d Identification of the measures by which the program may evaluate the success of its service efforts, along with data regarding the program’s performance against those measures for each

of the last three years.

Table 3.2.d lists the five measures by which the MPH program evaluates the success of its service efforts, along with data displaying our performance against those measures.

Table 3.2.d

Service Outcome Measures and Supporting Data

Outcome Sourc

e AY 2011-12 AY 2012-13 AY 2013-14

1. At least two full-time faculty members will assume at least one leadership role in a local, state, or national professional organization that promotes the principles and field of community health education.

Election

results Mamary (NBPHE, AAPHP) Perales (Prevention Institute, SOPHE) MET Edward Mamary AAPHP Perales (APHA Governing Council, Prevention Institute) MET Edward Mamary AAPHP Perales (APHA Governing Council, Prevention Institute) MET

2. 75% of MPH core faculty members will attend either or both the annual meetings of the Society for Public Health Education and the American Public Health Association.

Confere nce Registrat ion 100% attended MET 100% attended MET 75% attended MET

3. 50% of incoming MPH students will become new members of either National SOPHE or the American Public Health Association by the end of their first academic year.

Registrat ion reports 50 % of students joined either National SOPHE or APHA. MET 50 % of students joined either National SOPHE or APHA. MET Less than 50 % of students joined either National SOPHE or APHA. NOT MET

4. 50% of MPH full-time teaching faculty will participate annually in at least one community- based activity such as a collaboration, consultation, and/or other health education- related activity with local, state, national, or international communities, organizations, and/or initiatives. Annual faculty achieve ment reports. 57% of MPH full- time teaching faculty participated in at least one community-based activity. MET 67% of MPH full- time teaching faculty participated in at least one community-based activity. MET 63% of MPH full- time teaching faculty participated in at least one community-based activity. MET.

5. 25% of campus students will be engaged in service through organized MPH program activities over the previous 12-month period.

MPH – Student Assoc. roster 31% engaged in service MET 21 % engaged in service NOT MET 26 % engaged in service MET

Page 129 of 165 3.2.e. A description of student involvement in service.

The MPH Core faculty strives create an organizational context that nurtures, values, and facilitates community service as a core component of professional practice. To that end, the faculty is always looking for ways in which the insights, talents, knowledge, and skills of its students can be offered in service to local communities. The following organizational structures of the MPH program facilitate student service:

 Fieldwork: Although fieldwork is not considered service under this criterion, it does provide reciprocal and satisfying opportunities for students to provide service to local communities and organizations, and for experienced health education practitioners to serve as mentors for the new generation of masters’ prepared public health professionals. It is noteworthy that with an average of 42 MPH students doing 360 hours of fieldwork each year, the program provides over 15,000 hours of service at an estimated value of at least $225,000 annually.

 Graduate Projects are another way in which community-based service is structured into the requirements of the SJSU MPH program. The project option for fulfilling the university’s graduation requirement has always allowed the potential for community service through choice of problem or population.

 Conference attendance and service to the professional associations are very much part of the culture of the SJSU MPH program. Over the years, SJSU has brought a contingent of students to most national SOPHE and APHA meetings. In the years 2011 and 2012, we funded 16 students to attend either or both of the APHA and SOPHE annual conferences (see ERF for list of student names and funding amounts). Due to budget constraints, we did not fund any students for 2013.  The MPH Core faculty encourages membership in SOPHE and APHA from the very first letter

offering admission to the program; the annual and midyear meeting dates are part of the MPH program calendar. Until the 2013-14 academic year, all newly admitted campus students were provided national SOPHE membership through funding by the MPH-SA. Unfortunately, we were informed in 2013 by SJSU that the MPH program may not impose student membership fees and as a consequence, new campus students are no longer automatically provided membership in SOPHE.  The MPH Student Association (MPH-SA) on campus provides extraordinary service to the

program, other students in the department and at San José State University, and often to the

community. They participate on advisory groups, including the local SOPHE chapter (NC-SOPHE) and the Northern California APHA affiliate (CPHA-N); they plan, implement, host, and evaluate campus activities that are open to community members, including the Annual Sexual Diversity and Global Health events. Their service to the program includes planning, coordination, implementation, and evaluation of the two-day New Student Orientation program; implementation of a Peer Mentor program that matches newly admitted students with continuing students for advice; coordination of Curriculum Review;; coordinating social networking events; and fundraising.

3.2.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.

This criterion is met.

The MPH program pursues a wide range of meaningful service activities, consistent with its mission, goals, and program objectives. Policies, procedures, and practices of the university and the program support faculty and student service, which is reinforced through the program’s core values and principles. Faculty members serve on important community boards and/or advisory groups, including some with nationwide

Page 130 of 165

influence. They have provided public health consultation and technical assistance, reviewed abstracts and manuscripts, and planned and participated in conferences. The program’s leadership in the public health and health education professional associations is strong and consistent, with faculty members holding nationally elected positions during the three years of this review – including SOPHE, AAPHP, and NBPHE. Students are involved in service through activities embedded in the structure of the MPH program and activities of the student association.

One weakness identified is the reduced funding during the current budgetary challenges. We plan on pursuing alternative fund raising opportunities to provide support for student involvement in service to national organizations.

Page 131 of 165

Criterion 3.3

Workforce Development

Required Documentation:

a. Description of the ways in which the program periodically assesses the continuing education needs of the community or communities it intends to serve. The assessment may include primary or secondary data collection or data sources.

b. A list of the continuing education programs, other than certificate programs, offered by the program, including number of participants served, for each of the last three years. Those programs offered in a distance-learning format should be identified. Funded training/ continuing education activities may be reported in a separate table. See CEPH Data Template 3.3.1 (ie, optional template for funded workforce development activities). Only funded training/continuing education should be reported in Template 3.3.1.

c. Description of certificate programs or other non-degree offerings of the program, including enrollment data for each of the last three years.

d. Description of the program’s practices, policies, procedures and evaluation that support continuing education and workforce development strategies.

e. A list of other educational institutions or public health practice organizations, if any, with which the program collaborates to offer continuing education.

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.

3.3.a. Description of the ways in which the program periodically assesses the continuing