NATIONAL UNIVERSITY
Master of Public Health Program
Final Self-Study for Accreditation by
Council on Education for Public Health
January 2013
Executive Summary
MPH Program Timetable
List of Appendices
List of Tables and Figures
TABLE OF CONTENTS
page 2
page 4
page 8
page 9
CRITERION 1.0 THE PUBLIC HEALTH PROGRAM
Criterion 1.1 Mission
page 11
Criterion 1.2 Evaluation and Planning
page 18
Criterion 1.3 Institutional Environment
page 32
Criterion 1.4 Organization and Administration
page 41
Criterion 1.5 Governance
page 45
Criterion 1.6 Resources
page 57
CRITERION 2.0 INSTRUCTIONAL PROGRAMS
Criterion 2.1 Master of Public Health
Criterion 2.2 Program Length
Criterion 2.3 Public Health Core Knowledge
Criterion 2.4 Practical Skills
Criterion 2.5 Culminating Experience
Criterion 2.6 Required Competencies
Criterion 2.7 Assessment Procedures
Criterion 2.8 Academic Degrees
Criterion 2.9 Doctoral Degrees
Criterion 2.10 Joint Degrees
Criterion 2.11 Distance Education
page 70
page 73
page 75
page 76
page 82
page 88
page 98
page 119
page 119
page 119
page 120
CRITERION 3.0 CREATION, APPLICATION, AND ADVANCEMENT OF KNOWLEDGE
Criterion 3.1 Research
page 123
Criterion 3.2 Service
page 145
Criterion 3.3 Workforce Development
page 150
CRITERION 4.0 FACULTY, STAFF, AND STUDENTS
Criterion 4.1 Faculty Qualifications
page 152
Criterion 4.2 Faculty Policies and Procedures
page 165
Criterion 4.3 Faculty and Staff Diversity
page 169
Criterion 4.4 Student Recruitment and Admissions page 177
Criterion 4.5 Student Diversity
page 182
Criterion 4.6 Advising and Career Counseling
page 195
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Executive Summary
The National University Master of Public Health (MPH) program is seeking initial
accreditation from the Council on Education for Public Health (CEPH). National
University is a Western Association of Schools and Colleges (WASC) accredited,
private not-for-profit university with multiple campuses throughout California. The
Master of Public Health is offered onsite in San Diego as well as fully online. The
Master of Public Health students are required to select one of the following
specializations: Health Promotion, Mental Health or Healthcare Administration. The
onsite and online curricula are identical. Assessments are in place to assure that
outcome measures are consistent among the delivery modalities.
The Public Health Program
The Public Health Program fulfills its mission to prepare public health professionals for
global, regional and local communities by operating within a School of Health and
Human Services (SHHS). The complementary mission and values of the university and
school provide a mutually supportive environment for the MPH program. The university,
school, department and program have state-of-the-art facilities and sufficient resources
to administer an excellent MPH program. The faculty are governed by policies that
assure academic freedom and responsibility.
Instructional Programs
The curriculum is divided into the core and the specializations. The core includes eight
required courses for all MPH students. These courses fully integrate the core public
health areas of knowledge, the internship and capstone project. The specialization in
Health Promotion prepares graduates to sit for the CHEs or MCHES exam by linking the
coursework to the National Commission for Health Education Credentialing areas of
responsibility. The specialization in Mental Health also prepares students to sit for the
CHES or MCHES exam, however, the focus of their preparation is in the promotion of
mental health and the prevention of violence, addiction, and mental disorders. The
specialization in Healthcare Administration prepares graduates to manage public health
institutions and agencies. The learning outcomes are thoroughly assessed through a
variety of valid qualitative and quantitative measures.
Creation, Application and Advancement of Knowledge
The faculty and students in the MPH program are engaged in scholarly activities that
advance the science and art of public health. Each faculty member disseminates their
research findings to professional audiences. All faculty also engage in professional and
community services. Both research and service are required of all Full-time faculty for
reappointment. The MPH faculty engages its students in research and community
service.
Faculty, Staff and Students
The MPH faculty consists of 10 Full-time professors who devote at least 50% of their
time to the MPH program. Two additional Full-time faculty members who are assigned
to the Department of Nursing and Economics contribute to the MPH program. In
addition, 2 part-time associate faculty members and 25 part time adjunct professors with
considerable field experience support the MPH program. The faculty hold terminal
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degrees related to the field in which they teach. The faculty have diverse backgrounds,
fields of study and experience. The MPH students are also a highly diverse group
coming from the San Diego region, as well as from various countries of origin and many
active duty military personnel and veterans.
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National University
Master of Public Health Program
Timeline
March 2009
-Gina Piane, DrPH hired to develop MPH curriculum and program
April 2009
-Alan Henderson, DrPH, Chair of Department approved proposed program
-School of Health and Human Services Academic Affairs Committee suggested
revisions and approved proposed program
-Dean approved proposed program
-Registrar approved proposed program
-Director of Instructional Services approved proposed program
-Graduate Council approved proposed program
-Provost approved proposed program
September 2009
-Master of Public Health was included in the National University General Catalog
# 73
March 2010
-First students (cohort#1) began classes onsite in San Diego- 15 students
April 2010
-Dr. Alan Henderson resigns as Chair of Department of Community Health
-Dr. Gina Piane became acting Chair of Department of Community Health
April 2010
-Specialization in Mental Health suggested by Mental Health America San Diego
-Program Lead proposed new specialization in Mental Health
-Chair approved new proposed specialization in Mental Health
-School of Health and Human Services Academic Affairs Committee suggested
revisions and approved proposed specialization in Mental Health
-Dean approved proposed specialization in Mental Health
-Registrar approved proposed specialization in Mental Health
-Director of Instructional Services approved proposed specialization in Mental
Health
-Graduate Council approved proposed specialization in Mental Health
-Provost approves proposed specialization in Mental Health
June 2010
-Administration gave approval for two Full-time faculty members for the MPH
July 2010
-Dr. Gina Piane is appointed as Chair of the Department of Community Health
July 2010
-National University applied to CEPH for initial accreditation
-Dr. Gina Piane attended CEPH workshop in Washington, DC
July 2010
-Dr. David Adesanya and Dr. Alba Lucia Diaz joined Full-time faculty
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August 2010
-Faculty developed Mission and Vision for MPH program
August 2010
-Dr. Suzanne Evans transfers from School of Education to join MPH faculty
September 2010
-Master of Public Health with Specializations in Health Promotion and Mental
Health were included in National University General Catalog #74
September 2010
-Cohort #2 began classes onsite in San Diego-6 students
November 2010
-Two MPH students were given scholarships to attend APHA annual meeting in
Denver
November 2010
-Faculty developed Goals and Objectives for MPH program
December 2010
-Faculty developed Program Annual Review Plan and signature assignments
March 2011
-Cohort #3 began classes onsite in San Diego- 22 students
April 2011
-Dr. Tyler Smith joined Full-time MPH faculty
May 2011
-MPH students participated in National University Student Research Conference
May 2011
-First Department of Community Health Awards Ceremony
May 2011
-MPH students participated in Graduation
May 2011
-Initial meetings with Provost and Director of Accreditation to coordinate Selfstudy development
June 2011
-MPH completed first Program Annual Review
June 2011
-MPH students placed in internships
June 2011
-MPH students enrolled off site at Balboa Hospital- 6 students
July 2011
-MPH students (cohort #1) began Capstone Projects
August 2011
-First MPH graduates (Vilayphone Sisouphanthong and Trisky Clarin)
August 2011
-Two MPH students had papers accepted for presentation at statewide
professional meetings
September 2011
-Cohort #4 began classes onsite in San Diego – 18 students
September 2011
-Master of Public Health with Specializations in Health Promotion and Mental
Health were included in the National University General Catalog #75
October 2011
-Three MPH Students had paper accepted for statewide professional meeting
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November 2011
-Cohort #2 were placed in internships
November 2011
-Consultation visit with Mollie Mulvanity of CEPH
November 2011
-Two MPH students were given scholarships to attend APHA annual meeting in
Washington, DC
December 2011
-WASC approved MPH for online delivery
December 2011
-Contracts sent to Subject Matter Experts to develop courses for online delivery
January 2012
-Cohort #2 began capstone projects
February 2012
-MPH students participated in National University Students Research
Conference; MPH student Chosen Best Paper for Graduate Project
March 2012
-Cohort #5 began classes onsite in San Diego -8 students
March 2012
-Online cohort #1 began classes-3 students (now 7)
March 2012
-Program Lead proposed Specialization in Healthcare Administration
-Chair approved new proposed specialization in Healthcare Administration
-School of Health and Human Services Academic Affairs Committee suggested
revisions and approved proposed specialization in Healthcare Administration
-Dean approved proposed specialization in Healthcare Administration
-Registrar approved proposed specialization in Healthcare Administration
-Director of Instructional Services approved proposed specialization in
Healthcare Administration
-Graduate Council approved proposed specialization in Healthcare
Administration
-Provost approved proposed specialization in Healthcare Administration
April 2012
-MPH students participated in National University Student Research Conference
April 2012
-MPH students participated in graduation
May 2012
-Cohort #3 students were placed on internship
June 2012
-Dr. Stephen Bowman joined Full-time MPH faculty
June 2012
-Dr. Lara Carver, Dr. Catherine Chung, Dr. Catherine Prato joined MPH Full-time
faculty (from Nursing)
June 2012
-Dr. Ellen Kaye Gehrke joins MPH faculty (from MHA faculty) for Healthcare
Administration Specialization
June 2012
-MPH completed second Program Annual Review
June 2012
-Preliminary Self-Study was submitted to CEPH
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July 2012
-Administration gave approval for one Full-time and one part-time faculty
member for the MPH as well as a Full-time staff internship coordinator, Search
committees are formed
July 2012
-Three MPH graduates had research paper accepted for presentation at national
professional meetings
July 2012
-Cohort #3 began working on capstone projects
July 2012
-CEPH requested revisions to Preliminary Self-Study
August 2012
-Deadline for Cohort#1 to complete capstone projects (2/15 remain
outstanding)
August 2012
-Three MPH graduates enter Doctorate programs
September 2012
-MPH with Specializations in Healthcare Administration, Health Promotion and
Mental Health in National University General Catalog #76
September 2012
-Cohort #6 began classes – 20 students
September 2012
-Online Cohort #2 began -24 students
November 2012
-Five Scholarships are available for students to attend APHA and SOPHE annual
meetings in San Francisco (3 secured from Southern California SOPHE)
January 2013
-Kiera Schminke hired as Internship Coordinator
February 2013
-Deadline for Cohort #2 to complete Capstone projects (2 remain outstanding)
February 2013
-CEPH Site Visit
June 2013
-Third Program Annual Review
August 2013
-Deadline for Cohort #3 to complete Capstone projects
June 2014
-Fourth Program Annual Review
June 2015
-Five Year Program Review to be completed
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List of Appendices
Appendix 1: Faculty Policies and University bylaws
Appendix 2: Policies for Graduate Programs
Appendix 3: Guidelines for Graduate Programs
Appendix 4: University and School of Health and Human Services Standing and ad hoc
Committees
Appendix 5: Community Health Department Committee Memberships
Appendix 6: MPH Course syllabi
Appendix 7: Internship Handbook
Appendix 8: Grading Rubric for Public Health Capstone Project
Appendix 9: MPH Multiyear Plan, FY 2011 Assessment Findings, FY 2012 Assessment
Findings
Appendix 10: Faculty Curriculum Vitae
Appendix 11: Recruitment Materials
Appendix 12: Results of Alumni Survey
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List of Tables and Figures
Section One
Figure 1. University Organizational Chart
Figure 2. Organizational chart of National University MPH
Table 1. Values of the National University Master of Public Health Program
Table 2. National University Master of Public Health Program Outcome Measures
2010-2012
Table 3. Core MPH Faculty Committee Participation 2009-2012
Table 4. National University Master of Public Health Sources of Funds and
Expenditures by Major Categories, FY10-FY12
Table 5. National University MPH Program Core Faculty 2010-2012
Table 6. National University MPH Program Faculty/Student Ratios by
Specialization
Table 7. Adequacy of Resources
Section Two
Table 8. National University MPH Program Instructional Matrix
Table 9. National University Master of Public Health Program Core Knowledge and
Required Courses
Table 10. National University Master of Public Health Internship Sites 2010-2012
Table 11. National University Master of Public Health Approved Capstone Projects
Table 12. National University Master of Public Health Matrix of Areas of Knowledge
and Courses
Table 13. Competency Map for Health Promotion Specialization and Required
Courses
Table 14. Competency Map for Mental Health Specialization
Table 15. Competency Map for Healthcare Administration Specialization and
Required Courses
Table 16. National University MPH Program Signature Assignments
Table 17. National University MPH Program Annual Review Findings
Table 18. National University MPH Degree Completion Rates by Cohort
Table 19. National University MPH Destination of Graduates
Section Three
Table 20. Faculty Peer-Reviewed Publications 2010-2012
Table 21. Outcome Measures for Research Activities 2010-2012
Table 22. Student Scientific Presentation Activities 2010-2012
Table 23. National University MPH Faculty Service
Table 24. National University MPH Program Core Faculty
Table 25. National University MPH Program Adjunct Faculty
Table 26. Outcome Measures Range of Faculty, 2010-2012
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Section Four
Table 27. Summary Demographic Data for Current Core and Other Faculty
Table 28. Summary Demographic Data for Staff
Table 29. Racial and Ethnic Makeup of National University MPH Faculty and
Students compared to the State of California and the USA
Table 30. Quantitative Information on Applicants, Acceptances, and Enrollments...
Table 31. Students Enrolled in Each Degree Program by Area of Specialization
Table 32. Master of Public Health Demographic Characteristics of Student Body,
FY10-FY12
Table 33. Health Promotion: Demographic Characteristics of Student Body
Table 34. Mental Health: Demographic Characteristics of Student Body
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Accreditation of Public Health Programs
Council on Education for Public Health
National University
Self-Study
Criteria, Interpretations, and Documentation
1.0 The Public Health Program
1.1 Mission. The program shall have a clearly formulated and publicly stated
mission with supporting goals and objectives. The program shall foster the
development of professional public health values, concepts and ethical practice.
a. A clear and concise mission statement for the program as a whole.
The National University MPH program prepares educated, ethical and high-functioning
public health professionals that serve the global community by advancing health and
social justice. The MPH program employs collaborative administration where faculty,
students, and public health professionals collaborate to disseminate public health
scholarship through teaching, research and community service.
Vision: The National University MPH program will create an intellectual community of
educated practicing public health professionals who are capable of responding to the
evolving health promotion and disease prevention needs of the diverse communities
that they serve.
b. One or more goal statements for each major function by which the program
intends to attain its mission, including instruction, research and service.
Instruction
1. Deliver core public health competencies and concentrations that emphasize the
application of social justice and broad-based, state-of-the-art, quantitative and
qualitative skills needed for problem-solving delivered by highly skilled and
motivated faculty who strive for excellence through the process of evaluation and
assessment.
2. Matriculate, retain and graduate a diverse student body
3. Attract, retain, mentor and promote a diverse faculty who are doctorally-prepared in
a discipline of Public Health who contribute to excellence in education by preparing
students for proficiency in public health practice.
4. Administer, operate and sustain a CEPH-accredited MPH program through decisive
and cooperative leadership where the perspectives and needs of the community,
students and faculty are incorporated into the mission, values, goals and objectives.
Research
5. Support a research environment so that faculty and students can contribute to an
intellectual community based on a culture of inquiry and discovery to promote
learning and the advancement of public health knowledge.
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Service
6. Serve California, national and global communities through partnerships that result in
Community Based Participatory Research; program planning; implementation;
evaluation; and/or cooperative learning.
c. A set of measurable objectives relating to each major function through which
the program intends to achieve its goals of instruction, research and service.
Instruction
1. Deliver core public health competencies and concentrations that emphasize the
application of social justice and broad-based, state-of-the-art, quantitative and
qualitative skills needed for problem-solving delivered by highly skilled and
motivated faculty who strive for excellence through the process of evaluation and
assessment.


Objective 1A: Faculty and administration with input from the advisory board,
students and alumni, will assess the curriculum and student achievement of
program learning outcomes annually.
Objective 1B: Faculty and administration with input from the advisory board,
students and alumni, will complete a five year self study review including an
external and internal evaluation in the sixth year.
2. Matriculate, retain and graduate a diverse student body

Objective 2A: Enroll 3 cohorts of 15 – 20 students into the MPH program
each academic year.

Objective 2B: 80% of MPH students will graduate within 24 months of
matriculation.

Objective 2C: Participate in the University retention program on a monthly
basis to provide initiatives and assistance for students to succeed and
evaluate quarterly.
3. Attract, retain, mentor and promote a diverse faculty who are doctorally-prepared in
a discipline of Public Health who contribute to excellence in education by preparing
students for proficiency in public health practice.

Objective 3A: Annually, 100% of the full-time faculty members in the
Department of Community Health will hold doctorate degrees in the public
health discipline in which they teach.

Objective 3B: Annually 100% of the adjunct faculty members will hold
doctorate degrees to teach in the MPH program.
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
Objective 3C: The full-time, associate and adjunct faculty who teach in the
MPH program will mirror the racial/ethnic composition of the state of
California so that each racial/ethnic group with a population of 10% or more
will be represented by at least one faculty member annually.
4. Administer, operate and sustain a CEPH-accredited MPH program through decisive
and cooperative leadership where the perspectives and needs of the community,
students and faculty are incorporated into the mission, values, goals and objectives.

Objective 4A: By September 2012, to complete a self-study as required by
CEPH.

Objective 4B: By February 2013, to host a site-visit by the CEPH team.

Objective 4C: By June 2013, to be granted accreditation by CEPH.

Objective 4D: Comply with CEPH requirements for interim reports and
substantive changes, annually.
Research
5. Support a research environment so that faculty and students can contribute to an
intellectual community based on a culture of inquiry and discovery to promote
learning and the advancement of public health knowledge.

Objective 5A: All full-time MPH faculty members will present to the SHHS
Journal Club or Faculty Focus on Research once per fiscal year.

Objective 5B: All full-time MPH faculty members will plan, conduct and
disseminate empirical or translational public health research annually.

Objective 5C: 100% of the graduates will have designed and undertaken
relevant public health research focused on community needs annually

Objective 5D: 10% of the graduates will have made a public presentation of
their academic work annually

Objective 5E: 100% of the students, before conducting their capstone project,
will be trained through Collaborative Institutional Training Initiative (CITI) in
protection of human subjects and confidentiality of health information annually

Objective 5F: Annually, 100% of the faculty will maintain CITI certification for
protection of human subjects.
Service
13
6. Serve California, national and global communities through partnerships that result in
Community Based Participatory Research; program planning; implementation;
evaluation; and/or cooperative learning.

Objective 6A: All full-time MPH faculty members will participate in community
and professional partnerships each year.
d. A description of the manner in which mission, goals and objectives are
developed, monitored and periodically revised and the manner in which they are
made available to the public.
Mission, Goals and Objectives Development
The MPH mission statement, goals and objectives were developed over a two year time
period beginning with the MPH Program Lead, now department chair, in consultation
with the former department chair. The process continued with the development of an
Advisory board and discussion in Department of Community Health faculty meetings.
Since new faculty have been hired and the MPH program has begun enrolling students,
the mission, vision, goals and objectives have been presented to the entire public health
faculty during monthly faculty meetings. Throughout the process, the faculty guided and
discussed the mission, goals and objectives of the program. The mission and values of
the MPH program were presented to the MPH students for their feedback and input in
June 2011 before they were approved by the faculty.
The mission statement, goals and objectives for the National University MPH program
support the mission and values of National University as a whole, the School of Health
and Human Services and our particular target audiences: diverse working adults in
California, diverse online students, international students and military personnel.
National University considers itself a teaching institution. Faculty workloads are
typically divided as follows: 60% for instruction, 20% for service and 20% for
scholarship. Therefore, the MPH program goals also place a greater emphasis on
instruction than service and scholarship.
Mission, Goals and Objectives Monitoring
The MPH program goals and objectives are periodically monitored for continuing validity
and relevance to the field of public health, the mission of School of Health and Human
Services and the mission of National University. While monitoring is the primary
responsibility of the MPH Program Lead, all MPH faculty are charged with ensuring that
the mission, goals and objectives of the MPH program are valid and relevant. Input
from the adjunct faculty is especially vital since most are Public Health practitioners.
Their input is always welcome, however, it is formally requested semi-annually at the
adjunct faculty summit meetings.
Mission, Goals and Objectives Periodic Revision
Revision of the goals and objectives may be initiated by the MPH program lead with the
collaboration of the MPH faculty, the Advisory Board, and Dean of the School of Health
and Human Services. Program learning outcomes (PLOs) are reviewed as part of the
Five Year Review process. Any changes to the PLOs and catalog copy related to the
programs mission must also be approved by the Graduate Council and the Provost.
14
The advisory board is an essential component of the review and revision process in
order to assure alignment between with the mission, goals and learning outcomes of the
MPH program and the employment requirements expected of our graduates for in the
field. The advisory board members are: Mary Evert, Chair, California Board of
Occupational Therapy; Neeraj Bhavan, Founder, President, CEO, Tagnos; Robert
Cass, President, CEO, Perminova; Bob Cooper, Economic Development/
Redevelopment Manager, Henderson, NV; Michael Covert, CEO, Palomar Pomerado
Health; Pilar De La Cruz-Reyes, Diversity Director, California Institute for Nursing and
Health Care; Michael Doyle, CEO, Medsphere Systems Corporation; Nick Macchione,
Director, County of San Diego Health and Human Services Agency; Barbara Mannino,
CEO, Vista Community Clinic; Steve Nathan, President, CEO, Parity Computing;
Kathleen Sullivan, Director, Tobacco Control Coalition and Lung Health, American
Lung Association of California; Janet Vohariwatt, CEO, iChannex Corporation; Chris
Van Gorder, CEO, Scripps Health.
e. A statement of values that guide the program, with a description of how the
values are determined and operationalized.
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Table 1: Values of the National University Master of Public Health Program
Respect
All individuals who encounter the MPH faculty and staff will be treated with respect and
dignity.
Health and social justice
The breadth of the MPH curriculum reflects a view of health as arising from individual,
social, environmental, political and economic influences.
Social responsibility
Social Responsibility is a key value of the MPH program. Social responsibility is viewed as
an ethical obligation of individuals and organizations to support the welfare, interest and
needs of the community in which they operate. The MPH program faculty encourages
students to volunteer as public health advocates in their communities as well as including
advocacy and social responsibility in its curriculum.
Scientific rigor and
evidence-based public
health practices
The MPH strives to achieve excellence in all phases of its work and continually improve its
programs and practices based on new knowledge. The MPH program continually
measures student outcomes and implements remedial action when benchmarks are not
achieved.
Partnership
The most effective curriculum, research and service engage researchers with community,
organizational and governmental partners to identify and address health problems. The
MPH develops with each of its partners a research agenda and processes that are
mutually acceptable and responsive to the partnership’s needs and characteristics.
Ethics
The MPH promotes the highest standards of ethics, honesty and integrity in all aspects of
its work.
Translation to the
community
The MPH strives to share the knowledge it acquires through research with communities
that will benefit from the science and to develop health interventions that are effective and
practical in the real world.
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Communication skills
needed to work with diverse
populations
The MPH curriculum includes case studies and explorations of diverse populations
throughout its coursework and specifically in Global Public Health.
Enhancing opportunities for
professional growth
The MPH continually seeks opportunities for professional growth through research,
community service and global studies.
Access and Inclusion of
students from underserved
communities
The MPH supports admissions criteria and retention efforts aimed at inclusion of students
from underserved communities.
Access and inclusion of
military personnel and
veterans
The MPH offers special incentives for active duty military personnel and veterans.
f. Assessment of the extent to which this criterion is met.
This criterion is met. The National University Master of Public Health Program has thoughtfully established a mission, goals,
objectives and values through a collaborative process. The mission, goals, objectives and values uphold the mission of the
university and the field of public health.
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1.2 Evaluation and Planning. The program shall have an explicit process for
evaluating and monitoring its overall efforts against its mission, goals and
objectives; for assessing the program’s effectiveness in serving its various
constituencies; and for planning to achieve its mission in the future.
a. Description of the evaluation procedures and planning processes used by the
program, including an explanation of how constituent groups are involved in
these processes.
National University Planning Process
National University completes a strategic plan every five years. It’s approved by the
Board of Trustees and assessed and revised annually. The success of each strategic
plan is documented and provides a strong foundation for continued growth and the
pursuit of excellence. The planning process for the development of the National
University Strategic Plan is based on broad participation by the National University
Community: faculty, students, staff and administration as well as the communities we
serve. With NU2015, National University continues to emphasize rigor and quality in
academics and to pursue recognition for its leadership as a learning-centered
institution. The Chancellor sponsors an annual planning retreat each summer that is
attended by administrators, faculty and staff from all National University System
affiliates. National University requires the Full-time faculty to attend the Fall Assembly
and the Spring Symposium in order to gain input from the faculty across the university
schools, college, and regions. The marketplace for academia continues to evolve to
include more non-traditional students, students seeking master’s degrees, students
that reflect the changing demographics of the United States, global students, and
military or veteran students. Competitive forces in the marketplace include the growth
of private for-profits institutions, the impact of the recession on public institutions and
the globalization of academia. In addition, the demand for online programs and the
use of unconventional learning media such as wireless devices has shaped the
planning process. National University is committed to achieving excellence by
continually improving student learning techniques based on actionable data and by
supporting technological growth in the online environment. By adapting to evolving
student needs and managing academic offerings, the University is maintaining
sustainability and positioning itself to be a leader in education in California for years to
come.
The MPH Program Strategic Plan
The MPH program strategic plan is born of the NU2015 strategic plan and is an
integral component of each of the five focal areas identified in the NU2015. These
include:
 Academic Climate: Adapting to the changing needs for academic and nonacademic programs relevant to the public health workplace
 Student Demographics: Emerging needs for education among groups of
prospective students including international students and military personnel
 Educational Technology: New technologies enhancing student learning and
increased expectations of both onsite and online learners
 Institutional Resources: Institutional capacity to acquire and optimize resources
to ensure future success
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
Trends Beyond 2015: Critical competencies needed to prepare National
University to sustain its success beyond 2015
Academic Climate
 By 2015, the National University MPH will be recognized as a leader in
providing degree programs that blend theoretical knowledge and applied skills.
 By 2015, the National University MPH will continue to align program learning
outcomes with requirements in the public health marketplace.
 By 2015, the National University MPH will increase the number of Full-time
faculty to accommodate academic program expansion.
 By 2015, the National University MPH will assess the program to ensure that
relevant, public health theories and practices are well integrated into the
curriculum.
 By 2015, the National University MPH will be a leader in delivering academic
programs that connect to diverse student populations who have traditionally
been underserved.
 By 2015, the National University MPH will offer diverse course options that
promote accelerated time to degree completion.
Student Demographics
 By 2015, the National University MPH will develop student/institutional and
implement “touch points” to increase retention and academic achievement, and
to foster ongoing connectivity.
 By 2015, the National University MPH will provide standardized academic
support services to assist students in the successful accomplishment of their
educational goals.
 By 2015, the National University MPH will continue to develop and promote
career and professional skills services that appeal to a diverse and changing
student population, and also meet the needs of the MPH alumni.
 By 2015, the National University MPH student categories: regional, military,
veteran, international and online will achieve and maintain the same levels in
measures of academic success.
Educational Technology
 By 2015, the National University MPH will improve student learning, better
prepare students for a technologically dynamic public health work environment
and culture, and extend course and program opportunities through the use of
technology.
 By 2015, the National University MPH will develop collaborative workspaces
and virtual communities to help students and alumni build positive social and
academic connections and sustainable relationships with the MPH program.
 By 2015, the National University MPH will have integrated into the program an
online health research center that fosters secondary data analysis in an online
environment integrating public access databases, institutional review board
requirements, analytic capabilities, library resources, and cases studies linked
within the curriculum.
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Institutional Resources
 By 2015, the National University MPH will effectively manage its resources and
maximize its capacity in order to provide educational access and services to the
broadest possible student population.
Trends Beyond 2015
 By 2015, the National University MPH will be a leader in innovation in student
learning.
 By 2015, the National University MPH will enhance learning environments that
simulate real-world situations with a virtual health information technology
laboratory and an online research laboratory.
 By 2015, the National University MPH will survey all of its key external
constituents and employer groups, and disseminate the data widely to its
faculty to inform ongoing academic and student services planning and
implementation.
MPH program formative and process evaluations
Department faculty meetings are held twice each month. The agenda is determined by
the Department Chair with input from the faculty and includes discussion of the MPH
program at each meeting. The purpose of the faculty meetings is to make collective
decisions regarding the program curriculum, policies and strategic plans. Occasionally
specific students are discussed in closed meetings.
MPH faculty members may attend in person in San Diego or remotely using advanced
meeting technologies. Full-time faculty members are required to attend while adjunct
faculty members are invited. Minutes are recorded and distributed to all faculty.
Analysis of the MPH curriculum takes place in faculty meetings and in Departmental
Curriculum Committee meetings. The faculty have focused several meetings on
matching the Health Promotion specialization to the NCHEC competencies, ensuring
that all competencies are adequately covered and that overlap is avoided. This process
resulted in some minor changes in Course Learning Outcomes for the Research
Methods and Public Health Informatics courses.
In addition, meetings have focused on the Mental Health specialization, specifically the
curriculum and the low enrollment. Discussions of student complaints regarding the
courses taken in the Psychology Department resulted in changes in the courses
required for the specialization. Another significant series of discussions occurred
surrounding the many requests by students for an accredited Healthcare Administration
option. The faculty decided to offer the MPH specialization in Healthcare Administration
in addition to the MHA degree to give more options to the students. Military students
especially require an accredited degree.
Curricular changes are also reviewed and approved by the School of Health and Human
Services (SHHS) Dean, the SHHS Academic Affairs Committee, the University
Graduate Council, Registrar and Provost. The 2012-2013 General Catalog (#76)
reflects the most recent curricular changes and includes the specialization in healthcare
administration and the revised curriculum for the specialization in mental health.
20
MPH Program Summative Evaluations
Progress toward the objectives is monitored through the Program Annual Report (PAR)
process and by review of the curriculum, requirements, Program Learning Outcomes
(PLOs), Course Learning Outcomes (CLOs), syllabi, signature assignments, exams, exit
interviews, faculty and alumni surveys, advisory board feedback and student comments
offered to faculty throughout each course. Signature assignments are class
assignments that are designated as essential for assessing the competencies of the
MPH program. While other assignments are left to the discretion of the faculty,
inclusion of signature assignments is required. Exit interviews are conducted with every
MPH student when they are preparing their capstone projects. The exit interviews focus
on the students’ experience with the MPH program.
The MPH faculty have been involved in determining all components of the PAR.
Individual faculty members administer the signature assignments in their particular
courses and report the results to the Program Lead at the end of the month-long
session. After the Program Lead compiles and reports the findings of the PAR, they are
discussed with the MPH faculty to formulate the recommendations. PARs are also
reviewed and approved by the SHHS Dean, The SHHS Assessment Committee, the
University Graduate Council and Assessment Committee.
The PAR includes reflections and recommendations for each of the Program Learning
Outcomes, as well as, overall recommendations. The recommendations are linked to
requests for resources that will ‘close the loop’ by focusing on strategic plans to improve
student achievement. The recommendations are reviewed by the Dean of the School of
Health and Human Services, The Graduate Council and the Provost.
Five Year Review
The Five-Year Program Review is a collaborative effort of a program’s faculty, chaired
by the program’s lead faculty member. The Five-Year Program Review is based on
inquiry which results in faculty development of an overarching question to improve the
program this in addition to a trend analysis of data from the program annual reports
and additional information, such as input from external reviewers. Institutional research
data, such as trends in student and faculty demographics, and retention and graduation
rates, are analyzed. Assessment results are compared with assessment objectives
identified by the lead faculty. Section XI in the Five-Year Program Review calls for a
Memorandum of Agreement with the Office of the Provost, which delineates
recommendations for program planning and change implementation.
The Five-Year Program Review requires faculty to reflect on factors influencing student
success for a program. The faculty lead and the department chair are asked to analyze
student retention and graduation rates in section VII of the self-study. The results from
this study inform action plans and resource allocation based on the Memorandum of
Agreement signed by the dean and the provost.
21
To achieve consistency in assessment processes, both the Undergraduate Council and
the Graduate Council approve program review rubrics developed by the University
Academic Assessment Committee. The current rubrics are used as a guideline to
formulate feedback to the faculty lead on academic assessment. Qualified reviewers
selected by both the Undergraduate Council and the Graduate Council were trained to
use the approved rubrics by the University assessment fellows and the Office of
Institutional Research and Assessment.
Information on assessment from both the Program Annual Report and Five-Year
Review includes recommendations to improve programs. These recommendations are
presented to the Graduate and Undergraduate Councils and University administration
for consideration in the University’s annual budget planning.
MPH Assessment findings for 2011 and 2012 as well as the Multiyear Plan are in
Appendix 8.
b. Description of how the results of evaluation and planning are regularly used to
enhance the quality of programs and activities.
The MPH program goals and objectives are monitored annually by the Program Lead.
Instructional goals and objectives are monitored on a monthly basis by reviewing new
admissions to the program, probation reports from the registrar’s office, course
enrollment, grades and progress toward graduation. Faculty members submit Faculty
Development Plans (FDPs) annually that describe their expectations for teaching,
scholarship and service each year prior to the new fiscal year. The department chair
and school dean review, negotiate and approve these FDPs. In addition, faculty
members submit an Annual Activity Report (AAR) every June that provides evidence
regarding the fulfillment of the previous year’s FDP. The FDPs are compiled for the
MPH program to measure the achievement of goals and objectives related to
instruction, research and service. The achievement of goals and objectives will be
made available to the public as part of the CEPH self-study and will be uploaded on the
National University website.
The University assessment of student program learning outcomes is conducted
annually and is part of the planning process. The Program Annual Review for FY11 and
FY12 are found Appendix 9. Selected recommendations from the assessment process
indicate changes at the program level and the course level.
1. The full time and adjunct faculty will be asked to advance their familiarity
with the capstone requirements and to identify 'capstone touch points' in
their classes. Students will be reminded about the capstone requirements
and be given 'triggers' throughout their program of study. For example the
research methods professors will identify the components of the class that
will be required in the capstone; the informatics professors will link the
secondary analysis project in their classes to possible capstone topics.
2. A more detailed rubric was created for this assignment that will be
distributed to students as they prepare the presentation.
22
3. Offer an orientation session prior to the first MPH class that prepares
students for presentations.
In 2016, the MPH program will undertake a year-long five year review that is described
in detailed in 1.2.a. (see page 21).
Developing and completing the self-study for CEPH accreditation has given us the
opportunity to measure the National University MPH program against other quality
programs. The self-study has allowed us to clarify the essential and distinguishing
characteristics of our MPH program. Program examination and accountability has been
the catalyst to program improvement. Specifically, the MPH program is now facilitating
more service learning among our students. Volunteer opportunities with communitybased agencies and organizations are disseminated to all MPH students throughout the
program. We are encouraging more students to participate in research teams with
other students and/or faculty. The students are able to disseminate their research at
internal, regional and national professional meetings.
We are initiating new methods to communicate with students by using an eCollege
website for the program rather than only for each individual course. This allows
students, faculty, staff and alumni access to announcements, important links and means
to communicate with each other. In addition, the eCollege website will allow the
students access to descriptions of skills required prior to enrolling in particular courses.
For example, tutorials of math skills need to enter Biostatistics will be available. The
purpose of this is to improve successful completion of Biostatistics and to improve
retention.
The quality of the National University MPH program will continue to be enhanced by
participation in the CEPH accreditation process. Objective 4A states that we will
complete a through self-study of the MPH program. This objective has been met.
c. Identification of outcome measures that the program uses to monitor its
effectiveness in meeting its mission, goals and objectives. Target levels should
be defined and data regarding the program’s performance must be provided for
each of the last three years.
The National University MPH Self-study includes the following categories of outcome
measures:
 Research conducted by faculty
 Service activities operated, facilitated or managed by the program to the local
and professional community
 Resources that enable the program to function
A summary of the outcome measures can be found in Table 2.
23
Table 2: National University MPH program outcomes measures 2010-2012
Goal
INSTRUCTION
1. Deliver core public
health competencies
and concentrations that
emphasize the
application of social
justice and broadbased, state-of-the-art,
quantitative and
qualitative skills needed
for problem-solving
delivered by highly
skilled and motivated
faculty who strive for
excellence through the
process of evaluation
and assessment.
Objective
1A Faculty and
administration with
input from the
advisory board,
students and alumni,
will assess the
curriculum and
student achievement
of program learning
outcomes annually.
Outcome Measure
A completed Program
Annual Review (PAR)
including outcomes,
targets, findings,
reflections and
recommendations will
be entered into the
AMS system at the
end of each fiscal
year.
2010
Not-applicable.
MPH program
began enrolling
students in March
2010. The first PAR
was completed in
June 2011.
2011
PAR was completed in
June 2011 and is
available in the
AMS/Taskstream
system. All program
learning outcomes
were measured by
signature assignments
and surveys.
Recommendations
were submitted to the
department chair,
school dean, graduate
council and provost.
2012
PAR was completed in
June 2012 and is
available in the
AMS/Taskstream
system. All program
learning outcomes
were measured by
signature assignments
and surveys.
Recommendations
were submitted to the
department chair,
school dean, graduate
council and provost.
1B Faculty and
administration with
input from the
advisory board,
students and alumni,
will complete a five
year self-study
review including an
external and internal
evaluation in the
sixth year.
A completed five-year
self-study including
relevancy, currency,
faculty, students,
resources, internal
and external review,
and an MOA
conducted in the sixth
year.
Not Applicable
Not Applicable
Not Applicable
Self-study will be done
in 2016.
24
Goal
2. Matriculate, retain
and graduate a diverse
student body.
Objective
2A Enroll 3 cohorts
of 15 – 20 students
into the MPH
program each
academic year.
Outcome Measure
Three cohorts of 15
students attending
classes.
2010
31 MPH students
admitted
2011
46 MPH students
admitted
2012
66 MPH students
admitted to date
2B 80% of MPH
students will
graduate within 24
months of
matriculation.
Beginning March
2012, the graduation
rate of MPH students
will be measured 24
months after
attending their first
class. MPH students
included in this
measurement will
include those who
enrolled in three or
more classes and
were not deployed by
the military.
Not applicable. The
first MPH students
graduate in August
2011.
Not applicable. The
first opportunity to
measure this was
March 2012.
18 students enrolled in
their first class in
March, April, May or
June 2010 and
completed three or
more classes. 1
transferred to another
program.
1 was deployed by the
military after 3 classes.
Of the remaining 16,
11 (69%) graduated
and 5 did not yet
complete their
capstone projects.
2C Monthly
participate in the
University retention
program to provide
initiatives and
assistance for
students to succeed
and evaluate
quarterly.
To begin 2013. The
outcome measure will
be student
persistence.
Not Applicable
Not Applicable
Not Applicable
25
Goal
3. Attract, retain,
mentor and promote a
diverse faculty who are
doctorally-prepared in a
discipline of Public
Health who contribute
to excellence in
education by preparing
students for proficiency
in public health
practice.
Objective
3A Annually, 100%
of the full-time
faculty members in
the Department of
Community Health
will hold doctorate
degrees in the public
health discipline in
which they teach.
Outcome Measure
100% of full-time
faculty hired by the
MPH program each
fiscal year will hold
terminal degrees in a
public health
discipline.
2010
Two new full-time
faculty members
with terminal
degrees; MD, MPH
DrPH (c) and MPH,
EdD, were hired.
2011
Two new full-time
faculty members with
terminal degrees, PhD
and EdD, were hired.
2012
One new full-time
faculty member with a
PhD was hired.
3B Annually 100%
of the adjunct faculty
members will hold
doctorate degrees to
teach in the MPH
program.
100% of new adjunct
faculty hired by the
MPH program each
fiscal year will hold
terminal degrees in
the public health
fields in which they
teach.
Three new adjunct
faculty members
with PhDs in Public
Health were hired
Five new adjunct
faculty members were
hired; three with PhDs,
one DrPH and one
MD, MPH, MBA.
Six new adjunct
faculty members were
hired; all hold PhDs in
a Public Health
discipline
Two new associate
faculty positions were
approved. The search
committees have
convened.
3C The full-time,
associate and adjunct
faculty who teach in
the MPH program will
mirror the racial/ethnic
composition of the
state of California so
that each racial/ethnic
group with a
population of 10% or
more will be
represented by at least
one faculty member
annually.
Number of racially
diverse faculty mirroring
California
7% African American,
2% Asian/Pacific
Islander
7% African American,
2% Asian Pacific Islander
44% male with 7%
African-American, and
5% Asian/Pacific
Islander.
56% female with 5%
African American, 10%
Hispanic/Latino, and 2%
Asian/Pacific Islander.
Two new full-time
faculty positions were
approved. The search
committees have
convened.
26
Goal
4. Administer, operate
and sustain a CEPHaccredited MPH
program through
decisive and
cooperative leadership
where the perspectives
and needs of the
community, students
and faculty are
incorporated into the
mission, values, goals
and objectives.
RESEARCH
5. Support faculty and
students who contribute
to an intellectual
community that fosters
a culture of inquiry and
discovery that promotes
learning and the
Objective
4A By September
2012, to complete a
self-study as
required by CEPH.
Outcome Measure
Approval of the
preliminary selfstudy.
2010
Initial letter of
application approved
by CEPH. SelfStudy began.
2011
Self-Study continued.
CEPH consultation
visit.
2012
Preliminary Self-Study
document was
prepared and sent to
CEPH September 19,
2012.
4B By February
2013, to host a sitevisit by the CEPH
team.
Approval of the selfstudy
NA
NA
Site visit scheduled.
4C By June 2013, to
be granted
accreditation by
CEPH.
Initial accreditation.
NA
NA
NA
4D Comply with
CEPH requirements
for interim reports
and substantive
changes, annually.
Sustained
accreditation by
CEPH.
NA
NA
NA
5A All full-time MPH
faculty members will
present to the SHHS
Journal Club or
Faculty Focus on
Research once per
fiscal year.
An archive of
presentations
available for review
by faculty and
students.
2 presentations to
Journal Club:
100% of full-time
faculty.
2 presentations at
Faculty Focus on
Research:
33% of full-time faculty
9 presentations at
Faculty Focus on
Research:
100% of full-time
faculty
27
Goal
advancement of public
health knowledge.
Objective
5B All full-time MPH
faculty members will
plan, conduct and
disseminate
empirical or
translational public
health research
annually.
Outcome Measure
Dissemination of
research findings to
local, national and
global audiences
annually.
2010
11 peer-reviewed
publications
100% of full-time
faculty
2011
20 peer-reviewed
publications
80% of full-time faculty
2012
19 peer-reviewed
publications to-date
80% of full-time faculty
5C 100% of the
graduates will have
designed and
undertaken relevant
public health
research focused on
community needs
annually
Number of capstone
projects completed
NA
100% of MPH student
body
15% of MPH student
body to-date
2 capstones
completed at the
request of Physician
Partners, 1 at the
request of San Diego
Health Literacy
5D 10% of the
graduates will have
made a public
presentation of their
academic work
annually
Number of students
or graduates make
public presentation of
their academic work
NA
18 student
presentations
5 student
presentations to-date
5E 100% of the
students, before
conducting their
capstone project,
will be trained
through
Collaborative
Institutional Training
Initiative (CITI) in
protection of human
CITI Report
NA
60% of MPH student
body
100% of MPH
students enrolled in
COH 613: Public
Health Informatics
28
Goal
SERVICE
6. Serve California,
national and global
communities in
partnerships that result
in Community Based
Participatory Research,
program planning,
implementation,
evaluation, and
cooperative learning.
Objective
subjects and
confidentiality of
health information
annually
Outcome Measure
2010
2011
2012
5F Annually, 100%
of the faculty will
maintain CITI
certification for
protection of human
subjects.
CITI Report
100% of faculty
100% of faculty
100% of faculty
6A All full-time MPH
faculty members will
participate in
community and
professional
partnerships each
year.
Community and
Professional Service
documented in FDPs
and AARs
100% of full-time
MPH faculty
100% of full-time MPH
faculty
100% of full-time MPH
faculty
29
d. An analytical self-study document that provides a qualitative and quantitative
assessment of how the program achieves its mission, goals and objectives and
meets all accreditation criteria, including a candid assessment of strengths and
weaknesses in terms of the program’s performance against the accreditation
criteria.
The self-study document includes descriptive analysis of the university, school,
department and program as well as reflective analysis of the potential for improvement.
The document includes both qualitative and quantitative measures of the quality of the
MPH program. The MPH program faculty have sought to find relevant and meaningful
measures that are aligned with the program mission.
Qualitative
Signature assignments designated to measure achievement of the student learning
outcomes are evaluated in every course. Students in the MPH program are surveyed
to assess their preparation in the core public health competencies as well as in the
competencies in their specialization. Internship preceptors are interviewed regarding
the student’s preparation and performance. Informal processes are also employed to
gain feedback from the students and from public health professionals.
Quantitative
Student achievement is measured in terms of grade point average, retention to
graduation and scores on validated exam questions. Faculty to student ratios, class
size, numbers of students disseminating research findings, faculty research and
services are some examples of the quantitative measures analyzed in this self-study.
e. An analysis of the program’s responses to recommendations in the last
accreditation report (if any).
Not applicable since this is the initial application for accreditation.
f. A description of the manner in which the self-study document was developed,
including effective opportunities for input by important program constituents,
including institutional officers, administrative staff, teaching faculty, students,
alumni and representatives of the public health community.
The decision to seek accreditation from CEPH was a collaborative decision that initiated
with the Chair of the Community Health Department in March 2009, when Dr. Piane was
hired to develop the MPH curriculum and program. Several meetings regarding
accreditation took place in 2009 with the Dean of the School of Health and Human
Services. The Dean took the proposal to seek accreditation to the Provost and
President and the initial application was sent and approved.
Dr. Piane attended the CEPH workshop in Washington, DC in July 2011 and began the
first draft of the self-study document. The self-study document was prepared through a
collaborative effort of the Chair of the Community Health Department, all Full-time
faculty, the Dean of the SHHS, University Director of Accreditation Services, Office of
Institutional Research and Assessment, Associate Provost and Provost. An initial
30
meeting was held to discuss work allocations and timelines, prior to the University’s
CEPH consultation visit.
This document reflects the composite contributions of program administration,
committee members, faculty, students, alumni, staff and university and communitybased stakeholders. The faculty participated in regular meetings to review the drafts
and contributed original input electronically. The MPH students were informed about
the self-study progress during orientation meetings and during meetings regarding
internships and capstone projects and given access to the drafts upon request through
e-mail and by allowing read-only access to the document stored in google.docs; a tool
that allows continuous access to all contributors and shared input. A consultant was
hired to review and edit the self-study and to assist in preparations for the site-visit.
g. Assessment of the extent to which this criterion is met.
Strengths
The strengths of the National University MPH program include our comprehensive and
rigorous curriculum, our thorough and systematic program assessment, the diversity of
our students and faculty and our agility in implementing changes and improvements.
Weaknesses
The National University MPH program has been enrolling students for just 2 ½ years.
We have accomplished many of our goals, however, we strive to continually improve
and to enhance our program with more community-based opportunities and research in
the future. In addition, we plan to improve our ability to offer career counseling and
placement services in the future.
This criterion is met. The collaborative process strengthened the outcome of the selfstudy.
31
1.3 Institutional Environment. The program shall be an integral part of an
accredited institution of higher education.
a. A brief description of the institution in which the program is located, along with
the names of accrediting bodies (other than CEPH) to which the institution
responds.
National University was founded in 1971 and is the second-largest, private, nonprofit
institution of higher learning in California and the 16th largest in the United States. It is
comprised of five schools and one college, including the Schools of Business and
Management; Education; Engineering, Technology and Media; Health and Human
Services; Professional Studies and the College of Letters and Sciences. National
University is committed to accessibility and offers programs at 27 campuses in
California, one in Henderson, Nevada, as well as online. The MPH is currently offered
onsite at the Health Science and Technology Campus in San Diego and online.
Courses at National University are taught in a one-course-per-month format, giving the
student an ability to focus on learning one course at a time and the flexibility to pursue
an academic plan at their own pace. National University is the flagship institution of the
National University System, which was established in 2001 to meet the emerging
demands for lifelong education in the 21st century.
In addition to National University, the affiliates of the National University System are:
John F. Kennedy University; National University International; the Division of PreCollege Programs, which includes National University Virtual High School and National
University Academy; Spectrum Pacific Learning Company, LLC; and WestMed College.
Entities related to the System include the Center for Integrative Health; the National
University System Institute for Policy Research; and the National University Golf
Academy.
National University has been accredited by the Accrediting Commission for Senior
Colleges and Universities of the Western Association of Schools and Colleges (WASC)
since 1977, the same body which accredits all of the major universities and colleges in
California, Hawaii, Guam and the Pacific Basin. An accreditation review was
conducted by WASC in 2011 and National University was granted a continued full
accreditation for all programs, courses, and departments. WASC will conduct its next
comprehensive, educational effectiveness review in spring 2021.
Six core values shape National University:
 Quality
 Access
 Relevance
 Accelerated pace
 Affordability
 Community
32
The Mission of National University
National University is dedicated to making lifelong learning opportunities accessible,
challenging, and relevant to a diverse student population. Its aim is to facilitate
educational access and academic excellence through exceptional management of
University operations and resources, innovative delivery systems and student services,
and relevant programs that are learner-centered, success-oriented, and responsive to
technology.
National University’s central purpose is to promote continuous learning by offering a
diversity of instructional approaches, by encouraging scholarship, by engaging in
collaborative community service, and by empowering its constituents to become
responsible citizens in an interdependent, pluralistic, global community.
National University is also:
 Approved by the Commission on Teacher Credentialing (CTC);
 Accredited by the California Board of Registered Nursing (BRN);
 Approved by the Commission on Collegiate Nursing Education (CCNE) for the
offering of the Bachelor of Science in Nursing Program;
 Accredited by the International Assembly for Collegiate Business Education
(IACBE) for programs offered by the School of Business & Management;
 A member of the American Association of Colleges for Teacher Education
(AACTE);
 Approved to train veterans under Title 38, U.S. Code (GI Bill);
 Approved for student financial aid by the Department of Education;
 A member of the Council of Colleges of Arts and Sciences (CCAS);
 Authorized under federal law to enroll non-immigrant alien students;
 A member of the American Association of Intensive English Programs (AAIEP)
through its American Language and Intercultural Studies program;
 A participant in the Service members Opportunity College network (SOC); and
 Approved for Army, Air Force, Coast Guard, Marine Corps, Navy and U.S.
government tuition assistance. Students in San Diego who qualify may enroll in
the Army or Air Force ROTC cross-enrollment programs.
33
b. One or more organizational charts of the university indicating the program’s
relationship to the other components of the institution, including reporting lines.
The University’s organizational chart that indicates the program’s relationship to other
components of the institution, including reporting lines, has been attached to this selfstudy.
Dr. Jerry C. Lee
Chancellor, National University System
President Emeritus, National University
Figure 1: University Organizational Chart shows the relationship to the Department of
Community Health, the School of Health and Human Services and the administration of
National University and National University System.
Office of the
Chancellor
Chancellor
Dr. Jerry C. Lee
John F. Kennedy
University
Pre-College
Programs
President
Vice Chancellor
Steven Stargardter
Nancy Rohland
National University
President
Patricia E. Potter
National University
International
President
Bob Benson
Spectrum Pacific
Learning
President
Brian Jensen
WestMed College
President
Charles “Mac” Powell
34
National University
Chancellor
Dr. Jerry C. Lee
Interim President
Patricia E. Potter
Provost
Eileen D. Heveron
VP, Student
Services
Joseph Zavala
VP, University
Relations
(Vacant)
VP, IT
Christopher Krug
University VP & Dir,
NUCRI
Thomas MacCalla
EVP, Business &
Regional Operations
Richard Carter
Dir, Special
Projects
Jonathon Chillas
School of Health and
Human Services
School of Health and
Human Services
Interim Dean
Scott Higgins
Department of
Community Health
Chair
GinaMarie Piane,
MPH, DrPH, CHES
Associate of Science in
Health Informatics (ASHI)
Faculty Assistants
Bachelor of Science
major in Public Health
(BSPH)
Bachelor of Science
major in Healthcare
Administration (BSHA)
Internship
Coordinator
Department of
Health Sciences
Chair
Patric Schiltz, Ph.D.
Department of Nursing
Chair
Mary McHugh, Ph.D.,
RN
Master of Public Health
(MPH) Interim
Program Lead
Faculty Advisor
GinaMarie Piane, MPH,
DrPH. CHES
Associate Faculty
Adjunct Faculty
Full-time Faculty
Bachelor of Arts
major in Health Science with
Teacher Credential (BAHS)
Master of Healthcare
Administration (MHA)
Master of Health
Informatics (MSHI)
Master of Science in Health
and Life Science
Analytics (MSHLSA)
35
c. A brief description of the university practices regarding:
– lines of accountability, including access to higher-level university officials
The lines of accountability of the National University Master of Public Health program
consists of the Chancellor, Board of Trustees, President, Provost, Faculty Senate,
Graduate and Undergraduate Councils, School of Health and Human Services Dean,
Community Health Department Chair, The Public Health Program Lead, and other
Full-time and adjunct faculty.
The Chancellor is the chief executive officer of the National University System, guiding
the strategic direction of the affiliates of the National University System, including
National University; John F. Kennedy University; National University International; the
Division of Pre-College Programs, consisting of National University Academy and
National University Virtual High School; Spectrum Pacific Learning; and WestMed
College. As Chancellor, Dr. Lee also oversees the Center for Integrative Health, the
National University System Institute for Policy Research, National University Golf
Academy, and the Center for Performance Psychology.
The Board of Trustees is the governing body. The President is the chief executive
officer and responsible for fiscal planning. The Provost is the chief academic officer of
the University with primary responsibility for maintaining the integrity and academic
excellence of the academic programs and sets admission standards for graduate
programs. The Faculty Senate is the primary Faculty Governance body. The Dean of
the School of Health and Human Services is the chief academic officer of the school.
The Community Health Department Chair, who is appointed by the School of Health
and Human Services Dean, is responsible for the overall academic quality and
consistency of the courses, provides leadership to the faculty of the Department, and
makes recommendations about the recruitment, selection, reappointment, promotion
and merit after review of the Departmental Faculty.
The Public Health Program Lead is responsible for maintaining academic currency
and rigor of the program, overseeing assessment activities, ensuring that the program
meets CEPH accreditation requirements, recommending new adjunct faculty,
monitoring course materials, and observing and monitoring instruction in program
classes.
The Full-time faculty members have the primary responsibilities of teaching,
scholarship and service. Their responsibilities include curriculum development. The
Department of Community Health, as well as the departments of Health Sciences and
Nursing, is part of the School of Health and Human Services, which was established in
2004. The MPH program is within the Department of Community Health, which was
established in 2008. The Department also offers a coordinated set of programs to
include an Associate of Science in Health Informatics, a Bachelor of Science in Public
Health, a Bachelor of Science in Health Care Administration, a Master of Science in
Health Informatics and a Master of Health Care Administration.
36
– prerogatives extended to academic units regarding names, titles and internal
organization
The program is known as the Master of Public Health program. Its name and the
name of the Department of Community Health were proposed by the Dean of the
School of Health and Human Services and approved by the Graduate Council and
Provost. The names of the Specializations were proposed by the Program Lead and
approved by the Graduate Council. The internal organization of the MPH program is
determined by the Chair of the Department of Community Health and the Dean of the
School of Health and Human Services.
– budgeting and resource allocation, including budget negotiations, indirect
cost recoveries, distribution of tuition and fees, and support for fund-raising
The Department of Community Health is given an annual budget by location by fiscal
year; July 1- June 30. From 2008-2012 all budget items have been allocated to the
San Diego location. In the future, we may be allocated budget items for Fresno, Costa
Mesa, Los Angeles or San Bernardino locations. The budget process varies for the
three major budget categories: Annual Budget, Strategic Planning Objectives (SPOs)
and Faculty and Staff requests. The MPH budget items are included with the
Department budget.
Annual Budget and SPOs
Every January, the Dean of the School of Health and Human Services hosts an
annual planning meeting with all Program Leads. The focus of this meeting is to
create strategic plans that include the SPOs and annual budget requests for the
following fiscal year. The Program Leads then submit budget requests to the
Department Chair in February. The Chairs submit consolidated requests to the Dean
in March. The Dean prioritizes the requests and submits to the Provost who reviews
the requests for coordination across the schools and college. The National University
Budget Office processes the requests which are then reviewed and approved by the
University Budget Committee. Finally, the Board of Trustees approves the budget at
its spring meeting in May and the budgets are released on July 1. SPOs are approved
for periods of one year.
Faculty and Staff Requests
Requests for Full-time faculty positions, associate faculty positions and staff are
proposed by the MPH Program Lead in April. These requests along with rationale are
forwarded for approval to the Department Chair, The School of Health and Human
Services Dean, the University Provost and finally to the President. In FY 2010, the
Department received approval to hire one Full-time faculty member as MPH Program
Lead. Six Full-time faculty requests were approved in FY 2011 one of which was
funded as an SPO to work with Veteran’s Village. Two additional Full-time faculty
positions were approved in FY 2012 as well as two additional associate faculty
members (part time) and a Full-time staff member as internship coordinator.
There are several inputs from faculty to the annual budget process. In terms of faculty
welfare, the Budget Committee of the Faculty Senate meets twice with the Executive
37
Vice President, Business and Regional Operations (EVPB). The first meeting is at the
beginning of the cycle where the Committee expresses faculty needs for welfare and
support. The second meeting is late in the cycle where the EVPB closes the loop with
the Committee to report how faculty needs will be met in the coming budget period.
With regard to faculty input into the operating budget, faculty members work through
Department Heads and Deans to request additional resources that can be made
available through the budget process. It is within this process that resources (funding,
equipment, etc.) deemed as required either through the Program Annual Report (PAR)
process or the Five-Year Review Process are requested.
The five-year strategic plan is the foundation for addressing long term institutional
needs, revenue streams and resource requirements. From the strategic objectives
identified in this document, long term projects are identified that become part of the
annual budgeting process and annual operating plans. Running in parallel with the
long term plans is a long term cash flow plan that is updated periodically throughout
the year.
– personnel recruitment, selection and advancement, including faculty and staff
Each Full-time faculty member hired by the University to teach in the MPH program is
reviewed by an MPH program search committee consisting of at least three Full-time
faculty members. The search committee chair is selected by a vote of the committee.
The MPH program requires that individuals hold a terminal degree in the sub-specialty
of public health in which they teach. The advertisement for the vacancy is placed in
The Chronicle of Higher Education, the Nation’s Health and Academic Keys with clear
specifications of the requirements for a DrPH or PhD in Public Health and relevant
work experience in Public Health. The search committee reviews materials submitted
by all candidates and ranks the candidates according to the scope of work for the
specific position. Phone interviews are conducted to explore the viability of the
candidates. Generally, three candidates are selected for an onsite interview with the
search committee, the department chair, the school dean, the entire MPH faculty and
the students. Candidates are required to give a presentation of research to the faculty
and students in the School of Health and Human Services. The Search Committee
Chair solicits input from all involved parties, including the committee members, MPH
students and faculty and makes a recommendation to the Dean. The final decision to
offer a contract is made by the president of the university.
The president determines the rank and salary of the new faculty member based on
recommendations by the dean. New faculty members are offered an initial two-year
contract with the expectation that they will apply for reappointment before the end of
the second year. The salaries of Full-time faculty are quite competitive with
comparative institutions of higher learning. The contracts for Full-time faculty stipulate
that faculty members are eligible for 10 weeks academic leave per fiscal year.
The associate faculty is hired in the same manner as the Full-time faculty. Associate
faculty members are considered salaried, part time faculty members who have a
teaching load of 75% of a Full-time faculty member. They are not required to conduct
38
research and have limited service expectations. They are, however, eligible for
election to university, school and department committees.
Adjunct faculty members can be hired at any time during the fiscal year. They apply
for teaching positions online. The MPH Program Lead reviews the applications to
determine whether or not they should be considered to teach. The application
includes a letter of introduction, resume, and references. To complete the process,
the Program Lead interviews the candidate. Adjunct faculty members are also
required to hold a DrPH or PhD in a Public Health discipline. Exceptions are made for
adjunct faculty who are masters prepared with more than ten years’ of experience
relevant to the discipline in which they teach. This process ensures that the adjunct is
qualified to deliver quality instruction. The adjuncts become part of the pool of faculty
available to be staffed to teach classes on a month-by-month basis. Adjunct faculty
are initially given a maximum workload of six classes per fiscal year and can be
promoted to increase the maximum workload and stipend.
– academic standards and policies, including establishment and oversight of
curricula
The MPH program adheres to the faculty policies (Appendix 1), policies for graduate
programs (Appendix 2) and guidelines for graduate programs (Appendix 3) that have
been established through shared governance at National University. Members of the
MPH faculty serve on the university senate and graduate council. All MPH faculty
members are eligible to vote to approve changes to these policies.
The graduate policies include standards for titles of courses, program descriptions,
program learning outcomes, course descriptions, course learning outcomes, number
of contact hours per unit. The university uses a +/- grading system to calculate GPAs.
The university determines criteria for admission, academic probation, dismissal,
attendance, graduation. Exceptions to policies, requests for transfer credit, waivers of
classes, accelerated study requests, and waiver of prerequisites are approved by the
MPH Program Lead.
Additional policies for the MPH program are currently in the development stage. This
was discussed extensively during the June and July 2012 faculty meetings. Formal,
written policies have been established for internships and capstone projects, however,
other policies remain informal and unwritten. The MPH policies will be developed to
address writing standards for the program including use of APA style throughout the
program, content required on the eCompanion and eCollege shells used in on site and
online classes respectively and the number of synchronous ClassLivePro sessions
required per class session, as well as other issues deemed appropriate by the ad hoc
committee.
d. If a collaborative program, descriptions of all participating institutions and
delineation of their relationships to the program.
Not Applicable
39
e. If a collaborative program, a copy of the formal written agreement that
establishes the rights and obligations of the participating universities in regard to
the program’s operation.
Not Applicable
f. Assessment of the extent to which this criterion is met.
This criterion is met. The Master of Public Health Program is administered within an
accredited university with shared-governance, accountability and an administrative
structure that supports the mission of the program.
40
1.4 Organization and Administration. The program shall provide an
organizational setting conducive to teaching and learning, research and service.
The organizational setting shall facilitate interdisciplinary communication,
cooperation and collaboration. The organizational structure shall effectively
support the work of the program’s constituents.
a. One or more organizational charts showing the administrative organization of
the program, indicating relationships among its component offices or other
administrative units and its relationship to higher-level departments, schools and
divisions.
Figure 2: The National University MPH Program Organizational Chart shows the
organizational structure of the MPH program, its Program Lead, Full-time faculty,
Associate Faculty, Adjunct Faculty and Staff
b. Description of the roles and responsibilities of major units in the organizational
chart.
The MPH program director is referred to as Program Lead by National University. The
Program Lead serves at the discretion of the Chair of the Department of Community
Health, with concurrence by the Dean of the School of Health and Human Services, and
with consultation by the faculty of the MPH Program. Dr. Gina Marie Piane,
Department Chair, is currently serving as Program Lead on an interim basis during the
development of the program and the self-study. It is not unusual at the University that a
new program would have a chair serve as program lead if the responsibilities were
41
aligned with the faculty member’s discipline. Appropriate course load reduction is
approved for these responsibilities. A new faculty position for MPH program lead will be
requested for a national search to begin in July 2013.
The duties and authority of the Program Lead include, but are not limited to, the
following:
 Recruitment, admission, and advisement of qualified candidates for completion of
the MPH degree.
 Scheduling course strings for each cohort of students.
 Leading curriculum revisions and integrating technical advancements to maintain
currency of the program.
 Recruiting, retaining, and scheduling qualified Full-time and part-time faculty.
 Consulting with faculty, Department Chair, and Dean regarding the program, its
needs, and strategic plans for the future.
 Establishing and maintaining relationships with representatives of appropriate
University units affecting the program.
 Establishing and maintaining relationships with the public health community for
both program development and student practice-based learning opportunities.
 Supervising student internships and capstone projects.
 Acting as the liaison between the program and CEPH.
 Developing and submitting an annual budget to the Chair for inclusion in the
University budgeting process.
The Core Full-Time Faculty collaborate with the Program Lead in decision making
regarding the MPH program. The Core Full-Time Faculty serve as Course Leads for 2
or 3 MPH courses. This entails course development and assessment and coordination
with the adjunct faculty who are also teaching the courses. Core Full-Time Faculty are
also required to commit to university service, community service and scholarly activities.
Associate Faculty are salaried faculty who have a reduced course load.
participate in program decision making and teach 6 courses per Academic Year.
They
Adjunct Faculty are called upon to teach individual courses, as needed. Adjunct Faculty
are encouraged to attend faculty meetings and to participate in faculty governance.
Three Full-time staff members have responsibilities for the MPH program. The dean’s
assistant processes all contracts for consultants, subject matter experts to develop
course materials, affiliation agreements and personnel requirements for the program. In
addition, the dean’s assistant facilitates the budget process, aids faculty with travel
arrangements and contracts with vendors for program events such as the awards
ceremonies. The two assistants to the faculty facilitate scheduling and staffing of
classes, process adjunct faculty applications, assist with the department calendar, setup technology needed for program meetings, process student requests, and schedule
appointment between the MPH students and faculty. An additional staff position was
granted to the MPH program for fiscal year 2012-2013 to coordinate MPH internships.
42
c. Description of the manner in which interdisciplinary coordination, cooperation
and collaboration are supported.
Interdisciplinary Teaching
Full-time faculty members who are assigned to other departments are occasionally
called upon to teach in the MPH program. The Chair of the Nursing Department is an
expert in Biostatistics and has taught our graduate Biostatistics course. A Full-time
faculty member in Economics has taught our graduate Health Economics course. At
this time there are no additional teaching collaborations. We look forward to the
opportunity to expand our collaborative teaching as opportunities arise.
Interdisciplinary Service
In addition to teaching, faculty members from other departments and schools within
National University participate in the approval processes for program assessment,
curricular modifications and multiyear reviews. University governing committees, The
Senate, Graduate Council and Personnel Committees, serve the MPH program.
Likewise the MPH faculty serve on interdisciplinary committees such as the
Undergraduate Council and The Graduate Council. Three MPH faculty members
serve on the advisory board for the National University Doctor of Nursing Practice
program.
Interdisciplinary Research
MPH faculty members also serve on the National University IRB. Three MPH faculty
members serve on the University Research Council and the School of Health and
Human Services Research Taskforce. Both of these committees are currently
developing strategies to support interdisciplinary research.
d. Identification of written policies that are illustrative of the program’s
commitment to fair and ethical dealings.
National University Faculty Policies include academic responsibility and professional
ethics as well as a code of conduct for its faculty. (See Appendix 1).
e. Description of the manner in which student grievances and complaints are
addressed, including the number of grievances and complaints filed for each of
the last three years.
MPH students have filed no grievances in the years 2010-2012. Policies are referred to
in the General Catalog
(http://www.nu.edu/assets/resources/pageResources/Catalog76.pdf) regarding grade
appeals, civil rights violations, classroom discipline, etc.
The Student Relations Coordinator
The Office of Student Affairs serves the National University community by advocating
for accepted norms of fairness, decency and ethical behavior, adherence to the letter
and spirit of National University policies, and prevention of delay, complication, and
unresponsiveness in the application of University rules and processes. The Student
Relations Coordinator (SRC) works to fulfill the mission of the University by serving as
43
an informal and impartial resource for the National University community and by acting
in the following ways:






Serving as an advisor who listens and identifies options to address the student’s
problem;
Encouraging and assisting people to resolve their own conflicts. When
requested, the SRC will intervene and work with all parties to resolve a dispute;
Identifying personnel appropriate to handle a given problem, explain National
University policies, connect people with University resources, and explain how
the university system works;
Assisting when normal channels have failed to resolve students’ problems or
when there is not a well-defined channel to address the concern;
Providing a confidential way to raise sensitive or very private concerns; and
Providing feedback to the President, Board of Trustees, deans, and other
University officers about policies, practices, and structures that regularly produce
conflicts, problems, and complaints.
In deciding whether to initiate contact with the SRC, it is best to view this step as a last
resort to be taken only when other approaches have failed. For many problems, a
normal procedure or route of appeal can be found in the General Catalog
(http://www.nu.edu/assets/resources/pageResources/Catalog76.pdf). Academic
advisors, student concierge services, department chairpersons, deans, and directors
are all, by virtue of their office, experts at handling specific types of problems and
should normally be consulted first. The SRC does not take sides, but considers the
rights and interests of all parties to a dispute with the aim of achieving a fair outcome.
The SRC does not make, change, or set aside policies or decisions, but advocates for
fairness. The SRC will not identify students or reveal their confidences without
permission except when required by law. Information provided by the student to the
SRC may not be used in grievance or other formal proceedings.
f. Assessment of the extent to which this criterion is met.
This criterion is met. The administration and faculty of the National University Master of
Public Health program have clearly defined roles, rights, and responsibilities with regard
to academic policies.
44
1.5 Governance. The program administration and faculty shall have clearly
defined rights and responsibilities concerning program governance and
academic policies. Students shall, where appropriate, have participatory roles in
conduct of program evaluation procedures, policy-setting and decision-making.
a. Description of the program’s governance and committee structure and
processes
The Board of Trustees, the administration, and the faculty recognize the Faculty Senate
as the primary faculty governance body. The Faculty Senate has the right and the
obligation to advise and confer with the president, the Provost, vice presidents, deans,
and other administrative officers on matters affecting the status, responsibility, and
welfare of the faculty. The faculty demonstrates shared governance at National
University through the work of the faculty governance groups (Faculty Senate, Graduate
Council, and Undergraduate Council). The Faculty Senate focuses on policies and
procedures that affect the welfare of the faculty; the Graduate and Undergraduate
councils focus on academic quality of all programs, including program development and
assessment. The Senate chairperson presents at all Board meetings.
Particularly as they affect:
– general program policy development
MPH program policies are developed in a collaborative process by the Full-time core
faculty, the Program Lead, the Department Chair and the School Dean. All policies
must comply with the Faculty Policies set by the University Senate. Program
committees can bring forward suggestions for policy revision though they do not create
policy.
– planning
The Advisory Council of the School of Health and Human Services meets on annual
basis to formulate a strategic plan for the school. The development of the MPH was
initiated in response to the 2007 SHHS strategic plan. In addition, The School of Health
and Human Services conducts a strategic planning retreat annually in January to garner
faculty input into the strategic plan for the following academic year. The Chair of the
Department of Community Health, along with the Chair of the Departments of Health
Science and Nursing, meet monthly with the Dean to plan for the three departments.
The Department of Community Health conducts faculty meetings twice each month on
the 1st and 3rd Thursdays of the month. The purpose of these meetings is primarily to
plan department and program activities as well as to participate in collaborative decision
making.
The Program Lead of the MPH meets quarterly with the Dean of the School of Health
and Human Services to report on progress and to develop strategic plans for the
program. Plans include the start dates of strings of courses for the MPH, regional
locations for courses, off-site locations and outreach efforts.
45
The Faculty Assistants process scheduling requests for individual courses or strings of
courses that include all required courses in a sequence. This allows the academic
advisers to enroll students in the entire course of study upon admission.
Each month, the MPH Program Lead and Faculty Assistants attend a scheduling
meeting to monitor enrollment in the MPH courses. If enrollments are above the
capacity for the classroom or not conducive to learning, the class is split into two
sections and staffed with a second qualified faculty member. If the class is under the
required enrollment it may be postponed.
– budget and resource allocation
The Dean works with the Department Chairs to draft the initial School budget. As part of
the discussion, the Dean reviews the recommendations supported by the Program
Annual Reports (PAR). These recommendations for PAR are forwarded for
consideration in the budget planning process. Department Chairs are also required to
develop a budget for their department. They solicit ideas from faculty as to what needs
to be budgeted. Faculty then help to keep expenses within the limits of the budget.
– student recruitment, admission and award of degrees
National University Policy restricts all marketing activities to the centralized National
University System Marketing division. School deans submit marketing requests
annually which are then incorporated into the School and University Marketing Plans.
The MPH students typically have a first point of contact by reading the university
website, by meeting with an academic adviser or by word-of-mouth from other students
or faculty in other programs. Additional recruitment materials are distributed at
professional meetings (APHA, HIMMS, AUPHA), graduate school fairs and at health
related events at the discretion of the MPH Program Lead. The content of the website
and the recruitment flyers is written by the MPH Program Lead in collaboration with the
Full-time faculty.
Admissions advisers shepherd students through the application and admission process
and register students into their program of study. The Admissions department and
Registrar verify eligibility for graduate admissions. Admissions advisers also process
petitions to make exceptions in standard policy including accepting transfer credit,
allowing students to enroll in courses without meeting the prerequisites, accelerated
study, independent study and academic probation. Admission for international students
is processed by the International Programs Office. There are also separate admissions
departments for military personnel and veterans.
The MPH degree is awarded after successful completion of 16 4.5 quarter unit courses
with a grade point average of 3.0 or higher. Completion of all requirements is verified by
the Registrar. All MPH students must complete 8 core public health courses and 8
courses in their designated specialization. The degree is awarded at the completion of
the academic quarter.
46
– faculty recruitment, retention, promotion and tenure
The review of applications for reappointment, promotion, sabbatical and merit is done
by the Chair, the School Personnel Committee, the Dean, the Provost, and the
President. The Academic Personnel Committee of the Faculty Senate is copied on all
recommendations of merit. All reviewers make recommendations to the President who
makes the final decision.
The Faculty Policies document (Article 8, Appendix 1) emphasizes that National
University strives to select and reappoint faculty members who demonstrate particular
competence, an enthusiasm for the art of teaching, and support for the University’s core
values and mission. In an ongoing manner with the satisfactory achievement of these
goals, Full-time faculty receive reappointment and promotion, merit salary increases,
and sabbatical leave. The Provost and the Faculty Senate collaborate on a joint
presentation to the faculty on preparing a dossier and on a review of the Faculty
Policies on Reappointment, Promotion and Merit and together respond to faculty
questions. A training process developed by the Senate for dossier reviewers provides
an online course using the content of this presentation as well as expectations for the
review process.
– academic standards and policies
Grading standards are listed on pages 61and 62 of the National University General
Catalog (http://www.nu.edu/assets/resources/pageResources/Catalog76.pdf). National
University uses a plus/minus grading system. The grade of A+ is not issued. Graduate
students must maintain a cumulative grade point average(GPA) of 3.0 for all graduate
work. Students who receive a “D” or “F” grade in a required course must repeat the
course. Students whose cumulative GPA falls below a 3.0 for coursework completed at
National University are placed on academic probation. Students are allowed three
courses to improve their cumulative grade point average to the required 3.0, provided
no further grades of B- or below are earned. Students placed on probation will be
removed from probation once they have improved their grade point average to a
cumulative GPA of 3.0 or better. Satisfactory grades received while on probation count
toward fulfillment of degree requirements. Students on academic probation who fail to
raise their GPA to 3.0 or better or who receive a grade of B- or below during their
probationary period will be disqualified from their academic program. Disqualified
students cannot attend National University for the next three months (terms) following
the month in which the student was disqualified. After a three-month leave from the
University, students can apply for reinstatement.
– research and service expectations and policies
All Full-time Faculty are expected to engage in scholarly activity; examples of such
activity are described in Article 8.5 of the Faculty Policies. It is recognized that the forms
and quantity of scholarship will vary depending on the Faculty member’s discipline and
the nature of the scholarly work in which he or she is engaged, and that no single
standard based on, for example, the number of presentations or publications in a given
year can be applied to measure the scholarly or creative work of Faculty across
47
National University. These decisions regarding specific research and service
expectations are determined by Faculty Policies which are set outside of the
department. These activities represent only the minimum expected activities faculty
should plan in formulating their Faculty Development Plans; they do not represent
expected results or outcomes on which faculty will be evaluated for reappointment,
promotion, or merit. Those expected results or outcomes are detailed in the
Reappointment, Promotion and Merit Standard of Practice. Specific expectations will be
negotiated and agreed upon by the Faculty and his or her Department Chair.
The MPH faculty are expected to maintain a consistent research agenda that
corresponds with the area or areas in which they teach. Dissemination of the research
is also expected in the form of presentations to professional audiences and peerreviewed publications.
b. A copy of the constitution, bylaws or other policy document that determines
the rights and obligations of administrators, faculty and students in governance
of the program.
The Faculty Policies, Graduate Program Policies and Guidelines for Graduate Programs
are attached in appendices 1, 2 and 3, respectively.
c. A list of standing and important ad hoc committees, with a statement of charge,
composition, and current membership for each.
A description of University and School of Health and Human Services standing and ad
hoc committees is included in Appendix 4.
Department and the Program-level standing committees:
Complete membership lists are available in Appendix 5.
Faculty Focus on Research (FFOR)
All Full-time faculty members in the MPH program participate in FFOR. FFOR meets
monthly to support the research agenda of the department, to foster an intellectual
community, to encourage collaborative research projects, and to increase the
dissemination of scholarly work by the faculty members in the department. All members
are required to present their own on-going research for input from the membership.
Chair: Tyler Smith
Membership:
 David Adesanya
 William Baldyga
 Stephen Bowman
 Lara Carver
 Catie Chung
 Alba Lucia Diaz
 Angela Drake
 Brooks Ensign
 Ellen Kaye Gehrke
48





David Lemberg
Linda Travis Macomber
Gina Piane
Catherine Prato
Alan Smith
Curriculum
The Community Health Department Curriculum Committee is responsible for approving
new programs and modifications to existing programs within the Department. The
forward approved proposals to the SHHS SAC. The committee is comprised of Fulltime faculty, adjunct faculty and student representatives.
Chair: Alba Lucia Diaz
Membership:
 David Adesanya
 Stephen Bowman
 Linda Travis Macomber
 Gina Piane
 Tyler Smith
 Ben Howard, MPH student
Community Service and Volunteerism
The Community Health Community Service and Volunteerism Committee is comprised
of Full-time faculty, adjunct faculty and student representatives. It meets monthly to
examine and disseminate volunteer opportunities for the MPH students. They also
monitor volunteer hours and have proposed requiring volunteer hours for all students.
Chair: Alba Lucia Diaz
Membership:
 Ellen Kaye Gehrke
 Marie Bowman-Davis
 Angela Drake
 Kiera Schminke
 MPH student representative
49
Dr. Alba Lucia Diaz and MPH Students Conducting Community Service
Scheduling
The Community Health Department Scheduling meetings occur every six months in
order to schedule and staff courses within the department.
Chair: David Adesanya
Membership:
 Stephen Bowman
 Alba Lucia Diaz
 Linda Travis Macomber
 Gina Piane
 Tyler Smith
 Brooks Ensign
Awards and Recognition
The Community Health Department Awards and Recognition Committee meets annually
to select student award recipients and to plan the awards ceremony.
Chair: Linda Travis Macomber
Membership:
 Ellen Kaye Gehrke
 Gina Piane
 Deborah Morton
50
d. Identification of program faculty who hold membership on university committees, through which faculty contribute
to the activities of the university.
Table 3: Core MPH Faculty Committee Participation 2009-2012
Full-Time Faculty
Committee
Role
GinaMarie Piane, DrPH
Undergraduate Council
Chair
July 2010-present
Member July 2009-2010
Member July 2010-present
President’s Leadership Commission
David O. Adesanya MD,
MPH
Dates
President’s Faculty Commission
Member September 2009September 2010
Council of Chairs
Member April 2010 - present
School Assessment Committee
Member April 2009-present
SHHS Leadership Committee
Member April 2010-present
SHHS Program Lead Committee
Member April 2009-present
Community Health Department Faculty Focus on
Research
Chair
Research Council
Member 2010-present
University Institutional Review Board
Member 2011- present
Academic Affairs Committee
Member 2011-present
2011-2012
51
Full-Time Faculty
Committee
Role
David O. Adesanya MD,
MPH (cont.)
Dates
2012
Faculty Spring Symposium
Chair
2011-present
Community Health Department Faculty Focus on
Research
Member 2012-present
Chair
Community Health Department Scheduling Committee
2011-present
Member
Community Health Department Curriculum Committee
Alba Lucia Diaz
2011-present
University General Education Committee
Member 2011-present
SHHS Academic Affairs Committee
Member 2011-present
Faculty Focus on Research
Member 2011-present
SHHS program Leadership Committee
Member 2011-present
Community Health Department Curriculum Committee
Member 2011-present
Community Health Department Community Service
and Volunteerism
Chair
2011-present
Community Health Department Scheduling Committee Member 2011-present
52
Full-Time Faculty
Committee
Role
Ellen Kaye Gehrke
Graduate Council
Program Review Graduate Council
Member 2009-present
Member 2011- Present
Chair, Strategic Planning Grad Council
Chair
University Research and Scholarship
Member 2011-present
Academic Assessment- SHHS
Member 2011- present
SHHS Academic Committee
Member 2010-present
Faculty Search Committees
Member 2008- 2012
Faculty Focus on Research
Member 2012-present
Curriculum
Chair
Community Service and Volunteerism
Member 2012-present
Community Health Department Curriculum Committee
Member 2012-present
Chair
2011-present
Graduate Council
Member September 2011-present
President’s Learning Community for Degrees
Qualifications Profile
Member September 2011-present
Tyler C. Smith, MS, PhD
Dates
2011-Present
2012-present
53
Full-Time Faculty
Committee
Role
Tyler C. Smith, MS, PhD
(cont.)
Research Council
Member December 2011-present
Paper Chair, Student Scholarship Committee
Spring Symposium Faculty Research
Chair
December 2011- present
Member September 2011- present
University Institutional Review Board
Member July 2011
SHHS Assessment Committee
Member May 2011-Present
SHHS Taskforce on the Student Experience
Member February 2012-Present
Community Health Department Faculty Focus on
Research
Member July 2011-present
Chair
2012-present
Community Health Department Awards Committee
Member April 2011-present
SHHS Assessment Committee
Member June 2012- present
Stephen Bowman
Dates
Community Health Department Faculty Focus on
Member June 2012- present
Research
Community Health Department Scheduling Committee Member June 2012- present
Angela Drake
Community Health Department Curriculum Committee
Member June 2012- present
National University Veteran’s Relations
Member March 2011-present
54
Full-Time Faculty
Committee
Role
Dates
Angela Drake (cont.)
Community Health Department Faculty Focus on
Research
Member March 2011-present
Catherine Chung
SHHS Academic Affairs Committee
Chair
Undergraduate Council
Member 2012-present
2011-present
55
e. Description of student roles in governance, including any formal student
organizations, and student roles in evaluation of program functioning.
Students serve as nonvoting members of the Graduate Council and the Undergraduate
Council. MPH students are continually encouraged through website postings,
classroom announcements and e-mail, to participate in program committees. Due to
the nature of our non-traditional students, these efforts to engage students in
departmental and program committees have resulted in lower than desired participation
rates.
The National University Public Health Association is a student organization that was
founded by the first cohort of MPH students as a discussion forum and resource for all
public health students. The officers are elected annually in September. The student
organization sponsors events during Public Health Week, to welcome new students,
and group volunteer activities as well as study groups. They also sponsor a Facebook
page for all public health students.
The National University Health Administration Association (NUHAA) is a student
organization that was founded by the first cohort of MHA students. MPH students with
specializations in healthcare administration also participate in the NUHAA. They
sponsor events on campus for all students such as resume writing workshops, mock
interviews and guest speakers. They co-sponsor activities with the local chapter of the
ACHE. The Health Administration student organization also sponsors a Facebook page
and an electronic newsletter.
Student Evaluations
Student evaluation of faculty occurs through surveys of students at the end of a course,
developed by the Faculty Senate. Policies require that a faculty evaluation of all faculty
be available for program, regional, or course lead faculty to review. These results are
also reviewed each month by the deans and department chairperson. Based on these
reviews, lead faculty and department chairs provide mentoring and counseling for
faculty. Student evaluations provide the University with important information about
instructor performance from the learners’ points of view.
f. Assessment of the extent to which this criterion is met.
This criterion is met. The faculty of the Master of Public Health program is established
as an integral part of the National University faculty at-large and are afforded the rights,
responsibilities and protections necessary. The administration and faculty of the
National University Master of Public Health program have clearly defined roles, rights,
and responsibilities with regard to academic governance.
56
1.6 Resources. The program shall have resources adequate to fulfill its stated
mission and goals, and its instructional, research and service objectives.
a. A description of the budgetary and allocation processes, sufficient to
understand all sources of funds that support the teaching, research and service
activities of the program. This should include, as appropriate, discussion about
legislative appropriations, formula for funds distribution, tuition generation and
retention, gifts, grants and contracts, indirect cost recovery, taxes or levies
imposed by the university or other entity within the university, and other policies
that impact on the resources available to the program.
The Department of Community Health is given an annual budget by location by fiscal
year; July 1- June 30. From 2008-2012 all budget items have been allocated to the San
Diego location. The budget process varies for the three major budget categories:
Annual Budget, Strategic Planning Objectives (SPOs) and Faculty and Staff requests.
The MPH budget items are included with the Department budget.
Annual Budget and SPOs
Every January, the Dean of the School of Health and Human Services hosts an annual
planning meeting with all Program Leads. The focus of this meeting is to create
strategic plans that include the SPOs and annual budget requests for the following fiscal
year. The Program Leads then submit budget requests to the Department Chair in
February. The Chairs submit consolidated requests to the Dean in March. The Dean
prioritizes the requests and submits to the Provost who reviews the requests for
coordination across the schools and college. The National University Budget Office
processes the requests which are then reviewed and approved by the University Budget
Committee. Finally, the Board of Trustees approves the budget at its spring meeting in
May and the budgets are released on July 1. SPOs are approved for periods of one
year.
Faculty and Staff Requests
Requests for Full-time faculty positions, associate faculty positions and staff are
proposed by the MPH Program Lead in April. These requests along with rationale are
forwarded for approval to the Department Chair, The School of Health and Human
Services Dean, the University Provost and finally to the President. In FY 2010, the
Department received approval to hire one Full-time faculty member as MPH Program
Lead. Six Full-time faculty requests were approved in FY 2011 one of which was
funded as an SPO to work with Veteran’s Village. Two additional Full-time faculty
positions were approved in FY 2012 as well as two additional associate faculty
members (part time) and a Full-time staff member as internship coordinator.
Funding Stream
The MPH program is fully funded by tuition. (See Table 4.) Tuition funds are collected
centrally and then allocated based on projections of student enrollment targets. Each
Fiscal Year (July 1 -June 30), the Program Lead for the MPH submits budget requests
to the Department Chair. The Department Chair prioritizes the requests of all programs
within the department and submits budget item justifications to the Dean. The Dean’s
57
requests are accumulated into a school level budget which is submitted to the Provost,
Chancellor and finally to the Board of Trustees for allocation. Requests for full time
faculty, associate faculty and staff position are submitted in a similar manner each April.
Once final school expenses are determined, they are reviewed against projected school
revenue (determined based upon growth in program enrollments and tuition increases,
if any) to ensure the school’s viability. If needed, shortfalls in any given year may be
covered by the University’s general funding.
Tuition
 2010
 2011
 2012
 2013
$1521/course
$1575/course
$1620/course
$1674/course
b. A clearly formulated program budget statement, showing sources of all
available funds and expenditures by major categories, since the last accreditation
visit or for the last five years, which is longer. If the program does not have a
separate budget, it must present an estimate of available funds and expenditures
by major category and explain the basis of the estimate. This information must be
presented in table format as appropriate to the program. See CEPH Data
Template A.
58
Table 4: Sources of Funds and Expenditures by Major Category, Fiscal Years 2010-2012
CH
Department
2010
Source of Funds
Tuition &
1,203,000
Fees
Total Funds
1,203,000
Expenditures
Faculty
516,961
Salaries &
Benefits
Adjunct
81,733
Faculty
Salaries and
Benefits
Operations
60,150
Travel
9,600
Student
0
Support
Faculty
9,600
Professional
Development
Program
108,270
Marketing
Total
786,314
Expenditures
MPH
CH
MPH
CH
MPH
CH
Program Department Program Department Program Department
2010
-011
2011
2012
2012
2013 YTD
MPH
2013
YTD
165,789
1,900,500
423,675
4,164,000
709,560
4,446,000
278,382
165,789
1,905,500
428,675
4,164,000
709,560
4,446,000
278,382
33,655
724,259
104,648
909,980
187,955
402,030
65,225
6,000
270,218
21,000
334,013
36,000
221,359
36,000
5,000
2,400
0
95,275
21,600
4,000
7,500
2,400
4,000
208,200
19,200
4,000
10,000
4,800
4,000
222,300
9,600
6,000
6,000
4,800
6,000
2,400
21,600
2,400
19,200
4,800
9,600
4,800
14,920
171,495
38,130
374,760
63,860
400,140
25,050
64,375
1,308,447
180,078
1,869,353
311,415
1,271,029
147,875
59
The operating budget for the MPH program is allocated within the Department of
Community Health budget. Tuition revenues were calculated by multiplying the number
of courses taken within a fiscal year; multiplied by the number of students in class; and
multiplied by the respective tuition per year. The attached budget statement for the
MPH program was prepared utilizing estimated student in program enrollment numbers.
Students in class were multiplied by the number of courses taken within a fiscal year
multiplied by the respective tuition rate. Expenses were estimated based upon faculty
utilized for teaching the courses within the program, number of faculty in place for
professional development, and historical costs for operational items.
Overall, the MPH program has been able to acquire all needed resources.
c. If the program is a collaborative one sponsored by two or more universities,
the budget statement must make clear the financial contributions of each
sponsoring university to the overall program budget. This should be
accompanied by a description of how tuition and other income is shared,
including indirect cost returns for research generated by public health program
faculty who may have their primary appointment elsewhere.
Not Applicable
d. A concise statement or chart concerning the number (headcount) of core
faculty employed by the program as of fall for each of the last three years.
60
Table 5: National University Master of Public Health Program Core Faculty
2010-2012
FT Faculty Name and Degree
David Adesanya, MD, MPH
Catherine Chung, BSN, PhD
Alba Lucia Diaz, MPH, EdD
Angela Drake, PhD
GinaMarie Piane, DrPH
Catherine Prato, BSN,PhD
Stephen Bowman, PhD, MHA
Ellen Kaye Gehrke, PhD
Tyler Smith, MS, PhD
MPH Specialization
Health Promotion
Health Promotion
Health Promotion
Mental Health
Mental Health
Mental Health
Healthcare Administration
Healthcare Administration
Healthcare Administration
Dates of Hire
July 2010
July 2007
June 2012
March 2011
March 2009
July 2008
June 2012
July 2007
April 2011
61
Table 6: National University Master of Public Health Program Full-time Faculty, Students, Student/Faculty Ratios and
Specialty Areas 2010-2012
# Core
Faculty
FTE
Faculty
Core
# Other
Faculty
FTE
Total # Total #
FTE
Faculty Faculty FTEF Students Students
Other
S/FR by S/FR by
Core
Total
FTEF
FTEF
MPH Health
Promotion
3
2
14
7
17
9
78
73.1
24.4
8.1
MPH Mental Health
3
2
5
2.5
8
4.5
8
3.9
1.3
0.9
MPH Healthcare
Administration
3
2
7
3.5
10
5.5
0
0
n/a
n/a
Total 2012
9
6
32
13
35
19
86
77
8.6
4.05
MPH Health
Promotion
4
4
7
3.5
11
7.5
60
55
13.75
7.3
MPH Mental Health
1
1
2
1
3
4
5
4
2
1.3
Total 2011
5
5
9
4.5
14
11.5
65
59
11.8
5.1
MPH Health
Promotion
5
5
3
1.5
8
6.5
20
18
3.6
2.8
Total 2010
5
5
3
1.5
8
6.5
20
18
3.6
2.8
62
e. A table showing faculty, students, and student/faculty ratios, organized by
specialty area, for each of the last three years.
Table 6 summarizes the Student/Faculty Ratios by Specialty area. Objective 3A states
that 100% of the Full-time faculty who teach in the MPH program will hold doctorate or
terminal degrees. This has been achieved and maintained.
f. A concise statement or chart concerning the availability of other personnel
(administration and staff).
In addition to the 9 Full-time and 3 associate faculty members, the MPH program
currently has a roster of 29 adjunct professors who teach or contribute to the MPH
program and who have terminal degrees in the fields in which they teach. Twenty four
hold PhD, EdD or DrPH degrees, while three hold MD/MPH degrees and two hold
MBAs with extensive experience in healthcare accounting and finance. Applications for
adjunct faculty are received on an on-going basis and can be hired at any time during
the fiscal year.
National University has 28 campuses throughout California. The campuses are divided
into regions with a Dean designated in each. Regional Deans contribute to the program
by overseeing admissions and class scheduling. The MPH program currently offers
courses in the Technology and Health Sciences Center, Spectrum Center, Balboa
Naval Hospital and online. Classes are scheduled to begin in 2013 in Costa Mesa, Los
Angeles and San Bernardino. Academic advisors are located at each campus and at
free-standing online resource centers. Academic advisors contribute to the program by
advising students from first point of contact through registration to graduation. Center
Assistants at each campus contribute to the program by administering to the needs of
faculty in the classroom, class rosters, attendance, students evaluations and student
inquiries. Information Technology staff are available to assist faculty with their on-going
IT needs including hardware and software maintenance.
Three Full-time staff members assist the faculty with scheduling, staffing, contracts,
purchasing, budgeting and with electronic forms. Each of these staff members devotes
approximately 33% to the MPH program. One additional Full-time staff member has
been allocated 100% to the MPH program as the Internship Coordinator.
g. A concise statement or chart concerning amount of space available to the
program by purpose (offices, classrooms, common space for student use, etc.),
by program and location.
The MPH program is housed at the Technology and Health Sciences Center in San
Diego, California. To view the facility, please see the video tour:
http://www.nu.edu/Locations/SanDiego/Technology-Center.html.
MPH students have access to classrooms and conference rooms to meet and complete
group projects. Each National University classroom has computer access, projection,
63
audio, and availability for streaming video and video conference. In some locations, a
conference center is also available to students and faculty of National University. The
executive style conference room has flat screen monitoring and digital video cameras
for distant conference capability, allowing for real-time telecommuting for students,
faculty, and staff.
Students also have access to a student lounge at each location. The student lounges
are equipped with tables and chairs, microwave, vending machines, photocopy
machines, telephone, bulletin board posting, and television access. The lounges can be
utilized for study, meetings, meals, or social gathering.
Work space assignments for MPH faculty are consistent and equally distributed in all
the Centers to which faculty are assigned. Faculty are assigned shared office space
where each faculty member has approximately 80 square feet of office space separated
by partitions. Provisions are made for each faculty member to have a computer, office
phone, access to printers and fax machines, parking, and assistance from staff. MPH
faculty also have access to private conference rooms for meetings with students. All
Regional faculty receive administrative support from Department Regional Lead and
Associate Regional Dean (ARD) on site and the Program Lead, Department Chair, and
Dean at the San Diego headquarters.
h. A concise statement or floor plan concerning laboratory space, including kind,
quantity and special features or special equipment.
Laboratory features include access to the electronic health record (EHR) software
platform as well as statistical software (SAS), both of which the university holds a
license. The computer laboratories in the Technology and Health Sciences Center each
offer access to these programs.
i. A concise statement concerning the amount, location and types of computer
facilities and resources for students, faculty, administration and staff.
National University is committed to accessibility and features locations throughout San
Diego County. Regional campuses are also located in Camarillo, Costa Mesa,
Sacramento, Redding, San Jose, Stockton, Fresno, Bakersfield, Ontario, San
Bernardino, Los Angeles, Sherman Oaks and Twenty-nine Palms, as well as
Henderson, Nevada. MPH students have access to any of the National University
facilities. Students also have wireless internet access at any National University
location. According to the National University Survey of Student Satisfaction, conducted
in 2010, a sample of 2000 students indicated that they were highly satisfied with the
computer laboratory services (4.16 on a 5-point scale).
j. A concise statement of library/information resources available for program use,
including description of library capabilities in providing digital (electronic)
content, access mechanisms and guidance in using them, and document delivery
services.
64
National University Library System
Staffing: National University Library System’s staff of twenty-five Full-time (sixteen
professional) and nine part-time employees effectively provide the full range of library
resources and services. Professional librarians participate in team initiatives to support
collection development, instruction, and reference/research needs for each of the
National University System’s academic programs. The library teams work closely with
faculty to develop information literacy presentations and other course resources.
Instructional Services: The Library provides several levels of library instruction based on
the National University Library System Library Information Literacy Plan, adopted in
2000.




iLibrary, the Library’s orientation tutorial, provides a general overview of library
resources and services and instruction on locating books in the online catalog
and articles from the general databases of EBSCO and ProQuest.
Introduction to the Discipline presentations introduce students to key databases
and reference sources integral to their course work. The library instruction team
collaborates with lead faculty to incorporate presentations in key classes.
Advanced Research presentations focus on the development of a review of the
literature.
Course-Related Instruction presentations are scheduled on faculty demand for
assistance with specialized collections or library-related assignments.
The Library website also provides just-in-time delivery of tutorials such as Finding Full
Text or searching the online reference collections.
Support: In addition to the above library instruction, students may request a research
consultation with a librarian or contact the Library Help Desk for one-on-one assistance
by phone, e-mail, or over the Internet during library hours. The Library is open seven
days a week for a total of 71.5 hours. Online resources are available twenty-four/seven.
Library materials support the instructional mission of the University. Selection of Library
materials is governed by the Library Collection Development Policy, which is continually
updated to reflect the University’s evolving curriculum, with input from the faculty and
the Library’s collection development staff. Faculty members actively participate in the
selection process by recommending the purchase of books, journals, and videos and by
informing the Library Team about curriculum changes and additions. This active
partnership of faculty and librarians helps insure breadth and depth across all curricular
areas.
Current online or regional students and faculty may request print resources be sent to
them through Books Direct (free 2-day delivery) or Journal Direct (free 24-hour
electronic delivery) from the Library’s document delivery service. In addition items not
owned by the Library may be borrowed through Interlibrary Loan free of charge.
65
Information Resources
National University is committed to providing students, faculty and staff with easy
access to information resources that enhance the student academic experience, enable
staff to perform their jobs efficiently and effectively, and allow faculty to focus on
developing innovative educational content. The University employs online systems for
delivering educational content, promoting collaboration between students and faculty,
and building a sense of online community for students.
Along with the University’s online learning management system, eCollege, the NUFAST web application is used by faculty to collaboratively develop new course content
and to share educational materials with students. In exploring new ways of delivering
course content, the University has developed a presence on Apple’s iTunes U to
support podcasts and has implemented an electronic textbook solution that provides
immediate access to course texts at significant savings.
The National University holdings include access to MEDLINE, PubMed, ERIC, Psychlit
and CINAHL which are adequate for the MPH program. The MPH faculty are surveyed
annually to determine if the library holding sufficiently support their teaching and
research. According to the National University Survey of Student Satisfaction,
conducted in 2010, a sample of 2000 students indicated that they were satisfied with the
library access (3.99 on a 5-point scale).
k. A concise statement describing community resources available for instruction,
research and service, indicating those where formal agreements exist.
The San Diego region is a leader in healthcare. There are numerous opportunities for
collaboration in the public and private sectors. The Department holds formal affiliation
agreements with 38 agencies that are willing to mentor student in practice-based
learning. MPH students have been placed in internship sites under the supervision of
highly experienced preceptors. Consultants in Fresno and Costa Mesa have also
begun negotiations with agencies for internship placements.
l. A concise statement of the amount and source of “in-kind” academic
contributions available for instruction, research and service, indicating where
formal agreements exist.
The MPH program is entirely funded through tuition and does not receive in-kind
resources. The School of Health and Human Services offers meeting rooms to San
Diego Organization for Healthcare Leaders, California Health Improvement Partnership
and Healthcare Information and Management Systems Society.
66
m. Identification of outcome measures by which the program may judge the
adequacy of its resources, along with data regarding the program’s performance
against those measures for each of the last three years. At a minimum, the
program must provide data on institutional expenditures per Full-time-equivalent
student, research dollars per Full-time-equivalent faculty, and extramural funding
(service or training) as a percent of the total budget.
The Annual Quality of Business Services Survey measures satisfaction with many of the
University’s technology services, including the IT Help Desk, the public website, the
SOAR faculty portal, the SharePoint intranet, and the email system. Results of the
annual Student Satisfaction Survey are used to gauge how satisfied students are with
the SOAR student portal, classroom and lab computer equipment, and technology
support staff. The results of these surveys are incorporated into future technology
planning, including purchases or upgrades of educational and administrative software,
the design of student and staff computer systems, and technology staffing resources.
67
Table 7. Adequacy of Resources for the MPH Program 2010-2012
Goal
Maintain
adequate
resources to
support
instructional
goals
Outcome Measurement
Classroom space is
available for all MPH
onsite classes
2011
31 MPH courses were
taught in the
Technology and Health
Science Center
2012
33 MPH courses were
taught in the Technology
and Health Science
Center
14 MPH courses were
instructed by faculty with
terminal degrees in the
public health field in
which they teach
Laptop computers with
docking stations and
printers are provided to
2 MPH faculty members
31 MPH courses were
instructed by faculty
with terminal degrees in
the public health field in
which they teach
Laptop computers with
docking stations and
printers are provided to
3 additional MPH
faculty members
9 MPH courses were
taught online
42 MPH courses were
instructed by faculty with
terminal degrees in the
public health field in
which they teach
Laptop computers with
docking stations and
printers are provided to
1 additional MPH faculty
member
Faculty are given
release time and/or
stipends to conduct
research
A total of two course
releases are granted to
MPH faculty for research
A total of two course
releases are granted to
MPH faculty for
research
A total of four course
releases are granted to
MPH faculty for research
Faculty are given
release time to perform
professional and
community service
2 faculty members
(100%) are given
adequate release time to
perform professional and
community service
8 faculty members
(100%) are given
adequate release time
to perform professional
and community service
11 faculty members
(100%) are given
adequate release time to
perform professional and
community service
Qualified faculty are
available to staff all
MPH classes
Maintain
adequate
resources to
support
research goals
Maintain
adequate
resources to
support service
goals
Faculty computers and
software are updated
every three years
2010
14 MPH courses were
taught in the Technology
and Health Science
Center
68
n. Assessment of the extent to which this criterion is met.
This criterion is met. The Master of Public Health program has adequate resources;
faculty, staff, administration and facilities to be capable of offering a high quality
education to its students.
Technology and Health Sciences Center
3678 Aero Court
San Diego, CA 92123
69
2.0 Instructional Programs
2.1 Master of Public Health Degree. The program shall offer instructional
programs reflecting its stated mission and goals, leading to the Master of Public
Health (MPH) or equivalent professional master’s degree. The program may offer
a generalist MPH degree or an MPH with areas of specialization. The program,
depending upon how it defines the unit of accreditation, may offer other degrees,
professional and academic, if consistent with its mission and resources.
The areas of knowledge basic to public health include:
Biostatistics – collection, storage, retrieval, analysis and interpretation of health
data; design and analysis of health-related surveys and experiments; and
concepts and practice of statistical data analysis;
Epidemiology – 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 biologic basis of health;
Environmental health sciences – environmental factors including biological,
physical and chemical factors that affect the health of a community;
Health services administration – planning, organization, administration,
management, evaluation and policy analysis of health and public health
programs; and
Social and behavioral sciences – concepts and methods of social and behavioral
sciences relevant to the identification and solution of public health problems.
a. An instructional matrix (See CEPH Data Template C) presenting all of the
program’s degree programs and areas of specialization, including undergraduate,
master’s and doctoral degrees, as appropriate. If multiple areas of specialization
are available, these should be included. The matrix should distinguish between
professional and academic degrees and identify any programs that are offered in
distance learning or other formats. Non-degree programs, such as certificates or
continuing education, should not be included in the matrix.
The National University Master of Public Health offers 3 specializations: Health
Promotion, Mental Health and Healthcare Administration.
70
Table 8. Instructional Matrix – Degree and Specializations
Professional
Masters Degrees
Health Promotion
MPH
Mental Health
MPH
Healthcare Administration
MPH
b. The bulletin or other official publication, which describes all curricula offered
by the program. If the university does not publish a bulletin or other official
publication, the program must provide for each degree and area of specialization
identified in the instructional matrix a printed description of the curriculum,
including a list of required courses and their course descriptions.
National University General Catalog 76 (2012)
Master of Public Health
National University General Catalog 76 was released in September 2012. It contains
the current degree requirements that are summarized below.
Degree Requirements
(16 courses; 72 quarter units)
To receive an MPH degree, students must complete at least 72 quarter units of
graduate work including the core MPH requirements and one area of specialization. A
total of 13.5 quarter units of graduate credit may be granted for equivalent graduate
work completed at another institution, as it applies to this degree and provided the units
were not used in earning another advanced degree. Refer to the section on graduate
admission requirements for specific information regarding application and evaluation.
Specialization in Health Promotion Requirements
(8 courses; 36 quarter units)
COH 601 Global Public Health
COH 603 Public Health Biology
COH 605 Public Health Promotion
Prerequisite: COH 604
COH 607 Public Health Program Development
Prerequisite: COH 605
COH 609 Public Health Program Evaluation
Prerequisite: COH 607 or COH 616
COH 618 Health Promotion Strategies
COH 612 Public Health Policy and Advocacy
COH 613 Public Health Informatics
Prerequisite: COH 606
71
Specialization in Mental Health Requirements
(8 courses; 36 quarter units)
COH 601 Global Public Health
COH 609 Public Health Program Evaluation
Prerequisite: COH 607 or COH 616
COH 612 Public Health Policy and Advocacy
COH 614 Psychosocial Epidemiology
Prerequisite: COH 606
COH 616 Mental Health Program Planning
COH 617 Public Health Aspects of Violence
COH 619 Public Health Aspects of Human Sexuality
COH 621 Public Health Aspects of Drug Addiction
Specialization in Healthcare Administration
Requirements
(8 courses; 36 quarter units)
HCA 610 Health Policy
HCA 620 Health Organization Management
HCA 626 Healthcare Information Systems
HCA 622 Quality Appraisal & Evaluation
HCA 628 HA Human Resources Management
HCA 663 Healthcare Accounting/Finance
HCA 624 Healthcare Planning & Marketing
HCA 670 Healthcare Leadership
Syllabi for each course can be found in Appendix 6.
c. Assessment of the extent to which this criterion is met.
This criterion is met. The MPH program was developed to adhere to the standards set
by CEPH for public health competencies and specializations. The Health Promotion
Specialization prepares students to become Certified Health Education Specialists,
fulfilling all of the competencies and sub competencies set forth by the National
Commission on Health Education Credentialing. The Mental Health Specialization was
developed to meet the needs of the Mental Health service providers who need
professionals capable of planning, implementing and evaluating health promotion
programs specific to the prevention of violence, drug abuse and other related issues.
WASC commended the MPH program for offering this unique specialization. The
Healthcare Administration specialization was developed to meet the needs of
healthcare providers for managers who can apply business skills and public health
competencies to improve healthcare delivery.
72
2.2 Program Length. An MPH degree program or equivalent professional master’s
degree must be at least 42 semester credit units in length.
The National University MPH program consists of 72 quarter units of public health
instruction (equivalent to 48.5 semester credit units). The National University MPH is an
accelerated program in which students may complete the degree in 18 months. This is
equivalent to two years in a traditional semester-based university. A student is
considered to graduate with his or her class if graduation occurs within 2 years of
matriculation.
Typical Course of Study
The MPH courses are scheduled in strings of 16 courses over 18 months. Ideally a
student will begin with the first course (HCA 600) and continue for 18 months until
graduation. Each course builds on the previous course. The students enroll in the
courses as a cohort. The cohort is very supportive of its students as they learn
collaboratively. The support of the cohort is especially important to the international
students who are not only returning to school but also acclimating to a new culture. We
have made exceptions by allowing a few students to enter the cohort with the second
through fifth course since these core public health courses do not have prerequisites.
These students must take some courses out of sequence. These exceptions are rare.
We anticipate fewer exceptions as student demand increased and strings of courses
are scheduled more frequently.
The strings of courses can be scheduled to begin any month according to university
policy. For ease of planning, the MPH program is scheduled to begin every March and
September onsite in our Technology and Health Science Center in the Kearny Mesa
neighborhood of San Diego. In addition, strings of courses are being offered beginning
in June and December at the Balboa Naval Hospital exclusively for military personnel
and their dependents. Additional online strings have been be scheduled in 2012.
National University’s one course per month format allows the flexibility to offer additional
strings to meet student demand rather than increasing class size.
a. Definition of a credit with regard to classroom/contact hours.
National University awards credit in quarter units. Under the current policy, 4.5 units of
credit are awarded for most courses. A unit of credit is based upon the hours of
classroom instruction for each course and the hours that a typical student reasonably
should expect to devote preparing for each hour of class. A graduate course requires 40
hours of classroom instruction and a graduate student generally is expected to devote
three hours or more in outside preparation for each hour of class. Graduate courses
typically are scheduled for a one-month period, generally 4.5 hours two weekday nights
with a 4.5-hour session on one Saturday. Each course is accompanied by an online
supplement using the eCompanion platform. The online supplement provides
enhanced access to faculty and other students, access to additional materials,
resources, assignments, grading and exams outside of the classroom contact hours.
73
b. Information about the minimum degree requirements for all professional
degree curricula shown in the instructional matrix. If the program or university
uses a unit of academic credit or an academic term different than the standard
semester or quarter, this should be explained and an equivalency presented in a
table or narrative.
An MPH degree program or equivalent professional master’s degree must be at least 42
semester credit units in length. To complete the MPH program, students must
successfully complete 14 didactic courses with 40.5 in-class contact hours per class; a
total of 567 contact hours. National University complies with the WASC requirement that
credit hours for a quarter unit system be at least 10 to 12 hours for each credit hour
awarded. The University uses the Carnegie hour that is 50 minutes in length and the 10
hour minimum for graduate courses.
c. Information about the number of MPH degrees awarded for less than 42
semester credit units, or equivalent, over each of the last three years. A summary
of the reasons should be included.
Not applicable
d. Assessment of the extent to which this criterion is met.
This criterion is met. The curriculum of the Master of Public Health Program meets all
requirements.
74
2.3 Public Health Core Knowledge. All professional degree students must
demonstrate an understanding of the public health core knowledge.
a. Identification of the means by which the program assures that all professional degree
students have a broad understanding of the areas of knowledge basic to public health. If
this means is common across the program, it need be described only once. If it varies
by degree or specialty area, sufficient information must be provided to assess
compliance by each.
All students in the MPH program regardless of specialization are required to complete
the following courses that fulfill the core of public health knowledge:
Table 9: National University Master of Public Health Program Core Knowledge
Required Courses
Required Course
Public Health Core Knowledge
HCA 600: US Healthcare System
Administration and Management of Healthcare
COH 602: Biostatistics
Biostatistics
COH 604: Health Behavior
Social and Behavioral Aspects of Public Health
COH 606: Epidemiology
Epidemiology
COH 608: Environmental Health
Environmental Health
The five courses indicated in Table 9 fulfill the five areas of public health knowledge.
They are included in the public health core courses that are required for every MPH
student. Syllabi can be found in Appendix 6.
b. Assessment of the extent to which this criterion is met.
This criterion is met. The Public Health Core courses are assessed separately in order
to evaluate students’ achievement in these essential competencies. Signature
assignments have been developed specifically to measure these competencies. A
combination of research papers, presentations, data analysis and objective test
questions taken directly from the Certified in Public Health (CPH) sample questions
have shown that the coursework covers the public health core knowledge areas.
75
2.4 Practical Skills. All professional degree students must develop skills in basic
public health concepts and demonstrate the application of these concepts
through a practice experience that is relevant to the students’ areas of
specialization.
a. Description of the program’s policies and procedures regarding practice placements,
including selection of sites, methods for approving preceptors, approaches for faculty
supervision of students, means of evaluating practice placement sites, preceptor
qualifications and criteria for waiving the experience.
All MPH students are required to complete an internship consisting of a minimum of 120
hours of practice-based learning under the supervision of a preceptor. They work in
public health agencies planning, implementing and/or evaluating a health promotion or
mental health or healthcare administration program or programs. The prerequisites for
internship are successful completion of all 14 didactic courses including the public
health core and specialization courses.
Students may choose from agencies and preceptors with affiliation agreements that are
current with the Department of Community Health. They may also initiate affiliations
with new sites and preceptors.
The preceptors are selected using the following criteria:


They must hold a Master’s or Doctorate degree in Public Health or a related
discipline.
They must be willing to mentor the MPH student for at least 120 hours in a public
health facility, agency, NGO, healthcare facility, research department or other
community organization.
The process for internship placement is described in detail in the Internship Handbook
(Appendix 7). Students are expected to begin the process 3 months before they enroll
in the internship course. The Program Lead presents the details of internship and
distributes the Internship Handbook to all students during the first week of COH 611:
Research Methods. Students are to conduct a self-assessment to determine their
perception of preparation to perform each of the Program and Specialization Learning
Outcomes and to formulate specific learning objectives for their internship. The student
can then meet with the Program Lead in person or by phone to select three possible
placements that match their specific learning objectives. The student and the Internship
Coordinator (a staff position) make arrangements to interview the potential preceptors.
The student may choose from among the preceptors who offer a position after the
interview. Once the student chooses one agency and preceptor an internship proposal
76
including learning objectives and activities must be approved by the MPH Program
Lead, student and Preceptor.
Both online students and on campus students may require an internship placement at a
distance from the campuses. Some on-campus students have been placed in
internship sites out of the United States. In these cases, the internship coordinator will
correspond with the internship preceptors by e-mail, phone and using Skype.
The facility must have an affiliation agreement in force before the placement begins.
The Internship Coordinator facilitates the approval and signing of the affiliation
agreement between the agency and National University. Affiliation Agreements are
signed by Richard Carter, Vice Chancellor for Business Operations for National
University.
Specific learning objectives and activities must fulfill the Course Learning Outcomes of
COH 691: Public Health Internship



Apply the professional knowledge and skills learned in didactic public
health courses to work in a public health agency.
Plan and complete one or more supervised applied project(s) related to
public health in an approved public health organization.
Specific learning objectives and activities must also support the MPH and
Specialization Program Learning Outcomes.
The student, preceptor and Internship Coordinator meet at the facility or via phone
conference during the first week of the placement to clarify expectations. The students
are monitored by the MPH Program Lead through a series of writing assignments meant
to elicit reflection among the students. At the close of the internship hours, the student,
preceptor and Internship Coordinator meet again to discuss how the student fulfilled the
specific learning objectives and performed during the placement. The MPH Program
Lead grades the students based on the written reflections, any written reports produced
during the internship and the assessment by the preceptor. The preceptor evaluates
the student during the exit interview as well as by using a survey instrument that asks
for answers to objective questions using a Lickert Scale and open ended questions.
The students earn grades of Satisfactory, Unsatisfactory or In Progress in COH 691:
Public Health Internship. Students who receive the grade In Progress have up to 12
months to complete the requirements.
Students are required to complete an evaluation of their internship experience. The
internship coordinator uses these evaluations to determine whether or not to send
another student to that site.
77
b. Identification of agencies and preceptors used for practice experiences for students,
by specialty area, for the last two academic years.
The National University MPH program maintains affiliation agreements with 38 public
health agencies throughout California. Since MPH cohorts perform internships every
six months, the list of facilities increases regularly. In July 2012, the National University
Administration approved the MPH program to hire an internship coordinator. Kiera
Schminke, MPH is a Full-time staff member (40 hours per week) who maintains
affiliation agreements, initiates new affiliation agreements and monitors and supports
students, facilities and preceptors.
Table 10: National University Master of Public Health Internship Sites 2010-2012
Internship site and Preceptor
American Liver Foundation Coast and
Hawaii-San Diego (2011)
MPH Specialization
Health Promotion
Kristin Williams, Program Manager
American Lung Association- San Diego
(2011; 2012)
Ofelia Alvarado, MA, CHES
Biocept, Inc. San Diego (2011)
Health Promotion
Health Promotion
Farideh Z. Bischoff, Ph.D.
California Department of Public Health
Office of BiNational Border Health- San
Diego (2011; 2012)
Health Promotion
Mental Health
Esmeralda Iniguez-Stevens, Ph.D.
April Fernandez, MAS
Center for Community Solutions
Health Promotion
Jesse Towne-Cardenas, MA
Christie’s Place Women’s HIV
Resource-San Diego (2012)
Health Promotion
Mental Health
Kimberly Moore, RS
Community Health Improvement
Partners-San Diego (2011)
Health Promotion
Mental Health
Beth Ruland, MPH program manager
78
Internship site and Preceptor
County of San Diego
Health and Human Services Agency
(2011; 2012)
MPH Specialization
Health Promotion
Mental Health
Ches Blevins, MPH
Elena Quintanar, Community Health
Promotion Specialist
Paulina Bobenreith, RN, MPH
Peggy Yamagata, RDH, MEd.
Help, Inc.-San Diego (2011)
Health Promotion
Dr. Karen Garman, EdD., MAPP
Family Health Centers of San Diego
Health Promotion
John L.Bridges, Clinic Director
Mental Health America
Mental Health
Health Promotion
Diana Penones
Health Advocacy
Navy Operational Support Center, North Health Promotion
Island/Marine Corps Reserve Center
Mental Health
Martin Roberts, CMDCM (SW)
Palomar Pomerado Health-San Diego
(2011)
Health Promotion
Mental Health
Kay Stuckhardt, MPH, PPH
Read /San Diego, San Diego Public
Library-Adult Literacy Program (2011)
Health Promotion
Mental Health
Valerie Hardie, MPH
San Diego State University
Environmental Health Project (2011)
Health Promotion
Dr. Zohir Chowdhury, Ph.D.
Social Advocates for Youth (SAY) San
Diego
Health Promotion
Mental Health
Diana Ross, MNM
Sharp Hospital-San Diego (2012)
Health Promotion
Cheri Hoolihan, MPH
79
Internship site and Preceptor
UC San Diego Community Pediatrics
Division: Network for a Healthy
California (2012)
MPH Specialization
Health Promotion
Mental Health
Karemi Alvarez, MPH
Daisy Lozano, Program Manager
UC San Diego Health Services
Research Center (2011; 2012)
Alma Correa, Ph.D.
Dr. Andrew Sarkin, Ph.D.
Eliza Robillos, MPH
UC San Diego School of Medicine,
Department of Pediatrics Division of
Child Development and Community
Health (2012)
Health Promotion
Mental Health
Health Promotion
Amina Sheik Mohamed, MPH
Vista Community Clinic- Vista, CA
(2011)
Health Promotion
Mental Health
Ana Palomo-Zerfas, MPH
Voices for Action-Los Angeles (2011)
Health Promotion
Porsche Johnson, Founding Director
c. Data on the number of students receiving a waiver of the practice experience for each
of the last three years.
Not Applicable
d. Data on the number of preventive medicine, occupational medicine, aerospace
medicine, and public health and general preventive medicine residents completing the
academic program for each of the last three years, along with information on their
practicum rotations.
Not Applicable
80
e. Assessment of the extent to which this criterion is met.
This criterion is met. The Master of Public Health program prepares students in the
core public health competencies. The MPH program has adequate affiliations that
provide meaningful internship experiences for the students. All MPH students who
continued to enroll in classes were placed in internships. These internships were
approved to be appropriate for graduate level practice-based learning by the MPH
faculty.
81
2.5 Culminating Experience. All professional degree programs identified in the
instructional matrix shall assure that each student demonstrates skills and
integration of knowledge through a culminating experience.
a. Identification of the culminating experience required for each degree program. If this
is common across the program’s professional degree programs, it need be described
only once. If it varies by degree or specialty area, sufficient information must be
provided to assess compliance by each.
Capstone Project
All MPH students must complete a capstone project focused on a relevant problem in
public health theory or practice. They must plan and complete either a data-based
research project or a scholarly and creative activity related to public health. Student
projects may require Institutional Review Board (IRB) approval. Students are required
to: Identify a relevant problem related to the theory or practice of public health; Conduct
a review of the literature related to a problem in public health and summarize that
review in writing; Formulate a valid solution to a problem in public health, either in the
form of a testable hypothesis or in the form of a scholarly activity; Collect empirical data
applicable to an empirical hypothesis or gather resources necessary to support
scholarly activity in public health; Complete either a data-based research study or other
scholarly activity; Perform a professional quality oral presentation describing the
outcomes of either a research study or scholarly activity; and Complete a professional
quality written report describing the outcome of either a research study or scholarly
activity.
The Capstone project must be approved by The Program Lead, the Department Chair
and at least one other MPH faculty member. A copy of the scoring rubric for the
capstone project is found in Appendix 8. The rubric contains the following criteria for
capstone approval:





It clearly and concisely summarizes the research questions, methodology,
results, discussion and conclusion;
expresses the rationale, significance, and context of the research being
conducted;
represents a broad to narrow organization of all relevant professional literature
related to the study question;
seamlessly synthesizes the literature findings into a cohesive essay;
references at a minimum of 25 professional peer-reviewed, published, research
articles;
82










gives enough detail so that the reader has a clear picture of how the research
was conducted including step-by-step directions, instruments, measurements,
sampling, and tests of statistical and clinical significance;
includes tables or graphs that represent evaluation of the study questions or
hypotheses;
applies the proper statistical test and clearly indicates the confidence interval or
p-values; describes how the research could be improved in future based on
evidence presented in results;
clearly expresses limitations of study design;
provides a clear and concise answer to the research questions;
citations and references are in proper APA format;
ample sources are cited; all claims are supported with a professional reference;
the paper is well organized both overall and at the paragraph level;
sentences are smooth and carefully crafted;
there are virtually no errors in punctuation, spelling, grammar or usage.
The Program Lead presents the details of the capstone project, the course outline and
grading rubrics to all MPH students during the first week of COH 611: Research
Methods. Samples of acceptable capstone projects are made available to the students.
The students are encouraged to begin formulating research questions during the
research methods class. The capstone project is again presented to the students
during COH 613: Public Health Informatics. Since the students are required to conduct
a secondary analysis in COH 613, they are encouraged to expand the secondary
analysis for their capstone project. All students are required to complete CITI training
before the first week of COH 613. This facilitates the submission of the capstone
project proposals to the National University IRB.
Students are required to submit their topic for approval before beginning their project.
The topic must relate to the student’s specialization. Students are encouraged to work
with a faculty member who represents the specialization in formulating their research
questions and analysis. The MPH Program Lead continuously gives the students timely
feedback throughout the process of writing by using ‘track changes’ to offer
suggestions, corrections and comments on each chapter of the project. If the final
project is submitted and approved before the end of the two-month course, a grade of
Satisfactory or Honors is given. If the project is neither complete nor approved a grade
of In Progress is given. The Student has 12 months to submit an approved capstone
project. If the student fails to submit an approved capstone project within the 12 month
period their grade will revert to Unsatisfactory. Students may re-enroll in COH 692 and
begin the process anew.
Two groups of students in cohorts one and two were given permission to collaborate on
their capstone projects. In cohort #1, three students collaborated on two written
research reports that were developed at the request of the San Diego Chapter of the
Lung Association. One of these papers was accepted for presentation to a professional
83
association. In this case, the students conducted original research, measuring air
quality in multiunit apartments and also conducted a public opinion survey. The work
was extensive and all students contributed equally.
In cohort #2 a group of six students were given permission to collaborate on an
extensive research project. The students conducted original research, interviewing day
laborers, employers and a trade association. This project was also conducted at the
request of a community agency. This work was extensive and all students contributed
to the project.
After reviewing the experience with these two group capstone projects, the MPH
Program Lead and MPH faculty have decided to no longer allow group capstone
projects.
84
Table 11: National University Master of Public Health Program Completed and Approved Capstone Projects 20112012
Date of
Completion
Student and Specialization
Title
August 2011
Vilayphone Sisouphanthong
Specialization- Health Promotion
Modeling of PM 2.5 and Health Effects in Seven California
Counties
August 2011
Kenneth Woodson
Specialization- Health Promotion
Evaluation of a Mental Health Literacy Module for Elders in San
Diego
August 2011
Trisky Clarin-Tamayo
Specialization- Health Promotion
Circulating Tumor Cells in Breast Cancer: Association between
Circulating Tumor Cells in Breast Cancer and Breast Cancer
Subtypes
February
2012
Rosa Lisseth Alvarez
Specialization- Health Promotion
Chronic Obstructive Pulmonary Disease and Smoking Cessation
Programs: Determining the Need in San Diego County
February
2012
Kiera Schminke
Desiree Skelton
Chantille de los Reyes
Specialization- Health Promotion
Secondary Analysis of ALAC Public Opinion Poll
March 2012
Palav Desai
Specialization- Health Promotion
COPD Interventions: A systematic review
August 2012
Jose Francisco Perriera
Specialization- Health Promotion
An Evaluation of the “Old Friend” project in Manaus, Brazil
March 2012
Maria Blakely
Specialization- Health Promotion
An Analysis of the Environmental and Behavioral Factors
Associated with the Food Deserts of Los Angeles, California
Measuring Air Quality and Drifting Secondhand Smoke in Multi
Unit housing
85
Date of
Completion
Student and Specialization
Title
July 2012
LaRosa Watson
Linda Scott
Haimonot Kahahum
Adaeze Ibe
Angela Geraci
Shellane Villarin
Specialization- Health Promotion and
Mental Health
The Development of an Occupational Health and Safety
Fotonovela for Hispanic workers
in progress
Gustavo Aguirre
Specialization- Health Promotion
An Evaluation of the Vista project
May 2012
Aaron DeLeon
Specialization- Health Promotion
Bipolar Disorder Programs: The Need in San Diego County
January 2013
Nicole Gallagher
Specialization- Health Promotion
The Association between Prenatal Factors and the Development
of Autism Spectrum Disorders in San Diego Children: A
Secondary Data Analysis of UCSD Autism Center of Excellence
(ACE) 2007-2012
86
b. Assessment of the extent to which this criterion is met.
This criterion is met. The Master of Public Health program offers the students rigorous
culminating experiences. The time to completion of capstone projects has been longer
than anticipated. The majority of the students have not completed the capstone within
the 2 month period of enrollment. The In Progress grade and subsequent extension
does allow students to complete a high quality project. More emphasis on production of
academic writing in the discipline of Public Health may be needed throughout the MPH
program. In April 2012 we initiated a project in which the students are given extensive
feedback on their writing samples beginning during the second course in order to
mentor those with remedial writing needs. The professor who teaches COH 611: Public
Health Research Methods links assignments to preparation for the capstone project.
The professor who teaches COH 613: Public Health Informatics also links assignments
to preparation for the capstone project. Both are willing to mentor students throughout
the capstone projects development, submission to the IRB, writing and submission for
publication.
87
2.6 Required Competencies. For each degree program and area of specialization
within each program identified in the instructional matrix, there shall be clearly
stated competencies that guide the development of educational programs.
a. Identification of core public health competencies that all MPH or equivalent
professional master’s degree students are expected to achieve through their courses of
study.





Analyze and interpret health data.
Describe the distribution and determinants of disease, disabilities and death in
human populations
Evaluate the environmental factors that affect the health of a community.
Analyze the planning, organization, administration and policies of health care
organizations.
Apply the concepts and methods of social and behavioral sciences relevant to
the identification and solution of public health problems.
b. A matrix that identifies the learning experiences by which the core public health
competencies are met. If this is common across the program, a single matrix will suffice.
If it varies by degree or specialty area, sufficient information must be provided to assess
compliance by each.
88
Table 12: National University Master of Public Health Matrix
of Areas of Knowledge and Courses
Table 12 lists the Program Learning Outcomes (PLO) in the first An “I” indicates each course where the outcome is
introduced, a “D” where it is developed, and an “M” where mastery is expected.
PLO
CEPH Areas of
Knowledge
HCA
600
Analyze and interpret health data.
Biostatistics
Describe the distribution and
determinants of disease, disabilities
and death in human populations.
Epidemiology
Evaluate the environmental factors
that affect the health of a community.
Environmental
health sciences
Analyze the planning, organization,
administration and policies of health
care organizations.
Health services
administration
I, D
Apply the concepts and methods of
social justice and social and
behavioral sciences relevant to the
identification and solution of public
health problems.
Social and
behavioral
sciences
I
I
COH
602
COH
604
COH
606
I,D
D, M
D
D, M
I, D
D
COH
608
COH
611
COH
691
M
COH
692
M
M
M
M
M
M
M
M
89
c. Identification of a set of competencies for each specialty area identified in the instructional matrix, including professional
and academic degree curricula.
Specialization in Health Promotion
 Assess individual and community needs for health education.
 Plan health education strategies, interventions, and programs.
 Implement health education strategies, interventions, and programs.
 Conduct evaluation related to health education.
 Administer health education strategies and interventions.
 Serve as a health education resource person.
 Communicate and advocate for health and health education.
 Apply appropriate research principles and techniques in health education.
Table 13: Competency Map for Health Promotion Specialization
and Required Courses
Table 13 lists the Program Learning Outcomes (PLO) in the first. An “I” indicates each course where the outcome is
introduced, a “D” where it is developed, and an “M” where mastery is expected.
PLO
NCHEC Area of
Responsibility
COH
601
Assess individual and
community needs for health
education.
i
I
Plan health education
strategies, interventions, and
programs.
ii
I
COH
603
D
COH
605
COH
607
COH
609
COH
618
D
D
D
M
D
D
D
M
COH
612
COH
613
M
M
M
90
PLO
NCHEC Area of
Responsibility
COH
601
COH
603
COH
605
COH
607
COH
609
COH
618
I
D
D
M
D
M
D
D
Implement health education
strategies, interventions, and
programs.
iii
Conduct evaluation related to
health education.
iv
.Administer health education
strategies and interventions.
v
Serve as a health education
resource person.
vi
I
Communicate and advocate for vii
health and health education.
I
D
D
D
D
Apply appropriate research
principles and techniques in
health education.
I
D
D
D
D
MCHES
I
I
COH
612
COH
613
M
M
M
D
M
M
M
D
M
M
D
M
M
91
Specialization in Mental Health
 Assess the social, political, and environmental context of mental health in relation to public health practice.
 Plan mental health interventions and programs.
 Plan the implementation of mental health programs.
 Conduct evaluations related to mental health.
 Relate fundamental principles of epidemiology to mental and substance abuse disorders.
 Apply appropriate research principles and techniques to mental health.
 Advocate for mental health in communities.
Table 14: Competency Map for Mental Health Specialization
Table 14 lists the Program Learning Outcomes (PLO) in the first. An “I” indicates each course where the outcome is
introduced, a “D” where it is developed, and an “M” where mastery is expected.
PLO
NCHEC Area of
Responsibility
COH
601
COH
614
COH
609
COH
616
COH
617
Assess the social, political, and
environmental context of mental
health in relation to public health
practice.
i
I
D
D
D
D
Plan mental health interventions
and programs.
ii
I
D
D
D
M
M
Plan the implementation of mental
health programs.
iii
D
D
M
I
COH
619
COH
612
COH
621
M
M
M
M
92
PLO
NCHEC Area of
Responsibility
Conduct evaluations related to
mental health.
COH
601
iv
Relate fundamental principles of
epidemiology to mental and
substance abuse disorders.
COH
614
COH
609
COH
616
COH
617
I
D
D
M
D
D
I, D
Apply appropriate research
principles and techniques to mental
health
MCHES
I
D
Advocate for mental health in
communities.
vii
I
D
COH
619
D
D
COH
621
M
M
D
D
COH
612
D
M
M
M
M
M
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Specialization in Healthcare Administration
 Conduct financial analysis, explain financial and accounting information, and make long-term investment decisions
for a healthcare organization.
 Apply healthcare management methods to healthcare organizations
 Use administrative and health information technology to develop process and performance improvement plans.
 Incorporate the principles of quality management for improving outcomes in healthcare organizations.
 Synthesize best practices in healthcare leadership.
Table 15: Competency Map for Healthcare Administration Specialization
and Required Courses
Table 15 lists the Program Learning Outcomes (PLO) in the first. An “I” indicates each course where the outcome is
introduced, a “D” where it is developed, and an “M” where mastery is expected.
PLO
HCA
610
Conduct financial analysis, explain financial and
accounting information, and make long-term
investment decisions for a healthcare organization.
Apply healthcare management methods to
healthcare organizations
Use administrative and health information
technology to develop process and performance
improvement plans.
I
HCA
620
HCA
626
HCA
622
HCA
628
HCA
663
I
D
D
D
M
D
D
D
D
M
D
D
M
I
HCA
624
HCA
670
M
M
M
94
PLO
HCA
610
HCA
620
HCA
626
HCA
622
HCA
628
I
D
M
D
D
Incorporate the principles of quality management
for improving outcomes in healthcare
organizations.
Synthesize best practices in healthcare leadership.
I
HCA
663
HCA
624
HCA
670
M
D
D
M
95
d. A description of the manner in which competencies are developed, used and made
available to students.
The submission of competencies (PLOs) for all programs and specializations is required
by National University before the program is approved for addition to the catalog. The
competencies for the MPH core were developed in 2009 with CEPH accreditation in
mind, adhering to the public health core knowledge areas. In addition, a systematic
review of accredited benchmark institutions (i.e Harvard SPH, Johns Hopkins SPH)
benchmarks was conducted to ascertain the best practices in MPH competencies. The
MPH Core competencies were proposed in March 2009, revised and approved by the
School of Health and Human Services Academic Affairs Committee in March 2009. The
Registrar, the Office of Institutional Learning, the Chair of the Department of Community
Health, the Dean of the School of Health and Human Services also approved the PLOs
in March 2009. The National University Graduate Council and the Provost approved the
PLOs in April 2009. The PLOs were re-examined by the MPH faculty and all other
approval bodies when the Mental Health Specializations was proposed in 2010 and
again when the Healthcare Administration Specialization was proposed in 2012.
The competencies (PLOs) for the Health Promotion and Mental Health specializations
were developed using the National Commission on Health Education Credentialing
competencies and sub-competencies as a guide. Eight PLOs have been developed,
one for each of the NCHEC Competencies and an additional related to research skills
needed for the Master level Certification Exam. Each of the Mental Health
specialization competencies (PLOs) also adhere to the NCHEC competencies with a
more narrow focus on planning, implementing, evaluating, administering and conducting
research in the promotion of mental health. The Mental Health Specialization PLOs
were proposed September 2010 in by the MPH Program lead and the Chair of the
National University Psychology Department and revised as they were approved by the
MPH faculty and all approval bodies within the university by November 2010.
The competencies (PLOs) for the Healthcare Administration specialization were
developed to encompass the competencies set forth by the Commission on
Accreditation Healthcare Management Education (CAHME). The Program lead of the
MPH, the Program Lead of the MHA and the faculties of the MPH and MHA met over
the period of one year to develop the PLOs for the Specialization in Healthcare
Administration. The proposed PLOs were presented to the subject matter experts who
teach as adjunct faculty in the MHA and MPH for their input. The PLOs were approved
by the Chair, Dean, Registrar, Office of Instructional Programs, School of Health and
Human Services Academic Affairs Committee, Graduate Council and the Provost in
May 2012.
e. A description of the manner in which the program periodically assesses the changing
needs of public health practice and uses this information to establish the competencies
for its educational programs.
96
The faculty annually review the competencies (PLOs) during the Program Assessment
Report (PAR) and can make changes throughout the year by submitting modifications to
the SHHS Academic Affairs Committee and the Graduate Council. The competencies
are assessed on an annual basis through National University’s extensive system of
program assessment which is described fully in section 2.7. In addition, the
competencies are presented annually to the School of Health and Human Services
Advisory Board for their input and approval. Recommendations regarding needed
changes in course learning outcomes, content, assignments, program learning
outcomes, and program policies are implemented the following year.
f. Assessment of the extent to which this criterion is met.
This criterion is met. The Master of Public Health has developed competencies that are
comprehensive and include the core public health knowledge areas as well as
specializations. The competencies are current and reflect contemporary skills and
knowledge needed by public health professionals. The competencies are well-written
and allow for specific measures to be used in their assessment.
97
2.7 Assessment Procedures. There shall be procedures for assessing and
documenting the extent to which each student has demonstrated competence in
the required areas of performance.
a. Description of the procedures used for monitoring and evaluating student progress in
achieving the expected competencies.
MPH Program Review
The MPH Program Annual Reports (PAR) focus on program learning outcome
measures and recommendations to improve student learning based on multiple levels of
learning outcomes associated with the program. Both qualitative and quantitative data
are critical components of the MPH PAR. Data, evidence, and information include, but
are not limited to, analyses of exam results, signature assignments, program exit
interviews, and surveys conducted of students, alumni, and employers. Course
Learning Outcomes are linked to MPH Program Learning Outcomes (PLOs)/
Competencies which are in turn linked to Institutional Learning Outcomes (ILOs).
The MPH program is assessed using two direct measures of student learning and one
indirect measure as identified for each PLO. The indirect measures are surveys of
students and internship preceptors. For each Program Learning Outcome, direct and
indirect measures are determined. Direct measures are tools where actual student
behavior is measured or assessed. Direct measures are course-embedded which
means the work done by the student is actually work that counts towards the grade.
Direct Measures align to PLOs and are the key assessments used to make decisions
about graduate performance and program effectiveness. The direct measures are
designated as signature assignments within courses specifically designed to assess a
particular learning outcome; they may be qualitative or quantitative. Indirect measures
include tools such as surveys, focus groups, and other activities that gather impressions
or opinions about the program and/or its learning goals.
MPH Signature Assignments
The standard course outlines for each course identify the signature assignments for the
professors and instructors as well as the students. Signature Assignments are standard
assignments in courses selected for data collection on attainment of PLOs and for
inclusion in the Program Annual Report. For each course within the program or
specialization, signature or benchmark assignments are selected. These assignments
connect back to the mapping/alignment process. The scoring for these assignments
are based on rubrics and reviewed in aggregate and given to students to ensure
transparency in grading. The PAR system mandates that the MPH Program Lead enter
the findings of these signature assignments into a computerized assessment system
called Accountability Management System (AMS) by TaskStream. In order to gather
data for PARs, program leads determine what learning activities will provide measurable
outcomes.
98
In the MPH, the series of Signature Assignments reflect the pedagogy adopted to guide
instructional strategies. Signature Assignments are characterized by a systems thinking
approach to problem-posing and problem-solving. Each Signature Assignment is
designed to advance disciplined inquiry into public health practice in a systemic context
and fosters deep, rich, conversations about interactions and practices among
candidates and faculty. Through Signature Assignments, candidates can examine
cases of public health practice, use problems of practice as the starting point to conduct
research and inquiry, pose public health dilemmas and solutions, respond to cases
posed by others, and test their theories against practice as they examine and reflect on
the problem. There are a minimum of two Signature Assignments for each required
PLO. Some Signature Assignments can be undertaken by an individual student or in
teams at the discretion of the instructor. All Signature Assignments must be passed
prior to being approved for receiving the degree.
99
Table16: National University MPH Program Signature Assignments
MPH Core
Program Learning
Outcome
Analyze and
Interpret Health Data
Describe distribution
and determinants of
disease, disabilities
and death in human
populations
Evaluate the
environmental
factors that affect the
Health of a
Community
Signature Assignment Course
Biostatistics CPH
Exam Questions
COH 602: Biostatistics
Epidemiology CPH
Exam Questions
COH 606: Epidemiology
Capstone Results
Chapter
COH 692: Public Health Capstone Project
Data Analysis
COH 606: Epidemiology
Research proposal
COH 611: Research Methods
Capstone Analysis
Chapter
COH 692: Public Health Capstone Project
Chronic Disease
Presentation
COH 603: Public Health Biology
Environment
Presentation
COH 608: Environmental Health
100
Health Promotion
Specialization
Program Learning
Outcome
Analyze the
planning,
organization,
administration and
policies of healthcare
organizations
Signature Assignment Course
CPH Exam
Administration and
Health Policy
questions
HCA 600: US Healthcare System
Capstone Literature
Review
COH 692: Public Health Capstone Project
Apply the concepts
and methods of
social and behavioral
sciences relevant to
the identification and
solutions of public
health problems
Cultural Beliefs
COH 604: Health Behavior
Health Behavior
Presentation
COH 604: Health Behavior
CHES Exam
Questions related to
Health Behavior
Theories
COH 604: Health Behavior
Assess individual
and community
needs for health
education.
CHES Exam
Questions related to
Needs Assessment
COH 609: Public Health Program Evaluation
Health Promotion
Program Proposal
Needs Assessment
Health Promotion
Program Description
COH 607: Public Health Program
Development
Grant Proposal
COH 607: Public Health Program
Development
Plan health
education strategies,
interventions, and
programs.
COH 609: Public Health Program Evaluation
101
Program Learning
Outcome
Implement health
education strategies,
interventions, and
programs.
Signature Assignment Course
Conduct evaluation
related to health
education.
CHES Exam
Questions related to
Evaluation
COH 609: Public Health Program Evaluation
Program Evaluation
Plan
COH 609: Public Health Program Evaluation
Research Paper
Strategies and
Interventions
COH 618: Health Promotion Strategies and
Tactics
Secondary Analysis
Research Questions
and Strategies
COH 613: Public Health Informatics
Group Project Low
Literacy Health
Education
COH 618: Health Promotion Strategies and
Tactics
Secondary Analysis
Presentation of
Results
COH 613: Public Health Informatics
Administer health
education strategies
and interventions.
Serve as a health
education resource
person.
Education Strategies
Case Study Analysis
COH 618: Health Promotion Strategies and
Tactics
Program Evaluation
COH 609: Public Health Program Evaluation
Proposal, Intervention
component
102
Program Learning
Outcome
Communicate and
advocate for health
and health
education.
Mental Health
Specialization
Apply appropriate
research principles
and techniques in
health education.
Assess the social,
political, and
environmental
context of mental
health in relation to
public health
practice.
Plan mental health
interventions and
programs.
Plan the
implementation of
mental health
programs.
Signature Assignment Course
Presentation of
Lesson Plan
COH 618: Health Promotion Strategies and
Tactics
CHES Exam
Questions related to
Advocacy and
Communication
Logic model
COH 612: Public Health Policy and
Advocacy
Secondary Analysis
conclusions
Report on disparities
in Mental Health
COH 613: Public Health Informatics
Political Activity and
Legislative Report
COH 612: Public Health Policy and
Advocacy
Written Goals and
Objectives for Mental
Health Program
COH 616: Mental Health Program Planning
Grant Proposal
COH 616: Mental Health Program Planning
Program Proposal for
Violence Prevention
COH 617: Public Health Aspects of
Violence
Program Proposal for
Drug Addiction
Prevention
COH 621: Public Health Aspects of Drug
Addiction
COH 609: Public Health Program Evaluation
COH 614: Psychosocial Epidemiology
103
Program Learning
Outcome
Conduct evaluations
related to mental
health.
Signature Assignment Course
Evaluation Plan for
Human Sexuality
Program
COH 619: Public Health Aspects of Human
Sexuality
Application of
PRECEDEPROCEED to a
Mental Health
Intervention
COH 616: Mental Health Program Planning
Relate fundamental
principles of
epidemiology to
mental and
substance abuse
disorders.
Research Paper
Epidemiology of a
Mental Disorder
COH 614: Psychosocial Epidemiology
Description of
Problem of Drug
Addiction
COH 621: Public Health Aspects of Drug
Addiction
Apply appropriate
research principles
and techniques to
mental health
Research Paper
Hypotheses
COH 617: Public Health Aspects of Violence
Prevention
Study Design
Comparison Paper
COH 614: Psychosocial Epidemiology
Advocate for mental
health in
communities.
Political Activity
Presentation
COH 612: Public Health Policy and
Advocacy
Lesson Plan for
COH 619: Public Health Aspects of Human
Community Education Sexuality
104
Healthcare
Administration
Specialization
Program Learning
Outcome
Assess the social,
political, and
environmental
context of mental
health in relation to
public health
practice.
Conduct financial
analysis, explain
financial and
accounting
information, and
make long-term
investment decisions
for a healthcare
organization.
Apply healthcare
management
methods to
healthcare
organizations
Signature Assignment Course
Use administrative
and health
information
technology to
develop process and
performance
improvement plans.
Political Activity
Report
COH 612: Public Health Policy and
Advocacy
Research Paper on
Drug Policy
COH 621: Public Health Aspects of Drug
Addiction
Financial Analysis
Report
HCA 663: Healthcare Accounting and
Finance
Marketing Plan
HCA 624: Healthcare Planning and
Marketing
Healthcare
Management
Presentation
HCA 620: Healthcare Organization and
Management
Health Policy
Analysis
HCA 610: Health Policy
Secondary Analysis
HCA 626: Healthcare Information Systems
Performance
Improvement Plan
Paper
HCA 624: Healthcare Planning and
Marketing
105
Program Learning
Outcome
Incorporate the
principles of quality
management for
improving outcomes
in healthcare
organizations.
Synthesize best
practices in
healthcare
leadership.
Signature Assignment Course
Quality Assurance
business Plan
HCA 622: Healthcare Quality Assurance and
Evaluation
Ethics Case Studies
HCA 620: Healthcare Organization and
Management
Leadership Case
Studies
HCA 670: Healthcare Leadership
Group Project
Management Styles
HCA 620: Healthcare Organization and
Management
106
Recommendations for program improvement are made annually based on data
collected from the direct measures, indirect measures and signature assignments. The
Program Annual Report is reviewed by the SHHS (School) Assessment Committee and
revisions are requested prior to a more formal review by the Assessment Committee of
the Graduate Council for the University The five-year assessment plan, the FY11
assessment findings, the FY12 assessment findings are included in Appendix 8.
To achieve consistency in assessment processes, both the Undergraduate Council and
the Graduate Council approved program review rubrics developed by the University
Academic Assessment Committee. The current rubrics, modified from those developed
by WASC, are used as a guideline to formulate feedback to the faculty lead on
academic assessment. Qualified reviewers selected by both the Undergraduate Council
and the Graduate Council were trained to use the approved rubrics by the University
assessment fellows and the Office of Institutional Research and Assessment.
MPH Curriculum Maps
The MPH program has a written set of Program Learning Outcomes (PLOs) that
measure what candidates should know when they complete their course of study. The
Institutional Learning Outcomes (ILOs) and the Program Learning Outcomes (PLOs)
are mapped to the Developmental Expectations by course. The Developmental
Expectations are the indicators of when a learning outcome is introduced, developed, or
mastered in the program. The initials, I, D, M are used in alignment. The “I” indicates
where a course outcome is introduced; the “D” where it is developed, and the “M” where
it is mastered. The alignments are a required element in the assessment process and
specify data to be collected to indicate that students are meeting course and program
requirements and are learning what is intended.
When PLOs are introduced in an MPH course, students are typically required to apply
skills and concepts, learn new information, develop conceptual knowledge, select
appropriate procedures for a task, perform two or more steps with decision points along
the way, solve routine problems, organize or display data or interpret or use simple
graphs. This corresponds with Webb’s Depth of Knowledge level 2. Bloom’s revised
taxonomy would categorize this level of learning as ‘analyzing’.
When PLOs are developed in an MPH course, students are required to think
strategically, reason or develop a plan to approach a problem, employ decision-making
and justification, and solve abstract complex, or non-routine problems. Development of
PLOs corresponds with level 3 of Webb’s Depth of Knowledge and Bloom’s taxonomy
as ‘evaluating’.
In a course where mastery of PLOs is expected, students are required to extend their
thinking and comprehensively apply learned skills and concepts. They may perform
investigations or apply concepts and skills to the real world that require time to
research, problem solve, and process multiple conditions of the problem or task, or
perform non-routine manipulations across disciplines, content areas or multiple sources.
107
Mastery corresponds with level 4 of Webb’s Depth of Knowledge and ‘creating’ in
Bloom’s taxonomy.
National University Program Assessment
The MPH degree program and its specializations are approved in CurricUNET and
assessed using AMS/Taskstream. In Fiscal Year 2010, the University implemented a
database system for the purposes of tracking course and program development. All new
programs, including the MPH degree program, courses, or changes to curriculum are
reviewed in CurricUNET, a centralized curriculum management system. CurricUNET
provides for a transparent approval process and is the repository for approved program
learning outcomes and curriculum maps. The University administration promotes
assessment of student learning by providing faculty with current technology and
knowledge, enabling them to focus their academic assessment on assessment results,
their reflections, and the use of assessment results to improve student learning. With
recommendations by the faculty, the University acquired TaskStream’s Accountability
Management System (AMS) in 2008 to support the assessment process. The AMS
supports the tenet of transparency and provides a mechanism for tracking
recommendations, action plans, and results from year to year.The Office of Institutional
Research and Assessment (OIRA) coordinates training for the faculty to assist them
with any changes in assessment process and technology. AMS/Taskstream is the
repository of assessment files, including program descriptions, curriculum maps,
program annual review plans, findings and recommendations, and multiyear
assessment plans.
MPH faculty members are primarily responsible for the assessment of student learning.
The administration works with the faculty to support the continuous improvement of
student learning. This support consists of providing resources for faculty to engage in
professional development about best practices in assessment, the promotion of two
faculty members to devote time as assessment fellows, a dedicated Office of
Institutional Research and Assessment, and annual events that commonly provide
forums to enrich faculty knowledge on assessment practices. The major University-wide
events include the Annual Assessment Summit, the Academic Assembly, and the
Spring Symposium. These are in addition to monthly meetings held by the School
Assessment Committees (SACs).
The job of the School of Health and Human Services SAC is to work towards creating
the Program Annual Report (PAR), which is reviewed by administrators and members of
the School Assessment Committee and the Graduate Council. Support for creating the
PAR comes from the School Assessment Committee members, the Department Chair,
and the Dean. Delivery of courses in a program primarily comes from the combined
efforts of the Course and MPH Program Lead. The assessment process reinforces
analysis, reflection, review, and use of the recommendations for resources to be
considered in the annual budget and resource planning cycle.
108
b. Identification of outcomes that serve as measures by which the program will evaluate
student achievement in each degree program, and presentation of data assessing the
program’s performance against those measures for each of the last three years.
The MPH Five-Year Program Review
The MPH Five-Year Program Review, which will be conducted in 2015, will be a
collaborative effort of a program’s faculty, chaired by the MPH Program Lead. The FiveYear Program Review will include a trend analysis of program annual reports and
additional information, such as input from external reviewers. Institutional research data,
such as trends in student and faculty demographics, and retention and graduation rates,
will be analyzed. Assessment results will be compared with assessment objectives
identified by the MPH Program Lead. An analysis of program relevancy is also included
in The Five-Year Program Review. To reflect on program vitality, the program lead and
department chairperson are required to include evidence of the national and local needs
for the program graduates.
Objective 1 states that the MPH program will develop a Program Annual Report each
year. The findings are below. The MPH Core was assessed in a PAR for the first time
in 2011. The Health Promotion Specialization was assessed in the PAR for the first
time in 2012. The Mental Health and Healthcare Administration Specializations will be
included in the PAR in June 2013.
Within each PAR acceptable and ideal targets are set for each direct and indirect
measure. These typically indicate the proportion of students who earn a specific grade
on that assignment or the mean score on the survey. The grades on the assignment
are compared to these ‘benchmarks’. Table 17 indicates that the benchmark has been
‘met’, ‘not met’ or ‘exceeded’. In most cases where the benchmark is not met, the
survey results indicate that the students do not perceive themselves to be prepared in
that area. Since this is not a validated measure or a direct measure of student
achievement, it does not indicate that the students have not completed all requirements
for the degree. Valid indirect measures such as employer surveys will replace these
intermediate measures in 2013.
109
Table 17: National University MPH Program Annual Report Findings
Outcome
Measure
2011
Targets
2012
Targets
Analyze and Interpret Health Data
Biostatistics Exam Questions
Met
Exceeded
Epidemiology Exam Questions
Exceeded
Exceeded
Capstone Results Chapter
N/A
Not Met
Survey
Not Met
Exceeded
Data Analysis
Met
Exceeded
Not Met
Capstone Analysis
Exceeded
Describe distribution and determinants of disease,
disabilities and death in human populations
Not Met
Evaluate the environmental factors that affect the Health of
a Community
Survey
Met
Chronic Disease Presentation
Not Met
Exceeded
Environment Presentation
Exceeded
Exceeded
Survey
Met
Met
110
Outcome
Measure
2011
Targets
2012
Targets
Analyze the planning, organization, administration and
policies of healthcare organizations
CPH Exam questions
MetNot
Met
Not Met
Legislative Report
Not Met
Exceeded
Capstone
Not Met
Not Met
Survey
Apply the concepts and methods of social and behavioral
sciences relevant to the identification and solutions of public
health problems
Assess individual and community needs for health
education.
Not Met
Cultural Beliefs
Not Met
Exceeded
Health Behavior Presentation
Met
Exceeded
CHES Exam Questions
Met
Met
Survey
Not Met
Not Met
CHES Exam Questions related to
Needs Assessment
N/A
Met
Health Promotion Program
Proposal Needs Assessment
Met
Survey
Not Met
111
Outcome
Measure
2011
Targets
2012
Targets
Plan health education strategies, interventions, and
programs.
Health Promotion Program
Description
N/A
Met
Implement health education strategies, interventions, and
programs.
Conduct evaluation related to health education.
Grant Proposal
Met
Survey
Not Met
Education Strategies Case Study
Analysis
N/A
Met
Program Evaluation Proposal,
Intervention component
Exceeded
Survey
Not Met
CHES Exam Questions related to
Evaluation
N/A
Met
Program Evaluation Plan
Exceeded
Survey
Met
112
Outcome
Measure
2011
Targets
2012
Targets
Administer health education strategies and interventions.
Research Paper Strategies and
Interventions
N/A
Met
Serve as a health education resource person.
Secondary Analysis Research
Questions and Strategies
Met
Survey
Met
Group Project Low Literacy Health N/A
Education
Exceeded
Secondary Analysis Presentation
of Results
Met
Survey
Not Met
Communicate and advocate for health and health education. Presentation of Lesson Plan
Apply appropriate research principles and techniques in
health education.
N/A
Exceeded
CHES Exam Questions related to
Advocacy and Communication
Exceeded
Survey
Not Met
Logic model
NA
Not Met
Secondary Analysis conclusions
Exceeded
Survey
Met
113
c. If the outcome measures selected by the program do not include degree completion
rates and job placement experience, then data for these two additional indicators must
be provided, including experiential data for each of the three years. If degree completion
rates, in the normal time period for degree completion, are less than 80%, an
explanation must be provided. If job placement, within 12 months following award of the
degree, is less than 80% of the graduates, an explanation must be provided.
Retention to Graduation
Students can be admitted to National University at any time during the year. They first
meet with admissions advisers, have their academic records audited and are notified
regarding their admission status. Students who meet the admissions requirements for
graduate studies at National University can declare their major as MPH and must
choose a sub-specialty. Students admitted in 2010 are classified as MPH. Students
admitted in 2011 declared either Health Promotion or Mental Health as a sub-specialty.
Students admitted after September 2012 will have three choices: Health Promotion,
Mental Health or Healthcare Administration.
Students are encouraged to begin taking classes in September or March. These
students will take the 16 courses in sequence as a cohort. Courses in the first five
months (U.S. Healthcare System, Global Public Health, Biostatistics, Public Health
Biology and Health Behavior) have no prerequisites. Students must complete all core
courses before taking Public Health Internship and Public Health Capstone
course.These students will take most of their courses with one cohort and make up the
remainder with another cohort.
Students may begin the MPH program on probation if their undergraduate GPA is below
3.0. If they earn a B or better for their first class, they make continue as long as they
maintain a 3.0 GPA. Students who do not earn a B in their first class, and all students
who do not maintain a 3.0 GPA are dismissed from the program and the University.
Students who do not attend classes for more than 12 months are also dismissed from
the program. Students who attend three or less classes have been excluded from the
denominator in our retention and graduation rates since they represent probationary
enrollment. As stated in the University catalog, coursework completed more than seven
years previous must be repeated. “True” graduation rates are calculated at 2 years
through 7 years on an annual basis by the Office of Institutional Research and
Assessment.
Approximately one-third of our MPH students are military students. The group is made
up of those on active duty, veterans, retired military, reservists and military employees.
Deployment of active duty and reservists can result in delays in program completion.
Even active duty personnel who change to the online courses may have their studies
interrupted by deployment that sometimes limits their access to the internet. Military
students who return from deployment may resume classes in the MPH program. Since
114
they do not represent students who fail to complete the program, we have removed
them from the denominator of our graduation and retention rates.
Students are allowed one-year after the close of the capstone course (2 months) to
complete their capstone project. If they do not submit an approved capstone project
their grade in COH 692: Public Health Capstone Project will lapse to an ‘Unsatisfactory’.
We count these students as failed to complete the program. They may re-enroll in the
capstone class at a later date and may complete the program.
Coursework that is more than seven years old cannot be transferred into postbaccalaureate credential or degree programs. Similarly, coursework completed at
National University more than seven years ago cannot be applied to post-baccalaureate
credential or degree programs for re-enrolling students. Coursework that is more than
seven years old must be repeated, or, with the approval of the school dean, a more
recent, suitable course may be substituted. Therefore, a true graduation rate will not be
calculated until 2017.
International students make up approximately 10% of our MPH student body. Many will
opt to take a break of up to 3 months during their program of study. Student visas allow
for a break after 9 months of enrollment. Those that take a break can resume classes
with the subsequent cohort or enroll in the three missed classes out of sequence. This
will depend on whether or not the prerequisites for the courses are fulfilled.
115
Table 18: National University MPH Degree Completion Rates by Cohort
Year entered program
Took at least 1 class*
Took 3 or more classes**
Deployed and suspended
enrollment
Graduated**
Graduation pending**
Failed to complete**
Transferred program**
Accepted into doctorate
program
Expected graduation
rate**
Active duty military*
Veterans*
Retired military*
Reserve*
Military employees*
Total military*
International Students*
FY 2010 Cohort
21
18
1
FY 2011 Cohort
50
44
2
FY 2012 Cohort
28
20
N/A
10
3
2
3
2
6
30
6
2
1
0
19
0
1
N/A
(56%)
(17%)
(11%)
(17%)
(14%)
(68%)
(14%)
(5%)
(0%)
(95%)
(0%)
(5%)
(10+3)/18 = 72%
(6+30)/44 = 82%
(0+19)/20 = 95%
1
2
2
0
0
5
2
7
10
0
1
1
19
6
3
7
0
1
0
11
3
(5%)
(10%)
(10%)
(0%)
(0%)
(24%)
(10%)
(14%)
(20%)
(0%)
(2%)
(2%)
(38%)
(12%)
(11%)
(25%)
(0%)
(4%)
(0%)
(39%)
(11%)
*These numbers and rates include new admits who took 1 or more classes.
**These numbers and rates include new admits who took 3 or more classes.
116
d. A table showing the destination of graduates for each of the last three years. The
table must include at least the number and percentage of graduates by program area
each year going to a) government (state, local, federal), b) nonprofit organization, c)
hospital or health care delivery facility, d) private practice, e) university or research
institute, f) proprietary organization (industry, pharmaceutical company, consulting), g)
further education, h) non-health related employment, or i) not employed. See CEPH
Data Template D.
As of January 2013, the writing of the preliminary self-study, 16 students have officially
graduated from the MPH program. This figure is due to several students who have
capstone projects that are ‘in progress’, and will not officially graduate until the conferral
date after their capstone project is approved.
Table 19: National University MPH Destination of Graduates
Graduation Year
2011
2012
MPH Graduates
2
14
Accepted into Doctorate Programs
1
3
Employed in Private Healthcare
2
4
Employed in Higher Education
4
Employed in Public Health
3
e. In public health fields where there is certification of professional competence, data on
the performance of the program’s graduates on these national examinations for each of
the last three years.
The first MPH graduate to sit for the CHES exam did so in April 2012. The one student
passed the exam. Three additional students sat for the exam in October 2012 and are
awaiting results.
f. Data describing results from periodic assessments of alumni and employers of
graduates regarding the ability of the program’s graduates to effectively perform the
competencies in a practice setting.
The MPH Program Lead is working in collaboration with the National University Office of
Institutional Research and Assessment (OIRA) to refine an exit survey for all MPH
graduates, an alumni survey and to develop an employer survey. The exit survey will
be administered using the eCollege platform. OIRA will report the results to the
Program Lead every June beginning June 2013. The exit survey will ask students to
evaluate the MPH program in terms of access, responsiveness to their needs and
preparation in achieving the Program Learning Outcomes.
117
In January 2013 the alumni survey was electronically sent to all program completers in
FY2012 and FY2013 to date. The purpose of the survey was to gather information from
alumni related to their perceptions of the MPH program. Alumni were asked to identify
their current employment, CHES status, MCHES status, professional presentation,
publications and educational status. Preliminary results as of January 10, 2013 contain
responses from 46.66% of survey recipients. These preliminary results show that while
the majority of respondents had not sat for the CHES or CPH exam they were all
employed in a health field or are furthering their education in a doctoral program.
Eighty-six percent of respondents replied that they would recommend the National
University MPH program to others. Detailed results of the thirteen-item survey are
located in Appendix 12.
The employer survey will be sent electronically to all employers identified in the alumni
survey that are health-related. Employers will be asked to evaluate the skills and
preparation of the MPH alumni that relate to their specific public health position. The
MPH program lead will continually work with OIRA in refining and updating all three
surveys, the exit, alumni, and employer surveys to gain the most relevant and useful
data that can be used to improve aspects of the program.
g. Assessment of the extent to which this criterion is met.
This criterion is met. The MPH program is assessed thoroughly to monitor student
achievement. The program prepares students in the Health Promotion and Mental
Health Specializations for successful achievement in the CHES Exam. The MPH
program has clear plans to survey employers beginning in June 2013.
118
2.8 Academic Degrees. If the program also offers curricula for academic degrees,
students pursuing them shall obtain a broad introduction to public health, as well
as an understanding about how their discipline-based specialization contributes
to achieving the goals of public health.
Not Applicable
2.9 Doctoral Degrees. The program may offer doctoral degree programs, if
consistent with its mission and resources.
Not Applicable
2.10 Joint Degrees. If the program offers joint degree programs, the required
curriculum for the professional public health degree shall be equivalent to that
required for a separate public health degree.
Not Applicable
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2.11 Distance Education or Executive Degree Programs. If the program offers
degree programs using formats or methods other than students attending regular
onsite course sessions spread over a standard term, these degree programs
must a) be consistent with the mission of the program and within the program’s
established areas of expertise; b) be guided by clearly articulated student
learning outcomes that are rigorously evaluated; c) be subject to the same quality
control processes that other degree programs in the university are; and d)
provide planned and evaluated learning experiences that take into consideration
and are responsive to the characteristics and needs of adult learners. If the
program offers distance education or executive degree programs, it must provide
needed support for these programs, including administrative, travel,
communication, and student services. The program must have an ongoing
program to evaluate the academic effectiveness of the format, to assess teaching
and learning methodologies and to systematically use this information to
stimulate program improvements.
a. Identification of all degree programs that are offered in a format other than regular,
onsite course sessions spread over a standard term, including those offered in full or in
part through distance education in which the instructor and student are separated in
time or place or both. The instructional matrix may be referenced for this purpose.
The academic year is divided into four 12-week quarters, each comprised of three onemonth classes. National University offers a unique one course per month format.
Therefore each MPH cohort will complete the 16 required courses in 18 months. The
last two courses, internship and capstone are offered over a period of 2 months each.
The ‘strings’ of 18 courses begin every September and March. The department can
offer courses more often as student demand increases.
National University complies with the WASC requirement that credit hours for a quarter
unit system be at least 10 to 12 hours for each credit hour awarded. The University
uses the Carnegie hour that is 50 minutes in length and the 10 hour minimum for
graduate courses. Therefore the minutes required for a 4.5 hour course are 567 which
is 9 (60 minute) hours.
All students were enrolled in onsite instruction in FY10, FY11 and FY12. Beginning in
July 2012 (FY13) students enrolled in an online offering for the MPH. These students
represent 26% of the total students enrolled in MPH for the YTD FY13. All
specializations will be offered online. All Full-time faculty teach in both onsite and
online.
b. Description of the distance education or executive degree programs, including an
explanation of the model or methods used, the program’s rationale for offering these
programs, the manner in which it provides necessary administrative and student support
services, the manner in which it monitors the academic rigor of the programs and their
equivalence (or comparability) to other degree programs offered by the program, and
120
the manner in which it evaluates the educational outcomes, as well as the format and
methodologies.
The one-month format allows the students to focus on mastery of one set of course
learning outcomes at a time. It also allows the faculty to identify any deficits in
preparation early in the program and to provide the students with remedial mentoring.
Evening classes allow the students to continue their work or family obligations while
attending the university.
Online Program and Use of Technology in onsite courses
The MPH program enrolled its first online students in March 2012. The three
specializations are offered onsite as well as online. The curriculum is the same as the
onsite MPH with the same course requirements, internship and capstone project. The
classes are conducted by subject matter experts with terminal degrees in the field in
which they are teaching. Full-time faculty, associate faculty and adjunct faculty teach
online. While all Full-time faculty teach on site and online, some adjunct faculty teach
exclusively online since they live at a distance from a campus. The same signature
assignments are required and will be compared across delivery modes in the 2013
Program Annual Review. The content of courses taught online and onsite is enhanced
by the use of technology.
All onsite courses are supplemented by an eCompanion website which includes the
lecture notes, usually PowerPoint slides, a webliography of resources for the students
and the grade book. Also included are samples of assignments, rubrics, online quizzes
or exams and links to resources throughout the university, for example, the library, the
writing center, math tutoring, and technical assistance.
Case studies that direct the students to the Health Science Online Research Center are
strategically placed throughout the curriculum and are designed to make this resource
familiar to the students. For example, in COH 604: Health Behavior, the students are
required to access the BRFSS data to investigate trends in smoking rates and other
measured behaviors. By the time students are enrolled in COH 613: Public Health
Informatics, they will have enough familiarity to navigate the site easily. They are
required to conduct a secondary analysis of public access data in COH 613. The
Health Science Online Research Center has also become a resource for students to
access data for their capstone projects.
The online classes are conducted using the eCollege platform which allows for ease in
navigating. All MPH classes run synchronous lecture/discussion sections at a minimum
of 2 hours, twice a week using the Illuminate product ClassLivePro. The classes
include streaming video, lecture capture, interactive quizzes, matching and other games
121
that require application of material in the lectures. Exams are administered online with
timing restrictions at the discretion of the professor.
Both the eCollege course shells (online) and eCompanion course shells (on site) are
beneficial to the students and to the program administration. The students have
constant access to the course materials, have links to supplemental materials and can
monitor their progress throughout the course. The MPH Program Lead accesses the
course shell to extract assessment data, to add program specific content like the
internship handbook, capstone requirements, internship opportunities, APA writing
guidelines, student sponsored events, requests for student representatives, scholarship
availability and other announcements. In addition, the Program and Course Lead can
monitor the course shell to insure uniformity among the professors and the delivery
modalities. The lecture/discussion sessions for the online courses are archived.
Therefore students can replay the lectures to reinforce the material and students who
cannot attend the synchronous sessions have access to the sessions. Lastly, the
Program Lead and Department Chair also have access which allows for peer and
administrative evaluation of teaching.
The National University Public Health Association and the Health Administration
Association both maintain Facebook pages for all MPH students to access. This is
mainly used for announcements and for inter-student communication. The School of
Health and Human Services maintains a blog that allows students, faculty and staff to
keep informed about accomplishments among the groups.
c. Assessment of the extent to which this criterion is met.
This criterion is met. The accelerated MPH program is unique and meets students’
needs while upholding academic rigor. The online and onsite courses follow the same
Program learning Outcomes and Course Learning Outcomes. The two delivery
modalities are monitored closely to insure uniformity.
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3.0 Creation, Application, and Advancement of Knowledge
3.1 Research. The program shall pursue an active research program, consistent
with its mission, through which its faculty and students contribute to the
knowledge base of the public health disciplines, including research directed at
improving the practice of public health.
a. A description of the program’s research activities, including policies, procedures and
practices that support research and scholarly activities.
National University cultivates a culture of intellectual engagement and inquiry that is
essential to quality undergraduate, graduate, and professional programs. The thread
that connects faculty members’ commitment to their teaching and their research is the
characteristic ability to question, challenge, and review an issue from multiple
perspectives, deliberate with others, and craft well-reasoned arguments. The University
encourages faculty scholarship through the Distinguished Scholar Award, the
Distinguished Teaching Award, the Presidential Scholar Award, and the Presidential
Award. The latter two of these awards involve faculty seeking either time or funding.
The Faculty Senate plans the Spring Symposium, a two day gathering for sharing of
papers, presentations, and poster sessions. All Full-time faculty, part-time associate
faculty, and members of the Adjunct Academy leadership team attend. All faculty
including adjunct faculty have password access to library resources, statistical software
tools such as SAS®, have access to the National University IRB (and are required to
submit research proposals for review), and are encouraged to collaborate in research
with Full-time faculty and students through various efforts such as the committee
Faculty Focus on Research.
The National University Office of Sponsored Programs and Research (OSPR) exists to
support National University’s faculty and researchers in their efforts to secure
extramural funding sponsorship from various sources (primarily governmental) to
support program enhancement, scholarly research, and professional development. This
office is responsible for dissemination of new funding opportunities, frequent grantwriting workshops, and support in grant writing and submission.
The Research Council was established by the Provost to serve as a faculty advisory
body. The Research Council exists to provide leadership fostering a culture of research
and enhancing National University's distinction in research, scholarship, and creative
activities among faculty and students. This council supports two large internal
conferences each year, the Faculty Scholarship Conference that takes place in the fall
each year and the Student Scholarship Conference taking place in the spring each year
(Approximately 50 submissions are accepted and presented at both). The faculty of the
MPH embrace this culture and encourage both faculty and students to take part in these
research exchanges. The current Paper Chair of the Student Scholarship Conference
as well as the Chair of the Faculty Scholarship Conference are MPH Full-time faculty
members.
123
Scholarship fulfills many functions in the MPH program, including, but not limited to,
enhancing teaching, increasing the expertise of faculty within their public health
disciplines, and contributing to the further development of public health knowledge. The
Faculty Policies (Article 8.5) state that scholarship is a very important part of the
faculty’s engagement with the University, as this is the way that faculty members
enhance their standing, both personally and professionally, in their academic discipline.
It is the expectation that the MPH faculty members produce works in their fields that
further develops their strength in a given public health discipline. The University
supports all faculty to improve their performance through its faculty development
processes, which help to support the University mission. Specific expectations for
scholarship by rank are found in the Faculty Policies and presented below:
Although all Full-time faculty are expected to engage in scholarly activity, it is
recognized that the forms and quantity of scholarship will vary depending on the faculty
member’s discipline and the nature of the scholarly work in which he or she is engaged,
and that no single standard based on, for example, the number of presentations or
publications in a given year can be applied to measure the scholarly or creative work of
faculty across National University. These activities represent only the minimum
expected activities faculty should plan in formulating their Faculty Development Plans;
they do not represent expected results or outcomes on which faculty will be evaluated
for reappointment, promotion, or merit.
Assistant Professor: Annual submission of scholarly work for presentation at peerreviewed academic or professional conference(s) or publication, or equivalent work
appropriate to the discipline agreed upon by the faculty member and his or her Chair.
Associate Professor: Annual submission of scholarly work for presentation at peerreviewed academic or professional conference(s) and submission of scholarly work for
peer-reviewed publication once every three years, or equivalent work appropriate to the
discipline agreed upon by the faculty member and his or her Department Chair.
Professor: Annual submission of scholarly work for presentation at peer-reviewed
academic or professional conference(s) and submission of scholarly work for peerreviewed publication once every two years, or equivalent work appropriate to the
discipline agreed upon by the faculty member and his or her Department Chair.
While the University defines 10% of the faculty’s efforts to be dedicated to research
(20% to service: 70% to teaching), the MPH program places greater emphasis on
research. We believe that research is essential to the MPH program since our students
are expected to conduct research. In entirety, the faculty need to be role models for
conducting research and perform as mentors in the development of research skills in
our students. To this end, the Department of Community Health initiated a research
forum called Faculty Focus on Research in November 2011 which meets each month
and includes all faculty members in Department of Community Health. The Faculty
Focus on Research goals are:
124




To support the research agenda of the department
To foster an intellectual community
To encourage collaborative research projects
To increase the dissemination of scholarly work by the faculty members in the
department
Each month one faculty member presents original research for up to 30 minutes. The
participating faculty members brainstorm, give suggestions, advice, and constructive
reviews of the research. In the ten months since Faculty Focus on Research was
initiated, four of seven faculty members have initiated collaborative research, all seven
have submitted research to professional meetings, four have submitted manuscripts for
publication, and all believe that Faculty Focus on Research should be continued. The
assistant professors reported that their self-efficacy in conducting research has
increased due to Faculty Focus on Research.
To further facilitate research among faculty and students, the National University Health
Science Research Center was designed with foundation components to include: (1) a
portal cataloging links to public access data; (2) consolidated access to Institutional
Review Board rules and regulations; (3) analytic tools including tutorials and sample
programming code; (4) links to library resources including search and referencing tools;
(5) searchable cases studies connecting disciplines and National University programs.
Additional components include: RSS feeds; current news including articles, scholarly
pages, and websites; and (6) a forum for aggregation of published work and scientific
presentations. This center was designed to enhance the learning environment offered
to students while facilitating faculty teaching and research efforts at National University.
This Center was also designed to present a public facing capability allowing for much of
the functionality to be available to non-National University researchers and students in
the health research community. (http://ohrc.nu.edu/).
b. A description of current community-based research activities and/or those undertaken
in collaboration with health agencies and community-based organizations. Formal
research agreements with such agencies should be identified.
The Department of Community Health at National University has fostered many
community based research partnerships in which faculty and students may participate
for research or capstone project purposes. The list of health agencies that have formal
affiliation agreements with the MPH program to provide internships is included in
section 2. The partnerships listed below represent partnerships specifically for the
purpose of community-based research. We plan to develop a forum specifically for our
partners to post requests for research projects. The faculty and students will be able to
arrange for interviews with the requesting partner to determine if the research project is
a good match with their skills and interests. The MPH program strongly encourages our
students to conduct research projects that will benefit the community. We believe that
these partnerships facilitate this goal.
125
The School of Health and Human Services entered into a partnership with Physician
Partners in 2011, a physician business organization and medical group consisting of
more than 1000 physicians. Specific faculty roles include arranging internships and
accessing clinical data for joint research studies and capstone projects. Two MPH
faculty members are working with research teams consisting of physicians to improve
healthcare services to their patients. Two MPH capstone projects were conducted at the
request of Physician Partners in 2012, and two are currently in process. At the request
of a group of pulmonologists, MPH students conducted research on COPD interventions
and smoking cessation for COPD patients in San Diego under the direction of Dr. Piane.
The School of Health and Human Services formed a partnership with Palomar
Pomerado Hospital, a Magnet®-Recognized Public Health System in North San Diego
that contains two operating hospitals – Palomar Medical Center and Pomerado
Hospital, affiliated medical groups, skilled nursing facilities and Palomar Health express
care health centers. Palomar Pomerado provided medical services in virtually all fields
of medicine in 2012.The MPH faculty and the health system clinicians have formed
teams to conduct outcomes research.
The MPH Program Lead is a member of the Executive Partners of the Community
Health Improvement Partners (CHIP), a collaborative of San Diego health care systems,
hospitals, community clinics, insurers, physicians, universities, community based
organizations and the County of San Diego who are dedicated to a common vision. The
mission of CHIP is to assess and address priority health needs through collaboration.
Dr. Piane and Dr. Baldyga are currently consulting with CHIP to determine the direction
of their community-needs assessment.
Though community-based partnerships are designed with many faculty members being
involved, the MPH students and faculty benefit from a single individual whose
responsibility it is to develop new partnerships. Dr. William Baldyga is in negotiations to
develop a Community-Based Research strategy that will enhance the professional
development of faculty and provide students’ with community research and placement
opportunities. By meeting with leadership of local public health, civic, governmental and
health care organizations to discuss the development of research collaborations, his
first objective is to establish a database of potential research opportunities that can be
disseminated to faculty and students.
c. A list of current research activity of all primary and secondary faculty identified in
4.1.a and 4.1.b., including amount and source of funds, for each of the last three years.
This data must be presented in table format and include at least the following: a)
principal investigator, b) project name, c) period of funding, d) source of funding, e)
amount of total award, f) amount of current year’s award, g) whether research is
community based, and h) whether research provides for student involvement. Only
research funding should be reported here; extramural funding for service or training
grants should be reported elsewhere. See CEPH Data Template E.
126
Table 20 describes the recent peer-reviewed presentations and publications of the core
MPH faculty.
Table 20: Faculty Peer-Reviewed Publication Research Activities
July 2010 to June 2012.
Authors
Journal
Date
(month,
year)
Title
Bokyo EJ, Jacobson
IJ, Smith B, Ryan
MAK, Hooper TI,
Amoroso PJ,
Gackstetter GD,
Barrett-Connor E,
Smith TC.
Diabetes Care
August,
2010
Risk of Diabetes in US
Military Service Members
in Relation to Combat
Deployment and Mental
Health.
Molly L. Kelton,
Cynthia A.
LeardMann, Besa
Smith, Edward J.
Boyko, Tomoko I.
Hooper, Gary D.
Gackstetter, Paul D.
Bliese, Charles W.
Hoge, Tyler C.
Smith
BMC Medical
Research
Methodology
October,
2010
Exploratory Factor
Analysis of Self-Reported
Symptoms in a Large,
Population-Based Military
Cohort.
Littman AJ, Boyko
EJ, Jacobson IG,
Horton J,
Gackstetter GD,
Smith B, Hooper TI,
Amoroso PJ, Smith
TC.
BMC Medical
Research
Methodology
October
2010
Assessing Nonresponse
Bias at Follow-up in a
Large Prospective Cohort
of Relatively Young and
Mobile Military Service
Members.
127
Authors
Journal
Date
(month,
year)
Title
Seelig A, Jacobson
IG, Smith B, Hooper
TI, Boyko EJ,
Gackstetter GD,
Gehrman P,Macera
C, Smith TC
Sleep
December
2010
Sleep Patterns Before,
During, and After
Deployment to Iraq and
Afghanistan
Smith TC,
Jacobson IG,
Hooper TI,
LeardMann CA,
Boyko EJ, Smith B,
Gackstetter GD,
Wells TS, Amoroso
PJ, Gray GC, Riddle
JR, Ryan MAK
BMC Public Health
January
2011
Health Impact of US
Military Service in a Large
Population-Based Military
Cohort
Ryan MAK,
Jacobson IG,
Sevick CJ, Smith
TC, Gumbs GR,
Conlin, AM
Birth Defects Res A
Clin Mol Teratol
Feb 2011
Health Outcomes among
Infants Born to Women
Deployed to US Military
Operations during
Pregnancy
Wells TS, Miller SC,
Adler AB, Engel CC,
Smith TC, Fairbank
JA
Int Rev Psychiatry
Apr 2011
Mental Health Impact of
the Iraq and Afghanistan
Conflicts: A Review of US
Research, Service
Provision, and
Programmatic Responses
128
Authors
Journal
Date
(month,
year)
Title
White MR,
Jacobson IG, Smith
B, Wells TS,
Gackstetter GD,
Boyko EJ, Smith
TC
BMC Comp Alter
med
Apr 2011
Health care utilization
among complementary
and alternative medicine
users in a large military
cohort
LeardMann CL,
Kelton ML, Smith B,
Littman AJ, Boyko
EJ, Wells TS, Smith
TC
Public Health
Reports
May 2011
Prospectively Assessed
Posttraumatic Stress
Disorder and Associated
Physical Activity
Sandweiss DA,
Slymen DJ,
LeardMann CA,
Smith B, White MR,
Boyko EJ, Hooper
TI, Gackstetter GD,
Amoroso PJ, Smith
TC
Arch Gen Psychiatry
May 2011
The Effects of Preinjury
Psychiatric Status and
Injury Severity on
Postdeployment
Posttraumatic Stress
Disorder
Smith TC
Military Medicine
July 2011
Linking Exposures and
Health Outcomes to a
Large Population-Based
Longitudinal Study
Jankosky C, Hooper
TI, Granado NS,
Scher A,
Gackstetter GD,
Boyko EJ, Smith
TC
Headache
July-Aug
2011
Headache Disorders in
the Millennium Cohort:
Epidemiology and
Relations with Combat
Deployment
129
Authors
Journal
Date
(month,
year)
Title
Pinder RJ,
Greenberg N,
Boyko EJ,
Gackstetter GD,
Hooper TI, Murphy
D, Ryan MAK,
Smith B, Wells TS,
Smith TC, Wessely
S
Int J Epidemiol
December
2011
Profile of Two Cohorts:
UK and US Prospective
Studies of Military Health
Leleu TD, Jacobson
IG, LeardMann C,
Smith B, Foltz PW,
Amoroso PJ, Derr
M, Ryan MAK,
Smith TC
BMC Medical
Research
Methodology
October
2011
Application of latent
semantic analysis for
open-ended responses in
a large, epidemiologic
study
Jones KA, Granado
NS, Smith B,
Slymen DJ, Ryan
MAK, Boyko EJ,
Gackstetter GD,
Phillips CJ, Smith
TC
Autoimmune
Diseases
December,
2011
A Prospective Study of
Lupus and Rheumatoid
Arthritis in Relation to
Deployment in Support of
Iraq and Afghanistan; the
Millennium Cohort Study
Proctor SP, Wells
TS, Jones KA,
Boyko EJ, Smith
TC
Journal of Rural
Social Sciences
February,
2012
Examination of postservice health-related
quality of life among rural
and urban military
members of the
Millennium Cohort Study.
130
Authors
Journal
Date
(month,
year)
Title
Wells TS, Ryan
MAK, Jones KA,
Hooper TI, Boyko
EJ, Jacobson IG,
Smith TC,
Gackstetter GD
Journal of Traumatic
Stress
February,
2012
A comparison of mental
health outcomes in
persons entering U.S.
Military Service before
and after September 11,
2001
Bonanno GA,
Mancini AD, Horton,
JL, Powell TM,
LeardMann CA,
Boyko EJ, Wells TS,
Hooper TI,
Gackstetter GD,
Smith TC
British Journal of
Psychiatry
March,
2012
Trajectories of Trauma
Symptoms and Resilience
in Deployed U.S. Military
Service Members: A
Prospective Cohort
Study.
Hermes ED, Wells
TS, Smith B, Boyko
EJ, Gackstetter GD,
Miller SC, Smith TC
Addiction
May, 2012
Smokeless tobacco use
related to military
deployment, cigarettes,
and mental health
symptoms in a large,
prospective cohort study
among US service
members
Granado NS,
Zimmermann L,
Smith B, Jones KA,
Wells TS, Ryan
MAK, Slymen D,
Koffman RL, Smith
TC
J Occupat Environ
Med
May, 2012
Individual Augmentee
Deployment and Newly
Reported Mental Health
Morbidity
131
Authors
Journal
Date
(month,
year)
Title
Seelig AD,
Jacobson IG, Smith
B, Hooper TI,
Gackstetter GD,
Ryan MAK,
Wadsworth SM,
Smith TC
Am J Epidemiol
In press
Prospective Evaluation of
Mental Health and
Deployment Experience
Among Women in the US
Military
Conlin AS,
DeScisciolo C,
Sevick CJ,
Bukowinski AT,
Phillips CJ, Smith
TC
J Occup Environ
Med
In press
Birth Outcomes Among
Military Personnel
Following Exposure to
Documented Open-Air
Burn Pits Before and
During Pregnancy.
Jones KA, Smith B,
Granado NS, Boyko
EJ, Gackstetter GD,
Ryan MAK, Phillips
CJ, Smith TC
J Occup Environ
Med
In press
Newly reported lupus and
rheumatoid arthritis in
relation to deployment
within proximity to a
documented open-air
burn pit in Iraq
Smith B, Wong CA,
Boyko EJ, Phillips
CJ, Gackstetter GD,
Ryan MAK, Smith
TC
J Occup Environ
Med
In press
The effects of exposure to
documented open-air
burn pits on respiratory
health among deployers
of the Millennium Cohort
Study.
132
Authors
Journal
Date
(month,
year)
Title
Powell TM, Smith
TC, Jacobson IG,
Boyko EJ, Hooper
TI, Gackstetter GD,
Phillips CJ, Smith B
J Occup Environ
Med
In press
Prospective Assessment
of Chronic Multisymptom
Illness Reporting Possibly
Associated with Open-Air
Burn Pit Smoke Exposure
in Iraq.
Jacobson IG,
Horton JL, Smith B,
Wells TS, Boyko EJ,
Lieberman HR,
Ryan MAK, Smith
TC
Annals of
Epidemiology
In press
Bodybuilding, energy, and
weight loss supplements
are associated with
deployment and physical
activity in U.S. military
personnel.
In press
Biofeedback relaxation
Training to Decrease Test
Anxiety in Nursing
Students
Prato, C. A., &
Yucha, C. B.
Yucha, C. B.,
Bernhard, B., &
Prato, C. A
Applied
Psychophysiology
and Biofeedback.
2011
Physiological Effects of
Gambling in Women
Xu Jia, Wang
Xiaobo, Ensign
Brooks, Li Min, Wu
Lei, Guia Antonio,
Xu Junquan
Drug Discov Today
Dec 2011
Ion-channel assay
technologies: quo vadis?
133
Authors
Journal
Date
(month,
year)
Title
Sears JM, Bowman
SM, Silverstein BA
J Occup Environ
Med
2012, in
press
Trends in the
Disproportionate Burden
of Work-Related
Traumatic Injuries
Sustained by Latinos
Obirieze AC, Gaskin
DJ, Villegas CV,
Bowman SM,
Schneider EB,
Oyetunji TA, Haut
ER, Efron DT,
Cornwell III EE,
Haider AH
J Trauma
2012, in
press
Regional Variations in
Cost of Trauma Care in
the United States: Who is
Paying More?
Galvagno SM, Haut
ER, Zafar SN, Millin
MG, Efron DT,
Koenig GJ, Baker
SP, Bowman SM,
Pronovost PJ,
Haider AH
JAMA
April 2012
Association between
helicopter vs. ground
emergency medical
services and survival for
adults with major trauma
2011
Identification of WorkRelated Injuries in a State
Trauma Registry
2012
Trends in US Pediatric
Drowning Hospitalizations
Sears JM, Bowman
SM, Silverstein BA,
Adams D
Bowman SM,
Aitken ME, Robbins
J, Baker SP
J Occup Environ
Med
Pediatrics
134
Authors
Journal
Date
(month,
year)
Title
Bowman SM,
Aitken ME
Perspect Health Inf
Manag
2011
Assessing External
Cause of Injury Accuracy
for Transport Injury
Hospitalization
Sears JM, Bowman
SM, Adams D,
Silverstein BA
J Occup Environ
Med
2011
Occupational Injury
Surveillance Using the
Washington State
Trauma Registry
Smith KC, Girasek
D, Baker S,
Manganello J,
Bowman SM,
Samuels A, Gielen
A
Inj Prev
Jun 2011
‘It was a freak accident’:
an analysis of the labeling
of injury events in the US
press
Holmberg TJ,
Bowman SM,
Warner KJ, Vavilala
MS, Bulger EM,
Copass MK, Sharar
SR.
Anesth Analg
2011
The Association between
Obesity and Difficult
Prehospital Tracheal
Intubation
Bowman SM,
Aitken ME, Maham
SA, Sharar SR
Inj Prev
2011
Trends in hospitalisations
associated with paediatric
burns
135
Authors
Journal
Date
(month,
year)
Title
Bowman SM and
Aitken ME
J Trauma
2010
Still unsafe, still in use:
The ongoing epidemic of
all-terrain vehicle injury
hospitalizations among
children
Bowman SM,
Bulger E, Sharar
SR, Maham SA,
Smith SD
Arch Surg
2010
A national survey of
general surgeons
regarding clinical practice
guidelines for pediatric
spleen injury
management
Dorsey DP,
Bowman SM, Klein
MB, Archer D,
Sharar SR
Burns
2010
Perioperative use of
cuffed endotracheal tubes
is advantageous in young
pediatric burn patients
Bowman SM,
Aitken ME, Sharp
GB
Epilepsy & Behavior
2010
Disparities in Injury Death
Locatio
n for People with
Epilepsy/Seizures
Bowman SM,
Aitken ME, Sharp
GB
Epilepsia
2010
Disparities in Hospital
Outcomes for Injured
People with Epilepsy and
Seizures
Chung, C. E.
ProQuest
Dissertations &
Theses
2011
Job stress, mentoring,
psychological
empowerment, and job
satisfaction among
nursing faculty
136
Authors
Journal
Date
(month,
year)
Title
Chung, C. E., &
Kowalski, S
Journal of Nursing
Education
May 2012
Job stress, mentoring,
psychological
empowerment, and job
satisfaction among
nursing faculty
Gutierrez, A.P.,
Candela, L. L., &
Carver, L.
Journal of Advanced
Nursing
March
2012
The structural
relationships between
organizational
commitment, global job
satisfaction,
developmental
experiences, work values,
organizational support
and person-organization
fit among nursing faculty
Carver, L.,
Candela, L., &
Gutierrez, A.
Nursing Outlook
2011
Survey of generational
aspects of nurse faculty
organizational
commitment
Piane, GM
Community Mental
Health
2012
“Psychological Distress in
California: Identifying
those at Greatest Risk.”
Piane, GM
Taylor Street Archives 2011
“Jane Addams as a Public
Health Advocate.”
Piane, GM. &
Singh-Carlson, S.
The International
Journal of
Environmental,
Cultural, Economic &
Social Sustainability.
“Short-term Study Abroad
Courses in International
Health: Lessons from the
Field.”
2010
137
Authors
Piane, GM
Journal
Long Beach Business
Journal
Date
(month,
year)
2010
Title
“Public Health Ethics”
The Full-time and associate faculty members of the MPH program conduct research
that advances knowledge in the field of public health and enhances their teaching.
Many of the adjunct faculty members also conduct research in their public health
disciplines though this is not required by the MPH program.
National University places little emphasis on acquiring externally funding among its
faculty. The MPH program has not been awarded external funding for research to date.
The Program Lead submitted one application for a grant to provide workforce
development for mental health workers in San Diego in 2010. This project was not
funded. The two most recently hired faculty members have considerable experience in
procuring external funding. Acquiring external funding for research will become a goal
in 2015 after our MPH program is well-established.
d. Identification of measures by which the program may evaluate the success of its
research activities, along with data regarding the program’s performance against those
measures for each of the last three years. For example, programs may track dollar
amounts of research funding, significance of findings (eg, citation references), extent of
research translation (eg, adoption by policy or statute), dissemination (eg, publications
in peer-reviewed publications, presentations at professional meetings), and other
indicators.
Evaluation Measures
Goal 5, objective 5A and 5B state that all Full-time faculty members who teach in the
MPH program should maintain an active research agenda related to the field of public
health and disseminate their findings. All Full-time and many of the adjunct faculty are
continuing to advance knowledge in the field of Public Health.
138
Table 21. Outcome Measures for Full-time Faculty Research
Outcome
Measure
Annual
presentation at
Scientific
Conference
# of peerreviewed
publications
each year
Target
2010
2011
2012
100%
100%
100%
100%
10
11
22
19
e. A description of student involvement in research.
All faculty are encouraged to include students in their research projects, however, the
University does not have a means to hire research assistants. Students are
encouraged to conduct and participate in research through research-based signature
assignments, capstone projects, access to the Health Science Research Center and by
the faculty who notify students of opportunities to disseminate their research at
professional meetings such as APHA, SOPHE and the San Diego Epidemiology
Exchange.
All MPH students are required to successfully complete a research methods course,
plan a research project, and complete a research based capstone project.
The National University Health Science Research Center has been incorporated into
coursework throughout the MPH. Students utilize the Center for current news from
CDC and HHS through RS feeds, links to CITI human subjects training and IRB
information, content searches through public sources as well as full-text and library
search capabilities, case studies designed to present a public health question with
information on how to utilize a public use data file to answer the question, sample
statistical programming code, links to faculty and student published or presented work,
and highlights a large public use data portal.
While not part of a formal grade, a professional presentation at national, regional, and
local conferences and events and peer-reviewed publication is considered a pinnacle of
student achievement in the MPH program. Faculty coordinate conferences, student
needs, student strengths, and timing during established time at the monthly Faculty
Focus on Research meeting to identify students that are individually encouraged to draft
and submit abstracts. These meeting dates and submission criteria are also presented
during the MPH classes as the dates are established.
139
Students are encouraged to submit class projects, capstones, and other scholarly work
and currently, there is a strong recruitment of students to the yearly National University
Student Scholarship Conference. In preparation for this local conference, many MPH
students work with faculty mentors to design, conduct, and present a public health
research project. This past year (2012) one student from the MPH program won the
Best Poster Award for a poster titled “Trends in Diabetes in US Women 2006-2010” at
this conference and was presented the award, which included a small monetary
amount, by the Provost. Other local public health conferences that are individually and
more globally encouraged and have been presented at include the yearly San Diego
Epidemiology Exchange. Regional and national conferences such as APHA or Society
for Epidemiologic Research have been encouraged with two students being accepted
for presentation at the 2012 APHA Conference, three students will present at a national
Gerontology Conference in November.
140
Table 22: Student Scientific Presentation Activities July 2010 to June 2012.
Cohort
MPH Student’s Name
Conference
Date
(month,
year)
Title
2
Adaeze Ibe
Sixth National University Student
Scholarship Conference
February,
2012
Trends in Diabetes in US
Women 2006-2010
2
Adaeze Ibe
San Diego Epidemiology Research
Exchange
April, 2012
Trends in Diabetes in US
Women 2006-2010
1
Vilayphone A.
Sisouphanthong
Fifth National University Student
Scholarship Conference
March,
2011
New Root Community
Farm
1
Rosa Alvarez, Chantille De
Los Reyes, Sherin Palackal
Abraham, Vilayphone
Sisouphanthong
Fifth National University Student
Scholarship Conference
March,
2011
The Deep Rooted Project
of Southeast San Diego
1
Gus Aguirre, Elsa
Castaneda, Palav Desai,
Trisky Clarin-Tamayo
Fifth National University Student
Scholarship Conference
March,
2011
Fighting Childhood
Obesity
1
Gustavo Aquirre
Fifth National University Student
Scholarship Conference
March,
2011
Her Future
1
Chantille De Los Reyes,
Desiree Skelton, Palav
Desai
Fifth National University Student
Scholarship Conference
March,
2011
Healthy Filipinos
1
Maria Blakeley, Frank
Pereira, Kiera Schminke,
Ken Woodson
Fifth National University Student
Scholarship Conference
March,
2011
HIV/AIDS Reduction and
Prevention in AfricanAmerican Women
141
Cohort
MPH Student’s Name
Conference
Date
(month,
year)
Title
1
Desiree Skelton, Critorylory
Aquino, Aaron de Leon
Fifth National University Student
Scholarship Conference
March,
2011
Zero to Sixty: The Need
for Comprehensive Health
Education in California
Schools
1
Chantille De Los Reyes,
Desiree Skelton, Kiera
Schminke
The California Department of
Health (CDPH) and the California
Tobacco Control Program (CTCP)
are coordinating a conference
Sacramento, CA
April 2012
Public Opinion regarding
Smoking Policies in Multi
unit Housing
1 and 2
Kenneth Woodson, Angela
Geraci
Gerontological Society of America
Annual meeting, San Diego, CA
November
2012
Mental Health Literacy
Module for Seniors
142
Each year the National University MPH program funds two students to attend the APHA
annual meeting. The selection process includes all MPH faculty and requires the
students to submit a short essay regarding their expectations in attending the
conference. In addition, in 2012 the MPH program also received scholarships for three
additional students to attend the SOPHE conference in October. This funding was
awarded by the Southern California SOPHE.
MPH Student Adaize Ibe presenting her research at a conference.
143
MPH Students Vilayphone Sisouphanthong and Kenneth Woodson
attending a conference.
f. Assessment of the extent to which this criterion is met.
This criterion is met. All Full-time faculty maintain an established research agenda in
the field of public health. All have disseminated their research to national, professional
audiences.
144
3.2 Service. The program shall pursue active service activities, consistent with
its mission, through which faculty and students contribute to the advancement of
public health practice.
a. A description of the program’s service activities, including policies, procedures and
practices that support service. If the program has formal contracts or agreements with
external agencies, these should be noted.
Service is a panoramic screen covering professional and scholarly service to schools,
business, industry, and local, state, national, and international organizations. All faculty
engage in service as part of their role as a National University Faculty member. This
includes, but is not limited to, providing expert guidance in public health to state and
local health agencies through partnerships established by the School.
Policies
Service may be defined as the work of Faculty which employs professional expertise to
meet the mission of the institution. Faculty carry out service in many ways: to the
University and its schools and departments; to communities and organizations; to
national or local academic and professional organizations. Section 8.6 of the Faculty
Policies establishes that, like evidence relevant for assessment of teaching and
scholarship, the evidence regarding service must include documentation of the quality
of service activities as well as the results of that activity. Evidence of service includes a
detailed self-assessment and documented activities such as these:
 organizing seminars, panels, or colloquia
 developing training programs, continuing education programs, consulting
 leading community organizations in work relevant to one's academic
discipline
 serving in leadership positions in professional organizations and societies
 assuming special administrative responsibilities or assignments
Procedures
In preparation for the fiscal year, faculty members prepare a Faculty Development Plan
(FDP) which includes teaching, scholarship and service activities for the coming year.
The Department Chair and Dean review the FDPs before they are approved. All FDPs
must describe a significant service agenda that includes service to the public health
workforce.
Practices
Faculty members are encouraged to perform community service by allowing them to
have flexible office hours. Eight hours of office hours per week over two days is the
minimum stated in the Faculty Policies. This allows ample time for faculty to perform
service to the public health workforce.
145
Students
At this point, students are encouraged to participate in volunteer opportunities in their
communities. The MPH program faculty is currently studying the feasibility of requiring
volunteer hours prior to graduation.
b. A list of the program’s current service activities, including identification of the
community groups and nature of the activity, over the last three years.
Core MPH faculty
A. Diaz: Program Reviewer, European Network, 2012-present
A. Diaz: Reviewer, Asian Journal Committee of Indigenous and Cultural Psychology University of Gadjah Mada- School of Medicine, and University of Udayana, 2012present
A. Diaz: Curriculum Reviewer, SDCC Peace Studies Committee with emphasis on
Border Issues -Politics of Violence: Militarization, Incarceration and Globalization in the
US and Mexico Border Area, 2011-present.
A. Diaz: Member Conference Committee, UC Berkeley studies on Migrant Health with
emphasis on Migrants from Mexico and Central America, August 2012
A. Diaz: Curriculum Reviewer and Trainer, Union of Pacific Islander/Asian Communities,
2012-present
E Kaye Gehrke: Treasurer, Children and Nature Network, San Diego 2011-present
G M Piane: Executive Partner, California Health Improvement Partners, San Diego,
2012-present.
G M Piane: Reviewer for Journal of Public Health, Journal of Healthcare for the Poor
and Underserved, Preventing Chronic Disease, and Journal of Sustainability, 1989present.
G M Piane: Member and Abstract reviewer for Annual meetings: APHA Health
Education and Health Promotion Section, 1982-present.
G M Piane: Evaluator for Maternal Hospital in Otavalo, Ecuador, January 2012-present.
G M Piane: Organizer of Advocacy for Lead Assessment in LaVictoria, Ecuador,
January 2010-present.
G M Piane: California Partnership for Access to Treatment, San Diego, CA, June 2010present.
G M Piane: Research collaborator, Engineers without Borders, Dar Es Salaam,
Tanzania, 2009.
G M Piane: Volunteer, Vulnerable Children of Zanzibar, 2009.
T Smith: Member, on the Institute of Medicine Committee on Readjustment Needs of
Military Personnel, Veterans, their Families, and Impacted Communities.
T Smith: Co-Chair, Statistics and Data Analysis at SAS Global Forum
T Smith: Co-Chair, Junior Professional Awards program for Western User’s of SAS
Software.
T Smith: Member, Editorial Board, Journal of Anxiety Disorders
T Smith: Member, International Advisory Committee, Journal of Military and Veterans’
Health
T Smith: Member, Executive Board for the San Diego Area SAS User’s Group
146
T Smith: Member, San Diego Software Industry Council - Healthcare IT Interest Group
Steering Committee
T Smith: Reviewer for over 15 scientific journals
Adjunct Faculty
R Clegg: California Association for Health, Physical Education, Recreation and Dance
(CAHPERD)- Member (2001-present)- Health Educator of the Year (2004)
- Vice President, Health Division (2011-present) - Legislative Committee (2011-present)
- Scholarship Committee (2011-present)
R Clegg: American Red Cross - Central Valley Region- DSHR Member (1995-present)
- Board of Directors (2011-present) - Governance Chair (2011-present)
R Clegg: Association of University Programs in Health Administration (AUPHA)
- Member (2012-present)
R Clegg: American College of Healthcare Executives (ACHE)- Member (2008-present)
R Clegg: American Public Health Association (APHA)- Member (1998-present)
R Clegg: American Alliance for health, Physical Education, Recreation and Dance
(AAHPERD)- Member (1998-present)
R Clegg: Society for Public Health Education (SOPHE)- Member (2006-present)
C Holland: Board and Public Policy Member, California Assisted Living Association,
2008-2012.
D J Morton: Chair – Institutional Review Board, Indian Health Council, Inc., Pauma
Valley, CA – 2004 – Present
D J Morton: Affiliate Faculty - California Indian Culture and Sovereignty Center, Cal
State San Marcos – supervise American Indian Student Association research projects
– write grants - 2011–present
D J Morton: Reviewer – American Journal of Public Health – 2002 – Present
D J Morton: HRSA Grant Reviewer – 2010 – Present
C E Omagbai: President, Breast and Cervical Cancer Collaborative 2007 - 2012
c. Identification of the measures by which the program may evaluate the success of its
service efforts, along with data regarding the program’s performance against those
measures for each of the last three years.
Goal 6A states that all Full-time MPH faculty members should perform community and
professional service each year. Section 8.6 of the Faculty Policies establishes that, like
evidence relevant for assessment of teaching and scholarship, the evidence regarding
service must include documentation of the quality of service activities as well as the
results of that activity.
The School uses the following quantitative measures to track its objectives in this area:
1. Proportion of promoted faculty providing service
2. Number of affiliation agreements with outside agencies
3. Students completing internship
4. Students participating in volunteer opportunities each year
147
Table 23. Outcome Measures for Service
Outcome
Measure
Proportion of
promoted faculty
providing service
Number of
affiliation
agreements with
outside agencies
Students
completing
internship
Students
participating in
public health
volunteer
opportunities
Target
2010
2011
2012
100%
100%
100%
100%
10
2
6
10
100%
100%
100%
100%
30% per year
30%
20%
N/A
148
d. A description of student involvement in service.
The MPH program encourages students to perform public service in the community by
exploring opportunities, sharing the information with students and by having faculty
participate alongside the students. The eCollege platform for the MPH program allows
all students access to announcements regarding volunteer opportunities. They often
form teams to participate in walks for Breast Cancer, Liver Disease, Suicide Prevention,
etc.
The Community Health Workers (CHW) Education Committee led by the US Mexico
Border Health Association has provided opportunities for MPH students from National
University to play significant roles as volunteers in the organization/planning,
implementation and evaluation of Annual Symposium on Health Promotion, the largest
Conference of the Bi-National US/Mexico week events. Six MPH students participated
in 2011 and an additional 8 participated in 2012. Dr. Alba Lucia Diaz formed the teams
of students and performed volunteer work, herself.
National University has initiated and established a partnership with the National Institute
of Public Health of Mexico (www.insp.mx). The Memorandum of Understanding (MOU)
between the two institutions was signed, on November 2011 by National University and
on January 2012 by INSP, this allows National University MPH students to participate in
a structured two week Community Service, and Immersion Program in Cuernavaca.
The program consists of one week orientation, and one week practical experience with
Health Care Professionals. By working alongside prominent international professionals,
students can greatly expand their awareness of what public health is and how it works.
Students can experience how program plans are developed, and how they are carried
out. They can observe how professionals work to identify their countries community
health needs, they can see how these practitioners work in collaboration with others to
tackle health issues and how partnerships can be created and maintained across our
borders.
e. Assessment of the extent to which this criterion is met.
This criterion is met. The MPH faculty and students perform service to the local,
regional, national and international community to enhance public health.
149
3.3 Workforce Development. The program shall engage in activities that support
the professional development of the public health workforce
a. A description of the program’s continuing education activities, including policies,
needs assessment, procedures, practices, and evaluation that support continuing
education and workforce development strategies.
The National University MPH program is in its third year. We have concentrated our
efforts on provided a high quality public health education for our students. Since we
educate a diverse group of working adults, military personnel and online students, we
are developing the public health workforce by providing opportunities to earn an MPH
degree.
Faculty from Department of Community Health worked with colleagues at SAS® for
over a year to design, coordinate, and host a three day analytics training event open to
all National University and non-National University professors in January 2013. Over 50
college professors will attend this no-cost 3-day faculty development event with
attendants ranging from National University, Pepperdine University, San Diego State
University, University of California San Diego, Alabama A& M University, University of
Utah, University of Southern California, University of South Florida, University of
Connecticut, California State University Long Beach, Pace University, Coleman
University, and others. Plans are underway to offer this free development training in the
future at National University.
The Chair of the Department of Community Health attends meetings of The California
Partnership for Access to Treatment (CPAT) which is a diverse network of advocacy
organizations, community groups, health care providers and employers, committed to
ensuring a healthy and productive California. CPAT serves as a communications,
education and resource network to keep its partners and the communities they serve
informed about critical issues involving access to treatment in California. The MPH
specialization in Mental Health was developed as the result of discussions of workforce
needs in San Diego.
The Dean of the School of Health and Human Services either attends or sends a
representative to statewide workforce development meetings. The Healthcare
Workforce Development Division of the State of California Office of Statewide Health
Planning and Development supports healthcare accessibility through the promotion of a
diverse and competent workforce while providing analysis of California's healthcare
infrastructure and coordinating healthcare workforce issues. The division's programs,
services and resources address, aid and define healthcare workforce issues throughout
the state. HWDD staff collect, analyze and publish data about California's healthcare
workforce and health professional training, identify areas of the state in which there are
shortages of health professionals and service capacity, and coordinate with other state
departments in addressing the unique medical care issues facing California's rural
areas.
150
Participation in these meetings has resulted in proposed degree offerings such as the
Master of Public Health, the Specializations, and the Associate of Science in Health
Informatics, the Master of Science in Health Informatics, and the Master of Science in
Nurse Anesthesia programs, Masters in Nursing and the Doctor of Nursing Practice.
b. Description of certificate programs or other non-degree offerings of the program,
including enrollment data for each of the last three years.
The MPH program does not currently offer non-degree programs.
c. A list of the continuing education programs offered by the program, including number
of students served, for each of the last three years. Those that are offered in a distance
learning format should be identified.
CHES preparation
A CHES preparation course is offered every 6 months for students, alumni and
community members to review before sitting for the CHES exam in October and April.
The CHES preparation course is conducted by Dr. Gina Piane, MPH, DrPH, CHES and
covers all competencies. The format is a synchronous online tutorial that requires the
participants to answer and discuss questions taken from the NCHEC study guides. The
eCollege platform is used to conduct the CHES preparation in the same manner as our
online courses. The first two CHES exam reviews were conducted as pilot studies with
limited attendance; Four participants in September 2011 and five participants in March
2012. The first larger-scale course will be conducted in March 2013 through National
University’s Extended Learning Division.
Teacher Credentialing
The Community Health Department offers HEDX1101 Health Education for School
Teachers through the National University Division of Extended Learning. This course is
required for all students in teacher credentialing programs.
d. A list of other educational institutions or public health practice organizations, if any,
with which the program collaborates to offer continuing education.
The Community Health Department collaborates with the Division of Extended Learning
as well as with community colleges throughout California.
e. Assessment of the extent to which this criterion is met.
This criterion is met. The MPH program has begun offering continuing education units
and workforce development.
151
4.0 Faculty, Staff and Students
4.1 Faculty Qualifications. The program shall have a clearly defined faculty which,
by virtue of its distribution, multidisciplinary nature, educational preparation,
research and teaching competence, and practice experience, is able to fully
support the program’s mission, goals and objectives.
a. A table showing primary faculty who support the degree programs offered by the
program. It should present data effective at the beginning of the academic year in which
the self-study is submitted to CEPH and should be updated at the beginning of the site
visit. This information must be presented in table format and include at least the
following: a) name, b) title/academic rank, c) FTE or % time, d) tenure status or
classification*, e) gender, f) race, g) graduate degrees earned, h) discipline in which
degrees were earned, i) institutions from which degrees were earned, j) current teaching
areas, k) current research interests, and l) current and past public health practice
activities. *Note: classification refers to alternative appointment categories that may be
used at the institution. See CEPH Data Template F.
The Faculty of the National University MPH program consists of 9 core Full-time faculty
members, 3 associate faculty members (part time, salaried faculty with a course load of
6) and 29 adjunct faculty members. There are currently 4 open searches for faculty
members, 2 Full-time and 2 associate.
The National University Master of Public Health Faculty members are highly
academically and experientially qualified to teaching the discipline of Public Health.
Together with the adjunct faculty, they represent strong mentors and roles models for
the Public Health Professionals of the future. Abbreviated Curriculum Vitae for all
primary faculty members can be found in Appendix 10 Faculty Curriculum Vitae.
The Master of Public Health program faculty includes 9 Full-time professors:
Table 24 includes a list of the Full-time, core MPH faculty, their education, experience,
research interests and teaching responsibilities.
152
Table 24. Faculty who Support Degree Offerings of the Program: Core Faculty
Department
Specialty Area
Name
Title/
Academic
Rank
FTE
or %
Time
Gender
Race or
Ethnicity
Graduate
Degrees
Earned
Institution
where
degrees
were earned
Discipline in
which degrees
were earned
Teaching Area
Research
Interest
Current/Past PH Activities**
Master of
Public Health
David
Adesanya
Assistant
Professor
50%
Male
AfricanAmerican
MD
MPH
(DrPH)
Infectious
Disease
Medicine
Public Health
– Global
Epidemiology
Global Public
Health,
Program
Development
Medical
Public
Health/Educati
on –
Multicultural
Education
Health
Promotion
Nursing
Health
Promotion
Cultural
Competence
Auburn
University
Psychology
Mental Health
PhD
University of
Nevada Las
Vegas
Psychology
Nursing
Mental Health
DrPH
MPH
University of
Illinois
Public HealthCommunity
Health
Science
Health
Behavior
Health
Promotion
Global Public
Health
Epidemiology
Developing a
nongovernmental
community
based
prevention
and primary
care delivery
system using
Community
Based
Participatory
Research
Health
promotion
among
migrant
populations
Research
related to
Applied
Stress.
Research on
interventions
to support
homeless
veterans.
Applied
Psychophysiology
and
Biofeedback.
Health
Behavior,
Health
Promotion
interventions
and Global
Maternal
Mortality
Alba Lucia
Diaz
Assistant
Professor
100%
Female
Hispanic/
Latino
EdD
MPH
University of
San
Francisco
Catherine
Chung
Assistant
Professor
50%
Female
Caucasian
PhD
University of
Iowa
Angela
Drake
Associate
Professor
50%
Female
Caucasian
PhD
Catherine
Prato
Associate
Professor
50%
Female
Caucasian
GinaMarie
Piane
Chair and
Professor
100%
Female
Caucasian
/Native
American
Loma Linda
University
Health
Promotion
Master of
Public Health
Health
Promotion
Mental Health
Former
UNICEF
employee
Psychologist
Psychiatric
Nursing
Former Health
Department
Administrator
153
Department
Specialty Area
Name
Title/
Academic
Rank
FTE
or %
Time
Gender
Race or
Ethnicity
Graduate
Degrees
Earned
Institution
where
degrees
were earned
George
Washington
University
Discipline in
which degrees
were earned
Teaching Area
Research
Interest
Master of
Public Health
Ellen
KayeGehrke
Professor
100%
Female
Caucasian
PhD
Organizational
Management
Healthcare
Organization
and
Leadership
PhD
University of
California,
San Diego
Epidemiology
Psychosocial
Epidemiology,
Public Health
Informatics,
Biostatistics,
Epidemiology
PhD
University of
Washington
Public Health
Administration
Healthcare
system,
Health Policy
HumanAnimal Bond,
Nature Deficit
Disorder,
childhood
obesity
Doctor patient
relationships
in healthcare,
Environmental
Sustainability,
Intercultural
Sensitivity
Research on
military
populations,
mental health
epidemiology,
occupational
epidemiology,
and chronic
disease
epidemiology
Research on
injury
epidemiology,
hospital
outcomes,
and
emergency
medical
services in
rural
communities.
Tyler
Smith
Associate
Professor
50%
Male
Caucasian
Stephen
Bowman
Associate
Professor
50%
Male
Caucasian
Healthcare
Administration
Current/Past PH Activities**
Department of
Defense
154
b. If the program uses other faculty in its teaching programs (adjunct, part-time,
secondary appointments, etc), summary data on their qualifications should be provided
in table format and include at least a) name, b) title/academic rank, c) title and current
employment, d) FTE or % time allocated to teaching program, e) gender, f) race, g)
graduate degrees earned, h) disciplines in which degrees were earned, and i)
contributions to the teaching program. See CEPH Data Template G.
Part-time faculty members contribute greatly to the relevance of overall instruction and
support the University’s scholar practitioner model. National University has a four-tiered
part-time faculty structure: adjunct faculty, associate faculty, core adjunct faculty, and
certified core. Associate faculty members have two-year contracts to teach six courses
annually and participate in the dossier review for reappointment. Adjunct faculty serve
National University by teaching individual classes. Part-Time faculty receive the same
orientation and training as Full-time faculty.
The MPH program faculty includes 3 associate faculty members and 29 adjunct
professors. Table 25 lists their education, experience, research interests and areas of
teaching. Objective 3B states that we will achieve and maintain an adjunct faculty who
are academically and experientially prepared in the discipline in which they teach. This
objective has been exceeded.
155
Table 25. Faculty who Support Degree Offerings of the Program: Adjunct Faculty
Specialty
Area
Name
Title/
Academic
Rank**
FTE
or %
Time
Gender
Race or
Ethnicity
Graduate
Degrees
Earned
Institution
where
degrees
were earned
Discipline in
which
degrees
were earned
Teaching
Area
Research Interest
Current/Past PH Activities**
HP
William
Baldyga
Adjunct
25%
Male
Caucasian
DrPH
University of
Illinois
Chicago
School of
Public Health
Public Health
Program
Development
Community-Based
Participatory
Research
University of Illinois
School of Public Health
Illinois Health Policy and
Research Institute
Associate Director
HP
Megan Becker
Adjunct
Female
Caucasian
PhD
University of
North
Carolina,
Chapel Hill
Educational
Psychology
Research
Methods
Medical Education
Consultant
HA
Mark Caruana
Adjunct
Male
Caucasian
JD
University of
San Diego
Law
Health Law
and Ethics
Health Law
Law Ofc Mark V Caruana
HP
Marie BomanDavis
Adjunct
Female
Caucasian
PhD (C)
2013
University of
California,
San Diego
Public Health
Health
Promotion
Tobacco – Second
Hand Smoke
HA
Robert Clegg
Adjunct
Male
Caucasian
PhD
Capella
University
Hospital
Administration
US Healthcare
System
HA Quality
Assurance
Health Policy and
Hospitals
Coordinator, Risk Management
Saint Agnes, Medical Center
Fresno
HP
Zohir
Chowdhury
Core
Adjunct
Male
Asian
PhD
Georgia
Institute of
Technology
Atmospheric
Chemistry &
Environmental
Engineering
Environmental
Health
Air Pollution
Associate Professor
SDSU
Graduate School of
Public Health
HP
Gerald Davoli
Adjunct
Male
Caucasian
PhD
University of
Massachuset
ts at Amherst
Public Health
Health
Promotion
Public Health and
Addiction
Faculty Emeritus
California State University
Fresno
Master of Public Health
156
Specialty
Area
Name
Title/
Academic
Rank**
HP
Siglia Diniz
HP
FTE
or %
Time
Gender
Race or
Ethnicity
Graduate
Degrees
Earned
Institution
where
degrees
were earned
Discipline in
which
degrees
were earned
Teaching
Area
Research Interest
Current/Past PH Activities**
Adjunct
Female
Hispanic/
Latino
MD,
MPH,
MHA
Universidad
de Basilia,
Harvard,
University of
California,
Irvine
Medicine,
International
Health,
Biotechnology
Biotechnology
Regional Medical Monitor
Pfizer, Inc
Jill English
Core
Adjunct
Female
Caucasian
PhD
Health
Education
University of
Southern
California
Global Public
Health,
Public Health
Biology,
Public Health
Policy and
Advocacy
Health
Behavior,
Health
Promotion
School Health
Fullerton College
Soka College of America
California State University
Faculty
HA
Brooks Ensign
Associate
Faculty
Male
Caucasian
MBA
Accounting
Harvard
University
Healthcare
Accounting
and Finance
HA
Suzanne
Evans
Core
Adjunct
Female
Caucasian
EdD
Education
Aurora
University
Health
Behavior,
PH Program
Evaluation
Adult Mental Health
Health Literacy
Hospital Health
Promotion
HP
Maggie
Gaddis
Adjunct
Female
DrPH
Public Health
University of
California,
Berkeley
Health
Promotion
Program
Development
Community Based
Participatory
Research
Touro International
University
Professor
HP
Karen Garman
Adjunct
Female
Caucasian
EdD
Health
Education
University of
Southern
California
US Healthcare
System
Health Policy
Leadership and
Performance
President and Senior Learning
Consultant
Healthcare Education
Leadership and Performance
Inc.
HA
Joann Harper
Adjunct
Female
Caucasian
PhD
Health
Sciences
w/Leadership
Emphasis
University of
San Diego
Healthcare
Organization
and
Management
Leadership
Compliance and
Quality Improvement
Nurse Manager
and Educator
75%
Consultant
Chief Compliance and Quality
Improvement Officer
157
Specialty
Area
Name
Title/
Academic
Rank**
HA
Christian
Holland
Core
Adjunct
FTE
or %
Time
Gender
Race or
Ethnicity
Graduate
Degrees
Earned
Institution
where
degrees
were earned
Discipline in
which
degrees
were earned
Teaching
Area
Research Interest
Current/Past PH Activities**
Male
Caucasian
JD
MPH
California
Western
School of
Law
San Diego
State
University
Alliant
University
Law
Health Law
and Ethics
Healthcare Quality
Risk Consultant, Healthcare
Practice Group,
Barney & Barney
Health
Services
Quality
Clinical
Psychology
Public Health
Aspects of
Violence,
Human
Sexuality and
Drug Addiction
Veteran’s Administration
Independent Contractor
Private Practice
HP
Kelly Horton
Adjunct
Female
AfricanAmerican
PsyD
HP
Stephen
Imbriani
Adjunct
Male
Caucasian
DrHE
AT Still
University
School Health
Health
Promotion
School Health
Cajon High School
Health Science Teacher
HP
Nita Kohli
Core
Adjunct
Female
AsianAmerican
MD,
MPH
Louisiana
State
University
Medicine and
Environmental
Health
Environmental
Health
Environmental
Health
UCLA Occupational Medicine
Medical Doctor
MH
John Kurata
Adjunct
Male
AsianAmerican
PhD
University of
California,
Irvine
Psychology
Psychosocial
Epidemiology
Policy Analysis
Director of California
Health Interview
Survey
Border Health
HA
Kevin
LaChapelle
Core
Adjunct
Male
Caucasian
PhD
University of
Phoenix
Healthcare
Management
Organizational
Development
Director, Support Operations
Scripps Health
HA
Roger Larson
Adjunct
Male
Caucasian
MS
California
State
University,
Sacramento
Accountancy
Health Policy
Healthcare
Organization
and
Management
Healthcare
Leadership
Healthcare
Accounting
and Finance
Hospital System
CFO
158
Specialty
Area
Name
Title/
Academic
Rank**
FTE
or %
Time
Gender
Race or
Ethnicity
Graduate
Degrees
Earned
Institution
where
degrees
were earned
Discipline in
which
degrees
were earned
Teaching
Area
Research Interest
Current/Past PH Activities**
HP
David
Lemberg
Associate
75%
Male
Caucasian
DC
MS
Chiropractic
Healthcare
Law and
Ethics
Health
Promotion
Bioethics
Clinical Peer Reviewer
Comprehensive Industrial
Disability Management
HA
Robert Meyers
Adjunct
Male
AfricanAmerican
PhD
New York
Chiropractic
College
Albany
Medical
College
Alliant
International
University
Veteran’s Healthcare
Captain Active Duty
US Navy
HP
Deborah
Morton
Core
Adjunct
Female
Caucasian
PhD
UCSD/SDSU
Public Health
Native American
Health
Consultant
MH
Eric Nwazue
Adjunct
Male
AfricanAmerican
MB
MS
Obafemi
Awolowo
University
Psychiatric
Medicine
US Healthcare
System
Healthcare
Organization
and
Management
Healthcare
Leadership
Public Health
Research
Methods
Public Health
Policy and
Advocacy
Health
Behavior
Psychosocial
Epidemiology
Mental Health
Epidemiology
Assistant Professor
West Coast University
Ontario
Health
Education
Healthcare
Administration
Public Health
Mental Health
Promotion
Loma Linda
HP
Clara Egbalele
OmagbaiBablola
Core
Adjunct
Female
AfricanAmerican
PhD
Loma Linda
Public Health
Public Health
Biology
Health
Behavior
Global Public
Health
Breast Cancer
Program Director
Inland Director
HA
Yolanda Parra
Adjunct
Female
Hispanic/
Latino
DrPA
University of
LaVerne
Public
Administration
Human
Resources
Worker’s
Compensation
Project Manager III
Southern California
Permanente Medical Group
Community Based
Participatory
Research
Professor and Director
Community Health
CSUSF
Quality
Assurance
HP
Helda PinzonPerez
Adjunct
Female
Hispanic/
Latino
PhD
Pennsylvania
State
University
Health
Education
Health
Promotion
Health
Behavior
159
Specialty
Area
Name
Title/
Academic
Rank**
HP
Carol Sipan
Adjunct
MH
Alan Smith
Associate
Faculty
MH
Besa Smith
MH
HP
FTE
or %
Time
Gender
Race or
Ethnicity
Graduate
Degrees
Earned
Institution
where
degrees
were earned
Discipline in
which
degrees
were earned
Teaching
Area
Research Interest
Current/Past PH Activities**
Female
Caucasian
PhD
UCSD/SDSU
Public Health
Social Marketing
Health Literacy
Faculty
University of California,Merced
San Diego State University
Male
Caucasian
PhD
UCSD/SDSU
Epidemiology
Health
Behavior
Health
Promotion
PH Program
Development
and Planning
Biostatistics
Epidemiology
Adjunct
Female
Caucasian
PhD
UCSD/SDSU
Epidemiology
Biostatistics
Epidemiology
Military Health
Outcomes
Biostatistician
Department of Defense
Sara
Samantha
Tweeten
Core
Adjunct
Female
Caucasian
PhD
UCSD/SDSU
Epidemiology
Research
Methods,
Epidemiology
Health Disparities
Epidemiologist II
San Diego Department
of Public Health
Nourallah
Zaghi
Adjunct
Male
Asian
American
PhD
Stanford
University
Environmental
Health
Environmental
Health
Water Quality
California Department of
Public Health
Senior Civil Engineer
75%
* HP=Health Promotion
MH=Mental Health HA= Healthcare Administration
**Associate = Salaried with 6 course teaching load
Adjunct = maximum 6 course teaching load
San Diego Department
of Public Health
Core Adjunct= maximum 12 course teaching load
160
c. Description of the manner in which the faculty complement integrates perspectives
from the field of practice, including information on appointment tracks for practitioners, if
used by the program.
Full-time MPH faculty members have experience working in health departments, with
UNICEF, with the Department of the Defense, with public health research groups, and
in hospitals. They have expertise in biostatistics, epidemiology, data analytics, global
public health, cultural competence, group dynamics, human behavior, experiential
education and interactive education. Their expertise stems from terminal degrees as
well as professional public health experience and teaching experience. The adjunct
faculty members bring additional expertise in environmental health as well as access to
professional networks since most of them are working public health professionals. The
expertise of the faculty is supplemented by guest lecturers from local health
departments and professional organizations such as Southern California Society for
Public Health Education and San Diego Organization of Healthcare Leaders (SOHL).
SOHL invites the Healthcare Administration students to local events by presenting in
our classes. Health advocates from the region as well as from outside the United
States are brought into the classrooms in person or by using Skype.
d. Identification of outcome measures by which the program may judge the
qualifications of its faculty complement, along with data regarding the performance of
the program against those measures for each of the last three years.
The measure of the adequacy of the faculty is ensured by at least three faculty
members with expertise to teach in each of the MPH courses, the faculty’s expertise,
research and service support the MPH specializations. Expertise is determined by
faculty having a terminal degree in the discipline in which they teach and/or
demonstrating 10 years or more of professional experience in the discipline. All faculty
members in FY10, FY11, FY12 and FY13 meet this criteria.
161
Table 26: Outcome Measures Range of Faculty 2010-2012
Goal
Full-time,
Associate and
Adjunct faculty
with terminal
degrees to
support the
instructional
goals of the
MPH program
Outcome
All MPH
courses offered
in the National
University
Master of
Public Health
Program can
be taught by at
least three
faculty
members who
have academic
and experiential
qualifications.
2010
Each course
taught in the
MPH program
could be taught
by one faculty
member.
2011
Each course
taught in the
MPH program
could be taught
by two faculty
members.
2012
Each course
with the
exception of
Environmental
Health can be
taught by at
least three
faculty
members.
Faculty
expertise will
support the
specializations
of the MPH
program.
The faculty had
expertise in
Health
Promotion
The faculty had
expertise in
Health
Promotion and
Mental Health
Of the 40 total
MPH faculty
members; 20
have expertise
in Health
Promotion; 9
have expertise
in Mental
Health; and 15
have expertise
in Healthcare
Administration
162
Goal
Full-time,
Associate and
Adjunct faculty
with terminal
degrees to
support the
research goals
of the MPH
program
Outcome
Faculty
research
interests will
support the
specializations
of the MPH
program.
2010
Faculty
conducted
research in
Health
Promotion
2011
Faculty
conducted
research in
Health
Promotion and
Mental Health
Full-time,
Associate and
Adjunct faculty
with terminal
degrees to
support the
service goals of
the MPH
program
Faculty service
will support the
specializations
of the MPH
program.
Faculty
conducted
service in
Health
Promotion
Faculty
conducted
service in
Health
Promotion and
Mental Health
2012
Of the 40 total
MPH faculty
members; 20
have research
interests in
Health
Promotion; 9
have research
interests in
Mental Health;
and 15 have
research
interests in
Healthcare
Administration
Of the 40 total
MPH faculty
members; 20
perform service
in Health
Promotion; 9
perform service
in Mental
Health; and 15
perform service
in Healthcare
Administration
163
e. Assessment of the extent to which this criterion is met.
This criterion is met. The faculty support the MPH specializations that are offered. The faculty who teach in the National
University MPH program hold terminal degrees in the fields in which they teach. The Full-time, associate and adjunct
faculty are highly qualified.
164
4.2 Faculty Policies and Procedures. The program shall have well-defined
policies and procedures to recruit, appoint and promote qualified faculty, to
evaluate competence and performance of faculty, and to support the professional
development and advancement of faculty.
a. A faculty handbook or other written document that outlines faculty rules and
regulations.
The faculty policies and part time faculty policies as well as university bylaws are in
Appendix 1.
b. Description of provisions for faculty development, including identification of support
for faculty categories other than regular Full-time appointments.
The Faculty Center for Excellence in Teaching and Technology (FCETT) prepares Fulltime and adjunct faculty with the knowledge, tools and strategies to be successful in the
technology-rich learning environments at National University. Considering both the
pedagogy and technology of good instruction, the FCETT fosters a culture of teaching
excellence and innovation through formal instruction, mentoring, and a collaborative
learning and sharing community.
FCETT manages the Faculty Community, a dynamic, resource-rich sharing and learning
environment, specifically designed for National University faculty, and provides
innovative content examples and demos, tutorials, ideas and trends in teaching and
learning, and a wealth of faculty-specific support resources.
Spectrum Pacific Learning supports the MPH program by providing training for online
course delivery. It has customized e-learning solutions for the MPH program that make
online learning courses more engaging, and effective. Services include strategic
planning, organizational systems review, e-learning consulting, and content design,
content development in support of the MPH program subject matter experts, multimedia
presentations complemented with audio and video services, and web solutions.
Spectrum Pacific Learning also provides ongoing support for e-learning in the MPH
program. Spectrum Pacific Learning’s support services are available with 24/7/365
technical support, and content licensing.
Each Full-time faculty member is assigned $2,400 for professional development. While
these funds are generally used to offset expenses connected to presenting papers at
professional conferences, the faculty member can also use this money to obtain
professional development in an area that will help them develop academic material
beneficial to students. Faculty also have access to information on courses and students
via SOAR, the means to generate and analyze data for research through OIRA, and an
abundance of services provided by the center and School staff. At this time, there are
no funds available for faculty development for part time faculty.
165
A Full-time faculty member is eligible for sabbatical leave after having served Full-time
for six years in higher education with at least four years in residence at the University
and at least six years after any previous sabbatical leave (Faculty Policies, p. 17).
Typically, sabbatical leaves take place for either a full academic year at one-half salary
or for one-half academic year at full pay.
c. Description of formal procedures for evaluating faculty competence and performance.
Retention, Promotion and Merit Procedures
National University does not offer tenure for Full-time faculty. Instead, faculty members
receive contracts ranging in length from one to two years for initial hires and up to 10
years at the Professor rank. In the 2010 review cycle, 46 faculty across the University
applied for reappointment, and 80 percent were reappointed. Seventy-five percent of
the 20 faculty members who applied for promotion were promoted. The 3 MPH faculty
members who were reviewed for reappointment for the 2012 review cycle were offered
reappointment for five years, reappointment for five years, and deferral for two years.
To earn reappointment, Full-time faculty must submit a dossier describing their work
and accomplishments during their previous contract period, along with evidence of
those accomplishments. Dossiers are reviewed in the schools by the department
chairperson, a School Personnel Committee consisting of faculty elected by the school
faculty, and the dean. At the University level, the dossier is reviewed by the University
Faculty Personnel Committee, with members elected by all faculty members, the
Provost, and the president. The process is monitored by the chairperson of the Senate
Personnel Committee. The ranges for the term length of the reappointment are outlined
in the Faculty Policies.
Based on the policies and input from the four levels of review, the Provost recommends
an action to the president, who is responsible for the final decision. Recommendations
are as follows:




Instructor, from two to five years
Assistant professor, from four to six years
Associate professor, from six to eight years
Professor, from eight to ten years
The application and review for promotions follow the same process for review as
reappointment requests, with the dossiers covering the entire period spent at the
previous rank. Faculty are eligible for promotion after serving in the preceding rank for a
certain number of years and meeting the standards of excellence in teaching,
scholarship, and service as stated in the Faculty Policies (Article 8.2). Scholarship
requires peer review to assure that quality and expectations of faculty scholarship are
defined by rank, as stated in the Faculty Policies (Article 3.1.3). Faculty may apply for
merit salary increases each year by submitting a three-page letter.
166
In addition to preparation for learning opportunities and required training, the MPH
program has a process for ensuring quality teaching. The Program Lead checks all
classes for readiness before the class starts, including testing links, reviewing course
outlines, and accessing online classes for the observation of the instructor and student
activities. Excellence in teaching is evaluated by class evaluations, peer and
administrative review, and self-assessment. Student evaluation of faculty occurs
through surveys of students at the end of a course, developed by the Faculty Senate.
Policies require that a faculty evaluation of all faculty be available for program, regional,
or course lead faculty to review. These results are also reviewed each month by the
deans and department chairperson. Based on these reviews, lead faculty and
department chairs provide mentoring and counseling for faculty. Student evaluations
provide the University with important information about instructor performance from the
learners’ points of view. The University is committed to creating the best possible
conditions for successful student learning and student feedback, and this process is one
important part of quality assurance.
In an effort to ensure teacher quality and handle poor performance, the MPH faculty
support the Provost’s initiative requiring schools to intervene with all faculty who receive
a rating of 3.5 or lower on the end-of-course evaluation. The part-time faculty who are
allowed to teach a maximum of eight classes annually are not to be rehired if their
overall annual course evaluations are below 3.5 on a five point Likert scale.
There are several ways in which faculty performance is acknowledged and/or rewarded.
Through the review of the evaluation of the faculty done by students, commendable
teaching performance is noted by Course or Regional Leads, Department Chair, and
Dean. Commendable scholarship is acknowledged in the Scholarship Directory, which
is published annually. Commendable service is acknowledged by letters of
commendation from the chair of committees to which faculty serve. When Full-time and
associate faculty are engaged in reappointment, promotion, and merit request activities,
there are opportunities for their efforts to be commended.
Dr. GinaMarie Piane applied for reappointment in 2010 and was granted an 8-year
contract. Dr. Alba Lucia Diaz applied for reappointment in 2011 and was granted a 5year contract. Dr. Tyler Smith applied for reappointment in 2012 and was granted an 8year reappointment.
d. Description of the processes used for student course evaluation and evaluation of
teaching effectiveness.
All faculty at National University undergo teaching reviews in the same way, including
Full-time and part-time instructors (including adjunct faculty and associate faculty) and
faculty who teach courses online and onsite. All students use the same end-of-course
evaluation. These evaluations are reviewed and commented on by the program lead
faculty, the department chair, and the dean. Should faculty receive a teaching
evaluation of 3.5 or lower, the faculty member is notified by the Dean and works with
167
either the lead or chair on an improvement plan. The evaluation is reviewed at that time
to ensure that the number of students responding is valid. Any number of remedies can
be provided, including direct peer observation, participation in Center for Teaching
Excellence-sponsored Best practices seminars, and one-on-one counseling. If an
adjunct faculty member receives two or more low evaluations, they are not assigned to
teach in the future. Further, adjunct faculty must request to continue to teach every two
years and Deans must approve these requests based on standard criteria.
e. Description of the emphasis given to community service activities in the promotion
and tenure process.
National University Faculty Policies state that both service to the community-at-large
that is relevant to the academic discipline as well as outreach to the community with a
view toward forming relationships that benefit National University are to be considered
in decisions about reappointment and merit. The Department of Community Health
requires community service in approving faculty development plans, which are
submitted annually and in recommendations for merit and reappointment.
f. Assessment of the extent to which this criterion is met.
This criterion is met. National University follows impartial and equitable procedures to
evaluate, retain, promote and grant merit increases to its faculty.
168
4.3 Faculty and Staff Diversity. The program shall recruit, retain and promote a
diverse faculty and staff, and shall offer equitable opportunities to qualified
individuals regardless of age, gender, race, disability, sexual orientation, religion
or national origin.
Staff members of the School of Health and Human Services: Jane Sills, Daniel Wills,
and Christina Querido.
169
National University MPH Faculty at 2012 Graduation: Dr. Tyler Smith, Ms. Linda Travis
Macomber, Dr. Catie Chung, Dr. Catherine Prato, Dr. Gina Piane, Dr. Alba Diaz, Dr.
Lara Carver, Ms. Jennifer Powers, Dr. David Adesanya.
170
a. Summary demographic data on the program’s faculty, showing at least gender and ethnicity; faculty numbers should be
consistent with those shown in the table in 4.1.a. Data must be presented in table format. See CEPH Data Template H.
Table 27: Summary Demographic Data for Current Core and Other Faculty
Core Faculty
Other Faculty
TOTAL
# % Male
3
30%
15
48%
18
44%
# % African American Male
1
10%
2
6%
3
7%
# % Caucasian Male
2
20%
11
35%
13
32%
2
6%
2
5%
16
52%
23
56%
2
6%
2
5%
# % Hispanic/Latino Male
# % Asian/Pacific Islander Male
# % Native American/Alaska Native Male
# % Unknown/Other Male
# % Female
7
70%
# % African American Female
# % Caucasian Female
5
50%
8
26%
13
32%
# % Hispanic/Latino Female
1
10%
3
10%
4
10%
1
3%
1
2%
# % Asian/Pacific Islander Female
# % Native American/Alaska Native Female
171
Core Faculty
Other Faculty
# % Unknown/Other Female
1
10%
6
TOTAL
10
100%
31
TOTAL
100%
41
100%
b. Summary demographic data on the program’s staff, showing at least gender and ethnicity. Data must be presented in
table format. See CEPH Data Template I.
The staff included in Table 28 include the center assistant for the Technology and Health Science Center, one admissions
adviser, the Dean’s Assistant and 2 faculty assistants.
Table 28: Summary Demographic Data for Staff
Full-Time Staff
#
%
# % Male
3
60%
# % African American Male
1
20%
# % Caucasian Male
1
20%
1
20%
# % Hispanic/Latino Male
# % Asian/Pacific Islander Male
# % Native American/Alaska Native Male
# % Unknown/Other Male
172
Full-Time Staff
#
%
2
40%
1
20%
1
20%
5
100%
# % International Male
# % Female
# % African American Female
# % Caucasian Female
# % Hispanic/Latino Female
# % Asian/Pacific Islander Female
# % Native American/Alaska Native Female
# % Unknown/Other Female
# % International Female
TOTAL
173
c. Description of policies and procedures regarding the program’s commitment to
providing equitable opportunities without regard to age, gender, race, disability, sexual
orientation, religion or national origin.
To support diversity in hiring faculty, the Human Resources department, in collaboration
with the Provost, has developed a webinar for faculty that addresses objective
interviewing, equal opportunity for all applicants, legal implications of improper hiring
practices, impact of hiring on education quality, and reference to the internal process
defined by faculty policy (Faculty Policies Article 6.2). The Provost has requested that
all faculty members serving on search committees from July 2010 forward review this
webinar. In addition, all new employees, including Full-time faculty, are required to
participate in an employee orientation that includes a review of the University’s diversity
policies. In an ongoing way, the University promotes association with diverse
communities by advertising in the Black Employment Journal and Hispanic Employment
Journal to raise awareness of National University.
d. Description of recruitment and retention efforts used to attract and retain a diverse
faculty and staff, along with information about how these efforts are evaluated and
refined over time.
National University is committed to maintaining a working and learning environment in
which students, faculty, and staff can develop intellectually, professionally, personally,
and socially. University policies support a culture of inquiry based on academic
freedom. Specifically, the University prohibits discrimination or harassment on the basis
of race, ethnic or national origin, religion, age, sex, color, physical or mental disability,
marital or veteran status under any program or activity offered under its control.
e. Description of efforts, other than recruitment and retention of core faculty, through
which the program seeks to establish and maintain an environment that supports
diversity.
Faculty Search Committees view international and multicultural experience positively.
We believe that international experience, service and research are an asset to the MPH
program. Faculty hired in the past three years include an MD, MPH who was born in
Nigeria, educated in Great Britain and Russia and is completing a DrPH in Global
Epidemiology. Another recently hired Full-time faculty member born in South America
had served for more than 10 years for UNICEF in multiple continents. One faculty
member has extensive experience with the Military, which can also be considered a
‘culture’. Position descriptions that are used to advertise for faculty and staff positions
always include a requirement that the individual has experience with diverse students.
Hiring Practices
National University is an Equal Opportunity Employers. The University promotes
diversity in its hiring practices and prohibits discrimination or harassment on the basis of
174
race, ethnic or national origin, religion, age gender, color, physical or mental disability or
veteran status under any program or activity offered.
The University also maintains a strict policy that prohibits sexual harassment, which
includes harassment based on gender, pregnancy, childbirth, or related medical
conditions and inappropriate conduct of a sexual nature. This policy applies regardless
of the gender or sexual orientation of the complainant or the alleged harasser.
It is University policy that all persons should enjoy freedom from unlawful discrimination
of any kind, as well as from sexual harassment, or retaliation for reporting a complaint.
This policy applies to prohibit unlawful discrimination or harassment between members
of the University community, including between students and other students and
between student and employees or third parties, if the University has notice regarding or
control over the third party. Individuals who engage in prohibited conduct will be subject
to disciplinary action.
The University statement on nondiscrimination and equal opportunity requirements
appears on page 274 of the 2011 National University catalog.
http://www.nu.edu/OurPrograms/Catalog.html.
f. Identification of outcome measures by which the program may evaluate its success in
achieving a diverse faculty and staff, along with data regarding the performance of the
program against those measures for each of the last three years.
The United States, and the California and are ethnically diverse with more than 10% of
the population self-identifying as Caucasion, African, Latino or Asian. The University
student population is 45% Caucasian; 21% Hispanic; 11% African American; and 23%
other/unknown. The MPH population is slightly more diverse than the total University
population. The institution and the program are committed to serving a diverse
population of students.
175
Table 29: Racial and Ethnic Makeup of National University MPH Faculty and Students compared to California and
the USA
Racial Group
White persons, percent, 2011 (a)
Black persons, percent, 2011 (a)
American Indian and Alaska Native persons, percent, 2011 (a)
Asian persons, percent, 2011 (a)
Native Hawaiian and Other Pacific Islander persons, percent, 2011
(a)
Persons reporting two or more races, percent, 2011
Persons of Hispanic or Latino Origin, percent, 2011 (b)
White persons not Hispanic, percent, 2011
NU Faculty (total)
73%
12%
0
7%
0
NU MPH Students
43%
14%
0
16%
0
CA
74.0%
6.6%
1.7%
13.6%
0.5%
USA
78.1%
13.1%
1.2%
5.0%
0.2%
0
10%
63%
9%
26%
17%
3.6%
38.1%
39.7%
2.3%
16.7%
63.4%
National University MPH Faculty and students represent all of the major racial groups in the USA, and in California
(greater than 10% of the population). There is a greater percentage of Asian and Latino students than faculty and a
smaller percentage of white students than faculty.
The faculty of the Department of Community Health has achieved a level of diversity that is aligns with department
expectations. Faculty search committees will continue to conduct searches for faculty that are based on the University
hiring commitment as an equal opportunity employer.
g. Assessment of the extent to which this criterion is met.
This criterion is met. National University maintains an academic environment which respects diversity among its faculty.
176
4.4 Student Recruitment and Admissions. The program shall have student
recruitment and admissions policies and procedures designed to locate and
select qualified individuals capable of taking advantage of the program’s various
learning activities, which will enable each of them to develop competence for a
career in public health.
a. Description of the program’s recruitment policies and procedures.
The MPH Program is featured on National University’s website which includes
information regarding the requirements, career prospects and how to apply for
admission. The MPH Program Lead is listed as a point of contact for prospective
students. The MPH program is included in the ‘Virtual Open House’, a video that
describes the program, the discipline and career options. The MPH program Fast Track
Flyer included information regarding the requirements, discipline and career prospects.
National University has a qualified admissions procedure and prohibits discrimination on
the basis of race, ethnic or national origin, religion, age gender, color, physical or mental
disability or veteran status. The program admission policies and procedures follow the
National University policies and procedures. As mentioned previously, the University
performs all program marketing. The MPH program along with all degree programs in
the School of Health and Human Services has been featured in press releases and
public service announcements in 2012.
The MPH program, through its staff conduct outreach efforts by attending graduate fairs
at local institutions of higher learning. Faculty also distribute information about the MPH
program at community meetings.
b. Statement of admissions policies and procedures.
The National University application standards are in the National University 2012
catalog pages 72-76.
http://www.nu.edu/assets/resources/pageResources/Catalog75.pdf.
Applicants for admission to a graduate or post-baccalaureate program must meet one of
the following five requirements:
1. Hold a bachelor’s degree or higher from a regionally accredited college or
University where an overall grade point average of 2.5 or better was achieved, or
where a grade point average of 2.75 or higher was achieved in the last 90
quarter units.
2. Hold a bachelor’s degree or higher from a regionally accredited college or
University where an overall grade point average of 2.0 to was achieved and a
satisfactory score on one of the following tests:
a. Minimum score of 550 on the Graduate Management Admission Test
(GMAT)
b. Minimum scores of 130 (verbal) and 130 (quantitative) the Graduate
Record Examination (GRE)
177
3.
4.
5.
6.
7.
c. Minimum score of 408-413 on the Miller Analogies Test
d. An approved, standardized program-specific exam
Hold a bachelor’s degree or higher from a regionally accredited college or
University where an overall grade point average of 2.0 to 2.49 was achieved and
have successfully completed at least 13.5 quarter units of graduate level
coursework with grades of “B” or better at a regionally accredited institution.
Holders of a bachelor’s degree or higher from a regionally accredited college or
University where an overall grade point average of 2.0 to 2.49 was achieved may
be admitted on a probationary status. See Probationary Admission below for
additional information.
Applicants who are within six months of completing a baccalaureate degree may
be eligible to apply for admission to National University.
All applicants must present preliminary evidence of prior education at the
required interview with an admission advisor. Unofficial transcripts are
acceptable.
All applicants to the University must also:
a. Complete an application for admission.
b. Execute an enrollment agreement.
c. Pay a non-refundable application fee of $60.
d. Complete the program admission process.
Probationary Admission
Students whose undergraduate GPA was 2.0 to 2.49 may be accepted on probationary
status. They are ineligible for official admission and will not be processed for degree
evaluation or financial aid until they have completed 4.5 quarter units of graduate study
with a grade of “B” or better. Students admitted on probationary status are not permitted
to schedule more than one course for 4.5 quarter units during the probationary period.
However, if the first required course in a student’s degree program is taken using
satisfactory/ unsatisfactory (S/U) grading criteria, the student may schedule the S/U
course and one additional course 72 that issues a letter grade. Students are not
permitted to enroll in any other coursework until the first letter grade has been posted to
their record and their probationary status has been lifted. Students should be aware that
this may mean a break in enrollment of one term (month) due to the timeframe for
submission of grades by Instructors. Students who receive a grade below “B” during the
probationary period are not eligible for admission to the University.
The criteria used for International Student admission are:
 Hold a bachelor’s degree or higher from a regionally accredited college or
University where an overall grade point average of 2.5 or better was achieved, or
where a grade point average of 2.75 or higher was achieved in the last 90
quarter units.
 Verification of English Language Proficiency helps to ensure that lack of facility in
English will not hinder academic performance at National University. The English
Language Proficiency requirement can be fulfilled through the Test of English as
a Foreign Language (TOEFL) taken within 24 months before beginning
178
coursework. TOEFL requirements for graduate students are as follows: Paper
Based Test = 550, Computer Based Test =213, Internet Based Test = 79. For
further clarification on language proficiency refer to the National University
catalog pages 30-31.
National University is dedicated to making lifelong learning opportunities accessible,
challenging, and relevant to a diverse student population. Our master’s-level
admissions requirements ensure that students admitted to master’s-level programs
have a reasonable chance to succeed in their program. The MPH program does not
have additional requirements for admission.
National University offers year-round admission. Persons seeking admission to
graduate studies at National University are unique in their specific circumstances and
needs. Each applicant is interviewed by an admissions advisor, who discusses
applicants’ specific requirements for admission at the initial interview.
Students can transfer a maximum of 13.5 quarter units at the graduate level provided
that the units have not been used to satisfy the requirements of an awarded degree.
Also, upon admission to the University, students may contact a faculty advisor to assist
them in making appropriate decisions about educational and career-related issues.
Faculty advisors, who are listed under each degree program within the university
catalog, provide students the benefit of experience in professional practice and insight
gathered from years of formal study in higher education. Students should direct
requests for information about curriculum content, course requirements, proficiency
examinations, and program goals to their faculty advisor as well. Faculty advisors help
students meet University academic regulations and standards.
Students are adequately prepared by first being qualified by an admission advisor to
make sure they are admissible into their chosen degree program. The admissions
advisor will evaluate the student’s unofficial transcript so that the student knows an
estimated timeline to completion and cost of the program. The University provides all
undergraduate students who have not taken math and English the opportunity to take
placement tests to ensure they are placed in the proper class. The advisor provides the
student with a checklist of items that need to be completed in preparation for their
program. The advisor then works with the student to complete the checklist. Students
are regularly monitored by admissions advisors and the records department staff to
ensure the student is meeting the minimum GPA requirement, that breaks are in
alignment with University policy, and that all incomplete courses are finished in
accordance with stated University policies, published in the catalog.
179
c. Examples of recruitment materials and other publications and advertising that
describe, at a minimum, academic calendars, grading, and the academic offerings of
the program. If a program does not have a printed bulletin/catalog, it must provide a
printed web page that indicates the degree requirements as the official representation of
the program. In addition, references to website addresses may be included.
Recruitment materials for the MPH are included in Appendix 11.
The academic catalog is updated each September, as well as in the winter and spring,
with new programs and policy/procedure updates via catalog addendums. Information
collaterals (e.g.: school specific brochures) are updated in tandem with the release of
the newest version of the fall academic catalog. Also, the National University website is
updated with new information as needed. The Records Department is involved in
thoroughly reviewing the catalog information as it is developed by the Schools. Finally,
Advisors follow the catalog but also receive continued updated information through
Adobe Connect training sessions, updated advisor tool box, and information meetings
set up by faculty with the Directors.
d. Quantitative information on the number of applicants, acceptances and enrollment, by
specialty area, for each of the last three years. Data must be presented in table format.
See CEPH Data Template J.
Table 30: Quantitative Information on Applicants, Acceptances, and Enrollments
by Program Specialization*, FY 2010 to 2012
Specialization
Status
FY 2010
FY 2011
FY 2012
MPH Health Promotion*
Applied
27
61
52
Accepted
27
61
52
Enrolledi
21
46
25
Applied
0
4
18
Accepted
0
4
18
Enrolledi
0
4
3
Applied
0
0
0
Accepted
0
0
0
Enrolledi
0
0
0
MPH Mental Health
MPH Healthcare Administration**
* If no specialization was listed in NU data, the students were included under the
MPH Health Promotion specialization.
** Specialization in Healthcare Administration Admission begins September 2012
i
Enrolled numbers include new admits who took at least 1 class.
180
e. Quantitative information on the number of students enrolled in each specialty area
identified in the instructional matrix, including headcounts of full- and part-time students
and a Full-time-equivalent conversion, for each of the last three years. Non-degree
students, such as those enrolled in continuing education or certificate programs, should
not be included. Explain any important trends or patterns, including a persistent
absence of students in any program or specialization. Data must be presented in table
format. See CEPH Data Template K.
Table 31: Students Enrolledi in Each Degree Program by Area of Specialization,
FY 2010 to 2012
FY 2010
FY 2011
FY 2012
FT
PT
FTE*
FT
PT
FTE*
FT
PT
FTE*
MPH Health
Promotion
17
4
18.3
34
12
38
20
5
21.83
MPH Mental Health
0
0
0
3
1
3.5
1
2
1.33
MPH Health
Administration
0
0
0
0
0
0
0
0
0
i
FT and PT enrollee numbers include new admits who took at least 1 class.
* FTEs were calculated based on the total number of credits completed in the first
12 months since the student’s first class divided by 27 credits, which correspond
to a Full-time grad student equivalent.
f. Identification of outcome measures by which the program may evaluate its success in
enrolling a qualified student body, along with data regarding the performance of the
program against those measures for each of the last three years.
Objective 2A states that cohorts of 15 students will be enrolled three times each year for
a total of 30 students each year. This objective was exceeded since the MPH program
began enrolling students in March 2010.
g. Assessment of the extent to which this criterion is met.
This criterion is met. National University maintains recruitment and admissions policies
that foster diversity and fairness. Enrollments are exceeding set goals.
181
4.5 Student Diversity. Stated application, admission, and degree-granting
requirements and regulations shall be applied equitably to individual applicants
and students regardless of age, gender, race, disability, sexual orientation,
religion or national origin.
National University MPH Cohort One
a. Description of policies, procedures and plans to achieve a diverse student population.
National University is proud of its commitment to diversity and through the qualified
enrollment processes the Master in Public Health encourages a diverse population of
students. The MPH program does not have specific policies for increasing student
diversity. National University is uniquely situated in one of the most ethnically,
culturally, language diverse centers in the United States. National University is
recognized for its efforts in providing support for a diverse population of learners and
provides more master's degrees in education to minority students than any other college
or University in California, as well as more master's degrees in all disciplines combined
to the state's Hispanics and African Americans, according to Diverse Issues in Higher
Education and the Integrated Postsecondary Education Data System (IPEDS).
182
Annually, National University also ranks in the Top 10 nationally in granting master's
degrees to women. Among other measures of diversity National University ranks first in
California in awarding master’s degrees to Hispanics and African Americans; and third
in the nation in granting master’s degrees to Hispanic women. Based on FY11 data of
22,000 FTE students, 44% are identified as minorities and 63% are women.
b. Description of recruitment efforts used to attract a diverse student body, along with
information about how these efforts are evaluated and refined over time.
Marketing
Recruitment at National University is tied to promoting the University through marketing
efforts. As part of the media selection process one of the critical factors taken into
consideration is aligning the target audience of the advertising media with the
demographics and psychographics of National University’s students, including age,
gender, and ethnicity. This helps ensure that the marketing initiatives will reach an
audience as diverse as the student population of the University.
As an example, when planning radio network media, the placement strategy includes
Spanish radio stations, and stations with a diverse listening audience. Communities that
provide for an optimal number of impressions by a diverse target audience are given
additional consideration. Some recent digital marketing campaigns have reached out to
friends and connections of people who “like” the National University Facebook page and
therefore help us to continue to connect with a diverse population of prospective
students that align with the demographics of existing students.
Regional students
Regional students consist of ethnically and economically diverse students who live
within driving distance of our San Diego, Fresno or Costa Mesa campuses.
International Students
The International Admissions office is a comprehensive resource for information,
advice, and assistance relating to the application process for international students. The
entire admissions process is facilitated by the office of international admissions. At
National University, we work with students from all over the world and recognize the
importance of making every student experience a positive one.
The International Admissions department offers support to prospective students
including:
 Assistance with the completion of the International Admissions Application
process
 Student advisement on various academic degree programs and English
proficiency requirements
 Preparation of student files for evaluation of foreign transcripts
 Monitoring of students' attendance and progress throughout the duration of their
academic programs
 Assistance with the graduation process
183

National University also has educational consultants in India and China who can
assist directly with the application process to National University.
Military Personnel and Veterans
National University has fostered a cooperative relationship with the military bases and
veteran’s services that are abundant in San Diego. The University has been recognized
for its accommodations for military personnel, their families and veterans. In June 2011,
the MPH program began program onsite at Balboa Naval Hospital in San Diego
exclusively for military personnel and their dependents. We have recruited faculty who
are familiar with military operations to facilitate mentoring of these students. Two of our
adjunct faculty members are active duty military personnel. One of our Full-time faculty
members has more than fifteen years’ experience working with the Department of
Defense. National University has designated a regional dean to work exclusively with
the military and has assigned academic advisors for military students. In addition to
advising students regarding their veteran’s benefits and education allowance for active
duty military, the University has reduced the cost of tuition for courses taught on military
bases.
Developing an Environment that Celebrates Diversity
Cultural Competence and Social Responsibility are themes that are apparent in the
MPH curriculum and program. The diversity of the students and faculty are celebrated
in class activities and assignments, extra-curricular events and in the focus of our
research projects and community service. MPH students who specialize in Health
Promotion or Mental Health are required to complete COH 601: Global Public Health.
Class content in Global Public Health emphasizes disparities in health status and
access to healthcare among the nations of the world. Assignments include analysis of
health indicators for a low-income, a middle income and high –income nation as well
as examination of cultural practices that affect health status. All MPH students are
required to complete COH 604: Health Behavior. Assignments in this class include a
description of health beliefs, attitudes, knowledge and behaviors among a cultural
group.
MPH students who specialize in Health Promotion are encouraged to share information
about their own culture and health beliefs in COH 605: Health Promotion. Students
enjoy this opportunity and often bring food for their classmates. Guest lecturers in COH
612: Public Health Policy and Advocacy are invited to share their advocacy work with
the students. Most of these projects target specific cultural groups in the San Diego
area.
MPH students are encouraged to participate in volunteer opportunities in the San Diego
and Los Angeles area. The opportunities are posted in the eCollege platform for all
MPH students. More often than not, the students are volunteering with low-income
communities that are predominantly Latino, Asian, African American or from the First
Nations. In addition, current faculty research includes Maternal Mortality in Sub-Saharan
Africa, Lead Poisoning in Ecuador, Migrant Mental Health and Primary Care in Ghana.
184
c. Quantitative information on the demographic characteristics of the student body, including data on applicants and
admissions, for each of the last three years. Data must be presented in table format. See CEPH Data Template L.
Table 32: Master of Public Health (all Specialties): Demographic Characteristics of Student Body from FY 2010 to
2012
FY 2010
FY 2011
FY 2012
Demographic
Status
F
M
U
F
M
U
F
M
U
African American
Applied
2
2
0
4
5
0
8
8
0
Accepted
2
2
0
4
5
0
8
8
0
Enrolledi
1
2
0
3
5
0
4
5
0
Applied
6
3
1
17
3
0
16
2
0
Accepted
6
3
1
17
3
0
16
2
0
Enrolledi
1
3
1
10
2
0
3
0
0
Applied
4
3
0
11
0
0
9
2
0
Accepted
4
3
0
11
0
0
9
2
0
Enrolledi
4
3
0
9
0
0
4
0
0
Applied
1
2
0
8
7
0
8
5
0
Accepted
1
2
0
8
7
0
8
5
0
Enrolledi
1
2
0
8
4
0
4
1
0
Caucasian
Hispanic/Latino
Asian Pacific Islander
185
FY 2010
FY 2012
Demographic
Status
F
M
U
F
M
U
F
M
U
Native American/Alaska Native
Applied
0
0
0
0
0
0
1
0
0
Accepted
0
0
0
0
0
0
1
0
0
Enrolledi
0
0
0
0
0
0
0
0
0
Applied
1
0
0
4
0
0
7
0
0
Accepted
1
0
0
4
0
0
7
0
0
Enrolledi
1
0
0
3
0
0
4
0
0
Applied
1
1
0
6
0
0
2
1
1
Accepted
1
1
0
6
0
0
2
1
1
Enrolledi
1
1
0
6
0
0
2
0
1
Applied
15
11
1
50
15
0
51
18
1
Accepted
15
11
1
50
15
0
51
18
1
Enrolledi
9
11
1
39
11
0
21
6
1
Unknown/Other
International
TOTAL
i
FY 2011
Enrolled numbers include new admits who took at least 1 class.
186
Table 33: Health Promotion Specialty: Demographic Characteristics of Student Body from FY 2010 to 2012
FY 2010
FY 2011
FY 2012
Demographic
Status
F
M
U
F
M
U
F
M
U
African American
Applied
2
2
0
4
4
0
6
2
0
Accepted
2
2
0
4
4
0
6
2
0
Enrolledi
1
2
0
3
4
0
3
1
0
Applied
6
3
1
14
2
0
8
0
0
Accepted
6
3
1
14
2
0
8
0
0
Enrolledi
1
3
1
9
1
0
2
0
0
Applied
4
3
0
7
0
0
7
1
0
Accepted
4
3
0
7
0
0
7
1
0
Enrolledi
4
3
0
6
0
0
3
0
0
Applied
1
2
0
4
4
0
6
4
0
Accepted
1
2
0
4
4
0
6
4
0
Enrolledi
1
2
0
4
1
0
3
1
0
Caucasian
Hispanic/Latino
Asian Pacific Islander
187
FY 2010
FY 2012
Demographic
Status
F
M
U
F
M
U
F
M
U
Native American/Alaska Native
Applied
0
0
0
0
0
0
0
0
0
Accepted
0
0
0
0
0
0
0
0
0
Enrolledi
0
0
0
0
0
0
0
0
0
Applied
1
0
0
4
0
0
6
0
0
Accepted
1
0
0
4
0
0
6
0
0
Enrolledi
1
0
0
3
0
0
3
0
0
Applied
1
1
0
6
0
0
1
1
0
Accepted
1
1
0
6
0
0
1
1
0
Enrolledi
1
1
0
6
0
0
1
0
0
Applied
15
11
1
39
10
0
34
8
0
Accepted
15
11
1
39
10
0
34
8
0
Enrolledi
9
11
1
31
6
0
15
2
0
Unknown/Other
International
TOTAL
i
FY 2011
Enrolled numbers include new admits who took at least 1 class.
188
Table 34: Mental Health Specialty: Demographic Characteristics of Student Body from FY 2010 to 2012
FY 2010
FY 2011
FY 2012
Demographic
Status
F
M
U
F
M
U
F
M
U
African American
Applied
0
0
0
0
1
0
1
2
0
Accepted
0
0
0
0
1
0
1
2
0
Enrolledi
0
0
0
0
1
0
0
1
0
Applied
0
0
0
1
0
0
8
2
0
Accepted
0
0
0
1
0
0
8
2
0
Enrolledi
0
0
0
1
0
0
1
0
0
Applied
0
0
0
1
0
0
2
0
0
Accepted
0
0
0
1
0
0
2
0
0
Enrolledi
0
0
0
1
0
0
1
0
0
Applied
0
0
0
1
0
0
1
1
0
Accepted
0
0
0
1
0
0
1
1
0
Enrolledi
0
0
0
1
0
0
0
0
0
Caucasian
Hispanic/Latino
Asian Pacific Islander
189
FY 2010
FY 2012
Demographic
Status
F
M
U
F
M
U
F
M
U
Native American/Alaska Native
Applied
0
0
0
0
0
0
1
0
0
Accepted
0
0
0
0
0
0
1
0
0
Enrolledi
0
0
0
0
0
0
0
0
0
Applied
0
0
0
0
0
0
0
0
0
Accepted
0
0
0
0
0
0
0
0
0
Enrolledi
0
0
0
0
0
0
0
0
0
Applied
0
0
0
0
0
0
0
0
0
Accepted
0
0
0
0
0
0
0
0
0
Enrolledi
0
0
0
0
0
0
0
0
0
Applied
0
0
0
3
1
0
13
5
0
Accepted
0
0
0
3
1
0
13
5
0
Enrolledi
0
0
0
3
1
0
2
1
0
Unknown/Other
International
TOTAL
i
FY 2011
Enrolled numbers include new admits who took at least 1 class.
190
d. Identification of measures by which the program may evaluate its success in
achieving a demographically diverse student body, along with data regarding the
program’s performance against these measures for each of the last three years.
MPH Program
The students enrolled in National University’s MPH program are ethnically and culturally
diverse. Ninety-three percent of the students self-identified as a member of a
recognized minority group. The students were born in thirteen different nations
spanning five continents. More than half of the students speak at least one language
other than English, for a total of 16 different languages.
National University
Demographic representations of students and faculty at National University show a
degree of disproportion in some minority groups. While the ratio of faculty and students
who are American Indian are comparable, those of other groups are not. A growing
number of both students and faculty of “unknown” ethnicity may be due to the voluntary
nature of such data. National University complies with the Equal Employment
Opportunity Act which allows this portion of data collected by faculty to be optional.
According to data retrieved from the National Center for Education Statistics, National
University on September 3, 2009 is leading in serving students with diverse
background.
The national and state comparison shows that National University is ranked in several
categories. At the national level, National University ranks first in Master’s in Education
for Hispanics, fifth in Master’s in All Disciplines for Hispanics, and in fifth Master’s in All
Disciplines for Hispanic women. In California, National University ranks first in Masters
in Education for Hispanic and first Masters in All disciplines for Hispanics.
Despite some mismatch among students and faculty demographic data, the results of
the Student Satisfaction Survey conducted biannually demonstrate that students with
diverse backgrounds are generally satisfied with services and overall learning
experience at the University. The survey results demonstrate that the faculty are indeed
serving the needs of all students. Trend data on persistence and graduation rates
compiled for five years and monitored regularly.
The persistence and graduation rates for females are slightly higher in comparison to
the male student population. When viewing trends by ethnicity, the Foreign
(international students) has the highest persistence and graduation rates.
The time-to-degree completion in the undergraduate career is comparable for males
and females. Females tended to finish the graduate degree marginally faster than the
male student group, by one month on average. Trend data on persistence and
graduation rates compiled for five years and monitored regularly.
The persistence and graduation rates for females are slightly higher in comparison to
the male student population. When viewing trends by ethnicity, the Foreign
(international students) has the highest persistence and graduation rates.
191
The time-to-degree completion in the undergraduate career is comparable for males
and females. Females tended to finish the graduate degree marginally faster than the
male student group, by one month on average.
e. Assessment of the extent to which this criterion is met.
This criterion is met. The MPH students are a diverse group in regard to race, ethnicity,
gender and international students. There are also a high number of students who are
active duty military or veterans.
National University Department of Community Health First Annual Awards Ceremony
192
MPH Students at Graduation 2011
193
MPH student at Graduation 2012
194
4.6 Advising and Career Counseling. There shall be available a clearly explained
and accessible academic advising system for students, as well as readily
available career and placement advice.
a. Description of the advising and career counseling services, including sample
orientation materials such as student handbooks.
MPH Program
Career counseling for MPH students is conducted by The Program Lead and all faculty
members. This is typically an informal process that occurs during classroom and online
encounters, through e-mails and postings on the SHHS blog and the MPH program
eCollege site. The Program Lead also advises students regarding credentialing and job
searches during office visits. The internship coordinator advises students in preparation
for interviews regarding resume writing and interviewing skills. The adjunct faculty
members are also a valuable resource of advice regarding public health careers.
National University
Student advising is carried out over the duration of the student’s studies at National
University by a cadre of individuals, including Admissions advisors, Admissions
Counselors, Financial Aid Advisors, Faculty Advisors, Credential Advisors, Directors of
Student Services, Directors of Center Operations, and Associate Regional Deans. Initial
advisement is a team effort between an admissions advisor and a lead faculty advisor.
Admissions advisors assist with degree program questions, explaining University
policies and procedures, and the logistics of enrollment. A faculty advisor provides more
in-depth advisement regarding the details of course content and the relevance of the
degree program to the student’s educational goals. Advisement of all types is provided
in person, by telephone, or by email depending on the preference of the student.
The National University Career Center is committed to providing career and
employment-related services to current National University students, alumni, and
university affiliates. Through valuable employer partnerships and affiliations, the Career
Center extends University benefits and services beyond the walls of the classroom into
the current workplace. They offer easy-to-use online resources so the numerous career
services - from counseling to career assessments to resume/cover letter writing
assistance - are highly accessible.
b. Description of the procedures by which students may communicate their concerns to
program officials, including information about how these procedures are publicized and
about the aggregate number of complaints submitted for each of the last three years.
Any student who feels that they have been subjected to discrimination by a student or
by the University through any of its employees, contractors, entities, policies,
procedures, or programs may file a complaint with the Vice President for Student
Services. The University will endeavor to maintain confidentiality to the extent permitted
by law. Where the complainant’s desire to maintain anonymity constrains the University
from attempts at establishing facts and eliminating the potential discrimination, the
University will attempt to find the right balance between the complainant’s desire for
195
privacy and confidentiality and its responsibility to provide an environment free of
discrimination. The University has a duty to review even if the student declines to file a
complaint or demand action. The University may take more formal action in cases of
egregious discrimination that may require complete disclosure of all relevant facts.
c. Information about student satisfaction with advising and career counseling services.
National University conducts an annual Survey of Student Satisfaction randomly
sampling 2000 students. In 2011 the sample of students from the Department of
Community Health was large enough to discern their satisfaction compared to the
School of Health and Human Services (SHHS) and National University students in
general. When asked, “Would you attend National University if you had to do it all over
again?” 77% of Department of Community Health students answered ‘yes’ which is
higher than the School of Health and Human Services (60%) and comparable to
National University (82%). When asked, “Would you recommend National University to
others?” 77% of Community Health students, 50% of SHHS students and 84% of
National University students answered ‘yes’.
National University evaluates student satisfaction with advising and career counseling
annually. In the past three years, MPH students were not included in the survey
sample, by chance. Therefore, the satisfaction of the MPH students cannot be
determined. According to the National University Survey of Student Satisfaction,
conducted in 2010, a sample of 2000 students indicated that they were highly satisfied
with advising and career counseling services (4.06 on a 5-point scale).
d. Assessment of the extent to which this criterion is met.
This criterion is met. The National University MPH program provides students with
advising and career counseling services.
196