Council on Education for Public Health Adopted on October 7, 2016

REVIEW FOR ACCREDITATION

OF THE

PUBLIC HEALTH PROGRAM

AT THE

UNIVERSITY OF SOUTHERN MAINE

COUNCIL ON EDUCATION FOR PUBLIC HEALTH SITE VISIT DATES: April 7-8, 2016 SITE VISIT TEAM: Kristin H. Hill, MSHSA, BSN, Chair Stephen C. Alder, PhD SITE VISIT COORDINATOR: Michelle Bell, EdD

Table of Contents

Introduction.................................................................................................................................................... 1 Characteristics of a Public Health Program .................................................................................................. 2 1.0 THE PUBLIC HEALTH PROGRAM. ....................................................................................................... 3

1.1 Mission. ............................................................................................................................................... 3 1.2 Evaluation and Planning ...................................................................................................................... 4 1.3 Institutional Environment ..................................................................................................................... 5 1.4 Organization and Administration ......................................................................................................... 7 1.5 Governance ......................................................................................................................................... 8 1.6 Fiscal Resources ................................................................................................................................. 9 1.7 Faculty and Other Resources. ........................................................................................................... 11

2.0 INSTRUCTIONAL PROGRAMS. .......................................................................................................... 15 2.1 Degree Offerings ............................................................................................................................... 15 2.2 Program Length ................................................................................................................................. 16 2.3 Public Health Core Knowledge .......................................................................................................... 17 2.4 Practical Skills ................................................................................................................................... 17 2.5 Culminating Experience..................................................................................................................... 19 2.6 Required Competencies .................................................................................................................... 20 2.7 Assessment Procedures. .................................................................................................................. 20 2.8 Bachelor’s Degrees in Public Health. ................................................................................................ 22 2.9 Academic Degrees ............................................................................................................................ 22 2.10 Doctoral Degrees. ............................................................................................................................ 23 2.11 Joint Degrees .................................................................................................................................. 23 2.12 Distance Education or Executive Degree Programs ....................................................................... 23

3.0 CREATION, APPLICATION AND ADVANCEMENT OF KNOWLEDGE. ............................................. 23 3.1 Research. .......................................................................................................................................... 23 3.2 Service ............................................................................................................................................... 24 3.3 Workforce Development .................................................................................................................... 25

4.0 FACULTY, STAFF AND STUDENTS. .................................................................................................. 27 4.1 Faculty Qualifications ........................................................................................................................ 27 4.2 Faculty Policies and Procedures ....................................................................................................... 28 4.3 Student Recruitment and Admissions ............................................................................................... 28 4.4 Advising and Career Counseling ....................................................................................................... 30

Agenda ........................................................................................................................................................ 32

1

Introduction

This report presents the findings of the Council on Education for Public Health (CEPH) regarding the Public

Health Program at the University of Southern Maine. The report assesses the program’s compliance with the

Accreditation Criteria for Public Health Programs, amended June 2011. This accreditation review included the

conduct of a self-study process by program constituents, the preparation of a document describing the

program and its features in relation to the criteria for accreditation, and a visit in April 2016 by a team of

external peer reviewers. During the visit, the team had an opportunity to interview program and university

officials, administrators, teaching faculty, students, alumni and community representatives and to verify

information in the self-study document by reviewing materials provided in a resource file. The team was

afforded full cooperation in its efforts to assess the program and verify the self-study document.

The University of Southern Maine (USM) is one of seven universities within the University of Maine System

(UMS). USM enrolls approximately 7,300 undergraduate and 1,500 graduate students each year. The

chancellor of the UMS is the principal administrative officer and each of the university presidents reports to

the chancellor. The USM president was newly appointed on July 1, 2015.

The program is housed in the Muskie School of Public Service, which is within the College of Management

and Human Services. Currently, the college has an interim dean. The Muskie School also offers a master’s

degree in planning, policy and management and includes three centers: the Cutler Institute for Health and

Social Policy, the Maine Public Health Institute and the Maine Rural Health Research Center. The college

also offers graduate and undergraduate degrees in business, education and social work.

The MPH program officially began in 2012, though the college has offered a master of science (MS) degree

in health policy and management since 1996. The Commission on the Accreditation of Healthcare

Management Education (CAHME) has accredited the MS in health policy and management degree since

2003, and the current master of public health (MPH) in health management remains accredited by CAHME

and was most recently reaccredited in the spring 2015. The unit of accreditation also includes a generalist

MPH. The program enrolls approximately 65 full- and part-time students per year between the two MPH

concentrations.

The University of Southern Maine Public Health Program is under review for its first CEPH accreditation.

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Characteristics of a Public Health Program

To be considered eligible for accreditation review by CEPH, a public health program shall demonstrate the following characteristics:

a. The program shall be a part of an institution of higher education that is accredited by a regional accrediting body recognized by the US Department of Education or its equivalent in other countries.

b. The program and its faculty and students shall have the same rights, privileges and

status as other professional preparation programs that are components of its parent institution.

c. The program shall function as a collaboration of disciplines, addressing the health

of populations and the community through instruction, research and service. Using an ecological perspective, the public health program should provide a special learning environment that supports interdisciplinary communication, promotes a broad intellectual framework for problem solving and fosters the development of professional public health values.

d. The public health program shall maintain an organizational culture that embraces the

vision, goals and values common to public health. The program shall maintain this organizational culture through leadership, institutional rewards and dedication of resources in order to infuse public health values and goals into all aspects of the program’s activities.

e. The program shall have faculty and other human, physical, financial and learning

resources to provide both breadth and depth of educational opportunity in the areas of knowledge basic to public health. At a minimum, the program shall offer the Master of Public Health (MPH) degree, or an equivalent professional degree.

f. The program shall plan, develop and evaluate its instructional, research and service

activities in ways that assure sensitivity to the perceptions and needs of its students and that combines educational excellence with applicability to the world of public health practice.

These characteristics are evident in the public health program at the University of Southern Maine (USM).

The New England Association of Schools and Colleges accredits the university. The chair reports to the

director of the Muskie School of Public Service and has the same rights, privileges and status as chairs of

other university programs. The faculty and students also have the same rights, privileges and status as

other USM professional preparation programs.

The program has ample human, physical, financial and learning resources, though the program, like many

others, is currently dealing with financial challenges in state funding. The program plans, develops and

evaluates its instructional, research and service activities assuring sensitivity to perceptions and needs of

students and continually working on educational excellence and applicability to public health practice. The

program’s environment encourages the embodiment of its articulated values.

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1.0 THE PUBLIC HEALTH PROGRAM.

1.1 Mission.

The program shall have a clearly formulated and publicly stated mission with supporting goals, objectives and values. This criterion is met. The program has a clear mission statement focusing on a sustainable health

infrastructure and student preparation to improve population health. The MPH program which began in

2012, builds on a Master of Science (MS) degree in health policy and management that began in 1996.

The program is housed in the Muskie School of Public Service within the University of Southern Maine’s

College of Management and Human Service. Advantages include relationships with three institutes also

housed within the Muskie School: the Cutler Institute of Health and Social Policy, the Maine Public Health

Institute and the Maine Rural Health Research Center. The program aligns with the university and Muskie

School’s mission and values emphasizing student success, community engagement and sustainability.

During the site visit the university president stated that he recognizes health and environmental issues as

key drivers of the school’s educational, research and service strategic development and planning.

The mission of the Graduate Program in Public Health is to bridge the cultures of public health and health care delivery systems to build integrated, high functioning health and public health systems, engaging individuals, communities and providers in the development and management of a more effective and sustainable health infrastructure. To prepare students with the knowledge and skills to improve population health, we deliver a competency-based education, engaging faculty and students with external partners, to foster experiential learning, to conduct and translate research, and to contribute to public service.

The program identifies three core values that inform decision-making: inclusion, diversity and cultural

humility and lifelong learning. Three clear and concise goals support competency-based education,

research and service. Each goal is accompanied by specific and measurable objectives that define realistic

targets and time frames. The mission, goals and values are available on the program’s website, though the

statements would benefit from a more visible location on that site.

A multi-representative Community Advisory Committee had oversight of the program’s transition from the

MS to the MPH degree. The committee continues to meet quarterly to actively evaluate program alignment

with the mission, discover new opportunities to advance the mission and foster collaborations. Faculty

members developed a draft mission statement, vision and values description in the fall of 2012 These were

vetted by program stakeholders and student representatives in faculty and MPH Advisory Committee

meetings. The mission is reviewed every three years to ensure relevance, with the most recent review at a

faculty retreat in January 2016. Faculty annually review goals and objectives, and the program’s syllabus

template is reviewed bi-annually to monitor mission alignment.

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The program’s self-assessment of the criterion identifies ineffective communication of the mission, values,

goals and objectives and program description as a weakness. Plans to improve communications include

sharing the mission, vision and goals with incoming students at orientation and relocating information on

the website.

1.2 Evaluation and Planning. 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. This criterion is met. The MPH core faculty are responsible for evaluation and documentation of the

program’s efforts against the stated objectives, which include curriculum, assessment of student

experiences and program integrity. The chair of the program is responsible for quality assurance.

In the program evaluation and planning process, the chair and faculty annually review results of student

ratings for each MPH course and course instructor. Alumni, students and external partners provide

feedback on the program’s curriculum, and the feedback is assessed at semi-annual faculty retreats. The

MPH Advisory Committee reviews proposed curricular or course changes. The chair has overall

responsibility for the curricular and course review process, and course instructors are responsible for

adopting any approved changes.

Annual faculty activity reports (FAR) and the faculty peer review process are used to evaluate each faculty

member’s teaching, research and service. Each MPH faculty member prepares an annual teaching,

research and service summary to share with the chair and the dean. Faculty are formally reviewed on a

prescribed schedule according to university and Muskie School by-laws and procedures referenced in the

Promotion and Tenure Guidelines. Semi-annual faculty retreats, which include student representatives,

comprise the venue for self-reflection to review and revise program mission, vision, goals, objectives, target

audiences, competencies, core requirements, course sequencing and other topics.

Specific teaching, research and service examples are cited in the self-study to demonstrate the role faculty

members play in using evaluation findings to inform program decisions. One example relates to students’

comments that they value faculty use of grading rubrics in courses. As a result, faculty developed a common

grading rubric template, and instructors are expected to incorporate specific grading criteria into their course

syllabi.

Each objective, data source and target for the past three years was listed in the self-study. The program

notes that collected data suggests that improvements have occurred each year. Students and alumni on

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site confirmed both knowledge and strength of methodologies in place to evaluate student competencies

and experience.

The faculty leading the Accreditation Committee informed site visitors that working in collaboration with the

chair, two MPH graduate students and three additional faculty members, they solicited self-study input from

alumni, employers and community partners and noted that ongoing review efforts occurred during faculty

meetings, quarterly MPH Advisory Committee meetings and faculty retreats. Alumni provided comments

on the self-study using Linkedin and during the site visit confirmed they had received and reviewed the self-

study document. Institutional representatives, such as the dean and former associate dean, also reviewed

and commented on the self-study. The analysis of strengths, weaknesses and plans indicated that the

program aims to transition from process objectives and targets, which were important to the program’s initial

establishment, to establishing more robust outcome objectives.

1.3 Institutional Environment.

The program shall be an integral part of an accredited institution of higher education. This criterion is met. The university is one of seven universities within the University of Maine System

(UMS). It is considered the “metropolitan” university within the system. The New England Association of

Schools and Colleges has accredited the university since 1960 with the last accreditation review in 2007.

Additional specialized accrediting agencies include:

• American Bar Association and the American Association of Law Schools • Accreditation Board for Engineering and Technology • Accreditation Council for Occupational Therapy Education • Association of Technology, Management, and Applied Engineering • Association to Advance Collegiate Schools of Business • Commission on Accreditation of Allied Health Education Programs • Commission on Accreditation of Athletic Training Education • Commission on Collegiate Interpreter Education • Commission on Collegiate Nursing Education • Council on the Accreditation of Counseling and Related Programs • Council on Rehabilitation Counseling • Council on Social Work Education • National Association of Schools of Art and Design • National Association of Schools of Music • National Association of School Psychologists • Teacher Education Council and State of Maine Approved Program

Additionally, the Commission on the Accreditation of Healthcare Management Education (CAHME) has

accredited the public health program since 2003 and most recently in 2015.

The university has campuses in Portland/Gorham and Lewiston/Auburn, the most populous regions of the

state. Due to the location of the university, the program has access to the largest cluster of healthcare and

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public health organizations in the state of Maine, including Portland’s Division of Public Health, Mercy

Health System, Maine Medical Center and MaineHealth.

The chancellor serves as the principal administrative officer of UMS and reports to a Board of Trustees.

The USM president serves as the chief executive officer of the university and reports directly to the

chancellor. The provost and vice president of academic affairs reports to the university president and

oversees the dean of the College of Management and Human Service. The Muskie School is one of four

schools within the college, and the public health program resides within the Muskie School. The chair of

the program reports to the interim dean of the college through the Muskie School director.

The chair represents the program’s interests in school, college and university decisions over resource

allocations; program budget planning, preparation and administration; implementation of relevant human

resource policies and decisions; program faculty and staff recruitment and development; curricular

planning, implementation and development; and developing and supporting student and alumni activities.

The chair also initiates and maintains linkages with accrediting bodies, funders, policymakers, other school

and university programs and activities and constituencies outside the university.

The chair works with the director of Muskie School, the dean of the college and the director of finance on

the program’s budget development. Indirect cost recovery is negotiated separately with the university and

the Cutler Institute for Health and Social Policy.

The provost’s office and university-level human resources officers manage all university faculty hires. After

authorization of a new position, a search committee is formed including a majority of members from the

proposing academic program with that college dean’s approval. The committee recommends up to three

candidates to the dean of the college, who works with the provost on the final decision. Recently, due to

the closure of the applied medical sciences program, the university and MPH faculty approved the transfer

of three applied medical sciences program faculty (epidemiologists) to the MPH program faculty. This

increased the overall number of MPH faculty. Since the three faculty were epidemiologists, it also increased

the public health knowledge base. According to the Muskie School bylaws, tenure and promotion criteria

include teaching, research, public service and service to the school, college and university.

The chair, in consultation with MPH faculty and other program chairs, is responsible for course scheduling

and teaching assignments. According to the Muskie School bylaws, voting MPH faculty have authority over

program curriculum and degree requirements, which are subject to review by the school’s faculty through

subcommittees. Voting faculty have authority over admissions, though denials of admission may be

appealed to the chair and the associate provost for graduate studies. The chair works with the Muskie

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School’s office of student affairs and with faculty advisors to certify a student’s records and applications for

graduation.

As per the Muskie School’s Bylaws and Tenure and Promotion Guidelines, all tenure-track and research

faculty have peer committees individualized and established after a faculty appointment occurs. The chair

of the committee is usually an MPH faculty member, and there is a non-MPH faculty member on the

committee. Each faculty member is required to prepare a personnel action application that is reviewed by

the individual’s committee before meeting with the individual seeking a new appointment or promotion. The

committee then forwards a letter and recommendation to the dean of the school, who in turn submits the

dean’s recommendation to the provost for review for promotion and tenure.

1.4 Organization and Administration. The program shall provide an organizational setting conducive to public health learning, research and service. The organizational setting shall facilitate interdisciplinary communication, cooperation and collaboration that contribute to achieving the program’s public health mission. The organizational structure shall effectively support the work of the program’s constituents. This criterion is met. The chair oversees the MPH academic program and works collaboratively with the

director of the Cutler Institute, which is the vehicle used for extramurally funded work performed by program

faculty. The program and Cutler Institute have a symbiotic relationship financially as well as for academic

productivity. While the formal educational activities are housed within the program, the Cutler Institute

provides opportunities for students to be engaged in research and community-based efforts that provide

important experiential learning and financial support.

Oversight of the MPH program policies and procedures are housed within the program. An MPH Advisory

Committee provides input for insuring that the academic mission and activities are connected to community

needs and priorities. This external advisory group also provides important connections to external

organizations that facilitate academic activities such as the practice sites for students’ field experiences.

They also provide a community voice that advocates for the program. This structure provides support to

the chair, who assumes the substantial responsibility for administrative functions and oversees ongoing

operations.

The program is well oriented for interdisciplinary work both within the university and with external

partnerships. Peer programs in the Muskie School (planning, policy and management and

geography/anthropology) are proximally housed with the program and have the institutional links that

facilitate collaborative opportunities. The Cutler Institute supports research activities with an array of

partners in the university as well as with community partners. The MPH Advisory Committee enhances

these community links. Key relationships also exist with health departments, health care organizations and

other community organizations. Site visitors observed and heard from community members and faculty that

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there is a consistent theme of communication, cooperation and collaboration that is evident within the

program. In addition, there are plans for expanding collaborative connections throughout the broader

University of Maine System. 1.5 Governance.

The program administration and faculty shall have clearly defined rights and responsibilities concerning program governance and academic policies. Students shall, where appropriate, have participatory roles in the conduct of program evaluation procedures, policy setting and decision making. This criterion is met. The program has governance practices that support faculty, staff and student

involvement in evaluating program procedures, setting policy and making decisions. All program faculty

serve as a Committee of the Whole, which also incorporates student participation. The Committee provides

comprehensive oversight of all program functions, except those functions that are assigned to the MPH

Admissions and Academic Standing Committee or the MPH Accreditation Committee. Student participation

is well organized with links to the Muskie School, and faculty spoke of creating a specific student

organizational structure for the MPH students in the future. Students commented that they had a voice in

the school and program and felt sufficiently supported in the absence of a program-specific organization.

Students, faculty members and leadership report that MPH student participation in governance activities,

including formally identified student representatives on committees, is functioning well.

Community partners provide input to the program through the MPH Advisory Committee, which reports to

the chair. Faculty and participating community members believe that the constitution of the MPH Advisory

Committee is appropriately broad. Along with providing input to the MPH program’s directions, priorities

and opportunities, the MPH Advisory Committee also plays a key role in developing and preserving

essential community connections. The committee includes up to 25 community partners and meets

quarterly.

The Admissions and Academic Standing Committee is responsible for reviewing and acting on completed

applications as well as approving waiver requests. The committee includes three faculty members, and

meetings are held as needed for review of applications.

The chair is elected by the faculty and oversees governance activities. Resources are provided so that the

chair may dedicate the necessary time for program governance duties. Faculty and student involvement is

reported to be substantial, with regular faculty meetings, retreats and committee meetings serving as formal

venues for governance, augmented by frequent informal interactions among faculty members, students and

the chair. The chair also serves as the primary liaison to the administration of the college for issues of

budget and resource allocation. All governance activities function within the framework of the general

policies and procedures of the University of Maine System, university and faculty labor agreement.

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The majority of the faculty members have research appointments, with a small number of faculty members

having practice appointments. However, the faculty labor agreement and university policies and procedures

provide research faculty members rights, privileges and authority consistent with those of tenure-track

faculty members at other institutions, including participation in institutional shared governance and

academic freedom protection.

The university and school have explicit criteria and processes for evaluation of faculty performance for

promotion and tenure. Teaching, research and service are core to promotion, and clear, program-level

expectations are provided to faculty. A post-tenure peer review also is in place. Adjunct and part-time faculty

are evaluated each year, and the chair reviews course evaluations and decides whether the appointment

will continue.

Ongoing planning and evaluation of the governance policies and procedures occurs on both a formal and

informal basis. Semi-annual faculty retreats provide a scheduled venue for strategic planning, program

evaluation and quality improvement activities. Monthly faculty meetings also provide the opportunity for

ongoing discussion and planning associated with governance.

1.6 Fiscal Resources.

The program shall have financial resources adequate to fulfill its stated mission and goals, and its instructional, research and service objectives. This criterion is met with commentary. The program’s revenue includes funds appropriated from the UMS

and external funds, through the Cutler Institute, used for support of faculty and student research, training

and related activities. The UMS allocates state funds to campuses on a pre-approved formula. Faculty are

primarily funded through external funding (grants, contracts, cooperative agreements and gifts), and

teaching is compensated by the university from state appropriated funds through the MPH program at 15%

FTE per class for primary faculty and $3,000 per class for adjunct faculty. The program’s budget is under

the Muskie School’s budget and is prepared and managed by the MPH program chair.

The university has been operating with a shortfall for the past five years but has taken measures to address

financial issues through faculty retirement and retrenchment efforts. Despite the precarious financial

situation of the university and UMS, the program has been authorized to recruit a new biostatistics faculty

position. Additionally, the program gained three new epidemiology faculty as a result of the elimination of

the applied medical sciences program. The epidemiology faculty salaries are fully covered by external

funding. Epidemiology faculty expressed to site visitors their appreciation for being a part of the MPH

program where the majority of their research and teaching has been taking place.

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The program’s targeted objectives were met for the years 2013-2016 for maintaining sufficient fiscal

resources to support six primary faculty (met with nine, twelve and eight respectively), maintaining sufficient

fiscal resources to support two faculty at 100% for nine months (met with two faculty for all three years) and

providing a minimum of eight paid MPH student research assistantships (met with 26, 17 and 17

respectively). For the past three years the program also has achieved its target of enrolling 20 new students

each academic year.

Table 1 presents the program’s balanced budget for FY2013 through FY2017. As a result of economic

downturns that have affected many university’s state allocations, the program has been able to sustain a

fairly flat, but consistent, funding over the past four years with a slightly lower projected allocation in FY2017.

The university president described to site visitors a planned budget that would be balanced by the end of

FY2017.

Table 1. Sources of Funds and Expenditures by Major Category, 2013 to 2017

Source of Funds USM FY1 2013

USM FY 2014

USM FY 2015

USM FY 2016

USM FY 2017

University Funds $496,741 $485,650 $483,191 $491,837 $475,549

Grants/Contracts2 $13,950 $13,950 $13,950 $13,950 $13,950

Muskie School Endowment/Gifts $8,850 $8,850 $8,850 $8,850 $8,850

Muskie Fellowship (Federal Program)3 $10,137 $10,137 0 0 0

Total $529,678 $518,587 $505,991 $514,637 $498,349

Use of Funds

Faculty Salaries & Benefits $435,585 $420,394 $413,085 $422,823 $413,085

Operations4 $15,956 $19,556 $26,406 $25,314 $18,764

Travel $2,000 $2,500 $500 $500 $500

Student Support $76,137 $76,137 $66,000 $66,000 $66,000

Total $529,678 $518,587 $505,991 $514,637 $498,349 Notes: 1 University of Maine System fiscal year is July 1 – June 30 2 Grants/contracts includes Graduate Assistantships (stipend and tuition), but this line excludes faculty

research that is funded externally and reported in 3.1.1. 3 Muskie Fellowship program was abolished in 2015 4 Operations include: Independent personal service, professional services, memberships, dues and fees,

publications, postage and shipping, advertising, printing and copying, supplies and materials, equipment unit costs <$5,000, telephone and communication and equipment maintenance

The first area of commentary relates to the recent university budget cuts and faculty retirements. While the

program currently has the funding to maintain the minimum number of faculty in each of the MPH

concentrations, further retirements or budget cuts would impact the sustainability of the program, given the

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unsure budget that is dependent on the university and college leadership. The university has been operating

in a shortfall for five years with ongoing changes in leadership. However, the president noted that the MPH

program has managed to balance its finances, and he is not anticipating any further changes to the

program’s faculty. He expressed confidence that the program would continue to have his support and stated

that measures have been taken to address budget gaps throughout the university. Over the past few years,

the program lost several faculty members due to retirement and layoffs, and there is a need to secure

university funds to support program teaching responsibilities of the approved biostatistics faculty member

even though the main support will be through external funding. The self-study notes that “the university

faces dire financial challenges,” but the president’s strategic plan with nine points of change has been put

in place and is intended to balance the budget by the end of the next fiscal year.

The second area of commentary relates to the unclear program research finances related to the Cutler

institute. The provided budget did not include the research dollar contribution to faculty salaries and to the

program’s revenue, nor did it identify any related research expenses. This resulted in an incomplete picture

of the finances for the site visitors. While the faculty stated that they understood where research funding

was allocated, they felt the research budget under the Cutler Institute was not related to the program. For

this reason, a major section of the budget was missing and unclear to the site visitors.

1.7 Faculty and Other Resources. The program shall have personnel and other resources adequate to fulfill its stated mission and goals, and its instructional, research and service objectives. This criterion is met. The program currently meets the full-time faculty requirement with five full-time primary

faculty and five non-primary faculty in the generalist concentration and three full-time primary faculty and

four non-primary faculty in the health management concentration. The number of full-time faculty was

greater in both 2013-14 (nine full-time faculty) and 2014-15 (12 full-time faculty), with a decrease in 2015-

16 as a result of faculty retirements and layoffs. The president said that he does not anticipate additional

faculty retirements or layoffs and noted that the past year had been very difficult for the university as it

strived for a balanced budget within one fiscal year. Student-faculty ratios (SFR) have been lower than 10:1

for both concentrations for the past three years.

The program uses external funding to support administrative positions who, in turn, support faculty. The

program does not have any designated support staff. Administrative support services are shared across all

college academic and research programs and are provided by the college and school. Administrative

services provided to university faculty include computer technology, human resources, libraries and an

administration specialist. Faculty and students shared with reviewers that staff resources were adequate to

meet their needs, though faculty noted they are working at their capacity.

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The program is located in the Wishcamper Center, a 60,000 square foot office and classroom building

shared with school units including the Cutler Institute, Public Health Institute and Rural Health Research

Center. All MPH faculty members have private offices on the building’s fourth floor. Students have access

to private offices in the university library plus access to open space, the school’s library, computer labs and

classrooms within the Wishcamper Center. Students who are graduate or research assistants have shared

cubicles with phones and networked computers. Classrooms in the building are equipped with high-

definition microphones, internet connectivity, ceiling mounted projectors, video-conferencing and other

electronic capabilities. Laboratory space and equipment is not currently used by MPH students, but the

program has access to lab facilities on campus should they be needed in the future.

Faculty, students and staff are supported by the university’s User Services HelpDesk through the Division

of Information Technology, and users can access support remotely as well as on-campus. The Center for

Technology Enhanced Learning (CTEL) provides faculty with classroom technology training (software

applications and media enhancing) and support. The CTEL also provides support for the development of

online and blended courses and programs through workshops, seminars and other events. The Instructional

Technology and Media Services (ITMS) supports instructional technology and audiovisual equipment in

classrooms, auditoriums and other meeting locations. ITMS also supports classes and events throughout

the day and evening six days per week. Classes offered through the UMS distance education network are

provided technical support by staff from the University of Maine at Augusta.

MPH program students and faculty have access to over 225 databases and 40,000 journals, including

public health databases and journals, through libraries located on the three USM campuses. USM libraries

are part of the UMS’s seven universities, and USM students can access all UMS libraries. A library staff

member is assigned to each academic program and works with faculty on building curriculum-based

collections. The MPH library liaison works with faculty to plan and schedule library research instruction, to

develop the MPH program collection and to identify collaboration opportunities. The program has a yearly

allotment for print materials. In addition, the Muskie School library houses several public health journals

and related resources.

The writing center provides students support with generation and organization of ideas, enhancing critical

thinking skills, integration and documentation of research materials and development of a sophisticated

writing style.

Faculty and students confirmed that the program has adequate personnel and other resources to fulfill its

stated mission and goals including associated instructional, research and service objectives. Facilities,

equipment, technology and services to support the activities of the program are in place and appropriately

financed.

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1.8 Diversity

The program shall demonstrate a commitment to diversity and shall evidence an ongoing practice of cultural competence in learning, research and service practices. This criterion is partially met. The self-study acknowledges that the state of Maine is not racially or ethnically

diverse. However, the program defines three priority populations for recruitment and admissions.

• New Mainers/federally resettled refugees: The chair has been engaged in the university-wide New Mainers Work Group, convened in 2014. The group is charged with finding ways to improve New Mainer access to USM programs and services in the process of redefining USM as a metropolitan university.

• Native Americans: The UMS provides a tuition waiver and room and board for qualified and eligible

Native American students. Work with the Maine Center for Disease Control and Prevention’s Office of Health Equity, the Maine-Wabanaki REACH (Reconciliation Engagement Advocacy Change Health) and the Maine Wabanaki State Child Welfare Truth and Reconciliation Commission supports Native American workforce development reflecting the communities served.

• International Students: Following the abolished Edmund S. Muskie/Freedom Support Act Graduate

Fellowship Program, established in 1992 to fund international students, the program has developed strategies to fund tuition waivers, sponsorships and gifts.

Staff and faculty diversity efforts also have focused on rural representation, acknowledging that rurality is

an important health disparity impacting Maine communities. Based on the above three priority populations,

the program has three goals, including providing a learning environment that supports equity, recruiting a

diverse student body and preparing students to collaborate with diverse communities.

The university’s five-year strategic plan (2009-2014) identifies a commitment to diversity through marketing,

recruitment and student, faculty and staff services; and innovative strategies that celebrate the intellectual,

social and cultural value of being a diverse academic community. The plan lists six proposed actions to

broadly impact the university, including providing education addressing matters of equity and inclusion;

exchanging diverse ideas; fostering cultural and ethnic differences for a sustainable academic society;

sustaining innovative intercultural structures, policies and practices; recruiting and retaining a diverse

faculty, staff and student body; and encouraging interdisciplinary approaches. The plan has not been

updated since its inception, and site visitors heard from the president that until the strategic plan can be

revisited, he has put together an interim nine point plan, which has been implemented and organized across

the university. Program faculty and administration pointed out that no one at the university level has specific

responsibility for diversity and inclusion at this time.

The program follows UMS policies and procedures pertaining to a climate free of harassment and

discrimination. All MPH students are required to receive formal instruction in working with diverse

populations, including a session offered in the Social and Behavioral Health core course. Field placements

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and capstone projects may focus on diverse and vulnerable populations. Student feedback is used to

evaluate opportunities and pursue new ones in cultural competency. There is no formal policy on faculty

service and research regarding cultural competency, although faculty said it was valued. Ongoing

professional development in the area of diversity is supported and encouraged.

Faculty search criteria requires demonstration of a commitment to diversity. The program has input into

faculty hires through a selection committee at the university level. Guidelines for faculty recruitment, are

driven by a UMS report, “Diversity for the 21st Century: A Call to Action,” which identifies key strategies to

increase the number of racially and ethnically diverse faculty and staff. Strategies aim to increase the

number of diverse candidates and to monitor searches to assess recruiting, screening and hiring practices.

The self-study states that the university maintains its commitment to staff diversity through marketing,

recruitment and staff services by the university human resources office.

The self-study provides four student recruitment strategies that are identified in the university’s strategic

plan 2009-2014 to increase diversity:

1. The program website includes the mission, vision, values and primary prospective student target

markets, 2. Individual prospective diverse students meet with the chair, 3. The MPH program selection process includes participation in a university-wide international student

recruitment pilot, and 4. The program offers a New Mainer scholarship and is seeking funding to support additional

scholarships.

A student focus group was conducted to evaluate student experiences including diversity retention and

recruitment efforts. Other routinely administered surveys such as course evaluations, alumni surveys and

feedback ascertained from the faculty advising process is also considered in determining diversity

effectiveness.

Evidence of implementation includes posting of non-discrimination policies and notice and accessibility

statements. The program website contains clear language regarding program values, commitment to

diversity and commitment to recruiting students from under-served areas. Other evidence includes the

learning environment reflected in the course syllabus template and a list of student and faculty participation

in diversity-related activities such as field experiences, capstones, research and community service

projects.

The self-study provided examples demonstrating student assistantships, service activities benefiting

Partners in World Health, integration programs for New Mainers, aging and disability discussions and a

research focus on health disparities. The MPH faculty and Advisory Committee developed diversity goals,

objectives and plans, which are reviewed periodically to assess relevancy, track progress and determine

15

any necessary actions. University-wide policies were channeled through special committees and approved

by the Board of Trustees. A log of applicants is monitored to assess recruitment goals. Diversity plans

inform curriculum changes, hiring practices, field placement, capstone opportunities, research

assistantships and professional development opportunities.

A “Diversity Assessment” was conducted by the university in 2012 revealing evidence that diversity efforts

are unfocused, citing frequent changes in the president’s position as reason for lack of leadership, outdated

guiding documents or underdeveloped comprehensive plans to ensure diversity goals are accomplished.

Summaries for self-reported data for students, staff and faculty for three consecutive years were provided.

Program targets are largely unmet for staff (a target of 10% of students that are persons of color was unmet

with 5% for the past three years) and faculty diversity (a target of 10% of faculty that are persons of color

have been 15%, 5% and 6% for the past three years). The student target of 10% of students from

international, New Mainers, Native Americans or other minorities was met at 11%, 12% and 13% for the

past three years.

The program assessed this criterion as partially met due to an outdated university strategic plan for diversity

and an inability to meet the identified staff and faculty targets. Plans include support for MPH faculty

participation in an ad hoc committee “Intercultural and Diversity Advisory Committee”, expanding outreach

and tracking, partnering to develop a fellowship program for “New Mainers”, maximizing the diversity of

faculty applicant pools and promote faculty, student and staff development training opportunities focused

on Native American communities.

The concern relates to lack of clearly articulated evidence of curricular or experiential opportunities for

cultural competence development in students. On site, students and alumni were unable to site examples

of cultural competencies resulting from either didactic or practice experiences. Though a “session” is

identified addressing diversity in the Social and Behavioral Health core course, insufficient evidence is

offered to assess diversity practice skills upon graduation. There is no evidence of effective marketing or

outreach efforts to engage targeted groups to increase linkages with potential students, staff or to recruit a

more diverse faculty. Additionally, faculty could not articulate efforts to recruit or retain diverse candidates

at any point in the recruitment process. When program leadership were asked who owned the diversity

plan, they said that there is currently no leadership in this area and no planning.

2.0 INSTRUCTIONAL PROGRAMS.

2.1 Degree Offerings.

The program shall offer instructional programs reflecting its stated mission and goals, leading to the Master of Public Health (MPH) or equivalent professional master’s degree. The program may offer a generalist MPH degree and/or an MPH with areas of specialization. The program, depending

16

on how it defines the unit of accreditation, may offer other degrees, if consistent with its mission and resources. This criterion is met. Table 2 presents the program’s degree offerings. The program offers the MPH with a

health management and a generalist track. Until 2015, the program offered a joint degree (MPH/MBA) with

the business school. The MPH/MBA was then terminated and no new students were accepted for the fall

2015. The program will continue for the two remaining students, who are individually working with faculty

to develop plans for completion of the degrees.

All students complete public health core knowledge courses in the five core areas. In addition, all students

complete an additional course in American health systems. Students in the health management track are

required to take seven additional management courses and one approved elective course. Generalist

students are required to take three additional MPH courses and four additional courses from within or

outside of the MPH program. Based on feedback from CEPH, the generalist concentration recently added

the three required courses (MPH 650 Applied Research and Evaluation, MPH 655 Public Health Practice

and MPH 660 Health Policy), and open discussions with faculty and community partners on the courses

will be taking place over the next several months to ensure they reflect the needs of the students in meeting

potential employer’s needs. The university catalog provides information on the degree programs and

requirements as well as course descriptions.

Table 2. Instructional Matrix – Degrees and Specializations

Degree Academic Professional MPH Generalist - MPH MPH Health Management - MPH Joint Degree Business/Public Health

- MPH/MBA1

Notes: 1 The joint degree was eliminated fall 2015. The program is no longer admitting degree students.

2.2 Program Length.

An MPH degree program or equivalent professional public health master’s degree must be at least 42 semester-credit units in length. This criterion is met. The university defines a credit hour as 50 minutes of in-class instruction per week for

15-weeks for on-campus, blended or online courses. MPH generalist concentrators complete a minimum

of 45 credit hours, and health management concentrators complete a minimum of 47 credit hours. In the

two MPH concentrations, no MPH degree has been awarded for fewer than 42 semester credits with the

exception of the now eliminated MPH/MBA joint degree. There are two students remaining in the joint

degree program who have worked with the department chair on a curriculum of 42 MPH semester credits

plus the MBA requirements to complete the program. The two students are required to graduate in no more

than six years from their matriculation, ie, no later than 2020, but faculty expect that they will complete the

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degrees much sooner than that, particularly because of the attention being paid to their individualized

advisement and degree planning.

2.3 Public Health Core Knowledge. All graduate professional public health degree students must complete sufficient coursework to attain depth and breadth in the five core areas of public health knowledge. This criterion is met. All MPH students are required to take six core courses covering the five core areas of

public health knowledge and the field experience (MPH 698). Table 3 presents the required core courses.

A review of all core course syllabi revealed that student competencies and listed course learning objectives

are appropriate for developing skills important for understanding and engaging in the broad practice of

public health. They constitute the intellectual framework through which public health professionals in all

concentrations approach problem solving.

Table 3. Required Courses Addressing Public Health Core Knowledge Areas for MPH Degree

Core Knowledge Area Course Number & Title Credits Biostatistics MPH 545 Applied Biostatistical Analysis 3.0

Epidemiology MPH 535 Introduction to Epidemiologic Research 3.0

Environmental Health Sciences MPH 555 Environmental Health 3.0

Social & Behavioral Sciences MPH 565 Social and Behavioral Health 3.0

Health Services Administration MPH 525 American Health System 3.0

MPH 575 Health Systems Organization & Management

3.0

Students seeking credit for a previously completed course must provide evidence that the prior coursework

meets MPH requirements as verified by the faculty of record. The faculty member reviews the student’s

transcript for a grade of “B” or better, the syllabus (including learning objectives, content and assignments)

and the perceived rigor and quality of the course (indicated by whether the course was taken through a

CEPH-accredited program). The chair and student’s advisor also must approve of the waiver. Waived

courses do not reduce the total number of required credits for the MPH degree. The school notes that it is

rare for previously completed credits to be accepted and is usually related to a transfer from another CEPH-

accredited degree program. 2.4 Practical Skills.

All graduate professional public health degree students must develop skills in basic public health concepts and demonstrate the application of these concepts through a practice experience that is relevant to students’ areas of specialization. This criterion is met. Students are encouraged to complete MPH core courses prior to registering for the

practice experience. Student objectives include development of a professional network, work experience

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and greater mastery of program competencies. Students are expected to achieve competencies in theory

integration, organizational structure, local and organization politics, program administration and

coordination, and community relations. Students developed a scope of work linked to their identified MPH

program competencies and expand and develop disciplinary skills and knowledge.

Students meet with their academic advisors to match interests to potential practical experiences. The field

experience coordinator, who is a primary faculty member, oversees all student field placements. The

coordinator assists students in refining their areas of interest, identifying program competencies to be

gained or improved and identifying appropriate placement sites. Once a site and preceptor are selected,

the coordinator orients the student and preceptor (through phone and email) regarding program

expectations and requirements. The field experience coordinator monitors the placement throughout the

experience and maintains overall responsibility for students in the field. During the site visit, students and

alumni expressed a high level of satisfaction with the process of practicum site selection, preceptor

engagement, competency development and overall experiences. Students commented that the program’s

emphasis on a self-directed approach to resolving the practicum project choice is beneficial to their overall

growth and practicum satisfaction.

The student is graded either pass or fail on the field experience with a pass awarded based on completion

of required hours, submission of weekly logs, a final report and completion of the Field Placement

Evaluation Form. Preceptors are required to submit a student performance evaluation form. Students are

evaluated based on organizational and communication skills, relationships, attitudes, initiative and critical,

strategic and technical skills. Students complete a preceptor evaluation based on achievement of learning

objectives. The experience guidelines and example evaluation forms indicated adequate field experience

policies and procedures.

The listing of site placement agencies and preceptors for years 2013-2015 demonstrated a diverse range

of agencies available for the practicum experience, which include health care and public health systems

opportunities.

The student handbook defines the conditions for which the practicum experience may be waived. A student

may petition the Admissions and Academic Affairs Committee to grant the waiver, though the student must

substitute other coursework or an independent study for the three-credit field experience. One student has

been granted a waiver thus far. During the site visit the field practice instructor said that the student

performed an applied quantitative data analysis on a public health problem that would have qualified as a

practice experience. She does not anticipate that future students will be granted this waiver as the program

highly values the field experience even for those who might qualify.

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Based on student and preceptor evaluations, the program noted in the self-study that it plans to implement

a webinar that enhances and provides orientation information for both preceptors and students rather than

relying on the coordinator for that orientation. Using the website, the program will develop a repository for

student and preceptor information resulting in greater availability to students and faculty. The online tool,

which will be operational by summer 2016, is expected to serve as a tracking mechanism for students

moving through the field experience process.

2.5 Culminating Experience.

All graduate professional degree programs identified in the instructional matrix shall assure that each student demonstrates skills and integration of knowledge through a culminating experience. This criterion is met. A capstone project is required and considered to be a key indicator of students’ level

of mastery of core competencies. MPH 699 is a three-credit culminating project completed near the end of

the student’s course of study. A faculty advisor supervises two phases: development and presentation of

the capstone design and the proposal; and completion and presentation of project findings, results or

products.

Each student’s capstone content is driven by her/his professional and career interests and designed in

consultation with a faculty capstone advisor. The projects take many different forms of study or analysis

such as process or implementation analysis, strategic planning study, program evaluation, feasibility study

or business plan or policy analysis. The program utilizes the capstone project and process to evaluate the

student’s overall demonstration of core competencies. Expectations of the proposed work methods and the

final product are clearly stated in the guidelines. Capstone events are convened at the conclusion of each

semester for students to present their work to MPH Advisory Committee members and other stakeholders.

Evaluation of the project occurs at different points during the capstone. First the capstone advisor and a

second reader, who may be a faculty member, preceptor or external partner knowledgeable about the topic,

approve the capstone project proposal prior to proceeding with fieldwork or analysis. Consistency of grading

is facilitated through the use of a grading checklist identified in the capstone guide as a Capstone

Assessment Rubric. The rubric defines specific evidence based on the core competencies that must be

documented throughout the capstone process, with both written and oral products.

Program faculty and staff recognize that some students struggle to develop a project and complete the

capstone. As a result, a non-credit capstone seminar was developed and implemented for additional

support and guidance. Administrators stated that an excessive amount of faculty time is required for the

capstone process. In response, the program has asked external reviewers from the public health/health

management community to assist in the process.

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2.6 Required Competencies.

For each degree program and area of specialization within each program identified in the instructional matrix, there shall be clearly stated competencies that guide the development of degree programs. The program must identify competencies for graduate professional, academic and baccalaureate public health degree programs. Additionally, the program must identify competencies for specializations within the degree program at all levels (bachelor’s, master’s and doctoral). This criterion is met with commentary. The program has a well-developed set of competencies across the

domains of communications, leadership, health policy and management, public health science, research

and theory and informed decision-making. From these domains, a general set of 18 individual competencies

have been developed for all MPH students, with eight additional competencies developed for both the

generalist and health management tracks. From these domain-based competencies, learning objectives

have been developed by each course instructor and have been collectively reviewed during program

retreats by faculty and student representatives. A matrix has been developed that shows the distribution of

competencies by domain across the core courses, concentration required courses and elective courses,

with a designation of being either ‘primary’ or ‘reinforcing’.

Development of the full competency strategy has only recently been completed, though the faculty and

students described familiarity with the purpose and general nature of the competency framework. The

majority of syllabi include learning objectives linked to the domain-based competencies.

The commentary relates to the full implementation and ongoing evaluation of competencies as functional

elements of the MPH academic programming. For example, while the Advisory Committee had the

opportunity to review the self-study document, they did not participate in a structured review of the domain-

based competency structure. Ongoing assessment and assurance that the described competencies are

aligned with workforce needs is planned, and a formal annual review of the competencies is planned as a

standing strategic retreat activity. This is already underway as a series of three such retreats between

December 2015 and January 2016 included assessing program domains and competencies, revisions and

planning for implementation. Full implementation and ongoing evaluation of competencies is essential and

proactive inclusion of the Advisory Committee will help to ensure the desired link to workforce needs.

2.7 Assessment Procedures.

There shall be procedures for assessing and documenting the extent to which each student has demonstrated achievement of the competencies defined for his or her degree program and area of concentration. This criterion is met. A multi-pronged approach has been developed for assessing and documenting the

level to which each MPH student has demonstrated achievement of the general and relevant concentration-

specific competencies. Assessment is completed through course grades, ongoing faculty review of student

progress, evaluation of the field experience and grading of the capstone experience. Further, students and

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alumni are queried during and after completion of their degree programs to determine the self-identified

level of achievement of program competencies through course evaluations and the alumni survey. Finally,

process and outcome measures are assessed to evaluate program-level student achievement.

Grades are a primary source of information for assessing and documenting individual-based competency

demonstration. Grading rubrics or checklists are used in many courses to determine each student’s level

of competency attainment and using her/his collective grades as the indicator of progress. In addition,

course evaluations include questions specific to the learning objectives of the course, which can be mapped

back to competencies and domains on course syllabi. This provides a complement to the individual

assessment provided through grades to an aggregated self-assessment to insure that both demonstrated

performance and self-perception support that competencies are being appropriately addressed.

Each fall faculty members conduct a systematic review of student progress on program competencies

beginning with a domain-by-domain assessment by faculty responsible for courses covering any of the

competencies. At that time faculty members can identify and then provide remediation opportunities for

students who are underperforming and assist students with referrals for tutoring, corrective action plans

and proactive monitoring to track progress on relevant competencies. This provides a program-wide student

assessment of where (eg, courses, activities), and how well, competencies are being addressed. The chair

maintains overall responsibility for students’ progress.

Alumni are asked to assess and report on their progress and achievement of program competencies every

two years. Administrators and faculty reported that this information is used to revise competencies, which

takes place at the program level through faculty retreats.

Specific outcome measures relating to student achievement that have been met for the past three years

include percentage of students achieving a grade of ‘B’ or better for all courses (target of 80%; met with

98%, 95% and 95% respectively); the percentage of students who are successfully placed for the field

experience (target of 100%; met for all three years); number of students presenting at a conference (target

of two; met with eight, seven and two respectively); and the percentage of graduates employed within a

position where their education is being utilized within six months of graduation (target of 85%; met in

2013/14 with 100% and 90% in 2014/15 but not met in 2015/16 with 79%). The program also monitors

graduation timing and rates. Students have six years to graduate. Since the program began in 2012/13,

there has not been sufficient time to calculate a final rate, but the graduation rate after three years was 65%

indicating that the program is on track to achieve the minimum required rate.

Faculty informally collect information on job placement from students upon graduation or shortly thereafter.

Information is collected and maintained in a master file. To date, all but three of the program’s 37 graduates

22

have found employment for a rate of 92% between January 2013 and December 2015. Reviewers heard

from program leadership that the three students without work or continuing their education involved two

students who are not currently looking for work because they will be relocating and one student who had

not yet completed the capstone and should not have been counted until graduation had taken place.

The goal for the percent of students achieving a ‘B’ or better grade for all courses may be set too low, as

the minimum annual percentage of student achievement has been met at 95% for the past three years. The

goal of 100% of students successfully placed in field experiences was met, but it is an expectation that all

students would participate in a field experience.

2.8 Bachelor’s Degrees in Public Health. If the program offers baccalaureate public health degrees, they shall include the following elements: Required Coursework in Public Health Core Knowledge: students must complete courses that provide a basic understanding of the five core public health knowledge areas defined in Criterion 2.1, including one course that focuses on epidemiology. Collectively, this coursework should be at least the equivalent of 12 semester-credit hours. Elective Public Health Coursework: in addition to the required public health core knowledge courses, students must complete additional public health-related courses. Public health-related courses may include those addressing social, economic, quantitative, geographic, educational and other issues that impact the health of populations and health disparities within and across populations. Capstone Experience: students must complete an experience that provides opportunities to apply public health principles outside of a typical classroom setting and builds on public health coursework. This experience should be at least equivalent to three semester-credit hours or sufficient to satisfy the typical capstone requirement for a bachelor’s degree at the parent university. The experience may be tailored to students’ expected post-baccalaureate goals (eg, graduate and/or professional school, entry-level employment), and a variety of experiences that meet university requirements may be appropriate. Acceptable capstone experiences might include one or more of the following: internship, service-learning project, senior seminar, portfolio project, research paper or honors thesis. The required public health core coursework and capstone experience must be taught (in the case of coursework) and supervised (in the case of capstone experiences) by faculty documented in Criteria 4.1.a and 4.1.b. This criterion is not applicable.

2.9 Academic Degrees.

If the program also offers curricula for graduate academic degrees, students pursuing them shall obtain a broad introduction to public health, as well as an understanding about how their discipline-based specialization contributes to achieving the goals of public health. This criterion is not applicable.

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2.10 Doctoral Degrees.

The program may offer doctoral degree programs, if consistent with its mission and resources. This criterion is not applicable.

2.11 Joint Degrees.

If the program offers joint degree programs, the required curriculum for the professional public health degree shall be equivalent to that required for a separate public health degree. This criterion is not applicable.

2.12 Distance Education or Executive Degree Programs.

If the program offers degree programs using formats or methods other than students attending regular on-site course sessions spread over a standard term, these degree programs must a) be consistent with the mission of the program and within the program’s established areas of expertise; b) be guided by clearly articulated student learning outcomes that are rigorously evaluated; c) be subject to the same quality control processes that other degree programs in the university are; and d) provide planned and evaluated learning experiences that take into consideration and are responsive to the characteristics and needs of adult learners. If the program offers distance education or executive degree programs, it must provide needed support for these programs, including administrative, travel, communication and student services. The program must have an ongoing program to evaluate the academic effectiveness of the format, to assess learning methods and to systematically use this information to stimulate program improvements. The program must have processes in place through which it establishes that the student who registers in a distance education or correspondence education course or degree is the same student who participates in and completes the course and degree and receives academic credit. This criterion is not applicable.

3.0 CREATION, APPLICATION AND ADVANCEMENT OF KNOWLEDGE.

3.1 Research. The program shall pursue an active research program, consistent with its mission, through which its faculty and students contribute to the knowledge base of the public health disciplines, including research directed at improving the practice of public health. This criterion is met. Research productivity among faculty members and opportunities for student

participation are supported by the close ties between the program and the Cutler Institute as well as the

predominance of research appointments for MPH faculty. Currently, program faculty serve as principal

investigators on 25 studies with funding at nearly $4.6 million. The research support infrastructure provided

by the Cutler Institute, combined with a funding model that is heavily reliant on extramural funding, also

provides a reduction in barriers and aligns incentives for driving a vibrant research agenda. Faculty stated

that engaging in research is core to the program and attracts students who are also eager to engage in

research projects.

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An array of studies is present in the research portfolio of the program faculty. Topics of these projects align

with the interests of faculty members and several collaborative partnerships are represented, with a

continued focus on policy, community evaluation and preventive health care activities. Multiple funding

agencies and relationships are also represented. The research program is important to the overall financial

stability of the program, which relies heavily on the financial success of the Cutler Institute. There is

substantial faculty engagement in research activities, and there exists a culture of integrating their work into

the classroom.

Most program outcome measures in research have been met for the past three years including that at least

75% of primary faculty will lead or participate in externally funded development, evaluation or research

projects; 75% of primary faculty will give presentations at state or national meetings; five or more peer-

reviewed articles will be published; the program will provide a minimum of eight paid MPH student research

assistantships; a minimum of four MPH courses will include relevant faculty research in the content; and a

minimum of two students will present at a conference. An additional outcome measure that at least 50% of

primary faculty will serve on a grant review committee for a peer-reviewed publication has been met for two

of the past three years (44%, 50% and 63% for the past three years respectively).

Students are actively engaged in research both inside and outside the classroom and are encouraged to

participate in research to gain additional public health skills and knowledge. During the site visit, students

said they appreciated the ways in which faculty provide research opportunities for them and viewed faculty

as being productively engaged in research. Further, students said that graduate research assistantships

are made available through faculty research activities and appreciated the additional skills they acquired

through these activities. Students also confirmed that the Office of Student Affairs routinely communicates

with students about research opportunities of interest, research seminars, webinars and conferences on

and off campus.

3.2 Service.

The program shall pursue active service activities, consistent with its mission, through which faculty and students contribute to the advancement of public health practice. This criterion is met. The program’s service context is rooted in the university’s membership in the Coalition

of Urban and Metropolitan Universities (CUMU), whose members share a purposeful commitment to their

own community, seek to engage in a mutually beneficial relationship with their communities and work to

address the community’s needs. Students are encouraged to engage with faculty, community partners and

alumni in their service activities.

Faculty report their service activities in the Faculty Activity Report (FAR) database, a UMS collective

platform designed to track internal and external service activities of faculty members across seven UMS

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campuses. Faculty members prepare FARs listing their service activities and roles that are reviewed by the

chair and college dean.

Faculty utilize service experience in their teaching and include opportunities for student service engagement

through course assignments. Several examples of service activities used in course work are cited. One

such example is the health education and promotion project performed by one faculty member and her

students through the Maine Public Health Education Corps. Students described their participation, either

individually or in groups, in developing logic models and designing and implementing educational materials

for the public on an array of public health issues such as tobacco cessation. This project serves as an active

opportunity for students to participate in real life public health response efforts. Community members

confirmed the value of this program in communicating information to the community.

Faculty promotion and tenure guidelines emphasize the importance of public and community service

consistent with the overall mission of the Muskie School. A commitment to service is reflected in the MPH

program goal to engage in service activities at the local, state and national level.

Faculty participate in a wide range of public health service activities in rural health, health systems,

professional associations and non-governmental organizations in a range of service in leadership and

advisory/consultative roles. Identified service activity objectives include targets that were met over a three-

year period for 50% of primary faculty will serve on one or more local advisory board, committee or coalition;

50% of primary faculty will serve on one or more state advisory board, committee or coalition; 30% of

primary faculty will serve on one or more national advisory board, committee or coalition workgroups and

at least two professional development opportunities or trainings will be provided by primary faculty. Targets

not met for all three years include 50% of MPH students and alumni will have membership in professional

associations (not available for 2013-14 or 2014-15 and not met in 2015-16) and 80% of program faculty will

be members of a state or national professional association (not met at 78% in 2013-14 but met for the

following two years with 92% and 100% respectively).

The program notes in the self-study that a standard approach for routinely tracking student engagement in

service activities is lacking. However, the program’s plans include developing a tracking mechanism on

existing activities of the Muskie Student Organization and adding a section to the FAR template. The

program also plans to identify a partner organization that can offer an option for a group capstone that will

be based on data collected through key informant interviews with partner organizations. This will provide

students with an additional learning opportunity through service.

3.3 Workforce Development.

The program shall engage in activities other than its offering of degree programs that support the professional development of the public health workforce.

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This criterion is met. The program is engaged in a larger cooperative effort with Maine’s public health

agency, the Hanley Center for Health Leadership and other statewide organizations to identify and meet

the needs of the area’s public health workforce. Through a shared goal to “develop a highly engaged and

skilled workforce to lead Maine’s efforts to accomplish its public health goals,” a public health workforce

assessment was completed in 2012. Subsequently, a comprehensive five-year Public Health Workforce

Development Plan 2013-18 was developed by the Maine CDC and disseminated statewide. Faculty

participated in the assessment and planning process and used findings to inform program competencies

and, specifically, to inform decision-making.

The program extends partnering by working closely with the National Network of Public Health Institutes,

which serves as the National Coordinating Center for Public Health Training supported by funds from

HRSA. Boston University is the designated training center for the northeast region. Through these

partnerships, the program identifies emerging trends and collaborates in training and professional

development. A specific example of one such training program is with the Maine-Wabanaki REACH

initiative, a cross-cultural collaborative made up of Maine child welfare staff and Wabanaki representatives,

which aims to educate Native American and non-Native American people about the history of Maine and

Wabanaki people, promote healing from intergenerational trauma, build allies for improved tribal-state

relations and develop implementation strategies for recommendations developed. Workforce development

is discussed annually at the MPH Advisory Committee meetings with a diverse group of public health

employers and partners across Maine to identify training interests, needs and potential training responses.

The self-study displays continuing education programs, faculty leaders, numbers of participants and

distance learning availability by funding source for 2012-2015. An increase in the number of continuing

education offerings in year 2014-2015 is notable.

The MPH program currently offers two certificate programs in health policy and management (HPM) and a

general public health certificate. The certificate programs’ curricula are selected from the MPH curriculum

and are taught by primary and adjunct faculty. Both certificate programs are described as sharing the same

criteria for admission and expectations, such as maintaining a 3.0 grade average, and students entering

can be admitted to the MPH degree program. For completion of the HPM certificate, 12 credits are needed,

and the public health certificate requires 15 credits. Up to 12 credits from the certificate credits earned may

be transferred into the degree program, and the self-study notes that many students do matriculate into the

MPH program. MPH faculty, as well as external partners and experienced professionals, participate in

teaching in the certificate programs. The certificate programs remain small with no more than four

completions in any one year over the past three years.

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The program identifies its hallmark contribution to Maine’s five-year Public Health Workforce Development

Plan as providers of a skill-based curricula that aligns with public health competencies. The Public Health

Practice course provides competency-based self-assessments for students. Examples of the program’s

participation in offerings and partner roles are cited. Faculty members are required to report on continuing

education services in the annual FAR, which are used as a part of the tenure and promotion process.

Additional collaboration entities include the Maine Center for Disease Control and Prevention, Maine Public

Health Association and Maine State Nurses Association.

The program recognizes a greater need to reach a broader audience throughout the state with distance-

based training. Plans indicate efforts to develop web-based training in partnership with the Boston

University Public Health Training Center and with the National Coordinating Center.

4.0 FACULTY, STAFF AND STUDENTS.

4.1 Faculty Qualifications.

The program shall have a clearly defined faculty which, by virtue of its distribution, multidisciplinary nature, educational preparation, practice experience and research and instructional competence, is able to fully support the program’s mission, goals and objectives. This criterion is met with commentary. The faculty consists of six research and two practice faculty

members. None of the faculty, including the chair, has a tenure or tenure-track appointment, though faculty

have impressive credentials and academic accomplishments. Emphasis areas covered by faculty expertise

are appropriate for the nature of the program. Faculty are distributed across ranks, providing some balance

in experience and academic stature. They also have a breadth of practical and academic field experiences.

Faculty are assigned to either the generalist or health management tracks. Adjunct faculty also participate

in the educational program, further extending faculty resources available to students, with 50 other

community partners specifically identified.

The commentary relates to the lack of tenured faculty within the program. In the agreement between UMS

and the Associated Faculties of the University of Maine for 2015-2017, the conditions of employment state

that faculty with soft-money appointments are given academic, extension or research ranks and have no

right to reappointment beyond the length of their funding. Tenured appointments are described as having

the right to continued employment without removal except for specific retrenchment, resignation or

retirement. With the program’s current link to the Cutler Institute, faculty reported to site visitors that they

consider their funding robust and stable, and their reappointments do not seem at risk. Several of the faculty

have been at USM for many years while some junior faculty were hired within the past few years, The

president indicated he did not foresee any further faculty retrenchments or layoffs. However, without the

assurance of tenure protection for any program faculty and considering the fiscal considerations of the past

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five years, the MPH program could be at risk for meeting accreditation minimum faculty requirements in the

health management track. With only three primary faculty supporting health management, the track is

vulnerable to dropping below the minimum faculty member count needed.

4.2 Faculty Policies and Procedures. The program shall have well-defined policies and procedures to recruit, appoint and promote qualified faculty, to evaluate competence and performance of faculty, and to support the professional development and advancement of faculty. This criterion is met. Faculty members fall under university and Muskie School policies for being appointed,

reviewed and promoted. Further, faculty members participate in the university’s faculty labor agreement.

Faculty rules and regulations are outlined in a faculty handbook including academic resources, course

management, faculty professional development, information handling, personnel- related information,

student conduct and the university’s policy manual. Several opportunities are provided for supporting

faculties’ professional development through university, college and program resources. Primary, adjunct

and part-time faculty have access to professional development such as grant writing training, technology

training for teaching and professional use, leadership training and travel to professional meetings. Use of

funding generated through research and consultation activities also provides support for faculty

development including association memberships, webinar training and participation in conferences.

Clear policies and procedures exist for faculty members. A formal evaluation process is in place for all

university faculty members. Faculty submit a dossier of their teaching, research and service to a committee

of peers based on a predetermined review schedule as indicated in the faculty bargaining contract. The

program, using the Muskie School criteria, carries out annual reviews based on the annual Faculty Activity

Report (FAR). Student course evaluations are also utilized through the standardized university course

evaluation system implemented in spring 2014. Annual goals are being added to the annual FAR review

process in order to serve as a proxy measure for performance.

4.3 Student Recruitment and Admissions. The program shall have student recruitment and admissions policies and procedures designed to locate and select qualified individuals capable of taking advantage of the program’s various learning activities, which will enable each of them to develop competence for a career in public health. This criterion is partially met. Admissions criteria are clearly stated and easily accessible on the program’s

website, though the website needs updating as the discontinued joint degree program (MPH/MBA) appears

in various areas such as the university’s catalog. The program states that it is committed to recruiting a

well-qualified student body and focuses its efforts on Maine residents, applicants from diverse backgrounds,

international applicants, pre-service students (further education and/or training are needed prior to entering

the degree program) and working professionals.

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The MPH program’s admission policy is consistent across both concentrations. Admissions are rolling and

members of the Admissions and Academic Affairs Committee review and act on all applications within three

weeks of receipt. The quality of applicants is assessed based on a personal statement; prior academic

records; GRE, MCAT, GMAT or LSAT scores, which can be waived for applicants with a master’s or doctoral

degree from an accredited U.S. institution or international equivalent or applicants employed by the USM

Cutler Institute with sufficient work experience; recommendations; and other considerations. Applicants with

a GPA of 3.2 or higher, applicants with international life experience and those with public health or health

care delivery experience are of particular interest. The Admissions and Academic Affairs Committee

recommends admission, and voting faculty have final authority over those admitted to the program.

Admission denial can be appealed to the program chair or the associate provost for graduate studies.

The program, in collaboration with the Office of Graduate Admissions and the Office of Student Affairs,

focuses its recruiting efforts on undergraduate connections and actively recruits to Maine residents,

undergraduate under-represented minority students and USM pre-service students. Additionally, social

media is used to invite those undergraduates with a GPA of 3.0 or higher, who have applied for graduation,

encouraging them to consider health related careers. MPH faculty participate in site visits to other Maine

colleges and universities, and the program hosts open houses and has participated in school and university

sponsored open houses. Other promotional events include advertising on the university television station,

a marketing pilot project to enhance a web presence, local community television interviews with MPH

faculty, exhibits at professional meetings, detailed program websites, an in-house information board,

conducting new student focus groups to gather background material for future recruiting, one-on-one

informational sessions with staff from student affairs and Friday afternoons when the chair meets with

prospective students. Diversity efforts include working with the Muskie Fellows program to provide financial

aid to international students, though this program was eliminated in the past year and is now funded through

solicited sources; working with the Minority Health Program at Portland Public Health; and discussing with

alumni and current students disparities experienced by Native American tribal members in Maine.

The program’s outcome measures for recruitment and enrollment that were met for the past three years

include a minimum of three applications from international students, a program acceptance of 25 students,

financial support for one international or New Mainer student, enrollment of 20 new students each year and

enrollment of at least two international or underrepresented minority students. Those targets not achieved

for the past three years include receipt of a minimum of 40 completed applications (45, 41 and 30 per year

respectively), receipt of a minimum of three applications from individuals of color (six, eight and two per

year respectively) and enrollment of 20 new students who are classified as pre-service (six, eight and 15

per year respectively).

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The concern relates to incorrect information on the university and program websites, and the school

materials regarding the elimination of the joint MPH/MBA program, including program admissions and

program curriculum. During the site visit, leadership noted that the postings were changed at the university

level. Posting incorrect information leads to confusion and makes it difficult for prospective applicants to

clearly understand what the program is offering and the requirements of each MPH track. The program

needs to identify and correct any misinformation as soon as possible.

4.4 Advising and Career Counseling. There shall be available a clearly explained and accessible academic advising system for students, as well as readily available career and placement advice. This criterion is met. Advisors are assigned to students when they are admitted to the program. Students

are notified of their advisors in an admissions notification letter. Every attempt is made to match the student

with a faculty member with shared interests while equitably sharing the load across the faculty. Students

may elect to change advisors, and the process for change is explained during orientation. Students

confirmed they could change advisors at any time, that they could use a different capstone advisor and that

all faculty have an open door policy and will help with advising and mentoring.

Students maintain an academic plan outlining their course of study that is updated and shared with their

advisors each semester when they discuss the student’s course selection and plans. Together they

complete a field experience and capstone plan. Official documentation of course waivers, transfer credits

and other information are maintained by student affairs staff, who monitor students’ academic progress,

maintain the graduate checklist, assist students with registration and help students with financial aid

resources on campus. The Muskie School of Public Service Student Guide provides detailed information

on course selection and registration, connecting to Blackboard and other available resources.

Career counseling services are provided by program faculty and advisors, alumni, Advisory Committee

members and external partners and staff from student affairs who conduct informational interviews. Faculty

also share career opportunities and serve as references, review and edit resumes, provide interviewing

advice and consult one-on-one to tailor advice to individual students.

Approximately half of the students are employed when they enter the program, but advisors encourage

part-time students to explore new areas during field experiences and capstone projects. Because of the

small size of the program, advisors and others can assist students in securing job placements. Alumni

confirmed that the faculty had been helpful in their job placements and remained a source of career

counseling following graduation.

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Alumni and student surveys include questions on academic and career advising services. In the most recent

alumni survey, over half of the graduates reported that academic advising made a major contribution or

was very important to their education. Less than 5% of alumni reported it was of very little or no contribution.

In the most recent student survey, nearly 75% of students rated academic advising as very much valued or

was a major contributor to their education with just 12% reporting that it was of very little or no value. One-

third of students and alumni reported career advising was very important or a major contributor. Twelve to

15% percent said career advising contributed very little or not at all to their career though during the site

visit, students described a much more robust contribution to their career decisions.

The university has academic polices for graduate students posted on the website including formal

processes for filing a grievance for academic and non-academic student complaints and appeals. To date

no formal grievances or complaints have been filed.

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Agenda

COUNCIL ON EDUCATION FOR PUBLIC HEALTH ACCREDITATION SITE VISIT

University of Southern Maine

Public Health Program

April 7-8, 2016 Thursday, April 7, 2016 10:00 am Meeting with University Officials Glenn Cummings 10:30 am Break 10:45 am Meeting with Students on Experiential Learning (extra session)

Elise Bolda Brenda Joly Kayla Blais Hannah Brintlinger Crystal Cushman Trevey Davis Eliza Eager Jacey Keller

11:45 am Break 12:00 pm Lunch with Students

Hannah Brintlinger Anne Connors Trevey Davis John DiPalazzo Kathi Fortin Macklin Gaynor Fleur Hopper Sara Kahn-Troster Lily Parenteau Leigh Raposo Hannah Ruhl Karen Theberge

1:00 pm Break 1:15 pm Meeting with Faculty Related to Curriculum

Elisa Bolda Andy Coburn Sara Huston Brenda Joly Christopher Paula Judy Tupper Erika Ziller

2:15 pm Break 2:45 pm Meeting with Faculty Related to Research, Service, Workforce Development, Faculty Issues

Elisa Bolda Andy Coburn Sara Huston Brenda Joly Christopher Paula Kris Sahonchik Judy Tupper Erika Ziller

3:45 pm Break

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4:00 pm Meeting with Alumni, Advisory Board, and Preceptors

Kolawole Bankole Bill Primmerman Randy Schwartz Stephen Sears Malory Shaughnessy Eileen Skinner Becky Smith Tania Strout

5:00 pm Meeting with Program and Department Administrators Elise Bolda Brenda Joly Jo Williams Firooza Pavri

5:45 pm Adjourn Friday, April 8, 2016 9:15 am Site Visit Team Executive Session 12:30 pm Exit Interview