Preliminary Self-Study - BYU Health Science

Transcription

Department of Health Science
CEPH Accreditation Self-Study
March 2016
TableofContents
Criterion 1.0.........................................................................................................................1
1.1 Mission................................................................................................................................................................................2
1.2 Evaluation.......................................................................................................................................................................13
1.3 InstitutionalEnvironment.......................................................................................................................................38
1.4 OrganizationandAdministration.........................................................................................................................49
1.5 Governance....................................................................................................................................................................54
1.6 FiscalResources...........................................................................................................................................................66
1.7 FacultyandOtherResources.................................................................................................................................72
1.8 Diversity..........................................................................................................................................................................84
Criterion 2.0.......................................................................................................................96
2.1 DegreeOfferings..........................................................................................................................................................97
2.2 ProgramLength........................................................................................................................................................100
2.3 PublicHealthCoreKnowledge...........................................................................................................................102
2.4 PracticalSkills............................................................................................................................................................105
2.5 CulminatingExperience........................................................................................................................................112
2.6 RequiredCompetencies........................................................................................................................................116
2.7 AssessmentProcedures........................................................................................................................................129
2.8 Bachelor’sDegreesinPublicHealth................................................................................................................149
2.9 AcademicDegrees....................................................................................................................................................156
2.10DoctoralDegrees......................................................................................................................................................157
2.11 JointDegrees..............................................................................................................................................................158
2.12DistanceEducationorExecutiveDegreePrograms.................................................................................159
Criterion 3.0.....................................................................................................................161
3.1Research.........................................................................................................................................................................162
3.2Service.............................................................................................................................................................................182
3.3WorkforceDevelopment.........................................................................................................................................200
Criterion 4.0.....................................................................................................................207
4.1FacultyQualifications...............................................................................................................................................208
4.2FacultyPoliciesandProcedures..........................................................................................................................222
4.3StudentRecruitmentandAdmissions...............................................................................................................230
4.4AdvisingandCareerCounseling..........................................................................................................................244
Contents of the Electronic Resource File.......................................................................252
Criterion 1.0
The Public Health Program
BYUDepartmentofHealthScience
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Theunitofaccreditationforthisself-studyisthepublichealthprogramwithinthe
DepartmentofHealthScienceatBrighamYoungUniversity.Theprogramincludesa
professionalmastersdegreethatwasestablishedin2002andfirstaccreditedbyCouncilon
EducationforPublicHealth(CEPH)in2005.Theprogramalsoincludesabachelorof
sciencewithamajorinpublichealth.Themajorincludesfouremphasisareasthatinclude
healthpromotion,healthscience,epidemiologyandenvironmentalandoccupational
health.Theseemphasisareaswereestablishedin2009.
TheDepartmentofHealthScienceexistsinandreportstotheCollegeofLifeSciences
whichisalsotheadministrativehometosevenotherdepartmentsincludingBiology;
ExerciseSciences;MicrobiologyandMolecularBiology;Neuroscience;Nutrition,Dietetics,
andFoodScience;PhysiologyandDevelopmentBiology;andPlantandWildlifeSciences.
TheDepartmentofHealthSciencejoinedtheCollegeofLifeSciencesin2012afterthe
formerCollegeofHealthandHumanPerformancewasdissolvedandacademicunits
realignedwithothercolleges.
Theself-studyhasbeenanongoingeffortthatspansthreeacademicyears(2012/2013,
2013/2014,and2014/2015)andrepresentstheworkoffacultyandstakeholders.
1.1 Mission.Theprogramshallhaveaclearlyformulatedandpublicly
statedmissionwithsupportinggoals,objectivesandvalues.
1.1.a.MissionStatement(Aclearandconcisemissionstatementfortheprogramasa
whole.)
ThepublichealthprogramatBrighamYoungUniversitypreparesandmentorsstudentsto
bepublichealthprofessionalswhoeffectivelypromotehealththroughneedsandcapacity
assessmentsandbyplanning,implementingandevaluatingpublichealthinterventions
relatedtoleadingorunderlyingcausesofmorbidityandmortalityamongindividuals,
familiesandat-riskpopulationsinglobalsettings.Thisoverallmissionisreflectedinthe
department’sdailyworkineducation,research,andservice.
Thepublichealthprogram’smissionalignswiththeuniversity’smission(seeResourceFile
1.1forBYUMissionStatementandAimsofaBYUEducation).
1.1.b.StatementofValues(Astatementofvaluesthatguidestheprogram.)
Thefacultyandstudentssharecommonvaluesthatreflectthemissionofpublichealth
program.Thesevaluesinclude:
• PopulationBased:Wevalueaprimaryfocusonthehealthofpopulationsandthe
promotionofcommunityhealth,usingecologicalframeworks.
• PreventionOriented:Wevaluepublichealthasakeymissionandsetofapproachesto
primarypreventionofdiseaseandinjury.
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•
•
•
InterdisciplinaryMinded:Wevaluetheperspectivesanduniquecontributionsofmany
disciplinesandtherebyseektofosterrespectforandcollaborationwiththese
disciplines.
StudentCentered:Wevaluestudentsasourprimarycustomerandstrivetomeettheir
needsthroughmentoredresearchandteachingorserviceopportunities.
IntegrityCommitted:Wevaluepersonalandorganizationalintegrityassoughtthrough
acollectivecommitmenttotheHonorCodeandtheAimsofaBYUeducation.
1.1.c.GoalStatements(Oneormoregoalsstatementsforeachmajorfunction
throughwhichtheprogramintendstoattainitsmission,includingataminimum:
instruction,research,andservice.)
Thepublichealthprogramaimstoattainitsmissionthroughcoordinatedeffortstoaddress
fivebroadgoals:
1. StudentPreparation:Preparestudentstoenterthepublichealthworkforceorpursue
advancedleveldegreesgiventheirpublichealthknowledge,competencies,andskills.
2. QualityStudentBody:Trainahighquality,diversestudentbody.
3. FacultyExpertiseandService:Demonstrateprogramfacultyexpertisethroughtheir
publichealthtrainingorappliedworkexperience,professionalserviceandresearch
programs.
4. AdvanceandDisseminatePublicHealthKnowledge:Conductandpublishpeerreviewedpublichealthresearch,presenthigh-qualityresearchfindingsatmeetingsof
professionalorganizationsatthelocal,state,nationalandinternationallevelsand
participateinworkforcedevelopment.
5. QualityCurriculum:Maintainahigh-qualitycurriculumthatalignswithcurrentpublic
healthtrainingandprofessionalstandards.
1.1.d.MeasurableObjectives(Asetofmeasurableobjectiveswithquantifiable
indicatorsrelatedtoeachgoalstatementasprovidedinCriterion1.1.c.Insome
cases,qualitativeindicatorsmaybeusedasappropriate.)
Table1.1.d.belowlistsprogramgoals,objectives,andtargetsthathavebeenestablishedby
facultyforprogrammonitoring.
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Table1.1.d.ProgramGoals,ObjectivesandTargets
Objectives
Targets
Goal1.StudentPreparation:Preparestudentstoenterthepublichealthworkforcewithrelevantpublichealthknowledge,competencies,andskills.
Objective1.A:Demonstrateoverallstudentcompetence,inpart
Target1.A.1:Fewerthan10%ofMPHstudentswillhaveoverallgradeslower
throughacademicperformance.
thanB-(GPA<3.0).
Target1.A.2:80%ofMPHstudentswillpasstheoralexamonthefirstattempt
bydemonstratingsatisfactorycompetencyineachoftheeightMPHlearning
outcomes.
Target1.A.3:AmonggraduatingBSinPublicHealthstudents,theaverageGPA
inthesixcorepublichealthclasses(HLTH100,HLTH310,HLTH311,HLTH
322,HLTH330,HLTH345)willbe≥3.0.
Target1.A.4:AmonggraduatingBSinPublicHealth:HealthPromotion
emphasisstudents,theaverageBYUGPAwillbe≥3.0.
Target1.A.5:AmonggraduatingBSinPublicHealth:HealthScienceemphasis
students,theaverageBYUGPAwillbe≥3.0.
Target1.A.6:AmonggraduatingBSinPublicHealth:
Environmental/OccupationalHealthemphasisstudents,theaverageBYUGPA
willbe≥3.0.
Target1.A.7:AmonggraduatingBSinPublicHealth:Epidemiologystudents,
theaverageBYUGPAwillbe≥3.0.
Objective1.B:DemonstrateMPHstudentcompetencyinpublichealth
Target1.B.1:80%ofMPHstudentstakingtheCPHexamwillpasstheexamon
practice.
thefirstattempt.
Target1.B.2.TheaverageGPAforMPHfieldworkexperiences(HLTH688R)
willbe≥3.0.
Target1.B.3:100%ofMPHstudentswillincorporateat-riskorunderserved
populationintheirfieldwork.
Objective1.C:Demonstrateundergraduatestudentcompetencyin
Target1.C.1:25%ofBSinPublicHealth:HealthPromotionemphasisstudents
publichealthpractice.
willtaketheCHESexaminthefinalyearofschooling.
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Objective1.D:Ensuregraduatestudents’developmentofresearchrelatedcompetenciesandundergraduatestudent’sexposureto
researchmethods.
Objective1.E:Maintainanadequatestudent-to-facultyratioto
facilitatestudentsuccess.
Target1.C.2:80%ofstudentstakingtheCHESexamwillpassonthefirst
attempt.
Target1.C.3:TheaverageGPAforBSinPublicHealth:HealthPromotionand
HealthScienceemphasescompletinginternships(HLTH496R)willbe≥3.0.
Target1.D.1:90%ofMPHprogramstudentswillearna≥B-(GPA3.0)or
higherincoreresearchcourses(HLTH602,HLTH604,HLTH612,HLTH618
andHLTH635).
Target1.D.2:50%ofMPHprogramstudentswillparticipateinmentored
researchforacademiccreditorpaidresearchassistantshipseachyear.
Target1.D.3:70%ofgraduatingBSinPublicHealth:HealthPromotion
emphasisstudentswillearn≥B-(GPA3.0)indisciplinespecificresearch
courses(HLTH434,HLTH439).
Target1.D.4:70%ofgraduatingBSinPublicHealth:HealthScienceemphasis
studentswillearn≥B-(GPA3.0)indisciplinespecificresearchcourses(HLTH
434,HLTH439,HLTH447).
Target1.D.5:70%ofgraduatingBSinPublicHealth:Epidemiologyemphasis
studentswillearn≥B-(3.0GPA)indisciplinespecificresearchcourses(HLTH
434,HLTH440,HLTH441,HLTH447).
Target1.D.6:70%ofgraduatingBSinPublicHealth:
Environmental/Occupationalstudentswillearn≥B-(3.0GPA)indiscipline
specificresearchcourses(HLTH426).
Target1.D.7:10%ofgraduatingBSinPublicHealthstudentswillparticipate
inmentoredresearchforacademiccreditorpaidresearchassistantships.
Target1.D.8:35%ofscholarshipproductsproducedbytheHealthScience
faculty,includingreferredconferencepresentationsandpeer-reviewed
publications,willincludestudentauthors.
Target1.E.1:TheMPHprogramwillachieveastudent-to-facultyofratiothatis
≤6studentspergraduatefacultymember.
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Objective1.F:Provideeachstudentwithlearningresourcesthataidin
thesuccessfulcompletionofprogramrequirements.
Objective1.G:Ensuretimelycompletionofprogramsofstudy.
Objective1.I:Ensurethatstudentsarepreparedforpublichealth
employmentorgraduateschool.
Target1.E.2.TheBSinPublicHealthprogramwillachieveastudent-to-faculty
ratioof≤45:1.
Target1.F.1:85%ofgraduatingMPHprogramstudentswillrespondfavorably
thatkeyresourceswereprovided.Thisincludesaccesstofaculty,advising,
andfundingrelatedtotuitionassistance,researchassistanceandpracticum
support.
Target1.F.2:80%ofgraduatingBSinPublicHealthstudentswillratethe
qualityofdepartmentadvisingasGood,VeryGood,orExceptionallyGood.
Target1.G.1:ForeachMPHstudent,MPHfacultycommitteechairswill
completeastudentrevieweachsemesterwithatleast90%ofMPHfaculty
committeechairsreportingsatisfactoryprogresstowarddegreecompletion.
Target1.G.2:80%ofenteringMPHstudentswillgraduatewithintwoyearsof
matriculation.
Target1.G.3:60%ofBSinPublicHealthstudentswillgraduatewithintwo
yearsofearning96academiccredits.
Target1.I.1:75%ofjob-seekingMPHstudentswillfindemploymentwithina
yearfollowinggraduation.
Target1.I.2:80%ofadvanced-degree-seekingMPHstudentswillbeenrolled
inagraduateprogramwithinayearfollowinggraduation.
Target1.I.3:60%ofgraduatingBSinPublicHealthstudentswhoapplyto
graduateschoolwillbeacceptedbygraduation.
Target1.I.4:80%ofgraduatingBSinPublicHealthstudentswillreportthat
thequalityofprofessionaltrainingreceivedinthedepartmentwasGood,Very
Good,orExceptional.
Target1.I.5:90%ofemployersofMPHprogramgraduateswillreportbeing
satisfiedwiththegraduates’performance.
Target1.I.6:90%ofemployersofBSinpublichealthstudentswillreport
beingsatisfiedwiththegraduates’performance.
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Goal2.QualityStudentBody:Trainahigh-quality,diversestudentbody.
Objective2.A:SelectforadmissiontotheMPHprogramapplicants
withhighacademicpotentialandappliedpublichealthwork
experience.
Target2.A.1:MPHcohortswillhaveanaverageGREscoreof≥305.
Target2.A.2:MPHcohortswillhaveanaverageundergraduateGPAof≥3.6.
Target2.A.3:25%ofstudentsinMPHcohortswillhaveoneormoreyearsof
publichealthworkexperience.
Target2.A.4:AtleasttwoGREpreparationcoursescholarshipswillbefunded
eachyearformulticulturalstudentstoattractdiversestudentsandenhance
theircapacitytoscorewellontheGRE.
Objective2.B:Selectadiversecohortofstudentsforadmissiontothe
Target2.B.1:20%ofacceptedapplicantstotheMPHprogramwillbe
MPHprogramasmeasuredbyundergraduatediscipline,race,and
comprisedofforeign-bornindividualsorbefromracialorethnicminorities.
ethnicity.
Target2.B.2:50%ofacceptedapplicantstotheMPHprogramwillcomefrom
non-publichealthdisciplines.Publichealthdisciplinesincludepublichealth,
healthpromotionorhealtheducationBSdegrees.
Objective2.C:AttractstudentstotheBSinPublicHealthwithhigh
Target2.C.1:TheaverageACTscoreamongcurrentlyenrolledBSinPublic
academicpotential.
Healthstudentswillbe≥21.
Target2.C.2:TheaverageBYUGPAamongBSinPublicHealthgraduateswill
be≥3.0.
Objective2.D:AttractstudentstotheBSinPublicHealthwith
Target2.D.1:25%ofcurrentlyenrolledBSinPublicHealthstudentswillbe
internationalcitizenshipandfromracialandethnicminorities.
foreign-bornindividualsorbefromracialorethnicminorities.
Goal3.FacultyExpertiseandService:Facultydemonstrateappropriateexpertisethroughtheirpublichealthtrainingorappliedworkexperience,
professionalservice,andresearchprograms.
Objective3.A:Recruitfull-timefacultymemberswithpublichealth
Target3.A.1:70%offull-timecontinuingfacultystatus(CFS)trackfaculty
trainingand/orrelevantappliedworkexperience.
willpossessadoctoraldegreefromaschoolorprogramofpublichealth.
Target3.A.2:70%offull-timeCFS-trackfacultywillpossessanMPHfroma
schoolorprogramofpublichealth.
Target3.A.3:50%offull-timeCFS-trackfacultywillhavepriorfull-time
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publichealthworkexperience.
Target3.A.4:25%offull-timeCFS-trackfacultywillhaveaprofessional
certificationintheirfieldofstudy(CHES,MCHES,CPH,CIH,CSP,REHSetc.)
Target3.A.5:100%ofpositionannouncementsforfull-timefacultypositions
willincludethediversitycriteriaoutlinedinthevaluingdiversitypolicy.
Target3.B.1:70%offull-timeCFStrackfacultywillcontributetopublic
healthserviceatthelocal,state,nationalorinternationallevels.(Public
healthserviceisdefinedasorganizational,administrativeorothernonresearchbasedprofessionalserviceandmayincludevolunteerwork,service
onboards,translationofresearchtopublichealthpractice,andotherservice
activities.)
Target3.C.1:70%offull-timeCFStrackfacultywillpublishtwoormore
journalarticlesinpeer-reviewedscientificjournalsduringacalendaryear.
Target3.C.2:80%offull-timeCFStrackfacultywillpresentscientific
researchatoneormorelocal,nationalorinternationalprofessional
conferencesduringacalendaryear.
Objective3.B:Provideexpertiseorleadershiptopublicandprivate
local,state,national,orinternationalagenciestocontributetopublic
healthservice.
Objective3.C:Demonstratediscipline-specificexpertisethroughactive
scholarshipprograms.
Objective3.D:Providecontinuingopportunitiesforfaculty
developmentandexpertise.
Target3.D.1:Atleast70%ofcorefacultywillattendaprofessionalmeeting,
developmentseminar,orworkshopeachyear.
Target3.D.2:Everythreeyears,oneormorecorefacultymemberswillapply
forandparticipateinexperientialorresearch-basedsabbaticalactivities.
Goal4.AdvanceandDisseminatePublicHealthKnowledge:Facultyconductandpublishpeer-reviewedpublichealthresearch,presenthigh-quality
researchfindingsatmeetingsofprofessionalorganizationsatthelocal,state,nationalandinternationallevelsandparticipateinworkforce
development.
Objective4.A:Ensurethatfacultymembersareinvolvedinrelevant
Target4.A.1:50%offull-timeCFStrackfacultywillsecureresearchfunding
publichealthresearch.
annually.
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Objective4.B:Facultymembersdemonstrateacademicexcellence
throughrefereedpublichealthjournalsintheareaoftheirexpertise.
Target4.B.1:Facultyinthedepartmentwillproduceaminimumof35peerreviewedpublicationsannually.
Objective4.C:Provideopportunitiesforpublichealthprofessionalsto
participateinworkforcedevelopment.
Target4.C.1:HostatleastthreeseminarsthroughthePublicHealthForums.
Target4.C.2:20%offacultywillparticipateineducationtothepublichealth
workforce.
Target4.C.3:80%ofpublichealthworkforceparticipantswillrespondwith
“theseminarwasvaluableorveryvaluable.”
Goal5.QualityCurriculum:Maintainahigh-qualitycurriculumthatalignswithcurrentpublichealthtrainingandprofessionalstandards.
Objective5.A:Identifyareasfortargetedcurricularimprovements.
Target5.A.1:OneMPHcoursewillbeevaluated/reviewedbytheMPH
curriculumcommitteeeachsemester(specificallylookingatlearning
objectives,coursestructure,assignments,readings,classactivities,speakers,
explicitlinkstoothercourses),withallcoursesbeingreviewedoverafouryearperiod.
Target5.A.2:85%ofMPHstudentswillparticipateinexitsurveysupon
completionoftheirdegreerequirementswithatleast80%reportingthe
qualityoftheirprofessionaltrainingreceivedthroughMPHprogramwas
Good,Verygood,orExceptionallygood.
Target5.A.3:80%ofBSinPublicHealthstudentswillreportthequalityof
theirprofessionaltrainingreceivedinthedepartmentwasGood,Verygood,
orExceptionallygood.
Target5.A.4:AnadvisorycommitteewillreviewboththeMPHandBS
curriculumeverythreeyears.
Target5.A.5:75%ormoreofgraduatingMPHprogramstudentswillreport
theyhave“generalknowledge,”a“strongunderstanding,”orare“fully
competent”ineachoftheeightMPHprogramstudentlearningoutcomes.
Target5.A.6:75%ormoreofBSinpublichealthgraduatingstudentswill
reporttheyfeel“veryable”or“able”toperformthecorepublichealthskills.
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Objective5.B:TrackMPHprogramandBSprogramlearningoutcomes
accordingtocourselearningobjectives.
Objective5.C:Ensureadequacyoffiscalresourcestosupport
instructional,research,andserviceobjectives.
Target5.B.1:100%oftheMPHprogramlearningoutcomeswillbeassessed
onanannualbasis;thisinformationwillbeusedtodevelopconclusions
basedontheevidence,createaplanforimprovement,andtakeaction.
Target5.B.2:100%oftheBSinpublichealthlearningoutcomeswillbe
assessedonanannualbases;thisinformationwillbeusedtodevelop
conclusionsbasedontheevidence,createaplanforimprovementandtake
action.
Target5.C1:Obtain≥$75,000inannualgiftstosupportstudentscholarships.
Target5.C.2:Maintain≥$70,000infundingsupportfromtheOfficeof
GraduateStudies.
Target5.C.3:Expendituresforteachingandresearchassistantswillbe
greater≥$125,000annually.
Target5.C.4:Maintainanoperatingbudgetof≥$3,500perstudentannually.
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1.1.e.Mission,Values,Goals,andObjectivesDevelopment(Descriptionofthehow
themission,values,goalsandobjectivesweredeveloped,includingadescriptionof
howvariousspecificstakeholdergroupswereinvolvedintheirdevelopment.)
Thepublichealthprogramachievesitsgoalsthrough22programobjectivesthatreflect
academic-basedprioritiesforpublichealthinstruction,research,andservice.These
objectiveswererefinedanddevelopedovermanymonthsbytheprogramfacultytoreflect
distinctmarkersofgoalattainmentthatarevaluedbythedepartment,college,and
university.Thetargetswereidentifiedaskeymeasuresofeachobjectivewiththeminimal
levelofperformancetheprogramiswillingtoacceptfromyeartoyear.Targetthresholds
arechangeablewithnewprogramprioritiesorwhenotherissuesemerge.
Theprogramconsidersthefivecorevaluesasasetofbroadprinciples,anditisdeeply
committedtointegratingthesecorevaluesintotheclassroomandday-to-dayfacultystudentinteractions.Webelievethesevaluesareanimportantwaytoappealtopersons
whowishtostudypublichealthwhileatBYU.Therefore,publicizingthevaluesstatement
alongwiththeprogram’shandbook,website,andrecruitmentmaterialsisthemost
importantwaytooperationalizethesevaluesatBYU.Theprogramfacultyreviewthese
valuestogetherwiththeprogram’smissionstatementduringself-studycycles(see
AccreditationCommitteeminutes,ResourceFile1.5).
Finally,thedepartmentundergoesauniversityunitrevieweveryfiveyears(seeResource
File1.2).Thereviewofacademicdepartmentsisconsideredanintegralcomponentof
universityassessmentandplanningandisacriticalelementinthecontinuous
improvementandrenewalofdepartments.BYUconductsthesereviewsonanintegrated,
department-widebasis,consideringbothundergraduateandgraduateprogram
simultaneously.Themission,goalsandobjectivesoftheMPHprogrammustpassall
universitystandardsofacceptabilityduringthesereviews.
Thecurrentprogrammissionstatement,goals,andobjectiveswerefirstapprovedin2007.
Thedepartmentandprogramsreceivedfavorablereviews,includingsimpleprocedural
recommendationsthathavebeenimplementedorareongoingfromtherecentunitreview
conductedin2013.
1.1.f.Mission,Values,Goals,andObjectivesRelevance(Descriptionofhowthe
mission,values,goalsandobjectivesaremadeavailabletotheprogram’sconstituent
groups,includingthegeneralpublic,andhowtheyareroutinelyreviewedtoensure
relevance.)
Themission,values,goalsandobjectivesaremadeavailablethroughtheDepartmentof
HealthSciencewebsite,recruitingmaterialsandthestudenthandbook.Themission,
values,goalsandobjectiveswerereviewedbytheaccreditationcommitteeinthe2014fall
semesterandwereendorsedbydepartmentalfacultyduringafacultymeeting.Onlyminor
modificationsweremadetothemissionandvaluestatementsatthattime(see
AccreditationCommitteeMinutes,ResourceFile1.5).However,duringthefall2015faculty
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retreatfacultyworkedtonotonlyrefineprogramvaluesandthemissionstatement,but
alsocreateavisionstatementandvividdescriptionofthevisionstatement(see
DepartmentMeetingminutes,ResourceFile1.5).Theadvisorycommitteeprovidedspecific
feedbackduringthefall2015meeting(seeAdvisoryCommitteemeetingminutes,Resource
File1.5)butthedocumentstillneedsvettedbyuniversityadministratorsandstudents
priortofulladoptionandincorporationintoprogrammaterials.
1.1.g.CriterionAssessment(Assessmentoftheextenttowhichthiscriterionismet
andananalysisoftheprogram’sstrengths,weaknessesandplansrelatingtothis
criterion.)
Thiscriterionismet.
Strengths
• ThepublichealthprogramintheDepartmentofHealthSciencehasclearly
articulatedmissionandvaluesstatements.Goalshavebeenestablishedalongwitha
comprehensivelistofobjectivesandmeasurabletargets.Goals,objectivesand
targetsprovideastrongfoundationforprogramassessmentandevaluation.
• Themissionofthepublichealthprogramisinalignmentwiththemissionof
BrighamYoungUniversity.
Weaknesses
• Thepublichealthprogramisintheprocessofmodifyingtheexistingvaluesand
missionstatement.Whilefacultyandtheadvisorycommitteehavevettedthe
modifiedvaluesandmissionstatement,additionalvettingisneededpriortoformal
adoption.
ActionPlan
• Ensurethatmodifiedvaluesandmissionstatementarevettedbystudentsand
administratorspriortoformaladoptionduringthe2016/2017academicyear.
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1.2 Evaluation.Theprogramshallhaveanexplicitprocessformonitoring
andevaluatingitsoveralleffortsagainstitsmission,goalsandobjectives;for
assessingtheprogram’seffectivenessinservingitsvariousconstituencies;
andforusingevaluationresultsinongoingplanninganddecisionmakingto
achieveitsmission.Aspartoftheevaluationprocess,theprogrammust
conductananalyticalself-studythatanalyzesperformanceagainstthe
accreditationcriteriadefinedinthisdocument.
1.2.a.EvaluationProcess(Descriptionoftheevaluationprocessesusedtomonitor
progressagainstobjectivesdefinedinCriterion1.1.d.includingidentificationofthe
datasystemsandresponsiblepartiesassociatedwitheachobjectiveandwiththe
evaluationprocessasawhole.Ifthesearecommonacrossallobjectives,theyneed
bedescribedonlyonce.Ifsystemsandresponsiblepartiesvarybyobjectiveortopic
area,sufficientinformationmustbeprovidedtoidentifythesystemsand
responsiblepartyforeach.)
Full-timefacultymembersareresponsibleforevaluatingandmonitoringtheprogram’s
effortsinrelationtoitsmission,goalsandobjectives.Thefacultycompletesseveral
internalplanningandevaluationrolesaswellasotherstakeholderprocessesthrough
departmentalcommitteesincludingcurrentstudents,alumni,andotherconstituent
groups.Thesegroupsordatasourcesprovideinputthatisusedtoadvisefull-timefaculty
aboutaprogram’seffectiveness.Eachofthesemeetingsandproceduresisongoingandare
seenbythefacultyasbothsustainableandflexible.Further,allgraduatefacultyprovide
inputandcontributeliberallytotheCEPHself-studyprocess.Theplanningandevaluation
rolesfortheprogramareoutlinedbelowasadministrative,faculty,student,alumniand
communityprocesses.
Administrative
• AcademicUnitReview.Theuniversityrequiresthatalldepartmentsconductan
evidence-basedassessment(AcademicUnitReview)everyfiveyears.Themostrecent
self-studyandreviewoccurredin2012-2013.TheMPHprogramwasstrongly
representedalongwiththeundergraduatedegreeprograms.Thedepartment’s
strategicplan,faculty,degreeprograms,students,assessmentandevaluation
proceduresandresourceswerepresentedinthe2012departmentself-study
document.Theon-sitecampusreviewers,includingtwoexternalreviewers(Dr.Joseph
Dake,UniversityofToledoandDr.WilliamChen,UniversityofFlorida),reportedhigh
marksinallaspectsofthedepartment,especiallywithitsMPHprogram.The20122013reviewrecommendationsanddepartmentalresponsearelocatedinResourceFile
1.2.
• MPHCurriculumCommittee.UnderthedirectionoftheMPHdirector,thecommittee
ensuresthatcurriculum,includingadvisementandtheMPHpracticum,isconsistent
withstandardsestablishedbytheCEPHandiscongruentwiththeprogram’smission,
goals,andobjectives.Thisincludesstudentlearningoutcomesandotherestablished
standardsforcommunityhealtheducationaswellaspublichealthingeneral.Italso
establishesascheduletoensurethateachMPHcourseispeerreviewedeveryfour
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years.Theprogramanddepartmentmaintaintheviewthatcoursesbelongtothe
sponsoringinstitutionandthattheassignedinstructorshavetheprofessional
stewardshiptoexecutethecurriculumusingtheirstrengthsandexperiences.TheMPH
CourseReviewQuestionsandProceduresarefoundinResourceFile1.2.Course
reviewsconsiderthesyllabuslearningobjectives,learningactivities,andassessments,
andincludeareviewofthecurriculartopicstaught,thetextbook/readingsassigned,
andsampleexaminationsandcoursehandoutsprovidedtostudentsinthecourse.The
coursereviewproceduresinvolveanappointedprimaryreviewer,whocompletesthe
coursereviewform,andsecondaryreviewers,whosubmitcommentstoprimary
reviewer.TheprimaryreviewercompletesaCourseReviewReport,andprogram
facultyconsiderapprovalofcommitteerecommendationatascheduledfaculty
meeting.Thedepartmentchairthenreviewsprogressofcurricularrecommendations
withcourseinstructorsduringannualstewardshipinterviews.Completedcourse
reviewreportsandselectresponsesarefoundinResourceFile1.2.Thiscommittee
rotatesgraduatefacultyandMPHstudentinvolvementeveryyear(seeCriterion1.5.a).
Faculty
• FacultyMeetings.Thesemeetingsareheldtwicepermonthfrom11:00a.m.to12:00
p.m.onThursdaysaspartoftheDepartmentofHealthSciencefacultymeetingagenda.
Thesemeetingstypicallyinvolveallfacultymembersbecausetheyareconducted
duringatimewhennoteachingassignmentsexistacrosscampus.ApproximatelyonefourthofthesemeetingsaretypicallyallocatedtoMPHprogramneeds.Whileall
departmentfacultymembersparticipateindiscussions,onlydesignatedgraduate
facultycanvoteonsignificantprogramactionsorprogrampolicies.TheMPHdirector
raisesdecisions,actionsoritemsfordiscussionatthismeetingtoreflecttheactionsof
theMPHcurriculum,AdmissionsCommittee,ortheinterestsoftheMPHStudent
Council.Onspecialoccasions,part-timefaculty,academicadvisors,internship
coordinators,andstudentsareinvitedtoparticipateindiscussionofrelevantmatters,
especiallyastheyrelatetomeetingstudentsneeds,buttheycannotvoteonsignificant
programactionsorpolicies.
• AnnualStewardshipInterview.Thedepartmentchairisresponsibleforevaluationof
facultyperformanceforscholarship,teachingandservice.Areportforeachfaculty
memberisgeneratedfromtheuniversity’sfacultyprofilesystem(FPS)andisusedby
thedepartmentchairtoassessperformance.Oncestudentevaluationsfromcoursesare
compiled,alongwithscholarshipandserviceevidence,thechairconductsanannual
stewardshipinterviewwitheachfacultymember.Facultygoalsareestablishedas
needed.Oncecompleted,thechairwritesalettertosummarizethestrengths,
expectations,andneededgoals.Theselettersareconfidentialandareplacedinfaculty
filessothatstatusdecisionscanbeconsidered.
• MeritPayReviewCommittee.Facultyperformancereviewsareconductedprimarily
bythedepartmentchairandassistedbyrotatingfacultymemberswhoareassignedon
anannualbasistotheMeritPayReviewCommittee.Thedepartmentcriteriafor
developing,assessing,andreviewingannualperformanceplansstatethatallofthe
department’sannualallotmentforpayincreaseisbasedonmerit.Thedistributionof
meritisasfollows:23%pertainstoaccomplishmentsinteaching,23%pertainsto
14
accomplishmentsinscholarship,and23%pertainstoaccomplishmentsincitizenship.
Theremaining31%ofmeritpaypertainstoaccomplishmentsrelatedtostudent
centerednessandperformanceof“otherdepartmentduties.”Facultymembers
documentannualaccomplishmentsontheuniversity’sFPS.Areportforeachfaculty
memberisgeneratedfromtheFPSandisusedbythedepartmentchairtoassess
performance.ThedepartmentchairandMeritPayCommitteeusethesereportsto
assessperformanceandtodeterminemeritpayincreases(seeCriterion1.5.a).
Students
• AssessmentofStudentLearningOutcomes.Alluniversityacademicdepartmentsand
programsarerequiredtoidentifyspecificstudentlearningoutcomes,collectdataon
learningoutcomesthroughdirectandindirectmeasures,makeconclusionsbasedon
evidence,andreportactionstakenorplanned.TheMPHandundergraduateprogram
haveparticipatedintrackingstudentlearningoutcomessinceinceptionofthesystem
in2007.Learningoutcomesandtheirassociatedmeasures,aswellasconclusions
basedonthemeasuresandplansforimprovement,arearchivedontheBYULearning
OutcomesWebsite.
• MPHStudentCouncil.Generallyheldonamonthlybasis,twoelectedsecond-year
studentsandtwoelectedfirst-yearstudentsparticipatetodiscussimportantstudent
issuesasidentifiedintheStudentHandbook.Thiscouncilprovidesgovernanceand
guidanceindepartmentpolicy,decisionmakingandstudentinvolvementinkey
departmentalcommittees.Councilmemberrolesincludefacultyliaison,activityand
brownbagluncheonplanning,andAdmissionsCommitteeandCurriculumCommittee
representation.Theprogramprovidessecretarialsupportandotherresourcesas
neededtoconductthesemeetings,andthedirectorandotherfacultyparticipateonly
wheninvited.Programfacultyvotetoapproveprogramchangesinitiatedthroughthis
process.
• MPHAdmissionsCommittee.UnderthedirectionoftheMPHdirector,thecommittee
usespredeterminedcriteriatoassessthestrengthsandweaknessesofMPHapplicants.
Committeemembersindependentlyrateeachapplicantgiventheestablishedcriteria
(seeCriterion4.3.b).Raterscoresarecomparedtoensurehatthereisgeneral
consistencyappliedacrossallreviewersforeachapplicant.Thecommitteethenranks
allapplicantsandmakespreliminarydecisionsregardingadmissionsfortheupcoming
academicyear.Thiscommitteerotatesgraduatefacultyandstudentinvolvementevery
year(seeCriterion1.5.a).
• GraduatingStudentExitSurvey.Eachgraduateandundergraduatestudentcompletes
anonlineexitsurveypriortograduation.Allgraduatingseniorsareinvitedtorespond
aspartofbeingclearedforgraduation.Allgraduatestudentsarerequiredtocomplete
thissurveypriortofinalsignaturesbeinggatheredbythefacultycommitteeand
programdirector.ThesurveyasksstudentstoassesstheextenttowhichtheMPH
programissuccessfulindeliveringeffectivecurriculum,mentoringandadvising
students,andassistingstudentsinobtainingappliedpublichealthexperiences.Italso
allowsstudentstoidentifyareasofstrengthandtooffersuggestionsforimprovement.
Theprogramdirector,departmentchair,andCurriculumCommitteetomakeimportant
15
suggestionsforrefinement.Programfacultyvotetoapproveprogramchangesinitiated
throughthisprocess(seeResourceFile2.7).
Alumni
• AlumniSurvey.Allalumniareinvitedtoparticipateinanonlinesurveyoftheircurrent
employment,perspectivesonworkforcetrends,certificationstatus(CHES,CPH),and
continuingeducationneeds.Further,alumniareinvitedtoidentifyareasofprogram
strengthandtooffersuggestionsforimprovement.Thesedataareusedbytheprogram
director,departmentchair,andCurriculumCommitteetomakeimportantsuggestions
forrefinement.Thiselectronicsurvey,managedbytheOfficeofInstitutional
Assessment,issenteverythreeyears.Alumniareofferedanincentivetoencourage
participation.Atleastonereminderfollow-upforparticipationissent.Programfaculty
votetoapproveprogramchangesinitiatedthroughthisprocess.
• MPHAlumniConference.Heldeveryfouryears(withitsinauguratingyearin2008),
theconferenceisconductedwiththreeoverallpurposes:(1)honorthe
accomplishmentsofselectedalumnusandpromotesharingofidealsamongalumni,
currentstudentsandprogramfaculty;(2)promotecontinuedconnectionsand
associationsandexpandthenetworkingopportunitiesamongalumnusandcurrent
MPHstudents;and(3)obtainfeedbackrelatingtoprofessionalpreparation,curriculum
review,recruitmentofstudentswithstrongworkexperienceordiversebackground,
andsuggestionsforimprovement.TheprogramwasplannedandevaluatedbyDr.Cole,
Dr.Hanson,andDr.Barnes(seeResourceFile3.3).
Community
• EmployerSurvey.AllreportedemployersofBSandMPHgraduatesareinvitedto
participate.Thissurveyrepresentsacontinuingeffortoftheprogramtoconductan
assessmentthatproducesevidenceofeffectivenessthatourgraduatesarewell-trained
employees.Thissurveyalsoservesasavehicleforeducationalimprovementand
accountability.TheOfficeofInstitutionalAssessment(OIA)managesthiselectronic
survey,whichissenteverythreeyears.Priortosendingthesurveythroughemail,the
programfirstconfirmsemployeraddressesandnamesthrougheachalumnusor
alumna.OIAthensendsapostcardthatalertstheemployerthatasimpleelectronic
surveywillsoonbeavailable.Atleastonereminderfollow-upforparticipationissent.
Thesedataareusedbytheprogramdirector,departmentchair,andCurriculum
Committeetoidentifyrecommendationsforcurricularorproceduralchanges.Program
facultyvotetoapproveprogramchangesinitiatedthroughthisprocess(seeCriterion
2.7.f).
• DepartmentofHealthScienceAdvisoryCommittee.Assembledataminimumonce
everythreeyears,thiscommitteeworksundertheinvitationofthefacultyto
independentlyreviewandreflectontheBYUBSandMPHprogram.Itreviews
importantprogramissuesandmakesrecommendationstoprogramfaculty.The
selectedmembersrepresent,nationalandregionalviewsandincludeinfluentialalumni
andfield-basedpractitioners.Programfacultyvotetoapproveprogramchanges
initiatedthroughthisprocess.Theadvisorycommitteehasmettwiceinthepasttwo
years,onceduring2014/2015andonceduring2015/2016.ThecurrentAdvisory
16
CommitteeincludesDr.JamesO.Mason,formerdirectorofCDC,whoservesaschairof
theadvisorycommittee.Membersofthecommitteeare:AdamBramwell,Utah
DepartmentofHealth;BeverlyHyattNeville,SaltLakeValleyHealthDepartment;Brett
McIff,UtahDepartmentofHealth;BryceC.Larsen,SaltLakeCountyHealthDepartment;
DavidRoskelley,RockyMountainCenterforOccupationalandEnvironmentalHealth;
HeatherBorski,UtahDepartmentofHealth;JanaeOrtiz,UtahDepartmentofHealth;
JessicaStrong,IntermountainHealthCare;PaulWightman,UtahPublicHealth
Association;RebeccaGiles,UtahDepartmentofHealth;andIanLapp,HarvardSchoolof
PublicHealth.
Datasystemsormethodsofdatacollectionandpartiesresponsibleforcollectingthesedata
havebeenincorporatedintoTable1.2.c.
1.2.b.ResultsandProgramQuality(Descriptionofthehowtheresultsofthe
evaluationprocessesdescribedinCriterion1.2.a.aremonitored,analyzed,
communicatedandregularlyusedbymanagersresponsibleforenhancingthe
qualityofprogramsandactivities.)
OftheevaluationprocedureslistedinCriterion1.2.a.,threemechanismsareusedtogather,
reviewandimplementneededchangestoenhanceprogramquality.Thesemechanisms
includefacultymeetings(graduateandundergraduate),CurriculumCommittees(graduate
andundergraduate),andtheMPHAdmissionsCommittee.Adesignatedgraduatestudent,
representingtheMPHstudentcouncilisanactivemember.Thisapproachhelpsempower
MPHstudentsandfacultynotonlytoidentifyproblemsandsuccessesbutalsotowork
togethertoimplementsolutions.PeriodicfacultyretreatsandAdvisoryCommittee
meetingsarealsousedtoconsiderspecialtopics.
Programmaticchangesresultingfromthepublichealthprogramassessmentand
evaluationsystemincludebutarenotlimitedtothefollowingexamples.
• MPH–CommunityMonitoring(2015/2016)
o ModificationtoHLTH604toinclude(1)greateremphasisondescriptivedate
analysisusingEXCELandSAS,(2)delivercourseinthecomputerlabwithmore
timedevotedtohands-onexercises,(3)lessfocusontheoreticalaspectsofstatistics
infavorofmonitoringandevaluation,(4)moreencouragementofstudentstodo
theirhomeworkinsmallgroupsandreworkingofmissedproblems,and(5)provide
opportunitiesinclassforstudenttoteachoneanotherselectedconcepts.
• MPH–PolicyDevelopment(2015/2016)
o TopicareasintheNationalBoardofPublicHealthExaminers(NBPHE)Certifiedin
PublicHealth(CPH)examwerereviewedtoensuretopicsarecoveredinHLTH625.
• MPH–Diversity,Culture,andPoliticsinGeopoliticalSystems(2014/2015)
o ImplementedtheGlobalHealthCertificate.Thecertificateisonlyavailableto
studentscurrentlymatriculatingintheMPHprogramandprovidesthemwitha
valueaddedcertificationfortheirresumes.
o HLTH635wasaddedasarequiredcourseintheMPHcurriculuminordertohelpin
theachievementoftheDiversity,Culture,andPoliticsinGeopoliticalSystems
17
•
•
•
•
•
learningoutcome.Inaddition,thecourseprovidesgreaterattentiontointernational
healthpracticeandemerginginterestsinglobalhealth.
MPH–CulminatingExperience(2014/2015)
o Thegraduateproject(HLTH698R)wasdroppedasarequirementoftheprogramin
orderto(1)ensureuniformityandconsistencyofexpectationsacrossall
culminatingexperiences,and(2)torespondtostudentswithlessinterestin
researchandmoreinterestinpractice.
o TheCertifiedinPublicHealth(CPH)examwasaddedasarequirementalongwith
modificationstothewrittenfieldexperiencereport(HLTH688R).
BSinPublicHealth:Core–EpidemiologicFoundationinPublicHealth(2015/2016)
o ModificationofHLTH345:PrinciplesofEpidemiologyasfewerstudentsindicatein
exitsurveystheyfeelconfident.
BSinPublicHealth:EpidemiologyEmphasis–DataCollection,AnalysisandPresentation
(2015/2016)
o IncreasetherigorofHLTH447:Biostatistics.
BSinPublicHealth:HealthPromotionEmphasis–PlanPrograms(2014/2016)
o ModificationofteachingstrategyinHLTH335:HealthBehaviorChangetoimprove
studentcompetence.
BSinPublicHealth:HealthPromotionEmphasis–ResearchandEvaluation(2015/2016)
o ConductcoursereviewsforHLTH434:ResearchandEvaluationMethodsandHLTH
439:ProgramPlanning.Maintainhighstandardsforresearchexpectations.
Foradditionalactionsplannedortakeninresponsetoevaluationprocedures,seeStudent
AchievementMonitoring,ResourceFile2.7.Dataandothercontentprovidedinthese
tablesarearchivedbackatleastfouryearsthroughtheBYUonlinelearningoutcomes
system(seehttps://learningoutcomes.byu.edu/Programs/unit-programs/1311)andcan
bemadeavailableuponrequest.
1.2.c.DataRegardingProgram’sPerformance(Dataregardingtheprogram’s
performanceoneachmeasurableobjectivedescribedinCriterion1.1.dmustbe
providedforeachofthelastthreeyears.Totheextentthatthesedataduplicate
thoserequiredunderothercriteria[e.g.,1.6,2.7,3.1,3.2,3.3,4.1,4.3,or4.4],the
programshouldparentheticallyidentifythecriteriawherethedataalsoappear.See
CEPHOutcomeMeasuresTemplate.)
Table1.2.c.providesdatafrom2012/2013to2014/2015fortargetsrelatedtoprogram
objectives.
18
Table1.2.c.DataonTargetsRelatedtoProgramObjectives,Years2012/2013to2014/2015
Objective
Target
Objective1.A:
Demonstrateoverall
studentcompetence,
inpartthrough
academic
performance.
Target1.A.1:Fewerthan
10%ofMPHstudentswill
haveoverallgradeslower
thanB-(GPA<3.0).
Target1.A.2:80%ofMPH
studentswillpasstheoral
examonthefirstattemptby
demonstratingsatisfactory
competencyineachofthe
eightMPHlearning
outcomes.
Target1.A.3:Among
graduatingBSinPublic
Healthstudents,theaverage
GPAinthesixcorepublic
healthclasses(HLTH100,
HLTH310,HLTH311,HLTH
322,HLTH330,HLTH345)
willbe≥3.0.
Target1.A.4:Among
Health:HealthPromotion
emphasisstudents,the
averageBYUGPAwillbe
≥3.0.
DataCollection
Method(Responsible
Party)
AdHocreportrequest
submittedtoBYU
Registrar’sOffice
(AssistantDepartment
Chair)
2012/2013
2013/2014
0%hadoverallgrades
lowerthan3.0GPA.
Compliant
0%hadoverall
gradeslowerthan3.0
GPA.
Compliant
0%hadoverall
gradeslowerthan
3.0GPA.
Compliant
MPHstudentrecords
(MPHDirector)
Note:oralexamnot
required
Note:oralexamnot
required
100%passedon
firstattempt.
Compliant
AdHocreportrequest AverageGPA=3.51
submittedtoBYU
Registrar’sOffice
Compliant
Chair)
AverageGPA=3.50
Compliant
AverageGPA=3.46
Compliant
AdHocreportrequest
submittedtoBYU
Registrar’sOffice
Chair)
AverageBYUGPA=
3.38
Compliant
AverageBYUGPA=
3.19
Compliant
AverageBYUGPA=
3.42
Compliant
2014/2015
19
Objective
Objective1.B:
DemonstrateMPH
studentcompetency
inpublichealth
practice.
Target
Target1.A.5:Among
Health:HealthScience
emphasisstudents,the
averageBYUGPAwillbe
≥3.0.
Target1.A.6:Among
Health:
Environmental/Occupational
Healthemphasisstudents,
theaverageBYUGPAwillbe
≥3.0.
Target1.A.7:Among
Health:Epidemiology
students,theaverageBYU
GPAwillbe≥3.0.
Target1.B.1:80%ofMPH
studentstakingtheCPH
examwillpasstheexamon
thefirstattempt.
Target1.B.2.Theaverage
GPAforMPHfieldwork
experiences(HLTH688R)
willbe≥3.0.
studentswillincorporateatriskorunderserved
populationintheir
fieldwork.
DataCollection
Method(Responsible
Party)
AdHocreportrequest
submittedtoBYU
Registrar’sOffice
Chair)
2012/2013
2013/2014
2014/2015
AverageBYUGPA=
3.43
Compliant
AverageBYUGPA=
3.56
Compliant
AverageBYUGPA=
3.4
Compliant
AdHocreportrequest
submittedtoBYU
Registrar’sOffice
Chair)
AverageBYUGPA=
3.25
Compliant
AverageBYUGPA=
3.48
Compliant
AverageBYUGPA=
3.31
Compliant
AdHocreportrequest
submittedtoBYU
Registrar’sOffice
Chair)
AverageBYUGPA=
3.35
Compliant
AverageBYUGPA=
3.42
Compliant
AverageBYUGPA=
3.38
Compliant
NationalBoardof
PublicHealth
ExaminersCPHExam
Report(MPH
Director)
100%(1/1)passed
Compliant
100%(4/4)passed
Compliant
100%(7/7)passed
Compliant
AdHocreportrequest
submittedtoBYU
Registrar’sOffice
Chair)
MPHStudentRecords
(MPHDirector)
Averagegradein
HLTH688R=4.0
Compliant
Averagegradein
HLTH688R=4.0
Compliant
100%
Compliant
100%
Compliant
Averagegradein
HLTH688R=4.0
Compliant
100%
Compliant
20
Objective
Objective1.C:
Demonstrate
undergraduate
studentcompetency
inpublichealth
practice.
Objective1.D:Ensure
graduatestudents’
developmentof
research-related
competenciesand
undergraduate
student’sexposureto
researchmethods.
Target
Target1.C.1:25%ofBSin
PublicHealth:Health
Promotionemphasis
studentswilltaketheCHES
examinthefinalyearof
schooling.
Target1.C.2:80%ofstudents
takingtheCHESexamwill
passonthefirstattempt.
DataCollection
Method(Responsible
Party)
NationalCommission
forHealthEducation
CredentialingCHES
ExamReport
(DepartmentChair)
NationalCommission
forHealthEducation
CredentialingCHES
ExamReport
(DepartmentChair)
Target1.C.3:Theaverage
AdHocreportrequest
GPAforBSinPublicHealth:
submittedtoBYU
HealthPromotionandHealth Registrar’sOffice
Scienceemphases
completinginternships
Chair)
(HLTH496R)willbe≥3.0.
Target1.D.1:90%ofMPH
AdHocreportrequest
programstudentswillearna submittedtoBYU
≥B-(GPA3.0)orhigherin
Registrar’sOffice
coreresearchcourses(HLTH (AssistantDepartment
602,HLTH604,HLTH612,
Chair)
HLTH618andHLTH635).
Target1.D.2:50%ofMPH
programstudentswill
participateinmentored
researchforacademiccredit
orpaidresearch
assistantshipseachyear.
2012/2013
2013/2014
2014/2015
26%(28/107)
Compliant
18%(20/110)
NotCompliant
19%(37/198)
NotCompliant
91%(31/34)passed
Compliant
100%(24/24)
passed
Compliant
92%(35/38)
passed
Compliant
Averagegradein
HLTH496R=3.92
Compliant
Averagegradein
HLTH496R=3.92
Compliant
Averagegradein
HLTH496R=3.84
Compliant
97%≥B-
Compliant
99%≥B-
Compliant
95.45%≥B-
Compliant
57%(16/28)
Compliant
60%(12/20)
Compliant
AdHocreportrequest 68%(17/25)
submittedtoBYU
Registrar’sOffice.
Compliant
Payrollsystempaid
researchassistantlist.
Chair)
21
Objective
Target
Target1.D.3:70%of
Health:HealthPromotion
emphasisstudentswillearn
≥B-(GPA3.0)indiscipline
specificresearchcourses
(HLTH434,HLTH439).
Target1.D.4:70%of
Health:HealthScience
≥B-(GPA3.0)indiscipline
(HLTH434,HLTH439,HLTH
447).
Target1.D.5:70%of
Health:Epidemiology
≥B-(3.0GPA)indiscipline
(HLTH434,HLTH440,HLTH
441,HLTH447).
Target1.D.6:70%of
Health:
studentswillearn≥B-(3.0
GPA)indisciplinespecific
researchcourses(HLTH
426).
DataCollection
2012/2013
Method(Responsible
Party)
AdHocreportrequest 92%≥B-
submittedtoBYU
Registrar’sOffice
Compliant
Chair)
2013/2014
2014/2015
92%≥B-
Compliant
87.74%≥B-
Compliant
submittedtoBYU
Registrar’sOffice
Compliant
Chair)
92.67%≥B-
Compliant
94.23%≥B-
Compliant
AdHocreportrequest 93.75%≥B-
submittedtoBYU
Registrar’sOffice
Compliant
Chair)
88.6%≥B-
Compliant
94.17%≥B-
Compliant
submittedtoBYU
Registrar’sOffice
Compliant
Chair)
100%≥B-
Compliant
96.15%≥B-
Compliant
22
Objective
Objective1.E:
Maintainanadequate
student-to-faculty
ratiotofacilitate
studentsuccess.
Target
Target1.D.7:10%of
Healthstudentswill
participateinmentored
researchforacademiccredit
orpaidresearch
assistantships.
Target1.D.8:35%of
scholarshipproducts
producedbytheHealth
Sciencefaculty,including
referredconference
presentationsandpeerreviewedpublications,will
includestudentauthors.
Target1.E.1:TheMPH
programwillachievea
student-to-facultyofratio
thatis≤6studentsper
graduatefacultymember.
Target1.E.2.TheBSinPublic
Healthprogramwillachieve
astudent-to-facultyratioof
≤45:1.
DataCollection
2012/2013
Method(Responsible
Party)
AdHocreportrequest 28.5%(144/505)
submittedtoBYU
Registrar’sOffice
Compliant
Chair)
2013/2014
2014/2015
33%(164/490)
Compliant
19%(84/452)
Compliant
AdHocreportrequest
submittedtoBYU
Registrar’sOffice.
Payrollsystempaid
researchassistantlist.
Chair)
Presentations:57%
includedstudent
Publications:39%
includedstudents
Compliant
Presentations:45%
includedstudents
Publications:51%
includedstudents
Compliant
Presentations:32%
includedstudents
Publications:62%
includedstudents
PartiallyCompliant
Calculatedbasedon
facultyFTEand
numberofstudents
(DepartmentChair)
5.7primaryand
secondaryfaculty
Compliant
5.9primaryand
secondaryfaculty
Compliant
4.8primaryand
secondaryfaculty
Compliant
Calculatedbasedon
facultyFTEand
numberofstudents
(DepartmentChair)
41.5primaryand
secondaryfaculty
Compliant
39.8primaryand
secondaryfaculty
Compliant
38.9primaryand
secondaryfaculty
Compliant
23
Objective
Objective1.F:
Provideeachstudent
withlearning
resourcesthataidin
thesuccessful
completionof
program
requirements.
Objective1.G:Ensure
timelycompletionof
programsofstudy.
Target
Target1.F.1:85%of
graduatingMPHprogram
studentswillrespond
favorablythatkeyresources
wereprovided.Thisincludes
accesstofaculty,advising,
andfundingrelatedto
tuitionassistance,research
assistanceandpracticum
support.
Target1.F.2:80%of
Healthstudentswillratethe
qualityofdepartment
advisingasGood,VeryGood,
orExceptionallyGood.
Target1.G.1:ForeachMPH
student,MPHfaculty
committeechairswill
completeastudentreview
eachsemesterwithatleast
90%ofMPHfaculty
committeechairsreporting
satisfactoryprogresstoward
degreecompletion.
Target1.G.2:80%ofentering
MPHstudentswillgraduate
withintwoyearsof
matriculation.
DataCollection
Method(Responsible
Party)
MPHExitsurvey
(MPHDirectorand
Secretary)
2013/2014
2014/2015
100%satisfactionof
programgraduates
Compliant
100%satisfactionof
programgraduates
Compliant
93%satisfactionof
programgraduates
Complaint
85%(April2012
grads,surveynotdone
inApril2013)
Compliant
68%
NotCompliant
80%
Compliant
StudentRecords(MPH 100%satisfactory
Directorand
progress
Secretary)
Compliant
100%satisfactory
progress
Compliant
100%satisfactory
progress
Compliant
StudentRecords(MPH 78%graduatedwithin
Directorand
twoyears
Secretary)
NotCompliant
100%graduated
withintwoyears
Compliant
100%graduate
withintwoyears
Compliant
BSExitSurvey(BYU
Instructional
Assessmentand
Analysis)
2012/2013
24
Objective
Objective1.I:Ensure
thatstudentsare
preparedforpublic
healthemployment
orgraduateschool.
Target
Target1.G.3:60%ofBSin
PublicHealthstudentswill
graduatewithintwoyearsof
earning96academiccredits.
Target1.I.1:75%ofjobseekingMPHstudentswill
findemploymentwithina
yearfollowinggraduation.
DataCollection
Method(Responsible
Party)
AdHocreportrequest
submittedtoBYU
Registrar’sOffice
Chair)
StudentRecords(MPH
Directorand
Secretary)
2012/2013
2013/2014
2014/2015
51%graduatedwithin
twoyears
NotCompliant
56%graduated
withintwoyears
NotCompliant
63.64%graduated
withintwoyears
Compliant
100%jobseekers
employedwithinone
year
Compliant
100%jobseekers
employedwithinone
year
Compliant
Target1.I.2:80%of
advanced-degree-seeking
MPHstudentswillbe
enrolledinagraduate
programwithinayear
followinggraduation.
Target1.I.3:60%of
Healthstudentswhoapplyto
graduateschoolwillbe
acceptedbygraduation.
StudentRecords(MPH 100%school
Directorand
admissionswithinone
Secretary)
year(Linton,Cowan)
Compliant
Nodegree-seeking
MPHstudents
Compliant
BSExitSurvey(BYU
Instructional
Assessmentand
Analysis)
88%(April2012
grads,nosurveydone
inApril2013)
Compliant
82%
Compliant
100%jobseekers
employedwithin
oneyear
Compliant
100%school
admissionswithin
oneyear(Sloan)
Compliant
72%
Compliant
Target1.I.4:80%of
Healthstudentswillreport
thatthequalityof
professionaltraining
receivedinthedepartment
wasGood,VeryGood,or
Exceptional.
BSExitSurvey(BYU
Instructional
Assessmentand
Analysis)
93%(April2012
grads,nosurveydone
inApril2013)
Compliant
88%
Compliant
90%
Compliant
25
Objective
Objective2.A:Select
foradmissiontothe
MPHprogram
applicantswithhigh
academicpotential
andappliedpublic
healthwork
experience.
Target
Target1.I.5:90%of
employersofMPHprogram
graduateswillreportbeing
satisfiedwiththegraduates’
performance.(Employer
Survey)
Target1.I.6:90%of
employersofBSinpublic
healthstudentswillreport
beingsatisfiedwiththe
graduates’performance.
(EmployerSurvey)
Target2.A.1:MPHcohorts
willhaveanaverageGRE
scoreof≥305.
Target2.A.2:MPHcohorts
willhaveanaverage
undergraduateGPAof≥3.6.
Target2.A.3:25%of
studentsinMPHcohortswill
haveoneormoreyearsof
publichealthwork
experience.
DataCollection
Method(Responsible
Party)
EmployerSurvey
(BYUInstructional
Assessmentand
Analysis)
2012/2013
2013/2014
2014/2015
N/A
N/A
89%indicateabove
averageorsuperior
performance
PartiallyCompliant
N/A
N/A
89%indicateabove
averageorsuperior
performance
PartiallyCompliant
StudentRecords(MPH AverageGRE=313
Directorand
Secretary)
Compliant
AverageGRE=309
Compliant
AverageGRE=315
Compliant
StudentRecords(MPH AverageGPA=3.8
Directorand
Secretary)
Compliant
AverageGPA=3.64
Compliant
AverageGPA=3.76
Compliant
EmployerSurvey
(BYUInstructional
Assessmentand
Analysis)
StudentRecords(MPH 42%haveoneormore 55%haveoneor
Directorand
yearsofexperience
moreyearsof
Secretary)
experience
Compliant
Compliant
25%haveoneor
moreyearsof
experience
Compliant
26
Objective
Objective2.B:Select
adiversecohortof
studentsfor
admissiontothe
MPHprogramas
measuredby
undergraduate
discipline,race,and
ethnicity.
Objective2.C:Attract
studentstotheBSin
PublicHealthwith
highacademic
potential.
Target
Target2.A.4:Atleasttwo
GREpreparationcourse
scholarshipswillbefunded
eachyearformulticultural
studentstoattractdiverse
studentsandenhancetheir
capacitytoscorewellonthe
GRE.
Target2.B.1:20%of
acceptedapplicantstothe
MPHprogramwillbe
comprisedofforeign-born
individualsorbefromracial
orethnicminorities.
Target2.B.2:50%of
MPHprogramwillcome
fromnon-publichealth
disciplines.Publichealth
disciplinesincludepublic
health,healthpromotionor
healtheducationBSdegrees.
ACTscoreamongcurrently
enrolledBSinPublicHealth
studentswillbe≥21.
DataCollection
2012/2013
Method(Responsible
Party)
FinancialReports
2Funded(Fernandez,
(AssistantDepartment Vasquez)
Chair)
Compliant
2013/2014
2014/2015
0Funded
NotCompliant
1Funded
(Tounkara)
PartiallyCompliant
StudentRecords(MPH 42%areforeign-born
Directorand
orethnicminority
Secretary)
Compliant
18%areforeignbornorethnic
minority
PartiallyCompliant
minority
Compliant
StudentRecords(MPH 40%non-public
Directorand
health(classof2015)
Secretary)
PartiallyCompliant
70%non-public
health(classof2016)
Compliant
58%non-public
health(classof
2017)
Compliant
AdHocreportrequest AverageACT=26
submittedtoBYU
Registrar’sOffice
Compliant
Chair)
AverageACT=26
Compliant
AverageACT=26
Compliant
27
Objective
Target
DataCollection
Method(Responsible
Party)
AdHocreportrequest
submittedtoBYU
Registrar’sOffice
Chair)
AdHocreportrequest
submittedtoBYU
Registrar’sOffice
Chair)
BYUGPAamongBSinPublic
Healthgraduateswillbe
≥3.0.
Objective2.D:Attract
studentstotheBSin
PublicHealthwith
international
citizenshipandfrom
racialandethnic
minorities.
Objective3.A:Recruit
full-timefaculty
memberswithpublic
healthtraining
and/orrelevant
appliedwork
experience.
Target2.D.1:25%of
currentlyenrolledBSin
beforeign-bornindividuals
orbefromracialorethnic
minorities.
Target3.A.1:70%offulltimecontinuingfaculty
status(CFS)trackfacultywill
possessadoctoraldegree
fromaschoolorprogramof
publichealth.
Target3.A.2:70%offulltimeCFS-trackfacultywill
possessanMPHfroma
schoolorprogramofpublic
health.
havepriorfull-timepublic
healthworkexperience.
BYUFacultyProfile
database(Assistant
DepartmentChair)
2012/2013
2013/2014
2014/2015
AverageGPA=3.32
Compliant
AverageGPA=3.0
Compliant
AverageGPA=3.0
Compliant
26%foreign-bornor
fromracialorethnic
minorities
Compliant
33%foreign-bornor
fromracialorethnic
minorities
Compliant
34%foreign-born
orfromracialor
ethnicminorities
Compliant
BYUFacultyProfile
database(Assistant
DepartmentChair)
73%possessPhD
fromschool/program
ofpublichealth
Compliant
71%possessPhD
from
school/programof
publichealth
Compliant
72%possessPhD
from
school/programof
publichealth
Compliant
BYUFacultyProfile
database(Assistant
DepartmentChair)
93%possessMPH
fromschool/program
ofpublichealth
Compliant
67%havepriorfulltimeexperience
Compliant
88%possessMPH
from
school/programof
publichealth
Compliant
89%possessMPH
from
school/programof
publichealth
Compliant
59%havepriorfulltimeexperience
Compliant
74%haveprior
full-time
experience
Compliant
28
Objective
Objective3.B:
Provideexpertiseor
leadershiptopublic
andprivatelocal,
state,national,or
international
agenciesto
contributetopublic
healthservice.
Objective3.C:
Demonstrate
discipline-specific
expertisethrough
activescholarship
programs.
Target
haveaprofessional
certificationintheirfieldof
study(CHES,MCHES,CPH,
CIH,CSP,REHSetc.)
Target3.A.5:100%of
positionannouncementsfor
full-timefacultypositions
willincludethediversity
criteriaoutlinedinthe
valuingdiversitypolicy.
Target3.B.1:70%offulltimeCFStrackfacultywill
contributetopublichealth
serviceatthelocal,state,
nationalorinternational
levels.(Publichealthservice
isdefinedasorganizational,
administrativeorothernonresearchbasedprofessional
serviceandmayinclude
volunteerwork,serviceon
boards,translationof
researchtopublichealth
practice,andotherservice
activities.)
Target3.C.1:70%offull-time
CFStrackfacultywillpublish
twoormorejournalarticles
inpeer-reviewedscientific
journalsduringacalendar
year.
DataCollection
Method(Responsible
Party)
BYUFacultyProfile
database(Assistant
DepartmentChair)
2012/2013
2013/2014
2014/2015
33%havea
professional
certificate
Compliant
29%havea
professional
certificate
Compliant
28%havea
professional
certificate
Compliant
Position
Announcement
Developmentand
Review(Department
Chair)
100%of
announcements
includeddiversity
criteria
Compliant
100%of
announcements
includeddiversity
criteria
Compliant
100%of
announcements
includeddiversity
criteria
Compliant
BYUFacultyProfile
database(Assistant
DepartmentChair)
87%contributedto
publichealthservice
Compliant
88%contributedto
publichealthservice
Compliant
83%contributedto
publichealth
service
Compliant
BYUFacultyProfile
database(Assistant
DepartmentChair)
87%publishedtwoor
morearticles
Compliant
71%publishedtwo
ormorearticles
Compliant
72%publishedtwo
ormorearticles
Compliant
29
Objective
Target
DataCollection
Method(Responsible
Party)
Target3.C.2:80%offull-time BYUFacultyProfile
CFStrackfacultywillpresent database(Assistant
scientificresearchatoneor
DepartmentChair)
morelocal,nationalor
internationalprofessional
conferencesduringa
calendaryear.
2012/2013
67%presentedatone
ormoreconferences
NotCompliant
2013/2014
2014/2015
82%presentedat
oneormore
conferences
Compliant
83%presentedat
oneormore
conferences
Compliant
Objective3.D:
Providecontinuing
opportunitiesfor
facultydevelopment
andexpertise.
Target3.D.1:Atleast70%of
corefacultywillattenda
professionalmeeting,
developmentseminar,or
workshopeachyear.
TravelRequestand
93%attended
FinancialReports
(AssistantDepartment Compliant
Chair)
88%attended
Compliant
83%attended
Compliant
Target3.D.2:Everythree
years,oneormorecore
facultymemberswillapply
forandparticipatein
experientialorresearchbasedsabbaticalactivities.
FacultyEmployment
Report(Department
Chair)
Dr.GeneCole
participatedina
sabbatical
Compliant
N/A
N/A
Objective4.A:Ensure
thatfacultymembers
areinvolvedin
relevantpublic
healthresearch.
Target4.A.1:50%offulltimeCFStrackfacultywill
secureresearchfunding
annually.
BYUFacultyProfile
database(Assistant
DepartmentChair)
53%securedfunding
Compliant
59%securedfunding
Compliant
50%secured
funding
Compliant
Objective4.B:Faculty
members
demonstrate
academicexcellence
throughrefereed
publichealth
journalsinthearea
oftheirexpertise.
Target4.B.1:Facultyinthe
departmentwillproducea
minimumof35peerreviewedpublications
annually.
TravelRequestand
FinancialReports
Chair)
Departmentproduced
64peer-reviewed
publications
Compliant
Department
produced68peerreviewed
publications
Compliant
Department
produced42peerreviewed
publications
Compliant
30
Objective
Target
Objective4.C:
Provide
opportunitiesfor
publichealth
professionalsto
participatein
workforce
development.
Target4.C.1:Hostatleast
threeseminarsthroughthe
PublicHealthForums.
Target4.C.2:20%offaculty
willparticipateineducation
tothepublichealth
workforce.
Target4.C.3:80%ofpublic
healthworkforce
participantswillrespond
with“theseminarwas
valuableorveryvaluable.”
DataCollection
Method(Responsible
Party)
PublicHealthForum
Report(Department
Workforce
Development
CommitteeChair)
2012/2013
2013/2014
2014/2015
DonnaPeterson
PartiallyCompliant
AndreasGeorgiadis
PartiallyCompliant
DagRekve
JoyceGaufin
CarrieReed
Compliant
BYUFacultyProfile
database(Assistant
DepartmentChair)
27%participatedin
educationto
workforce
Compliant
18%participatedin
educationto
workforce
PartiallyCompliant
Participant
Evaluationsand
PublicHealthForum
Report(Department
Workforce
Development
CommitteeChair)
Didnotconduct
survey
Didnotconduct
survey
22%participated
ineducationto
workforce
Compliant
DagRekve–did
notconductsurvey.
JoyceGaufin-85%
ofparticipantssaid
itwasValuableor
Veryvaluable.
CarrieReed-85%
ofparticipantssaid
itwasValuableor
Veryvaluable.
Compliant
31
Objective
Objective5.A:
Identifyareasfor
targetedcurricular
improvements.
Target
Target5.A.1:OneMPH
coursewillbe
evaluated/reviewedbythe
MPHcurriculumcommittee
eachsemester(specifically
lookingatlearning
objectives,coursestructure,
assignments,readings,class
activities,speakers,explicit
linkstoothercourses),with
allcoursesbeingreviewed
overafour-yearperiod.
studentswillparticipatein
exitsurveysupon
completionoftheirdegree
requirementswithatleast
80%reportingthequalityof
theirprofessionaltraining
receivedthroughMPH
programwasGood,Very
good,orExceptionallygood.
Target5.A.3:80%ofBSin
reportthequalityoftheir
professionaltraining
receivedinthedepartment
wasGood,Verygood,or
Exceptionallygood.
DataCollection
Method(Responsible
Party)
MeetingMinutes
(MPHDirectorand
Secretary)
2012/2013
2013/2014
2014/2015
HLTH607,625
Compliant
Noreviewsdueto
curricularchanges
NotCompliant
HLTH600,604,
and635reviewed.
Compliant
MPHExitSurvey(BYU
Instructional
Assessmentand
Analysis)
75%exitsurvey
participation
PartiallyCompliant
89%reportingGood
orabove(mean=4.9)
(Classof2013)
Compliant
77%exitsurvey
participation
PartiallyCompliant
90%reportingGood
orabove(mean=
5.0)(Classof2014)
Compliant
BSExitSurvey(BYU
Instructional
Assessmentand
Analysis)
97%reportedGoodor
above
Compliant
90%reportedGood
orabove
Compliant
93%exitsurvey
participation
Compliant
100%reporting
Goodorabove
(mean=5.9;class
of2015)
Compliant
90%reportedGood
orabove
Compliant
32
Objective
Target
Target5.A.4:Anadvisory
committeewillreviewboth
theMPHandBScurriculum
everythreeyears.
Target5.A.5:75%ormoreof
graduatingMPHprogram
studentswillreportthey
haveGeneralknowledge,a
Strongunderstanding,orare
Fullycompetentineachof
theeightMPHprogram
studentlearningoutcomes.
Target5.A.6:75%ormoreof
BSinpublichealth
graduatingstudentswill
reporttheyfeel“veryable”
or“able”toperformthecore
publichealthskills.
Target5.B.1:100%ofthe
MPHprogramlearning
outcomeswillbeassessedon
anannualbasis;this
informationwillbeusedto
developconclusionsbased
ontheevidence,createa
planforimprovement,and
takeaction.
Objective5.B:Track
MPHprogramandBS
programlearning
outcomesaccording
tocourselearning
objectives.
DataCollection
Method(Responsible
Party)
AdvisoryCommittee
Minutes(Department
Secretary)
2012/2013
2013/2014
2014/2015
N/A
N/A
FinalSelf-Assessment
(MPHDirectorand
Secretary)
100%reported
competenceinall
eightMPHprogram
studentlearning
outcomes(classof
2013)
Compliant
91%reported
competenceinall
eightMPHprogram
studentlearning
outcomes(classof
2014)
Compliant
HeldSeptember
2014(seeResource
File1.5)
Compliant
100%reported
competenceinall
eightMPHprogram
studentlearning
outcomes(classof
2015)
Compliant
BSExitSurvey(BYU
Instructional
Assessmentand
Analysis)
96%reportedAbleor
above
Compliant
91%reportedAbleor
above
Compliant
94%reportedAble
orabove
Compliant
MPHCurriculum
CommitteeandBYU
LearningOutcomes
Website(Assistant
DepartmentChair)
100%oflearning
outcomesassessed
Compliant
100%oflearning
outcomesassessed
Compliant
100%oflearning
outcomesassessed
Compliant
33
Objective
Objective5.C:Ensure
adequacyoffiscal
resourcestosupport
instructional,
research,andservice
objectives.
Target
DataCollection
Method(Responsible
Party)
Target5.B.2:100%oftheBS Undergraduate
inpublichealthlearning
Curriculum
outcomeswillbeassessedon CommitteeandBYU
anannualbases;this
LearningOutcomes
informationwillbeusedto
Website(Assistant
developconclusionsbased
DepartmentChair)
ontheevidence,createa
planforimprovementand
takeaction.
Target5.C1:Obtain≥$75,000 FinancialReporton
inannualgiftstosupport
GiftsandDonations
studentscholarships.
Chair)
Target5.C.2:Maintain
≥$70,000infundingsupport
fromtheOfficeofGraduate
Studies.
Target5.C.3:Expenditures
forteachingandresearch
assistantswillbegreater
≥$125,000annually.
Target5.C.4:Maintainan
operatingbudgetof≥$3,500
perstudentannually.
2012/2013
2013/2014
2014/2015
100%oflearning
outcomeassessed
Compliant
100%oflearning
outcomeassessed
Compliant
100%oflearning
outcomeassessed
Compliant
$102,573
Compliant
$86,256
Compliant
$75,244
Compliant
FinancialReportfrom
OfficeofGraduate
Studies(Assistant
DepartmentChair)
$70,810
Compliant
$68,319
PartiallyCompliant
$96,223
Compliant
FinancialReporton
Teachingand
Research
Assistantships
Chair)
FinancialReporton
Operations(Assistant
DepartmentChair)
$140,475
Compliant
$185,222
Compliant
$133,479
Compliant
$3,449
PartiallyCompliant
$4,254
Compliant
$4,204
Compliant
34
1.2.d.Self-StudyDocumentDevelopment(Descriptionofthemannerinwhichthe
self-studydocumentwasdeveloped,includingeffectiveopportunitiesforinputby
importantprogramconstituents,includinginstitutionalofficers,administrative
staff,faculty,students,alumniandrepresentativesofthepublichealthcommunity.)
Initialpreparationoftheself-studybeganwithareviewoftheCEPHcriteriainlate2012.
UnderthedirectionofthedepartmentchairandMPHprogramdirector,facultyprojecteda
timelinethatestimatedwhenspecifictaskswouldneedtobecompletedandfromwhom
inputwouldbesought.TheAccreditationCommittee(seeCriterion1.5.awasestablishedin
2014toassistwithandprovideinputwithintotheself-studyprocess.Thecommitteetook
responsibilitiesforeachofthevariouscriteriawithonefacultymemberservingasalead
andonefacultymemberservingasapartner.Throughthisteamprocess,eachrespective
criterionwasassignedtoacommitteememberbythecommitteeco-chairs.Each
committeememberthentooktheleadontheirspecificassignedcriterionandpartnered
withanothercommitteemembertoprovidefeedbackandinputonthecriterion(see
AccreditationCommitteeAssignmentinResourceFile1.2).
Duringthecourseoftheyear,theAccreditationCommitteemettwiceamonthinorderto
advancetheself-studyandreviewprogress.Throughtheprocessmanyprogrammatic
issueswerediscussed,solutionsdetermined,andproposalsmadetothefacultyasawhole.
Forexample,committeemembersidentifiedtheneedtostrengtheneffortsatworkforce
development.Asaresultofcommitteeconversations,thePublicHealthSeminarSerieswas
proposedtodepartmentfacultyasanimportantoutreachactivityofthedepartment.Upon
approvalbythefaculty,theSeminarSerieswasimplemented(seeResourceFile1.5for
committeemeetingagendasandminutes).
Updateswereprovidedtocollegeadministrators,especiallyinthebeginningphasesof
writingtheself-study.Theywerealsoinvitedtoparticipateinourvariousstakeholder
meetings(AdvisoryCommittee,alumniconference,etc.)andwereabletoprovideinsights
atthosetimes.TheCollegeofLifeSciencesAssociatedeanforcurriculumhasbeen
regularlyinvolvedinthesemeetings.Assuch,inputwasparticularlyfocusedonassuring
thatourcurriculumwasalignedwithstudentlearningoutcomes.Theuniversityhas
stronglyemphasizedtheimportanceofmeasuringlearningoutcomes.Theuniversity’s
commitmenttooutcomesandinprovidingresourcestotheprogramhashelpeditbecome
posturedtohavealong,continualanenduringsystemtoassessstudentlearningoutcomes,
programoutcomes,andanimportantdecision-makingorfeedbackloop(seeCriterion2.7).
Inadditiontoperiodicretreats,facultymeetingsfortheBSandMPHprogramsinvolve
committeereports,studentlearningprocedurereviewsandfollowup,curricularreviews,
MPHStudentCouncilrepresentation,workforcedevelopmentplanning,Advisory
Committeereviewsandmanyotherdiscussionstoallowstrongfaculty,studentand
communityinputtoshapetheselfstudyprocess.Emailfollow-upistypicalfollowingsuch
discussionstoofferremindersforaction.
Althoughtheself-studyprocesswascumbersome,ageneralsenseofcollegialparticipation
35
andinformeddecision-makingappropriatelydescribeshowcommitteeanddepartment
meetingswereconducted.Mostimportantly,theprogramisnowstrongerbecauseofthis
process.
Theprogramfacultymemberswereheavilyinvolvedtoprovideinputanddataformostof
thecriterion.Inaddition,thedepartmentAdvisoryCommittee,StudentAdvisoryCouncil,
AdmissionsCommittee,andCurriculumCommitteeresponseswerealsoelicited.Extensive
program-leveldiscussionsalsooccurredatspecialfacultyretreatsandduringregularly
scheduledfacultymeetings.Facultyandadministratorfeedbackwasconsistent.Current
students,recentgraduates,alumni,keyinternshippreceptors,communitypartners,and
departmentadvisorycouncilsareregularlyinvitedtoprovidefeedback.
Anoftenunderstatedbutessentialingredientinalloftheseplansinvolvedtheworkof
threepart-timestudentsecretaries.Thus,theCEPHself-studywasthefocalpointof
planning,assessmentandreflectionamongmanystakeholdersforthepasttwoormore
years.
1.2.e.CriterionAssessment(Assessmentoftheextenttowhichthiscriterionismet,
andananalysisoftheprogram’sstrengths,weaknessesandplansrelatingtothe
criterion.)
Thiscriterionismet.
Strengths
• Theprogramhasmadesignificantprogressregardingtherecommendationsmade
attheinitialaccreditationreview.Ithasactionsandpoliciesthatarewithinits
authoritytohaveproducedbenefitsthataregrowingandsustainable.
• TheBYUMPHprogramhasdevelopedaplanningandevaluationstrategythat
accommodatesthesizeofitsstudentbody,facultycomplementandalumni.Asa
relativelynewprogram,wehaveaggressivelymadeprogressinmanykeyaspectsof
theevaluationprocess.Thishasbeenaccomplishedfromessentialinputfrom
faculty,currentstudents,alumni(alumnisurvey,alumniconference),college
administratorsandcommunitystakeholders(primarilythroughtheMPHAdvisory
Committee).Thismonitoringprocesshasmultiple,clear,ongoingandreinforcing
approachesforassessingtheprogram’seffortstomeetitsmission,goalsand
objectives.
• Programimprovementdecisionsaremadebasedonthedatacollectedrelativeto
programlearningoutcomes.Thislearningoutcomesassessmentsystemhasbeenin
placeforfiveyearswithevidenceofcontinuousqualityimprovementarchivedon
theBYULearningOutcomeswebsite.
Weaknesses
• Whiletheself-studyprocesshasinvolvedextensivecooperationandinputfrom
facultyanddepartmentandcollegeadministrators,ithasonlyincludedcommunity
andstudentinputonanepisodicbasis.However,during2012and2014,the
36
AdvisoryCouncil,currentMPHstudentsandalumni,andkeycommunitypartners
(includingpreceptors,employers,serviceprovidersandothers)havebeeninvited
tomakecommentsandrespondtosurveysorprovidefeedbackduringmeetings.
Weacknowledgetheneedtobemoreconsistentintheseefforts.
ActionPlan
• Theprogramfacultymembersembracetheneedforprogramassessmentand
makingrefinementsasevaluationresultsemerge.Effortstocontinueimprovingthe
qualityofourprogrammingwillcontinue.
• Theprogrambenefitsfromcommittedconstituentsandstakeholderswhoare
involvedintheassessmentandrefinementprocess,butnotonanongoingbasis.We
willcontinuetoengageprogramstakeholderswiththeintentofseekinginputon
publichealthcurriculumandactivities.
• Despitethesechallenges,theself-studyprocesshashelpeddriveprogram
assessmentandhashelpedprovideevidenceofeffectivenessinresponsetoall
CEPHaccreditationcriteria.
37
1.3 InstitutionalEnvironment.Theprogramshallbeanintegralpartofan
accreditedinstitutionofhighereducation.
1.3.a.Institution(Abriefdescriptionoftheinstitutioninwhichtheprogramis
located,andthenamesofaccreditingbodies(otherthanCEPH)towhichthe
institutionresponds.)
AccordingtotheU.S.CensusBureauStateandCountyQuickFacts,theUtahpopulationin
2013wasover2.9millionresidentswithmorethana14%growthratestatewide.The
distributionofraceorethnicoriginisestimatedasfollows:79%notHispanic,0.7%Black,
0.5%AmericanIndianandAlaskaNativepersons,2%Asianpersons,1%NativeHawaiian
andOtherPacificIslander,and13%Hispanic/Latinoand3%reportingtwoormoreraces
(seehttp://www.census.gov/quickfacts/table/PST045214/00,49).
BYUislocatedinUtahCounty.ItsharessimilardemographiccharacteristicstoUtah.White
notHispanic,lessthan1%Black,lessthan1%AmericanIndianandAlaskaNative,nearly
2%Asian,1%NativeHawaiianandOtherPacificIslander,11%Hispanic/Latino,and2%
reportingtwoormoreraces(seehttp://www.census.gov/quickfacts/table/PST045
214/00,49,49049).ThecountyisrankedsecondinUtahfornumberoflanguagesspoken.
InUtahCounty41languagesarespoken.
Establishedin1875,BrighamYoungUniversityislocatedinProvo,Utah,acityof
approximately115,000peoplelocated45milessouthofSaltLakeCityand4,500feetabove
sealevelatthewesternbaseoftheWasatchMountains.ProvositsintheUtahValleyin
Utahcounty,apopulationofover550,000,borderedonthewestby23-mile-longUtahLake
andontheeastby11,750-foottallMountTimpanogos.
Knownforitsacademicallymindedandinternationallyexperiencedstudentbody,BYU
offerscoursesin11collegesandschools,inContinuingEducationandGraduateStudies
andinthreegeneralundergraduateareasofstudy.Manyacademicandprofessional
programsareaugmentedbyinternshipsandcareer-relatedsummerjobs.Forthe2013–
2014academicyear,theCollegeofLifeSciencesgraduated1,244undergraduatestudents–
morethananyothercollegeoncampus.Inthe2013—2014academicschoolyear,BYU
awarded6,404undergraduateand1,260graduatedegrees.Publichealthisoneofthetop
tenmajorsbyenrollmentattheuniversity(seehttp://yfacts.byu.edu/Article?id=305).
Theuniversity’sapproximately560-acremaincampusincludesabout300buildings:80for
academicprograms,64foradministrativeandauxiliaryservicesand150forstudent
housing(seehttp://yfacts.byu.edu/article?id=133).BYUreceivesnationalrecognitionfor
itsstrongundergraduateandgraduateprogramsanditshigh-qualityteaching.The
NationalOpinionResearchCenterattheUniversityofChicagoreportedthatBYUis5thin
thenationinthenumberofgraduateswhogoontoearndoctoraldegrees.
Inits2014“America’sBestColleges”issue,U.S.News&WorldReportgaveBYUhighmarks
inseveralcategories,rankingBYU62ndinthecategoryof“BestNationalUniversities”and
38
10thinthe"BestValueSchool"category.BYUisalsorankedfirstforacceptedstudentswho
enroll,fourthforgraduateswiththeleastdebt,andfifthforgraduatesthatgoontoearn
doctoratedegrees(seehttp://yfacts.byu.edu/Article?id=306).The2015"BestGraduate
Schools"issueofU.S.News&WorldReportrankedBYU88thamongtopgraduateeducation
programs.
BYU’sstudentbodyofnearly30,000-studentbodycomesfromall50USstates,theDistrict
ofColumbiaand110countries.Ofthetotalstudents,approximately55%aremaleand45%
arefemale.AsofFall2014,multiculturalstudentscompose16%ofthestudentbody;of
thesestudents,1,217identifyasAsianandPacificIslanders,755Hispanic,181Black,108
AmericanIndianand2,550otherormulti-ethnicity.
Over6%ofthestudentbodyisfromoutsidetheUnitedStates.Approximately1800
internationalstudents(4%ofthetotalstudentbody)attendBYUeachyear,bringingtheir
culturesandexperiencestothecampuscommunity(see
http://yfacts.byu.edu/Article?id=90).Ofthesestudents,29%arefromtheFarEast,16%
arefromCanada,13%arefromSouthAmerica,9%arefromCentralAsia,9%arefrom
CentralAmericaandMexico,8%arefromWesternEurope,5%arefromtheMiddleEast,
4%arefromEasternEuropeandRussia,and7%arefromothercountries.
ManyadditionalfactorscontributetothediversityanddepthoflanguageexpertiseatBYU.
Morethanthree-fourthsofBYUstudentsspeakalanguageotherthantheirnativetongue.
Additionally,approximately56%ofthestudentsatBYUhaveservedchurchmissions,with
manygainingfluencyinasecondlanguageduringthatexperience.Thevarietyoflanguage
skillsamongthestudentbodyallowstheuniversitytoprovidearichforumforlanguage
instruction.
Morethanthree-dozenlanguagesaretaughtregularly,withanadditional30languages
availablewithsufficientstudentinterest—amongthemostofferedanywhereinthe
country.ThenumberofenrollmentsinlanguagecoursesatBYUequals31%ofthestudent
body,comparedtothenationalaverageof9%(seehttp://yfacts.byu.edu/Article?id=177).
Thepriorexperienceofmostofthestudentsallowsforahigherstandardofinstruction,
usingthelanguagetoteachothersubjects—literature,history,andculture—aswellasto
enhancetheiropportunitiesoutsidethelabandclassroom.
Inadditiontoofferinglanguagecourses,theCollegeofHumanitiesprovidesanopportunity
forstudentstoenhanceandrefinetheirlanguageskillsthroughitsForeignLanguage
StudentResidenceprogram,wherestudentsliveinuniversityhousingwhilelearningone
ofninelanguages.BYU’sCenterforLanguageStudiesoffersintensivesummerlanguage
coursesandadvancedcoursesinless-commonlanguages,suchasFinnish,Ukrainianand
Vietnamese.
BYUrecruitsstudentswithstrongacademicandprofessionalabilities.In2013,90%of
freshmanstudentshadanaverageACTcompositescoreof26orhigher(25%hadascore
of31orhigher),54%graduatedinthetoptenthoftheirhighschoolclass,andtheaverage
39
highschoolGPAforfreshmenadmittedtoBYUinthesameyearwas3.80.BYUconsistently
receivesanationaltoptwentyrankinginthenumberofnationalmeritscholarawards.
BYUfull-timeemployeesincludeapproximately1,500full-timeinstructionalfaculty,90%
aretenuredorontenuretrack(CFS),andapproximately2,800administrativeandstaff
personnel.Part-timeemployeesincludeapproximately1,300faculty,administrativeand
staffpersonnel,and14,000students(seehttp://yfacts.byu.edu/Article?id=135).
BYUfacultymembersholdadvanceddegreesfromrespectedacademicinstitutionsaround
theworld.Manyfacultymembersarefluentinatleastoneadditionallanguage,andmany
conductresearchandcreativeworksincountriesotherthantheUnitedStates.
AccreditingBodies.TheCommissionofCollegesandUniversitiesoftheNorthwest
AssociationofSchoolsandCollegeshaveaccreditedBYUsince1923.TheCouncilis
recognizedbytheUSDepartmentofEducationandtheCommissiononHigherEducation
Accreditationastheauthorityonthequalityofinstitutionsofhighereducationforseven
northwesternstates.
OtherAccreditation.Thenamesofaccreditingbodies(otherthanCEPH)towhichthe
universityisresponsiblearefoundinResourceFile1.3.
1.3.b.OrganizationalCharts(Oneormoreorganizationalchartsoftheuniversity
indicatingtheprogram’srelationshiptotheothercomponentsoftheinstitution,
includingreportinglinesandclearlydepictinghowtheprogramreportstooris
supervisedbyothercomponentsoftheinstitution.)
TheBachelorofScienceandMPHprogramsarehousedwithintheDepartmentofHealth
Science,whichisanacademicunitoftheCollegeofLifeSciences.Figure1.3.arepresents
theorganizationofBrighamYoungUniversitywhileFigure1.3.brepresentsthe
organizationoftheCollegeofLifeSciences.TheCollegeofLifeScienceshousesthe
DepartmentofHealthScienceandisoneof11collegesandschoolswithintheuniversity.
40
BOARDOFTRUSTEES
UniversityPresident
KevinJ.Worthen
AdvancementVice
President
MatthewRichardson
AcademicVicePresident
BrentWebb
InternationalVice
President
SandraRogers
AdministrativeVice
President
BrianEvans
StudentLifeVice
President
JanScharman
InfoTechnologyVice
President
KellyFlanagan
AssistanttoPresident
JamesGordon,PlanningandAssessment
MikeOrme,GeneralCounsel
Deans
JimRasband,ClarkLawSchool
PatriciaRavert,Nursing
BenOgles,Family,HomeandSocialSciences
StephenJones,FineArts
AlanParkinson,EngineeringandTechnology
JohnRosenberg,Humanities
JamesPorter,LifeSciences
LeePerry,MarriottSchoolofManagement
MaryAnnePrater,McKaySchoolofEducation
ScottSommerfeldt,PhysicalandMathSciences
BrentTop,ReligiousEducation
Figure1.3.a.OrganizationalchartforBrighamYoungUniversityadministration
41
UniversityPresident
KevinJ.Worthen
AcademicVicePresident
BrentWebb
Dean
CollegeofLifeSciences
JamesPorter
AssociateDean
MichaelBarnes
Chair
Biology
DennisShiozawa
Chair
PDBiology
DixonWoodbury
Chair
FoodScience
MichaelDunn
Chair
ExerciseSciences
GaryMack
AssociateDean
EricJellen
Chair
HealthScience
CarlHanson
Chair
PlantandWildlife
BrockMcMillan
AssociateChair
Curriculum
RosemaryThackeray
Director
MasterofPublicHealth
GordonLindsay
Chair
Microbiology
RichardRobison
AdministrativeAssistant
MichelleForstrom
AssistantChair
Finance
EmilyEyre
Figure1.3.b.OrganizationoftheCollegeofLifeSciences
42
1.3.c.ProgramInvolvement(Descriptionoftheprogram’sinvolvementandrolein
thefollowing:budgetingandresourceallocation,includingbudgetnegotiations,
indirectcostrecoveries,distributionoftuitionandfees,andsupportforfundraising;personalrecruitment,selection,andadvancement,includingfacultyand
staff;academicstandardsandpolicies,includingestablishmentandoversightof
curricula.)
LinesofAccountability.Figures1.3.aoutlinestheorganizationaladministrationofthe
university.Figure1.3.bportraysthattheMPHProgramDirectorGordonLindsayreportsto
theChairoftheDepartmentofHealthScience,CarlHanson.ThechairreportstoJames
Porter,DeanoftheCollegeofLifeSciences.HereportstotheAcademicVicePresident
BrentWebbwhoreportstotheBYUPresidentKevinJ.Worthen.Thus,thereisaclearline
ofaccountabilityfromtheMPHDirectorupthroughthePresident.Theprogramdirector
hasfullaccesstothedepartmentchair.Openaccesstothecollegedeanisalsoavailable
althoughidealcommunicationandaccountabilityisusuallydirectedthroughthe
departmentchair.Theprogram’saccessandaccountabilitytotheacademicvicepresident
anduniversitypresidentisalsopossible,butprocedurallyismademoreefficientby
workingthroughthechairandthedean.Thisprogrambenefitsfromadministratorswho
aresupportiveofitswork,fromthechairthroughthepresident.
PrerogativesExtended.AttheDepartmentofHealthSciencelevel,thedepartmentchair
hastheprerogativetoestablishorganizationalstructures,committees,studentassociations
orotherdepartmentorprogramlevelchangesasneeded.Thechair,ofteninconsultation
withthedepartmentfaculty,determinestheinternalorganizationofthedepartment.The
chairandthedirectorworkcloselytogetherwhenanyofthosedecisionsimpacttheMPH
program.Thechairgenerallycreatesinternalstructuresfromintra-departmentalstrategic
planningproceduresonanannualbasis,asinformedbyfacultyinputandprogramdirector
input.Thislevelofstrategicplanningprocessisgenerallysharedwiththecollegedeanas
aninformationalitem.Yetthecreationofintra-departmentalproceduresarethe
prerogativeofthechairsolongasgeneraluniversitypracticesorprinciplesarepreserved.
Nameortitlechangestotheacademicunitincludingcurricularchanges,however,mustbe
approvedatthecollegeanduniversitylevels.
BudgetingandResourceAllocation.Theuniversitybudgetprocessbeginsinthefall.A
strategicresourceplanningprocessguidesthedevelopmentandallocationofbudgetsat
BYU.ThisprocessisinitiatedinMarchwhendeansdistributeresource-planning
documentstodepartments.Departmentchairsarerequiredtoreviewperformanceforthe
previousyear,modifythedepartment’sthree-yearstrategicplan,requestresources,and
estimateandsubmitthebudgettothedeanbymid-April.ThedeanhasuntiltheendofMay
toprioritizerequestsandprepareacollegeresource-planningsummarywhereinthedean
evaluatesperformanceofallcollegedepartments,estimatesthebudgettoboththecollege,
andsubmitsthecollegebudgettothesupervisoryvicepresidentandtotheBudgetOffice.
Vicepresidentsmeetwithdeanstoreviewstrategicplansandresourcerequests.Vice
presidentssubmitfinaldocumentstotheuniversity’sBudgetOfficebytheendofJune.The
BudgetOfficethenpreparesabudgetsummarybytheendofJulyforthePresident’s
43
Council.ThePresident’sCouncilhasuntiltheendofAugusttomeetwithdeans,determine
institutionalstrategiesandfundingpriorities,andapproveafinallistofprioritiesandthe
budget.TheBoardofTrusteesandtheChurchEducationSystemthenmakefinalapproval
forthesubsequentcalendaryear.
Eachyear,theuniversity’ssponsor,TheChurchofJesusChristofLatter-daySaints,makes
university-wideadjustmentstoFund-11accountcodes(e.g.,salaries,supplies,travel,
equipment,etc.)basedonmarketconditionsandinflationaryfactors.Oncetheuniversity
receivesthesepercentallocations(levelfunding,increasesordecreases),theofficeofthe
AcademicVicePresidentmaythendistributetheseallocationsdirectlytocollegesormake
internaladjustmentspriortoestablishingcollegebudgets.Internaladjustmentsmay
include,butarenotlimitedtostudentenrollmentsbycollege,programadditionsor
reductions,salarysurveyadjustments,andsoon.Oncecollegebudgetsareestablished,
deansmaythenadjustdepartmentbudgetsbasedonthesameorsimilarcriteria.Inthe
CollegeofLifeSciences,budgetdecisionsaremadefordepartmentsbasedonhistorical
spending,thenumberoffacultyFTE,numberofstudentgraduates,andnumberofstudents
currentlyenrolledbymajorineachdepartment.Forexample,oneallocationgivento
departmentsbythecollegethatisbasedonstudentenrollmentandstudentgraduatesis
theStudentExperienceEnrichmentallocation.Thesefundsaretobeusedtoprovide
studentswithlearningexperiencessuchasmentoredresearch,travel,andattendanceat
professionalconferences.Departmentsandcollegescanrequestbudgetincreasesor
adjustmentsinanyareaonanannualbasisthroughtheresourceplanningprocess.
Programfundingforthepublichealthprogramisadministeredbythedepartmentchair
andisevaluatedeveryyearduringtheCollegeandUniversitybudgetandresource
allocationprocessasdescribedintheparagraphsabove.TheMPHprogrambudgetisa
significantportionoftheDepartmentofHealthSciencebudget,buttheseaccountsare
administeredbytheMPHprogramdirector(seeCriteria1.6.a).TheMPHallocation
includesdollarsdirectlyfromtheOfficeofGraduateStudiesaswellasdollarsdirectlyfrom
theuniversitytobeusedforoperations.AllocationfromtheOfficeofGraduateStudiesis
basedonGraduateStudiesBaselineFundingModel(seeResourceFile1.6).Thismodelisa
formulathatprovidesdollarstotheprogrambasedontheamountofmoneyneededto
fullyfundagraduatestudentintheprogramaccordingtothebestpracticesofthe
discipline.Theprogram’sresourcesfromtheOfficeofGraduateStudiestotaled$96,223in
2015,upfrom$68,275in2014.DollarsthatcomefromGraduateStudiesareused
exclusivelyforstudentsupportandscholarships.Theincreasedbudgetallocationwill
alleviatefinancialconstraintsforstudentsintheprogram.TheMPHprogramoperating
budgethadpreviouslybeenapproximately$20,000ayearsince2011andtherecent
increasehasbeenprovidedinresponsetobudgetandresourceallocationnegotiations
conductedbythechairandinconsultationwiththeprogramdirector.RefertoCriteria
1.6.aforadditionaldetailsonbudgetandtheresourceallocationprocessesforthe
program.
PersonnelRecruitment,SelectionandAdvancement.Thedepartmentchairandfaculty
continuallycollectdataonprospectivefacultymemberstomeettheneedsofboththeMPH
44
andundergraduateprograms.Facultysearchesareinitiatedasopeningsaremade
availableatthecollegelevel.Eachdepartmentchairinthecollege,inconsultationwith
theirrespectivedepartmentfaculty,developsapositionjustificationthatisusedtoaward
openpositionstodepartments(seeResourceFile1.3).Nationalsearchesareconductedin
healtheducationandotherpublichealthforumstoattractthemostqualifiedcandidatesto
jointhefacultyandexcelinteaching,researchandservice.Recentpositionannouncements
havebeenplacedinthefollowingpublicationsandinternetjobsearchservices:Chronicle
ofHigherEducation;APHAPublicHealthCareerMart;HPCareer.net;AmericanJournalof
PublicHealth;TheNation’sHealth;PublicHealthEmploymentConnection-CareerAction
Center(Emory);anddiscipline-specificsources(e.g.,AmericanProfessionsinInfection
ControlandEpidemiology,SocietyforHealthCareEpidemiology,AmericanIndustrial
HygieneAssociation).Samplesofpositionannouncementsfromthepublichealthprogram
arefoundinResourceFile1.3.
ThestatedpolicyofBYUprovidesequalemploymentopportunitytoallqualifiedapplicants
withoutregardtorace,color,sex,nationalorigin,age,veteranstatus,ordisability.
However,approximately95%ofallBYUfacultyaremembersofTheChurchofJesusChrist
ofLatter-daySaintswiththeremaining5%representingmorethan20faiths.Latter-day
SaintfacultymustbeactiveandfaithfulmembersofTheChurch.Allfaculty,regardlessof
religiousaffiliation,mustadheretotheuniversity’shonorcode.
In2007,thefacultyadoptedthefollowingguidelinesforfacultyrecruitmentandselection
ofdiversecandidates,whichappearinthe2014—2015MPHprogrampolicyand
procedures(Policy3.2,ValuingofDiversity):First,diversityisdefinedas“Diversity
encompass[ing]thepresenceandparticipationofindividualswhodifferandaresimilarby
characteristicssuchas,butnotnecessarilylimitedtorace,age,color,ethnicity,gender,
nationalorigin,religion,disabilitystatus,healthstatus,healthdisparitiesandcommunity
affiliation.Diversityalsoincludesvarioussocio-economicbackgrounds,historically
underrepresentedpopulationsaswellasideasandbeliefs”(CornerstoneofExcellence—The
PennsylvaniaStateSystemofHigherEducationDiversityStrategicPlan;usedbypermission).
Second,positiondescriptionsnowincludeabbreviatedformsofClowney’sdiversity
criteria(usedbypermission):“Researchorotherworkexperiencewithindiverseor
minoritypopulations(e.g.,racial/ethnic,cultural,personswithdisabilities,etc.)and
interestinperformingresearchorserviceamongthesepopulationsisalsodesirable.”
Third,positiondescriptionsseektopromotetheuniversityandlocalebyemphasizing
proximitytoSaltLakeCityandmanyout-of-dooractivities,suchasmountainbiking,skiing,
hikingorotherrecreationalexperiences.Finally,searchcommitteeswillincludeatleast
oneethnicallydiversefaculty.Webelievethesediversity-friendlypoliciesandprocedures
willimprovetheprogram’scapacitytorecruitcompetent,versatileanddiversecandidates.
Priortobeinghired,prospectivefacultyundergoarigorousinterviewprocesswithcurrent
faculty,thedepartmentchair,thecollegedean,universityadministration,andecclesiastical
leaders.Prospectivefacultymustdemonstrateaprovenrecordorhighpotentialfor
successinteaching,research,andservice,astrongcommitmenttodepartmentprograms,
andinterpersonalskillsthatwillhelpensuresuccessfulworkingrelationshipswithfaculty
45
andstudents.Thefirstsixyearsafterappointmentinatenure-track(CFS)position
representaprobationaryperiodduringwhichthedepartmentchairannuallyreviewsa
facultymember’sperformance.Toreceivetenure,facultymembersmustpasstwoformal
universityreviews.Aninitial-orthird-yearreviewassessesthefacultymember’s
performanceandpromiseinresearch,teachingandservice.Thefinal(six-year)review
includesexternalreviewsforbothrankadvancementandCFS.
TheRankandStatusPolicy,availableforon-sitereview,establishesretention,grantingof
tenure,continuingstatus,andrankadvancementoffaculty.Itestablishesstandardsof
performanceinthreeareasoffacultyresponsibility(citizenship,teaching,andscholarship),
andcriteriabywhichfacultyperformanceistobeevaluated.Thepolicyalsoestablishesthe
procedurestobefollowedinevaluatingfacultyintheinitialreview,thefinalreview,and
forrankadvancement,alongwiththetimetableforthescheduledreviews.Thepolicyalso
specifiestheresponsibilitiesoffacultymembersforpreparingmaterialstobeusedasthe
basisofevaluationinthereviews,aswellastheresponsibilitiesofdepartmentrankand
statuscommittees,departmentchairs,departmentfaculty,collegerankandstatus
committees,deans,andtheuniversitycouncilonrankandstatus.Additionally,the
documentidentifiespoliciesconcerningacademicfreedom,graduatefacultystatus,andthe
facultygrievancespolicies.Thedepartmentandprogramadherestothepolicydocument.
Searchesforstaff,suchastheMPHsecretary,areinitiatedwhentheneedarises.Ifthe
positionisassociatedwithMPHprogram,thedepartmentchairworkswiththeMPH
directortoensurethepositionjustificationandannouncementarecreatedandsubmitted
tothedeanforpermissiontomoveforwardwithasearch.Oncepermissionisgranted,the
announcementispostedthroughYJobsandasearchcommences.Asearchcommitteemade
upoftheappropriateadministrator(e.g.,MPHdirector)andexistingofficestaffreviewand
rankordercandidatesbasedonthepositionrequirements.Thesearchcommitteeselects
thetopcandidateforthepositionbasedonin-personinterviews.
AcademicStandardsandPolicies,includingEstablishmentandOversightof
Curricula.Academicstandards,availableforon-sitereview,canbefoundintheBYU
UndergraduateCatalog(seeResourceFile2.1orhttp://registrar.byu.edu/catalog/20142015ucat/AcadStandards.php)andtheBYUGraduateStudiesPolicies(seeResourceFile
1.5or
https://graduatestudies.byu.edu/sites/default/files/graduatestudies.byu.edu/files/files/p
olicies/b_section_ppm.pdf).
Anoverviewoftheestablishmentandoversightofacademicstandardsisdescribedbelow:
TheChurchofJesusChristofLatter-daySaintssponsorsBYU.TheBoardofTrustees,
composedofthepresidentoftheChurch,histwocounselors,andsevenadditionalmenand
women,allprominentleadersoftheChurch,isthegoverningbodyoftheuniversity.The
BoardofTrusteesentrustsgeneraladministrationtotheuniversitypresidentwhois
assistedbyotheradministrativeofficersknownasthePresident’sCouncil.WhiletheBoard
ofTrusteeslargelyentrustsauthorityforpoliciesoftheuniversitytotheuniversity
46
presidentandhiscouncil,administrativeauthorityofacademicprogramsissharedwith
collegedeansanddepartmentchairs.
TheDean’sCouncil,whichreportsdirectlytotheuniversitypresidentandacademicvice
president,isresponsibletodiscussandreviewacademicmattersastheyaffectandapplyto
theuniversity.ItischairedbytheacademicvicepresidentandcomposedofthefivememberAcademicVicePresident’sCouncilandtheuniversity’sdeans.Thedeanof
graduatestudiespublishesandestablishesguidelinesforacademicstandardswhose
stewardshipiscomplementarytotheacademiccollegesdeans.Thedeanofeachcollegeis
responsibletotheacademicvicepresidentfortheeffectiveleadershipandadministration
ofthecollege.Thedeanprovidesvisionandleadershipforexcellenceinresearch,teaching,
andprofessionalservice.
Departmentchairsserveasadvocatesforfacultyandprovideleadershipindevelopingthe
collectivevisionofthedepartment’sfutureanditsroleintheuniversity.Thedepartment
chairalsoprovidesleadershipforresearch,teachingandservicewithinthecontextofthe
department’smission.Departmentchairsareresponsibletoseekoutandemployhigh-
qualityfacultymembers,supportnewfacultymembers,conductperformanceevaluations
(includingthoseassociatedwithpromotionandCFS),andperformvariousadministrative
functions(e.g.,managingthecurriculum,writingvariousreports,overseeingdepartment
reviews,performingprogramevaluations,managingbudgets).Thedepartmentchair
reportstothecollegedeanandkeepsthedeanapprisedofimportantdepartmentactivities.
Collectively,theAcademicVicePresident’sCouncilandDean’sCouncilhaveprimary
responsibilityfortheestablishmentofacademicstandardsandpoliciesattheuniversity.
Thedeans,departmentchairs,andfacultyhaveprimaryresponsibilitytoensurethat
degreeprogramsandcurricularepresentappropriatetheoryandpracticefortheir
respectivedisciplines.
TheBYUFacultyAdvisoryCouncil(FAC),a38-memberorganizationthatprovidesinput
directlytotheacademicvicepresident,istheofficialvoiceofthefacultytouniversity
administration.TheFACmayraiseissues,considerissuespresentedbyfacultymembers,
orrespondtoissuessubmittedtothembytheadministration.Thestandingcommitteesof
theFACmaycreatealiaisonwithotheruniversitycommitteesasneeded.FACmembersare
electedbytheircolleaguesandserveonthecouncilprimarilyasuniversitycitizenswitha
universityviewpointandsecondarilyascollegerepresentatives.InadditiontotheFAC,68
universitycommitteeshavebeenestablishedtopursuethemissionoftheuniversityand
ensurethesuccessofstudents,faculty,andstaff.
Whensubstantiveprogram-levelcurricularchangesaretobemade,theprocessisinitiated
atthedepartmentlevelwithrecommendationsfromeitherthedepartmentUndergraduate
CurriculumandLearningCommitteeortheMPHCurriculumandLearningCommittee.
Proposedcurricularchangesarearticulatedusingtheproperformsandsubmittedtothe
departmentchairforapprovalandsignature.Signedformsarethensubmittedtothe
collegedean’sofficewheretheassociatedeanwithresponsibilityforcurriculumreviews
47
theproposedchangeswiththeCollegeCurriculumCommittee.Ifchangesmeetall
universitypoliciesandprocedureandareapproved,theproposalisadvancedtothe
UniversityCurriculumCouncil(UCC)forconsideration.Approvedrequestsaresentbackto
departments.Ifdeniedorsentbacktothedepartmentorcollegeforfurtherwork,the
associatedeanisresponsibleforannouncingthedenialorworkingwithresponsible
partiestoresolvetheissues.Policiesandproceduresrelatedtocurriculumarefoundinthe
UniversityCurriculumHandbookat:https://registrar.byu.edu/catalog/curriculum/.
1.3.d.CollaborativeProgram.(Ifacollaborativeprogram,descriptionofall
participatinginstitutionsanddelineationoftheirrelationshipstotheprogram.)
Notapplicable.
1.3.e.FormalWrittenAgreementofCollaboration.(Ifacollaborativeprogram,acopy
oftheformalwrittenagreementthatestablishestherightsandobligationsofthe
participatinguniversitiesinregardtotheprogram’soperation.)
Notapplicable.
1.3.f.CriterionAssessment(Assessmentoftheextenttowhichthiscriterionismet,
criterion.)
Thiscriterionismet.
Strengths
• TheBYUpublichealthprogramisanintegralpartofanaccreditedinstitutionof
higherlearning.Theuniversityislocatedinaregionwherepublichealtheducation
isvalued,andthesponsoringinstitutionandtheuniversitystronglysupportsthe
programs.Thisprogramhasclearreportinglineswithintheinstitutionandalso
benefitsfromitsconnectionstothedepartmentandcollege.
• Clearandrelevantpolicies,procedures,andpracticesallowthepublichealth
programstooperateanditsfacultytoadvanceinafunctionalanddesignated
manner.
• Thepublichealthprogramshasfullresponsibilityforitscurriculum,with
appropriatecurricularoversightatthedepartment,collegeanduniversitylevels.
Thereisaspiritofrespectandsharedgovernancefromtheadministrative
structuresofthedepartment,collegeanduniversity.
Weaknesses
• None.
ActionPlan
• Continuetoactinaccordancetotheproceduresasoutlined.
48
1.4 OrganizationandAdministration.Theprogramshallprovidean
organizationalsettingconducivetopublichealthlearning,researchand
service.Theorganizationalsettingshallfacilitateinterdisciplinary
communication,cooperationandcollaborationthatcontributetoachieving
theprogram’spublichealthmission.Theorganizationalstructureshall
effectivelysupporttheworkoftheprogram’sconstituents.
1.4.a.AdministrativeOrganization.(Oneormoreorganizationalchartsshowingthe
administrativeorganizationoftheprogram.)
Chair
DepartmentofHealthScience
CarlHanson
Director
MasterofPublicHealth
Secretary
MPHStudentCouncil
GordonLindsay
MPHStudent
Admissions
MPHCurriculum
Committees
Committee
Committee
GraduateFaculty
Figure1.4.a.1.DepartmentorganizationfortheMPHprogram
Figure1.4.a.1illustratesthedepartmentadministrativeorganizationoftheMPHprogram.
TheMPHdirectorreportstothedepartmentchair,whohasleadershipoversightofthe
entiredepartment.AllcommitteesaswellastheMPHStudentCouncilhaveMPHstudent
representation.
49
Chair
DepartmentHealthScience
CarlHanson
AdminAssistant
MichelleForstrom
InternshipCoordinator
StephanieLutz
AcademicAdvisor
BethLiechty
Curriculum
Committee
Part-Time
Faculty
Adjunct
Faculty
BPHAAdvisory
Council
Full-Time
Faculty
HealthScience
Students
Figure1.4.a.2.DepartmentOrganizationfortheBSinPublicHealth
Figure1.4.a.2.illustratesthedepartmentadministrativeorganizationfortheBSinPublic
Healthdegree.Thedepartmentchairhasdirectsupervisoryresponsibilityforthe
administrativeassistant,internshipcoordinator,andacademicadvisor.
1.4.b.InterdisciplinaryCoordination,CooperationandCollaboration(Descriptionof
themannerinwhichinterdisciplinarycoordination,cooperation,andcollaboration
occurandsupportpublichealthlearning,researchandservice.)
On-CampusRelationships.Bynature,publichealthisinterdisciplinary.Itvaluestheory
andpracticesfrompsychology,sociology,economics,statistics,politicalscienceandother
academicareasinordertoimprovethehealthofpopulations.Inthatspirit,thedepartment
chair,collegedeanandprogramdirectorcontinuetomaintaingoodrelationshipsfor
teachingandresearchwithotherdepartmentsoncampussuchasanthropology,
communications,internationalareastudies,nursing,nutrition,dieteticsandfoodscience,
politicalscience,statistics,publicadministration(MPA)andsocialwork.Studentsinboth
ourundergraduateandgraduateprogramsareencouragedtotakecoursesinthese
departmentsaselectives,basedontheirinterests.
Meetingswithseveraldepartmentchairsandcollegedeansthroughouttheuniversityhave
producedalistofpotentialcollaborations,allowingstudentsexpandedopportunitiesfor
electivecreditsoutsidetheDepartmentofHealthScience,sharedsupervisoryfunctionsof
internationalfieldworkexperiences,interdepartmentalmembershipongraduate
50
committees,collaborativeresearch,collaborativewritingofexternalfundingproposals,
andserviceasinterdepartmentalguestlecturersonselecttopics.Forexample,in
partnershipwiththeDavidM.KennedyCenterforInternationalStudies,theDepartmentof
Anthropology,andtheDepartmentofSociology,thepublichealthprogramhasled
internship-basedinternationaltrainingexperiencesinIndia,Taiwan,Peru,andPanama.
BYUoffersastrenuous,friendly,andcollegialenvironmentforstudentsandfaculty.This
interdisciplinaryappreciationhasincreasedinourowndepartmentandprogram,and
similarlyacrosscampus,becauseoftheuniversity’sfundedobjectivetoincreasefacultyto
studentmentoringandgraduatestudenttoundergraduatestudentmentoring.
Increasingly,facultymembershaveteamedwithstudentsandotherfacultyfromvarious
disciplinestoproducethesementoringenvironments.Duringthelastthreeyears,specific
collaborationsbetweendepartmentfacultymembersandotherfacultymembersorother
unitsacrosscampusduringthelastthreeyearsareprimarilyreflectedincopublished
works(seeCriterion3.1.d).NonscholarlycollaborationsincludetheannualWorldSenior
Games,whichhasbeencoordinatinghealthylifestylescreeningsandseminarssince993
formorethan8000participantsinSt.George,Utah(facultyco-coordinators:RillaHawkins,
DepartmentofHealthScience;Dr.RonaldHager,ExerciseSciences).Inaddition,Dr.Len
NovillaalongwithInterprofessionalEducationCollaborativeandmultiplenursingfaculty,
hasformedcollaborativestudentprojectsandeducationalexperiencesbetweennursing
andpublichealthinterests.
MPHProgram.Currentstudentsandfacultyrepresentvariedareasofinterestwithin
publichealthaswellasdifferentdisciplinesbeyondourfield.Thisstrengthisfostered
largelyaresultoftheprogramnothavingprerequisitecoursemandates.Infact,our
studentrecruitmenteffortsextendacrossallprogramsanddisciplinesincludinghealth
science,nursing,businessandvariousbiologicalsciences.Werecruitbroadlybecausewe
believethatpublichealthisstrongwhenpersonswithdiverseundergraduatedegreesand
experiencescometogethertolearn,share,discover,andapplythefundamentalsand
competenciesofpublichealth.Thepresenceofstudentsfromanumberofacademic
programsinthesameclassroomhelpstoensurethatavarietyofviewpointsareexpressed
andthatfacultymentorsrepresenttheseviewpointsintheirinstruction.Out-of-class
cooperationacrossvariousdisciplinesisalsoexemplifiedthroughinternationalarea
studies(DavidM.KennedyCenterforInternationalStudies).Herein,pre-medicine,nursing,
biology,politicalscience,internationalbusiness,healtheducationandpublichealthmajors
assembletotackleimportantprojectsinmanypartsoftheworldincludingTaiwan,India,
Peru,andPanama.
BSinPublicHealth.Undergraduatestudentsarelikewiseencouragedtotakecourses
outsidetheDepartmentofHealthScience,inadditiontorequiredandelectivepublichealth
optionsfoundinthevariousprograms.Forexample,therearegrowingnumbersof
studentsinterestedinhealthcareadministrationasafield.Thesestudentsoftenpursue
minorsinbusinessadministrationinordertofulfilltheircareergoals.Likewise,wehave
studentswhotakecoursesinscientificwriting,grantwriting,internationalstudies,
statisticsandgeography.Studentsareactivelyadvisedtoacquiretheskillsneededto
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pursuetheirinterestsbytakingclassesbothinsideandoutsidetheDepartmentofHealth.
Undergraduateresearchopportunitiesalsofrequentlyinvolveinterdisciplinarywork,as
studentsarementoredbymultiplefacultyorworkwithanoutsideinstitutionundera
facultymentor.
Off-CampusRelationships.BYUhasalonghistoryofprovidingopportunitiesand
encouragingstudentsandfacultytoperformcommunityserviceatalllevelsincluding
generatinguniqueopportunitiesforthelargepercentageofstudentswhopossesslanguage
skillsbeyondEnglish.Furthermore,bothfieldworkrequirementsandavarietyofclass
projectsatboththegraduateandundergraduatelevelsallowstudentstobeexposedto
manydisciplinesinacollaborativeandcoordinatedfashion.Facultymembersactively
participatewithbothacademiciansandpractitionersinhealtheducation/publichealthin
activitiesrelatedtoscholarshipandactualpublichealthinterventions.Examplesofoffcampusrelationshipsincludethosepresentedincriterion3.1.b.andadditional
relationshipsarenotedbelow:
• CommunityHealthConnect,Provo,UT
• HumanitarianandWelfareServices,LDSChurch,SaltLakeCity,UT
• HuntsmanCancerCenter,SaltLakeCity,UT
• HuntsmanWorldSeniorGames,St.George,UT
• IndianHealthWalk-inCenter,SaltLakeCity,UT
• PanAmericanHealthOrganization,Washington,DC
• RussellB.ClarkGerontologyConference
• SaltLakeValleyHealthDepartment,SaltLakeCity,UT
• ThrasherResearchFund,SaltLakeCity,UT
• UnitedWayofUtahCounty,Provo,UT
• UtahAsthmaTaskForce,UtahDepartmentofHealth,SaltLakeCity,UT
• UtahCancerRegistry,UniversityofUtah,SaltLakeCity,UT
• UtahCountyHealthDepartment,Provo,UT(AcademicHealthDepartment,Agreement)
• UtahRotaryandRotaryInternational
• UtahStateAttorneyGeneral’sOffice,SaltLakeCity,UT
BYUisfortunatetohaveacloseworkingrelationshipwiththelocalUtahCountyHealth
DepartmentandstrongconnectionstotheUtahDepartmentofHealthgiventhatthe
programhasthreeleadingpublichealthpractitionersfromthesesettingsasfull-time
faculty(Dr.BradNeiger,Dr.RosemaryThackeray,andDr.AliCrandall).Programfaculty
membersformedanacademichealthdepartmentin2008attheUtahCountyHealth
Department(seeResourceFile1.4).Thisrelationshiphasprovidedmanyopportunitiesfor
studentsandfacultytoconnectonpublichealthprojectsinthecommunity.
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1.4.c.CriterionAssessment(Assessmentoftheextenttowhichthiscriterionismet,
criterion.)
Thiscriterionismet.
Strengths
• BYUprovidesanorganizationalsettingconducivetoteaching,learning,researchand
service.Bothon-campusandoff-campusrelationshipsaboundandeffectivelyhelpthe
programofferrichlearningexperiencesforstudentsandvaluableresearch
opportunitiesforfaculty.Thecollegeanddepartmentalsofacilitateinterdisciplinary
communicationandcollaborationandfosterthedevelopmentofprofessionalvalues,
conceptsandethicalpractices.TheMPHandundergraduateprogramsbenefitfroma
stableandclearlydefinedorganizationwithagrowing,cohesivefaculty.
Weaknesses
• Whiletheexternalrelationshipswithlocalandstatepartnersisrelativelystrong,the
focusofrelationshipsrelatesprimarilytotraditionalpublichealthsettingssuchas
governmententities.
ActionPlan
• Thedepartmentwillcontinuetopursueadditionalpartnerships,particularlythosethat
expandfieldworkopportunitiesindiversesettingsofpractice.
53
1.5 Governance.Theprogramadministrationandfacultyshallhaveclearly
definedrightsandresponsibilitiesconcerningprogramgovernanceand
academicpolicies.Studentsshall,whereappropriate,haveparticipatoryroles
inconductofprogramevaluationprocedures,policy-settinganddecisionmaking.
1.5.a.StandingandAdHocCommittees(Alistofstandingandimportantadhoc
committees,withastatementofcharge,compositionandcurrentmembershipfor
each.)
Table1.5.a.1representsallstandingandadhoccommitteeswithintheDepartmentof
HealthScienceduringthe2015/2016academicyearunlessotherwisenoted.Membership
onthesecommitteestypicallychangesonanannualbasisasthedepartmentchairconsults
withfaculty.
Table1.5.a.1.ListofStandingandAdHocCommittees
AccreditationCommittee(adhoc)
Charge
Provideinputintotheself-studyprocess.Inaddition,reviewdataandprovide
recommendationswhileassistingwithself-studyediting.
Composition
MembersareappointedbythedepartmentchairandincludetheMPHDirector
andCurriculumandLearningCommitteeChairandtheUndergraduateCurriculum
andLearningCommitteeChair.
Membership
Hanson(Chair),Barnes(Vice-Chair),Sloan,Chaney,Magnusson,West
2014/2015
AwardsCommittee(standing)
Charge
Identifyrecipientsofundergraduateandgraduatestudentawards,andfaculty
awards.TwospecificMPHawardsareselectedannually:MPHSpiritAwardand
GraduateStudentoftheYearAward.
Composition
Membersareappointedbythedepartmentchairandincludethedepartmentchair
andgraduatefacultyinthedepartment.
Membership
Hall(Chair),Thygerson,Novilla
BYUPublicHealthAssociation(standing)
Charge
MentorBPHAleadersandotherstudentandorganize2to3meaningfulactivities
duringfallandwintersemesters.
Composition
Membersareappointedbythedepartmentchairandincludethedepartmentchair
andadvisor.
Membership
Leichty(Co-Chair),Hanson(Co-Chair)
FacultySearchCommittee(adhoc)
Charge
Identifiesdepartmentneedsandrolesfornewfacultypositions,createsaposition
announcementgivenuniversitystandardsandpublichealthprogrampolicies,
advertisespositionswidelythroughouttheprofession,assessesthestrengthsand
weaknessesofapplicants,andrecommendstopapplicantstofacultyforfurther
consideration.
Composition
Membership
Althoughthedepartmentcanelecttoconductthiscommitteeat-large,this
committeeisnormallycomposedofthedepartmentchairandgraduatefacultyin
thedepartment.
Page(Chair),Thygerson,Novilla,Merrill
54
InternationalPlacementCommittee(adhoc)
Charge
Providesrecommendationsforcontinuinginternationalinternshipplacementand
considershowtomanagein-countyneedswiththeKennedyCenter.Also
considersthequalityofinternships.
Composition
Membersareappointedbythedepartmentchairandincludetheundergraduate
internshipcoordinator.
Membership
Crookston(Chair),Page(ViceChair),Hall,Thygerson,West,Lutz(Internship
Coordinator)
MeritPayCommittee(standing)
Charge
Assistthedepartmentchairindeterminingmeritpayincreasesforfull-time
facultyusingestablishedcriteria.
Composition
Thiscommitteeiscomposedofthedepartmentchairandgraduatefacultyinthe
department.
Membership
Hanson(Chair),Chaney,Crookston,Thygerson
MPHAdmissionsCommittee(standing)
Charge
AssisttheMPHdirectorindeterminingadmissionsusingestablishedcriteria.
Composition
ThiscommitteeiscomposedoftheMPHdirector,graduatefaculty,andanMPH
studentfromtheMPHstudentcouncil.SeeCriterion1.2.aforamoredetailed
description.
Membership
Lindsay(Chair),Thacker,Crandall,Cole,Johnston,MPHstudent
MPHCurriculumandLearningCommittee(standing)
Charge
EnsurethatcurriculumandMPHpracticumcomponentsareconsistentwith
standardsestablishedbytheCouncilonEducationforPublicHealthandother
establishedstandardsforcommunityhealtheducationandpublichealthin
general.AlsoestablishesascheduletoensurethateachMPHcourseispeerreviewed.
Composition
ThiscommitteeiscomposedoftheMPHdirector,graduatefaculty,andanMPH
studentfromtheMPHstudentcouncil.SeeCriterion1.2.a.foramoredetailed
description.
Membership
Lindsay(Chair),Thacker,Crandall,Cole,Johnston,MPHStudent
UndergraduateCurriculumandLearningCommittee(standing)
Charge
Assesscurriculumasneededandensurelearningoutcomesaredeveloped,
measured,andreported.
Composition
Membersofthecommitteeareappointedbythedepartmentchairandinclude
fulltimefacultyandanadvisorrepresentativetotheBPHA.
Membership
Thackeray(Chair),Sloan,Hall,Johnston,Magnusson,Lutz,Eyre
RankandStatusCommittee(standing)
Charge
Recommendrankandstatusforapplicablefacultymembers.Thoroughlyreviewa
candidate’spacketandrelatedrecommendationstothefacultyasawholefora
finalvote.
Composition
Membersofthecommitteeareappointedbythedepartmentchairandinclude
facultywhoaretenured(receivedCFS)andachievedtherankofprofessor.
Membership
Merrill(Chair),Thackeray,Novilla
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ProfessionalandAlumniConnectionsCommittee(adhoc)
Charge
Promoteeventsorexperiencesthatencouragewomen(andmen)toconsider
graduateschool,includingthegroomingofbrightdoctoralcandidates;promote
alumniconnections;promotesocialmediapresence;andrecommendguest
speakerstomeetstudentneeds.
Composition
Membersareappointedbythedepartmentchairincludesoneacademicadvisor
andstaffsupport.
Membership
Magnusson(Chair),Crandall,Thackeray,Chaney,Leichty,Forstrom
MPHAlumniConference(adhoc)
Charge
Explorethehostingoptionsofauniversity-basedconferenceaspartofthe
programs’contributiontowardcontinuingeducation.Thecommitteeis
responsibleforselectingatheme,identifyingpotentialpartners,organizingthe
program,andmarketingtheconference.
Composition
Thiscommitteeiscomposedofthedepartmentchair,MPHdirector,graduate
facultyinthedepartmentandalumni.
Membership
Hanson(Chair),Barnes,Cole
2011/2012
1.5.b.CommitteeFunctions(Identificationofhowthefollowingfunctionsare
addressedwithintheprogram’scommitteesandorganizationalstructure:general
programpolicydevelopment;planningandevaluation;budgetandresource
allocation;studentrecruitment,admissionandawardofdegrees;faculty
recruitment,retention,promotionandtenure;academicstandardsandpolicies,
includingcurriculumdevelopment;researchserviceexpectationsandpolicies.)
GovernanceandEstablishmentofAcademicStandardsandPolicies.TheChurchof
JesusChristofLatter-daySaintssponsorsBrighamYoungUniversity.TheBoardof
Trustees—composedofthepresidentofthechurch,histwocounselors,andseven
additionalmenandwomen(allprominentleadersofthechurch)—isthegoverningbodyof
theuniversity.TheBoardofTrusteesentrustsgeneraladministrationtotheuniversity
presidentwhoisassistedbyotheradministrativeofficersincludinganassistanttothe
presidentforgeneralcounselandvicepresidentsoveracademics,advancement,
informationtechnology,internationalaffairs,studentlife,andgeneraladministration.
Collectively,theseadministrativeofficersconstitutethePresident’sCouncil.Whilethe
BoardofTrusteeslargelyentrustsauthorityforpoliciesoftheuniversitytotheuniversity
presidentandhiscouncil,administrativeauthorityofacademicprogramsissharedwith
collegedeansanddepartmentchairs.
TheDean’sCouncil,whichreportsdirectlytotheuniversitypresidentandacademicvice
president,isresponsiblefordiscussingandreviewingacademicmattersastheyaffectand
applytotheuniversity.Itischairedbytheacademicvicepresidentandcomposedofthe
five-memberAcademicVicePresident’sCouncilandtheuniversity’s16deans.Thedeanof
eachcollegeisresponsibletotheacademicvicepresidentfortheeffectiveleadershipand
administrationofhisorhercollege.Thedeanprovidesvisionandleadershipforexcellence
inresearch,teachingandprofessionalservice.
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Thedepartmentchairservesasanadvocateforfacultyandprovidesleadershipin
developingthecollectivevisionofthedepartment’sfutureanditsroleintheuniversity.
Thedepartmentchairalsoprovidesleadershipforresearch,teachingandservicewithin
thecontextofthedepartment’smission.Thedepartmentchairisresponsibleforrecruiting
andemployinghigh-qualityfacultymembers,supportnewfacultymembers,conducting
performanceevaluations(includingthoseassociatedwithpromotionandCFS),and
performingvariousadministrativefunctions(e.g.,managingthecurriculum,writing
variousreports,overseeingdepartmentreviews,performingprogramevaluations,
managingbudgets).Thedepartmentchairreportstothecollegedeanandkeepsthedean
apprisedofimportantdepartmentactivities.
Collectively,theAcademicVicePresident’sCouncilandDean’sCouncilhaveprimary
responsibilityfortheestablishmentofacademicstandardsandpoliciesintheuniversity.
Thedeans,departmentchairsandfacultyhaveprimaryresponsibilityforensuringthat
degreeprogramsandcurricularepresentappropriatetheoryandpracticefortheir
respectivedisciplines.
TheBYUFacultyAdvisoryCouncil(FAC),a38-memberorganizationthatprovides
representativeinputdirectlytotheacademicvicepresident,istheofficialvoiceofthe
facultytouniversityadministration.TheFACmayraiseitsownissues,considerissues
raisedbyfacultymembers,orrespondtoissuessubmittedbytheadministration.The
standingcommitteesoftheFACmaycreatealiaisonwithotheruniversitycommitteesas
needed.FACmembersareelectedbytheircolleaguesandserveonthecouncilprimarilyas
universitycitizenswithauniversityviewpointandsecondarilyascollegerepresentatives.
InadditiontotheFAC,68universitycommitteeshavebeenestablishedtopursuethe
missionoftheuniversityandensurethesuccessofstudents,faculty,andstaff.
TheDepartmentofHealthSciencefollowspoliciesandproceduresspecifiedbythe
university,theuniversity’sOfficeofGraduateStudies,andtheCollegeofLifeSciences.The
department’scapacitytoinfluencepoliciesandproceduresatthecollegeoruniversitylevel
dependslargelyontheextenttowhichthedepartmentchairorfacultymembers
participateoncommitteesorserveinotherwaysattheselevels.
Withinuniversityandcollegeparameters,thedepartmenthasautonomytogovernthe
undergraduateandMPHprogramoutrightorproposepolicychanges.Typicallypolicyand
academicstandardissuesoriginateandarevettedatthecommitteelevel.The
UndergraduateandMPHCurriculumandLearningCommitteesmonitoracademic
standardsbyannuallyreviewinganddiscussinglearningoutcomedata.Asmodifications
andadjustmentsareneeded,thecurriculumcommitteechairpresentsproposed
modificationstofacultyduringfacultymeetingsforratification.
GeneralprogrampolicydevelopmentisultimatelytheresponsibilityofMPHgraduate
facultyintheDepartmentofHealthScience.ThedepartmentchairandMPHdirector
managesthiseffortwithpolicydevelopmentandplanningassistanceprovidedfrom
appropriatestandingcommittees(e.g.,curriculum,admissions)andgraduatefaculty
57
membersinregulardepartmentmeetings.RepresentativesfromtheMPHstudentcouncil
areinvolvedinthesemeetings.
TheMPHprogramhasconsiderableautonomywithintheDepartmentofHealthScience.
MostMPHprogrampolicies,procedures,andstandardsaredevelopedthroughongoing
dialogueamongprogramfacultyandMPHstudents.Finaldecisionsonallemergingissues
andpoliciesrelatedtotheMPHprogramareapprovedbymajorityvoteamonggraduate
facultyduringdepartmentmeetingsthatareheldeverytwoweeksduringfallandwinter
semesters.
PlanningandEvaluation.Asidentifiedinthelistingofinterdisciplinarycollaborationsin
Criterion1.3.b,theprogramispoisedtoinvolvekeyon-campusstakeholders,students,and
selectoff-campuscommunitypractitionersinprogramgovernance.Theoutlineforthese
ongoinggovernanceactivitiesisdetailedinCriterion1.2.a.Theprogramiswellbalancedin
itsconnectiontostudentsandtothecommunityforgovernanceneeds.
BudgetingandResourceAllocation.Astrategicresourceplanningprocessguidesthe
developmentandallocationofbudgetsatBYU.ThisprocessisinitiatedinDecemberwhen
deansdistributeresource-planningdocumentstodepartments.Departmentchairsare
requiredtoreviewperformanceforthepreviousyear,modifythedepartment’sthree-year
strategicplan,requestresources,andestimateandsubmitthebudgettothedeanbymidApril.ThedeanhasuntiltheendofMaytoprioritizerequestsandprepareacollege
resource-planningsummarywhereinthedeanevaluatesperformanceofallcollege
departments,estimatesthebudgetforthecollegeandsubmitsthecollegebudgettoboth
thesupervisoryvicepresidentandtotheBudgetOffice.Vicepresidentsmeetwithdeansto
reviewstrategicplansandresourcerequests.Vicepresidentssubmitfinalresource
planningdocumentstotheuniversity’sBudgetOfficebytheendofJune.TheBudgetOffice
thenpreparesabudgetsummarybytheendofJulyforthePresident’sCouncil.The
President’sCouncilhasuntiltheendofAugusttomeetwithdeans,determineinstitutional
strategiesandfundingpriorities,andapproveafinallistofprioritiesandthebudget.The
BoardofTrusteesandtheChurchEducationSystemthenmakefinalapprovalforthe
subsequentcalendaryear.
Asdirectedbyuniversityprocesses,thedepartmentchairinitiatesresourceallocation
adjustmentsfortheannualprogrambudget.ThechairseeksinputfromtheMPHdirector,
facultyandstafftoeffectivelyconductresourceplanningfortheupcomingannualbudget
needs.Specifically,thesequeriesareannouncedindepartmentmeetingsorbyemail,and
arespecificallyinvitedduringannualperformancereviewsorotherlessformalsettings.As
reflectedinTable1.6.b.1,thedepartment’sbudgetrequests,includingnewFTEallotments
havesteadilyincreasedaccordingtotheserequests.Thedepartmentbudgetincludesa
stand-aloneallocationfortheMPHprogram.TheMPHoperatingbudgetallocationsexist
forsupplies,printing,telecommunications,off-campuscontractservices,student
scholarshipstipends,andtravel.Thisbudgetisthedirectresponsibilityoftheprogram
director.TheMPHbudgetdealsprimarilywithprogramoperations,anddoesnotinclude
studentresearchassistantships,facultywagesandbenefitsandfacultytravel.Thedirector
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oftheMPHprogramalsomeetsregularlywiththedepartmentchairtodiscussbudget
needs,includingteachingassistantships,researchassistantships.Astrongandsteady
increaseinfundinghasbeenavailablesincetheinceptionoftheprogram.
StudentRecruitment,AdmissionandAwardingofDegrees.Studentrecruitment,
admissionandawardingofdegreesaremanagedinaccordancewithestablishedpoliciesat
theuniversity,collegeanddepartmentlevels.
Avarietyofstrategiesareusedtorecruitstudentsatthegraduatelevel.Theprogram
distributesbrochures,attendsgraduaterecruitingfairsandplacesnewspaper
advertisementsandInternetmessagesonthewebsitetoattractaspecifictargetof
potentialstudents(churchmembersthroughouttheworldwhowouldscorehighon
admissionscriteria).Recruitmentapproacheshavebeenincorporatedintoeffortsto
promotestudentdiversity(seeCriterion4.3.b).
Arotatingadmissionscommitteeofgraduatefacultymembersandonecurrentgraduate
studentrepresentingtheMPHStudentCounciloverseeadmissiontotheMPHprogram.The
MPHdirectorchairsthiscommittee.Universityrequirementsformaterialsubmission(e.g.,
transcripts,lettersandTOEFLscoresforinternationalstudents)aremetfirst.Thenthe
MPHAdmissionsCommitteeusestheMPHadmissionscriteriatorankapplicants.This
criteriaincludesgradepointaverage;verbal,quantitativeandanalyticalwritingscoreson
theGraduateRecordExamination(GRE);professionalpublichealthexperience;diverse
background—race,ethnicity,internationalstudent;otherexperienceininternational
settingsorwithunderservedpopulationsindomesticsettings;andprofessionalgoalsin
publichealthandhealthpromotion(seeCriterion4.3.b).Afterstudentqualificationshave
beenassessedandranked,namesofrecommendedstudentsarepresentedtoand
approvedbythegraduatefacultyasawhole.
Theawardingofdegreesattheundergraduatelevelisoverseenbythecollegeadvisement
centerinconsultationwithundergraduateprogramadvisors.Thestudent’sgraduate
committeeandthedirectoroftheMPHprograminconjunctionwiththeuniversity’sOffice
ofGraduateStudiesandthecollege’sGraduateOfficeoverseetheawardingoftheMPH
degree.
FacultyRecruitment,Retention,PromotionandTenure.Facultyrecruitment,
retention,promotion,andtenurearemanagedbythedepartmentchairandfull-time
facultyinaccordancewithestablisheduniversity,college,anddepartmentpolicies.As
describedearlier,thedepartmentchairandfacultycontinuallycollectdataonprospective
facultymemberstomeettheneedsofboththeMPHandundergraduateprograms.National
searchesareconductedinhealtheducationandotherpublichealthforumstoattractthe
mostqualifiedcandidatestojointhefacultyandexcelinteaching,research,andservice
relatedtodepartmentprograms.ItisthestatedpolicyofBYUtoprovideequalemployment
opportunitytoallqualifiedapplicantswithoutregardtorace,color,sex,nationalorigin,
age,veteranstatusordisability.However,approximately95%ofthefacultyaremembers
ofTheChurchofJesusChristofLatter-daySaintswiththeremaining5%representing
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morethan20faiths.Latter-daySaintfacultymustbeactiveandfaithfulmembersofthe
Church.Allfaculty,regardlessofreligiousaffiliation,mustadheretotheuniversity’shonor
code.Althoughecclesiasticalleaders,universityadministration,andthecollegedean
interviewprospectivefacultytodeterminepersonalstandardsofbehavioraswellas
academicachievementorpotential,thedepartmentchairandfull-timefacultymakefinal
decisionsontheselectionofnewfaculty.
Whilefacultyrecruitmenthasbeenacollectiveresponsibilityofallfacultyinthe
department,morefocusedeffortstostayconnectedwithpossiblefacultycandidatesoccurs
throughtheworkoftheProfessionalandAlumniConnectionsCommitteeandthepublic
healthforumsandnetworkingevents(seeResourceFile3.3and4.4).Inaddition,theRank
andStatusCommitteeisprimarilyresponsibleforreviewingfacultyportfoliosfor
continuingfacultystatus(tenure)andpromotion.Retentionisenhancedthroughthework
oftheRankandStatusCommittee.Twofacultymembersareassignedtoeachnewfaculty
memberasRankandStatusCommitteeMentors(seeDepartmentCommittees,Resource
File1.5).Thedepartmentchairassignsfacultyasmentorsafterconsultationwitheachnew
facultymember.Mentorsprovidenewfacultywithadditionalconnectionswithinthe
departmentforsupportwithteaching,researchandservice.Mentorsalsoassistwith
navigationoftherankandstatusprocess.
SelectionandAdvancement.Priortobeinghired,prospectivefacultyundergoarigorous
interviewschedulewithcurrentfaculty,thedepartmentchair,thecollegedean,university
administration,andecclesiasticalleaders.Prospectivefacultymustdemonstrateaproven
recordorhighpotentialforsuccessinteaching,researchandservice,astrongcommitment
todepartmentprograms;andinterpersonalskillsthathelpassuresuccessfulworking
relationshipswithfacultyandstudents.Uponhiring,newfacultymembersaregiventwo
facultymentorstoworkwith.Thefirstsixyearsafterappointmentinatenure-track
positionrepresentaprobationaryperiodduringwhichafacultymember’sperformanceis
reviewedannuallybythedepartmentchair.Toreceivecontinuingfacultystatus(tenure),
facultymembersmustpasstwoformaluniversityreviews.Aninitial(thirdyear)review
assessesthefacultymember’sperformanceandpromiseinresearch,teachingandservice.
Thefinal(sixthyear)reviewincludesexternalreviewsforbothrankadvancementandCFS.
Thepublichealthprogramseekstohirefacultythatteachandcontributeatbothgraduate
andundergraduatelevels,perthemissionoftheuniversity.Withrespecttoretention,
promotionandtenure,standardsaresetattheuniversity,collegeanddepartmentlevels
forteaching,researchandservice.Duringbothformaluniversityreviews,thedepartment
chairandfull-timefacultyplaypivotalrolesindecision-makingregardingtenureand
promotion.First,adepartmenttenureandpromotioncommitteeassessesthe
accomplishmentsofthefacultymemberunderreviewandmakesarecommendationtothe
facultyasawhole.Thefacultymemberunderreviewhasanassignedmentorwhocan
providefairrepresentationduringthismeeting.Thedepartmentalsohasrepresentationat
thecollegereviewlevelandatanypointintimemayhavefacultyrepresentationatthe
universityreviewlevel.Departmentrecommendations,aswellasrecommendationsbythe
departmentchair,collegereviewcommitteeandcollegedean,bearsignificantweightin
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finaldecisionsrelatedtoretention,promotionandtenure.Thus,standardsforfaculty
recruitment,retention,promotionandtenurearesetbytheuniversityandfurther
specifiedbythedepartment.Astrategyforminorityrecruitmentisinplace(seeCriterion
4.3.b).
AcademicStandardsandPolicies.Academicstandardsandpoliciesaremaintainedby
full-timefaculty,thedepartmentchair,thecollegedean,thedeanofgraduatestudiesand
otheruniversitypersonnelinaccordancewithestablisheduniversitypoliciesand
proceduresasspecifiedintheUniversityPolicies/Proceduresdocuments(onlineresources
availableforonsitereview).
ResearchandServiceExpectationsandPolicies.Researchandserviceexpectationsand
policiesaredevelopedattheuniversity,college,anddepartmentlevelsandmanaged
primarilybythedepartmentchairwithassistancefromthefacultymentorandthe
departmenttenureandpromotioncommittee.Duringtheinitialperiodofemployment,
newfacultymembersreceivewrittencommunicationfromthedepartmentchairoutlining
expectationsforteaching,research,andservice.TheFacultyCenteralsoprovidesextensive
orientationseminarsandtrainingsessionstohelpfacultyunderstanduniversity
expectationsandpoliciesrelativetoresearchandservice.
Throughtherankandstatusprocess,theRankandStatusCommitteeisresponsiblefor
assessingfacultyportfoliosandexpectationsrelatedtoresearchandservice.Committee
findingsarearticulatedinaformallettersubmittedtothedepartmentchair.
1.5.c.GovernancePolicies(Acopyofthebylawsorotherpolicydocumentthat
determinestherightsandobligationsofadministrators,facultyandstudentsingovernance
oftheschool.)
ThepublichealthprogramfollowsthegovernancepracticesofBYUregardingtherights
andresponsibilitiesofadministrators,faculty,andstudents.AdministrationandFaculty
rulescanbefoundintheUniversityPolicies/Proceduresdocuments(see
https://policy.byu.edu).
Program-specificpoliciesthatguidefacultyandstudentsareidentifiedintheMPHStudent
Handbook,whichiswidelyavailableinhardcopyandonline.Thesepoliciesarecongruent
withthepoliciesandpracticesoftheuniversitygraduatestudies.TheGraduateStudies
PoliciesandProceduresmanualisincludedinResourceFile1.5.Allstudentsandfaculty
receiveacopyoftheMPHStudentHandbook(seeResourceFile1.5or
http://hs.byu.edu/Programs/GraduateProgram/MPHStudentHandbooksandDeadlines.asp
x).
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1.5.d.FacultyonUniversityCommittees(Identificationofprogramfacultywhohold
membershiponuniversitycommittees,throughwhichfacultycontributetothe
activitiesoftheuniversity.)
Table1.5.d.1andTable1.5.d.2arethecollegeanduniversitycommitteesthathave
representationfromDepartmentofHealthSciencefacultyduringthe2014/2015academic
year.
Table1.5.d.1.CollegeofLifeSciencesCommitteeswithDepartmentRepresentation,2014-2015
CollegeAssignment
FacultyMember(s)
Advisement
Lutz,Leichty
ChairsCouncil
Barnes
CoreFacilitiesCommittee
Cole
ComputingandTechnology
West
CurriculumCouncil
Neiger(Chair),Novilla
GraduateStudiesCommittee
Neiger(Chair),Hanson
MentoringEnvironmentalGrant(MEG)
Merrill,Thacker,Cole
Committee
OfficeResearchandCreativityActivity(ORCA)
Sloan,Chaney,Thygerson
Committee
RankandCFS
Lindsay(Chair)
SafetyCommittee
Thygerson
Scholarship-Faculty
Crookston
Table1.5.d.2.UniversityCommitteeswithDepartmentRepresentation,2014-2015
UniversityAssignment
CurriculumCouncil
CommencementCommittee
CouncilonTeacherEducation
CenterfortheImprovementofTeacher
Education
FacultyAdvisoryCouncil(FAC)
FacultyMember(s)
Neiger
Neiger
Neiger
Neiger
West
GerontologyCommittee
Merrill
GlobalHealthInternshipProgram
Page(Director)
InternationalStudiesProgramOversight
Neiger
InterprofessionalEducationCollaborative(IPEC)
Novilla
Women’sResearchInitiative
Novilla
DeanSearchCommittee,CollegeofLifeSciences
Novilla
InstitutionalBiosafetyCommittee
Johnston
UniversityAcademicUnitReview
Thackeray
62
1.5.e.StudentRoles(Descriptionofstudentrolesingovernance,includingany
formalstudentorganizations,andstudentrolesinevaluationoftheprogram
functioning.)
Studentsactivelyparticipateingovernance,primarilythroughtheorganizedeffortsofthe
MPHStudentCouncil.Thestudentcouncilisstudentadministeredandprogramsupported.
TheMPHStudentCouncilconsistsoffourmembers,twofirst-yearstudentsandtwo
second-yearstudents,oneofwhichisdesignatedaschairofthecouncil.Thepeersintheir
respectiveclassescastvotesforstudentcouncilmembersusingtheonlineQualtricssurvey
system.Thetwostudentswiththemostvotesareelected.Councilmembercandidatesare
nominatedfromcurrentstudentsduringthefirsttwoweeksasfirst-yearstudents;
generallytwoormorestudentsarenominated.Studentcouncilmembersareselectedby
consensuswithrolesforeveryonewhowantstoparticipate.Existingcouncilmembers,
designatedassecond-yearstudents,continuetheirinvolvementandoneofthemisselected
asthecouncilchairatthebeginningofeachacademicyear.First-yearstudentsareselected
twoweeksintothenewsemester.
Thecouncilseekstoallowstudentstheopportunitytoorganizeusefulandsocialevents
buttoalsoencouragefellowstudentstoparticipateinplanningandassessingseveralkey
programactivities.Thecouncilprovidesgovernanceandguidanceindepartmentpolicy,
decision-making,andstudentinvolvementinkeydepartmentalcommittees,mostnotably
MPHAdmissionsandtheMPHCurriculumandLearningCommittees.
Councilmeetingsaregenerallyheldonamonthlybasistodiscussimportantstudentissues,
asidentifiedintheMPHStudentHandbook.TheMPHprogramsecretary,apart-time
employee,takesnotesatcouncilmeetingsandassistswhereneeded.Thecouncil
leadershipworkscloselywiththeprogramdirectoranddepartmentchairaseachseesfit.
Councilmemberrolesincludefacultyliaison,activityandbrownbagluncheonplanning,
andadmissionscommitteeandcurriculumcommitteerepresentation.Theprogram
providessecretarialsupportandotherresourcesasneededtoconductthesemeetings,and
thedirectorandotherfacultyparticipateonlywheninvited.
Studentcouncilmembersfilltheroleslistedanddescribedasfollows(approvedOctober
2005):
• MPHAdmissionsCommittee.ThisroleconsistsofmembershipontheMPHprogram
admissionscommittee.Assuch,thisstudentwillhaveequalvotingpowerwiththatof
thefacultymembersofthecommitteeandwillbeinvolvedinthepeerevaluationof
courseseverythreeyears.
• MPHCurriculumandLearningCommittee.ThisroleconsistsofmembershipontheMPH
programcurriculumcommittee.Thisstudentwillhelpinthedevelopmentofnew
coursesaswellastherefinementofexistingonesandwillhavevotingprivileges.
• GraduateStudentAssociation(GSA)Representative.Thisroleconsistsofmembershipon
theBYUgraduatestudentcouncil.ThisMPHprogramrepresentativewillattendallGSA
meetingsandpresenttheneedsandconcernsofgraduatestudentstoinfluencethe
OfficeofGraduateStudiesandtheAcademicVicePresident.During2014—2015,two
63
•
MPHstudentsservedasvicepresidentsoftheAssociation.HannahPayneasvice
presidentforeventsandVictorMoxleyasvicepresidentforpublicity.
FacultyLiaison.Thisroleconsistsofbi-weeklyattendanceatDepartmentofHealth
Sciencemeetings,andalsoinvolvestherighttoproposeMPHpoliciesorpolicy
revisionstothefaculty.ThisstudentwillrepresentMPHstudentsatfacultymeetings
andactasaliaisonbetweenstudentsandfaculty.Thestudentrepresentativeisinvited
toparticipateinMPH-relateddiscussions.However,thisstudentsisnotinvitedto
attendorparticipateinhighlyconfidentialmattersincludingfacultyCFSandpromotion
meetings,finalhiringdeliberationsfollowingcandidateinterviews,andfacultyretreats.
TheOfficeofGraduateStudiessupportsauniversity-widegraduatestudentassociation
knownasBYUGraduateStudentSociety(GSS)whereMPHstudentshaveplayedadhoc
roles.Allstudentsattheuniversitybecomeautomaticmembersofthisassociationupon
theiradmittanceintograduatestudiesatBYUwithbenefitsthatincluderesearchfunding
opportunities,researchfellowshipawards,accesstofreeclasses,andseveralsocials
throughouttheyear(seehttp://gss.byu.edu).
Thus,MPHstudentshavedirectgovernancerolesby(1)havingavoice,avote,and
participatoryresponsibilitiesinthetwomostkeycommitteesoftheprogram;(2)beinga
liaisonbetweenthestudentsandfacultyduringfacultymeetings;and(3)beingableto
proposenewpolicyorrevisedpolicypertainingtotheMPHprogram.Giventhese
proceduresandwiththefullacceptanceofthefaculty,theprogrammeetsthiscriterion.
Additionally,policiesandproceduresmayevolveasthestudentsandfacultyevaluatethe
rolesofgovernancetheMPHstudentsnowassume.
criterion.)
Thiscriterionismet.
Strengths
• TheBYUpublichealthprogramadministrationandfacultyhaveclearlydefined
rightsandresponsibilitiesrelatedtoprogramgovernanceandacademicpolicies.
Theprogramhassufficientautonomyandstructurestoparticipateactivelyin
resourceplanning,budgetoversight,studentrecruitmentandadmissions,and
facultyretention,promotion,andtenure.
• Thepublichealthprogramiswellorganizedtoaccomplishitsworkbyinvolving
facultythroughvariousdepartment—anduniversity-levelcommittees.
• TheMPHStudentCouncilisactiveandinvolvedinprogramgovernance,evaluation,
andinnovation,andenhancestheprogram’scommitmenttofacultyandstudent
relationships.
64
Weaknesses
• Whileundergraduatestudentsrepresentthemajorityofstudentsservedinthe
department,theirinvolvementindecision-makinghasbeenlimitedtotheBPHA.
ActionPlan
• ExpandinvolvementofBPHAleadershiptoincludemembershiponselect
departmentalcommitteesassociatedwithlearningundergraduatecurriculumand
learning.
65
1.6 FiscalResources.Theprogramshallhavefinancialresourcesadequate
tofulfillitsstatedmissionandgoals,anditsinstructional,researchand
serviceobjectives.
1.6.a.BudgetaryandAllocationProcess(Descriptionofthebudgetaryandallocation
processes,includingallsourcesoffundingsupportiveoftheinstruction,research
andserviceactivities.Thedescriptionshouldinclude,asappropriate,discussion
aboutlegislativeappropriations,formulaforfundsdistribution,tuitiongeneration
andretention,gifts,grantsandcontracts,indirectcostrecovery,taxesorlevies
imposedbytheuniversityorotherentitywithintheuniversity,andotherpolicies
thatimpactthefiscalresourcesavailabletotheprogram.)
BYUoperatesusingafiscalcalendarformat.Sincetheunitofaccreditationincludesthe
undergraduateandgraduateprograms,wereportthefulldepartmentresourcesfrom2011
through2015.Theoperatingbudgetisdirectlyallocatedtotheprogramforresource
needs.Thedepartmentchairoverseesthebudgetforthedepartment,whiletheMPH
programdirectorisresponsibleforthegraduateprogrambudget.Bothfiscalmanagers
overseestudentwages,materials/supplies,printing/copying/postage,Internet,
scholarships,studentresearchassistantships,employeedevelopmentandtraining,
contractservices,andtravel/hostingintheirrespectivebudgets.
TheMPHprogramdirectoralsohasdirectresponsibilityforthegraduatestudentsupport
account($96,223in2015,upfromthe$40,1002008allocation)providedthroughthe
OfficeofGraduateStudiesanddescribedfullyinCriterion1.3(seeResourceFile1.6).This
accountprovidesdollarsforgraduatestudentscholarshipsandtravel.TheMPHdirector
distributessomeofthesedollarsthroughtheMPHScholarAwardmechanism(see
ResourceFile1.6).Further,thedepartmentchairandMPHprogramdirectoroversee
variousendowmentholdings,someofwhichcurrentlyremainuntappedinordertogrow
theprinciple.
Thedepartmentchairoverseesprogramfacultysalaries,adjunctfacultysalaries,faculty
benefits,full-timeandpart-timeadministrative/secretarialstaff,andcomputer
access/equipmentaspartoftheoverallbudgetallocatedtotheDepartmentofHealth
Science.Allsalary/wagedollarsrepresentannualallocations(hard),andgenerallyincrease
atamodestrateofinflation.Generalbudgetlinesinallcategoriesremainsteadyor
increaseincrementally.Finally,incomestreamsaresufficientforthefunctionsofteaching,
research,andserviceforfacultyandstudents(asappropriate).
ToestimateatotalbudgetfortheMPHprogram,thetotaldistributionofFTEsdedicatedto
theMPHprogramcomparedwiththeundergraduateprogramwascalculated.Itisassumed
thatallothernon-personnelbudgetcostsareroughlyassociatedwiththisdistribution.As
indicatedinCriterion1.7therearecurrently18FTEfacultypositions(asofJuly2015)
assignedtothedepartment.Itisestimatedthat11.9FTEs(66%)arededicatedto
undergraduateprogramsand6.1(33%)FTEsarededicatedtotheMPHprogram(see
66
Table1.6.a).Therefore,giventhegraduateFTEcalculationsfromfacultyload,itis
estimatedthat33%ofthedepartmentbudgetisallocatedtotheMPHprogram.
Assumingthat33%ofthe2015departmentbudgetisrelatedtoMPHexpenditures,the
totalMPHprogrambudgetcanbeestimatedbysumming$1,176,595(33%ofthe
department’sbasebudget[$3,565,439]),$96,223fromtheOfficeofGraduateStudies,and
$20,078fromtheseparateMPHbudgetaccountcodes.Accordingly,itisestimatedthat
totalbudgetexpendituresrelatedtotheMPHprogrambudgetfor2015willroughlytotal
$1,292,905.87.
1.6.b.ProgramFunding(Aclearlyformulatedprogrambudgetstatement,showing
sourcesofallavailablefundsandexpendituresbymajorcategories,sincethelast
accreditationvisitorforthelastfiveyears,whicheverislonger.Iftheprogramdoes
nothaveaseparatebudget,itmustpresentanestimateofavailablefundsand
expendituresbymajorcategoriesandexplainthebasisoftheestimate.This
informationmustbepresentedintableformatasappropriatetotheprogram.See
CEPHDataTemplate1.6.1.)
Table1.6.b.1providesthesourcesoffundsandexpendituresbymajorcategoryforthe
years2001—2015.
67
Table1.6.b.1SourcesofFunds1andExpendituresbyMajorCategory,2011to2015
2011
2012
2013
SourcesofFunds
Tuition2&Fees
N/A
N/A
N/A
UniversityFunds
2,754,082
2,933,626
3,290,769
Grants/Contracts3
15,840
23,336
84,348
IndirectCostRecovery4
N/A
N/A
N/A
N/A
3,530,873
17,480
N/A
N/A
3,565,439
25,000
N/A
Endowment
Gifts
Other(InternalGrants)
Other(GradStudentFunding)2
9,571
124,792
62,480
67,900
13,721
134,332
135,917
68,400
24,265
102,573
114,075
70,810
20,511
86,256
21,945
68,319
19,555
75,244
60,000
96,223
Other(Explain)
TotalInitialIncome7,8
Expenditures
FacultySalaries&Benefits
3,070,270
3,356,872
3,736,520
4,666,553
3,891,461
1,981,034
1,921,282
2,279,270
2,462,919
2,505,181
StaffSalaries&Benefits
155,185
213,240
243,426
243,522
245,000
Operations
Travel
StudentSupport5
UniversityTax6
Other(Part-timeFaculty)
106,727
38,904
157,569
N/A
72,448
76,146
46,044
240,658
N/A
109,039
87,196
45,829
281,342
N/A
40,980
112,292
46,270
299,939
N/A
36,906
118,777
48,325
287,781
N/A
45,093
Other(Equipment)7
Other(AccessEquipment)8
19,938
7,158
49,356
15,269
52,647
6,830
45,619
14,959
300,000
7,800
TotalExpenditures9,10
2,538,963
2,671,030
3,037,521
3,262,426
3,557,957
2014
2015
1.
2.
DollaramountsrepresentendofyearbudgetstoreflectadjustedsalaryincreasesinSeptember,benefitswhichtransfertothebudgetonamonthlybasis,orother
transfers.Dollaramountsrelatedtocapitalequipmentandaccessequipmentcarryoverfromyeartoyearandaccountforwiderangesindollaramountsacross
budgetyears.
Thedepartmentdoesnotcaptureapercentageoftuition/feesbasedonperstudentcredithourproduction.However,theMPHprogramreceivesgraduatestudent
supportthroughBYUGraduateStudiesbasedonaformulathatdrawsfromtuitionrecoveryandothersources.
68
3.
4.
Externalgrants/contractsonly.
IndirectcostsarerecoveredbytheOfficeofResearchandCreativeActivitieswithintheuniversityandarenotredistributedtothedepartmentorindividualfaculty
members. Indirect cost go back to the sponsoring organization (The Church of Jesus Christ of Later-day Saints) which are redistributed back to the university
through two special funds: (1) the equipment allocation, and (2) the dean’s special fund. The dean’s special fund is used to encourage faculty to write research
proposalsforfundingandsupplementstartupfundsfornewfaculty.
5. Theseexpendituresincludegraduateandundergraduatestudentpay(teachingandresearchassistantships),graduatestudentscholarships,andtheMPHScholar
Award(fundingtoassistwithstudentresearch,fieldwork,andtravel).
6. NeitherthedepartmentnortheMPHprogramreceivestaxableresources(e.g.directtuitionincomeorotheritemsfromwhichtaxispaid).Therefore,universitytax
isnotapplicable.
7. The$300,000forFY2015representsexpendituresfornewequipmentintheenvironmentalhealthlab.
8. Access equipment represents computers for faculty and staff. University funds available to purchase access computers for faculty, staff and student labs are as
follows:2011=$32,531,2012=$38,463,2013=$31,102,2014=$36,165,2015=$31,577.TheseamountsareincludedintheUniversityFundslineintheSources
ofFundscategory.
9. InadditiontobudgetamountslistedinTable1.6.1,individualfacultymembersmanagetwoadditionalaccounts(notreflectedinthetemplatebecausetheyare
managedbyindividualfaculty):Fund20accounts(internallyfundedresearch),andresearch(R)accounts(externallyfundedresearch).Thefive-yearannual
departmentaverage(2011-2015)fortheseaccountsisasfollows:Fund20:2011=$350,234,2012=$426,337,2013=$493,841,2014=$505,548,2015=
$509,817;Raccounts:2011=$744,2012=$50,349,2013=$40,437,2014=$26,406,2015=$20,969
10. 2015IncomeandExpendituresareestimatesasofMay2015.
69
1.6.c.CollaborativeProgramBudgetStatement
Notapplicable.
1.6.d.MeasurableObjectivesforFiscalResources(Identificationofmeasurable
objectivesbywhichtheprogramassessestheadequacyofitsfiscalresources,along
withdataregardingtheprogram’sperformanceagainstthosemeasuresforeachof
thelastthreeyears.SeeCEPHOutcomeMeasuresTemplate).
Table1.6.d.1.OutcomeMeasuresforFiscalResources
OutcomeMeasure
Target
Year1
Objective5.C:Ensure
Target5.C1:
$102,573
adequacyoffiscal
Obtain≥$75,000
resourcestosupport
inannualgiftsto
Compliant
instructional,
supportstudent
research,andservice
scholarships.
objectives.
Year2
$86,256
Compliant
Year3
$75,244
Compliant
Target5.C.2:
$70,810
Maintain≥$70,000 infundingsupport Compliant
fromtheOfficeof
GraduateStudies.
$68,319
$96,223
PartiallyCompliant Compliant
Target5.C.3:
Expendituresfor
teachingand
research
assistantswillbe
greater≥$125,000
annually.
$140,475
Compliant
$185,222
Compliant
$133,479
Compliant
Target5.C.4:
Maintainan
operatingbudget
of≥$3,500per
studentannually.
$3,449
$4,254
PartiallyCompliant Compliant
$4,204
Compliant
70
criterion.)
Thiscriterionismet.
Strengths
• TheDepartmentofHealthSciencefinancialresourcesareadequate,andare
generallyincreasinggivenconservativemeasuresofinflation.Allfacultyandstaff,
full-timeandpart-time,arefundedwithrecurringdollars.
• ThedepartmentiswellsupportedbyBYU’sCollegeofLifeSciences,Graduate
Studies,andtheuniversityasawhole.
Weaknesses
• Thedepartmenthaslimitedexternalfunding.Whilesuchfundsarenotessentialfor
basicoperations(salarysupport,research),theywouldprovideadditionalresearch
opportunitiesforfacultyandstudents.Theseopportunitiescouldalsoincreasethe
visibilityoftheprogramnationallyandinternationallyaswellasincreasethepublic
healthimpactofresearchactivities.
ActionPlan
• Maintainexternalfundingasanimportantactioniteminthedepartmentstrategic
plan.
71
1.7 FacultyandOtherResources.Theprogramshallhavepersonneland
otherresourcesadequatetofulfillitsstatedmissionandgoals,andits
instructionalresearchandserviceobjectives.
1.7.a.PrimaryFacultyEmployed(Aconcisestatementorchartdefiningthenumber
[headcount]ofprimaryfacultyemployedbytheprogramforeachofthelastthree
years,organizedbyconcentration.SeeCEPHDataTemplate1.7.1.)
Table1.7.a.1showsthetotalheadcountofprimaryfacultyintheDepartmentofHealth
Scienceforacademicyears2012-2013 to2015-2016.Table1.7.a.3.indicatesthefull-time
equivalentforprimaryfacultyintheprogrambydegree.Allfacultyinthedepartmenthave
responsibilitiesinboththeundergraduateandMPHprogram.
Table1.7.a.1.HeadcountofPrimaryFaculty
2012/2013
Bachelor’sDegrees
PublicHealth:Epidemiology
2.8
Emphasis
PublicHealth:
2.8
Environmental/OccupationalHealth
Emphasis
PublicHealth:HealthScience
2.3
Emphasis
PublicHealth:HealthPromotion
6.3
Emphasis
Master’sDegree
PublicHealth:HealthPromotion
14
Specialization
TotalPrimaryFaculty
14
2013/2014
2014/2015
2015/2016
3.3
3.3
3.3
3.3
3.3
3.3
2.8
3.3
3.3
6.8
7.3
7.3
16
17
17
16
17
17
Table1.7.a.2.PrimaryFacultyEmployed
Name
Barnes,M.
Chaney,R.
Cole,G.
Crandall,A.
Crookston,B.
Title/Tenure
2011/2012 2012/2013
Professor,Dept.
Chair/Tenured
Assistant
Professor/Tenure
Track
Professor/Tenured
Assistant
Professor/Tenure
Track
Assistant
Professor/Tenure
Track
2013/2014
2014/2015
2015/2016
Y
Y
Y
Y
Y
N
N
N
Y
Y
Y
Y
Y
Y
Y
N
N
N
N
Y
Y
Y
Y
Y
Y
Note:Y=Tenuredduringthisschoolyear;N=Nottenuredduringtherespectiveschoolyear.
72
Name
2011/2012
2012/2013
2013/2014
2014/2015
2015/2016
Y
Y
Y
Y
Y
N
Y
Y
Y
Y
Y
Y
Y
Y
Y
Assistant
Magnusson,B. Professor/Tenure
Track
Y
Y
Y
Y
Y
Merrill,R.
Professor/Tenured
Y
Y
Y
Y
Y
Neiger,B.
Professor,Associate
Dean/Tenured
Y
Y
Y
Y
N
Novilla,L.
Associate
Professor/Tenured
Y
Y
Y
Y
Y
Page,R.
Professor/Tenured
Y
Y
Y
Y
Y
N
N
Y
Y
Y
N
N
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
Y
14
14
16
17
17
Hanson,C.
Johnston,J.
Lindsay,G.
Sloan,C.
Thacker,E.
Thackeray,R.
Thygerson,S.
West,J.
Title/Tenure
AssociateProfessor,
MPH
Director/Tenured
Associate
Professor/Tenure
Track
Professor/Tenured
Assistant
Professor/Tenure
Track
Assistant
Professor/Tenure
Track
Professor/Tenured
Assistant
Professor/Tenured
Associate
Professor/Tenured
Total
Table1.7.a.3.Full-TimeFacultyLoadsbyDegree2015/2016
Name
Barnes,M.
Professor,Assoc.
Dean/Tenured
HealthPromotion
MPH–
FTE
0.32
Chaney,R.
Assistant
Professor/Tenure
Track
Professor/Tenured
HealthPromotion
0.20
0.80
1.0
CorePublic
Health,
Environmental
HealthPromotion,
HealthScience
0.32
0.68
1.0
0.20
0.44
1.0
Cole,G.
Crandall,A.
Title/Tenure
Assistant
Professor/Tenure
Track
DisciplinaryArea
BS–FTE
0.32
Admin/
Other
.362
TotalFTE
.64
73
Name
Title/Tenure
DisciplinaryArea
Crookston,B.
Assistant
Professor/Tenure
Track
Professor,Dept.
Chair/Tenured
Associate
Professor/Tenure
Track
Professor,MPH
Director/Tenured
Assistant
Professor/Tenure
Track
Professor/Tenured
Novilla,L.
Associate
Professor/Tenured
Page,R.
Professor/Tenured
Sloan,C.
Assistant
Professor/Tenure
Track
Assistant
Professor/Tenure
Track
Professor/Tenured
Hanson,C.
Johnston,J.
Lindsay,G.
Magnusson,B.
Merrill,R.
Thacker,E.
Thackeray,R.
Thygerson,S.
West,J.
Assistant
Professor/Tenured
Associate
Professor/Tenured
Total
BS–FTE
HealthPromotion
MPH–
FTE
0.32
Admin/
Other
TotalFTE
HealthPromotion
0.32
0.44
Environmental
0.20
0.80
1.0
HealthPromotion
0.32
0.68
1.0
CorePublic
Health,
Epidemiology
Epidemiology
0.20
0.80
1.0
0.44
0.56
1.0
CorePublic
Health,Health
Science
CorePublic
Health,Health
Promotion
CorePublic
Health,
Environmental
CorePublic
Health,
Epidemiology
HealthPromotion,
HealthScience
Environmental
0.32
0.68
1.0
0.32
0.68
1.0
0.20
.80
1.0
0.20
0.80
1.0
0.32
0.68
1.0
0.32
0.68
1.0
HealthPromotion
0.32
0.68
1.0
4.841
11.441
16.28
0.68
1.0
.242
1.0
1IncludeschairsadministrativeFTEdistributedequallybetweenMPHandBS
2MichaelBarnesadministrativeloadisdedicatedtotheCollegeofLifeSciences.CarlHanson’sadministrative
loadisdedicatedtotheDepartmentofHealthScience(i.e.,thepublichealthprogram).
Note:SeeFTEcalculationsinResourceFile1.7.Thepercentfacultyloadforeachfacultymemberwas
calculatedusingtheirpercentageoftheirtimeallocatedtoteaching,researchandserviceintheirannual
stewardshipworkplanasnegotiatedbyeachfacultyandthedepartmentchair.Generally,facultyinthe
departmentdevote60%oftheloadtoteachingfivecoursesayear(0.60),30%toresearchandscholarship
(0.30),and10%toserviceandcitizenship(0.10).
Thetypicalfacultyteachingloadisa2-2-1wheretwo3-creditcoursesaretaughtfall,two3-creditcourses
aretaughtwinter,andone3-creditcourseistaughtspringorsummerterm.Overalldepartmentload
assignmentsaredirectlyfactoredintocalculatingdegreeprogramFTEcontributionsforeachfaculty.For
exampleatypicalfacultymembermayteach1MPHclassayear(1MPHcourse/5totalcourses=0.2x0.6=
0.12)andfourundergraduatecoursesayear(4courses/5totalcourse=0.6x0.8=0.48).Effortallocatedto
researchandservicearedividedequallyacrosstheundergraduateandMPHprograms.Thegraduate
74
calculationwouldbe:0.12+(0.3/2)+(0.1/2)=0.32or32%.Theundergraduatecalculationwouldbe:0.48+
(0.3/2)+(0.1/2)=0.68or68%.
Dr.CougarHallisafacultymemberinthedepartmentresponsiblefortheschoolhealthprogramanddoesnot
contributeatleasthalfofhistimeandefforttotheunitofaccreditation.Assuch,heisnotcountedasapartof
theprimaryfacultyinTable1.7.a.1.Dr.Hallisagraduatefacultymemberanddoesserveongraduate
committees.
1.7.b.Faculty,StudentandStudent/FacultyRatio(Atabledelineatingthenumberof
faculty,studentsandSFRs,organizedbyconcentration,foreachofthelastthree
yearspriortothesitevisit.)
Faculty,student,andstudent/facultyratiosareshowninTable1.7.b.Forcomplete
calculationsofFTE,seeResourceFile1.7.
75
Table1.7.b.Faculty,StudentsandStudent/FacultyRatios
HC
Primary
Faculty
FTE
Primary
Faculty1
HC
Other
Faculty
FTE
Other
Faculty2
HCTotal
Faculty
FTE
Total
Faculty
HC
Students
FTE
Students3
SFRby
Primary
Faculty
FTE
SFRby
Total
Faculty
FTE
2012/2013
BS:Epidemiology
2.8
1.9
2.0
0.6
4.8
2.5
56
52
27.2
20.5
Emphasis
BS:Enviro/Occup
2.8
2.2
2.5
0.4
5.3
2.6
103
94
43.7
36.4
Emphasis
BS:HealthScience
2.3
1.4
3.0
0.6
5.3
2.0
150
143
102.8
70.7
Emphasis
BS:HealthPromotion
6.3
3.9
6.5
2.2
12.8
6.1
296
261
67.4
42.8
Emphasis
BS:Total
14.0
9.3
14.0
3.9
28
13.2
605
550
59.0
41.5
MPH:HealthPromo
14.0
4.4
0
0
14
3.9
25
25
5.7
5.7
Specialization
2013/2014
BS:Epidemiology
3.3
2.3
1.5
0.7
4.8
3.0
67
62
26.8
20.8
Emphasis
BS:Enviro/Occup
3.3
2.6
0.5
0.3
3.8
2.9
82
74
29.0
25.8
Emphasis
BS:HealthScience
2.8
1.8
2.0
0.7
4.8
2.5
209
194
108.3
77.5
Emphasis
BS:HealthPromotion
6.8
4.3
6.0
2.3
12.8
6.5
296
262
61.3
40.2
Emphasis
BS:Total
16.0
10.9
10.0
3.9
26
14.9
654
591
54.3
39.8
MPH:HealthPromo
16.0
4.8
0
0
16
4.8
28
28
5.9
5.9
Specialization
1Full-timeequivalent(FTE)basedon%effortdevotedtothedegreeprogram.
3Full-timeequivalent(FTE)basedonnumberofcourses(fulltimeMPH=8.5creditsUScitizenor9creditsinternationalstudentsandfulltime
BS=12credits)
76
HC
Primary
Faculty
FTE
Primary
Faculty1
HC
Other
Faculty
FTE
Other
Faculty2
HCTotal
Faculty
FTE
Total
Faculty
HC
Students
FTE
Students3
SFRby
Primary
Faculty
FTE
SFRby
Total
Faculty
FTE
2014/2015
BS:Epidemiology
3.3
2.3
1.3
0.6
4.8
3.0
75
62
26.8
20.8
Emphasis
BS:Enviro/Occup
3.3
2.6
0.8
0.3
4.8
3.1
72
61
23.9
19.8
Emphasis
BS:HealthScience
3.3
2.2
1.3
0.4
4.3
2.6
194
180
82.2
68.8
Emphasis
BS:HealthPromotion
7.3
4.7
4.8
1.3
12.1
5.9
293
262
56.1
44.7
Emphasis
BS:Total
17.0
11.7
8.0
2.5
26.0
14.5
634
565
48.4
39.7
MPH:HealthPromo
17.0
5.0
0
0
17.0
5.0
24
24
4.8
4.8
Specialization
2015/2016
BS:Epidemiology
3.3
2.3
1.3
0.7
4.9
2.8
87
82
35.5
29.2
Emphasis
BS:Enviro/Occup
3.3
2.6
0.8
0.3
4.6
3.1
75
66
25.9
21.6
Emphasis
BS:HealthScience
3.3
2.1
1.8
0.4
4.4
2.6
208
190
67.1
56.4
Emphasis
BS:HealthPromotion
7.3
4.5
5.3
1.4
12.2
5.7
332
291
58.1
45.6
Emphasis
BS:Total
17.0
11.5
10
3.7
26.0
14.3
702
629
55.0
44.4
MPH:HealthPromo
17.0
4.8
0
0
17.0
17.0
23
23
4.8
4.8
Specialization
3Full-timeequivalent(FTE)basedonnumberofcourses(fulltimeMPH=8.5creditsUScitizenor9creditsinternationalstudentsandfulltime
BS=12credits)
77
1.7.c.AvailabilityofOtherPersonnel(Aconcisestatementorchartconcerningthe
availabilityofotherpersonnel[administrationandstaff.])
TheDepartmentofHealthScienceemploysonefull-timeadministrativeassistant(Michelle
Forstrom)andthreehalf-timestudentsecretaries(20hoursperweek).Theadministrative
assistantsupportsthedepartmentchairandfacultyintheiradministrativeresponsibilities.
Onepart-timesecretary(RuthRiggs)isassignedtotheMPHprogram(17.5hoursper
week).Twostudentsecretariesworkinthemaindepartmentoffice.TheMPHprogram
alsoreceivesassistance(lessthan10%oftotalhours)fromthedepartmentsecretary.The
departmentalsoemploysonefull-timebudgetanalyst(EmilyEyre)whomaintains
departmentalbudgetsandaccounting,andhelpsmanageundergraduateandgraduate
programlearningoutcomes.
1.7.d.Facilities(Descriptionofspaceavailabletotheprogramforvariouspurposes
[offices,classrooms,commonspaceforstudentuse,etc.],bylocation.)
TheLifeSciencesBuilding(LSB)atBrighamYoungUniversityisanew265,000-square-foot
teachingandresearchcenterthatwascompletedinJune2014.Thefacilityhousesfiveof
thesevendepartmentsintheCollegeofLifeSciences:biology,microbiologyandmolecular
biology,physiologyanddevelopmentalbiology,plantandwildlifesciences,andhealth
science.ThisnewfacilityrepresentsatremendousinvestmentbytheUniversityinthe
Collegeanditsresearchcapabilities.Includedinthedesignare16teachingandresearch
laboratories,threeauditoriums,fourconferenceroomsand70academicoffices.Afloor
planoftheLifeScienceBuildingisfoundinResourceFile1.7.
Table1.7.d.SpaceAllocationsforOffices,Classrooms,andStudent-UseFacilities
TypeofSpace
RoomNumberandBuilding
SquareFeet
MPHOffice
MPHStudentLab1
MPHStudentLab2
4110LSB
3024LSB
3004LSB
130
310
310
DepartmentOffice(DepartmentSecretary)
4103LSB
130
4103ALSB
4004LSB
2137LSB
2138LSB
2139LSB
2140LSB
2148LSB
2164LSB
5009LSB
115
260
125
125
125
125
125
125
148
2063LSB
2051LSB
2050LSB
125
125
125
DepartmentOffice(StudentSecretary)
DepartmentWorkRoom(Shared)
FacultyOffice(Crookston)
FacultyOffice(Thackeray)
FacultyOffice(West)
FacultyOffice(Hall)
FacultyOffice(T.Page)
FacultyOffice(Novilla)
AssociateDeanOffice(Neiger)
FacultyOffice(Merrill)
FacultyOffice(Thacker)
FacultyOffice(Magnusson)
78
TypeofSpace
FacultyOffice(Crandall)
FacultyOffice(Sloan)
FacultyOffice(Chaney)
FacultyOffice(Cole)
FacultyOffice(Johnston)
FacultyOffice(Vacant)
FacultyOffice(Lindsay)
FacultyOffice(Thygerson)
FacultyOffice(Page)
ComputerLaboratory(Shared)
LearningCenter(Shared)
HealthResearchandTechnologyLaboratory
Classroom
Classroom
Classroom
HealthScienceResearchLab
EquipmentRoom
PreparationRoom
StorageRoom
RoomNumberandBuilding
SquareFeet
2049LSB
2048LSB
2047LSB
2046LSB
2045LSB
2033LSB
2032LSB
2031LSB
2013LSB
2142,2144,2146LSB
2058LSB
2037,2037ALSB
125
125
125
125
125
125
125
125
125
1950
640
750
2004LSB
2006LSB
2102LSB
3031
3031A
3031B
2104E
910
910
1850
800
90
90
95
1.7.e.LaboratorySpace(Aconcisestatementofthelaboratoryspaceanddescription
ofthekind,quantityandspecialfeaturesorspecialequipment.)
TheDepartmentofHealthSciencehasa1,000-square-footlaboratoryspacein3013,3021A
and3031BLSBtosupportteachingandresearchactivities.Muchofthefocusofcurrent
laboratoryworkfocusesonmeasuringandanalyzingenvironmentalexposures.The
laboratoryincludesamainopenresearchareaandtwoadjacent95-square-footrooms.
Thefirstsmallroomistemperatureandhumiditycontrolled,andhousesaMetter-Toledo
HP20microbalanceandsupportingequipmentcapableofweighingsamplesassmallas0.1
ug.Italsocontainsacomputerworkstationanda-50°Cfreezer.Thesecondroomcontains
achemicalventilationhoodandstoragecabinetforhazardousmaterials.Thedepartment
continuestopurchaseequipmenttocreateastate-of-the-artresearchlaboratorywithin
thisnewspace.
Thedepartmentalsohasa750-square-footHealthResearchandTechnologyLab(HRTL)in
2037and2037ALSBtosupportfacultyresearchandtechnology.TheHRTLservesseveral
importantpurposes,includingasalocationforfacultyresearchmeetings,focusgroupdata
collection,researchpresentationsandworkshops,oralexams,proposalmeetings,and
facultymeetings.Itincludesalargeobservationwindowwitha75-square-footobservation
room,andaroomdividerinthemiddleoftheroom,anditswallsarelinedwithwhite
boards.TheHRTLisscheduledthroughCollegeofLifeSciencesonlineschedulingportal
andincludesalargeobservationwindowwitha75squarefootobservationroom.
Incorporatedintothelabaresophisticatedfocusgroupobservationandrecordingdevices;
state-of-the-artcomputersoftware-drivendigitalandanalogvideoeditingequipment;a
79
fullyintegratedobservationroomandswitchingboardthatcontrolshigh-resolution,
panning,ceiling-mounted,digitalcamerasandstrategicallyplacedmicrophones;andafully
integratedBYUTECteachingstationthatincludesacentrallycontrolledsoundsystem,
computer,andwall-mountedLCDtelevision.Finally,comfortable,executive-stylemodular
furnituresupportsawiderangeofresearchconfigurations,includingparticipantseating
forfocusgroupsandresearchstationsforstudentresearchassistants.
1.7.f.ComputerFacilities(Aconcisestatementconcerningtheamount,locationand
typesofcomputerfacilitiesandresourceforstudents,faculty,administrationand
staff.)
TheLSBishometoclassroomandresearchlaboratoriesaswellasopenaccesscomputer
laboratories.Inadditiontofouropen-accesscomputerlabsacrosscampus,aswellasseven
computerlabsintheHaroldB.LeeLibrary(seebelow),theopen-accesslabin2146LSB
holdsapproximately22computersin637squarefeetofspace.Theadjoining
computationalclassroomsin2242LSBand2244LSBholdapproximately22computers
eachin1273squarefeetofspaceandarescheduledonlyforcourseinstructionandtesting.
EveryuniversitycomputerisequippedwithasuiteofsoftwarethatincludesMicrosoft
Office,Adobe,ESRIArcGIS,Rstatisticalsoftware,STATA,SAS,EndnoteandGoogle
products.MPHstudentshaveaccesstotwodedicatedMPHcomputerlabs(oneforeach
cohort).ComputerlabsareregularlyupdatedandservicedbytheLifeSciences
DepartmentofITandUniversityIT,asneeded.
Eachfacultymemberanddepartmentsecretaryhashisorherowndesktopcomputeror
laptopcomputer,whichisreplacedeveryfouryears.Inadditiontothestandardpackages,
otherappropriatesoftwareisprovidedtofacultyasneeded.Inadditiontothe
department’sblack-and-whiteandcolorlaser-jetprinters,personallaserjetprintersand
scannersareavailabletoeachfacultymemberasrequested.Classroomssupportwireless
servicesandincludetechpodiumsthatcontrolmultimediaandaprojector.WhileMPH
studentsareencouragedtoprovidefortheirowncomputingneeds,13desktopcomputers
areavailableinthegraduatestudentlabsin3004LSBand3024LSBwithoneprinter
availableineachlab.Theyalsohaveaccesstoasink,microwaveandrefrigeratorinthe
sameofficespace.Whenservingasresearchassistants,graduatestudentshaveaccessto
theninecomputersandonelaser-jetprinterlocatedintheHealthResearchand
TechnologyLaboratory(2037LSB).
1.7.g.LibraryandInformationResources(Aconcisedescriptionoflibraryand
informationresourcesavailableforprogramuse,includingadescriptionoflibrary
capacitytoprovidedigital[electronic]content,accessmechanisms,training
opportunitiesanddocument-deliveryservices.)
TheHaroldB.LeeLibraryisa665,000-square-footfacilitythatservicestheentireBYU
campus.Thereare155professionalandsupportstaff,withthreeprofessionalstaff
assignedspecificallytosupportneedswithintheCollegeofLifeSciences.Otherservices
includeamapresourcelibrarywithaccessto287,712mapsforstudentandfacultyuse,a
80
readingandwritingsupportcenter,sevencomputerlabs(includingonewith69computers
thatisassignedtothesciences),andfacultyresearchrooms.
Rankedasthenation’sthirdbestcollegelibraryinthe2007PrincetonReview,theHarold
B.LeeLibraryprovidesmanyservices,collectionsandcomputersformorethan10,000
studentseveryday.Thelibrarycontainsovereightmillionitemsincluding3.3million
books,27,000journaltitles,250,000maps,threemillionmicrofilmsandmorethanone
millionphotographsandprints.
Anextensiveselectionofmanuscripts,diaries,photographs,familyhistories,scholarly
publications,books,artimagesandreligiouseducationmaterialshavebeendigitizedand
areavailabletoanyoneintheworldwithanInternetconnection.Itsweb-basedcomputer
system(www.lib.byu.edu)includestheonlinecatalog,manyfull-textdatabases,and
numerouselectronicindexestoothersources.ServingasadepositoryforUnitedStatesand
Canadiangovernmentdocuments,thelibraryregularlyreceivespublicationsfromstate
andlocalgovernments.Thelibrarycontainsapproximately98milesofshelvingforits
variouscollections,andhousestwocomputerlaboratoriesforstudentuse.Ithasaseating
capacityof4,600.
Thefacultyhasaccesstothefollowinglibraryservices:circulationandcheckout,
circulationrecall,proxycheckout,documentdeliveryservice,pickupservice,copying
services,interlibraryloans,courseandelectronicreservesystems,reciprocalborrowing
privileges,librarianassistedresearchservices,facultyresearchrooms,bookandjournal
ordering,andassistancewithlibraryassignments.InadditiontotheLeeLibrary,the
programhasaccesstothecollegecomputerlaboratoryandlearningresourcecenteras
describedpreviouslyin1.6.hand1.6.i.
1.7.h.OtherResources(Aconcisestatementoftheanyotherresourcesnot
mentionedabove,ifapplicable.)
Thiscriterionisnotapplicable.
1.7.i.MeasurableObjectivesforFacultyandOtherResources(Identificationof
measurableobjectivesthroughwhichtheprogramassessestheadequacyofits
resources,alongwithdataregardingtheprogram’sperformanceagainstthose
measuresforeachofthelastthreeyears.SeeCEPHOutcomeMeasuresTemplate.)
Programfacultyhaveidentifiedthebroadmeasuresthatindicateadequacyofprogram
resourcesinTable1.7.i.1.
81
Table1.7.i.1OutcomeMeasuresforAdequacyofProgramResources
OutcomeMeasure
Objective1.E:
Maintainanadequate
student-to-faculty
ratiotofacilitate
studentsuccess.
Objective1.F:
Provideeachstudent
withlearning
resourcesthataidin
thesuccessful
completionof
program
requirements.
Target
Target1.E.1:The
MPHprogram
willachievea
student-tofacultyofratio
that≤6students
pergraduate
facultymember.
Target1.E.2.The
BSinPublic
Healthprogram
willachievea
student-tofacultyratioof
≤45:1.
Target1.F.1:85%
ofgraduating
MPHprogram
studentswill
respond
favorablythat
keyresources
wereprovided.
Thisincludes
accesstofaculty,
advising,and
fundingrelated
totuition
assistance,
research
assistanceand
practicum
support.(Exit
Survey)
Target1.F.2:80%
ofgraduatingBS
inPublicHealth
studentswillrate
thequalityof
department
advisingasGood,
VeryGood,or
Exceptionally
Good.(Exit
Survey)
2012/2013
5.7primaryand
secondary
faculty
Compliant
2013/2014
5.9primaryand
secondary
faculty
Compliant
2014/2015
4.8primaryand
secondaryfaculty
Compliant
41.5primary
andsecondary
faculty
Compliant
39.8primary
andsecondary
faculty
Compliant
38.9primaryand
secondaryfaculty
Compliant
100%
satisfactionof
program
graduates
Compliant
100%
satisfactionof
program
graduates
Compliant
93%satisfactionof
programgraduates
Complaint
85%(April
2012grads,
surveynot
doneinApril
2013)
Compliant
68%
NotCompliant
80%
Compliant
82
OutcomeMeasure
Objective1.D:Ensure
graduatestudents’
developmentof
research-related
competenciesand
undergraduate
researchmethods.
Target
Target1.D.2:
50%ofMPH
program
studentswill
participatein
mentored
researchfor
academiccredit
orpaidresearch
assistantships
eachyear.
2012/2013
68%(17/25)
2013/2014
57%(16/28)
2014/2015
60%(12/20)
Compliant
Compliant
Compliant
Target1.D.7:
10%of
graduatingBSin
PublicHealth
studentswill
participatein
mentored
researchfor
academiccredit
orpaidresearch
assistantships.
28.5%
(144/505)
33%(164/490) 19%(84/452)
Compliant
Compliant
Compliant
1.7.j.CriterionAssessment(Assessmentoftheextenttowhichthiscriterionismet,
criterion.)
Thiscriterionismet.
Strengths
• Theprogramhassufficientresources,includingfinances,facultyandpersonnel,
offices,classrooms,libraryfacilitiesandholdings,laboratories,computerfacilities,
fieldexperiencesites,andothercommunityresources.Giventhattheprogramis
relativelynewandthatithasthegoalofmaintainingarelativelymodestsize,the
resourcesavailableatBYUareconsiderableandareincreasinglysteadily.
• Thelowstudent-to-facultyratioindicatesastrongcommitmenttostudent
interactivityandconnectivitywiththeprogramfaculty.
Weaknesses
• None.
ActionPlan
• None.
83
1.8 Diversity.Theprogramshalldemonstrateacommitmenttodiversity
andshallevidenceanongoingpracticeofculturalcompetenceinlearning,
researchandservicepractices.
1.8.a.SystematicIncorporationofDiversity(Awrittenplanand/orpolicies
demonstratingsystematicincorporationofdiversitywithintheprogram.)
ThemissionofBrighamYoungUniversity“founded,supported,andguidedbytheChurch
ofJesusChristofLatter-daySaint—istoassistindividualsintheirquestforperfectionand
eternallife.Thatassistanceshouldprovideaperiodofintensivelearninginastimulating
settingwhereacommitmenttoexcellenceisexpectedandthefullrealizationofhuman
potentialispursued.”ToachievethismissiontheUniversityhasestablishedtheUniversity
StatementonFosteringanEnrichedEnvironmentPolicy(ResourceFile1.8).Thepolicy
states“theUniversityseeksqualifiedstudentsofvarioustalentsandbackgrounds,
includinggeographic,educational,cultural,ethnic,andracial.”
Theprogramappliestheseuniversitypoliciesinitscurricularcontentandculminating
experiencerequirements,itsfaculty/staffhiringpractices,anditsenrollmentpractices.The
MPHprogramadmitsstudentsonceperyearandhasincorporatedaclearpreferencefor
diversestudents(definedbelow)thatexceedstheuniversity’sdiversitypercentages.The
undergraduatedegreeisanopen-enrollmentprogramthatdoesnotallowselectivityinits
students.Regardless,bothdegreesrequireinternships/fieldexperiencesserving
underservedordiversepopulations.Theseopportunitiesprovideexperienceworking
amongdiverseorunderservedpopulations,andtheyarerequiredforallBSstudents
pursuinghealthpromotionandhealthscienceemphases(abouttwo-thirdsofBSinPublic
Healthdegrees).Further,whileundergraduateepidemiologyand
environmental/occupationalhealthemphasesdonotcurrentlyrequireinternships,many
studentsvoluntarilyseekinternshipsthatthenreflectacertaindegreeofunderservedor
diversepopulations.
1.8.a.i.Descriptionoftheprogram’sunderrepresentedpopulations,includinga
rationaleforthedesignation.ThepublichealthprogramatBYUdesignates
underrepresentedpopulationsasraces/ethnicitiesthatarenonwhite(non-Caucasian)or
areclassifiedwithunderrepresentedorminoritypopulationdesignationusingstandards
setbytheUSDepartmentofEducationandtheElementaryandSecondaryEducationAct.
TheprogramacceptstheUSDepartmentofEducation’ssevenracialandethniccategories:
AmericanIndianorAlaskaNative,Asian,BlackorAfricanAmerican,Hispanic,Native
HawaiianorOtherPacificIslander,White,andTwoorMoreRaces.Groupsconsidered
underrepresentedingraduateeducationasdefinedbytheElementaryandSecondaryAct
includeBlack,Hispanic,AmericanIndian,AlaskanNative,NativeHawaiians,andPacific
Islanders.
InsomuchasBYUissponsoredbyachurchinstitutionwithaworldwidemembershipand
servesapurposethatisuniquetotheuniversity,BYUapplicantscomefromalloverthe
world.Whiletheracialandethniccategorieslistedabovemayapplytointernational
84
studentsandrepresentpeopleofcolor,thepublichealthprogramalsorecognizes
Caucasiansfrominternationalsettingsasunderrepresentedastheymayenterthepublic
healthworkforcewithintheirowncountriesoforigin.
1.8.a.ii.Alistofgoalsforachievingdiversityandculturalcompetencewithinthe
program,andadescriptionofhowdiversity-relatedgoalsareconsistentwiththe
university’smission,strategicplanandotherinitiativesondiversity,asapplicable.
TheBYUpublichealthprogrammaintainstwomajorgoalsrelatedtoachievingdiversity
andculturalcompetence:
1.Recruitandretaindiversepublichealthstudentsandfaculty.
2. Maintainapublichealthcurriculumthattrainsstudentstorespectdiversityand
bemoreculturallycompetentinpublichealthpractice.
Thefirstgoalhelpssupporttheuniversity’sFosteringanEnrichedEnvironmentPolicy
(ResourceFile1.1),whichstatesthat“theUniversityseeksqualifiedstudentsofvarious
talentsandbackgrounds,includinggeographic,educational,cultural,ethnic,andracial.”
Thesecondgoalhelpssupportdiversitylearningoutcomesassociatedwiththe
undergraduateandgraduatepublichealthprograms(seeCriterion1.8.a.v,Action1).
I.8.a.iii.Policiesthatsupportaclimatefreeofharassmentanddiscriminationand
thatvaluethecontributionsofallformsofdiversity;theprogramshouldalso
documentiscommitmenttomaintaining/usingthesepolicies.BrighamYoung
Universityiscommittedtoensuringequalopportunitiesforallstudents,faculty,andstaff,
andprovidinganeducationalenvironmentthatisfreefromdiscrimination,including
discriminationbasedonsex.TheEqualEmploymentOpportunityofficeassiststhe
universityinitsmissionto“provideastimulatingsettingwhere…thefullrealizationof
humanpotentialispursued.”Indoingso,theyworktoensurethatallfaculty,staff,and
studentsenjoyaworkandlearningenvironmentthatiscomfortable,productiveandsafe
bymaintainingandenforcingtheuniversity’sNondiscriminationandEqualOpportunity
Policy(seeResourceFile1.8).Thispolicyoutlinesexpectationsrelatedtoequal
opportunityandprohibitsdiscriminatoryconductandretaliation.Inadditiontothe
prohibitionagainstunlawfulharassment,theChurchEducationalSystemHonorCode
requiresthatstudents,employees,andotherssubjecttotheprovisionto“maintainthe
higheststandardsof…considerationofothersinpersonalbehavior”andthatthey“respect
others”(seeResourceFile1.8).Proceduresdesignedtoprovideforpromptandequitable
resolutionofreportsofviolationstotheNondiscriminationandEqualOpportunityPolicy
areoutlinedintheDiscriminationComplaintProcedures(seeResourceFile1.8).
TheAssociateDeanofStudentsservesastheTitleIXcoordinatorandreceivescomplaints
andreportsofunlawfulsexdiscriminationaffectingeducationprogramsattheuniversity.
Thiscoordinatoroverseesfivedeputycoordinatorswithspecificresponsibilitiesforsuch
groupsasstudents,universitypolice,faculty/staff,andathletics(see
https://titleix.byu.edu/contact-us).Theuniversity’sSexualMisconductPolicyisfoundin
ResourceFile1.8).
85
TheprogramiscommittedtomaintainingandimplementingtheSexualMisconductPolicy;
facultyandstaffreceivein-persontrainingbytheTitleIXcoordinatoreverytwoyears.In
addition,newstudentsattheuniversityreceiveSexualMisconductPolicytrainingthrough
anonlinesystemduringtheirfirstsemester.Todate,therehavebeennoreportedareasof
concernforfacultyorstaffregardingthesepolicies.
1.8.a.iv.Policiesthatsupportaclimateforworkingandlearningindiversesettings.
TheMissionofBrighamYoungUniversityiscommittedto“provideaperiodofintensive
learninginastimulatingsettingwhereacommitmenttoexcellenceisexpectedandthefull
realizationofhumanpotentialispursued.Tothisend,theuniversityseeksqualified
studentsandfacultyofvarioustalentsandbackgrounds,includinggeographic,educational,
cultural,ethnic,andracial,whorelatetogetherinsuchamannerthattheyare“nomore
strangersandforeigners,butfellowcitizenswiththesaints,andofthehouseholdofGod
(Ephesians2:19).Itistheuniversity’sjudgmentthatprovidingeducationaland
academicallyenlighteningopportunitiesforamixofstudentsandfacultywhosharevalues
basedonthegospelofJesusChristandcomefromavarietyofbackgroundsand
experiencesisanimportanteducationalassettoBYU.”(SeethefullUniversityStatement
onFosteringandEnrichedEnvironmentinResourceFile1.1.)
FacultyandstudentswithintheDepartmentofHealthScienceareencouragedtoengagein
scholarly,teachingandlearningactivitiesindiversesettings.Thepurposeofsuchemphasis
isto,first,tobenefitthecommunitywitheitherdirectoutcomes(suchasimprovedhealth
orvolunteerhours)orindirectoutcomes(suchaswouldresultfromincreasedexposure
andattentiontoexistingorfuturehealthconcerns),andsecond,toprovidebothfaculty
andstudentswithexperiencesindiversesettingsthatareexpectedtoincreasetheir
respectiveculturalcompetencies.
InJanuary2007,facultyintheDepartmentofHealthScienceadoptedaValuingDiversity
policythathasfurtherdefinedandprovidedasupportiveclimatefordiversity(seeMPH
StudentHandbook,MPHPoliciesandProcedures3.2,ResourceFile1.5).Thispolicystates:
that,“diversityencompassesthepresenceandparticipationofindividualswhodifferand
aresimilarbycharacteristicssuchas,butnotnecessarilylimitedto,race,age,color,
ethnicity,gender,nationalorigin,religion,disabilitystatus,healthstatus,healthdisparities
andcommunityaffiliation.Diversityalsoincludesvarioussocio-economicbackgrounds,
historicallyunderrepresentedpopulationsaswellasideasandbeliefs”(adaptedfrom
CornerstoneofExcellence—ThePennsylvaniaStateSystemofHigherEducationDiversity
StrategicPlan;usedbypermission).Second,descriptionsincludedinpostingsforavailable
positionsnowincludeabbreviatedformsofClowney’sdiversitycriteria(usedby
permission):“Researchorotherworkexperiencewithindiverseorminoritypopulations
(e.g.,racial/ethnic,cultural,personswithdisabilities,etc.)andinterestinperforming
researchorserviceamongthesepopulationsisalsodesirable.”Third,positiondescriptions
willseektopromotetheuniversityandlocalebyemphasizingproximitytoSaltLakeCity
andmanyoutdooractivitiesincludingmountainbiking,skiing,hikingorotherrecreational
experiences.Finally,searchcommitteeswillincludeatleastoneethnicallydiversefaculty
(seeMPHStudentHandbook,MPHPoliciesandProcedures3.2,ResourceFile1.8).
86
1.8.a.v.Policiesandplanstodevelop,review,andmaintaincurriculaandother
opportunitiesincludingservicelearningthataddressesandbuildscompetencyin
diversityandculturalconsiderations.Thecurrentstrategyfortrainingandgraduating
studentswhorespectdiversityandaremoreculturallycompetentinpublichealthpractice
focusesonseveralcreativeefforts.Fromongoingandfocusedefforts,thepublichealth
programhasdevelopedatwo-tieredapproachthatincludesbothexposureandimmersion.
Weacknowledgethatstudents’exposuretoandimmersioninethnicandculturaldiversity
isimportantforbuildingstrengthinBYUpublichealthprograms,andwethedepartment
hastakenseveralspecificactionstoprovidestudentswiththeseexperiences.
Action1,(LearningOutcomes).Theundergraduateandgraduatepublichealthprogram
maintainrespectivelearningoutcomesassociatedwithdiversity.Theselearningoutcomes
include:
• BSPublicHealth:Diversity–Recognizehowdiversitywithinandbetweengroupsmay
influenceplanning,interventionandeffectivepracticewithpersonsfromdiverse
backgrounds.
• MasterofPublicHealth:Diversity,Culture,andPoliticsinGeopoliticalSystems–
Discusshowdiverseculturalvalues,traditions,geopoliticalsystemsandothersocial
determinantsimpactthehealthofcommunitiesbeingserved.
Facultyasawholereviewmetricsassociatedwiththeselearningoutcomesonanannual
basisandmakecurricularadjustmentsbasedonthesefindings.Foracompletedescription
ofthemonitoringandreportingprocessforthisandotherlearningoutcomes,pleasesee
Criterion2.7.a.
Action2,(Courses).Thedepartment’sMPHcurriculumcommitteeandundergraduate
curriculumcommitteehaveprimaryresponsibilitytoregularlyreviewdiversityand
culturalconsiderationswithinthecurriculum.TheMPHcurriculumcommitteeistasked
withreviewingtwocoursesannuallytoensurethateachcourseisrelevantintermsof
contentandlearningactivities.Basedupontheseannualreviews,thecommitteeproposed
andimplementedanewcourse,HLTH635:InternationalHealthPractice(seesyllabusin
ResourceFile2.1),whichfocusesonpracticalskillsforpromotinghealthinunderserved
populations.AllMPHstudentsarerequiredtocompletethiscourseduringtheirsecond
year.
Attheundergraduatelevel,acultural–competencyanddiversitylearningmodulehasbeen
developedandlaunchedinanintroductorycourse(HLTH100:IntroductiontoPublic
Health)thatallBSinPublicHealthstudentsarerequiredtotake(seeResourceFile1.8).
Thismoduleisaself-paced,for-creditassignmentthatallstudentscompletewhenthey
takeHLTH100.Studentsthatcompletetheassignmentwillreceivefullpointsandstudents
thatdonotcompletetheassignmentwillreceivezeropoints.
Action3,(FieldExperiences).StudentfieldworkintheMPHprogramfocuseson
underservedandat-riskpopulations.Assuch,studentswhowerehistoricallyrequiredto
87
completeprojectreportedinwritinghowtheirfieldworkaddressedtheseimportant
populations(see2013-2014MPHStudentHandbook,ResourceFile1.5).Newfieldwork
requirementsadoptedbyfacultyin2014outlinesnewresponsibilities.Throughtheir
fieldworkreport,studentsindicatehowthediversitylearningoutcomeismetbyfieldwork
orotherprogramactivities.
Action4,(OtherOpportunities).Whilenotcompulsoryforallpublichealthstudents,other
opportunitiesareprovidedtobuildcompetencyindiversityandculture.Theseincludethe
GlobalHealthInternshipProgram(seeCriterionandResourceFile2.4)andstudyabroad
programsledthroughKennedyCenterforInternationalStudies(see
http://kennedy.byu.edu).TheGlobalHealthInternshipProgramcanfulfillacademic
requirementsforapublichealthinternshipforthosestudentsthatneedit(seeResource
File2.4).KennedyCenterstudyabroadprogramsrequireculturalcompetencecourses
taughtbyexperiencedandqualifiedfacultyasaprerequisitetostudy.TheDepartmentof
HealthSciencehasestablishedastudyabroadprogramtoservicestudentswithadesireto
studypublichealthinItaly,FranceandtheNetherlands(seeResourceFile1.8).Several
departmentalcourses(HLTH335,439,and491R)willbedeliveredbyprimaryfacultyand
taughtthroughthelensoftheculturalenvironmentsstudentsandfacultywillvisit.
ManystudentsatBYUareexposedtodiversityandculturethroughsecondlanguage
training,missionaryservice,andlanguagecoursesoncampus.Only70%ofstudentsatBYU
speakalanguageotherthantheirnativelanguageandjustoverhalfservedaLDSmission.
Over55languagesaretaughtregularlyoncampuswithanadditional30languagesoffered
pendingstudentinterest.Atotalof31%ofBYUstudentsenrollinlanguagecourses
comparedto9%nationally(see
http://yfacts.byu.edu/Categories/CategoryList?id=29&active=4).
Thepublichealthprogramalsohelpsexposestudentstoservingdiversepopulationsby
hostingpublichealthforumsandbrownbagseminarsontopics.TheBYUPublicHealth
ForumsadministeredthroughtheProfessionalandAlumniConnectionsCommitteebegan
duringthe2014—2015academicyearandprimarilytargetthepublichealthworkforce.
However,studentsareinvitedandarestronglyencouragedtoattendallthesemeetings.In
addition,theuniversityhostsforumstwiceamonthwherepresentersareoftenfrom
diversebackgroundsandcommunities.Theentirecampuscommunityisinvitedtothese
forumsduringatimewhennoclassesareheld.Finally,departmentsponsoredforumsand
seminarsalsoexposestudentstodiversebackgroundsandexperiences(seeTable4.4.b.1).
1.8.a.vi.Policiesandplanstorecruit,develop,promoteandretainadiversestaff.
BrighamYoungUniversityisanequalopportunityemployer.Assuchandasstatedinthe
onlineBYUpoliciesandproceduresmanual,“(BrighamYoungUniversity)doesnot
discriminateonthebasisofrace,color,gender,age,nationalorigin,veteranstatus,or
againstqualifiedindividualswithdisabilities.”Nevertheless,becauseoftheuniversity’s
religiousmission,strongpreferenceisgiventoqualifiedapplicantswhoarefaithful
membersofTheChurchofJesusChristofLatter-daySaints.
88
In2007,theMPHprogramadoptedtheValuingofDiversitypolicy(seeCriterion1.8.a.iv).
Thesediversity-friendlypoliciesandprocedureshelpimprovetheprogram’scapacityto
recruitcompetent,versatile,anddiversecandidates.Positiondescriptionsinclude
abbreviatedformsofClowney’sdiversitycriteria.
1.8.a.vii.Policiesandplanstorecruit,admit,retainandgraduateadiversestudent
body.Departmentaleffortstorecruit,admitretainandgraduateadiversestudentbodyare
primarilyfocusedtowardgraduatestudents.Undergraduaterecruitment,admission,and
retentionaremanagedattheuniversitylevel.
Action1,(Recruiting).Themainoff-campusrecruitingobjectiveoftheMPHprogramisto
attractethnicallydiversestudentswhoareexposedtothedress,grooming,andlifestyle
requirementsofBYUstudents.Theprimaryoff-campuspoolsarefromthemaincampus’
sisterinstitutions:BYU-HawaiiandBYU-Idaho.Thesestudentsarereadilyfamiliarwiththe
university’sdress,grooming,andlifestylerequirementsandeachinstitutionissuccessfulat
recruitingindividualsfromaroundtheworldasundergraduatestudents.Forexample,at
theBYU-Hawaiicampus,50%ofallstudentsareinternationalstudentsrepresenting70
countriesfromoutsidetheUnitedStates,primarilyfromAsiaandthePacificnations.The
MPHprogramdirectorhasworkedwithstudentplacementofficesandselectsdepartment
advisorsfromtheHawaiiandIdahocampusestorecruitdiversestudents.Unfortunately,
whereasthedepartmenthasattractedseveralstudentsfromtheserecruitmentefforts,
manyhavenotcompetedacademicallytoretainasignificantnumberofdiversestudents
fromeitherofthesesisterinstitutions.
Action2,(MPHAdmissionsCriteria).Bywayofpolicy,theMPHadmissionscriteriawere
modifiedinJanuary2006tosignificantlyvalueethnicdiversity:
1.
GREscore(1–6points;rankedandscoredbytheMPHdirectorintosixequalstrata);
2.
GPAscore(1–6points;rankedandscoredbytheMPHdirectorintosixequalstrata);
3.
DiverseBackground(0or4points;thisall-or-nonescoreisawardediftheapplicant’s
declaredethnicityorraceisnonwhite[non-Caucasianorminoritydesignation],orif
theapplicantisclassifiedasaninternationalstudent[international-bornmayapply]
andmeetsorexceedsTOEFLuniversityrequirements.Missionaryserviceorother
temporaryculturalimmersionexperiencesdonotapply);
4.
ProfessionalExperience(0–4points;basedonpaid,full-timeexperienceinpublic
healthoracloselyrelatedhealthprofession);
5.
OtherExperience(0–2points;experiencethatsupportstheMPHmissionstatement
[at-risk,underserved,orculturallydiversecommunitiesineitherdomesticor
internationalsettings]thatmayincluderesearch,studyabroad,missionaryor
militaryservice,relatedemployment,etc.);
6.
StatementofIntent(0–2points;howclearlytheapplicanthasarticulatedhisorher
visionforcareergoalsinpublichealth,basicreasonsforchoosingacareerinpublic
health,researchorprofessionalinterests,etc.).
89
TheMPHprogramhaspromotedthisemphasisinourrecruitmentmaterialsandmessages
toattractmoreethnicdiversityandhaveexperiencedconsistentsuccess.Thus,inaddition
tohavingmorediversestudentapplicants,theprogramhasbeenabletobettervaluetheir
contributionstotheprogramatthesamelevelasstudentswhopossessprofessionalwork
experience.
Action3,(Admission).Theprogramactivelyrecruitsadiversestudentbodyandensures
thatstudentsareexposedtoabroadrangeofculturalandsociodemographicexperiences
relatedtopublichealthandhealthpromotion.TheexistingdiversitypolicyforMPH
studentrecruitment/admissionsstates:“Theprogramaimstoacceptnofewerthanonequarterofitsstudentsfromethnicallydiverseorinternationally-bornbackgrounds.”This
goalhasbeenachievedfortwooutofthelastthreeyearsoftheprogram,andclassof2013
(SeinoandArredondo),classof2014(Anderson,Cariello,Chao,andBush),classof2015
(Karki,Chae,Khomitch,Chalmers,andScrobotovici).Diversityamongstudentshas
resultedinstrengthenedstudentdiscussionsinpublichealthcourses,especiallyamong
internationalstudents.Currently,BYUasaninstitutioniscomposedof6percent
internationalstudentsand12%minoritystudents.Thus,thepublichealthprogramhas
twicetheproportionofdiversestudentscomparedtotheuniversityasawhole.
Action4,(Retention).Inadditiontobroad,ongoingadvertisingandrecruitmentefforts,the
programhasapprovedanadditionalmechanismtoattractdiversestudentstotheMPH
programbyprovidinga“BYUMPHGREPrepCourseScholarshipforMulticultural
Students.”Theprogrambelievesthatretentionwillbeenhancedasincreasingnumbersof
diverse,academicallypreparedstudentsareadmittedtotheprogram.TheGREscholarship
assistsstudentsintheirpreparationfortheprogramandhelpsensurethatallapplicants
arequalifiedandabletosucceedintheprogram.Inaddition,thisscholarshipismade
availabletoencouragetheapplicationofinternationalandmulticulturalstudentsenrolled
asundergraduatesatBYU.Specifically,theprogramprovidesscholarshipstomulticultural
studentsfromfourunderrepresentedminoritygroups(AfricanAmerican,NativeAmerican,
Hispanic/Latino,andPacificIslander)totaketheGREprepcourses.Thescholarshipcovers
upto$500ofthecostforaGREprepcourse.Studentswhoreceivethescholarshipmust
enrollintheGREprepclassbeforetakingtheGREexamination,andattendallsessions,and
completetheclassassignmentsofthecourse.Further,studentsreceivingthescholarship
mustregisterandtaketheGREexaminationattheirownexpenseandarestrongly
encouragedtoapplytotheBYUMPHprogram.TheMPHprogramhaspaidforthreeGRE
prepcourseoverthepastthreeyears.
TheMPHdirectorhasbeeninstrumentalinassistingallMPHstudentsinsecuringturtors,
asneeded.ThetutorsarehiredthroughtheMPHprogrambudgetandhavetypicallybeen
usedforassistanceinHLTH604:PrinciplesofBiostatistics.Identificationoftheneedfor
tutorsoccursthroughconsultationwithMPHstudentcouncilrepresentatives,whoprovide
valuablequalitativefeedbackoncohortprogress.Graduatefacultymembersalsoconsult
withtheMPHdirectoraboutareasofpossiblechallengeandwhenatutormaybehelpful.
90
1.8.a.viii.Regularevaluationoftheeffectivenessoftheabove-listedmeasures.The
MPHAdmissionCommitteemeetsonanannualbasistoconsiderissuesassociatedwith
admissionofdiversestudents.Thiscommitteeisresponsibleforensuringadherenceto
admissionscriteria,includingthoseassociatedwithdiversity.TheMPHdirectorchairsthe
admissionscommitteeandmonitorsthemixofstudentsastheyacceptinvitationstojoin
theprogram.Thismonitoringfunctionalsoprovidesthedirectorwithneedsassociated
withrecruiting.
1.8.b.EvidenceofImplementation(Evidencethatshowsthattheplanorpoliciesare
beingimplemented.Examplesmayincludemission/goals/objectivesthatreference
diversityorculturalcompetence,syllabiandothercoursematerials,listsofstudent
experiencesdemonstratingdiversesettings,recordsandstatisticsonfaculty,staff
andstudentrecruitment,andadmissionandretention.)
OnegoaloftheBSinPublicHealthistoexposestudentstotopicsrelatingtocultural,racial
andethnicdiversityinanefforttoincreasetheirculturalcompetenceinpublichealth
settings.Tothisend,thedepartmenthasdevelopedaweb-baseddiversityandcultural
competencytrainingmodulethatmustbecompletedbyeveryBSinPublicHealthstudent
(seeResourceFile1.8).ThemodulehasbeenincorporatedintoHLTH100:Introductionto
PublicHealth,acoursethatisrequiredforallstudents.Furthermore,effortsareongoingto
recruitadiversefaculty.Vacantpositionsarepostedineverymajorpublicationforhigher
education.DepartmentofHealthSciencefacultyareencouragedtoleverageexisting
networksandforgenewonesinanefforttoidentifyeverypossiblecandidatethatmay
haveaninterestinapplying.
1.8.c.DiversityPlan/PolicyDevelopment(Descriptionofhowthediversityplanor
policiesweredeveloped,includinganexplanationoftheconstituentgroups
involved.)
ThediversityplanforBYUisfoundintheFosteringanEnrichedEnvironmentPolicyas
outlinedabove(seeResourceFile1.8).Thispolicywasestablishedin2012andhelpsto
guidetheuniversityadmissionsprocess.Atthedepartmentlevel,goalsforachieving
diversityandculturalcompetencyamongstudentswereinitiallydraftedandapprovedby
theaccreditationcommitteeduringthe2014—2015academicyear.TheValuingof
Diversitypolicy(seepage42,MPHStudentHandbook2015—2016,ResourceFile1.8)was
approvedbyfacultyandMPHadvisorycommitteemembersinSeptember2007.Sincethat
time,theDepartmentofHealthSciencehasimplementedvariousactionitemstorecruit
andretaindiversestudents,faculty,andstaff,aswellasimproveimmersioninand
exposuretoethnicandculturaldiversity.
1.8.d.DiversityPlan/PolicyMonitoring(Descriptionofhowtheplanorpoliciesare
monitored,howtheplanisusedbytheprogramandhowoftentheplanisreviewed.)
MonitoringoftheBYUFosteringandEnrichedEnvironmentPolicyisconductedbythe
AdmissionsServicesOfficeandreportedtotheBYUBoardofTrustees.Forthoseaspectsof
91
thediversityplanthatareunderthecontroloftheDepartmentofHealthScience,
measurableoutcomesandtargetshavebeencreated.Diversitytargetsaretrackedasa
partofthepublichealthprogram’sperformanceassessmentsystem(Table1.2.c.1).
1.8.e.MeasurableObjectivesforDiversity(Identificationofmeasurableobjectiveby
whichtheprogrammayevaluateitssuccessinachievingadiversecomplementof
faculty,staffandstudents,alongwithdataregardingtheperformanceofthe
programagainstthosemeasureforeachofthelastthreeyears.SeeCEPHData
Template1.8.1.Ataminimum,theprogrammustincludefourobjectives,atleasttwo
ofwhichrelatetorace/ethnicity.Fornon-US-basedinstitutionsofhighereducation,
mattersregardingthefeasibilityofrace/ethnicityreportingwillbehandledona
case-by-casebasis.Measureableobjectivesmustalignwiththeprogram’sdefinition
ofunder-representedpopulationsinCriterion1.8.a.)
FourobjectiveswereidentifiedtoguidetheMPHprogram’seffortstoachieveadiverse
complementoffaculty,staffandstudents.ContainedinTable1.8.e.1arethespecific
objectivesortargetsandtheprogram’srelatedprogressduringpastthreeyears.
92
Table1.8.e.SummaryDataforFaculty,Studentsand/orStaff
Category/Definition
Methodof
Collection
DataSource
Target
Exposureand
Immersion
Committee
Review
Field
Experience
Report
100%
100%
100%
Compliant
Compliant
Compliant
Recruitmentand
Retention
Department
Financial
Analyst
Report
Scholarship
Records
studentswillincorporate
at-riskorunderserved
populationintheir
fieldwork.
Target2.A.4:Atleasttwo
GREpreparationcourse
scholarshipswillbefunded
eachyearformulticultural
studentstoattractdiverse
studentsandenhancetheir
capacitytoscorewellon
theGRE.
2Funded
(Fernandez,
Vasquez)
0Funded
1Funded
(Tounkara)
Compliant
NotCompliant
Partially
Compliant
SelfReport
Admissions
Application
Target2.B.1:20%of
MPHprogramwillbe
comprisedofforeign-born
individualsorbefrom
racialorethnicminorities.
Target2.D.1:25%of
currentlyenrolledBSin
beforeign-bornindividuals
orbefromracialorethnic
minorities.
Target3.A.5:100%of
positionannouncements
forfull-timefaculty
positionswillincludethe
diversitycriteriaoutlined
inthevaluingdiversity
policy.
minority
minority
minority
Compliant
PartiallyCompliant
26%foreign-bornor
fromracialorethnic
minorities
33%foreign-born
orfromracialor
ethnicminorities
Compliant
Compliant
100%of
announcements
includeddiversity
criteria
100%of
announcements
includeddiversity
criteria
100%of
announcements
includeddiversity
criteria
Compliant
Compliant
Compliant
Racial/Ethnicity–
GraduateStudents
Racial/Ethnicity–
Undergraduate
Students
Racial/Ethnicity–
Faculty
SelfReport
Department
Chair
Development
andReview
Admissions
Application
Position
Announcements
2012/2013
2013/2014
2014/2015
Compliant
34%foreign-born
orfromracialor
ethnicminorities
Compliant
93
Category/Definition
Exposureand
Immersion
Methodof
Collection
DataSource
Target
Program
Performance
Assistant
Chair
Target4.C.1:Hostatleast
threeseminarsthroughthe
PublicHealthForums.
2012/2013
2013/2014
2014/2015
DonnaPeterson
AndreasGeorgiadis DagRekve
JoyceGaufin
CarrieReed
PartiallyCompliant
PartiallyCompliant
Compliant
94
criterion.
Thiscriterionismet.
Strengths
• Theuniversityhasdiversitypoliciesandplansandmonitorsthemplanstoensurea
diverseundergraduatestudentpopulation.
• TheDepartmentofHealthSciencehasplansandproceduresinplacetorecruitand
retainadiversestudentbodyatthegraduatelevel.
• AmajorityofstudentsadmittedtoBYUspeakasecondlanguage.Inaddition,many
havehaddiverseculturalexperiencesthroughmissionaryservice.
• Immersionandexposureexperiencesareintegratedandimplementedthroughout
thecurriculumtoprovidegreaterrespectfordiversityandenhancedcultural
competenceforpublichealthpractice.
Weaknesses
• WhileresourceshavebeendistributedforGREpreparationcoursestoculturally
diverseprospectivestudents,targetshavenotbeenmetconsistentlyonanannual
basis.
ActionPlan
• AdditionaleffortstolocateandfundculturallydiversestudentsfortheGRE
preparationcoursewillbesought.Theseeffortswillincludethecreationofa
mechanismforstudentapplication.Todate,noapplicationprocessexistsand
studentsareinvitedtoparticipateastheymeetwiththeMPHprogramdirector.
• TheDepartmentofHealthSciencedevelopedandmarketedthenewPublicHealth
Forumsduringthe2014—2015academicyear.Whileguestshighlightingtheirwork
withdiversepopulationshavebeencommonovertime,thedepartmentwill
continuetomarkettheseguestsasapartofthePublicHealthForums.
95
Criterion 2.0
Instructional Programs
96
2.1 DegreeOfferings.Theprogramshallofferinstructionalprograms
reflectingitsstatedmissionandgoals,leadingtotheMasterofPublicHealth
(MPH)orequivalentprofessionalmaster’sdegree.Theprogrammayoffera
generalistMPHdegreeoranMPHwithareasofspecialization.Theprogram,
dependinguponhowitdefinestheunitofaccreditation,mayofferother
degrees,professionalandacademic,ifconsistentwithitsmissionand
resources.
2.1.a.InstructionalMatrix(Aninstructionalmatrixpresentingalloftheprogram’s
degreeprogramsandareasofspecialization,includingbachelors,master’sand
doctoraldegrees,asappropriate.Ifmultipleareasofspecializationareavailable,
theseshouldbeincluded.Thematrixshoulddistinguishbetweenprofessionaland
academicdegreesforallgraduatedegreesofferedandshouldidentifyanyprograms
thatareofferedindistancelearningorotherformats.Non-degreeprograms,suchas
certificatesorcontinuingeducation,shouldnotbeincludedinthematrix.)
TheaccreditationunitistheBSandMPHdegreeswithintheDepartmentofHealthScience
atBYU.TheMPHistheonlygraduatedegreeoffered.Twoundergraduatedegreesinpublic
healthareacademicinpurposewithemphasisareasinepidemiologyandhealthscience.
Twoundergraduatedegreesareprofessionalinpurposewithemphasisareasin
environmental/occupationalhealthandhealthpromotion.TheMPHinpublichealthis
professionalinpurposewithanemphasisinhealthpromotionandmayalsobereferredto
asacommunityhealtheducationdegree.
TheBSinPublicHealthwithemphasisinepidemiologyisthestudyofpatterns,causes,and
effectsofhealthanddiseaseconditionsindefinedpopulationswhiletheHealthScience
emphasisprovidesstudentswithstudyofhowtoadvancepublichealththroughthe
currenthealthcaresystem.MoststudentspursuingtheHealthScienceemphasisgoonto
pursueaclinicaldegree.TheBSinPublicHealthwithemphasisin
Environmental/OccupationalHealthpreparesstudentstoreducetheburdenofhuman
illnessorinjurythatresultsfromnaturalandman-madeenvironmentalexposureswhile
theHealthPromotionemphasisprepareshealtheducationspecialists.
TheMPHprogrampreparesstudentstoworkaspublichealthprofessionalswith
specializedtrainingtostrategicallyplan,implementandevaluatehealthpromotion
solutionsthatimprovehealthandwellbeing.Suchtrainingemphasizesreducing
preventablediseases,injuries,andhealthdisparitiesamongunderservedorat-risk
populationsindomesticorinternationalsettings.AlthoughMPHstudentsarepreparedto
bepractitionersofpublichealth,severalgraduateshavepursueddoctoraltrainingor
employmentinresearchsettingsfollowingtheirgraduationfromBYU.Table2.1.a.
outlinesdegreeoptionsinthepublichealthprogram.
97
Table2.1.a.InstructionalMatrix
Degree
Academic
Professional
Bachelor’sDegrees
PublicHealth:EpidemiologyEmphasis
BS
PublicHealth:Environmental/OccupationalHealthEmphasis
BS
PublicHealth:HealthScienceEmphasis
PublicHealth:HealthPromotionEmphasis
BS
BS
Master’sDegree
PublicHealth:HealthPromotionSpecialization
MPH
2.1.b.OfficialPublication(Thebulletinorotherofficialpublication,whichdescribes
alldegreeprogramslistedintheinstructionalmatrix,includingalistofrequired
coursesandtheircoursedescriptions.Thebulletinorotherofficialpublicationmay
beonline,withappropriatelinksnoted.)
TheBScurriculumisdescribedintheUndergraduateCatalog2014-2015andisavailableat
http://registrar.byu.edu/catalog/2014-2015ucat/.Specificinformationrelatedtopublic
healthundergraduateprogramsisavailableathttp://registrar.byu.edu/catalog/20142015ucat/departments/HealthScience/HlthSci.php.
TheMPHcurriculumisdescribedintheGraduateCatalog,2014-2015,pages108-110(see
ResourceFile2.1).APDFversionisavailableat
https://graduatestudies.byu.edu/sites/default/files/graduatestudies.byu.edu/files/files/c
atalog/current-catalog.pdf.
98
2.1.c.CriterionAssessment(Assessmentoftheextenttowhichthiscriterionismet,
criterion.)
Thiscriterionismet.
Strengths
• ThedepartmentoffersaBSinPublicHealthdegreewithfouremphasisareasanda
singleMPHdegreeinhealthpromotion/communityhealtheducationasreflecting
thestatedmission,goalsandobjectivesofthepublichealthprogram.
• Theundergraduateandgraduatecurriculumaddressallcorepublichealthtopics.
Thecurriculumisdescribedintheuniversityundergraduateandgraduatecatalogs
thatarepubliclyavailable.
Weaknesses
• None.
ActionPlan
• None.
99
2.2 ProgramLength.AnMPHdegreeprogramorequivalentprofessional
master’sdegreemustbeatleast42semester-creditunitsinlength.
2.2.a.CreditHours(Definitionofacreditwithregardtoclassroom/contacthours.)
BrighamYoungUniversitymeasuresacademiccreditincredithourswithonecredithour
approximatingnotlessthanonehourofclassroomordirectfacultyinstructionanda
minimumoftwohoursofout-of-classworkeachweekforapproximatelyfifteenweeks
(seeResourceFile2.2).Fallandwintersemesters,includingfinalexaminations,are
approximately15weeksinlength.Themajorityofpublichealthcoursesrequire45hours
ofclass-basedinstructionovereachsemester.Coursesarescheduledtwiceperweek
duringfallandwintersemestersfor75minutesperclass.Courseworkrequirementsfor
additionallabsandsmallgroupworkarenormalacrossallcourses.
Attheundergraduatelevel,majorscantakepublichealthrelatedcoursesMondaythrough
ThursdayintheDepartmentofHealthScienceduringfallandwintersemesters,andduring
springandsummerterms.Studentsmustcompleteaminimumof120totalcreditsthat
includeapublichealthcoreof16creditsthatincludesattentiontocorepublichealth
principles.Eachrespectiveemphasisareahasaminimumof12creditsofrequired
courses.Aminimumof12creditsofelectivesarerequiredforthe
environmental/occupational,epidemiologyandhealthpromotionemphasisareas.For
additionalinformationseeCriterion2.8.
Atthegraduatelevel,first-yearstudentshaveclassesofferedonMondayandWednesday
andsecond-yearstudentshaveclassesonTuesdayandThursday.Thisschedule
accommodatesemployedstudentstoconcentratetheiracademicstudiesontwodaysa
week.Thespringandsummertermsareeach8weeksinlength,althoughwedonot
currentlyofferin-classcoursesduringtheseterms.Thisisduetotheprogram’sinterestin
havingallstudentsthatareworkinginthefieldcompletetherequirementsfortheirMPH
fieldwork.Afieldworkcredithouris50contacthours.Studentsmustcompleteatotalof48
credits:42requiredcredits(includes6creditsoffieldwork),and6electivecredits.
2.2.b.MinimumDegreeRequirements(Informationonminimumdegree
requirementsforallprofessionalpublichealthmaster’sdegreecurriculashownin
theinstructionalmatrix.Iftheprogramoruniversityusesaunitofacademiccredit
oranacademictermdifferentfromthestandardsemesterofquarter,thisdifference
shouldbeexplainedandanequivalencypresentedinatableornarrative.)
Thecurrentrequirementsarethatstudentsmustsuccessfullycomplete14required
courses(whichincludesthefieldwork)for42creditsand6creditsofelectivecoursesto
receivetheMPHdegree.Allstudentscompletea300-hourfieldworkexperienceinapplied
publichealthorhealthpromotionsettings.Studentsmaycompleteanindependentstudy
courseorspecialreadingscoursetowardelectiverequirements.Noprerequisitecourses
arerequired.
100
Studentsmayrequestthatgraduatecredit(upto25%oftotalBYUcredits)fromaU.S.or
CanadianaccrediteduniversitybeappliedtowardtheirtotalMPHprogramcourse
requirements.Thesedecisionsaretheresponsibilityofthestudent’sgraduatecommittee
andprogramdirector.Thecommitteeanddirectorreviewstudentrequestsanddetermine
ifthecoursesareappropriate.Theyassessthecoursebasedoninformationinthesyllabus
and/orotherinformationprovidedbythestudentalongwiththetypeofgraduate-level
creditgiven(numberofcreditsawarded,courseduration,etc.)andthestudent’sgradeofB
orbetter.Studentscannothaveappliedtransfercoursestowardearninganundergraduate
orgraduatedegreefromthatinstitution.Onlycreditbearingcoursesareconsidered.The
OfficeofGraduateStudiesmustgrantfinalapprovaloftransfercredits(seeMPHStudent
Handbookformoreinformation,ResourceFile4.3).
2.2.c.ProfessionalPublicHealthMaster’sDegreesAwardedforFewerthan42
Credits(Informationaboutthenumberofprofessionalpublichealthmaster’s
degreesawardedforfewerthan42semestercreditunits,orequivalent,overeachof
thelastthreeyears.Asummaryofthereasonsshouldbeincluded.)
OnlyoneMPHdegreeisawardedatBrighamYoungUniversityandcandidatesreceivethis
degreeuponcompletingallrequirements,includingthe48creditstandard.Nostudents
haveearnedanMPHwithfewerthan48credits.
2.2.d.CriterionAssessment(Assessmentoftheextenttowhichthiscriterionismet,
criterion.)
Thiscriterionismet.
Strengths
• Allundergraduateandgraduatestudentsmeetthepublishedprogramrequirements
inaconsistentway.TheundergraduateBSprogramrequiresaminimumof120
creditsinfouremphasisareas.ThegraduateMPHprogramrequires48creditsthat
involve300hoursoffieldwork.Theserequirementsmeetorexceedtheuniversity’s
graduationrequirements.
Weaknesses
• None.
ActionPlan
• None.
101
2.3 PublicHealthCoreKnowledge.Allgraduateprofessionalpublichealth
degreestudentsmustcompletesufficientcourseworktoattaindepthand
breadthinthefivecoreareasofpublichealthknowledge.
2.3.a.StudentKnowledge(Identificationofthemeansbywhichtheprogramassures
thatallgraduateprofessionalpublichealthdegreestudentshavefundamental
competenceintheareasofknowledgebasictopublichealth.SeeCEPHData
Template2.3.1.)
Theprogramassuresabroadunderstandingoftheareasofknowledgebasictopublic
healththroughavarietyofmeansincluding,butnotlimitedtocoursework,mentored
research,involvementwithpublichealthactivities,involvementwithprofessional
organizations,andparticipationintheMPHpracticum.Thisassuranceisreflected
primarilythroughcourseworkintheMPHprogramofstudy.Studentsarerequiredto
completeatleastonecourseineachofthefivecoreareasbasictopublichealth.The
standardcorecourserequirementsforeachofthefiveareasarefoundinTable2.3.a.
Table2.3.a.RequiredCoursesAddressingPublicHealthCoreKnowledgeAreasforMPHDegree
CoreKnowledgeArea
CourseNumber&Title
Credits
Epidemiology
HLTH602PrinciplesofEpidemiology
3
Biostatistics
HLTH604PrinciplesofBiostatistics
3
EnvironmentalHealthSciences
HLTH606EnvironmentalHealthSciences
3
HealthServicesAdministration
HLTH607PublicHealthAdministration
3
Social&BehavioralSciences
HLTH608DeterminantsofHealthBehavior
3
Thecorecurriculumistaughtbyprogramfacultywhohaveexpertiseandadvanced
traininginthesecoreareas.Thelinkbetweencourselearningoutcomesandprogram
outcomesarefoundinResourceFile2.1(seeCourseandProgramOutcomeAlignment).
SyllabiforMPHcorecoursesarefoundinResourceFile2.3.Studentswhocompletethese
coursesobtaingeneralknowledgeandskillsinthefivecoreknowledgeareas.Proficiencyis
demonstratedandassessedduringtheirpracticalapplicationintheHLTH688RField
Experience.Additionaldetailsregardingthefieldworkandculminatingexperienceisfound
inCriterion2.4and2.5.
Abriefdescriptionoftherequiredcorecoursesfollows(total15credits):
• HLTH602:PrinciplesofEpidemiology(Year1,Fall).Principlesandmethodsusedin
epidemiologicresearch,includingstudydesign,confounding,chance,bias,causality,
anddescriptiveandanalyticmethods.[Contributestooneoffivecorepublichealth
areas:Epidemiology]
102
•
•
•
•
HLTH604:PrinciplesofBiostatistics(Year1,Winter).Basicconceptsof
biostatisticsandtheirapplicationsandinterpretation.Topicsincludedescriptive
statistics,graphics,diagnostictests,probabilitydistributions,inference,regression,and
lifetables.[Contributestooneoffivecorepublichealthareas:Biostatistics]
HLTH606:EnvironmentalHealthSciences(Year1,Winter).Environmentalrisks
forhumandisease.Contributionsofphysicalandbiologicalfactorsandsocial,
economic,andpoliticaldeterminantsrelativetosustainabledevelopmentand
promotionofhealth.[Contributestooneoffivecorepublichealthareas:Environmental
Health]
HLTH607:PublicHealthAdministration(Year2,Fall).Applicationofmanagement
andleadershipskillsinpublichealthorganizations.Includessystemsthinking,
developingsharedvisions,planning,communication,staffing,directing,finance,
budgeting,andreporting.[Contributestooneoffivecorepublichealthareas:Health
ServicesAdministration]
HLTH608-DeterminantsofHealthBehavior(Year1,Fall).Psychological,social,
andculturaldeterminantsofhealthbehavior.Introducinghealthbehaviortheoriesand
applyingbehaviorchangemodelstoprogramdevelopment.[Contributestooneoffive
corepublichealthareas:SocialandBehavioralSciences]
TheMPHprogramoffersthegreatestconcentrationofcoursesinthesocialandbehavioral
sciencesareas.Severalofthecorecourseslistedabovearedesignedtomeetsomeofthe
inter-relatedsetofadvancedhealtheducationspecializationcourses(seeCriterion2.6).
Otherrequiredcoursesintheprogrammeettheadditionalcompetenciesofhealth
educationandreinforcecorepublichealthcompetencies.Abriefdescriptionofrequired
coursesrelatedtoareasofconcepts,knowledgeandskillsbasictocommunityhealth
educationfollows(total15credits):
• HLTH612:ProgramPlanningandEvaluation(Year1,Winter).Variousprogram
planningandimplementationmethods,theoriesandskills,includingneedsassessment,
prioritysetting,programdevelopment,evaluationandbudgeting.
• HLTH618:SurveyandResearchMethods(Year1,Winter).Designing,
administeringandanalyzingdatacollectioninstrumentsforresearchandevaluationin
publichealth:Quantitativeandqualitativemethods.
• HLTH619:InfectiousandChronicDiseasePreventionandControl(Year2,Fall).
Publichealthsolutionstotheleadingcausesofchronicandinfectiousdiseasemortality
intheUnitedStatesandintheworld.
• HLTH625:Population-BasedHealthPromotionInterventions(Year1,Fall).
Macro-orpopulation-basedinterventionsincludingmasscommunication,policyand
legislation,mediaadvocacy,socialmarketingandcommunitymobilization.
• HLTH630:Small-GroupHealthPromotionInterventions(Year2,Fall).Microinterventions:curriculumandtheeducationalprocess,groupdynamics,training
models,consultation,andcounseling,includingtheoriesusedinhealtheducationand
adultlearning.
103
AdditionalrequiredcourseshelpprovideMPHstudentswithpublichealthfoundations,
skillsforworkingwithdiversecultures,andanappliedfieldexperience.Abriefdescription
oftheserequiredcoursesfollows(total12credits):
•
•
•
HLTH600:FoundationsofPublicHealthandHealthPromotion(Year1,Fall).
Globalperspectivesofpublichealthandhealthpromotion.Essentialpublichealth
services,publichealthorganizations,andcurrentissuesinglobalhealthpromotion.
HLTH635:InternationalHealthPractice(Year2,Fall).Usesprincipleslearnedin
corepublichealthcoursestodevelopskillsincollaboratingandpartneringwith
internationalentitiestoimpacthealthamongpopulationwithdiverseculturalvalues,
traditionsandgeopoliticalsystems.
HLTH688R:FieldExperience(Year1,Spring/SummerTerm).DomesticUSand
internationalfieldexperiencesinpublichealthsettingsthatexposestudentstopublic
healthstrategiesandinterventionsinmulticulturalsettings.
Eachoftherequiredcourseshasbeendevelopedtomeetstudentlearningobjectivesand
learningcompetenciesofcorepublichealthandhealtheducationstandards.
2.3.b.CriterionAssessment(Assessmentoftheextenttowhichthiscriterionismet,
criterion.)
Thiscriterionismet.
Strengths
• TheMPHprogramrequiresstudentstocompletecourseworkineachofthefivecore
areasinpublichealth.Inaddition,theprogramrequiresstudentstocomplete
specializedknowledge,competencies,andskillspertainingtohealtheducation,
whichcomplementthecoreareasofpublichealth.Individualcoursesareassigned
primaryorreinforcingresponsibilityforthefivecoreareasofpublichealthandthe
advancedspecializationcompetenciesofhealtheducation.
• Theprogramassuresthatallprofessionaldegreestudentshaveabroad
understandingoftheseareasinpublichealththroughthepolicythatallMPH
studentsmustearnagradeofC-orbetterforagivencourseandmaintainaGPAof
3.0throughouttheMPHprogram.
Weaknesses
• None.
ActionPlan
• None.
104
2.4 PracticalSkills.Allgraduateprofessionalpublichealthdegreestudents
mustdevelopskillsinbasicpublichealthconceptsanddemonstratethe
applicationoftheseconceptsthroughapracticeexperiencethatisrelevantto
thestudents’areasofspecialization.
2.4.a.Fieldwork(Descriptionoftheprogram’spoliciesandproceduresregarding
practiceplacements,includingselectionofsites,methodsforapprovingpreceptors,
approachesforfacultysupervisionofstudents,meansofevaluatingpractice
placementsites,meansofevaluatingpracticeplacementsitesandpreceptor
qualificationsandcriteriaforwaivingalteringorreducingtheexperience,if
applicable.)
Thefieldexperienceispartofthestudent’sMPHPracticum,orculminatingexperience.The
fieldexperiencerepresentsa6-credit/300-clock-hourplacementwithapublichealth
agencyofthestudent’schoice(inconsultationwiththestudent’sgraduatecommittee).The
purposeofthefieldexperienceistoapplytheknowledgeandskillsacquiredinthe
classroominapublichealthsetting,toobserveanorganization’spolicies,operationsand
dynamics,andtopursueanareaofspecializationthroughtheguidanceofanagency
preceptorasitrelatestotheMPHprogram’smissionstatement.Otherrequirementsforthe
fieldexperienceincludecommitteeapprovalofthefieldexperiencesiteandagencyaswell
asmeetingcertainlearningobjectives;andcompletionofthefollowingcourses:HLTH602,
HLTH612,andHLTH618.
Studentsreceiveinstructionaboutfieldexperiencepoliciesandproceduresatan
orientationmeetingtheyattendatthebeginningoftheirfirstsemester.Details,checklists,
andhelpfultipsarealsopresentedintheMPHStudentHandbook(ResourceFile1.5)and
onthewebsite(http://mph.byu.edu).Specificdirectionforfieldexperiencesiteoptions
andfieldexperiencelearningobjectivesandoutcomesarediscussedwithstudentsinthe
firstandsecondsemestersoftheirfirstyear.
Thefieldexperienceoccursbetweenthefirstandsecondyearsoftheprogramunderthe
supervisionofafieldpreceptorandinassociationwiththestudent’sgraduatecommittee.
Togainapprovalfromthegraduatecommittee,thestudentpresentsa6-9pageMPHfield
experienceproposalthatincludesthefollowing:1)AgencyBackground,2)ProgramFocus
andPopulationServed(programmission,aims,goals;populationdemographic,health
needs,andpriorities;political,culturalandeconomiccontextsofthepopulations),3)
LiteratureReview(summarizingtheliteraturerelevanttothefieldexperience),4)Goals,
LearningObjectivesandActivities,5)AnticipatedOutcomesorTangibleProducts(listof
deliverables),6)AlignmentwithMPHLearningOutcomes.Theproposalisreviewedbythe
graduatecommitteeanddiscussedinascheduledmeetingwheretheapprovalis
considered.FormsalongwithprogramanduniversitydeadlinesareexplainedintheMPH
StudentHandbookunderthe“Forms,Assessments,andDeadlines”section.Students
accesstheneededformsonlineat
http://hs.byu.edu/Programs/GraduateProgram/FormsandAssessments.aspx.See
105
ResourceFile2.4forformsassociatedwiththefieldexperienceapprovalaswellasfinal
fieldexperiencereportsforthelastthreecohorts.
CriteriaforSelectionofSites.Fieldexperiencesitesareselectedprimarilybecauseof
similaralignmentinorganizationalmissionstatementsandfortheprovider’scapacityto
exposeMPHstudentstotrainedhealthprofessionalsandtounderservedorat-risk
populations.Asperthewrittenmissionstatement,theaimofBYU’sMPHprogramisto
promotefamilyandcommunity-centeredhealththroughplanning,implementingand
evaluatinghealthpromotionsolutions.Emphasisisplacedonreducingpreventable
diseases,injuries,andhealthdisparitiesamongunderservedorat-riskpopulationsinboth
domesticandinternationalsettings.
Accordingly,selectinganappropriatepublichealthagencyidentifiesanorganizationthat
performsfunctionsofglobalhealthpromotion/communityhealtheducationconsistent
withtheMPHprogram’smissionstatement.Inaddition,thefieldexperiencemustbe
prevention-orientedandpopulation-based.Followingisalistoffactorspresentedonthe
website
(http://hs.byu.edu/Programs/GraduateProgram/GraduateFieldExperience/FieldworkOpp
ortunities.aspx)andintheMPHStudentHandbookthatarerecommendedtoguide
studentsinselectingtheirsupervisedfieldexperience:
• Setting/AgencyType:Typeofagencysuchashospital,healthdepartment,industry,
governmentalagency,NGO,thatwouldprovideyouwiththekindofeducationaland
professionalexperienceyouneed
• Skills:Anyspecialskillsyouwanttouseordevelopinthefieldexperience
• Subject/ContentArea:Publichealth,prevention-orientedtopiconwhichyoumightlike
towork,e.g.,healthpromotion,HIV/AIDS,homeless,diabetes
• Location:listinorderofpreferencethegeographicareasyouwouldprefer
• FieldExperienceSupervisor[preceptor]:Considertheskills,experiences,opportunities
andpreferencesforthepreceptorwhowillmentoryou
• SpecialPopulation:Listanyspecialgroupyouwouldliketoworkwithsuchaswomen,
children,peoplewithdisabilities
• PersonalNeeds:Consideranypersonalneedsthatmightimpactyourplacementata
particularsite
• Timing:Giveanypreferencesfortiming,includingworkscheduleconstraintsandtime
ofyear
• PotentialSite(s):Listanyagenciesororganizationyouknowofwhereyouorothers
mightwanttodotheirfieldexperience
• MPHMission:Listmissioncharacteristicsthataremostdesirableforyoutoexperience
andthatarelikelytogeneratemeaningfullearningobjectives
MethodsforApprovingPreceptors.Theeligibilitycriteriarelatedtothepreceptoror
supervisingmentorwithintheagencyisthathe/shecommitstospendadequate
supervisory/mentoringtimewiththestudentandthathe/sheisadequatelypreparedin
publichealthandcommunityhealtheducationtoassistinprovidingameaningfullearning
experienceforthestudent.Studentsareencouragedtostrikeanappropriatebalance
106
amongagencyneedsandtheirowncareerobjectives,resourcesandtimeconstraints.The
student’sgraduatecommitteemakesthisdeterminationatthetimeoftheMPHField
ExperienceProposalMeeting.Furthermore,theuniversityInternshipOfficerequires
affiliationagreementswithfieldexperiencesitesandpreceptorsthroughaformalized,
InternshipMasterAgreementbetweentheexperienceprovider,theuniversityandthe
student.FormoreinformationclickthefollowinglinktoseeFAQsandcurrentexperience
providerdatabaseresources:https://intern.byu.edu/content/faqInordertoreceive
creditforfieldworkexperiencesstudentmustworkthroughtheInternshipOfficeand
completeanapplicationthroughIRAMS.Partoftheapplicationprocessistoensurethe
InternshipMasterAgreementissignedandfiledwiththeInternshipOffice(seeResource
File2.4).TheMPHdirectorhelpsfacilitatethisprocess.
ApproachesforFacultySupervision.Thegraduatecommitteechairforeachstudent,in
conjunctionwithothercommitteemembers,grantsapprovalforthefieldexperience.The
committeechairalsoprovidessupervisionandguidancetothestudentduringthe
fieldworkexperience.Thisinvolvessomeformofcommunication(in-person,telephone,or
e-mail)withthestudentateach50-hourintervalofthefieldworkexperience.Thegraduate
committeechairisinstructedtodiscussprogresstowardlearningobjectives,thesummary
offieldexperiencelog,andprogresstowardthegraduateproject.Committeemembersare
alsoencouragedtoofferguidanceandassistancetothestudentduringthefieldexperience.
AssessmentMethods.Thegraduatecommitteechairassignsthestudentalettergrade
uponcompletionofthefieldexperienceanduponsubmissionofthefieldexperience
report.Atotalof100pointsispossibleforthefieldexperience.Gradesarebasedonthe
percentageoftotalpointsearnedusingthefollowingcriteria:1)finalwrittenreport(85
points),2)communicationwiththegraduatecommitteechair5points),and3)completion
ofassessmentsincludingself-andpreceptor-assessments(10points).Thereportinvolves
sectionsonagencybackground;programfocusandpopulationserved;literaturereview;
goals;learningobjectivesandactivities;outcomesortangibleproducts;alignmentwith
MPHlearningoutcomes;self-assessmentofprofessionalgrowth;andappendices.The
gradingrubricforthefieldexperienceisclearlypresentedintheMPHStudentHandbook.
CriteriaforWaivingtheFieldExperience.TheMPHprogrammayprovideuptoaonethirdwaiverforstudentswithsignificant,appliedpublichealthexperience.PerMPHpolicy,
“Upto100hours(2credits)ofthefieldexperiencemaybewaivedifallofthefollowing
criteriaaremet:a)threeormoreyearsofcontinuous,full-timeemploymentwithinthelast
fiveyearsinapublichealthsettingperforminghealtheducationdutiesconsistentwith
thoseidentifiedinACompetency-BasedFrameworkforGraduate-LevelHealthEducators;b)
approvalfromthestudent’scommittee;andc)approvalfromtheMPHDirector”(seepolicy
5.2intheMPHStudentHandbook,pg.44,ResourceFile4.3).Inthepastfouryears,there
havebeennowaiversoffieldexperience.
107
2.4.b.AgenciesandPreceptors(Identificationofagenciesandpreceptorsusedfor
practiceexperiences,byspecialtyarea,forthelasttwoacademicyears.)
Allstudentshavecompletedtheirfieldexperiencetodate.Anobservableoutcomefrom
manystudents’fieldexperienceistheopportunitytoworkwithunderservedorat-risk
populationsorpromotingstudentexposuretodiversity.Table2.4.b.displays
agencies/preceptors,locationsforallstudentsthroughAugust2015.
Table2.4.b.FieldExperiencePreceptorsandBYUStudents
Name
KellyJohnson
KristinBrown
AshleySuker
Breanne
Didendover
CamilleMadsen
GabrielMorey
JohnBeard
JudyOu
MaryAnneHunter
AlinaStanford
AlishaHayden
LaurenFoulger
AlexanderWu
EdenAnderson
ErinHendricks
JenniferVehawn
KatieKirkpatrick
BradleyHunter
ChristineYoung
Date
SU
2009
SU
2009
SU
2009
SU
2009
SU
2009
SU
2009
SU
2009
SU
2009
SU
2009
SU
2010
SU
2010
SU
2010
SU
2010
SU
2010
SU
2010
SU
2010
SU
2010
SU
2011
SU
2011
Agency
UtahCountyMedical
Corps-UCMRC
Preceptor
Location
JanRogers
UtahCounty,Utah
KoinsforKenya
RogerDixon
KinangoDistrict,
Kenya
SwapnaReddy
NewYork
ShirleyAlleyne
WashingtonD.C.
JimGoedert
Maryland
RobertA.Wise
Maryland
FreyaKamel
NorthCarolina
AliciaAalto
Colorado
Children'sDefenseFund,
NewYork-CDF,NY
PanAmericanHealth
Organization
NationalCancerInstitute
JohnsHopkinsBloomberg
SchoolofPublicHealth
NationalInstituteof
EnvironmentalHealth
Sciences
EnvironmentalProtection
Agency
SusanOrd/
CarmaMordecai
UtahDepartmentofHealth CelesteBeck/Ali
AsthmaProgram
Martin
PanAmericanHealth
OscarSuriel
Organization
PanAmericanHealth
HomeroRamirez
Organization
WorldHealthOrganization
HongboLiang
Headquarters
UtahDepartmentofHealth
SaltLakeCity,Utah
SaltLakeCity,Utah
Ecuador
Guatemala
Geneva,Switzerland
BureauofEpidemiology
ErinJohnson
SaltLakeCity,Utah
DiabetesPreventionand
ControlProgram
BrendaRalls
SaltLakeCity,Utah
KoinsforKenya
KristinBrown
KinangoDistrict,
Kenya
RiverStoneHealth
DebbieHendrick
Billings,Montana
UtahAssociationofLocal
KathyFroerer
HealthDepartments
FederalOfficeonWomen's
CharlotteGish
Health
Provo,Utah
WashingtonD.C.
108
Name
FiDanLo
MarceeMortensen
AllisonAnderson
AmberLindsay
JessicaBarnes
JoshuaCalvert
JustinTindall
KelseyPerry
MalloryDanielson
PaulMatiaco
VictorArredondo
BrittanyGuerra
ChantelleCarter
LoganCowan
RileyHedin
YukikoStephan
JaLeenRogers
ElizabethBrutsch
MiriamCariello
JessicaChurch
MarthaMaxwell
Date
SU
2011
SU
2011
SU
2011
SU
2011
SU
2011
SU
2011
SU
2011
SU
2011
SU
2011
SU
2012
SU
2012
SU
2012
SU
2012
SU
2012
SU
2012
SU
2012
SU
2013
SU
2013
SU
2013
SU
2013
SU
2013
MindySteadman
SU
2013
LindsayMcEwing
SU
2013
Agency
HmongWomenHeritage
Association
UtahCancerControl
Program
Preceptor
DaoMouaFang
Location
Sacramento,
California
KalynnFilion
SaltLakeCity,Utah
HuntsmanCancerInstitute AnitaKinney
SaltLakeCity,Utah
ChippewaCounty
DepartmentofPublic
Health
DukeUniversityMarine
Lab
UtahDepartmentof
Corrections
JeanC.Durch
Wisconsin
MichaelK.Orbach NorthCarolina
RickSchaap
SaltLakeCity,Utah
Men'sHealthNetwork
ScottWilliams
WashingtonD.C.
WorldHealthAssembly
MargaretChan
Bangladesh
Mountainlands
CommunityHealthCenter
Inc.
LoriWright
UtahCounty,Utah
BureauofEpidemiology
CristieChesler
SaltLakeCity,Utah
Sang-MiOh
SanFrancisco,
California
ZhangFan
Beijing,China
PatBird
SaltLakeCity,Utah
AnnaFondario
SaltLakeCity,Utah
MikeMerrill/
JoshLegler
SaltLakeCity,Utah
JessicaElliott
SaltLakeCity,Utah
Michael
Robertson
Houston,Texas
AmericanHeart
Association
PreventiveMedicine
Department
UtahCountyDpt.OfDrug
andAlcoholPrevention
ViolenceandInjury
PreventionProgram
InternationalRescue
Committee
HoustonDepartmentof
HealthandHuman
Services
ProtectiveEnvironments
againstPsych.Distress
UtahHIV/AIDSNeeds
Assessment
Michael
Friedrichs
Marcee
Mortensen
SaltLakeCity,Utah
SaltLakeCity,Utah
RecoveryPlus
ClaudiaBohner
Utah
CentroHispano
Angelica
Hernandez
Provo,Utah
ToniCarpenter
SaltLakeCity,Utah
AliKhader
UnrwaAmman,
Jordan
UtahCountyHealth
DepartmentTobacco
PreventionandControl
Program
UnitedNationsReliefand
WorksAgency
109
Name
CameronLister
JessicaStrong
JuminChae
LukeChalmers
Monica
Scrobotovici
RobinEllis
StephanieGeorge
TawnyLarsen
LaurenCall
SienaDavis
MarisaEllsworth
ShelbyHall
VictorMoxley
AmberNordhagen
HannahPayne
TessaWashburn
Date
SU
2014
SU
2014
SU
2014
SU
2014
SU
2014
SU
2014
SU
2014
SU
2014
SU
2015
SU
2015
SU
2015
SU
2015
SU
2015
SU
2015
SU
2015
SU
2015
Agency
PanAmericaHealth
Organization
Preceptor
Location
PercyDueñas
Cusco,Peru
IntermountainHealthcare
BeckyKapp
SaltLakeCity,Utah
WorldHealthOrganization AngelaPratt
UofUEmergency
ManagementProgram
HeartandStroke
InitiativesDepartment
China
MartyShaub
SaltLakeCity,Utah
VictorArredondo
Dallas,Texas
MentalHealthAmerica
DianneFelton
Virginia
UtahTobaccoPrevention
ControlProgram
KarleeAdams
SaltLakeCity,Utah
Zion'sChildrenofHaiti
LoriAllen
Samoa/Australia
UnitedWayofUtah
HillaryMichael
County
NewYorkCityDepartment
ofHealth&Mental
StephenCormier
Hygiene
IntermountainHealthcare
Children’sHospitalLos
Angeles
UnitedWayofUtah
County
AsiaInjuryPrevention
Foundation
– EPICCDivision
CentersForDisease
ControlandPrevention
Provo,Utah
NewYorkCity,New
York
EmmieGardner
SaltLakeCity,Utah
ChantelPonder
LosAngeles,CA
BillHulterstrom
Provo,Utah
EllenHalbach
Cambodia
RebeccaFronberg SaltLakeCity,Utah
KimMiller
Atlanta,Georgia
In2013,theprogramestablishedtheGlobalHealthInternshipProgramtohelpprovide
studentswithfieldexperienceplacementininternationalsettings.Underthedirectionof
Dr.RandyPageandanadhoccommitteeoffaculty(Crookston,Hall,Thygerson,West,and
Lutz),theprogramhasdevelopedexperiencesinCambodia,Thailand,Ghana,Indiaand
Panama(seeResourceFile2.4).
2.4.c.WaiversofFieldwork(Dataonthenumberofstudentsreceivingawaiverofthe
practiceexperienceforeachofthelastthreeyears.)
Nostudentsreceivedfullorpartialwaiversofthefieldexperienceinthepastthreeyears.
2.4.d.Student’sMedicalResidency(Dataonthenumberofpreventivemedicine,
occupationalmedicine,aerospacemedicine,andgeneralpreventivemedicineand
110
publichealthresidentscompletingtheacademicprogramforeachofthelastthree
years,alongwithinformationontheirpracticumrotations.)
Notapplicable.Wedonothaveanystudentsinmedicalresidencyorotherclinicaloriented
rotations.
criterion.)
Thiscriterionismet.
Strengths
• Thedepartmenthasappropriategraduatecourseprerequisitesandwell-developed
policiesandproceduresforfieldworkexperienceexpectations.Studentsupportis
availablethroughthegraduatecommittee,programdirector,andinstitutional
supportattheAcademicInternshipOfficeandtheDavidM.KennedyCenterfor
InternationalStudiestoplanandseekapprovalforsuccessfulfieldexperiences.The
departmenthasalsoimplementeditsownGlobalHealthInternshipProgram.
• Theassessmentstrategiesallowthestudentandfieldworkexperiencementorto
assessthevalueofthefieldworkexperiences.Assuch,theprogramworksto
improverelationshipswithfieldworkexperienceprovidersandtoreflectoncourse
instructionbytheMPHCurriculumCommittee.
• Studentscompleteafieldexperiencereportthatisgradedforcoursecreditandisan
importantportionoftheMPHOralExam.Finally,theprogramusesthefieldwork
experiencetopresentstudentswithopportunitiestoapplyspecializedpublichealth
skillsamongat-riskorvulnerablepopulationsthroughthedeliberateguidanceofan
agencypreceptor.
Weaknesses
• None.
ActionPlan
• None.
111
2.5 CulminatingExperience.Allgraduateprofessionaldegreeprograms
identifiedintheinstructionalmatrixshallassurethateachstudent
demonstratesskillsandintegrationofknowledgethroughaculminating
experience.
TheMPHprogramculminatingexperienceinvolves,(1)fieldexperience,with6creditsfor
300hours,and(2)comprehensiveexams(CertifiedinPublicHealthandOralExam).
2.5.a.CulminatingExperience(Identificationoftheculminatingexperience
requirementforeachprofessionaldegreeprogram.)
The6-creditfieldexperienceandtwocomprehensiveexamsaretheprogram’sculminating
experienceandareintendedtoprovideapplicationofcontentandtheorybasictopublic
healthandhealthpromotion/communityhealtheducation.
FieldExperience.Studentsarerequiredtocompletea300-hourminimumfield
experience(seeCriterion2.4foradditionaldetail).
ComprehensiveExams.Twocomprehensiveexams,onewrittenandoneoral,are
requiredtohelpstudentssynthesizeknowledgeacquiredintheprogram,assesslearning
outcomes,andfurtherdeterminetheoverallqualityoftheprogram.Theseexamsinclude
(1)aCertificationExam(CPH)and(2)anOralExam.
CertificationExam.AllMPHstudentsmusttakeandpasstheCertifiedinPublicHealth
(CPH)exam.StudentswhohavecompletedallfirstyearMPHcoursesareeligibletositfor
theexam,whichisofferedoncampusduringthemonthofOctober.Theexamis
composedof200items,themajorityofwhichcoverthefivecoreareasofpublichealth:
biostatistics,epidemiology,environmentalhealthsciences,healthpolicyandmanagement,
andsocialandbehavioralsciences.Additionalexamitemscoverthesevencrosscutting
competenciesofpublichealth:communicationandinformatics,diversityandculture,
leadership,publichealthbiology,professionalism,programplanning,andsystems
thinking.TheCollegeofLifeSciencesatBrighamYoungUniversityhaspaidforthefirst
sittingoftheexam.Studentsarerequiredtopaysforadditionalsittingsifnecessary.
AdditionaldetailregardingexamresultscanbefoundinCriterion2.7.
OralExam.AllMPHstudentsarerequiredtomakeaformalpresentationtotheircommittee
andrespondtoquestionsonanappointedoralexamdate.Theoralexamprovides
studentswithanopportunitytosynthesizeknowledgeobtainedintheirfieldexperience
andcourseworkbyaddressingeachlearningoutcomeoftheprogram.
TheoralexammustbescheduledthroughtheMPHsecretary(4110LSBor
[email protected])atleasttwoweeksinadvance.Theoralexammaynotbescheduledduring
theinterimperiodsbetweensemestersandmaybescheduledonalimitedbasisduring
springandsummertermsonlywhenparticipatingfacultyareavailability.Duringtheoral
112
exam,membersofthegraduatecommitteeaskquestionsoneachoftheeightlearning
outcomesoftheprogramandafterwardsvoteonthefinalperformanceoftheMPH
student.Givenuniversityrequirements,threevotingcommitteemembersconstitutethe
decision-makingbodyandmustbeinattendanceonthescheduleddateoftheoralexam.
FormsandscoringrubricassociatedwiththeoralexamarefoundinResourceFile2.5.
Timelimitslistedforcommitteequestioninganddeliberationareapproximate.The
processesandproceduresfortheoralexamareasfollows:
1.Welcomebythecommitteechair.
2.Studentpresentation(upto30minutes).Thestudentpresentationshouldaddressthe
followingquestions:
CommunityMonitoring
• Haveyouusedabiostatisticalorepidemiologicmethod?Ifso,whatwasthe
methodandhowdidyouuseit?Ifnot,whatmethodcouldyouuseinacommunity
monitoringprojectofinteresttoyou?
• Haveyouusedanyothertypeofcommunitymonitoringorassessmentmethod?If
so,whatwasthemethodandhowdidyouuseit?Ifnot,whatmethodcouldyouuse
inacommunitymonitoringprojectofinteresttoyou?
Research
• Haveyouusedaqualitativeresearchstudydesign?Ifso,whatwasthedesignand
howdidyouuseit?Ifnot,whatdesigncouldyouusetoaddressaqualitative
questionofinteresttoyou?
• Haveyouusedaquantitativeresearchstudydesign?Ifso,whatwasthedesignand
howdidyouuseit?Ifnot,whatdesigncouldyouusetoaddressaquantitative
questionofinteresttoyou?
Communication
• Whatpublichealthinformationhaveyouhadtocommunicate?Whowasyour
audience?Howdidyoucommunicatewiththem?Howeffectivewasyour
communication?
CulturalCompetence
• Howhaveyouhadtoconsidertheimpactofculturalvalues,traditions,geopolitical
systems,orothersocialfactorsonthehealthacommunity?
Management&ProfessionalSkills
• Haveyoumobilizedacommunitypartnership?Ifso,whatwasthepartnershipand
howdidyoumobilizeit?Whatoutcomeswereachieved?Ifnot,whatcommunity
partnershipcouldyoumobilizetoadministerapublichealthprogramorsolvea
publichealthproblemofinteresttoyou?
PolicyDevelopment
• Haveyouadvocatedforapolicytoimprovethehealthstatusofapopulationor
solveapublichealthproblem?Ifso,whatwasthepolicyandhowdidyou
advocate?Ifnot,howwouldyouadvocateforapolicytoimprovethehealthstatus
ofapopulationorsolveapublichealthproblemofinteresttoyou?
ProgramPlanning,Implementation,andEvaluation
• Haveyouplanned,implemented,andevaluatedapublichealthintervention?Ifso,
113
4.
5.
6.
7.
8.
whatwastheinterventionandhowdidyouplan,implement,andevaluateit?Ifnot,
howwouldyouplan,implement,andevaluateaninterventiontoaddressapublic
healthproblemofinteresttoyou?
PublicHealthScience
• Haveyouappliedtheories,concepts,andmodelsfromscientific,social,and
behavioraldisciplinestoyourwork?Ifso,how?Ifnot,howcouldyouapply
theories,conceptsandmodelsfromscientific,social,andbehavioraldisciplinesin
professionalpractice?
CommitteemeetingexclusivelywiththeMPHcandidateforthorough
questions/discussions(25-60minutes).Thecommitteequestionsthecandidateto
furtherprobetheextenttowhichMPHLearningOutcomeshavebeenachieved.
Committeedeliberationwithcandidateexcused(10minutes).
Committeediscussionofdecision.TheCommitteemakesoneoffourdecisionsatthe
conclusionoftheoralexamusingtheOralExamGradingRubric:pass,passwith
qualifications,recess,ordonotpass.Thecriteriaforthesedecisionsinclude:
• Pass.Thecandidatereceivesa“satisfactory”or“exceptional”ratingonalleightof
theMPHLearningOutcomes.
• Passwithqualifications.Thecandidatereceivesan“unsatisfactory”ratingononeto
threeoftheeightMPHLearningOutcomes.Forany“unsatisfactory”ratings,the
studentwillprovideawrittenresponseastohowthelearningoutcomehasbeen
met.
• Recess.Thecandidatereceivesan“unsatisfactory”ratingongreaterthanthreeof
the8MPHLearningOutcomes.Thestudentwillneedtorescheduletheoralexam.
• Donotpass.Thecandidatereceivesan“unsatisfactory”ratingonmorethanthree
oftheeightMPHLearningOutcomesafterthethirdoralexamattempt.Ifthethird
oralexaminationisfailed,thestudentwillbeterminatedfromtheprogram.
Reconvene.Thecandidateisinvitedbackintoreceiveanoraloverviewofthe
committee’sdecision(10minutes).
Discussionofnecessaryformsanddeadlines.Responsestoapasswithqualifications
decisionmustbecompletedbyanestablisheddeadlinetoqualifyforanupcoming
graduation.
2.5.b.CriterionAssessment(Assessmentoftheextenttowhichthiscriterionismet,
criterion.)
Thiscriterionismet.
Strengths
• TheMPHprogramhassoughttoestablishimportantrelationshipswithdiverse
organizationsandagenciestohelpinorderforstudentstocompletetheirfield
experience.Theprogramensuresthateachstudentdemonstratesanappropriate
integrationofknowledgeandskillsfromthebreadthanddepthofthecourseofstudy
andappliedpublichealthworkasevaluatedthroughtheoralexam.
114
•
Twocomprehensiveexamsarerequiredasapartoftheculminatingexperience.The
writtenCertifiedinPublicHealthexamisrequiredofallMPHstudentsandassessesthe
fivecoreandsevencross-cuttingareasofpublichealth.Anoralexamisalsorequired
andstudentsrespondtoquestioningfromtheirgraduatecommitteesoneachofthe
eightlearningoutcomesoftheprogram.
Weaknesses
• InadditiontotheCPHexam,theoralexamreplacedthegraduateprojectandbecamea
requirementoftheMPHprogramduringthe2014/2015academicyear.Therefore,oral
examprocessesandproceduresarestillnewtothefacultyandcontinuetoberefined.
AlthoughstudentexpectationshavebeenarticulatedintheMPHStudentHandbook,
morecanbedonetoelevatetheimportanceoftheoralexam.
ActionPlan
• TheMPHCurriculumandLearningCommitteewillassessoralexamactivitiesand
furtherrefineprocessesandproceduresassociatedwiththeoralexam.Adatabaseof
questionsforeachlearningoutcomehasbeencreated.Thecommitteewillcontinue
reviewingthosequestionsforappropriateness.Processevaluationactivitiesamong
facultyandstudentswillhelptofurtherstrengthentheoralexamexperience.
115
2.6 RequiredCompetencies.Foreachdegreeprogramandareaof
specializationwithineachprogramidentifiedintheinstructionalmatrix,
thereshallbeclearlystatedcompetenciesthatguidethedevelopmentof
educationalprograms.Theprogrammustidentifycompetenciesforgraduate
professional,academicandbaccalaureatepublichealthdegreeprograms.The
programmustidentifycompetenciesforgraduateprofessional,academicand
baccalaureatepublichealthdegreeprograms.Additionally,theprogrammust
identifycompetenciesorspecializationswithinthedegreeprogramsatall
levels(bachelor’s,master’sanddoctoral).
2.6.a.PublicHealthCoreCompetencies(Identificationofasetofcompetenciesthat
allgraduateprofessionalpublichealthdegreestudentsandbaccalaureatepublic
healthdegreestudents,regardlessofconcentration,majororspecialtyarea,must
attain.Thereshouldbeonesetforeachgraduateprofessionalpublichealthdegree
andbaccalaureatepublichealthdegreeofferedbytheprogram[e.g.,oneseteachfor
BSPH,MPHandDrPH]).
Table2.6.a.1.liststhelearningoutcomesfortheMasterofPublicHealth(MPH)program
whileTable2.6.a.2.outlinesthecorelearningoutcomesfortheBachelorofScience(BS)in
publichealth.AllstudentsintheBSdegreearerequiredtocompletecorecourses,
irrespectiveoftheirchosenemphasis.
Table2.6.a.1.PublicHealthCoreLearningOutcomes,MasterofPublicHealth(MPH)
AttheconclusionoftheMPHprogram,studentswillbeableto:
PublicHealthScience
Identifyandapplybasictheoriesconceptsandmodelsfromarangeof
scientific,social,andbehavioraldisciplinesthatareusedinpublichealth
researchandpractice.
CommunityMonitoring
Applybiostatistics,epidemiologicmethodsandothercommunitymonitoring
andassessmentstrategiestounderstand,diagnoseandsolvepublichealth
problemsandhealthhazards
Managementand
Applyprinciplesofleadershipandmanagementthatincludethemobilization
ProfessionalSkills
ofcommunitypartnershipstoadministerpublichealthprogramsandsolve
healthproblems.
PolicyDevelopment
Identifypolicyandadvocacyprocessesforimprovingthehealthstatusof
populationsandsolvingpublichealthproblems.
116
Table2.6.a.2.PublicHealthCoreLearningOutcomes,BachelorofScience(BS)inPublicHealth
AttheconclusionoftheBSprogram,studentsintheenvironmental/occupational,epidemiology,health
promotionandhealthscienceemphasisareaswillbeableto:
EvaluatingIndividualand
PopulationHealth
Evaluatethebehavioral,social,environmental,geneticandcultural
determinantsofindividualandpopulationhealth.
EffectiveCommunication
Communicatepublichealthinformationeffectivelybothorallyandinwriting.
DiseaseProcesses,
PreventionandControl
Describechronicandinfectiousdiseaseandinjuryprocessesandstrategies
forpreventionandcontrol.
EpidemiologicFoundationof
PublicHealth
Describehowthemethodsofepidemiologyandsurveillanceareusedto
safeguardandpromotepublichealth.
2.6.b.ConcentrationCompetencies(Identificationofasetofcompetencies,majoror
specialization[dependingontheterminologyusedbytheprogram]identifiedinthe
instructionalmatrix,includingprofessionalandacademicgraduatedegreecurricula
andbaccalaureatepublichealthdegreecurricula.)
AllstudentsintheMasterofPublicHealth(MPH)programarerequiredtocompletepublic
healthcorecourses.LearningoutcomesforthecorearefoundinTable2.6.a.1.Learning
outcomesassociatedwiththespecializationinhealthpromotionarelistedinTable2.6.b.1.
Table2.6.b.1.HealthPromotionSpecializationLearningOutcomes,MasterofPublicHealth(MPH)
AttheconclusionoftheMPHprogram,studentswillbeableto:
Communication
Demonstrateeffectivecommunicationskillsforpublichealthpractice
includingactivitiesthatinform,educateandempowertargetedaudiences.
Research
Designandcriticallyassessappropriatequalitativeandquantitativeresearch
studies.
ProgramPlanning,
Implementationand
Evaluation
Plan,implementandevaluatepublichealthinterventions.
Diversity,Culture,and
PoliticsinGeopolitical
Systems
Discusshowdiverseculturalvalues,traditions,geopoliticalsystems,and
othersocialdeterminantsimpactthehealthofcommunitiesbeingserved.
AllstudentsintheBachelorofScience(BS)publichealthprogramarerequiredtocomplete
thepublichealthcorecourses.LearningoutcomesforthecorearefoundinTable2.6.a.2.
Asstudentsselectanemphasisarea,theyarerequiredtocompletetheassociatedcourse
andrestrictedelectivesforthatemphasis.Learningoutcomesforeachemphasisareain
theBSdegreearelistedinTable2.6.b.2.throughTable2.6.b.5.
117
Table2.6.b.2.Environmental/OccupationalHealthEmphasisLearningOutcomes,BachelorofScience(BS)in
PublicHealth
AttheconclusionoftheBSinPublicHealth-Environmental/OccupationalHealthemphasis,studentswillbe
ableto:
Environmental/Occupational Assessthevariousbiological,chemical,andphysicalhazardsoftheambient,
HazardsAssessment
indoor,andworkenvironmentthatcanadverselyaffecthumanhealth.
Environmental/Occupational Anticipate,recognize,evaluateandcontrolenvironmentalandoccupational
HealthInterventions
hazards.
Environmental/Occupational Applymoralandethicalprinciplesastheyapplytothescienceof
MoralCodeandEthics
Environmental/Occupationaltheoryandpractice.
Table2.6.b.3.EpidemiologyEmphasisLearningOutcomes,BachelorofScience(BS)inPublicHealth
AttheconclusionoftheBSinPublicHealth:Epidemiologyemphasis,studentswillbeableto:
DataCollection,Analysisand
Presentation
Selectsamples,conductsurveys,analyzeandinterpretdata,andcreatetables,
graphsandchartsforpresentingpublichealthdata.
Epidemiologic
Investigations/Studies
Describethesteps,challenges,considerations,researchdesigns,and
methodologyneededtoeffectivelyimplementepidemiologicinvestigations
andstudies.
CriticalAssessmentof
EpidemiologicLiterature
Critiquestudiesfortheirvalidityandcontributiontothediscipline.
Table2.6.b.4.HealthPromotionEmphasisLearningOutcomes,BachelorofScience(BS)inPublicHealth
AttheconclusionoftheBSinPublicHealth:HealthPromotionemphasis,studentswillbeableto:
AssessNeeds
Conductanassessmentofcommunityneeds,assetsandhealthproblems.
PlanPrograms
Utilizeassessmentresultstodesigngoals,objectivesandinterventions.
ManageandImplement
Interventions
Implementeffectiveinterventionsandmanagepersonnel,programs,and
budgets.
ResearchandEvaluate
Utilizeresearchmethodologiestodesigntheevaluationofhealthpromotion
interventions.
118
Table2.6.b.5.HealthScienceEmphasisLearningOutcomes,BachelorofScience(BS)inPublicHealth
AttheconclusionoftheBSinPublicHealth:HealthScienceemphasis,studentswillbeableto:
ResearchandData
Reviewandcriticallyevaluatescientificliteratureandanalyzehowthe
Interpretation
findingsofthesestudiescouldbepotentiallyusedinpublichealth.
PopulationHealthandWellIdentifyhealthchallengesandoutcomesincludinghealthdisparitiesandtheir
Being
distributioninthepopulation;identify,discuss,and/orapplypublichealth
strategiesthataddresstrendsinhealthoutcomesandhealthdisparitiesby
promotinghealth,preventingdiseaseandinjuries,and/orassistingin
buildingsustainablecommunities.
2.6.c.CompetencyMatrix(Amatrixthatidentifiesthelearningexperiences[e.g.,
specificcourseoractivitywithinacourse,practicum,culminatingexperienceor
otherdegreerequirement]bywhichthecompetenciesdefinedinCriteria2.6.aand
2.6.baremet.Ifthesearecommonacrosstheprogram,asinglematrixforeach
degreeorspecialtyareawillsuffice.Iftheyvary,sufficientinformationmustbe
providedtoassesscompliancebyeachdegreeandconcentration.SeeCEPHData
Template2.6.1.)
Table2.6.c.1.representsthecorecoursesthroughwhichMPHcorelearningoutcomesare
met.Table2.6.c.2.representsthecoursesthroughwhichtheMPHhealthpromotion
specializationlevellearningoutcomesaremet.Table2.6.c.3.representstheBachelorsof
Science(BS)corecoursesinwhichthecorelearningoutcomesaremet.Allstudentsinthe
BSinPublicHealthprogramarerequiredtocompletethecoreirrespectiveoftheirchosen
emphasisarea.Table2.6.c.4.throughTable2.6.c.7.representtheBScoursesthroughwhich
emphasislevellearningoutcomesaremet–Environmental/OccupationalHealthemphasis,
Epidemiologyemphasis,HealthPromotionemphasis,andHealthScienceemphasis.
AlignmentWithOtherCompetencies.ToensuretheMPHprogramcurriculumisalso
alignedwithotherrelevantcompetencies,analignmenttablewascreatedtoshowthese
associations(seeLearningOutcomesAlignment,ResourceFile2.6).BecauseMPHstudents
arerequiredtocompletetheCertifiedinPublicHealth(CPH)exam,MPHlearning
outcomesarealignedwithcompetencyareasfromtheNationalBoardofPubicHealth
Examiners(NBPHE).ToensuretheMPHprogramisalignedwithlearningoutcomesfor
healtheducation/promotion,MPHlearningoutcomesarelinkedtoresponsibilitiesand
competenciesfromtheNationalCommissionforHealthEducationCredentialing(NCHEC).
LearningOutcomesKey.Tablesindicatewherelearningoutcomeshavebeenprimary
gainedandreinforced.Primarygained(P)referstothosecourseswherepublichealth
conceptsareformallyintroducedandthelearningoutcomeisobtained.Reinforcing(R)
referstothosecourseswherepublichealthconceptsareintegratedandthelearning
outcomeisreinforced.
119
HLTH625
HLTH619
HLTH612
HLTH608
HLTH607
HLTH606
HLTH604
HLTH602
LearningOutcomes(Competencies)
HLTH600
Table2.6.c.1.MasterofPublicHealth(MPH)CoursesbyWhichMPHCoreLearningOutcomesAreMet
PublicHealthScience:Identifyandapplybasictheories,conceptsand
modelsfromarangeofscientific,social,andbehavioraldisciplinesthatare
usedinpublichealthresearchandpractice.
CommunityMonitoring:Applybiostatic,epidemiologicmethodsandother
communitymonitoringandassessmentstrategiestounderstand,diagnose,
andsolvepublichealthproblemsandhealthhazards.
R
R
P
P
P
R
P
P
P
PolicyDevelopment:Identifypolicyandadvocacyprocessesforimproving
thehealthstatusofpopulationsandsolvingpublichealthproblems
R
R
P
R
R
R
R
R
ManagementandProfessionalSkills:Applyprinciplesofleadershipand
managementthatincludethemobilizationofcommunitypartnershipsto
administerpublichealthprogramsandsolvehealthproblems
P
120
HLTH602
HLTH604
HLTH606
HLTH607
HLTH608
HLTH612
HLTH618
HLTH625
HLTH630
HLTH635
HLTH688R
Table2.6.c.2.MasterofPublicHealth(MPH)CoursesbyWhichHealthPromotionSpecializationLearningOutcomesAreMet
Communication:Demonstrateeffectivecommunicationskills
forpublichealthpracticeincludingactivitiesthatinform,
educateandempowertargetedaudiences.
R
P
R
P
R
R
Research:Designandcriticallyassessappropriate
qualitativeandquantitativeresearchstudies.
R
R
P
R
P
R
R
R
R
R
R
P
R
ProgramPlanning,ImplementationandEvaluation:Plan,
implementandevaluatepublichealthinterventions.
Diversity,Culture,andPoliticsinGeopoliticalSystems:Discuss
howdiverseculturalvalues,traditions,geopoliticalsystems,
andothersocialdeterminantsimpactthehealthof
communitiesbeingserved.
121
HLTH322
HLTH330
HLTH345
P
R
P
P
P
P
P
P
P
P
EvaluatingIndividualandPopulationHealth:Evaluatethe
behavioral,social,environmental,geneticandcultural
determinantsofindividualandpopulationhealth.
P
EffectiveCommunication:Communicatepublichealth
informationeffectivelybothorallyandinwriting.
P
DiseaseProcesses,PreventionandControl:Describechronicand
infectiousdiseaseandinjuryprocessesandstrategiesfor
preventionandcontrol.
EpidemiologicFoundationofPublicHealth:Describehowthe
methodsofepidemiologyandsurveillanceareusedto
safeguardandpromotepublichealth.
Diversity:Recognizehowdiversitywithinandbetweengroups
mayinfluenceplanning,interventionandeffectivepractice
withpersonsfromdiversebackgrounds
HLTH311
P
HLTH310
HLTH100
Table2.6.c.3.BachelorofScience(BS)CoreCoursesbyWhichBSPublicHealthCoreLearningOutcomes
AreMet
P
P
HLTH422
HLTH424
HLTH426
HLTH491R*
P
P
P
P
P
R
Environmental/OccupationalHealthInterventions:Beableto
anticipate,recognize,evaluateandcontrolenvironmentaland
occupationalhazards.
P
R
P
P
P
R
R
R
R
Environmental/OccupationalMoralCodeandEthics:Apply
moralandethicalprinciplesastheyapplytothescienceof
Environmental/Occupationaltheoryandpractice.
•
HLTH324
Environmental/OccupationalHazardsAssessment:Assessthe
variousbiological,chemical,andphysicalhazardsofthe
ambient,indoor,andworkenvironmentthatcanadversely
affecthumanhealth.
HLTH322
HLTH420
Table2.6.c.4.BachelorofScience(BS)CoursesbyWhichtheBSPublicHealth:
Environmental/OccupationalHealthEmphasisLearningOutcomesAreMet
P
R
ElectiveCourse
122
HLTH441
HLTH443
HLTH447
HLTH420*
HLTH424*
HLTH439*
HLTH450*
HLTH460*
HLTH466*
HLTH480*
HLTH491R*
HLTH496R*
Table2.6.c.5.BachelorofScience(BS)CoursesbyWhichtheBSinPublicHealth:EpidemiologyEmphasisLearningOutcomesAreMet
HLTH440
DataCollection,Analysis,andPresentation:Select
samples,conductsurveys,analyzeandinterpret
data,andcreatetables,graphsandchartsfor
presentingpublichealthdata.
P
R
R
P
P
P
P
R
R
P
R
EpidemiologicInvestigations/Studies:Describethe
steps,challenges,considerations,research
designs,andmethodologyneededtoeffectively
implementepidemiologicinvestigationsand
studies.
P
P
R
P
P
R
R
P
R
CriticalAssessmentofEpidemiologicLiterature:
Critiquestudiesfortheirvalidityandcontribution
tothediscipline.
P
R
P
P
R
R
P
R
•
ElectiveCourse
123
P
R
R
P
P
P
P
P
P
P
P
P
P
P
R
R
R
R
LearningOutcome
AssessNeeds:Conductanassessmentof
communityneeds,assets,andhealthproblems.
PlanPrograms:Utilizeassessmentresultsto
designgoals,objectivesandinterventions.
ManageandImplementInterventions:Implement
effectiveinterventionsandmanagepersonnel,
programs,andbudgets.
ResearchandEvaluate:Utilizeresearch
methodologiestodesigntheevaluationofhealth
promotioninterventions.
•
P
R
R
P
P
P
P
R
ElectiveCourse
124
HLTH491R*
R
HLTH480*
P
HLTH466*
R
HLTH460*
P
HLTH450*
R
HLTH443*
HLTH383*
R
HLTH422*
HLTH496R
P
HLTH420*
HLTH439
HLTH434
HLTH432
HLTH335
Table2.6.c.6.BachelorofScience(BS)CoursesbyWhichtheBSinPublicHealth:HealthPromotionEmphasisLearningOutcomesAreMet
P
HLTH310
HLTH311
HLTH322
HLTH345
HLTH439
HLTH447
HLTH496R
Table2.6.c.7.BachelorofScience(BS)CoursesbyWhichtheBSinPublicHealth:HealthScienceEmphasisLearningOutcomes
AreMet
ResearchandDataInterpretation:Reviewandcriticallyevaluatescientific
literatureandanalyzehowthefindingsofthesestudiescouldbe
potentiallyusedinpublichealth.
P
P
P
P
P
P
PopulationHealthandWell-Being:Identifyhealthchallengesand
outcomesincludinghealthdisparitiesandtheirdistributioninthe
population;identify,discuss,and/orapplypublichealthstrategiesthat
addresstrendsinhealthoutcomesandhealthdisparitiesbypromoting
health,preventingdiseaseandinjuries,and/orassistinginbuilding
sustainablecommunities.
P
P
R
P
R
LearningOutcome
125
2.6.d.AnalysisofCompletedMatrix(Analysisofthecompletedmatrixincludein
Criterion2.6.c.Ifchangeshavebeenmadeinthecurriculaasaresultofthe
observationsandanalysis,suchchangesshouldbedescribed.)
Atthegraduatelevel,facultyhaverecognizedtheimportanceofbroadcoverageofMPH
learningoutcomesacrosscoursesinthecurriculum.Thegoalwastohaveatleasteach
learningoutcomebeaprimaryfocusinonecourseandreinforcedinaleastthreecourses
orbetheprimaryfocusintwocourseswithreinforcementinanadditionaltwocourses.To
ensuregreatercoverageoftheseimportantprinciplesandtohelpensureachievementof
thislearningoutcome,HLTH635:InternationalHealthPracticewasaddedasa
requirementtotheMPHprogram
2.6.e.CompetencyDevelopmentProcess(Descriptionofthemannerinwhich
competenciesaredeveloped,usedandmadeavailabletostudents.)
LearningoutcomesfortheMPHdegreearebasedontheAreasofResponsibility,
Competencies,andSubcompetenciesfortheHealthEducationSpecialistthroughthe
NationalCommissionforHealthEducationCredentialing(NCHEC)andpublichealth
outcomesfromtheNationalBoardofPublicHealthExaminers(NBPHE)criteria.Outcomes
wereoriginallyselectedanddevelopedusingatemplatefromEastStroudsburgUniversity
andnumerousfacultydiscussionsduringretreats.Theywerefinalizedbyfacultyconsensus
andadvisory-boardinputinthefallof2007andrevisedinthespringof2012.TheMPH
facultycontinuetobeinfullagreementaboutaligningtheprogram’scurriculumwith
NCHECandNBPHE.
Acampus-wideefforttoaddresslearningoutcomeassessmentbasedonrecommendations
fromtheNorthwestCommissiononCollegesandUniversities(NWCCU)alsohelpedto
significantlyshapetheMPHandBSlearningoutcomes.Learningoutcomesforthe
undergraduateprogramhavebeendevelopedandrefinedduringfacultyretreatsand
departmentmeetingoverthepastfiveyears.Learningoutcomeshavebeenannually
trackedthroughtheBYUlearningoutcomesonlinesystem(see:
https://learningoutcomes.byu.edu).Thisrobustassessmentsystemprovidesamechanism
forprogramstodocument(1)learningoutcomes,(2)assessmentproceduresusingdirect
andindirectmethods,(3)conclusionsbasedontheevidence,and(4)actiontakenor
plannedforprogramimprovement.
Learningoutcomesfortheprogramarepostedforstudentsonthedepartmentwebsite
(see:http://hs.byu.edu/About/LearningOutcomes.aspx).Fromthedepartmentwebsite,
studentsaredirectedtothelearningoutcomeswebsite.Atthissitestudentscanseethe
programlevellearningoutcomesfortheiremphasisorspecializationandwhichcoursesin
theprogramcontributetothelearningoutcomes.Studentsalsohavetheoptiononthis
websitetoexplorecourseswithintheiremphasisorspecializationareaandviewhow
courselevellearningoutcomescontributetotheprogramlevellearningoutcomes.
Studentswhoviewprogramlevellearningoutcomescanseethebiggerpictureofthe
126
knowledgeandskillstheywillobtainintheprogram.Viewingtheseoutcomesalsohelps
thembetterunderstandtheworktheywillperforminthecourses.
2.6.f.AssessmentofPracticeorResearchNeeds(Descriptionofthemannerinwhich
theprogramperiodicallyassesseschangingpracticeorresearchneedsandusesthis
informationtoestablishthecompetenciesforitseducationalprograms.)
Programlearningoutcomesforboththeundergraduateandgraduateprogramsare
reviewedonanannualbasisduringfacultymeetingsandretreats.Duringthesetimes
facultyhavetheopportunitytoreflectonstudentachievementthroughassessment
measuresandmakecourseandprogramadjustmentsasnecessary.Foradditional
informationregardingthisprocess,seeCriterion2.7.a.Courselevellearningoutcomesfor
allMPHcoursesarepeer-reviewedeveryfouryearsbytheMPHCurriculumCommittee
whichconsiderstrendsinthefieldandrecommendationsfromprofessionalassociations
(e.g.,AssociationsforSchoolsandProgramsofPublicHealth,FramingtheFuture)to
influencecommitteerecommendations.Thiscommitteeconsidersstudent-learning
outcomesfromcoursespecificreviewsandseekstomakesurethatcompetenciesare
successfullydeliveredthroughtheprogramofstudy.
Twofunctioningexternalviewsarealsoavailabletogaugethechangingneedsofpublic
healthpractice;theDepartmentofHealthScienceAdvisoryCommitteeandtheAlumni
Survey.Specifically,theDepartmentofHealthScienceAdvisoryCommitteehaschargeto
reviewthedepartment’scurriculum,mission,goals,andstudentoutcomes.Thiscommittee
iscomposedofpublichealthpractitionersfromvariouspublichealthperspectivesand
practicesettingsfromthestate,regionandnation.
Whilelearningobjectivesarepeer-reviewedperiodically,individualfacultymembersare
responsibletokeepupdatedoncurrenttheoryandpracticerelatedtospecificcoursesthey
teach.Thisincludesstayingabreastofemerginginformationorotherdevelopmentsas
reportedinpeer-reviewedliterature,initiativesandreportsproducedbyrelevant
governmentorganizations,nongovernmentalorganizationsorprofessionalassociations,
andmaintaininganactiveresearchagendathatcanbetransferredtotheclassroom.This
includespreparinganddeliveringpresentationsandattendingmeetingsatprofessional
associations.Facultymembersarealsoinvolvedwithfieldresearchorotherpartnerships
withpublichealthagenciesororganizationswithmissionssimilartopublichealth.These
workingrelationshipsareinstructivetofacultymembersregardingcurrentpracticein
healthpromotion/communityhealtheducationandotherpublichealthsettings.MPH
facultymembersareactiveinresearchandmanyareinvolvedonreviewboardsforpeerreviewedjournals.Asevidencedinothersections(seeCriterion3.2.d)facultymembersare
activelyinvolvedinprofessionalpublichealthorganizationsandnetworksandthereby
haveopportunitytoreflectonemergingpublichealthandhealtheducationtrends.For
example,workforcedevelopmentandpublichealthcompetencyissuesareregularly
discussedamongthefacultygivenDr.Hanson’sroleontheAssociationforAccredited
PublicHealthPrograms(AAPHP)andDr.Barnes’serviceontheTaskForceon
AccreditationinHealthEducation.
127
Inaddition,studentshavetheopportunitytomakerecommendationsontherelevanceand
importanceoflearningobjectivesthroughtheMPHStudentCouncil.TheMPHStudent
CouncilalsoreviewslearningobjectivesandprovidesappropriatefeedbacktotheMPH
director.
TheMPHalumnisurveyassessesgraduatesandtheircapacityandconfidenceineachofthe
studentlearningoutcomesidentifiedin2.6.a.AsidentifiedinCriterion1.2.c,2.7.f,and
ResourceFile2.7thereishighagreementthatalumniaresatisfiedwiththeirprofessional
competenceasderivedfromtheirMPHdegreeandtheircurrentprofessionalpractice.
OneareaofparticularconcernidentifiedthroughtheMPHalumnisurveyisthecommunity
monitoringlearningoutcomethatincludesbiostatisticsandepidemiology.Dataand
strategicdirectionstoaddressthisconcernareoutlinedinCriterion2.7.e.Additionally,the
employersurveyresultsreflectpositivelyinalumnipreparationasdescribedinCriterion
2.7.f.
2.6.g.CriterionAssessment(Assessmentoftheextenttowhichthiscriterionismet,
criterion.)
Thiscriterionismet.
Strengths
• Thepublichealthprogramhascarefullyplannedandconstructedstudentlearning
outcomesandhasalsopresenteddetailedmatricesthatlinkcoursecurriculumto
establishedprofessionalcompetencies.Throughtheseongoingfaculty-driven
efforts,theprogramisrespondingtoemergingpublichealthtrends.
• Theprogramhasmaintainedarobustlearningoutcomessystemandarchivesdata
withinthissystemonanannualbasis.Studentshaveaccesstothissystemthat
helpsthemunderstandprogramlevellearningoutcomesandtheirconnectionto
courselevellearningoutcomes.
Weaknesses
• Whiletheprogramhasanumberofmechanismsforassessingpracticeandresearch
needs,additionalassessmentactivityattheundergraduatelevelcouldfurther
strengthentheprogramandbetterpreparestudents.
ActionPlan
• Thefacultywillevaluatetheundergraduateandgraduatelearningoutcomesagainst
theFramingtheFuturereportduringthe2015/2016academicyear.Inaddition,a
mechanismforundergraduatecoursereviewswillbeestablished.
128
2.7 AssessmentProcedures.Thereshallbeproceduresforassessingand
documentingtheextenttowhicheachstudenthasdemonstratedachievement
ofthecompetenciesdefinedforhisorherdegreeprogramandareaof
concentration.
2.7.a.StudentAchievementMonitoring(Descriptionoftheproceduresusedfor
monitoringandevaluatingstudentprogressinachievingtheexpectedcompetencies,
includingproceduresforidentifyingcompetencyattainmentinpracticeand
culminatingexperiences.)
Thegraduateandundergraduatepublichealthprogramhasanevaluationcyclethatis
designedforcontinuousqualityimprovement(seeFigure2.7.a).Assessingand
documentingtheextenttowhichprogramlearningoutcomesaremetatthegraduateand
undergraduateleveliscentraltotheprocess.Theprocessistrackedonanannualbasis
througharobustweb-basedsystemthatcanbefoundathttps://learningoutcomes.byu.edu
Thissystemincludesanalignmenttablethroughwhich(1)learningoutcomesforeach
majorinthedepartmentarelisted,(2)assessmentsaredefinedandtargetsestablished,(3)
conclusionsbasedontheassessmentsaredetermined,and(4)actionsaretakenor
planned.
Intended
Learning
Outcomes
CONTEXT
Mission,
Vision,
Values
Implementing
Program
Improvements
Actual
Learningand
Educational
Experiences
IMPACT
Educational
andProgram
Effectiveness
Evaluation
Methodsand
Evidence
Figure2.7.a.Evaluationcycleforpublichealthprogramimprovement
(AdaptedfromStudentLearningAssessment,2003)
Duringfallfacultyretreats,facultyteamsconductanannualreviewofthedataabout
assessmentoflearningoutcomesattheprogramlevel.Basedonthesereviews,conclusions
aboutlearningaremadeandreportedintheonlinelearningoutcomessystem.Duringthis
timefacultydiscusswhetherthereisaneedforchange.Asneeded,aplanforchangeis
129
createdandreportedinthelearningoutcomessystem.Facultythenworkthroughoutthe
academicyeartoaddressplansforchange.Duringafacultymeetinginlatewinter/spring,
assessmentmeasuresarereviewedforappropriatenessanddeterminationsaremadeasto
whetherplannedactionswerecompleted.Tables2.7.a.1throughTable2.7.a.6(seeStudent
AchievementMonitoringinResourceFile2.7)reflectthiscomprehensivesystemfor
assessinglearningforthe2014—2015academicyearandincludethegraduateprogramas
wellastheundergraduatecore,environmental/occupationalhealthemphasis,
epidemiologyemphasis,healthpromotionemphasisandhealthscienceemphasis.Dataand
contentinthesetablesarearchivedannuallyintheBYUonlinelearningoutcomessystem.
Accesstothissystemandarchivedonlinedataforundergraduateandgraduationpublic
healthprogramsisavailableuponrequest.
2.7.b.OutcomeMeasuresforStudentAchievement(Identificationofoutcomesthat
serveasmeasuresbywhichtheprogramwillevaluatestudentachievementineach
degreeprogram,andpresentationofdataassessingtheprogram’sperformance
againstthosemeasuresforeachoverthelastthreeyears.Outcomemeasuresmust
includedegreecompletionandjobplacementratesforalldegreesincludedinthe
unitofaccreditation[includingbachelor’s,master’sanddoctoraldegrees]foreachof
thelastthreeyears.SeeCEPHDataTemplates2.7.1and2.7.2.Ifdegreecompletion
ratesinthemaximumtimeperiodallowedfordegreecompletionarelessthanthe
thresholdsdefinedinthiscriterion’sinterpretivelanguage,anexplanationmustbe
provided.Ifjobplacement(includingpursuitofadditionaleducation),within12
monthsfollowingawardofthedegree,includesfewerthan80%ofgraduatesatany
levelwhocanbelocated,anexplanationmustbeprovided.SeeCEPHOutcome
MeasuresTemplate.)
DegreeCompletionRates.DegreecompletiondatafortheMPHprogramareprovidedin
Table2.7.b.1.Dataforsevenacademicyearsofdataisprovidedbecausewehaveaccessto
thesedata.Table2.7.b.2throughTable2.7.b.6representstudentsintheBSdegree.Datain
thesetablesareprovidedexclusivelybycohort.Studentswereincludedasapartofthe
cohortoncetheyhadreached96creditsbeforefallsemesterofthatcohort.Accuracyof
graduationratesismaximizedbytrackingstudentsafter96earnedcredits.Thisstandard
wasselectedbecausestudentscannotchangemajorsonce90creditsareearned.Note:the
latestreportfromtheNationalCenterforEducationalStatisticsidentifiesthesix-year
graduationrateforbachelor’sdegree-seekingstudentsatfour-yearpostsecondary
institutionswasidentifiedas59%formalesandfemalescombined(2013report).
Themaximumallowabletimetograduateformaster’sstudentsisfiveyearsfromthe
semesterofentryfortheprogram.Forbachelor’sstudents,themaximumallowabletime
tograduateiseightyearsfromthetimeofinitialenrollment.
130
Table2.7.b.1.StudentsinMPHDegree,ByCohortsEnteringBetween2008/2009and2014/2015
Year
CohortofStudents
2008/ #Studentsentered
2009
#Studentswithdrew,
dropped,etc.
#ofstudentsgraduated
Cumulativegraduationrate
2009/ #Studentscontinuingat
2010 beginningofthisschoolyear
#Studentswithdrew,
dropped,etc.
#Studentsgraduated
#Studentswithdrew,
dropped,etc.
#Studentsgraduated
#Studentswithdrew,
dropped,etc.
#Studentsgraduated
#Studentswithdrew,
dropped,etc.
#Studentsgraduated
#Studentswithdrew,
dropped,etc.
#Studentsgraduated
2008/ 2009/ 2010/ 2011/ 2012/ 2013/ 2014/ 2015/
2009 2010 2011 2012 2013 2014 2015 2016
13
0
0
0%
13
11
0
0
12
92%
1
0
0%
11
11
0
1
0
0
92%
1
9
81%
1
0
0%
11
12
0
0
0
0
0
92%
1
1
91%
0
8
73%
3
0
0%
12
14
0
0
0
0
0
0
92%
1
0
91%
0
0
73%
3
8
67%
4
0
0%
14
15
0
0
0
0
0
0
0
92%
1a
0
91%
0
0
73%
3
1 F
75%
3 d
10
69%
4
0
0%
15
9
0
0
0
0
0
0
0
0
0%
#Studentswithdrew,
dropped,etc.
#Studentsgraduated
0
92%
0
91%
2 b
92%
0
75%
1 G
77%
15
100%
131
Year
CohortofStudents
#Studentswithdrew,
dropped,etc.
#Studentsgraduated
2008/ 2009/ 2010/ 2011/ 2012/ 2013/ 2014/ 2015/
2009 2010 2011 2012 2013 2014 2015 2016
0
0
0
3
3 e
0
9
13
0
0
92%
0
0
91%
0
0
92%
0
0
75%
0
0
77%
0
0
100%
0
0
0
NA
0
NA
aPeterReichman
bPerlaAndradecontinuing
cLindsayMcEwing
dRenaeMorgan,ErikLinton,JaleenFarrellRogers
eChelseyButchereit,JesseBrutsch,MelanieChaocontinuing
FLindseyMcEwing
GAliPerry
Table2.7.b.2.StudentsinBSinPublicHealth,byCohortsEnteringBetween2012/2013and
2014/2015
Year
CohortofStudents
2012/2013 2013/2014 2014/2015
2012/2013 #Studentscontinuingatbeginningofthis
schoolyear
#Studentswithdrew,dropped,etc.
#Studentsgraduated
schoolyear
#Studentsgraduated
schoolyear
#Studentsgraduated
99
4
47
48%
43
103
2
36
91%
5
6
46
45%
48
81
0
1
92%
0
18
62%
6
34
38%
132
Table2.7.b.3.StudentsinBSinPublicHealth,Environmental/OccupationalHealthEmphasis,by
CohortsEnteringBetween2012/2013and2014/2015
Year
CohortofStudents
schoolyear
#Studentsgraduated
schoolyear
#Studentsgraduated
schoolyear
#Studentsgraduated
2012/2013 2013/2014 2014/2015
21
1
14
67%
5
14
0
4
86%
1
3
7
50%
4
6
0
1
91%
0
1
57%
0
1
16%
Table2.7.b.4.StudentsinBSinPublicHealth,EpidemiologyEmphasis,byCohortsEnteringBetween
2012/2013and2014/2015
Year
CohortofStudents
2012/2013 2013/2014 2014/2015
schoolyear
#Studentsgraduated
schoolyear
#Studentsgraduated
schoolyear
#Studentsgraduated
5
1
1
20%
3
10
0
3
80%
0
0
4
40%
4
6
0
0
80%
0
2
60%
1
3
50%
133
Table2.7.b.5.StudentsinBSinPublicHealth,HealthPromotionEmphasis,byCohortsEntering
Between2012/2013and2014/2015
Year
CohortofStudents
2012/2013 2013/2014 2014/2015
schoolyear
#Studentsgraduated
schoolyear
#Studentsgraduated
schoolyear
#Studentsgraduated
57
4
28
49%
21
55
2
16
80%
3
3
30
55%
17
40
0
3
83%
0
16
84%
2
21
53%
Table2.7.b.6.StudentsinBSinPublicHealth,HealthScienceEmphasis,byCohortsEntering
Between2012/2013and2014/2015
Year
CohortofStudents
2012/2013 2013/2014 2014/2015
schoolyear
#Studentsgraduated
schoolyear
#Studentsgraduated
schoolyear
#Studentsgraduated
19
1
4
21%
14
27
1
12
84%
1
4
5
19%
17
29
0
1
90%
1
11
59%
3
7
24%
134
JobPlacementRates.AsshowninTable2.7.b.7,mostMPHgraduatesforthepastthree
graduatingcohortsareemployedwithsomestudentscontinuingtheirgraduateeducation.
The2015MPHalumnisurveyrevealedthatforallBYUMPHalumni,notjustthose
graduatingwithinthepastthreeyears,31%arenotcurrentlyemployedwith27%
attendingadoctoralorothergraduatedegreeprogram.Ofthoseemployed,16%are
workinginauniversityorresearchinstitute,13%ingovernment,11%inanon-health
relatedlocation,11%inhealthcare,5%inprivatepractice,and3%inbusiness.
Table2.7.b.8providesresultsofthemostrecentDepartmentofHealthSciencealumni
survey.Findingsrevealedthatoverhalf(54%)ofundergraduatealumniwereemployed
withanadditional30%continuingtheireducation/training.Only6students(2%)
indicatedtheywereunemployedwith11%notseekingemploymentbecausetheywere
homemakersorstay-at-homeparents.
Table2.7.b.7.DestinationofMPHGraduatesbyEmploymentType
EmploymentType
Employed
Continuingeducation/training(notemployed)
Activelyseekingemployment
Notseekingemployment(notemployedandnot
continuingeducation/training,bychoice)
Unknown
Total
2011/2012
6(75%)
2(25%)
0(0%)
0(0%)
2012/2013
11(100%)
0(0%)
0(0%)
0(0%)
2013/2014
15(94%)
1(6%)
0(0%)
0(0%)
0(0%)
8(100%)
0(0%)
11(100%)
0(0%)
16(100%)
Table2.7.b.8.DestinationofBSinPublicHealthGraduatesby
EmploymentType
EmploymentType
2014/2015
Employed
164(54%)
Continuingeducation/training(notemployed)
91(30%)
Activelyseekingemployment
6(2%)
Notseekingemployment(notemployedandnot
33(11%)
continuingeducation/training,bychoice)
Other
6(2%)
Total
304(100%)
135
StudentAchievementinthePublicHealthProgram.Outcomemeasurestoevaluate
studentachievementarefoundinTable2.7.b.9.
Table2.7.b.9.OutcomeMeasurestoEvaluateStudentAchievement,2012/2013to2014/2015
Outcome
Target
2012/2013
2013/2014
2014/2015
Objective1.A:
Target1.A.1:Fewer 0%hadoverall
0%hadoverall
0%had
Demonstrateoverall
than10%ofMPH
gradeslowerthan
gradeslower
overall
studentcompetence,in
studentswillhave
3.0GPA.
than3.0GPA.
grades
partthroughacademic
overallgrades
lowerthan
performance.
lowerthanB-(GPA Compliant
Compliant
3.0GPA.
<3.0).
Compliant
Target1.A.2:80%
N/A
N/A
100%
ofMPHstudents
passedon
willpasstheoral
first
examonthefirst
attempt.
attemptby
demonstrating
Compliant
satisfactory
competencyin
eachoftheeight
MPHlearning
outcomes.
Target1.A.3:
Amonggraduating
BSinPublicHealth
students,the
averageGPAinthe
sixcorepublic
healthclasses
(HLTH100,HLTH
310,HLTH311,
HLTH322,HLTH
330,HLTH345)
willbe≥3.0.
AverageGPA=
3.51
AverageGPA=
3.50
Average
GPA=3.46
Compliant
Compliant
Compliant
Target1.A.4:
AverageBYUGPA= AverageBYU
Amonggraduating 3.42
GPA=3.38
BSinPublicHealth:
HealthPromotion
Compliant
Compliant
emphasisstudents,
theaverageBYU
GPAwillbe≥3.0.
Average
BYUGPA=
3.19
Compliant
136
Outcome
Objective1.B:
DemonstrateMPH
studentcompetencyin
publichealthpractice.
Target
Target1.A.5:
Amonggraduating
BSinPublicHealth:
HealthScience
emphasisstudents,
theaverageBYU
GPAwillbe≥3.0.
2012/2013
2013/2014
3.43
GPA=3.56
Compliant
2014/2015
Average
BYUGPA=
3.4
Compliant
Compliant
Target1.A.6:
GPA=3.48
BSinPublicHealth:
Environmental/Oc
Compliant
Compliant
cupationalHealth
emphasisstudents,
theaverageBYU
GPAwillbe≥3.0.
Average
BYUGPA=
3.31
Target1.A.7:
GPA=3.42
BSinPublicHealth:
Epidemiology
Compliant
Compliant
students,the
averageBYUGPA
willbe≥3.0.
Average
BYUGPA=
3.38
Target1.B.1:80%
ofMPHstudents
takingtheCPH
examwillpassthe
examonthefirst
attempt.
100%(1/1)passed 100%(4/4)
passed
100%(7/7)
passed
Compliant
Compliant
Compliant
Target1.B.2.The
averageGPAfor
MPHfieldwork
experiences(HLTH
688R)willbe≥3.0.
Averagegradein
HLTH688R=4.0
Averagegradein
HLTH688R=4.0
Compliant
Compliant
Average
gradein
HLTH688R
=4.0
Target1.B.3:100%
ofMPHstudents
willincorporateatriskor
underserved
populationintheir
fieldwork.
100%
100%
Compliant
100%
Compliant
Compliant
Compliant
Compliant
Compliant
137
Outcome
Objective1.C:
Demonstrate
undergraduatestudent
competencyinpublic
healthpractice.
Objective1.D:Ensure
graduatestudents’
developmentof
research-related
competenciesand
undergraduate
researchmethods.
Target
Target1.C.1:25%
ofBSinPublic
Health:Health
Promotion
emphasisstudents
willtaketheCHES
examinthefinal
yearofschooling.
2012/2013
26%(28/107)
2013/2014
18%(20/110)
Compliant
NotCompliant
Target1.C.2:80%
ofstudentstaking
theCHESexamwill
passonthefirst
attempt.
91%(31/34)
passed
100%(24/24)
passed
Compliant
Compliant
Target1.D.1:90%
ofMPHprogram
studentswillearn
a≥B-(GPA3.0)or
higherincore
researchcourses
(HLTH602,HLTH
604,HLTH612,
HLTH618and
HLTH635).
97%≥B-
Compliant
99%≥B-
Compliant
95.45%≥B-
Compliant
Target1.D.2:50%
ofMPHprogram
studentswill
participatein
mentoredresearch
foracademiccredit
orpaidresearch
assistantshipseach
year.
68%(17/25)
57%(16/28)
60%
(12/20)
Compliant
Compliant
Target1.D.3:70%
ofgraduatingBSin
PublicHealth:
HealthPromotion
emphasisstudents
willearn≥B-(GPA
3.0)indiscipline
specificresearch
courses(HLTH
434,HLTH439).
92%≥B-
Compliant
2014/2015
19%
(37/198)
Not
Compliant
92%
(35/38)
passed
Compliant
Compliant
92%≥B-
Compliant
87.74%≥B-
Compliant
138
Outcome
Objective1.E:
Maintainanadequate
student-to-faculty
ratiotofacilitate
studentsuccess.
Target
Target1.D.4:70%of
graduatingBSin
PublicHealth:Health
Scienceemphasis
studentswillearn≥B-
(GPA3.0)indiscipline
specificresearch
courses(HLTH434,
HLTH439,HLTH447).
Target1.D.5:70%of
graduatingBSin
PublicHealth:
Epidemiology
emphasisstudentswill
earn≥B-(3.0GPA)in
disciplinespecific
researchcourses
(HLTH434,HLTH440,
HLTH441,HLTH447).
Target1.E.1:TheMPH
programwillachievea
student-to-facultyof
ratiothat≤6students
pergraduatefaculty
member.
Target1.E.2.TheBSin
PublicHealthprogram
willachieveastudentto-facultyratioof
≤45:1.
2012/2013
94%≥B-
Compliant
2013/2014
92.67%≥B-
Compliant
2014/2015
94.23%≥B-
Compliant
93.75%≥B-
Compliant
88.6%≥B-
Compliant
94.17%≥B-
Compliant
5.7primaryand
secondaryfaculty
Compliant
5.9primaryand
secondary
faculty
Compliant
4.8primary
andsecondary
faculty
Compliant
41.5primaryand
secondaryfaculty
Compliant
39.8primaryand
secondary
faculty
Compliant
38.9primary
andsecondary
faculty
Compliant
139
Outcome
Objective1.G:Ensure
timelycompletionof
programsofstudy.
Target
Target1.G.1:For
eachMPHstudent,
MPHfaculty
committeechairs
willcompletea
studentreview
eachsemesterwith
atleast90%of
MPHfaculty
committeechairs
reporting
satisfactory
progresstoward
degreecompletion.
2012/2013
100%satisfactory
progress
Compliant
2013/2014
100%satisfactory
progress
Compliant
2014/2015
100%
satisfactory
progress
Compliant
Target1.G.2:80%
ofenteringMPH
studentswill
graduatewithin
twoyearsof
matriculation.
78%graduated
withintwoyears
PartiallyCompliant
100%graduated
withintwoyears
Compliant
100%
graduate
withintwo
years
Compliant
Target1.G.3:60%
ofBSinPublic
Healthstudents
willgraduate
withintwoyearsof
earning96
academiccredits.
51%graduated
withintwoyears
PartiallyCompliant
56%graduated
withintwoyears
PartiallyCompliant
63.64%
graduated
withintwo
years
Compliant
Target1.I.1:75%
ofjob-seekingMPH
studentswillfind
employment
withinayear
following
graduation.
Target1.I.2:80%
ofadvanceddegree-seeking
MPHstudentswill
beenrolledina
graduateprogram
withinayear
following
graduation.
100%jobseekers
employedwithin
oneyear
Compliant
100%jobseekers
employedwithin
oneyear
Compliant
100%job
seekers
employed
withinone
year
Compliant
100%school
admissionswithin
oneyear(Linton,
Cowan)
Compliant
Nodegree-seeking
MPHstudents
Compliant
100%school
admissions
withinone
year(Sloan)
Compliant
Objective1.I:Ensure
thatstudentsare
preparedforpublic
healthemployment
orgraduateschool.
140
Outcome
Target
Target1.I.3:60%
ofgraduatingBSin
PublicHealth
studentswhoapply
tograduateschool
willbeacceptedby
graduation.(Exit
Survey).
2012/2013
88%(April2012
grads,nosurvey
doneinApril
2013)
Compliant
2013/2014
2014/2015
82%
Compliant
72%
Compliant
Target1.I.5:90%
N/A
ofemployersof
MPHprogram
graduateswill
reportbeing
satisfiedwiththe
graduates’
performance.
(EmployerSurvey)
N/A
89%indicate
aboveaverageor
superior
performance
Partially
Compliant
Target1.I.6:90%
ofemployersofBS
inpublichealth
studentswill
reportbeing
satisfiedwiththe
graduates’
performance.
(EmployerSurvey)
N/A
89%indicate
aboveaverageor
superior
performance
Partially
Compliant
N/A
141
2.7.c.MethodsUsedtoCollectJobPlacementData.(Anexplanationofthemethods
usedtocollectjobplacementdataandofgraduates’responseratestothesedata
collectionefforts.Theprogrammustlistthenumberofgraduatesfromeachdegree
programandthenumberofrespondentstothegraduatesurveyorothermeansof
collectingemploymentdata.)
TheMPHprogramdirectormaintainsanalumnidatabase(seeResourceFile2.7).Because
thegraduateprogramisrelativelysmall,thedirectorthroughhelpfromstudentsecretaries
isabletomaintaincontactwithMPHalumniwithregardingjobplacement.Thesedataare
collectedthroughemailcommunicationswithalumni.Table2.7.b.8providesdataobtained
throughemailcommunicationforthepastthreeMPHcohortsandrepresents100%ofMPH
alumniforthosethreeyears.Additionaldataregardingtheemploymentofalumniare
obtainedthroughtheMPHalumnisurvey(seeResourceFile2.7).TheMPHprogram
directorworkswiththeOfficeofInstitutionalAssessmenttoensurethesedataare
collected.ThemostrecentadministrationoftheMPHalumnisurveywasduringWinter
2015.Atotalof83alumniwereapartofthesampleand59respondedfora71%response
rate.
TheOfficeofInstitutionalAssessmentcollectedtheundergraduatejobplacementdata
throughtheDepartmentofHealthSciencealumnisurvey(seeResourceFile2.7).This
surveywasconductedduringMarchof2015andwasdistributedto493alumnioftheBSin
publichealthprogramwhograduatedbetweenApril2010andDecember2014.Atthe
completionofdatacollection,304alumni(62%)ofthesampleresponded.Atotalof201
respondentsweremaleand103werefemale.
2.7.d.NationalExaminations.(Infieldsforwhichthereiscertificationofprofessional
competenceanddataareavailablefromthecertifyingagency,dataonthe
performanceoftheprogram’sgraduatesonthesenationalexaminationsforeachof
thelastthreeyears.)
FollowinggraduationfromBYU,18%ofMPHalumnireportobtainingcertifications
followinggraduationfromBYU(7%CertifiedinPublicHealth,8%CertifiedHealth
EducationSpecialist,and3%other).
Studentsenteringtheprogramduringthe2014/2015academicyearwererequiredtotake
theexamtofulfillprogramrequirements.Studentsenteringtheprogramthepreviousyear
weregiventheoptionofthetakingtheCPHasapartofaculminatingexperienceor
followingtheoldprogramrequirementsandcompletingaproject.
Atotalof20MPHstudentshavetakentheNationalBoardofPublicHealthExaminers
CertifiedinPublicHealth(CPH)exampriortograduatingfromtheprogram.Todate,all
studentshavepassedtheexam.CompleteresultsfortheCPHsinceprogramrequirements
havechangedarefoundinTable2.7.e.1andResourceFile2.7.
AgrowingnumberofstudentshavetakentheCertifiedHealthEducationSpecialist(CHES)
examprovidedbytheNationalCommissionforHealthEducationCredentialing.Thisexam
isencouragedbutnotrequiredforundergraduatehealthpromotionstudents.Dataindicate
142
thepassrateamongBYUpublichealthstudentshasbeen92%(N=37)for2014,100%
(N=24)for2013,92%(N=34)for2012,96%(N=24)for2011,100%(N=18)for2010,and
100%(N=9)for2009.AdditionalresultsoftheCHESexamarefoundinResourceFile2.7.
Otherrelevantcertificationsreportedbystudentsfromthe2008AlumniSurveyareas
follows:AdvancedCardiacLifeSupport,DepartmentofHomelandSecurityMasterExercise
Practitioner,FederalEmergencyManagementAgency,ICS100:IntrototheIncident
CommandSystem,ICS200:ICSforSingleResourcesandInitialActionIncidents,ICS300:
IntermediateICSforExpandingEvents,ICS400:AdvancedIncidentCommandSystemfor
CommandandGeneralStaff,MassCasualtyManagement,NationalEnvironmentalHealth
Association,NationalIncidentManagementSystem,PediatricAdvancedLifeSupport.,
PublicInformationSystems:700,and,RegisteredEnvironmentalHealth
Specialist/RegisteredSanitarian.
143
Table2.7.e.1.BYUMPHCertifiedinPublicHealthExamResults
Date
Feb2015
Oct2014
Feb2014
Results
Count
PassRate
%
GenPrinc
%
Biostat
%
EnvSci
%
Epid
%
HPM
%
BehavSci
%
CrossCut
%
StudentsPassing
8
100
75
81
79
69
73
78
79
Totals
8
100
75
81
79
69
73
78
79
NBPHEAvg
76
68
67
71
70
68
71
72
CompNBPHE
132
110
121
111
99
106
110
109
StudentsPassing
7
100
-
68
74
72
69
82
75
Totals
7
100
-
68
74
72
69
82
75
NBPHEAvg
80
-
65
72
69
67
73
71
CompNBPHE
125
-
104
103
104
103
112
105
StudentsPassing
5
100
-
65
75
74
67
84
70
Totals
5
100
-
65
75
74
67
84
70
NBPHEAvg
79
-
68
71
70
66
74
71
CompNBPHE
127
-
95
107
106
103
113
98
20
100
75
71
76
72
70
81
74
Cumulative
144
2.7.e.AssessmentofAlumniandEmployers(Datadescribingresultsfromperiodic
assessmentsofalumniandemployersofgraduatesregardingtheabilityofthe
program’sgraduatestoeffectivelyperformthecompetenciesinapracticesetting.)
TheDepartmentofHealthSciencehasasystematicprocessforassessingalumniand
employersofgraduatesregardingtheirabilities.WiththeassistanceoftheOfficeof
InstitutionalAssessment,graduateandundergraduatealumniaresurveyedonanannual
basisinanefforttoassessthedegreetowhichthemissionandobjectivesoftheuniversity
havebeenfulfilled.Beyondtheannualassessments,additionalsurveyswereconductedin
2015tofurtherassessalumnicompetencylevel.Similarly,anemployersurveywas
conductedduring2015.
GraduateAlumni.ThealumnisurveyfortheMPHprogramwasconductedinWinter2015
bytheBYUOfficeofInstitutionalAssessment(seeResourceFile2.7).Thevastmajority(N
=59)ofalumnisurveyed(71%responserate)indicatedthattheyreceivedexcellentor
goodtrainingfromtheMPHprogram.Norespondentsindicatedthattheyreceivedpoor
training.Table2.7.e.1indicateshowpreparedalumnifeltforeachoftheMPHlearning
outcomes.
Table2.7.e.1.PercentofMPHAlumniWhoFeltAdequatelyPreparedbyLearningOutcome
LearningOutcome
1.Applybiostatic,epidemiologicmethodsandothercommunitymonitoringand
assessmentstrategiestounderstand,diagnoseandsolvepublichealthproblems
andhealthhazards.
2.Designandcriticallyassessappropriatequalitativeandquantitativeresearch
studies
3.Demonstrateeffectivecommunicationskillsforpublichealthpractice
includingactivitiesthatinform,educateandempowertargetedaudiences.
4.Discusshowdiverseculturalvalues,traditions,geopoliticalsystems,andother
socialdeterminantsimpactthehealthofcommunities.
5.Identifyandproposepublichealthinterventionstrategiesresponsivetothe
diverseculturalvaluesandtraditionsofthecommunitiesbeingserved.
6.Applyprinciplesofleadershipandmanagementthatincludethemobilization
ofcommunitypartnershipstoadministerpublichealthprogramsandsolve
healthproblems.
7.Identifypolicyandadvocacyprocessesforimprovingthehealthstatusof
populationsandsolvingpublichealthproblems.
8.Planandevaluatepublichealthinterventions.
9.Identifyandapplybasictheories,conceptsandmodelsfromarangeofsocial,
scientificandbehavioraldisciplinesthatareusedinpublichealthresearchand
practice.
Percent
43%
84%
95%
93%
84%
76%
79%
72%
81%
Atotalof95%ofallrespondentsratedtheteachingintheprogramaseitherexcellentor
good.Themajorityofalumnirespondents(N=59)indicatedthattheywereadequatelyor
wellpreparedtoperformtheprogram’sselectedcompetenciesinapracticesettingforall
butonelearningoutcome(seeTable2.7.e).Theskillsofapplyingbiostatisticsand
epidemiologicmethodstounderstandorsolvepublichealthhazardsweretheonlyskill
whosewell-preparedratingwaslessthan70%.
145
Asexpected,nearly50%ofstudentsmentionedspendingmoretimeandattentionon
biostatistics.Another30%indicatedtheneedformoretimeonprogramplanningand
evaluation.Furthermore,themajorityofrespondentsmentionedtheneedformore
departmentsupportinmakingfieldworkconnectionsandmoredepartmentsupportin
findingfieldexperiences.Theprogramhasrespondedtothesefindingsbyconducting
coursereviews,addressingfindingsfromtheFramingtheFuturereports,andestablishing
theGlobalHealthInternshipProgram.
First,coursereviewscontinuetobeconductedbytheMPHcurriculumandlearning
committeeonanannualbasis.Toensurestudentshaveaqualityeducationalexperience,
thecommitteereviewsassessmentdataandrespondsappropriatelytoaddressareasof
potentialconcern.AcoursereviewwascompletedforHLTH604:Biostatisticsduring
Winter2015(seeResourceFile1.2).Forthisparticularcourse,thereviewteamindicated
wascomparabletoothersfromaccreditedMPHprograms.Whiletheteamidentified
variousstrengthswiththecourse,sevenrecommendationsweremadetoprovidegreater
strength.During2014,thecommitteeestablishedapolicythatwasratifiedbyfaculty
requiringfacultymemberstorespondtotheircoursereviewinwritingpriortothenext
timethecourseistaught.ExamplesoftheseresponsesarealsoincludedinResourceFile
1.2.
ModificationsthatweremadetoHLTH604duringWinter2015includedthefollowing:
1. GreateremphasiswasplacedondescriptivedataanalysisusingEXCELandSAS.
2. Theentirecoursewastaughtinthecomputerlab,withmoretimedevotedtohandsonexercises.
3. Focusontheoreticalaspectsofstatisticswasreducedinfavorofmonitoringand
evaluation.
4. Studentsweregivenmoreencouragementtodotheirhomeworkinsmallgroups
andreworkingofmissedproblems.
5. Studentsweregiventimeinclasstoteachoneanotherselectedconcepts.
Second,theMPHcurriculumandlearningcommitteehasbeendiscussingfindingfromthe
FramingtheFuturereport.DuringtheFall2015,facultyasawholewillbereviewingthe
entireundergraduateandgraduateprogramagainstthenewFramingtheFuturereports.
Itisanticipatedthatchangeswillbemadetotheprogramsfollowingthisreview.The
entirecurriculum,includingprogramplanning,biostatisticsandepidemiology,willbe
reviewedwithcarefulconsiderationforthescopeandsequencingofcourses.
Finally,during2013thedepartmentestablishedtheGlobalHealthInternshipProgramasa
waytoassiststudentswithfieldworkexperiencesininternationalsettings.Dr.RandyPage,
whohasworkedwithmanynon-governmentalorganizationsinCambodia,Ghana,India,
andPanama,hasbeendesignatedasthecoordinator(seeResourceFile2.4).The
departmentcontinuestomaintainapartnershipwiththeUtahCountyHealthDepartment
throughtheacademichealthdepartmentorFamilyandCommunityHealthResearch
Institute(seeResourceFile1.4).Throughtheseimportantpartnerships,interested
146
studentsareaffordedfieldworkopportunitieslocallyandinternationally.Todate
however,theacademichealthdepartmenthasservedmostlyundergraduatestudents.
UndergraduateAlumni.TheBYUOfficeofInstitutionalAssessmentconductsthealumni
questionnaireonanannualbasis(seeResourceFile2.7).Fromthemostrecentsurveyin
2013,therewere3,702BYUalumniinthesampleincluding55undergraduateandfive
graduatealumnifromtheDepartmentofHealthScience.Ofthepublichealth
undergraduatestudentsthatresponded,72%indicatedtheireducationexperienceinthe
departmentpreparedthem“quitewell”or“extremelywell”fortheircurrentjobs.Ofthose
healthsciencealumniattendinggraduateschool,100%indicatedtheirBYUexperiences
preparedthem“effectively”or“veryeffectively”tosucceedingraduateschool.
TheBYUOfficeofInstitutionalAssessmentconductedanadditionalundergraduatesurvey
fortheDepartmentofHealthSciencealumniduring2015(seeResourceFile2.7).Findings
fromthissurveyrevealedthatamongthe112respondents,88%indicatedtheir
educationalexperiencesatBYUpreparedthem“fairlywell,”“quitewell,”or“extremely
well”fortheircurrentjobs.Atotalof98%believedtheireducationalexperienceprepared
themwelltosucceedinadditionaleducationalpursuits.
Employers.TheemployersurveywasfirstconductedbytheOfficeofInstitutional
AssessmentinSpring2008andwasrepeatedduring2011and2015(seeResourceFile
2.7).Duringthe2015alumnisurvey,graduateandundergraduatealumnirespondents
wereinvitedtoprovidethenameandemailaddressoftheirsupervisor.Ofthe130
employedalumnithatwerereached,42providecontactinformationfortheirsupervisor.
Table2.7.e.2.PercentageofEmployersIndicatingDepartmentofHealthScienceAlumniAreAboveAverageor
Superior
Graduate
Undergraduate
ProfessionalKnowledgeandAbility
89%
90%
ProfessionalAttitudeandDemeanor
94%
84%
InteractionwithColleagues
73%
84%
InteractionwithStaff
79%
84%
PreparednessinEnteringtheWorkforce
95%
74%
OverallPerformance
89%
89%
Overall,employersholdBYUgraduatesinhighregard.Employersrespondedpositivelyto
publichealthstudentsoverallperformanceonthejob.Graduatestudentsappearedleast
comfortableintheirinteractionswithstaffandcolleagueswhileundergraduateswere
lowestontheirpreparednessforenteringtheworkforce.Noemployer,however,scored
graduatesorundergraduates“belowaverage”onanyofthejobperformancecriteria.
Veryfewemployersdiscussedweaknessesamongpublichealthgraduates.Ofthosethat
respondedtoopenendedquestions,oneemployerrecommendedthatstudentshavemore
interactionswithcompaniesoutsideoftheclassroomsinordertorelatebetterwiththeir
uniquechallenges.Twoemployersrespondedthatgraduatescoulduseimprovementwith
timemanagementwhenworkingonmultipleprojectsandreportwriting.
147
Whilefindingsmustbeinterpretedbasedonlimitationsassociatedwithalowerresponse
ratefromemployers,facultyintheDepartmentofHealthSciencearesensitivetoemployer
feedbackandworktorespondwhereneeded.Forexample,issuesassociatedwithtime
managementandreportwritingwillbeemphasizedinfoundationscourses(HLTH330and
600)whilegreaterconnectionwithorganizationswilloccurasmorefacultybecome
associatewiththeacademichealthdepartment.
criterion.)
Thiscriterionismet.
Strengths
• Procedureshavebeenestablishedforassessinganddocumentingtheextentto
whichpublichealthstudentsachievethelearningoutcomes.Thissystemisupdated
onanannualbasiswithpreviousyears’dataarchivedwithinthesystem.
• Program-levelandcourse-levelassessmentsarecoordinatedandincompliance
withestablishedcourse-levellearningoutcomes.Asaresult,program-level
evaluationresultsareconsideredappropriateandincorporatedinto
recommendationsprovidedthroughtheDepartmentofHealthSciencecurriculum
andlearningcommittees.
• Courserevisionsatthegraduateandundergraduatelevelhavebeenmadein
responsetofindingfromthelearningoutcomesassessmentsystem.
Weaknesses
• Whiledataarecollectedamongalumniofthepublichealthprogramannually,
employersurveysareconductedlessregularly.
ActionPlan
• Continuetocollectstudent-monitoringdatausingthelearningoutcomes
assessmentsystem.Respondtofindingfromdirectandindirectmeasuresby
creatingactionplansforcurricularimprovement.
• Workwithinstitutionalassessmentduring2015/2016tostreamlineeffortsto
collectemployerdata.
148
2.8 Bachelor’sDegreesinPublicHealth.Iftheprogramoffersbaccalaureate
publichealthdegrees,theyshallincludethefollowingelements:
RequiredCourseworkinPublicHealthCoreKnowledge:studentsmust
completecoursesthatprovideabasicunderstandingofthefivecorepublic
healthknowledgeareasdefinedinCriterion2.1,includingonecoursethat
focusesonepidemiology.Collectively,thiscourseworkshouldbeatleastthe
equivalentof12semester-credithours.
ElectivePublicHealthCoursework:inadditiontotherequiredpublichealth
coreknowledgecourses,studentsmustcompleteadditionalpublichealthrelatedcourses.Publichealth-relatedcoursesmayincludethose
addressingsocial,economic,quantitative,geographic,educationalandother
issuesthatimpactthehealthofpopulationsandhealthdisparitieswithinand
acrosspopulations.
CapstoneExperience:studentsmustcompleteanexperiencethatprovides
opportunitiestoapplypublichealthprinciplesoutsideofatypicalclassroom
settingandbuildsonpublichealthcoursework.Thisexperienceshouldbeat
leastequivalenttothreesemester-credithoursorsufficienttosatisfythe
typicalcapstonerequirementforabachelor’sdegreeattheparentuniversity.
Theexperiencemaybetailoredtostudents’expectedpost-baccalaureate
goals(eg,graduateand/orprofessionalschool,entry-levelemployment),and
avarietyofexperiencesthatmeetuniversityrequirementsmaybe
appropriate.Acceptablecapstoneexperiencesmightincludeoneormoreof
thefollowing:internship,service-learningproject,seniorseminar,portfolio
project,researchpaperorhonorsthesis.
Therequiredpublichealthcorecourseworkandcapstoneexperiencemustbe
taught(inthecaseofcoursework)andsupervised(inthecaseofcapstone
experiences)byfacultydocumentedinCriteria4.1.aand4.1.b.
2.8.a. Bachelor’sLevelMajorsOffered(Identificationofallbachelor’s-levelmajors
offeredbytheprogram.Theinstructionalmatrixin Criterion2.1.a.maybe
referencedforthispurpose.)
TheinstructionalmatrixinCriterion2.1.a.outlinesthebachelor’sdegreeoptionsthatarea
partoftheBYUpublichealthprogramandunitaccreditation.Theprogramoffersa
BachelorofScience(BS)inPublicHealthwithemphasesinEnvironmental/Occupational
Health,Epidemiology,HealthPromotion,andHealthScience.Thepublichealthdegreeis
administeredthroughtheDepartmentofHealthScienceintheCollegeofLifeSciences.
149
2.8.b. SupportandResources(Description of specific support and resources
available in the program for the bachelor’s degreeprograms.)
Thefollowingsupportandresourcesareavailabletothebachelor’sdegreeprogram.
•
•
•
•
•
•
InternshipCoordination.Athreequartertimeinternshipcoordinatorhelpsstudents
toidentifyaninternshipsiteandoverseestheentireinternshipprocess.Inaddition,
thiscoordinatorfollowsupwithagencysupervisorstoclarifyquestions;approvesor
deniesinternshipsbasedonstudentqualificationsensuresuniversityinternship
requirementsaremet,conductsmidpointevaluationsandprovidesfeedbackto
students,andevaluatesandprovidesafinalgradefortheinternshipexperience.
AcademicAdvisement.TheDepartmentofHealthSciencehastwopart-time
academicadvisorswhoassiststudents.Majoradvisingresponsibilitiesincludeaiding
studentsincoursesequencingandschedulebuilding;submittingsubstitutions,
waivers,andclasstransfers;andassistingstudentswithacademicgoalsand
developingtheirpersonalpotential.
StudentSecretaries.Twopart-timestudentsecretariesworkinthemainDepartment
ofHealthScienceoffice.Theyassiststudentswithquestionsandscheduling
appointmentswithacademicadvisors.
PublicHealthFaculty.AllDepartmentofHealthSciencefacultyprovide
undergraduatestudentswithcareeradvisingsupport.Facultyarealignedwithoneof
ourfouremphasesattheundergraduatelevel,andstudentstypicallygravitateto
facultyintheiremphasis.Programcoordinatorshavebeenassignedtooversee
emphases.Thesecoordinatorsalsohelpassiststudentswithcareeradvisingfortheir
respectiveemphasis.
UniversityCareerServices.TheUniversityCareerServicesassistsstudentsand
alumniintheircareersearchbyprovidingstudents/alumniwithtools,instruction,
andencouragementtointerfacewithfutureemployers;workingwithemployersto
cultivateopportunitiesforstudents/alumni;andpartneringwithuniversity
organizationstopromotecareerskillsandopportunitiesforstudents/alumni.See:
https://ucs.byu.edu
FinancialAid.Undergraduatestudentshavetheopportunitytoapplyforscholarships
throughtheFinancialAidOffice.See:https://financialaid.byu.eduInaddition,
studentshaveaccesstocollegeanddepartmentscholarships.
2.8.c. RequiredandElectiveCourses(Identificationofrequiredandelectivepublic
healthcoursesforthebachelor’sdegree(s).Note:Theprogrammustdemonstratein
Criterion2.6.cthatcoursesareconnectedtoidentified competencies[i.e.,required
andelectivepublichealthcoursesmustbelistedinthecompetencymatrixin
Criterion2.6.d.])
TherequiredcorecoursesfortheBSinPublicHealthdegreeprovidesstudentswithabroad
overviewofpublichealthknowledgeareas(seeTable2.8.c.1).Thepublichealthcoreis
requiredofallBSinPublicHealthmajors.Additionalrequiredcourseworkforeach
emphasisisoutlinedinTable2.8.c.2throughTable2.8.c.5.SeeCriterion2.6.cinTable2.6.c.1
150
through2.6.c.6foralignmentofcourseswithlearningoutcomes.
Table2.8.c.1.RequiredCoreCoursesfortheBSinPublicHealth
CourseNumberandTitle
Credits
HLTH100:IntroductiontoPublicHealth
1
HLTH310:ChronicDiseases:PreventionandControl
3
HLTH311:InfectiousDiseases:PreventionandControl
3
HLTH322:EnvironmentalHealth
3
HLTH330:PrinciplesandPracticesofHealthPromotion
3
HTLH345:PrinciplesofEpidemiology
3
16Total
Table2.8.c.2.BSinPublicHealth:Environmental/OccupationalEmphasis
MajorRequirements
CoreCourses
SeeTable2.8.c.1.
(16Credits)
EmphasisRequired
HLTH324:OccupationalHealthandSafety
Courses(27Credits)
HLTH420:InjuryandViolencePrevention
HLTH422:DisasterResponseandEmergencyPrep
HLTH426:FundamentalsofToxicology
HLTH428:SamplingandExposureAssessmentLab
CHEM105:GeneralCollegeChemistry
CHEM106:GeneralCollegeChemistry
CHEM107:GeneralCollegeChemistryLab
MATH110:CollegeAlgebra
MMBIO221:GeneralMicrobiology
MMBIO222:GeneralMicrobiologyLab
RestrictedElectives
PDBIO305:HumanPhysiology
(12Credits)
PDBIO365:Pathophysiology
HLTH496R:AcademicInternship
PWS150:EnvironmentalBiology
CHEM223:QuantitativeandQualitativeAnalysis
CHEM285:IntroductoryBio-OrganicChemistry
NDFS361:FoodMicrobiology
GEOG101:GlobalEnvironment:PhysicalGeog
GEOG212:IntrotoGIS
GEOG303:Biogeography
MMBIO261:InfectionandImmunity
MMBIO417:MedicalParasitology
MMBIO465:Virology
Credits
16
3
3
3
3
3
4
3
1
3
3
1
4
4
9
3
4
4
3
3
3
3
3
1
3
58Total
151
Table2.8.c.3.BSinPublicHealth:EpidemiologyEmphasis
MajorRequirements
CoreCourses
SeeTable2.8.c.1.
(16Credits)
EmphasisRequired
HLTH434:EvaluationMethods
Courses
HLTH440:ComputerApplicationsinEpidemiology
(18Credits)
HLTH441:ClinicalTrials
HLTH443:FieldEpidemiology
HLTH447:IntroductiontoBiostatistics
STATS121:PrinciplesofStatistics
RestrictedElectives
(22Credits)
HLTH424:OccupationalHealthandSafety
HLTH439:ProgramPlanning
HLTH442:SpecialTopicsinEpidemiology
HLTH450:Women’sHealthIssues
HLTH460:SubstanceAbuseandaddictiveBehavior
HLTH466:HealthandtheAgingProcess
HLTH480:InternationalHealth
GEOG212:IntroductiontoGIS
MATH112:Calculus1
MATH113:Calculus2
MATH116:EssentialsofCalculus
NDFS201:Society,Nutrition,andChronicDisease
NDFS380:InternationalNutrition
PDBIO120:ScienceofBiology
PDBIO205:HumanBiology
PDBIO362:AdvancedPhysiology
PDBIO365:Pathophysiology
SOC300:MethodsofResearchinSociology
STAT124:SASCertification1
STAT125:SASCertification2
STAT230:AnalysisofVariance
STAT234:MethodsofSurveySampling
STAT330:IntroductiontoRegression
Credits
16
3
3
3
3
3
3
3
3
3
3
3
3
3
3
9
3
4
4
1
2
3
2
3
4
3
4
3
1
1
3
3
3
56Total
Table2.8.c.4.BSinPublicHealth:HealthPromotionEmphasis
MajorRequirements
Credits
CoreCourses
(16Credits)
SeeTable2.8.c.1.
16
EmphasisRequired
Courses
(27Credits)
HLTH432:MethodsinHealthPromotion
3
HLTH335:HealthBehaviorChange
HLTH434:EvaluationMethods
3
3
6
PDBIO210:HumanAnatomyorPDFIO220–Human
3
152
RestrictedElectives
(12Credits)
Anatomy
MMBIO221:GeneralMicrobiology
STAT121:PrinciplesofStatistics
BUSM241:MarketingManagement
CHEM101:IntroductoryGeneralChemistry
COMMS235:IntroductiontoPublicRelations
GEOG212:IntroductiontoGIS
HLTH403R:HealthProblemsWorkshop
HLTH422:DisasterResponseandEmergencyPrep
HLTH443:FieldEpidemiology
HLTH450:Women’sHealthIssues
HLTH460:SubstanceAbuseandAddictiveBehavior
HLTH466:HealthandtheAgingProcess
HLTH480:InternationalHealth
HLTH491R:MentoredResearch
NDFS100:EssentialsofHumanNutrition
NDFS201:Society,NutritionandChronicDisease
3
3
3
3
3
3
5V
3
3
3
3
3
3
3
3
3
2
4
55Total
Table2.8.c.5.BSinPublicHealth:HealthScienceEmphasis
MajorRequirements
CoreCourses
SeeTable2.8.c.1.
(16Credits)
EmphasisRequired
HLTH335:HealthBehaviorChange
Courses(45Credits) HLTH434:EvaluationMethods
Credits
16
3
3
3
HLTH447:IntroductiontoBiostatistics
CHEM105,106,107:GeneralChemistry(lab)orCHEM
111,112,113:PrinciplesofChemistry(lab)
CHEM351:OrganicChemistry
3
3
8
CHEM352:OrganicChemistry
CHEM353:OrganicChemistryLab
MMBIO240:MolecularBiology
MMBIO241:MolecularandCellularBioLab
PDBIO120:ScienceofBiology
PDBIO210,220:HumanAnatomy(lab)andPSBIO305:–
HumanPhysiology(lab)orPDBIO362,363:Advanced
Physiology(lab)
PHSCS105,107:GeneralPhysics1(lab)orPHSCS107:
GeneralPhysicsLab1andPHSCS121:IntrotoNewtonian
Mechanics
3
2
3
1
2
7
3
4
60-65Total
153
CourseDescriptions.Coursedescriptionsfortheundergraduatepublichealthprogram
canbeviewedat:http://registrar.byu.edu/catalog/20142015ucat/departments/HealthScience/HlthSciCourses.php
CurriculumUpdate.TheUndergraduateCurriculumandLearningCommitteeisworking
toupdatetheundergraduatepublichealthmajorinresponsetotheASPPHUndergraduate
PublicHealthLearningOutcomesModelandthenewCEPHcriteriaforbaccalaureate
programs(seeminutesfortheUndergraduateCurriculumandLearningCommittee,
ResourceFile1.5).
2.8.d. ProgramPoliciesandProcedures(Adescriptionofprogrampoliciesand
proceduresregardingthecapstoneexperience.)
Thepublichealthinternship(HLTH496R)isthecapstoneexperiencerequiredfortheBSin
PublicHealth:HealthPromotionEmphasis.Studentsarerequiredtocomplete252
internshiphours(6credits,42internshiphourspercredit).FortheBSinPublicHealth:
HealthScienceEmphasis,studentscompletearequired3-creditinternship;however,these
studentscompletetheirinternshipexperiencesearlier,priortotheirapplicationsinto
variousalliedhealthfields.Thepurposeoftheinternshipisto:
• helpstudentsgainanunderstandingandappreciationoftheroles,duties,and
responsibilitiesoffull-timeprofessionalsinpublichealth;
• exposestudentstoprofessionalorganizationsandassociations;
• encourageparticipationinactivitiesonlocal,state,andnationallevels;
• providestudentswithleadershipopportunities;
• givestudentsanopportunitytoparticipateinprogramplanning,implementation,
andevaluationofprogramswithinvarioushealth-relatedagenciesand
organizations;and
• helpstudentsestablishcontactsandreferences.
PoliciesandproceduresfortheinternshipareclearlyarticulatedintheBSinPublicHealth
InternshipPacket(seeResourceFile2.8).Proceduresincludebutarenotlimitedto(1)
completionofemphasisrequiredclasses,(2)attendanceatinternshipmeetings,(3)
obtaininginternshipsite,responsibilities,andsupervisorapproval,(4)courseregistration
and(5)reportingexpectations.Detailsregardinginternshipsarealsopostedonthe
DepartmentofHealthSciencewebsite(see:
http://hs.byu.edu/JobsInternships/UndergraduateInternships/InternshipOpportunities.as
px).
ThepublichealthinternshipisarecommendedexperiencefortheBSinPublicHealth:
Environmental/OccupationalHealthEmphasesandtheBSinPublicHealth:Epidemiology
Emphasis.TheprimaryrequiredcapstoneexperienceforenvironmentalhealthisHLTH
428:SamplingandExposureAssessmentLab.Throughthiscoursestudentscompletea
seriesoflabexerciseswheretheysamplecontaminants,calculateresults,andinterpret
154
findingsbycomparingresultstoexistingstandardsthroughawrittenreport.For
epidemiologythecapstoneexperienceisobtainedthroughthefinalprojectinHLTH440:
ComputerApplicationsinEpidemiology.FacultyintheUndergraduateCurriculumand
LearningCommitteearecurrentlyworkingtorestructurecapstoneexperiences,especially
forepidemiologyandenvironmental/occupationalhealthemphasisareas(seeminutesfor
theUndergraduateCurriculumandLearningCommittee,ResourceFile1.5).
2.8.e. CriterionAssessment(Assessment of the extent to which this criterion is
met and an analysis of the program’s strengths,weaknessesandplansrelatingto
thiscriterion.)
Thiscriterionismet.
Strengths
• TheDepartmentofHealthScienceoffersastrongundergraduatecurriculumthat
includesemphasesinenvironmentalandoccupationalhealth,epidemiology,health
promotion,andhealthscience.Emphasesarewellestablishedandhavestrong
enrollments.
• Strongstaffsupportthroughthedepartmentforinternshipcoordinationand
academicadvisement.
• Comprehensivecorecurriculumthatallstudentsintheundergraduatepublichealth
programarerequiredtocomplete.
• Abroadrangeofinternshipsites,bothdomesticandinternational,availableto
students.
Weaknesses
• None.
ActionPlan
• Facultywillreviewtheundergraduatecurriculumduring2015/2016academicyear
inresponsetotheASPPHUndergraduateLearningOutcomesModelandnewCEPH
criteriaforbaccalaureateprograms.
• FacultywillproposearestructuringoftheculminatingexperiencefortheBSin
PublicHealth:EpidemiologyandBSinPublicHealth:Environmental/Occupational
HealthbySpring2016.
155
2.9 AcademicDegrees.Iftheprogramalsoofferscurriculaforgraduate
academicdegrees,studentspursuingthemshallobtainabroadintroduction
topublichealth,aswellasanunderstandingabouthowtheirdiscipline-based
specializationcontributestoachievingthegoalsofpublichealth.
2.9.a. AcademicDegreePrograms(Identificationofallbachelor’s-levelmajors
offeredbytheprogram.Theinstructionalmatrixin Criterion2.1.a.maybe
Notapplicable.
2.9.b. PublicHealthOrientationStudentKnowledge(Identificationofthemeansby
whichtheprogramassuresthatstudentsinacademiccurriculaacquireapublichealth
orientation.Ifthismeansiscommonacrosstheprogram,itneedbedescribedonlyonce.If
itvariesbydegreeorspecialtyarea,sufficientinformationmustbeprovidedtoassess
compliancebyeach.)
Notapplicable.
2.9.c. CulminatingExperience(Identificationoftheculminatingexperiencerequiredfor
eachacademicdegreeprogram.Ifthisiscommonacrosstheprogram’sacademicdegree
programs,itneedbedescribedonlyonce.Ifitvariesbydegreeorspecialtyarea,sufficient
informationmustbeprovidedtoassesscompliancebyeach.)
Notapplicable.
2.9.d. CriterionAssessment(Assessment of the extent to which this criterion is met
and an analysis of the program’s strengths,weaknessesandplansrelatingtothis
criterion.)
Notapplicable.
156
2.10DoctoralDegrees.Theprogrammayofferdoctoraldegreeprograms,if
consistentwithitsmissionandresources.
2.10.a.DoctoralProgramsOffered(Identificationofalldoctoralprogramsoffered
bytheprogram,bydegreeandareaofspecialization.Theinstructionalmatrixin
Criterion2.1.amaybereferencedforthispurpose.)
Notapplicable.
2.10.b.SupportandResources(Descriptionofspecificsupportandresources
availabletodoctoralstudentsincludingtraineeships,mentorshipopportunities,
etc.)
Notapplicable.
2.10.c.StudentProgression(Dataonstudentprogressionthrougheachofthe
program’sdoctoralprograms,toincludethetotalnumberofstudentsenrolled,
numberofstudentscompletingcourseworkandnumberofstudentsincandidacyfor
eachdoctoralprogram.SeeCEPHTemplate2.10.1.)
Notapplicable.
2.10.d.Coursework(Identificationofspecificcoursework,foreachdegree,thatis
aimedatdoctoral-leveleducation.)
Notapplicable.
2.10.e.CriterionAssessment(Assessment of the extent to which this criterion is
thiscriterion.)
Notapplicable.
157
2.11 JointDegrees.Iftheprogramoffersjointdegreeprograms,therequired
curriculumfortheprofessionalpublichealthdegreeshallbeequivalentto
thatrequiredforaseparatepublichealthdegree.
2.11.a.JointDegreeProgramsOffered(Identificationofjointdegreeprograms
offeredbytheprogram.TheinstructionalmatrixinCriterion2.1.amaybe
Notapplicable.
2.11.b.ExplanationofDifferences(Alistanddescriptionofhoweachjointdegree
programdiffersfromthestandarddegreeprogram.Theprogrammustexplainthe
rationaleforanycredit-sharingorsubstitutionaswellastheprocessforvalidating
thatthejointdegreecurriculumisequivalent.)
Notapplicable.
2.11.c.CriterionAssessment(Assessment of the extent to which this criterion is
thiscriterion.)
Notapplicable.
158
2.12DistanceEducationorExecutiveDegreePrograms.Iftheprogram
offersdegreeprogramsusingformatsormethodsotherthanstudents
attendingregularon-sitecoursesessionsspreadoverastandardterm,these
degreeprogramsmusta)beconsistentwiththemissionoftheprogramand
withintheprogram’sestablishedareasofexpertise;b)beguidedbyclearly
articulatedstudentlearningoutcomesthatarerigorouslyevaluated;c)be
subjecttothesamequalitycontrolprocessesthatotherdegreeprogramsin
theuniversityare;andd)provideplannedandevaluatedlearning
experiencesthattakeintoconsiderationandareresponsivetothe
characteristicsandneedsofadultlearners.Iftheprogramoffersdistance
educationorexecutivedegreeprograms,itmustprovideneededsupportfor
theseprograms,includingadministrative,travel,communicationandstudent
services.Theprogrammusthaveanongoingprogramtoevaluatethe
academiceffectivenessoftheformat,toassesslearningmethodsandto
systematicallyusethisinformationtostimulateprogramimprovements.The
programmusthaveprocessesinplacethroughwhichitestablishesthatthe
studentwhoregistersinadistanceeducationorcorrespondenceeducation
courseordegreeisthesamestudentwhoparticipatesinandcompletesthe
courseordegreeandreceivestheacademiccredit.
2.12.a.IrregularPrograms(Identificationofalldegreeprogramsthatareofferedin
aformatotherthanregular,on-sitecoursesessionsspreadoverastandardterm,
includingthoseofferedinfullorinpartthroughdistanceeducationinwhichthe
instructorandstudentareseparatedintimeorplaceorboth.Theinstructional
matrixinCriterion2.1.amaybereferencedforthispurpose.)
Notapplicable.
2.12.b.ProgramDescription(Descriptionofthedistanceeducationorexecutive
degreeprograms,includinganexplanationofthemodelormethodsused,the
program’srationaleforofferingtheseprograms,themannerinwhichitprovides
necessaryadministrativeandstudentsupportservices,themannerinwhichit
monitorstheacademicrigoroftheprogramsandtheirequivalence(or
comparability)tootherdegreeprogramsofferedbytheprogram,andthemannerin
whichitevaluatestheeducationaloutcomes,aswellastheformatandmethods.)
Notapplicable.
2.12.c.StudentVerification(Descriptionoftheprocessesthattheprogramusesto
verifythatthestudentwhoregistersinadistanceeducationorcorrespondence
educationcourseordegreeisthesamestudentwhoparticipatesinandcompletesthe
courseordegreeandreceivestheacademiccredit.)
159
Notapplicable.
2.12.d.CriterionAssessment(Assessment of the extent to which this criterion is
thiscriterion.)
Notapplicable.
160
Criterion 3.0
Creation, Application and Advancement of
Knowledge
161
3.1 Research.Theprogramshallpursueanactiveresearchprogram,
consistentwithitsmission,throughwhichitsfacultyandstudentscontribute
totheknowledgebaseofthepublichealthdisciplines,includingresearch
directedatimprovingthepracticeofpublichealth.
3.1.a. ProgramResearchDescription(Descriptionoftheprogram’sresearch
activities,includingpolicies,proceduresandpracticesthatsupportresearchand
scholarlyactivities.)
TheDepartmentofHealthScienceatBYUseekstopromotearesearchagendawherein
facultyandstudentscontributetotheknowledgebaseofpublichealth,healthpromotion
andotherpublichealthdisciplines.Keyscholarshipgoalspertaintopublishingand
presentingscholarlyworkinpeer-reviewedvenues,integratingresearchfindingsintothe
classroom,establishingpartnershipswithpublichealthagenciestoaddresspriorityhealth
problemsandactivelysupportingstudentresearch.Theuniversityresearch/scholarship
averageisproducingonetotwopeer-reviewedproductsperyear.Wealsoaimtointegrate
teaching,researchandservicesothatstudentsandcommunitypartnersbenefitfromthe
scholarshipproduced.
AscitedintheScholarlyWorkatBYUPolicy(seeResourceFile3.1),“fourprincipalreasonsguide
thedirectionforscholarlyworkatBYU:(1)scholarlyworkhelpsthefacultytoremaincurrentin
theirdisciplinesand‘alive’inteaching;(2)scholarlyworkcontributesdirectlytotheeducationof
thestudents,bothgraduateandundergraduate;(3)scholarlyworkestablishesthecredibilityof
BYUandthereputationofthefacultyinnationalacademic/professionalcircles;and(4)scholarly
workenablestheuniversitytorecruitandretainthehighqualityoffacultyitdesirestohave.”
Furthermore,“scholarlyworkisamajorandnecessarycomponentofgraduateeducation.Ideally,
eachgraduatestudentismentoredbyamajorprofessorwhoworksinaone-on-onerelationship
withthestudenttoteachprinciplesandtechniquesofscholarlyinquiry,toshareinthediscovery
ofnewknowledge,andtoguidethestudenttothesuccessfulconclusionofthescholarlyeffort.”
BYUisnotaCarnegie-designatedresearchcenter.
FacultycoordinateresearchactivitiesthroughtheUniversityInstitutionalReviewBoard(IRB)for
ResearchwithHumanSubjects.TheHumanResearchProtectionPolicyoutlinesthecriteriafor
humanresearchapprovalatBYU(seeResourceFile3.1).
Inadditiontothefinancialsupportmentionedabove,supportfordomestictravel(forexample,to
presentresearchresultsatprofessionalmeetings)comesfromthedepartment’sbudget.An
additionalsourceoffundingistheDavidM.KennedyCenterforInternationalStudies,a
university-widecenterthatprovidesfacultywithfundingforresearchandconferencetravel.
Giventhemixoffunding(department,college,university),facultyarefundedformosttravel
expensesforpresentationofresearchfindingsforatleastoneprofessionalconferenceannually
(eitherdomesticorinternational).
162
TheDepartmentofHealthSciencepolicies,researchaimsandobjectivesareconsistent
withthebroaderBYUpoliciesandprocedures(seeResourceFile3.1),whichare
summarizedbelow.
ResponsibilityofFacultyAppointments.Facultymembersareexpectedtoperformhighqualityworkincitizenship,teaching,andscholarship.Theperformanceoffacultymustbe
aboveacceptableminimumstandardsinallareasofresponsibility.Mostprofessorial
facultyearlyintheircareersshouldhaveabalanceofteachingandscholarship,withlighter
committeeandotheradministrativeassignments.Theallocationoftimeinthesethree
areasmayvaryamongfacultyoroverafacultymember'scareer,dependingonchangesin
assignmentsduetolegitimateuniversityanddepartmentneeds.
AnnualPerformanceReviewsandInterviews.Thesecontinuingperformanceinterviews
becomethebasisforretention,tenureandpromotiondecisions,andarecarriedout
annuallyforallfacultymembers.“Thedepartmentchair,deanordesignee,conductsan
annualperformancereviewof,andanannualstewardshipinterviewwith,eachfaculty
memberinthedepartment,includingfacultywithcontinuingfacultystatus.These
interviewsaretheprimaryvehiclefortrackingandencouragingcontinuingfaculty
development,andthroughwhichtheperformanceoffacultywithcontinuingfacultystatus
ismonitored,andthroughwhichperformanceexpectationsarecommunicated.Allfaculty
membersareexpectedtoengageincontinuousdevelopmentandimprovementin
scholarshipandteaching.Awrittensummaryofthedepartmentchair'sevaluationsisgiven
tothefacultymemberandacopyplacedinhisorherdepartmentpersonnelfile.”
Noncomplianceforthreeyearswillresultinterminationfromtheuniversity.Faculty
supporttoobtaincomplianceisprovideduponrequest,andasappropriate,throughthe
departmentchair.Appealsfordismissalareavailable.
ScholarshipStandards.Scholarshipinthepublichealthprogramischaracterizedas:
• consistentwithdisciplinarynormsanddepartmentmission;
• contributingtoafacultymember'soveralleffectivenessasateacherandstudent
mentor;
• beingofhighqualityandcontainingsomeelementoforiginalitythataddsknowledgeto
thedisciplinewhetherquantitativeorqualitativeinnature;
• beingsubjecttopeerreviewbythosecompetenttojudgeit;
• publishedinnationallyandinternationallyrecognizedpeer-reviewedpressesand
journalsinthediscipline;
• countingacceptedarticlestowardstherankandstatus(tenure)process.
• electronicformatssharingthesamecriteriathatappliesinpaperformats(quality,peer
review,publisher'sreputationandselectivity,etc.);
onetotwopeer-reviewedscholarlyproductsperyearwithpreferenceforvalueas
follows:(1)refereedscholarlypublications(books,articles,refereedconference
proceedings),(2)otherscholarlypublications(textbooks,monographs,bookchapters,
abstracts)thatcontributetoabodyofknowledgeorreflectsignificantscholarlyactivity
andexpertise,(3)refereedscholarlypresentations,and(4)grantsforresearchor
creativework,especiallywhenresultingfromacompetitiveprocessofpeerreview.
163
FacultyAdmission.AspertheExpectationsofFacultyAppointmentpolicy(seeResource
File3.1),“acceptanceofafull-timefacultycontractrequiresafull-timecommitmentoftime
andefforttotheappropriatemixofteaching,scholarshipandcitizenship.Facultymembers
haveaprimaryroleintheirowndevelopmentandareexpectedtoworkcontinually
towardbecomingbetterandmoreeffectiveteachers.Itisalsotheirresponsibilitytomake
effectivescholarshipanintegralpartoftheirprofessionallivesandtostriveforexcellence
throughthescrutinyofexactingandrefiningpeerreview.Nolessimportant,itisthe
responsibilityoffacultytosustaintheuniversityinitspurposeandunceasinglycontribute
toitsintellectualandspiritualgrowth.Facultyareexpectedtoenlargetheirexperience,
increasetheirunderstanding,anddeveloptheiracademicandteachingskillsbyconstantly
reading,studying,writing,andlearning.Anaturaloutgrowthofthiseffortisthe
advancementofindividualscholarlyagendasthatleadtopublicationorpresentation;that
is,toparticipationinthelargercommunityofscholarsacrosstheuniversityandthe
world.”
FacultyStartUp.TheCollegeofLifeScienceshelpstosupportnewfacultyinlaunching
theirresearchagendabyprovidingfacultystartupdollars.Facultyareaskedtosubmita
proposaltothecollegeoutliningtheirresearchagendaandhowtheyintendtousethe
dollars.Newfacultycanreceiveupto$20,000ayearforthreeyears.
ProfessionalDevelopmentLeave(Sabbatical).AspertheFacultyLeavesPolicy(see
ResourceFile3.1),“aProfessionalDevelopmentLeaveforonesemesterisfundedbythe
universityatfullsalary.ProfessionalDevelopmentLeavesfortwosemestersnormallyare
fundedathalfsalary.Leavesmayextendoverspringandsummertermsandmaybe
compensatedifapprovedbythedepartmentchairandifthenormalteaching
responsibilitiesforspringandsummertermscanbemetbythedepartment.Short-term
ProfessionalDevelopmentLeaves,includingleavesduringspringand/orsummerterm,
whichdonottakefacultymembersawayfromcampus,maybeapprovedbythe
departmentchairanddean…”
TravelSupport.Facultymembersareallocatedfunding,perdepartmentpolicy,forone
paidprofessionalmeetingof$1,500peryear.Conferenceregistrationfeesarealsopaid.
Additionalresourcesmaybeavailablewhenfacultymemberspresentscholarlyworksat
professionalmeetings,especiallytenure-trackfacultymembers.Thedepartmentchair
approvesfacultytravel.Mostfacultymembersusetheseresourcesandperform
professionalworkatconferencessuchastheAmericanPublicHealthAssociationandthe
SocietyforPublicHealthEducation.
FundingFaculty-StudentMentorship.Theprimarymotivatortofacultyandstudent
scholarshipistheuniversity’sinterestinfaculty-mentoredresearch.However,unlikemost
schoolsofpublichealthandotherpubliclyfundedinstitutions,BYUdoesnotencourage
salarysupplementationforitsfaculty,althoughexternalfundingisrewardedmodestlyin
theformorspringorsummer-termcourse-buy-outoptions.BYU’spositionisunique
amongmanyuniversitiesbecausethesponsoringinstitutiondesiresthatfacultyspend
164
moretimewithstudentsandlesstimewritinggrantproposals.Ifexternalfundingis
neededforafacultymembertocompletetheirresearchagenda,externaliscertainly
encouraged.
Asaresult,externaldollarsareimportantinternallyforresearchfundingandstudentmentoringpurposesandlessneededforbenchmarkingcomparisonswithotherprivateor
publiclyfundedinstitutions.Forexample,thehighestexpenditureatBYUforbothexternal
andinternalresearchdollarsisforstudentresearchservices(researchassistanceprovided
bystudents).Accordingtothe2015NationalSurveyofStudentEngagement(NSSE),36%
ofBYUseniorswereinvolvedwithmentoredresearchwhileatBYU.Additionallynearly
halfofBYUalumnireportworkingregularlywithafacultymemberoutsideofthe
classroom(seeAlumniSurveyinResourceFile2.7).Generousfundingfromthesponsoring
institutionisdeliberateandcriticalatBYUbecauseofitsuniqueanddistinguishedpriority
forfundingfaculty-mentoredresearchforitsstudents(seeCriterion2.7).Thus,BYUisboth
ateachinguniversityandaresearchuniversitywherethesetwoworldsaremerged
throughstudent-focusedlearningandscholarship.Bythesemeasures,BYUhasbeen
successfulatinvolvingstudentsintheresearchprocessandhelpingfacultyproductivity.
“Whilegovernment,business,andprivatelysponsoredresearchisvitaltoadvancing
academicexperiencesforfacultyandstudents,BYUdoesnotintendtobecomedependent
uponexternalresearchfunding.[Rather],BYU’sresearchfundingisobtainedthrougha
balancedapproach[involving]governmentalagencyfunding,businessandindustryaswell
asotherprivateresearchsponsors”(BYUaccreditationdocument,2005,pg.7.3).Thus,
benchmarkingfederalfundingasaprimaryaspirationfortheBYUpublichealthprogram
maycreateadiversionfromtheuniversity’sprimaryinterestinexternalandinternal
researchdollars–student-mentoredresearch.
Oneinherentweaknesswiththisfundingstrategyisthatlarge-scaleresearchprojectsand
expensivefacultyexpendituresarelimited.Nonetheless,BYU’sdesireforrecognitionisnot
basedontheexternalfundsprocured.Rather,itsprimaryinterestisinvolvingstudents
directlyinresearchscholarshipwithitsfaculty.BYU’sinterestinfundingforstudent
mentoringisreflectedinacquiringgiftsthroughLDSPhilanthropies.Forexample,many
generousdonorshavehelpedestablishendowmentstofundfacultymentorshipactivities
andstudentresearchprojectsincludingbutnotlimitedtoMarinPooleMeyerEndowed
Fund,theChildsCaringEndowment,andtheDouglasC.HeinerEndowedPublicHealth
ScholarshipFund(seeResourceFile3.1).
FormalContractsorAgreements.Theprogramhasanon-goingresearchagreementwith
theUtahCountyHealthDepartment(UCHD)fortheFamilyandCommunityHealth
ResearchInstituteandislistedasapartoftheUCHDorganizationchart(seeCriterion1.4
andResourceFile1.4).Additionalformalagreementsandcontractstoconduct
community-basedresearchhavebeenmadethroughgrantsfromgovernmentand
nonprofitorganizationsasindicatedintheTable3.1.b.
165
DepartmentResearchFacility.TheHealthResearchandTechnologyLab(HRTL)isavailablefor
facultyandstudentsintheCollegeofLifeSciencesandislocatedin2037LifeSciencesBuilding.
StatisticalSupport.Supportforstatisticalanalysisisavailablethroughtheuniversity-wide
CenterforStatisticalConsultationandCollaborativeResearch.Thedepartmentalsoutilizesthe
expertiseofitsownfaculty(e.g.,Dr.RayMerrill,Dr.BriannaMagnusson,andDr.EvanThacker)
aretrainedepidemiologistsandstatisticians)forresearchconsultation.
ComputationalHealthScienceResearchGroup.Thisgroupinvolvesseveralfacultyinthe
DepartmentofHealthScience(Dr.MichaelBarnes,Dr.CarlHanson,Dr.BradNeiger,Dr.Rosemary
Thackeray,andDr.JoshWest)andrepresentsacross-disciplinarycollaborationbetweenpublic
health,sociology,computerscienceandpsychology(seehttp://dml.cs.byu.edu/chs/index.php).
Numerousresearchprojectshaveoriginatedfromthisgroupandhaveresultedinpublications
andpresentations.
3.1.b. CollaborativeResearch(Descriptionofcurrentresearchactivities
undertakenincollaborationwithlocal,state,nationalorinternationalhealth
agenciesandcommunity-basedorganizations.Formalresearchagreementswith
suchagenciesshouldbeidentified.)
BYU’spublichealthprogramcommunity-basedresearchactivitiesfocusondomesticsettingsbut
alsoincludeworkindevelopingcountriesandinmoreindustrializedcountries.Current
community-basedresearchactivitiesandinstitutionalaffiliationsappearbelowandsupportthe
missionstatement.
Table3.1.b.Community-basedResearchActivities,InstitutionalAffiliations&FormalAgreements
ResearchActivity
Objective(s)
InstitutionalPartners
Formal
Agreement
AcademicHealth
Promotehealthoutcomesofthe
UtahCountyHealth
Yes
Department:Familyand familyandcommunitythrough
Department
CommunityHealth
community-basedpartnerships
ResearchInstitute
(seeResourceFile1.4)
HealthinAllIowa
Todeterminetheperspectives,
IowaCancerConsortium
Yes
PlanningPolicies:
awareness,andinterestof
andIowaAmerican
CreatingCommunities
developmentplanners,policy
PlanningAssociation
withHealthierChoices
makers,planningcommissioners,
planningeducatorsandstudents
regardingHealthinAllPolicies,
healthimpactassessment,and
healthlensanalysis.
166
ResearchActivity
Objective(s)
HealthinAllPolicies:
SpeakingtheSame
LanguageofHealth
acrossSectors
Todetermine:(1)theawarenessof
publichealth
professionals/practitionersonhow
healthisperceived,defined,and
valuedbydevelopmentplanners;
(2)readinessofpublichealth
professionals/practitionersto
“network,coordinate,cooperate”
withdevelopmentplannersand
“builduponeachother’s”
knowledgeandstrengthsina
sharedinterestinhealthand
healthycommunities;(3)strategies
forworkingcollaborativelyacross
sectorsintranslatingHealthinAll
Policiesatthecommunitylevel.
Enhancing
Todeterminetheneedforand
Interdisciplinary
importanceofeducating
Communication:
environmentalhealthprofessionals
BridgingtheGap
ondevelopmentplanning
BetweenEnvironmental processestofacilitatecollaboration
HealthandPlanningin
acrosssectorsandtheintegration
Iowa
ofdevelopmentplanningpolicies
andplansinenvironmentalhealthbasedprogramsandmeasures.
Preventionof
Preventteenpregnancyby
AdolescentRisk
changingattitudes,beliefs,selfBehaviorsinCusco,Peru efficacyandfamilysupport.
ReducingStuntingand
Developcurriculum
WastingofYoung
forusebyin-fieldcoordinatorsto
ChildreninSelect
increaseknowledge,attitudesand
DevelopingSettings
self-efficacyrelatedtokeyhealth
behaviors.
NovelApproaches
Identifythecharacteristics
toAchieveSustainable
ofaneffectiveapproachtobite
WeightLoss
counting.
AComputationalHealth Tobetterunderstandthedegreeto
ScienceAssessmentof
whichadolescentsareexposedto
AdolescentUnwanted
andimpactedbyunwantedonline
OnlineExperiences
content.
SocialCognitiveFactors Understandfactorsassociatedwith
Associatedwith
UtahCountyresident’sradon
ResidentialRadon
testingbehaviors.
RestinginUtahCounty,
Utah
andIowaPublicHealth
Association
andIowaEnvironmental
HealthAssociation
Formal
Agreement
Yes
Yes
UniversidadSanAntonio Inprogress
AboddeCusco
LiahonaChildren’s
Foundation
Inprogress
SmartBites
Yes
iKeepSafe(non-profit)
Yes
UtahCountyHealth
Department
Yes
167
ResearchActivity
Objective(s)
Chemical
Characterizationand
AssessmentofInfants’
PM2.5ExposuresBased
onTime-Activity
PatternsUsingGPSEnabledPersonal
ExposureMonitors
Knowledgeof
Prescriptionand
AlternativeMedications
DuringPregnancy
amongHispanicsinUtah
County,Utah
Educational
InterventiontoImprove
Knowledgeand
UnderstandingofTB
Disease,Testing,
Diagnosis,Treatment,
AndPreventionAmong
HispanicsinUtah
County,Utah
PrenatalNutritionin
ResettledBhutanese
RefugeesinUtah
Identifyhowtime-activitypatterns
influenceinfants’exposuresto
PM2.5andchemicalconstituents
foundinairpollution.
RTI,International,
ResearchTrianglePark,
NorthCarolina
Understandmedicationuseand
misuseduringpregnancywithin
thisdemographic,tofoster
improvedhealthcare
communicationandhealthy
pregnancy.
ImproveknowledgebaseofUtah
CountyHispanicsatriskforTB.
Mountainlands
CommunityHealth
Center,Provo,Utah
Yes
UtahCountyHealth
Department,TB
Program
No
AssessnutritioninBhutanese
refugeesinUtah,relativetomaking
nutritionrecommendationsto
ensurehealthypregnancy.
Determineexposuresto
occupationalhealthhazardsamong
brick-kilnworkers.
BhutaneseCommunity
inUtah(nonprofit)
No
WorkplaceHealth
WithoutBorders,
KathmanduUniversity
Yes
OccupationalHealth
RisksinBrickKilnsof
theKathmanduValley
Formal
Agreement
Yes
168
ResearchActivity
Objective(s)
InjuryPreventionat
CommercialTrampoline
GymsinUtahCounty,
Utah
(1)Deriveadata-setofbasic
demographicinformationof
trampolinetraumaticinjury
patientstobetterunderstand
whichpopulationstotargetwith
anyfutureinterventions.(2)
Identifytheinjurypatternsof
trampolinegymtraumapatients
includingprehospital/hospitalGCS,
ISS,andICD-9codes.(3)Identify
which,ifany,protectivemeasures
arebeingutilized.(4)Identifythe
medicalimpactoftrampoline
injuriesincludingICULOS,hospital
LOS,interventionsimplemented,
patientoutcome,anddisposition
(d/ctohome,rehabwithLOS,etc).
(5)Usetheaboveinformationto
formulateanddirectacountywide
publichealthinterventionin
conjunctionwiththeUtahCounty
HealthDepartmentandacoalition
ofallofthetrampolinegym
ownerstomitigatemorbidityand
mortalityfromtrampolinegym
injuries.
ImpactAnalysisof
Usingdatacollectedby
VariousFieldPrograms independentresearchgroupsin
variouscountrieswhereFreedom
FromHunger(FFH)workswith
countrypartners,evaluatethe
impactofvariousFFHprograms
aimedatimprovingthehealthand
financialdevelopmentofwomen
andfamilies
Providedata,recommendations,
ServiceLearning:Using
andtoolsforpublichealth
Class-BasedProjectsto
advocacy;experienceforstudents
DoCommunityResearch
tocollect,manage,andpresent
forPartnering
data,anduseforpublichealth
Organizations
advocacy
Formal
Agreement
UtahValleyRegional
MedicalCenter
Yes
FreedomFromHunger,
Variouscountry
partnersdependingon
particularproject
No
AmericanHeart
Association
UtahParent-Teachers
Association.
UtahDepartmentof
Transportation
No
169
3.1.c. CurrentResearch(Alistofcurrentresearchactivityofallprimaryand
secondaryfacultyidentifiedinCriteria4.1.aand4.1.b.,includingamountandsource
offunds,foreachofthelastthreeyears.Thesedatamustbepresentedintable
formatandincludeatleastthefollowing:(a)principalinvestigatorandfaculty
member’srole(ifnotPI),(b)projectname,(c)periodoffunding,(d)sourceof
funding,(e)amountoftotalaward,(f)amountofcurrentyear’saward,(g)whether
researchiscommunitybasedand(h)whetherresearchprovidesforstudent
involvement.Distinguishprojectsattributedtoprimaryfacultyfromthose
attributedtootherfacultybyusingboldtext,colororshading.Onlyresearch
fundingshouldbereportedhere;extramuralfundingforserviceortraininggrants
shouldbereportedinTemplate3.2.2(fundedservice)andTemplate3.3.1[funded
training/workforcedevelopment).SeeCEPHDataTemplate3.1.1]).
Table3.1.cprovidesalistoftheinternallyandexternallyfundedresearchactivityof
primaryfacultyforthelastthreeyears.AlistoffacultypublicationsislocatedinResource
File3.1.
170
Table3.1.c.ResearchActivityofPrimaryFacultyfortheLastThreeYears
ProjectName
Principle
Funding
Funding
Amount
Investigator
Source
Period
Total
(s)
Award
Computational
Barnes,M.
BYU-ORCA Jan2012–
$19,956
HealthScience
Jan2014
DevelopaPublic
Barnes,M.
College
Nov2012–
$6,600
HealthInterventions
Nov2013
StoryBank
SocialFactorsthe
Barnes,M.
BYU-ORCA Jan2010–
19,288
ShapeUtah’sHealth: Hanson,C
Jan2012
VariationsinHealth
Novilla,L.
OutcomesandPolicy West,J.
andPractice
Implicationsofthe
SocialDeterminants
ofPopulationHealth
asTheyApplytothe
UtahSetting
SystemsThinking&
Barnes,M.
NORAD
Jan2014–
$1800
HealthWhiteboard
Jan2015
Video
FacultyStart-Up–1st Chaney,R.
College
Oct2014–
$20,000
of3Years
Oct2016
EvaluationofaTool
Cole,G.
BYU–Sant Mar2012–
$6,786
fortheAssessmentof
May2013
HouseholdWater,
Sanitation,and
Hygiene…Honduras
Villages
Assessmentof
Cole,G.
Lewis
Jan2013–
$3,250
Knowledgeand
Family
Dec2013
Perceptionof
Foundation
Tuberculosiswithin
theHispanic
CommunityinUtah
County
Amount
2012/2013
Amount
2013/2014
Amount
2014/2015
Community
-BasedY/N
$19,956
N
Student
Participation
Y/N
Y
$6,600
N
Y
$19,288
Y
Y
$1800
N
N
$20,000
N
Y
$6,786
Y
Y
$3,250
Y
Y
171
ProjectName
Investigationof
PediatricElectrolyte
SalesasanIndicator
ofCommunity
FoodborneIllnesses
inUtahCounty
Investigationof
KnowledgeofHuman
PapillomaVirus
Diseaseand
Immunizationamong
FemaleStudentsata
LargeFaith-Based
University
HealthRisk
Communicationand
theMediainUtah-A
CriticalAssessment
FacultyStartUp–1st
of3Years
FacultyStartUp–
2ndof3Years
FacultyStartUp–3rd
of3Years
EarlyChildGrowth
andDevelopmentin
FourCountries
GrowthRecovery,
Schooling&Cognitive
Achievement:
EvidencefromFour
Cohorts
Principle
Investigator
(s)
Cole,G.
Funding
Source
Funding
Period
Amount
Total
Award
$3,250
Amount
2012/2013
Amount
2013/2014
Amount
2014/2015
Community
-BasedY/N
$3,250
Y
Student
Participation
Y/N
Y
Lewis
Family
Foundation
Jan2013–
Dec2013
Cole,G.
Lewis
Family
Foundation
Jan2012–
Nov2012
$2,500
$2,500
Y
Y
Cole,G.
Jan2014–
Dec2014
$2,250
$2,250
Y
Y
Crookston,B.
Lewis
Family
Foundation
College
$20,000
$20,000
N
Y
Crookston,B.
College
$20,000
$20,000
N
Y
Crookston,B.
College
$20,000
$20,000
N
Y
Crookston,B.
Gates
Foundation
National
Institutes
ofHealth
Nov2011–
Nov2013
Nov2012Nov2014
Sept2013–
Sept2015
Nov2011–
Oct2013
$34,265
$16,796
$17,468
Y
N
June2012–
May2013
$40,380
$21,288
$19,092
N
N
Crookston,B.
172
ProjectName
ImplementingFour
SchoolHealth
Guidelinesto
PromoteHealthy
EatingandPhysical
Activity
Teaching
EnhancementGrant
Multilevel
Assessmentof
FactorsContributing
toPreventionand
Managementof
Malariaamong
Adolescentsin
MukonoUganda
FacultyStartup–1st
of3Years
FacultyStartup-2nd
of3Years
FacultyStartup–3rd
of3Years
DouglasC.Heiner
ResearchGift
of3Years
FacultyStartup–2nd
of3Years
FacultyStartup–3rd
of3Years
Teaching
EnhancementGrant–
Implementing
iClicker-GO
technology
Principle
Investigator
(s)
Hall,C
Funding
Source
Funding
Period
BYU-ORCA
Jan2012–
Jan2014
Hall,C.
College
Hanson,C.
BYU–
ORCA
Nov2011-
Nov2012
Jan2010–
Jan2012
Johnston,J.
College
Johnston,J.
College
Johnston,J.
College
Johnston,J
Private
Donor
College
Magnusson,
B.
Magnusson,
B.
Magnusson,
B.
Magnusson,
B.
Thackeray,
R.
College
College
College
Nov2012–
Nov2014
Nov2013–
Nov2015
Jan2015Jan2017
Oct2014–
Oct2015
Nov2011–
Nov2013
Nov2012–
Nov2014
Dec2013–
Dec2015
Nov2013-
Nov2014
Amount
Total
Award
$20,000
Amount
2012/2013
Amount
2013/2014
Amount
2014/2015
Community
-Based
Y/N
N
Student
Participation
Y/N
Y
$20,000
$5,700
$5,700
N
N
$19,971
$19,971
N
Y
$20,000
$20,000
N
Y
$20,000
$20,000
N
Y
$20,000
$20,000
N
Y
$11,000
$11,000
N
N
$20,000
$20,000
N
Y
$20,000
$20,000
N
Y
$20,000
$20,000
N
Y
$2,000
$2,000
N
N
173
ProjectName
Principle
Investigator
(s)
Novilla,L.
Funding
Source
Funding
Period
Amount
Total
Award
$20,000
Amount
2012/2013
Amount
2013/2014
Amount
2014/2015
Community
-Based
Y/N
N
Student
Participation
Y/N
Y
$20,000
$8,600
$8,600
N
N
Mentoring
EnvironmentGrant
Teaching
Novilla,L.
EnhancementGrant–
Developingand
implementinginIPE
AcademicTraining
Curriculum.
EnsuringHealthinAll Novilla,L
IowaPlanning
Policies
Collegeof
Nursing
College
Dec2013–
Dec2014
Nov2013Nov2014
Iowa
Cancer
Consortium
Dec2014–
Jun2015
$2,430
$2,430
Y
Y
PublicHealthin
SoutheastAsia:Focus
onAdolescentHealth
Research
of3Years
of3Years
Page,R.
College
Jan2012–
Jan2014
$20,000
$20,000
N
N
Sloan,C.
College
$20,000
$20,000
N
Y
Sloan,C.
College
Oct2013–
Oct2015
Jan2015-
Jan2017
$20,000
$20,000
N
Y
Modeling
Environmental
Impactson
Bronchiolitis
EpidemicsintheUS
DDCFHealthSystems
CoordinatingGrant
Sloan,C.
NIEHS
Apr2015–
Mar2017
$67,194
$22,398
N
N
Swanson,C.,
Barnes,M.
DorisDuke
Charitable
Foundation
Jan2013–
June2014
$49,680
$24,840
N
Y
174
ProjectName
of3Years
of3Years
Principle
Investigator
(s)
Thacker,E.
College
Thacker,E.
College
Cardiovascularhealth Thacker,E.
andcardiovascular
diseasepreventionin
olderadults
InternshipGrant
Thygerson,
S.M.
Teaching
EnhancementGrant–
Thecubicmeteras
wellasconducting
fieldworkwith
studentinsouthern
Utah
Teaching
EnhancementGrant–
FieldtriptoZionand
BryceNationalParks
TeachingAward–
Fieldtripfor15
environmental/occup
ationalhealth
studentstoconduct
industrialhygiene
andnoisemonitoring
andanANSIA/AIHA
Z10audit
Thygerson,
S.M.
Funding
Source
James
Bobbitt
Endowment
Spencer
Education
Founda-
tion
College
Funding
Period
Amount
Total
Award
$20,000
Amount
2012/2013
Amount
2013/2014
Amount
2014/2015
Community
-Based
Y/N
N
Student
Participation
Y/N
Y
$20,000
$20,000
$20,000
N
Y
$10,000
$10,000
N
N
Feb2012–
Sept2012
$3,000
$3,000
N
Y
Nov2012–
Nov2013
$2,575
$2,575
N
Y
Dec2013–
Dec2015
May2015
toMay
2017
Jan2015to
Mar2016
Thygerson,
S.M.
College
Nov2013Nov2014
$1,475
$1,475
N
Y
Thygerson,
S.M.
College
Nov2014–
Nov2015
$1,945
$1,945
N
Y
175
ProjectName
Teaching
EnhancementGrant
TOTAL
Principle
Investigator
(s)
West,J.
Funding
Source
College
Funding
Period
Nov2011–
Nov2012
Amount
Total
Award
$7,500
Amount
2012/201
3
$7,500
Amount
2013/2014
Amount
2014/2015
Community
-Based
Y/N
N
Student
Participation
Y/N
N
$673,395
$303,300
$170,885
$129,573
176
3.1.d.ProgramEvaluationMeasures(Identificationofmeasuresbywhichthe
programmayevaluatethesuccessofitsresearchactivities,alongwithdata
regardingtheprogram’sperformanceagainstthosemeasuresforeachofthelast
threeyears.Forexample,programsmaytrackdollaramountsofresearchfunding,
significanceoffindings[e.g.,citationreferences],extentofresearchtranslation[e.g.,
adoptionbypolicyorstatute],dissemination[e.g.,publicationsinpeer-reviewed
publications,presentationsatprofessionalmeetings)andotherindicators.See
CEPHOutcomeMeasuresTemplate.)
Facultymembersareevaluatedyearlybasedupontheircontributionstoteaching,
citizenshipandscholarlyproductivity.Thenumberandqualityofpublicationsinpeerreviewedjournalsandpresentationsatprofessional/scientificconferencesprimarily
constitutescholarlyproductivityatBYU.TheOfficeofResearchandCreativeActivities
departmentproducesanannualScholarlyProductivityAnnualReportandanAnnualReport
forthewholedepartment(seeTable3.1.d.1).
Table3.1.d.1.Department-wideActivityIndex&ProductivityIndex,OfficeofSponsoredResearchReports
Publications
Books
BookChapters
JournalArticles
ConferenceProceedings
OtherPublications
TotalPeer-ReviewedPublications
NumberofFacultywithExpectationfor
Scholarship
NumberofFacultywithExpectationfor
ScholarshipwithatLeastOnePeer-Reviewed
Publication
ActivityIndexa
ProductivityIndexb
Presentations
2012
2013
2014
2
0
47
0
0
53
15
1
0
51
1
0
53
17
0
1
39
0
6
46
18
15
15
14
1.0
3.53
40
.88
3.12
38
.78
2.56
43
aTheactivityindexusesasitsnumeratorthenumberoffacultywithanexpectationforscholarshipwithat
leastonepeer-reviewedpublication.Thedenominatoristhenumberoffacultywithanexpectationfor
scholarship.
bTheproductivityindexusesasitsnumeratorthenumberofpeer-reviewedpublicationsbyfacultywithand
expectationforscholarship.Itsdenominatoristhenumberoffacultywithanexpectationforscholarship.
FacultyintheDepartmentofHealthSciencehavebeenveryproductiveintheir
publicationsandpresentationsoverthepastthreeyears.Theactivityandproductivity
indexhasdeclinedslightlyduetotheadditionofnewfacultytothedenominatorwhoare
beginningtheirresearchagendas.Thedepartmenthasaddedthreenewfacultymembers
between2012and2014.Dr.AliCrandallalsojoinedthedepartmentFall2015.Whilesome
facultyareextremelyprolific,mosthaveasteadyflowofresearchproductivitythatisequal
toorexceedinggeneraluniversityexpectations.
177
Publichealthfacultyhaveidentifiedfourtargetstoevaluateresearchactivities,as
identifiedinthefollowingtable.
Table3.1.d.2.OutcomeMeasuresforResearchActivities
Outcome
Targets
2012/2013
Objective1.D:
Target1.D.8:35%of
Presentations:
Ensuregraduate
scholarshipproducts
57%included
students’
producedbytheHealth
student
developmentof
Sciencefaculty,including Publications:
research-related
referredconference
39%included
competenciesand
presentationsandpeerstudents
undergraduate
reviewedpublications,
student’sexposure
willincludestudent
Compliant
toresearch
authors.
methods.
Objective3.C:
Demonstrate
discipline-specific
expertisethrough
activescholarship
programs.
2013/2014
Presentations:
45%included
students
Publications:
51%included
students
2014/2015
Presentations:
32%included
students
Publications:
62%included
students
Compliant
Partially
Compliant
Target3.C.1:70%offulltimeCFStrackfacultywill
publishtwoormore
journalarticlesinpeerreviewedscientific
journalsduringa
calendaryear.
87%published
twoormore
articles
71%published
twoormore
articles
72%published
twoormore
articles
Compliant
Compliant
Compliant
Target3.C.2:80%offulltimeCFStrackfacultywill
presentscientific
researchatoneormore
local,nationalor
internationalprofessional
conferencesduringa
calendaryear.
67%presented
atoneormore
conferences
82%presented
atoneormore
conferences
83%presented
atoneormore
conferences
Partially
Compliant
Compliant
Compliant
Objective4.A:
Ensurethatfaculty
membersare
involvedinrelevant
publichealth
research.
Target4.A.1:50%offulltimeCFStrackfacultywill
secureresearchfunding
annually.(FacultyProfile)
53%secured
funding
59%secured
funding
50%secured
funding
Compliant
Compliant
Compliant
Objective4.B:
Facultymembers
demonstrate
academicexcellence
throughrefereed
publichealth
journalsinthearea
oftheirexpertise.
Target4.B.1:Facultyinthe
departmentwillproducea
minimumof35peerreviewedpublications
annually.(FacultyProfile)
Department
produced64
peer-reviewed
publications
Department
produced68
peer-reviewed
publications
Department
produced42
peer-reviewed
publications
Compliant
Compliant
Compliant
FacultypublicationsareportrayedinResourceFile3.1.Thisfileidentifiesthepublished
articlesbyauthors,title,journal,andcitationforitemspublishedforeachofthepastthree
years.Publicationsarelistedbyfacultymember(column1)followedbythetypeof
178
publication(column2),nameofstudentcoauthors(column3),citation(column4),yearof
thepublication(column5),whetherthepublicationwaspeerreviewed(column6,and
whetherthepublicationwasinvited(column7).
3.1.e. StudentInvolvement(Descriptionofstudentinvolvementinresearch.)
AlthoughBYU’sMPHprogramisaprofessional(non-thesis)degree,MPHstudentsare
involvedinvariousresearchactivitiesthroughcoursework,fieldworkexperiencesand
mentoredresearch.Thesepublichealthresearchopportunitiesareavailablebeginningthe
firstweekoftheirfirstsemester(employedasaresearchassistant)throughtheoral
examination.Atthistime,studentsalsodefendtheirknowledgeofresearch-oriented
courseworkinordertosatisfyoralexaminationandcompleteCertifiedinPublicHealth
(CPH)requirements.TodateallMPHstudentshavesuccessfullycompletedthese
requirements.
ResearchassistantshipsareofferedtoallMPHstudentsuponadmissionintotheMPH
programduringthefirstsemester.Studentsareinvitedtomeetwithfacultymemberswho
havesimilarresearchinterestsandexploreopportunitiesforbeingaresearchassistant.A
totalof10students(67%)oftheclassof2015(beginning2013-2014),atotalof8students
(89%)oftheclassof2016(beginning2014-2015),andatotalof7students(54%)ofthe
classof2017(beginning2015-2016)wereresearchassistantswithafacultymember
duringtheirtimeintheMPHprogram.Thebalanceofthestudentspursuedother
opportunitiessuchaspart-timeemploymentoffcampus.AssistantshipsforMPHstudents
toworkwithfacultyinvolve10-20hoursperweekandpayaminimum$12perhourwith
manyreceivingmoredependingonexperienceandtimeintheprogram.Dutiesvary
dependingontheresearchprojectbutmayincludeconducingliteraturereviews,data
collection,datacleaning,analysis,andwriting.Graduatestudentsmayalsobeinvolvedin
conceptualizationofresearchstudiesthroughdialoguewithfacultyandotherstudents.
Undergraduatestudentsalsoserveasresearchassistants.Elevenundergraduateswere
hiredwithinthedepartmentduringthe2012-2013academicyearfollowedby51during
the2013-2014academicyearand101duringthe2014-2015academicyear.Although
voluntary,theseexperiencesareinvaluableopportunitiesforstudentstocontributeto
facultyresearch.Undergraduateresearchassistantstypicallyassistfacultywithsimilar
activitiesasthegraduateresearchassistantswithlessinvolvementinanalysisandwriting.
Students’capacitytounderstandandperformresearchisanimportanttargetoutcome,as
identifiedinCriterion1.2.C-Objective1.D(Table1.2.c).Specifically,weexpectMPH
studentstoearnaB-orhigherinthreeofthemorestrenuouscoursesoffered(HLTH604,
612,and618)intheprogram,whichareofferedinyearoneandarerequiredbefore
studentsenrollinfieldworkorprojectrequirements.Thesequantitativeandqualitative
experiencesforgraduatestudentshaveproducedcomplianceofallfinalgradesin20122013,2013-2014,and2014-2015.Attheundergraduatelevel,studentsareexpectedto
earnaB-orhigherinseveralcoursesdependingontheiremphasis(HLTH426,434,439,
440,441,and447).Theseundergraduateexperiencesprovidestudentswithexposureto
researchmethodsandhaveproducedcomplianceofallfinalgradesin2012-2013,20132014,and2014-2015.Coursegradesattheundergraduateandgraduatelevelare
179
importantindicatorsofstudents’capacityandabilitytobeinvolvedinmeaningfulpublic
healthresearch.
Additionally,studentinvolvementinmentoredresearchisanimportantprogramindicator
fordemonstratingstudentresearchcompetencyandexposuretoresearchmethods.The
expectationsforinvolvementaremuchgreater,withthegraduatelevel70%comparedto
theundergraduatelevel25%.Withthesetargets,theprogramhasbeencompliantduring
2012-2013,2013-2014,and2014-2015(seeCriterion1.2.C–Objective1.D).
SeveralappliedresearchassignmentsareavailableinrequiredMPHcourses:Researchbasedsurveydevelopmentandqualitativeresearchmethodologyassignmentsarerequired
inHLTH618;statisticalanalysesofadatabasearerequiredinHLTH603;anda
comprehensiveliteraturereviewforaresearchproposalassignmentinHLTH600.
Additionalresearch-orientedcomponentsrequiredincoursesincludeHLTH602,research
designforclinicalapplications;HLTH612,needsassessmentandprogramevaluation
assignments;andHLTH688R,fieldexperiencedeliverablesfromresearch-basedfieldwork.
BYUMPHstudentshavemanyopportunitiestobecomeinvolvedinresearch,allowing
themtoapplyresearchskillsasassistantsorinprojectsoftheirown.Sincemanyofour
studentsarebilingual,BYU’sstudentsareuniquelypreparedtocontributetomeaningful
researchexperiences.
3.1.f. CriterionAssessment(Assessment of the extent to which this criterion is
thiscriterion.)
Thiscriterionismet.
Strengths
• Althoughmostfacultyareproducingandpublishingresearch,notallare
consistentlyactive.Meritpaycontinuestobeusedasanincentivetorewardfaculty
whocontributeactivelytomission-based,qualityresearch.Inrecentyears,there
hasbeenadramaticandsteadyincreaseintheamountofpeer-reviewed
publicationsfromfaculty.
• Newfacultymembershavedevelopedaggressiveresearchagendas.Start-updollars
havehelpednewfacultyestablishstrongresearchagendasoonerintheiracademic
career.Increasingly,individualfacultyresearchagendasrelatedirectlytoBYU’s
missionstatementfortheMPHprogramandcontributetothegeneralbodyof
scientificknowledgerelatedtocommunityhealtheducationandpublichealthin
general.
• Studentsareinvolvedinvariousresearchactivitiesthroughcoursework,fieldwork
experiences,andfaculty-ledprojects.Studentresearchinvolvementopportunities,
includingfacultymentoringarestrongandgrowing.Facultymanagetheirown
accountstohireresearchassistants.
180
•
Muchofthefundingbaseforcarryingoutresearchandpresentingresultsat
professionalandscientificconferencescomesfromBYU(seeObjective4.A-Target
4.A.1inTable1.2.c).Givenuniversitypreferencestherearenotasmanyincentives
topursueexternalsourcesasotheruniversities.Theuniversitydoesnotencourage
facultysalarysupplementationfromgrantfundingexceptthosesourcesthatmaybe
usedtoreduceteachingloadassignments.Rather,bothinternalandexternal
fundingsourcesarepreferrediftheyfosterstrongfaculty-studentresearch
mentoring(seeCriterion3.1.e)infacultyresearchanddirectresearchexpenditures.
Weakness
• Currently,therearealimitedbutgrowingnumberofpartnershipswithpublic
healthagenciesthatprovidebothfacultyandstudentsopportunitiestoconduct
researchrelatedtopublichealth.
ActionPlan
• Whilethisfundinghasproducedthegreatestflexibilitytohirestudentsanddirectly
involvestheirparticipation,identifyingandsecuringadditionalexternalfundsfor
research,withinthepurviewandscopeoftheuniversity,willstrengthenthe
program’sresearchagenda.Collaborativeexternalfundedproposalscontinuetobe
soughtinrecognitionofthispriority.
• Ingeneral,facultyinthedepartmentneedtoidentifyandstrengthenpartnerships
withorganizationsactivelyengagedinhealthpromotion.Suchpartnerships,and
otherstobenurtured,willprovidecontinuingopportunitiesforcarryingoutapplied
researchandfieldexperiencesforbothgraduateandundergraduatestudents.
181
3.2Service.Theprogramshallpursueactiveserviceactivities,consistent
withitsmission,throughwhichfacultyandstudentscontributetothe
advancementofpublichealthpractice.
3.2.a. ServicePolicies(Descriptionoftheprogram’sserviceactivities,including
policies,proceduresandpracticesthatsupportservice.Iftheprogramhasformal
contractsoragreementswithexternalagencies,theseshouldbenoted.)
ThepublichealthprogramthroughtheDepartmentofHealthScienceatBYUprovidesmany
serviceopportunitiesforstudentsandfaculty,bothdomesticallyandinternationally.The
department’sserviceethicispartoftheuniversity-widecommitmenttohelpothers;as
suchwearecommittedtointegratingserviceintotheacademicprogramsasawayof
strengtheningthecapacitiesofourstudentsandtostrengthenourrelationshipwith
communitypartners.AccordingtotheBYUmissionstatement,“BYUstudentsstrengthen
notonlythemselves—theyalsobringstrengthtoothersinthetaskofhomeandfamilylife,
socialrelationships,civicduty,andservicetomankind.”
TheDepartmentofHealthScience’spolicies,procedures,andpracticesareconsistentwith
thebroaderpoliciesandproceduresoftheuniversityandguideitsfacultyandstudent
serviceactivities,whicharesummarizedinvariousuniversitypoliciessuchasthe
ExpectationsofaFacultyAppointPolicyandtheDepartment/UniversityRankandStatus
Policy(seeResourceFile3.2).
ServiceExpectationsofFaculty.TheExpectationsofaFacultyAppointmentPolicy
outlinestheserviceexpectationsforfaculty.Thispolicystates,“Opportunityexistsfor
providingimportantservicetouniversity,profession,andstudentsthroughworkand
leadershiponuniversitycommitteesandinprofessionalassociations,involvementin
administrativeassignments,mentoring,participationinstudentsupportprograms,and
othersimilaractivities.Theseserviceactivitiesareapartoftheuniversitycitizenship
standardexpectedofallfaculty.Citizenshipismorethanactivityhowever;itisthe
earnestattempttomeethonorableexpectationsofattitude,behavior,andcommitmentto
theuniversity”(seeResourceFile3.2).
AnnualPerformanceReviewsandInterviews.Annualperformancereviewsare
performedforeachfacultymember.Thesereviewsareimportantinmakingdecisions
relativetotenureandpromotion.TheDepartmentRankandStatusPolicyoutlinesthe
chairsresponsibilityforassessingserviceexpectationsduringthesereviews.Thispolicy
states,“Thedepartmentchair,deanordesignee,willconductanannualperformance
reviewof,andanannualstewardshipinterviewwith,eachfacultymemberinthe
department,includingfacultywithcontinuingfacultystatus.Theseinterviewsarethe
primaryvehiclefortrackingandencouragingcontinuingfacultydevelopment,andthrough
whichtheperformanceoffacultywithcontinuingfacultystatusismonitored,andthrough
whichperformanceexpectationsarecommunicated”(seeResourceFile3.2).Throughthe
annualreviewsthedepartmentchairassessescitizenshipactivitiesrelativeto“service
182
performedwithintheuniversity(committeeandadministrativeassignments,faculty
mentoring,attendanceatuniversitymeetings,etc.),…involvementinprofessional
publications,andspecialawardsorrecognitionsreceivedforscholarlyaccomplishment”
(seeResourceFile3.2).
MeritPayCriteriaforService.Citizenshipinthepublichealthprogramincludesservice
withinthedepartment,collegeanduniversity;inschoolsandcommunities;andwithin
professionalassociations(seeResourceFile3.2).Performancemeasuresinclude:
• Mentorstudentsinschoolorcommunity-basedhealtheducation/publichealthprojects
toimprovehealthoutcomes(i.e.,internationalvolunteersprograms,theWashington,
DChealthadvocacyfellowship,NevadaRuralInterdisciplinaryProject,MEGgrant
projects,etc.)
• Activelyserveoncommitteesasassignedorinvited,particularlythosethatbenefitthe
department.
• Participateoncorrespondingcommitteesorworkwiththedepartmentchairtomake
programlevelimprovementsatboththeundergraduateandgraduatelevels(i.e.,
curricula,studentteaching,internships/fieldwork,MPHgraduateproject,etc.).
• Participateonschool,communityorpublichealthboardsorotherpolicyordecision
makingbodies.
• Assiststudentsinsecuringopportunitiesforstudentteaching,internshipsand
employment.
• Participateincommunity-basedprojectsthatrequireactiveandsustainedparticipation
(i.e.,HealthyUtahCounty,coalitions,otherworkgroups,etc.).
• Presentcontinuingeducationprogramstopractitionersinhealtheducation/public
health.
• Consultwithhealtheducation/publichealthorganizationsorpractitioners.
• Participateinspeakingengagementsrelatedtoanareaofhealthexpertiseinschools,
communityorganizations,worksites,churches,etc.
• Participateineffortstomarketandrecruithighcaliberstudentstoboththe
undergraduateandgraduateprograms.
• ActivelyparticipateandcontributeonMPH(graduate)committees.
• Activelyparticipateinprofessionalassociationsviaboards,committees,adhocwork
groups,etc.
• ActivelyparticipatewithstudentsintheHealthScienceAssociationorother
professionalassociations(e.g.,AAHE,ACE,APHA,ATPM,SER,SOPHE,UAHPERD,UPHA,
etc.).
PublicHealthProgramGoal.Oneoftheprimarygoalsofthepublichealthprogramisfor
facultytodemonstrateappropriateexpertisethroughtheirpublichealthtrainingor
appliedworkexperience,professionalserviceandresearchprograms(seeCriterion1.1).
Assuch,animportantprogramtargetisthat70%offull-timeContinuingFacultyStatus
(CFS)facultywillcontributetopublichealthserviceatthelocal,state,nationalor
internationallevels.Publichealthserviceisdefinedasorganizational,administrativeor
othernon-researchbasedprofessionalserviceandmayincludevolunteerwork,service
onboards,translationofresearchtopublichealthpracticeandotherserviceactivities.
183
PublicHealthProgramValues.Severaloftheprogram’svaluesalsoreflectacommitment
toworkingprofessionallyandtogether.Wearestudentcentered—wevaluestudentsasthe
primaryfocusofourworkandstrivetomeettheirneedsthroughmentoredresearch,
teachingorserviceopportunities—andweareintegritycommitted—wevaluepersonal
andorganizationalintegrityassoughtthroughacollectivecommitmenttotheHonorCode
andAIMSofaBYUeducation.
FormalContractsandAgreements.Thepublichealthprogramhasaformalagreement
withtheUtahCountyHealthDepartment,FamilyandCommunityHealthResearch
Institute.Theagreementestablishedtheacademichealthdepartment(seeResourceFile
1.4).
Additionalserviceagreementsenteredintobydepartmentfacultyserviceoneditorial
boards,co-chairingprofessionalmeetings,servingonstateandnationaltaskforces,
workingasexpertsonpublichealthissues,providingtechnicalassistancesondevelopment
projects,directinginternshipandstudyabroadprograms,servingaselectedofficialsin
professionalassociations,servingasreviewersforprofessionaljournals,andproviding
continuingeducationinpublichealthforpublichealthagenciesandcommunities.Faculty
alsoprovideservicewithintheuniversityforthebenefitofstudentsandothercolleagues.
Theseserviceopportunitiesincludebutarenotlimitedtoactivitiessuchaspresentations
tothestudentassociations(e.g.,BPHA);serviceasresourceforthestudentnewspaper;
serveoncommunitiesofpublicimportance;anddisseminationofscholarship,internship,
workopportunities.
3.2.b. ServiceEmphasis(Descriptionoftheemphasisgiventocommunityand
professionalserviceactivitiesinthepromotionandtenureprocess.)
Theexpectationsforserviceasanessentialcomponentofthepromotionandtenure
processaresetforthintheExpectationsofaFacultyAppointPolicyandthe
Department/UniversityRankandStatusPolicy(seeResourceFile3.2).
“Acceptanceofafull-timefacultycontractrequiresafull-timecommitmentoftimeand
efforttotheappropriatemixofteaching,scholarshipandcitizenship.Facultymembers
haveaprimaryroleintheirowndevelopmentandareexpectedtoworkcontinually
towardbecomingbetterandmoreeffectiveteachers.Itisalsotheirresponsibilityto
collaboratewithuniversitycolleaguesinservice,teachingandscholarship;mentor
colleagues;provideservicetoone’sprofession,includingholdingofficesandcommittee
assignmentsinprofessionalassociations,organizingprofessionalmeetingsandpanels,
editingjournalsandnewsletters,etc.;provideprofessionalexpertiseinservicetothe
community;andcollaborateorparticipateininternationalandservice-learningactivities
andotheractivitiesthatenhanceBYU’soutreachefforts.”
ServiceResponsibilitiesofFacultyAppointments.Facultyresponsibilitiesareoutlined
intheExpectationsofaFacultyAppointmentPolicy(seeResourceFile3.2).Teaching,
184
scholarshipandcitizenshiparedesignatedinthispolicyasimportantprimary
opportunitiesandresponsibilitiesoffaculty.AtBYU,serviceactivitiesforfacultyfallunder
thecitizenshipopportunityandresponsibility.Throughthispolicyfacultyareinstructed:
“Opportunityexistsforprovidingimportantservicetouniversity,professionandstudents
throughworkandleadershiponuniversitycommitteesandinprofessionalassociations,
involvementinadministrativeassignments,mentoring,participationinstudentsupport
programs,andothersimilaractivities.Theseserviceactivitiesareapartoftheuniversity
citizenshipstandardexpectedofallfaculty.Citizenshipismorethanactivityhowever;itis
theearnestattempttomeethonorableexpectationsofattitude,behavior,andcommitment
totheuniversity.”
AnnualPerformanceReviewsandInterviews.Annualperformancereviewsand
interviewsbecomethebasisforretention,tenureandpromotiondecisions,andare
carriedoutannuallyforallfaculty.“Thedepartmentchair,deanordesignee,conductsan
annualperformancereviewof,andanannualstewardshipinterviewwith,eachfaculty
memberinthedepartment,includingfacultywithcontinuingfacultystatus.These
interviewsaretheprimaryvehiclefortrackingandencouragingcontinuingfaculty
development,andthroughwhichtheperformanceoffacultywithcontinuingfaculty
statusismonitored,andthroughwhichperformanceexpectationsarecommunicated.”
Specifically,departmentchairsarechargedtoassessfacultyperformancerelativeto
“serviceperformedwithintheuniversity(committeeandadministrativeassignments,
facultymentoring,attendanceatuniversitymeetings,etc.),...involvementinprofessional
organizations,membershiponeditorialboardsorservingasareviewerforprofessional
publications,andspecialawardsorrecognitionsreceivedforscholarlyaccomplishment.”
MeritPayPrioritiesforService.Citizenshipinthepublichealthprogramischaracterized
asservicerenderedwithinthedepartment,college,anduniversity;inschoolsand
communities;andwithinprofessionalassociations.Meritpaycriteriaforcitizenship
includes(seeResourceFile3.2):
• Mentorstudentsinschoolorcommunity-basedhealtheducation/publichealthprojects
toimprovehealthoutcomes(e.g.,internationalvolunteersprograms;theWashington,
DCHealthEducationAdvocacySummitFellowship;MEGgrantprojects).
• Activelyserveoncommitteesasassignedorinvited,particularlythosethatbenefitthe
department.
• Participateonschool,communityorpublichealthboardsorotherpolicyordecisionmakingbodies.
• Assiststudentsinsecuringopportunitiesforstudentteaching,internshipsand
employment.
• Participateincommunity-basedprojectsthatrequireactiveandsustainedparticipation
(e.g.,HealthyUtahCounty,FamilyandCommunityHealthResearchInstitute,coalitions,
otherworkgroups,etc.).
• Presentcontinuingeducationprogramstopractitionersinhealtheducation/public
health.
• Consultwithhealtheducation/publichealthorganizationsorpractitioners.
185
•
•
•
•
•
•
Participateinspeakingengagementsrelatedtoanareaofhealthexpertiseinschools,
communityorganizations,worksites,churches,andsoon.
Participateineffortstomarketandrecruithighcaliberstudentstoboththe
ActivelyparticipateandcontributeonMPH(graduate)committees.
Activelyparticipateinprofessionalassociationsviaboards,committees,adhocwork
groups,andsoforth.
ActivelyparticipatewithstudentsintheBYUPublicHealthAssociation,MPHStudent
Council,orotherprofessionalassociations(e.g.,AAHE,ACE,APHA,ATPM,SER,SOPHE,
UAHPERD,UPHA).
Developpartnershipswithkeypublic,schoolorglobalhealthorganizationstoprovide
studentswithmentoredopportunities.
3.2.c. CurrentService(Alistoftheprogram’scurrentserviceactivities,including
identificationofthecommunity,organization,agencyorbodyforwhichtheservice
wasprovidedandthenatureoftheactivity,overthelastthreeyears.SeeCEPHData
Template3.2.1.ProjectspresentedinCriterion3.1shouldnotbereplicatedhere
withoutdistinction.Fundedserviceactivitiesmaybereportedinaseparatetable;
seeCEPHTemplate3.2.2.Extramuralfundingforresearchortraining/continuing
educationgrantsshouldbereportedinTemplate3.1.1[research]orTemplate3.3.1
[fundedworkforcedevelopment],respectively.)
Serviceprovidedbydepartmentfacultymembersincludesservingoneditorialboards,cochairingprofessionalmeetings,servingonstateandnationaltaskforces,workingas
expertsonissuesrelatedtopublichealth,providingtechnicalassistancetodevelopment
projects,directingstudyabroadopportunities,servinginelectedofficesforprofessional
organizations,servingasreviewersforrefereedjournalsandprovidingcontinuing
educationservicesincommunityhealtheducationandthebroaderpublichealth
communities(seeTable3.2.c.1inthefollowingpages).Inaddition,facultymembers
providebroadservicewithintheuniversitytobenefitstudentsandothercolleaguesandto
helpachieveoutcomesrelatedtokeyinitiatives.Thus,ourserviceseekstostrengthen
students,fostercommunityrelations,andpromotetheadvancementofthepublichealth
professionthroughongoingandgrowingserviceconnections.
3.2.d. ServiceSuccess(Identificationofmeasurableobjectivesbywhichtheprogram
assessesthequalificationsofitsfacultycomplement,alongwithdataregardingthe
performanceoftheprogramagainstthosemeasuresforeachofthelastthreeyears.
SeeCEPHOutcomeMeasuresTemplate.)
Table3.2.d.1reflectstheoutcomemeasuresassociatedwithserviceactivities.Faculty
membersarerequiredtoreportserviceactivitiesaspartoftheirannualperformance
evaluations.Serviceisoneofthreecriteria(teachingandscholarlyproductivityarealso
assessed)usedtoevaluatefacultybothonanannualbasisandforCFSandpromotion.As
notedin3.2.b,meritpaypointsareawardedannuallyforfacultyservicecontributions,
186
althoughtheyarenotpubliclyadvertisedduetoconfidentialityrules.However,thesedata
maybediscussedwiththedepartmentchair,ifneeded.
Table3.2.d.1.OutcomeMeasuresforServiceActivities
Outcome
Targets
Objective3.B:
Target3.B.1:70%offull-time
Provideexpertise
CFStrackfacultywill
orleadershipto
contributetopublichealth
publicandprivate
serviceatthelocal,state,
local,state,
nationalorinternational
national,or
levels.(Publichealthservice
international
isdefinedasorganizational,
agenciesto
administrativeorothernoncontributeto
researchbasedprofessional
publichealth
serviceandmayinclude
service.
volunteerwork,serviceon
boards,translationof
researchtopublichealth
practice,andotherservice
activities.)
2012/2013
87%
contributedto
publichealth
service
Compliant
2013/2014
88%
contributedto
publichealth
service
Compliant
2014/2015
83%
contributedto
publichealth
service
Compliant
187
Table3.2.c.1.FacultyServicefrom2012to2015
Faculty
Role
Organization
Member
MichaelBarnes Officer
CouncilonEducationfor
PublicHealth
GeneCole
ActivityofProject
Year(s)
Responsibilities:VicePresident,memberof
ExecutiveCommittee;BoardMember,
AccreditationCouncil
Comment:BoardMember,Councilon
EducationforPublicHealth;Electedasa
boardmemberforCEPH,theaccreditation
providerofpublichealthprograms12/2007
Reviewoneofmorearticlesperyear
Oct2007-Oct2013
Review3-4articlesperyear
Jan2014-Present
Reviewer,AdHoc
Reviewer
Reviewer,AdHoc
Reviewer
AmericanJournalof
InfectionControl
JournalofMedicalInternet
Research
Reviewer,AdHoc
Reviewer
Reviewer,AdHoc
Reviewer
Reviewer,AdHoc
Reviewer
BoardMember
BoardMember
AmericanJournalofPublic
Health
HealthEducationand
Behavior
HealthPromotionPractice
Jan2013-Present
Oct2012-Present
Oct2012-Present
StateofUtah
HaitiHealthInitiative
2013-Present
2010-Present
Committee/Council
Member
UCHDHousehold
HazardousWaste
CollectionCommittee
Solid&HazardousWasteControlBoard
OverseeHHIDirectors;Approvemissionand
objectives;conductfundraising
Assistwiththecoordinationandconductof
thecounty'sannualhouseholdhazardous
wastecollectionday.
Committee/Council
Member
UtahCountyAsthma
Coalition
RepresentBYUandworktoenhancethe
2009-Present
overallgoalsandobjectivesofthecoalitionin
conductingmeaningfulresearchleadingtothe
promotionofasthmaawarenessand
educationinUtahCountyinordertoreduce
theburdenofasthmaillness.
Committee/Council
Member
UtahAsthmaTaskForce
PlanandassistwithUtahasthmaawareness
program
Jan2015-Present
2009-Present
2002-Present
188
Faculty
Member
CougarHall
CarlHanson
Role
President-elect
Reviewer,AdHoc
Reviewer
HigherEd.Academy
PlanningCommittee
Member
MemberoftheFuture
Leader'sAcademy
BoardMember
BoardMember
SiteVisitor
BoardofMember
Committee/Council
Member
BoardofMember
Committee/Council
Member
Organization
UtahAssociationofHealth,
PhysicalEducation,
Recreation,andDance
JournalofSchoolHealth
AmericanCancer
Society/Centersfor
DiseaseControland
PreventionHealth
EducationHigher
EducationAcademy
LeadershipTeam
AmericanSchoolHealth
Association
UtahAssociationofHealth,
PhysicalEducation,
Recreation,andDance
CouncilofAccreditedMPH
Programs(CAMP)
CouncilforEducationin
PublicHealth(CEPH)
SocietyofPublicHealth
Education(SOPHE)
AcademicHealth
Department-UtahCounty
HealthDepartment
CommunityHealth
Connect
SOPHE/AAHE
BaccalaureateProgram
ApprovalCommittee
(SABPAC)
ActivityofProject
Year(s)
Mar2014-Present
Oct2011-Present
Oct2010-Present
Oct2012-Oct2014
VP-electHealth(2012-13)
VP-Health(2013-14)
Jul2012–Mar2014
Agenda,minutes,andotherresponsibilitiesas
assigned.
Oct2005-Dec2012
AdvocacyandResolutions.
Jan2012-2014
2008-Present
Boardmember(2007–2012)
Boardchair(2012-2014)
Meetingattendanceandprogramreviews.
2007-2014
Jan2012-Present
2007-2014
189
Faculty
Member
Role
Officer
Reviewer,AdHoc
JimJohnston
Member
Secretary-elect
Member
Member
Gordon
Lindsay
Brianna
Magnusson
RayMerrill
Memberofgroup
workingtomaintain
effectivealcohol
controlpoliciesinUtah
Committee/Council
Chair
Committee/Council
Member
Committee/Council
Member
Committee/Council
Member
Member
EditorialReviewBoard
Member
Member
Organization
ActivityofProject
Year(s)
AmericanPublicHealth
Association(APHA),
SchoolHealthEducation
andServiceSection
JournalofMedicalInternet
Research(JMIR)
UtahCountyHealth
Department
AmericanIndustrial
HygieneAssociation
UtahAsthmaTaskForce
UtahCountyAsthma
Coalition
LDSChurchSpecialAffairs
Governingcouncil.
2003-Present
Review2-3articlesperyear.
2013-Present
HouseholdHazardousWasteCommittee.
Jan2015-Present
IndoorEnvironmentalQualityCommittee.
Jul2014-Present
Developop-edpiecesandplanlegislative
strategy.
Sep2014-Dec2015
UtahCountyHealth
Department,SMART
Coalition
UCAD
SMARTPrescriptionDrugCommittee.
Dec2010-Dec2015
STOPCMV
Developmentofproceduresandpoliciesfor
fundingofgrants.
MonitorSERsocialmediaandgeneratesocial
mediacontentforFacebook,Twitterand
LinkedIn.
Analyst
Sep2014-Present
Scrutinizingandevaluatingrevised
manuscripts,decidingifthemanuscriptsare
tobeaccepted,modifiedorrejected
Nov2011-Dec2014
SocietyforEpidemiologic
Research(SER)
UtahValleyGovernment
SMARTCoalition
CancerReports
WorldJournalof
Methodology
Oct2012-Present
Nov2012-June2014
Jun2008-Dec2014
Aug2013-Present
Jan2013-Dec2014
Sep2011-Dec2014
190
Faculty
Member
Role
Organization
Member
AmericanJournalofHealth
BehaviorEditorialBoard
Member
Diabetes,Metabolic
SyndromeandObesity
Officer
CancerResearchCenter
BoardMemberatBrigham
YoungUniversity
JournalArticleReviewer
Reviewer,AdHoc
Reviewer
Editor,AssociateEditor HealthPromotionPractice
Jan1996-Dec2014
Committee/Council
Member
Aug2012-Oct2012
LenNovilla
Committee/Council
Member
Committee/Council
Member
Committee/Council
Member
Committee/Council
Chair
BradNeiger
ActivityofProject
Reviewapproximately12-15articlesperyear
andhavereviewedforover60journals.
ServeasanassociateeditorforthePractice
andEvaluationDepartmentofHealth
PromotionPractice.
UtahDepartmentofHealth Developmentofastatewidehealth
improvementplan.Culminatedinastatewide
summitofstateandlocaladministratorsin
October,2012.
Governor'sStateHealth
Advisorycapacitywithinseveral
InnovationsModel
multidisciplinarycommitteestothe
Initiative,Prevention&
developmentofthestate'shealthinnovation
WellnessWorkGroup
planasinitiatedbyGov.GaryHerbertandthe
UtahDepartmentofHealth.
MulticulturalCommission AppointedbyGovernorGaryHerberttoserve
ofUtah
asacommissionerintheMulticultural
CommissionofUtahtoadvisethegovernor's
officeonissuesthatimpactthevariousethnic
groupsinUtah.
MulticulturalCommission Contributeinanadvisorycapacityregarding
ofUtah-Health
thevarioushealthissuesthatimpactUtah's
Subcommittee
populationparticularlyitsethnic
communities.
UtahDepartmentofHealth ToserveinanadvisorycapacitytotheUtah
-HealthDisparities
DepartmentofHealthandtheOfficeofHealth
AdvisoryCouncil
DisparitiesReductiononissuesofhealth
disparitiesintheStateofUtah
Year(s)
Jan2007-Dec2014
Jan2007-Dec2014
Jan2003-Dec2014
Aug2009-Present
Jun2013-Present
Jan2013-Present
Jan2013-Present
Jan2013-Present
191
Faculty
Member
Role
Committee/Council
Member
Committee/Council
Member
Member
Committee/Council
Member
Volunteer
Moderator,Community
FocusGroup:Teen
PregnancyinUtah
County
BoardMember
Organization
UtahHealthDisparities
AdvisoryCouncil-Utah
DepartmentofHealth
ThrasherResearchFund-
ExecutiveCommittee
UtahBreastfeeding
CoalitionandUtah
DepartmentofHealthWIC
Program
Association-International
HealthSection
DiabetesProgram
CentroHispano
TimpanogosRegional
Hospital-Bioethics
Committee/Hospital
QualityControl
ActivityofProject
Year(s)
Aug2011-Present
Jun2011-Present
2009-Present
2008-Present
2008-Present
Moderatorforthecommunityfocusgroupfor
parents,communityleaders,teachers,
administrators,andothercommunity
membersonbehalfofCentroHispano’steen
program,"MovingForward."Theaimofthe
focusgroupistobetterunderstandtheneeds
oftheyouthincludinghelpingteensidentify
andpreventriskfactorsthatcauseteen
pregnancyandSTDtransmission,andset
positivelifegoalsamongLatino/Hispanic
populationaswellasyouthofallethnicities
throughoutthecounty.
TheboardoftrusteesservesasamedicoliaisonamongtheBoard,Administration,and
MedicalStaffandoverseesmatterspertinent
tothefollowingareas:(1)accreditation
includingdecisionsonphysician
credentialing,(2)disasterplanning,(3)
institutionalplanning,(4)qualityassessment
andimprovement,(5)riskmanagement.
Jun2014
Aug2005-Dec2013
192
Faculty
Member
Role
BoardMember
Committee/Council
Chair
Committee/Council
Chair
Committee/Council
Chair
ChantelSloan
BYUClubAdvisor
Organization
ActivityofProject
TimpanogosRegional
Member,BoardofTrustees
HospitalBoardofTrustees Comment:AsamemberoftheBoardof
Trustees,Iattendmonthlymeetingswhere
medicalandadministrativemattersare
presented,discussed,andvotedupon.
Theboardoftrusteesservesasamedicoliaisonbetweentheboard,administration,
medicalstaff,andotherhealthpersonnel.The
boardoverseesmatterspertinenttothe
operationsofthehospitalanditsoverall
performancesuchas:(1)hospital
accreditationanddecisionsonphysician
credentialing,(2)disasterplanning,(3)
institutionalplanning,(4)qualityassessment
andimprovement,(5)riskmanagementand
communication.
UtahPublicHealth
Association-PolicyUnit
PolicyAdvocacySummit
Headedtheorganizingofthe2012andthe
fortheUtahPublicHealth 2013AnnualPolicyAdvocacySummitatthe
Association
UtahCapitolAuditorium
GlobalFamilyHealth
HeadedtheorganizingoftheGlobalFamily
Conference
HealthConferenceincooperationwiththe
PanAmericanHealthOrganization,Utah
CountyHealthDepartment,andtheCollegeof
Nursing.
Rotaract
Overseeactivitiesbythegroupasdesignated
byRotary'skeyareas.Theseincludewater
safety,maternal-childhealthandinfectious
diseaseprevention.
Year(s)
Aug2005-Dec2013
May2010-Apr2013
Apr2010-Apr2013
Apr2007–Apr2012
September2014-Present
193
Faculty
Member
EvanThacker
Role
Organization
Reviewer,AdHoc
Reviewer
Numerouspeer-reviewed
journals
Evaluationfocusgroup
member
BYUWellnessProgram
Rosemary
Thackeray
Conference-Related
Role
Committee/Council
Member
CytomegalovirusPublic
HealthConference
UniversityofSouth
Florida,Prevention
ResearchCenter,National
AdvisoryCommittee
ActivityofProject
Year(s)
Reviewedmanuscriptsforthefollowing
journals:
BasalGanglia(1review)
BMCMedicalEducation(1review)
BMCMedicalResearchMethodology(1
review)
BMCMedicine(1review)
BMJ(1review)
CardiovascularHealthStudyPublications&
PresentationsCommittee(8reviews)
Circulation(2reviews)
EuropeanJournalofNeurology(1review)
ExpertReviewofAnti-InfectiveTherapy(1
review)
JournalofDrugIssues(1review)
JournalofHumanHypertension(1review)
JournalofInternalMedicine(1review)
JournaloftheAmericanHeartAssociation(1
review)
JournaloftheAmericanSocietyof
Echocardiography(1review)
JournaloftheNeurologicalSciences(1
review)
MovementDisorders(1review)
Neuroepidemiology(2reviews)
Stroke(2reviews)
Participatedinseveralfocusgroupmeetings
toevaluatetheBYUemployeewellness
program.
2010-Present
Jun2012-Present
Jan2014-Feb2014
Jan2014-Present
194
Faculty
Member
Steve
Thygerson
Role
Reviewer,AdHoc
Reviewer
Committee/Council
Member
Reviewer,AdHoc
Reviewer
Reviewer,AdHoc
Reviewer
Reviewer,AdHoc
Reviewer
Reviewer,AdHoc
Reviewer
EducationalProgram
Evaluator-
Accreditation
Committee/Council
Member
Committee/Council
Member
Committee/Council
Member
BoardMember
StudentSection
Advisor
Member
Organization
ActivityofProject
Year(s)
JournalofSchoolHealth
2009-Present
SocialMarketinginPublic
HealthConference
PlanningCommittee
JournalofHealthCarefor
thePoorandUnderserved
PreventingChronicDisease
2006-Present
Reviewjournalarticles;1peryear
2005-Present
Reviewjournalarticles;1-2peryear
2005-Present
AmericanJournalofHealth
Behavior
HealthPromotionPractice
2003-Present
2003-Present
ABET
ProgramevaluatorfortheAppliedScience
AccreditationCommissionforABET.
May2015-Present
AmericanIndustrial
HygieneAssociation's
InternationalAffairs
Committee
WorkplaceHealthWithout
Borders
UtahCountyTrauma
ExecutiveCommittee
UtahPassengerRopeway
SafetyBoard
Apr2014-Present
Apr2014-Present
Sub-committeechairforlogisticsforlong
boardinginjuryprevention
Attendmonthlymeetingsaspartoftheboard.
Reviewproposalsforpassengerropeway
safety.
Facultyadviserforthestudentsection.
Mar2012-Present
2010-Present
AmericanSocietyofSafety
EngineersBYUStudent
Section
Association-Injury
ControlandEmergency
HealthServicesSection
May2010-Present
Feb2010-Present
195
Faculty
Member
Role
Organization
Committee/Council
Member
GrantProposal
Reviewer,External
ActivityofProject
Year(s)
NationalRiskAssessment
Committee/American
IndustrialHygiene
Association
CentersforDisease
2008-Present
PanelReviewerforCDCFOAforInjury
ControlResearchCenterfunding.
Mar2014-Apr2014
Conference-Related
Role
AIHAUtahSection
Memberofad-hoccommitteeresponsiblefor
thedevelopmentofnewprofessional
developmentcoursesfortheannualUtah
ConferenceonSafetyandIndustrialHygiene.
Jan2013
JoshWest
Reviewer,AdHoc
Reviewer
DrugandAlcohol
Dependence
2010-Present
Reviewer,AdHoc
Reviewer
HealthPolicy
2010-Present
Reviewer,AdHoc
Reviewer
MaternalandChildHealth
2009-Present
196
3.2.e. StudentServiceInvolvement(Descriptionofstudentinvolvementinservice,
outsideofthoseactivitiesassociatedwiththerequiredpracticeexperienceand
previouslydescribedinCriterion2.4.)
Undergraduateandgraduatepublichealthstudentsaregivenavarietyofopportunitiesto
provideservicebothoncampusaswellaswithinthecommunity.TheDepartmentof
HealthSciencestudentclub,BYUPublicHealthAssociation(BPHA),providesstudentswith
thechancetoservebyallowingthemtodevelopandimplementpublichealthrelated
eventsoncampus(see
http://hs.byu.edu/JobsInternships/BYUPublicHealthAssociation/AboutBPHA.aspx).
BylawsforthisassociationareincludedinResourceFile3.2.Examplesofstudentservice
involvementduring2014-2015includethefollowing.
FluCampaign.BPHA,inconjunctionwiththeUtahCountyHealthDepartment,has
sponsoredanannualflucampaignheldontheBYUcampusduringfallsemester.BPHA
membershelpedbyplanningdetails,logistics,advertising,volunteeringwithsetup,
staffing,andtakedown.BPHAEpidemiologystudentsalsoconductedtheirownminievent
byadministeringquestionnairestoimmunizationparticipantsandthenanalyzingthedata,
whichtheythenpresentedtotheUCHD.
ImmunizationClinic.AlsoinconjunctionwiththeUCHD,BPHAheldit'sfirstspring
immunizationclinic,offeringimmunizationsmostpertinenttocollege-agestudents,such
astheTDAPbooster.BPHAmembersonceagainhelpedbyplanningdetails,logistics,
advertising,volunteeringwithsetup,staffing,andtakedown.
AffordableCareActPanel.FollowingpassageofthePatientProtectionandAffordable
CareAct,BPHAHealthSciencemembersofferedanAffordableCareActpanel.The
intentionofthiseventwastoinformthosestudentswhoseultimategoalistoworkinthe
medicalarenaabetterunderstandingofhowthismayaffectthemandtheirfuturemedical
practice.Aseparateeventwasalsoheldtoinformstudentswhatitmeansforthemand
howtonavigatethenewsystem.
UtahPartnershipforHealthyWeight.BPHAstudentscollaboratedwiththeUtah
PartnershipforHealthyWeighttoincreasehealthybehaviorawarenessandweight
managementamongatriskindividualsthroughoutthestateofUtah.Theprimary
interventionstrategyusedduringtheinitiativewasasocialmediacampaign.
CourseworkInvolvement.Undergraduateandgraduatestudentsarealsoinvolvedin
servicerelatedactivitiesthroughtheircoursework.Severalfacultyhaveinstitutedservice
learningrelatedassignmentsasapartoftheircoursewhichinclude:
• PublicHealthRiskCharacterization(HLTH606–Dr.GeneCole)—Studentsconducteda
studythatfocusedoncharacterizingthepublichealthriskstothepopulationofUtah
County,UtahfromthecontinuedpresenceofUtahLake(seeMPHAssignmentsin
ResourceFile2.3).
197
QualityImprovementPlans(HLTH607–Dr.CarlHanson)—Studentsworkedin
collaborationwiththeUtahCountyHealthDepartmenttodevelopqualityimprovement
plansrelatedtotheBabySteps,tobacco,injurypreventionandvitalrecordsprograms
(seeMPHAssignmentsinResourceFile2.3).
• HealthImpactAssessments(HLTH625–Dr.MichaelBarnes)—Studentsworkedwith
theUtahCountyDepartmentofDrugandAlcoholPreventionandTreatmentto
completehealthimpactassessmentsonUtahmedicalmarijuanaandalcoholretail
densitypolicies(seeMPHAssignmentsinResourceFile2.3).
• HealthOutcomePerformanceIndicators(HLTH635–Dr.BenCrookston)—Students
workedwithFreedomfromHungertocompleteahealthoutcomeperformance
indicatorsreporttoassistmicrofinanceinstitutionsintrackingthehealthofclients(see
MPHAssignmentsinResourceFile2.3).
• TakeBackEvents(HLTH322–Dr.GeneCole,Dr.JimJohnston)—Eachspring(onthe
secondSaturdayinApril)UtahCountyholdsit'sHouseholdHazardousWaste
(HHW)Collectionday,andit'smadepossiblebytheeffortsof60-65studentswhowork
atthefunctionallday(seeResourceFile3.2).Thebulkofthestudentsunloadcarsand
trucksvoluntarilybringinginhouseholdhazardouswastetokeepitoutofthelandfill—
andmuchofitcanberecycledaswell.Itemsincludecarandtruckbatteries,oldpaint
andsolvents,usedmotoroilandanti-freeze,fluorescentbulbs,andalltypes
ofelectronicwastes(computers,TVs,etc).Aprofessionalwastecompanyisonhandto
overseethecollectionandpackupthematerialsforeitherrecycleordisposalina
hazardouswasteincinerator.Besidesdonningprotectivegearandunloadingand
sortingthewaste,otherstudentstakedriversurveysofwheretheyliveinthecounty
andalsohelpdirecttraffic.TheEnvironmentalHealthDivisionoftheUCHDoversees
collectionefforts.Eachyearsome1,000vehiclesbringtheirhouseholdhazardous
waste,whichkeepstonsofitoutoflocallandfills.
3.2.f. CriterionAssessment(Assessmentoftheextenttowhichthiscriterionismet
criterion.)
Thiscriterionismet.
Strengths
• Bothfacultyandstudentsareactivelyengagedinongoingprofessionalservice.The
widearrayofactivitiesundertakenbydepartmentfaculty,includingservingon
editorialboards,servingonstateandnationaltaskforcesorcoalitions,workingas
expertsonissuesrelatedtopublichealth,providingtechnicalassistanceto
developmentprojects,directingstudyabroadopportunities,servinginelected
officesforprofessionalorganizations,servingasreviewersforreferredjournals,and
attestingtotheextentoffacultyservice.
• Studentserviceisalsoanintegralpartofthepublichealthprogram.TheBPHA
provideanavenueforsomeoftheseservice-relatedactivities.Inaddition,students
areactivelyinvolvedwithservice-learningactivitiesasapartoftheircoursework.
•
198
Weaknesses
• None.
ActionPlan
• None.
199
3.3WorkforceDevelopment.Theprogramshallengageinactivitiesother
thantheofferingofdegreeprogramsthatsupporttheprofessional
developmentofthepublichealthworkforce.
3.3.a. CommunityContinuingEducationNeedsAssessment(Descriptionoftheways
inwhichtheprogramperiodicallyassessesthecontinuingeducationneedsofthe
communityorcommunitiesitintendstoserve.Theassessmentmayinclude
primaryorsecondarydatacollectionordatasources.)
EmergingTrendsAssessment.DuringAugust2012,Dr.MaryBrowncollectedneeds
assessmentdataregardingcontinu8ingeducationneedsandemergingtrends.Dr.Brown
wasafacultymemberintheDepartmentofHealthScienceduringSpring2013butreturned
toUtahValleyUniversityFall2014.Herworkinvolvedconductingfivefocusgroupsamong
32statepublichealthprofessionalsthroughoutthestateofUtah.Moderatorsandnote
takersweretrainedusingguidelinesfromKruegerandCasey(2000)andresultswere
meaningfulintermsofidentifyingmajorthemesandneedsforworkforcedevelopment.
MajorthemesrelatedtoeducationandtrainingneedsareshowninTable3.3.a.Insummary
themajorthemeswerepolicy/advocacy,technology/socialmedia,effectivecommunity
partnerships,grantwriting,andmarketing.CompleteresultsarefoundinResourceFile3.3.
FindingsfromDr.Brown’sresearchhelpedprovidethedatanecessaryfordevelopingthe
DepartmentofHealthScience’sstrategicdirectionswithregardtoworkforcedevelopment.
Ensuringthattheprogrammingisdeliveredthroughonlinechannelswasanimportant
concernforprofessionalsfollowedbythedesiretoattendprofessionalmeetingsfor
additionaltraining.Facultyinthedepartmentusedthesefindingstoshapeoutreach
activities.
AdvisoryCommitteeFeedback.Duringthe2014on-campusadvisorycommitteemeeting
membersdiscussedneedsforcontinuingeducationandworkforcedevelopment(see
ResourceFile1.5).
Table3.3.a.Education/TrainingNeedsandFormatforDelivery
Whateducationortrainingneedswouldyouliketo
Inwhatformatwouldyouliketoseecontinuing
seeaddressed?
educationdelivered?
• Understandingthepoliticalprocess,finding
• On-line(7)
commongroundinpolitics,developing
• Conferences(5)
positiverelationshipswith
• Roundtable(3)
legislature/funders(4)
• One-on-one(3)
• Technology/socialmedia,howtogetsocial
• Webinars(3
mediafollowers,maintaining
• Workshops(2)
professionalismusingsocialmedia(4)
• Allformats
• Developingeffectivecommunity
• Dependsonjob
partnerships/trainingcommunitypartners
(3)
• Grantwriting(3)
• Marketing(3)
• Howtotalkwiththemedia(3)
200
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Reachingtargetaudiencewithlimited
funding
Workingwithbusinessesandschoolsto
reachtargetaudiences
CDCupdates
Customerservice
Motivationalinterviewing
Healthliteracy
Evaluation
ChoiceTheory
Preventionprogramming
Newtechnologies
Implementingtheory(howothershave
implemented)
Consensusbuilding
Functionalnutrition
Dealingwithdifficultypeople
Dealingwithcontroversialissues
Preventionwithoutpolarization
Empoweringstudents
Obesityprevention
Mentalhealthissues
AffordableCareActandhowpreventionfits
in
Currentevents
Businessprinciples
UtahCountyHealthDepartmentAssessment.During2015,theUtahCountyHealth
Departmentconductedaworkforcedevelopmentneedsassessmentamongallhealth
departmentemployees(N=165).Theassessmentincluded278questionsbasedoffofthe
EightCoreCompetenciesforPublicHealthProfessionals,createdbytheCouncilof
LinkagesBetweenAcademiaandPublicHealthPractice(seeResourceFile3.3).
FutureAssessment.Thedepartmentiscontinuingassessmentregardingworkforce
developmentneedsusingtheassessmentmechanismbuiltintotheevaluationforthe
PublicHealthForums.
3.3.b. Non-CertificateProgram(Descriptionoftheemphasisgiventocommunity
andprofessionalserviceactivitiesinthepromotionandtenureprocess.)
BYU’sRank&Statuspolicystates“Afacultymember'sresponsibilityistoengageinhigh
qualitycitizenship,teaching,andscholarship...andtomakeaffirmativecontributionsto
theuniversitymission”(seeUniversityRank&StatusPolicy,ResourceFile4.2).The
standardforcitizenshipincludesadherence“tothehigheststandardsofpersonalbehavior
andtoexemplifyhonorandintegrity.”Thisisexpectedthroughsupportoftheuniversity
missionandAimsofaBYUEducation.Inordertoachievecontinuingfacultystatus
(tenure),facultyareexpectedtobeinvolvedincommunityanduniversityservice,andin
professionalserviceactivities.Facultyserviceondepartment,college,anduniversity
201
assignmentsisanintegralpartofachievingcontinuingfacultystatus.Likewise,faculty
membersareencouragedtoserve“asrefereesofscholarshipandbyprovidingserviceand
leadershipinprofessionalassociations.Theyareencouragedtousetheirprofessional
expertisetogiveservicetothecommunityandtheChurch.Theyshouldactively
participateinthelifeoftheuniversitycommunitybyattendingdepartment,college,and
universitymeetings.Whilemostprofessorialfacultyearlyintheircareerswillhavelighter
committeeandotheradministrativeassignments,thecollegeviewsfailureinthe
citizenshipstandardforanyfacultymemberasadequatejustificationtonotrecommend
continuingfacultystatus,evenifperformanceinteachingandscholarshipissatisfactory.
Thisincludesfailuretointeractwithotherfacultymembersinacollegial,civilor
respectfulmanner”(seeUniversityRank&Statuspolicy,ResourceFile4.2).
3.3.c. Non-DegreePrograms(Descriptionofcertificateprogramsorothernondegreeofferingsoftheprogram,includingenrollmentdataforeachofthelastthree
years.)
Notapplicable.WhiletheBYUMPHprogramoffersaglobalhealthcertificate(see
https://hs.byu.edu/Programs/GraduateProgram/CertificationsAvailable.aspx),university
policyrequiresthatonlymatriculatedMPHstudentsatBYUareeligible.
3.3.d. ProgramDescription(Descriptionoftheprogram’spractices,policies,
proceduresandevaluationthatsupportcontinuingeducationandworkforce
developmentstrategies.)
PublicHealthForums.TheDepartmentofHealthSciencedevelopedanewseminarseries
duringthe2014—2015academicyearfocusedonworkforcedevelopment,titled“BYU
PublicHealthForums:AddressingProfessionalNeedstoServeDiversePopulations.”This
seriesprovideslecturesandworkshopsontopicsimportanttotheworkforceasdescribed
inCriterion3.3.a.TheseriesisledbytwoHealthSciencefacultyeachyearwhochoosethe
topicsandinvitethespeakers.Thegoaloftheseminarsistoprovidecareerdevelopmentfor
ourstudentsandcurrentprofessionalsinthefield.Wefocusonselectingspeakerswhocan
addresspressingandcurrentissuesindeliveringhealthcareamongdiverse,underserved
populations.
Professionalsintheworkforce,aswellasBYUfacultyandstudentsareinvitedtoattendthat
seminars.Allseminarsarelive-streamedtoYouTubeviathedepartment’schannel(BYU
PublicHealthForums)andlive-tweetedthroughthedepartment’sTwitterHandle
(@BYUPublicHealth)toprovideaccessforthosenotabletoattendonBYUcampus.Thefirst
seminarwaspresentedbyJoyceGaufin,formerpresidentofAPHA,presentedthefirst
seminaronMarch19,2015.Shespokeon“CommunicatingPublicHealth:Messages,
Messengers,andImpact.”ThesecondseminarwascohostedwithBYU’sKennedyCenterfor
InternationalStudies,andwaspresentedbyCarrieReed,anepidemiologistwiththeCenter
forDiseaseControlandPrevention.Herlecturewastitled“PublicHealthResponseDuring
InternationalEmergencies”andwaspresentedonApril1,2015.OnApril2,Dr.Reedspent
timewithourstudents,withalessformallectureonherpersonalcareerpathtotheCDC.All
202
attendeesareaskedtofilloutanevaluationform,indicatinghowhelpfultheinformation
presentedwastothem(onascaleof1to5,with5indicatingitwasVeryValuable),andif
thereareanyparticulartopicstheywouldliketoseediscussedatfutureseminars.Datafor
eachofourfirstseminarsinthisseriesarepresentedbelow.
Table3.3.d.EvaluationDataforBYUPublicHealthForums
NameofSpeaker
SeminarDate
Numberof
AttendeesatBYU
JoyceGaufin
3/19/15
120
CarrieReed
4/1/15
85
CarrieReed
4/2/15
50
Numberof
AttendeesOnline
18
9
N/A
AverageRatingof
Seminar(from1-5)
4.31
4.17
N/A
Whilethisseriesisnew,itisalreadyenjoyingexcellentattendance.Wehavebeenvery
fortunatetohadtwohigh-profilespeakersabletojoinus.TheProfessionalandAlumni
ConnectionsCommitteehasassumedresponsibilityofconducting3-4seminarsperyearas
partoftheircommitteeduties.
AlumniConference.During2012theDepartmentofHealthSciencehostedtheMPH
AlumniConferenceinconjunctionwiththe10thanniversaryoftheprogram.Thethemefor
theconferencewas“TheBusinessofPublicHealth”andprovidedfacultyandalumnithe
opportunitytodiscusscurrentissuesrelatedtopublichealthpractice.Roundtable
discussionsincludedtopicssuchasworkinginthehealthcareenvironment,workingin
developingcountries,preparednessanddisasterresponse,andhumanitarianservices.
Othersessionsattheconferenceinvolvedapaneldiscussionandkeynoteaddress.While
activitiesprovidedanopportunitytonetworkandcelebratetheMPHprogram,meaningful
conferencesessionsprovidedworkingalumniwithcontinuingeducationopportunities.
SeeResourceFile3.3.
UtahCountyHealthDepartmentTrainings.SincetheUCHDassessmentreportwas
published,DepartmentofHealthSciencefacultyhaveconsultedwithUCHD
administrationregardingopportunitiestopartneronthedeliveryoftrainings.Studentsin
Dr.CarlHanson’sHLTH607courseduringFall2015initiatedaqualityimprovement
projectwithUCHDthatwillengagefacultyinhelpingmeettheUCHDtrainingneeds.Two
areasofidentifiedneedforUHCDstaffincluded(1)Spanishlanguagetrainingand(2)
leadershipskills.
3.3.e. OtherInstitutions/Organizations(Alistofothereducationalinstitutionsor
publichealthpracticeorganizations,ifany,withwhichtheprogramcollaboratesto
offercontinuingeducation.)
DepartmentofHealthSciencefacultyarecommittedtosupportingthepublichealth
workforceinUtahandaroundtheworld.Facultytakepartinmanyoutsideorganizationsin
ordertodevelopthepublichealthworkforce.Alistofactivitiesanddatesareprovidedin
Table3.3.e.Insummary,theyreport32differentseminarsandpresentationsdeliveredin
thelastthreeyears,withmorethan2,493personsinattendance.
203
Table3.3.e.OrganizationandFacultyPresentationsforWorkforceDevelopment
Name
Month
Organization-Presentation
Estimated
/Year
Numberin
Attendance
CarlHanson
Feb-13
SocietyofPublicHealthEducation
200
(SOPHE)—HealthEducation
AdvocacySummit-ReviewofKey
Messages
Dec-12
SocietyofPublicHealthEducation
Unknown
(SOPHE)-GotAdvocacy?Faculty
tips
Mar-12
NationalCoalitionofHealth
100
EducationOrganizations(NCHEO),
HealthEducationAdvocacy
Summit—Advocacy101:An
Introduction
Sep-11
CentersforDiseaseControland
25
Prevention-TBEducation,Training
andEducationConference
JoshuaWest
Oct-14
IntermountainHealthcare—
10
AchievingaHealthyWeight
Sep-14
CaptainsAcademyatSchool
75
district.Spoketoteachers,coaches
abouthealthybehaviors
MayBehaviorchangepresentationtoin22
14
fieldcoordinatorsforchildren's
foundation
Apr-14
UAPHERD-AchievingHealthy
50
Weight
Apr-13
UAPHERD-SettingandAchieving
30
HealthyGoals
Jul-12
UAPHERD:Correcting
45
MisperceptionGaps
Apr-11
UtahPublicHealthAssociation-
100
SexualizationofWomen
Nov-11
HealthEducationAssociationof
75
Utah(HEAU)-Usingnormsto
influenceadolescentbehavior
CougarHall
Nov-14
BYUWellnessProgram:MindBody
30
Health
Oct-14
PolarisHighSchoolRedRibbon
350
WeekAssembly
Apr-13
UAPHERD:TeachersGoalBoardsto
30
PromisePAandHealthCaring
Apr-13
UAPHERD:ImprovingSexualtity
39
EducationinSchool
Apr-13
UAPHERD:UsingtheHECATfor
25
LessonPlanning
Apr-13
85
Prevention-Characteristicsof
EffectiveHealthEducation
Audiencein
Attendance
Faculty,
Practitioners,
andStudents
Facultyand
Practitioners
Faculty,
Practitioners,
andStudents
Practitioners
Practitioners
Practitioners
and
Administrations
Practitioners
Practitioners
Practitioners
Practitioners
Practitioners
Practitioners
Faculty
Students
Practitioners
Practitioners
Practitioners
Practitioners
andResearchers
204
Apr-13
Nov-12
Nov-12
Jul-12
Apr-12
Oct-12
Oct-12
Feb-12
Jul-11
Jul-11
Apr-11
Rosemary
Thackeray
May14
Jun-13
MichaelBarnes
Mar-12
WillowCreekMiddleSchool:It
Matters
Utah(HEAU)-ImprovingSexuality
Education
NationalHealthScienceCurriculum
Conference:Skillsbasedhealth
education
UAPHERD:Skills-basedhealth
education
CDD:Wearingassessmentinto
healtheducation
SchoolDistrict"TeachingSkillsin
HealthEducation"
ShoreHighSchoolRedRibbon
WeekAssembly
SchoolDistrict"Characteristicsof
UAPHERD:Characteristicsof
UAPHERD-Characteristicsof
UtahPublicHealthAssociation:
SexualizationofWomen
UtahAssociationofCommunity
HealthCenters-Evaluating
CustomerSatisfaction
Prevention-TBWebinar:Social
Media
Utah-That'stheStoryofMyLife
300
Students
60
Practitioners
40
Practitioners
andResearchers
40
Practitioners
85
20
Practitioners
andResearchers
Teachers
150
Students
20
Teachers
30
Practitioners
30
Practitioners
100
Practitioners
40
Cliniciansand
Practitioners
200
Practitioners
45
Researchersand
Practitioners
3.3.f. CriterionAssessment(Assessmentoftheextenttowhichthiscriterionismet
criterion.)
Thecriterionismet.
Strengths
• TheBYUpublichealthprogramhasdevelopedasystematicwayforhelpingto
addresstheworkforcedevelopmentneedsofthoseinpractice.Theprogramhas
respondedtoneeds-assessmentdatatodeveloptheBYUPublicHealthForumswith
aplanofactionforsustainability.The2014—2015academicyearmarkedthe
initiationoftheseforums.
• TheMPHAlumniConferencewasheldduring2012notonlytocelebratethe10-year
anniversaryoftheprogrambutalsotoaddressimportanttopicalumniwerefacing
inpublichealthpractice.
• InvolvementoftheDepartmentofHealthScienceAdvisoryCommitteein
discussionsrelativetoworkforcedevelopmentneeds.
205
•
Ongoingfacultyinvolvementwithotherorganizationstodelivertrainingstothe
publichealthworkforce.
Weaknesses
• Whileworkforcedevelopmentactivitiesarebasedoncommunityneedsassessment
data,additionalneeds-assessmentdatawillberequiredinthefuturetofurther
addresstheneedsofpractitioners.Asystematicprocessisinplaceforongoingdata
collectionthroughtheBYUPublicHealthForumevaluations.Amorecomprehensive
analysisplanthroughcollaborationwiththeUtahDepartmentofHealthisin
progress.
ActionPlan
• OfferatleastonePublicHealthForumeachsemesterwithevaluationactivities
includingquestionsaboutfuturecontinuingeducationneeds.
• Duringthe2015—2016academicyear,partnerwiththeUtahCountyHealth
Departmenttoestablishatrainingprogrambasedoncountyworkforceneeds
assessment.
206
Criterion 4.0
Faculty, Staff and Students
207
4.1FacultyQualifications.Theprogramshallhaveaclearlydefinedfaculty,
which,byvirtueofitsdistribution,multidisciplinarynature,educational
preparation,practiceexperienceandresearchandinstructionalcompetence,
isabletofullysupporttheprogram’smission,goalsandobjectives.
4.1.a. FacultyDegrees(Atableshowingprimaryfacultywhosupportthedegree
programsofferedbytheprogram.Itshouldpresentdataeffectiveatthebeginning
oftheacademicyearinwhichtheself-studyissubmittedtoCEPHandshouldbe
updatedatthebeginningofthesitevisit.Thisinformationmustbepresentedin
tableformatandincludeatleastthefollowing:a)name,b)title/academicrank,c)
FTEor%time,d)tenurestatusorclassification*,g)graduatedegreesearned,h)
disciplineinwhichdegreeswereearned,i)institutionsfromwhichdegreeswere
earned,j)currentinstructionalareasandk)currentresearchinterests.SeeCEPH
DataTemplate4.1.1.*Note:Classificationreferstoalternativeappointment
categoriesthatmaybeusedattheinstitution.)
Table4.1.a.1displaysthename,title/rank,percenttimedevotedtotheMPHprogram,
earneddegreesanddisciplinaryareas,universitiesinwhichdegreeswereearned,areasof
teachingresponsibility,andareaofresearchinterest.Ofthe17full-timegraduatefaculty
(Dr.CougarHallexcluded),9weretrainedinhealtheducationoracloselyrelated
discipline.Ofthesefacultymembers,twoarecredentialedMasterCertifiedHealth
EducationSpecialist(MCHES)bytheNationalCommissionforHealthEducation
Credentialing.Inaddition,thefacultyincludetrainedspecialistsinthefollowingareas:
epidemiology/biostatistics,environmental/occupationalhealth,andmedicine.While
maintainingastrongcadreofexperiencedandsuccessfulhealtheducatorsthatsupportthe
graduatespecialization,theprogramalsoincludesfull-timefacultywithtraining,
experience,andskillsinareasthatarecriticaltothedeliveryofgeneralpublichealth
servicesandtheundergraduateemphasisareas.
TheDepartmentofHealthSciencehasapprovalandiscurrentlysearchingfortwo
additionalfacultymembersduringthe2015/2016academicyear.
208
Table4.1.a.1.PrimaryFacultyWhoSupportDegreeOfferingsoftheProgram2015/2016
Name
Title/Rank
MPH
-FTE
BS
-FTE
Barnes,
Michael*
Associate
Dean,Full
Professor
0.32
0.32
Grad
Degrees
Earned
MS,PhD
Chaney,Robbie
Assistant
Professor
0.20
0.80
MS,PhD
Cole,Eugene
FullProfessor
0.32
0.68
MSPH,
DrPH
Crandall,AliceAnn
Assistant
Professor
0.20
0.44
MPH,PhD
Institution
Discipline
TeachingArea
BYU,
Southern
Illinois
University
HealthPromotion PublicHealth
Interventions,
Policy
West
Virginia
University,
University
of
Cincinnati,
University
ofNorth
Carolina,
ChapelHill
HealthPromotion Methodsfor
Health
Promotion
LomaLinda
University,
Johns
Hopkins
HealthPromotion Program
Planning
Environmental
Environmental
Healthand
Health,and
InfectiousDisease Infectiousand
ChronicDisease
Transmission
ResearchInterest
Healthcommunication
andtechnology,policy
andadvocacy,andthe
roleoffamilyinsocial
determinantsofhealth
Healthgeology,urban
bicyclesafety,GIS
mapping,translational
research,social
determinantsofhealth
Environmentalhealth,
riskassessment,
immigrantandrefugee
health,emergency
preparedness,asthma
preventionandcontrol,
waterqualityand
hygienepromotion,
emerginginfectious
diseases,healthcare
infectioncontrol,
women’sreproductive
health
Familyhealth,
intersectionofexecutive
functioningwithfamily
andchildhealthinatriskcommunities
209
Name
Title/Rank
MPH
-FTE
BS
-FTE
Crookston,Ben
Assistant
Professor
0.32
0.68
Grad
Degrees
Earned
MPH,PhD
Hanson,Carl*
Chair,Full
Professor
0.32
0.44
MS.PhD
Johnston,James
Associate
Professor
0.20
0.80
MSPH,
PhD
Lindsay,Gordon
MPHDirector,
FullProfessor
0.32
0.68
MS.PhD
University
ofUtah,
OhioState
HealthPromotion
Substance
Abuse
Magnusson,
Brianna
Assistant
Professor
0.20
0.80
MPH,PhD
Virginia
Commonwealth
University,
Epidemiology,
Biostatistics
Epidemiology,
Biostatistics
Merrill,Ray
FullProfessor
0.44
0.56
MPH,PhD
Harvard
University,
Arizona
State
University
Epidemiology,
Biostatistics
Epidemiology,
Biostatistics
Institution
Discipline
TeachingArea
ResearchInterest
BYU,
University
ofUtah
HealthPromotion
BYU,
Southern
Illinois
University
University
ofUtah
HealthPromotion
International
HealthPractice,
Program
Planning
Health
Administration
Program
Planning
Environmental
Health
Maternalandchild
healthindeveloping
countries,early
childhooddevelopment
Healthcommunication,
computationalhealth
science
Environmental
andOccupational
Health
Children’s
environmentalhealth,
infectiousdisease
transmissionand
prevention,
occupationalsafetyand
health
Substanceabuse,
communityhealth
promotion
Reproductive
epidemiology,
unintendedpregnancy,
contraceptiveuse;social
andenvironmental
factorsaffectingsexual
andreproductivehealth
Cancerepidemiology,
impactofadvancesin
cancertreatmentand
screeningtests
210
Name
Title/Rank
MPH
–FTE
BS
-FTE
Grad
Degrees
Earned
Institution
Discipline
TeachingArea
Novilla,Len
Associate
Professor
0.32
0.68
MPH,MD
University
PublicHealthand
ofUtah,
GeneralMedicine
University
oftheCityof
Manila
Chronicand
Infectious
Disease
Page,Randy
FullProfessor
0.32
0.68
MS.PhD
HealthPromotion
Interventionin
Health
Promotion
Sloan,Chantel
Assistant
Professor
0.20
.80
PhD
BYU,
Southern
Illinois
University
Dartmouth
College
Thacker,Evan
Assistant
Professor
0.20
0.80
SM,PhD
Healthand
Biostatistics
ChronicDisease,
Biostatistics
Thackeray,
Rosemary
Associate
Chair,Full
Professor
Associate
Professor
0.32
0.68
MPH,PhD
Harvard
University,
University
of
Washington
University
ofUtah
HealthPromotion
0.32
0.68
MSPHPhD
University
ofUtah,
Colorado
State
University
Environmental
andOccupational
Health
Surveyand
Research
Methods
Environmental
Health,
Industrial
Hygiene
Thygerson,Steven
**
HealthScience
Infectious
andEpidemiology Diseases,GIS
ResearchInterest
Familyasasustaining
frameworkinhealth
promotionanddisease
prevention,social
determinantsofhealth,
chronicdiseaseand
healthsystem
strengthening;
adolescenthealthrisk
behaviors,
Adolescenthealthin
populations,
determinantsofyouth
smoking
Medicalgeography,
respiratorysyncytial
virus,asthmaand
cancerepidemiology
Healthofolderadults,
neurologicalhealth,
cognitivefunction,
cardiovascularhealth
Socialmarketing,social
media,cytomegalovirus
Occupationalhealthand
safety,injuryprevention
211
Name
West,Joshua
Title/Rank
Associate
Professor
MPH
– FTE
BS
-FTE
0.32
0.68
Grad
Degrees
Earned
Institution
Discipline
TeachingArea
ResearchInterest
MPH,PhD
SanDiego
State
University,
University
of
California,
SanDiego
Behavioral
Health,
Epidemiology
HealthBehavior
Change
Applicationoftheorydriveninterventionsto
improveparenting
practicesanddecrease
adolescentdruguse
* DesignatesMCHESstatus
**CertifiedIndustrialHygienist
212
4.1.b. QualificationsofOtherFaculty(Summarydataonthequalificationsofother
programfaculty(adjunct,part-time,secondaryappointments,etc.).Datashouldbe
providedintableformatandincludeatleastthefollowing:a)name,b)
title/academicrank,c)titleandcurrentemployment,d)FTEor%timeallocatedto
theprogram,e)gender,f)race,g)highestdegreeearned[optional:programsmay
alsolistallgraduatedegreesearnedtomoreaccuratelyreflectfacultyexpertise],h)
disciplinesinwhichlisteddegreeswereearnedandi)contributionstotheprogram.
SeeCEPHDataTemplate4.1.2.)
SecondaryfacultyarelistedinTable4.1.b.1andotherfacultyarelistedinTable4.1.b.2.
Secondaryfacultyinthepublichealthprogramaredesignatedasadjunctfacultyandwhile
otherfacultyaredesignatedasaffiliatefaculty.Thedistinctionbetweenadjunctand
affiliatefacultyisdelineatedintheNon-CFSTrackAcademicAppointmentsPolicy(see
ResearchFile4.1).Adjunctfacultyarehiredpart-timeandonlyforthesemesterorterm
identifiedinthecontract.Theadjunctfacultyappointmentcanberenewedwithapproval
fromthedepartmentchairanddean.Affiliatefacultyparticipatewiththedepartmenton
collaborativeworkbutarenotemployedbythedepartment.
213
Table4.1.b.1.SecondaryFacultyUsedtoSupportTeachingPrograms(Adjunct,Part-Time,SecondaryAppointments)2015/2016
Name
Title/Academic
Rank
Title&CurrentEmployer
FTE
Butchereit,Chelsey
AdjunctFaculty
HealthProgramCoordinator,
.10
Graduate
Degrees
Earned
MPH
Cazier,Calvert
AdjunctFaculty
DepartmentofHealthScience,Brigham
YoungUniversity
.30
Daley,Dan
AdjunctFaculty
Psychologist,
UtahValleyRegionalMedicalCenter
Edwards,Eric
AdjunctFaculty
Liechty,Elizabeth
Discipline
TeachingAreas
Health
Promotion
RefugeeandMigrantHealth
Course
PhD,MPH
Health
Promotion
ConsumerHealth,Injury
andViolencePrevention
.20
PhD,MA
Health
Promotion
Mind/BodyHealth
Director,DivisionofHealthPromotion,
UtahCountyHealthDepartment
.40
MPA
Health
Promotion
ProgramPlanning
Part-TimeStaff
HealthEducator,
SelectHealth
.50
N/A
CorePublic
Health
Advising,BPHA
Lutz,Stephanie
Part-TimeStaff
CareerPlacementCoordinator,and
DepartmentInternshipCoordinator
BrighamYoungUniversity
.75
MS
CorePublic
Health
IntroductiontoPublic
Health,PublicHealth
Internship
Steadman,Mindy
AdjunctFaculty
DepartmentofHealthScience,Brigham
YoungUniversity
.10
MPH
Health
Promotion,
Epi
Women’sHealth
214
Name
Title/Academic
Rank
FTE
Roundy,Camille
AdjunctFaculty
Epidemiologist/ProgramEvaluator,
UtahDepartmentofHealth,Cancer
GenomicsProgram
.10
Graduate
Degrees
Earned
MPH
Smoot,Christopher
AdjunctFaculty
Epidemiologist/Environ-mentalHealth
Scientist,WasatchCountyHealth
Department
.20
MPH
Discipline
Health
Promotion,
Health
Science
Environment
-aland
Occupational
Health
TeachingAreas
ResearchandEvaluation
DisasterResponseand
EmergencyPreparedness
EnvironmentalHealth
Table4.1.b.2.OtherFacultyUsedtoSupporttheMPHProgram(Non-Teaching)inCommunityHealthEducation
Name
AcademicRank
FTEor
%Time
Highest
Degree
Earned
MD,DrPH
Discipline
TeachingAreas
Preventive
Medicine,
PublicHealth
N/A–
HonoredGuest
presenter;Advisory
Committee,Chair
JamesO.Mason
AffiliateFaculty
Retired;formerheadoftheUnited
StatesPublicHealthService,theCenters
forDiseaseControlandPrevention,and
theUtahDepartmentofHealth
N/A-
unpaid
JosephMiner
AffiliateFaculty
ExecutiveDirector,UtahDepartmentof
Health
N/A–
unpaid
MD
Medicine
AdvisoryCommittee,
GuestLecturer
R.ChadSwanson
AffiliateFaculty
EmergencyPhysician,UtahValley
RegionalMedicalCenter
N/A-
unpaid
DO
Medicine,
PublicHealth
HealthSystems
ResearchGroup
215
BothTable4.1.b.1and4.1.b.2presentpertinentacademiccharacteristicsofadditional
facultyintheprogram.Thesetablesincludefull-time,part-timeandunpaidfacultynot
classifiedasprimaryfacultyintheDepartmentofHealthSciencebutwhoplayother
importantrolesinthepublichealthprogram.Thesefacultymayteachapprovedelectives,
serveascommitteemembers,orprovideinvitedguestlectures,withthedistinctionof
HonoredGuestLecturer.
4.1.c. FacultyExperiencePerspectives(Descriptionofthemannerinwhichthe
facultycomplementintegratesperspectivesfromthefieldofpractice,including
informationonappointmenttracksforpractitioners,ifusedbytheprogram.
Facultywithsignificantpracticeexperienceoutsideofthatwhichistypically
associatedwithanacademiccareershouldalsobeidentified.)
Severalfacultymembersaccruedfull-timeemploymentexperienceinpublichealthpriorto
theirarrivalatBYU.Forexample,Drs.Neiger,ThackerayandLindsayworkedatotalof13,
9,andfouryears,respectively,instateand/orlocalhealthdepartments.Dr.Thackeray
managedtwoprogramsattheUtahDepartmentofHealth;andDr.Lindsaymanagedone
programattheUtahDepartmentofHealthandchairedtheDelawareCounty(Indiana)
BoardofHealth.Dr.MerrillwasemployedasaresearcherbytheNationalCancerInstitute
(NIH)forfouryears,andDr.NovillaworkedfortheThrasherResearchFund(SaltLake
City)asaseniorresearchmanagerforfouryears.Dr.Colewasemployedfor33yearsin
publichealth-relatedsettingsincludingseniorresearchandadministrativepositions
associatedwiththeResearchTriangleinNorthCarolina.Dr.StevenThygersonhasworked
intheindustryfor10years.BothheandDr.JamesJohnstonarerecognizedasearningthe
prestigiousCertifiedIndustrialHygienistdesignation.AdditionalexperienceincludesDr.
RobbieChaney(CoalitionforDrugFreeCincinnati,OH),Dr.BriannaMagnusson(Mary
WashingtonHospitalandRappahnnockTeenAbstinenceProgram),Dr.AliCrandall(Wide
HorizonsforChildren,MA;UniversityofMassachusettsMedicalSchool,CenterforHealth
PolicyandResearch;ADRAinVietnam;RiversideCountyHealthDepartment,CA),Dr.
CougarHall(TimpanogosHighSchool),Dr.JimJohnston(UniversityofUtahDepartments
ofPediatricsandEnvironmentalHealthandSafety;UtahLaborCommission,INEL),Dr.Carl
Hanson(JacksonCountyHealthDepartment,IL),andDr.RandyPage(BearRiverHealth
Department,UT).
Otherfacultymembershavedevelopedvariousworkingrelationshipswithseveralpublic
healthagencies.AsnotedinTable4.1.a,facultyinthedepartmentrepresentavarietyof
perspectivesandexperiences,includingexpertiseincommunityhealtheducation,
environmentalhealth,epidemiology,biostatistics,medicine,schoolhealth,substanceabuse
andprevention,socialmarketingandhealthcommunication,programplanning,behavior
change,etc.Threefacultymembershavebroadexperienceinhealthpromotionoutsidethe
UnitedStates–Dr.BenCrookston,Dr.RandyPage,andDr.AliCrandall.
Severalfacultymembersmaintainactivecollaborationswithorganizationsdedicatedto
promotingpublichealth,bothinsideandoutsidetheUSprofessionalorganizationssuchas
SOPHE,APHA,IUHPE,CEPHandothers.Aspreviouslymentioned,involvementin
sabbaticalleavesandorganizationalpartnershipswithUtahCountyHealthDepartment,
216
UtahDepartmentofHealthandothersalsocontributestoafacultycomplementthat
activelyintegratesperspectivesfromthefieldofpractice.
Inthemostfundamentalway,facultymembersseektoaddtotheknowledgeofthefield
throughtheirresearchandteaching.TheUtahCountyBoardofHealthapprovedanexciting
andvisionaryacademichealthdepartmentmodelcalledtheFamilyandCommunityHealth
ResearchInstitutethroughtheUtahCountyHealthDepartment(seeResourceFile1.4).In
thiscase,facultyandstudentsfromBYUhaveworkedwithhealthdepartmentstaffand
theirpartnersinconductingresearchthatsupportsongoingsurveillanceandassessment
work.Thus,studentsandfacultycanworktogethertointegrateperspectivesfromthefield
ofpractice.
Finally,theMPHCurriculumCommitteemembersassessthequalityofeachrequired
courseeveryfouryears,asidentifiedpreviously.Thecommitteeseekstoidentify
benchmarkcoursecomparisonstouniversitieswithsimilarinterestsandpriorities.Inthat
way,thefacultymembersstrivetobeconsistentwithotheraccrediteduniversities,yet
theyarecontinuallylookingforneworemergingapproaches.Whenthecurriculum
committeemakesrecommendationsandthefacultyadoptsthem,eachcourseinstructoris
expectedtoseekoutandlearnwhatisneededinordertomeetthecurricularneed
identified.
4.1.d. FacultyQualificationObjectives(Identificationofmeasurableobjectivesby
whichtheprogramassessesthequalificationsofitsfacultycomplement,alongwith
dataregardingtheperformanceoftheprogramagainstthosemeasuresforeachof
thelastthreeyears.SeeCEPHOutcomeMeasuresTemplate.)
TheDepartmentofHealthSciencefacultyhaveidentifiedthefollowingoutcomemeasures
andtargetstojudgethequalificationsofitsfacultycomplement(seeTable4.1.d.1).
217
Table4.1.d.1.OutcomeMeasuresforFacultyQuality
OutcomeMeasure
Target
Objective3.A:Recruitfull-time
Target3.A.1:70%offullfacultymemberswithpublic
timecontinuingfaculty
healthtrainingand/orrelevant
status(CFS)trackfaculty
appliedworkexperience.
willpossessadoctoral
degreefromaschoolor
programofpublic
health.
2012/2013
73%possessPhDfrom
school/programofpublic
health
2013/2014
71%possessPhDfrom
health
2014/2015
72%possessPhDfrom
health
Compliant
Compliant
Compliant
Target3.A.2:70%offulltimeCFS-trackfaculty
willpossessanMPH
fromaschoolor
programofpublic
health.
93%possessMPHfrom
health
88%possessMPHfrom
health
89%possessMPHfrom
health
Compliant
Compliant
Compliant
Target3.A.3:50%offulltimeCFS-trackfaculty
willhavepriorfull-time
publichealthwork
experience.
67%havepriorfull-time
experience
experience
experience
Compliant
Compliant
Compliant
29%haveaprofessional
certificate
28%haveaprofessional
certificate
Compliant
Compliant
Target3.A.4:25%offull- 33%haveaprofessional
timeCFS-trackfaculty
certificate
willhaveaprofessional
certificationintheirfield Compliant
ofstudy(CHES,MCHES,
CPH,CIH,CSP,REHS
etc.)
218
OutcomeMeasure
Target
Target3.A.5:100%of
positionannouncements
forfull-timefaculty
positionswillincludethe
diversitycriteria
outlinedinthevaluing
diversitypolicy.
Target3.B.1:70%offulltimeCFStrackfaculty
willcontributetopublic
healthserviceatthe
local,state,nationalor
internationallevels.
(Publichealthserviceis
definedas
organizational,
administrativeorother
non-researchbased
professionalserviceand
mayincludevolunteer
work,serviceonboards,
translationofresearch
topublichealthpractice,
andotherservice
activities.)
Target3.C.1:70%offulltimeCFStrackfaculty
willpublishtwoormore
journalarticlesinpeerreviewedscientific
journalsduringa
calendaryear.
Objective3.B:Provide
expertiseorleadershipto
publicandprivatelocal,state,
national,orinternational
agenciestocontributeto
publichealthservice.
Objective3.C:Demonstrate
discipline-specificexpertise
throughactivescholarship
programs.
2012/2013
100%ofannouncements
includeddiversitycriteria
Compliant
2013/2014
100%ofannouncements
Compliant
2014/2015
100%ofannouncements
Compliant
87%contributedtopublic
healthservice
Compliant
healthservice
Compliant
healthservice
Compliant
87%publishedtwoor
morearticles
Compliant
71%publishedtwoor
morearticles
Compliant
72%publishedtwoor
morearticles
Compliant
219
OutcomeMeasure
Target
Target3.C.2:80%offulltimeCFStrackfaculty
willpresentscientific
researchatoneormore
local,nationalor
international
professionalconferences
duringacalendaryear.
2012/2013
67%presentedatoneor
moreconferences
NotCompliant
2013/2014
82%presentedatoneor
moreconferences
Compliant
2014/2015
83%presentedatoneor
moreconferences
Compliant
220
4.1.e. CriterionAssessment(Assessmentoftheextenttowhichthiscriterionismet
criterion.)
Thiscriterionismet.
Strengths
• FacultymembersintheDepartmentofHealthScience,thoughstrongincommunity
healtheducation/healthpromotion,arediverseinpublichealthtrainingand
representabalancedmixofrankandtenure(CFS)status.
• Thedepartmenthasdedicatedsufficientfacultytosupporttheundergraduateand
graduateprogramsandcanrigorouslyreviewthequalificationsofitsfaculty.Data
fromthepastthreeyearsdocumentstrongsuccessinachievingoutcomemeasures
andthatfacultyarecapabletosupporttheprogram’smission,goals,andobjectives.
Weaknesses
• BrighamYoungUniversityrequiresthatallfacultyobservelong-established
universitystandardsofconduct.Althoughfacultysearchesinthedepartmenthave
beensuccessful,maintainingalargepoolofpotentialcandidatesthatmeetthe
minimumuniversitycriteriaforconducthasbeenachallengeovertheyears.
ActionPlan
• TheDepartmentofHealthScienceiscommittedtorecruitinghigh-caliberfaculty
thatarehighcaliberandabletofullysupporttheprogram’smission,goalsand
objectivesofthepublichealthprogram.
• Hiretwonewpublichealthprogramfacultyduringthe2015/2016academicyear.
• Developapoolofqualifiedcandidatesthatcanprovidethefoundationforrecruiting
activitiesinthefutureaspositionsbecomeavailablethroughacquisitionand
retirement.
221
4.2FacultyPoliciesandProcedures.Theprogramshallhavewell-defined
policiesandprocedurestorecruit,appointandpromotequalifiedfaculty,to
evaluatecompetenceandperformanceoffaculty,andtosupportthe
professionaldevelopmentandadvancementoffaculty.
4.2Facultypoliciesandprocedures(Theprogramshallhavewelldefinedpolicies
andprocedurestorecruit,appointandpromotequalifiedfaculty,toevaluate
competenceandperformanceoffaculty,andtosupporttheprofessional
developmentandadvancementoffaculty.)
4.2.a. FacultyHandbook(Afacultyhandbookorotherwrittendocumentthat
outlinesfacultyrulesandregulations.)
BrighamYoungUniversity’swebsiteservesasthefacultyhandbookacrosscampusandis
availableonlineforallfaculty(seehttps://policy.byu.edu).Thehandbookincludes
numeroussectionsthatoutlinethepolicies,procedures,andbenefitsofemploymentatthe
university.TheExpectationsofaFacultyAppointmentPolicydescribestheprimary
opportunitiesandresponsibilitiesfacultyinregardingteaching,researchandcitizenship
(service)(seeResourceFile4.2).AdditionallytheRankandStatusPolicy(seeResourceFile
4.2.)governstheretention,grantingofcontinuingfacultystatus(tenure),andrank
advancementoffaculty(seeResourceFile4.2).Itestablishesspecificstandardsinallthree
areasoffacultyresponsibilityandthecriteriabywhichfacultyperformanceistobe
evaluated.TheFacultyHiringPolicydescribestheuniversity’sstandardsandprocedures
foridentifying,selectingandhiringcontinuingfacultystatus-trackfull-timeprofessorial
andprofessionalfaculty(seeResourceFile4.2).
4.2.b. FacultyDevelopment(Descriptionofprovisionsforfacultydevelopment,
includingidentificationofsupportforfacultycategoriesotherthanregularfull-time
appointments.)
Thedepartment,college,anduniversityingeneralprovideconsiderablesupportforfaculty
development,includingsupportforindividualswhodonothaveregular,full-time
appointments.Thissupportincludesseveralintensiveweeklongaswellassemester-long
facultydevelopmentseminarsthroughtheFacultyCenter(see
http://facultycenter.byu.edu/node).TheFacultyCentersponsorstheFacultyDevelopment
Series(FDS),whichisdesignedtoassistnewfacultyinbuildingastrongfoundationfor
qualityteaching,scholarshipandservice.Participatinghelpsnewfacultymembers
increasetheirunderstandingoftheuniversity’smission,explorefacultyopportunitiesand
responsibilities,strengthentheirabilitytomakesignificantcontributionsthroughtheir
professionalservice,andfindgreaterjoyandsatisfactionintheirprofessionallives.The
fallseminarisopentoallnewfull-timehiresincludingfacultyontemporary,visiting,or
evenone-semesterappointments.
ThefullFDSincludesseveralcomponentsoveran18-monthperiodthatincludesafall
seminar,FDSmentoring,springseminar,FacultyDevelopmentPlan,FDSprojectsand
222
concludingbanquet.TheFacultyDevelopmentPlanrequiresnewfacultytooutlinetheir
proposedprofessionalactivitiesandincludesaself-assessmentofthefacultymember’s
strengthandareasfordevelopment;professionalgoalsforteaching,researchandservice;
resourcesneededtoaccomplishgoals;andcurrentactivitiesandaccomplishments.
TheFacultyCenteralsosponsorsanumberofotherprogramsandeventssuchasfinancial
planningseminars,grant-writingworkshops,lifebalanceworkshops,lunch-and-learns,
scholarshipworkshops,time-managementworkshops,andwritingworkshops.TheCenter
forTeachingandLearning(seehttp://ctl.byu.edu/node)providesfacultywithavarietyof
servicestohelpsupportteachingandenhancestudentlearningincluding(butnotlimited
to)consultationswithexperiencedteachingconsultants;assistancewithassessmentand
evaluationandproductionofmultimediaandonlinetoolstosupportstudentlearning.
Toassistnewfacultywiththenecessaryresourcestoaccomplishtheirprofessionalgoals
relatedtoresearch,theCollegeofLifeSciencesoffersStart-UpGrants(seeResourceFile
4.2).Atotalof$60,000maybeawardedin$20,000incrementsoverthefirstthreeyearsof
employment,givensuccessfuldemonstrationofprogress.Since2011,theDepartmentof
HealthSciencehasreceived$260,000fromthecollegeinStart-UpGrantsand$65,000from
theuniversitytowardsequipmenttohelpsupportnewfaculty.
Atthedepartmentlevel,newfacultyworkingthroughtheCFSprocessareassignedtwo
RankandStatusMentors(seeDepartmentalCommittee,ResourceFile1.5).Thesementors
providenewfacultywithsupportandfeedbackpriortoannualstewardshipinterviews
withthedepartmentchair.Inaddition,mentorshelpprovidesupportandfeedbackduring
thirdyearandsixyearprobationaryreviews.Full-timefacultymembersalsoregularly
interactwithpart-time/adjunctfacultythroughjointresearchprojects,co-teachingand
serviceopportunities,includingopportunitiestoconductstudiesabroadandvolunteer
tripstointernationalsites.
UniversityMentoringEnvironmentGrants(MEG)areavailable(upto$20,000)forresearch
projectsthatintensivelymentorundergraduateandgraduatestudentswithfaculty(see
https://orca.byu.edu/meg/ProposalGuidelines.php).Threefacultymembershavebeen
awardedwiththesefundsduringthepastthreeacademicyears(Novilla,etal,Hall,etal,
andHansonetal).
Further,FacultyDevelopmentLeaves(sabbaticals)canbeapprovedforuptooneyearand
requiresawrittenjustificationfortheleavewithinitialapprovalsatthedepartmentand
collegelevels.ProtocolsfortheseleavesareoutlinedintheFacultyLeavesPolicy(see
ResourceFile4.2).Typicallyprofessionaldevelopmentleavesarefundedafullsalaryfor
onesemesterandhalfsalaryfortwosemesters.Dr.GeneColeparticipatedinaprofessional
developmentleaveduringthe2012/2013academicyear.Dr.SteveThygersonwill
participateinaprofessionaldevelopmentleavebeginningJune2016.
4.2.c. EvaluationProcedures(Descriptionofformalproceduresforevaluating
facultycompetenceandperformance.)
223
University-levelproceduresforfacultyperformance,asidentifiedearlier,areoutlinedin
ExpectationsofaFacultyAppointmentPolicyandtheRankandStatusPolicy(seeResource
File4.2).TheRankandStatusPolicygovernstheretention,grantingofcontinuingfaculty
status(tenure),andrankadvancementoffaculty.Continuingfacultystatus(CFS)isdefined
attheuniversityas“anautomaticallyrenewedappointment.”Theautomaticrenewalis
accomplishedbytheissuanceofacontractforthenextacademicyearunlessthefaculty
memberisterminatedforcause.TheRankandStatusPolicyoutlinestherequirementsofa
facultydevelopmentplanthatisusedtoguideCFSfacultythroughtheCFSreviews.An
appointeddepartmentcommittee,departmentfaculty,collegecommittee,collegedean,
universitycommittee,academicvicepresidentanduniversitypresidentevaluateCFS-track
(tenure-track)facultymembersthreeyearsaftertheirhiredateandagainatsixyearsfrom
theirdateofhireaspartoftheCFSreviewprocess.Additionalmeasuresforfaculty
performanceincludeclassroompeerobservation,andareviewofcoursematerialbythe
MPHCurriculumCommittee.
Asoutlinedinthehandbookdescribedabove,facultyperformanceisassessedonanannual
basis,primarilyatthedepartmentlevel.ThedepartmentchairandmembersoftheMerit
PayCommitteereviewfacultyperformancewithrespecttoscholarlyproductivity,teaching
andservice(annualperformancereviewsandinterviews).Herein,facultyreportprogress
throughanonlinereportingsystem(FacultyProfile)andthroughinterviewswiththe
departmentchair.ThesereviewsforCFSfacultyaredesignedtofocusoncareer
developmentandfacultyrenewalandquality.
NewfacultyworkingthroughtheCFSprocessareprobationaryforthefirstsixyearsof
theirappointment.Thesefacultyareevaluatedbythedepartmentchairannuallyandare
mentoredthroughtheprocessbytwoassignedRankandStatusCommitteeMentors.To
earnCFS,probationaryfacultymustpasstwoformaluniversityreviews—aninitialreview
duringyearthreeandafinalreviewduringyearsix.Thepurposeoftheseformalreviewsis
toassessa“facultymember’sperformanceandpromiseincitizenship,teaching,and
scholarship”(seeExpectationsofaFacultyAppointmentPolicy,FacultyHandbook,
ResourceFile4.2).Probationaryfacultypreparefilesthatincludeexamplesofscholarship,
teaching,andcitizenshipwhichisultimatelyreviewedbydepartment,college,and
universitylevelscommittees.Thedepartmentchair,dean,andacademicvicepresidentalso
reviewthesefilesandprovideawrittenassessment.Theuniversitypresidentreceivesall
assessmentsandrecommendationsandhastheexclusiveauthorityto“determinewhether
therelevantstandardshavebeenmet”(seeExpectationsofaFacultyAppointmentPolicy,
FacultyHandbook,ResourceFile4.2).Thesameprocessofdecision-makingisusedfor
facultyseekingrankadvancement.
ThedepartmentchairandMeritPayCommitteeusethefollowingdepartmentstandards,as
approvedbydepartmentfacultyinJanuary2006,toassesslevelsofqualityinfaculty
performance:
224
CriteriaforDevelopingandEvaluatingAnnualPerformance.Atotalof20%ofthe
annualallotmentissetasideforcostoflivingincreaseswhile80%oftheannualallotment
ofsetasideformeritpay.Distributionformeritpayisbasedonthefollowingprocedures
andcriteria.
1. Facultymembersdevelopannualperformanceplansbasedondepartmentgoalsrelated
toteaching,research,andservice,aswellasperformancemeasures.
2. Facultymembersuseperformanceplanstoguidetheirworkthroughouttheacademic
year.
3. FacultymemberstransferresultstotheFacultyProfile,whichisusedbythe
departmentchairtoassessperformanceandbytheMeritPaycommitteetodetermine
meritpayincreases.
4. Meritpaydecisionsaremadebasedonthefollowingcriteria:
• 23%ofmeritpayrelatestoperformanceonteaching(goal1)
• 23%ofmeritpayrelatestoperformanceonresearch(goal2)
• 23%ofmeritpayrelatestoperformanceonservice(goal3)
• 31%ofmeritpayrelatestostudent-centerednessandperformanceonother
departmentduties(seebelow).Thedepartmentchairwillbelargelyresponsiblefor
assessingparticipationinotherdepartmentduties.
OtherDepartmentDuties.Volunteeringoracceptingtaskswithinthedepartmentnot
relatedtocommitteeassignmentsortothefacultymember’sroutineassignment(e.g.,
performingsurveysforthedepartment,facilitatingormoderatingmeetings,organizing
specialevents,etc.),attendingmeetings,reviewingandprovidingfeedbackondepartment
documents,respondingtorequestsbythedepartmentchairorMPHdirector,andsoon.
Scoringformeritpaydecisionswillbemadewiththefollowingscale:
• Excellent 12points(shares)
• Good
8points(shares)
• Fair
4points(shares)
• Poor
0points(shares)
Teaching.Scoresforteachingarebasedonstudentratings(25%),documentedeffortsto
controlgradeinflation,includingaveragegradedistributed(25%),andthefollowing
performancemeasureslistedunderGoal1(continuallyimprovethequalityofteaching)in
thedepartment’scurrentstrategicplan(2010—2015)(50%).
• Receiveconsistentlyhighscoresonstudentratingsordemonstrateimprovementin
teachingasmeasuredbyincreasedinstructorand/orcoursescoresonstudentratings.
• Demonstratespecificactionstakentoimproveteachingbasedoncommentsonstudent
ratings.
• Documentaprocessthathasbeenundertakentolearnaboutanewteachingtechnique,
strategy,orapproachandhowitwasimplemented.
• Documenthowacoursehasbeenredesignedtorespondtochangesortrendsinhealth
education/publichealth.
• Documentpeerreviewofteachingbeyondaclassroomvisitandresponse(e.g.,
meaningfulreviewofsyllabi,projects,assignments,examinations,etc.).
225
•
•
•
•
•
ParticipatewiththeFacultyCenterinanyofthefollowing:learning-centeredteaching,
servicelearning,planningacourse,assessingstudentlearning,conductingteachingand
learningactivities,receivingfeedbackonteachingandclasses,andseminarsrelatedto
improvingteaching.
Participateinotheruniversityornon-universitysponsoredactivitiesortrainings,etc.
(e.g.,advancedwritingseminars)thatimprovethequalityofteaching.
ParticipatewiththeCenterforTeachingandLearningtoimproveanaspectofteaching.
Demonstratecollaborationorconsultationwithstudentstoimproveteachingand
mentoringperformance.
Demonstraterigorincourserequirementsandgrading,therebyhelpingtocontrol
gradeinflation.
Research.Scoresforresearcharebasedonthenumberofscholarlyproducts(75%)and
otherthefollowingperformancemeasureslistedunderGoal2(engageinmeaningful
scholarship)inthedepartment’scurrentstrategicplan(2010—2015)(25%).
• Becontinuouslyinvolvedinsomeaspectoforiginalresearchrelatedtoprofessional
interests.
• Demonstrateresearchcollaborationwithotherfacultymemberswithintheuniversity
oratotherinstitutions.
• Createpartnershipsforthedepartmentthatleadtoincreasedopportunitiesfor
research,includingfundingorotherresources.
• Collaboratewithstudentsonresearchprojectsthatresultinpeer-reviewed
publicationsorpresentations.
• Demonstratethedegreetowhichscholarshiprelatestoleadingorunderlyingcausesof
morbidityandmortalityamongindividuals,families,andat-riskpopulations.
• Publisharticlesinpeer-reviewedjournalsorbooksand/orbookchapterswith
academicpublishers.Expectedperformanceforeachfacultymemberisonetotwo
scholarlyproductseachyear.
• Presentresearch(oralpresentationorposter)atstate,nationalorinternational
conferences.
• Demonstrateintegrationofresearchfindingsintocourses(e.g.,syllabus,lectures,
examinations).
• Receive(ormaintain)someformoffundingeachyeartosupportresearchefforts(e.g.,
Fultonfunding,collegefacultyfellowships,KennedyCenterfunding,MEGproposals,
otherfundingsourcesoncampus,externalfunding).Ataminimum,documentthat
proposalshavebeensubmittedforfunding.
• ServeasamentorforstudentORCAgrants.
• Documentaprocesswhereinyouhavereflectedcriticallyonscholarlyworktoenhance
existingresearchortodevelopanewresearchtrack.
Service(Citizenship).Scoresforservicearebasedonaccomplishmentsofdepartment
committees(25%)andthefollowingperformancemeasureslistedunderGoal3(serve
withinthedepartment,collegeanduniversity;inschoolsandcommunities;andwithin
professionalassociations)inthedepartment’scurrentstrategicplan(2010—2015)(75%).
226
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Mentorstudentsinschoolorcommunity-basedhealtheducation/publichealthprojects
toimprovehealthoutcomes(e.g.,internationalvolunteersprograms,theWashington,
DCHealthAdvocacyFellowship,NevadaRuralInterdisciplinaryProject,MEGgrant
projects).
Activelyserveoncommitteesasassignedorinvited,particularlythosethatbenefitthe
department.
Participateoncorrespondingcommitteesorworkwiththedepartmentchairtomake
program-levelimprovementsatboththeundergraduateandgraduatelevels(e.g.,
curricula,studentteaching,internships/fieldwork,MPHgraduateproject,etc.).
Participateonschool,communityorpublichealthboardsorotherpolicyordecisionmakingbodies.
Assiststudentsinsecuringopportunitiesforstudentteaching,internshipsand
employment.
Participateincommunity-basedprojectsthatrequireactiveandsustainedparticipation
(e.g.,HealthyUtahCounty,coalitions,otherworkgroups,etc.).
Presentcontinuingeducationprogramstopractitionersinhealtheducation/public
health.
Consultwithhealtheducation/publichealthorganizationsorpractitioners.
Participateinspeakingengagementsrelatedtoanareaofhealthexpertiseinschools,
communityorganizations,worksites,churches,andsoforth.
Participateineffortstomarketandrecruithighcaliberstudentstoboththe
ActivelyparticipateandcontributeonMPH(graduate)committees.
Activelyparticipateinprofessionalassociationsviaboards,committees,adhocwork
groups,andsoforth.
ActivelyparticipatewithstudentsintheBYUPublicHealthAssociation(BPHA)orother
professionalassociations(e.g.,AAHE,ACE,APHA,ATPM,SER,SOPHE,USOPHE,
UAHPERD,UPHA).
Developpartnershipswithkeypublic,schoolorglobalhealthorganizationstoprovide
studentswithmentoredopportunities.
4.2.d. CourseandInstructionEvaluation(Descriptionoftheprocessesusedfor
studentcourseevaluationandevaluationofinstructionaleffectiveness.)
BrighamYoungUniversityhasastandardizedelectronicevaluation(StudentRating
Survey)formforstudentstoevaluatecoursesandfaculty(seeResourceFile4.2).The
onlineversionofstudentevaluationsconsistsofoverallratingsforthecourseandforthe
instructor,aswellas21specificquestionsaboutthecourseandinstructor.Students
receiveanemailfromcentraladministrationwithaninvitationtocompleteassessments
foralloftheircoursesneartheendofthesemester.Studentsassessthecourseandthe
instructorbasedonan8-pointscale.Studentsmayalsoprovidenarrativecommentsabout
thecourseandtheinstructorinacommentssection.
Withinafewweeksofeachcompletedsemesterorterm,facultymembershavethe
opportunitytoaccesstheirscoresandareabletocomparetheirevaluations(quantitative
227
portiononly)toaveragescoresforthedepartment,collegeanduniversity.These
comparisonsareonlyavailableaftergradesaresubmitted.Theresultingscoresbecome
partofthefacultymember’spermanentrecordandareincorporatedintotheannual
reviewmaterialsdescribedpreviously.Thisistheprimaryandstandardizedmodeof
evaluatingteachingeffectivenessintheprogram.
Othermeasuresofteachingeffectivenessintheprogramareavailablethroughpeerteachingobservations,studentExitSurvey,AlumniSurveyandthroughdepartment
curriculumcommittees.Asnotedearlier,CFS-trackfacultymustparticipateinandobtain
peer-teachingobservationspriortotheirthird-yearandsixth-yearreviews.Teaching
effectivenessforthedepartmentasawholeisalsoreflectedintheExitSurvey(see
ResourceFile2.7)andAlumniSurvey(seeResourceFile2.7).Atthegraduatelevel,
recommendationsforimprovingcourseeffectivenessarewelcomedfromtheMPHStudent
Council,asevidencedinMPHCurriculumandLearningCommitteerosterandcourse
reviewdocuments(seereportsinResourceFile2.7).Ineachoftheseapproaches,the
departmentchairconsidersthesefindingsandrecommendationsand,withinputfromthe
programdirector,providesdirectionandassistancetoaffectedfacultyintheirannual
stewardshipinterviews.Assuch,teachingeffectivenessiswellcoordinatedandtrackedon
anannualbasisfromthisconfidentialandmerit-basedapproach.
criterion.)
Thiscriterionismet.
Strengths
• Criteriaforfacultyrecruitmentandadvancementincludingfacultydevelopmentare
welldefined.Standardsandproceduresexistattheuniversitylevelandare
operationalizedasappropriateatthedepartmentlevel.
• Appropriatefeedbackproceduresareinplaceonanannualbasistoensurefaculty
competenceinteaching,researchandcommunityservice.Facultymembersexcelin
servicetothecommunity.ServiceisconsideredforindividualpromotionandCFS
procedures.
• Abundantopportunitiesexistforfacultytoenhancetheirteachingcapabilities.
Weaknesses
• Whileoutcomemeasuresforthecriterionhavebeenachieved,onlyonefaculty
memberhastakenprofessional-developmentleavesoverthepastthreeacademic
years.
ActionPlan
• Continuesupportingfacultydevelopmentandadvancementthroughthefaculty
seminars,mentoring,andresourcesupport.
228
•
Encourageprofessionaldevelopmentleavesamongqualifiedfacultyasappropriate
aswellasopportunitiestoenhanceteachingcapabilities.
229
4.3StudentRecruitmentandAdmissions.Theprogramshallhavestudent
recruitmentandadmissionspoliciesandproceduresdesignedtolocateand
selectqualifiedindividualscapableoftakingadvantageoftheprogram’s
variouslearningactivities,whichwillenableeachofthemtodevelop
competenceforacareerinpublichealth.
4.3.a. RecruitmentPolicies(Descriptionoftheprogram’srecruitmentpoliciesand
procedures.Ifthesedifferbydegree(eg,bachelor’svs.graduatedegrees),a
descriptionshouldbeprovidedforeach.)
Officialuniversitypolicystatesthefollowing:“AdmissiontoBrighamYoungUniversityis
nondiscriminatory.Theuniversityadmitspersonsregardlessofrace,color,national
origin,religion,age,gender,veteranstatus,ordisabilitywhomeetuniversityand
departmentacademicrequirementsandagreetoabidebytheuniversity’sstandardsof
conductandhonorcode.”Graduateandundergraduaterecruitmentpoliciesand
proceduresareoutlinedasfollows.
GraduateRecruitment.TheprogramhasdetermineditwilladmitaminimumofonefourthofitsstudentsfromlocationsoutsidetheUnitedStates.However,becauseinmost
instancesthislevelofcommitmentrequiressubstantialfinancialresourcestosupport
tuitionassistanceandotherlivingaccommodations(e.g.,travel,housing,employment),it
willlikelytakesomeyearsfortheprogramtorealizethisgoal.GenerousdonorstotheMPH
programhave,however,helpedtooffsetsomeofthecostsassociatedwithgraduate
educationforstudentsfrominternationalsettings.FromSpring2010toWinter2013two
MPHstudentsreceivedatotalof$12,500fromtheHeinerInternationalStudent
Scholarship.FromWinter2014toWinter2015fourinternationalstudentsreceivedatotal
of$14,000fromtheDuWayneandAliceSchmidtScholarship.
Theprogramadmissionscriteriahavebeenmodifiedtospecificallyvalueethnicdiversity
atthesameweightaspublichealthexperience.Thatis,comingfromadiversebackground
isscoredona4-pointscalethesameasscoringforprofessionalexperience(seeMPH
AdmissionCriteria,ResourceFile4.3).Wehaveadvertisedandpromotedthisshiftinan
efforttorecruitmoreethnicdiversity(seeMPHAdmissionCriteriaandMPHRecruiting
PosterinResourceFile4.3).Theprogramknowsthatdiversestudentbodiescontributeto
aqualityeducation.Wearelearningtohelpdiversestudentsfeelcomfortableinthe
learningenvironmentbyelicitingstudents’viewsofpublichealthsituationsfromnewand
unfamiliarperspectives.Asaresultstudentsarebetterpreparedtounderstanddiverse
populations.Studentshavereportedthattheircohortshaveexperiencedsynergistic
learningandinnovativesolutionsfromthesediscussions.Consequently,theMPHprogram
continuestovaluecandidateswhohavepersonalexperiencelivingindiverse
environmentsorwhocomefromunder-representedorminoritypopulations.Ofthelast
threeMPHcohorts,sevenstudents(Chae,Chalmers,Karki,Khomitch,Scrobotovici,
Mensah,andPatha)havebeeninternationalstudentsandhavereceivedadditional
230
scholarshipmoneythathasbeenrestrictedbydonortosupportonlyinternationalpublic
healthstudents.
Becauseseveralfacultymembershaveeitherworkedfull-timeincommunityhealth
education/publichealthorhavemaintainedworkingpartnershipswithpublichealth
agencies,severalnetworkstoaidinrecruitment,havebeenestablishedoverthepast
severalyears.Inaddition,severalfacultymembersengageinresearchandstudyabroad
programs.Intime,thisshouldallowtheprogramtorecruitadditionalqualifiedMPH
internationalcandidatesasfacultyworkintheirhomeareas(seePublicHealthStudy
Abroad,ResourceFile1.8;GlobalHealthInternshipProgram,ResourceFile2.4).The
departmentalsooffersastrongundergraduateprograminpublichealthandadmits
approximatelyonetothreeofthesestudentsayearintotheMPHprogram.Theprogram
seeksadiversegroupofundergraduatedisciplines,andrecruitsstudentsfromother
academicunitsoncampus(e.g.,biology,microbiology,politicalscience,nursing)toachieve
thisgoal.
TheMPHdirectormakespresentationsoncampus,atstudentrecruitmentfairsonthis
campusandothercampuses,andinpublichealthsettings(i.e.,localconferencesand
meetings)torecruitstudentstotheprogram(seeRecruitingPresentationinResourceFile
4.3).RecruitmentalsooccursthroughtheUtahGraduateSchoolFairs(see
http://graduatefairs.utah.edu)withparticularfocusonSouthernUtahUniversity,Utah
ValleyUniversity,andBrighamYoungUniversity.
UndergraduateRecruitment.Recruitmentforundergraduatestudentsismanagedatthe
universitylevelandistheresponsibilityoftheHighSchoolRelationsOfficeatBYU.The
primarystrategyimplementedbythisofficeinvolves30informationalmeetingsheldeach
yearthroughoutthecountry.ThesemeetingsareorganizedthroughtheChurchEducational
System(CES)oftheChurchofJesusChristofLatter-daySaintsasawaytoreachqualified
prospectsforBYUacademicprograms.TheCESisamechanismforprovidingreligiousand
seculareducationtobothmembersandnonmembersoftheChurchandincludes
seminaries,andinstitutesofreligion(500locationsworldwide),aswellassecondary
schoolsinMexicoandthePacificIslands.InformationalmaterialsregardingBYU
admissionsandacademicprogramsaredistributedthroughtheCES.
4.3.b.AdmissionsPolicies(Statementofadmissionspoliciesandprocedures.If
thesedifferbydegree(eg,bachelor’svs.graduatedegrees),adescriptionshouldbe
providedforeach.)
GraduateAdmissions.ApplicationstotheMPHprogramareinitiallycollectedthrough
theBYUOfficeofGraduateStudies.Applicationsaresubmittedthroughanelectronicportal
whereformsarecompleted;anecclesiasticalendorsementandthreelettersof
recommendationareinitiated;andtranscripts,statementofintent,andresumeare
uploaded.Onceapplicationsarecompletetheyareforwardedtothedepartmentofreview.
231
Thisofficealsomanagesthemaximumnumberofadmittedstudentsthatgraduate
programsallow.Theuniversityboardoftrusteeshasspecifiedthatundergraduate
educationiscentraltothefocusofitsmissionandthatenrolledgraduatestudentsshould
belimitedto25percentoftheuniversitytotal.Onlyselectdepartmentsarepermittedto
offergraduatedegrees,withlimitedenrollmentandexcellenceemphasized.TheMPH
studentallocationis14newenrolleesperyearwithamaximumtotalof28students
enrolled(headcount)foreachacademicyear.
ApplicantstotheMPHprogrammustmeetthefollowinguniversityrequirements,as
determinedbytheOfficeofGraduateStudies:
1. Submitacompleteapplication(online)beforethedeadline(February1);
2. AgreetoliveBYU’sstandardofpersonalconductasstatedintheHonorCode;
3. Earnabachelor’sdegreefromanaccreditedU.S.orCanadianuniversitybeforethe
expectedsemesterofentry;
4. Earna3.0gradepointaverageinthelast60credithoursofcoursework;
5. EarnaTOEFLscoreof237(580onthepaper-basedversion)oratleast85onthe
TOEFLiBT(withaminimumscoreof22intheSpeakingsectionandaminimumof21
inothersections)orpossessascoreofatleast7.0ontheIELTS(withaminimum
bandscoreof6.0oneachmodule)—forstudentswhohaveearnedafour-year
bachelor’sdegreefromanunaccreditedUSuniversityandwhosenativelanguageis
noEnglish.
6. Includethreelettersofrecommendation.
Inaddition,applicantsmustmeetthefollowingdepartmentrequirements,asdetermined
bytheMPHAdmissionsCommittee:
7. TaketheGraduateRecordExamination(GRE)—scoresof300orhigheronboththe
verbalandquantitativesectionsandascoreof3.5orhigherontheanalyticalwriting
sectionaredesirable;
8. Includeastatementofprofessionalinterestandrelatedgoalsinpublichealthand
globalhealthpromotion(nottoexceed1,000wordsinlength);
9. Includeinthethreelettersofrecommendationreferencestoexperienceinpublic
healthorhowasimilarexperiencehasbeenhelpfulinpreparingfortheMPH
programandforacareerinpublichealth.Also,includesimilarinformationinthe
applicationforadmissiontograduatestudy(e.g.,relevantworkexperienceinpublic
healthaswellasanyinternationalexperience).
TheMPHdirectorwhochairstheMPHAdmissionsCommittee(whichconsistsofthree
facultymembersandoneMPHStudentCouncilrepresentative),coordinatesadmissionto
theMPHprogram.TheMPHdirectoralsoensuresthatadmissionstandardsare
communicatedandobservedconsistentlyandfairly.Eachcommitteememberreadsand
scoresallsubjectiveportions(items4—7below)oftheapplicationsbasedonthefollowing
criteria:
7. GREscore(1—6points;arerankedandscoredbytheMPHdirectorintosixequal
strata);
232
8.
9.
10.
11.
12.
13.
GPAscore(1—6points;arerankedandscoredbytheMPHdirectorintosixequal
strata);
DiverseBackground(0or4points;thisall-or-nonescoreisawardediftheapplicant’s
declaredethnicityorraceisnonwhite[non-Caucasianorminoritydesignation],orif
theapplicantisclassifiedasaninternationalstudent[international-bornmayapply]
andmeetsorexceedsTOEFLuniversityrequirements.Missionaryserviceorother
temporaryculturalimmersionexperiencesdonotapply);
ProfessionalExperience(0—4points;basedonpaid,full-timeexperienceinpublic
healthoracloselyrelatedhealthprofession);
OtherExperience(0—2points;experiencethatsupportstheMPHmissionstatement
[at-risk,underservedorculturallydiversecommunitiesineitherdomesticor
internationalsettings]thatmayincluderesearch,studyabroad,missionaryor
militaryservice,relatedemployment);
StatementofIntent(0—2points;howclearlytheapplicanthasarticulatedhisorher
visionforcareergoalsinpublichealth,basicreasonsforchoosingacareerinpublic
health,researchorprofessionalinterests,etc.);and
LettersofRecommendation(0points;readbutnotscored—theyarescrutinizedto
detectexceptionalorproblematicareas).
Allscores,includingthosecalculatedbycommitteemembersarethensummedand
averagedtocreatefinalrankings.
The12—16topapplicantsareselectedforadmissiontotheprogramwhileapproximately
4—6applicantsareselectedasalternates.Allapplicants(thoseaccepted,thealternates,
andthosenotselected)areinformedimmediatelyoftheirstatusintheprogram.
Dependinguponhowquicklystudentsacceptorrejecttheirseatintheprogram,aswellas
thenegotiationprocesswithalternates,theselectionprocesscanlastuptothreemonths.
Thecommitteegenerallytakesonemonth(February)toreviewapplicationsandmake
decisions,andstudentsgenerallytaketwotothreeweekstomakefinaldecisions.TheMPH
directorensuresthatthisprocessisexpeditedandthatdecisionsarecommunicatedina
timelymanner.
AlimitationimposedontheprogrambyBYUGraduateStudiesisanenrollmentcapfor
MPHadmissions.ThismaximumnumberofadmitableMPHstudentsisannouncedby
GraduateStudiespriortotheapplicationprocess.GivenuniversitypolicyandBoardof
Trusteedirection,graduatestudentsarelimitedto25%ofallstudentsadmittedeachyear.
EnrollmentcapsintheMPHprogramwereninein2002,sevenin2003,12in2004,and17
newstudentsareallowedeachyearfrom2011tothepresent.Ineachcase,wehadmany
strongcandidatesandstrivetoadmituptoourmaximumallotment.Thus,anenrollment
capfromtheuniversityestablishesthemaximumnumberofpotentiallyadmittedstudents;
lowadmissionisnotaresultofalackofqualityapplicants,ascanbeobservedinTable
4.3.d.2.
Full-timestudentsaremostlikelytocompletetheprogramintwoyears.Thisisan
importantfactorforthefaculty’scurrentpreferenceinadmittingfull-timestudents.The
233
facultyhasdiscussedthisself-imposedlimitationextensively.Whilewehaveperiodically
admittedpart-timeworkingprofessionals,thesuccessofadmittingstudentsintocohorts,a
commongraduatebusinessschoolapproach,iscompelling.Further,weofferourcoursesin
aresourceefficient-mannerwhilealsoallowingcoursestobetakeninblocksoftime.
Specifically,first-yearstudentstaketheirrequiredcoursesonMondayandWednesday
from9:00a.m.until3:30p.m.andsecond-yearstudentstaketheirrequiredandelective
coursesonTuesdayandThursdayfrom9:00a.m.until2:00p.m.Thisallowslargetime
blocksforstudentstostudytogether,workasresearchassistants,andparticipateinmany
otherproductiveactivities.Part-timestudentswhohaveenrolledintheprogramhavebeen
abletoarrangetheirscheduletoworkextendedhoursonthedayswherecoursesarenot
offered.Whilewewillhopeintimetobemoreflexibleincateringtopart-timestudents
withprofessionalworkexperience,ourprimarylimitationinmakingthismoveisthatparttimestudentsarecountedasiftheywereafull-timestudent.Thus,wewouldnotonlylimit
thetotalnumberofgraduatesperyearbutwewouldbeturningawayexceptionalstudents.
Thisdecision,obviously,willhaveimportantimplicationsontheoverallnumberof
studentstheprogramwillbeabletoadmitinanygivenyear.
UndergraduateAdmissions.Undergraduateadmissionsismanagedbytheuniversity
throughtheBYUAdmissionsOffice(A041ASB).Inordertobeadmittedasastudentat
BYU,studentsmustbeingoodHonorCodestandingandmustagreetoabidebytheHonor
CodeandDressandGroomingStandardsduringtheiracademiccareer.Themissionof
BYUisto“assistindividualsintheirquestforperfectionandeternallife.Thatassistance
shouldprovideaperiodofintensivelearninginastimulatingsettingwhereacommitment
toexcellenceisexpectedandthefullrealizationofhumanpotentialispursued.”Tofulfill
thismission,theuniversitypursuesqualifiedstudents“ofvarioustalentsand
backgrounds,includinggeographic,educational,cultural,ethnic,andracial,whorelate
togetherinsuchamannerthattheyare‘nomorestrangersandforeigners,butfellow
citizenswiththesaints,andofthehouseholdofGod”(Ephesians2:19).’”
Currentlytheundergraduatepublichealthprogramisconsideredanopenenrollment
programwherethereisnoadditionalapplicationprocessafteradmissiontothe
university.Whilefacultyhavedebatedthemeritsofaclosedenrollmentprogram,to-date
thedecisionhasbeentoremainopen.
IntegratedStudentServices(OneStop)isanadditionalofficeattheuniversitythatworks
withprospectivestudentsandthegeneralpublicandfieldstheirquestions.Through
OneStopservices,counselorsstandreadytoassistprospectivestudentswithquestions
relatedtofinancialaid,admissions,scholarships,registration,studentaccount,transfer
evaluations,anddiscontinuance.
234
4.3.c.RecruitingMaterials(Examplesofrecruitmentmaterialsandother
publicationsandadvertisingthatdescribe,ataminimum,academiccalendars,
gradingandtheacademicofferingsoftheprogram.Ifaprogramdoesnothavea
printedbulletin/catalog,itmustprovideaprintedwebpagethatindicatesthe
degreerequirementsastheofficialrepresentationoftheprogram.Inaddition,
referencestowebsiteaddressesmaybeincluded.)
Recruitmenteffortscurrentlyfocusonprintmaterialviachannelswithbroadreach(e.g.,
websitesassociatedwiththesponsoringchurch,theuniversityandtheMPHprogramas
wellasnewspapers/newsletters).PromotionaladsarefrequentlyplacedintheBYU’s
weeklynewspaper(TheUniverse).Further,promotionalpostersaredistributedacrossBYU
campuses.Inaddition,theprogramhasproducedaneight-pagecolorbrochurethatis
distributedinmasslocallyandisalsosentinresponsetoinquiries.TheMPHdirector
makespresentationsoncampusandinpublichealthsettings(e.g.,localconferencesand
meetings)torecruitstudentstotheprogram.
MostrecruitingmaterialisavailablethroughseverallinksfromtheBYUMPHwebsite:
http://mph.byu.edu.RecruitingmaterialsusedrecentlyareincludedinResourceFile4.3.
Courseschedulesanduniversitycalendars,respectively,arealsomadeavailableonthe
followingwebsites:http://registrar.byu.edu/registrar/acadsched/classSched.phpand
http://registrar.byu.edu/registrar/acadsched/calendar.php.Theofficialundergraduate
catalogisavailableathttp://registrar.byu.edu/catalog/2014-2015ucat/index.phpand
graduatecatalogathttp://graduatestudies.byu.edu/content/departments.
TheMPHdirectorconductsanorientationmeetingforbothfirst-andsecond-yeargraduate
studentsatthebeginningofeachacademicyear.Partofthismeeting’sagendaisdevotedto
allrelevantdeadlinesandotherissuesrelatingtotheacademiccalendar.Thedirectoralso
communicatesregularlywithstudentsandfacultyduringtheacademicyearonissues
relatedtothecalendar.
Informationongradingisnotroutinelycommunicatedaspartofgeneralrecruitingefforts;
however,theMPHProgramStudentHandbook(seeResourceFile4.3)includesapolicyon
academicperformance.ThispolicyisavailabletoallprospectivestudentsviatheMPH
website(see
http://hs.byu.edu/Programs/GraduateProgram/MPHStudentHandbooks.aspx).New
studentsaregivenahardcopyofthedocumentduringtheorientationmeetingheldatthe
beginningofeachacademicyear.
Theacademicofferingsoftheprogram,includinggeneralprogramphilosophy(mission
statement,visionsofcommunityhealtheducation,globalhealthpromotionandpublic
health,etc.),aswellasexpectationsforcourseworkandtheMPHfieldwork,graduate
projectanddefense)areoutlinedintheMPHbrochureandaccessibleontheMPHwebsite
(seehttp://hs.byu.edu/Programs/GraduateProgram/MasterofPublicHealth.aspxand
ResourceFile4.3).TheMPHdirectorspendsagreatdealoftimemeetingwithprospective
studentsandrespondingtoemailcorrespondenceduringtheyear,especiallypriortothe
235
admissiondeadline(February1).Basedonstudentinterest,applicantsarealsoreferredto
specificfacultymembersforfurtherassistance.Withrespecttoissuessuchasfinancialaid
(tuitionassistance,researchorteachingassistantships),chairandcommitteeassignments,
tailoredprograms,acceptanceofprioracademiccredit,andsoon,theMPHdirectorworks
withapplicantsonacase-by-casebasis.Forinformationonuniversityandprogram
offerings,applicantsarealsoreferredtothegraduatecatalogue(availableforonsitereview
oronline.Seehttp://saas.byu.edu/catalog/).
4.3.d.Applicants,AcceptancesandEnrollmentNumbers(Quantitativeinformation
onthenumberofapplicants,acceptancesandenrollment,byconcentration,foreach
degree,foreachofthelastthreeyears.Datamustbepresentedintableformat.See
CEPHDataTemplate4.3.1.)
Table4.3.d.1presentstheundergraduateenrollmentssince2012andrepresentsthetotal
numberofstudentmatriculatingintheemphasisareasforagivenacademicyear.
Applicantsandacceptancesarenotincludedbecausestudentsinundergraduateeducation
applytotheuniversityratherthantothecollegeordepartment.
Table4.3.d.1.QuantitativeInformationforUndergraduateEnrollments,2012to2015
DegreeandEmphasis
Applicant
Status
BSPublicHealth
Epidemiology
Health
HealthScience
HealthPromotion
2012/2013 2013/2014 2014/2015
2015/2016
Enrolled
Enrolled
56
103
67
82
75
72
87
75
Enrolled
Enrolled
150
295
209
296
194
293
208
332
Approximately38%,52%and42%oftheapplicantstotheMPHprogramwereoffered
admissioninthelastthreeacademicyearsrespectively(seeTable4.3.d.2).Datarepresent
thenumberofstudentswhoapplied,acceptedandwereenrolledasnewMPHstudents
duringthatacademicyear.Moststudentswhodeclinedtheirpositionofacceptanceinto
theprogramexperiencedunanticipatedlifeorcareerchanges,orreceivedbetteroffers
fromanotheruniversity.
Table4.3.d.2.QuantitativeInformationonApplicants,Acceptances,andEnrollmentsbyProgramArea,*
2012to2015
Degree
MPH
Applicant
Status
Applied
2013/2014
2014/2015
2015/2016
47
27
33
Accepted
Enrolled
18
15
13
9
13
13
236
4.3.e.EnrollmentStats(Quantitativeinformationonthenumberofstudentsenrolled
ineachspecialtyareaofeachdegreeidentifiedintheinstructionalmatrix,including
headcountsoffull-andpart-timestudentsandanFTEconversion,foreachofthelast
threeyears.Non-degreestudents,suchasthoseenrolledincontinuingeducationor
certificateprograms,shouldnotbeincluded.Explainanyimportanttrendsor
patterns,includingapersistentabsenceofstudentsinanydegreeorspecialization.
Datamustbepresentedintableformat.SeeCEPHDataTemplate4.3.2.)
Table4.3.e.1and4.3.e.2presenttheundergraduateandMPHenrollmentdatasince2012.
237
Table4.3.e.1.UndergraduateStudentEnrollmentData,2012to2015
DegreeandEmphasis
2012/2013
2013/2014
BSinPublicHealth
Epidemiology
Environmental/
Occupational
HealthScience
HealthPromotion
Total
2014/2015
2015/2016
HC
FT
HC
PT
HC
Total
FTE
HC
FT
HC
PT
HC
Total
FTE
HC
FT
HC
PT
HC
Total
FTE
HC
FT
HC
PT
HC
Total
FTE
53
3
56
52
63
4
67
62
64
1
75
62
83
4
87
82
92
11
103
94
71
11
82
74
58
14
72
61
69
6
75
66
143
7
150
143
196
13
209
194
180
14
194
180
191
19
208
190
254
41
296
261
258
38
296
262
258
35
293
262
291
45
332
291
542
62
605
550
588
66
654
591
560
64
634
565
634
74
702
629
Note:HCiscalculatedonthetotalnumberoffull-time(FT)orpart-time(PT)pubichealthstudentsduringfallsemesteroftheacademicyear.FTEis
calculatedbydividingthetotalnumberofcredithourstakenduringfallsemesterby15credits.Althougha12-creditloadisofficiallyconsidered
fulltime,studentsdonotgraduateinfouryearsunlesstheytakeatleast15credits.
Table4.3.e.2.MPHStudentEnrollmentData,2012to2015
2012/2013
2013/2014
HC
HC
FTE
HC
HC
FTE
FT
PT
FT
PT
MPH
25
0
25
28
0
28
HC
FT
24
2014/2015
HC
FTE
PT
0
24
HC
FT
23
2015/2016
HC
FTE
PT
0
23
Note:Includesboth1stand2ndyearMPHstudentsforeachacademicyear.
238
4.3.f.EnrollmentOutcomes(Identificationofmeasurableobjectivesbywhichthe
programmayevaluateitssuccessinenrollingaqualifiedstudentbody,alongwith
dataregardingtheperformanceoftheprogramagainstthosemeasuresforeachof
thelastthreeyears.SeeCEPHOutcomeMeasuresTemplate.)
BYU’spublichealthprogramoperatesunderthephilosophythatmidcoursemeasuresand
completionmeasuresaremostimportantinassessingsuccessinenrollingaqualified
studentbody.SeeTable4.3.f.1below.
239
Table4.3.f.1.OutcomeMeasuresforEnrollingaQualifiedStudentBody
OutcomeMeasure
Target
2012/2013
Objective1.A:Demonstrate
Target1.A.1:Fewerthan10%of 0%hadoverallgrades
overallstudentcompetence,in
MPHstudentswillhaveoverall
lowerthan3.0GPA.
partthroughacademic
gradeslowerthanB-(GPA<3.0). performance.
Compliant
N/A
studentswillpasstheoralexam
onthefirstattemptby
demonstratingsatisfactory
competencyineachoftheeight
MPHlearningoutcomes.
Target1.A.3:Amonggraduating AverageGPA=3.51
BSinPublicHealthstudents,the averageGPAinthesixcore
Compliant
publichealthclasses(HLTH100,
HLTH310,HLTH311,HLTH
322,HLTH330,HLTH345)will
be≥3.0.
Target1.A.4:Amonggraduating AverageBYUGPA=3.42
BSinPublicHealth:Health
Promotionemphasisstudents,
Compliant
theaverageBYUGPAwillbe
≥3.0.
Target1.A.5:Amonggraduating AverageBYUGPA=3.43
BSinPublicHealth:Health
Scienceemphasisstudents,the
Compliant
averageBYUGPAwillbe≥3.0.
2013/2014
0%hadoverallgrades
lowerthan3.0GPA.
Compliant
2014/2015
0%hadoverallgrades
lowerthan3.0GPA.
Compliant
N/A
100%passedonfirst
attempt.
Compliant
AverageGPA=3.50
Compliant
AverageGPA=3.46
Compliant
AverageBYUGPA=3.38
Compliant
AverageBYUGPA=3.19
Compliant
AverageBYUGPA=3.56
Compliant
AverageBYUGPA=3.4
Compliant
240
OutcomeMeasure
Target
Target1.A.6:Amonggraduating
BSinPublicHealth:
Healthemphasisstudents,the
2012/2013
AverageBYUGPA=3.25
Compliant
2013/2014
AverageBYUGPA=3.48
Compliant
2014/2015
AverageBYUGPA=3.31
Compliant
Target1.A.7:Amonggraduating
BSinPublicHealth:
Epidemiologystudents,the
AverageBYUGPA=3.35
Compliant
AverageBYUGPA=3.42
Compliant
AverageBYUGPA=3.38
Compliant
Target1.G.1:ForeachMPH
student,MPHfacultycommittee
chairswillcompleteastudent
revieweachsemesterwithat
least90%ofMPHfaculty
committeechairsreporting
satisfactoryprogresstoward
degreecompletion.
Target1.G.2:80%ofentering
MPHstudentswillgraduate
withintwoyearsof
matriculation.
Target1.G.3:60%ofBSinPublic
Healthstudentswillgraduate
withintwoyearsofearning96
academiccredits.
Target1.I.1:75%ofjob-seeking
MPHstudentswillfind
employmentwithinayear
followinggraduation.
100%satisfactory
progress
Compliant
100%satisfactory
progress
Compliant
100%satisfactory
progress
Compliant
78%graduatedwithin
twoyears
PartiallyCompliant
100%graduatedwithin
twoyears
Compliant
100%graduatewithin
twoyears
Compliant
51%graduatedwithin
twoyears
PartiallyCompliant
56%graduatedwithin
twoyears
PartiallyCompliant
63.64%graduatedwithin
twoyears
Compliant
100%jobseekers
employedwithinoneyear
Compliant
100%jobseekers
employedwithinone
year
Compliant
100%jobseekers
employedwithinoneyear
Compliant
Objective1.G:Ensuretimely
completionofprogramsof
study.
Objective1.I:Ensurethat
studentsarepreparedfor
publichealthemploymentor
graduateschool.
241
OutcomeMeasure
Target
Target1.I.2:80%ofadvanceddegree-seekingMPHstudents
willbeenrolledinagraduate
programwithinayearfollowing
graduation.
2012/2013
100%schooladmissions
withinoneyear(Linton,
Cowan)
Compliant
2013/2014
Nodegree-seekingMPH
students
Compliant
2014/2015
100%schooladmissions
withinoneyear(Sloan)
Compliant
Target1.I.3:60%ofgraduating
BSinPublicHealthstudents
whoapplytograduateschool
willbeacceptedbygraduation.
(ExitSurvey).
88%(April2012grads,no
surveydoneinApril
2013)
Compliant
82%
Compliant
72%
Compliant
242
4.3.g.CriterionAssessment(Assessmentoftheextenttowhichthiscriterionismet
criterion.)
Thiscriterionismet.
Strengths
• TheDepartmentofHealthSciencehasestablishedrecruitmentandadmissions
policiesandprocedurestoidentifyqualifiedstudentswhocansucceedintheir
academicprograms,becomeemployedincommunityhealtheducationsettingsand
haveprofessionalimpactsamongdiversepopulations.
• Despitehighadmissionscriteriaandrelativelylowenrollment,theprogram
continuestoattractstronganddiversestudentsasapplicants.Themidcourseand
programcompletionmeasuresforenrollingqualifiedstudentsindicatedthathigh-
qualitystudentclasseshavebeenrecruitedandretainedthroughoutthetwo-year
program.
• Itisanticipatedthatthenumberofqualifiedapplicants,includingthosefrom
diversebackgroundsorinternationallocations,willcontinuetoincreaseastheMPH
programgainsmorevisibilityandrecognition.
Weaknesses
• None.
ActionPlans
• Formalandinformalrelationshipsbetweenfacultymembersandpublichealth
agenciesandbetweenthedepartmentandotheracademicunitsoncampusalong
withcreativeandongoingrecruitmenteffortswillcontinuetoensuretheprogram
hasasteadystreamofqualifiedanddiverseapplicants.
243
4.4AdvisingandCareerCounseling.Thereshallbeavailableaclearly
explainedandaccessibleacademicadvisingsystemforstudents,aswellas
readilyavailablecareerandplacementadvice.
4.4.a. ProgramAdvisement(Descriptionoftheprogram’sadvisingservicesfor
studentsinalldegreesandconcentrations,includingsamplematerialssuchas
studenthandbooks.Includeanexplanationofhowfacultyareselectedforand
orientedtotheiradvisingresponsibilities.)
GraduateAdvising.UponrecommendationfromtheMPHAdmissionsCommittee,
prospectivestudentsreceivealetterfromtheuniversityindicatingtheyhavebeen
acceptedintotheMPHprogram.Shortlythereafter,theMPHdirectormakescontacteither
bytelephoneoremailtocongratulatethemontheiracceptanceandtoinformthemof
certainthingstoconsiderbeforeenteringtheprogram(e.g.,recommendedclassesforfall
schedule,thedateofthenewstudentorientation,preliminaryideasfortheMPHpracticum,
availabilityofresearch/teachingassistantships,theneedtotakearefreshercoursein
statisticsifnecessary).
Immediatelypriortofallsemesterofthefirstone,studentsattendanorientationmeeting
(seerecentagendainResourceFile4.4)wheretheymeettheirfellowstudents,receivean
MPHStudentHandbook(seeResourceFile4.3)andlearnaboutgeneralexpectations
associatedwiththeMPHprogram.Theorientationmeetingalsoprovidesanopportunity
forstudentsandfacultytomeeteachotherandlearnofprofessionalinterestsandresearch
projects.Theorientationmeetingfamiliarizesstudentswithpublichealth,totheuniversity,
andthedepartment,andtotheproceduresandopportunitiesthateachstudentcanexpect.
Withinonemonthofthismeeting,afterstudentsandfacultymembershavehadthe
opportunitytomakeindividualrequests,chairandcommitteeassignmentsaremadeand
communicatedtostudents.Althoughtheuniversityasawholehasgeneralcounselingand
careercenter,theMPHprogramdoesnot.Asaresult,thestudent’schairandcommittee,as
wellastheMPHdirectorandMPHfacultyasawhole,assumethebulkofthisresponsibility.
Allfacultymembersholdofficehoursandarewillingtoadvisestudentsduringotherhours.
AlthoughtheMPHdirectorholdsmeetingsandregularlycommunicatestostudents
throughouttheircourseofstudy,thecommitteechair,asthestudent’sprimaryfaculty
advisor,hastheresponsibilitytoadvisethestudentoncorecourserequirements,elective
courses,MPHfieldexperience,theoralexam,theCertifiedinPublicHealth(CPH)exam,
andemploymentopportunities.Facultyarethereforemorethanschedulebuilders—they
assiststudentswithallaspectsoftheirprofessionalpreparation.They,alongwiththe
programdirectorarealsoresponsibletoauthorizeprogramdocumentsincludingcourseof
studyapprovals,fieldworkexperienceproposals,andotherforms.Assuch,fieldexperience
planningmeetings,proposalmeetings,oralexammeetings,andotherformalmechanisms
areimportantwayforstudentstoreceiveadvisingandcareerdevelopmentneeds.These
244
advisingresponsibilitiesaredelineatedclearlythroughtheStudentandFacultyChecklist:
FromStarttoFinish(seeResourceFile4.4)andareassessedthroughtheExitSurvey.
AllMPHstudentsarereviewedregardingtheiracademicprogressthroughbiannual
reviewsconductedbytheircommitteemembersandreportedthroughtheMPHdirector
(seeResourceFile4.4).Thesebiannualreviewsincludecoursestaken,currentregistration,
coursesneeded,coursegrades,programGPA,andtimelimits,aswellastheirprogressin
fieldworkandtheCertifiedinPublicHealth(CPH)exam.Inadditiontocommittee
memberssigningthereviewform,studentsaregivensystematicfeedbackregardingtheir
progressandnextsteps.
InadditiontootheradvisingresourcesontheMPHwebsite,theMPHStudentHandbook
wassupplementedtoincludefrequentlyaskedquestions,compiledbyfacultyincommon
advisingrolescompiledthem(seeResourceFile4.3).Inresponsetograduatestudent
needs,thedepartmentalsocreatedafrequentlyaskedquestionswebpage(see:
http://hs.byu.edu/Programs/GraduateProgram/FrequentlyAskedQuestions.aspx).
UndergraduateAdvising.Studentsinterestedinpublichealthdeclaretheirmajorthrough
theCollegeofLifeSciencesacademicadvisingcenter(2060LifeSciencesBuilding).Once
themajorisdeclared,studentsaredirectedtoscheduleaninitialappointmentisscheduled
withacollegelevelacademicadvisor.Thisinitialmeetingwithacollegeadvisoristo
ensurethatstudentshaveallthenecessarygeneraleducationcoursesplannedor
completedpriortomeetingwithoneoftwoDepartmentofHealthScienceadvisors.The
DepartmentofHealthScienceadvisorsareavailableforstudentsMondaythrough
Thursdayandconsultwithstudentsthroughemail,phone,andinperson.Bothhavepublic
healthdegreesandareexperiencedinpublichealthpractice.
Departmentadvisorresponsibilitiesconsistofoutliningvariousemphasesareasinthe
major,orientingstudentstotheexpectationsassociatedwitheachrespectiveemphasis
area,discussingoptionalandrequiredinternshiprequirements,schedulebuildingand
sequencingcourses,providinginternshipopportunities,discussingemploymentoutlook
andjobopportunities,helpingwithprofessionalcertifications,andadvisingregarding
graduateschool.Advisorsuseuniversityanddepartmentalmapsheetstoassistwith
schedulebuilding(seeResourceFile2.8)andcoordinatetheiradvisingschedulesusinga
GoogleDoc.Advisingtopicsarealsotrackedusingthissysteminordertoassessstudent
needsandtobetterassistthem.
Studentspursingapublichealthmajorwithanemphasisinhealthsciencealsovisitwitha
college-leveladvisorwhohasparticularexpertiseinhelpingstudentsobtainthenecessary
prerequisitecoursesforprofessionalschools.Additionally,allfacultyholdofficehoursand
arewillingtoadvisestudentsduringotherhours,especiallyasitpertainstointernshipand
employmentopportunities.
Communicationisimportantforhelpingundergraduatestudentsstayengagedwithand
progressthroughtheprogram.Departmentadvisorsassistwithcommunicationby
245
reachingouttomajorsthroughemailatthebeginningofeachsemesterandterm.
Additionally,advisorsprovideaweeklynewslettertoallstudentswithupdatesonnews,
activities,events,curriculumchangesandrequirements,aswellasjobandinternship
opportunities(seehttp://hs.byu.edu/Newsletter.aspx).Informationisalsodistributed
throughsocialmediachannelssuchasFacebook(see
https://www.facebook.com/byupublichealth)andTwitter(see
https://twitter.com/BYUPublicHealth).Otherdepartmentalsocialmediachannelsinclude
LinkedIn(BYUDepartmentofHealthScienceGraduatesgroup),Instagram(see
https://instagram.com/byupublichealth/),andYouTube(see
https://www.youtube.com/channel/UCKeT75OKuVndwAYD8dkdoIA).
Onedepartmentaladvisorhasspecificresponsibilitiestomanageundergraduate
internships.Regularinternshipmeetingareheldthroughoutthesemestertoassist
students.Theprocessbeginswhenthestudentsreceivetheinternshipchecklist(see
ResourceFile4.4).Theadvisorhelpsthestudentsunderstandtheirresponsibilitiesasan
internandinternshipopportunitiesthatexist,aswellasproceduresforapplication,
implementationandcompletion.Detailsregardingundergraduateinternshipsarefoundon
thedepartmentwebsite(see
http://hs.byu.edu/JobsInternships/UndergraduateInternships/InternshipOpportunities.as
px)includingbutnotlimitedtotheinternshippacket(see
http://hs.byu.edu/JobsInternships/UndergraduateInternships/Packet.aspxandResource
File2.8).
4.4.b.CareerCounseling(Descriptionoftheprogram’scareercounselingservices
forstudentsinalldegreeprograms.Includeanexplanationofeffortstotailor
servicestomeetspecificneedsintheprogram’sstudentpopulation.)
Atthegraduatelevel,studentsworkwithagraduatecommitteeofthreefacultymembers
whoprovideassistanceandoversighttoeachstudent’sacademicplanandprogress.
Committeemembers,especiallythegraduatecommitteechair,provideimportantcareer
counselingthroughcommitteemeetingsandone-on-onevisits.Thus,graduatestudents
haveaccesstotheircommitteemembersformorethanjustschedulebuilding.TheMPH
programdirector(Dr.GordonLindsay)alsoprovidescareercounselingforgraduate
students,astheyareinterested.Healsoforwardsemailsofopportunitiesandmaintains
theBYUMPHblogwherejobopportunitiesarepostedforstudentreview(see
http://byumph.blogspot.com).
Additionalavenuesforgraduateandundergraduatestudentstolearnaboutcareer
opportunitiesoccurthroughdepartment-sponsoredforumsandseminars.Throughthese
eventsstudentsareexposedtoindividualsinprofessionalpracticewhoprovideinsights
intotheirjobs(seeTable4.4.b.1).
246
Table4.4.b.1.DepartmentSponsoredForumsandSeminars
Date
Title
October6,2011
PublicHealth2.0:LeveragingSocialMedia
andTechnologyforBetterHealth
Presenter
Dr.JayBernhardt,Universityof
Florida
October14,2011
CommunityHealthConnectBreakfast–
SafetynetprovidersinUtahCounty
StarrStratford,ExecutiveDirector
November11,2011
TheEffectofEarnedIncomeTaxCredit
ExpansionsonTheSmokingBehaviorof
Women
Dr.BenjaminCowan,Schoolof
EconomicsSciences,Washington
StateUniversity
December1,2011
TheFutureofInteractiveHealth
Communications:Theory,Researchand
Practice
Dr.VictorStrecher,Universityof
Michigan
January12,2012
WomenandChildrenFirst
Dr.DonnaPetersen,Deanofthe
CollegeofPublicHealth,University
ofSouthFlorida
January26,2012
LeveragingMobileandSocialTechnologies
forHealthBehaviorMeasurement,
InterventionandEnvironmental
Assessment
Dr.KevinPatrick,Universityof
CaliforniaSanDiego
September5,2012
UtahPartnershipforaHealthyWeight
October3,2012
November19,2012
GlobalHealthPromotion
EpiintheNews
April5,2013
MakeaDifferenceinLatinAmerica
LeonHammond,Executive
Director
Dr.WilliamJackson
Dr.EvanThacker,Universityof
AlabamaBirmingham,Schoolof
PublicHealth
Medlife
April12,2013
StrengtheningYourResume
FreedomfromHungerandHelen
KellerInternational
October22,2013
EconomicApproachestoInternational
HealthResearchandDevelopment
AndreasGeorgiadis,Universityof
Oxford,Departmentof
InternationalDevelopment;Senior
ResearchOfficer,YoungLives
September17,2014
PublicHealthNetworkingEvent
RebeccaGiles,UtahDepartmentof
Health
September18,2014
CollegeLecture:AGlobalPerspectiveon
AlcoholAbuseandAlcoholAbusePolicy
DagRekve,WorldHealth
Organization
September19,2014
MPHSeminar
DagRekve,WorldHealth
Organization
October14,2014
HumanTrafficking:MigrantandRefugee
Vulnerability
KelseyPerryMcGregor,University
ofSouthernCalifornia
March19,2015
CommunicatingPublicHealth:Messages,
Messengers,andImpact
JoyceGaufin,PastPresidentofthe
Association(APHA)
UndergraduatecareercounselingalsoinvolvesconnectingstudentswiththeCareer
247
CounselingCenterthroughtheBYUBridgeprogram(seehttps://byu-csm.symplicity.com).
StudentsintheIntroductiontoPublicHealthcourse(HLTH100)completeanemployment
marketabilityassignmentthatrequiresthemtoestablishaprofileinBYUBridge,uploada
resumeandsetpreferencesforagenciesofinterest.Throughthissystemstudentsarealso
madeawareofcareerfairopportunities.Studentsinallemphasisareasarerequiredto
takethiscourseandcompletethisassignment,andthiscoursecomesearlyinthemajorin
ordertoprovidepublichealthstudentswithopportunitiestoexploreandexpandoptions
foremploymentwhiletheyareintheprogramratherthanaftertheyleavetheprogram.As
anadditionalrequirementofthecourse,studentsarerequiredtocreateaLinkedIn
accountsothattheymightconnectwithBYUalumniforpossiblenetworking
opportunities.
During2014/2015,thedepartmentbeganhostingpublichealthnetworkingeventsinan
efforttoconnectstudentswithalumniworkinginthefield.Thesepresentationsarefound
inTable4.4.b.2andinResourceFile4.2.
Table4.4.b.2.PublicHealthNetworkingEvents
Date
Title
September17,2014
Q.andA.withthePublicHealth
Expert
October2,2014
ApplyingEpidemiologyinPublic
Health
November13,2014
TwoYearsOut:LessonsLearned
SinceGraduation
WorkinginPublicHealth:From
GlobaltoGovernment
EpidemiologyattheCDC
February20,2015
April1,2015
September23,2015
Expert
September29,2015
Expert
October20,2015
Expert
Presenter
RebeccaGiles,Manager,Autism
ProjectandAsthmaProgram,
JuliaShumway,MPH,Senior
Epidemiologist,Intermountain
Healthcare
JenniBloomfield,UVUSchool
CommunityPartnership
HillaryMorrisAnderson,Health
KidsColoradoSurvey
CarrieReid,CentersforDisease
MindyCollings,MPH,Utah
DepartmentofHealth,Health
Preparedness
JessicaStrong,MPH,
IntermountainHealthCare,
IntegratedCareManagement
AaronMeacham,PhD,MPH,LDS
HumanitarianServices
TheDepartmentofHealthSciencehashelpedfacilitateconnectionsforundergraduateand
graduatestudentswithalumnithroughtheAlumniProfilespage(see
http://hs.byu.edu/Alumni/AlumniProfiles.aspx).Thedepartmentalsomaintainsa
webpageforcareersineachofthefourBSinPublicHealthemphasesareas(seeHealth
Promotionexample:
http://hs.byu.edu/JobsInternships/Careers/CareersinHealthPromotion.aspx).Asnotedin
Criterion4.4.a.,jobopportunitiesaredistributedtostudentsthroughtheweekly
departmentnewsletter(seehttp://hs.byu.edu/Newsletter.aspx).
248
4.4.c. StudentSatisfaction(Informationaboutstudentsatisfactionwithadvising
andcareercounselingservices.)
Studentsatisfactionwithadvisingandcounselingservicesisprimarilyassessedthrough
theundergraduateandgraduateexitsurveys.Theseonlinesurveysareadministeredto
studentsfollowingthecompletionoftheprogramandrequiredofallgraduatepublic
healthstudents.Surveyresponseoptionsforadvisingrangefromfairtoexceptional(1fair,
2good,3verygood,4excellent,5exceptional)withsatisfactorydefinedasverygoodor
better(seeResourceFile2.7).AsreflectedonTable4.4.cbelow,recentcompilationsofexit
surveyresultsoverthepastthreeyearsindicateadefinitepositivetrendinstudent
satisfactioninadvisingandcounselingservices(seeCriteria1.2.c,Objective1.F):
Table4.4.c.OutcomeMeasuresforStudentSatisfactionwithAdvisingandCounselingServices
Outcome
Target
2012/2013
2013/2014
2014/2015
Measure
Objective1.F:
Target1.F.1:85%of 100%satisfaction 100%satisfaction 93%satisfaction
Provideeach
graduatingMPH
ofprogram
ofprogram
ofprogram
studentwith
programstudents
graduates
graduates
graduates
learning
willrespond
resourcesthat
favorablythatkey
Compliant
Compliant
Complaint
aidinthe
resourceswere
successful
provided.This
completionof
includesaccessto
program
faculty,advising,and
requirements.
fundingrelatedto
tuitionassistance,
researchassistance
andpracticum
support.(Exit
Survey)
Target1.F.2:80%of 85%(April2012
68%
80%
graduatingBSin
grads,surveynot PublicHealth
doneinApril
studentswillrate
2013)
thequalityof
departmentadvising Compliant
Partially
Compliant
asGood,VeryGood,
Compliant
orExceptionally
Good.(ExitSurvey)
Historicallystudentsexpressedconcernaboutwantingtohavebetterandearlier
assistancewithselectingfieldexperiences.Theseconcernshavealsobeenreported
throughalumnisurveys.Theprogramhasrespondedtotheseconcernsbypostingthefield
experienceopportunities,preceptors,andstudentfield-experienceexamplesonthe
websiteforstudentconsideration(see
http://hs.byu.edu/Programs/GraduateProgram/GraduateFieldExperience.aspx).However,
advisingconductedbythedirectorandmostnotablyamongfacultyadvisorsisgoodand
accommodatesforweaknessesapparentinadvisingamongourMPHstudents.
249
4.4.d.StudentConcernCommunication(Descriptionoftheproceduresbywhich
studentsmaycommunicatetheirconcernstoprogramofficials,including
informationabouthowtheseproceduresarepublicizedandabouttheaggregate
numberofcomplaintsand/orstudentgrievancessubmittedforeachofthelastthree
years.)
Anumberofuniversitypoliciesandproceduresapplytoallstudents,bothgraduateand
undergraduate,andprovideamechanismtoaddressstudentconcerns.Thesepoliciesand
proceduresaredetailedinResourceFile4.4andincludethefollowingdocuments:
• AcademicStandardsandProcedures:Outlinesconditionsandexpectationsaccordingto
studentacademicstandingaswellastheprocessforappealswhenonprobation
standing.
• AccommodationofPersonswithDisabilities:DescribestheAmericanswithDisabilities
ActandSection504oftheRehabilitationActof1973.Studentdisabilitygrievance
proceduresarediscussedandoutlinedintheDiscriminationComplaintProcedures.
• DisruptiveStudentConductProcedures:Providesstatementofinstitutionalauthority,
anddefinition,aswellasexamplesofdisruptivestudentconduct.Grievance,review
andappealsprocessesareoutlined.
• HonorCodeInvestigationandAdministrativeReviewProcess:Establishesinvestigative
aswellasadministrativereviewprocedures.Studentsmayrequestanadministrative
reviewofanydecisionresultinginadisciplinaryactionofprobation,suspension
withheld,suspensionordismissal.
• MisconductinFederallyFundedResearchPolicy:Outlineinquiryandinvestigation
proceduresrelativetomisconductinfederallyfundedresearch.
• SexualMisconductPolicy:Establishesprohibitedconductaswellascomplaintand
resolutionprocedures.
Thesepoliciesarepublicizedthroughtheundergraduatecatalog(see
http://registrar.byu.edu/catalog/2014-2015ucat/)andgraduatepoliciesandprocedures
(seehttps://graduatestudies.byu.edu/content/policies-and-procedures).
GraduateAcademicGrievancePolicyandProcedures.TheMPHprogramfollowsthe
graduatestudentacademicgrievancepolicy.Thisprocessandpolicyispublicizedand
prominentlyidentifiedasPolicy13.0—StudentAcademicGrievances,availableinprintand
onlineforstudentsthroughtheMPHStudentHandbook(seeResourceFile4.3)andis
includedinResourceFile4.4.
StudentsintheMPHprogramhavesubmittednoformalgrievances.Todate,allstudent
concernshavebeenhandledinformally.WithintheMPHprogram,studentsareableto
discussanyprogram-relatedconcernswiththeprogramdirectorordepartmentchair.
TheseindividualsareaccessibletotheMPHstudentstohelpaddressissuesbeforethey
escalate.WhenstudentsbringconcernstotheMPHprogramdirector,heworkswiththe
studentsandotherpartiestofindasolutionacceptabletothestudent.Studentshaveraised
issuespertainingtoinstructorfairnessingrading.Thesethreeorfouroccasionshave
250
focusedontherigorandexpectationsofthequantitativecourses.Ineachcase,students
wereencouragedtoconsideranappropriatewaytoraisetheissuewitheachinstructor.
Thestudentswereinvitedtodocumenttheirworriesandsubmitthemforconfidential
consideration.Aclearprocessforaddressingstudentcomplaintsandformalgrievancesare
ineffectandwidelysharedinhardcopyoronlinewithintheMPHStudentHandbook.All
issuesthathavearisenhavebeenresolvedandnonehaverisentothelevelofastudent
requestingtofileaformalgrievance.
UndergraduateAcademicGrievancePolicyandProcedures.TheStudentAcademic
GrievancePolicyassistsstudentswhobelievetheiracademicworkorconducthasbeen
unfairlyorinadequatelyevaluatedbythefaculty.Thispolicyispublicizedinthe
UndergraduateCatalog(see:http://registrar.byu.edu/catalog/20142015ucat/GeneralInfo/Records.php)andalsoincludedinResourceFile4.4.
Studentsintheundergraduateprogramhavesubmittedthreeformalgrievancesinthelast
threeyears,allduringthe2014/2015academicyear.Thesegrievanceswereeachrelated
totheapprovalofacademicinternshipswithoutthestudenthavingthenecessaryprerequisitecoursework.
criterion.)
Thecriterionismet.
Strengths
• Thefacultyarecommittedtofine-tuningadvisingproceduresandtocommunicating
programrequirementsandjobandfieldplacementresourcesduringstudent
undergraduateandgraduateadvising.
• Undergraduateadvisingandcareercounselingservicesarewellestablishedand
integratedintopublichealthprogramdelivery.
• TheDepartmentofHealthSciencehasestablishedforumsandseminarsaswellas
PublicHealthNetworkingeventstoconnectstudentswithalumniandothers
workinginthefieldofpublichealth.
Weaknesses
• WhilegeneralcareerfairsareofferedthroughUniversityCareerServices,public
healthspecificcareerfairshavenotbeeninstituted.
ActionPlan
• RespondtoundergraduateandgraduatestudentsatisfactionsurveysandMPH
StudentCouncil’sfeedbacktoaddressinterestandneedsassociationwithadvising
andcareercounseling.
• WorkwithCareerServicestoimplementapublichealthsectionoftheuniversity
careerfairtobetterservetheneedsofpublichealthmajors.
251
ContentsoftheElectronicResourceFile
1.1Mission
AimsofaBYUEducation.pdf
BYUMissionStatement.pdf
1.2Evaluation
2012-2013AcademicUnitReview
AccreditationCommitteeAssigments.pdf
MPHCourseReviewProcess
MPHCourseReviewReports
1.3InstitutionalEnvironment
AccreditingBodies
DecisionMakingPolicy
DiversityRecruitmentReport
HiringPolicyandClearance
InterviewQuestions
PositionAnnouncements
PositionJustification
SearchAds
SearchProcesses
1.4OrganizationandAdministration
AcademicHealthDepartment
AHDProjectExamples
1.5Governance
AccreditationCommittee
AdvisoryCommittee
DepartmentCommittees
DepartmentMeetings
GraduateStudiesManual
MPHCurriculumandLearningCommittee
2010-2011
2011-2012
2012-2013
2013-2014
2014-2015
MPHStudentCouncil
MPHStudentHandbooks
Third-PartyComment
UndergraduateCurriculumandLearningCommittee
Pre2015
2015-2016
1.6FiscalResources
GraduateStudentFunding
MPHScholarAward
1.7FacultyandOtherResources
252
FTECalculations
LSBFloorPlan
1.8Diversity
DiversityModule
PoliciesandProcedures
StudyAbroad
2.1DegreeOfferings
GraduateCatalog2014-2015.pdf
UndergraduateCatalog2013-2014.pdf
LearningOutcomesAlignment
Syllabi–MPH
2.2ProgramLength
CreditHourPolicy
2.3PublicHealthCoreKnowledge
MPHAssignments
Syllabi–MPH
2.4PracticalSkills
FieldExperienceForms
FieldExperienceReports
GlobalHealthInternshipProgram
InternshipMasterAgreement
2.5CulminatingExperience
OralExamEvaluation
OralExamEvaluationExamples
2.6RequiredCompetencies
LearningOutcomesAlignment
2.7AssessmentProcedures
AlumniSurvey
CHESExamResults
CPHExamResults
EmployerSurvey
MPHAlumniDatabase
MPHExitSurvey
MPHSelfAssessmentSurveys
PreceptorSurvey
SeniorExitSurvey
SeniorSurvey
StudentAchievementMonitoring
2.8Bachelor’sDegreesinPublicHealth
InternshipForms
InternshipPoliciesandProcedures
MapSheets
Syllabi–BS
3.1Research
EndowmentsandScholarships
253
ExternalFunding
FacultyPublications
ResearchAssistants
ResearchPolicies
3.2Service
BPHA
ServicePolicies
TakeBackEvents
3.3WorkforceDevelopment
EmergingTrendsResults.pdf
MPHAlumniConference2012
PublicHealthForums
UCHDAssessment
4.1FacultyQualifications
Non-CFSTrackAcademicAppointmentsPolicy.pdf
PrimaryFacultyVitae
SecondaryFacultyVitae
4.2FacultyPoliciesandProcedures
CourseandInstructionsEvaluation
EvaluationProcedures
FacultyDevelopment
FacultyHandbook
FacultyHiring
4.3StudentRecruitmentandAdmissions
MPHAdmissionCriteria
MPHPosters
MPHRecruitingMaterials
MPHStudentHandbooks
4.4AdvisingandCareerCounseling
GrievancePolicies
MPHBi-AnnualReviews
MPHStudentandFacultyTimeline.pdf
MPHStudentOrientation
NetworkingEvents
UndergraduateAdvisingMaterials
UndergraduateInternships
254

Preliminary Self-Study - BYU Health Science

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