1. Criteria 2.1 MPH program
a. Describe MPH degree program for each of the five areas of concentration, relating the program to
the SPHIS mission and goals
i. Need narrative to define learning objectives for the MPH Degree)
ii. For each area of concentration describe ‘depth of training’ including critical mass of
faculty and number of advanced courses to support each concentration (Need narrative)
iii. Describe the structure of the generalist MPH offering and how it is consistent with the
mission and goals of the School (Need narrative for this new degree area: See
iv. We do not offer an on-line MPH degree
b. Required Documentation
i. Instructional matrix (see CEPH Data Template C) (Dr. Mckinney will this be prepared as
a matrix of all of the degrees in the school, one of which is the MPH?)
ii. School bulletin (public document that describes the available degree offerings:
(Tammi/Dr. Walton: Do we have a school bulletin?)
2. Criteria 2.2 Program Length.
a. Describe program: CEPH requires that the MPH degree program at least 42 semester credit units
(our MPH program is 47 semester credit hours (Develop narrative)
b. Required Documentation
i. Definition of a credit hour: (Commonly used definition: one hour per week in class plus
another two hours of study outside of class for 15 weeks equals one semester hours of
ii. Information about minimum degree requirements (Minimum degree requirements are 47
hours and this will be described in 2.a.1)
iii. Summary of degrees awarded of less than 42 hours (Not applicable)
iv. Expected student-faculty contact time: (the following if from a draft of material sent
around by Pete, it seems a reasonable approach)
3. Criteria 2.3 Public Health Core Knowledge.
a. Describe how the concepts and competencies from the five core areas are integrated into the MPH
degree. (Narrative partially developed)
b. Required documentation
i. Describe how the school assures that all professional degree students have a broad
understanding of the areas of knowledge basic to public health (see narrative from the
previous accreditation document. Much of this is similar to what we are currently doing
but will need to be updated)
4. Criteria 2.4 Practical Skills.
a. The school must provide opportunities for professional degree students to apply the knowledge
and skills being acquired through their courses of study.
b. Required documentation
i. Description of the school’s policies and procedures regarding practice experiences,
1. Selection of sites (Look at practicum manual)
2. Methods for approving preceptors, (do not have specific criteria for this – this
may be something we need to develop)
3. Approaches for faculty supervision of students (need to review faculty
advisement and supervision of practicum – a process is outlined in the practicum
4. Means of evaluating practice placement sites and preceptor qualifications, and;
5. Criteria for waiving the experience (we do not have criteria for waiving the
practicum – do we need to establish this?)
ii. Identification of agencies and preceptors used for practice experiences for students, by
program area, for the last two academic years. (Need chart and agencies used as
preceptors for last two academic years (Tammi)
iii. Data on the number of students receiving a waiver of the practice experience for each of
the last three years (Have we had any students that waived the practicum experience over
the last three years?)
iv. Data on the number of preventive medicine, occupational medicine, aerospace medicine,
and public health and general preventive medicine residents completing the academic
program for each of the last three years, along with information on their practicum
rotations. (We have had any students in this category)
5. Criteria 2.5 Culminating Experience:
a. MPH degree shall assure that each student demonstrates skills and integration of knowledge
through a culminating experience. Requires: Synthesis and integrate knowledge acquired in
coursework and other learning experiences and application of theory and principles in situations
that approximates professional practice.
b. Required Documentation: Describe the culminating experience for the MPH program
i. The culminating experience for the MPH program is the successful completion of the
following components. Each component builds on the preceding component with the total
representing the culminating experience.
1. Pass Issues in Public Health (V.B.1);
2. Pass Critical Thinking and Program Evaluation;
3. Successfully complete the practicum (V.B.2);
4. Pass Integrating Learning and Experience in Public Health course which
includes participate in the evaluation and discussion of practitioner developed
public health scenarios
6. 2.6 Required Competencies (there shall be clearly stated competencies that guide the development of
a. Required Documentation.
i. Identification of schoolwide core public health competencies for the MPH program
1. Core Competencies The MPH program is currently using the ASPH terminology
specified by the five discipline-specific competencies and the seven
interdisciplinary/cross-cutting competencies for the MPH degree
2. Map the competencies in each ASPH core and cross-cutting category to specific
MPH core and advanced courses and assign a target level of educational
competency (1-6) for each ASPH competency.
ii. A matrix that identifies the learning experiences by which the core public health
competencies are met. If this is common across the school, a single matrix will suffice. If
it varies by degree or program area, sufficient information must be provided to assess
compliance by each program. Need to clarify what this means exactly! See Competencies
mapping. Do we need to map the concentration competencies for the MPH?
iii. Identification of a set of competencies for each program of study, major or specialization,
depending on the terminology used by the school, identified in the instructional matrix,
including professional and academic degree curricula. (We have mapped the ASPH
competencies for our core courses)
iv. A description of the manner in which competencies are developed, used and made
available to students. (We have this documented – need to address how made available to
student (and faculty).
v. A description of the manner in which the school periodically assesses the changing needs
of public health practice and uses this information to establish the competencies for its
educational programs. (This needs to be developed and documented)
7. Criteria Assessment Procedures.
a. Required Documentation. The self-study document should include the following:
i. Description of the procedures used for monitoring and evaluating student progress in
achieving the expected competencies.
1. The monitoring and evaluation of student progress in meeting stated learning
objectives is a responsibility shared by the individual course instructors, the
student’s academic mentor, and the MPH Program Director.
2. All classes in the MPH program, whether didactic courses, independent studies
or the practicum, are evaluated and students are assigned a letter grade.
3. The syllabus for each MPH course is built around the program’s learning
objectives; therefore performance in each course is an indication that students
are meeting the stated learning objectives.
4. For the practicum, student performance is graded by their site mentors, and their
written, oral and poster reports are graded by their academic mentors.
Additionally, student practicum site mentors provide an assessment of their
performance and skills as a public health professional. (not sure we have data?)
ii. MPH Oversite
1. At the beginning of each semester, the MPH program will distribute to each
academic mentor transcripts for each of their advisees. (Has this been done?)
2. At the mid-point of each semester, the MPH program director will request that
each course director identify any students that are at risk of failing their course.
(I know this has been done in the past, we have letters sent to students indicating
risk as documentation).
3. At the end of each semester, the MPH program director will review each
student’s grades to determine if any student is to be placed on academic
probation. (Again this has been done, do we have documentation letters)
4. For those students identified at academic risk, the program director, in
consultation with the student’s academic mentor and specific course director
will discuss their academic performance and, if necessary, develop a
remediation plan (see below).
5. It is the responsibility of the student, together with their academic advisor, to
monitor progress toward the requirements of the program, the learning
objectives of the program and the individual educational goals of the student.
6. Remediation Plan (I do not believe this has been sustained) (The question is:
have we had any students that would need this implemented?)
iii. Identification of outcomes that serve as measures by which the school will evaluate
student achievement in each program, and presentation of data assessing the school’s
performance against those measures for each of the last three years.
1. To receive the MPH degree, students must satisfactorily complete all required
academic courses with a minimum overall grade point average of 3.0.
2. Outcome measures used to evaluate student achievement and program
performance to date include:
a. Percent of matriculated students receiving less than a B grade in each
core course: Need Data
b. Number of matriculated students having an overall GPA below 3.0
each semester: Need Data
c. Number of students receiving unsatisfactory evaluations in Internship
or Practicum: currently in progress, none to date. Need Data
d. Percentage of students completing all degree requirements within four
years: Need Data
e. Number of students that are terminated annually from the program for
academic reasons: Need Data
f. Number of students that withdraw annually from the program Need
3. Additional criteria will include the following.
a. Scholarly papers, presentations, posters and grants submitted or
awarded – Students will be monitored and graduates will be surveyed
for these events. We will need MPH specific data for this?
b. Our goals are for at least 10% of students to achieve this goal while
earning their degrees and at least 20% of graduates during a three-year
period after graduation. (The last half of this may not be realistic)
iv. Degree completion rates and job placement experience data for each of the last three
1. If degree completion rates, in the normal time period for degree completion, are
less than 80%, an explanation must be provided. Need degree completion data.
2. If job placement, within 12 months following award of the degree, is less than
80% of the graduates, an explanation must be provided. Will need data for this.
v. A table showing the destination of graduates by specialty area for each of the last three
years. The table must include at least a) government (state, local, federal), b) nonprofit
organization, c) hospital or health care delivery facility, d) private practice, e) university
or research institute, f) proprietary organization (industry, pharmaceutical company,
consulting), g) further education, h) non-health related employment, or i) not employed.
See CEPH Data Template D.
1. Will need data for this broken down by speciality area (e.g EH, EPI, …)
vi. In public health fields where there is certification of professional competence, data on the
performance of the school’s graduates on these national examinations for each of the last
1. Certified Health Education Specialists (CHES) exam success rate –Our goal is
for at least 90% of those who take the CHES exam to pass it on the first attempt.
2. Public Health Practitioner Certification exam success rate – Our goal is for at
least 90% of those who take this exam to pass it on the first attempt after it is
first offered in 2008. Need Data
vii. Data describing results from periodic assessments of alumni and employers of graduates
regarding the ability of the school’s graduates to effectively perform the competencies in
a practice setting.
1. Graduate satisfaction – Graduates will be surveyed to assess whether they felt
adequately prepared for their first job after graduation. Our goal is at least 80%
satisfaction with preparedness. Need data
2. Employer satisfaction – Initial employers of our graduates will be surveyed to
assess whether they felt the graduates were adequately prepared for the jobs they
were hired for. Our goal is at least 70% satisfaction. Need data