Unit: Public Health Studies
Program: Public Health (PhD)
Degree: Doctorate
Date: Tue Aug 28, 2018 - 9:41:07 am

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

1. PHD1. Apply appropriate epidemiologic techniques and data sources to quantitatively assess patterns and changes in disease occurrence. [DESCRIPTIVE EPIDEMIOLOGY]

2. PHD2. Discuss how emerging technology in molecular biology and genomics are applied in the study of diseases and conditions. [BIOLOGY]

3. PHD3. Explain the central role of causation in epidemiology, including knowledge of various definitions and concepts of causation. [BASIC KNOWLEDGE/HISTORY OF DISCIPLINE]

4. PHD4. Apply the principles of screening and of surveillance systems, the concepts of validity and reliability of screening tests, and identify the types of surveillance systems and approaches used in disease surveillance. [BASIC KNOWLEDGE/HISTORY OF DISCIPLINE]

5. PHD5. Explain how global, cultural, and social contexts of health problems influence the conduct, interpretation, and dissemination of epidemiologic research and intervention studies. [BASIC KNOWLEDGE/HISTORY OF DISCIPLINE]

6. PHD6. Effectively (a) search, review, critically evaluate, and synthesize the scientific literature, (b) identify meaningful gaps in knowledge, and (c) formulate original and key hypotheses or research questions that may lead to new discoveries in epidemiology. [PROBLEM CONCEPTUALIZATION]

7. PHD7. Select and apply epidemiology study designs that are appropriate to address specific research questions or hypotheses. [STUDY DESIGN]

8. PHD8. Explain how consideration of causal inference, sources of bias, and of sampling, statistical, and other methods can improve the validity of epidemiologic studies. [STUDY DESIGN]

9. PHD9. Design research projects that address important population health or clinical questions, using appropriate epidemiologic methods under constraints confronted in practice. [STUDY DESIGN]

10. PHD10. Develop and constructively critique epidemiologic research proposals and papers. [STUDY DESIGN]

11. PHD11. Apply the principles and methods of data-collection and dataprocessing procedures in the design and conduct of epidemiologic research, with sound knowledge of measurement validity and reliability, data quality control, data management, documentation, and security. [DATA COLLECTION/MONITORING]

12. PHD12. Design, implement, and assess data collection, quality control, and data management procedures for epidemiologic studies. [DATA MANAGEMENT]

13. PHD13. Apply state-of-the-art statistical and other quantitative methods in the analysis of epidemiologic data from a variety of sources, including data from large national- and state-level datasets. [DATA ANALYSIS]

14. PHD14. Interpret epidemiologic study results, make appropriate inferences based on results, and recognize the implications of the research results. [INTERPRETATION]

15. PHD15. Communicate clearly and effectively in writing and orally ideas, epidemiologic concepts, methods, results, and implications to scientists, students, policy makers, and the public, including diverse audiences at professional meetings, readers of research journals, grant reviewers, and laypersons. [COMMUNICATION]

16. PHD16. Teach epidemiologic concepts to students at the undergraduate and graduate levels. [COMMUNICATION]

17. PHD17. Apply ethical principles to (a) behave with integrity and high ethical standards in teaching, research, service, and practice, and (b) protect the welfare and interests of study participants and others contacted by study personnel. [ETHICS]

18. PHD18. Demonstrate mastery of a substantive area of epidemiology, and in this area (a) apply relevant epidemiologic theory and methods, and (b) integrate the biological, behavioral, and social mechanisms that operate at multiple levels of causation in conducting original research related to a specific topic. [SUBSTANTIVE AREA]

19. PHD19. Participate effectively (a) in multidisciplinary research projects involving epidemiologists, other academic- and community-affiliated public health researchers, basic scientists, and clinicians, and (b) on investigative teams of both scientists and non-scientists (e.g., community members). [COLLABORATION]

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

Department Website URL: http://manoa.hawaii.edu/publichealth/phd-competencies
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number:
Course Syllabi. URL, if available online:

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

Curriculum Map File(s) from 2018:

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.


5) Does the program have learning achievement results for its program SLOs? (Example of achievement results: "80% of students met expectations on SLO 1.")(check one):

Yes, on some(1-50%) of the program SLOs
Yes, on most(51-99%) of the program SLOs
Yes, on all(100%) of the program SLOs

6) Did your program engage in any program learning assessment activities between June 1, 2015 and October 31, 2018?

No (skip to question 17)

7) What best describes the program-level learning assessment activities that took place for the period June 1, 2015 to October 31, 2018? (Check all that apply.)


8) Briefly explain the assessment activities that took place.

9) What types of evidence did the program use as part of the assessment activities checked in question 7? (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:

10) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.

11) 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)

12) 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)

13) Summarize the results of the assessment activities checked in question 7. For example, report the percentage of students who achieved each SLO.

14) 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)

15) Please briefly describe how the program used the results.

16) 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.

17) If the program did not engage in assessment activities, please justify.

Please view the 2018 Public Health DrPH report because the Public Health PhD program has replaced the DrPH program effective 2018. (All students have been moved to the PhD program from the DrPH program in fall 2018). 

The DrPH program report contains the assessment report for the 2015-2018 period. Thank you.