CEPH Accreditation Criteria
The program administration and faculty shall have clearly defined rights and
responsibilities concerning program governance and academic policies. Students, where
appropriate, have participatory roles in the program evaluation procedures, policy-setting
1.5.a Description of the program’s governance and committee structure and processes,
particularly as they affect: General program policy development, planning, budgets and
resource allocation, student recruitment, admission and progress toward degrees, faculty
recruitment, retention, promotion, and tenure, academic standards and policies, research and
service expectations and policies
General program policy development
The Master of Public Health Program (MPH) is part of the Des Moines University
(DMU), which is an accredited institution of higher learning. DMU is a private school operated
by a Board of Trustees who meets quarterly to establish policies and procedures that govern the
institution and to ensure the institution’s financial integrity. The Board is comprised of 30 public
members. To ensure that members of the Board of Trustees and administrators of the University
are impartial stewards of the institution, they are governed by a conflict of interest policy
adopted by the Board at its March, 1999 meeting.
The organizational structure of the University adheres to a traditional academic
governance model. The University president, Governor Terry Branstad, J.D., is responsible for
assuring that the University maintains the direction set forth by the Board of Trustees. The Dean
of each college at DMU is nominated by a committee and appointed by the president and is
responsible for the development, implementation and evaluation of each of the academic
programs under their guidance. Dr. Jodi Cahalan, PhD, is the current Dean of the College of
Health Sciences (CHS), which is the college within which the MPH Program operates. The
program director of each program is appointed yearly by the president. The current MPH
Program, Dr. Wendy Ringgenberg, PhD, is responsible for the administration and day to day
operation oversight of the Program. The faculties of the Program report to the Program Director
and are responsible for the curriculum development implementation and evaluation. Students are
regularly asked to provide input in relationship to the program's curriculum and function during
scheduled meetings with the MPH faculty.
Each MPH faculty member is actively involved in governance of the program at the
College level through participation in college-wide faculty committees, and at the Program level
through participation in regular Program faculty meetings and student meetings.
Planning is a collaborative process involving student feedback regarding individual
courses, faculty, and the program as a whole. The feedback allows data-driven continuous
quality improvement of the program. Planning for the MPH program is reflected in the
program's strategic planning process. The Director gathers insight from students, faculty,
professionals, professional organizations, and current publications. The current Director
Criterion 1.5, page 1
embraces an open communication forum for gathering information. Face to face meetings with
faculty and students are scheduled regularly, and email is a most useful tool for DMU-MPH
students. Data sources include MPH faculty meetings, employer assessment of new graduates,
graduate surveys, Advisory Committee comments, student research activities, report of
internship experiences, community collaborations, student opinionaires, admission and
recruitment reports, course evaluations, alumni survey, and additional surveys.
The decision making authority for the MPH program rests with the Director of the MPH
program. Ideas for improvement are brought to the Director from many different sources
including all stakeholders listed in this document, i.e. students, Dean, advisory committee,
faculty, adjunct faculty, practitioner scholars, other DMU faculty, community members etc.
Ideas may be shared formally through the faculty meetings, student meetings, CHS leadership
meetings, MPH portal, or through other standing or ad hoc committees. Ideas may be addressed
informally through any type of communication. In the College of Health Sciences all programs
participate on the college level committees with no program specific committees other than
advisory committees. Day to day administrative decisions are attended to by the Director who
follows program, college and university policy. Decisions regarding changes in policy are
discussed with the MPH advisory committee, students, faculty, Dean, and appropriate college
level committees such as the Student Performance and Evaluation Committee for insight and
approval. The emphasis on communications regarding potential change always focuses on what
will be the best change for the curriculum in order to better prepare students to function as
practicing public health professionals.
Budgets and Resource Allocation
Budgets and resource allocation are determined by the tuition revenue generated by the
MPH program. The Director of MPH makes budget recommendations to the CHS Dean
annually in late January or early February. Because there are many expenses and overhead
included in operating the MPH Program, the program is responsible for generating enough
revenue to cover 100% of directs plus 53% which is intended to cover indirects. Monthly
tuition/revenue reports provide a monthly snapshot of how we're doing against our tuition
Student recruitment, admission and progress toward degrees
Student recruitment, admission and progress toward degrees begins with publicizing Des
Moines University through conferences, websites, and word of mouth. One of the most
important activities of faculty is to assist in the recruitment and selection of future students.
Each college/academic program has a process for identifying key factors that attract and retain
students. It also has policies, procedures and services to identify and accommodate the needs of
all its stakeholders. The DMU MPH program has a twofold student target: first, non-traditional,
working adults who need courses to be delivered in a flexible (evening, weekend, and online)
format. Second, traditional graduate students who are full-time students who might also be
enrolled in the DO, DPM, or other CHS programs.
The MPH program strives to attract a diverse student body, including other nationalities
and multiple races/ethnicities. Appendix 1.5.a-2 identifies the various self-identified races and
ethnicities of students enrolled in the MPH program. The MPH Program has the most diverse
student population on the DMU campus. DMU Enrollment travels across the United States
promoting the MPH program along with all of the DMU programs. They market to
Criterion 1.5, page 2
undergraduate schools, as well as making sure that Historically Black Colleges and Universities
and Native American Colleges and Universities are represented in their market plan.
The MPH program has a designated Enrollment staff, Lisa Vroegh. Ms. Vroegh creates
an extensive enrollment plan annually, provides twice-monthly enrollment data, and an
evaluation of enrollment outcomes and processes annually. See Appendix 1.5.a -3 – “Year-End
Enrollment Development Evaluation”. The MPH program was represented at the American
Public Health Association program in Nov. 2006; and is always represented at the Iowa Public
Health Conference in Ames (held in March-April annually).
Students can be admitted under two categories: full admission or conditional admission.
Full admission is when a student is determined to meet the criteria and the MPH faculty believe
the student will succeed in the program. This student is eligible for financial aid. If a student is
determined to be conditionally admitted, then students are allowed to take courses in the MPH
program but they must show their ability to perform in the course with a 3.0 or above for 6
credits. During this time, the student is not qualified for financial aid. Students requiring an F1
Visa to attend cannot be granted such a visa under conditional admission. As a result, they must
either be fully admitted or denied admission.
Students who are interested in taking classes, but are not yet ready to earn a degree or
certificate, are encouraged to enroll in classes. Students can take classes without being admitted
into the program, although students are required to apply after they have taken 6 credits so that
they have a planned program of study to help them complete a degree program. The MPH
program and the DMU Registrar's Office are discussing ways to limit non-admitted students to 6
credits, but this is not fully in place at this time.
All students who are interested in earning an MPH are encouraged to apply. Three
criteria are applied when reviewing their application:
Work experience - Does their work experience reflect potential, and contribute to motivation,
to perform at a graduate level?
What additional evidence is provided in the application packet or in communication with the
student that provides evidence that the student can function at a graduate level and conduct
himself/herself in professional and respectful manner.
GPA from prior higher education - Does it appear they can perform at a graduate level?
A new application procedure starting Fall 2006 involves students identifying interest in
research, international internships, and their choice of educational venue (online or face to face).
All applicants are also be required to self-assess current skills using the Public Health
Competencies, creating a data base which will help better describe the type of student applying
to the DMU MPH Program. Full-time MPH faculty serve as advisors, to students providing
them with academic and professional guidance.
Each term, reports are generated that identify students who have outstanding
Incompletes, conditions, or GPAs below 3.0. Students are then contacted as needed and placed
on academic probation if the situation warrants. New policies were implemented in Fall, 2006,
that limits student enrollment in Internship, Capstone, or Independent Study if there are
outstanding Incompletes or a GPA below 3.0 or less than 24 credits completed in the program
(for the internship or capstone).
Students have 7 years to complete the MPH program under the Program of Study which
was in effect on the date they were admitted. The DMU MPH program has no minimum or
Criterion 1.5, page 3
maximum number of credits which students must take each term. The MPH Program advisors
monitor GPA and advise on an individual basis.
DMU requests that the MPH program compile a list of potential May graduates in
January of each year. This is done by 1) reviewing the Request to Graduate forms that have
accumulated throughout the year; 2) by reviewing the credit report generated by DMU
information management which provides a list of students who have completed a certain number
of credits; 3) emailing and posting to the MPH MHA GER Student Portal reminders to submit
Request to Graduate forms by January 15; and 4) evaluating each student's transcripts and
progress in the program. Potential graduates are approved by the CHS Student Promotion and
Evaluation Committee, and then approved by the CHS Faculty. Approved requests are then
forwarded to the DMU Registrar's Office, and the list of graduates receives final approval by the
DMU Board of Trustees in March. Student names may not be added after the Board of Trustees
meeting, but student names may be removed.
A note for understanding the references to GER: DMU has been the home to the Des
Moines University Geriatric Education Center where the graduate certificate in Gerontology
(GER) originated. The Gerontology Certificate was housed in the College of Health Sciences,
and students can take GER courses as electives toward their MPH. However, funding for this
program ended in 2006 and low student interest led to the discontinuation of the program. There
are MPH students who are completing their Gerontology Certificate, but there will be no more
admissions into the GER program. The current MPH MHA GER Student Portal houses
information for all students. This portal will be renamed the MPH MHA Student Portal as the
GER students complete the program.
Students who complete their MPH Program may request a diploma at the time they
complete their program, but if they missed the March deadline, then their names are included in
the following years' graduation list.
Graduation rates and attrition rates are tracked every term when the student data reports
are pulled from the DMU Information Technology department. This information is updated with
number of students who actually enrolled into classes in a particular term, those who graduated,
those who are still taking classes, and those who are not taking classes (attrition rates). This
information is shared on the DMU MPH website as part of the MPH Student Data report.
All students entering the program as of January 1, 2007, adhere to a 45-credit degree
program consisting of 38 core credits and 7 elective credits. Courses may be accepted as transfer
credit on an individual basis, and all changes to the students' program of study are documented in
that student's chart.
Faculty recruitment, retention, promotion, and tenure
Personnel recruitment is governed by University policy, hiring decisions are made at the
program level through the use of an interdisciplinary search committee with recommendations to
the Dean. The Dean makes recommendations to the President. The President of Des Moines
University is responsible for and makes final hiring decisions.
DMU provides many benefits for its faculty and staff. First, the pay and benefit package
are adequate to attract and retain faculty and support staff. Second, faculty are provided a great
deal of academic freedom and flexibility with their time. In the MPH program, because of the
type of student served (non-traditional, working full-time) most of all communication is done via
email. Distance learning and use of technology allows faculty to work from any location and at
various times. The Director and faculty members typically work off-campus at least one day
Criterion 1.5, page 4
each week, being available via phone and email, and also nights and weekends as scheduled for
classes or student meetings. This also facilitates opportunity to complete required and frequent
In 2005 when CEPH was here last, Dr. Ringgenberg was the only faculty in the MPH
program. DMU approved two new faculty hires in 2006. The first open position was advertised
locally, resulting in Dr. Geletta's hire and start in February 2006. The second open position was
advertised nationally and resulted in the hire of Dr. Joens-Matre in July 2006.
Both new faculty members, Simon Geletta and Roxane Joens-Matre, were hired and
given 1/2 teaching loads, of approximately 9-12 credits per year. This was done to allow them
the time to become acclimated to DMU and the MPH program, and to establish research agendas
according to their own interests. Both Dr. Geletta and Dr. Joens-Matre are on the tenure-track or
for promotions. They complete annual faculty portfolios which are reviewed by Dr.
Ringgenberg and then a summary of their activities sent to DMU Human Resources. They are
both eligible for review by the DMU Rank, Tenure, and Promotions committee after three years
of full-time teaching in a college setting to increase their rank status. Options for rank titles
range from instructor, to assistant professor, to associate professor, to full professor. Their
portfolios address the criteria in the DMU Rank, Tenure, and Promotions policy (See Appendix
The one part-time faculty member, Denise Hill, instructor for the MPH Ethical and Legal
Issues in Public Health, was financially supported to attend the CDC Public Health Law
conference in Summer 2006. Denise Hill was hired as full-time faculty in the DMU Master of
Health Care Administration program in August, 2007. She continues to teach 3-6 credits in the
MPH program annually.
Wendy Ringgenberg, who holds a PhD in Educational Leadership and Policy Studies, has
been supported financially to take classes toward her own MPH degree through University of
Massachusetts Amherst online program, as well as courses in Anthropology at Iowa State
University. This support is one of the benefits at DMU where employees can receive 75% of
tuition reimbursement for continuing education. Due to the CEPH accreditation issues and
working to identify and fix problems, the Program Director has not been able to write or publish
her own research. However, as the new MPH systems are increasingly operational, and her
teaching load is adapted as per the CHS workload policy and changes made in teaching
assignments, it is believed that the hectic and critical nature of her investment of time will
decrease. While Dr. Ringgenberg has not published, she has undertaken and completed research
and service opportunities for the Iowa Department of Corrections, Mercy Des Moines
Interpretation Services, Jewish Federation of Greater Des Moines OASIS, and the March of
Dimes. Students have been invited to be involved on both the Iowa Department of Corrections
work, OASIS project, and the March of Dimes work. Dr. Ringgenberg also submits a faculty
portfolio annually which adheres to the Rank, Tenure, and Promotion policy criteria, although
she is not on a tenure-track appointment (by her own choice).
Another need in this next year will be to address support services gaps. The MPH and
MHA programs share a full-time program assistant position, .5 designated to each. In December,
2006, Gwen Paton, the long-time Program Assistant for the MPH and MHA programs, died of
breast cancer leaving a gap in support services for students and faculty. Her loss was deeply felt
across the DMU campus, within the MPH program, and certainly with students. Her
replacement was hired in February, 2007, and is quickly organizing the job tasks to suit her
needs. However, the increase in student numbers, credits sold, number of course offerings,
Criterion 1.5, page 5
introduction of online courses, and the needs of distance learning students has created a dramatic
increase in workload for the program. There is also another .25 support staff position, filled by
Ms. Render, who is housed in the CHS Dean's office. In the FY 0708, an online course
coordinator position has been written in to the budget for 10 MPH courses. This person's role
will be to assist the online instructor with the online course design and delivery. Two years ago,
Wendy Ringgenberg provided much of these support services for online instructors, but the time
was estimated at 100 hours of support for each new online class. This additional person will
provide this same type of support. Because the online courses seem to be tied to the increase in
the MPH revenue, DMU has supported additional investments to improve the program's ability
to create and deliver online classes.
Academic standards and policies
The MPH program has been supported financially and with recognition of the efforts put
forth by the Director, Dean, and other individuals and departments.
Academic standards and policies are developed by each college and the College
administration. Each academic program within the University has a mission and set of goals that
relate to student learning. Curricula are developed so they ensure that students who successfully
complete a program achieve a program’s competencies. Each academic unit sets its own
process for measuring and assessing success in meeting its stated goals. In all cases, the
academic units establish student outcomes assessment committees comprised of faculty,
students, and administration. Prior to Dr. Yoho's resignation of the appointment, the Vice
President for Academic Administration oversaw Student Outcomes Assessment for the
University. The University Performance Improvement and Evaluation Committee continues to
be the body that collects and reviews annual program reports.
The Higher Learning Commission of the North Central Association of Colleges and
Schools was used as a guide to form a continuous quality improvement assessment. Student
outcomes are collected and evaluated in order to continuously improve the provisions for student
learning. The process to continually evaluate the institutions’ standards for success (as defined
through accreditation standards, licensure requirements and adopted competency requirements)
is viewed as a way to measure the institution’s record of achieving its educational program goals
The purpose of student outcomes assessment at DMU is to create an academic culture
that fosters student learning and development. Student outcomes involve the systematic review
of institutional programs and services that support student learning.
Academic units may have external reviews made by other specialists in their areas of
expertise. Each academic unit has a student outcomes assessment committee or performance
review committee which is comprised of faculty members of the respective programs, students
and university staff. The committees meet regularly to define information collection tasks and
produce the annual report.
Examples of various direct and indirect measures of student outcomes data include
• Periodic surveys of alumni
• Audit of graduate placements
• Course Evaluations
• Portfolio Self-evaluations
Criterion 1.5, page 6
Research and service expectations
The MPH program is working with the Office of Sponsored Programs to track external
research and service contracts. Dr. Joens-Matre has collaborated on submitting two grant
applications with assistance from the Office of Sponsored Programs; 1) Iowa Department of
Public Health and the University of Iowa as program evaluator for a Human Resources Grant to
elicit parental feedback regarding resistance to newborn screening procedures, 2) Iowa State
University and the Iowa Department of Public Health as a consultant on a youth nutrition
program in response to a Robert Wood Johnson request for proposal. Dr. Joens-Matre responded
to a request from the research office to provide a description of her research for recruitment of
students interested in that line of research. Internally, the MPH program is working to track
faculty activities on a monthly basis where their activities are calculated into percent time.
1.5.b A copy of the Constitution, bylaws or other policy document that determines the
rights and obligations of administrators, faculty, and students in governance of the
See Appendix 1.5.b-1 for a copy of the Des Moines University Faculty Bylaws.
See Appendix 1.5.b-2 for a copy of the College of Health Sciences Bylaws.
1.5.c A list of standing and important ad hoc committees, with a statement of charge,
composition, and current membership for each
The MPH Program is a small program consisting of three categories of decision-making
employees. There are regular DMU public health faculty, affiliated DMU faculty from other
areas of the college who contribute to the MPH program, and adjunct instructors. Due to the size
of the program, decision-making is easily routed through the faculty members and Program
Director. Student input is valued and has been actively sought through various formal (e.g.
evaluations, membership on committees, student meetings) and informal (e.g. conversations)
Committee Members Member Affiliation
Performance Improvement Carla Stebbins MHA
Committee Jo Kelly MSPA
Roxane Joens-Matre MPH
Teri Stumbo PPDPT
April Newton DPT
Jody Cahalan Dean, ex-officio
Allison Larson DPT10 student, appointed by
Curriculum Committee Fritz Nordengren MHA
Gretchen Tighe MSPA
Kari Smith PPDPT
Juanita Robel DPT
Craig Canby Anatomy and Physiology
Criterion 1.5, page 7
Committee Members Member Affiliation
SPEC Denise Hill MHA
Dan Chambers MSPA
Simon Geletta MPH
Ann York PPDPT
Laura Covill DPT
Don Matz Anatomy and Physiology
Marie Nguyen Microbiology and
Mary Ann Zug VP Student Services, ex-
CHS Faculty – Chair Elect Wendy Ringgenburg MPH
MPH Faculty Meetings
The three full-time faculty meet every other week to address admissions, acceptances,
student requests for transfer credit or changes to their program of study, student issues, teaching,
research, service activities, opportunities, and any problems. The participants are Dr.
Ringgenberg, Dr. Geletta, and Dr. Joens-Matre.
MPH (& MHA) Monthly Faculty Meetings
There is a monthly MPH faculty and adjunct faculty meeting that also includes the MHA
program faculty and adjuncts. This monthly meeting includes DMU employees, MPH and MHA
faculty, support staff, practitioner scholars, and students. The meetings provide a forum for
addressing issues, program planning, curriculum delivery, and other discussion points to address
all the needs of the instructors and students. It serves as a decision making component for the
Table 1.5c MPH/MHA Faculty and Adjuncts
MPH Faculty and Adjuncts MHA Faculty and Adjuncts
Erin Barkema, MPH Ann Kinzel
Jay Christiansen, MHA Ann Weiss, MA, BSN
Deb Kane, PhD Bob Ruch
Mary Heisterkamp, MPH Jim Foreman, MS
Jane Schadle, MHSA Sara Pavelka, MHA
Jay Willsher, MHA James Sandin
Kay Courtade, MEd Raj Reddy
Mollie James, DO Denise Hill, JD
Christa Spielbauer, MPH Carla Stebbins, PhD
Juanita Robel, PT Terry Penniman, EdD
Chuck Barton, PhD
Don Matz, PhD
Criterion 1.5, page 8
Simon Geletta, PhD
Roxane Joens-Matre, PhD
Wendy Ringgenberg, PhD
MPH Advisory committee
The MPH Advisory Committee represents a broad array of professions and disciplines
across public health and community wellness agencies and service programs. The MPH
Advisory committee is charged with offering advice and recommendations for refining and
furthering the purposes and goals of the MPH program. Furthermore, the committee assesses the
effectiveness of the program in achieving its own goals and in serving the community. Other
duties and responsibilities include alerting MPH program staff to new service opportunities in
public health education and commending the MPH program to the public and various
MPH Advisory Committee members are asked to serve a minimum of two years. The
committee is chaired by a community member. The chair shall serve a two year term and is
elected by the committee members at the annual May meeting. The Public Health Program
Director shall serve to manage the operations of the committee. (See Appendix 1.5.c for
Advisory Committee Duties).
Table 1.5 c ii List of MPH Advisory Committee Members
Iowa Department of Public Health
Jane Schadle, MHSA, RN Community Health Improvement Administrator
Erin Barkema, MPH
Public Health Agencies
Linda Drey MPH, MHA (alumni) Siouxland
Keith Erickson Linn County Health Dept.
Health Care Professionals
Kathleen Schneider, PhD Iowa Foundation for Medical Care
Barry Spear VP System Development, IMMC
Charles Barton, PhD. Toxicologist, Private Contractor
Cindy Baddaloo, PhD Iowa Health Care Association
Steven Quirk, MPP Drake
Carolyn Beverly, MD Assistant Professor, DMU
David Strom, PhD Associate professor, DMU
Michelle John MPH/DO Student
LaShaina Starks MPH Student
David Faith MPH/DO Student
Student, CHS SGA Representative
MPH Evaluation Committee
The MPH Evaluation Committee was created in 2005 to address the CEPH Accreditation
issues. The purpose of this committee is to provide advise to the MPH Program Director and
Criterion 1.5, page 9
faculty regarding the practicality of decisions for educating public health students. This
committee has representation from students, faculty, and community members. This committee
meets every other month. In addition, Governor Branstad, President of DMU, meets with Dr.
Ringgenberg every other month to hear updates on CEPH and the Evaluation Committee's
Table 1.5.ciii Evaluation Committee
MPH Evaluation Committee Members
David Faith, MPH/DO Student
LaShaina Starks, MPH Student
Fritz Nordengren, MPH
Tom Newton, Director, IDPH
Erin Barkema, MPH, IDPH
Juanita Robel, PT faculty
Wendy Ringgenber, PhD, MPH faculty
Simon Geletta, PhD, MPH faculty
Roxane Joens-Matre, PhD, MPH faculty
Jodi Cahalan, PhD, CHS Dean
CHS Curriculum Committee
The CHS Curriculum Committee is charged with the following duties:
Review College academic program curricula to determine compliance with
national accreditation and University standards.
Review and make recommendations regarding proposals for new academic
programs within the College of Health Sciences.
Advocate for equitable curricular resource management across the College’s
Advocate for equitable clinical experience resource management across the
College’s academic programs with clinical components.
Evaluate resources and make recommendations regarding the appropriateness of
College support to individual academic programs.
Support initiatives that enhance student learning.
CHS Student Promotion and Evaluation Committee (SPEC)
The CHS SPEC Committee is charged with the following duties:
Report to the faculty at the February faculty meeting the names of those students
who have met the requirements for the appropriate degree/certificate for
Consult with the appropriate faculty members and administrative officers
regarding students experiencing academic difficulty.
If a student is to be placed on probation, suspended, or to be dismissed for
academic reason, make appropriate recommendation to the CHS Dean.
Consider students with apparent difficulties of a non-academic nature (i.e.,
emotional, family adjustments, legal, financial) and submit any recommendations
to the Dean of the College.
Annually review and make recommendations regarding the Student Evaluation
Criterion 1.5, page 10
Mechanism of the Student Handbook.
CHS Performance Improvement Committee
The CHS PIC Committee is charged with the following duties:
Review, revise, compile, and report the College outcomes assessment plans.
Review program specific Outcomes Assessment Plans to determine congruency
with the College and University Outcome Assessment Plans.
Develop the College strategic plan and engage CHS faculty in the process.
Review program specific strategic plans or congruency with the college and the
university strategic plans.
Review program specific evaluation reports to determine compliance with
national accreditation and University standards.
1.5.d Identification of program faculty who hold membership on university committees,
through which faculty contribute to the activities of the university
The MPH program is well-represented on University and College committees through
which they are involved in the governance of CHS and DMU.
Dr. Wendy Ringgenburg serves on the following committees:
• DMU Strategic Planning
• CHS Performance Improvement
• University Council
• University Bylaws
• University Student Diversity Committee
• University Global Health Committee
• CEPH Update meetings with Governor
• CHS Directors' meetings
• CHS Leadership
• Gerontology Advisory Committee (appt ended 2/1/07)
Other public health faculty include Dr. Simon Geletta, who serves on the CHS Student
Performance and Education Committee and Research Review Committee, while Dr. Joens-Matre
serves on the CHS Curriculum Committee, DMU Childhood Obesity Committee, DMU
Wellness Committee, and Department of Physical Therapy Scholarship Committee.
Further valuable input is sought from the DMU MPH Advisory Committee, which
includes current DMU students and representatives of various public health agencies and
interests. The DMU MPH Advisory Committee provides advice and recommendations regarding
the MPH program in refining and furthering its purposes and goals. The DMU Advisory
Committee meets three times annually, with first meeting of the year (May) being the time to
discuss the mission, vision, goals, and objectives; as well as roles and responsibilities of the
advisory committee members.
Table 1.5.d MPH Faculty and DMU Governance
Faculty University CHS Committees Non-MPH
Committees Program Committees
Criterion 1.5, page 11
Wendy Strategic Planning Performance Improvement Gerontology Advisory
Ringgenberg University Council Committee Committee (ended 2/07)
University Bylaws Leadership Group COM Medical Academic
Student Diversity Track
Simon Geletta IRB Committee Student Performance and Physical Therapy
Evaluation Scholarship Committee
Roxane Joens- Childhood Obesity Curriculum Committee Physical Therapy
Matre Committee; Wellness Scholarship Committee
Committee Physician Assistant Search
1.5.e Description of student roles in governance, including any formal student
organizations, and student roles in evaluation of program functioning.
Public Health Students are involved in assessing courses, the curriculum, and services.
Following every class, the students evaluate the course and the instructor using the course
evaluation tool; which is customized to each course. The results of the evaluations are reviewed
by the Director of the program and the instructor of the course. These are available to the site
visit team in CEPH Resource File 2.1.a. The students also complete a student opinionaire every
other year, which evaluates all the courses and the management of the program. After
graduation from the program, students are asked to complete a graduation survey which
evaluates the overall program and all the courses, management, and services within it. The
Student Opinionare results are provided in CEPH Resource File 1.5.e. The Graduation Results
can be found in CEPH Resource File 4.2.d.
Student opinions are an important voice in the MPH program. Students are members of
the MPH Advisory Committee and the MPH Evaluation Committee. Student information
meetings are held twice each Fall and Winter term. These meetings are set up at convenient
times for our students who consist mainly of working professionals. Pizza and pop are also
provided. Starting Fall 2007, the MPH MHA Student Meetings are added to the Course
Registration form, and there are four options for meetings including one conference call meeting
to reach our distance learning students. MPH students are actively involved in the MPH Student
Club which focuses on community service and outreach to public health professionals across the
state. (See Appendix 3.2.d for the MPH Student Club bylaws).
At this time, MPH students participate, with formal vote, in the Student Governance
Organizations. However, since MPH students don't pay activity feeds, that precludes MPH
students from getting support for travel from that source. MPH students have been invited to
atend social activities, seminars, and presentations.
1.5.f Assessment of the extent to which this criterion is met.
The criterion is met. Strengths and Weaknesses: The MPH program administration and
faculty have clearly defined rights and responsibilities concerning program governance and
Criterion 1.5, page 12
academic policies as outlined at the university, college, and departmental levels. The Public
Health Program has representation on College and University committees. Students, where
appropriate, have participatory roles in the program evaluation procedures, policy-setting and
decision-making. Although MPH students have chosen to not participate in the formal university
student governance, students participate in the process through individual course/instructor
evaluations, regular student/faculty meetings, sutdent opinionaires and post-graduate surveys.
Criterion 1.5, page 13