Unit: Public Health Studies
Program: Public Health (MPH, MS)
Degree: Master's
Date: Wed Sep 30, 2009 - 3:24:08 pm

1) List your program's student learning outcomes (SLOs).

Epidemiology Competency

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

Social and Behavioral Health Sciences Competency

Describe how behavioral, social and cultural factors influence health and apply social science theories and evidence-based approaches in social and behavioral change interventions.

Biostatistics Competency

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

Environmental Health Competency

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

Health Policy and Management Competencies

<!--[if !supportLists]-->§         <!--[endif]-->Identify the main components and issues of the organization, financing and delivery of health services and public health systems in the US.

•       Describe the legal and ethical bases for public health and health services.

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

<!--[if !supportLists]-->§         <!--[endif]-->Apply “system thinking for resolving organizational problems.

Diversity and Culture Competency

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

Leadership Competency

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.

Public Health Biology Competency

Discuss how public health biology – the biological and molecular context of public health – impacts public health practice.

Systems Thinking Competency

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.

Program Planning Competency

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

Ethics and Professionalism Competency

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.

Communication and Informatics Competency

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

2) Where are your program's SLOs published?

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

3) Upload your program's current curriculum map(s) as a PDF.

No map submitted.

4) What percentage of courses have the course SLOs explicitly stated on the course syllabus, department website, or other publicly available document? (Check one)


5) State the SLO(s) that was Assessed, Targeted, or Studied

All 15 competencies that are listed above in #1.

6) State the Assessment Question(s) and/or Goal(s) of Assessment Activity

MPH program wanted to find out if the graduating MPH students were obtaining the MPH competencies.

Goal: All graduating MPH students obtain the 15 MPH competencies..

7) State the Type(s) of Evidence Gathered

MPH students are required to complete the 6 core courses and 7 specialization courses with a passing grade of an “A” or “B”.  The competencies are linked to each required course in the MPH degree program.  The specific selected competencies are listed in each syllabus that show which competencies are obtained upon completion.  The teaching faculty select the appropriate competencies and note them in their syllabi that are obtained by satisfactory completion of their course.

8) State How the Evidence was Interpreted, Evaluated, or Analyzed

The PH 789: Integrative Seminar course was used to review how well the students felt they had met the MPH competencies and to show evidence of how their competencies were met, since they were required to produce their own MPH portfolio and summary papers.  The portfolio was a collection of the student’s assignments, tests, and other course outcomes that they produced throughout the MPH degree process.  These portfolios were complied onto a CD disk and placed in their student service permanent file as an indication for approval for graduation degree check for their MPH degree.  The faculty of PH 789 required the students to compile and complete their portfolios in order to receive a passing grade for PH 789 and graduation.

9) State How Many Pieces of Evidence Were Collected

The pieces of evidence include the following five (5) items: 1) MPH portfolio, 2) passing grade with “A” or “B”, 3) cross-cutting summary sheets, 4) faculty's syllabi with selected linked competencies, and 5) competency system re-designed to link more closely with MPH curriculum.

10) Summarize the Actual Results

Summary of the results produced 80% of graduating MPH students completed all five pieces of evidence and 100% produced four of the five pieces listed above. (Epidemiology students did not do portfolio for May 2009 graduation).

11) Briefly Describe the Distribution and Discussion of Results

Results were shared with the graduating students and their advisors.  The overall results are shared with the Public Health Department’s Curriculum Committee and later will be shared with all public health faculty.

12) Describe Conclusions and Discoveries

It was discussed in a faculty department meeting how to include all MPH students into the five components of the assessment process and revisions to the process were suggested.

13) Use of Results/Program Modifications: State How the Program Used the Results --or-- Explain Planned Use of Results

The results were shared with the Department’s Curriculum Committee to refine the process, develop a curriculum map, and improve the data collection and analysis process.  The Epidemiology specialization agreed to have the Epi students be formally included in the PH 789 course and complete the competency portfolio.

14) Reflect on the Assessment Process

Plans have been taken to include the Epidemiology students during 2010-2011 graduation years with appropriate revisions to the MPH curriculum.

15) Other Important Information

Since the MPH public health competency system is so new--the currciulum map has not been developed yet.  The public health curriculum committee plans to make it's development a priority for this year and will supply the curriculum map for next year's assessment report.

16) FOR DISTANCE PROGRAMS ONLY: Explain how your program/department has adapted its assessment of student learning in the on-campus program to assess student learning in the distance education program.

Not Applicable.

17) FOR DISTANCE PROGRAMS ONLY: Summarize the actual student learning assessment results that compare the achievement of students in the on-campus program to students in the distance education program.

Not Applicable.