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Criterion 2Instructional Programs

University of Massachusetts Amherst

School of Public Health and Health Sciences

Final Self-Study Report

2.0 Instructional Programs

2.1 Master of Public Health Degree

2.1.a. An instructional matrix presenting all of the school’s degree programs and areas of specialization, including undergraduate degrees, if any.

Table 2.1.a. presents a summary of all the degree programs offered by SPHHS in matrix form. SPHHS offers eight MPH degree options. The MPH degree delivered on the Amherst campus allows students to receive specialized training in one of the five public health core areas or nutrition. The MPH degree (general MPH) delivered off-site at the University of Massachusetts School of Medicine (UMMS) in Worcester provides experienced students who are currently employed in public health and health service positions with a broad educational experience in public health research and practice. The program is also associated with the preventive medicine residency program at the medical school. The online MPH degree program (Public Health Practice) is designed to improve the public's health by providing public health and other health care professionals with a fully accredited MPH through distance learning. The MPH program in Public Health Practice (PHP) meets this goal by offering a fully online‚ broad-based‚ comprehensive‚ graduate level public health curriculum designed for health professionals currently working in the field.

Table 2.1.a Instructional Matrix – Degree/SpecializationAcademic Professional

Bachelor’s Degree Degree Conferred – Specialization Public Healtha BS Nutrition BS Kinesiology BS Communication Disorders BS

Master’s Degree Degree Conferred – Specialization Biostatistics MS MPH Epidemiology MS MPH Community Health Education MS MPH Health Policy and Management MS MPH Environmental Health Sciences MS MPH General Public Health (Worcester MPH) MPH Public Health Practice (distance education degree) MPH Nutritionb MS MPH Kinesiology MS Communication Disorders MA

University of Massachusetts Chapter 21

Table 2.1.a Continued. Instructional Matrix – Degree/SpecializationDoctoral DegreesDegree Conferred – SpecializationPublic Health Biostatistics PhD Epidemiology PhD Community Health Education PhD Health Policy and Management PhD Environmental Health Sciences PhD Nutritionc PhD Kinesiology PhD Communication Disorders PhD Au.D.Joint Degrees Public Health Nursing Leadership MS/MPH in Public Health Practice

(distance education)MS/MPH

BS (Mt Holyoke College) and MS (Biostatistics) BS/MPHaFirst students enrolled in September 2006. bThe Department of Nutrition offers an MS in Nutrition with two options: Community Nutrition and Nutrition Science.cThe Department of Nutrition offers a Ph.D. in Public Health (nutrition).

b. The school bulletin.

A copy of the school bulletin which describes all curricula offered by the school for all degree programs is available in the Resource File. Curriculum changes ensuring that all options within the MPH require 42 or more credits were approved by the Faculty Senate in September 2006, and will be implemented in September 2007. Details of these revised curriculum requirements for each MPH specialization are presented in Appendix B.

c. Assessment of the extent to which this criterion is met.

This criterion is met.


2.2 Program Length.

a. Definition of a credit with regard to classroom/contact hours.

The official university definition of a credit with regard to classroom/contact hours is: “One semester hour of credit represents weekly lecture/recitation of 50 minutes or laboratory exercise of about 110-170 minutes, for the 14-week semester."

b. Information about the minimum degree requirements for all professional degree curricula shown in the instructional matrix.

Beginning September 2007, all eight of the MPH degree options in SPHHS will require a minimum of 42 credits (semester hours) for awarding the degree. The 42 credit requirement for the awarding of the MPH degree was accepted by a vote of the SPHHS Faculty Assembly on February 10, 2006. The new requirement was approved in order to standardize the credit requirements across all of the school’s MPH degree options and to ensure that all degree programs meet the new CEPH accreditation requirements. The Faculty Senate approved the new curricula on September 21, 2006 and the new requirements apply to all entering students as of September 2007.

c. Information about the number of MPH degrees awarded for less than 42 semester credit units, or equivalent, over each of the last three years. .

Table 2.2.c shows the MPH degree credit requirements over the past three years as well as the number of MPH degrees awarded for less than 42 credits. Please note that in 2005-2007, the number of MPH degrees awarded for less than 42 credits is equivalent to the number of students graduating for those years, as none of the degree programs required 42 credits at that time. In 2007-2008, the number of MPH degrees awarded for less than 42 credits will be zero. All MPH degree offerings in SPHHS will require a minimum of 42 credits by Fall 2007. The Faculty Assembly approved the new curricula on September 21, 2006 and the new requirements apply to all entering students as of September 2007.

Table 2.2.c.: MPH Degree Credit Requirements over the Past Three Years2005-2006 2006-2007* 2007-2008

Biostatistics 39 39 43 Epidemiology 39 39 42 Community Health Education 39-41 39-41 42 Health Policy and Management 42 42 42 Environmental Health Sciences 39 39 42 Nutrition 41 44 44 Public Health Practice (online) 36 36 42 General Public Health (Worcester MPH) 42 42 42 *Graduation data from May, 2007 not available at this time.


d. Assessment of the extent to which this criterion is met.

This criterion is met. The new criteria for 42 credits were released by CEPH in June 2005. The minimum 42 credit requirement for the MPH degree was accepted by the SPHHS Faculty Assembly on February 10, 2006, and approved by the University Faculty Senate on September 21, 2006. The new requirements will apply to all students entering the various program options as of September 2007.


2.3 Public Health Core Knowledge.

a. Identification of the means by which the school assures that all professional degree students have a broad understanding of the areas of knowledge basic to public health.

All MPH students are required to complete the 15-hour curriculum comprised of one 3-hour course in each of the five core areas: epidemiology, biostatistics, community health education, health policy and management, and environmental health. Syllabi for these courses are available in the Resource File, and the associated competencies and their evaluation are discussed in Sections 2.6 and 2.7

Table 2.3a: MPH Degree Core CurriculumPUBHLTH630 Principles of EpidemiologyPUBHLTH540 Introduction to BiostatisticsPUBHLTH601 Social and Behavioral Theories in Public Health InterventionPUBHLTH620 Principles of Public Health PracticePUBHLTH565 Environmental Health Practices

b. Assessment of the extent to which this criterion is met.

This criterion is met. Core courses in all five public health core knowledge areas are required of all MPH degree students.


2.4 Practical Skills.

a. Description of the school’s policies and procedures regarding practice experiences.

Revised policy and procedures regarding practicum experiences for the MPH degree were approved by the University Faculty Senate on September 21, 2006 and will be effective in September 2007. The policy and procedures have been standardized across the MPH degree in each of the five core areas and in the specialization areas (nutrition, public health practice1, and general MPH1). These procedures are identical to those currently in place, but now include 1) the assignment of a grade and course credit to the practicum experience (item #6 below), 2) a standardized number of hours, 3) waivers, except in the case of exceptional circumstances, are no longer granted.

MPH students in each of the five core areas, and three additional specializations (nutrition, public health practice1, general MPH1) will be required to complete a three credit practice experience (200 hours) as part of their degree requirements. The practice experience is meant to represent a meaningful public health experience. This includes activities such as study design and/or data collection and analysis, involvement in the development of planning and policy documents, planning and executing public health prevention programs, and laboratory and field studies. Agencies and organizations provide both paid and unpaid practice experience opportunities. Although many students complete the practicum during the summer months, completion of the requirement during other periods of time is permissible with the approval of the faculty advisor. Agencies and organizations provide both paid and unpaid practice experience opportunities. If a student can do a placement only in his/her regular place of employment, the assignment must extend beyond her regular work duties and allow application of knowledge and skills being learned through the MPH course of study. Practice experiences are designed to promote professional development and afford the student the opportunity to:

Carry out a project useful to the organization as well as provide an opportunity to refine professional skills.

Meet regularly with a field supervisor trained in a public health discipline who guides the experience and serves as a role model.

Attend appropriate agency or institutional meetings and training sessions that provide the student with an opportunity to learn more about the organization and its public health mission.

Apply classroom knowledge to practical problems in public health. Discover additional skills to be developed and strengthened. Recognize the political context within which health activities are conducted. Acquire job references from health professionals who can speak to the student’s

abilities in a practical context.

The following procedures have been developed to allow for adequate supervision of students, and to ensure placement in appropriate settings, and assignment of appropriate projects engaging in practica:

1. All MPH students are required to participate in a practicum orientation conducted at the division/department level. Following the orientation meeting,


the student should complete and submit the Practice Experience Planning Form (Resource File) to the practicum coordinator with a copy to the faculty advisor.

2. Placements are arranged in consultation with the student’s faculty advisor and the practicum coordinator in the School of Public Health and Health Sciences (SPHHS). Although the faculty advisor and practicum coordinator provide the student with appropriate guidance, the ultimate responsibility for obtaining a suitable practicum rests with the student. Students who are interested in going on to complete an MPH Project (Capstone) are encouraged to link and to build on their Field Practice Experience in order to complete a more extensive and successful MPH Project.

3. Following completion of the practice experience, the field supervisor evaluates the student's performance and returns a Practice Experience Supervisor Report Form (Resource File) to the practicum coordinator with a copy to the student’s faculty advisor.

4. The student is required to submit a Practice Experience Student Assessment Form (Resource File) to the faculty advisor and to attach a copy of any work produced for the organization. It is the responsibility of the student to ensure that a Practice Experience Supervisor’s Report Form and a Practice Experience Student Assessment Form are signed by the faculty advisor and filed in his/her Public Health academic folder.

5. Using guidelines prepared by the individual department or concentration, each student prepares an oral presentation and/or a written report concerning the practicum experience. Students are also encouraged to utilize their experiences to prepare a poster for inclusion in the student Research Day, which takes place each April.

6. Based on the report from the practicum supervisor and the student’s oral presentation and/or written report, the faculty advisor will assign a passing or failing grade. The faculty advisor’s signature on the student’s Practice Experience Student Assessment form signifies successful completion of the requirement.

In the past, the practice experience was waived either due a student’s prior public health experience or low faculty resources. Beginning in September 2007, all entering MPH students will be required to complete a practice experience except under exceptional circumstances (e.g., extensive public health experience such as serving as head of a local department of public health without holding an MPH). Each student seeking a waiver will be evaluated individually.

Previously, the practice experience has been waived for Public Health Practice students because entrance into the program required three years professional health care or public health experience. Beginning in September 2007, all entering students to the Public Health Practice MPH degree will be required to complete a practice experience.

Students in the General Track program also were exempted from the practice experience, because that program required a six credit MPH project. Beginning in September 2007, all entering students to the General MPH program will be required to complete a 3-credit practice experience and a 3-credit MPH project, in line with


requirements for other MPH degrees granted at SPHHS.

1 pending Faculty Senate approval.

b. Identification of agencies and preceptors used for practice experiences for students, by program area, for the last two academic years.

The practice experience is also required for the M.S. students in each of the core areas, and this table includes both practice experiences for both the MS and MPH degrees.Table 2.4.b. Practice Experience Agencies and Preceptors by Program Area, 2005-2007Agency Preceptor SemesterCommunity Health EducationMt. Holyoke College Health Services Karen Jacobus 2004-2005 Amherst Health Department Epi Bodhi 2005-2006 Baystate Health Systems Partners for a Healthier Community Frank Robinson 2005-2006

Baystate Medical Center D’Amour Center for Cancer Care Wilson Mertens 2005-2006

Caring Health Center Anna Awad 2005-2006 Concilio Latino Irene Lagos 2005-2006 Holyoke Community College Health Services Mitch Pysznick 2005-2006 Holyoke Health Center Jay Breines 2005-2006 Institute for Community Research Margaret Weeks 2005-2006 Mariposa Luz Thomas 2005-2006 Mass DPH Epi/Immunization Bill Elliott 2005-2006 Mass Public Health Association AJ Juanz 2005-2006 Springfield Dept. of Hlth/Hum Services Helen Culta 2005-2006 UMass Extension Nutrition Ed Program Patricia Culrose 2005-2006 UMass Student Health Services Sally Linowski 2005-2006 Tapestry Leslie Laurie 2005-2006 Mass DPH Lead Prevention Xanthi Scringear 2005-2006 HOPE Haner Hernandez 2005-2006 Health Policy and ManagementMass DPH Xanthi Srimgeour 2005-2006Narh-Bita Hospital, Ghana Aaron Ami-Narh 2005-2006EpidemiologyVisiting Nurses Assn of Berkshire County Suzanne Hatch 2004-2005Berkshire Medical Center Janice Shirley 2004-2005Boston Collab. Drug Research Program James A. Kay 2004-2005Liberty Mutual Research Institute Gordon Smith 2004-2005Mass Department of Public Health Charlie Kaniecki 2004-2005Department of Social Services Patricia E. Scibak 2004-2005Food and Drug Administration Susan Zhou 2004-2005Breast Cancer Surveillance Program Berta Geller 2004-2005Liberty Mutual Disability/Injury Research Center David Lombardi 2004-2005

Nurses’ Health Study/Harvard Alberto Ascherio 2004-2005University of Munster, Germany Ulrich Veil 2004-2005University of Ulm, Germany Stepan Weiland 2004-2005NCI Division of Cancer Epi/Genetics Kris Kiser 2004-2005


Table 2.4.b. Continued.UMass Medical School/Worcester Rob Goldberg 2004-2005Social Sectors Development Strategies Paul Amoroso 2005-2006UMass Medical School/Worcester Robert Weinstein 2005-2006Marshfield Clinic Staff 2005-2006Mass DPH Lead Prevention Xanthi Scrimgeur 2005-2006NIH Dept. of MCH Germaine Louis 2005-2006UMass Office of Academic Plan/Assess Jennifer Goodspeed 2004-2005BiostatisticsMass General Hospital Joel Weissman 2004-2005Hudson Public Schools Anita Kite 2004-2005UMass SPHHS Penny Pekow 2004-2005Children’s Hospital, Denver CO Eric AF Simoes 2004-2005Wistar Institute Luis Montaner 2004-2005New England Research Institute Anne Stoddard 2004-2005Baystate Medical Center Penny Pekow 2004-2005Mass General Hospital Ravi Thadhani 2004-2005Millenium Pharmaceuticals Paul Bukowiec 2004-2005Environmental Health SciencesFriendly House, Worcester Gordon Hargrove 2005-2006Town of Amherst Julie Federman 2005-2006Town of Southwick Tom Fitzgerald 2005-2006Environmental Health and Safety UMass Phuong Morgan 2005-2006Environmental Health and Safety UMass Phuong Morgan 2005-2006ENVIRON Corey Briggs 2005-2006NutritionUNICEF Vandana Agarwal 2004-2005


c. Data on the number of students receiving a waiver of the practice experience for each of the last three years.

Table 2.4.c. Students According to Graduation Year who Received Waivers of Practice Experience, 2005-2007

2005 2006 2007a

Community Health Education 0 0 0Health Policy and Management 9 5 0Epidemiology 0 0 0Biostatistics 1 0 0Environmental Health Sciences 2 2 0Nutrition 0 1 0Public Health Practice (online) 107b 135b 150b

General Public Health (Worcester MPH) 0c 0c 0c

a Year of graduation.b Practice experience was waived, due to program entry requirements (three year prior professional health care or public health experience). Practice experience will be required for all entering online MPH students beginning in September 2007c Practice experience was combined into a six credit MPH project. Beginning in September 2007, all entering students to the General MPH program will be required to complete a 3-credit practice experience and a 3-credit MPH project, in line with requirements for other MPH degrees granted at SPHHS.

d. Data on the number of preventive medicine, occupational medicine, aerospace medicine, and public health and general preventive medicine residents.

2003-2004: Three residents in Preventive Medicine completed practica work at Massachusetts Department of Public Health (DPH) with Dr. Sylvie Ratelle; Worcester DPH with Dr. Leonard Morse; Meyers Primary Care Institute with Dr. Jerry Gurwitz; Barre Community Health Center with Dr. Joel Stenger; MassHealth Disability Evaluation Service with Dr. Charles Sweet; and Worcester Infant Mortality Task Force with Dr. Warren Ferguson. 2004-2005: Three residents in Preventive Medicine completed practica at Massachusetts DPH with Dr. Sylvie Ratelle; Worcester DPH with Dr. Leonard Morse; Massachusetts Medical Society with Dr. Sylvie Ratelle; Newton DPH with Dr. Suzanne Cashman; UMMS Department of Family Medicine and Community Health with Drs. Jacalyn Coghlin-Strom, Mick Godkin and Sylvie Ratelle; UMMS Benedict Family Medicine with Dr. Phil Fournier; and UMMS Division of Preventive and Behavioral Medicine with Dr. Saki Santorelli. 2005-2006: One resident in Preventive Medicine completed practica at State and Worcester DPH (same preceptors as above); UMMS Division of Preventive and Behavioral Medicine with Dr. James Carmody and Dr. Saki Santorelli; and UMMS Division of Cardiology/ Nutrition Program with Ms. Barbara Olendzki.

e. Assessment of the extent to which this criterion is met.This criterion is met.


2.5 Culminating Experience.

a. Identification of the culminating experience required for each degree program.

SPHHS currently offers the MPH degree through three delivery options, as shown in Table 2.5a. The three options are designed to provide students with varying backgrounds and career goals an opportunity to obtain graduate level training.

These three options are designed to provide students with varying backgrounds and career goals an opportunity to obtain graduate level training in various aspects of public health research and practice. Accordingly, SPHHS has adopted a flexible approach to ensuring that all students have the opportunity to successfully demonstrate that they have mastered the exit competencies in the five public health core areas. The various options for satisfying the culminating experience are shown in Table 2.5.a. and 2.9.c.

Students enrolled in the Amherst Campus MPH degree program may elect to complete any of the listed culminating experience options. Students enrolled in the General MPH degree program at the University of Massachusetts School of Medicine in Worcester are required to complete either the comprehensive examination or the MPH project. Due to the nature of the online Public Health Practice program, students are limited to the capstone course option. Summaries of the various options open to students enrolled in the three degree program options are as follows:

Capstone Course

MPH students may satisfy the requirement for a culminating experience by completing the 3-credit inter-professional capstone course. A capstone experience is defined as one that "requires a student to synthesize and integrate knowledge acquired in course work and through his/her learning experiences and to apply theory and principles in a situation that approximates some aspect of professional practice." This course provides an opportunity to study a current public health problem. Students apply critical thinking, analytical abilities, and communication skills that integrate the core academic areas of public health including biostatistics, epidemiology, health education, health policy, and environmental health. The final course report acts as the official written comprehensive examination, in fulfillment of the culminating experience requirement, and is expected to meet specific publishing guidelines for a thesis format. Students receive a letter grade for the final report. The syllabus for the capstone course is located in the Resource File.

MPH ProjectStudents may also elect to complete a 3-credit MPH Project. Students are

expected to work with a faculty advisor to develop and submit a project proposal to the faculty in their disciplinary area. As in the case of the Capstone Course, the MPH project also "requires a student to synthesize and integrate knowledge acquired in course work and through his/her learning experiences and to apply theory and principles in a situation that approximates some aspect of professional practice." The MPH project may be derived from work performed as part of the student’s practicum, from faculty initiated projects, or external sources such as community or agency based projects. Students apply critical thinking, analytical abilities, and communication skills that integrate the core


academic areas of public health including biostatistics, epidemiology, health education, health policy, and environmental health. The written MPH project report serves to fulfill the culminating experience requirement. Students receive a letter grade for the final report. Examples of recent MPH projects include: “A Prospective Study of Acculturation and Low Birth weight among Hispanic Women”, “A Comparison of Ampicillin-Azithromycin on Time to Delivery Among Women with Pre-term Premature Rupture of Membranes (PROM)”, “Predictors of Report of Child Sexual Abuse”, “The Association Between Dietary Iron Intake and Iron Status Among Elderly Hispanics Residing in Massachusetts.”

Comprehensive ExaminationA student may elect to take a comprehensive examination in lieu of the Capstone

Course or the MPH project. Students who elect to take the comprehensive examination must complete an additional 3-credit elective course in order to satisfy the overall 42 credit requirement for graduation. The examination is given once during the fall and once during the spring semester on a date announced at the start of the semester. Students take the exam during the last semester of the curriculum. Students are required to attend a pre-examination meeting at which the format and other aspects of the examination are presented by the Faculty Examination Committee. Students will be given a numerical and letter grade for their efforts on the examination. A student who fails the examination may retake the examination during the next scheduled examination period. Failure to successfully pass the retake examination will be the basis for officially removing the student from the MPH degree program.


Table 2.5a - Culminating Experience Options: MPH Degree Program

Capstone CourseIndependent Culminating

Experience Independent Culminating Experience

Outcome Capstone Course MPH Project Comprehensive Examination

GuidancePre-arranged Instructor(s)

Faculty Chair and Committee Members Faculty Examination Committee

Plan Pre-approved syllabusFaculty Committee Approved Thesis

or MPH Project ProposalStudent Pre-Examination Meeting

with Faculty

SettingFace-to-face or Virtual

Class SettingsFaculty Office or other Location by

Arrangement Examination Site

Student Enrollment Group (usually 12- 16) Individual Student

Students Eligible for Graduation

Required Documentation

Instructor Approved Manuscript

Faculty Committee Approved Manuscript

Assignment of a Passing Grade by the Faculty

Credits 3 credits 3 or more credits None1

Presentation of Work

Classroom or other Public Presentation including Virtual

Presentation Oral Defense

Written Examination

Characterized by

Collaboration, Group Work, and

more StructureOne-on-one mentoring and more

Flexibility

Demonstration of Mastering Formal Competencies in the Core Areas

MeetingsScheduled Course

Contacts Meetings by ArrangementStudent/Faculty Meeting to Discuss

Format of the Examination

Often Chosen Due to

Interest in the Course Description Preference

for Group Work or Structure

Strong interest in a Specific Topic and An Interest in Working with a

Particular Faculty Mentor(s)

Inability to complete a Capstone Course or MPH Project due to

Professional Work Commitments

1 Students who elect to take the comprehensive examination must complete an additional elective course in order to satisfy the overall 42 credit requirement for graduation


b. AssessmentThe criterion is met. All MPH degree students demonstrate skills and integration of

knowledge through one of three standardized culminating experience options: capstone course, MPH project or a comprehensive examination. This approach provides clear-cut guidelines for the students, and is flexible to meet student needs in varying degree programs. The standardized culminating experience was approved by the SPHHS Faculty Assembly on September 2006 and the University Faculty Senate in September 2006, and will be implemented in September 2007.


2.6 Required Competencies.

a. Identification of school wide core public health competencies that all MPH or equivalent professional degree students are expected to achieve through their courses of study.

As specified by the Education Committee of ASPH, the competencies required of all graduates with an MPH are defined in terms of the discipline specific areas of biostatistics, environmental health sciences, epidemiology, social and behavioral sciences, and health policy and management. The purpose of the curricular content that focuses on the set of core competencies is to prepare students to function as effective participants in a team or group that addresses a public health problem or issue. The distribution of competencies with respect to courses that comprise the core curriculum is summarized in Exhibit 2.6c. Detailed presentation of the core competencies follows.

BiostatisticsAfter completing PUBHLTH540 “Introduction to Biostatistics” the student should be able to:

Describe the roles biostatistics serves in the discipline of public health; Distinguish among the different measurement scales and the implications for selection of

statistical methods to be used based on these distinctions; Apply descriptive techniques commonly used to summarize public health data; Describe basic concepts of probability, random variation and commonly used statistical

probability distributions; Apply common statistical methods for inference; Describe preferred methodological alternatives to commonly used statistical methods

when assumptions are violated; Apply descriptive and inferential methodologies according to the type of study design for

answering a particular research question; Interpret results of statistical analyses found in public health studies; Develop written and oral presentations based on statistical analyses for both public health

professionals and educated lay audiences; and Apply basic informatics techniques with vial statistics and public health records in the

description of public health characteristics and in public health research and evaluation.

EpidemiologyAfter completing PUBHLTH630 “Principles of Epidemiology” the student should be able to:

Explain the importance of epidemiology for informing scientific, ethical, economic and political discussion on health issues;

Describe a public health problem in terms of magnitude, person, time and place; Apply the basic terminology and definitions of epidemiology; Identify key sources of data for epidemiologic purposes; Calculate basic measures; Evaluate the strengths and limitations of epidemiologic reports; Draw appropriate inferences from epidemiologic data;


Communicate epidemiologic information to lay and professional audiences; Comprehend basic ethical and legal principles pertaining to the collection, maintenance,

use and dissemination of epidemiologic data; and Identify the principles and limitations of public health screening programs.

Health Policy and ManagementAfter completing PUBHLTH620 “Principles of Public Health Practice” the student should be able to:

Identify the main components of the organization, financing and delivery of health services and public health system in the U.S.

Describe the policy process for improving the health status of populations; Describe the legal and ethical bases of public health and health services; Apply quality and performance improvement concepts to address organizational

performance issues; Demonstrate leadership skills for building partnerships; Apply principles of strategic planning and marketing to public health; Communicate health policy and management issues using appropriate channels and

technologies; Apply the principles of program planning, development, budgeting, management and

evaluation in organizational and community initiatives; Explain methods of ensuring community health and safety preparedness; and Apply “systems thinking” for resolving organizational problems.

Social and Behavioral Sciences After completing PUBHLTH601 “Application of Sociobehavioral Theories in Public Health Interventions” the student should be able to:

Describe the role of social and community factors in both the onset and solution of public health problems;

Identify the causes of social and behavioral factors that affect health of individuals and populations;

Identify basic theories, concepts and models from a range of social and behavioral disciplines that are used in public health research and practice;

Apply ethical principles to public health program planning, implementation and evaluation;

Specify multiple targets and levels of intervention for social and behavioral science programs and/or policies;

Identify individual, organizational and community concerns, assets, resources and deficits for social and behavioral science interventions;

Apply evidence-based approaches in the development and evaluation of social and behavioral science interventions;

Describe the merits of social and behavioral science interventions and policies; Describe steps and procedures for the planning, implementation and evaluation of public

health programs, policies and interventions; and


Identify critical stakeholders for the planning, implementation and evaluation of public health programs, policies and interventions.

Environmental Health SciencesAfter completing PUBHLTH565 “Environmental Health Practices” the student should be able to:

Specify approaches for assessing, preventing and controlling environmental hazards that pose risk to human health and safety;

Describe the direct and indirect human, ecological and safety effects of major environmental and occupational agents;

Specify current environmental risk assessment methods; Describe genetic, physiologic and psychosocial factors that affect susceptibility to

adverse health outcomes following exposure to environmental hazards; Discuss various risk management and risk communication approaches in relation to

issues of environmental justice and equity; Explain the general mechanisms toxicity in eliciting a toxic response to various

environmental exposures; Develop a testable model of environmental insult; and Describe federal and state regulatory programs, guidelines and authorities that control

environmental health issues.

b. A matrix that identifies the learning experiences by which the core public health competencies are met.

All MPH students satisfy competency requirements in each of the five core areas.Table 2.6.b. Learning Experiences by which the Core Competencies are Met.

Course # Course NamePUBHLTH630 Principles of EpidemiologyPUBHLTH540 Introduction to BiostatisticsPUBHLTH601 Social and Behavioral Theories in Public Health InterventionPUBHLTH620 Principles of Public Health PracticePUBHLTH565 Environmental Health Practices

c. Identification of a set of competencies for each program of study, major or specialization identified in the instructional matrix, including professional and academic degree curricula. The Resource File contains the syllabus for each public health course for the past 3 years. The competencies for each program of study beyond the core competencies are detailed by academic concentration below. Matrices are presented below in Table 2.6.c. that include a brief description of each departmental program, the outcome competencies for each program, and the courses or requirements where these competencies are met. The courses are indicated by rubrics (the six capital letters before the course number) in these matrices. The entire title for each of the course rubrics is presented in Appendix C.


Table 2.6.c. Set of Competencies for Each Program of Study.BiostatisticsBiostatistics provides students with the theoretical and applied statistical methodology and reasoning necessary for addressing, analyzing and solving problems in public health; health care; and biomedical, clinical and population-based research; to undertake quantitative evaluation and measurement; and to use methods of statistical inference and estimation to arrive at appropriate conclusions from laboratory, biomedical and public health data. The biostatistics program prepares individuals to undertake teaching, research, and service roles in the public health sector through active professional careers in government, industry, and academia. The program seeks to encourage student participation in collaborative research projects whenever possible because of the crucial role that collaboration plays in a biostatistician's professional activities.Outcome Competencies Graduate Courses/RequirementsFor all graduate degree programs in Biostatistics, students should:Apply biostatistical methods to the design of studies in public health.

PUBHLTH 540, PUBHLTH 691F

Use computers to appropriately store, manage, manipulate and process data for a research study using modern software.

PUBHLTH 691F, PUBHLTH 744, PUBHLTH 697c

Select and conduct appropriate statistical analysis. PUBHLTH 540, PUBHLTH 640, PUBHLTH 697b, PUBHLTH 744

Integrate analysis strategies in biostatistics with principles and issues in epidemiology.

PUBHLTH 630, PUBHLTH 640, PUBHLTH 632, PUBHLTH 540

Describe conceptual frameworks in biostatistics. PUBHLTH 540, PUBHLTH 640, PUBHLTH 744

Critically evaluate basic statistical aspects of public health research reported in the literature

PUBHLTH 540, PUBHLTH 640, PUBHLTH 744, PUBHLTH 632, PUBHLTH 697d

In addition, students in the M.S. degree program should:Assist in the application of statistical theory to applied statistical problems.

STAT 515, 516, PUBHLTH697C, PUBHLTH740,PUBHLTH 790C

Develop a conceptual framework that integrates techniques and methods in biostatistics


Critically evaluate statistical aspects of public health research reported in the literature

PUBHLTH 540, PUBHLTH 640, PUBHLTH 743, PUBHLTH 744, PUBHLTH 632, PUBHLTH 697d

Write a comprehensive report of the statistical aspects of research in the health sciences or a contribution to statistical methodology.

PUBHLTH 744 or thesis

In addition, students in the Ph.D. degree program should:

Apply statistical methods to solve problems in the health sciences and carry out theoretical research in statistical methodology.

STAT 607, 608

Develop statistical methodology in an important area of health research. This usually involves a demonstration, using recent data, of how the methods developed actually work in practice.

Dissertation research

Teach basic statistical theory and applications to biostatistics majors and other health science majors.

Serves as T.A. in PUBHLTH 540 and PUBHLTH 640


EpidemiologyEpidemiology describes the distribution of diseases and other social factors in the community; identifies, through carefully designed research studies, the determinants of disease; and aids in the development and evaluation of health programs. The epidemiology program prepares individuals to fill positions in state, county and city health departments, federal agencies, academic consulting firms and industry. Outcome Competencies Graduate Courses/RequirementsFor all graduate degree programs in Epidemiology, students should:Articulate the role of epidemiology in preserving and improving public health. Contrast the epidemiologic population-based approach with the clinical perspective. Pose the appropriate research question when given a public health or medical problem requiring a epidemiologic investigation.

PUBHLTH 630, PUBHLTH 632, M.P.H. Project

Identify sources of health-related data in order to describe the distribution of disease in populations. Generate hypotheses from descriptive data on disease frequency in relation to person, place and time. Interpret health status indices based on these data, such as mortality and morbidity rates.

PUBHLTH 630, PUBHLTH 632

Explain the critical differences between epidemiologic descriptive and analytic study designs, the measures that can be estimated from each, and their strengths and limitations. Describe how to select an appropriate study design for a specific research question or health problem.

PUBHLTH 630, PUBHLTH 631, PUBHLTH 632, PUBHLTH 737, M.P.H. Project

Develop field epidemiological procedures consistent with recognized standards of good epidemiological practice. Identify practical issues in conducting epidemiologic studies.

PUBHLTH 630, PUBHLTH 631, PUBHLTH 632, M.P.H. Project

Identify primary and secondary sources of health data and methods for accessing these sources. Identify the key theoretical and practical issues in selecting study subjects. Identify demographic, social/behavioral and environmental factors which have an impact on the problem under investigation.

PUBHLTH 630, PUBHLTH 632, M.P.H. Project

Analyze data using appropriate epidemiologic and biostatistical techniques under the guidance of someone with more advanced training. Define, compute, and interpret epidemiologic measures of prevalence, incidence, relative risk, attributable risk, mortality ratios and estimates of their variance. Use computer software for data processing and statistical analyses.

PUBHLTH 630, PUBHLTH 632, PUBHLTH 540, PUBHLTH 640, PUBHLTH 691, M.P.H. Project

Recognize the various forms of potential bias in epidemiological data and their potential for occurrence in specific study situations. Propose methods to measure them and (adjust for them) reduce their influence on the measures of major interest. Explain and apply methods of standardization or adjustment for factors such as age and gender in a study population. Discuss the implications of study findings.

PUBHLTH 630, PUBHLTH 632, PUBHLTH 540, PUBHLTH 640, PUBHLTH 737, M.P.H. Project

Evaluate the evidence in favor of and against the likelihood that an observed association in epidemiologic studies is causal using a set of criteria. Define the concept of the multifactorial nature of disease.


Conduct a systematic critical assessment of published epidemiological and clinical studies and present these findings

PUBHLTH 632, PUBHLTH Electives


to a variety of audiences.Epidemiology (continued)Evaluate the extent to which existing epidemiological findings can be translated into practical public health interventions.

PUBHLTH 632, PUBHLTH Electives

Articulate the role of epidemiology in public health surveillance. Present the purpose and problems of interpretation in surveillance for acute and chronic diseases and other factors important for public health.

PUBHLTH 630, PUBHLTH 632, PUBHLTH 737, Epidemiology Electives

In addition, students in the M.S. degree program should:

Discuss, from knowledge of the literature, the epidemiology in a selected area of concentration, namely chronic disease, nutrition, cancer, environmental/occupational, or reproductive epidemiology.

Epidemiology Electives, M.S. Thesis

Develop a thesis proposal that demonstrates the ability to state a study question, present a scientific and public health rationale for its significance, and specify a detailed methodology for carrying out an epidemiologic study to answer a research question.

PUBHLTH 631, M.S. Thesis

Perform multivariate analysis. PUBHLTH 640, PUBHLTH 743, M.S. Thesis

Discuss strategies for avoiding bias and improving study design. PUBHLTH 737

Explore the subtleties and exceptions to epidemiologic methods. PUBHLTH 737

In addition, students in the Ph.D. degree program should: Identify problems within the public health concentration area requiring research to contribute new knowledge to the field.

PUBHLTH 631, PUBHLTH 632, PUBHLTH 743, Epidemiology and Other Electives, Research Assistantships, Ph.D. Dissertation

Design and implement independent studies addressing these problems.


Conduct, supervise or collaborate in study management and data collection activities for epidemiological studies in a clinical, occupational, or community setting.


Independently manage data for a small or medium scale epidemiologic study, including preparation of data management plans, data collection protocols, and quality control procedures and documentation.


Interpret data results incorporating findings from other studies and relevant information from biological, physical, and social sciences.


Train and supervise others to assist in the execution of such studies.


Present oral and written reports on such studies which satisfy the criteria for sound scientific reporting and are easily translatable to non-epidemiological trained practitioners.

PUBHLTH 631, PUBHLTH 632, PUBHLTH 743, Epidemiology and Other Electives, Research Assistantships, Ph.D. Dissertation, Presentations at Scientific Meetings


Epidemiology (continued)Advise public health and medial professionals requiring assistance on how to conduct epidemiologic studies in their field.

Field Training, Research Assistantships

Teach epidemiological principles and methods in an academic setting at the graduate level.

Teaching Seminar

Critically review the scientific literature, synthesize the findings across studies, and render an informed judgment on the state of knowledge in that area. Present appropriate implications for policy, professional practice, future research, or personal behavior.

Research Assistantships, Ph.D. Dissertation, Epidemiology Electives, Other Electives

Community Health Education The Community Health Education program promotes health by helping people gain control over the social, political and personal conditions that affect their lives. The CHE program uses social and behavioral theories as tools for understanding and criticizing extant conditions. Community health educators work in a variety of settings, including all levels of federal, state and local government; educational institutions; labor unions; voluntary non-profit agencies; private corporations; health care agencies, including community health centers, hospitals, and health maintenance organizations (HMOs).Outcome Competencies Graduate Courses/RequirementsFor all graduate degree programs in Community Health Education, students should:Conduct health needs assessments at both the individual and community level, including analysis of social, political and bureaucratic barriers that impede health promotion efforts.

PUB HLTH 601, PUB HLTH 602; PUB HLTH 622; PUB HLTH 704

Identify, analyze and interpret factors influencing people's health status through a strong foundation in epidemiology and social and behavioral theory.

PUB HLTH 601; PUB HLTH 704; PUB HLTH 622; PH 630

Demonstrate sensitivity to diversity in communities. PUB HLTH 601, PUB HLTH 602, PUB HLTH 603, PUB HLTH 590c

Plan, develop, and implement community health education programs using a variety of strategies to improve a community's health.

PUB HLTH 602, PUB HLTH 704

Develop, analyze and evaluate public policies that have an impact on people's health.

PUB HLTH 601, PUB HLTH 620, PUB HLTH 622

Manage and administer fiscal and organizational resources to insure optimal program and service delivery.

PUB HLTH 603, PUB HLTH 620

Evaluate the process and outcome of community-based health education programs.

PUB HLTH704; PUB HLTH 622

Identify and articulate the ethical dilemmas inherent in planned, intentional social and behavioral change strategies.

PUB HLTH 525, PUB HLTH 601; PUB HLTH 704

Communicate the mission of public health effectively. PUB HLTH 524, PUB HLTH 601, PUB HLTH 608, PUB HLTH 620,

In addition, students in the M.S. degree should:Conduct independent and collaborative research into factors influencing health outcomes.

PUB HLTH 624, PUB HLTH 622, MPH. Project M.S. Thesis

In addition, students in the Ph.D. degree should:

Develop and conduct original research that contributes to the theoretical understanding of the health-related behaviors of individuals within the context of the social structure and the

Ph.D. Dissertation


community.

Health Policy and ManagementThe Health Policy and Management (HPM) program prepares public health professionals for managerial and administrative positions in health organizations and institutions (both voluntary and private), and in planning and regulatory bodies of federal, state and local health agencies. The HPM program develops and uses theories and models based in the social and behavioral sciences, such as organization theory, economic theory, decision theory and motivation theory to understand the health care system; identify and analyze its strengths and weaknesses; and design, implement, evaluate and improve programs. Outcome Competencies Graduate Courses/RequirementsFor all graduate degree programs in Health Policy and Management, students should: Identify and analyze the social, economic, legal, ethical and political issues germane to national and local health policies.

PUBHLTH 524, (PUBHLTH 602), PUBHLTH 615, PUBHLTH 620, PUBHLTH 630, PUBHLTH 690E, PUBHLTH 690H, PUBHLTH 722, PUBHLTH 726, PUBHLTH 780

Demonstrate knowledge of the history, dynamics, structure, financing and function of the health care delivery system.

PUBHLTH 524, PUBHLTH 690H, PUBHLTH 620, PUBHLTH 625, PUBHLTH 722

Apply theoretical concepts and practical techniques of administration to the management of health programs.

(PUBHLTH 602), PUBHLTH 620, PUBHLTH 621, PUBHLTH 625, PUBHLTH 627, PUBHLTH 628

Design and implement effective health services. PUBHLTH 620, PUBHLTH625, (PUBHLTH 704)

Prepare budgets for and control the financial performance of health organizations.


Plan and implement research, quality improvement and/or evaluation projects within agencies, institutions and organizations.

PUBHLTH 622

Identify, analyze and solve strategic and operational leadership and managerial problems.

(PUBHLTH 603), PUBHLTH 621, PUBHLTH 627

Demonstrate a mastery of oral and written communication skills.

PUBHLTH 524, (PUBHLTH 602), (PUBHLTH 603), PUBHLTH 615, PUBHLTH 620, PUBHLTH 624, PUBHLTH 627, PUBHLTH 630, PUBHLTH 690E, PUBHLTH 690H, PUBHLTH 722

In addition, students in the M.S. degree program should:Demonstrate administrative skills, both technical and organizational.

M.S. Thesis

Be knowledgeable as to the mechanism to advocate for social change in the health care system.

M.S. Thesis

In addition, students in the Ph.D. degree program should:

Be able to independently design and conduct original research in the health policy and management area.

Ph.D. Dissertation


Environmental Health SciencesThe Environmental Health Sciences program educates students to meet the needs for new and significantly expanded roles in evaluating and regulating toxic chemicals, as well as microbiological and radiological agents that may appear in air, soil, water, or food. Graduates of this program will enter a diversified and complex profession within which they are expected to provide leadership and competency in protecting people in the workplace and in the natural environment. Outcome Competencies Graduate Courses/RequirementsFor all graduate degree programs in Environmental Health sciences, students should:

Recognize the major sources of environmental insults and the physical, chemical, radiological, and biological characteristics involved in establishing materials as potentially deleterious.

PUBHLTH 562, PUBHLTH 563, PUBHLTH 564, PUBHLTH 565, PUBHLTH 592A, PUBHLTH 660, PUBHLTH 666, PUBHLTH 667, PUBHLTH 690B

Assess the potential impact of these insults on human health. PUBHLTH 562, PUBHLTH 563, PUBHLTH 565, PUBHLTH 592A, PUBHLTH 666, PUBHLTH 667, PUBHLTH 671, PUBHLTH 690B

Explain the factors and principles basic to determining the pathways by which humans are exposed to environmental insults.

PUBHLTH 562, PUBHLTH 564, PUBHLTH 590A, PUBHLTH 592A, PUBHLTH 666, PUBHLTH 667, PUBHLTH 671, PUBHLTH 690X

Evaluate the environmental fate and transport of materials and biological uptake by humans.

PUBHLTH 562, PUBHLTH 590A, PUBHLTH 592A, PUBHLTH 690X

Apply models for estimating human exposure from the dispersion of contaminants into air, surface and ground water.

PUBHLTH 562, PUBHLTH 590A, PUBHLTH 671, PUBHLTH 690X

Determine the biological basis of injury for a given exposure to toxic materials through environmental pathways and the resulting human health effects produced from such exposure.

PUBHLTH 562, PUBHLTH 563, PUBHLTH 564, PUBHLTH 592A, PUBHLTH 666, PUBHLTH 667, PUBHLTH 690B

Interpret models used to perform risk assessments for exposure to such materials.


Critique the basic methods for measuring environmental media, requirements for sampling, the sensitivity and reliability of analytical methods.

PUBHLTH 562, PUBHLTH 564, PUBHLTH 590A, PUBHLTH 592A, PUBHLTH 690X

Identify mandates from regulatory agencies, advisory bodies and professional organizations for the development and dissemination of technical information which control policies for environmental health problems.

PUBHLTH 562, PUBHLTH 564, PUBHLTH 565, PUBHLTH 567, PUBHLTH 660, PUBHLTH 671

Demonstrate skills in technology transfer acquired during academic training.

PUBHLTH 698, PUBHLTH 699, PUBHLTH 899

In addition, students in the M.S. degree program should:Collect, analyze and interpret scientific data. PUBHLTH 698, PUBHLTH 699Synthesize knowledge and skills from different disciplines by focusing basic research or application skills on the resolution of a special problem.


In addition, students in the Ph.D. degree program should:Develop and conduct original research that contributes to the theoretical understanding of the effects of environmental



hazards on human ecosystem health, and the development of the means for managing these hazards.

Public Health Practice Online ProgramThe Public Health Practice MPH degree program is for experienced providers, researchers, consultants, administrators, and educators in health care seeking an advanced degree in public health. Students are expected to apply public health concepts, methods, and evidence-based practices; some course projects are actually implemented in a current or new public health systems worksite. Interdisciplinary team work in courses may be required. Students take coursework in the five core areas of public health and the eight areas of critical importance based on recommendations by the Institute of Medicine. Outcome Competencies MPH Courses/RequirementsMPH students in the online PHP program should:Apply the ecological model to the understanding of public health systems, issues and solutions.


Apply appropriate methods of qualitative and quantitative research and investigation strategies to prevent or address public health problems

PUBHLTH 540, PUBHLTH 603, PUBHLTH 704, PUBHLTH 691S, PUBHLTH 624, PUBHLTH 628, PUBHLTH 565,PUBHLTH 671, PUBHLTH 690A

Apply concepts from informatics to select health information data sources which investigate, measure and evaluate public health problems

PUBHLTH 690M, PUBHLTH 630, PUBHLTH 540, PUBHLTH 691S

Apply evidence-based practices in public health PUBHLTH 690L, Practicum, PUBHLTH 691S, PUBHLTH 690N

Analyze the ethical and legal dimensions of public health practice

PUBHLTH 524, PUBHLTH 525, PUBHLTH 780, PUBHLTH 620, PUBHLTH 567, PUBHLTH 621, PUBHLTH 628

Interpret leadership research and theory to articulate own leadership development plan and effectiveness.

PUBHLTH 690L, PUBHLTH 690N

Assess, plan, implement and evaluate the factors, solutions, policy, programs and outcomes to assure the health of the public.

PUBHLTH 601, PUBHLTH 620, PUBHLTH 691S, PUBHLTH 580, PUBHLTH 690N

Understand the administrative, financial, workforce culture, and delivery mechanisms that guide the operations and impact of the public health system.

PUBHLTH 690N, PUBHLTH 628, PUBHLTH 580, PUBHLTH 620

Use an understanding of cultural diversity, genomics, and public health system challenges to articulate programs to reduce health disparity globally

PUBNLTH 704, PUBHLTH 620, PUBHLTH 690N, PUBHLTH 580

Apply social, behavioral, and cultural theories to understand program needs and intervention strategies in public health

PUBHLTH 601, PUBHLTH 620, PUBHLTH 690N, PUBHLTH 580, PUBHLTH 704

Understand the nature of environment, its relationship to health and its role in assuring the health of the public

PUBHLTH 565,567, PUBHLTH 620, PUBHLTH 671, PUBHLTH 690A

Communicate effectively in writing, oral and electronic delivery modes

PUBHLTH all courses listed above,(orally in PUBHLTH 691S)


General Public Health (Worcester MPH)The General MPH Program at the University of Massachusetts SPHHS is designed for the working health care professional who is seeking advanced training in public health at the University of Massachusetts Medical Center Campus in Worcester, Massachusetts. The overall objective of this degree program is to provide education in, and experience in the application of, key concepts of public health advancement (health promotion, disease prevention, and disease management) in diverse race/ethnicity populations in diverse settings (public, private, community, hospital, research). Upon graduation, recipients of this General MPH degree should be able to assume professional roles in health education, health promotion, public health planning and policy determination, health services delivery and, public health research. Outcome Competencies MPH Courses/RequirementsGeneral MPH students should:Be competent in the identification and interpretation of health-related data in order to describe the distribution of disease in populations.

PUBHLTH 630W, PUBHLTH 632W, PUBHLTH 696D, PUBHLTH 635W, PUBHLTH 633W, PUBHLTH 797A

Identify and analyze the social, economic, legal, ethical and political issues germane to national and local health policies.

PUBHLTH 524W, PUBHLTH 620W

Explain the factors and principles basic to determining the pathways by which humans are exposed to environmental insults.

PUBHLTH 565W, PUBHLTH 633W

Demonstrate knowledge of the history, dynamics, structure, financing and function of the health care delivery system.

PUBHLTH 524W, PUBHLTH 620W, PUBHLTH 591C, PUBHLTH 621W

Conduct health needs assessments at both the individual and community level, including analysis of social, political and bureaucratic barriers that impede health promotion efforts.

PUBHLTH 620W, PUBHLTH 601W, PUBHLTH 565W

Apply theoretical concepts and practical techniques of administration to the development and management of health programs.

PUBHLTH 591C, PUBHLTH 620W, PUBHLTH 704, PUBHLTH 621W

Demonstrate knowledge of terms, concepts and methods in biostatistics and data management. Manage and analyze data using appropriate epidemiologic and biostatistical techniques under the guidance of someone with more advanced training.

PUBHLTH 540W, PUBHLTH 640W, PUBHLTH 624W, PUBHLTH 691F, PUBHLTH 630W, PUBHLTH 632W, PUBHLTH 696D

Critically evaluate statistical aspects of public health practice and research

PUBHLTH 540W, PUBHLTH 640W, PUBHLTH 690B

Demonstrate a mastery of oral and written communication skills, especially vis a vis the missions of public health and community based health education. Interpret and communicate results of studies to public health practitioners and the public.

PUBHLTH 691F, PUBHLTH 691X, PUBHLTH 620W, PUBHLTH 601W, PUBHLTH 524W, PUBHLTH 632W, PUBHLTH 696D, PUBHLTH 624W, Electives.


Demonstrate sensitivity to diversity in communities. PUBHLTH 601W, PUBHLTH 591C, PUBHLTH 620W, PUBHLTH 635W

Public Health – Undergraduate BSPublic Health Sciences is the integration of five disciplines: Biostatistics; Epidemiology; Community Health Education; Health, Policy and Management; and Environmental Health. The curriculum is designed to provide students with a framework and content in working in these five disciplines so that they may join the workforce as entry level public health professionals. There are two tracks within the major: 1) Social Science Track and 2) Science Track.Outcome Competencies B.S. Courses/RequirementsPublic Health BS students should:Students will be able to utilize basic epidemiological skills to approach a community health problem and use basic data for program design and implementation.

PSYCH 240, PUBHLTH 260, PUBHLTH 320, PUBHLTH 390A, PUBHLTH 400, PUBHLTH 490b, PUBHLTH 500

Students will have the ability to design and implement community health assessments and be able to understand community dynamics – political, economically, etc. in order to completely comprehend why these health problems exist.

PSYCH 240, PUBHLTH 260, PUBHLTH 320, PUBHLTH 390A, PUBHLTH 490b, PUBHLTH 500, PUBHLTH 552, PUBHLTH 561, PUBHLTH 562, PUBHLTH 582

Students will be able to critically examine community needs through the use of group dynamics skills; identify and approach appropriate stakeholders in order to address community health problems and provide support to public health managers addressing a variety of health issues on the community level.

PUBHLTH 160, PUBHLTH 301, PUBHLTH 304, PUBHLTH 320, PUBHLTH 390A, PUBHLTH 497, PUBHLTH 505

Students will be able to comprehend the role of the media in solving health problems, and utilize/involve the media in planning public health interventions and be able to articulate major causes, interventions and possible solutions to current public health crises, i.e. bioterrorism.

PUBHLTH 320, PUBHLTH 360, PUBHLTH 490b, PUBHLTH 497C, PUBHLTH 510

Students will have a strong understanding of behavioral change theories and be able to apply them in health education programs; be able to comprehend health policies, how these policies are form and enforced and will have the ability to design, implement and evaluate health programs.

PUBHLTH 129, PUBHLTH 304, PUBHLTH 320, PUBHLTH 490ª, PUBHLTH 490B, PUBHLTH 524, PUBHLTH 525, PUBHLTH 580, PUBHLTH 590B


NutritionGraduate studies in nutrition provide students with the knowledge base and skills to research nutrition problems, and to plan community, clinical, and individual applications of nutrition prevention and treatment at various levels. The MPH in Nutrition program is designed to provide nutrition and health practitioners, and those with advanced degrees, with a broad background in Public Health and advanced training in public health nutrition.Outcome Competencies M.P. H. Courses/RequirementsMPH in Nutrition students should:

Critique the terms, concepts and methods in nutritional sciences and in public health.

NUTR 577, NUTR 696, NUTR 731, NUTR 640, Graduate Seminars, BIOEPI 634

Select and use appropriate anthropometric, biochemical, clinical, dietary, functional and socioeconomic assessment techniques to identify and prioritize nutritional problems and needs of populations and communities.

NUTR 572, NUTR 577, NUTR 731, NUTR 640, BIOEPI 634

Develop intervention strategies to correct nutritional problems in target populations.

NUTR 572, NUTR 573, NUTR 640, NUTR 696, NUTR 731, Practicum, Project

Demonstrate critical thinking skills in evaluation of the literature. NUTR 577, NUTR 696, NUTR 731, Graduate Seminars, Project

Design and conduct applied nutrition research. NUTR 577, NUTR 640, Practicum, Project

Describe the role of agencies, advisory bodies, and professional organizations responsible for development and dissemination of technical information and for formulation of nutritional policies.

NUTR 572, NUTR 573, NUTR 696, NUTR 640, Practicum

Identify the relationships between local, national, and global nutritional and public health problems.

NUTR 572, NUTR 573, NUTR 577, NUTR 578, NUTR 696, NUTR 640

Translate results of nutritional research to different target populations (public, peers, parents, etc.).

NUTR 572, NUTR 573, NUTR 577, NUTR 696, NUTR 640, Graduate Seminars, Practicum, Project

Integrate knowledge in nutrition, public health, and other disciplines for the identification and evaluation of nutritional problems and in development and implementation of guidelines and policies.

NUTR 572, NUTR 573, NUTR 696, NUTR 731, Graduate Seminars, BIOEPI 634, NUTR 640


NutritionGraduate studies in nutrition provide students with the knowledge base and skills to research nutrition problems, and to plan community, clinical, and individual applications of nutrition prevention and treatment at various levels. The M.S. in Nutrition provides advanced nutrition competencies and skills for application in clinical, research, and group settings.Outcome Competencies M. S. Courses/Requirements M.S. students in Nutrition should:

Critique the terms, concepts and methods in nutritional sciences and in public health.

NUTR 577, NUTR 696, NUTR 731, Graduate Seminars, NUTR 630, NUTR 640, NUTR 714, NUTR 715

Select and use appropriate anthropometric, biochemical, clinical, dietary, functional and socioeconomic assessment techniques to identify and prioritize nutritional problems and needs of individuals and populations.



NUTR 572, NUTR 573, NUTR 696, NUTR 731, NUTR 580, NUTR 585, NUTR 640

Demonstrate critical thinking skills in evaluation of the literature. NUTR 577, NUTR 696, NUTR 630, NUTR 731, Graduate Seminars, NUTR 714, NUTR 715


NUTR 572, NUTR 573, NUTR 578, NUTR 640, NUTR 696




NUTR 572, NUTR 573, NUTR 577, NUTR 696, NUTR 731, NUTR 580, NUTR 585, NUTR 640, Graduate Seminars


NUTR 572, NUTR 573, NUTR 696, NUTR 731, NUTR 580, NUTR 630, NUTR 585, NUTR 640, Graduate Seminars

Design and conduct research in the area of nutrition sciences. M.S. Thesis

Integrate knowledge of nutritional science for the identification and evaluation of nutritional problems and in development of further research, policies and/or interventions.

M.S. Thesis


NutritionGraduate studies in nutrition provide students with the knowledge base and skills to research nutrition problems, and to plan community, clinical, and individual applications of nutrition prevention and treatment at various levels. The doctoral program prepares individuals for teaching and research in academic institutions and for positions of professional leadership in health and health-related agencies where research is an important function.Outcome Competencies Ph.D. Courses/RequirementsPhD in Public Health–Nutrition students should:

Develop advanced knowledge and understanding of the terms, concepts and methods in nutritional sciences and in public health.

NUTR 577, NUTR 696, NUTR 731, Graduate Seminars, BIOEPI 634, NUTR 630, NUTR 640, NUTR 714, NUTR 715, NUTR 741, Graduate Seminars, journal club

Select and use appropriate anthropometric, biochemical, clinical, dietary, functional and socioeconomic assessment techniques to identify and prioritize nutritional problems and needs of populations and communities.

NUTR 572, NUTR 577, NUTR 731, BIOEPI 634, NUTR 580, NUTR 630, NUTR 585, NUTR 640, NUTR 741



Demonstrate critical thinking skills in evaluation of the literature. NUTR 577, NUTR 696, NUTR 731, Graduate Seminars, NUTR 741, NUTR 714, NUTR 715, Journal Club




NUTR 572, NUTR 573, NUTR 577, NUTR 578, NUTR 678, NUTR 640, NUTR 696


NUTR 572, NUTR 573, NUTR 577, NUTR 696, NUTR 731, Graduate Seminars


NUTR 572, NUTR 573, NUTR 696, NUTR 731, Graduate Seminars, BIOEPI 634, NUTR 580, NUTR 585, NUTR 640

Design and conduct, and evaluate research in an area of nutritional sciences.

NUTR 741, Ph.D. Dissertation

Integrate knowledge of nutritional science for the identification and evaluation of nutritional problems and in development of further research, policies and/or interventions.

Ph.D. Dissertation, Comprehensive Exam

Demonstrate capability of launching independent investigations. Ph.D. Dissertation, Comprehensive Exam, NUTR 640, NUTR 577, NUTR 741, NUTR 731

Demonstrate ability to teach nutrition at the university level. Graduate Seminars, Comprehensive Exam, Teaching Assistantship, Guest lectures


NutritionThe Department of Nutrition offers the B.S. degree in Nutrition, accredited by the American Dietetic Association, as well as general education and other coursework for majors and nonmajors. Nutrition is a diverse field, with many opportunities for a rewarding career. Nutritionists teach children and adults about preventing or treating health problems, such as obesity, diabetes, and eating disorders; help solve community problems, such as hunger; work in hospitals and clinics providing nutrition counseling and care plans; address malnutrition in developing countries; work with medical supplement and food companies to develop and promote nutritionally sound products; conduct research to better understand how nutrients, foods and the diet can prevent diseases such as heart disease and cancer.Outcome Competencies B.S. Courses/RequirementsB.S. in Nutrition students should:

Communications: Present an education session for a group, counsel individuals on nutrition, demonstrate a variety of documentation methods, use current information technologies, work effectively as a team member, develop a public policy position regarding dietetics.

NUTR 391C, NUTR 352, NUTR 493, NUTR 572, NUTR 577, NUTR 579/581, HRTA 355, NUTR 597c

Physical and Biological Sciences: Interpret medical terminology, interpret laboratory parameters relating to nutrition.

FDSCI 466 or MICRO 310+312, KIN 597b or NUTR 430, NUTR 579/581

Research: Interpret current research, interpret basic statistics RESEC 211 or STATIS 111, NUTR 230, NUTR 493, NUTR577

Food: Calculate and interpret nutrient composition of foods, translate nutrition needs into menus for individuals and groups, determine recipe/formula proportions and modifications for volume food production, write specifications for food and foodservice equipment, apply food science knowledge to functions of ingredients in food, demonstrate basic food preparation and presentation skills, modify recipe/formula for individual or group dietary needs..

NUTR 210, NUTR 352, NUTR 579/581, HRTA 250, HRTA 355, NUTR 597B

Nutrition: Calculate and/or define diets for common conditions, screen individual for nutrition risk, collect pertinent information for comprehensive nutrition assessments, determine nutrient requirements across the lifespan, measure, calculate and interpret body composition data, calculate enteral and parenteral nutrition formulations

NUTR 352, KIN597B or NUTR 430, NUTR 572, NUTR 579/581, NUTR 597B

Management: Determine costs of services/operation, prepare a budget, interpret financial data, apply marketing principles

NUTR 572, HRTA 250, HRTA 355, MGT 301


Kinesiology The Kinesiology Department provides teaching, research and outreach experiences for students in the areas of exercise physiology, physical activity and health, muscle metabolism and mechanics, and biomechanics and motor control. The program prepares graduates for careers in academic, industrial and community settings.Outcome Competencies Graduate Courses/RequirementsFor all graduate degree programs in Kinesiology, students should:

Critique the terms, concepts and methods used in kinesiology. KIN 530, KIN 535, 540, KIN 544, KIN 560, KIN 565, KIN 570, KIN 571, KIN 580, KIN 585, KIN 597I, KIN 597J, KIN 597M, KIN 597P,KIN 597S, KIN 600

Assess the potential impact of physical activity on human health.

KIN 540, KIN 544, KIN 565, KIN 570, KIN 571, KIN 597F, KIN 670

Demonstrate critical thinking skills in evaluating the literature in kinesiology.

KIN 600, KIN 655, KIN 696, KIN 699

Design and conduct research in kinesiology. KIN 696, KIN 699

Critique the results of research in kinesiology. KIN 600, KIN 675, KIN 891

Translate the results of kinesiology research to different target populations.

KIN 570, KIN 571, KIN 597F

Synthesize the knowledge and skills from different sub-disciplines to resolve special research or application problems.

KIN 596, KIN 696, KIN 699

In addition, students in the Ph.D. degree program should:Design and conduct original, independent research in kinesiology.

KIN 696, KIN 796, KIN 899


Kinesiology The major in Kinesiology focuses on the study of human performance within a biophysical context, including aspects of anatomy, physiology, chemistry, physics, biology, nutrition, and computer science. The study of human performance is thus a cross-disciplinary subject field and is referred to as the academic discipline of Kinesiology. For the major in Kinesiology, courses taken outside the department include: physics, chemistry, math, and computer science. These courses provide the foundation for the Kinesiology courses that apply the basic scientific principles to the study of movement.Outcome Competencies B.S. Courses/RequirementsB.S. students in Kinesiology should:Understand the basic issues and subdisciplines that comprises Kinesiology, achieve basic library research skills, improve written communication skills, improve verbal communication skills, acquire elementary data analysis skills.

KIN 100

Understand the theoretical basis by which diet and dietary supplements impact athletic performance, understand the biochemistry, physiology, efficacy and side effects of nutritional interventions designed to enhance strength, endurance, and muscle mass, critically evaluate information and products related to human performance and nutrition with “open-minded” skepticism.

KIN 110

Introduce students to the fundamental elements of human structure and function; understand cellular physiology, tissue organization, musculoskeletal structure and function, basic neurobiology, organization of the nervous system, and chemical communication.

KIN 297 A – Anatomy and Physiology I

Learn about the structures of the endocrine, digestive, urinary, cardiovascular, blood and respiratory systems; understand the function of these systems and how the function of these systems are regulated and controlled; understand principles governing metabolism, energy balance, and fluid balance; apply the structural and functional knowledge in clinical applications and to pathological conditions.

KIN 297 C – Anatomy and Physiology II

Explain the characteristics, advantages, and limitations evaluation and assessment techniques; develop and use performance and health-related fitness assessments; demonstrate knowledge of basic measurement issues including reliability and validity; describe a distribution of test scores and the use of norms; apply basic statistical techniques to assess data for the purpose of identifying relationships and describing progress.

KIN 350

Gain a working knowledge of the following concepts: anatomical movement terminology; vectors and scalars; linear and angular kinematics; linear and angular kinetics; mass and inertia; application of Newton's Laws of motion; uniformly accelerated motion; force and torque; impulse and momentum; work, energy and power, segmental analysis; apply this knowledge in the understanding of human movement.

KIN 430

Learn how to develop and manage different health/wellness programs for apparently healthy individuals; learn what factors contribute to a successful health/wellness program.

KIN 440


Kinesiology (continued) Provide the foundation for understanding energy metabolism, energy transfer, acute responses to exercise, and chronic adaptations to various types of exercise training; understand the mechanisms underlying how the respiratory, cardiovascular, pulmonary, muscular, and endocrine systems respond to exercise and exercise training; understand the physiology of fitness and exercise performance; gain an understanding of selected aspects of exercise physiology that concern training and conditioning, thermoregulation, gender differences, ergogenic aids, and health outcomes.

KIN 470

Learn basic information from physics for required, elective and cognate courses in Kinesiology requiring basic physics information.

Physics 131 - Introductory Physics I

A continuation of Physics 131 information for required and advanced elective and cognate courses in Kinesiology.

Physics 132 - Introductory Physics II

Learn basic calculations with applications to problems in the life and social science. This information prepares students for required and elective courses in Kinesiology.

Math 127 – Calculus for Life Science I

This course builds upon the information in Calculus I and prepares students for required courses in Kinesiology.

Math 128 – Calculus for Life Science II

Learn basic principles of structure and reactivity and the properties of chemical systems for required, elective and cognate courses for Kinesiology.

Chemistry 111: General Chemistry I

Understand states of matter, solutions, thermodynamics, equilibrium and kinetics for required, elective and cognate courses for Kinesiology.

Chemistry 112: General Chemistry II

Learn problem-solving with various computer languages and programs. .Computer Science


Communication DisordersThe learning objectives for the M.A. and Au.D. programs are strongly influenced by the certification requirements of the American Speech, Language and Hearing Association (ASHA). For Ph.D. degrees, these objectives are developed between the student and his or her advisor. The doctoral committee may offer input, but usually to a lesser extent. Thus, formulating a doctoral degree program requires both student and advisor to carefully define the degree and its parameters, a valuable process in itself.Outcome Competencies Graduate Courses/RequirementsFor all graduate degree programs in Communication Disorders students should: Critique the terms, concepts and methods used in communications disorders.

COMDIS 520, COMDIS 530, COMDIS 580, COMDIS 610, COMDIS 611, COMDIS 612, COMDIS 613, COMDIS 624, COMDIS 632, COMDIS 630, COMDIS 631, COMDIS 640, COMDIS 641, COMDIS 642, COMDIS 643, COMDIS 645, COMDIS 646, COMDIS 647, COMDIS 648, COMDIS 650, COMDIS 651, COMDIS 691, COMDIS 691D, COMDIS 692

Assess the potential impact of communication disorders on human development and welfare.

COMDIS 520, COMDIS 530, COMDIS 580, COMDIS 610, COMDIS 611, COMDIS 612, COMDIS 613, COMDIS 624, COMDIS 631, COMDIS 632, COMDIS 640, COMDIS 641, COMDIS 646, COMDIS 647, COMDIS 648, COMDIS 650, COMDIS 651, COMDIS 691, COMDIS 691D, COMDIS 692, COMDIS 698, COMDIS 699

Develop intervention strategies to correct communication disorders.

CD COMDIS 520, COMDIS 580, COMDIS 610, COMDIS 611, COMDIS 612, COMDIS 613, COMDIS 624, COMDIS 631, COMDIS 632, COMDIS 640, COMDIS 641, COMDIS 646, COMDIS 647, COMDIS 648, COMDIS 651, COMDIS 691, COMDIS 691D, COMDIS 692, COMDIS 697A, COMDIS 698

Demonstrate critical thinking skills in evaluating communication disorders.

COMDIS 520, COMDIS 530, COMDIS 580, COMDIS 610, COMDIS 611, COMDIS 612, COMDIS 613, COMDIS 624, COMDIS 630, COMDIS 631, COMDIS 632, COMDIS 640, COMDIS 641, COMDIS 642, COMDIS 643, COMDIS 645, 646, COMDIS 647, COMDIS 648, COMDIS 651, COMDIS 691, COMDIS 691D, COMDIS 692, COMDIS 697A, COMDIS 698

Apply state-of-the-art technology and methodology in the assessment and remediation of communication disorders.

COMDIS 520, COMDIS 580, COMDIS 610, COMDIS 611, COMDIS 612, COMDIS 613, COMDIS 624, COMDIS 630, COMDIS 631, COMDIS 632, COMDIS 640, COMDIS 641, COMDIS 642, COMDIS 643, COMDIS 645, COMDIS 646, COMDIS 647, COMDIS 648, COMDIS 650, COMDIS 651, COMDIS 691, COMDIS 691D, COMDIS 692, COMDIS 697A


Communication DisordersCritique, design and conduct communication disorders research.

COMDIS 630, COMDIS 697A, COMDIS 699

Demonstrate knowledge of communication disorders agencies, regulatory agencies, advisory bodies, and professional organizations that play important roles in the development and dissemination of technical information and control policies for communication disorders.

COMDIS 698

Integrate relevant information about multicultural populations into assessment and treatment protocols in communication disorders.

COMDIS 520, COMDIS 610, COMDIS 612, COMDIS 631, COMDIS 632, COMDIS 641, COMDIS 698

Translate results of communication disorders research to different target populations (peers, public, etc.).

COMDIS 698

Synthesize knowledge and skills from different disciplines by focusing basic research or application skills on the resolution of a special problem.

COMDIS 520, COMDIS 530, COMDIS 580, COMDIS 610, COMDIS 630, COMDIS 631, COMDIS 640, COMDIS 641, COMDIS 642, COMDIS 643, COMDIS 645, COMDIS 647, COMDIS 650, COMDIS 651, COMDIS 692, COMDIS 698, COMDIS 691, COMDIS 691D, COMDIS 699

In addition, students in the Ph.D. and Au.D. degree programs should:Design and conduct basic and applied communication disorders research as well as to plan and implement an independent research program.

Ph.D. Dissertation, Au.D. Capstone Project


Communication DisordersThe learning objectives for the M.A. and Au.D. programs are strongly influenced by the certification requirements of the American Speech, Language and Hearing Association (ASHA). For Ph.D. degrees, these objectives are developed between the student and his or her advisor. The doctoral committee may offer input, but usually to a lesser extent. Thus, formulating a doctoral degree program requires both student and advisor to carefully define the degree and its parameters, a valuable process in itself.Outcome Competencies B.S. Courses/RequirementsB.S. students in Communication Disorders should: Critique the terms, concepts and methods used in communications disorders.

COMDIS 211, COMDIS 310, COMDIS 311, COMDIS 312, COMDIS 313, COMDIS 315, COMDIS 330, COMDID 401, COMDIS 416, COMDIS 530

Assess the potential impact of communication disorders on human development and welfare.

COMDIS 313, COMDIS 315, COMDIS 401, COMDIS 416

Develop intervention strategies to correct communication disorders.


Demonstrate critical thinking skills in evaluating communication disorders.

COMDIS 211, COMDIS 310, COMDIS 311, COMDIS 312, COMDIS 313, COMDIS 315, COMDIS 330, COMDIS 401, COMDIS 416, COMDIS 530

Apply state-of-the-art technology and methodology in the assessment and remediation of communication disorders.


Critique, design and conduct communication disorders research.

COMDIS 496, COMDIS 499P, COMDID 499T

Demonstrate knowledge of communication disorders agencies, regulatory agencies, advisory bodies, and professional organizations that play important roles in the development and dissemination of technical information and control policies for communication disorders.

COMDIS 416

Integrate relevant information about multicultural populations into assessment and treatment protocols in communication disorders.

COMDIS 313, COMDIS 315

d. A description of the manner in which competencies are developed, used and made available to students.

Competencies are developed by the core faculty of each program. They may be based on national consensus guidance such as the Association of Schools of Public Health (ASPH) recommended Core Competencies for all MPH graduates, on practice and research experience and/or recommendations from external advisors. These competencies provide the outcome objectives to be addressed in individual courses making up an academic program’s curriculum. Learning objectives for each course are established by individual course developers, and are designed to achieve the competencies identified for the programs for which it is required.

Core and programmatic competencies are made known to students by their posting on the SPHHS website and discussion in the new student orientations beginning in September 2007.


Copies of syllabi for courses taught during the past three years may be viewed in the Resource file.

e. A description of the manner in which the school periodically assesses the changing needs of public health practice and uses this information to establish the competencies for its educational programs.

The changing needs of public health practice are assessed by faculty in various ways, including: faculty participation in national professional conferences, and participation in the councils, committees, and academic special interests groups of the Association of Schools of Public Health, the American Public Health Association, and other professional societies. As described in section 1.2, there is regular contact with alumni, practicum preceptors, and other key informants. Information gathered from these sources is used to identify emerging needs felt by SPHHS constituents. As the need for new competencies is identified, they are incorporated through periodic curriculum review and adjustment.

f. Assessment of the extent to which this criterion is met.

This criterion is met. SPHHS has transitioned to a structured system of outcome-based assessment of success in all of its academic programs. Core and programmatic competencies have been explicitly stated.


2.7 Assessment Procedures. There shall be procedures for assessing and documenting the extent to which each student has demonstrated competence in the required areas of performance.

a. Description of the procedures used for monitoring and evaluating student progress in achieving the expected competencies.

Monitoring and evaluating student progress in achieving the expected competencies occurs at several levels which include course instructors, faculty, practicum advisors, the division/department Chair, and the Associate Dean. Evaluations occur at all stages of the students program from matriculation through the culminating experience in both professional and academic degree programs.

Instructor EvaluationsStudent progress toward achieving competencies begins in the individual courses as

instructors evaluate student performance in meeting the specific learning objectives. These assessments may be conducted using midterm and final examinations, literature reviews, individual or group projects, term papers, or class participation in discussions. All students enrolled in both professional and graduate degree programs are expected to receive a grade of A or B in all courses taken. The criteria for achieving a particular grade are defined in the course syllabus and are provided to the student on the first day of class. Syllabi for courses are provided in the Resource File. Student performance in achieving core competencies is evaluated in the culminating experience.

Faculty and Chair EvaluationsGraduate program directors receive a grade/progress report from the Graduate School for

those students not meeting academic minimums. This Student Evaluation Form is reviewed at the end of each semester at the division/department faculty meeting in conjunction with additional concerns raised by the academic advisors. The academic advisor is charged with a plan for addressing these concerns with the student and reports back to the faculty meeting.

Associate DeanThe Associate Dean maintains oversight of each student’s academic performance each

semester. Students must maintain an overall grade point average (GPA) of at least 3.00 to remain in good academic standing. If at any time the GPA falls below 3.00, the Associate Dean places the student on academic probation.

Public Health Practicum and Culminating Experience:Beginning in the Fall semester of 2007, all students enrolled in the MPH program are

required to complete a Public Health Practicum and Culminating Experience (described in Section 2.4.a. and Section 2.5.a. respectively). The purpose of the practicum is to ensure that students are able to comprehend, integrate and apply the core and specialized competencies to public health practice. Using guidelines prepared by the individual department or concentration, each student prepares an oral presentation and/or a written report concerning the practicum experience. Based on the report from the practicum supervisor and the student’s oral presentation and/or written report, the faculty advisor assigns a passing or failing grade.

In addition, all MPH degree students demonstrate mastery of the programmatic and core


competencies through one of three standardized culminating experience options: capstone course, MPH project or a comprehensive examination.

New InitiativesSPHHS is currently in the process of developing three new initiatives designed to assess

students’ attainment of the defined competencies. These include assessment at the course level and the degree level.

New Course: At the course level, the SPHHS Curriculum Committee is developing a 1 credit course titled, “Evaluation of Learning Outcomes”. This year-long course offering will provide 1 credit per semester, grading will be on a letter basis. Students enrolled in the course will collect assignments, assignment instructions, and syllabi from each of their courses, and will write a reflection paper, using structured prompts, on their learning outcomes at the end of each semester. The goal of this course is to assess how well the outcome competencies are being met in terms of specific student learning outcomes. The results of this course will identify the overall curriculum areas of relative strength and weakness in helping students achieve these learning outcomes. All work used in the course will be confidential and will not be identifiable by either student name or ID number.

Student Survey: The end of course evaluations for core courses, and ultimately all courses, will ask students for their perceptions about learning outcome achievement. For example, students will be provided with a list of the core competencies for the course and asked whether these were addressed by the course.

Exit Survey: The exit survey will be modified to include an evaluation of the overall learning outcome perceptions. Specifically, all graduating students will be provided with degree competencies and asked if they believed that they learned these competencies.

b. Identification of outcomes that serve as measures by which the school will evaluate student achievement in each program, and presentation of data assessing the school’s performance against those measures for each of the last three years.


Table 2.7.b. Outcome Measures – Evaluation of Student Achievement, 2004-2007

Outcome MeasureTarget UMASS SPHHS Performance

2004-05 2005-06 2006-07Number Matriculating 20% increase 156 111 pendingNumber Withdrawn or Dismissed 20% decrease 23 29 pendingNumber of current students 20% increase 391 401 pendingNumber Completing 20% increase 119 126 pending

Average time to completion is only available for doctoral students and is presented in Figure 2.7.b. below and a larger copy can be found in the Appendix D.Figure 2.7.b.

c. If the outcome measures selected by the school do not include degree completion rates and job placement experience, then data for these two additional indicators must be provided, including experiential data for each of the last three years.

Typical MPH completion times are two years for full-time students. Degree completion rates may be calculated as r=1-(fraction not completing), where r=degree completion rates for the cohort of students matriculating in a given academic year.


The increase in withdrawals/dismissals in 2005 is believed to be due, in part, to the probationary status of SPHHS which was prominently noted on the website, discussed during recruitment activities, and described in a letter to each accepted student. A second reason for this increase is due to the increasing number of international physicians entering the MPH program in SPHHS, as well as overall in U.S. Schools of Pubic Health. International physicians are more likely to withdraw in their second year to enter their residencies. SPHHS has identified this as a concern and has developed an approach to address this issue. Specifically, for the 2006-2007 academic year, a more flexible schedule, whereby these students can complete the program through the online MPH program and therefore graduate, is discussed with the student by the faculty advisor during the first year advisory meetings.

Table 2.7.c. Degree Completion and Job Placement Rates, 2003-2006

Outcome MeasureUMASS SPHHS Performance

2003-2004 2004-2005 2005-2006Fraction Withdrawn or Dismissed 14.7% 26.1% pendingDegree Completion rates 85.3% 73.8% pendingJob Placement*

Exit Survey n/a 91% 76% Alumni Survey 100% 97% 100%Total 100% 94% 88%

*includes graduates pursuing another degree

d. A table showing the destination of graduate by specialty area for each of the last three years.

Below, Table 2.7.d.shows the destination of graduates by specialty area for 2005 and 2006. Data for 2007 are pending. Job placement rates have remained steady at approximately 92-93%.


Row Percents

Competed Survey

Department # # % # % # % # % # % # % # % # % # %Community Health Education 3 - - 1 33.3 - - - - 1 33.3 1 33.3 - - - - - -Health Policy & Management 1 - - - - - - - - - - - - - - - - 1 100.0Epidemiology 7 - - - - 4 57.0 - - 3 43.0 - - - - - - - -Biostatistics 2 - - - - - - - - 1 50.0 - - - - - - 1 50.0Environmental Health Sciences 1 - - 1 100.0 - - - - - - - - - - - - - -Nutrition 2 - - - - - - - - 1 50.0 - - 1 50.0 - - - -Kinesiology 5 - - 1 20.0 1 20.0 - - 1 20.0 - - - - 1 20.0 1 20.0Communication Disorders N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/A N/APublic Health Practice 22 9 41.0 3 14.0 6 27.0 2 9.0 1 5.0 - - 1 5.0 - - - -Total 43 9 21.0 6 14.0 11 26.0 2 5.0 8 19.0 1 2.0 2 5.0 1 2.0 3 7.0

Competed Survey

Department # # % # % # % # % # % # % # % # % # %Community Health Education 6 1 17.0 1 17.0 - - 1 17.0 - - - - 1 17.0 - - 2 32.0Health Policy/Management 3 - - - - - - - - 1 33.0 1 33.0 1 33.0 - - - -Epidemiology 6 - - - - 2 33.0 1 17.0 1 17.0 - - - - - - 2 33.0Biostatistics 4 - - - - - - 2 50.0 - - - - 1 25.0 - - 1 25.0Environmental Health 2 - - - - - - 1 50.0 1 50.0 - - - - - - - -Nutrition 1 - - - - - - - - - - 1 100.0 - - - - - -Kinesiology 4 - - 1 25.0 1 25.0 - - 2 50.0 - - - - - - - -Communication Disorders 20 - - 3 15.0 13 65.0 - - 1 5.0 - - - - 1 5.0 2 10.0Public Health Practice 43 15 35.0 3 7.0 13 30.0 1 2.0 5 17.0 2 5.0 1 2.0 2 5.0 1 2.0Worcester MPH 11 2 18.0 1 9.0 4 37.0 - - 2 18.0 1 9.0 1 9.0 - - - -Total 100 18 18.0 9 9.0 33 33.0 6 6.0 13 13.0 5 5.0 5 5.0 3 3.0 8 8.0aResults for 2007 Graduates are pending.bFor 2004, the exit surveys did not ask this question. For 2005, the Communication Disorders Department and the Worcester MPH Program did not include this question in their survey.

Template D (2.7.d) Destination of Graduates by Department or Specialty Area for Each of the Last 3a Years

Destination of Graduates by Program Area 2005b

Government Non-Profit Health CarePrivate Practice

University/ Research

Proprietary

Further Education

Non-Health Related

Not Employed

Further Education

Proprietary

Not Employed

Non-Health Related

Destination of Graduates by Program Area 2006

Government Non-Profit Health CarePrivate Practice

University/ Research


e. In public health fields where there is certification of professional competence, data on the performance of the school’s graduates on these national examinations for each of the last three years.

The National Commission for Health Education Credentialing Inc. (NCHEC) has a voluntary professional certification program establishing a national standard for individual health education practitioners. Certified Health Education Specialists (CHES) are those who have met the standards of competence established by NCHEC and have successfully passed the CHES examination. The CHES designation after a health educator’s name is an indication of professional competency and commitment to continued professional development. The CHES examination is a competency-based tool used to measure possession, application, and interpretation of knowledge in the areas of responsibility for health educators delineated by A Competency-Based Framework for Professional Development of Certified Health Education Specialist. The exam also assesses the basic competencies necessary for health educators as defined within seven areas of responsibility. The SPHHS Community Health Education Program does not require their graduates to take the CHES exam. However, some students voluntarily take the exam. Specifically, over the past two years, a total of four students have taken the exam and all have passed.

Table 2.7.e. Performance of School’s Graduates on National Examinations, 2004-2007

Certification/National ExaminationUMASS SPHHS Performance

2004-05 2005-06 2006-07

CHES Examination (n=1) 100% pass

(n=3) 100% pass pending

f. Data describing results from periodic assessments of alumni and employers of graduates regarding the ability of the school’s graduates to effectively perform the competencies in a practice setting.

The first key informant survey was conducted in Fall, 2006 among 15 key stakeholders and alumni. As noted in Table 1.2.a. “Evaluation and Planning Procedures,” findings from this survey will be reviewed by the Strategic Planning and Evaluation Committee as well as the Curriculum Committee and influence course curricula and teaching methodologies. The key informant survey and key results are available in the Resource File. Example findings include:

100% of respondents felt that the student or graduate of SPHHS was well-prepared (50%) or very well prepared (50%).

100% of respondents were satisfied (30%) or very satisfied (70%) with working with students or graduates of SPHHS. All would continue to hire graduates and work on projects or internships with graduates in the future.

Considering the training needs of the public health workforce in the next 5-10 years, key informants identified cultural competency, community-based participatory research, ethics, and communication as the top areas of expertise that students should be exposed to.

g. Assessment of the extent to which this criterion is met.This criterion is met.

2.8 Other Professional Degrees.


a. Identification of professional degree curricula offered by the school, other than those preparing primarily for public health careers, and a description of the requirements for each.

The Department of Communication Disorders offers both the Masters of Arts (M.A.) degree in communication disorders with a concentration in the area of speech-language pathology and the Doctor of Audiology (Au.D.) degree. A description of the requirements for each degree can be found in the Graduate Bulletin (Resource File).

b. Identification of the manner in which these curricula assure grounding in public health core knowledge.

All students in both degree programs are required to take COMDIS 630 “Introduction to Research in Communication Disorders”, which introduces the students to the development and application of statistical reasoning and the methods used to address, analyze and solve problems in communication disorders and related fields, such as public heath and health care. They are also introduced to biomedical, clinical, and population-based research in this course, as well as in their professional courses where research related to the course content are covered. In addition, all of the students in the Au.D. program are required to complete a capstone research project where they apply the methods learned in COMDIS 630 and other relevant statistics and research design courses that are required as part of their degree program requirements to a clinical question in the field of audiology.

In each of the professional courses in both disciplines, students learn about environmental (chemical, physical, and biological) as well as genetic factors that can affect the heath and well being of individuals as they pertain to the subject matter being covered in the courses. In their professional classes, students learn about the patterns of disease and injury in human populations that can result in speech-language and/or hearing problems and related problems. They also learn about prevention strategies and programs that can prevent and/or minimize the impact of the disease or injury on the individual’s health and well being. Finally, students learn about the behavioral, social and cultural factors related to individual and population health and health disparities and/or access to health care over the lifespan in their professional courses.




2.9 Academic Degrees.

a. Identification of all academic degree programs, by degree and area of specialization. The instructional matrix may be referenced for this purpose.

The five core public health concentrations offer M.S. degrees and Ph.D. degrees. In addition, the Department of Nutrition offers an M.S. degree in Nutrition and a Ph.D. in Public Health (specialization in nutrition). The Department of Kinesiology offers an M.S. and Ph.D. in Kinesiology. The Department of Communication Disorders offers a PhD in Audiology/Speech Pathology.

b. Identification of the means by which the school assures that students in research curricula acquire a public health orientation.

Each year, school-wide seminars provide an orientation to public health. These seminars are presented as part of the annual SPHHS Research Day as well as through invited guest symposiums. For example, the 2006 SPHHS Research Day included a lecture by Dr. David Katz, Yale University, on obesity prevention. In 2005-2006, Dr. Deborah Prothrow-Stith, Harvard University, was invited as a guest speaker on violence prevention. In 2006-2007, Gloria Feldt, former president of Planned Parenthood, was invited as a guest speaker on reproductive issues from a public health perspective. In addition, the Department of Public Health sponsors public health seminars with invited guest speakers (3 per semester) open to all students in SPHHS.

M.S., Ph.D., and B.A. in Core Public Health AreasAll M.S. and Ph.D. students in the five core areas of public health must take PUBHLTH

630 Principles of Epidemiology and PUBHLTH 540 Introduction to Biostatistics. In addition, students must also complete at least one of the remaining public health core courses PUBHLTH565 Environmental Health Practice, PUBHLTH630 Principles of Public Health Practice, and PUBHLTH 601 Application of Sociobehavioral Theories in Public Health Interventions. All B.A. students in public health must take PUBHLTH 390A Epidemiology (Resource file). In addition, B.A. students in the B.A. Science Track must also take PUBHTLH 400 Biostatistics.

M.S. in Nutrition and Ph.D. in Public Health (Nutrition)The Department of Nutrition offers the academic MS and PhD degrees. The academic

MS degree has two options: 1) community nutrition and 2) nutrition science. The MS in community nutrition trains students for advanced study in nutrition and dietetics; the majority of graduates of this program go on to PhD programs or dietetic internships. In addition, the Department of Nutrition offers a Ph.D. in Public Health (Nutrition specialization). These students receive grounding in public health and must take PUBHLTH630 Principles of Epidemiology and PUBHLTH540 Introduction to Biostatistics.

All MS students receive a grounding in public health and are exposed to a broad understanding of epidemiology when they take NUTR 577, Nutrition Problems in the U.S. The MS students in community nutrition option gain exposure to epidemiology through the required course, PUBHLTH 630 Principles of Epidemiology. All students are required to obtain a


background in biostatistics through PUBHLTH540, and PhD students and MS students who conduct a thesis are required to take PUBHLTH 640 Intermediate biostatistics.

MS students who choose the community option and PhD students take NUTR 640 Public Health Nutrition, where they utilize public health assessment, planning, and evaluation skills and practice coalition building, policy drafting, and other skills in public health. These students also are required to take NUTR 585 Nutrition Counseling, where they practice group process skills.

All students are exposed to the public health model of assessment, planning, implementation, and evaluation through NUTR 572 Community Nutrition. This class also addresses many public health issues, as well as social-behavioral theories used in interventions and health policies.

All students have numerous opportunities to explore public health topics in independent studies (e.g., working with food safety grants), seminars, journal club, and choice projects in NUTR 572 Community Nutrition and 577 Nutrition Problems in the U.S. . All students are exposed to assessment using many different methodologies, including qualitative assessment, dietary assessment (as addressed in PUBHLTH 634 Nutritional Epidemiology), and other areas in NUTR 731, Nutritional Assessment.

B.S. in NutritionAll nutrition majors are required to take NUTR 352 Lifecycle Nutrition, NUTR 572

Public Health Nutrition, and NUTR 577 Nutrition Problems in the US, which address national health needs as expressed in Healthy People 2010 and other health guidance, nutritional epidemiology, and public health nutrition topics. All students are required to take foundation courses such as statistics, chemistry, physiology and microbiology, which address foundations of environmental health and biostatistics. All students take foundation courses for social and behavioral sciences, such as psychology and sociology.

Ph.D. in Communication DisordersThe Department of Communication Disorders offers the Ph.D. degree in addition to its

professional degrees. Students enrolling in the Ph.D. program begin the program already having acquired a broad introduction to the field of public health because these students already hold a professional degree in either speech-language pathology or audiology (as outlined in Section 2.8). During their doctoral programs these students build upon the foundation that they obtained in their previous degree programs as these students will enroll in additional professional course work offered within the department, 15 credits in a minor area outside of the department, and a number of research design and statistical courses. The requirement of 15 credits in course work outside of the department affords the Ph.D. students the opportunity to engage in cross-disciplinary work. Finally, through their required coursework, students become familiar with the basic principles of epidemiology and the application of epidemiological methods as they apply to their major area of study (i.e., Speech-Language Pathology or Audiology).

B.S. in Communication DisordersB.S. students receive a grounding in epidemiology in the communication disorders

courses which they take as part of their degree requirements (COMDIS 313, COMDIS 315). These courses cover the epidemiology of hearing loss, speech and language disorders, among other topics. All B.S. students are additionally required to complete a course in statistics.


M.S. and Ph.D. in Kinesiology

Kinesiology incorporates the broad field of public health and epidemiology into their curriculum via four mechanisms.

1. Each semester of every year, all kinesiology students are required to enroll in the Department of Kinesiology Graduate Seminar (KIN 891)which consists of lectures by outside guest speakers as well as Kinesiology graduate students. In this seminar, the Kinesiology Department incorporates the broad field of public health as it pertains to its discipline of physical activity. In addition, each semester, students are exposed to 2-5 lectures which are epidemiologic in nature (Resource File). The faculty in Kinesiology are currently considering a required 2-session epidemiologic methods lecture as part of the Graduate Seminar. Examples of recent outside speakers include:

o In Spring 2006, Gary Bennett, PhD from the School of Public Health at Harvard delivered a seminar on health care disparities among different ethnic groups and how his physical activity interventions are being used in underserved populations to reduce risks for chronic disease. Graham Colditz, PhD from the School of Public Health at Harvard presented a seminar on activity surveillance in adolescents and results from the Planet Health Trial which was a school based intervention to prevent weight gain.

o Other recent examples include: “Physical Inactivity: The Biggest Public Health Problem of the 21st Century” (Spring 2004, Dr. Steven Blair), “Physical Activity and Breast Cancer Survivorship” (Spring 2004, Dr. Melinda Irwin), “Combating Obesity: The Juxtaposition of Nutrient Intake and Physical Activity” (Spring, 2005, Dr. Paul Arciero).

2. In addition to the Seminar, a range of Kinesiology courses expose students to epidemiologic methods as part of their course objectives (e.g., Kin 571 “Physical Activity and Women’s Health”, Kin 670 “Cardiovascular-Cardiopulmonary Exercise Physiology”, Kin 585 “Energy Metabolism”, “KIN 570 “Children and Exercise”, Kin 597m “Exercise Psychology”. Nearly all Kinesiology students take at least one, and more likely two, of these courses.

3. Students working in the areas of Exercise Physiology (50% of all Kinesiology students) are required to take the Exercise Physiology seminar. In this discipline specific seminar, epidemiologic papers are read, presented and critiqued. These papers provide the students with an understanding of the epidemiology of a particular condition that can be positively affected by physical activity. Students then explore the experimental work that helps to elucidate the mechanisms underlying how physical activity positively affects the public’s health.

o For example, in the Biomechanics and Motor Systems seminar, students critiqued two papers that dealt with musculoskeletal injury surveillance. They then explored the neurological and biomechanical mechanisms associated with musculoskeletal injury.

o Similarly in the Exercise Physiology seminar physical activity surveillance articles based on NHANES or BRFSS studies were reviewed prior to examining experimental papers that explore how physical activity reduces risk for cardiovascular disease.

4. Additional Kinesiology courses provide students with a broad public health grounding.


include KIN 540, “Changing Personal Health Behavior”, KIN 565 “Movement Coordination and Perception”, KIN 570 “Pediatric Exercise Physiology”.

B.S. in KinesiologyA theme maintained throughout the undergraduate kinesiology curriculum is to identify

the health related outcomes associated with exercise training or participation in habitual physical activity. For example, in KIN 470 “Exercise Physiology” is required for all undergraduate students. Students in this course first learn about how the heart responds to exercise and how the heart is regulated to meet the increased oxygen demands associated with exercise. This information is used to teach students about the health benefits of exercise in terms of cardiovascular health and reducing risk for cardiovascular disease. Also applications include discussion of the role of habitual physical activity in rehabilitation from heart disease.

c. Identification of the culminating experience required for each degree program.

Table 2.9.c. Culminating Experience for Academic Degrees.

Program The culminating experience and how it is “graded” or evaluated”Biostatistics

Epidemiology

M.S. Students complete a 6-credit thesis project during their last two semesters of study. The student prepares a final written report that forms the basis of a formal oral presentation. Faculty on the student's committee evaluate the written report and oral presentation. Students also have the option of completing an additional 6-credits of elective courses followed by a comprehensive examination. All SPHHS students and faculty are invited to attend.

Ph.D. An original dissertation under the guidance of the faculty mentor and two other faculty, one who must be from outside the SPHHS. It has to be defended in front of the committee, the BIOEPI faculty and students. All SPHHS students and faculty are invited to attend.

Community Health Education

Health Policy and Management

M.S. Thesis presented to a committee of at least three graduate faculty as an oral defense. Written thesis and oral presentation are evaluated by the committee and judged as pass, pass with revisions, or fail.

Ph.D. Dissertation on original research topic is presented as an oral defense to a committee of at least three graduate faculty (one must be from outside the department). Written document and oral presentation are evaluated by the committee and judged as pass, pass with revisions to written document, or fail.

Environmental Health Sciences

M.S. The student must do a research thesis under the guidance of three faculty members. The thesis must be defended in front of the committee, the EHS faculty and students. All SPHHS students and faculty are invited to attend.

Ph.D. An original dissertation under the guidance of the faculty mentor and two other faculty, one who must be from outside the SPHHS. It has to be defended in front of the committee, the EHS faculty and students. All SPHHS students and faculty are invited to attend.

Public Health Sciences B.S. Students are required to take a capstone course PUBHLTH 490b “Public Health Sciences Capstone Experience” which receives a letter grade.


Table 2.9. Continued.

Communication Disorders

Au.D. The student must design and complete a 6-credit capstone research project. During this project students will work closely with a faculty member to gain experience with planning, conducting, analyzing, and writing up results of a small-scale experiment. A written document and oral presentation are evaluated by a faculty member and judged as pass, pass with revisions to the written document, or fail.

Ph.D. Students are required to complete a doctoral dissertation and an oral defense of their doctoral research. The final doctoral oral examination (i.e., defense) is conducted by the dissertation advisor, a second faculty from the student's department, and a faculty from outside the student's department.

B.S. Honors students complete an honors thesis or honors project. A written document and oral presentation are evaluated by the committee and judged as pass, pass with revisions to written document, or fail.

Kinesiology M.S. Thesis or research project presented to a committee of at least three graduate faculty as an oral defense. A written document and oral presentation are evaluated by the committee and judged as pass, pass with revisions to written document, or fail. Athletic trainer graduates complete a research project presented to one faculty member. A written document and oral presentation are evaluated by the faculty member and judged as pass, pass with revisions to the written document, or fail.

Ph.D. Dissertation is presented as an oral defense to a committee of at least three graduate faculty (one must be from outside the department). Written document and oral presentation are evaluated by the committee and judged as pass, pass with revisions to written document, or fail.

B.S. Honors students complete an honors thesis or honors project. A written document and oral presentation are evaluated by the committee and judged as pass, pass with revisions to written document, or fail.

Nutrition M.S. Students must pass a departmental oral general M.S. examination. For students writing theses, the thesis defense is a major part of the oral examination. The examination committee is made up of at least three faculty members.

Ph.D. Dissertation is presented as an oral defense to a committee of at least three graduate faculty (one must be from outside the department). Written document and oral presentation are evaluated by the committee and judged as pass, pass with revisions to written document, or fail.

B.S. All nutrition students take NUTR 493/494 Senior Seminar, in which they select a research topic, search the literature, and present and defend the topic to their peers and faculty in an oral presentation.

d. Assessment of the extent to which this criterion is met.



2.10 Doctoral Degrees. The school shall offer at least three doctoral degree programs that are relevant to any of the five areas of basic public health knowledge.

a. Identification of all doctoral programs offered by the school, by degree and area of specialization.

Please see instructional matrix under criteria 2.1.b. Data on the number of active students in each doctoral degree program as well as applications, acceptances, enrollments and graduates for the last three years.


Table 2.10.b. Applicants, Acceptances, Enrollments, Active Students, and Graduates in Doctoral Degree Programs by Program Area, 2004-2007

Program Area Status 2004-05 2005-06 2006-07

Community Health Education

Applied 11 9 11Accepted 0 2 2Enrolled 0 1 2Active 3 3 4Graduated 0 0 N/A

Health Policy and Management


Epidemiology


Biostatistics


Communication Disorders (PhD)


Communication Disorders (AuD)

Applied N/A N/A 18Accepted N/A N/A 15Enrolled N/A N/A 7Active N/A N/A 8Graduated N/A N/A N/A

Environmental Health Sciences


Kinesiology


Nutrition


c. Assessment of the extent to which this criterion is met.This criterion is met.


2.11 Joint Degrees. If the school offers joint degree programs, the required curriculum for the professional public health degree shall be equivalent to that required for a separate public health degree.

a. Identification of joint degree programs offered by the school and a description of the requirements for each.

MS in Nursing/MPH in Public Health Practice DegreeNOTE: Admission to this program has been stopped effective Spring 2007 but continuing

students will complete their program of study. The MS/MPH degree is offered by the School of Nursing and SPHHS. This degree program was initiated by the award of a grant by the Health Resources and Services Administration, Division of Nursing from 2001-2006. The program was designed by faculty from both schools and progressed to an online program in 2003. Students attend from all over the US and most attend part time. Both full-time and part-time faculty teach respective courses in nursing and public health and the program is administered by a full-time faculty member with a joint appointment in both schools. Students are admitted to the program having satisfied the admission criteria of both programs. The MS/MPH program has been instrumental in promoting transdisciplinary team teaching with courses jointly taught by faculty from both schools. These courses include: PH 690N Current Topics; PUBHLTH 690L Public Health Leadership; PUBHLTH 601 Social and Behavioral Theories; PUBHLTH 525 Ethical Issues in Public Health; & PUBHLTH 624 Research Methods in Public Health. Students have two practicums in public health settings (Nursing 698M, Nursing 798Q) with identified preceptors, practicum contracts, and presentations. In addition these students are paired with the state level public health nurse leaders in the jointly sponsored Association of State and Territorial Directors of Nursing (ASTDN) and UMass Amherst National Leadership Mentorship Program in which leadership mentoring and practical validation of public health practice occurs between the mentor and student.

From 2001-2007, the 60 credit curriculum comprised 30 credits from the School of Nursing and 30 credits from SPHHS. This is in accordance with the UMass Faculty Senate policy that only 6 credits may be considered overlapping credits in dual degree programs. Specifically, the 6 shared credits are made up of: 1) Nursing 690L/PUBHLTH 690L Leadership in Public Health Systems (3 credits) which is a crosslisted course that covers leadership theory and policy practicum; and 2) Nursing 698 Seminar and Clinical Practicum (3 credits) which provides field experience in public health nursing by placing students in a facility in the public health system. Students work with a nursing preceptor to implement an intervention and evaluation in the facility.

This program meets the criteria of comparability to the MPH in public health practice degree since it has teaching faculty from SPHHS, practicums in public health, and the same course work requirements in the five core areas of Public Health. It is also the first curriculum at the School to incorporate the Institute of Medicine recommendations for the eight additional areas of knowledge as adjuvant to the five core areas of public health. Joint admissions and joint evaluations upon exit by students for both schools are also conducted. See Distance Learning (Section 2.12) for delivery discussion.


5-Year BA/MS Joint Program in Public Health in BiostatisticsSPHHS and Mount Holyoke College (MHC)

The Joint Program in Public Health in Biostatistics program, which may commence in Fall 2007, is under review. The program would provide an opportunity for eligible students at Mount Holyoke College to receive both a Bachelor of Arts degree from MHC and a Master of Science degree from SPHHS over a five academic year period (See Resource file for description and curriculum). A designated coordinator at each institution is responsible for and retains control over the organization, operation and administration of the program at his or her institution. At SPHHS, the designated coordinator is the contact person for participating MHC students while they are attending the University of Massachusetts.

To be eligible for the dual degree program MHC students must declare their intention to participate in the program no later than the spring of their sophomore year. They must also have successfully completed appropriate coursework and have the permission of their MHC advisor to participate in the program.

Students will spend their junior year taking courses at SPHHS through the Five Colleges course exchange program. Participants will remain MHC students, pay MHC tuition, room, board and fees, and receive MHC financial aid. The University of Massachusetts will guarantee housing for this year for participating students who wish to live on campus and will bill MHC for the room and board charges incurred. Participating students may not live in MHC housing.

During the undergraduate year of study at UMass Amherst, students will take five 3-credit courses each semester including requirements for the Biostatistics concentration. These are indicated in the attached curriculum descriptions. Eight of these 10 courses will be credited to the student’s MHC undergraduate degree. The remaining two courses (in Public Health) will be available for transfer into the graduate degree program.

Students will return to MHC in their fourth year to complete their MHC degree. A total of 126-131 total undergraduate credits will be attained. During the fall semester of the senior year, candidates will submit their application for graduate study to the Graduate School at UMass Amherst. The usual application materials, including academic transcript, results of the graduate record examination, and two letters of recommendation including one from the MHC advisor are necessary. In addition, the candidate must have completed any prerequisite courses identified by SPHHS as prerequisites. Satisfactory completion of the senior year at MHC will also be necessary. The admissions coordinator in Biostatistics will review the application, and decide whether to recommend admission to the Graduate School at UMass. A total of 45 graduate credits will be attained.

b. Assessment of the extent to which this criterion is met.

This criterion is met. One joint degree program is phasing out and one is under consideration.


2.12 Distance Education or Executive Degree Programs.

a. Identification of all degree programs that are offered in a format other than regular, on-site course sessions spread over a standard term.

SPHHS awards an MPH degree in Public Health Practice (PHP) using an online distance education format.

b. Description of the distance education or executive degree programs.

SPHHS awards an MPH degree in public health practice (PHP). This degree was initiated in 2001. The admission criteria are similar to other MPH programs at the school except students in this program must also demonstrate at least three years of professional experience in health care delivery, research, or administration at the time of application. The MPH in PHP program is delivered online, asynchronously using the WEB CT Vista platform without a residency requirement. However students may take the same course on campus with program director approval. Applications, admissions and registrations follow the standard processes and receive the standard university supports by the centralized Graduate School and Continuing Professional Education (CPE) provided to all university students.

Each student is assigned a program advisor on enrollment who is available during regular working hours or by appointment outside of regular hours by phone, email or in person. The student is eligible for the same financial aid options except teaching assistantships. Students have 24 hour access to technology assistance by phone or email; and, on campus assistance by the Office of Instructional Technology (OIT) and the Office of Continuing and Professional Education (CPE) staff. Students evaluate each course by the Survey of Teaching effectiveness administered to them by CPE with results forwarded to the faculty of record and the program director after grades are submitted. These evaluations serve to provide information on structural and process improvements in course delivery, content, faculty, and support service effectiveness. When scores fall below four on a five point scale, faculty are asked to develop an improvement plan and the program director supports the faculty to seek the necessary resources. Should the scores indicate a problem with support services, the program director meets with the respective sector to correct the problem. Students interact with faculty online, by phone or in person. Faculty post electronic or in person office hours each week. When faculty are traveling to an area where a student resides they will offer to meet in person at the student/faculty request.

Faculty:All Department of Public Health faculty are recruited, hired, oriented, promoted, and

evaluated using standard university procedures and criteria. Full-time core faculty, part time core faculty, and part time external faculty teach in the online program. All faculty teaching online are trained at the campus in the technology and instructional design methods by OIT and CPE; thereafter, any remediation needs are addressed electronically or through campus visits. During the faculty selection process specific content/research expertise is noted by the committees and faculty are offered only those courses consistent with their expertise. Faculty receive the same support services as specified in the union contract and university policy. Faculty not on campus can attend meetings by phone, in person or online as needed.


Courses in the MPH-PHP programAll courses can be taken online. The online version of a course approved by SPHHS and

the university is vetted through the same procedural review of multiple campus committees as any other course. Such course review includes the structure of the syllabus and scholarly nature of teaching the content, the learning/evaluation activities, opportunities for faculty-to-student interaction and evaluation each week as well as activities to promote student-to-student interaction and discourse. Fall and Spring semesters are each 14 weeks and summer school sessions are 6 weeks with intense course requirements. The integrity of the course/curriculum is addressed by the security measures for testing, individual student and faculty performance, peer review, external national professional recommendations, and alumni surveys. Practicum experiences use the model of preceptor identification and communication schedules, learning contracts, site visits as deemed necessary, final project analysis by both faculty and preceptor, and agency, faculty and student evaluations. Many of the MPH-PHP core courses are taught by the same faculty member teaching the on-campus version of the course.

Rationale for the Distance Learning MPH-PHP ProgramThe online MPH-PHP program was created to meet the demand from employed

professionals to obtain a masters degree in the field of public health from a major academic university. Enrollment in the MPH-PHP program has stabilized at around 175 annually. Graduation completions indicate the average student takes 3 years to complete the degree by attending two regular length semesters (fall and spring) and one or two summer school sessions each year. Student satisfaction is evident on the exit surveys and alumni and current students are the most frequent sources of referrals to other interested applicants. The UMass system, of which UMass Amherst is one of five campuses, is committed to growing distance education opportunities to increase the educational levels of the workforce and to provide innovative programming for global impact. They have invested in the technology, marketing and support services for both faculty and students, and at the campus level CPE has invested in complementing the system level services by customizing for the needs of the campus and programs. The distance learning program is consistent with the vision, mission, goals and objectives of the SPHHS Strategic Plan.


This criterion is met. The online program will transition as detailed in sections 2.2, 2.4 and 2.5.


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