Program: Public Health (MPH, MS)
Degree: Master's
Date: Wed Oct 13, 2010 - 5:30:07 pm
1) Below are the program student learning outcomes submitted last year. Please add/delete/modify as needed.
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
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.
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) As of last year, your program's SLOs were published as follows. Please update as needed.
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/academics/courses.html Other: Other: 3) Below is the link to your program's curriculum map (if submitted in 2009). If it has changed or if we do not have your program's curriculum map, please upload it as a PDF.
4) The percentage of courses in 2009 that had course SLOs explicitly stated on the syllabus, a website, or other publicly available document is indicated below. Please update as needed.
0% 1-50% 51-80%
81-99% 100%5) State the assessment question(s) and/or goals of the assessment activity. Include the SLOs that were targeted, if applicable.
The assessment goal is that all graduating MPH students achieve the 15 stated MPH SLOs or competencies.
6) 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 SLOs 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 were obtained upon completion. The teaching faculty members select the appropriate competencies and note them in their syllabi that are obtained by satisfactory completion of their course.
7) Who interpreted or analyzed the evidence that was collected?
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: 8) How did they evaluate, analyze, or interpret the evidence?
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: 9) State how many persons submitted evidence that was evaluated.
If applicable, please include the sampling technique used.
The number persons included the all faculty members (15) submitting the MPH students’ grades for those SLOs courses, the students (20) with submitting their’ portfolio, and the instructor (1) for PH 789: Integrative Seminar that checks if the students completed all the parts of the assessment process.
10) Summarize the actual results.
Summary of the results produced 75% of graduating MPH students (15) completed all five pieces of evidence and 100% produced four of the five pieces listed above. Only one out of six epidemiology students did portfolio for May 2010 graduation.
11) How did your program use the results? --or-- Explain planned use of results.
Please be specific.
The results were shared with the Department’s Curriculum Committee that helped refine the process, developed a curriculum map, and improved the data collection and analysis process. The Epidemiology specialization has formally included MPH epidemiology students in the PH 789 course and began to complete the competency portfolio.
12) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, program aspects and so on.
The process needs to become a standardize assessment process so when PH 789: Integrative Seminar adds different course sections for each of the three MPH specializations, then each teaching faculty members can follow similar standardized assessment process as applied to their specializations. The current specializations are Social Behavior Health and Sciences (SBHS), Health Policy and Management (HPM), and Epidemiology (EPI).
13) Other important information:
None at this time.