Program: Public Health (BA)
Degree: Bachelor's
Date: Fri Oct 09, 2015 - 12:06:53 pm
1) Institutional Learning Objectives (ILOs) and Program Student Learning Outcomes (SLOs)
1. Review the history and philosophy of public health
(1a. General education, 1b. Specialized study in an academic field)
2. Identify and explain the core functions of public health
(1a. General education, 1b. Specialized study in an academic field)
3. Articulate the differences in public health priorities in various regions of the world
(1b. Specialized study in an academic field, 2a. Think critically and creatively, 3b. Respect for people and cultures, in particular Hawaiian culture, 3d. Civic participation)
4. Identify the basic concepts, methods, and be able to apply qualitative and quantitative tools of public health data collection, use, and analysis in elementary research analyses
(1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research)
5. Explain the basic principles of epidemiology
(1b. Specialized study in an academic field)
6. Review fundamental statistical concepts and apply them in elementary research analyses
(1a. General education, 2a. Think critically and creatively, 2b. Conduct research)
7. Apply core concepts of public health, grounded in an ecological perspective to assessing public health issues
(1b. Specialized study in an academic field, 3c. Stewardship of the natural environment)
8. Articulate the natural and social determinants of health status in communities, and the dynamic interplay among these factors in various populations
(1c. Understand Hawaiian culture and history, 3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment)
9. Identify current public health topics including an analysis of the societal attitudes that generate differential impacts to various communities
(1c. Understand Hawaiian culture and history, 3b. Respect for people and cultures, in particular Hawaiian culture, 3d. Civic participation)
10. Describe Indigenous Peoples health in a historical context, and discuss the impacts of colonial processes and social determinants on health outcomes
(1a. General education, 1c. Understand Hawaiian culture and history, 3b. Respect for people and cultures, in particular Hawaiian culture)
11. Describe the major human diseases and their underlying etiologies
(1a. General education)
12. Show proficiency in sub-disciplines including biological aspects of public health; epidemiology, genetics, and health informatics; environmental and global health sciences; and infectious and chronic diseases
(1a. General education, 3c. Stewardship of the natural environment)
13. Identify the impact of the environment, social disparities, and both communicable and non-communicable diseases on health
(3b. Respect for people and cultures, in particular Hawaiian culture, 3c. Stewardship of the natural environment)
14. Explore the fundamental concepts and features of a public health-related project
(2a. Think critically and creatively, 2b. Conduct research)
15. Use information literacy skills such as locating and evaluating pertinent public health information
(2a. Think critically and creatively, 2b. Conduct research)
16. Generate research questions, analyze and present data, and interpret and discuss findings
(2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth)
17. Exhibit critical thinking and analytical abilities, including the capacities to engage in inductive and deductive thinking, quantitative reason, and to construct sound arguments
(2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth)
18. Distinguish the fundamental characteristics and organizational structures of the U.S. health system, as well as to the differences in systems abroad
(3d. Civic participation)
19. Explain the role that public health plays in disaster prevention and management and evaluate public policy issues with respect to access, quality and cost, when understanding health disparities within vulnerable populations
(1c. Understand Hawaiian culture and history, 3c. Stewardship of the natural environment)
20. Discuss basic concepts of legal, ethical, economic, and regulatory dimensions of health care and public health policy
(1b. Specialized study in an academic field, 3d. Civic participation)
21. Articulate the impact of public health policies on vulnerable populations, including Indigenous Peoples
(1c. Understand Hawaiian culture and history, 3b. Respect for people and cultures, in particular Hawaiian culture)
22. Apply abstract reasoning and critical thinking skills to communicate public health research and practice to public and professional audiences
(2a. Think critically and creatively, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth)
23. Demonstrate effective written communication skills
(2c. Communicate and report)
24. Demonstrate effective public speaking skills during classroom discussions and presentations
(2c. Communicate and report)
2) Your program's SLOs are published as follows. Please update as needed.
Department Website URL: http://manoa.hawaii.edu/publichealth/undergraduate-competencies
Student Handbook. URL, if available online: Information Sheet, Flyer, or Brochure URL, if available online: Not Online UHM Catalog. Page Number: Course Syllabi. URL, if available online: http://manoa.hawaii.edu/publichealth/courses Other: Other: 3) Please review, add, replace, or delete the existing curriculum map.
- File (03/16/2020)
4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.
0% 1-50% 51-80% 81-99%
100%5) Did your program engage in any program learning assessment activities between June 1, 2014 and September 30, 2015?
Yes No (skip to question 16)6) What best describes the program-level learning assessment activities that took place for the period June 1, 2014 to September 30, 2015? (Check all that apply.)
Create/modify/discuss program learning assessment procedures (e.g., SLOs, curriculum map, mechanism to collect student work, rubric, survey) Collect/evaluate student work/performance to determine SLO achievement Collect/analyze student self-reports of SLO achievement via surveys, interviews, or focus groups Use assessment results to make programmatic decisions (e.g., change course content or pedagogy, design new course, hiring) Investigate curriculum coherence. This includes investigating how well courses address the SLOs, course sequencing and adequacy, the effect of pre-requisites on learning achievement. Investigate other pressing issue related to student learning achievement for the program (explain in question 7) Other: 7) Briefly explain the assessment activities that took place in the last 18 months.
- Student self assessment of BA Public Health competency mastery in a required course typically taken in the junior year (PH 480), and in a required course taken just prior to graduation (PH 489).
- Collection and evaluation of student writting skills and written student project proposals for capstone project
- Evaluation of proposed student capstone projects and oral presentation skills at Public Health Undergraduate Summit (12/4/14 and 4/30/15)
- Review of BA Public Health currirculum by national public health program accreditors, CEPH- Council on Education for Public Health. BA Public Health program accredited for the next 7 years.
- Review of BA Public Health Advising procedures and requirements for manditory advising. Development of SLO's for PH Academic Advising and associated academic advising curriculum.
- Review of Public Health Elective courses and assessed need (via online survey of students) of additional PH elective courses/topics
- Review of Board of Regent requirements to move from provisional program status to established status
- Evaluation of student capstone performance in community or research-based projects by designated student-specific mentors/advisors
- Development of database to track student progress through degree program and to support/coordinate academic advising efforts.
8) What types of evidence did the program use as part of the assessment activities checked in question 6? (Check all that apply.)
Direct evidence of student learning (student work products)
Artistic exhibition/performance Assignment/exam/paper completed as part of regular coursework and used for program-level assessment Capstone work product (e.g., written project or non-thesis paper) Exam created by an external organization (e.g., professional association for licensure) Exit exam created by the program IRB approval of research Oral performance (oral defense, oral presentation, conference presentation) Portfolio of student work Publication or grant proposal Qualifying exam or comprehensive exam for program-level assessment in addition to individual student evaluation (graduate level only) Supervisor or employer evaluation of student performance outside the classroom (internship, clinical, practicum) Thesis or dissertation used for program-level assessment in addition to individual student evaluation Other 1: All BA Public Health students must pass all public health courses with a "C-" grade or better. Other 2: Indirect evidence of student learning
Alumni survey that contains self-reports of SLO achievement Employer meetings/discussions/survey/interview of student SLO achievement Interviews or focus groups that contain self-reports of SLO achievement Student reflective writing assignment (essay, journal entry, self-assessment) on their SLO achievement. Student surveys that contain self-reports of SLO achievement Other 1: Other 2: Program evidence related to learning and assessment
(more applicable when the program focused on the use of results or assessment procedure/tools in this reporting period instead of data collection)
Assessment-related such as assessment plan, SLOs, curriculum map, etc. Program or course materials (syllabi, assignments, requirements, etc.) Other 1: Other 2: 9) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.
- Student self assessment of BA Public Health competency mastery in a required course typically taken in the junior year (PH 480), and in a required course taken just prior to graduation (PH 489). In PH 480, 28 students participated in the self-assessment and in PH 489, 21 students participated in the self-assessment (full class enrollment).
- Collection and evaluation of student writting skills and written student project proposals for capstone project. 45 Project Proposals collected and evaluated (26 in Fall 2014 and 19 in Spring 2015).
- Evaluation of proposed student capstone projects and oral presentation skills at Public Health Undergraduate Summit (12/4/14 and 4/30/15). 44 Project Proposal Posters presented and evaluated (25 in Fall 2014 and 19 in Spring 2015).
- Review of Public Health Elective courses and assessed need (via online survey of students) of additional PH elective courses/topics. 29 Students responded to the online survey.
- Evaluation of student capstone performance in community or research-based projects by designated student-specific mentors/advisors. 22 Mentor Evaluations recieved.
10) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
Course instructor(s) Faculty committee Ad hoc faculty group Department chairperson Persons or organization outside the university Faculty advisor Advisors (in student support services) Students (graduate or undergraduate) Dean/Director Other: 11) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
Used a rubric or scoring guide Scored exams/tests/quizzes Used professional judgment (no rubric or scoring guide used) Compiled survey results Used qualitative methods on interview, focus group, open-ended response data External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam) Other: 12) Summarize the results of the assessment activities checked in question 6. For example, report the percent of students who achieved each SLO.
All students who completed self assessment of BA Public Health competency mastery either assessed themselves as "excellent" in competency of SLO or developed strategies to address needed improvements. All students who submitted capstone project proposals were approved to conduct their projects, (if there were concerns, students were required to make any necessary changes before granted approval to move forward). All mentors who submitted evaluations of students reported satisfactory performance by the students they worked with.
13) What best describes how the program used the results? (Check all that apply.)
Assessment procedure changes (SLOs, curriculum map, rubrics, evidence collected, sampling, communications with faculty, etc.) Course changes (course content, pedagogy, courses offered, new course, pre-requisites, requirements) Personnel or resource allocation changes Program policy changes (e.g., admissions requirements, student probation policies, common course evaluation form) Students' out-of-course experience changes (advising, co-curricular experiences, program website, program handbook, brown-bag lunches, workshops) Celebration of student success! Results indicated no action needed because students met expectations Use is pending (typical reasons: insufficient number of students in population, evidence not evaluated or interpreted yet, faculty discussions continue) Other: 14) Please briefly describe how the program used the results.
- Student self assessment of BA Public Health competency mastery in a required course typically taken in the junior year (PH 480), and in a required course taken just prior to graduation (PH 489). Discussed competency mastery in class and identified strategies with students to address gaps in competency mastery prior to graduation.
- Review of BA Public Health currirculum by national public health program accreditors, CEPH- Council on Education for Public Health. BA Public Health program accredited for the next 7 years.
- Review of BA Public Health Advising procedures and requirements for manditory advising. Development of SLO's for PH Academic Advising and associated academic advising curriculum.
- Review of Public Health Elective courses and assessed need (via online survey of students) of additional PH elective courses/topics. Based on results of student survey, adjustment of teaching priorities (in terms of courses offered)- additional PH elective courses offered (one new course, and 2 courses taught with greater frequency).
- Restructure of, and improved scafolding of, required capstone (Applied Learning Experience) courses - PH 480, 485, and 489
- Identified gaps in writing skills among students through instructor review in coursework. Hired a Writing TA to help support writing in our program.
- Development of database to track student progress through degree program and to support/coordinate academic advising efforts.
15) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, and great achievements regarding program assessment in this reporting period.
We discovered that areas of student learning could additionally be supported by our academic advising efforts.
16) If the program did not engage in assessment activities, please explain.
Program did engage in assessment activities.