Criterion : The Program shall have a clearly formulated and publicly stated mission with supporting goals and objectives. The Program shall foster the development of professional public health values




НазваниеCriterion : The Program shall have a clearly formulated and publicly stated mission with supporting goals and objectives. The Program shall foster the development of professional public health values
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CRITERION 1.0



THE PUBLIC HEALTH PROGRAM


Criterion 1.1.: The Program shall have a clearly formulated and publicly stated mission with supporting goals and objectives. The Program shall foster the development of professional public health values.


1.1a. A clear and concise mission statement for the program as a whole.


The mission of the Southern Connecticut State University Public Health Program is to offer appropriate instruction, research and service so as to advance the broad mission of public health, defined by CEPH as “enhancing health in human populations, through organized community effort,” with a focus on preparing entry-level and advanced public health professionals with state-of-the-art generalist and specialized training required to address present and emerging public health challenges (see p. xxxi).


1.1b. One or more goals statements for each major function by which the program intends to attain its mission, including instruction, research and service.


The goals of the Program are characterized as instructional, research and service goals. Each set of goals demonstrates how the Program intends to fulfill its mission.


1. Instructional Goals


The Program recognizes that the enhancement of health in human populations is dependent, in part, on a competent, public health workforce. Therefore:


  1. M.P.H. graduates will serve as productive members of the public health workforce in advanced positions.


b. B.S. graduates will serve as productive members of the public health workforce in entry-level positions.


  1. M.P.H. graduates with specialized study in health education will serve productively as health educators in advanced positions.




  1. B.S. graduates with a concentration in health promotion will serve productively as entry-level health educators.




  1. B.S. graduates with a concentration in environmental health will serve productively as entry-level local environmental health practitioners.




  1. B.S./B.A. graduates in other majors with a minor in public health will exhibit knowledge that supports the mission and priorities of public health.

2. Research Goals


The Program recognizes that there is a professional obligation to advance the mission of public health and the profession through scholarship. Therefore:


a. M.P.H. graduates will engage in independent research that is relevant to public health.


b. B.S. graduates will able to assess and utilize professional literature.


c. Program faculty will engage in scholarly activities that are relevant to public health.


3. Service Goals


The Program recognizes that professional and community service are moral and pragmatic imperatives. It is accepted that there is a responsibility to provide the community with competent, ethical and appropriate services to improve the human condition, in accordance with Healthy People 2010 and Healthy Communities. Therefore:


a. M.P.H. graduates will perform health-related community service.


b. B.S. graduates will perform health-related community service.


c. The faculty will demonstrate civic and professional behavior that advances the mission and profession of public health.


  1. The faculty will demonstrate civic and professional behavior that

contributes to the elimination of health inequities in local communities and the state.


e. The Program will offer professional-development services to improve the capacity of local and state public health and health-care professionals.


1.1c. A set of measurable objectives relating to each major function through which the program intends to achieve its goals of instruction, research and service.


The Program objectives are presented as instructional, research and service objectives. Each set of objectives is deduced from instructional, research and service goals.


1. Instructional Objectives



  1. M.P.H. students will demonstrate the capacity (knowledge, affect and skill) to contribute in advanced positions to the essential services of public health.




  1. B.S. students will demonstrate the capacity (knowledge, affect and skill) to contribute in entry-level positions to the essential services of public health.


c. M.P.H. students pursuing specialized study in health education will demonstrate the capacity (knowledge, affect and skill) to fulfill the responsibilities of a health educator at Levels II and III of the CHES certification standards.


d. B.S. students pursuing a concentration in health education will demonstrate the capacity (knowledge, affect and skill) to fulfill the responsibilities of a health educator at Level I of the CHES certification standards.


e. B.S. students pursuing a concentration in environmental health will demonstrate the capacity (knowledge, affect and skill) to fulfill the duties of an entry-level local environmental health practitioner.


f. B.S./B.A. students with a minor in public health will demonstrate a knowledge and affect that is favorable to displays of support for the mission and priorities of public health.


2. Research Objectives


    1. M.P.H. students will conduct an independent thesis or special project that is relevant to the essential services of public health and/or responsibilities of a health educator.




    1. B.S. students will write a annotated bibliography of the public health literature that reflects a fundamental understanding of research methodology.



    1. Program faculty will conduct sponsored research and produce scholarly works that advance the mission of public health, and the science and art of public health practice.


3. Service Objectives


a. M.P.H. students will perform health-related internships at community-based agencies and organizations.


b. B.S students will perform health-related internships at community-based agencies and organizations.


  1. Program faculty will provide volunteer and paid professional services to communities and/or professional organizations.

d. The Program will conduct a deliberate agenda of education and training to advance the health of minority, disadvantaged and underserved populations in local communities and the State.


e. The Program will conduct a deliberate agenda of education and training to promote the professional development of local and State public-health and health-care professionals.


Appendix 1 contains a table presenting the relationship between Program mission, goals and objectives.


1.1c.1. Student Competencies


Core. The Association of Schools of Public Health has identified the core competencies for master-trained public health professionals1. The design of Southern’s M.P.H. program ensures that appropriate competencies are addressed in course work by the end of a student’s program of study. The competencies assigned to a course are listed on the course syllabus as student learning objectives. See Criterion 2.6a. & b. and 2.6a.1. & b.1. for a composite picture of which competencies are assigned to individual courses in the M.P.H. and B.S. programs, respectively.


Students will demonstrate the competencies identified by the Association of Schools of Public Health (ASPH) as fundamental to public health practice. The competencies are organized around core disciplinary and interdisciplinary, cross-cutting areas, including:


Discipline-specific Core Competencies

1. Biostatistics

2. Environmental Health Sciences

3. Epidemiology

4. Health Policy and Management

5. Social and Behavioral Sciences


Interdisciplinary/Cross-cutting Competencies


1. Communication and Informatics

2. Diversity and Culture

3. Leadership

4. Public Health Biology

5. Professionalism

6. Program Planning

7. Systems Thinking

____________________________________________________________________

1 Master’s Degree in Public Health Core Competency Development Project, Version 2.3, May 2007.

The National Commission for Health Education Credentialing, Inc. (NCHEC) has identified the competencies and sub-competencies for bachelor-, master- and doctoral-trained health educators1. The design of Southern’s M.P.H. and B.S. programs ensures that the appropriate NCHEC competencies are addressed in course work by the end of a student’s program of study for students with a specialization/concentration in community health education/health promotion. The competencies assigned to a course are listed on the course syllabus. See Criterion 2.6c. and 2.6c.1. for a composite picture of what competencies are assigned to what courses in the M.P.H. and B.S. programs, respectively.


Students will demonstrate the competencies and sub-competencies identified by the NCHEC as fundamental to health education practice at the appropriate levels1. The competencies are organized around areas of responsibilities, including:


1. assessing individual and community needs for health education.

2. planning effective health education strategies, interventions and programs.

3. implementing health education strategies, interventions and programs.

4. conducting and evaluating research related to health education.

5. administering health education strategies, interventions and programs.

6. serving as a health education resource person.

7. communicating health and advocating for health and health education.


►Competencies for the environmental health concentration in the B.S. program were established by an ad hoc committee of the Undergraduate Program Committee. The Committee was guided by positions taken by the National Environmental Health Association, the Environmental Health Science and Protection Accreditation Council, the Connecticut Department of Public Health, and the Connecticut Department of Administrative Services (DAS); and by consultations with local and state environmental health professionals and directors of local health departments. The competencies are:


  1. assess conditions relevant to food hygiene; water supply and waste-water treatment; environmental hazards; and emergency preparedness.




  1. evaluate and report on conditions relevant to food hygiene; water supply and waste-water treatment; environmental hazards; and emergency preparedness.




  1. educate affected and concerned parties on matters relevant to food hygiene; water supply and waste-water treatment; environmental hazards; and emergency preparedness.


____________________________________________________________________________

1 National Commission for Health Educational Credentialing, Inc.: A Competency-Based Framework for Health Educators, 2006.

1.1d. A description of the manner in which mission, goals and objectives are developed, monitored and periodically revised and the manner in which they are made available to the public.



Processes. The development, monitoring, and revision of the Program’s mission, goals, objectives, and competencies are conducted by the Department’s respective Graduate and Undergraduate Program Committees (GPC/UPC), the policy making bodies of the graduate and undergraduate programs. These Committees discharge their responsibilities under the direction of the Coordinators of Graduate and Undergraduate Studies, respectively, and under the auspices of the Department Chairperson. This is but one part of an open and very labor-intensive process of Program development and administration. Consistent with University policy, it begins with the charge given to the Department by the University.


The shaping of the Program is largely guided by its assessment of the best practices of professional training in public health, community health education and environmental health; the forecasted demands for and on public health professionals; and the recommendations and requirements of professional, accrediting and credentialing bodies. Recommendations and expectations for training of public health professionals and community health educators, which have been most valuable to the original authors of the Program and later to the GPC and UPC in fashioning and updating the Programs, include those of: the Council on Education for Public Health (CEPH), the Institute of Medicine (IOM), the Association of Schools of Public Health (ASPH)

Core Competencies Project, the Council on Linkages Between Academia and Public Health Practice (Core Competencies Project), the Society for Public Health Education (SOPHE), the National Commission for Health Education Credentialing, Inc. (NCHEC), the Association of State and Territorial Directors of Health Promotion and Public Health Education (ASTDHPPHE), the Coalition of National Health Education Organizations (CNHEO), the State of Connecticut Department of Public Health (CDPH), and the National Environmental Health Association (NEHA). Additional resources relied upon to shape the Program's form and content include: The Institute of Medicine's reports, The Future of the Public Health, Education for Public Health Professionals and The Future of Public’s Health in the 21st Century; the National Public Health Leadership Development Network (NLN) and its Leadership Competency Framework; and the Joint Council of Government Public Health Agencies Work Group on Human Resources Development.


To assess the changing needs of public health practice, the Program relies on the recommendations of the Council of Accredited M.P.H. Programs (CAMP); input from the Department's Advisory Council, Public Health Alumni Association and internship preceptors; attendance at the Annual Meetings of SOPHE, AAHE, and APHA; review of relevant professional literature; and a review of the material produced by leading professional work groups such as the Competencies Update Advisory Committee, and the Office of Workforce Development-Public Health Practice Program Office of the Centers for Disease Control and Prevention.


Since the fall of 1997, the Program has received intermittent guidance from the Department’s Advisory Council, which consists of community and State health officials and other health professionals. In 2006, the faculty approved a revision of the Council roles and responsibilities to provide consultation to the Program on matters of mission, goals and objectives as related to instruction, service, research and Program evaluation. Fifteen members typically comprise the Council (Appendix 2).


Revisions. To ensure that the Program’s mission, goals and objectives remain professionally current, a bi-annual review is conducted by the GPC and UPC. Reviews result in changes to the Program's goals and objectives, intended to improve their relevancy to Program practices and articulation between these pathways to the Program's mission.


Public Availability. The Program’s mission, goals and objectives are made available to the public through publication in the graduate catalog, student handbooks, Department Web site, and application/admission materials.


1.1e. A statement of values that guide the program, with a description of how the values are determined and operationalized.


The Department has adopted the values of the University and profession of public health as articulated in the University’s Strategic Plan and the Code of Ethics for Public Health, respectively. The core values that guide the Program, their description and operationalization are presented in Table 1.1e.


Table 1.1e.


Program Core Values, Description and Operationalization


Core Value

Description

Operationalization

Excellence

The Program values exemplary and distinguished performance in all aspects of the Program by students and faculty, especially in the areas of teaching, learning, scholarship, and service.

The Program achieves excellence through comprehensive program planning and evaluation, stringent admission and graduation criteria, and stringent performance objectives in the areas of instruction, research and service.

Access

The Program values its responsibility to provide opportunities for individuals with potential and motivation to become productive members of the Program and demonstrates that value by eliminating barriers that hinder full participation.

Access results from general and targeted marketing of the Program, a fair admission process, a Program fee that offers affordable part-time and full-time study options, and a structure that permits long-range planning of personal, family and/or work obligations.
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