2.1 Master of Public Health Degree Met
2.2 Program Length Met
2.3 Public Health Core Knowledge Met
2.4 Practical Skills Met
2.5 Culmination Experience Met
2.6 Required Competencies Met
2.7 Assessment Procedures Met
2.8 Academic Degrees Not Applicable
2.9 Doctoral Degrees Not Applicable
2.10 Joint Degrees Not Applicable
2.11 Distance Education or Executive Degree Programs Not Applicable CRITERION 3:CREATION,APPLICATION, AND ADVANCEMENT OF
KNOWLEDGE
3.1 Research Met
3.2 Service Met
3.3 Workforce Development Met
CRITERION 4:FACULTY,STAFF, AND STUDENTS
4.1 Faculty Qualifications Met
4.2 Faculty Policies and Procedures Met
4.3 Faculty and Staff Diversity Met
4.4 Student Recruitment and Admissions Met
4.5 Student Diversity Met
4.6 Advising and Career Counseling Met
1.2.e. An analysis of the program’s responses to recommendations in the last accreditation report (if any).
This section is not applicable; this is the first submission.
1.2.f. A description of the manner in which the self-study document was developed, including effective opportunities for input by important
program constituents, including institutional officers, administrative staff, teaching faculty, students, alumni and representatives of the public health community.
DePaul MPH Program Self-Study, 13 December 2012, Page 25 The self-study planning and writing process began with the submission of the CEPH Self-Study application process in May 2010. Following attendance at the CEPH Accreditation training in July 2010, the MPH Executive Committee began the formal writing process in July 2010. The MPH Program has devoted over 24 months of time and effort to developing and formulating the self-study document. The MPH Program Manager and National Accreditation Coordinator (a full-time MPH graduate student) coordinated the self-study creation efforts using the CEPH criteria structure as a platform for discussion and the development of the self-study document.
First, the MPH Executive Committee members were assigned to workgroups organized by self-study sections 1-4 on the basis of public health training and experience and in alignment with member-expertise in research, service, instruction, and workforce development. Next, over the entire course of the self-study development, the MPH Program Manager and National Accreditation Coordinator met weekly to monitor progress and coordinate and facilitate workgroup efforts. Finally, the MPH Executive Committee and National Accreditation Coordinator participated in a four multi-day and approximately twenty day-long retreats to further refine and formulate the self-study document.
At each critical stage of development, MPH Council members (including MPH Faculty, Community Practitioners, Students, and Alumni) provided formal feedback to the MPH Executive Committee. Finally, the self-study document has been submitted to a
thorough and complete University review, first by the Dean of the College of Liberal Arts and Social Science‘s Office, then by the DePaul University Academic Affairs, and the Provost‘s Office.
Data included in this report has been obtained from the following sources: a primary and secondary faculty member survey; a student demographic survey; an alumni survey;
a community practitioner survey; internal review of student records; and examination of course syllabi since the program‘s inception.
1.2.g. Assessment of the extent to which this criterion is met.
The MPH Program reports that criterion 1.2 is met. Procedures for program evaluation and planning that include specification of program objectives and performance
measures specific to instruction, service, and research are in place.
CRITERION 1.3: INSTITUTIONAL ENVIRONMENT
The program shall be an integral part of an accredited institution of higher education.
DePaul MPH Program Self-Study, 13 December 2012, Page 26 1.3.a. A brief description of the institution in which the program is located, along with the names of accrediting bodies (other than CEPH) to which the institution responds.
DePaul University is accredited by the Higher Learning Commission of the North Central Association of Colleges and Schools. Every ten years, DePaul undertakes self-examination in preparation for an accreditation visit by the Higher Learning
Commission of the North Central Association of Colleges and Schools. The last site visit of the HLC-NCA occurred January 22nd to the 24th 2007.
DePaul is the eighth-largest private, not-for-profit University in the United States and the nation‘s largest university with a primary mission of teaching and service. There are two DePaul campuses in the Chicago area—Lincoln Park and the Loop—with additional locations in Naperville, Oak Forest, O'Hare, and Rolling Meadows. The University is comprised of ten colleges and schools including the following:
Driehaus College of Business (COM) College of Communication
College of Computing and Digital Media (CDM) College of Education (COE)
College of Law (LAW)
College of Liberal Arts and Social Sciences (LAS) College of Science and Health (CSH)
School of Music
School for New Learning (SNL) The Theatre School
Enrollment at Depaul for the academic year 2011-2012 is 25,398 students, which includes 16,384 undergraduates, 7,983 graduate students and 1,031 law students . DePaul University offers more than 275 undergraduate and graduate programs of study as of 2012 and has a student-to-faculty ratio of 17:1. Class sizes are small—93 percent of all classes have fewer than 40 students. In 2011, DePaul had a 85 percent job placement rate for those with masters or professional degrees. Ninety-eight percent of DePaul‘s classes are taught by professors rather than teaching assistants.
In August 2006, the Princeton Review, in its annual survey of the best colleges and universities in the United States, ranked DePaul No. 1 in the nation in the "Diverse Student Population" category. The ranking was the result of a survey of more than 115,000 college students nationwide at 361 top schools. It is featured in the 2007 edition of the Princeton Review's annual college guide, "The Best 361 Colleges."
The College of Liberal Arts and Social Sciences (LAS) houses the Master of Public Health Program. The College is committed to providing all of its students with a liberal
DePaul MPH Program Self-Study, 13 December 2012, Page 27 education that balances in-depth study in specific areas with a breadth of experience in the various disciplines that form the core of human knowledge. Primarily housed on the Lincoln Park Campus in Chicago, LAS is the largest and most diverse college at DePaul University. The college offers post-baccaulaureate study through fourteen departments (see Figure 2). The College of Liberal Arts and Social Sciences values and nurtures the urban and Vincentian mission of DePaul University and has a strong social justice orientation. DePaul‘s Vincentian mission supports a learning experience that is holistic, integrated, creative, flexible, person-oriented, collaborative, and focused in the
educational process. Significant portions of the curriculum at DePaul speak to questions of social responsibility, ethical standards for behavior, and an active engagement with the people and the challenges of the Chicago community.
1.3.b. One or more organizational charts of the university indicating the program’s relationship to the other components of the institution,
including reporting lines.
Please see below for Figure 1, the organizational chart of DePaul University, and Figure 2, the organizational chart of College of Liberal Arts and Social Sciences.
DePaul MPH Program Self-Study, 13 December 2012, Page 28
FIGURE 1: DEPAUL UNIVERSITY ORGANIZATIONAL CHART
DePaul MPH Program Self-Study, 13 December 2012, Page 29
FIGURE 2: DEPAUL COLLEGE OF LIBERAL ARTS AND SOCIAL SCIENCES ORGANIZATIONAL CHART
DePaul MPH Program Self-Study, 13 December 2012, Page 30 1.3.c. A brief description of the university practices.
At DePaul University, academic programs (e.g., colleges, centers, and other academic functions such as academic personnel) report to the Provost who reports directly to the President of the University.
Several major documents, available only online, spell out the procedures and protocols for daily operation of the university, including the Faculty Handbook
(http://www.depaul.edu/Pages/faculty-handbook.aspx), the Human Resources Department (http://hr.depaul.edu/), the Office of Institutional Complience
(http://compliance.depaul.edu/handbook/human_resource.asp), and many others.
The College of Liberal Arts and Social Sciences, the College which houses the MPH Program, begins resource planning with the College Dean‘s solicitation of budget priorities. The Dean, in turn, prepares a budget that reflects departmental priorities as well as those of other units in the college with an allocated target. The Provost (Vice President for Academic Affairs) makes allocations that balance the needs of all of the academic units on campus. Campus budgets, in large part, are student enrollment driven using eight quarter units as the equivalent of a Full Time Equivalent Student (FTES). In addition to following priorities developed by the provost, priorities
established by the Strategic Resource Allocation Committee (SRAC) committee help to determine the allocation of funds for the campus.
1.3.d. If a collaborative program, descriptions of all participating institutions and delineation of their relationships to the program.
This section is not applicable; the program is not collaborative.
1.3.e. If a collaborative program, a copy of the formal written agreement that establishes the rights and obligations of the participating universities in regard to the program’s operation.
This section is not applicable; the program is not collaborative.
1.3.f. Assessment of the extent to which this criterion is met.
The MPH program is in the process of adapting this section in collaboration with Academic Affairs.
DePaul MPH Program Self-Study, 13 December 2012, Page 31 CRITERION 1.4: ORGANIZATION AND ADMINISTRATION
The program shall provide an organizational setting conducive to teaching and learning, research, and service. The organizational setting shall facilitate interdisciplinary communication, cooperation, and collaboration. The
organizational structure shall effectively support the work of the program’s constituents.
1.4.a. One or more organizational charts showing the administrative organization of the program, indicating relationships among its component offices or other administrative units and its relationship to higher-level departments, schools and divisions.
FIGURE 3: MPHPROGRAM ORGANIZATIONAL CHART
Program Director Gary Harper, PhD., M.P.H.
Visiting Faculty TBD Research Scientist
Douglas Bruce, Ph.D., MSW Program Manager
Leah Neubauer, M.A.
Director of Community Partnerships Kristin Jacobson, M.P.H.
Assistant Budget Manager Victoria Rivkina
MPH Program Assistants Jamie Doucet Kate Finnegan Kyle Kapaun Victoria Rivkina
MPH Program Staff
DePaul MPH Program Self-Study, 13 December 2012, Page 32 1.4.b. Description of the roles and responsibilities of major units in the organizational chart.
Organizational Structure
The Master of Public Health (MPH) Program is located in the College of Liberal Arts &
Social Sciences (LAS). The Dean of the College of Liberal Arts & Social Sciences is Charles Suchar, Ph.D., who provides oversight to LAS Departments and Programs.
During the timeframe for this self-study, the MPH Program is headed by Gary Harper, Ph.D., M.P.H., who reports directly to the Charles Suchar, Ph.D., the Dean of the College of LAS. Dr. Harper‘s position as Program Director is analogous to that of Department Chair within the College. As the MPH Program enrolls only graduate students, it is not considered a department, and, traditionally in DePaul‘s College of Liberal Arts and Social Sciences, the title of a person heading a graduate program has been Director rather than Chair.
Within the central MPH office, Dr. Harper has three full-time core professional
staff/instructors: Douglas Bruce, Ph.D., M.S.W., Kristin M. Jacobson, M.P.H., Ph.D.(c)
& Leah C. Neubauer M.A. Ed.D.(c), as well as four program assistants. Descriptions of the responsibilities of core faculty/staff are below:
Gary. W. Harper, Ph.D., M.P.H. (MPH Program Director) Dr. Harper is the inaugural director of the MPH Program and has been in this position since Spring Quarter of 2007. Dr. Harper is responsible for the overall direction of the MPH program, and assumes primary responsibility for guiding the processes of curriculum development and refinement; student admission standards and procedures; faculty/instructor/staff selection, retention, and enhancement; and fiscal planning and management. He is supported in these efforts by the current full-time MPH core staff/instructors (detailed below), as well as a 10 member MPH Council which is composed of MPH-affiliated faculty from academic units across the University, students, alumni, and community partners (see Tables 10 & 11). Dr. Harper meets with the MPH core staff/instructors on a weekly basis in order to address program issues and operations, and meets with the MPH Program Manager twice weekly regarding program management. All major programmatic decisions are presented to and approved by the MPH Council, which meets on a quarterly basis and follows academic and operational guidelines provided by both the College of Liberal Arts and Social Sciences and DePaul University. Dr. Harper has taught two MPH courses (MPH 501 and 511), meets individually with all MPH graduates prior to graduation to provide professional advising, responds to additional MPH student inquiries/requests, supervises all MPH core staff/instructors, and conducts public health related community research and practice.
DePaul MPH Program Self-Study, 13 December 2012, Page 33 Douglas Bruce, Ph.D., M.S.W. (Research Scientist & Instructor) In his roles, Dr. Bruce works as a research scientist and serves on the capstone review committee. Dr. Bruce is working with University faculty/staff to manage the implementation of the MPH goals, objectives, policies and priorities throughout the accreditation process, and assists with acquiring external consultation from public health programs/schools nationally
regarding curricular improvement. He provides leadership and ongoing course and curriculum development expertise to MPH-affiliated faculty to assure alignment with MPH core competencies. Dr. Bruce has taught MPH 595, MPH 522, and assists with developing MPH program materials and manuals (e.g., guidelines, policies, newsletter summaries of programs, and policies). He develops and engages MPH program staff, faculty & community partners in community-focused public health research, and coordinates writing grant proposals to support public health research
Kristin M. Jacobson, M.P.H., Ph.D.(c) (Director of Community Partnerships &
Instructor) In her roles, Ms. Jacobson is responsible for developing relationships with various community and governmental agencies (including health departments) in order to create practicum placements for MPH students. She directly supervises students in their practicum, acting as liaison between the MPH program and various community and government agency personnel, and teaches the three-course capstone sequence (MPH 602, 603, 604), MPH 600, and MPH 699. Ms. Jacobson provides written and oral feedback during weekly supervision of MPH graduate students in their practicum assignments and creates and maintains all practicum-related documentation. She works with the MPH Program faculty and staff to conduct day-to-day program activities with other University departments, programs and offices, assists with student
recruitment, and coordinates the MPH graduate student admission process along with the LAS Office of Graduate Admissions. Ms. Jacobson participates in a variety of on-campus and off-on-campus meetings and conferences, attends and participate in
professional group meetings, and stays abreast of new trends and innovations in public health. She also responds to and resolves prospective and current student inquiries, and continuously monitors and evaluates the efficiency and effectiveness of practicum
program methods/procedures.
Leah C. Neubauer, M.A. Ed.D.(c) (Program Manager & Instructor) Ms. Neubauer assumes full management and coordination responsibility for all MPH program areas.
She serves as the technical advisor for all MPH students, meeting with students on a quarterly basis to assure that they are adhering to the MPH curricular guidelines. She manages the development and implementation of the MPH program goals, objectives, policies, and priorities and allocates resources accordingly in coordination with MPH Program Director. She provides support to the MPH Program Director in recruitment and admission of instructors and graduate students. She participates in a variety of on-campus and off-on-campus meetings and conferences, attends and participates in
professional group meetings, and stays abreast of new trends and innovations in the public health field. She prepares and presents staff reports and other necessary
DePaul MPH Program Self-Study, 13 December 2012, Page 34 correspondence. Ms. Neubauer manages and participates in the development and administration of the budget, and directs forecasting of additional funds needed for staffing, equipment, materials, and supplies. She continuously monitors and evaluates the efficiency and effectiveness of program methods and procedures, assesses and monitors work loads and administrative/support systems, and monitors internal reporting relationships. She identifies opportunities for improvement and works collaboratively with the MPH Program Director to direct the implementation of changes. She responds to and resolves prospective and current faculty and student inquiries, and coordinates activities with other University departments and outside agencies and organizations. Ms. Neubauer also teaches MPH 600, MPH 522, MPH 525, and MPH 595.
1.4.c. Description of the manner in which interdisciplinary coordination, cooperation, and collaboration are supported.
The MPH program‘s mission is rooted in a collaborative, applied approach to education that draws from the program‘s interdisciplinary development. The program—with support from various colleges, departments, and programs—is expected to benefit through the pooling of resources and working together for the common public health good. While the various units maintain complete academic autonomy, the University and College of Liberal Arts & Social Sciences is firmly committed to interdisciplinary coordination, cooperation, and collaboration.
This commitment is evident in the day-to-day activities of the program at the leadership, curricular and workforce development levels.
The MPH leadership structure includes an MPH Council and Affiliated Faculty body that draw faculty from various University Colleges, Deparments, and Programs. The MPH Program Manager represents the MPH Program within the College-Level Graduate Directors Council. MPH Executive Committee members Drs. Harper and Bruce participate in the LGBTQ Studies Committee and Women and Gender Studies Committee.
The MPH Curriclum includes courses which are MPH-specific but taught by University faculty from various units, including: Anthropology, Applied Mathematics and Applied Statistics, Environmental Sciences and Studies, and Sociology. In addition, the MPH Program Manager works with each MPH student to identify an open-elective course that complements their existing public health interests.
MPH Workforce Development includes two annual interdisciplinary events: 1) the innovative Health Disparities and Social Justice Conference and 2) the Public Health Boot Camp. Both the Health Disparities and Social Justicie Conference and the Public Health Boot Camp serve to train health professionals to address and work to eliminate disparities by drawing on multiple practitioner disciplines such as social work, public
DePaul MPH Program Self-Study, 13 December 2012, Page 35 health, education, and law. This conference brings together a variety of DePaul
students, staff, faculty, and community practitioners.
1.4.d. Identification of written policies that are illustrative of the program’s commitment to fair and ethical dealings.
The MPH program has developed and provided a series of written policies which are illustrative of the program‘s commitment to fair and ethical dealings. These policies are both program-related and culminating experience-related. These policies include:
1. General Program
a. Graduate Student Handbook—College of Liberal Arts & Social Sciences (available online only at http://sr.depaul.edu/catalog/catalogfiles/2010-2011W/College%20of%20Liberal%20Arts%20and%20Sciences%20Gradu ate%20Studies/pg230.html)
b. MPH Student Handbook (Appendix G) 2. Culminating Experience
a. Practicum Field Placement Contract (Appendix H) b. Practicum Manual (Appendix A)
c. Capstone Guidelines (Appendix B)
1.4.e. Description of the manner in which student grievances and complaints are addressed, including the number of grievances and complaints filed for each of the last three years.
MPH Program Grievance Policy General Guidelines
The MPH Program Grievance Policy encompasses any graduate student concern not covered by the University grade challenge policy or the University sexual harassment policy that is not of a criminal nature. Concerns covered by the grievance policy may include, but are not limited to, concerns about student credit for research; working relationships between students and faculty members; review of comprehensive exam grading; review of dissertation committee decisions, etc. In sum, any non-criminal issue (not covered by existing University grade challenge and sexual harassment policies) that arises during the course of a student's career that is not resolvable through direct
communication with the involved parties may be channeled through the grievance process of the program. All inquiries and complaints will be treated confidentially.
communication with the involved parties may be channeled through the grievance process of the program. All inquiries and complaints will be treated confidentially.