencies:

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

ability to identify optimal designs for specific hypotheses.3) Ability to critically evaluate published research related to health management.4) Expertise in one or more health management specialties such as information systems, planning and

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

5) Practical knowledge of issues in research management including:a) Formation and leadership of multidisciplinary teams.b) Staffing, budgeting, tracking.c) Data quality control and data safety management.d) Funding mechanisms and grantsmanship.e) Research ethics and regulations.

6) Professional quality peer-review, oral and poster presentation, report, grant, and manuscript writing.7) Mentoring of junior peers.

Demonstration of Competency 1 is achieved by passing the doctoral qualifying examination and by successful completion and defense of the dissertation. Demonstration of Competencies 2 through 6, inclusive, is achieved by successful development, conduct, completion, and defense of the dissertation. Demonstration of Competency 7 is achieved by successful completion of assignments to work with master’s students on the latter’s research, theses, presentations, and posters.

ConcentrationSpecialization in Health Promotion

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

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

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

c. A matrix that identifies the learning experiences (eg, specific course or activity within a course, practicum, culminating experience or other degree requirement) by which the competencies defined in Criteria 2.6.a. and 2.6.b are met. If these are common across the school, a single matrix for each degree will suffice. If they vary, sufficient information must be provided to assess compliance by each degree and concentration. See CEPH Data Template 2.6.1.BachelorsBS/BA in Public HealthTable 2.6.31: Courses and other learning experiences by which the competencies are met

Core Comp.

Course Course Course Course

1.1 PHUN-101, Introduction to Public

Health

PHUN-410. Global Health

PHUN-420, Practice of Public Health

1.2 PHUN-440, Biology of Disease

PHUN-441, Introduction to

PHUN-410, Global Health


Epidemiology

1.3 PHUN-410, Global Health

PHUN-400, Policy, People, and the

Environment

PHUN-405, Community, Culture,

and Health Equity

1.4 PHUN-400, Policy, People, and the

Environment

2.1 PHUN-101, Introduction to Public

Health

PHUN-430, Public Health Seminars

PHUN-491, Senior Thesis


2.2 PHUN-441, Introduction to Epidemiology

PHUN-425 and PHUN-426, Public

Health Data Workshops


2.3 PHUN-410, Global Health

PHUN-420, Practice of Public Health


2.4 PHUN-430, Public Health Seminars

PHUN-425 and PHUN-426, Public

Health Data Workshops


3.1 PHUN-420, Practice of Public Health

PHUN-441, Introduction to Epidemiology



3.2 PHUN-405, Community, Culture,

and Health Equity


3.3 PHUN-430, Public Health Seminars

PHUN-405, Community, Culture,

and Health Equity


3.4 PHUN-400, Policy, People, and the

Environment

PHUN-441, Introduction to Epidemiology


MPHTables 2.6.4 and 2.6.5 identifies identifiy the courses through which the core and cross-cutting MPH competencies are met. The learning experience opportunities by which the competencies, defined in Criteria 2.6.a, are met include the core and concentration course work, the Practicum, the Integration course, non-practicum related field experiences, and data assessment methodology which is offered in several MPH courses. Methods to evaluate the degree to which students achieve the competencies vary by the learning experience opportunity. For course work, evaluations include a combination of exams, term papers, oral presentations, and faculty/peer evaluated team work. For the practicum, all students must complete their field experience which includes preparation of a concept document and learning agreement prior to starting their field work and a written report, poster, and oral presentation after completion of the practicum work. For the Integration class, evaluation includes case evaluations and presentations and case development and presentation plus a final comprehensive examination covering the core and cross-cutting competencies; and for the non-practicum field experiences, two specific courses, Issues in Public Health and Program Evaluation requires that students identify and carry out field projects focused on public health problems. Each of these learning experiences is designed to either


primarily addressed or reinforce the competencies defined in Criteria 2.6.a.

Table 2.6.1 provides a matrix which identifies the courses (required of all MPH students) where the competencies, defined in Criteria 2.6.a., are primarily addressed (P) or reinforced (R) through different learning experience opportunities. The required courses are shown in the Table 2.6.3 2 below; Tables 2.6.4 3 and 2.6.5 4 follow on continuing pages.

Table 2.6.32: Courses Listed in Tables 2.6.4 and 2.6.5

Course Number Course Title

PHEP 501 Introduction to Epidemiology

PHEH 500 Introduction to Environmental Health Sciences

PHST 500 Introduction to Biostatistics

PHST 610 Statistical Computing and Data Management for Public Health Using SPSS

PHMS 501 Introduction to Public Health Practice and Administration

PHPB 501 Introduction to Health Behavior

PHPH 614 Critical Thinking and Program Evaluation

PHPH 679 Issues in Public Health

PHPH 696 Practicum Experience

PHPH 697 Integrated Learning and Experience in Public Health

Please see the following page.


Table 2.6.43: School wide MPH Core Public Health Competencies and Learning Experiences

CORE COMPETENCIES PHEP 501 PHEH 500

PHST 500

PHST 610

PHMS 501

PHPB 501

PHPH 614 PHPH 679 PHPH 696 PHPH 697


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

2. Calculate basic epidemiology measures. P R R

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

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


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

P

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

P R

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

P R

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

P R


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

P

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

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

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

P R


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

P R

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

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

P R

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


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

P R

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

P R


CORE COMPETENCIES PHEP 501 PHEH 500

PHST 500

PHST 610

PHMS 501

PHPB 501

PHPH 614 PHPH 679 PHPH 696 PHPH 697

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

P R

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

P R

Table 2.6.4: School wide MPH Cross-Cutting Public Health Competencies and Learning Experiences

CROSS-CUTTING COMPETENCIES PHEP 501 PHEH 500 PHST 500

PHST 610

PHMS 501 PHPB 501 PHPH 614 PHPH 679 PHPH 696 PHPH 697


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

P

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

P P R R


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

R R

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

R R


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

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

R P


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


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

R R P

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

P P R

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

R P R



CROSS-CUTTING COMPETENCIES PHEP 501 PHEH 500 PHST 500

PHST 610

PHMS 501 PHPB 501 PHPH 614 PHPH 679 PHPH 696 PHPH 697

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

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

P R

2. Prepare a program budget with justification. P R


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

P R

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

P R

Each of the above competencies has been mapped for the specific courses in each MPH concentration and is available in the resource file. The concentration courses are designed to expand and reinforce concepts primarily addressed in the core courses shown in Table 2.6.1.

Please see following page.


MS in EpidemiologyTable 2.6.65: Courses and other learning experiences by which the competencies are met

Competency

Required Courses

Course ID Course ID Course ID Course ID Course ID

PHEP 618 PHEP 619 PHEP 648/9 PHEP 701 PHEP 702

1 P R R R R

2 P P R R R

3 P R R R R

4 P R R R R

5 P R R

6 P R R

7 R R P

8 P R R

9 P R R

10 P R R R

11 P R R

12 P R R R

13 P R R R

14 P R R

15 P R P

16 P R P

17 P R P

18 R P

19 R P R

20 P

Successful completion of the thesis provides a cumulative measure of the extent to which a student has met all competencies.

Each student in the MS program is additionally required to complete five (15 credit hours) of elective courses selected from the list below. All of these courses are reinforcing of the expected competencies.

Table 2.6.76: Public Health Electives

Course ID Course Title

PHEP-604 Infectious Disease Epidemiology

PHEP-606 Genetic and Molecular Epidemiology

PHEP-607/8 Cancer Epidemiology/Lab

PHEP 609/10 Cardiovascular Disease Epidemiology/Lab



PHEP-611 Nutritional Epidemiology

PHEP-612 Epidemiology and Bioterrorism

PHEP-613 Epidemiology of Aging

PHEP-615 Epidemiology of Maternal and Child Health

PHCI-671 Preventive Medicine I

PHCI-672 Preventive Medicine II

PHCI-605 Survey Research Methods

PHCI-611 Introduction to Clinical Epidemiology

PHEH-650 Advanced Topics in Environmental and Occupational Health

PHPB-650 Advanced Topics in Health Promotion and Behavioral Sciences

PHMS-650 Advanced Topics in Health Management and Systems Sciences

Other learning experiences

Each MS student is required to complete a thesis that serves to reinforce and provide final evidence of mastery of the required competencies.

MSc in Clinical Investigation SciencesTable 2.6.87: Courses and other learning experiences by which the competencies are met

Core Comp.

Course Number and Name






Other Learning Experience

1 PHCI 501 PHCI 601

2 PHCI 501 PHCI 601 PHCI 602 PHCI 605 PHCI 611 PHCI 631 PHST 600


4 PHCI 501 PHCI 601 PHCI 602 PHCI 605 PHCI 610 PHCI 611 PHCI 624


6 PHCI 501

7 PHCI 501 PHCI 605 PHCI 610 PCHI 632

8 PHCI 610 PHCI 624 PHCI 625

MS in Biostatistics-Decision ScienceTable 2.6.98: Courses and other learning experiences by which the competencies are met

Competency # or abbrev Course ID Course ID Course ID Course ID Other Learning

Experience(s)

1 Phst680 p Phst681 p Phst 618 R Phep 619 R

2 Phst 680 p Phst 681 p Phst 661 P Phst 662 P

3 Phst 680 p Phst 681 p Phci-624 P


and PHEP 602


also: PHCI 625, PHCI 628, PHCI 631, PHST 600 and PHEP 602


and PHEP 602



Experience(s)

4 Phst680 P Phst 681 P Phci-624 P

5 Phda666 P Phda602 P

6 Phst661 P Phst662 p Phst683 p Phst684 p Phst 602

7 Phda666 P electives R

8 Phda666 P Phda603 R

9 Phda666 P

10 Phda666 P

11 Phda663 P Phda666 R

PhD in Biostatistics with concentrations optional inemphases on Biostatistics Bioinformatics and Decision ScienceTable 2.6.109: Courses and other learning experiences by which the competencies are met


Experience(s)

1PHST-762 (P)

PHST-781 (P)

PHST-710 (P)

PHST-724 (P)

PHST-782 (P)

PHST-783 (P)

+ other elective courses as listed in the

program description (P)

Doctoral Comprehensive Examination

at the completion of course-work

(R)

2 PHST 703 (R)

3

Pre-dissertation Essay (oral)

(P)

and

dissertation defense (oral)

(R)


Table 2.6.1110: Courses and other learning experiences by which the competencies are met


Experience(s)

1 PHEP 620 P PHEH

750 R PHEH 751 R PHEH

752 R



Experience(s)

2 BIOC 668 P PHTX

661 P PHEH 751-753 R PHEP

620 P Dissertation Work and Defense P

3 PHEH 750 P PHEH

751 P PHEH 752 P Qualifying

Examination R

4 Elective Courses R Dissertation Work

and Defense P

5 PHEH 750 R PHEH

751 R PHEH 752 R Dissertation Work

and Defense P

6 PHEH 750 P PHEH

751 P PHEH 752 P Dissertation Work

and Defense P



Competency

Required Courses

Course ID

Course ID

Course ID

Course ID

Course ID

Course ID

Course ID

PHEP 618

PHEP 619

PHEP 648/9

PHEP 701

PHEP 702

PHEP 750

PHEP 778

1 P P R R R

2 R P R R R

3 P R P

4 P R R R

5 P P R R R

6 R P P

7 R R P

8 R P R

9 P P R

10 P P R

11 P P P R

12 P P R

13 P R

Successful completion of the dissertation provides a cumulative measure of the extent to which a student has met all competencies.

Each student in the PhD program is additionally required to complete elective courses selected from the list below. All of these courses are reinforcing of the expected competencies and instrumental for developing a specialized area for dissertation research.

Table 2.6.1312: Public Health Electives



PHEP-604 Infectious Disease Epidemiology

PHEP-606 Genetic and Molecular Epidemiology

PHEP-607/8 Cancer Epidemiology/Lab

PHEP 609/10 Cardiovascular Disease Epidemiology/Lab

PHEP-611 Nutritional Epidemiology

PHEP-612 Epidemiology and Bioterrorism

PHEP-613 Epidemiology of Aging

PHEP-615 Epidemiology of Maternal and Child Health

PHCI-671 Preventive Medicine I

PHCI-672 Preventive Medicine II

PHCI-605 Survey Research Methods

PHCI-611 Introduction to Clinical Epidemiology

PHEH-650 Advanced Topics in Environmental and Occupational Health

PHPB-650 Advanced Topics in Health Promotion and Behavioral Sciences

PHMS-650 Advanced Topics in Health Management and Systems Sciences

Other learning experiences

Each PhD student is required to complete a dissertation that demonstrates all the competencies and attributes considered necessary by the department faculty to become an independent, competitive professional epidemiologist. Doctoral students are involved in mentoring students in the MPH and MS programs in epidemiology. They are provided support to attend and present oral and poster presentations at professional society meetings. Students are expected to attend research seminars in epidemiology, public health and relevant biomedical sciences.



Core Comp.








1

2

3

4

5

6

7




Core Comp.








1 PHPB 701 P

PHPB 704 P

PHPB 705 R

PHPB 710 R

PHPB 722 R

PHPB 724 R Dissertation

2 PHPB 701 P PHPB 704 PHPB 705 PHPB 710 PHPB 722

PPHPB 724

R Dissertation

3 PHPB 701 PHPB 704 PHPB 705 PHPB 710 P

PHPB 722 P PHPB 724 Dissertation

d. An analysis of the completed matrix included in Criterion 2.6.c. If changes have been made in the curricula as a result of the observations and analysis, such changes should be described.BachelorsBS/BA in Public HealthThe program has not yet been implemented. Courses are expected to commence in spring 2013, after program approval (expected fall 2012).

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

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

MSc in Clinical Investigation Sciences[section under development]

MS in Biostatistics-Decision ScienceThe table were finished using available information from each course, mainly from syllabus.

PhD in Biostatistics with concentrations optional inemphases on Biostatistics Bioinformatics and Decision ScienceThe courses listed in row 1 are included in the doctoral comprehensive exams. They represent essential theoretical and methodological skill set every student needs in order to conduct subsequent doctoral level research in biostatistics


The concentrationspecialization in environmental health for the Ph.D. in public health sciences is designed to provide scholars with the tools to conduct in-depth research and provide advanced instruction in the discipline of environmental health at the college and university level. It also prepares researchers for governmental, private, and voluntary organizations involved in environmental protection and the prevention of disease and injury. In addition to understanding advanced concepts of


environmental health, industrial hygiene, and toxicology, graduates of this concentrationspecialization are expected to develop skills that enable them to identify and define questions of environmental and occupational health importance, design research studies to address these questions, and to complete a program of research that demonstrates abilities as an independent investigator.


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


[section under development]


The above Table illustrates the linkage of our core courses to the PHS HP program goals. Perhaps the goal with the weakest mapping to course work is #3, largely dealing with research skills. Research competencies are tailored to student needs, and are obtained from appropriate electives.

e. Description of the manner in which competencies are developed, used and made available to students.BachelorsBS/BA in Public HealthStudents will be provided with competencies and objectives for the program and for each individual course through a structured advising program and through electronic means such as Blackboard and the PHUN program home page on the SPHIS web page. The competencies and student learning outcomes were developed by a team of SPHIS professors with expertise from all content areas. The ASPH Undergraduate Public Health Learning Outcomes Model was used as an initial guide.

MPH ProgramCompetencies Developed: In 2007 the MPH program adopted, as a framework, a subset of the competencies published by the Association of Schools of Public Health. (ASPH Education Committee. “Master’s Degree in Public Health Core Competency Development Project, Version 2.3.” http://www.asph.org/userfiles/version2.3.pdf.). Each of the ASPH competencies were reviewed by the MPH advisory committee and selected competencies recommended for adoption to the faculty.

Competencies Used: After adoption by the faculty, the relationship between the specific learning objectives of each MPH course and the targeted ASPH competencies mapped using the following process.

Each instructor used Bloom’s Taxonomy (1956) to specify the level of educational competency targeted for each ASPH core and cross-cutting competency matched to specific learning objectives for each MPH course. The levels of educational competency were designated as 1-6 (see following) based on Bloom’s categories.

1) Knowledge: recall or recognize information2) Comprehension: understand meaning, re-state data in one's own words, interpret, extrapolate,

translate3) Application: use or apply knowledge, put theory into practice, use knowledge in response to real

circumstances4) Analysis: interpret elements, organizational principles, structure, construction, internal relationships;

quality, reliability of individual components5) Synthesis: develop new unique structures, systems, models, approaches, ideas; creative thinking,

operations6) Evaluation: assess effectiveness of whole concepts, in relation to values, outputs, efficacy, viability;

critical thinking, strategic comparison and review; judgment relating to external criteria

The matrix mapping the learning objectives for each MPH core and concentration to the targeted ASPH

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


core and cross-cutting competencies is found in the resource file and is available to students and faculty on SharePoint.

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

MS in EpidemiologyThe competencies for the MS program are developed, periodically reviewed and revised by the department faculty.

The competencies are mapped to the student learning objectives given in the syllabus of each course in the epidemiology program. This process ensures that all competencies are met through the required and elective coursework.

The syllabus for each course provides students with the expected SLOs; the associated program competencies, as well as materials related to thesis expectations, policies and procedures for student-faculty governance etc. are contained in the department’s Faculty-Student Handbook (copy available upon request). The Handbook is distributed to each student at matriculation the program.


MS in Biostatistics-Decision ScienceIn the fall of 2006, the MS in Biostatistics-Decision Science was inaugurated and separated from the MSPH program. The Master of Science (M.S.) is a 36-hour degree that begins with a core of probability, mathematics, and statistical theory. After their first year in the program, students will be well-grounded in probability theory, mathematical statistics, and biostatistical methods, before proceeding to more focused courses in biostatistics or decision science. Advanced coursework in biostatistics includes categorical data analysis, survival analysis, multivariate statistics, and Bayesian statistics. Decision Science students may take electives in such areas as artificial intelligence, human learning and cognitive processes, simulation, optimization, and mathematical modeling.

The competencies provide a summary of achievement expected from the MS students.

It is included in the front page of the MS curriculum, and each student has been given a copy of the current curriculum.

PhD in Biostatistics with concentrations optional inemphases on Biostatistics Bioinformatics and Decision ScienceFaculty discussion. Part of DBB Student Handbook


Competencies are developed collaboratively by the faculty of the department and made available to students through the degree program description and the mentoring that is involved in developing each student’s individualized program of study.


The competencies for the PhD program are developed, periodically reviewed and revised by the department faculty.

The competencies are mapped to the student learning objectives given in the syllabus of each course in the epidemiology program. This process ensures that all competencies are met through the required and


Eric, this is the same matrix referred to above.


elective coursework.

The syllabus for each course provides students with the expected SLOs; the associated program competencies, as well as materials related to dissertation expectations, policies and procedures for student-faculty governance etc. are contained in the department’s Faculty-Student Handbook (copy available upon request). The Handbook is distributed to each student at matriculation the program.




Program competencies were developed at the birth of the program in 2007. They are included in the curriculum outline provided to all students and applicants. Currently we map both the coursework but also the qualifying exam with the competencies.

f. Description of the manner in which the school periodically assesses changing practice or research needs and uses this information to establish the competencies for its educational programs.Every two years, the Curriculum Committee, with input from all faculty through department chairs, reviews in detail each degree program in the school, with special attention to its competencies and how they are mapped to the courses. The next review will begin at the end of the 2011-12 academic year. Departmental reviews of discipline-specific materials will provide additional input to this process by sending recommendations for revisions to the Curriculum Committee. Faculty in each program contribute to keeping their program’s competencies current through experience gained from service and consulting projects, research projects, professional meetings and organizations, keeping up with the literature, informal discussions with networks of colleagues and other means. Beginning in 2007, an annual survey of practicum preceptors of our graduates has been conducted in order to provide additional input for this process.

Changing needs of public health practice are also obtained from close working relationships with the local and state health departments and recommendations from the school’s Community Advisory Board and the following less formal sources:

students engaged at the field practicum sites; community site preceptors; community, non-profit and for-profit organizations; and the greater university, as applicable.

Specific assessments of current practices and policies are performed in conjunction with the strategic evaluation planning process (see Section 1.2.b). The school’s Community Advisory Board and Council of Chairs and Deans will be involved in this annual process. Both groups are covered in Section II.B and aid in informing program directors and others of the current trends and topics in the field of public health and related areas of interest.

Distinct processes are in place for generation of professional and academic degree program competencies. The school has adopted the ASPH core and cross-cutting competencies for the MPH program. For the academic programs, department chairs work through an iterative process with their faculty to generate competencies. Current trends in fieldwork, future directions of the public health field, recommendations from the Community Advisory Board and academic requirements influence the development of the competencies. Once those competencies are developed, they are submitted to the school’s Curriculum Committee. The committee reviews those competencies and provides advice and suggestions as needed. Upon completion of any suggested changes or additions, the competencies are approved by the Committee and submitted to the Office of the Dean. After review by the Dean’s Executive Committee, the competencies are sent to the Faculty Forum for approval. Program competencies are distributed to students during orientation and are achieved through coursework, student field

BachelorsBS/BA in Public HealthA curriculum review committee, made up of a team of students, faculty and staff, will annually review the

ejnunn01, 08/03/12,

Pete, this is the section that needs to be revised as it pertains to all competencies. This is the language from the previous accreditation (Jacobs)tion (Jacobs)


curriculum and the goals and objectives of the program.

MPHWith specific reference to the MPH Program, the competencies are evaluated and updated for all MPH courses by the instructing faculty and reviewed by the MPH advisory committee every two years. Each of the competencies are evaluated for consistency with the mission and goals of the SPHIS and recommended changes are based on: (1) Evidence based changes in public health policies and practices;( 2) concentration specific changes identified by faculty; and, (3) needs of graduates to enhance employment competitiveness. The most recent review occurred in the fall of 2011-12. These reviews have resulted in a stronger emphasis on quantitative skills for MPH students.

MS in EpidemiologyThe department faculty periodically reviews changes in standards of practice and research in the discipline of epidemiology to determine revision to program competencies, required and elective courses. This includes examination and analysis of competencies and associated courses in MS programs at peer institutions and recommended professional competencies provided by organizations including Association of Schools of Public Health, American College of Epidemiology, Centers for Disease Control and Prevention and Council of State and Territorial Epidemiologists. In addition, the faculty considers changing trends in the research funding priorities of agencies such as the National Institutes of Health.


MS in Biostatistics-Decision Science“My program does NOT periodically assess changing practice or research needs to establish or revise competencies.”

PhD in Biostatistics with concentrations inoptional emphases on Biostatistics Bioinformatics and Decision ScienceProgram director & Chair discuss this and, if needed, the departmental Curriculum Committee and the program faculty are involved in the process.


Current and future research directions are regularly discussed at departmental seminars and research presentations by faculty and fellows.


The department faculty periodically reviews changes in standards of practice and research in the discipline of epidemiology to determine revision to program competencies, required and elective courses. This includes examination and analysis of competencies and associated courses in PhD programs at peer institutions and recommended professional competencies provided by organizations including Association of Schools of Public Health, American College of Epidemiology, Centers for Disease Control and Prevention and Council of State and Territorial Epidemiologists. In addition, the faculty considers changing trends in the research funding priorities of agencies such as the National Institutes of Health.




At least once per year, the curriculum will be reviewed and brought by the Program Director to the department’s faculty for review, with suitable modifications to follow.

g. Assessment of the extent to which this criterion is met and an analysis of the school’s strengths, weaknesses and plans relating to this criterion.


!


This criterion is met. We have competencies established for each degree program and learning objectives for each course.

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

competencies. Specialized competencies are in place in some departments.

Learning objectives for each MPH core and concentration course are mapped to specific ASPH competencies

ChallengesWeaknesses Developing valid and reliable metrics for evaluating achievement of competenciesThere is a lack of

reliable student learning outcomes (SLOs) for evaluating the achievement of competencies. There is no Improving formal protocol for using feedback from the workforce to inform competencies.

Refining metrics by which to assess impact of our students on communities and other

Settings

Future DirectionsPlans The SPHIS faculty will:

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

o Continue to develop metrics to evaluate achievement of competencies for all academic and professional programs.

o Communicate effectively withDevelop a strategy to regularly update students, alumni, employers, and practicum preceptors about the

o competencies; and,o Develop SLOs that more effectively assess achievement of competencies for all academic and

professional degree programs..

Eric Jason Nunn, 08/03/12,

For Pete.


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

MPHCompetency Assessment

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

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

Coursework:

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

The Practicum Experience:

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

The Integration Course:

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

Core Comprehensive Exam:

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


consensus regarding the best answers.

MS in EpidemiologyThe faculty periodically review and evaluate individual student progress in the MS curriculum and discuss improvements that may be made to the program competencies and associated course SLO’s to improve performance. An example of this process is the decision to add required laboratory courses in data management and analysis to improve fluency with statistical software packages.

MSc in Clinical Investigation SciencesIt is expected that prior to graduation, students in the program have demonstrated these competencies by completing the curriculum, participating in a collaborative research project, and successfully writing and defending the professional paper.

MS in Biostatistics-Decision ScienceThe competencies were covered in different courses. The core courses involve homework, projects, midterm exam, and comprehensive final exam. Students need to write a report in the Public Health Practicum I (PHDA-603). They are also required to do independent research on a Master’s level thesis, including data analysis, writing thesis, giving presentation/defense, and preparing manuscript for journal publication. The Master’s thesis committee will judge their work as a group.

PhD in Biostatistics with concentrations optional inemphases on Biostatistics Bioinformatics and Decision Science[section under development]

PhD in Public Health SciencesConcentration Specialization in Environmental Health

Faculty evaluate student presentations and written assignments for the departmental seminars, including manuscripts and NIH style grant applications. The qualifying examination and the culminating dissertation defense provide opportunities for in-depth assessment of student progress.

Concentration Specialization in Epidemiology

The faculty periodically review and evaluate individual student progress in the PhD curriculum and discuss improvements that may be made to the program competencies and associated course SLO’s to improve performance. An example of this process is the decision to add required laboratory courses in data management and analysis to improve fluency with statistical software packages.

Students in the PhD concentrationspecialization in Epidemiology are required to pass the Proficiency Exam at the end of 25 credit hours, and the Candidacy Exam prior to beginning work on a dissertation. The first examination tests student’s knowledge and competency with epidemiologic theory and methods. The second examination evaluates the student’s “readiness” to embark on semi-autonomous, mentored dissertation research.




Every semester we monitor the grade performance of all students in the coursework phase. We then require students to complete a written competency exam, with questions mapped to the program’s competencies.

b. Identification of outcomes that serve as measures by which the school will evaluate student achievement in each program, and presentation of data assessing the school’s performance against those measures for each of the last three years. Outcome measures must include degree completion and job placement rates for all degrees (including bachelors, masters and doctoral degrees) for each of the last three years. See CEPH Data Templates 2.7.1 and 2.7.2. If degree completion rates in the maximum time period allowed for degree completion are less than the


thresholds defined in this criterion’s interpretive language, an explanation must be provided. If job placement (including pursuit of additional education), within 12 months following award of the degree, includes fewer than 80% of the graduates at any level who can be located, an explanation must be provided.Two primary outcome measures that the school uses to assess students’ overall achievement of professional competencies are (1) degree completion rates, and (2) data on students’ placement after graduation, whether in employment or further educational settings.

Table 2.7.1. Students in MPHX Degree Program, Bby Cohorts Entering Between 20xx-xx and 20xx-xx2005-06 and 2011-12

Cohort of Students 2005-0

62003-04

2006-0

72004-05

2007-0

82005-06

2008-0

92006-07

2009-1

02007-08

2010-

1108-09

2011-

1209-10

2005-062003-04

# Students entered

# Students withdrew, dropped, etc.

# Students graduated

Cumulative graduation rate

2006-072004-05

# Students continuing at beginning of this school year




2007-082005-06





2008-092006-07







62003-04

2006-0

72004-05

2007-0

82005-06

2008-0

92006-07

2009-1

02007-08

2010-

1108-09

2011-

1209-10

2009-102007-08





2008-092010-11





2009-102011-12





Table 2.7.21. Students in Academic Masters Degree Programs, by Cohorts Entering Between 2005-06 and 2011-12


2006-07

2007-08

2008-09

2009-10

2010-11

2011-12

2005-06

# Students entered




2006-07




2006-07

2007-08

2008-09

2009-10

2010-11

2011-12




2007-08





2008-09





2009-10





2010-11





2011-12




2006-07

2007-08

2008-09

2009-10

2010-11

2011-12




Table 2.7.13. Students in Doctoral Degree Programs, by Cohorts Entering Between 2005-06 and 2011-12


2006-07

2007-08

2008-09

2009-10

2010-11

2011-12

2005-06

# Students entered




2006-07





2007-08





2008-09







2006-07

2007-08

2008-09

2009-10

2010-11

2011-12

2009-10





2010-11





2011-12





Table 2.7.2 4: Destination of MPH Degree Program Graduates by Employment Type

Status 2009-10 2010-11 2011-12

Employed 61% (20)33

48% (12)19

24% (8)7

Continuing education/training (not employed) 21% (7)8 12% (3)2 9% (3)2

Actively seeking employment 00 00 0

Not seeking employment (not employed and not continuing education/training, by choice)

00 00 0

Unknown 18% (6)11 40% (10)16

67% (23)7

Total 3352 2536 3416

Table 2.7.25: Destination of Academic Masters Degree Program Graduates by Employment Type

Status 2009-10 2010-11 2011-12


needs spring 2012 data added




Employed

Continuing education/training (not employed)

Actively seeking employment


Unknown

Total

Table 2.7.26: Destination of Doctoral Degree Program Graduates by Employment Type

Status 2009-10 2010-11 2011-12

Employed


Actively seeking employment


Unknown

Total

Bachelors in Public HealthProgram has not yet begun.

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

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

At the beginning of each semester, the MPH program distributes to each academic mentor their advisees current transcripts;

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

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

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

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




Remediation Plan

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

Remediation must be accompanied by the student’s active participation in the educational program as demonstrated by regular attendance, individual initiative, and utilization of resources available. Decisions regarding remediation will be made on an individual basis after considering all pertinent circumstances, review of the academic record, and consultation with the student's academic mentor, course director and the MPH program director.

Outcome Measures

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

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

Table 2.7.73: Students Receiving Less than a B Grade in MPH Core Course

Semester 2009 entering class 2010 entering class 2011 entering class

Fall 2009 8% (2/24)

Spring 2010 5% (3/62)

Fall 2010 5% (4/75)

Spring 2011 12% (9/109)

Fall 2011 2% (2/88)

Spring 2012 5% (3/57)

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

Core courses are taken during the first fall and spring semesters and include:

Introduction to Biostatistics

Introduction to Health Behavior

Introduction to Environmental Health

Introduction to Epidemiology

Introduction to Health Administration

Number of matriculated students having an overall GPA below 3.0 each semester:

Table 2.7.48: Matriculated Students Having an Overall GPA Below 3.0 Each Semester


Fall 2009 0

Spring 2010 0


Fall 2010 0 0

Spring 2011 0 0

Fall 2011 2 0

Spring 2012 1 1

Students whose GPA drops below 3.0 in any given semester receive an academic warning and are placed on probation. A total of 4 four students were placed on academic probation during the past three years. All of the these students, except the one placed on probation during the Spring 2012, made sufficient progress to be removed from academic probation.

Number of students that are terminated annually from the program for academic reasons: For the past three years (2009-2011) no students have been terminated from the MPH Program for academic reasons. There have been students that have left the MPH program for non-academic reasons. Over the past three years the number of students that have withdrawn for non-academic reasons is shown in the following table. In 2009 two students withdrew, one for educational reasons (e.g. medical school) and the second for employment reasons. No students withdrew from the program in 2010 and four withdrew in 2011, two for medical reasons, two for unspecified personal reasons, and one that gave no reason.

Table 2.7.59: Students Terminated Annually from the Program for Academic Reasons


Fall 2009 1

Spring 2010 0

Fall 2010 1 0

Spring 2011 0 0

Fall 2011 0 3

Spring 2012 0 1

Degree completion Completion ( G g raduation) rate Rates

– Upon enrollment, students fall into cohorts depending on their expected graduation date. In addition students are required by the Graduate School to complete their degrees within six years after enrollment. Our goal is at least 80% (excluding withdrawals) for each cohort over a six-year periods. To date the MPH Program’s degree completion rate exceeds the targeted goal. Please see Table 2.6.1 for additional information regarding degree completion rates.REFER TO PREVIOUS TABLE

Table 2.7.6: Degree Completion (Graduation) Rates

Cohort Degree completion rate

2009 – 2011 98%

2010 – 2012 100%

2011 - 2013 Estimated 95%

MPH Employment R r ate s –

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


employment/continuing education/training for the past two cohorts. For the cohort that graduated in 2010, the number employed/continuing education and training exceeded 80%. One challenge is maintaining contact with students once they graduate. For the most recent class, the MPH Program (at this time) does not have contact information on 67% of the students. REFER BACKPlease see Table 2.6.4 for additional information regarding employment rates.

Table 2.7.7: Employment Rate

Graduates by Employment Type 2008 Cohort – May 2010 Graduates

2009 Cohort - May 2011 Graduates

2010 Cohort – May 2012 Graduates

2011

Employed 61% (20) 48% (12) 24% (8)


21% (7) 12% (3) 9% (3)

Employed/continuing education/training

82% 60% 32%

Actively seeking employment 0 0 0


0 0 0

Unknown 18% (6) 40% (10) 67% (23)

TOTAL 33 25 34

Graduates may include part-timers who began in a different cohort.

The following list some of theare sites were graduates of the MPH program have been employed:

Kentucky regional health departments;

Louisville Metro Health Department;

Center for Women and Families;

Centers for Disease Control and Prevention;

Tennessee area health departments;

University of Louisville School of Medicine;

Kentuckiana area YMCA;

University of Louisville School of Public Health and Information Sciences;

Kentucky Refugee Ministries;

Kentucky State Health Department;

Private consulting;

Norton Hospital;

St. Jude Hospital;

St. Joseph’s Health System;

Georgia Pacific Corporate Environmental Health and Safety Division;

Park Duvalle Clinic;

Humana;

Eric Jason Nunn, 08/07/12,

to URL


U.S. Military;

Green Leaf Environmental;

Norton Cancer Institute;

VA Boston Healthcare System;

Gilda’s Club;

INGROUP Associates;

Louisville Food Literacy Project;

Kane County, Illinois Health Department; and,

Arkansas Central Cancer Registry.

In addition to the above outcomes, two additional outcomes are used to assess student achievement of targeted competencies.

Site Practicum Mentor Evaluations

For the practicum, site mentor evaluations for the field experience provide an important assessment of the competencies necessary to be successful in public health practice. The target for each category is that 90% of the students will receive an evaluation of outstanding or very good for each assessment area. Table 2.7.8 shows the site mentor assessments for the past three years (2010-2012). While these data show that the majority of students are achieving an evaluation of outstanding or very good, additional improvement is needed.

Table 2.7.810: Site Practicum Mentor Evaluation of Student Practicum Experience Competencies: “Outstanding/Very Good” Response Rate

Areas

Areas

Year

2012

“Outstanding/Very Good” Response

Rate

2011


Rate

2010


Rate

Reliability 78% (18/23) 73% (11/15) 91% (21/23)

Motivation and Initiative 78% (18/23) 87% (13/15) 92% (22/24)

Organizational skills 82% (18/22) 87% (13/15) 87% (20/23)

Contributed innovative ideas to improve projects

78% (18/23) 79% (11/14) 96% (22/23)

Completed projects in a timely manner

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

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

Worked as part of a team 95% (18/19) 92% (11/12) 96% (22/23)

Exercised own judgment appropriately

78% (18/23) 87% (13/15) 96% (22/23)

Made efforts to develop and improve skills

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

Accepted feedback and suggestions objectively

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


Ability to research problems pertaining to their project

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

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

Public Health Case Studies

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

Table 2.7.11: Public Health Case Studies

Year Case Title Grade

2010 Extreme Drug Resistant Acinetobacter Outbreak within Community Hospital 90

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

89

The Providence Community Center: A Case Study 90

Orange County Health Department Public Meeting: Mumps Outbreak --- Kentucky and Ind iana, June 2009--January 2010

86

Advisory Panel Report on HVP Vaccine for Kentucky 92

Veterans Healthcare Administration: If the Soldiers Came Home (PTS) 92

2011 A public health case for medicinal cannabis in the commonwealth 92

Give It Up For Baby (Smoking and Fetus Health) 93

Aging Drivers: A Public Health Concern 93

Periodontal Disease in Wilscott County, Kentucky 93

High Fructose Corn Syrup: Is it a Public Health Concern? 92

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

91

A Healthy Foods & Supplemental Nutrition Assistance Program 96

Measles Outbreak After the Super Bowl 92

Shigella Outbreak in Louisville, KY Daycares 92

Drug Testing for TANF Recipients 92

State Bill 3: Effects on Meth Production in Kentucky 96

A third assessment related to the targeted competencies for the MPH program is completion of the comprehensive exam as a component of PHPH 697 Integrated Learning and Experience in Public Health. This exam is modeled after the National Board exam. Students first take the exam as an individual (20% of the grade for PHPH 697) then each case development team takes the exam (10% of the PHPH 697 grade). The results from the individual exam and the team exam are shown in the


following table. The target for the individual exam is 90% of the student score 70% or higher and the target for the team exam is that all teams score 85% or better. The results suggest that students are not adequately preparing for the exam. This may be related to the fact that the exam does not represent a large portion of the grade PHPH 697. When the students take the exam in their teams, immediately after completing the individual exam, the team scores all exceed the target of 85%. Additionally, the performance on the national board exam has averaged over 80% over the past five years. These data would suggest that when students take the time to either study or when they have the opportunity to discuss questions with their peers, they are able to demonstrate that they have achieved the expected competencies.

MS in EpidemiologyThe following outcomes measures for evaluating student achievement and assessing program performance are stated in the department’s 2010 Annual Student Learning Outcomes Report as follows:

[1.] Direct Measures:

Students will complete a 40 credit hour curriculum of courses that includes objective tests, term papers, oral presentations, and other projects achieving at least a GPA of 3.0

Students will write and orally defend an MS Thesis that their faculty committee judges to be of sufficient quality for publication in a peer-reviewed epidemiology journal

[2.] Indirect Measures:

A majority (> 60%) of students will provide positive feedback on an program exit questionnaire

A majority (> 60%) of students will find satisfactory employment in epidemiology, public health or another health science

At least one-third of MS students will apply to our doctoral program to continue their education at UofL

Performance over the last three years

The MS program was approved and introduced in 2007. To date, seven students have enrolled; one graduated in 2011; four to five are expected to graduate in spring 2012; there are two new applicants for fall 2012.

The one student to graduate from the program to date is currently employed by the National Institute for Environmental Health (NIEHS).


MS in Biostatistics-Decision ScienceIn the last three years, our MS students have a 100% graduation rate. The GPA of the students is above 3.2 (I’m not sure about this number, need to check), and we have at least 5 MS students published their thesis as first author in top academic journals. After graduation, about one half students have found employment in areas related to Biostatistics, such as medical center, pharmaceutical companies; the other half continued their study in a PhD program in Biostatistics.

PhD in Biostatistics with concentrations in Biostatistics and Decision ScienceOutcome measures include degree completion and job placement rates.

PhD in Public Health SciencesConcentration in Environmental Health

Successfully passing the Qualifying Examination: 3 of 4 students over the last 3 years.

Concentration in Epidemiology

The following outcomes measures for evaluating student achievement and assessing program


performance are stated in the department’s 2010 Annual Student Learning Outcomes Report as follows:

[1.] Direct Measures:

Over and above all coursework required for the MS or another master’s or professional (MD, MBBS, etc.) degree, students in the Epidemiology Concentration will complete a 50 credit hour curriculum of courses that includes objective tests, term papers, oral presentations, and other projects that assess all competencies listed, achieving at least a GPA of 3.0

Students will write and orally defend an PhD dissertation that their faculty committee judges to be of sufficient quality for one or more publications in peer-reviewed epidemiology journals

[2.] Indirect Measures:

A majority (> 60%) of students will provide positive feedback on an program exit questionnaire

A majority (> 60%) of students will find satisfactory employment in epidemiology, public health or another health science

Performance over the last three years

The PhD concentration in Epidemiology was developed, approved and implemented in 2006/7. To date, 14 students have enrolled; two dropped from the program; one graduated in 2011; three to four are expected to graduate in spring 2012; there are two new applicants for fall 2012.

The one student to graduate from the program to date is currently employed as a post-doctoral fellow in the Department of Epidemiology and Population Health.

Concentration in Health Management


Concentration in Health Promotion

There are principally four: semester grades; percentage of students passing qualifying exam and admitted to candidacy; percentage of students successfully defending dissertation; appropriate employment within six months of graduation.

General Template – Outcome Measures including Targets

Table X. Outcome Measures for XXX

Outcome Measure Target Year 1 Year 2 Year 3


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

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

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

Table 2.7.912: Students Taking and Passing NBPHE CPH Exam

Year # took exam # passed

2008 6 6 = 100%

2009 7 5 = 71%

2010 32 28 = 88%

2011 6 5 = 83%

2012 8 4 = 50%

Total 59 48 = 81%

Bachelors in Public HealthAlthough designed primarily for MPH graduates, BSPH and BAPH graduates may elect to take the


Certified in Public Health (CPH) exam, given annually. The CPH assessment is prepared, administered and evaluated by the National Board of Public Health Examiners (NBPHE), an independent organization formed in 2005 to help ensure that students and graduates of accredited public health schools and programs have mastered appropriate knowledge and skills. Any graduate of a school or program accredited by the Council on Education of Public Health (CEPH) is eligible to take the exam, regardless of degree or date of graduation. Registration is open to students who will graduate by July 30 of the year in they want to be tested.

Offered across the U.S. and internationally over a three-week period in August, the exam consists of 200 multiple-choice questions covering the core disciplines of public health (biostatistics, epidemiology, environmental health, the social and behavioral sciences, and health policy and management) and competencies (public health biology, leadership, communication, diversity and culture, professionalism, program planning and systems thinking).

e. Data and analysis regarding the ability of the school’s graduates to perform competencies in an employment setting, including information from periodic assessments of alumni, employers and other relevant stakeholders. Methods for such assessments may include key informant interviews, surveys, focus groups and documented discussions.Bruce Gale, Executive Director of the Urban Studies Institute in the College of Arts & Sciences, is conducting a series of focus groups of recent graduates and their employers and will provide a detailed report of his findings.

BachelorsBS/BA in Public HealthProfessionally led focus groups will be conducted to periodically evaluate both employers of graduates of our program and the performance of the former students in various work settings. Data from focus groups will be used to create structured interviews and surveys to be given to employers, potential employers, and graduates.

f. Assessment of the extent to which this criterion is met and an analysis of the school’s strengths, weaknesses and plans relating to this criterion.This criterion is met with commentary. The school has in place adequate assessment for all measures documenting student competence in required areas of performance with the exception of employment rates and employer satisfaction with student performance. Regarding employment rates, many students have not responded to inquiries after graduation, limiting our ability to gather this information. Additionally, a focus group procedure was created to measure employer satisfaction, but participation was insufficient to draw valid conclusions.

Strengths A high percentage of our graduates successfully enter local health departments, government, and

other not-for-profit employment upon graduation

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

rate over the past five years.

ChallengesWeaknesses Identifying valid SLOs indicators for each of theto assess achievement of multitude of competencies

to be achievedremains challenging. Assuring the link between competencies and learning experiences, and making these obvious to

students

Building our students’ knowledge and skills in areas in which deficiencies are identified

Increasing tThe response rate to student, alumni and employer surveys has been lower than desired.and participation rates in focus groups.


Future DirectionsPlans SPHIS will:

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

o Identify strategies to improve survey participation on the part of students, alumni and employers. UofL has developed a strategy to increase participation in alumni surveys through provision of

incentives; this strategy will be implemented over the next academic year.

SPHIS will:

Develop a process to identify and implement SLOs that better evaluate student outcomes related to competencies; and,Identify strategies to improve survey participation on the part of students, alumni and employers.

UofL has developed a strategy to increase participation in alumni surveys through provision of incentives; this strategy will be implemented over the next academic year.Require that all MPH students take the NBPHE certification examMonitor students’ participation in the BPHE certification examMonitor the achievement of competencies from baseline to graduationMonitor graduates’ employment experiences and provide appropriate intervention to aid students and recent graduatesFurther incorporate practitioners into discussions about how to assess and document student achievement of competenciesIncrease understanding about and visibility of the competency-learning experience performance process.


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

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

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

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


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

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

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

statistics-related selective, and BSPH students are required to take an additional quantitative course.3.[4.] Environmental Health : All students are required to take Policy, People and the Environment and an

Environmental Health-related selective.4.[5.] Social and Behavioral Sciences : All students are required to take Community, Culture and Health

Equity, and a Health Behavior-related selective.

Elective Public Health Coursework: in addition to the required public health core knowledge courses, students must complete additional public health-related courses. Public health-related courses may include those addressing social, economic, quantitative, geographic, educational and other issues that impact the health of populations and health disparities within and across populations.In addition to the core courses, each student is required to take electives related to:

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

Capstone Experience: students must complete an experience that provides opportunities to apply public health principles outside of a typical classroom setting and builds on public health


New BS UG course


coursework. This experience should be at least equivalent to three semester-credit hours or sufficient to satisfy the typical capstone requirement for a bachelors degree at the parent university. The experience may be tailored to students’ expected post-baccalaureate goals (eg, graduate and/or professional school, entry-level employment), and a variety of experiences that meet university requirements may be appropriate. Acceptable capstone experiences might include one or more of the following: internship, service-learning project, senior seminar, portfolio project, research paper or honors thesis.The senior thesis is the Capstone Experience. The senior thesis is a year-long research paper or field experience that the student plans and completes under the direction of an advisor.

The required public health core coursework and capstone experience must be taught (in the case of coursework) and supervised (in the case of capstone experiences) by faculty documented in Criteria 4.1.a and 4.1.b.The advisor for the senior thesis will be a faculty member documented in Criteria 4.1.a and 4.1.b.

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

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

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

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

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

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

c. Identification of required and elective public health courses for the bachelors degree(s). Note: The school must demonstrate in Criterion 2.6.c that courses are connected to identified competencies (ie, required and elective public health courses must be listed in the competency matrix in Criterion 2.6.d).Table 2.9.1: Required Core Courses


Catalog ID Title Description Major Cr

Hrs Status

PHPH-101

Introduction to Public Health

This is a general education course designed to introduce public health. The central question addressed is: “What are the past, current, and potential future outcomes of public health and its concepts, activities, methods, and practice?”

BSPH

BAPH

3 existing

PHUN-400

Policy, People, and the Environment

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

BSPH

BAPH3 new

PHUN-401

Lab for Policy, People, and the Environment

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

BSPH

BAPH1 new

PHUN-405

Community, Culture, and Health Equity

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

BSPH

BAPH3 new

PHUN-406

Lab for Community, Culture, and Health Equity

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

BSPH

BAPH1 new

PHUN-410 Global Health

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

BSPH

BAPH3 new

PHUN-411

Lab for Global Health

Students complete projects that focus on public health issues for individual countries and the world and use basic epidemiological methods for addressing global public health questions.

BSPH

BAPH1 new

PHUN-420

Practice of Public Health

This course is an overview of public health practice. It is organized by the three core functions and ten basic services of public health, such as public health interventions, programs, and evaluation.

BSPH only 3 new

PHUN-421

Lab for Practice of Public Health

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

BSPH only 1 new



Hrs Status

PHUN-440

Biology of Disease for Public Health

This course introduces the foundations of human biology as it applies to disease and public health, including anatomy, physiology and pathophysiology, molecular biology, disease ecology, pathogens, and host immunity.

BSPH

BAPH3 new

PHUN-441

or

PHEP-501

Introduction to Epidemiological Methods

This course introduces epidemiological methods that are essential for addressing public health issues, such as epidemiologic study designs, data collection, and analysis.

BSPH

BAPH3 new

Introduction to Epidemiology

Note: Available to Program students also in the Bachelor-MPH Program (see Appendix 5).Basic epidemiological methods are presented: terminology; study design; issues of contemporary practice; basic skills for interacting with epidemiologists; reading disease control literature, and drawing upon epidemiological concepts.

Taught at graduate level.

BSPH

BAPH3 new

PHUN-301

or

PHST-500

Statistical Models and Methods

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

BSPH

BAPH3 new


Note: Available to Program students also in the Bachelor-MPH Program (see Appendix 5).

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

Taught at the graduate level.

BSPH onl

yBAPH

3 existing

PHUN-425

Public Health Data Workshops I

These courses introduce students to a variety of public health data sources and present exercises to manipulate and

BSPH

BAPH

2 new



Hrs Status

analyze health data and generate and interpret basic descriptive statistics.

PHUN-426

Public Health Data Workshops II

BSPH

BAPH2 new

PHUN-430

Public Health Seminar

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

BSPH

BAPH1 new

PHUN-430


BSPH

BAPH

1 new

PHUN-430


BSPH

BAPH

1 new

PHUN-430


BSPH

BAPH

1 new

PHUN-491

Senior Thesis

These courses from the senior capstone project and final components of Culminating Undergraduate Experience in the final two semesters of the major. The project may be research thesis or field experience with journal and reflection paper.

BSPH

BAPH

2 new

PHUN-491

Senior Thesis BSPH

BAPH

2 new

Table 2.9.2: Guided Elective Courses (“Selectives”)



Catalog ID Title Description Major Cr Hrs Status

Selective

or

PHST-500

-- Statistics-related courseBSP

H only

3 existing



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


BSPH

only3 existing

Selective

or

PHPB-501

-- Health behavior-related course

BSPH

BAPH

3 existing

Introduction to Health Behavior


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


BSPH

BAPH

3 existing

Selective

or

PHEH-500

-- Environmental health-related course

BSPH

BAPH

3 existing

Introduction to Environmental and Occupational Health


This course provides students with the basic concepts and principles of environmental health.


BSPH

BAPH

3 existing



Catalog ID Title Description Major Cr Hrs Status

Selective

or

PHMS-500

-- Health management-related courseBSP

H only

3 existing

Introduction to Public Health and Administration


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


BSPH

only3 existing

-- --Ethics-related course BSP

H only

3 existing

-- --Economics-related course BSP

H only

3 existing

-- --Quantitative course BSP

H only

3 existing

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

Culminating Undergraduate Experience Defining Features

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

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

The defining features of a culminating undergraduate experience are that it:1. Is undertaken after sufficient academic preparation e.g., after completion of at least 90 credits of

coursework or key prerequisite courses.2. Is part or all of an approved or accepted:

a. credit-bearing course in the major orb. experience in the discipline/major(e.g., honors project or independent study).

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


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

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

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

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

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

e. Assessment of the extent to which this criterion is met and an analysis of the school’s strengths, weaknesses and plans relating to this criterion.1. For the BAPH and BSPH degrees, the culminating undergraduate experience includes the following

components: Seminar series, addressing the objectives of Healthy People 2020.2. EITHER a field experience, addressing a relevant public health problem in the community and with

mentorship from the field experience site, OR an authentic library-based research project, addressing a public health problem of the student’s choice.

Assessment:

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

This criterion is [met, partially met, met with commentary]

Strengths

Weaknesses

Plans


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

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

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

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


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

b. Identification of the means by which the school assures that students in academic curricula acquire a public health orientation. If this means is common across the school, it need be described only once. If it varies by degree or program area, sufficient information must be provided to assess compliance by each.[insert language from Dr. Muldoon]BachelorsBS/BA in Public HealthAll undergraduate students majoring in public health are required to take Public Health 101, which is a general education course designed as an orientation to public health.

MS in EpidemiologyAll required and elective coursework in the MS program is fundamental to public health. Students are strongly encouraged to take course electives in biostatistics, environmental health, health systems management, and health behavior. They are required to take the co-curricular Seminar in Public Health that provides a broad exposure and orientation to all areas of public health. MS students also may take non-public health courses, but only if these can be shown to be reinforcing to the student’s competencies in epidemiology and public health.


MS in Biostatistics-Decision SciencePHST 680 (Biostatistics Method I), PHST 681(Biostatistical Method II),

PHST 684 (categorical data analysis), and PHST 683 (survival analysis),

PHST-661 (Probability), PHST-662 (Mathematical Statistics),

PHCI 624 (Clinical Trials I), PHDA-603 (Public Health Practicum I)

PHDA-666 (Master’s Thesis Research).

PhD in Biostatistics with concentrations optional inemphases on Biostatistics Bioinformatics and Decision ScienceThe following courses include examples and homework problems with a ‘public health orientation’, primarily involving analysis of data affiliated with public health outcomes. These include, but are not limited to, genetic and genomic outcomes (genomic and proteomic basis of the diseases, biomarkers), analysis of survival outcomes (cancer recurrence and survival), cancer screening, progression of diseases, etc.

PHST 691, PHST-710, PHBI 751, PHST 783


PHEP-602 Epidrmiological Methods; PHEP-620 Environmental and Occupational Epidemiology; PHEH 750-751 Seminars in Environmental and Occupational Health.



All required and elective coursework in the PhD program is fundamental to public health. Students are required to take a minimum of 6 credit hours in non-epidemiology courses that enhance the student’s interdisciplinary knowledge and skills: for example, advanced biostatistics, bioinformatics, molecular biology, genetics, pathophysiology of specific diseases, environmental science, social/behavioral sciences, systems science, etc. PhD students in the Epidemiology ConcentrationSpecialization also are required to take the co-curricular Seminar in Public Health that provides a broad exposure and orientation to all areas of public health.




Students are required to have a foundation in public health, with typical MPH courses (or equivalent) in epidemiology, biostatistics, and health behavior. In addition, all students receive a sustained public health orientation with PHPB 701, 705, 710, and 722.

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

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

MS in Biostatistics-Decision Science“The one assumed for my program is correct.”

PhD in Biostatistics with concentrations emphases in on Biostatistics Bioinformatics and Decision ScienceThe one assumed for my program is correct.


“The one assumed for my program is correct.”


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





“The one assumed for my program is correct.”

d. Assessment of the extent to which this criterion is met and an analysis of the school’s strengths, weaknesses and plans relating to this criterion.This criterion is [met, partially met, met with commentary]

Strengths

Weaknesses

Plans [section under development]


2.12 Doctoral Degrees. The school shall offer at least three doctoral degree programs that are relevant to three of the five areas of basic public health knowledge.a. Identification of all doctoral programs offered by the school, by degree and area of specialization. The instructional matrix in Criterion 2.1.a may be referenced for this purpose. If the school is a new applicant and has graduates from only one doctoral program, a description of plans and a timetable for graduating students from the other two doctoral programs must be presented, with university documentation supporting the school’s projections.Please see the instructional matrix in Criterion 2.1.a for a listing of doctoral degree programs.

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

Mentorship

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

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

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

Table 3.1.5: Number of Graduate Research Assistants (GRAs) and Fellows

FY10 FY11 FY12

Full-time GRAs 8 9 8

Full-time paid fellows 2 8 8

Grant-funded 8 8 16

SPHIS-funded full-time GRAs 1 0 0

SPHIS-funded tuition scholarships 26 27 21

c. Data on student progression through each of the school’s doctoral programs, to include the total number of students enrolled, number of students completing coursework and number of students in candidacy for each doctoral program. See CEPH Template 2.10.1.NOTE: Updated data have been requested from the Office of Institutional Research and Planning.Table 2.1012.1: Doctoral Student Data for Year 2009-10


Tables 2.12.1 through 2.12.3 were sent to Tammi on 08/06.


Info on GRAs from Susi? Info on SIGS from Tammi?

http://graduate.louisville.edu/sigs/plan

http://graduate.louisville.edu/financial-support.html


BB EOHS EPH HMSS HPBS

# newly admitted in 2009-10 5 2 9 2 2

# currently enrolled (total) 32 13 1 20 29

# completed coursework during 2009-10

# advanced to candidacy (cumulative)3 during 2009-10

# graduated in 2009-10 5 0 1 0 0

Table 2.1012.2: Doctoral Student Data for Year 2010-11





# advanced to candidacy (cumulative)

during 2010-11

# graduated in 2010-11 1 0 0 0 2

Table 2.1012.3: Doctoral Student Data for Year 2011-12





# advanced to candidacy (cumulative)

during 2011-12

# graduated in 2011-12

d. Identification of specific coursework, for each degree, that is aimed at doctoral-level education.Please see following page.

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


Table 2.12.3: Coursework Aimed at Doctoral Level Education

Title Program Sub-program

Year no. Term Level Course

IDCr hrs Req

App Cr hrs Type Uses

High-Throughput Data Analysis

BS PhD BS PhD BI open open required PHBI-

751 3 lecture 4

BS PhD BS PhD DS open open elective-

01PHBI-751 3 lecture 4

BS PhD BS PhD None open open elective-


PHS PhD

PHS PhD Epi open open elective-


Statistical Genetics

BS PhD BS PhD BI open open required PHBI-

752 3 lecture 3





Utility Theory and Assessment BS PhD BS PhD DS open open required PHDA-

690 3 lecture 1

Advanced Medical Decision Making BS PhD BS PhD DS open open required PHDA-

701 3 lecture 1

Statistical Methods for Cost-Effectiveness Analysis

BS PhD BS PhD DS open open required PHDA-

705 3 lecture 2


02PHDA-705 3 lecture 2

Environmental Risk Assessment PHS PhD

PHS PhD EH 2 Fall required PHEH-

640 3 lecture 1

Seminar 1 in Environmental and Occupational Health

PHS PhD

PHS PhD EH 1 Spring required PHEH-

750 1 lecture 1


PHS PhD

PHS PhD EH 1 Sum All required PHEH-

751 1 lecture 1

Nunn,Eric Jason, 08/03/12,

Reformat table to list courses once; remove unnecessary columns.



PHS PhD

PHS PhD EH 2 Fall required PHEH-

752 1 lecture 1

Independent Study in Environmental and Occupational Health

PHS PhD

PHS PhD EH open open elective-

01PHEH-753 3 1-3 ind

study 1

Environmental and Occupational Epidemiology

PHS PhD

PHS PhD EH 1 Spring required PHEP-

620 3 lecture 1

Seminar in Epidemiology

PHS PhD

PHS PhD Epi 1 Fall required PHEP-

750 3 lecture 3

PHS PhD

PHS PhD Epi 1 Spring required PHEP-

750 3 lecture 3

PHS PhD

PHS PhD Epi 2 Fall required PHEP-

750 3 lecture 3

Readings and Research in Epidemiology

PHS PhD

PHS PhD Epi 2 Spring required PHEP-

778 3 1-3 ind study 2

PHS PhD


07PHEP-778 3 1-3 ind

study 2

Legal and Bioethical Aspects of Public Health

PHS PhD

PHS PhD HP open open elective-

02PHMS-604 3 lecture 1

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

PHS PhD

PHS PhD HM

open open elective-02

PHMS-650-03 3 lecture 1

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

PHS PhD

PHS PhD HM


PHMS-650-04 3 lecture 1

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

PHS PhD

PHS PhD HM

open open required PHMS-650-05 3 lecture 1

Advanced Topics in Health Management and Systems

PHS PhD

PHS PhD

open open required PHMS-650-06

3 lecture 1


Sciences: Health Policy and Management HM

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

PHS PhD

PHS PhD HM

open open required PHMS-650-07 3 lecture 1

Systems Thinking and Dynamic Modeling in Public Health

PHS PhD


02PHMS-655 3 lecture 1

Methods in Health Services and Outcomes Research

PHS PhD

PHS PhD HM


PHMS-702 3 lecture 1

Seminar 1 in Public Health Management

PHS PhD

PHS PhD HM

open open required PHMS-751 1 lecture 1


PHS PhD

PHS PhD HM



PHS PhD

PHS PhD HM


Theoretical Basis of Health Promotion

PHS PhD

PHS PhD HP open open required PHPB-

701 3 lecture 1

Psycho-Social Foundations of Health Decision Making

PHS PhD


704 3 lecture 1

Community Organization and Health Policy Advocacy

PHS PhD


705 3 lecture 1

Community-Based Participatory Research

PHS PhD


01PHPB-710 3 lecture 2

Community-Based Participatory Research

PHS PhD


710 3 lecture 2

Qualitative Research Methods in Public Health

PHS PhD




Health Promotion and Healthcare-Associated Infection

PHS PhD



Health Risk Communication PHS PhD


722 3 lecture 1

Dissertation Methods Seminar

PHS PhD



PHS PhD


724 3 lecture 2

Culture and Public Health PHS PhD



Independent Study in Health Promotion and Behavioral Sciences

PHS PhD


02PHPB-753 1-3 ind

study 1

Applied Statistical Methods PHS PhD


01PHST-630 3 lecture 1

Independent Study in Biostatistics

BS PhD BS PhD BI open open elective-

02PHST-675 3 1-3 ind

study 3


01PHST-675 3 1-3 ind

study 3


02PHST-675 3 1-3 ind

study 3

Bayesian Statistics



BS PhD BS PhD DS open open required PHST-

691 3 lecture 3

BS PhD BS PhD None open open required PHST-

691 3 lecture 3

Doctoral Practicum in Consulting BS PhD BS PhD Core open open required PHST-

703 1-3 field wk 1

Mixed Effect Models and Longitudinal Data Analysis BS PhD BS PhD

BI open open elective-02

PHST-704 3 lecture 3

BS PhD BS PhD open open elective- PHST- 3 lecture 3


DS 01 704



Advanced Statistical Computing I

BS PhD BS PhD Core open open required PHST-

710 3 lecture 2

PHS PhD

PHS PhD HM



Advanced Statistical Computing II







Advanced Clinical TrialsBS PhD BS PhD

DS open open elective-01



724 3 lecture 2

Design of Experiments







PHS PhD



Advanced Statistical Inference BS PhD BS PhD Core open open required PHST-

762 3 lecture 1

Advanced Nonparametrics BS PhD BS PhD BI open open elective-


BS PhD BS PhD open open required PHST- 3 lecture 2


None 780

Advanced Linear Models BS PhD BS PhD Core open open required PHST-

781 3 lecture 1

Generalized Linear Models






782 3 lecture 3

Advanced Survival Analysis BS PhD BS PhD None open open required PHST-

783 3 lecture 1

Nonlinear Regression







PHS PhD



Principles of Medical Pharmacology PHS PhD


01PHTX-601 3 lecture 1

Seminar in Genetics and Molecular Medicine

PHS PhD



PHS PhD



Topics in Pharmacology & Toxicology

PHS PhD



PHS PhD



Toxicology: Principles and Application

PHS PhD

PHS PhD EH


PHTX-630

3 lecture 2


PHS PhD



Molecular Mechanisms in Toxicology

PHS PhD

PHS PhD EH 2 Fall required PHTX-

661 3 lecture 2

PHS PhD



Systemic Physiology I

PHS PhD


01PHZB-605 3 lecture 2

PHS PhD



Advanced Human Physiology

PHS PhD



PHS PhD



Please see following page.


e. Assessment of the extent to which this criterion is met and an analysis of the school’s strengths, weaknesses and plans relating to this criterion.[section under development]This criterion is [met, partially met, met with commentary]

Strengths

Weaknesses

Plans


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

b. A list and description of how each joint degree program differs from the standard degree program. The school must explain the rationale for any credit sharing or substitution as well as the process for validating that the joint degree curriculum is equivalent.The requirements for the MPH components of the MD-MPH and the BS-MPHBachelors-MPH degrees are the same as for the regular MPH degree of 47 credit hours. In the MD-MPH, no courses are cross-credited. In the Bachelors-MPH, the five core MPH courses that are taken as an undergraduate (at the graduate level) are cross-credited.

The MUP-MPH program is a dual program of two disciplines with a shared focus on the combination of public health and urban planning. The degree in each discipline, MUP in urban planning and MPH in public health, has specific requirements for the award of the degree, including coursework, practical experience, and integrating/capstone experience. Each degree is accredited by separate national accreditation bodies and the proposal for the degree was submitted to and approved by each accrediting body (CEPH for Public Health) prior to implementation.

The design of the MUP-MPH program enables the student to meet the requirements for both degrees in three years by sharing 24 credit hours of coursework, thus accelerating the two degrees taken separately by two semesters.

Requirements for the MUP and MPH degrees are:

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

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

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

Coursework

71 total credit-hours:

62 credit-hours of required coursework

18 credit hours of MPH core coursework

21 credit hours of MUP core coursework

6 credit hours of public health and urban planning core coursework (cross-credited)

6 credit hours of combined MPH practicum and MUP internship experience (cross-credited)

3 credit hours of MUP integrating experience

8 credit hours of MPH integrating experience

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

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

Table 2.13.1: Breakdown of Credit Hours Between MUP and MPH Programs

Application of Credit HoursCoursework Area Dual MPH MUP

MPH only 23 23 --


Need to add rationale for credit sharing


From: Mollie Mulvanity [mailto:[email protected]] Sent: Monday, February 20, 2012 10:51 AMTo: Jacobs,Robert RSubject: RE: Accreditation question about Joint degrees Good morning, Yes, you should still list the joint degree, since reviewers will expect to see all of the degrees advertisted on your website, in your catalog, etc. addressed in the self-study document. The description in 2.13 can be very simple, based on the information you have presented below. You will just need to explain what, if any, efficiencies these students receive (assistance in registration, payment of a single tuition, etc.). Regards,Mollie From: Jacobs,Robert R [mailto:[email protected]]Sent: Mon 2/20/2012 9:43 AMTo: Mollie MulvanitySubject: Accreditation question about Joint degreesMolly,We are currently preparing our self-study and the question has come up regarding our MPH-MD degree offering (and section 2.13 of the accredition criteria). As the MPH-MD is currently offered there are no courses which are shared and both degrees require completion of all of the requirements for each specific degree. So should it be considered a joint degree?Thanks,Bob Robert R. Jacobs, Ph.D.Professor, Environmental and Occupational HealthDirector, Masters of Public Health ProgramSchool of Public Health and Information SciencesUniversity of Louisville485 E. Gray Street, Suite 203Louisville, Ky 40202Phone: (502) 852-0196


Sent to Pete.


MUP only 24 -- 24Both 24 24 24Total 71 47 48

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

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

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

toward MUP as equivalent to PLAN-608 Geographic Information Systems)Combined MPH practicum and MUP internship experience (6 credit hours)

PHPH-679 Public Health Practicum Experience (6 credit hours) (counts toward MUP as equivalent to PLAN-649 Planning Internship)

Elective coursework in public health and urban planning (9 credit hours) Electives must be selected from those listed in Table 2.13.2, below, which have been

reviewed by both programs and accepted as relevant in each program

Table 2.13.2: Cross-Credited Electives in MUP-MPH

Cross-Credited Electives in MUP-MPH

Course # Course Title Credit-Hours

Urban Planning Electives

PLAN-501 Urban Environmental Quality 3Prerequisites: none

PLAN-616

Analytical Urban Geography 3Prerequisites:

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

PLAN-617 Housing and Community Development 3Prerequisites: none

PLAN-618

Urban Demography 3Prerequisites: one of:

· GEOG-328 Urban Geography · Consent of instructor

PLAN-619

Urban Geographic Information Systems Applications 3Prerequisites: One of:

· PLAN-608 Geographic Information Systems· UPA-629 Geographic Information Systems· PHPH-630 Geographic Information Systems in Public Health

PLAN-620 Environmental Policy 3Prerequisites: none

PLAN-621 Urban Infrastructure 3Prerequisites: none

PLAN-622 Urban Design 3Prerequisites: none

PLAN-624

Urban Transportation Planning 3Prerequisites: One of:

· ECON-605 Urban Economics· PADM-640 Urban Economics· PLAN-603 Urban Economics· UPA-603 Urban Economics

Public Health Electives


Cross-Credited Electives in MUP-MPH

Course # Course Title Credit-Hours

PHEH-620 Global Issues in Environmental Health 3Prerequisites: MPH core coursework (see above)

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

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

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

PHMS-761 Public Health and the Built Environment 3Prerequisites: MPH core coursework (see above)

PHPB-604 Health Decision and Risk Analysis 3Prerequisites: MPH core coursework (see above)

c. Assessment of the extent to which this criterion is met and an analysis of the school’s strengths, weaknesses and plans relating to this criterion.This criterion is met.

Strengths Opportunities to earn degrees simultaneously in two different disciplines Opportunity to combine clinical and nonclinical programs of study More versatile graduates in terms of future employment/careers Interdisciplinary opportunities support university philosophy of education

ChallengesWeaknesses Coordinating course schedules and program requirements for two different degrees Providing opportunities that do not prohibitively extend students’ time in training

Future DirectionsPlans Assure good advisement and monitoring for dual degree students Examine new potential joint degree programs in response to students’ interest


2.14 Distance Education or Executive Degree Programs. If the school offers degree programs using formats or methods other than students attending regular on-site course sessions spread over a standard term, these programs must a) be consistent with the mission of the school and within the school’s established areas of expertise; b) be guided by clearly articulated student learning outcomes that are rigorously evaluated; c) be subject to the same quality control processes that other degree programs in the school and university are; and d) provide planned and evaluated learning experiences that take into consideration and are responsive to the characteristics and needs of adult learners. If the school offers distance education or executive degree programs, it must provide needed support for these programs, including administrative, travel, communication and student services. The school must have an ongoing program to evaluate the academic effectiveness of the format, to assess learning methods and to systematically use this information to stimulate program improvements. The school must have processes in place through which it establishes that the student who registers in a distance education or correspondence education course or degree is the same student who participates in and completes the course or degree and receives the academic credit.a. Identification of all degree programs that are offered in a format other than regular, on-site course sessions spread over a standard term, including those offered in full or in part through distance education in which the instructor and student are separated in time or place or both. The instructional matrix in Criterion 2.1.a may be referenced for this purpose.The school does not offer degree programs using formats or methods other than students attending regular on-site course sessions spread over a standard term.

b. Description of the distance education or executive degree programs, including an explanation of the model or methods used, the school’s rationale for offering these programs, the manner in which it provides necessary administrative and student support services, the manner in which it monitors the academic rigor of the programs and their equivalence (or comparability) to other degree programs offered by the school, and the manner in which it evaluates the educational outcomes, as well as the format and methods.Not applicable.

c. Description of the processes that the school uses to verify that the student who registers in a distance education or correspondence education course or degree is the same student who participates in and completes the course or degree and receives the academic credit.Not applicable.

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

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