Graduate Student Outcomes Assessment Activity Summary
School of HPELS/Division of Health Promotion and Education
Based on the Three Responsibility Areas Required for Accreditation
Through Society of Public Health Educators, SOPHE
RESPONSIBILITY AREA I: Areas of Knowledge Basic to Public Health
Competencies
How are
knowledge/skills
obtained?
Comp. A. Biostatistics
410:293 Epidemiology
Collection, storage, retrieval, analysis and
interpretation of health data; design and
analysis of health-related surveys and
experiments; and concept and practice of
statistical data analysis
250:180 Statistical Methods in
Education
440:290 Research Methods
for HPELS
Assessments
used
1. Course-specific
evaluations
2. Course specific
grades
3.Comprehensive
examination
4. Independent
research effort
Findings
Actions taken
All students must
pass with B or better
graduate courses
All students must
pass comprehensive
examination
All students must
defend independent
research effort
250:205 Educational
Research
Comp. B. Epidemiology
410:293 Epidemiology
2. Course specific
grades
Distributions and determinants of disease,
disabilities and death in human
populations; the characteristics and
dynamics of human populations; and the
natural history of disease and the
biological basis of health
Comp. C. Environmental Health
Sciences
Environmental factors including biological,
physical and chemical factors which affect
the health of a community
1. Course-specific
evaluations
3.Comprehensive
examination
4. Independent
research effort
410:166(g) Environmental
Health Science
1. Course-specific
evaluations
2. Course specific
grades
3.Comprehensive
examination
4. Independent
research effort
All students must
pass with B or better
graduate courses
All students must
pass comprehensive
examination
All students must
defend independent
research effort
All students must
pass with B or better
graduate courses
All students must
pass comprehensive
examination
All students must
defend independent
research effort
Added as a requirement for
community health track 2003
curricular cycle
Actions
planned
Comments
Competencies
Comp. D. Health Services
Administration
Planning, organization, administration,
management, evaluation and policy
analysis of health programs
How are
knowledge/skills
obtained?
150:130(g) Training: Design
and Delivery
410:131(g) Worksite Health
Promotion
410:165(g) Environmental and
Occupational Health
Regulations
Assessments
used
1. Course-specific
evaluations
2. Course specific
grades
3.Comprehensive
examination
4. Independent
research effort
410:290 Philosophy and
Ethics
Findings
Actions taken
All students must
pass with B or better
graduate courses
Added 410:165(g) as a
requirement for the health
promotion/fitness
management track 2003
curricular cycle
All students must
pass comprehensive
examination
All students must
defend independent
research effort
410:178(g) Health Advocacy
Social Action and Policy
Development
Comp. E. Social and Behavioral
Sciences
Concepts and methods of social and
behavioral sciences relevant to the
identification and the solution of public
health problems
410:290 Philosophy and
Ethics
410:220 Determinants of
Health
410:178(g) Health Advocacy
Social Action and Policy
Development
1. Course-specific
evaluations
2. Course specific
grades
3.Comprehensive
examination
4. Independent
research effort
All students must
pass with B or better
graduate courses
All students must
pass comprehensive
examination
All students must
defend independent
research effort
Developed determinants of
health elective 2003 curricular
cycle
Actions
planned
Comments
RESPONSIBILITY AREA II : Basic Community Health Education Concepts and Knowledge
Competencies
How are
knowledge/skills
obtained?
410:290 Philosophy and
Ethics
Comp. A. Community Health Analysis
With special reference to community
description, analysis of communication
pathways, influence and poser, social norms,
coordinating provision of health education
services, and roles of institutions in relation
to learning and the behavioral change
process
Comp. B. Health Related Behavior
Including knowledge of psychosocial,
cultural and situational factors in the
voluntary behavior change process
Assessments
used
1. Course-specific
evaluations
410:220 Determinants of
2. Course specific grades
Health
410:131(g) Worksite
Health Promotion
410:178(g) Health
Advocacy Social Action
and Policy Development
410:220 Determinants of
Health
410:131(g) Worksite
Health Promotion
3.Comprehensive
examination
4. Independent research
effort
1. Course-specific
evaluations
3.Comprehensive
examination
1. Course-specific
evaluations
2. Course specific grades
410:156(g) Implementing
Health Promotion
3.Comprehensive
Programs
examination
410:131(g) Worksite
Health Promotion
410:178(g) Health
Advocacy Social Action
and Policy Development
All students must
pass
comprehensive
examination
All students must
pass with B or
better graduate
courses
2. Course specific grades
Comp. C. Educational Processes
With particular relevance to adult learning,
theories of health education including
knowledge and skill in the use of group
dynamics, leadership skills, mass media,
community organization, training,
consultation, communication, information
retrieval systems, and planning as
educational methods aimed at helping
people to make voluntary, informed choices
All students must
pass with B or
better graduate
courses
All students must
defend independent
research effort
4. Independent research
410:178(g) Health
effort
Advocacy Social Action
and Policy Development
410:176(g) Planning
Health Promotion
Programs (#1 &4)
Findings
4. Independent research
effort
All students must
pass
comprehensive
examination
All students must
defend independent
research effort
All students must
pass with B or
better graduate
courses
All students must
pass
comprehensive
examination
All students must
defend independent
research effort
Actions taken
Actions
planned
Comments
Competencies
Comp. D. Educational Program
Planning, Implementation, and
Evaluation
Including the use of community and behavioral
analysis as a basis for establishing educational
objectives, determining appropriate methods for
educational intervention, carrying out planned
education programs and evaluating behavioral
change outcomes, changes in community
services and programs and community health
status
Comp. E. Administration
With emphasis on organization theory,
administrative management, supervisory and
legislative processes, and conflict resolution
How are
knowledge/skills
obtained?
410:176(g) Planning
Health Promotion
Programs (#1 &4)
Assessments
used
1. Course-specific
evaluations
2. Course specific grades
3.Comprehensive
410:156(g) Implementing examination
Health Promotion
4. Independent research
Programs
effort
410:145(g) Health
Promotion Evaluation
Findings
Actions taken
All students must
pass with B or
better graduate
courses
All graduate
applicants must take
these courses as
deficiencies if not
matriculating in as UNI
undergraduate
All students must
pass
comprehensive
examination
All students must
defend independent
research effort
150:130(g) Training:
Design and Delivery
410:131(g) Worksite
Health Promotion
1. Course-specific
evaluations
2. Course specific grades
3.Comprehensive
examination
4. Independent research
410:165(g) Environmental effort
and Occupational Health
Regulations
410:290 Philosophy and
Ethics
410:178(g) Health
Advocacy Social Action
and Policy Development
All students must
pass with B or
better graduate
courses
All students must
pass
comprehensive
examination
All students must
defend independent
research effort
Added 410:165(g) as a
requirement for the
health
promotion/fitness
management track
2003 curricular cycle
Actions
planned
Comments
RESPONSIBILITY AREA III: Research
Competencies
Comp. A: Research Design and Methods
Illustrate a comprehensive understanding of
the commonly employed research study
designs, illustrate an understanding of internal
and external validity and reliability in study
design and conduct, illustrate an
understanding of human subjects protections
and protocols, illustrate competency in
principles of recruiting, conducting, and
analyzing research
How are
knowledge/skills
obtained?
410:293 Epidemiology
250:180 Statistical Methods
in Education
440:290 Research Methods
for HPELS
250:205 Educational
Research
410:299 HP Research
Assessments
used
1. Course-specific
evaluations
2. Course specific
grades
3.Comprehensive
examination
4. Independent
research effort
5. Successful
completion of thesis or
research paper
Findings
Actions
taken
All students must
pass with B or
better graduate
courses
2 hours of
410:289 HP
Research
Seminar were
added as a
requirement
2004 curricular
cycle
All students must
pass
comprehensive
examination
All students must
defend
independent
research effort
440:210 Quantitative
Methods for HPELS
440:215 Qualitative
Methods for HPELS
1.Comprehensive
examination
Comp. B: Contributions to Knowledge
Base and Critique of Same
Contribute to the knowledge base of the
community health education discipline,
including research directed at improving the
practice of public health, and communicating
those findings to the larger professional
audience
410:299 HP Research
2. Independent
research effort
3. Successful
completion of thesis or
research paper
All students must
pass with B or
better graduate
courses
All students must
pass
comprehensive
examination
All students must
defend
independent
research effort
2 hours of
410:289 HP
Research
Seminar were
added as a
requirement
2004 curricular
cycle
Actions
planned
Comments