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CEPH self-study
Criteria 1: The Public Health Program
1.1 Mission.
a. Mission statement
The mission of the School of Community Health Sciences (SCHS) is to: Develop, disseminate, and apply knowledge with an ecological approach to protect and promote the health of populations. This mission is congruent with the missions of the Division of Health Sciences (DHS), and the University of Nevada, Reno (UNR) where the program is located.
The SCHS is one of four schools in the Division of Health Sciences. The four schools, SHCS, School of Medicine, School of Nursing, and School of Social Work are tied together by the need to find solutions for and help people towards improving their health and well-being through education, research, clinical care and public service. The Division of Health Sciences provides an important linkage between the schools and supports the mission of the SCHS.
The University of Nevada, Reno (UNR) is a constitutionally established, land-grant university. The university served the state of Nevada as its only state-supported institution of higher education for over 75 years. In that historical role, it has emerged as a doctoral-granting university which focuses resources on doing a select number of things well. The mission of the University of Nevada, Reno supports and engages the SCHS byoffering high-quality undergraduate, graduate, and professional degrees in the liberal arts, sciences, and selected professions in agriculture, engineering, health care, education, journalism, and business. UNR creates new knowledge through basic and applied research, scholarship, and artistry, in strategically selected fields relevant to Nevada and the world. The University improves economic and social development by engaging Nevada's citizens, communities, and governments and seeks to reflect the gender, ethnic, cultural, and ability/disability diversity of the citizens of Nevada in its academic and support programs, and in the composition of its faculty, administration, staff, and student body. In particular, the 2015-2021UNR strategic plan addresses the goal of improving the physical and mental health of Nevadans and this translates into support for the development of a full School of Public Health by adding more MPH areas of specialization and implementing a PhD in Public Health. The alignment of missions throughout the university structure provides strong endorsement for the SCHS programs and for public health in general.
UNR strategic plan (goal 3) excerpt:
“Improve mental and physical health and quality of life for Nevada’s diverse and growing population.
- Forge partnerships with public and private hospitals, healthcare institutions, and community agencies to enhance medical and health professional education throughout the State of Nevada.
- Expand graduate medical education.
- Expand community and state partnerships in public health, including county health departments and districts, state agencies, and public health laboratories to enhance public health practice and education.
- Develop special areas of expertise and focused training programs that will enhance Nevada’s economic and social development as well as the health and quality-of-life of Nevada communities and counties.
- Provide preventative outreach programs that encourage good health and nutrition.
Goal 3 Metrics / 2014 / 2021
Accreditation for a Master and PhD of Public Health / MPH, 2 areas of specialization / 5 MPH areas + PhDsin Epidemiology, Social Behavioral Health and Health Management and Policy
b. Guiding values
SCHS’s Vision: Foster equitable and healthy communities.
We achieve this vision through these values:
- Advancing knowledge
- Embracing diversity
- Demonstrating integrity
- Inspiring learning
- Succeeding through collaboration
Description of values:
Advancing Knowledge: We are committed to asking and answering important questions to advance public health through influential research.
Embracing Diversity: We value the backgrounds and experiences of our students, faculty, and staff as partners with diverse communities to reduce disparities and promote equal opportunities to achieve optimal health.
Demonstrating Integrity: We strive to be consistent in all endeavors,in demonstrating honesty, fairness, and respect to promote mutual trust and understanding.
Inspiring Learning: We cultivate a dynamic learning environment that includes meaningful conversations and experiential learning to engage and inspire professionals who are committed to advancing community health.
Succeeding through collaboration: We appreciate the importance of partnerships for achieving public health outcomes and endeavor to strengthen existing partnerships and develop new ones.
c. Goal statements
The goals of the SCHS programs are:
- To prepare future public health practitioners, researchers, educators and leaders
- To develop the knowledge base for public health through research
- To be recognized for leadership in innovative approaches to public health
- To engage with multiple communities through professional and scholarly service
- To expose students to diversity in multiple venues
d. Measureable objectives and performance indicators
Table 1.1.d. SCHS Goals and ObjectivesGoal 1: “To prepare future public health practitioners, researchers, educators and leaders.” / Data Source
Objective 1: Recruitment/Admissions
1a. 80% of students enrolled in the MPH program will have an overall undergraduate GPA that exceeds 3.2. / MPH application file
1b. 40% of students enrolled in the MPH program will have verbal and quantitative GRE scores that exceed the 50th percentile. / MPH application file
1c. By 2015, historically underrepresented racial/ethnic populations will comprise 10% of the students accepted to the MPH program.
By 2018, 20% of MPH applicant pool will include students representative of target diversity groups. / MPH application file
Objective 2: Education/Training
2a. 90% of MPH students will receive grades of B- or higher in the MPH core and required courses (first time they take the course) / My Nevada
2b. By 2018, 60% of undergraduate CHS majors will have a GPA of 3.0 at graduation. / Institutional Analysis
2c.By 2015, 95% of MPH students will successfully defend their MPH professional paper.
By 2018, 90% of MPH students will successfully defend their MPH professional paper in the same semester during which they were enrolled in the Capstone course. / Capstone course
2d. 30% of MPH students participate with faculty in research activities. / Digital Measures
2e. By 2015, 75% of MPH students will be involved in leadership roles and/or providing service to the community or university.
By 2018, 60% of MPH students will be involved in providing service to the community or university, in addition to coursework, the internship or paid work. / Student Survey
2f. By 2018, 90% of MPH students completing internships will be rated by their preceptors at “good” or above. / Preceptor evaluation
2g. By 2018, 75% of undergraduate students completing their internship will be rated at “good” or above. / Preceptor evaluation
2h. By 2018, 80% of MPH students will rate the quality of their internship as being “good” or above / Student internship evaluation
Objective 3: Graduation/Post-Graduation
3a. 90% of full-time MPH students will complete their degree within 3 years of matriculation. / Graduate School Database
3b. By 2018, the 3 year graduation rate of juniors will be 75%. / Institutional Analysis
3c. 75% of recent MPH graduates will become employed in public health or settings closely related to their degree within 6 months of graduation. / Alumni Survey
3d. 5% of MPH graduates within the past year will be admitted to a program for further academic training (PhD, MD, etc.). / Alumni Survey
3e. 10% of MPH graduates will have local, regional or national leadership positions in public health. / Alumni Survey
3f. 60% of employed UNR MPH graduates are located in Nevada and the Intermountain West by 2015.
By 2018, 50% of employed UNR MPH graduates are located in Nevada. / Alumni Survey
3g. By 2018, 20% of graduating students will take the CPH exam within one year of graduation. / CPH report
3h. By 2018, 80% of graduating students who take the CPH exam will pass it. / CPH report
3i. By 2018, 25% of CHS BS graduates will be tracked for post-graduation activities. / Alumni survey
Goal 2: “To develop the knowledge base for public health through research.”
Objectives:
- 60% of faculty will publish one article in a peer-reviewed journal per year.
- 70% of faculty will present research results at one scientific conference per year.
- 70% of faculty will submit one proposal for grant funding per year.
4a. Total amount of external fund awards per FTE will increase by 5% by 2015
Over three years (by 2018), the total amount of external fund awards per FTE will increase by 5% from the 2014-2015 baseline. / Financial spreadsheet
4b. Number of new external fund awards per FTE will increase by 5% by 2015
Over three years (by 2018), the number of new external fund awards per FTE will increase by 5% from the 2014-2015 baseline. / Digital Measures
Goal 3: “To be recognized for leadership in public health.”
Objective:
- 25% of faculty will hold positions on review panels, study sections, editor positions, and other influential bodies.
- 30% of faculty will share health-related information with community or media by 2015.
Goal 4: “To engage with multiple communities through professional and scholarly service.”
Objectives:
- 40% of faculty will co-author reports and publications with colleagues at other units on campus.
- 30% of faculty will co-author reports, publications, and presentations with community members.
- 15% of faculty will provide workshops, trainings and continuing education opportunities to public health professionals.
- 15% of faculty will provide technical assistance to the community, including but not limited to, program evaluations, consulting, data analysis, grant partnerships.
- 50% of UNR faculty are members of community boards or committees.
- 10% of UNR SCHS committees will include a community member. (includes SCHS standing committees, CAB, ad hoc committees, MPH committees)
- 40% of faculty will serve as reviewers of journal articles and grant applications.
- Annually, the SCHS Community Advisory Board will represent at least 6 different professional fields or community groups.
Goal 5: “To expose students to diversity in multiple venues.”
Objectives:
- Faculty and staff are representative of women, underrepresented minority, and other diverse groups in the relevant labor markets by 2015.
Women Faculty:54% Staff: 46% Minority Faculty:16% Staff: 21%
By 2018, faculty and student populations will meet diversity goals as follows:
Faculty: 20% Latino, 5% African American, and 3% Native American/Alaska Native
Grad students: 20% Latino, 5% African American, 3 % Native American/Alaska Native, 30% first generation college
Undergraduate students: 20% Latino, 10% African American, 5% Native American/Alaska native, 30% first generation college / Admissions Forms
Faculty and Staff Survey
- There will be 1 new effort to recruit underrepresented populations (either locally or outside of local market) for the MPH program per year.
- Applicants for faculty positions will meet UNR’s applicant pool diversity requirements and there will be at least 1 new effort to either recruit or hire diverse faculty and staff for any new searches that year.
- 55% of MPH applicants will report experience working with underrepresented populations.
- 85% of faculty address issues affecting underrepresented populations in their work.
Note: Italicized objectives are new and were created in 2015 with targets set for 2018. Objectives without a target year specified are the same for 2015 and 2018.
e. Development of mission, values, goals and objectives
The mission and goals were originally developed for the MPH program when it was formed in 2000. The process used faculty committees with student input and the language was voted on by the entire faculty. During the initial accreditation self-study, the mission and goals were revised by faculty and student committees and input from the newly formed Community Advisory Committee was solicited. Outside constituents (adjunct faculty and public health professionals) were also asked for input.
Measureable objectives tied to the mission and values for the MPH program were first developed in SCHS faculty subcommittees and were initially adopted in the fall of 2009. Input was sought from students and external constituents before final approval. Data sources were identified at that time and new evaluation materials created to ensure objective measurements would be available in future years for review and revision.
f. Dissemination and updating mission, values, goals and objectives
The mission, goals and values have been prominently displayed in the halls of the School of Community Health Sciences. This year when the mission and values were updated, the students assisted in producing a more engaging and exciting display.They are made available on the School’s website and partially included in program materials. The student handbook includes the information and is available on the website. The objectives and measurements have not been displayed but plans include identifying selected objectives to be displayed in a dashboard and in future annual reports.
The mission and goals are reviewed every two years since the formation of the MPH program in 2000 and are revised as needed. The faculty hold school-wide retreats twice a year at the beginning of each semester. Strategic planning, which includes reviewing goals and mission, occurs annually.The mission, vision and values were reviewed and approved in Spring of 2012 at a faculty retreat including the Community Advisory Board (CAB). At that meeting a school tagline was also discussed. From threephrases suggested by the faculty, a school wide vote was taken with hundreds of student participating. “Making Health Happen” was the clear winner and has become a vibrant tagline for the SCHS.
Threeyears agoas the university began to emerge from the recession, the school was asked to create a strategic plan. A plan to grow to a School of Public Health was drafted by the director and was subsequently revised and approved by the faculty in 2013. The plan has been endorsed by the Vice President of the Division and the University president. The plan includes a significant increase in faculty over a 7 year period and the creation of additional MPH areas of specialization and PhD programs. It includes an emphasis on increasing research activity and creation of supporting infrastructure. The plan is being funded as requested and this prompted a reexamination of the mission, goals and values initiated fall 2014 and completed in summer 2015. The work was done by a faculty and student subcommittee and reviewed by the CAB. This was particularly important in light of the growth of the School, the evolution to a school of public health, and increasing engagement with the community. This resulted in revision of the mission statement and a new values statement to reflect more energy and engagement. The changes were voted on by the faculty at large and adopted in August 2015.
Measurable objectives have been updated twice since accreditation in 2011 to represent more realistic goals. The updates have been proposed by a faculty subcommittee and were discussed and voted on by the faculty during retreats and meetings. As new faculty have joined the department, new ideas and perspectives have invigorated the process of defining success and measuring outcomes. The last revision of the objectives was started by a subcommittee in fall of 2014 and completed in summer 2015 after significant faculty discussion and vote. New objectives for the undergraduate program were added at that time. The Community Advisory Board reviewed the mission, goals, values and objectives at their summer meeting in June 2015 and suggested changes that were incorporated and voted on at the August 2015 faculty retreat.
g. Assessment and analysis of the program’s strengths, weaknesses and plans
This criterion is met.
Strengths:
- This program has relied on a mission statement, goals and objectives since inception and has made regular efforts to keep these up-to-date and relevant.
- The goals of increasing faculty and encouraging faculty to engage in education, research and community service are realistic and supported by the President, Provost, Vice President Division of Health Sciences and leadership at UNR.
Weaknesses:
- The faculty are still in search of better outcome measures for educational attainments for both the undergraduate and graduate programs.
Plans:
- Continue to review goals and objectives yearly and identify existing data that will provide objective measurements.
- Consider instituting an annual review of progress towards goals to be posted on our website and shared with our Community Advisory Board and community partners.
1.2Evaluation
- Evaluation process
The Director of the Center for Program Evaluation (CPE, a center within the SCHS) was hired to collect and analyze data and provide quarterly and annual reports. She reviews and uploads data from the on-line Digital Measures reporting system that faculty complete each year capturing accomplishments in service, teaching, and research) to measure the objectives related to faculty accomplishments. She also reviews and analyzes the MPH student evaluation surveys of courses and faculty. Data for student efforts are available from recruitment and admission records, instructor records in My Nevada, alumni surveys collected by the CPE and UNR, and internship and preceptor evaluations. The CPE director has access to all data sources to ensure objective reporting. Each objective defined in Criterion 1.1d and noted in the chart is followed by the data source in the final column.
Undergraduate assessment efforts are centralized and unit specific. The UNR undergraduate core curriculum has undergone substantial change over the last 3 years as has the assessment process. UNR now collects undergraduate student evaluation of faculty in a centralized database and shares with the SCHS.Previously each CHS course was evaluated using paper assessments. The assessments were comprehensive and analyzed student opinion regarding their own growth and learning. This system was not efficient since it required staff to translate written comments into reports for faculty. The SCHS had tried an online evaluation with the same form but student participation was poor. With UNR centralization, there is not as much information available and with the SCHS BS undergraduate program significantly changed, the undergraduate committee is responsible for evaluating assessment activities and suggesting changes to the objectives for undergraduate students. Data are available from UNR Institutional Analysis for graduation rates, GPA and diversity. Current data sources that may be tapped in the future include faculty evaluation data from students (the UNR measurement system) and results of the new competency survey for undergraduates that was designed and piloted in 2014-2015 by SCHS faculty. In addition, a new UNR alumni survey is being piloted by Career Studio to track student outcomes. It is unclear if this will give the SCHS sufficient data for our undergraduate outcomes. To help us meet our measurement goals (track 40% of our undergraduates by 2018), a tracking system will be developed at the SCHS.