All professional degree programs identified in the instructional matrix shall assure that each student demonstrates skills and integration of knowledge through a culminating experience.
2.5.a. Identification of the culminating experience required for each degree program. If this is common across the program’s professional degree
programs, it need be described only once. If it varies by degree or specialty area, sufficient information must be provided to assess compliance by each.
The culminating experience required for degree conferral is comprised of the following components:
DePaul MPH Program Self-Study, 13 December 2012, Page 84 1. Concurrent three-course capstone course sequence completed during the final
year of the program 2. Capstone thesis 3. Capstone product 4. Capstone presentation
A description of these elements is found below.
Concurrent Three-Course Capstone Course Sequence
In addition to the practicum field work and related field-placement course (MPH 699), students will enroll in the three course capstone sequence (MPH 602, MPH 603, MPH 604), taken concurrently with the practicum experience.
MPH 602: Community Health Assessment: This course is the first part of a three-course capstone sequence that is designed to provide the student with integrative skills to complement their practical experiences in the field. The course is designed to provide the student with the background and proficiency to develop a scientific literature review, a community health profile, and an
organizational assessment in view of creating a capstone thesis prospectus by the end of the class. Instruction will comprise of systematic literature
searches, ecological community assessments, and various phases of community health assessments in preparation for the capstone thesis. Prerequisite: MPH 600 and practicum placement through the MPH Practicum Coordinator. (4 credits)
MPH 603: Applied Community Health Interventions: This is the second course of the three-course capstone sequence designed to provide the student with the background and knowledge to develop a theory-based, population-specific, and community-based public health intervention based on their field work. Students will develop practicum-based program theoretical framework, program logic model, program goals and SMART objectives, and a community health
intervention plan in preparation for the capstone thesis. Prerequisite: MPH 602 Community Health Assessment. (4 credits)
MPH 604: Capstone Seminar in Community Public Health Practice: This is the third course of the three course capstone sequence. This course focuses on the final production of the capstone thesis and poster presentation. This course has three components: (1) the development of a program evaluation plan for the capstone thesis, (2) the production of the capstone thesis and (3) the production and presentation of a capstone poster at the MPH Graduate Public Health Form. The capstone demonstrates students‘ ability to integrate knowledge and skills obtained throughout their MPH training and practicum placement to an applied community health issue and setting—and to express this integration in two structured, academic formats: thesis and poster. Prerequisites: MPH 602
DePaul MPH Program Self-Study, 13 December 2012, Page 85 Community Health Assessment and MPH 603 Applied Community Health
Interventions. (4 credits) MPH Capstone
The practicum-based MPH capstone is the culminating experience in the MPH program and requires students to integrate information learned in MPH academic courses with their practicum. In addition to other field placement public health activities, as directed by the practicum supervisor, practicum students complete a field-based capstone comprised of three elements:
1. the capstone thesis, a scholarly work that systematically examines the
development of the capstone product through the academic lens of public health research and program development,
2. the capstone product, a practicum-specific item developed in conjunction with and under the direction of the practicum site, and
3. the capstone presentation, a formal poster presentation of the capstone to our MPH community partners, DePaul colleagues, and the general public at the MPH Graduate Public Health Forum
Please see the Capstone Guidelines (Appendix B) for more detailed information on the capstone. Successful completion of the field-based MPH capstone is required for degree conferral from the MPH program.
MPH Capstone Thesis
The capstone thesis is a high-individualized a scholarly work that systematically
examines the development of the capstone product through the academic lens of public health research and program development.
In addition to the practicum field work and related field-placement course (MPH 699), students will enroll in the three course capstone sequence (MPH 602, MPH 603, MPH 604), taken concurrently with the practicum experience. These courses are designed allow MPH students in develop an independent, comprehensive, academically sound, and practice-based capstone that demonstrates their mastery of essential public health skills in both academic and community settings. In short, students develop their field-based capstone theses and presentations in the three-course capstone sequence.
Capstone theses are due to the MPH program office by noon on the Friday of Week 6 of the Spring Quarter. Each capstone thesis is reviewed both individually and collectively by the Capstone Review Committee (including the MPH Program Director, MPH Research Scientist, and a faculty representative). The Director of Community Placements, called the Capstone Advisor in this capacity, and the MPH Program Manager will serve as non-voting members of the committee.
DePaul MPH Program Self-Study, 13 December 2012, Page 86 Students who receive an overall passing score based on the capstone rubric will be
approved for graduation (upon completion of all other program requirements).
Students may also receive a notice of ―distinction‖ on their capstone if they meet the rubric criteria for distinction. Students who do not receive a passing score will work with the MPH Program Director and Capstone Advisor to develop and complete a
remediation plan. Failure to successfully complete the remediation process will result in dismissal from the program.
Please see the Capstone Guidelines (Appendix B) for more detailed information on the capstone thesis.
MPH Capstone Product
The capstone product is a tailored, high-individualized item developed in conjunction with and under the direction of the practicum supervisor that is intended to fulfill an articulated agency need for future or current use. Students work on creating the
capstone product during their practicum hours and also may receive periodic structured feedback on the development of the product from MPH staff.
Examples of previous capstone products include: a worksite wellness toolkit for community-based organizations and non-profit agencies to implement worksite wellness programs at little to no cost; a program designed to increase access to comprehensive primary preventative care at an urban federally qualified community health center; a tutoring program on chronic transfusions designed for young sickle cell disease patients at an urban hospital; the development of a state health department health improvement plan; and an adolescent STI education and screening project for an urban public high school system.
MPH Capstone Presentation
Students prepare a poster of their capstones for presentation and judging at the MPH Graduate Public Health Forum. The Forum is generally held during Week 8 of the Spring Quarter and is open to the public. Students‘ posters are assessed by an invited, independent panel of judges in competition for the prestigious MPH award, the Grace Budrys Award for Excellence in Community Health.
Please see the Capstone Guidelines (Appendix B) for more detailed information on the capstone presentation.
2.5.b. Assessment of the extent to which this criterion is met.
The MPH program has met this criterion.
DePaul MPH Program Self-Study, 13 December 2012, Page 87 CRITERION 2.6: REQUIRED COMPETENCIES
For each degree program and area of specialization within each program identified in the instructional matrix, there shall be clearly stated
competencies that guide the development of educational programs.
2.6.a. Identification of core public health competencies that all MPH or equivalent professional masters’ degree students are expected to achieve through their courses of study.
The MPH program adheres to the DePaul University learning goals. Graduates of DePaul University are expected to have accomplished the following learning goals:
1. Mastery of content.
2. Articulate communication.
3. Capacity to work toward accomplishing goals both independently and cooperatively.
4. Knowledge of and respect for individuals and groups who are different from themselves.
5. Development of service-oriented, socially responsible value and ethical framework.
6. Critical and creative thinking.
7. Development of multiple literacies.
8. A personal arts and literature aesthetic in formation.
9. Self-reflection/life skills.
10. Historical consciousness.
Based on the MPH Program Goals and DePaul Learning Goals, the MPH Program has defined the following learning objectives/competencies. Graduates from the DePaul University‘s MPH program will possess the:
1. ability to assess community needs and resources
2. ability to identify the occurrence and distribution of health and illness 3. ability to critically analyze multiple determinants of health and illness (e.g.,
psychosocial, behavioral, environmental, genetic)
4. ability to design, implement and evaluate community based interventions designed to bring about improved health
5. ability to engage in the study of community health using current research tools and methods
6. ability to utilize socially responsible and ethical approaches to public health 7. ability to understand the organizational context of public health service delivery 8. ability to work in a knowledgeable and respectful manner with diverse
populations
DePaul MPH Program Self-Study, 13 December 2012, Page 88 9. ability to develop and sustain collaborative relationships with community
partners
10. ability to analyze and integrate the role of policy and advocacy in public health Achievement of these compentecies are demonstrated through three primary methods:
a) successful completion of required coursework; b) successful completion of the 9-month required practicum experience; and c) successful completion of the MPH
capstone. For a more complete description of the compentencies with course-by-course learning objectives please see Criteron 2.2.a, Criteron 2.2.b, and Table 25.
DePaul MPH Program Self-Study, 13 December 2012, Page 89 2.6.b. A matrix that identifies the learning experiences by which the core public health competencies are met. If this is common across the program, a single matrix will suffice. If it varies by degree or specialty area, sufficient information must be provided to assess compliance by each.
TABLE 25:CORE COMPETENCIES LEARNING MATRIX
Competency 1
Ability to assess community needs and assets
Indicators Course Objectives Demonstration of
Learning 1.1: Assesses the health status of populations and
their related determinants of health and illness (e.g. factors contributing to health promotion and disease prevention, availability and use of health services)
MPH 602: Access and critically assess findings of public health research for use in community settings.
Community Health Assessment/Capstone
1.2: Describes the characteristics of a population-based health problem (e.g. equity, social
determinants, physical environment)
MPH 501: Apply measures of population health and illness, including risk factors, to community health improvement initiatives.
Exam, final project
1.3: Analyzes and contextualizes (structural, historical) sources of public health data and information
MPH 602: Access and critically assess findings of public health research for use in community settings.
MPH 602: Identify and assess existing data sources for community health assessments.
Community Health Assessment/Capstone
1.4: Identifies gaps in data sources (primary and secondary)
MPH 602: Identify and assess existing data sources for community health assessments.
Community Health Assessment/Capstone 1.5: Makes community-specific inferences from MPH 602: Access and critically assess Community Health
DePaul MPH Program Self-Study, 13 December 2012, Page 90 quantitative and qualitative data (e.g. risks and
benefits to the community, health and resource needs)
findings of public health research for use in community settings.
MPH 602: Identify, describe and implement methodologies for conducting community health assessments.
Assessment/Capstone
1.6: Uses data to address scientific, political, ethical, and social public health issues
MPH 541: Understand, interpret, and
appreciate literature in the public health and medical statistics areas.
Exam
1.7: Retrieves scientific evidence from a variety of text and electronic sources
MPH 602: Access and critically assess findings of public health research for use in community settings.
Literature Review
1.8: Participates with stakeholders in identifying key values and a shared vision as guiding
principles for community action (x. ref #8.9)
MPH 699: Recognize the role of trust and community expertise in community health practice and research to develop community-based programming.
Capstone
1.9: Uses methods and instruments for collecting and interpreting valid and reliable quantitative and qualitative data
MPH 602: Discuss methods for collecting primary data with individuals, groups, and organizations.
Community Health Assessment/Capstone 1.10: Conducts community health inventories /
profiles.
MPH 602: Integrate assessment methods discussed in class with practicum experience.
Community Health Assessment/Capstone Competency 2
Ability to identify the occurrence and distribution of health, illness and health determinants
Indicators Course Objectives Demonstration of
Learning
DePaul MPH Program Self-Study, 13 December 2012, Page 91 2.1: Identifies key sources of data for
epidemiologic purposes.
MPH 502: Identify and use sources of data to describe population health and conduct epidemiological analyses
MPH 602: Identify and assess existing data sources for community health assessments.
Exam (502)
Community Health Assessment/Capstone
2.2: Describes a public health problem in terms of historical context, magnitude, person, time and place.
MPH 501: Define public health and describe its evolution and future development
MPH 502: Describe the history of
epidemiology as it pertains to the current approaches used in evaluating disease risk and public health responses.
Exams (501, 502) Final paper (501?)
2.3: Applies the basic terminology and definitions of epidemiology.
MPH 502: Describe and differentiate different epidemiologic study designs and identify the strengths and weaknesses of each.
Exam
2.4: Calculates and interpret basic epidemiology measures and analyses (confounding,
multivariate analysis, etc.)
MPH 502: Define, calculate, and interpret measures of disease frequency, including incidence, prevalence, relative risk, odds ratio, crude and adjusted rates.
Exam
2.5: Communicates and translate epidemiologic information to lay and professional audiences.
(writing skills, new media, communication channels, cultural competence)
MPH 502: Describe the role of epidemiologic methods in evaluating health promotion and health care delivery.
Exam
2.6: Evaluates the strengths and limitations of
epidemiologic reports and literature. MPH 502: Describe and differentiate different epidemiologic study designs and identify the strengths and weaknesses of
Exams (502, 512) Final paper (525)
DePaul MPH Program Self-Study, 13 December 2012, Page 92 each.
MPH 512: Evaluate the strengths and limitations of methods used in specific research projects.
MPH 525: Critique written reports of program evaluations through multiple research and practice paradigms.
2.7: Identifies and apply descriptive and
inferential methodologies according to the type of study design for answering a particular research question. (x. ref #5.8)
MPH 502: Describe and differentiate different epidemiologic study designs and identify the strengths and weaknesses of each.
MPH 512: Describe methods for designing research projects related to specific public health problems.
MPH 512: Identify the types of research questions and designs appropriate for studies in public health.
Exams (502, 512) Final paper (512)
2.8: Understands interaction between disease measurement, politics, prevention and treatment funding.
MPH 502: Understand the role epidemiology plays in policymaking, health planning, and funding
MPH 522: Understands best practices in finding appropriate program sponsors and planning proposals.
Exam (502)
Grant proposal (522)
2.9: Understand interaction between disease
measurement, health behavior and culture. MPH 502: Understand the importance of
integrating behavior, social norms, and Exam (502)
DePaul MPH Program Self-Study, 13 December 2012, Page 93 culture into epidemiological inquiry
Competency 3
Ability to critically analyze multiple determinants of health and illness (psychosocial, behavioral, environmental, genetic, historical, economic)
Indicators Course Objectives Demonstration of
Learning 3.1: Identifies individual, organizational and
community concerns, assets, resources and deficits for social and behavioral science interventions.
MPH 511: Identify individual, organizational and community concerns, assets, resources, and deficits for social and behavioral science interventions.
MPH 603: Describe and identify the
components of a well-designed community health promotion program
Final paper (511) Intervention
Plan/Capstone (603)
3.2: Describes the role of social, relational and community factors in both the onset and solution of public health problems.
MPH 501: Describe the variance in health status based on social and demographic factors
MPH 503: Identify the major sources of biological, chemical and physical agents found in water, air, soil and food; understand their origin, transfer and fate in the
environment and the range of environmental health problems associated with these
agents.
Exams (501, 503)
3.3: Specifies multiple targets and levels of intervention for social and behavioral science programs and/or policies.
MPH 503: Identify the major sources of biological, chemical and physical agents found in water, air, soil and food; understand
Exams (503, 511) Grant proposal (522)
DePaul MPH Program Self-Study, 13 December 2012, Page 94 their origin, transfer and fate in the
environment and the range of environmental health problems associated with these agents MPH 511: Describe interventions that can be applied with multiple populations within multiple settings at various levels of change.
MPH 522: Describes steps and procedures for the planning, implementation and evaluation of public health programs and interventions.
MPH 603: Describe and identify the
components of a well-designed community health promotion program.
Intervention
Plan/Capstone (603)
3.4: Quantitatively describes genetic, physiologic and psychosocial factors that affect susceptibility to adverse health outcomes.
MPH 503: Identify the major sources of biological, chemical and physical agents found in water, air, soil and food; understand their origin, transfer and fate in the
environment and the range of environmental health problems associated with these
agents.
Exam
3.5: Examines historical contexts of structural determinants of health.
MPH 501: Identify and distinguish public health and prevention strategies for important health problems
MPH 503: Characterize populations exposed to hazardous agents, both domestically and in international/global settings.
Exams (501, 503)
DePaul MPH Program Self-Study, 13 December 2012, Page 95 MPH 503: Identify significant historical and
current issues in environmental health.
3.6: Conducts socio-ecological analysis of community health.
MPH 602: Identify, describe, and implement methodologies for conducting community health assessments.
Community Health Assessment/Capstone 3.7: Analyzes determinants, direct and indirect
contributing factors to determine how and where to intervene.
MPH 511: Describe range of psychosocial factors that impact participation in both health-threatening and health-enhancing behaviors.
MPH 503: Identify the major sources of biological, chemical and physical agents found in water, air, soil and food; understand their origin, transfer and fate in the
environment and the range of environmental health problems associated with these
agents.
Final paper (511) Exam (503)
3.8: Utilizes paradigms, theories and models to understand multiple determinants of health and illness.
MPH 511: Apply theories and models to the development and implementation of public health interventions.
MPH 603: Identify and articulate how theories are used in meaningful health promotion activities.
Final paper (511) Intervention
Plan/Capstone (603)
Competency 4
Ability to design, implement and evaluate community based interventions designed to bring about improved health (add dissemination of findings)
Indicators Course Objectives Demonstration of
DePaul MPH Program Self-Study, 13 December 2012, Page 96 Learning
4.1: Identifies critical stakeholders for the planning, implementation and evaluation of public health programs, policies and
interventions.
MPH 522: Identifies critical stakeholders for the planning, implementation and evaluation of public health programs and interventions.
MPH 603: Design a community health intervention that takes target population, delivery method, and setting into account.
Grant proposal (522) Intervention
plan/Capstone (603) Evaluation
plan/Capstone (604) 4.2: Describes steps and procedures for the
planning, implementation and evaluation of public health programs, policies and
interventions.
MPH 501: Apply principles derived from the basic public health sciences to planning, implementing, and evaluating public health interventions.
MPH 511: Apply theories and models to the development and implementation of public health interventions.
MPH 522: Describes steps and procedures for the planning, implementation and evaluation of public health programs and interventions.
MPH 525: Create a logic model to diagram a program‘s key resources, activities, outputs &
intended outcomes.
MPH 603: Describe and identify the
components of a well-designed community health promotion program
Final papers (511, 525) Grant proposal (522) Intervention
plan/Capstone (603) Evaluation
plan/Capstone (604)
4.3: Develops mechanisms to monitor and MPH 522: Describes steps and procedures Final paper (525)
DePaul MPH Program Self-Study, 13 December 2012, Page 97 evaluate programs for their effectiveness and
DePaul MPH Program Self-Study, 13 December 2012, Page 97 evaluate programs for their effectiveness and