oral communication rubric · web viewin ph 209, students will take an exam with embedded questions...

CHHS

Department of Public Health/Master of Public Health Program

Student Outcomes Assessment Plan (SOAP)

I. Mission Statement

The mission of the Master of Public Health (MPH) program is to promote, preserve, and restore health. This is accomplished by educating graduate students to be effective leaders and competent practitioners at the local, national, and international levels.

II. Goals and Student Learning Outcomes

This section delineates the goals and student learning outcomes for the MPH program. These

goals and student learning outcomes are based on the CORE Competencies for Public Health

Professionals developed by the Council on Linkages between Academia and Public Health

Practice. The MPH faculty, selected MPH students, and the MPH Advisory Board met and

selected ten of these CORE Competencies for Public Health Professionals to guide the

curriculum. These ten competencies are as follows:

1. Interprets quantitative and qualitative data (1B9)2. Describes the characteristics of a population-based health problem (1C2)3. Develops plans to implement policies and programs (2B7)4. Interprets demographic, statistical, programmatic, and scientific information for use by

professional and lay audiences (3C5)5. Incorporates strategies for integrating with persons from diverse backgrounds (4B1)6. Conducts a comprehensive review of the scientific evidence related to a public health issue,

concern, or intervention (6B5)7. Incorporates the Core Public Health Functions and Ten Essential Services of Public Health

into the practice of the public health sciences (6C3)8. Applies the basic public health sciences (including, but not limited to, biostatistics,

epidemiology, environmental health sciences, health services administration, and social and behavioral health sciences) to public health policies and programs (6C4)

9. Prepares proposals for funding from external sources (7B10)10. Establishes mentoring, peer advising, coaching or other personal development opportunities

for the public health workforce (8B6)

Goal 1: Analytical/Assessment

To prepare graduate students for analytical/assessment skill attainment.

Outcomes: Graduates will be able to:

1.1. Interpret quantitative and qualitative data.

1.2.Describe the characteristics of a population-based health problem.

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Goal 2: Policy Development/Program Planning

To prepare graduate students for policy development/program planning skill attainment.

Outcome: Graduates will be able to:

2.1 Develop plans to implement policies and programs.

Goal 3: Communication

To prepare graduate students for communication skill attainment.


3.1 Interpret demographic, statistical, programmatic, and scientific information for use

by professional and lay audiences.

Goal 4: Cultural Competency

To prepare graduate students for cultural competency skill attainment.


4.1 Incorporate strategies for interacting with persons from diverse backgrounds.

Goal 5: Public Health Sciences

To prepare graduate students for public health sciences skill attainment.

Outcomes: Graduates will be able to:

5.1 Conduct a comprehensive review of the scientific evidence related to a public health

issue, concern, or intervention.

5.2 Incorporate the Core Public Health Functions and Ten Essential Services of Public

Health into the practice of the public health sciences.

5.3 Apply the basic public health sciences (including, but not limited to biostatistics,

epidemiology, environmental health sciences, health services administration, and

social and behavioral health sciences) to public health policies and programs.

Goal 6: Financial Planning and Management

To prepare graduate students for financial planning and management skill attainment.


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6.1 Prepare proposals for funding from external sources.

Goal 7: Leadership and Systems Thinking

To prepare graduate students for leadership and systems thinking skill attainment.


7.1 Establish mentoring, peer advising, coaching or other personal development

opportunities for the public health workforce.

III. Curriculum Map (Matrix of Courses X Learning Outcomes)

The following table provides information regarding outcome/coursework alignment for the MPH program.

I = Introduced R = Reinforced E = Emphasized M = Mastered

Out.1.1

Out.1.2

Out.2.1

Out.3.1

Out.4.1

Out.5.1

Out.5.2

Out.5.3

Out.6.1

Out.7.1

PH 208 I

PH 210 I I I I

PH 202 I I

PH 209 I I

PH 206 I

PH 280 R

PH 203 R

PH 213 E R I

PH 223 I R

PH 225A E R R R E E I

PH 225B E E

PH 253 E M

PH 285F M R R

PH 298 or

PH 299

M M M

PH 208 Health Promotion PH 210 Introduction to Health Policy

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PH 202 Advanced Public Health StatisticsPH 209 Advanced Concepts in Epidemiology PH 206 Environmental and Occupational HealthPH 280 Seminar in Techniques of Health Research PH 203 Seminar in Community Health Organization PH 213 Health Planning & Program Evaluation PH 223 Health Promotion and Policy Advocacy PH 225A Foundations of Health Promotion PH 225B Foundations of Health Promotion IIPH 253 Management of Health Services PH 285F Fieldwork in Health PH 298 or PH 299 Project or Thesis

IV. Assessment Methods

1. Direct Measures (at least three)

1. Outcome 1.1: Graduates will be able to interpret quantitative and qualitative data.Method: In PH 202, students will participate in a mini research project involving cooperation within a group of 2-3 members. Students will complete the following components as a group: project proposal consisting of a brief description of how the project will be conducted (methodology); project data to be collected and entered into SPSS; written report including results, and a discussion pertaining to the strengths and limitations associated with the project; and an oral presentation to the class. Projects will be evaluated using two rubrics: one for the written component and one for the oral presentation component. In PH 298/PH 299 (Culminating Experience), students will be refining chapters 1-3 of their project/thesis and completing chapters 4-5. The project/thesis will be evaluated using a written communication rubric. Benchmark: For PH 202: A score of 12 or higher on the written communication rubric, with a score of 4 or greater for each section, will be considered passing. A score of 12 or higher on the oral communication rubric, with a score of 3 or greater for each section, will be considered passing. At least 80% of the students are expected to meet this learning outcome. This will be measured every other year. For PH 298/PH 299: A score of 12 or higher on the written communication rubric, with a score of 4 or greater for each section, will be considered passing. At least 80% of the students are expected to meet this learning outcome. This will be measured every other year. See Appendix A for the written communication. See Appendix B for the oral communication rubric.

2. Outcome 1.2: Graduates will be able to describe the characteristics of a population-based health problem.Method: In PH 225A, students will take an exam with embedded questions related to this learning outcome. Benchmark: At least 80% of students will score 80% or higher on the embedded

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questions specific to this learning outcome. This will be measured every year. 3. Outcome 2.1: Graduates will be able to develop plans to implement policies and

programs.Method: In PH 225A, students conduct a needs assessment, and based on the results, develop a written proposal for a program that includes planned strategies for implementation and evaluation.Benchmark: A score of 12 or higher on the written communication rubric, with a score of 4 or greater for each section, will be considered passing. At least 80% of the students are expected to meet this learning outcome. This will be measured every other year.

4. Outcome 3.1: Graduates will be able to interpret demographic, statistical, programmatic, and scientific information for use by professional and lay audiences.Method: In PH 209, students will take an exam with embedded questions related to this learning outcome. In PH 298/PH 299 (Culminating Experience), students will be refining chapters 1-3 of their project/thesis and completing chapters 4-5. The project/thesis will be evaluated using a written communication rubric. Benchmark: For PH 209: At least 80% of students will score 80% or higher on the embedded questions specific to this learning outcome. This will be measured every year. For PH 298/299: A score of 12 or higher on the written communication rubric, with a score of 4 or greater for each section, will be considered passing. At least 80% of the students are expected to meet this learning outcome. This will be measured every other year.

5. Outcome 4.1: Graduates will be able to incorporate strategies for interacting with persons from diverse backgrounds.Method: In PH 225A, students will be assigned a chapter from a cultural competency textbook to present to the class. Presentations must have some type of class interaction, and must include a discussion pertaining to possible strategies that can be utilized within various backgrounds. Oral presentations will be evaluated using an oral presentation rubric. Benchmark: A score of 12 or higher on the oral communication rubric, with a score of 3 or greater for each section, will be considered passing. At least 80% of the students are expected to meet this learning outcome. This will be measured every other year.

6. Outcome 5.1: Graduates will be able to conduct a comprehensive review of the scientific evidence related to a public health issue, concern, or intervention.Method: In PH 280, students develop the first three chapters of their thesis or project. Chapter 2 is a review of the related literature. These proposals will be evaluated using a written communication rubric. In PH 298/PH 299 (Culminating Experience), students will be refining chapters 1-3 of their project/thesis and completing chapters 4-5. The project/thesis will also be evaluated using a written communication rubric. Benchmark: A score of 12 or higher on the written communication rubric, with a score of 4 or greater for each section, will be considered passing. At least 80% of

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the students are expected to meet this learning outcome. This will be measured every other year.

7. Outcome 5.2: Graduates will be able to incorporate the Core Public Health Functions and Ten Essential Services of Public Health into the practice of the public health sciences.Method: In PH 285F, students will complete a written paper consisting of the following three parts: a discussion describing how their goals and objectives were met via the internship; a discussion describing what they did during the internship, including copies of any products they created; a discussion on how their internship provided experiences related to the Core Public Health Functions and the Ten Essential Services of Public Health; and a discussion pertaining to personal development opportunities for the public health workforce. This paper will be evaluated using a written communication rubric. Benchmark: A score of 12 or higher on the written communication rubric, with a score of 4 or greater for each section, will be considered passing. At least 80% of the students are expected to meet this learning outcome. This will be measured every other year.

8. Outcome 5.3: Graduates will be able to apply the basic public health sciences (including, but not limited to biostatistics, epidemiology, environmental health sciences, health services administration, and social and behavioral health sciences) to public health policies and programs.Method: In PH 210, students will complete a policy analysis paper involving a public health or healthcare policy challenge in the San Joaquin Valley. The paper will explore the national and state policy context for the challenge, review existing proposals for addressing the challenge, and identify next steps (such as additional research, demonstration, advocacy and public education, and legislative or administrative actions) in addressing the challenge. The written paper will be evaluated using a written communication rubric. Benchmark: A score of 12 or higher on the written communication rubric, with a score of 4 or greater for each section, will be considered passing. At least 80% of the students are expected to meet this learning outcome. This will be measured every other year.

9. Outcome 6.1: Graduates will be able to prepare proposals for funding from external sources.Method: In PH 213, students develop a proposal for funding. This proposal consists of the following components: program need; theoretical framework; goals and objectives; program methodology; program evaluation; and a budget. This proposal will be evaluated using the written communication rubric. Benchmark: A score of 12 or higher on the written communication rubric, with a score of 4 or greater for each section, will be considered passing. At least 80% of the students are expected to meet this learning outcome. This will be measured every other year.

10. Outcome 7.1: Graduates will be able to establish mentoring, peer advising, coaching or other personal development opportunities for the public health

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workforce. Method: In PH 285F, students will complete a written paper consisting of the following four parts: a discussion describing how their goals and objectives were met via the internship; a discussion describing what they did during the internship, including copies of any products they created; a discussion on how their internship provided experiences related to the Core Public Health Functions and the Ten Essential Services of Public Health; and a discussion pertaining to personal development opportunities for the public health workforce. This paper will be evaluated using a written communication rubric.Benchmark: A score of 12 or higher on the written communication rubric, with a score of 4 or greater for each section, will be considered passing. At least 80% of the students are expected to meet this learning outcome. This will be measured every other year.

Indirect Measures

11. Exit Interview (every year): An exit survey will be administered to graduating students at the end of their final semester in the program to assess program satisfaction and competence in the field of public health. See Appendix C: MPH Exit Survey.

12. Employer Survey (once every three years): An employer survey will be administered to employers to assess graduate students’ competence in the field of public health. See Appendix D: MPH Employer Survey.

13. Alumni Survey (once every three years): An alumni survey will be administered to alumni to assess employment history and continued competence in the field of public health. See Appendix E: Alumni Survey.

V. Student Learning Outcomes X Assessment Methods Matrix

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Embedded Questions*

Oral Presentations*

Written Assignments

*

Culminating Experience*

Exit Survey

Alumni Survey***

Employer Survey***

Out. 1.1**

Out. 1.2

Out. 2.1**

Out. 3.1

Out. 4.1**

Out. 5.1**

Out. 5.2**

Out. 5.3**

Out. 6.1**

Out. 7.1**

*Direct assessment tools**Scoring rubrics applied***Provides feedback relative to program objectives

VI. Timeline for Implementation of Assessment Methods and Summary Evaluations8 9-May-23

Year 2015 to 2016

Method 1 (Embedded Questions) Exam in PH 225A & PH 209 (Out. 1.2, 3.1)

Method 2 (Oral Presentations) Employ rubric for PH 202 & (Out. 1.1, 4.1) PH 225A Method 3 (Written Communication) Employ rubric for PH 202, (Out. 1.1, 2.1, & 5.3) PH 225A, & PH 210 Method 5 (Exit Survey) Administer Exit Survey (Out. 1.1 – 7.1)

Method 6 (Alumni Survey) Administer Alumni Survey (Out. 1.1 – 7.1)

Method 7 (Employer Survey) Administer Employer Survey (Out. 1.1 – 7.1)

Year 2016 to 2017


Method 3 (Written Communication) Employ rubric for PH 280, (Out. 5.1, 5.2, 6.1, 7.1) PH 213, & PH285F Method 4 (Culminating Experience) Employ rubric for PH 298/ (1.1, 3.1, 5.1) PH 299

Method 5 (Exit Survey) Administer Exit Survey (Out. 1.1 – 7.1)

Year 2017 to 2018



Year 2018 to 2019


Method 3 (Written Communication) Employ rubric for PH 280, (Out. 5.1, 5.2, 6.1, 7.1) PH 213, & PH 285F

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Method 4 (Culminating Experience) Employ rubric for PH 298/ (1.1, 3.1, 5.1) PH 299

Method 5 (Exit Survey) Administer Exit Survey (Out. 1.1 – 7.1)

Method 6 (Alumni Survey) Administer Alumni Survey (Out. 1.1 – 7.1)

Method 7 (Employer Survey) Administer Employer Survey (Out. 1.1 – 7.1)

Year 2019 to 2020



VII. Process for Closing the Loop

The MPH director and the MPH faculty will be responsible for collecting and summarizing assessment data related to the direct measures each semester. The MPH director will collect and summarize data related to the indirect measures each semester. The MPH director will report assessment results at regular faculty meetings. At the end of each spring semester, a faculty meeting will be dedicated to reviewing assessment results, and determining if any changes are necessary based on these results. The minutes from these meetings will provide the basis for the department chair’s annual report on assessment activities.

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Appendix AWritten Communication Rubric

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Written Communication Rubric

Written assignments will be evaluated using the following scoring rubric. Students will be scored on a basis of 1 (beginning) to 5 (exemplary) in three areas: style and format, mechanics, and content and organization. A score of 12 or higher on the rubric with a score of 4 or greater for each section is considered passing.

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Style and Format 1 2 3 4 5Mechanics 1 2 3 4 5

Content and Organization 1 2 3 4 5

Total Score / 15

I. Style and Format:5-Exemplary: In addition to meeting the requirement for a "4," the paper consistently models the

language and conventions used in the scholarly/ professional literature appropriate to the student’s discipline.

4-Accomplished: While there may be minor errors, conventions for style and format are used consistently throughout the paper. Demonstrates thoroughness and competence in documenting sources; the reader would have little difficulty referring back to cited sources. Style and format contribute to the comprehensibility of the paper.

3-Satistfactory: The style and format are broadly followed, but inconsistencies are apparent. There is selection of less suitable scientific sources (non-peer reviewed literature, web information, etc.). Weak transitions and apparent logic gaps occur between topics being addressed. The style may be difficult to follow so as to detract from the comprehensibility of the paper.

2-Developing: Paper lacks consistency of style and/or format. It may be unclear which references are direct quotes and which are paraphrased. Based on the information provided, the reader would have some difficulty referring back to cited sources. Significant revisions would contribute to the comprehensibility of the paper.

1-Beginning: The stylistic conventions of scientific writing are not followed. Fails to demonstrate thoroughness and competence in documentation. Inappropriate style and format make reading and comprehensibility problematic.

II. Mechanics:5-Exemplary: In addition to meeting the requirements for a "4," the paper is essentially error free in

terms of mechanics. Writing flows smoothly from one idea to another. Transitions effectively establish a sound scholarly argument and aid the reader in following the writer's logic.

4-Accomplished: While there may be minor errors, the paper follows normal conventions of spelling and grammar throughout. Errors do not significantly interfere with topic comprehensibility. Transitions and organizational structures such as subheadings are effectively used which help the reader move from one point to another.

3-Satisfactory: Grammatical conventions are generally used, but inconsistency and/or errors in their use result in weak, but still apparent, connections between topics in the formulation of the argument.

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There is poor or improper use of headings and related features to keep the reader on track within the topic. Effective scientific vocabulary is used.

2-Developing: Frequent errors in spelling, grammar (such as subject/verb agreements and tense), sentence structure and/or other writing conventions make reading difficult and interfere with comprehensibility. There is some confusion in the proper use of scientific terms. Writing does not flow smoothly from point to point; appropriate transitions are lacking.

1-Beginning: Paper contains numerous errors in spelling, grammar, and/or sentence structure, which make following the logic of the paper extremely difficult. Scientific terms are misused.

III. Content and Organization:5-Exemplary: In addition to meeting the requirements for a "4," excels in the organization and

representation of ideas related to the topic. Raises important issues or ideas, which may not have been represented in the literature cited. Would serve as a good basis for further research on the topic.

4-Accomplished: Follows all requirements for the paper. Topic is carefully focused. Clearly outlines the major points related to the topic; ideas are logically arranged to present a sound scholarly argument. Paper is interesting and holds the reader's attention. Does a credible job summarizing related literature. General ideas are expanded upon in a logical manner thereby extending the significance of the work presented beyond a re-statement of known ideas.

3-Satisfactory: Ideas presented closely follow conventional concepts with little expansion and development of new directions. Certain logical connections or inclusion of specific topics related to the student’s area of study may be omitted. Ideas and concepts are generally satisfactorily presented although lapses in logic and organization are apparent. The reader is suitably introduced to the topic being presented such that the relationship to the student’s area of study is obvious.

2-Developing: The paper is logically and thematically coherent, but is lacking in substantial ways. The content may be poorly focused or the scholarly argument weak or poorly conceived. Major ideas related to the content may be ignored or inadequately explored. Overall, the content and organization needs significant revision to represent a critical analysis of the topic.

1-Beginning: Analysis of existing scholarly / professional literature on the topic is inadequate. Content is poorly focused and lacks organization. The reader is left with little information about or little understanding of the paper's topic.

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Appendix BOral Communication Rubric

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Oral Communication Rubric

Oral presentations will be evaluated using the following scoring rubric. Students will be scored on a scale from 1 to 5 in four areas: delivery, content, organization, and introduction/conclusion. A score of 16 or higher on the rubric with a score of 4 or greater for each section is considered passing.

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Delivery 1 2 3 4 5Content 1 2 3 4 5

Organization 1 2 3 4 5Introduction/Conclusion 1 2 3 4 5

Total Score / 20

Delivery

5. The speaker’s voice is fluent, understandable, and engaging. The speaker maintains consistent eye contact with limited reference to notes. The speaker enhances his or her delivery with effective gestures. The presentation is polished and confident.

4. The speaker’s voice is fluent and understandable. His or her tone is generally varied. The speaker may occasionally refer to notes, but (s)he generally makes eye contact with the audience.

3. The speaker’s voice is understandable and reasonably fluent. (S)he attempts extemporaneous delivery, rather than reading notes or a manuscript.

2. The speaker’s voice is understandable, but the speaker is tentative or reads the presentation from notes or a manuscript. At times, the delivery contains verbal tics and fillers that distract from the presentation.

1. The speaker’s voice is difficult to understand, or the speaker is so uncomfortable when presenting that the vocal or nonverbal delivery detracts from the presentation.

Content

5. The content is excellent for the speaker’s field and the presentation context. (S)he regularly cites credible research sources to support claims. Supporting materials significantly add to the understandability or persuasiveness of the presentation.

4. The content is good for the speaker’s field and the presentation context. (S)he cites a number of credible research sources to support claims. Supporting materials often add to the understandability or persuasiveness of the presentation.

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3. The content is appropriate for the speaker’s field and the presentation context. The speaker makes reference to a reasonable number of research sources to support claims. The presentation includes supporting materials that relate to the main ideas being developed.

2. Some content is relevant to the speaker’s field and presentation context, but other content is inaccurate or inappropriate. The speaker refers to some research sources, but also makes assertions without needed supporting evidence. The main ideas are not supported by sufficient supporting materials.

1. The content contains significant errors or is inappropriate for the presentation context. The speaker does not cite research sources. If supporting materials are used, they do not relate to the speaker’s main ideas.

Organization

5. The presentation is clearly divided into an introduction, body, and conclusion. Main points can be easily identified and they are consistently supported with relevant ideas. The speaker consistently uses transitions, previews, summaries, or signposts so that listeners can easily follow the development of the topic.

4. The presentation is clearly divided into an introduction, body, and conclusion. Main points can be easily identified and they are generally supported with relevant ideas. The speaker generally uses transitions, previews, summaries, or signposts so that listeners can follow the development of the topic.

3. The speech is divided into an introduction, body, and conclusion. The body of the speech is divided into explicit main points, supported with relevant content.

2. The speaker appears to have an introduction, body, and conclusion, along with main points. At times during the presentation, it is difficult to identify the speaker’s organizational structure or it is unclear how the topic is being developed.

1. The speech does not have a clear division into an introduction, body, and conclusion. Main ideas are difficult to identify and it is generally unclear how the topic is being developed.

Introduction and Conclusion

5. The introduction gains audience attention effectively, clearly indicates the thesis or topic statement, relates the topic to the audience, and establishes speaker credibility. The conclusion clearly summarizes the main ideas and wraps up the presentation in a manner that leaves a lasting impression.

4. The introduction gains audience attention effectively, clearly indicates the thesis or topic statement, and relates the topic to the audience. The conclusion clearly summarizes the main ideas and effectively wraps up the presentation.

3. The introduction begins with an attempt to gain the audience’s attention and the thesis or topic is explicit. The conclusion summarizes the main ideas and wraps up the speech.

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2. The introduction provides some indication of the speaker’s topic or thesis. The speaker ends with a conclusion, although it does not clearly summarize main ideas and wrap up the presentation.

1. The beginning of the presentation does not gain audience attention and clearly express the topic or thesis statement. The ending of the presentation neither summarize main ideas nor wraps up the presentation.

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Appendix CMPH Exit Survey

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MPHExit Survey

1. What semester and year did you enter the MPH program at Fresno State?

2. Were you a returning MPH graduate student?

☐Yes ☐No

If so, what was your original cohort year?

3. What is your graduating semester and year?

4. Race/Ethnicity (select one) ☐ American Indian/Alaskan Native ☐African-American/Black ☐Hispanic☐ Asian/Pacific Islander ☐White ☐ Multi-Racial (two or more races) ☐Other (please specify)

5. Gender (select one)☐ Male ☐Female

6. Were you able to meet with your advisor as needed?

☐Always ☐Sometimes ☐Rarely ☐Never ☐N/A

Please explain:

7. What was your culminating experience? ☐Project ☐Thesis

8. During your time in the MPH Program did you do any community service projects? (Ex. community clean-up, food donations, Ronald McDonald House, or any other volunteer work).

☐Yes ☐No ☐Don’t know/Do not remember

If so, where at and what did you do?

9. On a scale from 1-10 (1 being “not linked” and 10 being “highly linked”) was the content of courses appropriately linked to Core Competencies? (The Core Competencies are developed

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by the Council on Linkages between Academia and Public Health Practice. The MPH faculty, selected MPH students, and the MPH Advisory Board met and selected ten of these Core Competencies for Public Health Professionals to guide the curriculum. (select one)

1-----2-----3-----4-----5-----6-----7-----8-----9-----10

Please explain:

10. On a scale from 1-10 (1 being “not prepared at all” and 10 being “highly prepared”) how do you feel the MPH program at Fresno State has prepared you with the skills and knowledge needed for the public health workforce? ). (select one)

1-----2-----3-----4-----5-----6-----7-----8-----9-----10

Please explain:

11. On a scale from 1-to-10 (1 being “no improvement at all” and 10 being “highly improved”) how do you feel the MPH program at Fresno State has improved your written communication skills? (select one)

1-----2-----3-----4-----5-----6-----7-----8-----9-----10

Please explain:

12. On a scale from 1-to-10 (1 being “no improvement at all” and 10 being “highly improved”) how do you feel the MPH program at Fresno State has improved your oral communication skills? (select one)

1-----2-----3-----4-----5-----6-----7-----8-----9-----10

Please explain:

13. What are the strengths of the MPH program at Fresno State?

14. What are the weaknesses of the MPH program at Fresno State?

15. Aside from PH 285F (field experience class), did you receive any career counseling during your time in the MPH program? 20 9-May-23


16. If so, what type of advising, and what was your experience?

17. Aside from PH 285F, were you aware of any career counseling opportunities in the MPH program?


Please explain:

18. What type of career counseling would you have liked the MPH program to implement? (Ex: journal submission or professional conferences)

19. Describe how the MPH program at Fresno State can better prepare students to work in the field of public health.

20. Are you currently pursuing any additional degree, certification, or any other form or higher education? (Ex. nursing, credential, another master’s degree, or Ph.D.).

☐Yes ☐No ☐Not now, but plan to in the future

21. If so, in what area and where?22. Are you currently, or about to start, working on a Fellowship or Internship?

☐Yes ☐No

23. If so, where?

24. Are you currently employed?

☐ Yes ☐No

25. If employed, where at and what is your title?

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26. If employed, how would you describe your place of employment? (Select one)☐Hospital ☐Community Health Center ☐Public Health Department☐Insurance Company ☐Managed Care Plan ☐Non-Profit Agency☐Doctor’s Office ☐For-Profit Health Care Entity ☐Other (please specify)

27. What is your Current Salary? (please select one)☐ Less than $25,000 ☐$25,001-$40,000 ☐$40,001-$60,000 ☐ $60,001-$75,000 ☐More than $75,000☐ Not employed ☐Prefer not to answer

28. The MPH faculty, selected MPH students, and the MPH Advisory Board selected the following ten CORE Competencies from the CORE competencies for Public Health Professionals to guide the curriculum:Interprets quantitative and qualitative data (IB9)Describes the characteristics of a population-based health problem (1C2)Develops plans to implement policies and programs (2B7)Interprets demographic, statistical, programmatic, and scientific information for use by professional and lay audiences (3C5)Incorporates strategies for integrating with persons from diverse backgrounds (4B1)Conducts a comprehensive review of the scientific evidence related to a public health issue, concern, or intervention (6B5)Incorporates the Core Public Health Functions and Ten Essential Services of Public Health into the practice of the public health sciences (6C3)Applies the basic public health sciences (including, but not limited to, biostatistics, epidemiology, environmental health sciences, health services administration, and social and behavioral health sciences) to public health policies and programs (6C4)Prepares proposals for funding from external sources (7B10)Establishes mentoring, peer advising, coaching or other personal development opportunities for the public health workforce (8B6)

The Core Competencies are linked to workforce needs and reflect the desired skills for professionals engaging in the public health field. How did these Core Competencies prepare you to meet the responsibilities of your position?

Please explain:

29. Do you plan on taking the Certified Health Education Specialist (CHES) Exam? ☐Yes ☐No ☐Already CHES Certified ☐Not sure/Undecided

If so, when?If not, why not?

30. Do you plan on taking the Master Certified Health Education Specialist (MCHES) Exam? 22 9-May-23

☐Yes ☐No ☐Already MCHES Certified ☐Not sure/Undecided

If so, when? If not, why not?

31. Do you plan on taking the Certificate in Public Health (CPH) Exam?

☐Yes ☐No ☐Already CPH Certified ☐Not sure/Undecided

If so, when? If not, why not?

32. Would you be interested in making Fresno State a testing site for the CHES, MCHES, or CPH Exam?

☐Yes ☐No ☐N/A

33. Would you be interested in being part of a Certified Health Education Specialist Exam, Master Certified Health Education Specialist Exam, or Certificate in Public Health Exam study group?

☐Yes ☐No ☐Not sure/Undecided

If so, which ones? (select all that apply)

☐CHES ☐MCHES ☐CPH

34. Are there any other issues or recommendations that need to be addressed to further improve the MPH program at Fresno State?

35. What method do you prefer when responding to a survey? (select all that apply)☐Work email ☐Personal email ☐Fax ☐Regular mail☐Phone ☐Face to face ☐Facebook ☐Doodle ☐Survey Monkey ☐Other (please specify)

36. The MPH program at Fresno State has had a difficult time corresponding with former students once they have graduated and no longer use their Fresno State email. We would like to inform you about job vacancies, internships, program updates, conferences, trainings, and other opportunities. Please provide us with an alternative

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email address and phone number, aside from your Fresno State or work email and phone number, where we may send you updates.

☐Please check box if you wish to not provide an additional email address☐Please check box if you wish to not provide alternative phone number

37. Would you be interested in being part of the MPH alumni association?

☐Yes ☐No ☐Not sure ☐Need more information

38. Would you be interested in being part of the MPH Alumni Facebook page?

☐Yes ☐No ☐Not sure ☐Need more information

39. Please share any further questions, comments, or concerns.

Appendix DMPH Employer Survey

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MPHEmployer Survey

1. Do you currently have a Fresno State MPH graduate(s) on your staff?

☐Yes ☐No ☐Not now, but in the past

2. How would you describe your work setting?

☐ Hospital ☐Community Health Center ☐ Doctor’s Office

☐ Insurance Company ☐Managed Care Plan ☐Non-Profit Agency

☐ Public Health Department ☐ For-Profit Health Care Entity

☐ Other (please specify) _________________________

3. What is your job title?

4. How many years have you worked in management?

☐Less than a year ☐1-3 years ☐4-5 years

☐6-7 years ☐8-10 ☐Over 10 years

5. What is your highest level of education completed?

☐Bachelor’s Degree ☐Master’s Degree ☐MPH

☐Doctorate ☐Other (please explain) _________________________

6. On a scale from 1-10, (1 being “very dissatisfied” and 10 being “very satisfied”) how satisfied are you with the following skills of Fresno State MPH graduates?

Oral skills:

1-----2-----3-----4-----5-----6-----7-----8-----9-----10

Written skills:

1-----2-----3-----4-----5-----6-----7-----8-----9-----10

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Problem solving skills:

1-----2-----3-----4-----5-----6-----7-----8-----9-----10

7. How can the Fresno State MPH program improve its curriculum to better prepare students for the public health workforce?

8. What workforce competencies would you recommend for our program to better equip our students for the public health workforce? (Select all that apply)

☐Grant writing ☐Budgeting skills ☐Management skills

☐Statistical analysis skills ☐Research ☐Data Mining

☐Public Speaking ☐Presentation skills ☐Other (Please specify)

9. Are you interested in an 18-unit certificate program for yourself or for your staff, such as an emergency preparedness or core public heath competencies training?

The MPH faculty, selected MPH students, and the MPH Advisory Board selected the following ten CORE Competencies from the CORE competencies for Public Health Professionals to guide the curriculum:Interprets quantitative and qualitative data (IB9)Describes the characteristics of a population-based health problem (1C2)Develops plans to implement policies and programs (2B7)Interprets demographic, statistical, programmatic, and scientific information for use by professional and lay audiences (3C5)Incorporates strategies for integrating with persons from diverse backgrounds (4B1)Conducts a comprehensive review of the scientific evidence related to a public health issue, concern, or intervention (6B5)Incorporates the Core Public Health Functions and Ten Essential Services of Public Health into the practice of the public health sciences (6C3)Applies the basic public health sciences (including, but not limited to, biostatistics, epidemiology, environmental health sciences, health services administration, and social and behavioral health sciences) to public health policies and programs (6C4)Prepares proposals for funding from external sources (7B10)Establishes mentoring, peer advising, coaching or other personal development opportunities for the public health workforce (8B6)

10. Are you familiar with the Core Competencies?

☐Yes ☐No ☐Somewhat

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11. Below is the list of the 10 Core Competencies the MPH Program faculty at Fresno State use to guide their curriculum. Please check the competencies that you feel are needed by professionals in the public health field? (Select all that apply)

o Interprets quantitative and qualitative data (IB9)o Describes the characteristics of a population-based health problem (1C2)o Develops plans to implement policies and programs (2B7)o Interprets demographic, statistical, programmatic, and scientific information for use by professional and

lay audiences (3C5)o Incorporates strategies for integrating with persons from diverse backgrounds (4B1)o Conducts a comprehensive review of the scientific evidence related to a public health issue, concern, or

intervention (6B5)o Incorporates the Core Public Health Functions and Ten Essential Services of Public Health into the practice

of the public health sciences (6C3)o Applies the basic public health sciences (including, but not limited to, biostatistics, epidemiology,

environmental health sciences, health services administration, and social and behavioral health sciences) to public health policies and programs (6C4)

o Prepares proposals for funding from external sources (7B10)o Establishes mentoring, peer advising, coaching or other personal development opportunities for the

public health workforce (8B6)

12. What workforce competencies would you recommend for our program to better equip our students for the public health workforce? (Select all that apply)

☐Grant writing ☐Budgeting skills ☐Management skills

☐Statistical analysis skills ☐Research ☐Data Mining

☐Public Speaking ☐Presentation skills ☐Other (Please specify)

13. Are you interested in a certificate program? If so, what times do you prefer? (Select all that apply)

☐Weekdays ☐Weekday ☐ Evenings

☐Weekends ☐Distance Learning ☐Online/Virtual Blackboard

14. Are you able to provide any of the following support to your employees if accepted to the MPH program at Fresno State? (Select all that apply)

☐Tuition assistance (either full or partial) ☐Time off to attend classes

☐Flexible schedule to attend classes

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15. Are you interested in any of the following professional development opportunities for your public health workforce? (Select all that apply)

☐Grant writing ☐Budgets ☐Policy Advocacy ☐Management☐Global Health ☐Publishing (journal submissions) ☐Health Literacy

☐Numeric Literacy ☐Public Health and technology for the 21st Century

☐Ethics ☐Evaluation Methods ☐Other (please specify)

16. Are you interested in workshop seminars? If so, what times do you prefer? (Select all that apply)

☐Weekday’s ☐Evenings ☐Weekends ☐Webinar

☐Lunch hour ☐Video Conference ☐Other (Please specify)

17. Would your organization be interested in partnering with the MPH program at Fresno State in sponsoring/hosting workshops seminars or trainings?

☐Yes ☐No ☐Maybe ☐Not sure

18. Will your organization or place of work be hiring additional staff over the next year?

☐Yes ☐No ☐Maybe ☐Not sure

19. Would you or anyone in your organization be interested in being part of the MPH program at Fresno States Advisory Board? (The advisory board typically meets twice a year around the lunch hour for 1.5 - 2 hours. The advisory board provide consultation to the MPH graduate faculty on student recruitment, curriculum development and assessment)

☐Yes ☐No ☐Maybe

☐Not now, but perhaps in the future ☐Need more information

20. Students in the MPH program at Fresno State are required to take a Fieldwork Internship (PH 285F) course. Students are required to complete a minimum of 180 hours supervised hours. Hours may be split by semester (90 hours in the fall and 90 hours in

28 9-May-23

the spring) or completed within either of the semesters. Would your organizations be interested in having MPH interns? (Select all that apply)

☐Yes ☐No ☐Only if they can commit to both semesters

☐Not now, but in the future ☐Would like more information

Would your organization be able to provide any of the following to interns? (select all that apply)

☐Paid internship ☐Unpaid internship ☐Stipend☐Scholarship ☐Evening hours ☐Weekend hours☐Flexible schedule

21. What method works best for you for responding to a survey? (Select all that apply)

☐Work Email ☐Personal email ☐Fax ☐ Regular mail☐Facebook ☐Doodle ☐ Phone ☐ Twitter (link)☐Survey Monkey ☐Face to Face ☐ LinkedIn (link)

☐Other (please specify)

22. What is your preferred method of being reached regarding program announcements, training opportunities, or other public health related news? (select all that apply)

☐Personal email ☐Work email ☐Facebook

☐Text Message ☐Standard Mail ☐Phone

☐Twitter ☐LinkedIn ☐Other (please specify)

23. Please provide us with an alternative email address and phone number that you frequently check, aside from your work email and phone number. (The MPH program at Fresno State has had a difficult time corresponding with individuals who move from their place of employment or whose employer prohibits non-work related emails. An alternative email address allows us to continue to correspond with such individuals).

☐Please check box if you wish to not provide an additional email address

☐Please check box if you wish to not provide a phone number

Appendix EMPH Alumni Survey

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MPHAlumni Survey

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1. What semester and year did you enter the MPH program at Fresno State?

2. What semester and year did you graduate from the MPH program at Fresno State?

3. What MPH option did you graduate with?

(Ex. Environmental/Occupational Health, Administration, Health Policy & Management, Health Promotion)

4. Race/Ethnicity (select one) (answer is voluntary and optional)

☐American Indian/Alaskan Native ☐ African-American/Black

☐Asian/Pacific Islander ☐White

☐ Hispanic ☐ Multi-Racial (two or more races)

☐Decline ☐ Other (please Specify)

5. Gender (select one) (answer is voluntary and optional)

☐Male ☐Female ☐Other/Decline

6. Since graduation, have you worked in the public health field?

☐Yes ☐ No

If yes,

Current, or most recent public health occupation________________________

Years in that occupation____________________________________________

Most recent public health occupation__________________________________

Years in that occupation____________________________________________

7. Prior to entering the MPH program, did you work in the public health field?

☐Yes ☐ No

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8. What is your Current Salary? (Select one) (answer is voluntary and optional)

☐ Less than $25,000 ☐$25,001-$40,000

☐ $40,001-$60,000 ☐ $60,001-$75,000

☐ More than $75,000 ☐Not working ☐Decline

9. How would you describe your place of employment? (Select one)

☐ Hospital ☐Community Health Center ☐Public Health Department

☐ Insurance Company☐ Doctor’s Office ☐Non-profit Agency

☐ Managed Care Plan ☐ For-Profit Health Care Entity

☐Federal qualified/subsidized clinic ☐Other (please specify)

10. Please describe any difficulties you may have encountered securing employment after completing your MPH.

11. Was the Fieldwork Internship Class (PH 285F) valuable in providing hands on experience?

12. Does your place of employment currently accept Fresno State interns?

The MPH faculty, selected MPH students, and the MPH Advisory Board selected the following ten CORE Competencies from the CORE competencies for Public Health Professionals to guide the curriculum:Interprets quantitative and qualitative data (IB9)Describes the characteristics of a population-based health problem (1C2)Develops plans to implement policies and programs (2B7)Interprets demographic, statistical, programmatic, and scientific information for use by professional and lay audiences (3C5)Incorporates strategies for integrating with persons from diverse backgrounds (4B1)Conducts a comprehensive review of the scientific evidence related to a public health issue, concern, or intervention (6B5)Incorporates the Core Public Health Functions and Ten Essential Services of Public Health into the practice of the public health sciences (6C3)Applies the basic public health sciences (including, but not limited to, biostatistics, epidemiology, environmental health sciences, health services administration, and social and behavioral health sciences) to public health policies and programs (6C4)Prepares proposals for funding from external sources (7B10)Establishes mentoring, peer advising, coaching or other personal development opportunities for the public health workforce (8B6)

32 9-May-23

13. Are you familiar with the Core Competencies?

☐Yes ☐No ☐Somewhat

14. Below is the list of the 10 Core Competencies the MPH Program faculty at Fresno State use to guide their curriculum. Please check the competencies that you feel are needed by professionals in the public health field? (Select all that apply)

o Interprets quantitative and qualitative data (IB9)o Describes the characteristics of a population-based health problem (1C2)o Develops plans to implement policies and programs (2B7)o Interprets demographic, statistical, programmatic, and scientific information for use by professional and

lay audiences (3C5)o Incorporates strategies for integrating with persons from diverse backgrounds (4B1)o Conducts a comprehensive review of the scientific evidence related to a public health issue, concern, or

intervention (6B5)o Incorporates the Core Public Health Functions and Ten Essential Services of Public Health into the practice

of the public health sciences (6C3)o Applies the basic public health sciences (including, but not limited to, biostatistics, epidemiology,

environmental health sciences, health services administration, and social and behavioral health sciences) to public health policies and programs (6C4)

o Prepares proposals for funding from external sources (7B10)o Establishes mentoring, peer advising, coaching or other personal development opportunities for the

public health workforce (8B6)

15. In your experience, what were the strengths of the MPH program at Fresno State?

16. In your experience, what were the weaknesses of the MPH program at Fresno State?

17. Would you recommend the MPH program to others? Why or why not?

18. Do you plan on taking the Certified Health Education Specialist (CHES) Exam?

☐Yes ☐No ☐Already CHES Certified ☐Not sure/Undecided

If yes, when?

If no, why not?

19. Do you plan on taking the Master Certified Health Education Specialist (MCHES) Exam?

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☐Yes ☐No ☐Already MCHES Certified ☐Not sure/Undecided

If yes, when?

If no, why not?

20. Do you plan on taking the Certified in Public Health (CPH) exam?

☐Yes ☐No ☐Already CPH Certified ☐Not sure/Undecided

If yes, when?

If no, why not?

21. Do you think that Fresno State should become a testing site for the CHES, MCHES or CPH exam?

☐Yes ☐No ☐Not sure/Undecided ☐Need more information

Would you be interested in being a part of the efforts to make Fresno State a testing site for the CHES, MCHES or CPH exam?


22. Would you be interested in being part of a CHES, MCHES, or CPH Exam study group?


If so, which one(s) (select all that apply)

☐CHES ☐MCHES ☐CPH

23. Are you interested in continuing education hours?

☐Yes ☐No ☐N/A

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24. Are you interested in an 18-unit certificate program, such as an emergency preparedness or core public health competencies training?


25. If interested in a certificate program, what times do you prefer? (select all that apply)

☐Weekdays ☐Weekends ☐ Evenings

☐Distance Learning ☐Online/Virtual Blackboard

26. Are you interested in any of the following professional development opportunities?

☐Grant writing ☐Budgets ☐Policy Advocacy ☐Management☐Global Health ☐Publishing tips (journal submissions) ☐Health Literacy☐Numeric Literacy ☐Evaluation Methods☐Ethics ☐OSHA Compliance ☐Health Information Management☐Health Research ☐Health Compliance ☐Public Health IT☐Joint Commission ☐Data & Record Keeping ☐Other (please specify)☐Public Health & technology for the 21st Century

27. What is your preferred method of being reached regarding program announcements, training opportunities, or other public health related news? (Select all that apply)

☐Personal email ☐Work email ☐Facebook ☐Twitter☐Text Message ☐Standard Mail ☐Phone ☐LinkedIn ☐Other (please specify)

28. If interested in workshop seminars, what options do you prefer? (Select all that apply)

☐Weekdays ☐Evenings ☐Weekends ☐Webinar

☐Lunch hour ☐Video Conference ☐Other (Please specify)

29. What workforce competency skills would you recommend for our program to better equip our students for the public health workforce? (Select all that apply)

☐Grant writing ☐Budgeting skills ☐Management skills☐Statistical analysis skills ☐Research ☐Data Mining☐Facilitation Skills ☐Public Speaking/ Presentation skills☐Other (Please specify)

35 9-May-23

30. Would you be interested in being a part of the MPH advisory board at Fresno State? (The advisory board typically meets twice a year around the lunch hour for 1.5 - 2 hours. The advisory board provides consultation to the MPH graduate faculty on student recruitment, curriculum development, and assessment).

☐Yes ☐No ☐Maybe

☐Not now, but perhaps in the future ☐Need more information

31. What methods work best for you for responding to a survey? (Select all that apply)

☐Personal email ☐Work email ☐Phone ☐Fax☐Text Message ☐Regular Mail ☐ Doodle ☐Survey Monkey☐Face to Face ☐ Facebook ☐ Twitter ☐ LinkedIn ☐Other (please specify)

32. The MPH program at Fresno State has had a difficult time corresponding with former students once they have graduated and no longer use their Fresno State email to inform them about job vacancies, internships, program updates, conferences, trainings, and other opportunities. We have also found that our MPH alumni change jobs periodically, or may be prohibited from receiving non-work related emails. Please provide us with an alternative email address and phone number where we may send you updates?

☐I do not wish to provide an additional email address

☐ I do not wish to provide a phone number

33. Do you keep in contact with other graduates from your MPH cohort? If so, could you please provide us with their name and contact information, preferably their Non-Fresno State email address and/or phone number. This contact information is valuable to us as the MPH program would like to send graduates of our program job vacancy posts, training events, certificate opportunities, and invitations to MPH sponsored events.

34. Any further questions, comments, or concerns?

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oral communication rubric · web viewin ph 209, students will take an exam with embedded questions...

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