Application for the OHSU-PSU School of Public Health
Submitted to the Council on Education for Public Health
April 24, 2015
TABLE OF CONTENTS
1. STATEMENT OF REGIONAL ACCREDITATION
1
2. ORGANIZATIONAL STRUCTURE
1
3. MISSION, GOALS, AND OBJECTIVES
13
4. CURRICULUM OVERVIEW
17
Instructional Matrix
MPH Course of Study by Program
PhD Course of Study by Program
BA/BS Course of Study by Concentration
17
18
21
25
5. INSTITUTIONAL COMMITMENT AND SUPPORT
29
6. RECRUITMENT AND SELECTION
32
Policies and Plans for Recruitment and Section of School Faculty
Admissions Decisions and Admissions Standards – Selection of Student
32
34
7. DOCUMENTATION OF REQUIRED FACULTY RESOURCES
40
8. ENROLLMENT AND GRADUATION DATA
42
9. EQUIVALENT STRUCTURE AND REPORTING MECHANISMS
44
FIGURES AND TABLES
Figure 2.1. OHSU-PSU School of Public Health Proposed Interim Academic Structure
2
Figure 2.2. Proposed SPH Shared Governance Structure
7
Figure 2.4. OHSU-PSU School of Public Health Curricular Review and Approval Process
9
Table 2.3. Overview of Primary School-level Functions and Responsible Entities
7
Table 2.5. Final Level of Approval for OHSU-PSU SPH by Curricular Change Type
10
Table 3.1. Measureable Objectives for Goal Statements
14
Table 4.1. Instructional Matrix: Degrees & Specializations
17
Table 4.2. Required Courses Addressing Public Health Core Knowledge Areas for MPH
18
Table 4.3. Biostatistics: MPH Course of Study
19
Table 4.4. Environmental Systems and Human Health: MPH Course of Study
19
Table 4.5. Epidemiology: MPH Course of Study
20
Table 4.6. Requirements by PhD Program
21
Table 4.7. Community Health: PhD Course of Study
22
Table 4.8. Epidemiology: PhD Course of Study
23
Table 4.9. Health Systems and Policy: PhD Course of Study
24
Table 4.10. PSU Bachelor’s Degree Requirements
26
Table 4.11. Required Courses Addressing Public Health Knowledge Areas for BA/BA
27
Table 4.12. Community Health Education: Undergraduate Course of Study
27
Table 4.13. Health Science: Undergraduate Course of Study
27
Table 4.14. School Health Education: Undergraduate Course of Study
28
Table 4.15. Aging Services: Undergraduate Course of Study
28
Table 5.1. Sources of Funds and Expenditures by Major Category by Fiscal Year
30
Table 5.2. Physical Resources for the OHSU-PSU School of Public Health, 2014-2015
31
Table 6.1. Admissions Standards by Program of Study
36
Table 6.2. Actual and Projected Enrollments by Level of Study
38
Table 6.3. Target Populations for Student Recruitments
40
Table 7.1. Primary Faculty Headcount and FTE by Core Knowledge Areas
41
Table 8.1. Actual and Projected Enrollments by MPH Discipline
42
Table 8.2. Actual and Projected MPH Degrees Awarded by Program
43
Table 8.3. PhD Enrollments and Degrees Awarded by PhD Program
43
APPENDICES
1.1. OHSU NWCCU Accreditation Letter
1
1.2. PSU NWCCU Accreditation Letter
2
2.1. OHSU-PSU School of Public Health Timeline and Hallmarks
3
2.2.
4
Inter-Institutional Memorandum of Understanding (MOU) July 2014
2.4. PSU Institutional and State-Level Curricular Review Process Detail
9
2.5. OHSU Institutional and State-Level Curricular Review Process Detail
10
4.1. OHSU-PSU SPH Initiative Academic Policy and Curriculum Committee
11
4.2. OHSU-PSU SPH Initiative Executive Leadership Council
12
4.3. OHSU-PSU SPH Initiative Diversity and Inclusion Committee
13
4.4. OHSU-PSU SPH Initiative External Advisory Council
14
4.5. OHSU-PSU SPH Initiative Bylaws Committee
15
4.6. Programs of Study Course Descriptions
16
4.7. Biostatistics: MS Course of Study
38
4.8. Health Studies: MA/MS Course of Study
39
6.1. Faculty Recruitment and Selection – Position Announcements
40
7.2a. Current Primary Faculty Supporting Degree Offerings of School by Specialty Area
47
7.2b. Current Other Faculty Used to Support Teaching Programs
51
9.1. PSU Organizational Chart
53
9.2. OHSU Organizational Chart
54
SECTION 1. STATEMENT OF REGIONAL ACCREDITATION
Documentation of location in an institution that is regionally accredited (an applicant institution located outside the
United States that is not eligible for regional accreditation must demonstrate a comparable external evaluation
process).
The Northwest Commission on Colleges and Universities accredits both the Oregon Health & Science
University and Portland State University. The last reviews for each Institution in 2010 resulted in an
accreditation term of five years. The next reviews are in fall 2015 (see Appendices 1.1 and 1.2 for the
NWCCU Letters of Reaffirmation of Accreditation for OHSU and PSU).
SECTION 2. ORGANIZATIONAL STRUCTURE
In May 2010, OHSU and PSU began discussions about developing a collaborative School of Public
Health based on the Oregon Master of Public Health (OMPH) Program, which at that time had nearly
20 years of successful collaboration. In June 2012, a Steering Committee of public health faculty and
administrative leaders from both campuses began meeting every two weeks to envision what a
collaborative SPH would look like and work on elements of the plan.
Oregon Health & Science University and Portland State University are working together to
collaboratively establish a School of Public Health that builds on the success of the Oregon Master in
Public Health (OMPH) Program. By leveraging the unique and shared strengths of both universities, we
will be poised to meet the evolving public health needs of Oregon and beyond.
In May 2014, the OHSU and PSU provosts appointed an Interim Dean of the OHSU-PSU School of
Public Health Initiative, Elena Andresen, PhD. Among Dr. Andresen’s assignments from the Provosts is
the overall management of the current OMPH, and additional development and operations of the
proposed School. This year, the Interim Dean engaged faculty and leaders at both Institutions to build
a collaborative organizational structure that extended activities and governance beyond the existing
OMPH. We are making this application to CEPH for SPH accreditation based on these developments
and timeline (see Appendix 2.1 OHSU-PSU School of Public Health Timeline and Hallmarks).
The Steering Committee invited CEPH for a site visit to plan a collaborative-model School, learn more
about CEPH requirements, and provide preliminary information. Ms. Mollie Mulvanity visited the
OHSU-PSU public health program on May 7, 2014. The Inter-Institutional Memorandum of
Understanding of July 2014 stipulates the existing OMPH administrative arrangements (see Appendix
2.2 MOU July 2014).
The organizational chart reflects the substantive changes to the OMPH approved by the Council,
including the splitting of the OHSU Epidemiology/Biostatistics track into two separate tracks and
adding the Environmental Systems and Human Health track. OHSU and PSU combined the MPH
degree tracks offered through the OMPH in June 2014 to formalize the collaborative program. The
proposed School meets the CEPH requirement to have programs in each of the five core knowledge
areas (see Figure 2.1 OHSU-PSU Proposed School of Public Health Interim Academic Structure and
Leadership).
The organizational chart also includes the three new research doctoral programs in epidemiology,
health systems and policy, and community health to meet Council requirements for three doctoral
programs in basic knowledge areas to qualify as a School of Public Health.
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Dean Elena Andresen, PhD, submitted a substantive change notice in April 2015 regarding the PSU’s
faculty in community health approving the relocation of the undergraduate program in health studies
under the Oregon MPH umbrella. The proposed School includes six MPH tracks, three PhD programs,
four undergraduate concentrations, and two academic programs at the masters level (see Section 4
Curriculum).
Figure 2.1 OHSU-PSU Proposed School of Public Health Interim Academic Structure and Leadership
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ROLES AND RESPONSIBILITIES
The organizational structure for the proposed collaborative School identifies Associate and Assistant
Deans that report to and support the Dean as follows: academic affairs, undergraduate studies, practice,
research, and accreditation. The operations staff reporting directly to the Dean includes an OMPH
program coordinator, field experience coordinator, executive assistant, and administrative assistant
housed in the Dean’s Office on the OHSU campus. The Interim Dean and Interim Associate Dean for
Academic Affairs maintain offices and office hours on both campuses.
The external reporting lines up to and including the president and provost for OHSU and PSU are
illustrated in Figure 2.1. Brief descriptions of the positions are outlined in the proposed OHSU-PSU SPH
Organizational Chart including:
Dean (Elena Andresen, PhD)
Interim Dean Andresen is responsible for identifying the core and affiliate faculty for the School and its
programs, implementing an effective administrative structure for the new School, and overseeing the
self-study and submission for CEPH School of Public Health accreditation status. The Interim Dean is
responsible for the ongoing fiscal and administrative oversight of the current OMPH program. These
responsibilities include:
 Effectively representing the mission and vision of the new School with collaborating institutional
leadership, the state legislature, key professional and academic organizations, CEPH, and
academic and community partners throughout the State;
 Promoting and enhancing current diversity activities with sustained efforts to increase the
diversity of public health faculty, staff and students;
 Maintaining a culture of respect and tolerance for diversity; and
 Advancing inter-professional collaboration, education, and public health practice.
Associate Dean for Academic Affairs (Leslie McBride, PhD)
Interim Associate Dean McBride assists the Dean in the educational and curricular development and
evaluation of the proposed OHSU-PSU SPH and current OMPH as well as in the oversight of academic
personnel and student affairs. These responsibilities include:
 Providing overall supervision of academic programs and their directors in the SPH;
 Serving as the SPH leadership member of the SPH Academic Policy and Curriculum Committee,
providing input from the School level;
 Working with the SPH interim leadership, PSU leadership, and PSU governance groups for the
transition of PSU programs to the SPH administration;
 Providing overall guidance for faculty recruitment, evaluation, and development including
attention to diversity defined in the Diversity and Inclusion Plan;
 Overseeing activities with student representation in the current OMPH and future School;
 Developing and supervising student conduct and grievance procedures;
 Leading SPH efforts for student recruitment, communication, and activities;
 Ensuring consistency of curricular and student outcome quality in conjunction with track
coordinators/program directors and consistent with CEPH requirements and institutional
standards; and
 Serving as the principal representative for academic programs in interactions with the SPH
leadership, program directors/track coordinators, and with national and community entities.
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Associate Dean for Undergraduate Programs (Carlos Crespo, DrPH)
Interim Associate Dean Crespo assists the Dean in the educational and curricular development of the
undergraduate programs and the oversight of undergraduate faculty and student affairs. Dr. Crespo
leads underrepresented student recruitment and training. These responsibilities include:
 Providing overall supervision of the undergraduate academic programs, including guidance for
faculty recruitment, evaluation, and development involved in the undergraduate program;
 Leading SPH efforts for undergraduate student recruitment, communication, and other student
activities with support of the SPH communications contractors and staff;
 Collaborating with developing and supervising uniform undergraduate academic program
evaluation for the SPH academic programs in concert with institutional expectations and CEPH;
and
 Developing priorities for undergraduate student and faculty development, and lead endeavors
to institute programs, practices, and strategies as directed by the Interim Dean.
Associate Dean for Practice (Katherine Bradley, PhD, RN)
Interim Associate Dean Bradley operates as the key leader for public health practice, with core
responsibility for building and maintaining relationships with external constituents, stakeholders, and
partners for the teaching and training, research, practice, workforce/ employer, and service goals of
the SPH. These responsibilities include:
 Leading SPH efforts for student recruitment from practice settings, and support recruitment
communication in collaboration with the Program Directors and Associate Dean for Academic
Affairs;
 Contributing to quality of program records and evaluations across academic programs;
 Leading initiatives and activities to develop, maintain, and nurture key public and private
practice relationships;
 Contributing to development and analysis of input from stakeholders on the SPH practice
goals and activities; and
 Developing state and local events for practice groups and stakeholders in cooperation with
the SPH Dean, Associate Dean for Academic Affairs, and Program Directors.
Associate Dean for Research (Thomas M. Becker, MD, PhD)
Interim Associate Dean Becker operates as a key leader for the research and service mission of the
OHSU-PSU SPH. His responsibilities include:
 Providing leadership to establish and nurture interdisciplinary collaboration within and outside
the School;
 Supporting institutional efforts to fund high quality doctoral students and facilitate dialogue
among faculty and doctoral students;
 Managing budgetary matters related to the School’s research program;
 Addressing Institutional Review Board and compliance issues;
 Overseeing and coordinating the SPH Research Council;
 Acting as liaison and representing the Dean on selected research-oriented committees and
programs at OHSU and PSU, and at state, national, and international levels;
 Promoting research and scholarship within the SPH student body at all levels of training—
undergraduate through post-doctoral fellows;
 Coordinating strategic planning and implementation that supports the School’s research mission
and increases its stature and funding; and
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Assistant Dean for Accreditation (Nancy P. Goldschmidt, PhD)
Interim Assistant Dean Goldschmidt oversees the OHSU-PSU SPH’s CEPH application to meet
accreditation standards. These responsibilities include:
 Leading the CEPH SPH application, self-study report, reports, data collection, visits, and
compliance with accreditation requirements relevant to the collaborative SPH;
 Working closely with others to set standards for timely progress on CEPH accreditation activities
and deadlines;
 Collaborating with program directors and unit staff for uniform academic program evaluation
and reporting relevant to the CEPH accreditation process and expectations ; and
 Reviewing and recommending elements for CEPH reporting based on evaluation input from
student, alumni, faculty, community agencies, internship preceptors, employers, and public
health workforce.
OMPH Program Coordinator (Alison Schneiger, BS)
The Program Coordinator facilitates the mission of the OMPH Program by providing overall
coordination, administrative and programmatic support to the Director (Interim Dean), faculty
members, and students. These responsibilities include:
 Contributing support and oversight in matters of intra- and inter-institutional policy, consistency
of curriculum, student and faculty handbooks;
 Supporting reporting efforts including monitoring compliance, data analysis, contributing to
written reports in the management of the OMPH Program office;
 Coordinating centralized admissions and recruitment processes including participating in
SOPHAS and ASPPH meetings, responding to inquiries from applicants, and managing SOPHAS
applications;
 Facilitating intercampus course registration;
 Organizing the OMPH promotion and marketing strategy including student recruitment via
marketing events; management of program lists and digests.
Field Placement Coordinator (TBN)
The Field Experience Program Coordinator assists the Associate Dean for Practice in the overall
coordination of the MPH internship and field experience requirements across all six tracks. Specific
activities include:
 Coordinating centralized systems for managing internship/field experience programs, including
field sites, preceptors, students, data collection and reporting; Developing and maintaining field
sites and preceptors;
 Maintaining relationships with field sites and preceptors;
 Collecting and summarizing uniform data for use by SPH leadership and committees;
 Developing and maintaining uniform central documents about the SPH Internships/Field
placements, including SPH website and links to program-specific websites and materials; and
 Collaborating with SPH Program Directors and Managers for annual internship training
sessions, and tracking of student attendance.
Program Directors/Track Coordinators
Graduate Program Directors report to the Associate dean for Academic Affairs. The program
coordinator for the undergraduate program reports to the Associate Dean for Undergraduate
Programs see Figure 2.1 on page 3). We expect that as the new SPH evolves, we will continue to clarify
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the roles and structure of unit administration. The responsibilities of a program director/track
coordinator include:
 Developing curriculum in coordination with program faculty;
 Advancing curricular and policy questions or proposals for review and approval to the
Academic Policy and Curriculum Committee;
 Serving on the Academic Policy and Curriculum Committee (APCC);
 Appointing faculty members to serve on school-level committees and University-level
committee assignments, after consulting with faculty;
 Overseeing student recruitment and admissions for their program/unit;
 Ensuring that each faculty completes an annual performance evaluation consistent with the
expectations of the home Institution;
 Recommending faculty appointments and promotions to the SPH Dean;
 Appointing and providing oversight of program administrative staff;
 Preparing annual program budgets for the Associate Dean and Dean; and
 Making requests for new financial resources and space to the SPH Dean.
Committee and Governance Structure
The proposed committee and governance structure for the School identifies the faculty advisory bodies.
The reporting lines indicate the Associate Dean responsible for each committee ensuring integration of
functions to support the development of the School. The SPH Bylaws under development provide for
student representation on these committees.
The committees and individuals at the school-level charged with the important functions of ensuring high
quality academic programs—developing curriculum, developing admissions standards, making admissions
decisions, selecting the School’s faculty, evaluating the School’s faculty, and developing the fiscal
requirements—build on the experience of the Oregon MPH program (see Figure 2.2 Proposed Committee
and Shared Governance Structure and Table 2.3 Overview of Primary School-level Functions and
Responsible Entities).
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Figure 2.2. OHSU-PSU SPH Proposed Committee and Shared Governance Structure
Table 2.3. Overview of Primary School-level Functions and Responsible Entities
Charge
Developing Curriculum
Developing Program-level
Admission Standards
School-level Entities
Program/track faculty
committees, Academic Policy and
Curriculum Committee
Program/track faculty
committees, Academic Policy and
Curriculum Committee
Program/track admissions
committees
Review and Approval
SPH Dean, Provosts, Faculty
Senate, Governance Boards
Selecting the School’s primary
and other faculty
Ad hoc faculty committees,
administrative unit director
Academic Policy and Curriculum
Committee, Faculty Council,
Associate Dean Academic Affairs
Program Directors, Associate
Dean Academic Affairs, Associate
Dean for Undergraduate
Programs, Dean
SPH Dean, Provost of employer
institution
Evaluating the School’s primary
and other faculty
Program Directors, Promotion &
Tenure Committee
SPH Dean, Provost of employer
institution
Developing Budget and Fiscal
Requirements
Program Directors and SPH
Associate Deans
SPH Dean, Provosts, Executive
Leadership Council
Making Admissions Decisions
Academic Policy and Curriculum Committee (APCC)
The Academic Policy and Curriculum Committee reviews and approves new programs, curriculum policy,
or changes to existing curriculum at the school-level. Any proposal advances through the program-level
approval processes or comes directly to the APCC. The APCC is structured as a representative decision
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making body; as such, each member is responsible to keep faculty informed and to provide sufficient and
timely opportunity for program faculty and students to provide feedback on items under consideration.
Charge. The APCC reviews, advises, and makes recommendations to the Dean in matters
pertaining to the SPH academic program and training curriculum (i.e., curriculum development,
review, and revision). The Committee reviews all policy and curricular matters referred to it. The
Committee meets monthly during the academic year.
Responsibilities.

Develops and recommends policies related to the curriculum;

Reviews and recommends proposals for changes in existing programs and courses;

Reviews and recommends proposals for new programs and courses.

Responds to curricular and academic policy matters related to accreditation processes;

Report son Committee activities at faculty meetings; and

Recommends standards for student conduct.
Membership. The Committee includes each program director and a faculty member from each
program appointed by the program director, and at least one MPH and one PhD student. The
Associate Dean for Academic Affairs serves as the co-chair (see Appendix 2.1 Membership of the
Academic Policy and Curriculum Committee).
If approved by the APCC, the proposal or decision advances to the Dean of the School of Public Health. The
Dean has the authority to determine if the proposal or decision is ready for implementation or requires a
higher level of review (see Figure 2.4Process for Reviewing and Approving Curricular Changes at the
School-level). If a proposal requires a higher-level review, such as substantive changes to an existing
program or proposal for a new academic program, the proposal proceeds to the appropriate Institutionlevel review at OHSU and/or PSU (see Appendices 2.4 and 2.5 Institutional and State-level Curricular
Review Process Detail).
Institutional curriculum change policies and procedures may be accessed on OHSU’s and PSU’s websites:
http://www.ohsu.edu/xd/education/student-services/academic-programs-and-assessment/academicprograms/index.cfm
http://www.pdx.edu/academic-affairs/curricular-change-instructions
http://www.pdx.edu/academic-affairs/sites/www.pdx.edu.academicaffairs/files/oaa_NewProgramProcess%2021.pdf
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Figure 2.4. Process for Reviewing and Approving Curricular Changes at the School-level
Table 2.5 provides a snapshot of the review processes at OHSU and PSU when APCC forwards a proposal
for curricular change to the next higher level of review. Of note are the similarities in the rigor of the
curricular review processes of both Institutions, the state of Oregon, the Higher Education Coordinating
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Council, and regional accreditor (Northwest Commission on Colleges and Universities). Both universities
also require that proposals for new graduate programs undergo a quality review by an external faculty
group usually of three or more faculty. Two extra review steps at PSU are due to the greater variety of
programs at the undergraduate and graduate levels, and the requirement for approval by the Higher
Education Coordinating Council (HECC). OHSU is a public corporation, and as such, is not required to
seek approval from the HECC.
Table 2.5. Final Level of Approval for OHSU-PSU SPH by Curricular Change Type
OHSU
New course or
change in course in
an approved
degree program in
the SPH
Substantive
change to an
existing degree
program in the SPH
New degree
program proposed
by the SPH
PSU
CEPH
NWCCU
OHSU-PSU SPH Academic Policy &
Curriculum Committee
OHSU Faculty
Senate
recommendation
to OHSU Provost
State-level review
by Provosts’
Council
PSU Faculty Senate
recommendation
to the PSU Provost
Substantive
Change
Notification
Substantive
Change
Notification
State-level review
by Provosts’
Council
State-level review
by HECC
Substantive
Change
Notification
Substantive
Change
Notification
Admission Standards and Processes
The Academic Policy and Curriculum Committee (APCC) is responsible at the school-level for making
recommendations on admission standards and processes to the Dean.
ADDITIONAL FACULTY COMMITTEES
Other committees are also involved in ensuring program quality, selecting new faculty, and ensuring
sufficient resources for the proposed School and include the SPH Faculty Council, Executive Leadership
Council, and External Advisory Council.
SPH Faculty Council
The OHSU-PSU SPH Faculty Council is a key component of the faculty governance structure.
Charge. The Faculty Council provides faculty governance and advice to the School
administration in areas of administrative and operational mission and policies. Reports from
standing and special committees are referred to the Faculty Council for discussion and final
recommendations. The Council’s jurisdiction and responsibilities are met through committees,
council meetings, and meetings of the faculty.
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Responsibilities.





Develops a plan for a representative Faculty Council during the first year of operation;
Reviews School policies affecting faculty roles and responsibilities, consistent with each
university’s policies and in the case of PSU, consistent with the University and AAUP
Collective Bargaining Agreement;
Appoints faculty members to School Committees: Promotion & Tenure, Academic Policy
& Curriculum, Admissions, Faculty Searches, Awards & Scholarships, Diversity, Field
Experience, Workforce Development, Alumni, and ad hoc committees as necessary
consistent with each university’s policies and in the case of PSU, consistent with the
University and AAUP Collective Bargaining Agreement;
Expresses faculty concerns and opinions; and
Interprets the bylaws if there are questions.
Membership. In the initial year of the School’s development, the Faculty Council consists of the
Faculty as a whole. The Faculty Council elects a Chair at its first meeting from among the
Professors (i.e., Assistant and Associate Professors are not eligible) serving on the Council.
Executive Leadership Council
The Executive Leadership Council is the oversight leadership group charged with advising the Dean and
responding to School-level decisions and planning affecting both the internal School, and the
collaborative universities, academic units, and shared governance units forming the SPH. As a
community-focused SPH, the ELC also helps the Dean and SPH respond to their constituents.
Charge. The Executive Leadership Council advises the Dean of the School.
Responsibilities. Reviews and advises the Dean on School programs, proposals, standards and
opportunities, both internal and external. Representation includes current or historical
academic units of the OMPH and current interim SPH leadership to facilitate the transition to
the School.
Membership. All are ex officio members who are part of the ELC by virtue of holding another
office in either OHSU or PSU. The Council tends to rely on conversation rather than making
formal motions and voting. The Council includes the SPH Dean; the OHSU Provost/Executive
Vice President; PSU Provost/Vice President; OHSU Executive Vice Provost; Associate Dean for
Academic Affairs; Associate Dean for Undergraduate Programs; Associate Dean for Research;
Associate Dean for Practice; Dean PSU College of Public and Urban Affairs; Dean, OHSU School
of Nursing and Vice President for Nursing Affairs; Director, OHSU Institute of Environmental
Health; Program Director, Health Management and Policy; Chair, Faculty Council; and Assistant
Dean for Accreditation (see Appendix 4.2 for a list of the SPH Executive Leadership Council
members).
External Advisory Council
The Associate Dean for Practice chairs the External Advisory Council. The External Advisory Council
includes ten or more community partners representing Oregon and Southwest Washington in fields
related to public health, as well as state and local health departments.
Charge. The External Advisory Council serves the School in an advisory capacity on community
linkages, public health services, and workforce development and meets at least quarterly.
Responsibilities.
● Reviews membership nominations and make membership recommendations.
● Advises the School on changing needs of the public health workforce.
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●
●
●
●
●
●
●
Represents the public health professional community.
Brings community needs and feedback for discussion and integration.
Contributes knowledge about trends affecting public health education.
Provides advice on strategic directions.
Raises awareness and understanding of public health careers.
Advises the School on career opportunities for graduates.
Identifies workforce development opportunities.
Membership. The Associate Dean for Practice, SPH faculty, administrators, alumni, existing
External Advisory Council members, and members of the Executive Leadership Council may
nominate individuals for membership on the External Advisory Council. Each member serves a
two-year appointment that may be renewed by mutual agreement with the School’s Associate
Dean for Practice. The members of the Executive Leadership Council may participate in External
Advisory Council meetings. The Dean may appoint members based on criteria under
development (see Appendix 4.4. External Advisory Council Membership).
Developing Budgets and Fiscal Requirements
The Provosts of each University developed the basic financial parameters guiding the transitioning to the
proposed OHSU-PSU School of Public Health. The collaborative structure reflects (1) the requirements of
the Council on Education for Public Health for a collaborative SPH; (2) the reporting structure that the
Dean is responsible to both OHSU and PSU Provosts; and (3) financial principles agreed to by the
Provosts, Vice Presidents for Finance, and Vice Presidents for Research at OHSU and PSU.
CEPH Requirements. OHSU accepted that obligation to serve as the lead institution. OHSU assumes the
financial responsibility to maintain the School, if PSU no longer participates. Both universities with confer
joint graduate public health degrees, and diplomas will include both University logos. Academic
programs operate under an MOU with joint administration and program management.
Reporting Structure. The Dean of the proposed SPH reports to the Provosts at both Universities.
Financial Principles. Both universities will support the joint operations for the School’s administration
equally. Currently, this includes $400,000 annually from each institution (in addition to the $300,000
each for the joint administration of the Oregon MPH program). Each program and faculty budget is
managed in accordance with the budget model of the employer university. The School’s research
operations for all SPH primary faculty members are organized centrally using the infrastructure of OHSU
(e.g., Institutional Review Board, Intellectual Property). Each institution receives credit for their faculty
efforts (principal investigator, faculty) in submitting grants and grant awards without double counting. The
indirect cost recoveries of faculty grants flow to the employer university, either OHSU or PSU.
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SECTION 3. MISSION, GOALS AND OBJECTIVES
A mission with supporting goals and measurable objectives for the school or program.
The SPH Initiative Steering Committee developed the mission statement for the proposed School. The
Steering Committee included 13 faculty and administrative leaders as well as numerous ad hoc attending
contributors from the two partnering institutions, Oregon Health & Science University and Portland State
University. The SPH Deans’ Team developed goals and objectives based on numerous meetings with the
faculty-as-a-whole and in meetings with the Academic Policy and Curriculum Committee and Executive
Leadership Council. The proposed OHSU-PSU School of Public Health adopted a school-level mission, six
supporting goals and 46 measureable objectives.
Mission
The mission of the School of Public Health is to prepare a public health workforce, create new
knowledge, address social determinants, and lead in the implementation of new approaches and
policies to improve the health of populations.
Goals
The proposed SPH articulated six goals as follows:
 To sustain a thriving academic community and collaboration in public health that embraces
diversity in expertise and interests. (The SPH Environment)
 To develop strong, sustained external relationships with public health practitioners and
communities in the Portland metropolitan area and the state of Oregon to improve population
health. (Service)
 To prepare a public health workforce that engages community leaders to improve population
health, address social determinants of health, and reduce health disparities. (Educational
Opportunity)
 Increase student, faculty, and staff diversity to enhance the educational experience and prepare
effective public health practitioners, leaders, and policy makers to serve diverse populations.
(Educational Access)
 Advance and translate research leading to the discovery of knowledge to improve population
health and reduce health disparities. (Research)
 To increase financial resources to ensure sufficient income for operations, faculty, staff, and
student support (Sustainable SPH)
Core Competencies
The School will strive to implement its vision, mission, and goals by creating a workforce that is
competent in community engagement, and a faculty that advances knowledge through appropriate
research directed toward its local, international, and special communities. To this end, all educational
programs in the School of Public Health will have, at their core, courses that educate all students in the
following core competencies. All graduates of the School of Public Health will act ethically and
demonstrate cultural competence to:
1. Integrate social determinants into public health science, practice and policy;
2. Engage with communities to improve population health; and
3. Apply public health knowledge and skills to eliminate health disparities
- 13 -
MEASUREABLE OBJECTIVES
During the formation and review process among SPH initiative constituents, we identified gaps in
measureable outcomes and data in the OMPH Self-study. The proposed objectives, therefore, include new
objectives and improved data collection processes, which are being phased in across academic years 2013
through 2016. The School has defined 46 measurable objectives for the six goals as follows:
Table 3.1 Measureable Objectives for Goal Statements
Baseline
To sustain a thriving academic community and collaboration in public health that
embraces diversity in expertise and interests. (The SPH Environment)
1 80% of primary faculty members are evaluated annually by program director.
2014
2 90% percent of faculty members indicate SPH is a “good place to work.”
2015
3 Identify assessments of student appreciation for ethical and moral values in public
health
4 Identify assessments for students to demonstrate cultural competence in public
health settings
5 Establish a minimum number of courses in each program that address social
determinants of health, community engagement, and knowledge application to
eliminate health disparities.
Develop strong, sustained external relationships with public health programs,
practitioners, and communities in the Portland Metropolitan Area and the state of
Oregon to improve population health. (Service)
6 Identify number of field experience sites with MOUs or affiliation agreements
7 80% of students rate overall satisfaction with field experience at least 4 on a 5point scale by 2020 (2013 baseline).
8 Reduce gaps in competency assessment ratings between field experience
supervisors and students (2015 baseline).
9 Increase number of participants in continuing education courses to support the
ongoing training needs of Oregon health leaders by 10% by 2020 (# people we
reach)
10 Increase number of on-line graduate certificates in public health awarded by 20%
by 2020.
11
Increase the number of primary faculty working with communities over a multiyear period to improve health status and conditions by 10% by 2020
12 Increase percent of primary faculty serving as members of public health
professional associations, community-based organizations, state public health
policy boards, and community advisory boards by 10% by 2020.
13 50% of students are involved in community projects (beyond required PH field
experiences and university capstone).
Prepare a public health workforce that engages the community leaders to improve
population health, address social determinants of health, and reduce health
- 14 -
2015
2014
2015
2013
2015
2013
2013
2015
2013
2015
disparities. (Education)
14 Increase matriculation rate (from acceptances) into the MPH program by 20% by
2020
15 Increase the number of eligible PhD student offers by 15% by 2020
2013
16 Increase the number of MPH student graduating within four years by 10% by 2020
2013
17
2013
18
19
20
Increase student response rate for required university course evaluations by 40%
by 2020.
80% of students rate public health courses at least 4.5 out of 6-point scale by
2020.
Increase percent of students satisfied with the overall academic experience by
15% by 2020
Increase percent of students satisfied with academic advising by 15% by 2020
21
2015
2014
2013
2013
Increase mean student self-assessment of their core course competencies (5point scale) by 15% by 2020
22 80% percent of students passing the certificate in public health (CPH) exam on
first attempt (Note: voluntary pilot in 2015 for 16 students).
23 Percent of MPH graduates employed /continuing training within 12 months of
graduation.
24 Percent of PhD graduates employed (including fellowships) within 12 months of
graduation.
25 Increase mean alumni self-assessment of core competency preparation by 15% by
2020. (Note: 3-point scale, changing to 4-point scale)
26 Increase mean alumni self-assessment of program-specific competences by 15%
by 2020 (Note: 3-point changing to 4-point scale)
Increase student, faculty, and staff diversity to enhance the educational experience
and prepare effective public health practitioners, leaders, and policy makers to serve
diverse populations. (Education)
27 Percent of MPH matriculates from underrepresented student groups
2013
28 Student success by background characteristics.
2015
29 Increase percent of students reporting they are "satisfied" with the cultural
climate for diversity of the SPH by 10% from 2013 baseline by 2020.
30 Increase percent of students reporting they “feel included in the MPH program on
campus, in the classroom and with peers and faculty" by 10% by 2020.
31 Increase percent of SPH faculty/staff satisfied with the cultural climate for
diversity 10% from by 2020.
32 Percentage of faculty from underrepresented groups.
2015
33 Percentage of staff from underrepresented groups.
2013
Advance and translate research leading to the discovery of knowledge to improve
population health and reduce health disparities. (Research)
34 Increase the total funding for grants and contracts by 30% by 2020
2013
35 Increase faculty grant and contract collaborations to include 60% of all primary
faculty at OHSU and PSU who share grant collaborations by 2020.
36 Increase the number of primary faculty who are Principal Investigators on grants
and contracts by 30% by 2020
- 15 -
2016
2013
2016
2013
2013
2013
2013
2013
2013
2014
2013
37 Provide financial support for 75% of full-time PhD students in the School by 2020.
2015
38 Increase student participation in funded faculty research projects to 40% of
funded research projects by 2020.
39 Increase community involvement in funded research to 40% of grants and
contracts.
40 Increase the mean number of publications in peer-reviewed journals by primary
faculty per year by 25% by 2020.
41 Increase the mean number of other publications and products per primary faculty
by 25% by 2020 baseline (e.g. presentations, papers, books, book chapters,
products, datasets, systems, technology, patents filed, software, video).
Increase financial resources to ensure sufficient income for operations, faculty, staff,
and student support.
42 Total grants and contracts make up 50% of total resources by 2020.
2013
43 At least 75% of faculty salaries in the SPH will be at the median of the ASPPH
peers.
44 SPH will provide at least 20% of tuition as scholarship support from operating
funds (lump sum of dollars per year awarded to public health students) by 2020.
45 Total student-to-primary faculty ratio will be less than 10 to 1.
2014
46 Annual tuition rates are comparable to the peer median of ASPPH SPH by 2020.
2014
- 16 -
2013
2011
2011
2014
2014
2013
SECTION 4. CURRICULUM OVERVIEW
A curriculum for each degree included in the unit of accreditation that is consonant with CEPH criteria;
documentation must include a list of required courses, practice experience, etc. and associated credit-hours, with
brief course descriptions.
Table 4.1. Instructional Matrix: Degrees & Specializations CEPH Template 2.1.1
Bachelor’s Degrees
Department/Program: Concentration
Community Health
BA or BS
Health Science
BA or BS
Aging Services
BA or BS
School Health
BA or BS
Master’s Degrees
Department/Program
Academic
Professional
Biostatistics
Health Studies
MS*
MA/MS*
MPH
Environmental Systems and Human Health
MPH
Epidemiology
MPH
Health Management and Policy
MPH
Health Promotion
MS
Primary Health Care and Health Disparities (online)
MPH
MPH
Doctoral Degrees
Department/Program
Academic
Community Health
PhD
Health Systems and Policy
PhD
Epidemiology
Concurrent (Dual) Degrees
PhD
Department/Program
Academic
Urban and Regional Planning (with Community Health)
Medicine (with Epidemiology)
Professional
Professional
MURP/MPH
MD/MPH
Social Work (with Health Management and Policy)
MSW/MPH
Social Work (with Health Promotion)
MSW/MPH
Nursing (with Primary Health Care and Health Disparities)
PhD/MPH
NOTE: *Not degrees in public health, but will be located in the proposed SPH.
- 17 -
Table 4.2 Required Courses Addressing Public Health Core Knowledge Areas for MPH
CEPH Template 2.3.1
Core Knowledge Area
Biostatistics
Credits
4
Course Number and Title
PHPM 524 Introduction to Biostatistics
BSTA 511 Estimation/Hypothesis Testing for
Applied Biostatistics
CPH 530 Introduction to Biostatistics
Epidemiology
Environmental
health sciences
Health services
administration
Social and
behavioral sciences
4
3
3
3
Programs
HP; HMP; ESHH
BIO; EPI
PHCHD (online)
PHE 530 Epidemiology I
HMP; HP
PHPM 512 Epidemiology I
BIO; EPI; ESHH
CPH 541 Epidemiology I
PHCHD (online)
PHE 580 Concepts of Environmental Health
PHPM 518 Concepts of Environmental Health
and Occupational Health
CPH 539 Concepts of Environmental and
Occupational Health
PAH 574 Health Systems Organization
ESHH; HMP; HP
PHPM 519 Health Systems Organization
BIO; EPI
CPH 540 Health Systems Organization
PHCHD (online)
PHPM 517 Principles of Health Behavior
BIO; EPI
PHE 512 Principles of Health Behavior
HP;HMP; ESHH
BIO; EPI
PHCHD (online)
HP; HMP; ESHH
CPH 537 Principles of Health Behavior
PHCHD (online)
Total Core Course Credits in MPH
17
A curriculum for each degree included in the unit of accreditation that is consonant with CEPH criteria;
documentation must include a list of required courses, practice experience, etc. and associated credit-hours, with
brief course descriptions.
The proposed School will offer six different programs or specializations leading to the MPH award as noted
in Table 4.1 on page 17. Three of the six MPH tracks reflect changes approved by the Council in 2014.
These are:
 Biostatistics (see Table 4.3)
 Environmental Systems and Human Health (see Table 4.4)
 Epidemiology (see Table 4.5)
The program of study for each new MPH program follows:
- 18 -
Table 4.3. Biostatistics: MPH Course of Study (60 credits)
Course Number
BSTA 512
BSTA 513
BSTA 515
BSTA 516
BSTA 519
PHE 519
PHPM 513
PHPM 520
PHPM 566
BSTA 507
Course Title
Credits
Linear Models
Categorical Data Analysis
Data Management and Analysis in SAS
Design and Analysis of Surveys
Applied Longitudinal Data Analysis
Introduction to the Etiology of Disease
Epidemiology II (Methods)
Ethics of Research and Application to Public Health
Current Issues in Public Health
Field Experience/Internship
Required Program Courses
Area of Emphasis/Elective Courses
Required Core courses
Total minimum course credits for Biostatistics
4
4
3
3
3
3
4
3
2
6
35
8
17
60
Table 4.4. Environmental Systems and Human Health: MPH Course of Study (60 credits)
Course Number
EBS 517
EBS 519
EBS 521
EBS 522
EBS 526
EBS 529
EBS 535
PHE 519
EBS 509
Course Title
Credits
Environmental Systems and Human Health
Environmental Health in a Changing World
Environmental Microbiology
Ethics in Environmental and Occupational Health
Chemical Transport Processes in Environmental Health
Environmental Toxicology and Risk Assessment
Chemistry of Organic Contaminants
Introduction to the Etiology of Disease
Field Experience/Internship
Required Program Courses
Area of Emphasis/Elective Courses
Required Core courses
Total minimum course credits for MPH in ESHH
4
3
3
3
3
4
4
3
6
33
≥10
17
60
- 19 -
Table 4.5. Epidemiology: MPH Course of Study (60 credits)
Course Number
BSTA 512
BSTA 513
PHPM 513
PHPM 514
PHPM 536
PHPM 520
PHPM 566
PHPM 540
PHE 519
PHPM 504
Course Title
Credits
Linear Models
Categorical Data Analysis
Epidemiology II
Epidemiology III
Epidemiological Data Analysis*
Ethics and Epidemiology (Ethics of Research and Applications in
Public Health)
Current Issues in Public Health
Introduction to Research Design
Etiology of Disease
Field Experience/Internship
Required Program Courses
Area of Emphasis/Elective Courses
Required Core Courses
Total minimum course credits for MPH in Epidemiology
4
4
4
4
4
3
- 20 -
2
3
3
6
37
6
17
60
PHD PROGRAMS
Three PhD programs mark the important collaboration of the planned OHSU-PSU School of Public
Health. They include a PhD in Epidemiology, PhD in Health Systems and Policy, and PhD in Community
Health. The pathways into these programs typically include completion of a masters degree (such as
MPH or MS) before moving on to the PhD. A student may transfer credits to meet credit requirements
for the PhD. The faculty committees developed each PhD program within the guidelines of its originating
institution; the current admissions standards and degree completion requirements vary reflecting both
the institutional and cognate differences among them (see Table 4.9). PhD students are assigned to a
core faculty advisor and matched with a mentor. During 2015-16, these degree requirements will be
harmonized as the School activities become more centralized as they separate from their original
academic units.

The PhD in Community Health at PSU provides students with advanced learning in conducting
research and developing instruction skills in public health, social and behavioral determinants of
health, gerontology, and social epidemiology. This program will provide unique training for
students interested in the rapidly developing research area that includes the psychosocial
aspects of health (see Table 4.10 Course of Study).
●
The PhD in Epidemiology at OHSU is based upon competencies in doctoral education
recommended by the American College of Epidemiology and the ASPPH. Graduates are
prepared to work independently and to collaborate with health professionals in other disciplines
on research and applied projects that include epidemiologic elements, and to teach graduate
students and health professionals in academic, governmental, nonprofit, and private sector
settings (see Table 4. 11 Course of Study).
●
The PhD in Health Systems and Policy at PSU provides students with advanced knowledge,
analytic skills, and competencies in conducting research and developing teaching and learning
skills in health systems and policy. The PhD in Health Systems and Policy provides a unique
educational experience for students seeking to apply theory to practice in careers as researchers
and educators by building upon Oregon’s role as a leader in health systems transformation (see
Table 4.12 Course of Study).
Table 4.6. Requirements by PhD Program
Total course credits
Total graduate credits
transferable
Qualifying/Comprehensive
Examination
Advancement to PhD
Candidacy
Dissertation committee
Dissertation credits
Epidemiology
Health Systems
and Policy
Community
Health
135
114
108
Up to 45
Up to 56
Up to 30
Completed course
requirements
Passed qualifying
exam; submitted
dissertation
proposal; defended
orally
4 faculty (2 in
program, not
research advisor)
30
- 21 -
Completed course
requirements
Passed qualifying
exam; submitted
dissertation
proposal; defended
orally
Completed course
requirements
Passed qualifying
exam; submitted
dissertation
proposal; defended
orally
4 faculty (3 program,
1 graduate school
representative)
27
4 faculty (3 program,
1 graduate school
representative)
27
Table 4.7. Community Health: PhD Course of Study
Course Number
Course Title
Required Core Courses: 28 credits
Advanced Principles of Health Behavior
PHE 612
Urban and Community Health
PHE 546
Health, Behavior and the Social Environment
PHE 513
Concepts of Environmental Health
PHE 580
Health Policy
PAH 571
Advanced Health Policy
PAH 575
Health and Social Inequities
PHE 522/622
Doctoral Seminar in Health Research (1 credit each term)
PHE 623
Teaching Health
PHE 626
Required Methods Courses: 17 credits
Advanced Methods in Epidemiologic Research I
PHE 624
Advanced Methods in Epidemiologic Research II
PHE 625
Qualitative Research Design
PHE 520
Data Analysis I
USP 634
Data Analysis II
USP 654
Electives: 18 credits
Health Course Electives
Methods Course Electives
Research
Research (3 credits per term)
PHE 601
Dissertation
PHE 603
Total minimum credits required for PhD beyond baccalaureate
- 22 -
Credits
3
3
3
3
3
3
3
6
1
3
3
3
4
4
12
6
45
18
27
108
Table 4.8. Epidemiology: PhD Course of Study
Course Number
Course Title
Epidemiology Methods Core: 27 required credits
PHPM 513
Epidemiology II (Methods)
PHPM 514
Epidemiology III
PHPM 636
Epidemiology Data Analysis and Interpretation
PHPM 568
Infectious Disease Epidemiology
PHPM 576
Chronic Disease Epidemiology
PHPM 630
Epidemiology Doctoral Journal Club
PHPM 610
Epidemiology Doctoral Methods Seminar
PHPM 540
Introduction to Research Design
Biostatistics Core : 14 required credits
BSTA 514 or
Survival Analysis
BSTA 519
Applied Longitudinal Data Analysis
BSTA 515
Data Management and Analysis in SAS
BSTA 612
Linear Models
BSTA 613
Categorical Data Analysis
Public Health Core: 7 required credits
PHPM 520 or
Ethics and Epidemiology
CONJ 650
The Practice and Ethics of Science
TBA
Social Determinants and Disparities in Public Health
Public Health Grounding : 9 credits
PHPM 517
Principles of Health Behavior
PHPM 518
Environmental Health
PHPM 519
Health Systems Organization
Approved Methods Electives: 12+ credits from the approved list
Other Requirements: ≥31 of the following
PHPM 640
Epidemiology Mentored Teaching
EPI Qualifying Examination
PHPM 703
Epidemiology Thesis Research/Dissertation Credits
Total minimum credits for PhD beyond baccalaureate
- 23 -
Credits
4
4
4
2
2
2
4
3
3
or 3
3
4
4
3
1
3
3
3
3
12+
1
0
30
135
Table 4.9. Health Systems and Policy: PhD Course of Study
Course Number
Course Title
Core Courses: 21 -27 credits
PAH 541/641
Organizational Behavior in Health
PAH 571/671
Health Policy
PAH 573/673
Values and Ethics in Health
PAH 574/674
Health Systems Organization
PAH 577/677
Health Care Law and Regulation
PAH 586/686
Introduction to Health Economics
3
3
3
3
3
3
PAH 660
Contemporary Research in Health Systems and Policy (may take 3 times)
Doctoral Seminar: 6 credits (1 credit each term for Y1 and Y2)
PAH 607
Doctoral Seminar in Health Systems and Policy
Required Policy Courses: 10 credits
PAH 575
Advanced Health Policy
PAP 616
Policy Process
USP 615
Economic Analysis of Public Policy
Health Policy Electives: 9-12 credits from the approved list
Health Systems Courses: 12 credits
PHE 622
Health and Social Inequities
Electives
Choose 500-and 600-level courses at PSU and OHSU
Research Design and Methods Courses: 19-22 credits
PAH 589/689
SW 610
PHE 624
PHE 520/USP
683
Electives
Dissertation
Credits
3-9
6
3
3
4
9-12
3
9
Research Design in Health Services
Interdisciplinary Seminar on Research Methods in Social Determinants of
Health
Advanced Methods in Epidemiological Research (if not taken at masters level)
3
3
Qualitative Analysis
4
From approved list
3-8
27
Total minimum credits required for PhD beyond baccalaureate
3
114
BA/BS IN HEALTH STUDIES
Portland State University admitted its first students into the BA/BS with a Major in Health Studies in
1983. This program shares the majority of its faculty with the MPH Health Promotion Program.
The PSU Community Health Undergraduate Curriculum Committee voted to relocate the BA/BS with a
Major in Health Studies under the umbrella of the currently accredited Oregon MPH Program. Director
- 24 -
Carlos Crespo of the School of Community Affairs and Dean Steven Percy, College of Urban and Planning
Affairs (CUPA), approved this curricular and organizational change. Four of the five concentrations are
moving to the OMPH Program: Community Health Education, Health Sciences, School Health Education,
and Aging Services. Oversight for the BA/BS in Public Health will be provided by Carlos Crespo, Associate
Dean for Undergraduate Programs, in the proposed OHSU-PSU SPH (See Figure 2.1 on page 3). The OMPH
Program submitted a Substantive Change Notice to the Council on April 17, 2015 to move the
undergraduate program in health studies under the Oregon MPH umbrella to better serve students and
align program content and learning competencies.
The undergraduate curriculum at Portland State University is organized around its interdisciplinary core
curriculum called University Studies. The four goals of the University Studies’ curriculum include (1) an
ability to communicate effectively, (2) to think creatively and critically, (3) to be curious about the diversity
of the human experience, and (4) to wrestle with understandings of ethics and social responsibility.
http://www.pdx.edu/unst/university-studies-chart . There are four components to the University Studies:

Freshman Inquiry: This year-long, interactive, and theme-based course uses an interdisciplinary
approach to examine topics and show how content can be understood from different academic
and personal perspectives.

Sophomore Inquiry. These thematic, focused inquiry courses introduce students to the key
concepts, questions, research methods, and other content that will be further explored.

Upper Division Cluster. Composed from a variety of academic fields and linked to a single
Sophomore Inquiry theme, Cluster courses build upon the knowledge and the core skills that
students developed in Freshman Inquiry.

Senior Capstone As the culmination of University Studies, the Capstone course connects the
classroom to the community by immersing teams of students in service-learning projects that
address real-world issues.
The University Studies curriculum provides early opportunities for students to develop skills in written and
oral communication as well as information literacy. Undergraduate students must also complete 28 total
credits of courses aligned with their selection of either the BA or BS degree. The combination of the
University Studies program and basic requirements for a degree introduces students to a number of
content areas that serve as a background for public health including the foundation of scientific
knowledge, the foundations of social and behavioral sciences, math and quantitative reasoning, and
humanities and fine arts disciplines.
- 25 -
Table 4.10. PSU Bachelor’s Degree Requirements
Bachelor of Arts
Arts & Letters
Sciences/Math
Social Sciences/Sciences/
Math
Foreign Language
Bachelor of Science
12 credit, 4 in Fine &
Performing Arts
4 credits (college-level math)
8 credits (college-level math)
4 credits, at level 203 or higher
Arts & Letters/Social
Sciences
Sciences
For students not meeting Second
Language Admissions Requirement
12 credits
12 credits (8 credits in courses with
lab or fieldwork)
4 credits in college-level math/stats
Math/Statistics
Health Studies Core Curriculum
The core curriculum that all undergraduates majoring in health studies include six courses as displayed on
Table 4.11.
Table 4.11. Required Courses Addressing Public Health Core Knowledge Areas for BA/BS
CEPH Template 2.3.1
Core Knowledge Area
Number
Basic Statistics
Stats 243
Social, behavioral, environmental
basis of public health
Organization, financing, and
delivery of health services
Biological basis of population
health
Population health disparities
Epidemiology
PHE 450
Course Title
Credits
4
PHE 250
Introduction to Probability/
Statistics
Our Community, Our Health
PHE 350
Health and Health Systems
4
PHE 363
Communicable and Chronic
Diseases
Race, Gender, Class, and Health
4
Epidemiology
Total Core Course Credits
4
24
PHE 452
- 26 -
4
4
Undergraduate Concentrations
The BA/BS with a Major in Health Studies includes four distinct concentrations, which are identified on the
official transcript, to meet the diverse needs and career aspirations of PSU students as follows:
 Community Health Education (see Table 4.12)
 Health Science (see Table 4.13)
 School Health Education (see Table 4.14)
 Aging Services (see Table 4.15)
Table 4.12. Community Health Education: Undergraduate Course of Study
Course Number
Required Program Course Title
PHE 443
PHE 444
PHE 470
PHE 471
PHE 472
PHE 369
PHE 404
Environmental Health
Global Health
Program Planning
Program Evaluation
Marketing Public Health
Health Policy, Law, and Ethics
Field Experience or Internship
Credits
Total Required for Concentration
Total PHE Elective Courses
Required Core course credits for Health Studies
Total credits for major
Total for BA/BS Degree
4
4
4
4
4
4
8
32
20
24
76
180
Table 4.13. Health Science: Undergraduate Course of Study
Course Number
Required Program Course Title
Credits
PHE courses
PHE 404
Upper-division PHE Courses (electives )
Field Experience/Internship
Required Core for Health Studies Concentration
Total Health Studies Credits (excluding prerequisites)
Required Prerequisites for chosen pre-professional program
Total minimum course credits for BA/BS Health
- 27 -
16
4
24
44
varies
180
Table 4.14. School Health Education: Undergraduate Course of Study (76 credits)
Course Number
Required Course Title
Credits
PHE 275
PHE 295
PHE 335
PHE 326
PHE 325
PHE 365
PHE 355
PHE 448
PSY 311
Ed 420
PHE 404
Stress Management
Health Promotion and Disease Prevention
Human Sexuality
Drug Education
Nutrition for Health
Health Promotion Programs for Children and Youth
Consumer Health Issues
Health Education Techniques and Strategies
Human Development
Introduction to Education
Field Experience/Internship
Course of Study In School Health Education Concentration
Minimum School Health Electives ( minor in Secondary
Education)
Required Core course credits for Health Studies
Total Credits for SHE Major
Total for BA/BS Degree
4
4
4
4
4
4
4
4
4
4
4
44
8
24
76
180
Table 4.15. Aging Services: Undergraduate Course of Study (80 credits)
Course Number
Required Program Course Title
Credits
PHE 456
PHE 325
PHE 324
PHE 410
PHE 416
PHE 369
PHE 470
PHE 471
SOC 469 or PSY 462
BA 306, 316 or 326
PHE 404
Health Aspects of Aging
Nutrition for Health
Social Gerontology
Business of Aging
Families and Aging
Health Policy, Law and Ethics
Program Planning
Program Evaluation
Sociology of Aging or Psychology of Adult Development and Aging
Working with Money/ …with Customers/…with People
Field Experience/Internship
Course of Study for Aging Services Concentration
Minimum credits of approved electives
Required Core course credits for Health Studies
Total minimum course credits for Aging Services
Total minimum course credits for BA/BS
- 28 -
4
4
4
4
4
4
4
4
4
4
4
44
12
24
80
180
Additional Degrees
The proposed School will also offer two academic masters degrees, MS in Biostatistics and MA/MS in
Health Studies (see Appendix 4.7 and 4.8).
SECTION 5. INSTITUTIONAL COMMITMENT AND FISCAL SUPPORT
Evidence of institutional commitment and fiscal support for the development of the school or program;
documentation may include evidence of commitments for new or reassigned faculty and staff resources, as well as
budgeted capital expenditures and or/administrative support.
The Oregon MPH has a two-decade history of institutional commitment to public health programs. This
partnership assumes that fiscal support for the proposed OHSU-PSU School of Public Health is shared
between the partners. As noted above, both Universities support the joint operations for the School’s
administration equally. Currently this includes $400,000 annually from each Institution, as well as
support of the OMPH Program at about $300,000 per year. Both Institutions made investments in new
degree programs (additional MPH programs and PhDs programs) that are reflected in the budget.
Table 5.1 demonstrates the commitment to the proposed School by the partner institutions in the
growth of revenue and expenditures over the last two years. This is due in part to the inclusion of
funded research and training funds earned competitively by the primary faculty in public health and the
addition of the tuition revenues for the undergraduate program. In this sense, our projected 2015-2016
budget represents the first total SPH budget, or baseline on which we will evaluate fiscal goals.
We will execute a Memo of Understanding that guides the School, addresses the interests of both
Universities, and provides the fiscal and academic oversight expected by both Universities in fall 2015
pending Council approval to begin the self-study. OHSU has accepted the role of lead institution for this
collaborative School model, assuring that if the collaborative dissolves (with a one-year notice); OHSU
will take fiscal and administrative responsibility for the academic programs and for student assurances.
Specific expectations of this model are included below.
 Each of the School’s programs and faculty budgets will continue to be credited to and managed
in accordance with the budget model of the employer university.
 Each university has similar categories for budgeting with the exception that PSU receives State
general funds for its undergraduate and masters programs in public health, but OHSU does not
for any of its public health programs.
 Inter-institutional MOU already in place between OHSU and PSU are included as part of
the School’s inter-institutional agreements (e.g., IRB, Intellectual Property).
 The School’s research operations for all SPH primary faculty members will be
organized centrally using the infrastructure of OHSU.
 Each institution will receive credit for their employees (School PI and other faculty) who
submit grants, and who receive grants and contracts, with no institutional-level double
counting.
 The IDCs of faculty grants flow to the employer university, either OHSU or PSU.
- 29 -
Table 5.1. Sources of Funds and Expenditures by Major Category by Fiscal Year
Source of Funds
Tuition & Fees
State Appropriation
University Funds / Institutional
Support
Grants/Contracts
Indirect Cost Recovery
Endowment
Gifts
Other (Department Support +
SOM Funds)
Total
Expenditures
Faculty Salaries & Benefits
Staff Salaries & Benefits
Operations
Travel
Student Support
University Tax
Other (paid to OMPH Program
Office by PHPM)
Other (Tuition Tax)
Total
NOTES:
2012-2013
2013-2014
2014-2015*
2015-2016**
$ 2,209,868
$
586,844
$
69,946
$ 2,630,707
$
454,655
$
77,552
$ 6,966,149
$ 2,257,110
$ 2,166,958
$ 6,921,700
$ 2,324,823
$ 1,715,750
$
$
$
$
$
$
$
$
$
$
78,607
154,918
$ 5,221,536
$ 1,067,574
$
$
36,365
$
-
$ 4,610,275
$ 1,194,601
$
$
$
-
$ 3,396,439
$ 17,715,692
$ 16,767,149
79,905
62,012
253,522
$ 3,262,097
2012-2013
2013-2014
2014-2015*
$ 2,360,642
$
272,885
$
84,492
$
35,272
$
140,502
$
231,330
$
80,384
$ 2,572,947
$
301,413
$
67,429
$
27,563
$
130,643
$
202,601
$
93,843
$
$
$
$
$
$
$
6,294,589
3,374,907
2,148,668
141,714
91,252
5,664,562
-
$
56,590
$ 3,262,097
$
$ 3,396,439
$
$ 17,715,692
2015-2016
$
$
$
$
$
$
$
5,990,494
3,044,194
1,625,405
149,000
361,823
5,596,233
-
$
$ 16,767,149
* 2014-2015 includes PSU Undergrad revenues and expenses* 2014-2015 includes PSU Undergrad as well as Grant
funds **2015-2016 University Funds (MPH Biostatistics -University Transfers for other OHSU students take MPH
Biostatistics Courses)
Physical Resources
The collaborative School is housed in multiple units at both OHSU and PSU. In both institutions,
classroom space is sufficient for current and proposed courses at graduate and undergraduate levels. All
undergraduate courses (BA/BS) are located at PSU, where the programs have easier access to the largest
classrooms and advisors. As of academic year 2014-2015, the new OHSU PSU Collaborative Life Sciences
Building (CLSB http://www.ohsu.edu/xd/about/vision/collaborative-science-building.cfm) also provides
classrooms, study space, and small meeting rooms (used by the OMPH/SPH), and this new space is
exceptionally valuable for program aspects that are in common. For example the current academic year
all OMPH Faculty Meetings were held at the CLSB, as well as some faculty committee meetings and the
Student Leadership Council. The CLSB is conveniently located on the South Waterfront with free student
transportation by streetcar from PSU (http://portlandstreetcar.org/) and aerial tram from OHSU
(http://www.gobytram.com/).
At both Universities, academic space is within the purview of the Provosts.
- 30 -
All faculty and program space at PSU is within the Urban Building that houses the College of Urban and
Public Affairs. The faculty, staff, and student assistants that propose to move administratively into the
School will retain their current space, and access to their current classroom spaces. A goal for the future
is to have a shared space in a new, or renovated building dedicated to public health graduate programs
and research.
Table 5.2. Physical Resources for the OHSU-PSU School of Public Health, 2014-15
Degree/Program/Function
Location/Institution
1
Common
2
Spaces
Offices & Cubicles
Classrooms
0
3
1
2
3
11
OHSU Kohler Pavilion
OHSU Hatfield Res Ctr
OHSU Hatfield Res Ctr
10 offices (2
shared)
6 offices (2
shared)
55 offices (x
shared)
3 offices
5 offices
4 offices, 3 cubes
0
0
0
2
7
2
OHSU School of Nursing
4 offices, 1 cube
0
2
PSU Urban Center, floor 6
PSU Urban Center, floor 4
5 offices, 5 cubes
31 offices, 15
cubes
3, 0 cubes
NA
NA
2
2
1
4
Dean’s Office
OHSU Gaines Hall
Epidemiology/Biostatistics
OHSU Gaines Hall
Epidemiology/Biostatistics/Health
Servs Research
Biostatistics
Biostatistics
Environmental Systems and
Human Health
Primary Health Care and Heath
Disparities
Health Management and Policy
Health Promotion
OHSU Campus Services
Undergraduate Administration
Classrooms & conference rooms
shared across programs
PSU Urban Center, floor 4
Multiple buildings OHSU
3
Multiple buildings PSU
1
Shared w/ HP
50
100
30 UG/35
86
Grad
NOTES: In addition to classrooms & common spaces assigned directly to the unit, each unit has access to their
institutions’ classroom & meeting room resources though central scheduling.
2
Common space includes lounge areas, common computer areas, and non-classroom conference rooms for use by
students, staff and faculty
3
At PSU the program has access to the 140 "general pool" classrooms in 22 buildings.
- 31 -
SECTION 6. RECRUITMENT AND SELECTION OF FACULTY AND STUDENTS
6.a. Policies and Plans for Recruitment and Section of School Faculty
New Hiring Processes
1) New faculty hires for the OHSU-PSU School of Public Health are based on the employer institution
proposing the new position, the expectations for recruitment and hiring at that institution, and Shared
Governance as defined in the Faculty Bylaws.
a.
Both OHSU and PSU require budgetary planning and annual recalibrations that include faculty
hires. Thus replacement hires are likely to be conducted by the institution that has a vacancy.
And new positions will be supported by the employer institution.
b. A key component of recruitment and hiring will be based on the expectations of the employer
Institution.
(i) At OHSU, faculty appointments are governed by Policy No. 03-10-005:
https://o2.ohsu.edu/policies-and-compliance/ohsu-policy-manual/chapter-3-humanresources/ohsu-policy-03-10-005.cfm This overarching policy sets the standards for how
OHSU seeks to hire and retain a highly qualified workforce in accordance with state and
federal law. OHSU Human Resources provides the campus-wide assistance to units for
recruitment and hiring.
The university wide faculty policy related to academic and research faculty appointments
are intended to provide consistency of policy and practice at OHSU, but recognizing the
need for flexibility related to the hiring unit’s mission. The policy for various faculty ranks
are described by Policy No. 03-15-020 https://o2.ohsu.edu/policies-and-compliance/ohsupolicy-manual/chapter-3-human-resources/ohsu-policy-03-15-020.cfm
Diversity is an important goal for OHSU faculty, and each potential recruitment access the
Center for Diversity & Inclusion, who provide services and resources as part of their
Recruitment Manual http://www.ohsu.edu/xd/about/vision/center-for-diversityinclusion/diversity-resources/faculty-recruitment-retention.cfm
(ii) At PSU, Non-Tenure Track faculty appointments are hired at the discretion of the
Department Chair and Dean. Tenure-related hires must be approved at the Provost level.
All hiring at PSU should be in accordance with applicable federal and state laws and PSU’s
Office of Human Resources is available to provide assistance and guidance throughout the
process.
Portland State values diversity, therefore our Office of Global Diversity and Inclusion is an
invaluable partner for outreach, hiring, and retention of diverse candidates and faculty.
Tips for advertising to a diverse audience can be found here:
http://www.pdx.edu/hr/sites/www.pdx.edu.hr/files/Recruitment%20Intro_0.pdf
Faculty Search Committees
The School Bylaws address the composition and process for faculty search committees.
Charge. Faculty search committees are formed ad hoc when the School seeks to fill a faculty
vacancy and coordinate faculty searches, conduct applicant interviews, and make employment
recommendations.
- 32 -
Responsibilities.




Each Search Committee, in collaboration with the Dean, develops the position
description(s).
Search Committees provide the Dean with a written analysis of the strengths and
weaknesses of each candidate interviewed and hiring recommendation. The Search
Committee may rank qualified candidates.
Follow University guidelines on faculty searches.
The committee must coordinate with the P & T Committee with level of appointment.
Membership. While faculty are hired by one or other of the collaborating institutions (and
subject to their rules), the draft Bylaws consider that some level of collaborating may be
warranted at the School level. The size of the search committee will be determined (at least in
part) by the provisions in the governance documents of the academic units in which the new
hire will reside: in general, faculty search committees include three or more faculty. The
Associate Dean for Academic Affairs serves as an ex officio member. A student representative
will serve as ex-officio member when possible. The Dean appoints committee members;
members serve for the duration of the search. The committee selects a chair on its first meeting.
The role of the student representative will be to provide input on the faculty candidate and
represent student input from their evaluations or other feedback on interactions with
the candidates.
Reassigning Existing Faculty
All founding (existing) faculty members of the academic units that compose the School are assigned to the
SPH based on their current discipline and academic program affiliation, their primary teaching and/or
research program, and their preferred affinity. The SPH Organization Chart (Figure 2.1) displays the six
academic program units of the School, and current faculty are grouped by their unit assignments in
Appendix Tables 7.1a and 7.1b.
The collaboration of two universities on one SPH necessitates agreement about faculty personnel. The
Provost memorandum dated February 5, 2015 stipulated that:
 Faculty will be members of and accountable to the School and its leadership while
retaining their appointments, rights, responsibilities, and agreements at the institution
that holds their faculty appointment.
 Transfer of departments and transfer of tenure home procedures are used.
 Faculty might hold 100% or partial appointment in the School.
In the transition from an accredited public health program sponsored by PSU and OHSU into a School of
Public Health, each program operates within the structure of its home institution.
This means that the notice of appointment, contract, and rules for evaluation and promotion stipulated by
the institution and college/school will follow each faculty member in the proposed School of Public Health
sponsored by OHSU and PSU. This collaboration will not disrupt the rules and processes for securing
tenure.
The proposed SPH is developing structures and systems to foster greater collaboration that benefits
students, programs, and faculty. The proposed School believes that the teaching focus of PSU and the
research focus of OHSU will have synergistic effects. We now hold quarterly faculty meetings open to all
public health faculty members to maximize transparency and information sharing. We streamlined several
- 33 -
student processes including course registration and student identification cards to make transportation
and library resources accessible on both campuses. This expands the opportunities for students to seek
best courses and experiences for them regardless of the institutional provider. These processes will be
detailed in the Self-study process pending notice of application status.
The Dean has administrative, academic, and fiscal oversight for the School. As a collaborative School, the
Provosts of both institutions appoint the Dean (see Appendix 2.1 SPH Organizational Chart). The Dean
manages a centralized budget consisting of income, expenditures, and personnel for the School, and
reviews and approves the budgets of academic units, institutes, and centers in consultation with the
OHSU and PSU Provosts.
6.b. Admissions Decisions and Admissions Standards – Selection of Students
The Associate Dean for Academic Affairs and Associate Dean for Undergraduate Programs are responsible
for overseeing admission standards, student recruitment, admissions, academic progression, and
completion. The Academic Policy and Curriculum Committee (APCC) sets and approves changes to schoollevel minimum standards. Each program director oversees and is accountable for the standards for
admission consistent with school-level and institutional level policies on admission. The Shared
Governance processes will review and the Self-study will address possible options such as a separate
admissions committee.
The Associate Dean for Academic Affairs reviews proposed changes to admissions decisions and obtains
approval from the registrars at OHSU and PSU, as appropriate to the program home. Each degree program,
including doctoral programs, establishes a three-person committee to review applications against the
admission standards approved by the program faculty. The program extends acceptance offers for early
admissions (December 1), regular SOPHAS deadline (February 1) by April 1 of each academic year, and for
later admissions on a rolling schedule.
The proposed SPH is in its second year of using the Centralized Application Service for Public Health or
SOPHAS. The Oregon MPH and PhD programs signed onto the Resolution on Acceptance of an Offer of
Financial Support, which does not require admitted applicants to accept or decline an offer of admission
with funding prior to April 15.
Students applying to the Oregon MPH Program apply to the program and before academic year 201617, apply to the partner university hosting that program. As such, specific admissions procedures are
managed currently at the institutional level, using criteria established by the program. Systems for
receiving applications and monitoring admissions are becoming more centralized as the program moves
with two-campus collaborative degrees. Currently OMPH (and in the future PhD students) are (will be)
recognized with complete privileges at each campus. Applicants and students are aware that their
current OMPH diploma is jointly sponsored, and will bear both institutional seals. The PhDs will also be
included under the new MOU for the School. In addition, we plan for our admissions and student
management system to be housed at one partner university, with “shadow” records at the other partner
university. This system is used currently for another collaborative model, an MBA shared by OHSU and
PSU.
Applicants to graduate programs must have a baccalaureate or higher academic degree with a strong
academic record. The proposed OHSU-PSU SPH requires the Graduate Record Examination (GRE) test or
similar examination as one of many selection criteria for admission into any MPH or PhD program.
Applicants whose postsecondary education was not in English, must demonstrate English proficiency by
submitting results from the Test of English as a Foreign Language (TOEFL) see Table 6.1 on the following
page.
- 34 -
The program directors with the program faculty discuss program-level standards above the School’s
standards as appropriate. For example, The GRE score in quantitative reasoning is slightly higher for
admission into some programs (e.g., Biostatistics).
- 35 -
COLLEGE-LEVEL STATISTICS
COURSE
PERSONAL STATEMENT
RESUME/CV
UNDERGRADUATE GPA
153
148
x
x
x
≥3.0
MS (not PH
GRE
4.5
153
148
x
x
TOEFL FOR NON-NATIVE
ENGLISH SPEAKING
QUANTITATIVE REASONING
4.5
OFFICIAL TRANSCRIPTS
VERBAL REASONING
GRE
LETTERS OF
RECOMMENDATION
ANALYTICAL WRITING
MPH
“x” Indicates
required
UG PREREQUISITES
ADMISSIONS TEST
Table 6.1 Admissions Standards by Program of Study
x
3
x
80
3
x
80
OHSU Biostatistics
degree)
OHSU Environmental Systems and Human Health
MPH
GRE
4.5
153
148
x
x
x
≥3.0
x
3
x
80
OHSU Epidemiology
MPH
GRE
4.5
153
148
x
x
x
≥3.0
x
3
x
80
PhD
GRE
4.5
153
148
x
x
x
≥3.0
x
3
x
80
MPH/MD
MCAT
≥30
x
x
x
x
x
≥3.0
x
3
x
80
x
x
≥3.0
x
3
x
80
x
x
x
≥3.0
x
3
x
80
No
No
x
80
x
PSU/OHSU Health Management and Policy/Health Systems and Policy
MPH
PhD
GRE
4.5
GMAT
30
GRE
4.5
153
144
153
144
PSU/OHSU Health Promotion/Community Health
BA
or
BS
Health Issues
MPH
MA/MS Health
Issues (not PH
SAT
or
ACT
GRE
SAT (CR &M) 1060 ACT
23 (w/≥3.0 GPA)
GRE
Combined GRE ≥326
GRE
4.5
4.5
153
144
No
≥3.0
HS
15 units
college prep
x
x
≥3.0
x
3
x
80
Yes
x
No
≥3.0
x
3
x
80
153
144
x
≥3.0
x
3
x
80
x
x
x
≥3.0
Yes
3
x
83
degree)
PhD
153
144
OHSU Primary Health Care and Health Disparities
MPH
GRE
4.5
153
144
- 36 -
In addition, some programs accept an alternative for the GRE including the MCAT (Medical College
Admission Test) for Epidemiology and Biostatistics and GMAT (Graduate Management Admission Tests) for
admission consideration into the Health Management and Policy program and Health Systems
Organization. At the APCC meeting in February 2015, the committee discussed the use of the DAT (Dental
Admission Test) to meet admission standards. The APCC approved the use of the DAT as a substitute for
the GRE with a minimum score in the 50th percentile or higher.
The MPH programs share a uniform set of admissions recommendations that balance both program
values and the specific requirements of the host Institutions and departments. Program
admission criteria may be more, but not less, stringent than those of the partner institutions. Further,
criteria differ by program only when such differences are either predictive of greater student success
(i.e., higher quantitative GRE score for Epidemiology and Biostatistics) or unavoidable (i.e., state Board
of Nursing TOEFL requirements for programs within a School of Nursing). Because program admissions
criteria are recommended thresholds, admissions committees can weigh the strength of any applicant’s
overall application against specific key indicators within than application.
Other information used to assess an applicant's potential includes relevant professional or volunteer
experience, specific public health area of interest, and undergraduate coursework in public health or
related fields. An Admissions Committee in each program evaluates applicants on the strength of their
application and overall fit of interests and career trajectory with the program’s orientation and faculty
expertise. All programs may exercise the option to grant conditional admission if an applicant shows
strong potential, but does not satisfactorily meet one or more of the admissions criteria.
Links to MPH Program admissions pages follow:
http://www.oregonmph.org/content/admissionshttp://www.sophas.org/directory/memberprof
ile.cfm?memberID=353
http://www.ohsu.edu/xd/education/schools/school-of-nursing/programs/upload/Apply-MPHor-GCPH-Program-2014-2015-1.pdf
http://www.ohsu.edu/xd/education/schools/school-of-medicine/departments/clinicaldepartments/public-health/education-programs/mph/how-to-apply.cfm
http://www.pdx.edu/sch/sites/www.pdx.edu.sch/files/MPH%20Application%202012.DOC
http://www.pdx.edu/hatfieldschool/applicationdeadlineshttp://www.pdx.edu/hatfieldschool/application-deadlines
SECTION 6.c. STUDENT RECRUITMENT
Policies and plans for recruitment and selection of students; documentation must include projected enrollments per
year for each degree program included in the unit of accreditation.
Student Recruitment
We recruit students at public health conferences, including the Oregon Public Health Association and
the American Public Health Association. All programs support student recruitment through either
informal campus visits or formal prospective student information sessions. For example, the Health
Promotion program holds two prospective student information sessions each year to respond to the
large number of inquiries it receives. In 2014-15, the Oregon MPH Program faculty, administrators, and
staff (over 25 individuals) participated in the SOPHAS Virtual Fair. Faculty, staff, and alumni also
participate in various community conferences and events open to prospective students, including the
- 37 -
March 2015 meeting of the Gates Millennium Scholars Program, Alternative Spring Break Graduate
School Institute.
Table 6.2. Actual and Projected Enrollments by Level of Study
Fall 2013
Fall 2014
Projected
Fall 2015
Target 2020
MPH
Applicants
218
239
307
337
Acceptances
177
110
200
220
Matriculates
111
71
100
135
Applicants
0
33
53
58
Acceptances
0
19
25
28
Matriculates
0
10
15
17
PhD
2013-14
2014-15
(incomplete)
Projected
2015-16
Target 2020
BA/BS Newly Declared Concentration
Community Health
239
142
250
275
Health Sciences
309
261
300
330
School Health
17
25
25
28
Aging Services
25
10
25
28
Targeted Student Populations
The School is committed to recruiting highly qualified and diverse students who have the potential to
succeed as public health professionals. The OMPH Program website (www.oregonmph.org) and the SPH
Dean’s Office provide central points of contact for prospective student inquiries and serve as conduits to
the specific admissions processes of each program. Information about programs of study is available as
well through each of the partner universities’ graduate catalogs and websites. Although used primarily
to direct prospective students to the more extensive electronic resources, we used print materials for
recruitment at professional meetings and conferences joined by representatives from the diversity
officers of both Universities (see Appendix 4.3 School of Public Health Initiative Diversity and Inclusion
Committee).
The targeted student groups include American Indian or Alaska Native, Black or African American, underrepresented Asian populations, Hispanic or Latino ethnicity, working public health professionals, first
generation college, and/or rural background. Oregon law prohibits setting targets for racial/ethnic
diversity. The identification of underrepresented groups is constrained by issues of self-identification in
student record systems. The OMPH has implemented strategies to improve recruitment and retention of
a diverse student body. For example, in efforts to attract more American Indian and Alaskan Native
students to the field of public health, we paced a program advertisement in the Tribal College Journal of
American Indian Education.
- 38 -
EXITO Grant
PSU’s Carlos Crespo, DrPH Interim Associate Dean for Undergraduate Programs, Principal Investigator,
and OHSU’s Tom Becker, MD, PhD, Associate Dean for Research, are collaborating on a recently funded
$24 million NIH training program grant Enhancing Cross-disciplinary Infrastructure Training at Oregon
(EXITO). Over five years of NIH (U54) grant funding, the initiative will establish a collaborative
partnership among programs at multiple institutions to support the education and training of
undergraduate students from traditionally underrepresented backgrounds to diversify the biomedical
research workforce. The collaborative is based on PSU as the primary institution, OHSU as the researchintensive institution, and a diverse set of academic pipeline partners. EXITO aligns Institutions and
faculty from Oregon, Washington, Alaska, and the U.S. Pacific Islands to support the development,
implementation, and evaluation of innovations designed to transform the undergraduate experience
along a trajectory leading to a baccalaureate degree, post-graduate studies, and rewarding research
careers in various fields of the biomedical and behavioral sciences.
EXITO is a comprehensive and novel approach that will leverage the existing strengths, curricular
innovations, and capacity of PSU; strengthen and integrate strategic relationships with OHSU, and with
four local community colleges; and create dynamic new partnerships with a diverse set of twoyear and four-year Institutions of higher education in Alaska, Hawaii, Guam, American Samoa, and the
Northern Mariana Islands. The geographic isolation of these partner Institutions—crossing thousands of
miles, the Pacific Ocean, and seven time zones—presents unique challenges and barriers in accessing
training opportunities in biomedical research. These barriers are particularly steep for economically
disadvantaged students, first-generation enrollees, students with disabilities, students involved in the
child welfare system, and the highly varied ethnic/cultural minority groups these partner Institutions
serve, including American Indian/Alaskan Native, Native Hawaiian, and Pacific Islander populations.
- 39 -
Table 6.3. Target Populations for Student Recruitments
2013-14
Actual
2014-15
Actual
MPH
MPH
2015-16
Projections
MPH
PhD
On-line
African American or Black
Applicants
10
14
16
3
0
Acceptances
4
9
6
2
0
Matriculates
1
2
Applicants
7
7
6
5
0
Acceptances
5
5
4
3
0
Matriculates
3
2
Applicants
11
19
34
Acceptances
8
12
19
pending
pending
Matriculates
5
4
10
pending
pending
pending
pending
pending
American Indian or Alaska Native
pending
pending
pending
Hispanic or Latino
3
3
Disadvantaged background
Applicants
_
169
180
32
16
Acceptances
_
49
55
pending
pending
Matriculates
_
22
20
pending
pending
SECTION 7 DOCUMENTATION OF REQUIRED FACULTY
If the application is for a school of public health, then the applicant must have at least five full-time faculty who are
trained and experienced in the discipline for each core concentration area offering a doctoral degree and at least
three full-time faculty plus two full-time-equivalent faculty in core concentration areas offering only the MPH or
equivalent professional degree by the time of the site visit or within two years of the application date, whichever
comes first.
The proposed School of Public Health has 69 primary headcount faculty. Table 7.1 demonstrates that the
proposed School meets the minimum requirements of five full-time faculty in the three public health
doctoral programs: Epidemiology, Health Management and Policy, and Community Health. The three MPH
concentration areas, which do not also offer a PhD, have at least three full-time primary faculty in addition
to other faculty in core concentration areas. Both the number of headcount faculty and FTE faculty are
increasing due to the use of highly qualified practitioners in public health agencies and other organizations.
- 40 -
Table 7.1. Primary Faculty Headcount and FTE by Core Knowledge Areas
CEPH 1.7.1 Template
2013-14
Core Knowledge Area
HC
2014-15
FTE
1
OHSU Biostatistics*
16
2
OHSU Epidemiology*
3
OHSU Environmental Systems & Human
Health**
0
4
PSU Health Management & Policy
4
HC
11.1
2015-16
FTE
11.7
12
11.7
10
9.7
9
9.0
0
3
2.5
7
6.5
3.5
3
3.0
4
4.0
5
5.0
9
9.0
22
20.96
7
7.0
29
27.96
Subtotal HMP and HSR
PSU Health Promotion
11
8.7
19
20.0
OHSU Health Behavior (start in 2015-16)
Subtotal HP and HB
6
OHSU Primary Health Care and Health
Disparities
Totals
FTE
12
OHSU Health Services Research (start in
2015-16)
5
HC
5
3.1
5
3.1
3
3.0
36
26.4
52
50.0
69
67.16
NOTES: Updated 5/4/15 *The OHSU Faculty Senate approved the Epidemiology/ Biostatistics track as two separate tracks in fall
2014; ** The OHSU Faculty Senate approved the proposal for a new academic program Environmental Systems and Human Health
program in spring 2014 and enrolled its first students in fall 2014.
The faculty portfolio is diverse in experience and backgrounds and will provide the environment for a
vibrant School of Public Health (see Appendix 7.2a and Appendix 7.2b for the background information for
the School’s primary and other faculty by core knowledge area).
Faculty Recruitment
Two programs at Portland State University held faculty recruitments for the 2015-16 academic year. Both
of these new full-time, tenure track faculty positions are included in the 2015-16 primary faculty
headcount in Table 7.1.
The Community Health/Health Promotion program completed the recruitment and hiring of an assistant
professor. The positon replaces a faculty member that retired in 2014. The advertisement and publication
date are included as Appendix 6.1. Community Health received exceptionally qualified applicants for this
tenure-track assistant professor position and completed interviews of five candidates in Portland. Drs.
McBride and Andresen met each candidate to discuss the plans for a collaborative School.
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The Health Management and Policy program is in the process of filling a new tenure/tenure track positon
at the rank of Assistant or Associate Professor to begin fall 2015 to teach in the MPH:HMP, MPA:HA and
PhD in Health Systems and Policy programs, and pursue scholarly agendas and self-funded program
development with community partners. Faculty are interviewing five candidates on campus.
SECTION 8 ENROLLMENT AND GRADUATION DATA
If the application is for a school of public health, then the applicant must offer the MPH or equivalent professional
degree programs in at least the five basic areas of public health knowledge, as outlined in the accreditation
criteria, or provide specific plans and timeline demonstrating that they will be in place with graduates in each
program area from a curriculum that meets CEPH criteria at the time of the site visit or within two years of the
application date, whichever comes first.
The proposed School offers the MPH professional degree program in the basic areas of public health. The
recent CEPH Accreditation Review in 2014 of the Oregon MPH program confirmed that the curriculum
meets CEPH criteria (see Tables 8.1 and 8.2). The 2012-13 total enrollment in the MPH programs
compared to the estimated 2014-15 enrollment represents a decline of 17 percent. This is due, in part, to
the transition from a three-collaborate down to a two-university collaborative sponsoring the Oregon
MPH. The proportion of part-time students appears to be growing, perhaps reflecting Oregon’s improving
economy and the opportunity for more students to combine work and school.
Table 8.1. Actual and Projected Enrollments by MPH Discipline/Program
Actual
2012-13
Basic Areas of Knowledge
Epidemiology/ Biostatistics
HC
Actual
2013-14
FTE
HC
Estimated
2014-15
FTE
HC
Projected
2015-16
FTE
HC
FTE
75
38.0
51
40.8
30
21.5
27
19.4
Biostatistics
-
-
-
-
1
0.4
3
1.5
Epidemiology
-
-
-
-
27
19.2
35
25.2
Environmental Systems and
Human Health
Health Management and Policy
-
-
-
-
3
2.5
8
6.0
73
41.1
64
31.5
52
26.5
62
31.6
Health Promotion
74
37.3
70
31.8
59
30.1
75
38.3
Primary Health Care and Health
Disparities
Totals
41
16.4
47
20.7
36
21.5
34
20.9
263
132.8
232
124.8
218
121.7
244
142.9
NOTE: Includes enrollment in dual degree programs as follows: MPH/MD (EPI), HMP/MSW, HP/MSW,
and HP/MURP
- 42 -
Table 8.2. Actual and Projected MPH Degrees Awarded by Program
Actual
2012-13
Epidemiology/ Biostatistics
Projected
2013-14
2014-15
2015-16
22
28
16
14
Biostatistics
-
-
1
1
Epidemiology
-
-
10
10
Environmental Systems and Human Health
-
-
2
2
Health Management and Policy
18
16
19
20
Health Promotion
22
24
21
22
7
8
11
18
69
76
80
87
Primary Health Care and Health Disparities
Totals
The MPH awards increased by nearly 16 percent, but the degree mix may be changing given the
curricular changes approved by CEPH in a substantive change notice dated in August 2014 (approved
December 2014). The Epidemiology/Biostatics program integrated the two basic areas of knowledge in
the past and a small number of continuing students will complete the program before it “sunsets.” No
students were admitted to the prior program beginning in fall, 2014. OHSU approved the separation of
these basic knowledge areas into separate programs to better serve our students and build out a
pathway to the new doctoral program in epidemiology. OHSU also developed a new program named
environmental systems and human health with faculty strengths in environmental systems, occupational
health and toxicology.
If the application is for a school of public health, then the applicant must offer doctoral degrees related to at least
three of the five core public health knowledge areas (as defined in the accreditation criteria), with students
enrolled in all three and a graduate from at least one by the time of the site visit or within two years of the
application date, whichever comes first.
Table 8.3. PhD Enrollments and Degrees Awarded by PhD Program
Headcount Enrollment
PhDs Awarded
PhD Programs
2013-14
2014-15
2015-16
2013-14
2014-15
Epidemiology
-
4
7
-
-
Health Systems and Policy
6
5
7
2
1
Community Health
-
1
5
-
-
2015-16
Based on the student interest of the three PhD programs in public health, we project enrollment will
grow in each program. Students in Health Systems and Policy doctoral programs are the most likely to
pursue their degrees on a part-time basis as working public health professionals. In Health Systems and
Policy, three students completed dissertations and all degree requirements. Several epidemiology
- 43 -
students transferred 45 credits from MPH, completed remaining PhD coursework, and are ready for
their comprehensive examinations in fall 2015.
SECTION 9 EQUIVALENT STRUCTURE AND REPORTING MECHANISMS
If the application is for a school of public health, then the applicant must have an independent structure and
reporting mechanism that is equivalent to other professional schools or colleges within the university, as defined
by the current accreditation criteria.
The applicants for a School of Public Health have an independent structure and reporting mechanism that
is equivalent to other professional schools at both OHSU and PSU. The Dean of the School reports to the
provosts at the two partner universities as documented in Figure 2.1. OHSU is organized into schools and
PSU is organized into colleges and schools. The organizational charts of OHSU and PSU demonstrate that
the public health Dean’s reporting lines in each Institution are similar to the other Deans of professional
schools/colleges (see Appendix Figures 9.1 and 9.2).
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