Accreditation Self-Study
Report
Submitted to the
Council on Education for Public Health
by the Faculty and Students of the MPH Program
Department of Health Science and Recreation
April 15, 2014
Master of Public Health Community Health Education
Final Accreditation Self-Study Report
Submitted to the Council on Education for Public Health
Final Report April 15, 2014
Address and Contact Information:
Edward Mamary, DrPH, MS MPH Program Director San José State University
Department of Health Science and Recreation One Washington Square
San José, California 95192-0052 Telephone: 408-924-2971 Fax: 408-924-2979
Site Visit Team
Council on Education for Public Health San José State University
May 15 to 16, 2014
Kim Marie Thorburn, MD, MPH - Chair 8121 W. Rutter Pkwy Spokane, WA 99208 509-465-3025 [email protected] Joseph Telfair, DrPH, MSW, MPH Professor and Dual-Chair
Department of Community Health
Department of Environmental Health Sciences Karl E. Peace Distinguished Chair of Public Health Jiann-Ping Hsu College of Public Health
P O Box 8015
501 Forest Drive, Room 2040 Georgia Southern University Statesboro, GA 30460 Phone: (912) 478 - 2412 Fax: (912) 478-5811 [email protected] Coordinator
Kristen S. Force, MPH, CHES
Communications Director & Accreditation Specialist Council on Education for Public Health
1010 Wayne Avenue, Suite 220 Silver Spring, MD 20910 (202) 789-1050
Table of Contents
1.0 The Public Health Program 1
1.1 Mission.……… 3
1.2 Evaluation.………... 9
1.3 Institutional Environment.………... 19
1.4 Organization and Administration.………. 29
1.5 Governance.………. 35
1.6 Fiscal Resources………... 43
1.7 Faculty and Other Resources……… 51
1.8 Diversity………... 61
2.0 Instructional Programs 69 2.1 Degree Offerings……….. 71
2.2 Program Length……… 73
2.3 Public Health Core Knowledge………. 75
2.4 Practical Skills………... 77
2.5 Culminating Experience……… 83
2.6 Required Competencies……… 85
2.7 Assessment Procedures………. 95
2.12 Distance Education or Executive Degree Programs……… 103
3.0 Creation, Application and Advancement of Knowledge 111 3.1 Research………... 113
3.2 Service……….. 123
3.3 Workforce Development……….. 131
4.0 Faculty, Staff and Students 137 4.1 Faculty Qualifications………... 139
4.2 Faculty Policies and Procedures……… 147
4.3 Student Recruitment and Admissions………... 151
4.4 Advising and Career Counseling……….... 159
List of Tables and Figures
Figure 1.1.b Core Values of the SJSU MPH Program………. 4
Table 1.2.c Data Regarding Performance of the MPH Program……… 13
Table 1.3.a.1 Santa Clara County Population, 2012……….. 21
Table 1.3.a.2 San José Population, 2012………... 22
Figure 1.3.b.1 Reporting Lines: President to Program Director………. 23
Figure 1.3.b.2 Organizational Chart for SJSU Division of Academic Affairs 23 Figure 1.3.b.3 Organizational Chart for the College of Applied Sciences and Arts 24 Figure 1.4.a.1 Organizational Chart of the MPH Program, AY 2013-2014……… 30
Figure 1.4.a.2 Organizational Chart of the Health Science and Recreation Department, AY 2013-2014………... 31
Figure 1.5.a MPH Committees and Working Groups, AY 2011-12 – 2013-14 ………... 36
Figure 1.5.d MPH Program Faculty Membership on Key University Committees, AY 2011-12 – AY 2013-14………. 40
Figure 1.5.e.1 MPH Student Association Campus Leadership and Committee Structure, AY 2013-14………... 41
Figure 1.5.e.2 MPH Student Association Distance Leadership Structure, AY 2013-14……….. 42
Table 1.6.1 Sources of Funds and Expenditures by Major Category, 2009 to 2014………… 45
Table 1.6.2. Performance of MPH Program against Fiscal Resource Outcome Measures, AY 2011-12 – AY 2013-14……….. 46
Table 1.7.1 Headcount of Primary Faculty……… 52
Table 1.7.2 Faculty, Students and Student/Faculty Ratios by Department or Specialty Area. 53 Table 1.7.c Headcount and FTE of Non-faculty, Mon-student Personnel from 2011-12 to 2013-14………... 53
Table 1.7.g.1 Total SJSU MLK Library Resources for Fiscal Year 2011-2012………... 57
Table 1.7.g.2 Total SJSU MLK Library Online Resources for Fiscal Year 2011-2012………... 57
Table 1.7.g.3 Total SJSU MLK Library Ebook Titles, AY Year 2007-08 to 2011-12………… 58
Table 1.7.3. Performance of MPH Program against Resource Outcome Measures, AY 2011-12 – AY 2013-14……… 59
Table 1.8.a Race and ethnicity data for new students enrolled in the SJSU MPH program (campus and distance students combined) for AY 2010/11 through AY 2012/13………... 62
Figure 1.8 MPH Program Diversity Statement………... 64
Table 1.8.2 Diversity Data for Students……… 68
Figure 2-1.1 Instructional Matrix for the MPH Program – Degree and Specialization……… 71
Table 2.6.1 Courses and other learning experiences by which the competencies are met…... 88
Figure 2.7.a Mapping of MPH Competencies with Capstone Activities……….. 97
Table 2.7.b Performance of MPH Program against Student Achievement Outcome Measures, AY 2011-12 – AY 2013-14………. 98
Table 2.7.1 Cumulative Retention, Attrition, and Graduation Data for Annual Campus and Distance Cohorts AY 2009-2010 - AY 2013-14……… 99
Table 2.7.d.1 CHES Pass Rates for SJSU Graduates……… 100
Table 2.7.d.2 CPH Pass Rates for all SJSU Graduates Taking the Exam………... 100
Table 2.7.2 Destination of Graduates by Department or Specialty Area for Each of the Last 3 years………. 101
Table 2.12 Length of Distance Learning Classes ………. 105
Table 2.12a Distance Instructional Faculty, AY 2013-14……… 107
Table 3.1.1 Research Activity of Primary and Secondary Faculty for Last Three Years…….. 117
Table 3.1.d Performance of MPH Program against Research Outcome Measures, AY 2011-12 – AY 2013-14……….. 120
Table 3.2.1. Faculty Service from 2011-12 to 2013-14……… 125
Table 3.2.d Service Outcome Measures and Supporting Data………... 128
Table 3.3.b Continuing Education Opportunities, 2011-14………... 132
Table 4.1.1 Primary Faculty who Support Degree Offerings of the MPH Program AY 2013-14……… 140
Table 4.1.2 Other Faculty who Support Degree Offerings of the Program Faculty Supporting the MPH Program, AY 2013-14………... 141
Table 4.1.d. Performance of MPH Program against Qualifications of its Faculty Complement, AY 2011-12 – AY 2013-14………... 144
Table 4.3.1 Quantitative Information on Applicants, Acceptances, and Enrollments, AY 2011-12 – AY 2013-14……… 156
Table 4.3.2 Students Enrolled, AY 2011-12 – AY 2013-14……… 156
Table 4.3.f Performance of MPH Program against Quality of Enrolled Cohort Outcome Measures,AY 2011-12 – AY 2013-14………. 157
Table 4.4.c Student Advising Survey, Fall 2013……… 163
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Chapter 1
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Criterion 1.1
Mission
Required Documentation:a. A clear and concise mission statement for the program as a whole. b. A statement of values that guides the program.
c. One or more goal statements for each major function through which the program intends to attain its mission, including at a minimum, instruction, research, and service.
d. A set of measurable objectives with quantifiable indicators related to each goal statement as provided in Criterion 1.1.c. In some cases, qualitative indicators may be used as appropriate.
e. Description of the manner through which the mission, values, goals and objectives were developed, including a description of how various specific stakeholder groups were involved in their development.
f. Description of how the mission, values, goals and objectives are made available to the program’s constituent groups, including the general public, and how they are routinely reviewed and revised to ensure relevance.
g. 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.
1.1.a. Mission statement
The mission of the San José State University MPH program is:
To provide professional education that prepares both students and graduates with knowledge, conceptual frameworks, health education and public health competencies, in order to develop programs, build community capacity, and advocate policy for health equity (revised Spring 2012).
The program’s vision is to continue to be a progressive and thriving MPH program serving Northern California and beyond – recognized for training a qualified public health workforce that responds effectively to the challenges and opportunities of the 21st century, while holding true to the values, principles, and ethics of community health education.
The MPH program’s mission and vision support the missions of the Health Science and Recreation Department
the College of Applied Sciences and Arts, and the University.
The program shall have a clearly formulated and publicly stated mission
with supporting goals, objectives, and values.
Page 4 of 165 1.1.b. Values
Our program’s approach to teaching and learning, scholarship, and service is based on a set of inter-related concepts. These are central to our approach in the MPH program and serve as our core values.
Figure 1.1.b
Core Values of the SJSU MPH Program
Supporting the MPH program’s core values are 10 program principles that guide our intentions and our actions. (See ERF for a description of the MPH program conceptual framework that includes our values, principles, and definitions.)
1.1.c. MPH program goals
The MPH program seeks to attain its mission through carefully planned efforts to address six broad goals. The goals are mutually reinforcing and crosscut the major functions of instruction, research, service, and leadership.
1. Stimulating and practical graduate education in the foundations of public health and the specialized skills of community health education (Instruction)
2. A program environment that honors diversity, civility, honesty, collaboration, engagement, respect, and ethical practice (Instruction, Leadership, Service).
3. Learning that integrates theory, practice, evidence, and lived experience over time, from different sources, and in new ecological contexts (Instruction, Research, Service).
4. Contributions that advance the body of knowledge and resources in community health education and public health through ethical and community-based faculty and student scholarship (Research).
Health
Of individuals, our organizations, our institution, and our community
Community
Our setting, our methods, and our orientation to health
Personal and Social Responsibility
Integrity, ethics, and recognition of the many ways in which our actions impact others
Equity, Social Justice, and Inclusive Excellence
Of opportunity, participation, achievement, and protection
Advocacy
The natural extension of discovery, knowledge, and analysis
Diversity
Assumed, encouraged, celebrated, honored, and engaged
Respect
For persons, beliefs, actions, experiences, and choices
That which is not given away is lost
Deep understanding that our power and potential lie not in what we achieve for ourselves, but in what we offer to others. .
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5. Leadership and active participation that contribute to the growth and development of the health education and public health professions (Instruction/Leadership).
6. Continuous engagement of the talents, enthusiasm, resources, and imagination of our program’s faculty and students in collaboration with community partners in projects and service activities that contribute to eliminating health disparities, and promoting social justice and health equity (Service, Leadership).
1.1.d. MPH program objectives
The MPH program achieves its goals through 11 broad program objectives. Progress towards each objective is monitored through a variety of assessment activities presented throughout this report.
Goal 1: Stimulating and practical graduate education in the foundations of public health and the specialized skills of community health education (Instruction)
Objective 1a. The program will offer an integrated set of planned and evaluated learning experiences based on the core areas of public health and the specialized area of community health education. Objective 1b. The program will prepare graduates to meet the nationally recognized core competencies of public health and the advanced competencies of the health education profession.
Objective 1c. The curriculum will provide opportunities for individual specialization as students matriculate through the program.
Goal 2: A program environment that honors diversity, civility, honesty, collaboration, engagement, respect, and ethical practice (Instruction, Leadership, Service).
Objective 2. The curriculum will infuse awareness, skills, and strategies of multicultural communication, cultural competence, inclusive excellence, and elimination of health disparities throughout the
curriculum.
Goal 3. Learning that integrates theory, practice, evidence, and lived experience over time, from different sources, and in new ecological contexts (Instruction).
Objective 3a. The curriculum will integrate knowledge, skills, theory, and practice in course work and field experiences.
Objective 3b. The faculty will regularly evaluate and refine the curriculum in light of emerging developments in relevant institutional, professional, and social contexts.
Goal 4: Contributions that advance the body of knowledge and resources in community health education and public health through ethical and community-based faculty and student scholarship (Research).
Objective 4a. Program faculty will engage in community-based scholarship that advances the field, enhances student learning, fulfills faculty research interests, and addresses community capacity, needs, and aspirations.
Objective 4b. Program faculty will involve students in community-based scholarship that advances the field, enhances student learning, and addresses community needs.
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Goal 5: Leadership and active participation that contribute to the growth and development of the health education and public health professions (Instruction/Leadership).
Objective 5. The program will contribute to the health education and public health professions through regional and national leadership positions; mentoring new professionals; and faculty, student, alumni, and partner participation in the annual meetings of the Society for Public health Education and the American Public Health Association.
Goal 6: Continuous engagement of the talents, enthusiasm, resources, and imagination of our program’s faculty and students in collaboration with community partners in projects and service activities that
contribute to eliminating health disparities, and promoting social justice and health equity (Service, Leadership). Objective 6a. The program will engage and support faculty in collaboration, consultation, and related service with local, state, national, and international communities, organizations, and initiatives.
Objective 6b. The program will provide opportunities for students to offer service to health education efforts through course assignments, fieldwork, Graduate Projects, and co-curricular activities.
1.1.e. Manner through which the mission, values, goals, and objectives were developed, including a description of how various specific stakeholder groups were involved in their development.
The mission of the SJSU MPH program has remained essentially the same since its founding (1970) and first CEPH accreditation (1974). In the 44 years since the first cohort was admitted - our mission, values, goals, and objectives have been slightly revised to meet current professional, public health, institutional, and community priorities. The MPH program’s deep and continuous community connections provide myriad opportunities for constituent input into the focus and direction of the program. However, ultimate responsibility for the integrity, relevance, assessment, and achievement of the program’s mission, values, goals, and objectives rests with the MPH Core faculty.
The program’s goals and objectives are monitored through an ongoing assessment strategy designed to meet university requirements, CEPH criteria, and the program’s own standards. The program’s effectiveness in meeting its six goals is determined by assessing achievement of the 11 related program objectives. Parallel and integrated into this comprehensive program assessment, the university mandates that all student
learning outcomes be assessed on a two-year cycle, providing data each semester on student achievement of the MPH program’s learning outcomes. All faculty members teaching in the MPH program share
responsibility for meeting the program’s objectives, fulfilling assessment duties within their academic assignments, and providing required documentation. The MPH Core faculty is responsible for analyzing the relevant assessment data and takes action as needed. In addition, the university’s five-year program planning cycle provides another opportunity to assess the MPH program’s educational effectiveness in the context of the university mission and goals for all students.
The program’s mission, values, goals, and objectives are annually reviewed by the MPH Core faculty during a Spring Planning Retreat and throughout the year as needed. Included in the annual review are reflection on the minimum thresholds for our evaluation indicators, student learning outcome data, information and suggestions from fieldwork preceptors and Graduate Project partners, recommendations from the student Curriculum Review, and relevant developments in department, college, or university contexts. Based on this analysis, the MPH Core faculty may modify or revise the program objectives and their associated assessment plans for the coming academic year.
Page 7 of 165 1.1.f. Description of how the mission, values, goals and objectives are made available to the
program’s constituent groups, including the general public, and how they are routinely reviewed and revised to ensure relevance.
Program constituents are formally involved in review of the goals and objectives through a variety of
strategic planning working groups. Because the SJSU MPH program has such constant communication with a wide range of community partners, a system of ad hoc working groups has emerged that provides focused input on particular issues under consideration. For example, during the period under review, working groups of alumni, key partners, MPH faculty, and students were established to review admissions
procedures, fieldwork practicum, alumni relations and development, and career/workforce development. In addition, input is sought through electronic surveys, fieldwork site conference calls, or focus groups with constituents when specific feedback, data, or recommendations are needed. Examples within the past three years include a survey that assessed workforce development and continuing education needs (see ERF) strategic conversations with fieldwork preceptors, and community partner input into a major redesign of our culminating experience.
The program’s mission, values, goals, and objectives are widely shared and publicly available. Materials about the MPH program are made available at booth displays at APHA and SOPHE annual meetings. The mission and links to the values, goals, and objectives are available in documents contained on our website
http://www.sjsu.edu/hsr/academicprograms/mph/index.html and in the program brochure, fact sheet, and other promotional material. The mission, values, goals, and objectives are stated in the MPH Student
Handbook, the Fieldwork Practicum Handbook, and orientation material presented to faculty teaching in the
MPH program. Each of these documents is updated annually.
The core values, principles, and definitions are reviewed and revised as needed by the MPH Core faculty during the annual Spring Planning Retreat or at other times as appropriate. The diversity statement is discussed and endorsed each year. These framing documents are discussed during annual student leadership training, new student orientations, and throughout the curriculum at designated points (e.g. Introductory Seminar, Multicultural Communication, and Leadership).
1.1.g. 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 San José State University MPH program has a clearly formulated and publicly stated mission and vision with supporting goals and measurable objectives. The program is based on public health values and
definitions, with principles and a diversity statement derived from its unique setting and experience. The program supports and is supported by the missions of the department, college, and university.
While the essential mission has remained relatively the same for over 40 years, the program’s vision, goals, and objectives reflect changing times and public health priorities. The most recent revisions to the
program’s mission, goals and objectives were made during the three years of this review, 2011 – 2014. Through instruction on campus and by distance, research, and service activities, and long history as an established MPH program - we continue to foster professional public health values, concepts, and ethical practice, making intentional and steady progress towards achieving our mission, vision, and goals. No weaknesses were identified for this criterion and we look forward to seeing how the merger of Health Science and Recreation will offer opportunities for more interdisciplinary instruction, research, and service.
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Criterion 1.2
Evaluation
Required Documentation
:
a. Description of the evaluation processes used to monitor progress against objectives defined in Criterion 1.1.d, including identification of the data systems and responsible parties associated with each objective and with the evaluation process as a whole.
b. Description of how the results of the evaluation processes described in Criterion 1.2.a are monitored, analyzed, communicated and regularly used by managers responsible for enhancing the quality of programs and activities.
c. Data regarding the program’s performance on each measurable objective described in Criterion 1.1.d must be provided for each of the last three years.
d. 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, faculty, students, alumni and
representatives of the public health community.
e. 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.
1.2.a. Description of the evaluation processes used to monitor progress against objectives.
The MPH Core faculty (comprised of Dr. Edward Mamary, MPH Director; Dr. Anne Demers, Campus Coordinator; Dr. Daniel Perales, Distance Coordinator, and Dr. Jane Pham) are responsible for evaluating and monitoring the program’s overall efforts against its objectives. The MPH Core faculty also conducts the ongoing assessment of student achievement of the program’s student learning objectives and the
program’s effectiveness in serving its various constituents. Planning and evaluation roles and responsibilities are outlined below.
MPH Core Faculty – program oversight, assessment, and strategic planning
CEPH accreditation self-study – The MPH Core, under the leadership of the Director, is responsible for planning, conducting, and using the CEPH accreditation self-study process for continuous program improvement. A wide range of constituents is involved in each self-study, but responsibility for aligning the program with the expectations of accreditation by CEPH is the responsibility of the MPH Core faculty.
Program planning – The university requires all departments to conduct an evidence-based, future-oriented program assessment once every five years. The MPH program is a crucial part of the Health Science and Recreation Department program plan. At the culminating event of the program planning process (a meeting between the Department Chair, Deans of both Undergraduate and Graduate
The program shall have an explicit process for monitoring and evaluating its overall
efforts against its mission, goals and objectives; for assessing the program’s
effectiveness in serving its various constituencies; and for using evaluation results in
ongoing planning and decision making to achieve its mission. As part of the
evaluation process, the program must conduct an analytical self-study that analyzes
performance against the accreditation criteria defined in this document.
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Studies, and a representative of the Provost’s staff) the program’s role in the department’s plans for the future, department and program priorities, and strategic resource management and development are among the items for discussion. The last department’s Program Review is available on site for review. Assessment of student learning outcomes – All SJSU programs are required to identify specific
student learning outcomes (SLOs) and to assess all SLOs within a four-semester cycle. Assessment reports, including summaries of findings and evidence of use of the findings for program
improvement, are submitted to the College Assessment Facilitator annually and posted on the university assessment website http://www.sjsu.edu/ugs/datareports/assess_report/. The MPH Director, with support from the Chair, is responsible for assuring program compliance with university requirements and bringing the data to the Core faculty to review. A copy of the most recent MPH SLO review is included in the ERF.
Continuous program planning – The MPH Core faculty uses a model of continuous program improvement, whether or not in an accreditation or university mandated self-study period. Monthly two-hour Core meetings, Distance and Campus format meetings attended by student representatives from each format, and intensive Spring Planning Retreats provide the venue for structured, evidence-based discussion and decision-making regarding the program’s progress towards its objectives. Sample action minutes from Core, Campus, and Distance meetings and planning retreats are located in ERF.
MPH Core Faculty and MPH Students – shared evaluation responsibilities
MPH Campus Forums – MPH campus students have a formal opportunity to comment on program policies and procedures during one of the program meetings held twice per year as part of the Health Science and Recreation Department Fall and Spring Reunions. The meetings, which are mandatory for MPH campus students, are held the day before classes begin each semester.
MPH Distance Course Process Indicators - A list of variables that define an excellent online MPH class session were developed by the Distance MPH Coordinator. Process indicator data are collected to assess each online class and provide both the instructor and the course monitor with feedback on each class. The online surveys see (ERF for example) are completed by the course monitor and the instructor by 9:30 PM at the end of each Tuesday night’s class. The survey assesses class preparation by the instructor, attendance by students, any problems with distance technology that occurred and their resolutions, and best practices used for distance course instruction. A sample summary report is located in the ERF.
The University’s Student Opinion of Teaching Effectiveness (SOTE) Survey (Sample survey in ERF) – According to university policy, all courses must be evaluated each semester using a
standardized teaching effectiveness survey. Although survey results are part of the faculty member’s personnel file and shared with the Department Chair only, the MPH Core faculty encourages all MPH instructors to discuss the results with students and faculty colleagues in the interest of program
improvement. The data provided by MPH students through the SOTE survey provide insight into student perspectives on the effectiveness of individual instructors and, in the aggregate, of the MPH faculty overall. As of Spring 2013 – SOTE surveys are administered electronically. The current university policy may be found at http://www.sjsu.edu/senate/docs/F12-6.pdf.
MPH Program Curriculum Review (sample survey in ERF) – This survey has been routinely administered by campus students in all MPH courses at the same time as the SOTE survey. Although SOTES are now completed electronically, students still complete Curriculum Review surveys in class at the end of each semester. The questions go beyond perspectives on teaching effectiveness to address student experience of the role of the evaluated course in the overall MPH curriculum. Curriculum
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Review results are shared with students and faculty and are used in ongoing program improvement efforts (sample summary report can be found in the ERF).
Periodic Campus and Distance Course Evaluations (see ERF for HS 201 distance session evaluation) – All MPH instructors are encouraged to conduct periodic course evaluations and use the results for course improvement. Campus instructors typically conduct mid-semester reviews, while a few distance instructors conduct evaluations of every online session.
Student Advising Surveys (sample in ERF) – Periodically administered electronically to campus students.
Graduating Student Exit Surveys (sample survey in ERF) – Each graduating campus and distance MPH student completes an MPH exit survey before graduation. The survey, which uses a
retrospective pre-test design, asks students to self-assess the extent to which they have mastered each MPH core competency. Beginning Spring 2014, the assessment will include the revised list of MPH competencies.
Alumni – reflection on preparation for practice and professional development
Alumni Employment Survey (sample survey in ERF) – The MPH Core faculty sends annual surveys to recent alumni regarding their current employment, and periodic intensive surveys to a broader group of alumni to obtain perspectives on workforce trends, CHES and/or CPH status, and continuing education needs. These data are used to inform curricular enhancement and continuing education events.
Partners and Other Community Constituents – workforce and community needs and perspectives
Fieldwork Advisory – Working with trained fieldwork consultants, the MPH fieldwork instructor conducts conferences calls with each preceptor of students currently in the field in order to assess preceptors’ overall experiences with MPH students and to discuss any changes that may be needed to current fieldwork policies and procedures (sample report in ERF).
Community Advisory Groups – During the period under review, the MPH program was included in the first Health Science and Recreation Department Advisory Group, convened in February 2013. This group was convened to provide input into the department’s new strategic planning and resource development (see ERF for participant roster and summary report). The MPH Core faculty also convened advisory meetings to provide focused consultation on particular focus areas. For example, community partners were part of a December 2009 summit and February 2010 expert panel exploring new options for our culminating experience that resulted in a new community-practice oriented comprehensive exam that debuted in Spring 2011 (see ERF for Advisory Group roster and Agenda).
1.2.b. Description of how the results of the evaluation processes described in Criterion 1.2.a are monitored, analyzed, communicated and regularly used by managers responsible for enhancing the quality of programs and activities.
Data collected from the various constituents and assessment methods described above are presented by the Program Director and discussed at the monthly MPH Core faculty meetings and the annual spring Strategic Planning Retreats. Decisions for administering the MPH program are made by consensus among the MPH
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Core faculty. When input into MPH program decisions is required from all department faculty (such as decisions that would involve department resources or priorities), the MPH Director first brings the issue to the Department Chair for discussion, and then requests that the issue be listed on the agenda of the Health Science and Recreation Department faculty meeting for discussion, and if necessary, for faculty vote.
1.2.c. Data regarding the program’s performance on each measurable objective described in Criterion 1.1.d must be provided for each of the last three years.
Table1.2.c on the following pages provides data regarding the performance of the program against the 11 objectives the three years AY 2011-12 – AY 2013-14
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Table 1.2.c
Data Regarding Performance of the MPH Program
Goal 1: Stimulating and practical graduate education in the foundations of public health and the specialized skills of community health education (Instruction)
Objective 1a. The program will offer an integrated set of planned and evaluated learning experiences based on the core areas of public health and the specialized area of community health education.
Expected Outcome and Minimum Threshold
Data Source AY 2011/12 AY 2012/13 AY 2013/14
100% of CEPH public health core areas and 100% of advanced health education
competency areas will be represented in MPH program’s essential learning objectives.
Course syllabi 100% CEPH public health core areas represented. 100% advanced health education competency areas represented. MET 100% CEPH public health core areas represented. 100% advanced health education competency areas represented. MET 100% CEPH public health core areas represented. 100% advanced health education competency areas represented. MET
Objective 1b. The program will prepare graduates to meet the nationally recognized core competencies of public health and the advanced competencies of the health education profession.
Expected Outcome and Minimum
Threshold Data Source
AY 2011/12 AY 2012/13 AY 2013/14
90% of students will have graduated without having been placed on academic probation.
Student
transcripts 90 % of students graduated without
being placed on academic probation. MET 96% of students graduated without being placed on academic probation. MET TBD
90% of enrolled students will receive a minimum B- grade in every course.
Student
transcripts 94% of enrolled students received a
minimum B- grade in every course. MET 88% of enrolled students received a minimum B- grade in every course. NOT MET TBD
90% of students will have passed their 3-day comprehensive exam upon their first attempt.
Comprehensive
Exam Results 94% passed their comprehensive
exam upon first attempt.
MET
96% passed their comprehensive exam upon first attempt.
MET
TBD
90% of students will report at least a two level increase (on a scale from 1 to 5) in their confidence in having achieved each MPH core competency. Retrospective Pre-tests administered at Exit 100% of students reported a two level increase in confidence. MET 100% of students reported a two level increase in confidence. MET TBD – exit survey
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Objective 1c. The curriculum will provide opportunities for individual specialization as students matriculate through the program.
Expected Outcome and Minimum
Threshold Data Source
AY 2011/12 AY 2012/13 AY 2013/14
80% of course syllabi will indicate opportunities for students to choose individual areas of specialization through major assignments.
Course syllabi 83% of course syllabi indicate opportunities. MET 83% of course syllabi indicate opportunities. MET 83% of course syllabi indicate opportunities. MET Goal 2. A program environment that honors diversity, civility, honesty, collaboration, engagement, respect, and ethical practice (Instruction, Leadership, Service).
Objective 2. The curriculum will infuse awareness, skills, and strategies of multicultural communication, cultural competence, inclusive excellence, and elimination of health disparities throughout the curriculum.
Expected Outcome and Minimum Threshold
Data Source AY 2011/12 AY 2012/13 AY 2013/14
90% of course syllabi will document explicit engagement of student diversity and/or attention to cultural competence, multicultural communication, and health disparities in course activities and/or student learning objectives.
Course syllabi 100% of course syllabi indicate explicit engagement. MET 100% of course syllabi indicate explicit engagement. MET 100% of course syllabi indicate explicit engagement. MET
60% of admitted distance and campus MPH students will represent ethically and minority diverse populations.
Admissions
data. 51% of distance and campus students represented ethically and minority diverse populations. NOT MET 60% of distance and campus students represented ethically and minority diverse populations. MET 62% of distance and campus students represented ethically and minority diverse populations. MET
Page 15 of 165 Goal 3. Learning that integrates theory, practice, evidence, and lived experience over time, from different sources, and in new ecological contexts (Instruction).
Objective 3a. The curriculum will integrate knowledge, skills, theory, and practice in course work and field experiences.
80% of course syllabi will list at least one learning objectives integrating knowledge, skills, theory, and practice components.
Course syllabi 100% of course syllabi listed at least one learning objective
MET
100% of course syllabi listed at least one learning objective
MET
100% of course syllabi listed at least one learning objective
MET
Objective 3b. The faculty will regularly evaluate and refine the curriculum in light of emerging developments in relevant institutional, professional, and social contexts.
Expected Outcome and Minimum Threshold
Data Source AY 2011/12 AY 2012/13 AY 2013/14
80% of assessed MPH courses will make a significant change (e.g. learning objectives, course structure, assignments, readings, class activities, speakers, explicit links to other courses) to update them from the previous academic year. Curriculum review and MPH course assessment results. 100% of courses assessed made a significant change. MET 100% of courses assessed made a significant change. MET Completed in final report.
Goal 4. Contributions that advance the body of knowledge and resources in community health education and public health through ethical and community-based faculty and student scholarship (Research).
Objective 4a. Program faculty will engage in community-based scholarship that advances the field, enhances student learning, fulfills faculty research interests, and addresses community capacity, needs, and aspirations.
Expected Outcome and Minimum Threshold
Data Source AY 2011/12 AY 2012/13 AY 2013/14
75 % of full-time MPH Faculty will disseminate findings by contributing at least one scholarly presentation or publication within the last 12 months. Annual faculty achievement reports. 86% of full-time MPH Faculty disseminated findings by contributing at least one scholarly presentation or publication within the last 12 months. MET 77 % of full-time MPH Faculty disseminated findings by contributing at least one scholarly
presentation or publication within the last 12 months. MET 88 % of full-time MPH Faculty disseminated findings by contributing at least one scholarly
presentation or publication within
the last 12 months.
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Objective 4b. Program faculty will involve students in community-based scholarship that advances the field, enhances student learning
Expected Outcome and Minimum Threshold
Data Source AY 2011/12 AY 2012/13 AY 2013/14
20% of full-time MPH Faculty will involve students or alum in at least one scholarly presentation or publication within the last 12 months. Peer-reviewed presentation or publications. 43% of full-time MPH Faculty involved students in at least one scholarly presentation or publication within the last 12 months. MET 22% of full-time MPH Faculty involved students in at least one scholarly presentation or publication within the last 12 months. MET 38% of full-time MPH Faculty involved students in at least one scholarly presentation or publication within the last 12 months. MET 10% of campus MPH students will conduct an
independent research project or thesis, exceeding the minimum MPH program unit requirements. Accepted project or thesis proposals. 5% of campus MPH students conducted an independent research project or thesis. NOT MET 5% of campus MPH students conducted an independent research project or thesis. NOT MET 5% of campus MPH students conducted an independent research project or thesis. NOT MET Goal 5. Leadership and active participation that contribute to the growth and development of the health education and public health professions (Instruction/Leadership/Service).
Objective 5. The program will contribute to the public health and health education professions through regional and national leadership positions; mentoring new professionals; and faculty, student, alumni, and partner participation in the annual meetings of the Society for Public health Education and the American Public Health Association.
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 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.
Conference
Registration 100% attendedMET 100% attended MET 75% attendedMET
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.
Registration
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
Page 17 of 165 Goal 6. Continuous engagement of the talents, enthusiasm, resources, and imagination of our program’s faculty and students in collaboration with community partners in projects and service activities that contribute to eliminating health disparities, and promoting social justice and health equity (Service, Leadership).
Objective 6a. The program will engage and support faculty in collaboration, consultation, and related service with local, state,
national, and international communities, organizations, and initiatives.
Expected Outcome and Minimum Threshold
Data Source AY 2011/12 AY 2012/13 AY 2013/14
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 achievement 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 60% of MPH full-time teaching faculty participated in at least one community-based activity. MET
Objective 6b. The program will provide opportunities for students to offer service to health education efforts through course
assignments, fieldwork, Graduate Projects, and co-curricular activities.
Expected Outcome and Minimum Threshold
Data Source AY 2011/12 AY 2012/13 AY 2013/14
25% of campus students will be engaged in service through organized MPH program activities over the previous 12-month period.
MPH –Student Association recognition 31% engaged in service MET 21 % engaged in service NOT MET 26 % engaged in service MET
d. 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, faculty, students, alumni and representatives of the public health community.
This CEPH study formally began in 2011 under the direction of Dr. Edward Mamary. The CEPH self-study was the focal point of MPH program planning, assessment, and reflection for the past three years. Program faculty members were continually engaged in curricular revision when the official self-study period began.
Key stakeholders, including students, preceptors, alumni, and representatives of the local public health workforce were involved as members on key working groups and during advisory meetings. In response to emerging needs for program improvement, the MPH Core faculty convened three working groups, each led by a core MPH faculty member. The three groups addressed admissions, professional development, and alumni relations. Each group worked to identify the needed policies, procedures, or data; collected data when necessary; and then made recommendations to the MPH Core faculty regarding alignment of CEPH requirements with the program’s objectives and activities. Key outcomes of the working groups include a unified campus and distance admissions marketing approach, identifying current issues related to
professional development, and insights into the role SJSU MPH program plays in alumni career trajectories, and the extent to which alumni have mastered our MPH core competencies.
The MPH Director led the MPH Core faculty in development of the self-study report. Each faculty member was responsible for individual sections or data/text contributions. The MPH Core Faculty reviewed chapter drafts at various points. The Director produced the preliminary report which was
Page 18 of 165
submitted to CEPH. CEPH reviewer comments were incorporated and the final report was submitted to CEPH, the site team, the College Dean, the Associate Vice President for Graduate Studies and Research, and the Interim Provost. The following announcement was posted to the SJSU MPH website on February 10, 2014 and also sent to students, alumni, preceptors, and other community partners by email through our electronic notification groups:
Dear Students, Faculty, Alumni, Preceptors, and Community Partners:
Our re-accreditation site visit by the Council on Education for Public Health (CEPH) is scheduled on May 15th and May 16th. CEPH is an independent agency recognized by the U.S. Department of Education to accredit schools of public health and public health programs outside schools of public health. As part of the re-accreditation process, third-parties may provide written comments directly to CEPH up until April 15, 2014. Comments should be sent to: Council on Education for Public Health, 1010 Wayne Avenue, Suite 220, Silver Spring, MD 20910.
e. 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 SJSU MPH program has multiple clear, ongoing, and reinforcing processes for evaluating and monitoring its overall efforts against its mission, goals and objectives. Since the last self-study, the MPH program has implemented an on-going feedback loop where students are informed of curricular changes as a result of ongoing assessment. Several weaknesses have been identified. There is a lack of consistency in conducting assessments across distance and campus formats. The distance format is held through special session – separate from the university’s semester calendar. The university system, for example, does not administer SOTES during a timeframe that would align with special session courses. Curriculum review has been inconsistently administered for the distance format, but beginning Spring 2014, we plan to collect consistent and complete data through Canvas: our university’s new online learning management system. We also need to find opportunities for distance students to be engaged in health education service activities other than fieldwork. A final weakness is that few MPH campus students opt to conduct a thesis or
independent project to fulfill the culminating experience. We plan to engage student in a focus group discussion during the next year to explore incentives for initiating student projects and theses.
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Criterion 1.3
Institutional Environment
Required Documentation
:
a. A brief description of the institution in which the program is located, and the names of accrediting bodies (other than CEPH) to which the institution responds.
b. One or more organizational charts of the university indicating the program’s relationship to the other components of the institution, including reporting lines and clearly depicting how the program reports to or is supervised by other components of the institution.
c. Description of the program’s involvement and role in the following:
– budgeting and resource allocation, including budget negotiations, indirect cost recoveries, distribution of tuition and fees and support for fund-raising
– personnel recruitment, selection and advancement, including faculty and staff – academic standards and policies, including establishment and oversight of curricula
d. If a collaborative program, descriptions of all participating institutions and delineation of their relationships to the program. 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.
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.
1.3.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 belongs.
San José Sate University is the oldest public institution of higher education in California. Founded in 1857 as Minns’ Evening Normal School and dedicated to training teachers for the region booming in the wake of the Gold Rush, its first enrollment was “one gentleman and five ladies.” The satellite branch that opened in Southern California in 1882 became UCLA in 1927. SJSU marked its 150th anniversary in 2007 with a year-long sesquicentennial celebration.
San José State University is accredited by the Accrediting Commission for Senior Colleges and Universities of the Western Association of Schools and Colleges (WASC), one of the six major regional college
accreditation agencies in the United States; the California State Board of Education. The Teacher Education programs of the University also are accredited by the National Council for Accreditation of Teacher Education and approved by the California Commission on Teacher Credentialing. A total of 35
The program shall be an integral part of an accredited institution of higher
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academic programs – both undergraduate and graduate – are accredited by discipline-specific professional organizations.
In spring of 2013, San José State University served 27,503 undergraduate, professional, and graduate students. SJSU is one of 23 campuses in the California State University (CSU) system. Three other CSU campuses (San Francisco, East Bay, and Monterey Bay) are located within a 50 mile radius. Six other major universities are located in the area, including Santa Clara University, Stanford University, the University of California, Berkeley, and the University of California, Santa Cruz.
San José State University is a comprehensive institution that offers 134 bachelors and masters degrees in 110 degree fields. The majority of SJSU students (82.5%) are undergraduates; 15.5% are graduate students, and 2% are seeking second baccalaureates or are credential candidates. In 2013, the US News and World Report ranked SJSU 38th in the top public colleges and universities in the West that offer undergraduate and masters’ programs.
The CSU commitment to offer local access to high-quality higher education to all persons who meet the criteria for admission, and the cultural diversity of the university’s service area, result in a diverse student community whose members are drawn from various age groups, cultures, and economic backgrounds. In Spring 2013, more than half of the students (51%) were female and 65% of the student body was between 20 and 29 years old. Freshmen and sophomores comprised 27% of all students, with slightly older juniors and seniors comprising 17% and 39% respectively. Graduate students comprise 15.5% of the total student population. The average age of SJSU graduate students was 30.0 years. Slightly less than half (47%) of SJSU students are residents of Santa Clara County, 44% come from other counties in California, 1% are U.S. residents outside of California, and 6% are international students.
According to a 2013 U.S. News and World Report on campus diversity, San José State University was ranked seventh in student-body diversity among all university campuses in the west region of the United States during the 2011-12 AY. It was ranked second (tied) among the most ethnically diverse campuses in the CSU system; the SJSU student population reached cultural pluralism in 1993. In Spring 2013, there were 27,503 students enrolled, with 58% of the student population from racial/ethnic minority groups. The largest racial/ethnic groups are Asian (32%), White (25%), and Latinos (21%). SJSU has been nationally ranked for over a decade among schools graduating the greatest number of Asian Americans, Latino/s students, and under-represented minorities overall. The university was listed by US News and World Report as among the top in the western region in the Campus Diversity category.
University Setting: Santa Clara County
San José State University is located in the diverse and dynamic Santa Clara County. The County
encompasses 1,300 square miles and is situated at the southern end of the San Francisco Bay. It includes 15 cities and 30 special districts, ranging from Palo Alto to the north to Gilroy in the south. Most recent census data indicate the county’s population of nearly 1.8 million as one of the largest in the state, following Los Angeles, San Diego, and Orange counties; it is the largest of the nine Bay Area counties. The population of the county represents about 1/4 of the population of the entire Bay Area. Santa Clara County’s
population is expected to reach more than 2 million by 2020.
The County’s ethnic and cultural diversity provides a rich and unique multicultural setting for San José State University and its academic programs. See the racial and ethnic breakdown of county residents in Table 1.3.a.1.
Page 21 of 165 Table 1.3.a.1
Santa Clara County Population, 2012
Racial/Ethnic Group % of Population
Hispanic/Latino 26.9
White 34.3
Asian 33.7
African American 2.9
American Indian and Alaska Native 1.4 Native Hawaiian/Other Pacific Islander 0.5
Other and two or more races 3.9
Currently, Latinos, African Americans, Asians, Pacific Islanders, and Native Americans comprise over 65% of the County’s population. Within the past decade, 200,000 immigrants from over 175 countries came to Santa Clara County, with the largest numbers from Mexico, Vietnam, the Philippines, the People’s Republic of China, and India. The region was also the destination of some of the country’s largest refugee
resettlement efforts, bringing additional people from Vietnam, as well as Cambodia, Bosnia, Iran, and Somalia. An estimated 36.9% of the current County population is foreign born. Over 30 languages are spoken in Santa Clara County; the three main languages are English, Spanish, and Vietnamese. Latinos, with family origins primarily in Mexico and Central America, have a long and important history in Santa Clara County. The County’s diverse Asian population includes Vietnamese, Cambodians, Laotians, Hmong, Filipinos, Chinese, Japanese, Koreans, and Asian Indians.
Santa Clara County is the home of Silicon Valley, known internationally as a center for innovation and creativity in technology research and development. During the period since our last accreditation review, the region experienced the economic high of the final years of the dot com boom, the devastating reversal of the dot com bust, and a slow return to economic stability, fueled once again by the technology and engineering industries. The high visibility of Silicon Valley’s celebrated economic success sometimes obscures the other reality of the region. The uneven transition from an agricultural area to a world famous center of technology and corporate development has created significant environmental problems. The area now has some of the state’s worst traffic congestion and its attendant air pollution; new environmental hazards due to old and new industrial pollution, and unsafe or unstable working conditions for the industries’ thousands of workers in the lowest-paying jobs, most of whom are immigrants. The rapidly changing economy in Silicon Valley has also created extremes of wealth and poverty. According to latest census data (2012), the median household income was $89, 064, the highest of any county in California and much higher than the U.S. median of $52,762. However, according to those same statistics, 9.2% of the county’s residents are considered to be living in poverty, compared to 14.3% in the U.S. The median home value in Santa Clara County in 2011 was $681,100, a surprisingly small decrease from the 2005 high of $681,700 and still more than three times higher than the U.S median of $186,200. According to the 2011 survey of the county’s homeless, it is estimated that there were 18,329 homeless persons during 2011 in Santa Clara County.
Page 22 of 165 The City of San José
With a population of 982,765 in 2012, San José is the tenth largest city in the United States, the third largest in California, and the largest city in the nine-county San Francisco Bay Area. Fortune magazine has referred to San José as the ‘epicenter of information technology’. San José has the lowest crime rate of any major city in the United States with a population of 500,000 or more. San José offers a wide variety of cultural, recreational, educational, and entertainment opportunities – all close to the SJSU campus.
San José contains 53% of Santa Clara County’s total population. As shown in Table 1.3.a.2, although it shares many of the County’s demographic characteristics, the City’s population is even more ethnically diverse.
Table 1.3.a.2
San José Population, 2012
Racial/Ethnic Group % of Population
Hispanic/Latino 33.2
White 28.7
Asian 32.0
African American 3.20
American Indian and Alaska Native 0.9 Native Hawaiian/Other Pacific Islander 0.4
Other and two or more races 5.0
San José continues to experience significant immigration, with a current population that is nearly two-thirds Latino and Asian. According to the latest census data, San José is home to more people from Vietnam and India than any city outside of those two countries. In the city, 55% of the population five years and older speaks a language other than English. The age distribution is similar to that of the County, with a slightly larger youth population (27% under age 17, compared to 17.5% in the County).The median household income is less than the County median ($80,764 compared to $89,064).
The SJSU campus is located in the revitalized downtown area, in the midst of this ethnically and culturally rich community. The needs of the region, and projection of future trends, require that San José State University offer academic programs that preserve the balance between career and general education, while preparing graduates to take positions of responsibility and leadership for the 21st century. In collaboration with nearby industries and communities, SJSU is dedicated to achieving the University’s mission as a responsive institution of the State of California and a vital part of its geographic region.
Page 23 of 165 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.
The academic reporting line from the President to the MPH Program Director is displayed in Figure 1.3.b.1
Figure 1.3.b.1
Reporting Lines: President to Program Director
The university is administered by the President through four divisions: Academic Affairs, Student Affairs, Administration and Finance, and University Advancement (Tower Foundation). Each division is led by a Vice President; the Vice President for Academic Affairs also serves as the Provost. The organizational chart for Academic Affairs is displayed in Figure 1.3.b.2. Other offices are in the ERF.
Figure 1.3.b.2
SJSU President Mohammad Qayoumi
SJSU Interim Provost Andy Feinstein
Dean Charles Bullock
MPH Director Edward Mamary Interim Department Chair Jack Wall
Page 24 of 165 The College of Applied Sciences and Arts (CASA)
The College of Applied Sciences and Arts (CASA) is the largest of SJSU's seven colleges. The Health
Science and Recreation Department is one of the smaller units in CASA, which includes the Departments of Aerospace, Hospitality, Justice Studies, Kinesiology, Nutrition & Food Science, and Occupational Therapy. The College is also home to four schools: Journalism & Mass Communications, Library & Information Sciences, The Valley Foundation School of Nursing, and Social Work . Dr. Charles Bullock was appointed Dean of the College in January 2009. The organizational chart for CASA is displayed in is displayed in Figure 1.3.b.3.
The Health Professions Division
The Health Professions Division is based on the coordination of programs in the Departments of Health Science and Recreation and Recreation, Nutrition and Food Science, Occupational Therapy, and the School of Nursing. Other participating departments are Kinesiology and Hospitality. Health Professions
coordinates cross-listed courses across its participating departments, and schools. One of these courses is the multidisciplinary graduate research course, HPROF 295 Research Design and Methodology, which is part of the MPH curriculum.
Figure 1.3.b.3.
The Office of Graduate Studies and Research
The Office of Graduate Studies and Research (GS&R) is another university component that is central to the functioning of the MPH program. The Office is administered by the Associate Vice President for Graduate Studies, Dr. Pamela Stacks. The goals of GS&R, as stated on its website, are to oversee processes to ensure the quality of graduate and credential programs, to act as an advisory resource to programs initiating or transforming their academic programs, to advocate for faculty and student programmatic needs in the area
Page 25 of 165
of scholarship and creative activities, to ensure the university is in compliance with all federal, state, and CSU policies dealing with curriculum and research, to disseminate the guidelines for policy related to graduate education and research, to facilitate development of new degree programs at the
post-baccalaureate, graduate and joint-doctoral degree levels, to promote graduate student recognition via awards, scholarships, and research forum formats, and to assist in the development of collaborative faculty research activities.
Graduate Studies and Research provides general information for prospective and currently enrolled students, and offers support to graduate faculty advisors. In addition, GS&R conducts the initial screening of applicants to the MPH program through its Graduate Admissions and Program Evaluations (GAPE) process. That unit is also responsible for degree program clearance at time of graduation. Both functions are conducted following policies and procedures authorized by state, CSU, and university mandates. GS&R coordinates the University's Institutional Review Board, sponsors the University Student Research
Competition, and approves all Master's Theses.
1.3.c. University Practices
As part of the Health Science and Recreation Department, the MPH program operates within the policies of the Academic Affairs Division of the university.
Lines of accountability, including access to higher-level officials
As displayed in Figure 1-5, there are clear lines of accountability from the MPH Director up to the
University President. The Director has full access to the Department Chair and the College Dean, Associate Deans, and College staff. Although access to the Provost must go through the Chair and the College Dean, the MPH Program Director has open access to the AVP for Graduate Studies and Research (GS&R) Pamela Stacks, Associate Dean David Bruck, and GS&R GAPE staff (including evaluators and the Institutional Review Board Coordinator and Thesis Coordinator, Alena Filip). The AVP of GS&R also oversees grants and contracts submissions. The AVP is also the institutional officer ensuring compliance of all federal, state, CSU and SJSU policies. The Associate Dean of GS&R is the academic officer who evaluates student or faculty petitions dealing with program issues.
Prerogatives extended to academic units regarding names, titles, and internal organization
The Health Science and Recreation Department, as all academic units at SJSU, has autonomy regarding the name of the department and its programs. Changes to unit names and program titles must be approved by the Office of the Chancellor of the California State University (CSU) system, after internal review and approval by SJSU. Internal organization of the department is determined by the Chair and the department faculty. We just recently officially changed our department name from Health Science to Health Science and Recreation.
Budgeting and resource allocation
The MPH program budget is part of the overall budget of the Department of Health Science and
Recreation. Requests from the MPH Program Director for specific support (e.g., student assistance, activity support, equipment) are negotiated with the Department Chair.
The annual resource allocation process begins with negotiations between the state governor, the legislature, and the Chancellor of the California State University (CSU) system. Annual budgets are allocated to each of the 23 CSU campuses following a formula driven by number of Full-time Equivalent Students (FTES). FTES targets are established for each campus based on past performance, social or economic trends, student demand, and campus projections and priorities. Budget enhancement is possible only when
