defined for his or her degree program and area of concentration.
Students in the MPH program demonstrate mastery of theories, concepts, content and
competencies through coursework (including examinations and papers) learning experiences, such as participating in research activities with faculty, the field experience and the capstone project. In 2007, the MPH program staff collected data from the five required MPH core courses, most closely related to the five core areas of public health by gathering the course syllabi, meeting with the course faculty, and attending the courses to map the competencies. Each competency and the course that addresses it are noted in a matrix. The core course faculty members have been asked to map the competencies related to their course based on a scale as to whether the concept has been introduced, reinforced, or mastered in the course. The results of the analysis are reviewed and discussed in the MPH Curriculum Committee. Upon determination that the core competencies are being met by the five required MPH courses, student’s grades are used as “proxy” for meeting the core competencies. The number and percentage of students receiving each letter grade are reported to the MPH Curriculum Committee and MPH Steering Committee. Those students receiving a passing grade, a “B” or higher, will be considered to have “mastered” the competency.
The addition of the requirement that all students complete and pass at least one methods course that is related to the core and cross-cutting competencies will most certainly enhance student’s ability to master the public health competencies and perform at a high level upon graduation. Many of the cross-cutting competencies are introduced and mastered in the core courses and particularly through the program’s sixth required didactic course, Public Health Principles and Practice through the use of didactic materials, guest lecturers, case studies and group activities. The cross-cutting competencies are further reinforced in the Introduction to Public Health and Field Work Seminars. Students self-report mastery of the cross-cutting competencies during the field experience. During the planning of the field experience students identify three or more cross-cutting competencies that they intend to master during the field experience, including 3-4 statements about the mechanisms they will use to become proficient. The students report on the outcomes of their field experience in a summary report that is due upon completion of the field work. This information is compiled and reported for the previous year, at the MPH Curriculum Committee and Steering Committee meetings. Successful completion of the field experience provides evidence that the students have achieved proficiency in at least 3-4 of the cross-cutting, interdisciplinary competencies.
2.7.a. Description of the procedures used for monitoring and evaluating student progress in achieving the expected competencies, including procedures for identifying competency attainment in practice and culminating experiences.
Following is a summary of the mastered competencies for the past three years. Table 24. Cross-cutting Competencies Evident in the UW-Madison MPH Program
Cross-cutting Competency 2011 2012 2013 (incomplete)
Communication & Informatics 29 33 16
Diversity & Culture 12 19 13
Leadership 16 28 6
Professionalism 19 26 6
Program Planning 20 20 6
Public Health Biology 9 17 4
System Thinking 21 16 7
Total # Students/year 36 43 18
Finally, competency is assessed through the capstone process, particularly through the written paper/manuscript and the oral defense. The MPH program is dependent upon the Capstone Committee to assess whether the capstone paper has satisfactorily met the requirements of the program and provides evidence of mastering public health competencies in order to be a
proficient and knowledgeable public health practitioner. The MPH program also continually monitors and assesses the students’ progress in achieving competencies throughout their
participation in courses and other experiences by reviewing course evaluations, exit surveys, and ad-hoc surveys.
Exit surveys were implemented in 2011. In addition to collecting information from students regarding their satisfaction with the generalist degree program, students are asked to indicate their mastery of the core MPH competencies on a scale of 1-7, with 1 being not at all competent or prepared, 4 being moderately competent or prepared and 7 being extremely competent or prepared. Overall, students report that they are moderately to extremely competent in the core areas of public health. Results from the exit surveys from the past three years are included in the resource file that accompanies the self-study.
Ad hoc surveys and discussions with preceptors, employers and potential employers also have been an important way to gauge the competency of the graduates of the program. The program regularly discusses skills and competencies with the MPH Community Advisory Committee, consisting of preceptors, alumni, and potential employers to gauge the competency of our graduates. The most recent ad hoc survey, completed in Spring 2012, was a survey to our preceptors and potential employers regarding the skills that are important for them to seek in new employees. We utilized the results of this survey to determine the required methods courses in our program.
Students in the UW-Madison MPH program must complete all degree requirements for graduation within a five-year period. The time period begins when the student matriculates into the program and ends when the University confers the degree
.
Table 25. Degree Completion
Table 2.7.1. Students in MPH Degree, By Cohorts Entering Between 2005-06 and 2012-13 Cohort of Students 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2005-06 # Students entered 31 # Students withdrew, dropped, etc. 4 # Students graduated 13 Cumulative graduation rate 41.9% 2006-07 # Students continuing at beginning of this school year 14 25 # Students withdrew, dropped, etc. 2 3 # Students graduated 6 2 Cumulative graduation rate 61.3% 8.0% 2007-08 # Students continuing at beginning of this school year 6 20 39 # Students withdrew, dropped, etc. 0 0 4 # Students graduated 4 6 2 Cumulative graduation rate 74.2% 32.0% 5.1%
2.7.b. Identification of outcomes that serve as measures by which the program will evaluate student achievement in each program, and presentation of data assessing the program’s performance against those measures for each of the last three years.
Outcome measures must include degree completion and job placement rates for all degrees included in the unit of accreditation (including bachelor’s, master’s and
doctoral degrees) for each of the last three years. See CEPH Data Templates 2.7.1 and 2.7.2. If degree completion rates in the maximum time period allowed for degree
completion are less than the thresholds defined in this criterion’s interpretive language, an explanation must be provided. If job placement (including pursuit of additional education), within 12 months following award of the degree, includes fewer than 80% of graduates at any level who can be located, an explanation must be provided. See CEPH Outcome Measures Template.
Table 25 Continued. Degree Completion
Table 2.7.1. Students in MPH Degree, By Cohorts Entering Between 2005-06 and 2012-13 Cohort of Students 2005-06 2006-07 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2008-09 # Students continuing at beginning of this school year 1 14 33 41 # Students withdrew, dropped, etc. 0 1 0 4 # Students graduated 2 6 14 1 Cumulative graduation rate 80.6% 56.0% 41.0% 2.4% 2009 - 10 # Students continuing at beginning of this school year 1 7 19 36 39 # Students withdrew, dropped, etc. 0 0 0 0 6 # Students graduated 0 4 12 18 0 Cumulative graduation rate 80.6% 72.0% 71.8% 46.3% 0.0% 2010-11 # Students continuing at beginning of this school year 1 3 7 18 33 41 # Students withdrew, dropped, etc. 0 0 1 0 1 1 # Students graduated 1 2 5 9 19 3 Cumulative graduation rate 83.9% 80.0% 84.6% 68.3% 48.7% 7.3% 2011-2012 # Students continuing at beginning of this school year 0 1 1 9 13 37 43 # Students withdrew, dropped, etc. 0 0 0 0 0 0 2 # Students graduated 0 1 0 6 8 25 6 Cumulative graduation rate 83.9% 84.0% 84.6% 82.9% 69.2% 68.3% 14.0% 2012-2013 # Students continuing at beginning of this school year 0 0 1 3 5 12 35 40 # Students withdrew, dropped, etc. 0 0 0 0 0 0 0 0 # Students graduated 0 0 1 2 4 2 23 2 Cumulative graduation rate 83.9% 84.0% 87.2% 87.8% 79.5% 73.2% 67.40% 5.0%
Table 26. Destination of Graduates by Employment Type 2010-2013
MPH Graduates 2010-2011 2011-2012 2012-2013
Employed 77% 56% 71%
Continuing education/training (not employed)
20% 30% 13%
Actively seeking employment 3% 2% 3%
Not seeking employment (not employed and not continuing education/training by
choice
0% 2% 5%
Unknown 0% 10% 8%
Total 100% 100% 100%
Upon completion of the MPH program, graduates are sent an exit survey in which they are asked to identify their current employment status, provide a non-university electronic contact and share their feedback about the program. The table below provides information about the number of exit surveys sent by academic year and the response rate.
The exit survey was implemented in 2011. Because it was a new endeavor, the program did not provide as much information about the survey prior to its execution as might have been optimal for encouraging student participation. Therefore, the response rate for 2011 was lower than anticipated. Since that time, students are better informed about the exit survey and more
students are likely to complete it. Efforts are being made to achieve a response rate above 60%.
T
Approximately one-third of the MPH graduates have been dual degree students, and therefore, many do not seek employment following graduation from the program, but rather continue on their educational pursuits through graduate or professional education, fellowships or residencies. Table 27. Participation of Graduates in Voluntary Exit Survey
Exit Interview Survey
Academic Year # of Graduates # Surveys Completed
Response Rate
2012-2013 33 19 57.6%
2011-2012 46 24 52.2%
2011-August Graduation* 12 3 25.0%
*Summer 2011 was the first semester that data were available
2.7.c. An explanation of the methods used to collect job placement data and of graduates’ response rates to these data collection efforts. The program must list the number of graduates from each degree program and the number of respondents to the graduate survey or other means of collecting employment data.
The MPH program uses the professional social network, LinkedIn to provide information to students and alumni about potential career opportunities. This is another way that the program stays connected with its alumni and is able to determine current employment status.
The National Board of Public Health Examiners (NBPHE) offers the Certified in Public Health (CPH) credential as a voluntary core credential for public health professionals. At present, there has been one MPH graduate to become certified in public health through NBPHE. In addition, there has been one student to obtain certification by the National Commission for Health Education Credentialing.
The number of students participating in and completing certification examinations from our program is modest. Approximately 25%-35% of our students participate in our program through dual degrees. It is unlikely that a large portion of our graduates in dual or joint degree programs will seek the CPH certification. In addition, one of the questions on the exit survey asks whether or not graduates plan to seek certification. Approximately 80% of the students who provide responses on the survey report that they have no plans to seek certification.
However, the program does provide information about both types of certifications to the students on a regular basis. Additional steps will be undertaken to promote the credentialing in the future. One barrier that has been identified by new graduates is the cost of taking the credentialing examination. The program will explore alternative funding opportunities for students who are unable to seek the credential due to financial reasons.
Given the modest number of students who participated in the national exams, the program has not collected data on the certification exam performance of students.
The MPH program utilizes the voice of the Community Advisory Committee to analyze the effectiveness of program graduates in public health practice. Many members of the Program’s Community Advisory Committee are graduates or employers of graduates. Discussions about graduates’ skills and abilities to perform at an optimal level, has been a frequent agenda item. While employers have expressed considerable praise for the training graduates received, they also provided helpful recommendations for improving the public health program.
Recommendations to include increased content on grant-writing, evaluation, writing and
presentation skills to include technical and senior management audiences, and more exposure to data management have benefited the program and have led to the incorporation of the
requirement for all MPH students to take at least one three-credit methods course.
2.7.d. In fields for which there is certification of professional competence and data are available from the certifying agency, data on the performance of the program’s graduates on these national examinations for each of the last three years.
2.7.e. Data and analysis regarding the ability of the program’s graduates to perform competencies in an employment setting, including information from periodic
assessments of alumni, employers and other relevant stakeholders. Methods for such assessment may include key informant interviews, surveys, focus groups and
Prior to the implementation of the methods requirement, MPH community faculty members, many of whom are employers of the program’s graduates, were surveyed regarding the need for
additional skills. This initial request for employer feedback indicates our public health program is producing high quality graduates who are well prepared for success across public health
employment settings; however, several similar themes to the responses given by the Community Advisory Committee were received. These include additional content in the curriculum on grant- writing, evaluation, and data analysis and management. The program will continue to monitor employer perceptions and consider curricular adjustments. Ongoing employer feedback informs the curriculum and helps build stronger relations with the public health community.
Employer surveys have not been completed on a regular basis, but are done on an “as needed” basis, as described above when curricular changes were made. Despite the lack of a formal and regularly implemented survey to employers, the MPH program staff and administration regularly consult with Community Advisory Committee members on our students’ and graduates’
performance. Meeting notes of the Community Advisory Committee meetings for the past three years are included in the electronic resource file that accompanies the self-study document. Part of the self-study process has been to examine our relationship with our alumni. Through this process, it has been determined that program needs to enhance its relationship with former students by collecting data from them longitudinally. Plans for increased connectivity is included in the goals and objectives that were developed as a result of the self-study.
The criterion is met.
Strengths: The MPH program has developed a systematic approach to assess and document the extent to which each student can demonstrate competence in public health practice.
Weaknesses: To date, few of the MPH graduates have pursued certification through the National Board of Public Health Examiners. The outcomes of the CPH exam for the UW-Madison MPH program could be an additional useful tool for the program to assess graduate competency. Plans: The MPH program will promote the CPH examination to students approaching completion of their degree program.
2.7.f. Assessment of the extent to which this criterion is met and an analysis of the program’s strengths, weaknesses and plans relating to this criterion.
2.8 Bachelor’s Degrees in Public Health. If the program offers baccalaureate public