Graduate Program Prioritization Criteria and Questions/Elements
Program Name:
Department:
Contact:
Master of Public Health
Public Health
Michael Mink, Graduate Coordinator
1. History, Development and Expectations of the Program
a. Provide, to the best of your ability, a brief description of the program’s history including the
evolution of the program over the years. Describe specific changes that have been made to the
program curriculum, changes to student demographics and the impact of these c hanges on the
program, and efforts to recruit students to the program. If this is a new program, describe
efforts to build the program and the progress of these efforts to date. (550 words)
In 1991 the Master of Public Health (MPH) program commenced with the first MPH
degrees awarded in May, 1993. In 1996, the program received “applicant status” from our
national accrediting body, the Council on Education for Public Health (CEPH), and was awarded
accreditation in May, 1998. Since then, the program has successfully maintained full
accreditation status, having received the full seven-year re-accreditation award from CEPH, (the
longest re-accreditation period available) in 2001 and in 2008. The program is currently in the
self-study period for the next re-accreditation site visit, which is scheduled for spring 2016.
During its 23 years of existence, the program has graduated hundreds of students, the
majority of whom have remained in Connecticut. The curriculum has changed over time to
reflect the changing trends in public health. However, it has remained true to its roots in health
education and health promotion. At first, the focus was on school health education but the
decision was made to change it to public health, with a specialization in community health
education, to address changing needs in the public health workforce, and better utilize faculty
expertise in the Department.
In 2006, Department added a second concentration that was more generalist in nature,
since not all students wanted to focus on community health education. Based on feedback and
advice during the following re-accreditation review, this option was eliminated and the program
returned to its primary focal area in Health Promotion.
For many years, the department has provided strong support to the public health
profession in the state. Faculty members have been in several leadership positions in the
Connecticut Association of Public Health (CPHA) and department staff provided the main
administrative support for the association’s annual conference. Until this year, the department
provided continuing credits on behalf of the state office of the National Commission of Health
Education (NCHEC) and CPHA. Finally, the department conducts a training course for
sanitarians annually that prepares students for employment as a sanitarian by a local health
department.
b. Is there anything else you would like us to know? (Issues you might choose to discuss could
include visibility of the program, relationships the program has external to the university,
changes in the economic support for the program, staffing, etc.) (150 words)
Internationally, the program has long-standing relationships with communities in
Guatemala, New Zealand, Turkey, and Ghana, which have fostered invaluable learning
experiences for faculty and students. At the national level, faculty members serve or have served
as officers of national professional associations such as the Society for Public Health Education
and College and University Work/Family Association. Within the state, faculty also have strong
research and program collaborations with Yale University, University of Connecticut Health
Center, CCSU, Connecticut Association of Departments of Health (CADH), and the State
Department of Public Health. The department also manages a long-standing Health Equity
Project which has successfully obtained grants and represents the department in state initiatives
focused on reducing health disparities. Locally, faculty members have developed very strong
ties with agencies in New Haven and Bridgeport to develop food access programs and conduct
research on diabetes, HIV/STI prevention, aging, and other cutting edge research and practice
programs.
2. External Demand for the Program
a. Using the data provided, review and explain the relationship between the program and
external factors that impact the:
i. number of applicants and percentage of applicants accepted
ii. 5-year enrollment trends (450 words)
Table 1: Number of Applications and Acceptance Rates 2008/09-2012/13
Academic Year
Program
Applications Accepted
2008-2009
2009-2010
2010-2011
2011-2012
2012-2013
MPH-PCH
MPH-PCH
MPH-PCH
MPH-PCH
MPH-PCH
66
74
77
138
50
39
34
27
33
28
Acceptance
%
59%
46%
35%
24%
56%
Table 2: Total Number of Enrolled MPH Students
Enrollments
Female
Fall
'08
61
Spr
'09
63
Fall
'09
60
Spr
'10
55
Fall
'10
56
Spr
'11
48
Fall
'11
39
Spr
'12
37
Fall
'12
43
Spr
'13
40
Fall
Avg
52
Spring
Avg
49
Male
Total
15
76
12
75
17
77
15
70
14
70
12
60
9
48
12
49
10
53
10
50
13
65
12
61
FullTime
PartTime
32
26
34
21
27
19
21
18
28
22
28
21
44
49
43
49
43
41
27
31
25
28
36
40
The number of new students admitted to the program has remained relatively stable over
the last five years, ranging from 27-39 per year. Our target number of new enrollments changes
somewhat every year, depending on the number of students who graduate, but hovers around 3035. Our enrollments must be carefully monitored because our outside accreditation from the
Council on Education for Public Health (CEPH) requires a student/faculty ratio of 10:1 or less,
but recommends a ratio of 8:1. With 12 full-time faculty, and a large undergraduate degree
program, the current ratio is over the limit, at 12:1. Our major challenge at this point is to reduce
this ratio to 10:1 or less by increasing the number of full-time faculty, so as not to reduce the
number of enrollments.
Our overall enrollments have steadily decreased over the last five years for a number of
reasons. Early in the economic recession (2008-2010), a large number of layoffs across the
region led a number of people to pursue higher education. This increased interest in professional
training, and as a result, enrollment numbers during this period edged the faculty-student ratio
past the maximum level. In response, we had to reduce new admissions to meet accreditation
requirements. Last year, one full-time faculty member resigned and that position returned to the
faculty pool, which has raised our ratio again.
Budgetary cuts in state and federal spending have exerted a negative impact on the
demand for public health programs overall, since public health employers are most often
government agencies or non-profits. Although public health remains one of the strongest sectors
for future employment growth, Connecticut and federal spending on public health has slowed
because of the recession. This has also reduced the number of people willing to invest money in
education and risk a career change. Our MPH is a professional degree that historically attracts
people trying to advance or change their careers by studying part-time. The number of part-time
applicants has dropped, while the number of traditional student applicants (right after college)
has grown. We are already discussing ways to adapt to this new student profile.
Finally, the program has historically attracted a healthy number of students from other
countries, particularly from the Middle East and Africa. However, changes to immigration
policies following the events on September 11, 2001, have protracted the process of awarding
student visas. Many international students have not been able to make arrangements in time to
start their studies here by the start of the new term. We are responding to these new
requirements by improving rapid communication with international applicants.
b. Which employers, institutions and/or communities benefit from this program? Describe
how the program meets the needs of the state (e.g., economic, cultural, civic, etc.)? (150 words)
Public health professionals work for state or local health departments, other government
agencies, non-profits, healthcare clinics, international organizations, and even for-profit
companies. Below is a sampling of organizations that benefit from our students as either interns
or employees:
CT Health Departments – New Haven, Waterbury, East Shore District, Central CT, Norwalk,
Bridgeport, Newtown, City of Milford, Quinnipiac Valley, City of Stamford, Chatham, and the
Connecticut Department of Public Health.
Non-Profit Health Agencies – Boys and Girls Club, AIDS Project New Haven, Planned
Parenthood, American Red Cross, American Cancer Society, Yale-New Haven Hospital,
Middlesex Hospital, Cornell Scott Hill Health Center, New Haven Family Alliance, Global
Volunteer Network, FoodNet, and the United Way.
Other Organizations – Southwestern Mental Health Authority, Southwestern Area Health
Education Center, Vietnam Veterans of America, North Haven Public Schools, CT Department
of Social Services, Yale University, SCSU, United Nations, and state and national offices of the
National Institutes of Health.
c. Is there anything else you would like us to know? (Issues you might choose to discuss could
include competition from local, regional, and other institutions.) (100 words)
Public Health remains one of the most robust sectors for future employment prospects.
For example, the US Bureau of Labor Statistics predicts that over the next 10 years, the
employment outlook will grow 21% for Health Educators (faster than average) and 15% for
Health Environmentalists (faster than average).
Our MPH program faces growing competition from nearby Connecticut universities,
which offer (or are developing) programs in public health and related disciplines. We realize the
need to continually assess workforce demands and make changes to our program in order to
remain competitive.
3. Internal Demand for the Program
a. Using the data provided, please describe how courses in your program serve students in
other programs. What percentage of students in your courses come from other programs?
Please provide enrollment data for graduate courses offered by your department that are
required for other graduate programs. (Some of your discussion in this section may be
repetitive, but is important in understanding the internal demand for the program.) (100
words)
Table 3: Number of Non-Major Credits
Non-Major Credits
AY 08/09
69
AY 09/10
39
AY 10/11
63
AY 11/12
108
AY 12/13
99
We are not aware of any MPH courses that are currently required for another program on
campus. Some students from other programs do, however, take our courses as electives. These
students often come from other health professions (nursing, social work), education, or other
social sciences (psychology, sociology). We have discussed offering some interdisciplinary
certificate programs, but these discussions are preliminary at this point.
b. How is enrollment for your graduate program influenced by enrollment in your
undergraduate program? Is there potential for a formal pathway between the two programs?
(100 words)
The BS program is quite strong with about 250 students currently enrolled. We have a
strong record of accepting our BS graduates into the MPH program, and our BS students report
that a highly favorable view of the department faculty is a strong enticement for the MPH
program. The Graduate Coordinator regularly meets with interested BS students to explain the
MPH requirements and admission process. Faculty members have expressed strong support for a
5-year BS/MPH dual degree program, and we are currently exploring the process for designing
and gaining approval for this new option.
c. How reliant are you on non-program students taking your courses? (100 words)
Currently, we do not rely on non-program students in our courses to make our target
enrollment FTEs. Our program enrollments are strong enough to support program costs and
course offerings. We do tend to attract students from other majors and non-matriculated students
in our courses, which builds a positive reputation cross campus and adds to program revenue.
Non-matriculated students often do well in our courses and move on to be admitted into the
program.
d. Does the program produce services needed by other parts of the campus (e.g. clinics, testing
services)? (100 words)
The Department collects health data on undergraduates every two years, which is used on
campus by Student Health Services, Counseling Center, Drug and Alcohol Resource Center, and
the Women’s Center. MPH students also conduct or participate in various projects on campus,
such as health fairs and information sessions, as part of their coursework. Faculty members also
engage in efforts to improve the well-being of faculty and staff through research and initiatives
on work-life balance and child care services on campus, as well as serving on the Institutional
Review Board, Office of Research Integrity, and RSAC.
e. Is there anything else you would like us to know? (100 words)
Department faculty members are deeply involved in leadership positions in many
committees on campus to fulfill the ideals of shared governance and academic freedom. Faculty
members have led or are leading the faculty senate, several committees in the faculty senate, and
the graduate and undergraduate curriculum program committees. They have been appointed to or
volunteer for the strategic planning committees and university search committees. Faculty also
serve in the chapter of the AAUP and the AAUP state council.
4. Quality of Program Inputs and Processes
a. Please provide a narrative of how the qualifications and assignments of your full- and parttime faculty align with and support the program. Please include a discussion of the challenges
and successes the department faces in providing qualified faculty to meet the needs of the
program. In those programs where it is appropriate, please discuss the integration of adjuncts
into the program’s curriculum. (450 words)
The Department of Public Health currently has 12 full-time faculty members, all of
whom have appropriate doctoral degrees, relevant experience, play an active role in teaching at
least one graduate course per year, contribute to program planning by serving on the Department
Program Committee, and maintain a productive research agenda. Faculty members
overwhelmingly receive very positive student evaluations; many have been nominated for the J.
Phillip Smith outstanding teaching award and three have received this award.
The MPH program is accredited by the Council on Education for Public Health (CEPH).
The program is delivered in a manner that is aligned with competencies from the Association of
Schools and Programs of Public Health (ASPPH). Each course has specific learning objectives
that align with these competencies. Faculty members continually review program competencies,
revise the designation of these competencies to specific courses, and modify student learning
objectives accordingly.
Faculty members are relied upon heavily to apply their expert training to the development
of curricula and assessment activities for the courses for which they have teaching assignments.
For example, Dr. John Nwangwu has credentials as an epidemiologist, and he continually
provides guidance for how the ASPH competencies for epidemiology are expressed as student
learning objectives for the epidemiology course (PCH 551). Dr. Nwangwu is responsible for
selecting reading materials and other course resources, developing and delivering all teaching
activities, creating all assessment activities, and delivering the course accordingly to insure that
student learning objectives are met and students are properly assessed on their proficiency.
Consistent with requirements from CEPH accreditation, adjunct faculty members have a
limited role in delivering components of the MPH program. Currently, adjunct faculty members
teach one required course (Biostatistics), serve as guest lecturers for several courses, and on rare
occasions, serve as special project advisors.
Challenges for the program are primarily related to CEPH accreditation requirements. We
must maintain a faculty to student ratio of 10:1 (ideally 8:1). The Department lost one faculty
member last year and that faculty line returned to the pool; we were not able to replace that
person to fill needs within the department, specifically in the area of environmental health.
Additionally, our accreditors require significant scholarship, regardless of teaching load; our
heavy teaching load and lack of research support has hindered this process and our ability to
attract faculty with research experience.
b. Briefly describe the merits and logic of your curriculum. (250 words)
The MPH program requires a minimum of 48 credits. The curriculum is based on ASPH
competencies and National Commission for Health Education Credentialing (NCHEC)
competencies and aligns with our CEPH accreditation requirements. Courses are categorized into
3 competency areas: public health core & interdisciplinary/crosscutting (27 credits); health
promotion specialization (12 credits); and culminating experience & internship (9 credits).
ASPH core competencies for public health include: Biostatistics; Epidemiology; Social &
Behavioral Sciences; Health Policy & Management; and Environmental Health Sciences. ASPH
interdisciplinary/crosscutting competencies are addressed as components of multiple courses and
include Communications & Informatics; Diversity & Culture; Leadership; Professionalism;
Program Planning; Public Health Biology; and Systems Thinking. Health promotion
specialization courses address NCHEC competencies related to health education and health
promotion practice.
Students have the option of enrolling in the program on a part-time (2 courses per
semester over three years) or full-time basis (4 courses per semester over two years). Courses are
sequenced to provide appropriate prerequisite competencies.
c. How dynamic is your program? Please identify and describe what procedures are in place to
provide continued, regular evaluation and review (include formal and informal activities).
Describe the impact of the review on the program and curriculum (e.g., FAAR data may be
used as evidence, as well as other documentation of changes to the curriculum). (300 words)
Ongoing evaluation of the MPH program is extensive and guided by CEPH accreditation
requirements. The MPH program is currently in the 2nd year of a 3-year self-study process for
CEPH accreditation. CEPH requires our program to have clear goals and objectives, specific
competencies upon which all program components are based, student learning objectives and
assessment activities for each course that align with competencies, and data that demonstrate
student outcomes. The MPH program has a Graduate Program Coordinator, and the faculty
deliberate on graduate program issues at monthly meetings designated exclusively for such
issues. During our 3-year self-study, each aspect of the program is reviewed and program
changes are made as needed to align with CEPH requirements and to address emerging public
health practice and teaching innovations.
Examples of recent MPH program revisions resulting from our continuous review
process include: the adoption of a more flexible policy on timing of the internship course, special
project, and thesis; revised title for PCH 510 to Environmental Health and shifting scheduling of
this course from winter intersession to summer; formulation of a new Graduate Admissions
Committee that has reviewed and revamped the admissions review process and scoring criteria;
development of new department goals and objectives, many of which pertain to the MPH
program; and an updated website with program information. As part of the self-study process,
the Department is also in the process of revising program competencies, altering some courses to
align with these competencies, and revising the sequence of courses accordingly.
d. Is there anything else you would like us to know? (Issues you might discuss could include
the quality of your incoming students, or a comparison of your curriculum, courses,
assessments, experiences to similar programs. How does your program better serve students
than similar programs offered elsewhere?) (200 words)
The Department is focused on delivering an educational program that is consistent with
our mission. We currently focus on working adults; many of whom are returning to school after a
long hiatus; transitioning into public health from other fields of study or practice; or aspiring to
move into public health positions with increased levels of responsibility and earning potential.
Our program is offered during evening hours to accommodate working adults; part-time (3-year)
and full-time (2-year) options are available; and summer courses are offered to provide students
with additional flexibility.
In contrast with Yale University and the University of Connecticut, the only two other
institutions that offer MPH degrees in the state, our program provides students with specialized
training in health promotion, with a greater focus on practice than research, and students are
taught by faculty whose full time function is to teach. Our MPH program plays a major role in
public health workforce development in Connecticut and our students are very well represented
in local health departments, the State health department, non-profit organizations, and research
institutions throughout the state.
5. Quality of Program Outcomes
a. How does your program use assessment data to ensure quality of student outcomes?
Describe the quality of your program outcomes. (e.g., G.P.A., Student Opinion Surveys, course
evaluations, alumni surveys, professional assessment/evaluation, other assessments, and
participation in groups or organizations that focus on pedagogy or andragogy. Insert a table
listing your program outcomes. Note that the table does not count in the word limit). (900
words)
We use several methods to assess the quality of our MPH program and continuously
improve our courses, the alignment of competencies to courses, and staffing of these courses.
Table 1 shows our program objectives as they currently stand from our last national accreditation
in 2009. We currently are revising these for our upcoming accreditation and self-study phase;
however, many of our quality improvement methods will remain the same.
Overall, we continuously assess the quality of instruction, research, and service in our
MPH program. In every graduate course, we conduct both mid-course and end-of-course
evaluations. For the mid-course evaluations, faculty members are encouraged to use any form of
evaluation they feel is appropriate. These are intended to be used as a method of process
evaluation, so that faculty members can make changes and adjustments to their teaching midway
through the semester. Typically, faculty members collect both quantitative and qualitative data in
these assessments. All faculty members use the university’s Student Opinion Surveys at the end
of the semester to evaluate student satisfaction.
In addition to course evaluations, we require students to earn a grade of C+ or higher for
each course and maintain an overall GPA of 3.0 in order to maintain enrollment. The program
also conducts exit interviews with students during their last semester of the program, usually in
the internship course. These interviews have two parts: 1) each student completes an anonymous
survey and 2) students are asked to participate in a focus group to discuss the strengths and
weaknesses of the program. Resulting data are presented to the faculty in a faculty meeting, and
any necessary changes are discussed for improvement. Moreover, at least one other time in the
program, students are assessed as a cohort to identify changes that need to be discussed.
Currently, the issues being considered by the faculty include (a) adjusting the order of
courses to create a better learning experience, and (b) changing the time of our courses to reduce
or eliminate late evening time slots. Because our program is nationally accredited, and therefore,
national competencies that are continuously changing need to be addressed in our program, we
assess how our courses are aligned with the national competencies on a regular basis. Currently,
as we conduct our self-study for national accreditation we are considering changes in course
titles and content.
In the past, the program required that every graduating MPH student sit for the Certified
Health Education Specialist (CHES) exam. Although we did not receive reports on pass rates
from the certification organization, we know anecdotally that pass rates for our students were
very high. Due to the changing nature of the concentration of our MPH program, we no longer
require the CHES exam; however students still do very well if they choose to take the CHES
exam or the new Certified in Public Health (CPH) credentialing exam.
Finally, as has been mentioned previously, our program is nationally accredited by the
Council on Education for Public Health (CEPH). We have been accredited since 1998 and have
received re-accreditation twice since then. Accreditation lasts for seven years and we are
currently in the three-year self-study period before our next site visit, scheduled for spring 2016.
During the self-study process, we utilize all of the assessment and outcome data collected and
develop new measures to collect data for the next two years, when we will complete our
accreditation report and host site reviewers to our program and department. The nature of this
process keeps us abreast of changes needed in our courses, internship requirements, faculty
research and service, university resources, and student satisfaction and success.
MPH Program Objectives (Note: we are in the process of revising these objectives now.)
Instruction
Outcome Measure (Target)
Program Objectives
M.P.H. students will demonstrate the
capacity to contribute in advanced positions
to the essential services of public health, as
evidenced by:
100% of graduating M.P.H. students will have completed an
internship with a grade of C+ or higher.
M.P.H. students specializing in health
education will demonstrate the capacity to
fulfill the responsibilities of a health
educator at Levels II and III of the CHES
certification standards as evidenced by:
100% of graduating M.P.H. students will complete an internship in
health education with a grade of C+ or higher.
100% of graduating M.P.H. students will complete each required
core course with a grade of C+ or higher.
100% of graduating M.P.H. students will complete each required
specialization course with a grade of C+ or higher.
100% of graduating M.P.H. students specializing in health education
will pass the health education credentialing exam.
Program will contribute to the effectiveness
of public health practice by improving the
number, competency and diversity of the
public health workforce, at entry and
advanced levels of practice, as evidenced
by:
Each academic year the Program will graduate a minimum of 15
M.P.H. students.
Each academic year the Program will graduate an M.P.H. class
comprised of 33 % or more of students from underrepresented
populations.
80% of M.P.H. graduates will be employed in public health or related
fields within one year of graduation.
80% or more of employers of M.P.H. graduates will indicate
satisfaction with employees’ performance.
Research
Outcome Measure (Target)
Program Objectives
M.P.H. students will conduct an
independent thesis or special project that is
relevant to the essential services of public
100% of graduating M.P.H. students will have completed a thesis or
special project with a grade of C+ or higher.
health and/or responsibilities of a health
educator, as evidenced by:
Program faculty will conduct sponsored
research and produce scholarly works that
advance the mission of public health, and
the science and art of public health practice,
as evidenced by:
Each academic year, 100% of full-time Program faculty will provide
evidence of sponsored research and/or scholarly work.
Service
Outcome Measure (Target)
Program Objectives
M.P.H. students will perform health-related
internships at community-based agencies
and organizations, as evidenced by:
100% of graduating M.P.H. students will have completed a healthrelated community-based internship with a grade of C+ or higher.
The Program will conduct a deliberate
Each academic year the Continuing Education Program will offer of
agenda to promote the professional
co-sponsor at least four professional development workshops.
development of local and State public health
and health care professionals, as evidenced
by:
b. Is there anything else you would like us to know? (Issues you may choose to discuss could
include preparing your students for employment or further scholarly pursuits. Where possible
provide data driven examples, e.g., number of students who pass the licensing exam). (300
words)
As a professional program with national accreditation, we take preparing our students for
employment very seriously. All students are required to complete a graduate internship, which
consists of 150 hours of field work and is usually done over the course of one semester. Students
must have completed at least half of their coursework before starting an internship to ensure that
they have necessary skills to do the work asked of them. Students are supervised at their
internships by professionals who have been educated in public health or a related area. They are
required to work on tasks that relate to the 10 Essential Public Health Services recognized by our
profession.
While engaged in their internship, students attend several seminar sessions during the
semester. Topics covered in these sessions include professional ethics, preparing for a
professional job, and understanding organizational structure. The seminar also provides a forum
for students to process what they are learning in their internships. We have observed over the
years, many of our students receiving job offers in their internship placement sites, which speaks
highly of the preparation students have received in their coursework. Another program outcome
that shows the quality of our students is that several of our graduates have decided to pursue
terminal degrees and passed medical residency exams. Another program outcome showing the
quality of our students is that many of our graduates come back to the Department as adjunct
professors. They are each vetted through the Department chairperson and hired only if qualified.
The fact that so many are hired speaks volumes for the quality of student we graduate with an
MPH degree.
6. Size, Scope and Productivity of the Program
a. How many credit hours does the program generate? (table generated by OMIR)
Credits Generated
Total Academic Credits
Major Credits
Total Students
AY 08/09
1,071
1,002
357
AY 09/10
948
909
316
AY 10/11
894
831
297
AY 11/12
726
618
242
AY 12/13
888
789
296
Note: This table was provided to us by OMIR, but does not appear to be correct. We usually
have about 80 students enrolled in a given year.
b. What degrees or certificates are awarded? (This is a simple list of degrees and will list only
one degree or certificate unless you are one of the programs approved to report your data in
combination)
Master of Public Health (MPH)
c. How many degrees or certificates have been awarded (five year data)?
Degrees Conferred
MPH-Public Health
AY 08/09
19
AY 09/10
27
AY 10/11
24
AY 11/12
19
AY 12/13
9
d. Using the data provided, present and discuss the record of the graduate faculty in
research/creative activity. (200 words)
Our 12 MPH program faculty members have been very productive with creative activity
despite the demands of 24 credits per academic year and extensive service activities. For the 4
academic years from 2009 – 2013 faculty produced 5 new or revised book chapters; 29 academic
or professional journal articles and 13 research or other types of reports; delivered 22
professional oral presentations and 20 professional poster presentations; obtained 8 contracts and
31 grants; and attended an average of 1.75 professional conferences per year.
e. What types of student or student/faculty research or creative activity have been developed
and or produced (e.g., include theses, dissertations, special projects)? (100 words)
MPH graduates have produced a wide range of creative activity through their required
special project or thesis. On average, 19 MPH students complete a thesis or special project each
year and several have abstracts accepted for poster or oral presentations at professional
conferences, or have manuscripts published in peer-reviewed journals. Our MPH students have
been very successful at receiving Graduate Assistantships and Research Fellowships and faculty
have eagerly served as mentors for these projects. Students often participate with faculty in
presentations and publications. Approximately one-third of journal articles that were published
by Department faculty included at least one student co-author.
f. In your narrative discuss how all these data impact or have impacted the size, scope or
productivity of your program. (200 words)
Our accreditation agency, the Council on Education for Public Health (CEPH), requires
our MPH program faculty to have a strong track record of presentations, publications, and grant
funding. Collaboration with students has been made it possible for faculty to produce research
and simultaneously fulfill teaching and service requirements. Most program faculty serve as
special project or thesis advisors, or mentor students for graduate assistantships. These
collaborations also allow us to attract and retain students to our MPH program and Fellowships
and Assistantships from the School of Graduate Studies for Research have been essential for
providing students with sources of funding.
The MPH program must maintain a student to faculty ratio of 10:1 (preferably 8:1) to
comply with accreditation requirements. This requirement limits program growth without the
addition of graduate faculty lines. The physical building where the Department is housed also
presents some limitations on program growth. Faculty members are divided between two office
buildings, most faculty members currently share offices, and there is no dedicated space
available for graduate assistants.
g. Is there anything else you would like us to know (this might include a discussion of
equipment purchased solely for the purposes of the graduate program). (100 words)
The greatest barriers to attracting and maintaining quality students are the lack of
financial assistance and the awkward methods by which graduate assistantships (GAs) are
awarded. Applications for assistantships are due before the program application deadline each
spring, so new applicants are precluded from applying. This precludes our ability to use
assistantships as a recruitment tool. Instead, assistantships should be awarded to departments
early in the spring, so we can use them strategically to attract our best applicants and retain our
best students.
7. Revenue and Other Resources Generated by the Program
a. What are the sources and how much revenue does the program generate through student
enrollments?
Display
Orgn
Code
26040
Prioritization Pgm
for Reports
Fiscal
Year
Other
Revenue
Sources
203,154
Grand Total
Revenue
2010
Student
Tuition and
Fees
573,068
MPH-PCH
26040
MPH-PCH
2011
552,940
174,409
727,349
26040
MPH-PCH
2012
414,895
154,315
569,211
776,222
b. What are the sources and how much additional revenue does the program generate through
fees such as laboratory or special user fees? (50 words)
Currently, we do not require any laboratory or special user fees in the MPH program. We
offer an emergency medical training (EMT) course to any student (graduate or undergraduate)
but the revenues generated go into our Department’s general fund.
c. What are the sources and how much revenue does the program generate by services (e.g.,
external or to other programs)? (50 words)
Our Department generates revenue through other programs, which includes both credit
and non-credit institutes we offer (e.g. Environmental Health Training Program, Thanatology
Institute) through the University. We also secured funding from the Connecticut Health
Foundation for a scholarship earmarked for underrepresented students of color to attend our
MPH program.
d. In the narrative on this section discuss how the revenues and other resources impact the
size, scope and productivity of your program? (100 words)
All of these resources, especially funds to support students through scholarships, assist us
greatly with recruitment in to the MPH program. Other resources we have been very successful
in procuring are both the Research Fellowship (RF) and Graduate Student Graduate
Assistantship (GSGA) from the School of Graduate Studies. These awards have helped our
program by supporting students who otherwise were not receiving support, assisting faculty with
scholarship - they are working on projects that can further support student research, and by
directly supporting student thesis research.
e. Is there anything else you need us to know? (You may wish to discuss grant activity, gifts to
the University, etc.) (100 words)
Although not direct income into the MPH program, our faculty has been successful
securing grants and contracts wherein a portion of the indirect costs come back to our
Department. Additionally, we have a scholarship fund through the Foundation. All of these
revenues are used to hire Graduate Assistants, support student travel, and support student
research.
8. Costs and Other Expenses
a. What are the total costs of the program? (table)
Operating
Expenses
Allocated
Overhead
and
Indirect
Costs
Grand
Total Costs
Net
Income /
(Loss) Per
BCH
(231,087)
(5,607)
(234,550)
(471,244)
222.41
2011
(220,742)
(5,646)
(220,265)
(446,653)
221.24
2012
(171,210)
(3,774)
(164,771)
(339,756)
247.41
Display
Orgn
Code
Prioritization
Pgm for
Reports
Fiscal
Year
Employee
Compensation
26040
MPH-PCH
2010
26040
MPH-PCH
26040
MPH-PCH
b. What is the ratio of costs to revenues? (table)
26040
Prioritization Pgm
for Reports
MPH-PCH
26040
26040
Display Orgn Code
2010
Ratio of Costs to
Revenue
0.62 : 1.00
MPH-PCH
2011
0.63 : 1.00
MPH-PCH
2012
0.61 : 1.00
Fiscal Year
c. What investment in new resources does the program require? (200 words)
Investments in the program are needed to ensure maintenance of our CEPH accreditation
as well as to continue to offer cutting edge programming that services the needs of potential
students. These resources include the following:
1)
2)
3)
4)
5)
6)
7)
A new faculty member with a focus in environmental health sciences
A faculty member with a focus in biostatistics/epidemiology
Additional funds for graduate student assistants
Additional full-time secretarial support
Support for grant writing and administration (in-house or in-school)
A stable technology that facilitates the conduct of online courses
One building that accommodates our entire faculty, graduate assistants, and staff
in one location.
In past accreditation reviews, we have been cited for not having the appropriately trained
faculty teaching certain courses. We have solved this in the past with adjuncts, however, fulltime faculty need to be in place soon for accreditation. As we grow our program and look to
offer our MPH degree in different ways, more support will be needed in the way of a secretary or
full-time assistant to help with website development, admissions, etc. Research productivity
would increase if faculty were provided with additional graduate research assistants and indepartment grant writing support staff.
d. What demonstrable efficiencies exist in the way the program is operated (e.g., summer
courses; cross-listed courses, etc.)? (100 words)
The program design allows students to attend on a part-time or full-time basis, so they
can select a pace that accommodates their educational goals and other obligations. All required
courses are offered during the evening time slots (at 5:00 pm or 7:35 pm), once per week, to
minimize the number of trips students and faculty make to campus during evening hours.
Courses are offered on a regular rotation according to a master schedule that is published in the
graduate catalog, and courses are scheduled to avoid time conflicts.
9. Impact, Justification, and Overall Essentiality of the Program
a. How does this program connect to the University’s mission statement and/or the Graduate
School’s mission statement? (100 words)


Our Mission: To advance the state of public health practice and to promote and protect the
health of the public
Our Vision: To be a leader in academic public health, community service, and the conduct of
research relevant to advancing the ideal of healthy people in healthy communities.
We designed our mission and vision statements to contribute to the public health
profession, serve the interests of our students, and reflect the University’s commitment to
academic excellence, social justice and the public good.
b. How does this program respond to societal needs that the institution values? (e.g.,
producing a critical thinking, educated citizenry; improving the state’s workforce; meeting
health care needs of the community, etc.)? (100 words)
The following values guide our work: (abridged to meet the word limit)






Human Rights: the right of every individual to be treated fairly, to maintain autonomy and
dignity, to seek education in a safe environment.
Diversity: a diverse workplace that incorporates both shared and divergent viewpoints in
strategic decision-making.
Community Involvement: active engagement in department, school, and university initiatives.
Academic Excellence: academic excellence in teaching, mentoring, advising, and scholarship.
Collaboration: collaboration among department faculty, with students, the university, the
profession, and communities
Democratic Process: sharing of information, building a common understanding, mutual
support, collegiality and decision-making through consensus.
c. To what extent does this program help the institution differentiate itself from similar
programs at peer institutions? (100 words)
Ours is only one of two MPH programs at public universities in the state of Connecticut,
and the only one that offers a concentration in health promotion. We offer both a part-time and
full-time option with flexibility to switch as situations change. We accommodate working adults
by offering all required courses in the evening and are moving toward more online courses to
provide additional flexibility. Compared to UConn and Yale, our only two competitors in the
state, our tuition rates are very competitive and our faculty members are more focused on
teaching and advisement.
d. Is there anything else you would like us to know? (100 words)
10. Opportunity Analysis of the Program
a. Describe the external opportunities for strengthening your program. (300 words)
Competition from private universities in the area is growing, with new MPH programs in
development at Quinnipiac University and University of St. Joseph, as well as a growing Health
Administration program at New Haven University. However, we have maintained a market
advantage with our specialized focus in health promotion and our much more affordable tuition
costs. We also have an extensive network of alumni in health departments throughout the state
and a long-standing reputation for producing highly qualified graduates.
Our goals are focused on providing increased flexibility to meet the demands of today’s
students. The typical MPH student today works at least part-time while enrolled in the program,
has previous or current professional experience, has significant family obligations, and is eager
to get through the program quickly. To meet these needs, we will continue to explore multiple
options for completing the degree requirements.
For example, the faculty has already discussed increasing the following innovations: (a)
increasing the number of online and hybrid course offerings, allowing students to complete some,
if not all, of their courses remotely; (b) offering the program through an executive format that
targets manager-level public health professionals who want to advance into leadership roles; (c)
offering an environmental health concentration, because environmental health is a core function
of all local health departments in the state; and (d) creating a 5-year BS/MPH degree option that
will attract students at the undergraduate level who wish to complete both degrees a year earlier
than the traditional option. We also hope to grow the program as these new options become
available. These new options will require additional faculty lines and investment in more stable
educational technology by the University. In order to maintain our outside accreditation and
enlarge our program, the university must invest in additional faculty lines.
b. Describe the internal opportunities for strengthening your program. (300 words)
The department welcomes collaborations across the campus with faculty and programs in
other departments, as well as with student and faculty service units (i.e., health and wellness,
campus safety, etc.). The department recently received an internal grant to build discussions
across the disciplines, which should produce new ideas and cooperative projects. One of most
critical shortages in the public health workforce continues to be for public health nurses. One of
the reasons for this is small number of dual degree options in nursing and public health.
Although both programs have strict accrediting standards, efforts to create a dual BSN/MPH
program would likely stir a great deal of interest.
Expressive art therapy programs, such as music therapy or art therapy, are also in short
supply. A collaborative degree program between programs in the arts and public health would
likely attract another set of applicants to the program, offering students in the arts an appealing
professional direction. The rapidly aging population will require substantial increase in the
provision of social and commercial health services. In turn, health services entities will require
management personnel who have an understanding of the determinants of health and public
health issues. For this reason, a dual MPH/MBA degree as well as a dual MPH/MSW degree are
envisioned.