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CALIFORNIA STATE UNIVERSITY, FRESNO

COLLEGE OF HEALTH AND HUMAN SERVICES

DEPARTMENT OF PUBLIC HEALTH

MASTER OF PUBLIC HEALTH

SELF-STUDY

2020

SELF-STUDY TEAM

Miguel A. Pérez, Ph.D., MCHES

Professor of Public Health and

Director, Master of Public Health

Program

Kara Zografos, DrPH, MPH


Chairperson, Department of

Public Health

Suzanne Kotkin-Jaszi, DrPH


Health Administration

Undergraduate Option

Coordinator

Mohammad Rahman, Ph.D.

Professor of Public Health

Health Administration Option and

Immediate MPH Director

Rebecca Wass, Graduate

Student Cohort 25

Jimmy Fang, Graduate Student

Cohort 26

Beverly Perez-Alvarez,

MPH Graduate Assistant

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Table of Contents Table of Abbreviations .................................................................................................................... 5

Electronic Resource File .................................................................................................................. 6

Introduction .................................................................................................................................... 7

A1. Organization and Administrative Processes ........................................................................... 14

A2. Multi-Partner Programs .......................................................................................................... 21

A3. Student Engagement .............................................................................................................. 22

A4. Autonomy for Schools of Public Health .................................................................................. 23

A5. Degree Offerings in Schools of Public Health ......................................................................... 23

B1. Guiding Statements ................................................................................................................ 24

B2. Graduation Rates .................................................................................................................... 27

B3. Post-Graduation Outcomes .................................................................................................... 30

B4. Alumni Perceptions of Curricular Effectiveness ..................................................................... 32

B5. Defining Evaluation Practices ................................................................................................. 34

B6. Use of Evaluation Data ............................................................................................................ 40

C1. Fiscal Resources ...................................................................................................................... 42

C2. Faculty Resources ................................................................................................................... 48

C3. Staff and Other Personnel Resources ..................................................................................... 52

C4. Physical Resources .................................................................................................................. 54

C5. Information and Technology Resources ................................................................................. 56

D1. MPH & DrPH Foundational Public Health Knowledge............................................................ 58

D2. MPH Foundational Competencies .......................................................................................... 60

D3. DrPH Foundational Competencies ......................................................................................... 66

D4. MPH & DrPH Concentration Competencies ........................................................................... 67

D5. MPH Applied Practice Experiences ......................................................................................... 69

D6. DrPH Applied Practice Experience .......................................................................................... 72

D7. MPH Integrative Learning Experience .................................................................................... 73

D8. DrPH Integrative Learning Experience ................................................................................... 77

D9. Public Health Bachelor’s Degree General Curriculum ............................................................ 78

D10. Public Health Bachelor’s Degree Foundational Domains ..................................................... 79

D11. Public Health Bachelor’s Degree Foundational Competencies ............................................ 80

D12. Public Health Bachelor’s Degree Cumulative and Experiential Activities ............................ 81

D13. Public Health Bachelor’s Degree Cross-Cutting Concepts and Experiences ........................ 82

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D14. MPH Program Length ........................................................................................................... 83

D15. DrPH Program Length ........................................................................................................... 85

D16. Bachelor’s Degree Program Length ...................................................................................... 86

D17. Academic Public Health Master’s Degrees ........................................................................... 87

D18. Academic Public Health Doctoral Degrees ........................................................................... 88

D19. All Remaining Degrees .......................................................................................................... 89

D20. Distance Education ............................................................................................................... 90

E1. Faculty Alignment with Degrees Offered ................................................................................ 91

E2. Integration of Faculty with Practice Experience ..................................................................... 93

E3. Faculty Instructional Effectiveness ......................................................................................... 94

E4. Faculty Scholarship ................................................................................................................. 98

E5. Faculty Extramural Service .................................................................................................... 102

F1. Community Involvement in Program Evaluation and Assessment ....................................... 106

F2. Student Involvement in Community and Professional Service ............................................. 109

F3. Assessment of the Community’s Professional Development Needs .................................... 111

F4. Delivery of Professional Development Opportunities for the Workforce ............................ 113

G1. Diversity and Cultural Competence ...................................................................................... 115

H1. Academic Advising ................................................................................................................ 119

H2. Career Advising ..................................................................................................................... 121

H3. Student Complaint Procedures ............................................................................................ 124

H4. Student Recruitment and Admissions .................................................................................. 126

H5. Publication of Educational Offerings .................................................................................... 128

6

Table of Abbreviations

ABBREVIATION MEANING

ACDC

Advising and Career Development Center

APM

Academic Policy Manual

AY Academic Year

CFE

Center for Faculty Excellence

CHHS

College of Health and Human Services

CSU

California State University

CSUF

California State University, Fresno

CVHPI

Central Valley Health Policy Institute

DIP

Differential in Pay

EEO

Equal Employment Opportunity

FERP

Faculty Early Retirement Program

GPA

Grade Point Average

GRE

Graduate Record Examination

MPH

Master of Public Health

NVIVO Qualitative Analysis Software

SAS Statistical Package

SOAP Student Outcomes Assessment Plan

SPSS Statistical Package for the Social Sciences

UC

University of California

IT Instructional Technology

WPAF

Working Personnel Action File

WTU

Weighted Teaching Units

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Electronic Resource File

Criterion Document Name

A1-1 MPH Advisory Board Bylaws

A1-2 MPH Advisory Board Application

A1-2a Sample Probationary Plan

A1-5a Department Faculty Meeting Minutes from Last Three Years

A1-5b MPH Program Faculty Meeting Minutes from Last Three Years

B4-2 Alumni Survey

B4-3 Written Summary of Results

B5-1 SOAP Document and Data

B5-2 Exit Survey and Data

D1-2 MPH Course Syllabi

D5-1 PH 285F syllabus

D5-2 Fieldwork Manual

D5-3 Sample Practice-Based (Fieldwork) Projects

D7-1 MPH Orientation Manual AY 2019-2020

D7-2 PH 298 and PH 299 Syllabi Fall 2019 and Spring 2020

D7-3 Written Defense Rubric

D7-4 Oral Defense Rubric

D7-5 Graduate Projects

E1-1 Faculty Curriculum Vitae for MPH faculty

F1-4a Minutes from Advisory Board Meetings

F1-4b Results of Employer Survey

H2-3 Professional Development Flyer

9

Introduction

1) Describe the institutional environment, which includes the following:

a. Year institution was established and its type (e.g., private, public, land-grant, etc.) California State University, Fresno (Fresno State) is located on 363 acres of land and was established in 1911 as the Fresno State Normal School; the institution became known as Fresno State College in 1949. Fresno State is a public institution, which became part of the California State University system in 1961 and officially became California State University, Fresno in 1972. Fresno State’s 108th graduation ceremony held in 2019 was the University’s largest graduation in its history with about 6,229 students eligible for degrees. Fresno State has also been recognized as a Hispanic-Serving Institution (HSI); an Asian American/Native American/Pacific Islander-Serving Institution (AANAPISI); and has been designated to the Community Engagement Classification by the Carnegie Foundation for the Advancement of Teaching. Source: http://fresnostate.edu/president/strategic-plan/university-profile.html.

b. Number of schools and colleges at the institution and the number of degrees offered by the institution at each level (bachelor’s, master’s, doctoral and professional preparation degrees)

The University has eight schools and colleges including the Jordan College of Agricultural Sciences, the College of Arts and Humanities, the Craig School of Business, the Kremen School of Education and Human Development, the Lyles College of Engineering, the College of Health and Human Services, the College of Science and Mathematics, and the College of Social Sciences. Fresno State offers 70 undergraduate degrees (Bachelor of Science and Bachelor of Arts), 44 master’s degrees, and three doctoral degrees across its eight schools and colleges. Also, the University offers 12 certificates of advanced studies and two teaching credentials. Source: http://fresnostate.edu/president/pride-points.html.

c. Number of university faculty, staff and students

Category Number

Faculty 1,481

Staff 880

Students 24,139 (Fall 2019)

Fresno State is proud of its diverse student body. This diverse student body includes 60% female students, 64.5% first generation students, and 53% Hispanic students. Source: http://www.fresnostate.edu/academics/oie/data/ and http://www.fresnostate.edu/academics/oie/quickfacts/index.html.

d. Brief statement of distinguishing university facts and characteristics

The University’s mission as listed in the strategic plan for 2016-2020 is to “boldly educate and empower students for success.” This mission is reinforced by the words Discovery, Diversity, and Distinction, which constantly reminds the university community of its commitment to provide an

11

http://fresnostate.edu/president/strategic-plan/university-profile.html

http://fresnostate.edu/president/pride-points.html

http://www.fresnostate.edu/academics/oie/data/

http://www.fresnostate.edu/academics/oie/quickfacts/index.html

exceptional educational experience to its students. The University is proud of its improving rankings as denoted by Money Magazine, US News and World Report, and the Washington Monthly Magazine. The University also received its sixth Higher Education Excellence in Diversity Award from INSIGHT into Diversity magazine. Great learning opportunities are provided through the Center for Leadership, the Maddy Institute, and the John D. Welty Center for Educational Policy and Leadership. Leading research opportunities are available through the Jordan Agricultural Research Center, the Central Valley Health Policy Institute (CVHPI), and the Fresno State Transportation Institute to name a few. Our students are heavily involved in the community through academic programs, service-learning opportunities, and the Jan and Bud Ritcher Center for Community Engagement. The Jan and Bud Ritcher Center estimates that our students have donated over 10 million hours of community service in our region and around the world over the last decade. In addition to academic opportunities, the University is exceptionally proud of its efforts to support students’ essential needs through comprehensive programs and initiatives. Some examples include the Renaissance Scholars Program (a program for foster youth), the Clothing Closet (a program that provides business attire for students for interviews), the Student Cupboard (a program to support students who are food insecure), and the Good Samaritan Fund (a program to support students that have experienced an emergency or catastrophic event). As a Minority Serving Institution, Fresno State makes many efforts to promote diversity and inclusion ranging from the President’s Commission on Human Relations and Equity to ethnic studies programs including Chicano and Latin American studies, Asian American studies, Africana studies, Native American studies, Jewish studies, the Hmong minor program, and more. Similarly, the University provides services through the Office for Services for Students with Disabilities, the Cross-Cultural and Gender Center, the International Services Office, and the Veterans Services Office. At the graduate level, the Graduate Net Initiative provides services to graduate students to facilitate their degree completion plans.

e. Names of all accrediting bodies (other than CEPH) to which the institution responds. The

list must include the regional accreditor for the university as well as all specialized accreditors to which any school, college or other organizational unit at the university responds

Fresno State is accredited by the California Board of Education, the Western Association of Schools and Colleges, and the National Council for Accreditation of Teacher Education. Fresno State is also a member of the Western Association of Graduate Schools, the Council of Graduate Schools in the United States, and the American Association of Colleges for Teacher Education.

School, department, or program accreditations, certificated memberships, and accrediting organizations include:

● Accreditation Board for Engineering and Technology ● American Chemical Society ● American Council for Construction Education ● American Physical Therapy Association ● American Speech-Language-Hearing Association ● Association to Advance Collegiate Schools of Business ● California Commission on Teacher Credentialing ● California State Department of Health Services ● Clinical Rehabilitative Services Credential: Languages, Speech, and Hearing ● Commission on Accreditation in Physical Therapy Education ● Commission on Accreditation of Athletic Training Education

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https://www.wiche.edu/wags/

http://www.cgsnet.org/

http://www.cgsnet.org/

http://www.aacte.org/

http://www.abet.org/

http://www.acs.org/

http://www.acce-hq.org/

http://www.apta.org/

http://www.asha.org/

http://www.aacsb.edu/

http://www.ctc.ca.gov/

● Commission on Collegiate Nursing Education ● Commission on Teaching Credentialing ● Council for Accreditation of Counseling and Related Educational Programs ● Council for Interior Design Education ● Council on Academic Accreditation in Audiology and Speech-Language Pathology ● Council on Accreditation Parks, Recreation, Tourism, and Related Professions ● Council on Education for Public Health ● Council on Education of the Deaf ● Council on Rehabilitation Education ● Council for the Accreditation of Educator Preparation ● Council on Social Work Education ● National Association of Schools of Music ● National Association of Schools of Public Affairs and Administration ● National Association of Schools of Theatre ● National Council for Accreditation of Teacher Education

The most recent information on accreditation for academic programs at Fresno State may be found at http://www.fresnostate.edu/academics/about/accreditation/index.html.

f. Brief history and evolution of the public health program (PHP) and related organizational

elements, if applicable (e.g., date founded, educational focus, other degrees offered, rationale for offering public health education in unit, etc.) The Central California region is one of the most diverse and medically underserved areas in the state. The myriad needs of the populations require a culturally competent workforce dedicated to providing public health services to this growing population. The Master of Public Health (MPH) program at Fresno State was established in 1993 with the purpose of serving the educational needs of working professionals in the Central California region. This geographic region is characterized by its rural focus, its classification as a medically underserved area, and its rich diversity. Since its inception, the MPH program has been a part-time academic program housed in the Department of Public Health at Fresno State. This structure is not unique as it is also common among other MPH programs within the California State University system. The symbiotic relationship between the MPH program and the Department of Public Health presents opportunities for growth as well as challenges in the delivery of a quality program. The distinctiveness of the MPH program is a result of the collaborative relationships that exist between its academic program and the CVHPI. The CVHPI is one of many research institutes and centers in the College of Health and Human Services (CHHS) at Fresno State. It serves as a leading voice in addressing the health care needs of Central California. The CVHPI provides opportunities to MPH students and faculty to participate in advanced research projects and to serve the needs of the region. Another exceptional characteristic of the MPH program is its student population. As indicated above, the MPH program was established to serve a working population that generally has been older than the average college student, has full-time employment responsibilities, and may have a spouse and/or children. The nature of our student population results in some students not completing the program due to personal issues, changes in employment – whether new roles of

leadership or a move to another geographic area – and deployment by the armed services. In

recent years, however; the student population appears to be shifting with more students enrolling into the MPH program immediately following completion of their bachelor’s degree. Most of these students continue to be self-supporting and must balance the competing demands of employment and school.

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https://www.aacnnursing.org/CCNE

http://www.ctc.ca.gov/

http://www.nrpa.org/coaprt/

http://www.ceph.org/

http://www.deafed.net/PageText.asp?hdnPageId=58

http://www.cacrep.org/

http://www.cswe.org/

http://nasm.arts-accredit.org/

http://www.naspaa.org/

http://nast.arts-accredit.org/

http://www.ncate.org/

http://www.fresnostate.edu/academics/about/accreditation/index.html

In 2013, the MPH program suspended one of its options in Health Policy and Management and has since then focused on its health promotion option. In fall 2020, and in response to student requests, the program will transform from a part-time three-year program to a full-time two-year program. The program will also include about 1/3 of its course offerings online for the first time.

2) Organizational charts that clearly depict the following related to the program:

a. the program’s internal organization, including the reporting lines to the dean/director

Figure 2A

Department of Public Health Organizational Chart


Dr. James E. Marshall, Interim Dean

Department of Public Health Dr. Kara Zografos,

Chairperson

Master of Public Health

Program Dr. Miguel A. Perez, Director

Community Health Undergraduate Option Dr. Gregory Thatcher,

Coordinator

Health Administration Undergraduate Option

Dr. Suzanne Kotkin-Jaszi, Coordinator

Environmental Occupational Health and Safety

Undergraduate Option Dr. Jaymin Kwon,

Coordinator

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b. The relationship between program and other academic units within the institution. Ensure that the chart depicts all other academic offerings housed in the same organizational unit as the program. Organizational charts may include committee structure organization and reporting lines


Organizational Chart


Dr. James E. Marshall,

Interim Dean

College of Health and Human Services Dr. Mitzi Lowe, Associate Dean

Communicative Sciences and Deaf

Studies Chairperson:

Dr. Steven Skelton

Physical Therapy

Chairperson: Dr. Jenna

Sawdon-Bea

Public Health Chairperson:

Dr. Kara Zografos

Recreation Administration Chairperson:

Dr. Samuel Lankford

School of Nursing

Chairperson: Dr. Sylvia Miller

Social Work Chairperson: Dr.

Martha Vungkhanching

Kinesiology Chairperson:

Dr. Scott Sailor

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c. the lines of authority from the program’s leader to the institution’s chief executive officer (president, chancellor, etc.), including intermediate levels (e.g., reporting to the president through the provost)

As denoted in the organizational charts above, the MPH program director (Dr. Perez) reports directly to the Department Chair (Dr. Zografos). Dr. Zografos reports to the Dean (Dr. Marshall), who reports to the Provost and Vice President for Academic Affairs (Dr. Jiménez-Sandoval). Dr. Jiménez-Sandoval reports to the President (Dr. Castro).

d. for multi-partner programs (as defined in Criterion A2), organizational charts must depict all participating institutions

Not applicable.

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3) An instructional matrix presenting all of the program’s degree programs and concentrations including bachelors, masters and doctoral degrees, as appropriate. Present data in the format of Template Intro-1.

Template Intro-1

Instructional Matrix - Degrees and Concentrations

Campus based Executive Distance based

Master's Degrees Academic Professional

Health Promotion MPH MPH

4) Enrollment data for all of the program’s degree programs, including bachelors, masters and doctoral degrees, in the format of Template Intro-2.

Template Intro-2

Degree Current Enrollment

Master's

MPH *29

*Data as of start of fall 2019 semester.

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A1. Organization and Administrative Processes The program demonstrates effective administrative processes that are sufficient to affirm its ability to fulfill its mission and goals and to conform to the conditions for accreditation. The program establishes appropriate decision-making structures for all significant functions and designates appropriate committees or individuals for decision making and implementation.

The program ensures that faculty (including full-time and part-time faculty) regularly interact with their colleagues and are engaged in ways that benefit the instructional program (e.g., participating in instructional workshops, engaging in program-specific curriculum development and oversight).

1) List the program’s standing and significant ad hoc committees. For each, indicate the formula for membership (e.g., two appointed faculty members from each concentration) and list the current members.

The MPH program has two committees that are separate from those in the Department of Public Health.

a. The Advisory Board functions to provide guidance and input regarding public health issues to the MPH program. The Advisory Board also provides feedback on the MPH program curriculum and its associated competencies. Advisory Board members may be nominated by either faculty, current members, or through a self-nomination process. Each Advisory Board member commits to a minimum of 2 years of committee service. The current chair of the Advisory Board is Mr. Stephen Ramirez. The list of current committee members is included in the table below.

See ERF A1-1 MPH Advisory Board Bylaws See ERF A1-2 MPH Advisory Board Application

Table A1.1: MPH Advisory Board Members, 2019-2020

Name

Title and Organization Contact Information

Shanil Kumar

MPH Student (2nd Year during AY 2019-2020)

Cell: 209-499-0750 [email protected]

Janice Mathurin, MA

Director of Operations West Fresno Family Resource Center

559-549-5711 [email protected]

Miguel A. Perez, PhD

Professor and MPH Director California State University, Fresno

Office: 559-278-2897 [email protected]

Joe Prado Division Manager Community Health, Fresno County Department of Public Health


Stephen Ramirez, MPH

Chief Executive Officer California Health Collaborative


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mailto:[email protected]





Susie Rico-Vasquez, MPH

MPH Program (Alumni 2013 Grad) Program Coordinator, Health Educator CalFresh Healthy Living, Fresno County Department of Public Health


Irene Rios-Rodriguez, MPH, RD

MPH Program (Alumni 2017 Grad) NICU Dietician Fresno Community Regional Medical Center

[email protected]

Melanie Rubalcaba, MPH

(Alumni 2011 Grad) Program Manager, Fresno County Department of Public Health

Office: 600-6449 [email protected]

Robin Wood, MPH

(Alumni 2006 Grad) Health Program Manager California Valued Trust


Kara Zografos, DrPH, MPH

(Alumni 2002 Grad) Professor and Department Chair


Jennifer Acidera, MPH

Fresno Department of Public Health

[email protected]

LaMecia Ward

MPH Student (3rd year) [email protected]

b. The Admissions Committee functions to advise the MPH Director on new admits to the

program. The Admissions Committee is comprised of Dr. Miguel A. Pérez (MPH Program Director), Dr. Kara Zografos (Department Chair), Dr. Mohammad Rahman (MPH Faculty), and Dr. Suzanne Kotkin-Jaszi (MPH Faculty). In addition to the committees listed above, the MPH program benefits from the committee structure in the Department of Public Health. The following committees play a role in the function of the MPH program. Personnel Committee. The Personnel Committee reviews departmental recommendations concerning reappointment, tenure, leaves of absence, and promotions. Upon request, the committee may advise the dean on other personnel matters. Committee composition for AY 2019-2020 consists of: Dr. Helda Pinzon-Perez (Chair), Dr. Jaymin Kwon, Dr. Don Matlosz, Dr. Miguel A. Perez, Dr. Mohammad Rahman, and Dr. Kara Zografos.

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Curriculum Committee. The Curriculum Committee reviews curriculum proposals from the department and programs, including fiscal implications of such proposals, and makes recommendations to the dean. All faculty in the Department of Public Health serve on this committee. Committee on Program Evaluation. The Committee on Program Evaluation is designed to monitor the Student Outcomes Assessment Plan (SOAP) data and to make recommendations to the faculty. Committee composition for Academic Year (AY) 2019 - 2020 consists of: Dr. Kara Zografos (Chair), Dr. Suzanne Kotkin-Jaszi, Dr. Jaymin Kwon, and Dr. Greg Thatcher. Readmissions Committee/Academic Probation and Disqualification. The Re-Admissions Committee/Academic Probation and Disqualification Committee reviews and makes recommendations on student petitions for readmission to the University and Department. In addition, the committee reviews student files in cases of academic probation and/or disqualification. Committee membership for AY 2019 – 2020 consists of: Dr. Suzanne Kotkin-Jaszi (Chair), Dr. Jaymin Kwon, and Dr. Greg Thatcher. Committee on the Protection of Human Subjects. The Department of Public Health has established a Committee for the Protection of Human Subjects designed to monitor compliance within the department. Committee composition for AY 2019 – 2020 consists of: Dr. Rohan Jadhav (Chair), Dr. Leepao Khang, Dr. Jaymin Kwon, and Dr. Greg Thatcher. Committee on MPH Program Evaluation. The purpose of this committee is to develop, monitor, and implement all evaluation components in the MPH program. Committee composition for AY 2020 – 2021 are: Dr. Miguel A. Perez, Dr. Mary Garza, Dr. Susan Mirlohi, and Dr. Tanisha Garcia. This is a new committee established during the Spring 2020 semester.

2) Briefly describe which committee(s) or other responsible parties make decisions on each

of the following areas and how the decisions are made: a. degree requirements

Degree requirements are determined by the Curriculum Committee in the Department of Public Health. Any faculty member may make a curriculum recommendation, which is discussed by the committee and voted upon. Recommendations receiving a majority of the votes are forwarded to the College Curriculum Committee, the Dean, and finally the Division of Graduate Studies. The changes become official only after approval from all the parties listed above.

b. curriculum design The curriculum design process aligns with the means for making degree requirement decisions. Any faculty member may make a recommendation to curriculum design. Once the change is developed, a proposal is submitted to the department chair for review and approval. Once approved, the proposal is reviewed by the college and university curriculum committees. Upon final approval, the curriculum changes are included in the Fresno State General Catalog. The curriculum is continuously reviewed by the faculty to determine the need for potential changes and revisions. The Fresno State catalog may be found at https://www.fresnostate.edu/catalog/

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https://www.fresnostate.edu/catalog/

c. student assessment policies and processes

As part of shared governance, the University’s Committee of Academic Policies and Procedures sets University policy in compliance with federal and state laws and regulations. The University’s Graduate Committee is responsible for setting and approving policies germane to graduate programs at the University. The department’s Curriculum Committee approves new policies and procedures as they apply to the MPH program and may extend what is established in University policy.

d. admissions policies and/or decisions

The Director of the Master of Public Health program is officially responsible for final admission decisions into the program. The MPH Admissions Committee (described in section 1 above) reviews all applications to the program and makes a recommendation to the MPH Director, who notifies the University about final decisions on all applicants to the program. The MPH Director also sends admissions letters to the applicants indicating their conditions for admission.

e. faculty recruitment and promotion The MPH program adheres to University policies and procedures regarding faculty recruitment and promotion. Faculty recruitment procedures are delineated in sections 301 and 302 of the Academic Policy Manual (http://www.fresnostate.edu/academics/aps/forms policies/apm/300.html ). A search committee is established at the department level for each faculty search. At the end of its charge, the committee is disbanded having made a recommendation and ranking of the top candidates. The review of faculty finalists typically involves faculty interacting and meeting with the top candidates. The interviews include a formal faculty presentation and discussion, an informal lunch meeting, a teaching demonstration, and an interview with the dean. Faculty retention procedures are delineated in sections 321 to 330 of the Academic Policy Manual. The University's retention, tenure, and promotion policies involve formal occasions for input and peer review from the department personnel committee, which is comprised of all tenured faculty members in the department. The first level of retention, tenure, and promotion recommendations are made by the personnel committee, which is followed by a review of the college personnel committee, a review by the dean, a review by up to two University committees, and a final decision by the Provost. Tenured faculty are reviewed by similar committees periodically. It should be noted that the department also has a representative on the college personnel committee. California State University, Fresno utilizes a probationary plan to assist probationary (tenure track) faculty move through the promotion and tenure process. This is a highly structured process that spells out the responsibilities for the faculty member to be promoted and tenured. College records show that most faculty hired since this system was implemented have been granted promotion and tenure. Alongside the probationary plan, the University utilizes a system of mentors to assist probationary faculty to move through the promotion and tenure process. Faculty mentors are senior faculty members who assist probationary faculty on a formal and informal basis. See ERF A1-2e Sample Probationary Plan Template

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http://www.fresnostate.edu/academics/aps/forms%20policies/apm/300.html

f. research and service activities

The MPH program does not have a separate committee structure to address research and service expectations. Faculty workload is set by the Collective Bargaining Agreement between faculty and administration. However, research and service are a part of faculty responsibilities. The Academic Policy Manual (http://www.fresnostate.edu/academics/aps/documents/apm/336.pdf ) outlines faculty responsibilities in research and service.

Probationary faculty are provided specific minimum criteria for the areas of teaching, research, and service in order to be promoted and tenured. The Academic Policy Manual (http://www.fresnostate.edu/academics/aps/documents/apm/328.pdf ) does require that all tenured faculty be periodically evaluated at least every five years. The five-year post-tenure review assesses research and service expectations through professional development and university and community service. The five-year post-tenure review policy, however, has not been fully implemented in the Department of Public Health.

3) A copy of the bylaws or other policy documents that determine the rights and obligations

of administrators, faculty, and students in the governance of the program.

The Academic Policy Manual is the University's principal policy document and can be found at

(http://www.csufresno.edu/aps/forms policies/apm/index.shtml).

23

http://www.fresnostate.edu/academics/aps/documents/apm/336.pdf%20)

http://www.fresnostate.edu/academics/aps/documents/apm/328.pdf%20)

http://www.csufresno.edu/aps/forms%20policies/apm/index.shtml

4) Briefly describe how faculty contribute to decision-making activities in the broader

institutional setting, including a sample of faculty memberships and/or leadership

positions on committees external to the unit of accreditation.

There are numerous opportunities for faculty to contribute to the decision-making activities in the broader institutional setting. The MPH program faculty participate in several University committees. A full listing of the University-level committee service among the MPH program faculty can be viewed in Table A.1.4.

Table A.1.4: MPH Program Faculty University Committee Membership

University Committee

Faculty Representative

Committee on Controlled Substances in Teaching and Research

Dr. Miguel Perez

Faculty Equity and Diversity

Dr. Mohammad Rahman

Occupational Health, Safety, and Wellness

Dr. Suzanne Kotkin-Jaszi

5) Describe how full-time and part-time faculty regularly interact with their colleagues (self-study document) and provide documentation of recent interactions, which may include minutes, attendee lists, etc.

Faculty in the Department of Public Health engage in several interactions that bring together full-time and part-time faculty. The primary and official way is through regularly scheduled meetings that are open not only to all faculty members, but also to the public in accordance with State law. Faculty meetings present an opportunity for faculty to receive information and to act on items of interest to the Department. Discussions typically include Departmental, College, and University updates, curricular changes and enhancements, student assessments, and results. Meeting minutes are distributed to all faculty at the beginning of the meeting, which assists in keeping everyone up to date on previous discussions. Attendance at monthly faculty meetings is required for full-time faculty. In addition to faculty meetings, the MPH faculty also holds regular meetings where faculty discuss and act on items of interest related specifically to the program. Examples of major actions taken in the last three years include transitioning from a part-time to a full-time program, the restructuring of PH 298 and PH 299 in an effort to increase graduation rates, and the exploration of a third option as part of the culminating experience.

See ERF A1-5a for Department Faculty Meeting Minutes from Last Three Years

See ERF A1-5b for the MPH Program Faculty Meeting Minutes from Last Three Years

24

6) If applicable, assess strengths and weaknesses related to this criterion and plans for

improvement in this area.

Strengths: A strong faculty body and shared governance are important to the MPH faculty, therefore; a lot of effort goes into making sure faculty continue to excel in this area. This commitment is demonstrated by faculty involvement at all levels of governance. The MPH faculty participate in policy making through their participation in Department, College, and University committees. Furthermore, the MPH faculty requires a strong commitment to the program from all individuals involved. The University search policies have enabled the MPH program to attract highly qualified applicants. The institution has established and demonstrated a strong commitment to diversity and equal opportunity in all aspects of the search process. Recruitment activities must demonstrate efforts to attract highly qualified, under-represented applicants. Additionally, the MPH program is proud of its diverse student body and is committed to ensuring a qualified and diverse public health workforce in our region. Retention and promotion policies have been highly effective in maintaining a highly qualified faculty. The probationary plan clearly delineates the progress required for tenure-track faculty. The tenure track process affords junior faculty with resources to achieve tenure and promotion, which provides stability to our program. The strength of this approach is demonstrated by the long-term commitment of faculty in the MPH program. The MPH faculty consistently review and update the curriculum. The continued updates to the curriculum ensure we provide up-to-date instruction on public health issues. Weaknesses: Research and service activities have been, and continue to be, a concern for the MPH program. While probationary faculty receive release time during their first two years of employment, in order to allow for the development of their research agenda, non-probationary faculty are expected to conduct research and to be engaged in the community in addition to their academic course assignments. The lack of tangible rewards, and limited time for such efforts, influences “senior” faculty member’s scholarly activities and community engagement. To an unspecified degree, limited research activities limit student’s ability to collaborate with faculty in their culminating experiences. Plan: The MPH faculty will continue to have conversations regarding how to best integrate research and service activities into an already full course load.

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A2. Multi-Partner Programs (applicable ONLY if functioning as a “collaborative unit” as defined in CEPH procedures)

Not applicable.

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A3. Student Engagement Students have formal methods to participate in policy making and decision making within the program, and the program engages students as members on decision-making bodies whenever appropriate.

1) Describe student participation in policy making and decision making at the program level, including identification of all student members of program committees over the last three years, and student organizations involved in program governance.

Student input is paramount to the MPH program. Students have an opportunity to provide feedback through formal faculty evaluations, which are reviewed by the Department Chair and discussed with faculty members as appropriate. Additionally, the MPH Director visits graduate classes at least once per semester to obtain feedback from students and to provide updates. An example of feedback received during one of these visits pertains to a one-unit course in the program. This course was offered on Saturdays, which was not well received by the students. The MPH faculty met to discuss this concern and this course was converted into an online format to address this request. Students also provide input during regularly scheduled courses during formal and informal discussions, which enable faculty to update materials and didactic instruction. For example, the restructuring of PH 298 (Project) and PH 299 (Thesis) was the result of student input and feedback regarding their need for more supervision. Similarly, the appointment of a new faculty member to teach PH 280 (Seminar in Techniques of Health Research) was the result of input from students in the program.

Current students also sit on the MPH Advisory Board and they serve as the official conduit from their peers to the program faculty and staff. Currently, no students serve on the MPH Admissions Committee or on other departmental committees. Two primary reasons prevent their active participation. The first is the time commitment and the sacrifices it would inflict on our part-time student body. The second involves the inability of the faculty to share confidential information with students.



Strengths: The program faculty maintain an open-door policy, which allows students to express concerns about issues affecting the program.

Weaknesses: Student input into policy making is an area of continuing improvement for faculty in the MPH program. Active student input is received through their participation in the MPH Advisory Board, but there is no formal mechanism to measure the flow of information to and from all students in the program. Plan: The MPH faculty will develop a more formal mechanism to measure the flow of information to and from all students in the program.

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A4. Autonomy for Schools of Public Health

Not applicable.

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A5. Degree Offerings in Schools of Public Health

Not applicable.

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B1. Guiding Statements The program defines a vision that describes how the community/world will be different if the program achieves its aims. The program defines a mission statement that identifies what the program will accomplish operationally in its instructional, community engagement and scholarly activities. The mission may also define the program’s setting or community and priority population(s). The program defines goals that describe strategies to accomplish the defined mission. The program defines a statement of values that informs stakeholders about its core principles, beliefs and priorities.

1) A one- to three-page document that, at a minimum, presents the program’s vision, mission, goals and values.

Our Vision The MPH Program does not have a vision statement. Our Mission The mission of the Master of Public Health Program is to promote, preserve, and restore health. This is accomplished by educating graduate students to be effective leaders and competent practitioners at the local, national, and international levels. Our Goals The goals of the MPH Program are divided into three categories: instructional; scholarly; and service. These goals describe strategies to accomplish our defined mission and are as follows: Instructional

1. To utilize a competency-based curriculum planning and evaluation system in order to be able to effectively evaluate the public health knowledge, skills, and attitudes of students.

2. To ensure all MPH students are prepared to assume leadership roles in public health and health education settings.

Scholarly 3. To promote and foster an interactive environment conducive to student and faculty

search for and exploration of established and innovative concepts related to public health.

4. To stimulate the design of research and projects that have a practical application to the reality of the MPH program service communities.

Service 5. To promote active involvement in serving the Fresno State campus, communities,

and Central California region. 6. To strengthen relationships between Fresno State and public or private community

organizations in order to provide opportunities for faculty, students, and graduates to help meet the health needs of the Central California region.

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Our Values We are public health professionals dedicated to improving the health of communities. To achieve this goal, we are committed to the pursuit of: Community To enable communities to address their unique public health problems, lower barriers to action, and act as a resource for progress. Knowledge To engage in the pursuit, development, and dissemination of knowledge that will lead to the improvement of the public’s health. Professionalism To perform the duties and responsibilities of public health professionals with integrity and collegiality in learning, teaching, and public services. Advocacy To ensure equitable access to quality public health, health resources, and public policies. Diversity To recognize and respect the cultural and other contributions of all members of the community in the access to public health resources. Scholarship To teach students methods to understand the scope of current public health knowledge and to contribute to future public health knowledge through research.

2) If applicable, a program-specific strategic plan or other comparable document.

The MPH program does not have a program-specific strategic plan or other comparable document. This is due to the symbiotic relationship between the program and the department.

3) If applicable, assess strengths and weaknesses related to this criterion and plans for improvement in this area.

Strengths: The mission, goals, and values statements for the MPH program were developed using a comprehensive process taking into account public health principles, science-based data, and input from the different constituencies served. The mission statement and goals are reinforced in a variety of ways: they are posted on Department and program websites; they are posted on the program’s Canvas site; they are discussed in classes throughout the program; they are listed in course syllabi; and they are listed in the orientation and internship manuals. Weaknesses: While the mission, goals, and values for the program are intended to evolve, they have not been revised in the last three years, and this will be a priority for the new program leadership. Additionally, the MPH program does not currently have a vision statement.

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Plan: The MPH faculty is in the process of developing a vision statement to share with the MPH Advisory Board, faculty, and students. This statement will be included in the final draft of the self-study document. The MPH Advisory Board has also agreed to make the update of the mission, goals, and values a priority item during AY 2020-2021.

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B2. Graduation Rates

The program collects and analyzes graduation rate data for each degree offered (eg, BS, MPH, MS, PhD, DrPH).

The program achieves graduation rates of 70% or greater for bachelor’s and master’s degrees and 60% or greater for doctoral degrees.

1) Graduation rate data for each degree in unit of accreditation. See Template B2-1. Template B2-1

Students in MPH Degree, by Cohorts Entering Between 2014 and 2019

*Maximum Time to Graduate: 5 Years

Cohort of Students

2014-15

2015-16

2016-17

2017-18

2018-19

2014-15

# Students entered

7

# Students withdrew, dropped, etc.

0

# Students graduated

0

Cumulative graduation rate

0%

2015-16

# Students continuing at beginning of this school year (or # entering for newest cohort) 7 9


0 0


0 0


0% 0%

2016-17

# Students continuing at beginning of this school year (or # entering for newest cohort) 7 9 7


0 1 0

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1 0 0


14.3% 0% 0%

2017-18

# Students continuing at beginning of this school year (or # entering for newest cohort) 6 8 7 6


0 0 0 0


1 1 0 0


28.6% 11.1% 0% 0%

2018-19

# Students continuing at beginning of this school year (or # entering for newest cohort) 5 7 7 6 8


0 0 0 0 0


2 1 1 0 0


57.1% 22.2% 14.3% 0% 0%

2) Data on doctoral student progression in the format of Template B2-2. Not applicable.

3) Explain the data presented above, including identification of factors contributing to any

rates that do not meet this criterion’s expectations and plans to address these factors. The reasons that the MPH program has not achieved the 70% rate are complex and include many factors. First, the MPH students are usually recruited from the Central Valley and are largely low-income, first-generation, students of color. As a result, the program has led to upward economic mobility for an ethnically and racially diverse student body. Many of the students, however, come from backgrounds where academic writing is a major challenge. The MPH students overwhelmingly succeed in completing the required coursework. A major stumbling block, however; is the culminating experience, which currently requires the completion of a thesis or project. The issue of academic writing skills is not unique to the MPH graduate program, but rather a concern across all the graduate programs at Fresno State. To address this factor, the MPH faculty redesigned the PH 298 (Project) and PH 299 (Thesis) courses to consist of a more structured format. The students now attend face-to-face class meetings. During the fall semester, the students are graded based on the following: class participation; completion of the plagiarism training; completion of the human subjects training;

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submission of the first three chapters of the project/thesis; defense of the proposal at a “committee hearing”; and submission of the project/thesis to the Departmental Human Subjects Committee for review. During the spring semester, the students are graded based on the following: submission of chapter 4 (Results) and chapter 5 (Discussion/Conclusion); a meeting with the committee for final approval; and an oral defense of the project/thesis. There are due dates for each of these items, and points are deducted for late submissions. The students are also encouraged to schedule regular meetings with their project/thesis chair to assess progress. Additionally, the MPH program faculty will implement a new culminating experience starting in Fall 2020 semester. The MPH faculty conducted thorough research on what other MPH programs in various universities are offering to students. Based on this research, the MPH faculty have decided to offer the option of taking the Certified Health Education Specialist (CHES) exam. Students who select this option will also create a competency based professional portfolio. Additionally, the project option will be revised to include a leadership component. These changes will allow for a more tailored approach, i.e. students who wish to pursue a doctorate or a career in research will have the option of selecting a thesis whereas students that are interested in other avenues will have the option of selecting the CHES/professional portfolio option or a project. It is anticipated that these new options will be offered beginning in the fall 2020 semester.

4) If applicable, assess strengths and weaknesses related to this criterion and plans for improvement in this area. Strengths: The Division of Graduate Studies recognizes the challenges of academic writing faced by the majority of Fresno State graduate students and has implemented a Graduate Writing Studio. The MPH graduate students are highly encouraged to use this invaluable resource to help improve their writing skills. Additionally, students in the MPH program are referred to this Writing Studio during their first year in the program if proficiency in writing is not evident in their application, i.e. a GRE Analytical Writing score of 4 or higher. The University also offers a Graduate Statistics Studio, which provides research and statistical consulting to all graduate students. The MPH students also make use of this resource, and it has helped to improve the program’s graduation rates. In previous years, students from the PH 298 (Project) and PH 299 (Thesis) courses reported using these campus-wide resources and stated they were helpful. Weaknesses: Academic writing is a major challenge for some of the MPH students. Therefore, the current culminating experience options are a major stumbling block toward timely graduation for these students. Plan: It is anticipated that the resources for students, and the changes to the culminating experience options mentioned above, will continue to assist in increasing the MPH graduation rates. Additionally, the MPH faculty will be adjusting some of the starting cohort sizes in the summer of 2020 to reflect students who have left our program for other areas of study, i.e. medical school. An updated Template B2-1 will be included in the final draft of the self-study document.

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B3. Post-Graduation Outcomes

The program collects and analyzes data on graduates’ employment or enrollment in further education post-graduation, for each degree offered (e.g., BS, MPH, MS, PhD, DrPH). The program achieves rates of 80% or greater employment or enrollment in further education within the defined time period for each degree.

1) Data on post-graduation outcomes (employment or enrollment in further education) for each degree. See Template B3-1.

Template B3-1

Post-Graduation Outcomes 2017 Number and Percentages

2018 Number and percentage

2019 Number and percentage

Employed 3 (100%) 4 (100%) 4 (80%)

Continuing education/training (not employed) 0 0 0

Not seeking employment or not seeking additional education by choice 0 0 0

Actively seeking employment or enrollment in further education 0 0 1 (20%)

Unknown 0 0 0

Total graduates (known + unknown) 3 4 5

2) Explain the data presented above, including identification of factors contributing to any

rates that do not meet this criterion’s expectations and plans to address these factors. Alumni Survey: Thus far, the MPH program has achieved the 80% or greater employment or enrollment in further education standard. Implementation of the Alumni Survey began in fall 2019 and continued through Spring 2020. This survey addressed the MPH program’s effectiveness in achieving the stated mission, goals, and values. In particular, the survey assesses the utility of the MPH program for graduates and the current job market. The survey also provided graduates with an opportunity to provide feedback on program strengths and weaknesses. Preliminary quantitative results revealed high satisfaction with the overall quality of the MPH program. For instance, 20% of the graduates reported being “very satisfied” with the MPH program, 48% reported being “satisfied”, and 22% reported being “somewhat satisfied”. The mean score for satisfaction was 4.72 on a 6-point scale, with 6 indicating “highly satisfied”. Respondents, however; also identified several areas for program improvement, including improvement of the curriculum and increased job search assistance. Preliminary qualitative results also identified several themes for continuous program improvement. The Alumni Survey data collection process will be completed by the end of the spring 2020 semester.

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Strengths:

The MPH faculty genuinely care about the graduate students’ short and long-term career opportunities and educational successes. One of the strengths of the MPH program is the small size of the cohorts, allowing faculty to know the students as individuals and to tailor career advice to their specific needs. For example, several graduates have been successful in gaining admittance to highly competitive medical, pharmaceutical, physician assistant, and other clinically based higher education graduate degree programs post-MPH. The MPH faculty have spent countless hours coaching, counseling, and supporting these students in their journey to higher education. Often, this involved more than one round of applications to achieve admission, and the faculty have provided not just letters of reference and filled out structured rating scales, but also offered encouragement along every step of the process. Weaknesses: A weakness of the program is the lack of data collected offering systematic evidence of these ongoing efforts. The MPH faculty offer the help and support needed for the MPH graduates to succeed in their job search efforts or further education. The next milestone will be to capture these efforts in a systematic manner across-the-board for the entire MPH faculty. The MPH faculty will determine how to routinely collect and analyze the data that supports the underlying reasons for the achievement of the 80% rate as required by the accrediting body. These data will also be helpful when the program asks the CHHS Dean for additional resources. Graduation rates are essential for making an argument for additional resources in future university funding allocations, but more critical than this, is being able to show that the MPH program is meeting an unmet need for health education specialists in the region.

Plan:

The MPH faculty identified that MPH graduates will need career advising and more individualized assistance with their job searches. The program has already begun to address these gaps. As part of the Project/Thesis class (PH 298/299), the faculty have put together a panel of MPH graduates who present in the class regarding their experiences in the local employment market and their strategies for job searches. This panel discussion has been very well received by the graduate students. In addition, the University’s career counselor for the Department of Public Health presented on numerous occasions in PH 210 (Introduction to Health Policy) concerning careers in public health. These talks have included Department of Labor statistics on the supply and demand for health promotion specialists, salaries, and actual job databases. In addition to these classroom presentations, students have also been counseled in group and individual meetings.

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B4. Alumni Perceptions of Curricular Effectiveness For each degree offered the program collects information on alumni perceptions of their own success in achieving defined competencies and of their ability to apply these competencies in their post-graduation placements. The program defines qualitative and/or quantitative methods designed to maximize response rates and provide useful information. Data from recent graduates within the last five years are typically most useful, as distal graduates may not have completed the curriculum that is currently offered.

1) Summarize the findings of alumni self-assessment of success in achieving competencies

and ability to apply competencies after graduation.

Implementation of the most recent alumni survey began in fall 2019 and is continuing through summer 2020. To date, 44 responses are recorded. Data are also available from 2014 upon request. The MPH program competencies have recently changed, and the MPH faculty will assess graduates’ self-assessed achievement of these new competencies and their ability to apply them after graduation in summer of 2020. For the 2019-2020 academic year, the following six competencies were assessed: 1) ability to identify, formulate and solve technical problems (mean score: 2.61); 2) understand professional and ethical responsibility (mean score: 3.30); 3) communicate effectively, written (mean score: 3. 25); 4) communicate effectively, oral (mean score: 3.16); 5) understand the impact of your practice in a global context (mean score: 2.84); and 6) use the techniques, skills and modern technology tools necessary for your practice (mean score: 2.61). The mean score was measured on a scale from 1-4, with one representing weak and four representing strong.

2) Provide location of documentation concerning the methodology and findings from the

alumni survey in ERF.

See ERF B4.2 Alumni Survey See B4.3 Written Summary of Results

3) If applicable, assess the strength and weaknesses related to this criterion and plans for


Strengths: Some recent strengths that the MPH faculty have noted include more opportunities for the MPH students to learn and apply research competencies, including proposal development, data analysis, and academic journal preparation by working more closely with MPH faculty and the CVHPI on the development of these competencies. Recently, there has also been extensive revision of the curriculum. For instance, PH 202 (Advanced Public Health Statistics), PH 203 (Seminar in Community Health Organization), and 253 (Management of Health Services) now include more emphasis on skill development. Students are not just reading textbooks and articles related to the competencies, but are expected to demonstrate these competencies in the classroom and with community partners in a service-learning format. Qualitative results from the Alumni Survey also indicated that students found the MPH program to be very helpful and that courses were highly linked to the competencies mentioned above.

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Weaknesses: The Alumni Survey does not currently measure the new competencies. The MPH faculty will integrate these new competencies into the survey for the summer 2020 cycle of data collection, and this new version will be included in the final draft of the self-study document. Plan: The MPH faculty will continue in their efforts to increase the response rate to the Alumni Survey. As this document is being prepared, the MPH faculty are collecting current alumni data. To improve response rates, several new measures are being implemented. For instance, the MPH faculty are reaching out to alumni from the last five years through social media (ie Facebook) and email.

Since the MPH program is a cohort-based program, the MPH faculty are taking advantage of the social cohesiveness of the cohorts and are asking members of each cohort to post that they have completed the survey and to ask other members of their cohort to respond as soon as possible. In addition to social media and email announcements, the MPH faculty are also making personal phone calls to alumni, leaving voice messages when possible. Thus far, these efforts have improved response rates to the Alumni Survey, and will be continued as needed in future years.

The MPH faculty will also implement a plan to produce more timely written reports concerning alumni perceptions of curricular effectiveness. For instance, the Alumni Survey will be conducted again in fall 2021 and will then occur on a three-year schedule thereafter. These data will be analyzed promptly and reviewed by the MPH faculty and presented to the MPH Advisory Board. This feedback will be utilized to revise the program.

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B5. Defining Evaluation Practices The program defines appropriate evaluation methods and measures that allow the program to determine its effectiveness in advancing its mission and goals. The evaluation plan is ongoing, systematic and well-documented. The chosen evaluation methods and measures must track the program’s progress in 1) advancing the field of public health (addressing instruction scholarship and service) and 2) promoting student success.

1) Present an evaluation plan that, at a minimum, lists the program’s evaluation measures,

methods and parties responsible for review. See Template B5-1.

Template B5-1

Table B5-1: MPH Program’s evaluation measures, data collection methods, and parties responsible

for review

Evaluation measures Identify data source(s) and describe how raw data are analyzed and presented for

decision making*

Responsibility for review

1. Goal 1: To utilize a competency-based curriculum planning and evaluation system in order to be able to evaluate effectively the public health knowledge, skills, and attitudes of students.

Instructional Objectives

1.1. The MPH faculty will review course offerings and document which competencies are addressed in each course at a minimum of once every three years.

Based on review of course syllabi and presented to the MPH faculty and the MPH Advisory Board

Department Chair, MPH graduate faculty, and MPH Advisory Board

1.2. At least 80% of students will demonstrate thorough mastery of competencies required in the public health field.

Fieldwork evaluations (mid-term and final) and presented to MPH faculty

MPH Fieldwork Coordinator

1.3. At least 80% of the MPH core and elective courses will incorporate written communication.

Based on the review of course syllabi and presented to the MPH faculty and the MPH Advisory Board


1.4. At least 80% of the MPH core and elective courses will incorporate oral communication.

Based on the review of course syllabi and presented to the MPH faculty and the MPH Advisory Board


1.5. At least 95% of MPH students will complete the exit survey at the time of their graduation.

The MPH Evaluation Committee generates a report from the MPH Exit Survey and presents the data to the MPH faculty

MPH Director

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1.6. Conduct a survey of MPH alumni every three years.

The MPH Evaluation Committee generates a report from the MPH Alumni Survey and presents the data to the MPH faculty

MPH Director

1.7. At least 80% of all MPH graduates will be employed in their chosen field within two years.

The MPH Evaluation Committee generates a report from the MPH Alumni Survey and presents the data to the MPH faculty

MPH Director

1.8. At least 75% of MPH graduates will report positive interactions with their faculty advisors in exit surveys.

The MPH Evaluation Committee generates a report from the MPH Exit Survey and presents it to the MPH faculty

MPH Director

1.9. Convene and sustain an MPH Advisory Board made up of program constituencies to review and recommend changes needed in all aspects of the MPH Program.

MPH Student Assistant produces minutes from the Advisory Board meeting and presents them to the MPH Director

MPH Director and MPH Student Assistant

Goal 2: Ensure all MPH students are prepared to assume leadership roles in public health and health education settings.

2.1. All MPH students will complete a 180-hour internship at a pre-approved field-training site to demonstrate the application of knowledge, skill, and attitude competencies.

Fieldwork evaluations (mid-term and final) and the MPH Director presents them to the MPH faculty

MPH Fieldwork Coordinator

Scholarly Activities Objectives

Goal 3: To promote and foster an interactive environment conducive to student and faculty search for and exploration of established and innovative concepts related to public health.

3.1. At least 66% of graduate faculty will participate in research activities either directly for or in consultation with local, regional, state, national, international and/or organizations in the investigation of public health-related issues and problems.

Department Chair prepares an annual report summarizing these activities and presents the report to the Department faculty

Department Chair

3.2. At least 66% of the graduate faculty will publish one paper in a peer-reviewed journal during a three-year period.


Department Chair

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3.3. At least 66% of the graduate faculty will present his or her scholarly endeavors during a three-year period.


Department Chair

Goal 4: To stimulate the design of research and projects that have a practical application to the reality of the community we serve.

4.1 All MPH program students will report having some experience in research and projects.

MPH Evaluation Committee reviews student records and generates a report from the MPH Exit Survey and presents the data to the MPH faculty

MPH Director

4.2. At least 80% of MPH students will obtain a “B” or better in PH 202 (Advanced Biostatistics), PH 209 (Advanced Epidemiological Concepts), and PH 210 (Introduction to Health Policy).

MPH Director reviews student records and presents the findings to the MPH faculty

MPH Director

Service Objectives

Goal 5: Promote active involvement in serving the Fresno State campus, communities and Central California region.

5.1 All full-time MPH program faculty will be involved in at least one community service activity per academic year.


Department Chair

5.2 All MPH students will report participating in a community service project through coursework, community organization, or regional initiative.

MPH Director reviews student records and presents the findings to the MPH faculty

MPH Director

Goal 6: Strengthen relationships between Fresno State and public or private community organizations in order to provide opportunities for faculty, students, and graduates to help meet the health needs of the Central California region.

6.1 At least 80% of the full-time graduate faculty will provide consultation and other service related to their area of expertise through participation in governing boards, advisory boards, task forces and the like, for groups, organizations, and agencies at the local community, regional or national/international levels.


Department Chair

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6.2 The MPH program and its constituencies will plan, implement, and evaluate at least one educational program (i.e., training, professional development, etc.) for public health professionals in the Fresno State service area.

To be determined N/A

2) Briefly describe how the chosen evaluation methods and measures track the program’s progress in advancing the field of public health (including instruction, scholarship and service) in promoting student success.

Table B5-1 outlines the evaluation methods used by the MPH faculty. Data are reviewed from these methods to track the program’s progress in advancing the field of public health and in promoting student success. Additionally, the department faculty reviews the MPH SOAP regularly, and this document has undergone numerous revisions and updates as a result since it was first implemented in fall 2017.

See ERF B5-1 for SOAP Document and Data.

Table B5-1: Evaluation Activity by Year

Evaluation Methods and Measures 2016-2017 2017-2018 2018-2019 2019-2020

MPH Course Syllabi X X X X

Student Records (i.e., review of student

grades)

X X X X

Fieldwork Evaluations X X X X

Exit Survey X X X X

Alumni Survey Not an

evaluation year

Data not

collected

Data not

collected

X

Annual Report X X X X

MPH Course Syllabi: The MPH faculty engaged in a series of retreats to review the new competencies and to map them to the course syllabi. As a result, the format of all the MPH syllabi were standardized and rubrics were revised and/or developed for all course assignments. Formal and informal input was also obtained from members of the Advisory Board. The MPH faculty will review these syllabi every three years to ensure continued compliance.

Student Records: Course grades are used to measure student proficiency. Additionally, course completion status is also used to identify areas for program improvement. For instance, a review of the number of students with “continuous” enrollment status led to changes in the delivery of PH 298/299 (Project/Thesis) course. Feedback from students who had difficulties completing their culminating experience within four units revealed that increased structure was needed. Follow-up discussions with students following the changes has shown improvements in the number of students completing the MPH program. This is also evident from the recent increase in the graduation rate.

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Fieldwork Evaluations: The mid-term and final evaluations by preceptors are reviewed every semester to determine areas for program improvement. These evaluations are completed by each of the preceptors and are required before final grade submission.

Exit Survey: The purpose of the Exit Survey is to collect information about student’s perceptions at the end of the program, including their:

satisfaction with the various aspects of the MPH program;

opinion regarding the program’s strengths, weaknesses, and areas for

improvement; and

belief in how prepared they feel to enter the public health workforce.

The MPH students are required to complete the exit survey before obtaining signatures on their Graduation Application Form. The goal is to achieve 95% participation on this survey. See ERF B5-2 for Exit Survey and Data

Alumni Survey: The purpose of the Alumni Survey is to determine the program’s usefulness to students at pre-set intervals during their professional lives, including their:

perceptions about the currency, breadth, and depth of their education;

satisfaction with the MPH program;

belief regarding the relevance of the degree to, and level of preparation for, their

current occupation; and

pursuit of advanced degrees.

See ERF B4-2 Alumni Survey

Annual Report: The annual report summarizes research and scholarly activity for all the faculty in the Department of Public Health. This report is reviewed by the CHHS Dean.

3) Provide evidence of implementation of the plan described in Template B5-1. Evidence may include reports or data summaries prepared for review, minutes of meetings at which results were discussed, etc. Evidence must document examination of progress and impact on both public health as a field and student success. Evidence for the implementation of the plan described in Template B5-1 may be found in ERF A1-tb, B5-1, and B5-2.


Strengths:

A strength of the MPH program is the ongoing commitment of the faculty to improve the assessment of the program, including the more consistent use of rubrics. The MPH faculty is committed to utilizing these rubrics and to make revisions to the program as needed.

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Weaknesses:

The collection and review of evaluation data has been somewhat inconsistent. The MPH faculty acknowledge the need to commit more resources to the evaluation effort.

Plan:

The MPH faculty are developing an evaluation schedule to be developed in fall 2020 and implemented in spring 2021. The newly formed MPH Evaluation Committee will take an active role in developing this schedule and ensuring adherence.

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B6. Use of Evaluation Data

The program engages in regular, substantive review of all evaluation findings, as well as strategic discussions about the implications of evaluation findings. The program implements an explicit process for translating evaluation findings into programmatic plans and changes and provides evidence of changes implemented based on evaluation findings.

1) Provide two to four specific examples of programmatic changes undertaken in the last three years based on evaluation results. For each example, describe the specific evaluation finding and the groups or individuals responsible for determining the planned change, as well as identifying the change itself.

The MPH faculty makes decisions on programmatic changes based on feedback received from students and faculty members. Information from exit surveys and statistics on students’ graduation rates are routinely reviewed to make programmatic changes. The MPH faculty also discusses these issues during MPH faculty meetings. The following are examples of programmatic changes implemented over the last three academic years based on evaluation (formal and informal) results.

1. Restructuring of the PH 298/299 course

It was evident from the annual report that the graduation rate of the cohorts in our program had been consistently lower than 70 percent, which is the rate stipulated by CEPH. Additionally, the MPH faculty received feedback from students regarding the structure of the PH 298 (Project) and PH 299 (Thesis) courses. The MPH faculty discussed this matter on several occasions and decided to make changes to the way in which the courses were taught. A description of the new course structure can be found in Section B2.

2. Switching from a 3-year part-time program to a 2-year full-time program/offering

online courses

Over the last few years, the MPH faculty observed smaller applicant pools and smaller starting cohort sizes. Discussions with students and with advisory board members led to the belief that it might be due to the program being offered only on a part-time basis. To respond to these observations, the MPH faculty converted the MPH program to a two-year, full-time program. The MPH faculty also converted the following courses into an online format: PH 203 (Seminar in Community Health Organization); PH 206 (Environment and Occupational Health); PH 213 (Health Planning and Program Evaluation); PH 223 (Health Promotion and Policy Advocacy); and PH 280 (Seminar in Techniques of Health Research).

3. Developing an academic probation policy

During AY 2019-2020, the MPH faculty determined that it was imperative to conduct reviews of student performance in the PH 298 (Project) and PH 299 (Thesis) courses as it was important to know if students were making satisfactory progress in their culminating experience courses. Feedback from the faculty members who teach these courses revealed that a number of the students were not making progress on their culminating experience. The MPH faculty identified those students and sent letters to them with a warning that stated they would be reviewed for termination from the program if they did not make adequate progress toward degree completion.

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Strengths: The MPH faculty are making changes to address the lack of progress with the culminating experience and low graduation rate. The conversion to online course formats has also been well received by students and faculty. Weaknesses: Formal evaluation of the impact of curricular and/or policy change does not yet exist.

Plan:

The MPH faculty will create a new evaluation committee responsible for the implementation of evaluation measures in the program including a formal evaluation of at least one curricular or policy change each year, and the data will be shared at faculty meetings.

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C1. Fiscal Resources The program has financial resources adequate to fulfill its stated mission and goals. Financial support is adequate to sustain all core functions, including offering coursework and other elements necessary to support the full array of degrees and ongoing operations.

1) Describe the program’s budget processes, including all sources of funding. This description addresses the following, as applicable:

a) Briefly describe how the program pays for faculty salaries. If this varies by individual

or appointment type, indicate this and provide examples. If faculty salaries are paid by an entity other than the program (such as a department or college), explain. The funding mechanisms for the MPH program at Fresno State are similar to those found among the other 22 campuses in the CSU system. Public funding is allocated to the campus using an established formula. The campus allocates funding to each of its units (e.g. Academic Affairs), which allocates funding to the school or college. Finally, each college allocates funding to each academic unit (aka department). In AY 2019-2020, the salary budget for full-time faculty in the Department of Public Health was $139,947.00. It should be noted that this format does not provide separate budgets for graduate programs, and current accounting procedures do not allow for the separation of undergraduate and graduate funding. Faculty salaries (both full-time and part-time) and benefits are paid through University funds, which cover expenses associated with academic endeavors, research, and service. At Fresno State, there is no expectation that sponsored research or contracts will cover any part of faculty salaries. Full-time faculty are paid based on a ten-month contract with salaries spread out over a 12-month period. Since faculty salaries are allocated as part of the budget process, the department has little if any discretion in its use. Additionally, while the bulk of the funding for the department is for full-time faculty salaries, those funds are not under the control of the academic unit’s leadership. The MPH program does not offer any summer classes, but faculty can teach undergraduate courses during the summer through the Division of Continuing and Global Education. The department also receives an allocation for part-time faculty salaries, and additional funding may be requested from the dean’s office in those cases when expenditures exceed the allocated budget. For the past 10 years, only full-time faculty have taught in the MPH program in the Department of Public Health.

b) Briefly describe how the program requests and/or obtains additional faculty or staff (additional = not replacements for individuals who left). If multiple models are possible, indicate this and provide examples. The faculty recruitment process is described in sections 301-320 of the Academic Policy Manual (http://www.fresno.edu/academics/aps/forms policies/ apm/300.html). Requests for new faculty lines are generated by the college and department faculty and approved by the dean. Requests are forwarded to the provost who makes the final approval decision for all new faculty lines. Applicants for faculty positions are reviewed by a search committee which is comprised of three faculty members and one Equal Employment Opportunity (EEO) officer. The committee reviews all applications, ranks applicants, and makes a recommendation for up to

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http://www.fresno.edu/academics/aps/forms%20policies/%20apm/300.html

three candidates to be interviewed. The department chair makes a separate recommendation to the dean who has the authority to negotiate the salary, start-up, and relocation elements of an offer. Only the Office of the Provost is authorized to extend an offer of employment. Faculty in the department are generally hired at the assistant professor level. Sections 321-335 of the Academic Policy Manual

(http://www.fresnostate.edu/academics/facultyaffairs/policies/apm/300.html) describes the

process for promotion from assistant to associate professor and from the rank of associate to full professor. In the last three years, four new faculty have been added to the Department of Public Health. It should be noted, however; that these were replacement lines so there has not been a net increase in faculty in the department in almost a decade. The Department of Public Health has been allocated two staff lines for the last 20 years. The staff have been replaced due to resignations or retirements, but no new staff have been added to the department.

c) Describe how the program funds the following:

a. operational costs (programs define “operational” in their own contexts;

definition must be included in response) The Department of Public Health defines “operational” as those costs needed to run the department. The operating budget includes program support, student services, scheduling, internship placements, facilities operation, IT, and accounting services. Operating budgets are based on formulas consisting of FTEs and FTEF. The Department of Public Health’s operating budget for AY 2019-2020 was $19,224.00. b. Student support, including scholarships, support for student conference travel,

support for student activities, etc. The Department of Public Health offers four scholarships to its undergraduate and graduate students. During AY 2019-2020, three scholarships were awarded, one of which was awarded to a graduate student. The scholarships are based on interest earned from the endowed scholarships, therefore; the amounts available vary from year to year. In order to obtain the scholarships, students are required to apply, and awards are made based on recommendations from the selection committee. For the last 10 years, the CHHS has made Student Success Funds available to each department. The chair, in consultation with the faculty, submits a proposal and is responsible for submitting a final report at the end of the reporting period, usually in May of each year. For the last five years, the department has paid the American Public Health Association (APHA) membership fee for all students in the incoming MPH cohort with these funds. This has been an automatic benefit to these students with no required application. Additionally, for the last three years, these funds have supported students interested in attending the annual meeting of the APHA. For instance, in AY 2019-2020, the program expects to provide support for two students to attend the annual meeting in San Francisco, CA. These funds are also used to bring speakers on campus to assist and motivate MPH students to complete their degree. In addition to the Student Success Funds, students may also apply for Instructional Related Activities (IRA) grants from the Associated Students Inc. Financial support to assist with culminating experience expenses, such as statistical consultants and editors, may be also obtained via a grant proposal to the Division of Research and Graduate

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http://www.fresnostate.edu/academics/facultyaffairs/policies/apm/300.html

Studies. c. Faculty development expenses, including travel support. If this varies by

individual or appointment type, indicate this and provide examples The CHHS Dean allocates an annual amount for faculty development, which can be used for travel, conference attendance, or other university-sanctioned events. For the AY 2019-2020, each full-time faculty member was allocated $1,100, an amount many deem too low given the increasing costs associated with conference attendance. Those participating in the Faculty Early Retirement Program receive $550. These amounts are automatically allocated to each faculty member who can spend it following university policies and procedures. The following table provides an example of faculty development expenditures during AY 2019-2020.

Category Number

Faculty Development 3

Conference Attendance *3

*Faculty were approved for travel, but two faculty were unable to go due to COVID-19. In addition to the faculty development funds listed above, individual faculty members may request additional funding from the department’s chairperson. Approval of these requests, including the amounts, are at the discretion of the chair. For instance, these supplemental funds provided additional support to three faculty during the AY 2019-2020. Additional financial support may be obtained from the Center for Faculty Excellence and the Bud and Jan Ritcher Center for Community Engagement and Service-Learning.

d. In general terms, describe how the program requests and/or obtains additional

funds for operational costs, student support and faculty development expenses.

Since 2008, the MPH program has been allocated an annual operating budget of

approximately $4,000.00. These funds are available to the MPH director for activities

such as recruitment, promotion, and refreshments. The MPH director may request

additional funding from the department as needed. As noted above, faculty development

is not under the direct control of the MPH program, therefore; all requests go through the

department chair. Requests for Student Success Funds are also discussed between the

MPH director and the department chair each year. The department chair submits a

proposal requesting these funds from the dean.

e. Explain how tuition and fees paid by students are returned to the program. If the

program receives a share rather than the full amount, explain, in general terms, how the share returned is determined. If the program’s funding is allocated in a way that does not bear a relationship to tuition and fees generated, indicate this and explain.

The amount that is allocated to the MPH program is based on the budget that is allocated to the CHHS via the Provost’s office. Once the College receives their funding, it is allocated to the department.

Level “A” is the allocation made from the President to the Provost and each Vice President/Director reporting to the President. The Level “A” policy adopted at Fresno State seeks to develop a predictable allocation methodology that assures equitable distribution of General Funds and Tuition and Fees allocated by the Chancellor’s Office.

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Level “B” is the allocation made from the Provost/Vice President to the Dean/Directors/Department Heads. Each division is responsible for establishing a Level “B” allocation mechanism and must monitor expenditures according to that plan.

Fresno State does not distinguish between the General Fund and Tuition and Fees collected when making allocations. The entire allocation from the Chancellor’s Office is dispersed accordingly.

f. Explain how indirect costs associated with grants and contracts are returned to

the program and/or individual faculty members. If the program and its faculty do not receive funding through this mechanism, explain.

Indirect costs from grants and contracts are divided by several entities within the University, including the Fresno State Foundation, the Provost, and the Dean’s office. In theory, those funds are used to provide discretionary funding for new initiatives that would not be funded otherwise.

One of the biggest concerns expressed by faculty is the fact they do not receive a direct benefit from indirect costs. Even in those circumstances where indirect costs make their way to the department, they are not directly allocated to the faculty member who generated them. In order to access any portion of those indirect costs, the individual faculty member needs to submit a fully justified request to the department chair.

If the program is a multi-partner unit sponsored by two or more universities (as defined in Criterion A2), the responses must make clear the financial contributions of each sponsoring university to the overall program budget. The description must explain how tuition and other income is shared, including indirect cost returns for research generated by the public health program faculty appointed at any institution.

Not applicable.

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2) A clearly formulated program budget statement in the format of Template C1-1, showing sources of all available funds and expenditures by major categories, for the last five years.

Template C1-1 Sources of Funds and Expenditures by Major Category, 2016 to 2021

Year 1 AY 16-17

Year 2 AY 17-18

Year 3 AY 18-19

Year 4 AY 19-20

*Year 5 AY 20-21

Source of Funds

State Appropriation 488,279 502,164 508,570 544,927

Total 488,279 502,164 508,570 544,927

Expenditures

Faculty Salaries & Benefits 408,485 397,536 428,116 440,488

Staff Salaries & Benefits 30,055 30,055 27,864 28,713

Operations 3,000 3,000 3,000 4,000

Travel 3,217 3,960 3,960 3,960

Student Support 2,225 2,425 3,179 3,179

University Tax 0 0 0 0

**Other (Student Success) 5,550 9,983 9,980 9,905

Total 452,532 447,710 476,099 490,245

*Year 5 AY 20-21 will be provided during the site visit. **Student success funds are provided by the dean’s office to the department. These funds are used to support student success initiatives, i.e. professional development opportunities.

If the program is a multi-partner unit sponsored by two or more universities (as defined in

Criterion A2), the budget statement must make clear the financial contributions of each

sponsoring university to the overall program budget.

Not applicable.


Strengths: The MPH program receives sufficient resources to deliver a high-quality curriculum. Funds are available to faculty from the Provost’s and Dean's offices to enhance faculty needs. In addition, the Dean's office has been highly supportive of the MPH program and has provided additional funds to enhance specific program needs.

Weaknesses:

Department resources are allocated as a part of the Department of Public Health operating budget for programmatic needs.

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Plan:

The Department of Public Health and the MPH faculty will discuss ways to improve faculty and student support with the incoming dean. The MPH director has collaborated with the development officer to explore ways to improve funding to the program, however; plans cannot be finalized until the new dean identifies their priorities for the college.

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C2. Faculty Resources The program has adequate faculty, including primary instructional faculty and non-primary instructional faculty, to fulfill its stated mission and goals. This support is adequate to sustain all core functions, including offering coursework and advising students. The stability of resources is a factor in evaluating resource adequacy. Students’ access to a range of intellectual perspectives and breadth of thought in their chosen fields of study is an important component of quality, as is faculty access to colleagues with shared interests and expertise. All identified faculty must have regular instructional responsibility in the area. Individuals who perform research in a given area but do not have some regular expectations for instruction cannot serve as one of the three to five listed members.

1) A table demonstrating the adequacy of the program’s instructional faculty resources in the format of Template C2-1.

Template C2-1

FIRST DEGREE LEVEL

ADDITIONAL FACULTY+

CONCENTRATION PIF 1* PIF 2* FACULTY 3^

Health Promotion

Suzanne Kotkin-Jaszi 1.0

Miguel Perez 1.0

Mohammad Rahman

1.0

PIF: 0 *Non-PIF: 3 MPH

*Non-PIF count includes current AY 2019-2020

TOTALS: Named PIF 3

Total PIF 3

Non-PIF 3

2) Explain the method for calculating FTE for faculty in the templates and evidence of the calculation method’s implementation. Programs must present calculation methods for primary instructional and non-primary instructional faculty. Faculty appointments are determined and governed by the Collective Bargaining Agreement between the California State University and the California Faculty Association. At Fresno State, faculty workload is 15 units per academic semester divided by 12 units, or the equivalent of four classes per semester. Three units are dedicated to advising as well as university, college, and department service. Faculty may receive reduced teaching loads as part of the probationary period or may “buy out” teaching time from grants or contracts. All First-Degree Level faculty identified in Table C2-1 above dedicate at least 50% of their time and effort to the MPH program.

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3) If applicable, provide a narrative explanation that supplements reviewers’ understanding of data in the templates. Not applicable.

4) Data on the following for the most recent year in the format of Template C2-2. See Template C2-2 for additional definitions and parameters. All students in the MPH program have an academic advisor, which is Dr. Kara Zografos, who is also the department’s chairperson. In addition to their formal academic advisor, MPH students have access to the MPH director for additional advising and/or for career advising. Finally, all MPH students receive formal and informal advising from the instructors for their culminating experience, who also serve as the chair of their committees. All MPH students also have access to the Academic and Career Advisors in the CHHS and the Career Services Office on campus.

Template C2-2

General advising & career counseling

Degree level Average Min Max

Master’s 4 4 4

Advising in MPH integrative

experience Average Min Max

2 2 2

5) Quantitative data on student perceptions of the following for the most recent year: a. Class size and its relation to quality of learning (e.g., The class size was conducive to

my learning) At the end of every semester, students complete an online course evaluation for selected courses. Questions pertaining to class size and its relation to quality of learning, however, are not part of this assessment.

b. Availability of faculty (i.e., Likert scale of 1-5, with 5 as very satisfied) At the end of every semester, students complete an online course evaluation for selected courses. Questions pertaining to the availability of faculty are not part of this assessment. The Exit Survey, however, does contain a question aimed at assessing the availability of the academic advisor. Five out of five (100%) of the students stated they were able to meet with their advisor “most of the time”.

6) Qualitative data on student perceptions of class size and availability of faculty.

Class size and availability of faculty are not currently assessed by the MPH students.

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Strengths: The MPH program has adequate faculty to carry out its mission and to accomplish its goals. Two of the First Level Faculty identified above are from the Health Administration option. The Community Health option faculty member is responsible for the internships, and as of January 2020, became the MPH director. This interdisciplinary approach to the program has been beneficial to the students since they can interact with several faculty whose areas of expertise may be different from their backgrounds. The MPH program at Fresno State is proud of its decision to have all its classes taught by full-time faculty members allowing students the opportunity to benefit from their experience and expertise as well as develop long lasting relationships which extend beyond the classroom. The strength of these relationships can be seen in the number of students who invite faculty members to participate in personal activities, such as birthday and wedding celebrations. Exit survey data show that students are pleased with the faculty overall. In response to the question, “What do you believe are the strengths of the MPH program at Fresno State” students reported:

“flexible schedule”;

“the dedication of some of the faculty”;

“familiarity with professors”;

“size of the program”;

“you can interact with your professors and they know who you are”; and

“part-time/evening courses.”

Weaknesses:

Students have also identified weaknesses of the MPH program, which are currently being addressed. In response to the question “What do you believe are the weaknesses of the MPH program at Fresno State” students indicated:

“The structure of class scheduling could be improved. Some of the courses seemed repetitive and others could have gone more into depth”;

“The lack of professors. I often found the professors were not available to meet with the students, sometimes for crucial items such as data or research related questions. Topics that are time-sensitive to the student for the completion of the program. From my perspective, it was not due to malice, but due to lack of time; being overwhelmed with too many functions including undergrad and graduate classes, advising students (undergrad), office hours (undergrad and grad), department functions and meetings, attending conferences, and doing research. All these combined results in a high student to teacher ratio and low levels of attention to the student(s)”;

“The part-time program is also a weakness, many work full-time and it can be difficult to manage the final year (courses, internship, and thesis). IRB process took a lot longer than expected”;

“Not enough faculty/ faculty overload”; and

“Structure classes and [make the] content better. There’s a lot of repetition and busy work”.

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Plan: The MPH faculty are addressing the recommendations made by students in the exit survey. For instance, the MPH faculty reviewed the course syllabi and have made efforts to reduce the amount of repetition. The MPH faculty are also adding questions to the spring 2020 exit survey related to class size and availability of faculty. Data pertaining to these questions will be included in the final draft of the self-study document.

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C3. Staff and Other Personnel Resources The program has staff and other personnel adequate to fulfill its stated mission and goals. The stability of resources is a factor in evaluating resource adequacy.

1) A table defining the number of the program’s staff support for the year in which the site visit will take place by role or function in the format of Template C3-1. Designate any staff resources that are shared with other units outside the unit of accreditation.

Template C3-1

Role/function FTE Administrative Support Assistant II 1*

Administrative Support Coordinator II 1*

Student Worker .5

* Shared with undergraduate programs

2) Provide a narrative description, which may be supported by data if applicable, of the

contributions of other personnel.

The Department of Public Health employs two full-time staff members. The department also employs three undergraduate student assistants to carry out the department’s day-to-day activities. All staff members in the department are available Monday to Friday from 8:00 a.m. to 5:00 p.m. In addition to the staff described in the preceding paragraph, the MPH program employs a student assistant for approximately 16 hours per week. The student assistant is responsible for maintaining program databases, facilitating electronic communication, and serves as a liaison between the program and students to ensure the efficiency of all program-related processes. The student assistant also supports the MPH director with program recruitment activities. The MPH program does not have any additional staff, although a dedicated part-time recruitment/development professional would be a great addition to the team.

3) Provide narrative and/or data that support the assertion that the program’s staff and other

personnel support are sufficient or not sufficient. Currently, the program has adequate staff to carry out its day-to-day activities.


improvement in this area. Strengths: The MPH program has sufficient staff to carry out its mission and goals. In addition to its dedicated student assistant, the program can count on staff support from the department and from the communications specialist and development officer in the college on an as-needed basis.

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Weaknesses: During specific times, the staff may be stretched to its limits, but those times can be anticipated, and plans can be put into place to address staffing needs. Admissions and graduation times require additional resources and flex time may be put into place for the student assistant. Plan: As listed in section C2 and in previous self-study documents, the release time allocated to the MPH director presents the biggest challenge to the program. The MPH director receives the equivalent of approximately three hours of release time per week necessitating the prioritizing of activities (e.g., implementation of assessment) and severely limiting recruitment efforts. Discussion on this issue has been taking place for over a decade and probably will continue for several more years.

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C4. Physical Resources The program has physical resources adequate to fulfill its stated mission and goals and to support instructional programs. Physical resources include faculty and staff office space, classroom space, student shared space and laboratories, as applicable.

1) Briefly describe, with data as applicable, the following. (Note: square footage is not required unless specifically relevant to the program’s narrative.)

Faculty office space

All full-time faculty in the Department of Public Health have an individual office equipped with a dedicated phone line and computer equipment along with printers, and in some cases, scanners. Most faculty office space is in the J-Wing of the McLane Hall, the MPH director’s office is located on the second floor in McLane Hall, and two faculty members have office space in Science II. Part-time faculty members share two office spaces in the Industrial and Technology Building and in McLane Hall, and the Internship Coordinator for the undergraduate Environmental, Occupational Health and Safety option has an office in the J-Wing of McLane Hall.

Staff office space

The departmental office is in McLane Hall and it houses the administrative assistants along with the department chair. The MPH director shares the office with the MPH student assistant.

.

Classrooms

Classroom space at Fresno State is centrally allocated to the college and the department. The Department of Public health has several classrooms assigned to it, which the department allocates based on program needs and functions. All classrooms allocated to the program are considered “smart classrooms” with Internet access, Apple TV, projectors, and connectors. Faculty members are expected to bring their own laptops to these classrooms.

Shared student space

McLane Hall J-Wing Room 15 was allocated to the Department of Public Health as a meeting space for graduate students. Low-student use led to a gradual transformation of the space to a department conference room, however; space continues to be available to graduate students and many training sessions– including internship classes – are often held in this space. A computer lab consisting of approximately 30 state-of-the-art computers located in McLane Hall is also available to students in the MPH program along with 34 other computer labs around the campus. Additionally, the Division of Research and Graduate Studies maintains a graduate studio in Fresno State Henry Madden Library for the exclusive use of all graduate students.

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Laboratories, if applicable to public health degree program offerings

While the MPH program does not have a need for lab space, many graduate classes are held in our newly renovated Environmental Occupational Health and Safety Laboratory in McLane Hall 277.

2) Provide narrative and/or data that support the assertion that the physical space is sufficient or not sufficient.

Currently, the physical space available to faculty and students in the MPH program is adequate to meet the needs of our part-time program. As the program transitions to full-time status, we will need to reassess the allocation of room 15 in the J-Wing and make it available to graduate students as an open space rather than by appointment.

3) If applicable, assess strengths and weaknesses related to this criterion and plans for improvement in this area. Strengths: The MPH program faculty enjoy a private office and office equipment similar to other faculty across the University. Classrooms are up-to-date, have the equipment necessary for academic program delivery, and allow for conferencing outside participants as needed. The MPH program faculty and students have access to computer labs and meeting spaces in McLane Hall, the dean’s conference room, the University Student Union, and the library. Access to each of these resources is by appointment, but it is seldom an issue to reserve space. Weaknesses: Not applicable. Plan: The part-time nature of the MPH program has not required a dedicated space for graduate students. This lack of need partially explains the reason the J-Wing room was transformed from a graduate meeting space to the department’s conference room. As the program transitions to a full-time program, it may be necessary to make space available to the students to facilitate work and to develop a stronger sense of community.

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C5. Information and Technology Resources

The program has information and technology resources adequate to fulfill its stated mission and goals and to support instructional programs. Information and technology resources include library resources, student access to hardware and software (including access to specific software or other technology required for instructional programs), faculty access to hardware and software (including access to specific software required for the instructional programs offered) and technical assistance for students and faculty.

1) Briefly describe, with data if applicable, the following:

library resources and support available for students and faculty The Henry Madden Library at Fresno State has various means of support to students and faculty. The library has a collection of over one million books and it is the third largest library in the California State University system. Along with access to the physical reference books, the library provides free access to numerous peer-reviewed articles, over 26,000 eBooks, and thousands of CDs and electronic files. The library also provides inter-library loan service, 24/7 chat service, and in-person consultation for designated hours to students and faculty. Students and faculty also have access to email and phone service. The library houses the Graduate Writing Studio and the Graduate Commons to support graduate students allowing them to complete their study tasks in a comfortable environment. The Graduate Writing Studio employs staff to support graduate students’ issues pertaining to writing. The library also houses the Center for Faculty Excellence (CFE), which offers various support services to new and existing faculty. These services include workshops focused on pedagogy, training of educational technology to faculty, and orientation services to new faculty.

student access to hardware and software (including access to specific software or other technology required for instructional programs) The library houses the DISCOVERe Mobile Technology Program and provides support to faculty to use DISCOVERe tools. All students enrolled in classes using DISCOVERe automatically receive free access to tablets and laptops throughout the semester. For other classes, students can obtain access to free tablets or laptops with prior request. Students also have access to software such as Microsoft Office package and Adobe products for free. In addition, statistical packages, such as NVIVO, SPSS, and SAS for a reduced price through the agreement of vendors with the University.

faculty access to hardware and software (including access to specific software or other technology required for instructional programs) Each faculty member has access to a personal laptop or desktop. Faculty also have access to a tablet if they complete the DISCOVERe training. Faculty have free access to Microsoft Office package, Adobe products and statistical packages, or other requested software programs through departmental funding or funds designated for technological assistance.

technical assistance available for students and faculty The CHHS, which houses the Department of Public Health, has designated information technology (IT) service. The IT staff provides services to students and faculty such as installation of hardware devices and software programs and troubleshooting upon request. The staff also installs and maintains educational equipment.

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2) Provide narrative and/or data that support the assertion that information and technology resources are sufficient or not sufficient.

The information and technology services are sufficient to students and faculty. Assistance is available promptly upon telephone or email request. The library staff provides one-on-one consultations as well as classroom instruction upon request to educate students on literature searches and citations. Students and faculty have sufficient resources to enhance their learning, teaching, and research experiences.

3) If applicable, assess strengths and weaknesses related to this criterion and plans for improvement in this area. Strengths: The University maintains the Center for Faculty Excellence, which staffs learning specialists with extensive experience in online course design and use of technology. The University recently invested in Canvas, a new online learning management system, which replaced an older Blackboard platform. Additionally, faculty laptops are replaced frequently, i.e. every 3-4 years. Weaknesses: Not applicable. Plan: Not applicable.

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D1. MPH & DrPH Foundational Public Health Knowledge The program ensures that all MPH and DrPH graduates are grounded in foundational public health knowledge. The program validates MPH and DrPH students’ foundational public health knowledge through appropriate methods.

1) Provide a matrix, in the format of Template D1-1 that indicates how all MPH and DrPH students are grounded in each of the defined foundational public health learning objectives (1-12). The matrix must identify all options for MPH and DrPH students used by the program.

Template D1-1

Content Coverage for MPH

Content Course number(s) & name(s) or other educational requirements

1. Explain public health history, philosophy and values

PH 223 (Health Promotion and Policy Advocacy): Course Syllabus pages 3 & 11. PH 225B (Foundation of Health Promotion II): Course Syllabus pages 3, 5, & 13.

2. Identify the core functions of public health and the 10 Essential Services

PH 210 (Introduction to Health Policy): Course Syllabus pages 4 & 8.

3. Explain the role of quantitative and qualitative methods and sciences in describing and assessing a population's health

PH 280 (Seminar in Techniques of Health Research): Course Syllabus pages 3 & 5. PH 202 (Advanced Public Health Statistics): Course Syllabus pages 3 & 11.

4. List major causes and trends of morbidity and mortality in the US or other community relevant to the school or program

PH 209 (Advanced Concepts in Epidemiology): Course Syllabus page 3.

5. Discuss the science of primary, secondary and tertiary prevention in population health, including health promotion, screening, etc.

PH 213 (Health Planning and Program Evaluation): Course Syllabus pages 3 & 4.

6. Explain the critical importance of evidence in advancing public health knowledge

PH 210 (Introduction to Health Policy): Course Syllabus page 9.

7. Explain effects of environmental factors on a population’s health

PH 206 (Environmental and Occupational Health): Course Syllabus pages 3, 7, & 8.

8. Explain biological and genetic factors that affect a population’s health

PH 225A (Foundation in Health Promotion): Course Syllabus, pages 5, 12, & 13.

9. Explain behavioral and psychological factors that affect a population’s health

PH 225A (Foundation in Health Promotion): Course Syllabus, pages 5, 12, & 13.

10. Explain the social, political and economic determinants of health and how they contribute to population health and health inequities

PH 203 (Seminar in Community Health Organization): Course Syllabus, pages 5, 14, & 15.

11. Explain how globalization affects global burdens of disease

PH 208 (Health Promotion): Course Syllabus pages 5 & 16.

12. Explain an ecological perspective on the connections among human health, animal health and ecosystem health (e.g., One Health)

PH 206 (Environmental and Occupational Health): Course Syllabus pages 3 & 8.

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2) Document the methods described above. This documentation must include all referenced syllabi, samples of tests or other assessments and web links or handbook excerpts that describe admissions prerequisites, as applicable.

Fresno State makes information available to graduate students via the catalog found at the following website https://fresnostate.edu/catalog/#master's See ERF D1-2 for the MPH Course Syllabi

3) If applicable, assessment of strengths and weaknesses related to this criterion and plans for improvement in this area. Strengths: The MPH faculty spent considerable time mapping the MPH coursework to these competencies, and Template D1-1 reflects feedback from various CEPH compliance reports. Weaknesses: Not applicable. Plan: Up until now, the previous CEPH competencies were assessed. It is anticipated that the new competencies will be assessed beginning in the fall 2020 semester. During the fall 2020 semester, an assessment schedule will be created to ensure all new competencies are measured at least once during the student’s time in the program.

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D2. MPH Foundational Competencies The program documents at least one specific required assessment activity (e.g., component of an existing course, paper, presentation, and test) for each competency, during which faculty or other qualified individuals (e.g., preceptors) validate the student’s ability to perform the competency. Assessment opportunities may occur in foundational courses that are common to all students, in courses that are required for a concentration or in other educational requirements outside of designated coursework, but the program must assess all MPH students, at least once, on each competency. Assessment may occur in simulations, group projects, presentations, written products, etc. This requirement also applies to students completing an MPH in combination with another degree (e.g., joint, dual, concurrent degrees). For combined degree students, an assessment may take place in either degree program. 1) List the coursework and other learning experiences required for the program’s MPH degrees,

including the required curriculum for each concentration and combined degree option. Information may be provided in the format of Template D2-1 or in hyperlinks to student handbooks or webpages, but the documentation must present a clear depiction of the requirements for each MPH degree.

Template D2-1

Requirements for MPH degree, Health Promotion Concentration

Course number Course name Credits (if applicable)

PH 202 Advanced Public Health Statistics, Core Course 3

PH 206 Environment and Occupational Health, Core Course 3

PH 208 Health Promotion, Core Course 3

PH 209 Advanced Concepts in Epidemiology, Core Course 3

PH 210 Introduction to Health Policy, Core Course 3

PH 223 Health Promotion and Policy Advocacy, Core Course 1

PH 280 Seminar in Techniques of Health Research, Core Course 3

PH 203 Seminar in Community Health Organization, Option Course

3

PH 213 Health Planning and Program Evaluation, Option Course 3

PH 225A Foundation in Health Promotion, I, Option Course 3

PH 225B Foundation in Health Promotion, II, Option Course 3

PH 253 Management of Health Services, Option Course 3

PH 285 Internship in Public Health, Fieldwork Course 4

PH 298 or PH 299 Project or Thesis, Culminating Experience Course 4

Total Credits

42

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2) Provide a matrix, in the format of Template D2-2 that indicates the assessment activity for each of the foundational competencies. If the program addresses all of the listed foundational competencies in a single, common core curriculum, the program need only present a single matrix. If combined degree students do not complete the same core curriculum as students in the standalone MPH program, the program must present a separate matrix for each combined degree. If the program relies on concentration-specific courses to assess some of the foundational competencies listed above, the program must present a separate matrix for each concentration.

Template D2-2

Assessment of Competencies for MPH (Health Promotion Concentration)

Competency Course number(s) and

name(s)*

Describe specific assessment opportunityⁿ

1. Apply epidemiological methods to the breadth of settings and situations in public health practice.

PH 209, Advanced Concepts in Epidemiology

Term Paper. Using a database, students will apply epidemiological methods to the breadth of settings and situations in public health practice using various evidence-based approaches to public health. Course syllabus, page 5; rubric page 10.

2. Select quantitative and qualitative data collection methods appropriate for a given public health context.

PH 280, Seminar in Techniques of Health Research

Research Proposal. Students will justify their selection of quantitative and qualitative methods for the given public health context of their proposal. Course syllabus, page 5; rubric pages 12-13.

3. Analyze quantitative and qualitative data using biostatistics, informatics, computer-based programming, and software, as appropriate

PH 202, Advanced Public Health Statistics

Individual Research Project. Students are required to collect quantitative and qualitative data on their topic. Students will analyze their quantitative and qualitative data using biostatistics, informatics, computer-based programming and software as appropriate. For instance, students will analyze their quantitative data related to their topic using SPSS. Students will analyze their qualitative data related to their topic using NVivo or a similar program designed to analyze such data. Course syllabus, pages 4-5; rubrics pages 15-21.

4. Interpret results of data analysis for public health research, policy or practice.

PH 206, Environment and Occupational Health

Research. Students will be responsible for reviewing data on their topic of interest. Students will then interpret results of their data analysis for public health research, policy or practice. Course syllabus, page 4; rubric pages 12-17.

5. Compare the organization, structure and function of health care, public health and regulatory systems across national and international settings.

PH 210, Introduction to Health Policy

Final Paper/Graduate Writing Requirement. Students will compare the organization, structure, and function of health care, public health, and regulatory systems across national and international settings. Course syllabus page 4; rubric pages 13-14.

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6. Discuss the means by which structural bias, social inequities and racism undermine health and create challenges to achieving health equity at organizational, community and societal levels

PH 203, Seminar in Community Health Organization

Service-Learning Project. Students are required to provide a written discussion regarding the means by which structural bias, social inequities, and racism undermined health and caused challenges to achieve health equity at the organizational, community, and societal levels during their service-learning project. This will be part of the conclusions and recommendations section of the service-learning project. Course syllabus, page 6; rubric pages 18-23.

7. Assess population needs, assets, and capacities that affect communities' health.

PH 225A, Foundation of Health Promotion (I)

CHES Program Proposal. Students will conduct a needs assessment with their target population in an effort to assess the population's needs, assets, and capacities that affect the communities' health. Course syllabus, page 5; rubric pages 16-20.

8. Apply awareness of cultural values and practices to the design or implementation of public health policies or programs.

PH 225B, Foundation of Health Promotion (II)

Health Education and Health Promotion Program Implementation and Evaluation Project. Students will review the cultural values and practices of the target population, including how these considerations were applied in the design and implementation of the program. Course syllabus page 7; rubric pages 19-20.

9. Design a population-based policy, program, project or intervention.

PH 225A, Foundation of Health Promotion (I)

CHES Program Proposal. Students will design a population-based program for the target population. Course syllabus page 5; rubric pages 16-20.

10. Explain basic principles and tools of budget and resource management

PH 213, Health Planning and Program Evaluation

Modules 13 & 15. Students will take a quiz on the basic principles and tools of budget and resource management. Students will also submit a budget and budget justification. Course syllabus, page 8; quiz pages 19-23; rubric pages 17-18.

11. Select methods to evaluate public health programs.


Health Education and Health Promotion Program Implementation and Evaluation Project. Students will select methods they will use to evaluate their public health programs. Course syllabus page 7; rubric pages 19-20.

12. Discuss multiple dimensions of the policy-making process, including the roles of ethics and evidence.


Final Paper/Graduate Writing Requirement. Students will discuss the multiple dimensions of the policy-making process, including the roles of ethics and evidence. Course syllabus page 4; rubric pages 13-14.

13. Propose strategies to identify stakeholders and build coalitions and partnerships for influencing public health outcomes

PH 203, Seminar in Community

Service-Learning Project. Students are required to propose strategies to identify stakeholders and build coalitions and partnerships for influencing the public

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Health Organization

health outcomes identified in their service-learning project. This will be part of the introduction section of the service-learning project. Course syllabus, page 6; rubric pages 18-23.

14. Advocate for political, social, or economic policies and programs that will improve health in diverse populations. Please note: We received a "yes" for the satisfactory demonstration on the last review, but this is being resubmitted for review as the MPH faculty determined that PH 223 was a better choice for this competency. PH 203 (Seminar in Community Health Organization) was previously listed.

PH 223, Health Promotion and Policy Advocacy

Advocacy Project and Paper. Students will work with a community-based organization or coalition dedicated to improving the health status of Central Valley communities to develop an advocacy strategy designed to improve the health status of the region. One key component of this advocacy campaign will be the maintenance of a blog to keep people informed of the issue. Students will write a reaction paper describing their efforts and leadership in this project. The reaction paper must include a list of strategies for advocating for political, social, or economic policies and programs that will improve health in diverse populations. Couse syllabus, page 4; rubric pages 15-18.

15. Evaluate policies for their impact on public health and health equity.


Final Paper/Graduate Writing Requirement. Students will evaluate policies for their impact on public health and health equity. Course syllabus page 4; rubric pages 13-14.

16. Apply principles of leadership, governance, and management, which include creating a vision, empowering others, fostering collaboration and guiding decision making.

PH 253, Management of Health Services

Real-World Applied Group Dynamics Project. Teams of students will work on cases and will apply principles of leadership, governance, and management, which includes creating a vision, empowering others, fostering collaboration and guiding decision making. Course syllabus pages 4-5; rubric pages 6-14.

17. Apply negotiation and mediation skills to address organizational or community challenges

PH 225B, Foundations of Health Promotion (II)

In-Class Assignment. An organizational or community health challenge will be assigned to the class. Differing perspectives and/or “sides” will also be assigned to each group member to facilitate the “true discussion” of the topic. Students will select at least three negotiation and/or mediation skills from the supplemental reading to be utilized during the role-playing activity. The role-playing activity will allow the students to apply these negotiation and mediation skills to address the organizational or community health challenge. Course syllabus, pages 4, 14 & 15; rubric page 18.

18. Select communication strategies for different audiences and sectors


Service-Learning Project. Students are required to provide a written discussion regarding the types of communication strategies they selected for the different audiences and sectors served during their

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service-learning project. This will be part of the program description section of the service-learning project. Course syllabus, page 6; rubric pages 18-23.

19. Communicate audience-appropriate public health content, both in writing and through oral presentation

PH 225B, Foundations of Health Promotion (II)

Health Education and Health Promotion Program Implementation and Evaluation Project. Students will communicate audience-appropriate public health content, both in writing and through oral presentation. Course syllabus page 7; rubrics pages 19-20.

20. Describe the importance of cultural competence in communicating public health content.

PH 208, Health Promotion

Introduction Video. Students will create a 3-5 minute introduction video and will describe one piece of advice they would provide to others about the importance of cultural competence in communicating public health content. Course syllabus page 6; rubric page 19.

21. Perform effectively on inter-professional teams

PH 253, Management of Health Services

Real-World Applied Group Dynamics Project. Teams of students from two different graduate degree programs (Master of Public Health and Master of Social Work) will work inter-professionally on cases. Instructors and managers from community organizations will be responsible for evaluating their ability to perform effectively on inter-professional teams. Course syllabus pages 4-5; rubric pages 6-14.

22. Apply systems thinking tools to a public health issue


Service-Learning Project. Students are required to apply a systems thinking tool to the program outcomes selected for their service-learning project. This will be part of the introduction section of the service-learning project. Course syllabus, page 6; rubric pages 18-23.

3) Include the most recent syllabus from each course listed in Template D2-1, or written guidelines,

such as a handbook, for any required elements listed in Template D2-1 that do not have a syllabus.

See ERF D2-3a for Syllabi for Courses Listed in Template D2-2

4) If applicable, assess strengths and weaknesses related to this criterion and plans for improvement in this area. Strengths: The MPH faculty spent considerable time mapping the MPH coursework to these competencies, and Template D2-2 reflects feedback from various CEPH compliance reports. Weaknesses: Not applicable.

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Plan: Up until now, the previous CEPH competencies were assessed. It is anticipated that the new competencies will be assessed beginning in the fall 2020 semester. During the fall 2020 semester, an assessment schedule will be created to ensure all new competencies are measured at least once during the student’s time in the program.

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D3. DrPH Foundational Competencies If this criterion is not applicable, simply write “Not applicable” and delete the criteria language and documentation requests below.

Not applicable.

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D4. MPH & DrPH Concentration Competencies The program defines at least five distinct competencies for each concentration or generalist degree at each degree level in addition to those listed in Criterion D2 or D3. The program documents at least one specific, required assessment activity (e.g., component of an existing course, paper, presentation, and test) for each defined competency, during which faculty or other qualified individuals (e.g., preceptors) validate the student’s ability to perform the competency. If the program intends to prepare students for a specific credential (e.g., CHES/MCHES) that has defined competencies, the program documents coverage and assessment of those competencies throughout the curriculum.

1) Provide a matrix, in the format of Template D4-1, that lists at least five competencies in addition to those defined in Criterion D2 or D3 for each MPH or DrPH concentration or generalist degree, including combined degree options, and indicates at least one assessment activity for each of the listed competencies. Typically, the program will present a separate matrix for each concentration.

Template D4-1

Assessment of Competencies for MPH in Health Promotion Competency Course number(s) and

name(s) Describe specific assessment opportunityⁿ

1. Develop evaluation plan for health education/promotion

PH 225A, Foundation of Health Promotion I

CHES Program Proposal. Students will describe the type of evaluation measure they would use, i.e. tests of knowledge, face-to-face interviews, mailed surveys, focus groups, etc. Students will also include a data analysis section, including a description of the statistical test they would utilize and the rationale for choosing this statistical test. Course syllabus, page 5; rubric pages 16-20.

2. Implement health education/promotion plan


Health Education and Health Promotion Program Implementation and Evaluation Project. Students will implement their health education/promotion plan from PH 225A. Course syllabus page 7; rubric pages 19-20.

3. Deliver messages effectively using the identified media and strategies.


Weekly Reflection, Chapter 7. Students will complete a weekly reflection to frame discussion for seminar. One reflection will require the students to communicate their perceptions of effective health education outreach strategies to diverse populations. Course syllabus page 4; rubric page 23-24.

4. Apply principles of research ethics.

PH 299, Thesis IRB Application. Students will complete the CITI human subjects training and will prepare an application to the Department Committee for Human Subjects. Course syllabus, pages 4-5.

5. Apply principles of group dynamics as they relate to health education and training


Group Dynamics Project. Students will develop a fundraising project. This process will involve creating a vision, empowering others in the group, and fostering collaboration among group members. Course syllabus, pages 5-6; rubric page 23.

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2) For degrees that allow students to tailor competencies at an individual level in consultation

with an advisor, the program must present evidence, including policies and sample documents, that demonstrate that each student and advisor create a matrix in the format of Template D4-1 for the plan of study. Include a description of policies in the self-study document and at least five sample matrices in the electronic resource file. Not applicable.

3) Include the most recent syllabus for each course listed in Template D4-1 or written guidelines for any required elements listed in Template D4-1 that do not have a syllabus. See ERF D1-2a for Syllabi for Courses Listed in Template D4-1

4) If applicable, assess strengths and weaknesses related to this criterion and plans for improvement in this area. Strengths:

The MPH faculty spent considerable time mapping the MPH coursework to these competencies.

Weaknesses:

Not applicable.

Plan:

Up until now, the previous CEPH competencies were assessed. During the fall 2020 semester, an assessment schedule will be created to ensure all new competencies are measured at least once during the student’s time in the program. It is anticipated that the new competencies will be assessed beginning in the fall 2020 semester.

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D5. MPH Applied Practice Experiences

MPH students demonstrate competency attainment through applied practice experiences. The applied practice experiences allow each student to demonstrate attainment of at least five competencies, of which at least three must be foundational competencies (as defined in Criterion D2). The competencies need not be identical from student to student, but the applied experiences must be structured to ensure that all students complete experiences addressing at least five competencies, as specified above. The applied experiences may also address additional foundational or concentration-specific competencies, if appropriate. The program assesses each student’s competency attainment in practical and applied settings through a portfolio approach, which demonstrates and allows assessment of competency attainment. It must include at least two products. Examples include written assignments, projects, videos, multi-media presentations, spreadsheets, websites, posters, photos or other digital artifacts of learning. Materials may be produced and maintained (either by the program or by individual students) in any physical or electronic form chosen by the program.

1) Briefly describe how the program identifies competencies attained in applied practice experiences for each MPH student, including a description of any relevant policies. Students in the MPH program complete 180 hours of internship/field experience during their last year in the MPH program. The internship/fieldwork is completed under the supervision of a site supervisor/preceptor provided by the site and who must meet two basic criteria (1) hold a master’s level degree with preference given to those holding an MPH and (2) must be in a supervisory role for a least five years. In addition to the site supervisor/preceptor, students receive academic guidance from the instructor for PH 285F (Internship in Public Health). The instructor for PH 285F (Internship in Public Health) is responsible for working with the agency and the University’s Internship Coordinator to establish a Memorandum of Understanding (MPU). Each student is required to complete an Internship Proposal and Learning Plan Agreement (IPLPA), which consists of the internship roles and responsibilities, goals, learning objectives, activities and projects, a student participation agreement, a student agreement to safeguard confidential information, criteria for the on-site preceptor, general provisions, and an acknowledgment. Students can only enroll in PH 285F (Internship in Public Health) once the IPLPA is on file. The goals and activities are based on the competencies and the Public Health 10 Essential Roles. Mid-way through the semester, the site supervisor submits a student evaluation. Additionally, the faculty instructor meets one-on-one with the site preceptor to discuss progress. Starting in spring 2020, the student prepare a written action plan to address issues discovered during the mid-term meeting. At the end of the semester, the student prepares a final report, and when allowed, sample materials based on their internship. The site preceptor submits a final student evaluation and the student submits a site evaluation. The assignments are reviewed by the PH 285F (Internship in Public Health) instructor to determine if the competencies have been met.

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2) Provide documentation, including syllabi and handbooks, of the official requirements through which students complete the applied practice experience. Fresno State utilizes the Canvas Learning Management System and all students have access to a class shell for PH 285F (Internship in Public Health). The main documents for the internship/fieldwork experience can be found in ERF D5-1 and D5-2. The Internship site list may be found at https://docs.google.com/spreadsheets/d/1zKWTb98WR_7Y9vPc1Ib2TWNtY_JeqSnJpK5OWXfz2ws/edit?usp=sharing

ERF D5-1 - PH 285F syllabus

ERF D5-2 – Fieldwork Manual

3) Provide samples of practice-related materials for individual students from each concentration or generalist degree. The samples must also include materials from students completing combined degree programs, if applicable. The program must provide samples of complete sets of materials (i.e., Template D5-1 and the work products/documents that demonstrate at least five competencies) from at least five students in the last three years for each concentration or generalist degree. If the program has not produced five students for which complete samples are available, note this and provide all available samples. ERF D5-3 contains a sample of practice-based (fieldwork) projects

Template D5-1 (include samples in ERF, not self-study) Practice-based products that demonstrate MPH competency achievement: Students in Health Promotion Concentration

Specific products in the portfolio that demonstrate application or practice^

Competency as defined in Criteria D2 and D4*

Report Title: Internship Final Report - Mark Reese

1. Select quantitative and qualitative data collection methods appropriate for a given public health context.

Report Title: Fresno County Department of Public Health – Jennifer Acidera

2. Apply awareness of cultural values and practices to the design or implementation of public health policies or programs.

Report Title: Merced County Department of Public Health – Mai Yee Thao

3. Design a population-based policy, program, project or intervention.

Report Title: Internship Final Paper – Keith Burgess

4. Propose strategies to identify stakeholders and build coalitions and partnerships for influencing public health outcomes.

Report Title: Graduate Internship at AseraCare Hospice – Sumandeep Gill

5. Advocate for political, social, or economic policies and programs that will improve health in diverse populations.

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https://docs.google.com/spreadsheets/d/1zKWTb98WR_7Y9vPc1Ib2TWNtY_JeqSnJpK5OWXfz2ws/edit?usp=sharing

https://docs.google.com/spreadsheets/d/1zKWTb98WR_7Y9vPc1Ib2TWNtY_JeqSnJpK5OWXfz2ws/edit?usp=sharing


improvement in this area. Strengths: The MPH program requires students to complete 180 hours of internship/fieldwork experience broken into two academic semesters at a site different from the student’s place of work. This experience is designed to allow students to develop practical experience while applying competencies germane to their internship site and to their professional/career goals and development. This format was implemented following feedback from students who complained that completing the hours in a single semester while working full-time was difficult.

Weaknesses: Not applicable. Plan:

Starting in the fall 2020 semester, the MPH faculty will implement a standardized rubric to assess the goals and objectives for the class. This will allow for a more thorough assessment of experiences for the agency, the students, and the program.

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D6. DrPH Applied Practice Experience

The work product may be a single project or a set of related projects that demonstrate a depth of competence. It may be completed as a discrete experience (such as a practicum or internship) or integrated into program coursework. In either case, the deliverable must contain a reflective component that includes the student’s expression of personal and/or professional reactions to the applied practice experience. This may take the form of a journal or other written product, a professional portfolio or another deliverable as appropriate for the program. The program identifies a minimum of five foundational and/or concentration-specific competencies (as defined in Criteria D3 and D4) that are reinforced and/or assessed through application. The program may either choose at least one competency from the leadership, management and governance domain in Criterion D3 or choose a concentration-specific competency identified in Criterion D4 if it relates to leadership skills. Competencies may differ from student to student.

Not applicable.

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D7. MPH Integrative Learning Experience MPH students complete an integrative learning experience (ILE) that demonstrates synthesis of foundational and concentration competencies. Students in consultation with faculty select foundational and concentration-specific competencies appropriate to the student’s educational and professional goals. Professional certification exams (eg, CPH, CHES/MCHES, REHS, RHIA) may serve as an element of the ILE, but are not in and of themselves sufficient to satisfy this criterion. The program identifies assessment methods that ensure that at least one faculty member reviews each student’s performance in the ILE and ensures that the experience addresses the selected foundational and concentration-specific competencies. Faculty assessment may be supplemented with assessments from other qualified individuals (eg, preceptors).

1) List, in the format of Template D7-1, the integrative learning experience for each MPH concentration, generalist degree or combined degree option that includes the MPH. The template also requires the program to explain, for each experience, how it ensures that the experience demonstrates synthesis of competencies.

Template D7-1

MPH Integrative Learning Experience for Health Promotion Concentration

Integrative learning experience (list all options)

How competencies are synthesized

MPH Master’s Theses and Projects

Competencies: Students are required to select quantitative and qualitative data collection methods appropriate for a given public heath context. Analyze quantitative and qualitative data using biostatistics, informatics, computer-based programming and software, as appropriate. Interpret results of data analysis for public health research, policy or practice. Design a population-based policy, program, project or intervention. Apply systems thinking tools to a public health issue. Synthesis: In the PH 298/299 (Thesis/Project) course, and in individual meetings with their committee members, students are expected to address and synthesize these competencies. For instance, this happens through the review of data sets and methodological approaches, literature reviews, and student findings

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and conclusions. Rubrics are utilized to ensure that all students synthesize these competencies.

2) Briefly summarize the process, expectations and assessment for each integrative learning experience

Master’s Thesis/Graduate Project:

The MPH students are required to enroll in and complete PH 280 (Seminar in Techniques of Health Research). In this course, the students, in consultation with the course instructor, choose a topic for a thesis or project. The course focuses on teaching the students quantitative and qualitative research methods. The main assignment is for the students to complete the first three chapters of their thesis/project. These chapters include the “Introduction”, which includes the statement of the problem, research questions, theoretical framework, and limitations/delimitations, the “Literature Review”, which includes a systematic review of the peer-reviewed literature, and the “Methodology”, which includes the study population, instrumentation design, and data analysis. The course emphasizes the integration of skills learned in other MPH classes, including data analysis skills learned in PH 202 (Advanced Public Health Statistics) and PH 209 (Advanced Concepts in Epidemiology). Students are expected to discuss their research interests, data sets available, advantages/disadvantages of primary and secondary data, the IRB process, and methodological approaches. The expected work product for the course is a document consisting of the first three chapters that meets departmental and university guidelines.

The students who have passed the PH 280 (Seminar in Techniques of Health Research) course are then assigned to one of two faculty members. They are also enrolled during the next semester in the PH 298/299 (Project/Thesis) course. There are six mandatory group meetings in this class. The topics for each class are listed below:

Group Meeting 1: Introduction/Syllabus/IRB Presentation Group Meeting 2: Tips for Writing Chapters 4 and 5 Group Meeting 3: How to Complete a Successful Defense Group Meeting 4: Project/Thesis Defense Presentation (if any, for those planning to graduate by the deadline set by the Division of Research and Graduate Studies) Group Meeting 5: Career Panel Group Meeting 6: Thesis Defense Presentation (for those who cannot meet the posted thesis deadline, but can complete thesis requirements by the final day of instruction)

The Master’s Thesis/Graduate project must be a substantive undertaking worthy of a master’s degree. The flexibility in the design of the thesis/project affords students an opportunity to contribute to public health research. Although there are no specified page limitations, students must work with their thesis/project chair to determine the appropriate length and scope of the thesis or project.

It is expected that the MPH Thesis and/or Graduate Project will serve as an opportunity for students to integrate foundational competencies. As of the spring 2020, the thesis/project will address the following competencies:

a) Select quantitative and qualitative data collection methods appropriate for a given public

health context; b) Analyze quantitative and qualitative data using biostatistics, informatics, computer-based

programming and software, as appropriate; c) Interpret results of data analysis for public health research, policy; d) Communicate audience-appropriate public health content, both in writing and through

oral presentation; and

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e) Discuss multiple dimensions of the policy-making process, including the roles of ethics and evidence.

Currently, the three thesis/project committee members informally evaluate the oral defense and the written document. Beginning in spring 2020, there will be a more formal evaluation process utilizing rubrics for both the oral presentation and the written document. The rubrics will be used to assess student attainment of the selected competencies. Each member of the Thesis/Project Committee will complete the rubrics and the scores will be averaged to produce a composite score. The student must receive a minimum score of 80% on each rubric to pass.

3) Provide documentation, including syllabi and/or handbooks that communicates integrative learning experience policies and procedures to students. See ERF D7-1 for the MPH Orientation Manual AY 2019-2020 See ERF D7-2 for the PH 298/PH 299 Syllabi Fall 2019 and Spring 2020 4) Provide documentation, including rubrics or guidelines that explains the methods through which faculty and/or other qualified individuals assess the integrative learning experience with regard to students’ demonstration of the selected competencies. See ERF D7-3 for the Written Defense Rubric See ERF D7-4 for the Oral Defense Rubric 5) Include completed, graded samples of deliverables associated with each integrative learning experience option from different concentrations, if applicable. The program must provide at least 10% of the number produced in the last three years or five examples, whichever is greater. Samples of student’s work from the thesis culminating activity along with their corresponding URL are listed below.

Master’s theses

Mark Reece: https://repository.library.fresnostate.edu/handle/10211.3/210983

Mai Y. Thao: https://repository.library.fresnostate.edu/handle/10211.3/210986

Ediomo Ndon: https://repository.library.fresnostate.edu/handle/10211.3/190346

Graduate projects

Claudia Gaona and Allegra Soto

Mishelle Petit

See ERF D7-5 for copies of the graduate projects. 6) If applicable, assess strengths and weaknesses related to this criterion and plans for improvement in this area. Strengths: The strength of the culminating experience is that it helps students who are interested in research to further hone their research skills and contribute to the published literature. Many of the data sets are chosen to address public health challenges that are specific to the Central Valley. There is a dearth of research on Central Valley populations and MPH students’ research is very helpful to administrators, policy analysts, and other professionals working to improve the health status of these underserved populations. The MPH projects, because they also include an applied product, have been very helpful to administrators in the Central Valley. For instance, one student developed a tool that can be utilized at the student health center to remind patients about the need to turn off electronic devices to get enough sleep.

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https://repository.library.fresnostate.edu/handle/10211.3/210983



Additionally, another student collaborated with a physician at a local children’s hospital on a nutrition program, which included cooking classes for pediatric patients and their families. Weaknesses: The MPH faculty recognize that the culminating experience has been problematic for some students, and exit interviews indicate that it has held some students back from graduating in a timely manner. The MPH faculty did respond to this finding by developing a more structured classroom experience which has been described in other sections of this document. Plan: To address these concerns, the MPH faculty have been working on the development of alternative culminating experiences. For instance, the CHES exam, including a professional portfolio, and the leadership project are all being developed as this document is being written. The professional portfolio will be a collection of materials, i.e. papers, articles, certificates, projects, letters, lesson plans, pictures, audio and/or electronic materials, work samples, test scores, etc. that have been specifically selected for a particular purpose or need. All materials will be based on and related to the program’s competencies.

The leadership project will be developed in conjunction with a community partner. Some community partners, including the California Health Collaborative, Fresno New Connections, and the Fresno County Department of Public Health have already expressed a strong interest in working with the MPH program on these projects. These projects will include a plan to address a substantive issue or challenge faced by these agencies.

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D8. DrPH Integrative Learning Experience

Not applicable.

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D9. Public Health Bachelor’s Degree General Curriculum

Not applicable.

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D10. Public Health Bachelor’s Degree Foundational Domains Not applicable.

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D11. Public Health Bachelor’s Degree Foundational Competencies Not applicable.

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D12. Public Health Bachelor’s Degree Cumulative and Experiential Activities Not applicable.

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D13. Public Health Bachelor’s Degree Cross-Cutting Concepts and Experiences Not applicable.

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D14. MPH Program Length An MPH degree requires at least 42 semester-credits, 56 quarter-credits or the equivalent for completion. Programs use university definitions for credit hours.

1) Provide information about the minimum credit-hour requirements for all MPH degree options. If the university uses a unit of academic credit or an academic term different from the standard semester or quarter, explain the difference and present an equivalency in table or narrative form.

The MPH program at Fresno State has consisted of 42 units (credit hours) spread over three years since the program was started. Beginning in the fall 2020 semester, the program will consist of 42 units to be completed in two years.

All students are required to complete 19 units (credit hours) of the Public Health Core classes:

PH 202 - Advanced Public Health Statistics (3 units)

PH 206 - Environment and Occupational Health (3 units)

PH 208 - Health Promotion (3 units)

PH 209 - Advanced Concepts in Epidemiology (3 units)

PH 210 - Introduction to Health Policy (3 units)

PH 223 - Health Promotion and Policy Advocacy (1 unit)

PH 280 - Seminar in Techniques of Health Research (3 units)

In addition to the courses list above, students in the MPH complete 15 units (credit hours) of coursework in health promotion as follows:

PH 203 - Seminar in Community Health Organization (3 units)

PH 213 - Health Planning & Program Evaluation (3 units)

PH 225A - Foundations of Health Promotion, I (3 units)

PH 225B - Foundations of Health Promotion, II (3 units)

three units of approved elective

Students also enroll in 4 units (credit hours) of internship/fieldwork experience (PH 285F) spread over a two-semester period.

Finally, students in the program complete 4 units (credit hours) of culminating experience, which is either a thesis (PH 298) or a project (PH 299).

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2) Define a credit with regard to classroom/contact hours.

Fresno State defines a one-semester unit (credit hour) as a 50-minute course meeting three times per week over 15 weeks or equivalent. The fall semester runs from August to December and the spring semester runs from January to May. A minimum of 45 hours is expected for each three-unit class. The MPH program does not offer summer classes.

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D15. DrPH Program Length

Not applicable.

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D16. Bachelor’s Degree Program Length

Not applicable.

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D17. Academic Public Health Master’s Degrees Not applicable.

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D18. Academic Public Health Doctoral Degrees Not applicable.

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D19. All Remaining Degrees

Not applicable.

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D20. Distance Education Not applicable.

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E1. Faculty Alignment with Degrees Offered Faculty teach and supervise students in areas of knowledge with which they are thoroughly familiar and qualified by the totality of their education and experience. Faculty education and experience is appropriate for the degree level (bachelor’s, master’s, doctoral) and the nature of the degree (research, professional practice, etc.) with which they are associated.

1) Provide a table showing the program’s primary instructional faculty in the format of Template E1-1. The template presents data effective at the beginning of the academic year in which the final self-study is submitted to CEPH and must be updated at the beginning of the site visit if any changes have occurred since final self-study submission. The identification of instructional areas must correspond to the data presented in Template C2-

Template E1-1

Primary Instructional Faculty Alignment with Degrees Offered

Name* Title/ Academic Rank

Tenure Status or Classification^

Graduate Degrees Earned

Institution(s) from which degree(s) were earned

Discipline in which degrees were earned

Concentration affiliated with in Template C2-1

Suzanne Kotkin-Jaszi

Professor Tenured DrPH UC Berkeley Health Policy and Management

Health Promotion

Miguel A. Perez Professor Tenured Ph.D. Penn State Health Education

Health Promotion

Mohammad Rahman

Professor Tenured Ph.D. Brandeis University

Social Policy, Emphasis in Health

Health Promotion

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2. Provide summary data on the qualifications of any other faculty with significant involvement in the program’s public health instruction in the format of Template E1-2. Programs define “significant” in their own contexts but, at a minimum, include any individuals who regularly provide instruction or supervision for required courses and other experiences listed in the criterion on Curriculum. Reporting on individuals who supervise individual students’ practice experience (preceptors, etc.) is not required. The identification of instructional areas must correspond to the data presented in Template C2-

Template E1-2

Non-Primary Instructional Faculty Regularly Involved in Instruction

Name* Academic Rank^

Title and Current Employment

FTE or % Time Allocated

Graduate Degrees Earned

Institution(s) from which degree(s) were earned

Discipline in which degrees were earned

Concentration affiliated with in Template C2-1

John A. Capitman

Professor Nickerson Professor of Public Health

25% Ph.D. Duke University

Social Psychology

Health Promotion

Jaymin Kwon

Associate Professor

Fresno State 25% Ph.D. Rutgers, The State University of New Jersey

Environmental Sciences in Human Exposure Sciences

Health Promotion

II. Include CVs for all individuals listed in the templates above.

See ERF E1-1 for faculty Curriculum Vitae

III. If applicable, provide a narrative explanation that supplements reviewers’ understanding of data in the templates.

Not applicable.

IV. If applicable, assess strengths and weaknesses related to this criterion and plans for


Strengths:

All faculty teaching in the MPH program are tenured or tenured-track faculty members, which demonstrates the department’s commitment to the success of the program and students.

Weaknesses:

Not applicable.

Plan:

Not applicable.

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E2. Integration of Faculty with Practice Experience

To assure a broad public health perspective, the program employs faculty who have professional experience in settings outside of academia and have demonstrated competence in public health practice. Programs encourage faculty to maintain ongoing practice links with public health agencies, especially at state and local levels. To assure the relevance of curricula and individual learning experiences to current and future practice needs and opportunities, programs regularly involve public health practitioners and other individuals involved in public health work through arrangements that may include adjunct and part-time faculty appointments, guest lectures, involvement in committee work, mentoring students, etc.

1) Describe the manner in which the public health faculty complement integrates perspectives from the field of practice, including information on appointment tracks for practitioners, if applicable. Faculty with significant practice experience outside of that which is typically associated with an academic career should also be identified. The MPH program compliments faculty expertise in the field through a variety of means, which include guest lectures by public health practitioners in the United States and abroad. This is facilitated through the use of video conferencing equipment such as Zoom. Public health practitioners also serve as preceptors for our student interns during their field work placement. As indicated previously, one of the two requirements for preceptors is to hold a master’s level degree with high preference given to those who hold MPH degrees. In the last five years, there has been an increase in the number of MPH alumni who also serve as preceptors to many of our students. This practice has several benefits as not only do the preceptors link academic theory with practice, but they also serve as mentors who have experienced the program and who have successfully completed it. Additionally, the MPH program hosts a Career Panel Night, which brings public health professionals to campus to provide career advice to current students. Many of the MPH faculty also serve on local, regional, state, national, and international groups, which allows them to bring that knowledge into the classroom.

2) If applicable, assess strengths and weaknesses related to this criterion and plans for improvement in this area. Strengths: The MPH faculty listed in Section E1 are all engaged in public health issues specific to the Central Valley and bring those experiences into the classroom. Weaknesses: Not applicable. Plan: The MPH faculty incorporates public health practice information into the classroom experience. The part-time nature of the MPH’s student body prevents it from participating in activities outside the classroom since students are only required to be on campus once a week. The MPH faculty are committed to ensuring the MPH program remains a leader for the current and future workforce in the Central California region.

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E3. Faculty Instructional Effectiveness The program ensures that systems, policies and procedures are in place to document that all faculty (full-time and part-time) are current in their areas of instructional responsibility and in pedagogical methods. The program establishes and consistently applies procedures for evaluating faculty competence and performance in instruction. The program supports professional development and advancement in instructional effectiveness.

1) Describe the means through which the program ensures that faculty are informed and maintain currency in their areas of instructional responsibility. The description must address both primary instructional and non-primary instructional faculty and should provide examples as relevant. There are two primary ways through which the Department of Public Health, and by extension the MPH program, assess faculty currency in their area of instructional responsibility. The first is related to the annual report faculty submit to the department regarding their scholarly activity, pedagogical development, and service activities. This report, required of all full-time faculty members, is evaluated by the department chair and submitted to the University in accordance with the Collective Bargaining Agreement. A second review takes place through the sabbaticals awarded to faculty members who become “…eligible for a Sabbatical completing six consecutive years of full-time service following any previous sabbatical leave or since their appointment to the faculty.” As stated in the Faculty Affairs page, “sabbatical leaves are available to full-time faculty and librarians in order to facilitate their professional development and thus enhance the overall quality of the University and its instructional programs.” http://www.fresnostate.edu/academics/facultyaffairs/procedures/leaves/professional-leaves.html . APM 360 and Article 27 of the Collective Bargaining Agreement govern the awarding of faculty sabbaticals:

1. A sabbatical or Differentials in Pay (DIP) leave shall be granted for purposes that provide a benefit to the University. All reviews of professional leave proposals shall consider the quality of activities to be conducted during the leave period.

2. Proposals shall demonstrate how one or more of the following objectives will be met by the sabbatical or DIP leave: a) studies leading to a greater command of subject matter; b) studies to accomplish a shift in areas of academic emphasis; c) studies leading to improved curricula; d) studies leading to a command of advanced teaching methods; e) creative activities in one’s professional field or a closely related field; f) travel with a well-defined professional or scholarly objective (e.g., scholarly research at a highly specialized library collection).

3. Proposals shall demonstrate: a) the benefit to the University of the proposed leave; b) a well-conceived program of activities including, where possible, preliminary arrangements and contacts; c) a detailed description and timeline by which the objectives and activities are to be accomplished; and d) that the proposed activities cannot be accomplished in less than the leave time, but can be completed in the time period requested.

4. The relative merit of the proposal shall be the principal basis for a recommendation at all levels. Prior performance while on a sabbatical, DIP, or professional leave without pay shall be considered at each evaluation/recommendation level. Other factors, such as the time since the last professional leave or length of service, shall be given secondary consideration.

5. Prior to making a final decision, the dean shall consider the recommendations from the department and school/college committees. The dean shall also weigh programmatic needs and budget implications.

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http://www.fresnostate.edu/academics/facultyaffairs/procedures/leaves/professional-leaves.html

An indirect measure of faculty effectiveness is also through their participation in professional activities, including conference attendance, presentations, and publications. While these activities are most actively evaluated among probationary faculty, the five-year post-tenure review process is designed to evaluate these activities among tenured faculty as well.

2) Describe the program’s procedures for evaluating faculty instructional effectiveness. Include a description of the processes used for student course evaluations and peer evaluations, if applicable.

Fresno State’s Policy on the Assessment of Teaching Effectiveness is found in APM 322. In accordance with the aforementioned policy, the Department of Public Health has developed, and the Provost has approved, a Policy on Assessment of Teaching Effectiveness as found at http://www.fresnostate.edu/academics/facultyaffairs/documents/322/322CHHSHealth.pdf. This policy addresses the standard to be use for evaluation, the frequency, and the process for the implementation. This policy also addresses the form to be utilized for peer evaluations. Recently, the university adopted a new student rating system, the Fresno State Student Ratings of Instruction, which was designed by a task force comprised of faculty representatives from all eight Colleges. The instrument assesses across three dimensions of teaching: instructional design; instructional delivery; and assessment. Additionally, departments can customize the questionnaires by choosing from a pool of items approved by the Academic Senate and the Provost. Student and peer evaluations are considered a part of the faculty’s personnel file, and in accordance to University policy, are not shared with the MPH director. At the department level, only the department chair reviews the student evaluations and peer evaluations. Changes in teaching styles, course content, syllabi, and course outlines have been made by program instructors, both full-time and part-time, which can be considered proof of this system’s efficacy. This process also allows for the removal of part time faculty who are not proficient.

3) Describe available university and programmatic support for continuous improvement in faculty’s instructional roles. Provide three to five examples of program involvement in or use of these resources. The description must address both primary instructional faculty and non-primary instructional faculty.

The primary vehicle for continued faculty development is found through the Center for Faculty Excellence (CFE). The CFE provides faculty professional development, technology training, support, and development of academic uses of technology. Faculty can find trainings by going to http://www.fresnostate.edu/academics/cfe/training/index.html, which lists information about conferences, resources, teaching online information, and tools for teaching. The CFE also provides summer trainings for faculty. Faculty who participate in summer programs are eligible to receive financial stipends, which provides a strong incentive for faculty to participate in these programs. The CFE also maintains a webpage where they share faculty stories, and one of our faculty members was highlighted in this section. Over the last three years, faculty in the Department of Public Health have participated in various CFE programs, including the DISCOVERe program and the Advanced Online and Blended Teaching Certificate program. Additionally, during AY 2018-2019, the CFE was responsible for overseeing the training of all University faculty who teach either full or hybrid online courses.

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http://www.fresnostate.edu/academics/facultyaffairs/documents/322/322CHHSHealth.pdf

http://www.fresnostate.edu/academics/cfe/training/index.html

Faculty at Fresno State also have access to several technologies to facilitate their teaching and scholarly activity. Widely used technology such as Zoom, Qualtrics, Canvas, and Turnitin – along with training -- are available to all faculty at the University.

4) Describe the role of evaluations of instructional effectiveness in decisions about faculty advancement. Fresno State’s mission “To boldly educate and empower students for success” is denoted in its classification as an engaged university. As such, the University takes the delivery of quality education seriously and utilizes assessment data as part of faculty’s advancement decisions. This is particularly true for probationary faculty who must meet department set standards for faculty evaluations each year. In theory, a probationary faculty can be terminated if they fail to meet standards related to teaching effectiveness. Based on these standards, teaching evaluations account for 1/3 of the evaluation of faculty for promotion and tenure. The role of instructional effectiveness assessment is less pronounced for post-tenured faculty.

5) Select at least three indicators, with one from each of the listed categories that are meaningful to the program and relate to instructional quality. Describe the program’s approach and progress over the last three years for each of the chosen indicators. In addition to at least three from the lists that follow, the program may add indicators that are significant to its own mission and context.

Faculty Currency: The MPH faculty maintain currency in their field through active participation in professional conferences. Additionally, the three primary instructional faculty are Certified Grants Specialists (CGS). One of the primary instructional faculty members also holds the Master Certified Health Education Specialist (MCHES) certification. Over the last three years, faculty have attended and presented at national and international conferences, i.e. APHA, The Latin American Lifestyle Medical Association, The Health Information Management Systems, etc. One MPH faculty member has also engaged in continuing education to maintain the MCHES certification. Instructional Effectiveness: The MPH faculty engaged in continuing education and training through the CFE at Fresno State and through the Chancellor’s office for the California State University system. Over the last three years, faculty have participated in the Quality Learning and Teaching Instrument training. In addition, faculty have participated in the training for the Canvas learning management platform. Finally, faculty have obtained one-on-one hands on coaching to improve their instructional effectiveness. Student Evaluation of Teaching Effectiveness: The MPH faculty are annually evaluated by their students and must meet or exceed the department established standard for student evaluations (3.0 on a 5.0 scale). Over the last three years, the MPH faculty have regularly exceeded this standard. The department chair also reviews all qualitative student comments and reviews them with faculty on an as needed basis. Peer Evaluation of Teaching Effectiveness: The MPH faculty are annually evaluated by their peers. While no minimum score is required, qualitative feedback must be consistently positive. Over the last three years, the MPH faculty have regularly received positive peer evaluation feedback.

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6) If applicable, assess strengths and weaknesses related to this criterion and plans for improvement in this area. Strengths: The MPH faculty are dedicated to the success of their students, and as such, strive to keep up to date in their field and with public health issues affecting the region. This information is transformed into meaningful learning experiences shared with students in the classrooms. The university has developed numerous programs to support faculty development and those efforts are supplemented by the college and by the department. Faculty have access to these programs and receive professional development trainings. Weaknesses: Student and peer evaluations are not available to the MPH Director limiting the development of mentoring or remedial activities for faculty who might not be meeting established standards. The department chair, however; does review these evaluations and meets with faculty as needed. Limited faculty development funds can hinder faculty participation in professional development activities outside of Fresno State. Currently, if a faculty member needs funds in addition to those allocated by the dean, they must request them from the department chair. Plan: The MPH faculty will explore the possibility of offering a supplemental faculty development fund account to be made automatically available to MPH faculty as an encouragement and token of appreciation for their time and dedication to the program.

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E4. Faculty Scholarship The program has policies and practices in place to support faculty involvement in scholarly

activities. As many faculty as possible are involved in research and scholarly activity in some

form, whether funded or unfunded. Ongoing participation in research and scholarly activity

ensures that faculty are relevant and current in their field of expertise, that their work is peer

reviewed and that they are content experts.

The types and extent of faculty research align with university and program missions and relate to

the types of degree offered.

Faculty integrate research and scholarship with their instructional activities. Research allows

faculty to bring real-world examples into the classroom to update and inspire teaching and

provides opportunities for students to engage in research activities, if desired or appropriate for

the degree program.

1) Describe the program’s definition of and expectations regarding faculty research and

scholarly activities.

The university is committed to a fair and open process that emphasizes institutional support and mentoring with the goal of developing teaching excellence, professional growth, and a commitment to service. Each new probationary faculty member is assigned a mentor and develops a probationary plan. The normal probationary period for tenure is six years. The probationary plan consists of the following three sections: teaching effectiveness; professional growth, scholarly, and creative activities; and university and public service and college relations. Scholarly and creative activities are defined as research, publications, professional presentations, grants, consultative efforts, program evaluations, etc. Although a strong record of demonstrated teaching effectiveness is the primary and essential criterion for tenure, it is not sufficient in and of itself. Although there is no weighting of the other two categories, an overall high level of performance in both professional/scholarly/creative activities and university and public service must be documented, as well as a record of excellence in at least one category other than the scholarship of teaching. The documentation of these efforts should be rich and varied, and the responsibility for documenting performance in these areas resides with the faculty member.

2) Describe available university and program support for research and scholarly activities.

Faculty Development Funds The Dean’s office makes an annual allocation for professional and travel support for each of the faculty and staff members in the department. The CHHS manages the allocation of these funds. For AY 2019-2020, the amount awarded to each tenured/tenure-track faculty member was $1,100.00. Faculty participating in the Faculty Early Retirement Program (FERP) were allocated half of this amount. The amount has remained relatively constant over the past five years, which has led to faculty complaints as the amount allocated is not enough to cover the increasing costs associated with travel to professional conferences. Faculty can, however, request supplemental funding from the department chair, and to date, most faculty members who requested a supplement were awarded one. In addition to the travel and professional development funds provided by the dean’s office and the department chair, faculty can participate in professional development opportunities offered through the Center for Faculty Excellence and other programs on campus to supplement their professional development and travel needs.

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Office of the Provost Sabbatical Leave Sabbatical leaves are granted for the purpose of providing opportunity for faculty to pursue projects of advanced study and research. Application may be made for a leave of one semester or one full year. The faculty member receives full salary for the one semester leave and half salary for the full year leave. See APM 360 https://www.fresnostate.edu/academics/facultyaffairs/procedures/leaves/professional-leaves.html. Grant Writing Support The mission of the Office of Research and Sponsored Programs is to “advance research and external support by providing leadership and professional assistance for faculty, students, and staff in pursuit of a wide range of educational goals.” Specific assistance includes identifying and contacting funding sources, disseminating information and providing training, preparing proposals and budgets, providing direct support for faculty research, and providing student support. Additionally, various programs currently exist for faculty, including the Research, Scholarship and Creative Activities program, which provides $5000 awards each year.

3) Describe and provide three to five examples of faculty research activities and how faculty

integrate research and scholarly activities and experience into their instruction of

students.

The MPH faculty engage in research and scholarly activities. Additionally, faculty engage students in their research activities and use their research experience to enhance teaching and learning in the classroom.

Faculty Research Activity Instruction Incorporation

Dr. Zografos conducted a needs assessment among parishioners at a church in Fresno, California. (2018)

Students in PH 202 (Advanced Public Health Statistics) designed a focus group instrument aimed at assessing the needs among parishioners at a church in Fresno, California. The students were responsible for conducting the focus group and analyzing the qualitative data.

Dr. Zografos participated in an interprofessional workshop with the MPH students at Valley Children’s Hospital on the topic of caring for the caregiver. (2017)

Students from PH 202 (Advanced Public Health Statistics) were invited to this workshop. The information from this workshop was reviewed in class.

Dr. Zografos participated in an interprofessional workshop with the MPH students at Valley Children’s Hospital on the topic of childhood obesity. (2017)

Students from PH 225A (Foundations in Health Promotion I) were invited to this workshop. The information from this workshop was reviewed in class.

Dr. Zografos participated in an interprofessional workshop with the MPH students at Valley Children’s Hospital on the topic of error disclosure. (2017)

Students from PH 202 (Advanced Public Health Statistics) were invited to this workshop. The information from this workshop was reviewed in class.

Drs. Kwon and Zografos were awarded a grant to assess transit exposure during pregnancy in Fresno and Clovis, California. (2017)

Students in PH 225B (Foundations in Health Promotion – Part 2) conducted a focus group aimed at assessing safety and walkability in various neighborhoods in Fresno and Clovis, California. The students were responsible for conducting the focus group and analyzing the qualitative data.

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4) Describe and provide three to five examples of student opportunities for involvement in

faculty research and scholarly activities.

Students in the MPH program have the opportunity to collaborate with faculty on research and to present their work at professional conferences.

Student’s Name Project Title Research Presentation Location and Date

Arcellie Santos Dr. Perez led the student as she completed a manuscript: “Stress, stressors, and academic performance among Asian students in Central California”.

Manuscript submission. 2019

Irene Rios Dr. Perez led the student as she completed a manuscript: “Attitudes toward contraceptives and utilization among university students in the Dominican Republic”.


Shanil Kumar Integrating research experiences into public health curricula: Effects on undergraduate students’ knowledge of neighborhood inequalities, perception of research, and motivation to talk about health issues.

APHA Annual Conference, November 2019

Cassie Valencia Dr. Perez led the student as she completed a manuscript: “Mejorando la salud humana: Enfoque de promocion de la salud, prevencion de la enfermedad y educacion en salud.


Cassie Valencia Dr. Perez led the student as she completed a manuscript: “Advancing culturally relevant health promotion and disease prevention: Lessons from the global village.


5) Describe the role of research and scholarly activity in decisions about faculty

advancement.

All tenured-track faculty are evaluated on an annual basis with regard to their progress toward tenure or promotion. As an engaged institution, research and publications are not explicitly required by tenured faculty.

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6) Select at least three of the measures that are meaningful to the program and demonstrate

its success in research and scholarly activities. Provide a target for each measure and

data from the last three years in the format of Template E4-1. In addition to at least three

from the list that follows, the program may add measures that are significant to its own

mission and context.

Template E4-1

Outcome Measures for Faculty Research and Scholarly Activities

Outcome Measure Target Year 1 2017-2018

Year 2018-2019

Year 3 2019-2020

Percent of primary faculty participating in research activities

66% 100% 100% 100%

Percent of primary faculty who publish one paper in a peer-reviewed journal during a three-year period.

66% 66% 33% 33%

Percent of primary faculty that present his or her scholarly endeavors during a three-year period.

66% 66% 100% 66%



Strengths: The MPH faculty has actively provided opportunities for students to engage in scholarly activities, research, and publications. Weaknesses: For some of the years, the target for faculty research and scholarly activities was not met. Since this is an engaged university, the faculty are responsible for teaching large course loads, which can affect scholarly activity. Plan: The MPH faculty will explore additional joint publication opportunities, including creating a mechanism to support student research.

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E5. Faculty Extramural Service The program defines expectations regarding faculty extramural service activity. Participation in internal university committees is not within the definition of this section. Service as described here refers to contributions of professional expertise to the community, including professional practice. It is an explicit activity undertaken for the benefit of the greater society, over and beyond what is accomplished through instruction and research. As many faculty as possible are actively engaged with the community through communication, collaboration, consultation, provision of technical assistance and other means of sharing the program’s professional knowledge and skills. While these activities may generate revenue, the value of faculty service is not measured in financial terms.

1) Describe the program’s definition and expectations regarding faculty extramural

service activity. Explain how these relate/compare to university definitions and

expectations.

Faculty members are expected to participate productively, collegially, and collaboratively in the collective efforts and functions of the department, college/school, university, and on occasion, the California State University. This is especially true for tenure-track faculty members and the expectations are described in their probationary plan. Some of these activities may include: participation on department, college/school and/or university committees, and commissions, including participation in the academic senate; service to the university, profession, and community; working collaboratively and productively with colleagues; mentoring colleagues; participation in traditional academic functions; participation in groups projects directed toward department, college/school, and university goals; and contributions to the community-at-large such as organizational leadership and presentations, as well as other relevant participation in groups serving the public interest. Faculty are expected to provide evidence of this activity in their Working Personnel Action File (WPAF) as this documentation is used when the faculty member is considered for promotion or tenure. This evidence is reviewed at multiple levels, including at the department, college, and university levels.

The expectations for academic responsibilities for tenured faculty members are listed in section 300 (http://www.fresnostate.edu/academics/facultyaffairs/policies/apm/300.html) of the Academic Policy Manual.

2) Describe available university and program support for extramural service activities.

As mentioned in the introduction of this document, Fresno State is categorized as an engaged university with increasing expectations for extramural service activities for all faculty members. The University makes several resources available for faculty members including the Jan and Bud Ritcher Center. Faculty engagement in extramural service, however; is not dictated by the University and each faculty member seeks their own level of engagement. In recent years, the CHHS has awarded release time for extraordinary service to the department, college, university, and region.

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3) Describe and provide three to five examples of faculty extramural service activities and how faculty integrate service experiences into their instruction of students.

The MPH faculty are engaged in various faculty extramural service activities and integrate these experiences into course instruction. Table E5.3 provides examples of these service activities.

Table E5.3. Faculty Extramural Service Activities

Faculty Extramural Service Activities

Instruction Incorporation

Dr. Zografos served as a board member for the Saint George Greek Orthodox Church.

Dr. Zografos incorporated needs assessment opportunities into her PH 202 (Advanced Public Health Statistics) course.

Dr. Zografos serves as a board member for the Central California Asthma Collaborative and is also a member of the finance committee for this board.

Dr. Zografos incorporated budget-related activities into her PH 225A (Foundation in Health Promotion I) course.

Dr. Perez serves as a member of three editorial boards for peer-reviewed journals.

Dr. Perez utilizes knowledge gained from trainings for the editorial boards to assist students in improving their assignments in PH 208 (Health Promotion).

Dr. Perez runs the Global Health Program in the Dominican Republic.

Dr. Perez teaches students about lessons learned in fund raising, collaboration, and teaching to low-literacy populations in PH 208 (Health Promotion).

Dr. Suzanne Kotkin-Jaszi serves a board president of Fresno New Connections an outpatient alcohol and drug program.

Dr. Kotkin-Jaszi creates networking opportunities for the service-learning component in PH 203 (Seminar in Community Health Organization).

4) Describe and provide three to five examples of student opportunities for involvement

in faculty extramural service.

MPH students had the following opportunities for involvement in faculty extramural service:

1) Several MPH students have been involved in the American Public Health Association. Incoming students have received paid memberships, and some students have also participated in round table discussions and oral presentations.

2) MPH students who have participated in the summer program in the Dominican Republic have played leadership roles in the implementation of the educational activities with the Haitian communities served.

3) MPH students in PH 225B (Foundation in Health Promotion II) conducted a focus group with participants from Fresno County’s Black Infant Health group to assess walkability in various neighborhoods.

4) MPH students in PH 202 (Advanced Public Health Statistics) collaborated with the Student Health and Counseling Center to conduct focus groups on the WATCHDOG program, which trains students to respond effectively in emergency situations.

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5) Select at least three of the indicators that are meaningful to the program and relate to

service. Describe the program’s approach and progress over the last three years for

each of the chosen indicators. In addition to at least three from the list that follows,

the program may add indicators that are significant to its own mission and context.

The following three indicators are meaningful to the MPH program and relate to service:

a. Community Service:

The MPH faculty promote active involvement in serving the Fresno State campus, communities, and Central California region. Over the last three years, the MPH faculty have served in various capacities for the following community-based organizations: Central California Asthma Collaborative, Fresno New Connections, and Praava Health to name a few.

b. Community Service Project:

The MPH students participate in community service projects through coursework, community organization, or regional initiative. Over the last three years, the MPH students in PH 203 (Seminar in Community Health Organization) have delivered a series of health education programs to individuals in recovery. Additionally, these students developed a curriculum and grant to support transitional housing for Fresno New Connection’s clients. Furthermore, 100% of the MPH students participated in internships experiences with community organizations, including the Tulare County Health Department, the American Red Cross, and the American Cancer Society, to name a few.

c. Professional Development Activities:

The MPH faculty provide technical support and assistance to professional organizations as well as community-based organizations. Over the last three years, the MPH faculty have served on editorial boards, presented at national and international conferences, and have provided technical support to the MPH program in the Dominican Republic and Praava Health in Bangladesh.

6) Describe the role of service in decisions about faculty advancement.

All probationary faculty are evaluated on an annual basis with regard to their progress toward promotion and tenure, and to determine merit increases in salary. The RTP process states that service is a requirement and expectation of all faculty. Faculty are expected to provide evidence of this activity in their WPAF as this documentation is used when the faculty member is considered for promotion or tenure. This evidence is reviewed at multiple levels, including at the department, college, and university levels. The expectations for academic responsibilities for tenured faculty members are listed in section 300 (http://www.fresnostate.edu/academics/facultyaffairs/policies/apm/300.html) of the Academic Policy Manual. Tenured faculty, however; are expected to carry a significant service load. For example, personnel committees must be comprised of only tenured faculty members.

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Strengths: The MPH faculty are heavily engaged in service activities at the local, regional, state, national, and international levels. They incorporate these experiences into their classrooms and also involve students in selected activities. Weaknesses: While the expectations for service are clearly expressed for probationary faculty, no such clear expectations exist for tenured faculty members. The MPH program cannot impose additional requirements to faculty members from those expressed by the University. Plan: The MPH faculty will continue to encourage service from the primary instructional faculty and will continue to explore additional ways to involve students in this service.

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F1. Community Involvement in Program Evaluation and Assessment

The program engages constituents, including community stakeholders, alumni, employers and other relevant community partners. Stakeholders may include professionals in sectors other than health (eg, attorneys, architects, parks and recreation personnel). Specifically, the program ensures that constituents provide regular feedback on its student outcomes, curriculum and overall planning processes, including the self-study process.

1) Describe any formal structures for constituent input (eg, community advisory board, alumni

association, etc.). List members and/or officers as applicable, with their credentials and

professional affiliations.

The MPH has a 15-member advisory board (see Table A1-1). The purpose of the Master of Public Health Advisory Board is to provide consultation to the MPH graduate faculty on student recruitment, curriculum development and assessment, and professional skill acquisition through field training and internships.

The objectives of the advisory board are to:

Advance the excellence and interests of graduate Public Health Education in Central California; and

Formalize a continuum of education and training services which will better prepare students and enable graduates to succeed in public and private sector employment.

2) Describe how the program engages external constituents in regular assessment of the

content and currency of public health curricula and their relevance to current practice and

future directions.

During the student internship/fieldwork experience, agency preceptors are asked twice, once

during the mid-term and once at the end, to evaluate student performance and their application of

the selected competencies. The MPH faculty have used this information to identify the monthly

topics discussed when students meet with the faculty member.

MPH Advisory Board members reviewed MPH syllabi and provided feedback making sure that

the mapping of course content was appropriate to the competencies listed. They also provided

input into the competencies needed for public health professionals in the Central California

region. The chair of the Advisory Board has also provided input into the creation of an activity

designed to teach students negotiation and/or mediation skills to address a community health

challenge. This activity was included in PH 225B (Foundation in Health Promotion II).

3) Describe how the program’s external partners contribute to the ongoing operations of the

program. At a minimum, this discussion should include community engagement in the

following:

a) Development of the vision, mission, values, goals and evaluation measures

The mission, values, and goals for the MPH program were developed under the

leadership of the Advisory Board and have been reviewed periodically by that body since

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their original inception. There has not been any significant input from community

partners in the evaluation measures employed by the program.

b) Development of the self-study document

The self-study was shared with the Advisory Board and also made available to the general

public on the website for input before submission to the accrediting body.

c) Assessment of changing practice and research needs

The Advisory Board has provided input and support in transforming the program from a

part-time three year to a full-time two-year program. This board has also provided input

into the conversion of some of the classes into an online format, which was a change

suggested to address the needs of the evolving public health practice in the region.

Furthermore, the Advisory Board has provided input regarding the development of new

culminating experiences offered by the program.

d) Assessment of program graduates’ ability to perform competencies in an

employment setting

Agency preceptors provide invaluable input in determining current student ability to

perform competencies in an employment setting. Their feedback, which is reviewed on a

regular basis, has resulted in changes to the structure of the internship and the topics

discussed.

The Employer Survey evaluated the MPH graduate’s on oral and written communication

skills, problem solving skills, research skills, conflict resolution skills, etc. In fall 2020, the

Employer Survey will assess the new competencies in the program.

4) Provide documentation (eg, minutes, notes, committee reports, etc.) of external

contribution in at least two of the areas noted in documentation request 3.

See F1-4a Minutes for the Advisory Board Meetings

See F1-4b Results of Employer Survey



Strengths:

The Advisory Board has been actively involved in the assessment of the program and has

provided recommendations for improvement.

Weaknesses:

The Employer Survey did not ask employers to assess the program competencies. Time

constraints have prevented the MPH director from engaging in these activities, and as such, the

program lacks meaningful community partner input for improving the program.

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Plan:

The new MPH director is in the process of developing a plan for assessment and program

improvement to share with the advisory board, alumni, and other community partners. The MPH

program faculty will utilize data from the 2020 Employer Survey to make modifications to the

program as appropriate.

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F2. Student Involvement in Community and Professional Service Community and professional service opportunities, in addition to those used to satisfy Criterion D4, are available to all students. Experiences should help students to gain an understanding of the contexts in which public health work is performed outside of an academic setting and the importance of learning and contributing to professional advancement in the field.

1) Describe how students are introduced to service, community engagement and

professional development activities and how they are encouraged to participate.

Students in the MPH program are introduced to various community and professional service opportunities and they are encouraged to participate in these opportunities through the inclusion of both compulsory and optional course work. Students are introduced to these opportunities through several communication avenues. These avenues include MPH course instruction and syllabi and announcements using the Fresno State email system and Canvas learning platform (it replaced Blackboard at Fresno State). The MPH program faculty uses the Canvas’ “announcements” tool and direct emails to invite students to attend professional development sessions. The MPH faculty also make announcements and encourage students in their classes to attend these professional development sessions by making accommodations (such as, early release or providing participation points).

The Canvas learning management platform has been adopted by Fresno State and all courses in the MPH program are instructed utilizing this system. Students in the MPH program are enrolled in the MPH community Canvas course page. This MPH Canvas course page is primarily utilized to provide students with information about conferences, trainings, jobs, internships, and program requirements. It also provides students with access to MPH program forms, Division of Research and Graduate Studies forms, MPH program competencies, University and Graduate Studies policies, MPH program policies, the MPH Orientation Handbook, IRB protocols, the MPH program culminating experience guidelines, and links to various student resources on campus. Some faculty members also use Zoom video conferencing services to communicate and advise students, which also allows them to inform students about upcoming professional development activities. On occasions, Google Hangouts, Google Calendar, and other media are used to create and send invitations. Furthermore, the Career Services Center and the Division of Research and Graduate Studies also notifies students of volunteer and professional development opportunities throughout the year.

2) Provide examples of professional and community service opportunities in which public

health students have participated in the last three years.

Some examples of professional and community service opportunities that MPH students have

participated in are described below:

Health Education and Health Promotion Program Implementation and Evaluation Project:

As part of the PH 225B (Foundation in Health Promotion II) course, students implement and evaluate a program plan they created in PH 225A (Foundation in Health Promotion I). As part of the assignment, students are responsible for communicating audience-appropriate public health content, both in writing and through oral presentation. The students create a brochure/pamphlet or social media post/poster and prepare lecture materials that are presented to the target population. The students ensure that their project design and presentation incorporate cultural values and practices of the target population. Examples of settings over the last three years include workshops at American Ambulance, University High School, and University Health and Counseling Center.

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Dominican Republic International Service-Learning Program: Students have an opportunity to participate in an elective course that takes them to the Dominican Republic for a service-learning trip, where they have the opportunity to volunteer and experience international public health. The three main goals of the program are to promote healthy lives for all residents, ensure clean water, and strengthen the global partnership for sustainable developments. Specifically, students have the opportunity to do this by providing health education, mosquito nets, and insect repellent to fight against mosquito borne diseases. Students also distribute feminine hygiene products and install water filters in areas that cannot afford clean water. Several MPH students have participated in this program over the years.

Scholarships to Attend APHA: Students in the MPH program are offered scholarships to participate in the APHA conference. This gives the students the opportunity to present papers and interact with public health professionals in various public health disciplines. Needs Assessment and Development of a Health Promotion Program: In PH 208 (Health Promotion), students are required to develop a health promotion program designed to decrease health disparities by conducting data collection for a need assessment project. Students have participated in providing services to a number of community-based and non-profit organizations. For example, students participated in conducting a needs assessment activity in Del Rey, CA, which is a low -income migrant farmworker community. This involved both qualitative observations and quantitative assessments that included collecting, writing, and presenting a report for the California Rural Legal Assistance.



Strengths:

The MPH program will continue to collaborate with community-based organizations to encourage students to apply for fellowship or internship opportunities. The program has a diversified target group and students are able to experience a wide spectrum of public health issues. The international program involving service to many low-income and disadvantaged populations is our flagship program that is widely acclaimed.

Weaknesses:

The program offers limited opportunities for collaborations within local public health jurisdictions.

Plan: The MPH program director and department chair will contact various public health agencies and programs to discuss opportunities for partnership. As of spring 2020, the MPH Advisory Board includes two new members from the Fresno County Department of Public Health. The MPH program faculty will continue to look for ways to form and solidify relationships with all the public health agencies in the San Joaquin Valley.

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F3. Assessment of the Community’s Professional Development Needs

The program periodically assesses the professional development needs of individuals currently serving public health functions in its self-defined priority community or communities.

1) Define the program’s professional community or communities of interest and the rationale

for this choice.

The professional communities for the MPH program includes those community-based and non-

profit organizations who are serving in the community but lack the ability or means to conduct

many necessary public health supporting tasks to carry out their functions. The rationale for the

selection of this population as a community of interest is based on the informal research done by

MPH faculty members based on the conversations and requests received from these

organizations for support. Through these conversations, and by nature of being on the boards of

many of these organizations, it became apparent to the MPH faculty that although these

organizations provide vital public health services to low-income and disadvantaged populations in

the region, they lack or only have limited expertise and limited financial resources. These

organizations face difficulty in hiring appropriately trained staff, which can negatively affect their

ability to effectively deliver essential public health services or evidence-based interventions. The

MPH program maintains a strong professional developmental relationship with these

organizations. The MPH faculty’s strong relationship with these organizations and their

professional development needs serve as the rationale for their selection as a community of

interest.

2) Describe how the program periodically assesses the professional development needs of its

priority community or communities, and provide summary results of these assessments.

Describe how often assessment occurs

The MPH program does not have any formal process of assessing the professional development needs of the communities of interest. However, relationships built on cooperation and trust with the communities of interest has facilitated ongoing partnerships between academia and public health practice in our service community. The members of the MPH faculty serve on the boards of many of these organizations and become aware of their professional development needs. The MPH faculty members in response suggest training and education opportunities that is suitable for that organization’s workforce. The MPH program also becomes aware of the professional development needs of some organizations from their representatives who serve on the MPH Advisory Board.



Strengths:

The program meets the professional development needs of many organizations who lack

resources and serve disadvantaged populations in the region.

Weaknesses:

The main weakness is that the MPH program does not have any schedule for assessing the professional development needs of the communities of interest. Another weakness is that the MPH program currently does not adequately participate in providing support to the local public health agencies.

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Plan:

The MPH program is exploring opportunities to systematically assess the workforce needs in the

San Joaquin Valley. The program also plans to broaden the scope of the communities of interest

to include the local public health agencies.

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F4. Delivery of Professional Development Opportunities for the Workforce

The program advances public health by addressing the professional development needs of the current public health workforce, broadly defined, based on assessment activities described in Criterion F3. Professional development offerings can be for-credit or not-for-credit and can be one-time or sustained offerings.

1) Describe the program’s process for developing and implementing professional development activities for the workforce and ensuring that these activities align with needs identified in Criterion F3. As discussed previously, the MPH faculty maintains a strong relationship with the local community-based organizations and non-profit organizations in the region. At present, we do not have any formal process for developing and implementing professional development activities. However, when faculty members become aware of such needs, they develop curriculum/training materials or provide service to address those needs. The faculty members on occasions also engage their students to participate in these activities.

2) Provide two to three examples of education/training activities offered by the program in the last three years in response to community-identified needs. For each activity, include the number of external participants served (ie, individuals who are not faculty or students at the institution that houses the program).

The MPH faculty have carried out several education/training activities over the last three years in response to community identified needs. Some of those activities are shown below.

Development Needs MPH Program Sponsored Trainings Number External Participants Served

Data and Statistical Consultation

Dr. Zografos provides statistical advice to residents and physicians at Valley Children’s Hospital. This involves meeting with residents and/or physicians to analyze their data. Year: Spring 2019 – current

8-10 each year

Health Administration Accounting Training

Dr. Kotkin-Jaszi trained the staff at Fresno New Connections to develop skills regarding proper health administration accounting. She also taught them the basics of general accounting principles and audit trails.

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Workforce Development Training

Drs. Kotkin-Jaszi, Perez, and Pinzon-Perez conducted a training program for Promotoras De Salud, which was delivered under contract with the Tulare County Workforce Development Board. The training was offered in Spanish and English and covered topics, including medical terminology, accessing/navigating the healthcare system, age appropriate health screening, County Medically Indigent Support Program, etc.

20

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Cultural Competency Training

Dr. Perez provided training on cultural competency for physicians at Kaiser Permanente.

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Strengths:

The MPH program serves a diverse set of organizations that address the needs of low-income and disadvantaged populations. The services offered are diverse and meet an unmet demand of many public health providers in the service region.

Weaknesses

The program does not have a formal process for developing and implementing professional development activities.

Plan

The MPH Program will establish a formal process for developing trainings that support needs identified through the MPH faculty and through the MPH Advisory Board. It is expected that future plans will include providing trainings through online methods. Some of the potential topics include: grant writing; regional health issues (Valley fever); migrant and farmworker health; etc.

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G1. Diversity and Cultural Competence Aspects of diversity may include age, country of birth, disability, ethnicity, gender, gender identity, language, national origin, race, historical under-representation, refugee status, religion, culture, sexual orientation, health status, community affiliation and socioeconomic status. This list is not intended to be exhaustive. Cultural competence, in this criterion’s context, refers to competencies for working with diverse individuals and communities in ways that are appropriate and responsive to relevant cultural factors. Requisite competencies include self-awareness, open-minded inquiry and assessment and the ability to recognize and adapt to cultural differences, especially as these differences may vary from the program’s dominant culture. Reflecting on the public health context, recognizing that cultural differences affect all aspects of health and health systems, cultural competence refers to the competencies for recognizing and adapting to cultural differences and being conscious of these differences in the program’s scholarship and/or community engagement.

1) List the program’s self-defined, priority under-represented populations; explain why these groups are of particular interest and importance to the program; and describe the process used to define the priority population(s). These populations must include both faculty and students and may include staff, if appropriate. Populations may differ among these groups. The MPH’s priority population is based on the demographic characteristics of the Central California region. As the program seeks to be representative of the rich tapestry of broadly defined “cultures” present in our service region, the MPH serves a very diverse group including gender, race/ethnicity, and first generation students. Tables G1.1 and G1.2 provide racial and gender distribution for students in the MPH program. Table G1.1. Racial Diversity among Students in the MPH Program, Fall 2019

Group Percent of students

White 17.2

Hispanic/Chicano/Latino 44.8

African American 10.3

Asian American 17.2

Two or more 3.4

Other/Unknown Ethnicity 3.4

Non-resident alien 3.4

Table 2. Gender Distribution among Students in the MPH Program, Fall 2019

Group Percent of Students

Male 27.6

Female 72.4

First generation students comprise more than 50% of the student body at Fresno State. These students tend to come from low socioeconomic backgrounds and are often first-generation immigrants to the United States. Many of our first-generation students come from farmworker backgrounds, may have monolingual parents, and often lack access to health care. Their personal experiences are important in the exploration of theoretical concepts of poverty, low insurance, and other public health issues. Veterans and students actively serving on the United States armed forces are also an important target group for the MPH program. Veterans often bring practical experience to the classroom, may be older than the average college student, and can enrich classroom discussions with

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anecdotes acquired during their active duty years. Experiences acquired outside the US enrich discussions about access and multiculturalism in the classroom. Diversity is important not only among the student body, but also among the faculty. Tables G1.3 and G1.4 present demographic (gender and race) for faculty in the MPH program. Table G1.3. Racial Diversity among Faculty at California State University, Fresno

Group Percent of faculty

Caucasian 16.65%

Hispanic/Chicano/Latino 49.95%

Asian - Indian 33.3%

Table G1.4. Gender Diversity among Faculty at California State University, Fresno

Group Percent of faculty

Male 66.6%

Female 33.3%

The MPH faculty believe that the rich diversity present in the faculty in the MPH program is the foundation for attracting diverse students and the first step in decreasing health disparities as noted in national policy documents such as Healthy People 2030. Diverse students and faculty are an important tool in decreasing the low income, lack of opportunities, and inadequate health care experienced by many of our populations.

2) List the program’s specific goals for increasing the representation and supporting the persistence (if applicable) and ongoing success of the specific populations defined in documentation request 1.

Table G1.1 shows some of the diversity present in the MPH student and faculty bodies. The MPH program does not have specific goals for increasing the representation of the groups identified in section 1 above, however; the MPH program adheres to the University’s plan for a diverse faculty and student body. All job announcements must be advertised in journals that target under-represented groups. Fresno State also actively recruits from Minority Servicing Institutions.

3) List the actions and strategies identified to advance the goals defined in documentation request 2, and describe the process used to define the actions and strategies. The process may include collection and/or analysis of program-specific data; convening stakeholder discussions and documenting their results; and other appropriate tools and strategies.

The following list presents the actions and strategies identified to advance the goals identified before.

Active recruitment of a diverse faculty body representative of the student population at

Fresno State.

MPH students are informed by the faculty about academic careers and are directed to financial aid resources available to underrepresented groups.

Active recruitment of a diverse student body.

Ongoing tracking of demographic characteristics of the student body in the MPH program.

Work with the Advisory Board to conduct recruitment sessions at their places of employment.

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Active recruitment of international students in collaboration with student organizations at Fresno State (e.g., Saudi Student Association California State University, Fresno).

MPH faculty have served on the Committee for Faculty Equity and Diversity.

4) List the actions and strategies identified that create and maintain a culturally competent

environment and describe the process used to develop them. The description addresses curricular requirements; assurance that students are exposed to faculty, staff, preceptors, guest lecturers and community agencies reflective of the diversity in their communities; and faculty and student scholarship and/or community engagement activities.

Fresno State is an institution where exploring the diversity of thought and discouraging marginalization is valued as a means of enriching knowledge and critical thinking. The MPH program seeks to maintain a culturally competent learning environment through classroom and outside experiences, and this occurs at the university and program levels.

University Level o Fresno State is committed to diversity as illustrated in the University’s motto of

“Discovery. Diversity. Distinction.” o The University maintains a dedicated website to diversity issues on campus.

See https://www.fresnostate.edu/academics/diversity/ o All search committees have an EEO member whose responsibility is to ensure all

University practices and procedures to maintain a diverse workforce are followed. o Fresno State maintains the President’s Commission on Human Relations and

Equity which supports acceptance and fairness at all levels of the university.

Program Level o The MPH director is the editor of a widely used textbook about cultural

competence in health education and has published many manuscripts on this subject both in the United States and Latin America. He brings those experiences into the classroom.

o The chair of the department is a contributor to a widely used textbook about cultural competence in health education. She uses her experience to further illustrate theoretical concepts among her students in the classroom.

o An MPH faculty member was a contributor to the first edition of a widely used textbook in health education and has used that knowledge in her classes.

o Many courses in the MPH program include content related to cultural competence and its application in multicultural societies such as those found in the Central Valley region.

o Service learning and fieldwork/internship opportunities serve diverse populations in our region.

o Guest lectures and student mentorship opportunities are reflective of the cultures present in the Central California region.

o A cultural immersion program (PH 152T) can be used as an elective course in the MPH program.

o MPH faculty service and scholarly activity are often focused on the needs of diverse groups in the Central California region.

5) Provide quantitative and qualitative data that document the program’s approaches,

successes and/or challenges in increasing representation and supporting persistence and ongoing success of the priority population(s) defined in documentation request 1. Currently the MPH program does not have a systematic system to collect data as it relates to recruitment of the priority populations and their success once they enter the program. The MPH program historically has had a very diverse student body, however; a plan would be created should this change.

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https://www.fresnostate.edu/academics/diversity/

6) Provide student and faculty (and staff, if applicable) perceptions of the program’s climate regarding diversity and cultural competence.

MPH program alumni identified diversity as a strength of the MPH program at Fresno State.


Strengths:

Fresno State and its academic units, including the MPH, are deeply committed to issues related to diversity and cultural competence, humility, intelligence, etc. Our student body is representative of the rich tapestry of cultures and nationalities that call the Central California region home. The MPH faculty are proud of that diversity and will continue efforts to increase members of under-represented groups among students, faculty, and staff. The MPH program at Fresno State is proud of its service and scholarship activities in collaboration with diverse groups. Faculty and student research continue to focus on better understanding the needs of diverse populations. Weaknesses: The MPH program often takes for granted the rich diversity of not only the student population, but also the region served. This is one of the reasons the MPH program has not measured perceptions of diversity and inclusion. Additionally, the MPH program has not yet sought out systematic suggestions for improving these topics in our program. Plan: At this time, the MPH program has no plans to develop a systematic data collection process to address this topic as the program seems to have diverse faculty, staff, and student bodies.

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H1. Academic Advising The program provides an accessible and supportive academic advising system for students. Each student has access, from the time of enrollment, to advisors who are actively engaged and knowledgeable about the program’s curricula and about specific courses and programs of study. Qualified faculty and/or staff serve as advisors in monitoring student progress and identifying and supporting those who may experience difficulty in progressing through courses or completing other degree requirements. Orientation, including written guidance, is provided to all entering students. 1) Describe the program’s academic advising services. If services differ by degree and/or

concentration, a description should be provided for each public health degree offering.

The academic advising structure for the MPH program has been in place for over a decade and it seems to be working as evident by student responses in the Exit Survey. Academic advising is conducted by the department chair, Dr. Kara Zografos. This arrangement allows Dr. Zografos to have direct contact with graduate students while also being able to answer questions regarding department policy and procedures. During their first advising session, the advisor and the student go over the program roadmap, which is also found in the student orientation manual. Students are expected and encouraged to meet with their academic advisor at least once a semester to ascertain their progress. At a minimum, students are required to meet with their academic advisor to obtain classified graduate standing and to complete the Advancement to Candidacy Form. While the direct academic advising is the responsibility of the department chair, the MPH director is available to all MPH students to answer any questions as well. The MPH director makes information available to students using a number of methods, including the Canvas site and through periodic visits to classrooms during the semester. In addition to the two individuals listed above, MPH students also receive academic and career counseling from the instructors in PH 298 (Project) and PH 299 (Thesis). Students in those courses also receive career advice as they are close to their graduation when they enroll in the course. The MPH students also have access to the Career Development Center on campus, which provides a number of services including jobs and internships, resume writing, and interviewing skills. Students are also required to meet staff at the Career Development Center as they prepare for the internship/fieldwork experience. Additionally, the MPH students can meet with an advisor from the Advising and Career Development Center (ACDC) in the CHHS. The mission of the ACDC is to provide access to support the academic success and graduation of our students. While mostly undergraduate students take advantage of this resource, it is also available to all graduate students.

2) Explain how advisors are selected and oriented to their roles and responsibilities. For the last decade, the MPH students have had the department chair as their primary academic advisor. Questions related to policies and procedures are normally posed to the Division of Research and Graduate Studies by either the department chair or the MPH director.

3) Provide a sample of advising materials and resources, such as student handbooks and plans of study, that provide additional guidance to students. A copy of the most recent student orientation manual is found in Section H1.3.1. The orientation

manual is discussed with all incoming graduate students prior to the beginning of their first

semester in the program.

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ERF D7-1. MPH Orientation Manual.

4) Provide data reflecting the level of student satisfaction with academic advising during

each of the last three years. Include survey response rates, if applicable.

The current Exit Survey does not contain a question that measures students’ satisfaction with academic advising. This Exit Survey asks, “Were you able to meet with your advisor as needed?” In AY 2017-2018, 6 out of 6 (100%) of students reported that they were able to meet with the advisor “most of the time”. In the AY 2018-19, 3 out of 3 (100%) of students reported that they were able to meet with their advisor “most of the time”. In fall 2019, 6 out of 6 (100%) of students reported that they were able to meet with their academic advisor “most of the time”. Data from spring 2020 are not yet available, but will be provided at the site visit. The MPH program will revise future Exit Surveys to include a question that measures student satisfaction with academic advising.

5) Describe the orientation processes. If these differ by degree and/or concentration, provide a brief overview of each. All new students are required to attend an orientation day held by the MPH program. This is an opportunity for students to meet each other, meet faculty, and to go over the orientation manual found in ERF D7-1. The MPH director provides an overview of the program, goes over key policies and procedures, discusses program milestones, such as classified student standing and advancement to candidacy, as well as information about the learning management system and the internship experience. Students are also encouraged to become active in the student organizations in the department. In addition to the program specific orientation, the DRGS also hosts a graduate orientation to address university wide policy and procedures.

6) If applicable, assess strengths and weaknesses related to this criterion and plans for improvement in this area. Strengths: According to data over the last three years, the advisor is available “most of the time” and no specific recommendations were made for improving the advising system. This may be due in part to the fact that while formal advising is the responsibility of the department chair, students have unfettered access to other faculty in the program. Similarly, students have access to other support services as described in section H1.1. Weaknesses: Not applicable. Plan: Starting in the fall 2020 semester, students will be required to meet with their academic advisor at least once a year and with the MPH director each semester. Meetings with the academic advisor will include the completion of classified standing and advancement to candidacy paperwork. Meetings with the MPH director will include information about policies and procedures and career advising. Students will also be highly encouraged to meet with the Career Services Office on campus to explore information about the field of public health.

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H2. Career Advising The program provides accessible and supportive career advising services for students. Each student, including those who may be currently employed, has access to qualified faculty and/or staff who are actively engaged, knowledgeable about the workforce and sensitive to his or her professional development needs and can provide appropriate career placement advice. Career advising services may take a variety of forms, including but not limited to individualized consultations, resume workshops, mock interviews, career fairs, professional panels, networking events, employer presentations and online job databases. The program provides such resources for both currently enrolled students and alumni. The program may accomplish this through a variety of formal or informal mechanisms including connecting graduates with professional associations, making faculty and other alumni available for networking and advice, etc.

1) Describe the program’s career advising and services. If services differ by degree and/or concentration, a brief description should be provided for each. Include an explanation of efforts to tailor services to meet students’ specific needs. Career advising takes many forms in the MPH program. Individual career advising is provided by faculty members with students inside and outside the classroom. Additionally, advisors from the Career Services Office attend classes and discuss career opportunities, job outlooks in the area, and offer career advising to individual students. Students enrolled in PH 285F (Internship in Public Health) are also required to meet with the Career Services Office to develop or update their resumes and to attend an interview skills workshop.

2) Explain how individuals providing career advising are selected and oriented to their roles and responsibilities.

Career advising is a shared responsibility in the Department of Public Health. All faculty advice shared on their academic option/discipline. Since faculty members generally advise in their area of expertise, there is no formal training provided to academic advisors, however; periodic updates are provided during MPH faculty meetings. As mentioned before, career advising is also provided through the campus Career Development Center. While we currently do not have any mechanisms to coordinate in the selection of advisers or orient them about public health career pathways, students are encouraged to utilize the services of the Career Development Center.

3) Provide three examples from the last three years of career advising services provided to students and one example of career advising provided to an alumnus/a. For each category, indicate the number of individuals participating. Every semester, at least one professional development career service is offered to the students in the MPH program. Examples of services provided during the past three years are as follows: MPH Professional Development Event: This event was held in 2017 and students received advice from experts on topics such as job opportunities, job interview tips, public health issues in the Central Valley of California, and the potential impact of the Affordable Care Act on the Central Valley. The experts present during the event were Mr. Steve Ramirez, California Health Collaborative, Mr. David Luchini, Fresno County Public Health Department, Ms. Kim Capriola, Kaiser Permanente, and Dr. John Capitman, Central Valley Health Policy Institute. The event included a panel discussion, a world-café conversation, and networking with MPH students of other cohorts and alumni of the program. More than 25 students attended the event.

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MPH Alumni Panel Discussion on Career Development: This event was held in 2019 and the MPH students from all the cohorts attended the gathering. A selected group of MPH alumni were invited to discuss their professional careers. The following topics were addressed: a. Career paths - where are you working right now and how have you ended up over there - and

how have the things that you learned at Fresno State still relevant in your current job, b. Tips for current students regarding navigating graduate student life, i.e. juggling family and

coursework, dealing with difficult coursework, projects and theses, etc., c. Transitioning from school to career building/workplace: job search, networking, etc. The event was attended by more 20 students and a number of faculty members. The event allowed students (past and present) to network. MPH Career Panel: A career panel was scheduled for the spring 2020 semester, but was cancelled due to COVID-19. The MPH faculty discussed the feasibility of hosting this as a zoom meeting, but it was determined that networking via zoom would be difficult. This career panel will be rescheduled at a future date. Career Advising Provided to an Alumnus: The MPH faculty provides informal support to alumni through job announcements and letters of recommendation. For instance, one of our alumnus, Mr. Mark Reece, had aspirations to purse higher education in public health. The MPH faculty advised Mr. Reece in identifying doctorate programs in public health and wrote letters of recommendation. Mr. Reece was accepted into the doctoral program. Additionally, the MPH faculty continue to provide support to program graduates as they advance in their public health careers. ERF H2-3 Professional Development Flyer

4) Provide data reflecting the level of student satisfaction with career advising during each of the last three years. Include survey response rates, if applicable.

The Exit Survey asks students “Aside from PH 285F (Internship in Public Health), did you receive any career counseling during your time in the MPH program? In AY 2017-18, 5 students (83%) said “no” and 1 (17%) said they “can’t recall”. In AY 2018-19, all students (100%) reported that they did not receive career advising. In AY 2019-20, 2 (33%) said “no” and 4 (66%) said they “can’t recall”. Students were also asked, “What type of advising, and what was your experience?” No responses were recorded for this question.


Strengths: The MPH program seeks to assist students in their career development efforts. Students have access to faculty as well as their networks. As the students prepare to enter the workforce, faculty write many letters of reference each year to assist in this effort. Students are made aware of the services offered by the Career Services Office and are also required to take advantage of at least two of its services as part of PH 285F (Internship in Public Health).

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Additionally, for the last three years, the program has allocated student success funds to pay for student memberships in the American Public Health Association (APHA), which provides networking opportunities to students. Funding is also made available to support student attendance at this conference. Weaknesses: Despite the program’s best efforts to provide career development opportunities to students, data from the Exit Survey indicate they do not perceive the opportunities provided as career development.

Plan:

To date, students in the MPH program have had two contact points with the Career Development Center, both as part of the Fieldwork/Internship course. Students in that course are required to complete the interview skills and resume writing workshops. Staring in the fall 2020 semester, the MPH faculty will increase the number of contact points to six (retaining the two points listed above and adding):

A visit by a career counselor at the MPH student orientation.

A Job Readiness Seminar, which will be implemented in December of every year as part of PH 210 (Introduction to Health Policy).

A Career Panel on Career Advancement to be implemented in May of every year as part of PH 225B (Foundation in Health Promotion, II).

A Mock Interview which may involve alumni and members of the Advisory Board.

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H3. Student Complaint Procedures The program enforces a set of policies and procedures that govern formal student complaints/grievances. Such procedures are clearly articulated and communicated to students. Depending on the nature and level of each complaint, students are encouraged to voice their concerns to program officials or other appropriate personnel. Designated administrators are charged with reviewing and resolving formal complaints. All complaints are processed through appropriate channels.

1) Describe the procedures by which students may communicate any formal complaints and/or grievances to program officials, and about how these procedures are publicized.

The Department of Public Health seeks to address student complaints and grievances internally by following a process which allow students to address issues at the department level. For instance, students are first encouraged to talk with the faculty member, and if this process does not resolve the issue, students are encouraged to follow up with discussion with the department chair. If neither of these levels produces an acceptable resolution to the affected parties, the student is encouraged to use the University’s formal process which is designed to address things like a change of grade; equal opportunity and non-discrimination; harassment, discrimination, and retaliation; sexual misconduct; statement of responsibilities and standards of conduct; and the honor code. See http://www.fresnostate.edu/catalog/academic-regulations/policies.html#anchor294889

2) Briefly summarize the steps for how a complaint or grievance filed through official university processes progresses. Include information on all levels of review/appeal. The University takes all complaints seriously and responds to all harassment and discrimination complaints brought to its attention. Efforts are made to resolve the complaints at the lowest possible level, i.e. by working with the manager or department chair closest to the individuals involved in the matter. If the matter cannot or should not be resolved at the lowest possible level, the Director of Human Resources, in consultation with the appropriate campus administrator(s), and others, may determine a need for either an administrative review and/or an investigation by an external investigator. In terms of grade protests, the Student Academic Petitions Committee has the responsibility of handling all grade protests. Students who believe they have been graded unfairly or incorrectly by an instructor must consult first with the faculty member within 15 working days of the following semester. The instructor then has 5 working days to respond. If the issue is not resolved, a student must then consult with the department chair, who must provide the student with an answer within 10 working days. If a student still believes that the grade was assigned unfairly or incorrectly after completing this process, they may request that the Student Academic Petitions Committee review the issue.

3) List any formal complaints and/or student grievances submitted in the last three years. Briefly describe the general nature or content of each complaint and the current status or progress toward resolution. The program has not had any formal complaints and/or student grievances over the last three years. However, the MPH faculty have received informal complaints. For instance:

Students expressed a concern about the quality of instruction in PH 299 (Thesis). These complaints centered around a lack of communication by the instructor. To respond to this complaint, the faculty redesigned the culminating experience course to include a more structured format emphasizing accountability from both the faculty and the students.

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http://www.fresnostate.edu/catalog/academic-regulations/policies.html#anchor294889

http://www.fresnostate.edu/catalog/academic-regulations/policies.html#anchor294889

Students expressed a concern about the course redesign of PH 280 (Seminar in Techniques of Health Research) as it did not emphasize the development of their thesis/project proposal. The MPH faculty met with the students to explain the course redesign and offered additional support (i.e. lectures and personal meetings with students) for the development of their proposal.

Students expressed concerns with their ability to attend the PH 223 (Health Promotion and Policy Advocacy) course on Saturdays. The MPH faculty converted the class to an online course, which was offered for the first time during the spring 2020 semester.

Students have expressed concerns about their workload during the last year in the program as they have to work on their culminating experience, take classes, and enroll in the internship classes. This will no longer be an issue since the MPH program has been redesigned from a three to a two-year program.


improvement in this area. Strengths: The MPH faculty listen to student informal complaints and take steps to address them in a timely manner. Complaints are handled according to university policy. Weaknesses: To-date, the MPH program has not had a published student grievance process, however; students have successfully brought their issues to the MPH director and others including the department chair, for action. Plan: The MPH faculty will develop a student grievance policy.

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H4. Student Recruitment and Admissions

The program implements student recruitment and admissions policies and procedures designed to locate and select qualified individuals capable of taking advantage of the program’s various learning activities, which will enable each of them to develop competence for a career in public health.

1) Describe the program’s recruitment activities. If these differ by degree (eg, bachelor’s vs. graduate degrees), a description should be provided for each. MPH recruitment efforts are primarily the responsibility of the MPH director with support from all the faculty members in the department. Limited support in this endeavor is provided by the DRGS. The MPH program uses the following materials and techniques to recruit students:

The MPH director visits public health organizations and agencies for recruitment and holds informational sessions.

Faculty discuss the MPH program in their classes and the MPH director visits these classes to discuss the admissions process and to answer any questions.

The MPH director answers prospective students’ emails.

The MPH director, in collaboration with the Department of Public Health staff, maintains the MPH webpage, which includes information about the admissions process.

The MPH director creates a brochure for recruitment purposes, and this was updated in the spring 2020 semester to reflect the change to a two year program. The brochure has been distributed at informational sessions on and off-campus.

The MPH director created an MPH flyer that describes the program and its admission process. This recruitment tool was released in the spring 2020 semester.

The MPH director and student assistant created an electronic informational page to be distributed to all faculty in the department to be placed in their learning management system.

The MPH director, in collaboration with the college’s communication specialist, created a series of videos discussing the program, which have been advertised through social media, primarily Facebook.

The MPH director created a Youtube video channel in spring 2020. The purpose of this channel is to disseminate and highlight the work of MPH students and faculty.

2) Provide a statement of admissions policies and procedures. If these differ by degree (eg,

bachelor’s vs. graduate degrees), a description should be provided for each.

The MPH program seeks to admit the best qualified students into the program. The program values community, knowledge, professionalism, professional ethics, advocacy, diversity, and scholarship, and these values are applied to the admission criteria.

Students admitted to the program need to have completed their undergraduate degree by the time they start the program, have a minimum GPA of 3.0 in the last 60 units of academic work, submit GRE scores (no cut-off score is required), submit two letters of recommendation, and submit an essay indicating the reasons they wish to pursue a degree in public health. Each application is reviewed by the admissions committee who evaluates academic performance, professional work or volunteer experience, and commitment to the field. The faculty seeks evidence of motivation to complete the degree, a commitment to diversity and ethics, as well as an understanding of public health. Each faculty member makes an independent recommendation for admission, which is compiled and evaluated by the MPH director who has the responsibility of admitting students into the program.

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The program has the following pre-requisites for admissions: PH-92 (Public Health Statistics) or equivalent; PH-100 (Community Health) or equivalent; PH-109 (Epidemiology of Disease) or equivalent; and PH-131 (Principles of Health Education) or equivalent. Students who have not met these pre-requisites may be admitted with the condition that these courses be completed during the first year in the program.

3) Select at least one of the measures that is meaningful to the program and demonstrates

its success in enrolling a qualified student body. Provide a target and data from the last

three years in the format of Template H4-1. In addition to at least one from the list, the

program may add measures that are significant to its own mission and context.

Template H4-1

Outcome Measures for Recruitment and Admissions

Outcome Measure Target 2017-2018

2018-2019

2019-2020

GRE Writing Score GPA

3.00

3.00

3.36

3.18

3.42

3.82

2.89

3.32

4) If applicable, assess strengths and weaknesses related to this criterion and plans for improvement in this area. Strengths:

The MPH program has standardized tests that measure students’ writing skills (GRE Writing Test).

Weaknesses:

Not applicable.

Plan: Not applicable.

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H5. Publication of Educational Offerings

Catalogs and bulletins used by the program to describe its educational offerings must be publicly available and must accurately describe its academic calendar, admissions policies, grading policies, academic integrity standards and degree completion requirements. Advertising, promotional materials, recruitment literature and other supporting material, in whatever medium it is presented, must contain accurate information.

1) Provide direct links to information and descriptions of all degree programs and

concentrations in the unit of accreditation. The information must describe all of the following: academic calendar, admissions policies, grading policies, academic integrity standards and degree completion requirements.

Program Description o http://fresnostate.edu/chhs/public-health/degrees-programs/mph/

Academic Calendar o http://www.fresnostate.edu/catalog/calendar.html

University Policies o http://www.fresnostate.edu/academics/facultyaffairs/policies/apm/index.html

Admission Policies o http://www.fresnostate.edu/academics/gradstudies/gradad.html o https://fresnostate.edu/chhs/public-health/degrees-programs/mph/admission.html

Grading Policies o http://www.fresnostate.edu/catalog/academic-regulations/index.html#symbols-

points

Code of Academic Integrity Honor Code o http://www.fresnostate.edu/academics/academicintegrity/reducing/honorcode.ht

ml

Academic Integrity Standards o Policy on Cheating and Plagiarism

http://www.csufresno.edu/facultyaffairs/documents/apm/235.pdf

Degree Completion Requirements o This page is under construction, however; information can be found in the

orientation manual.

MPH Catalog Page o http://fresnostate.edu/catalog/departments/pubhealth.html

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http://fresnostate.edu/chhs/public-health/degrees-programs/mph/

http://www.fresnostate.edu/catalog/calendar.html

http://www.fresnostate.edu/academics/facultyaffairs/policies/apm/index.html

http://www.fresnostate.edu/academics/gradstudies/gradad.html

https://fresnostate.edu/chhs/public-health/degrees-programs/mph/admission.html

http://www.fresnostate.edu/catalog/academic-regulations/index.html#symbols-points

http://www.fresnostate.edu/catalog/academic-regulations/index.html#symbols-points

http://www.fresnostate.edu/academics/academicintegrity/reducing/honorcode.html

http://www.fresnostate.edu/academics/academicintegrity/reducing/honorcode.html

http://www.csufresno.edu/facultyaffairs/documents/apm/235.pdf

http://fresnostate.edu/catalog/departments/pubhealth.html

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