SJSU Annual Program Assessment Form
Academic Year 2013-2014
Department: Health Science and Recreation
Program: Public Health – Masters (MPH)
College: CASA
Website: http://www.sjsu.edu/hsr/
University Learning Goals:
The department of Health Science and Recreation has had a vacancy in an administrative position that
provides website support. The posting of the University Learning Goals in alignment with the
undergraduate Health Science and Recreation degrees as well as our Master’s of Public Health degree.
The information will be found at: http://www.sjsu.edu/hsr/academicprograms/ once the newly hired
(May 26, 2014) administrative support coordinator has received the mandatory training required to
provide support to the web site.
Health Science Degree Specific Link:
http://www.sjsu.edu/hsr/academicprograms/undergraduate/index.html
Contact Person and Email: Jack Wall Interim Chair, Health Science and Recreation jack.wall@sjsu.edu
Graduate Faculty: Dr. Anne Demers
Date of Report: July 15, 2014
Part A
List of Program Learning Outcomes (PLOs)
MASTER’S of PUBLIC HEALTH - RESPONSE
The PLOs for the graduate degree in Public Health have undergone a significant review based on the need
to continue to meet and in some cases exceed the standards for the accrediting body Council for
Education for Public Health (CEPH). Presented in this report are data that were recently presented as
outcomes assessment during the Spring 2014 accreditation visit.
San Jose State University - MPH Degree - Program and Learner Outcomes
MPH Core Competencies Aligned with SJSU Learning Goals
The MPH program addresses all SJSU Learning Goals
for All Students through its Eight (8) Program Learning Outcomes
PLO #1 ‐ Analyze and research emerging trends, priorities, and assets to predict future individual and
community health and opportunities based on historical foundations, societal changes, and current
evidence, and to communicate their implications for public health and health promotion policy and
practice
PLO #2 ‐ Apply concepts and theories of behavior, education, systems, complexity, communication, and ecological f
rameworkdesign, plan, implement, evaluate, and disseminate health education and health promotion interventions
and policy in acwith public health objectives, community needs, and organizational and community goals
PLO #3 ‐ Provide technical assistance and act as a health education resource across a broad range of settings topro
motecommunity health through community building and organizing with identified stakeholders, including communi
ty membeconsumers, health practitioners and health care providers, policy and decision‐makers
PLO #4 ‐ Apply administration principles and skills to manage human, fiscal, capital, and societal resources
whenadministering health education strategies, interventions, and program.
PLO #5 ‐ Apply quantitative and qualitative data analysis principles and skills to community health education and pr
omotion
PLO #6 ‐ Apply the principles and skills of effective inclusive and multicultural communication when working
with individuals, groups, organizations, and communities form diverse cultures and backgrounds
PLO #7 ‐ Advance public health practice and the health education profession by drawing upon historical and
contemporary contributions of the field and applying principles of social justice
PLO #8 ‐ Adhere to standards fo ethical practice and research based on their personal values and mission statements, institutio
nal mandates, and the Code of Ethics for the Health Education Profession, in order to apply
them to fields of public health and community health education
1.
of PLOs to University Learning Goals (ULGs) (see above tracking tool)
NOTE:
 Each ULG is addressed by at least 1 MPH PLO
• 3 ULGs are addressed and reinforced through 2 PLOs
• 5 ULGs are addressed and reinforced across 5 or more PLOs
ULG #1 ‐ Specialized Knowledge
Depth of knowledge required for a degree, as identified by its program learning outcomes
Demonstrated through program accreditation by the Council on Education for Public Health (CEPH)
ULG #2 ‐ Broad Integrative Knowledge
2.a. Mastery of each step of an investigative, creative, or practical project
PLO #1 ‐ Analyze and research emerging trends, priorities, and assets to predict future individual and
community health and opportunities based on historical foundations, societal changes, and current
evidence, and to communicate their implications for public health and health promotion policy and practice
PLO #2 ‐ Apply concepts and theories of behavior, education, systems, complexity, communication, and ecological fr
ameworkdesign, plan, implement, evaluate, and disseminate health education and health promotion interventions a
nd policy in acwith public health objectives, community needs, and organizational and community goals
2.b. Understanding of the implications of results or findings from a particular work in societal context
PLO #5 ‐ Apply quantitative and qualitative data analysis principles and skills to community health education
and promotion
PLO #8 ‐ Adhere to standards for ethical practice and research based on their personal values and mission
statements, institutional mandates, and the Code of Ethics for the Health Education Profession, in order to apply the
m to fields of public health and community health education.
ULG #3 ‐ Intellectual Skills
3.a. Fluency in the use of specific theories, tools, technology, and graphical representation
PLO #2 ‐ Apply concepts and theories of behavior, education, systems, complexity, communication, and ecological fr
ameworkdesign, plan, implement, evaluate, and disseminate health education and health promotion interventions a
nd policy in accordancewith public health objectives, community needs, and organizational and community goals
PLO #3 ‐ Provide technical assistance and act as a health education resource across a broad range of settings to prom
otecommunity health through community building and organizing with identified stakeholders, including
community members, consumers, health practitioners and health care providers, policy and decision‐makers
PLO #4 ‐ Apply administration principles and skills to manage human, fiscal, capital, and societal resources
whenadministering health education strategies, interventions, and program.
PLO #5 ‐ Apply quantitative and qualitative data analysis principles and skills to community health education and pro
motion
PLO #6 ‐ Apply the principles and skills of effective inclusive and multicultural communication when working
with individuals, groups, organizations, and communities form diverse cultures and backgrounds
PLO #7 ‐ Advance public health practice and the health education profession by drawing upon historical and
contemporary contributions of the field and applying principles of social justice
3.b. Skills and abilities necessary for lifelong learning: critical and creative thinking effective communica
tion, consciengathering and processing, mastery of quantiative methodologies, and the ability to engag
e effectively in collaborative
PLO #1 ‐ Analyze and research emerging trends, priorities, and assets to predict future individual and community hea
lth nand opportunities based on historical foundations, societal changes, and current evidence, and to
communicate their implications for public health and health promotion policy and practice
PLO #2 ‐ Apply concepts and theories of behavior, education, systems, complexity, communication, and ecological fr
amewdesign, plan, implement, evaluate, and disseminate health education and health promotion interventions and
policy in acwith public health objectives, community needs, and organizational and community goals
PLO #3 ‐ Provide technical assistance and act as a health education resource across a broad range of settings to prom
otecommunity health through community building and organizing with identified stakeholders, including community
membeconsumers, health practitioners and health care providers, policy and decision‐makers
PLO #4 ‐ Apply administration principles and skills to manage human, fiscal, capital, and societal resources
when administering health education strategies, interventions, and program.
PLO #5 ‐ Apply quantitative and qualitative data analysis principles and skills to community health education
and promotion
PLO #6 ‐ Apply the principles and skills of effective inclusive and multicultural communication when working
with individuals, groups, organizations, and communities form diverse cultures and backgrounds
PLO #7 ‐ Advance public health practice and the health education profession by drawing upon historical and
contemporary contributions of the field and applying principles of social justice
ULG #4 ‐ Applied Knowledge
4.a. Ability to integrate theory, practice, and problem‐solving to address practical issues
PLO #1 ‐ Analyze and research emerging trends, priorities, and assets to predict future individual and community
health and opportunities based on historical foundations, societal changes, and current evidence, and to
communicate their implications for public health and health promotion policy and practice
PLO #2 ‐ Apply concepts and theories of behavior, education, systems, complexity, communication, and ecological fr
ameworkdesign, plan, implement, evaluate, and disseminate health education and health promotion interventions a
nd policy in accordancewith public health objectives, community needs, and organizational and community goals
PLO #3 ‐ Provide technical assistance and act as a health education resource across a broad range of settings to prom
otecommunity health through community building and organizing with identified stakeholders, including community
members,consumers, health practitioners and health care providers, policy and decision‐makers
PLO #4 ‐ Apply administration principles and skills to manage human, fiscal, capital, and societal resoures when admi
nistering health education strategies, interventions, and program.
PLO #5 ‐ Apply quantitative and qualitative data analysis principles and skills to community health education
and promotion
PLO #6 ‐ Apply the principles and skills of effective inclusive and multicultural communication when working with
individuals, groups, organizations, and communities form diverse cultures and backgrounds
PLO #7 ‐ Advance public health practice and the health education profession by drawing upon historical and
contemporary contributions of the field and applying principles of social justice
4.b. Ability to apply their knowledge and skills to new settings or in addressing complex problems
PLO #1 ‐ Analyze and research emerging trends, priorities, and assets to predict future individual and community hea
lth and opportunities based on historical foundations, societal changes, and current evidence, and to
communicate their implications for public health and health promotion policy and practice
PLO #2 ‐ Apply concepts and theories of behavior, education, systems, complexity, communication, and ecological fr
ameworkdesign, plan, implement, evaluate, and disseminate health education and health promotion interventions a
nd policy in accordancewith public health objectives, community needs, and organizational and community goals
PLO #3 ‐ Provide technical assistance and act as a health education resource across a broad range of settings to prom
otecommunity health through community building and organizing with identified stakeholders, including community
membeconsumers, health practitioners and health care providers, policy and decision‐makers
PLO #4 ‐ Apply administration principles and skills to manage human, fiscal, capital, and societal resources when ad
ministering health education strategies, interventions, and program.
PLO #5 ‐ Apply quantitative and qualitative data analysis principles and skills to community health education and
promotion
PLO #6 ‐ Apply the principles and skills of effective inclusive and multicultural communication when
workingwithindividuals, groups, organizations, and communities form diverse cultures and backgrounds
PLO #7 ‐ Advance public health practice and the health education profession by drawing upon historical and
contemporary contributions of the field and applying principles of social justice
PLO #8 ‐ Adhere to standards fo ethical practice and research based on their personal values and mission statements
, institutional mandates, and the Code of Ethics for the Health Education Profession, in order to apply
them to fields of public health and community health education
4.c. The ability to work productively and in groups
PLO #3 ‐ Provide technical assistance and act as a health education resource across a broad range of settings to prom
otecommunity health through community building and organizing with identified stakeholders, including community
members,consumers, health practitioners and health care providers, policy and decision‐makers
PLO #6 ‐ Apply the principles and skills of effective inclusive and multicultural communication when working
with individuals, groups, organizations, and communities form diverse cultures and backgrounds
ULG #5 ‐ Social and Global Responsibilities
5.a. Ability to act intentionally and ethically to address a global or local problem in an informed manner
witha multicultural and historical perspective and a clear understanding of societal and civic responsibil
ities
PLO #1 ‐ Analyze and research emerging trends, priorities, and assets to predict future individual and community hea
lth and opportunities based on historical foundations, societal changes, and current evidence, and to
communicate their implications for public health and health promotion policy and practice
PLO #2 ‐ Apply concepts and theories of behavior, education, systems, complexity, communication, and ecological fr
ameworkdesign, plan, implement, evaluate, and disseminate health education and health promotion interventions a
nd policy in acceptancewith public health objectives, community needs, and organizational and community goals
PLO #3 ‐ Provide technical assistance and act as a health education resource across a broad range of settings to prom
otecommunity health through community building and organizing with identified stakeholders, including community
member,consumers, health practitioners and health care providers, policy and decision‐makers
PLO #4 ‐ Apply administration principles and skills to manage human, fiscal, capital, and societal resources when
administering health education strategies, interventions, and program
PLO #5 ‐ Apply quantitative and qualitative data analysis principles and skills to community health education and pro
motion
PLO #6 ‐ Apply the principles and skills of effective inclusive and multicultural communication when working within
individuals, groups, organizations, and communities form diverse cultures and backgrounds
PLO #7 ‐ Advance public health practice and the health education profession by drawing upon historical and
contemporaycontributions of the field and applying principles of social justice
PLO #8 ‐ Adhere to standards of ethical practice and research based on their personal values and missin statements,
institutional mandates, and the Code of Ethics for the Health Education Profession, in order to apply them to
fields of public health and community health education
5.b. Diverse and global perspectives through engagement with the multidimensional SJSU community
PLO #6 ‐ Apply the principles and skills of effective inclusive and multicultural communication when working
with individuals, groups, organizations, and communities form diverse cultures and backgrounds
2. Alignment – Matrix of PLOs to Courses (see tracking tool below)
Master’s of Public Health
Courses and other learning experiences by which the competencies are met.
P=Primary, R=Reinforcing
Public Health Core Competency
1. Analyze and research emerging
trends, priorities, and assets to predict
future individual and community health
needs and opportunities based on
historical foundations, societal changes,
and current evidence, and to
communicate their implications for
public health and health promotion
policy and practice.
2. Apply concepts and theories of
behavior, education, systems,
complexity, communication, and
ecological frameworks to design, plan,
implement, evaluate, and disseminate
health education and health promotion
interventions and policy in accordance
with public health objectives,
community needs, and organizational
and community goals.
3. Provide technical assistance and act
as a health education resource across a
broad range of settings to promote
community health through community
building and organizing with identified
stakeholders, including community
members, consumers, health
practitioners and health care providers,
policy and decision-makers.
4. Apply administration principles and
skills to manage human, fiscal, capital,
and social resources when administering
health education strategies,
interventions, and programs.
Courses
HS 201 Groups and
Training: R
HS 272 –
Health
Promotion
Planning and
Evaluation: P
HS 262 - Health
Services
Organization: R
HS 293 –
Leadership
Training for
Health
Professionals:
R
HS 271 –
Theoretical
Foundations of
Public Health:
P
HS 261 –
Epidemiology
-P
HS 269 –
Applied Data
Analysis: R
HS 272 –
Health
Promotion
Planning and
Evaluation: P
HS 291B –
Fieldwork
Practicum: R
HS 201 Groups and
Training: R
HS 272 –
Health
Promotion
Planning and
Evaluation: R
HS 276 –
Community
Organization:
P
HS 201 Groups and
Training: R
HS 263 Principles &
Skills of Health
Administration:
P
HS 272 –
Health
Promotion
Planning and
Evaluation: R
HS 265 –
Environ.
Health: P
HS 261Epidemiology:
R
HS 267Computational
Public Health
Statistics: R
Public Health
Core
Competency
Courses
5. Apply
quantitative and
qualitative data
analysis principles
and skills to
community health
education and
promotion;
6. Apply principles
and skills of
effective inclusive
and multicultural
communication
when working with
individuals, groups,
organizations, and
communities from
diverse cultures
and backgrounds.
7. Advance public
health practice and
the health
education
profession by
drawing upon
historical and
contemporary
contributions of the
field and applying
principles of social
justice.
8. Adhere to
standards for
ethical practice and
research based on
personal values and
mission statements,
institutional
mandates, and the
Code of Ethics for
the Health
Education
Profession, in order
to apply them to
fields of public
health and
community health
education.
HS 267 –
Computational
Statistics-R
HS 269 –
Applied Data
Analysis: P
HS 272 –
Health
Promotion
Planning and
Evaluation: R
HS 201 Groups and
Training: R
HS 276 –
Community
Organization: P
HS 277Multicultural
Communication
for Health
Professionals: P
HS 200:
Contemporary
Practice:
Public Health,
Health
Promotion
and
Community
Health
Education: P
HS 265 –
Environ.
Health: R
HS 293 –
Leadership
Training for
Health
Professionals: R
HS 200:
Contemporary
Practice:
Public Health,
Health
Promotion
and
Community
Health
Education: P
HS 201 Groups and
Training: R
HS 263 Principles &
Skills of Health
Administration:
R
HS 261Epidemiology P
HS 269 –
Applied
Data Analysis R
Advanced Health
Education
Competency
Courses
HS 272 –
Health
Promotion
Planning and
Evaluation: P
HS 276 –
Community
Organization: P
1. Plan assessment
process
HS 201 Groups and
Training: P
HS 295Research
Design and
Methodology:
R
HS 272 – Health
Promotion
Planning and
Evaluation: R
HS 295Research
Design and
Methodology:
P
HS 291D –
Fieldwork
Practicum: P
HS 293 –
Leadership
Training for
Health
Professionals:
R
2. Examine factors
that influence the
learning process
HS 201 Groups and
Training: P
HS 271 –
Theoretical
Foundations of
Public Health:
P
HS 272 –
Health
Promotion
Planning and
Evaluation: P
HS 277Multicultural
Communication
for Health
Professionals: R
Advanced Health
Education
Competency
Courses
3. Infer needs for
health education
based on
assessment findings
HS 201 Groups and
Training: P
HS 261Epidemiology P
HS 271 –
Theoretical
Foundations of
Public Health: P
HS 272 – Health
Promotion
Planning and
Evaluation: P
4. Develop goals
and objectives
HS 201 Groups and
Training: P
HS 291A –
Fieldwork
Seminar: P
HS 295Research
Design and
Methodology:
R
5. Select or design
strategies and
interventions
HS 201 Groups and
Training: P
HS 201 Groups and
Training: P
HS 272 –
Health
Promotion
Planning and
Evaluation: P
HS 269 –
Applied Data
Analysis: R
HS 295Research
Design and
Methodology:
R
6. Develop a scope
and sequence for
the delivery of
health education
7. Train individuals
involved in
implementation of
health education
HS 201 Groups and
Training: P
8. Develop
evaluation/research
plan
HS 201 Groups and
Training: P
HS 269 –
Applied Data
Analysis: P
HS 291A –
Fieldwork
Seminar
HS 295Research
Design and
Methodology:
P
9. Design
instruments to
collect
HS 201 Groups and
Training: R
HS 272 –
Health
Promotion
Planning and
Evaluation: P
HS 271 –
Theoretical
Foundations of
Public Health:
P
HS 272 –
Health
Promotion
Planning and
Evaluation: P
HS 272 –
Health
Promotion
Planning and
Evaluation: R
HS 272 –
Health
Promotion
Planning and
Evaluation: P
HS 269 –
Applied Data
Analysis: P
10. Apply findings
from evaluation
research
HS 201 Groups and
Training: R
HS 272 –
Health
Promotion
Planning and
Evaluation: P
HS 267Computational
Public Health
Statistics: R
HS 295Research
Design and
Methodology:
P
11. Manage fiscal
resources
HS 201 Groups and
Training: R
12. Provide training
HS 201 Groups and
Training: P
HS 263 Principles &
Skills of Health
Administration:
P
HS 271 –
Theoretical
Foundations of
Public Health:
R
HS 295Research
Design and
Methodology:
P
HS 269 –
Applied Data
Analysis: P
HS 272 –
Health
Promotion
Planning and
Evaluation: R
HS 272 –
Health
Promotion
Planning: and
Evaluation: R
Advanced Health
Education
Competency
Courses
13. Serve as a
health education
consultant
HS 201 Groups and
Training: R
HS 291 B –
Fieldwork
Practicum: P
14. Engage in
health education
advocacy
HS 265 –
Environ.
Health: P
15. Influence policy
to promote health
HS 265 –
Environ.
Health: P
HS 272 –
Health
Promotion
Planning and
Evaluation: R
HS 262 - Health
Services
Organization: R
1.
2.
HS 200 Roe
SLO
Define public health, its
essential functions and
priority content areas, and
the social ecological model
for understanding and
addressing public health.
Describe U.S. health status,
including disparities and
structured inequities, and
the use of objectives and
leading indicators to address
population health through
program and policy design
and interventions.
3. Discuss the broader social
and historical contexts of
current health issues and
public health strategies,
including the roles and
contributions of the
specialized area of
community health education
and promotion in different
practice settings and
relationships.
4. Identify and discuss
promising contemporary
theories and strategies for
improving and protecting
public health through health
education and health
promotion.
5. Identify the key components
of the code of ethics for the
HS 293 –
Leadership
Training for
Health
Professionals: R
HS 272 –
Health
Promotion
Planning and
Evaluation: R
HS 293 –
Leadership
Training for
Health
Professionals: R
Master’s of Public Health
Summary Assessment Results for Fall 2013 Courses
Met/Unmet
Campus
Distance
Recommendations
Met
Met
Additional questions to the distance exams will be added on the
essential functions of Public Health, as well as identification and
definition of all levels of the Ecological
Model of Health.
Met
Met
Both formats will have additional requirements for the Mini
Research Paper directing participants to identify HP2020
objectives that are consistent with the problem they have
identified, and to create impact and outcome objectives for
measuring progress in their proposed solutions.
Met
Met
Met
Met
Include the addition of identification of an appropriate theory
for use in solutions to topic of Mini-Research Paper.
Met
Not
Assessed
While the Code of Ethics for Health Educators was covered in
both classes (and recorded in the distance format), specific
health education profession.
6.
Describe the key public
health and health education
professional organizations
and the benefits of
leadership and professional
membership.
questions on the Code of Ethics were not included in the
examinations in the distance format. These questions will be
added in to examinations for future cohorts.
Met
Not
Assessed
While these topics were covered during recorded sessions in the
Distance format, questions on CHES, MCHES, NCHEC,
Professional Organizations, and benefits of membership were
not assessed. These will be added to exams for the distance
format.
7. Discuss the history, rationale,
current status, and future
directions of professional
quality assurance in health
education and public health.
Partially
Met
Partially
Met
In both formats, classroom presentations and readings are
presented and discussed on quality assurance from the
standpoint of individual professional development, as well as
current quality assurance mechanisms for health departments
via accreditation. While the Skills Assessment and Professional
Practice Action Plan ask participants to assess their own
competency and make plans for the future, and the campus
format has questions on the final exam inquiring into
professional certification and organization membership, neither
format has mechanisms to assess comprehension of quality
assurance outside of the individual practitioner level. Questions
will be included in future exams to measure this understanding.
8. Articulate personal values,
relevant experiences, and
commitments to public
health and professional
practice upon entering the
MPH Program.
HS 201 Mamary
SLO
5. Compare and contrast
theories and methods
related to adult learning
6. Apply theories of group
process and development to
the practice of health
education training.
7. Discuss effective group
training facilitation skills
including principles of
inclusion and cultural
proficiency in training and
design activities.
8. Apply principles of program
planning to the design,
implementation, and
evaluation of theory-based
group experiential training.
Met
Met
Met/Unmet
Campus
Distance
Met
Met
Met
Met
Met
Met
Met
Met
Recommendations
Since HS 201 is focused on groups and group products,
individual assessment is a challenge. Consistent with the
principle that we can only assess on an individual level, I only
have two class requirements in which to do this: the experiential
learning paper and the exam. Both HS 201 campus and distance
students achieved the minimum threshold set as benchmarks
for accomplishing each SLO. However, the assessment for SLO
#4 is technically incomplete. I was only able to assess students’
ability to design and implement training, not on their ability to
evaluate trainings – the evaluation session occurs after the
exam. Although I can assess student team evaluation efforts, I
was not able to assess whether individual students mastered
principles of training evaluation. I will either change my exam or
add a quiz in order to assess student’s ability to conduct training
evaluation.
HS 261
Worthen (Campus)
Gerstman (Distance)
SLO
1. To recognize and explain the
importance of epidemiology
for informing scientific,
ethical, economic and political
discussion of health problems;
to define basic epidemiologic
terms and methods for
describing disease and risk
factor occurrence.
2. To apply causal concepts in the
prevention of disease.
Met/Unmet
Campus
Met
Distance
Not
Assessed
Recommendations
Distance instructor assessed competencies rather than SLOs.
The instructor will be provided more detailed assessment
instructions in the future.
Met
Not
Assessed
3. To apply epidemiologic
principles of screening for
disease.
Met
Not
Assessed
Distance instructor assessed competencies rather than SLOs.
The instructor will be provided more detailed assessment
instructions in the future.
Distance instructor assessed competencies rather than SLOs.
The instructor will be provided more detailed assessment
instructions in the future.
4. To calculate and interpret basic
epidemiologic measures of
occurrence, association, and
potential impact.
5. To draw appropriate
inferences from various types
of epidemiologic studies.
Met
Not
Assessed
Distance instructor assessed competencies rather than SLOs.
The instructor will be provided more detailed assessment
instructions in the future.
Partially
Met
Not
Assessed
Campus: increase time spent on SLO 5 and to provide an
additional opportunity for assessment midway through the
course to provide students feedback on areas needing more
work.
6. To identify and assess
systematic errors in public
health research.
7. To communicate epidemiologic
information to lay and
professional audiences.
8. To comprehend basic ethical
and legal principles pertaining
to the collection,
maintenance, use and
dissemination of
epidemiologic data.
9. To evaluate the strengths and
weaknesses of epidemiologic
reports written for scientific
and general audiences.
HS 263
Cherney (Campus)
Davis (Distance)
SLO
Met
Not
Assessed
Met
Not
Assessed
Met
Not
Assessed
Met
Not
Assessed
Distance instructor assessed competencies rather than SLOs.
The instructor will be provided more detailed assessment
instructions in the future.
Distance instructor assessed competencies rather than SLOs.
The instructor will be provided more detailed assessment
instructions in the future.
Distance instructor assessed competencies rather than SLOs.
The instructor will be provided more detailed assessment
instructions in the future.
Distance instructor assessed competencies rather than SLOs.
The instructor will be provided more detailed assessment
instructions in the future.
Distance instructor assessed competencies rather than SLOs.
The instructor will be provided more detailed assessment
instructions in the future.
Met/Unmet
Campus
Distance
Recommendations
1. Identify organizational
structures and governance of
public, non-profit, and
commercial health
organizations.
2. Identify key legal and ethical
considerations in
administration of health
programs and organizations,
including risk management,
contracts, labor law, privacy,
compliance and information
management.
3. Be familiar with basic finance
terms and concepts and
understand and prepare a
program or organizational
budget.
4. 4. Describe the differences between
strategic planning and business
planning for health care
organizations.
5. Understand the key elements of
human resource management in
health administration, including
hiring, training, performance
evaluations, progressive
discipline and labor relations
issues.
6. Explain public health disaster
preparedness systems and
methods that ensure community
health.
HS 271
Demers
SLO
1. Discuss the role of theory in
guiding public health education
strategies and interventions.
2. Define and identify the major
constructs of theories relevant to
the social and behavioral sciences.
3. Compare and contrast theories
relevant to public health practice
4. Describe the appropriate
application of theories in the field
of public health.
5. Apply appropriate theoretical
constructs to the practice of health
education.
Met
Met
Met
Met
Met
Met
Met
Met
Met
Met
Met
Met
Met/Unmet
Campus
Met
Distance
Met
Met
Met
Met
Met
Met
Met
Met
Met
Recommendations
3. Planning – Assessment Schedule (see below tracking tool)
The calendar for outcomes assessment tracking has been developed with faculty input and paced
such to avoid assessment collection fatigue.
WASC - Program Learning Outcomes– Master’s of Public Health Degree (MPH) Schedule F 14 to Sp 17
Key: Please complete the schedule of assessment activities below by listing all program Student Learning Outcomes (SLOs) by
number down the left column and indicating when data were/will be collected (C) and when they were/will be discussed (D) by
your faculty. You can also schedule/track program changes resulting from your assessment activities by indicating an “I”
(implemented changes) where relevant. This schedule is meant to be fluid; providing a proposed schedule for future assessment
while at the same time, providing a record of your efforts as the program planning cycle progresses.
Course
F14
S15
F15
S16
F16
S17
HS 200 (F)
HS 201 (F)
HS 261 (F)
HS 262 (SP)
HS 263 (F)
HS 265 (SP)
HS 267 (SP)
HS 269 (SP)
HS 271 (F)
HS 272 (SP)
HS 276 (F)
HS 277 (SP)
HS 291A (SP)
HS 291B (F)
HS 291D (F)
HS 293 (SP)
HS 295 (F)
C
C
C
C
C
C
C
C
C
D/I
D/I
D/I
C
D/I
C
C
C
D/I
C
D/I
C
C
D/I
D/I
C
D/I
C
C
D/I
C
D/I
D/I
D/I
D/I
C
D/I
D/I
C
D/I
C
D/I
D/I
C
D/I
C
C
C
D/I
D/I
C
D/I
C
C
C
D/I
C
D/I
D/I
C
D/I
C
C
C
D/I
C
D/I
D/I
D/I
C
D/I
C
C
C
D/I
C
D/I
C
C
D/I
D/I
C
D/I
4.Student Experience
The MPH degree PLOs will be communicated to students, via our dept. specific website to date. As
noted on page one, we have had a slight lag in administrative support and that situation is now
corrected. Beginning Fall 14 all Health Science course syllabi will integrate the ULGs and show the link
between ULGs and PLOs and course specific outcomes. Faculty will meet in Spring 15 to discuss how
and how often to seek student feedback on PLOs. ULG’s will be added to this page.
http://www.sjsu.edu/hsr/academicprograms/.
Description of the evaluation processes used to monitor progress against objectives.
The MPH Core faculty (comprised of Dr. Edward Mamary, MPH Director; Dr. Anne Demers, Campus
Coordinator; Dr. Daniel Perales, Distance Coordinator, and Dr. Jane Pham) are responsible for evaluating
and monitoring the program’s overall efforts against its objectives. The MPH Core faculty also conducts
the ongoing assessment of student achievement of the program’s student learning objectives and the
program’s effectiveness in serving its various constituents. Planning and evaluation roles and
responsibilities are outlined below.
MPH Core Faculty – program oversight, assessment, and strategic planning
CEPH accreditation self-study – The MPH Core, under the leadership of the Director, is responsible for
planning, conducting, and using the CEPH accreditation self-study process for continuous program
improvement. A wide range of constituents is involved in each self-study, but responsibility for aligning
the program with the expectations of accreditation by CEPH is the responsibility of the MPH Core faculty.
Program planning – The MPH program is a crucial part of the Health Science and Recreation Department
program plan. At the culminating event of the program planning process (a meeting between the
Department Chair, Deans of both Undergraduate and Graduate . The MPH program is a crucial part of the
Health Science and Recreation Department program plan. At the culminating event of the program
planning process (a meeting between the Department Chair, Deans of both Undergraduate and Graduate
Studies, and a representative of the Provost’s staff) the program’s role in the department’s plans for the
future, department and program priorities, and strategic resource management and development are
among the items for discussion. The last department’s Program Review is available on site for review.
Assessment of student learning outcomes –All SJSU programs are required to identify specific student
learning outcomes (SLOs) and to assess all SLOs within a four-semester cycle. Assessment reports,
including summaries of findings and evidence of use of the findings for program improvement, are
submitted to the College Assessment Facilitator annually and posted on the university assessment
website http://www.sjsu.edu/ugs/datareports/assess_report/
The MPH Director, with support from the Chair, is responsible for assuring program compliance with
university requirements and bringing the data to the Core faculty to review. A copy of the most recent
MPH SLO review is included in the ERF
Continuous program planning –The MPH Core faculty uses a model of continuous program improvement,
whether or not in an accreditation or university mandated self-study period. Monthly two-hour Core
meetings, Distance and Campus format meetings attended by student representatives from each format,
and intensive Spring Planning The MPH Core faculty uses a model of continuous program improvement,
whether or not in an accreditation or university mandated self-study period. Monthly two-hour Core
meetings, Distance and Campus format meetings attended by student representatives from each format,
and intensive Spring Planning
MPH Core Faculty and MPH Students – shared evaluation responsibilities
MPH Campus Forums – MPH campus students have a formal opportunity to comment on
program policies and procedures during one of the program meetings held twice per year as part
of the Health Science and Recreation Department Fall and Spring Reunions. The meetings, which
are mandatory for MPH campus students, are held the day before classes begin each semester.
MPH Distance Course Process Indicators –A list of variables that define an excellent online MPH
class session were developed by the Distance MPH Coordinator. Process indicator data are
collected to assess each online class and provide both the instructor and the course monitor with
feedback on each class. The online surveys are completed by the course monitor and the
instructor by 9:30 PM at the end of each Tuesday night’s class. The survey assesses class
preparation by the instructor, attendance by students, any problems with distance technology
that occurred and their resolutions, and best practices used for distance course instruction.
GO TO I PAD TO FIND TRAIL
Part B
4. Graduation Rates for Total, Non URM and URM students (per program and degree)
Health Science Degree
Fall 07
Number Entering = 87
URM = 28
Non-URM = 50
Overall Rate = 65.5%
Overall Rate = 39.3%
Overall Rate = 78%
5. Headcounts of program majors and new students (per program and degree)
Term
BS Health
Science
BS Health
Science:
Concentration
in Gerontology
BS Health
Science:
Concentration
in Health
Professions
BS Health
Science:
Concentration
in Health
Services
Public
Health
New
Students
Applied
F 13
New
Students
Admitted
F 13
New
Students
Enrolled
F 13
Sp 13
F 13
Sp 14
250
278
272
13
10
13
41
43
41
138
169
138
67
57
56
381
144
20
6. SFR and average section size (per program)
Term
Fall 13
SFR - UG and GRAD
27.2
Head Count Per Section – UG and GRAD
29.2
7. Percentage of tenured/tenure-track instructional faculty (per department)
FTEF in HSR (Health Science & Recreation)
Tenured
Probationary
Total of T & P (together)
Sp 13
3.0
2.9
5.9
Fall 13
3.3
1.4
4.7
Sp 14
2.5
0.5
3.0
Total Average (of all categories T, P and Temp)
21.4
24.6
22.0
N = Divided by Total Avg
N = 27.5
N = 19.1
N = 13.6
Part C
8. Closing the Loop/Recommended Actions
HEALTH SCIENCE PROGRAM - RESPONSE:
Class - Assessment Occurs
Sp 13
HS 104
C
HS 135
C
HS 161
F 13
Sp 14
C
C
D
HS 162
-
-
C
HS 165
-
-
C
The following is an example of the same course (HS 161) offered in Spring 2013 and Fall 2013 and the
modifications that were considered between the two assessment terms.
Part C – continued (after two detailed examples above)
9. Closing the Loop/Recommended Actions
Part C – Item 9. Closing the loop recommendations - continued
Remaining PLO Data as noted in assessment calendar – for HS 135; HS 162 and HS 165 – The
undergraduate faculty discussed the successes and challenges in each course at their faculty curricular
retreat held in April 2014. Each instructor proposed assessment markers that could remain the same and
those that should be considered for modification in future data collections terms. No additional
information will be placed in this report regarding those conversations and adjustments.
10. Assessment Data – Reporting Tool
HEALTH SCIENCE PROGRAM - REPORTING TOOL - PLOs (serves both HS and RECL)
S A N J O SE ST AT E U NI V E R SI T Y
H E A L T H SC I E NC E AN D R E C R E A T I O N
FACULTY EVALUATION AND REPORTING TOOL
PROGRAM LEARNING OUTCOME: DIRECT MEASUREMENT
Course Name: MPH _______
Course Number: ________ Section: ______
Instructor: ___________________________________________
PLO Evaluated (number placed here) : _____
Term: ______ Year: _______
Instructions: Identify classroom assignments and/or activities related to the Program Learning Outcome(s) (PLO), assigned and
the percentage (%) of students demonstrating competence.
Number of Students Enrolled in Your Course =
PERCENTAGE OF STUDENTS
DEMONSTRATING COMPETENCE
Assignments Related to Program Learning Outcomes - PLO(s)
69% or
below
70% to
79%
80%
to 89%
90%
or above
Place the
% of
students
below
Place the
% of
students
below
Place the
% of
students
below
Place the
% of
students
below
INSTRUCTION: Type in a number and description of the PLO that was assessed.
INSTRUCTION: Specify assignment-direct measurement in this space.
Data placed to the left here.
Short Answer: This information will be used as discussion points at a faculty meeting. Attach assignment instructions and grading rubric.
1. Review of data results, expected, surprising, needs modification, or anticipated?
2. What planned changes or modification are you considering/implementing for improving the class and/or assignments? Explain.
11. Analysis
HEALTH SCIENCE DEGREE PROGRAM - RESPONSE: The Master’s of Public Health degree received an intial
12. Proposed changes and goals
HEALTH SCIENCE DEGREE PROGRAM - RESPONSE: The faculty worked diligently to update and streamline
the UG PLOs in the Fall 2012 and Spring 2013 terms. Each has been aligned with the ULGs and a specific
undergraduate course from the required core courses. The set of nine PLOs at the time of this assessment
remain important markers for generation of student outcome information.
We have assessment schedules set for our PLOs. We continue to work with the full and part-time faculty
to develop robust and meaningful assessment tools and to that end have identified class learning linked
to specific outcomes. We have a new reporting tool used by all degrees in our department that is easy for
any faculty to report data and attach tools. Our assessment schedule has been put together in a
thoughtful manner; to assist in closing the loop as well as decrease the potential for assessment fatigue.
Attach additional data that was scanned from accreditation
report