Unit: Public Health Studies
Program: Public Health (MS)
Degree: Master's
Date: Tue Oct 03, 2017 - 9:06:49 am

1) Institutional Learning Objectives (ILOs) and Program Student Learning Outcomes (SLOs)

1. Epidemiology: Identify patterns of disease and injury in human populations and apply epidemiological methods to the identification and control of health problems.

2. Epidemiology: Identify key sources of data and apply descriptive techniques commonly used to summarize public health data used to inform scientific, ethical, economic, and political discussion of health issues.

3. Epidemiology: Calculate basic epidemiological measures, apply common statistical methods, and interpret results of statistical analyses used in public health studies.

4. Social and Behavioral Health Sciences: Identify basic theories, concepts, and models from a range of social and behavioral disciplines that are used in public health research and practice.

5. Social and Behavioral Health Sciences: Identify the causes of social and behavioral factors that affect health of individual and populations.

6. Social and Behavioral Health Sciences: Describe the merits of social and behavioral science interventions and policies.

7. Social and Behavioral Health Sciences: Apply evidence-based approaches in the development and evaluation of social and behavioral science interventions.

8. Biostatistics: Apply basic statistical methods to address, analyze and solve problems in public health.

9. Environmental Health: Describe how environmental factors (biological, physical, and chemical) affect the health of a community.

10. Health Policy and Management: Identify the main components and issues of the organization, financing and delivery of health services and public health systems in the US.

11. Health Policy and Management: Describe the legal and ethical bases for public health and health services.

12. Health Policy and Management: Apply the principles of program planning, development, budgeting, management and evaluation in organizational and community initiatives.

13. Healthy Policy and Management: Apply �system thinking for resolving organizational problems.

14. Diversity and Culture: Explain why cultural competence alone cannot address health disparities; be able to interact with both diverse individuals and groups on public health issues.

15. Leadership: Organize community partnerships to create and communicate a shared vision for a changing future; discuss solutions to organizational and community challenges; and maximize motivation to reach public health goals.

16. Public Health Biology: Discuss how public health biology � the biological and molecular context of public health � impacts public health practice.

17. Systems Thinking: Recognize system-level properties that result from dynamic interactions among human and social systems and how they affect the relationships among individuals, groups, organizations, communities, and environments.

18. Program Planning: Plan for the design, development, implementation, and evaluation of strategies to improve individual and community health.

19. Ethics and Professionalism: Demonstrate ethical choices, values and professional practices implicit in public health decisions; consider the effect of choices on community stewardship, equity, social justice and accountability; and to commit to personal and institutional development.

20. Communication and Informatics: Collect, manage and organize data to produce information and demonstrate ability to present this information in meaningful ways to different audiences.

2) Your program's SLOs are published as follows. Please update as needed.

Department Website URL: www.manoa.hawaii.edu/publichealth
Student Handbook. URL, if available online: http://manoa.hawaii.edu/publichealth/sites/manoa.hawaii.edu.publichealth/files/downloads/student-handbook.pdf
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number: http://www.catalog.hawaii.edu/schoolscolleges/medicine/phse.htm
Course Syllabi. URL, if available online: www.manoa.hawaii.edu/publichealth/academics/courses.html
Other: http://manoa.hawaii.edu/publichealth/sites/manoa.hawaii.edu.publichealth/files/downloads/masterdegree_competencies_2014-15.pdf
Other:

3) Please review, add, replace, or delete the existing curriculum map.

Curriculum Map File(s) from 2017:

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, 2015 and October 31, 2017?

Yes
No (skip to question 16)

6) What best describes the program-level learning assessment activities that took place for the period June 1, 2015 to October 31, 2017? (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 28 months.

8) What types of evidence did the program use as part of the assessment activities checked in question 6? (Check all that apply.)

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
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
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.

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.

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.

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.

16) If the program did not engage in assessment activities, please explain.