List of Abbreviations & Acronyms - UVU



Council on Education for Public HealthAccreditation Self-StudyStandalone Baccalaureate ProgramPublic Health ProgramDepartment of Public HealthCollege of Health and Public ServiceUtah Valley UniversityBachelor of Public HealthMarch 2, 2021Table of Contents TOC \o "1-3" \h \z \u List of Abbreviations & Acronyms PAGEREF _Toc61325271 \h 4Introduction PAGEREF _Toc61325272 \h 7A1. Leadership, Management and Governance PAGEREF _Toc61325273 \h 17A2. Faculty Engagement PAGEREF _Toc61325274 \h 27B1. Public Health Curriculum PAGEREF _Toc61325275 \h 29B2. Competencies PAGEREF _Toc61325276 \h 41B3. Cross-Cutting Concepts and Experiences PAGEREF _Toc61325277 \h 50B4. Cumulative and Experiential Activities PAGEREF _Toc61325278 \h 53C1. Summary Data on Student Competency Attainment PAGEREF _Toc61325279 \h 59C2. Graduation Rates PAGEREF _Toc61325280 \h 66C3. Post-Graduation Outcomes PAGEREF _Toc61325281 \h 70C4. Stakeholder Feedback PAGEREF _Toc61325282 \h 74D1. Designated Leader PAGEREF _Toc61325283 \h 76D2. Faculty Resources PAGEREF _Toc61325284 \h 79D3. Student Enrollment PAGEREF _Toc61325285 \h 96E1. Doctoral Training PAGEREF _Toc61325286 \h 97E2. Faculty Experience in Areas of Teaching PAGEREF _Toc61325287 \h 99E3. Informed and Current Faculty PAGEREF _Toc61325288 \h 100E4. Practitioner Involvement PAGEREF _Toc61325289 \h 107E5. Graduate Students - Not Applicable PAGEREF _Toc61325290 \h 109F1. Financial Resources PAGEREF _Toc61325291 \h 111F2. Physical Resources PAGEREF _Toc61325292 \h 113F3. Academic and Career Support Resources PAGEREF _Toc61325293 \h 114G1. Academic Advising PAGEREF _Toc61325294 \h 116G2. Faculty Involvement in Public Health Career Advising PAGEREF _Toc61325295 \h 120G3. Student Satisfaction with Advising PAGEREF _Toc61325296 \h 122H1. Diversity and Inclusion PAGEREF _Toc61325297 \h 128H2. Cultural Competence PAGEREF _Toc61325298 \h 136I1. Distance Education Program Offering – Not Applicable PAGEREF _Toc61325299 \h 141I2. Student Interaction – Not Applicable PAGEREF _Toc61325300 \h 142I3. Program Support – Not Applicable PAGEREF _Toc61325301 \h 143I4. Program Effectiveness – Not Applicable PAGEREF _Toc61325302 \h 144I5. Student Identity – Not Applicable PAGEREF _Toc61325303 \h 145J1. Information Accuracy PAGEREF _Toc61325304 \h 146J2. Student Complaint Processes PAGEREF _Toc61325305 \h 148List of Abbreviations & AcronymsThe following abbreviations and acronyms are used within this document:ACHEAcademic Credit Hour EquivalentAPHAAmerican Public Health AssociationAYAcademic YearBIOL“Biology” Course DesignationBLSBasic Life SupportBMIBody Mass IndexBSBachelor of ScienceCASCouncil on Academic StandardsCDC (pg. 95)UVU Career Development CenterCDC (pg. 106)Centers for Disease Control & PreventionCEContinuing EducationCEOChief Executive OfficerCEPHCouncil on Education for Public Health CHESCertified Health Education SpecialistCHPSCollege of Health and Public ServiceCOVID-19Coronavirus Disease 2019CNACertified Nursing AssistantCPRCardiopulmonary ResuscitationCUPACollege and University Professional AssociationCVCurriculum VitaeD.H.Ed.Doctor of Health EducationDHScDoctor of Health ScienceDrPHDoctor of Public HealthEd.D.Doctor of EducationEMSEmergency Medical ServicesEMTEmergency Medical TechnicianENGL“English” Couse DesignationERFElectronic Resource FileESLEnglish as a Second LanguageFACFirst-Year Advising CenterFERPAFamily Educational Rights and Privacy ActGCHEGovernance Credit Hour EquivalentGEGeneral EducationGELGrants for Engaged LearningGPAGrade Point AverageHLTH“Health” Course DesignationHRHuman ResourcesHRMHuman Resource ManagementHSAHealth Services AdministrationICHEInstructional Credit Hour EquivalentIRInstitutional ResearchITInformation TechnologyK-12Kindergarten through 12th GradeLAC+USCLos Angeles County & University of Southern CaliforniaLCDLiquid Crystal Display (electronic bulletin boards throughout the UVU campus)LDSChurch of Jesus Christ of Latter-day SaintsLGBTQ+Lesbian, Gay, Bisexual, Transgender, Queer/Questioning, or OtherMATH“Mathematics” Course DesignationMBAMaster of Business AdministrationMCHESMaster Certified Health Education SpecialistM.Ed.Master of EducationMHAMaster of Healthcare AdministrationMHEMaster of Health EducationMMWRMorbidity and Mortality Weekly ReportMPAMaster of Public AdministrationMPHMaster of Public HealthMSMaster of ScienceMSPHMaster of Science in Public HealthNAACHONational Association of County & City Health OfficialsNCHECNational Commission on Health Education CredentialingNUTR“Nutrition” Course DesignationNWCCUNorthwest Commission on Colleges and UniversitiesP&PPolicies and ProceduresPBAPlanning, Budgeting and AssessmentPCHPublic and Community HealthPES“Physical Education Sports” Course DesignationPHPublic HealthPhDDoctor of PhilosophyPHIL“Philosophy” Course DesignationPLOProgram Learning OutcomePLOSPublic Library of SciencePTSDPost-Traumatic Stress DisorderRTPRetention, Tenure and PromotionS&PStandards and ProceduresSACScholarly Activities CommitteeSBPStandalone Baccalaureate ProgramSCOTStudents Consulting on TeachingSFRStudent-Faculty RatioSHAPESociety of Health and Physical EducatorsSHRMSociety of Human Resource ManagersSoBSchool of BusinessSOPHESociety for Public Health EducationSPSSStatistical Package for the Social SciencesSRIStudent Rating of InstructionSTAT“Statistics” Course DesignationTBDTo Be DeterminedUMGMAMedical Group Management Association of UtahUPHAUtah Public Health AssociationUSCUniversity of Southern CaliforniaUSOPHEUtah Chapter of the Society for Public Health EducationUVUUtah Valley UniversityVPVice PresidentWCHEWorkload Credit Hour EquivalentZOOL“Zoology” Course DesignationIntroductionDescribe the institutional environment, which includes the following:Year institution was established and its type (e.g., private, public, land-grant, etc.)Utah Valley University (herein referred to as UVU), a public institution of higher education, was originally established in 1941 as Central Utah Vocational School. Since that time, the institution has evolved into Utah Trade Technical Institute in 1963, Utah Technical College in Provo in 1967, Utah Valley Community College in 1987, Utah Valley State College in 1993, and finally into UVU in 2008. Number of schools and colleges at the institution and the number of degrees offered by the institution at each level (bachelor’s, master’s, doctoral, and professional preparation degrees)UVU houses the following eight (8) colleges/schools:Woodbury School of BusinessSchool of the ArtsSchool of Education College of ScienceCollege of Health and Public ServiceCollege of Humanities and Social SciencesCollege of Engineering and TechnologyUniversity CollegeUVU offers the following certificates, degrees, etc.:46 Certificate Programs65 Associate Degrees91 Bachelor Degrees11 Master DegreesNumber of university faculty, staff, and studentsUVU employs 752 full-time faculty, 1162 adjunct faculty and 1,405 staff serving a total student body of 41,728. This number consists of 41,186 undergraduates and 542 pursing graduate degrees. The student to faculty ratio at UVU is 24:1.Brief statement of distinguishing university facts and characteristicsUVU is considered a “dual mission” university possessing the practicality and accessibility of a community college, combined with the rigor and seriousness of a four-year teaching institution. As of the fall 2020 semester, UVU has the largest student body of any public university in Utah at 41,728 students. The university consists of 67 buildings on 525 acres with campuses in four cities in northern Utah and an average class size of 23 students with a student body representing all 50 states and 77 foreign countries. The 2019-20 academic year resulted in the awarding of 9,920 degrees (285 Masters, 5 Graduate Certificates, 3,713 Bachelors, 2,354 Associates, and 3,563 Certificates/Diplomas).Names of all accrediting bodies (other than CEPH) to which the institution responds. The list must include the regional accreditor for the university as well as all specialized accreditors to which any school, college, or other organizational unit at the university responds Utah Valley University is accredited by Northwest Commission on Colleges and Universities, 8060 165th Avenue, Suite 100 Redmond, Washington 98052-3981 (425)558-4224.Accreditation of an institution of higher education by the Northwest Commission on Colleges and Universities indicates that it meets or exceeds criteria for the assessment of institutional quality evaluated through a peer review process. An accredited college or university is one which has available the necessary resources to achieve its stated purposes through appropriate educational programs, is substantially doing so, and gives reasonable evidence that it will continue to do so in the foreseeable future. Institutional integrity is also addressed through accreditation.Accreditation by the Northwest Commission on Colleges and Universities is not partial but applies to the institution as a whole. As such, it is not a guarantee of every course or program offered, or the competence of individual graduates. Rather, it provides reasonable assurance about the quality of opportunities available to students who attend the institution. More information regarding accreditation can be found at . Beyond NWCCU accreditation, several UVU programs/schools/colleges respond to additional accrediting bodies. A list of these is found in the ERF in the “Introduction Documentation” folder under the title of “Accrediting Bodies.”Brief history and evolution of the standalone baccalaureate program (e.g., date founded, educational focus, rationale for offering public health education in unit, etc.)Timeline2009-2020: The Department of Public and Community Health offered two Bachelor of Science degrees in Community Health and School Health. Two tracks existed within the Community Health Bachelor of Science degree (“Community Health Education” and “Health Care Administration”).Fall 2020: The structure of these programs changed slightly. Rather than two emphases (Community Health Education and Health Care Administration) housed under the Community Health discipline, two separate programs were created. The Community Health Education emphasis transitioned into the Bachelor of Public Health and the Health Care Administration emphasis transitioned into the Bachelor of Healthcare Administration (see the organizational chart in section 2 below). Since this change is so recent, several of the documents and courses referred to in this self-study still refer to “Community Health” instead of “Public Health.” Additionally, the department name was changed to the Department of Public Health. Typically graduates who pursue a Public Health bachelor’s degree (the unit of accreditation) work in some aspect of public health education. The department currently includes 12 full-time and 32 adjunct faculty (12 of the adjunct faculty teach required or elective courses in the Public Health program; described more in-depth in section 2 below).Educational focus & rationale for offering public health education in the unit of accreditationOriginally, community health was housed under the Department of Physical Education. In 2005, the Department of Community Health separated from Physical Education in order to focus solely on health education. That focus has remained constant to this day. As mentioned in the program mission listed in section 3 below, the program strives to provide quality engaged learning experiences to prepare students to successfully and professionally serve the health education needs of individuals, families and communities in a variety of settings at the local, state, national and global anizational charts that clearly depict the following related to the program: The program’s internal organization, including the reporting lines to the designated leaderThe Public Health program includes a total of 24 faculty. That figure includes 12 full-time & 12 part-time/adjunct faculty working solely or partially on the Public Health program. The program is also supported by three staff members (two advisors and one administrative assistant). The following diagrams illustrate the department and program structure and can be found in the ERF in the “Introduction Documentation” folder under the title of “Department and Program Structure.”The structure of the Department of Public Health is diagramed below:The internal organization of the Public Health program (including reporting lines between faculty/staff and the department chair) is diagramed below:While full- and part-time faculty and administrative staff report to the Department Chair, Public Health program advisors report directly to the College of Health & Public Service Advising Director as diagramed below:The internal organization of the Public Health program (including reporting lines to the designated leader) is diagramed below:Program questions and issues regarding curriculum, courses, flexible learning options (e.g. online or hybrid), etc. are addressed and decided by faculty and staff during bi-weekly meetings. During each meeting, time is allotted for the Program Designated Leader to hear from and discuss with faculty any program concerns or proposed changes.The relationship between program and other institutional components, including departments, schools, colleges and other relevant units. Ensure that the chart depicts all other academic offerings housed in the same organizational unit as the program. Provost & College/School Vice President of Academic Affairs46672521272500College/School Academic Departments Programs -25717515684500 The lines of authority from the program’s designated leader to the institution’s chief executive officer (president, chancellor, etc.), including intermediate levels See below for organizational charts:Line of Authority from Program Designated Leader to College DeanLine of Authority from College Dean to Senior Vice President of Academic Affairs-4478711049000-21399532258000-10378011300160078983699893900593678129919100791570101258800308567383516700262889935877400498030515684500Line of Authority from Senior Vice President of Academic Affairs to University President5357495165100024479242006600029813258007350025622262705735003000375252539500-30480014351000The program’s mission statement; the mission statements for the department, college, school or other organizational unit(s) that house the program; the mission statement for the institution. The program’s (major’s) mission statement must be specific to the program (major) and be used to guide its activities. This programmatic (major) mission statement will also be used to guide the accreditation review. University: Utah Valley University is an integrated university and community college that educates every student for success in work and life through excellence in engaged teaching, services, and scholarship.College: The College of Health and Public Service (CHPS) provides exceptional education and training leading to essential professional qualifications. Through rigorous, safe, and engaging academic and practical experiences, CHPS prepares competent professionals who serve and protect our community.Department: The Department of Public Health provides quality engaged learning experiences to prepare students to successfully and professionally serve within the K-12 school system, health care facilities, governmental and non-governmental organizations, and local and global communities.Please note, the mission statement listed on the program catalog webpage is slightly different from the department mission above. The catalog mission is in the process of being updated but takes a significant amount of time and unfortunately won’t be updated before the self-study final submission or site visit.Program: The Public Health program strives to provide quality engaged learning experiences to prepare students to successfully and professionally serve the health education needs of individuals, families and communities in a variety of settings at the local, state, national and global level. An instructional matrix presenting the program’s degree offerings. The matrix should include degree, major and any concentrations or sub-specialties within the major. Present data in the format of Template Intro-1. Non-degree programs, such as certificates or continuing education, should not be included in the matrix. Instructional Matrix – Degrees and ConcentrationsDegreesCampus basedDistance basedConcentrationDegree??Public Health (Generalist)BSBS(page intentionally left blank)A1. Leadership, Management and GovernanceThe program, through its leaders and/or faculty, demonstrates autonomy that is sufficient to affirm the program’s ability to fulfill its mission and goals and to conform to the conditions for accreditation. Autonomy refers to the program’s ability, within the instructional context, to make decisions related to the following:allocation of program resourcesimplementation of personnel policies and proceduresdevelopment and implementation of academic policies and proceduresdevelopment and implementation of the curriculaadmission to the majorIn addition to program-level autonomy, the program’s faculty have clearly defined rights and responsibilities, including formal opportunities for input in decisions affecting the following:curriculum design, including program-specific degree requirementsstudent assessment program evaluationFaculty have input in resource allocation to the extent possible, within the context of the institution and existing program administration.A description of how each of the following functions (items a-n) is accomplished for the program in the format of Template A1-1. Template A1-1 requires the program to indicate who has responsibility for each process and where program faculty have roles in the process. The template also requires the program to cite the relevant supporting document(s) and page(s) (e.g. Faculty Handbook, pp. 12-25; College Bylaws, p. 5). determining the amount of resources (financial, personnel and other) that will be allocated to the programdistributing resources (financial, personnel and other)hiring faculty who teach program coursesdetermining teaching assignments for program coursesevaluating the performance of individuals teaching program coursespromoting and/or granting tenure, if applicable, to faculty teaching program coursesre-appointing or terminating program faculty hired by contract, if applicablehiring personnel to advise program studentsevaluating the performance of individuals advising program studentsdeveloping the program’s academic policies governing matters such as academic standing and award of degreedesigning the curriculum, including defining the requirements for the majordeveloping and reviewing plans for assessing student learningdeveloping and implementing plans for measuring the program’s effectivenessdeveloping and implementing program-specific recruitment, advertising and admissions practices and strategiesProvide hyperlinks to documents if they are available online or include in the resource file electronic copies of any documents that are not available online. TEMPLATE A1-1Description of how each of the functions is accomplished for the program as relevant to the program’s authority. (Criterion A1)Please Note: All folders referenced below are found within the "A1 - Leadership, Management & Governance Documentation" folder in the ERFFunctionResponsible Party or PartiesBrief Summary/Description of Process(es)Relevant Program or Institutional Policies a.?? Determining the amount of resources (financial, personnel and other) that will be allocated to the programUVU Board of Trustees, UVU Budget Office, Dean, Department ChairThe department operating budget is determined through the Planning, Budgeting, and Assessment (PBA) process. The budget amount includes funding for the day-to-day expenses for the department (supplies, equipment, etc.) as well as an amount per faculty for Academic Support. In addition, the department receives approximately $1,000 per faculty member for faculty travel to conferences and other professional development activities. Faculty salaries are determined by the College and University Professional Association (CUPA) data. The UVU Budget Office reviews salaries each year and tries to keep faculty salaries within 90% of the current CUPA data. Adjunct faculty are paid per contact hours taught at a rate determined by HR and approved by the Board of Trustees. The Adjunct and Overload Faculty Rate is posted on the UVU HR website entitled Compensation ().Staff pay is based on cost-of-living, market salary survey data, legislative action, the availability of funds, and approval from the University’s Board of Trustees.If additional funding is needed, departments can request funding through the PBA process. The needs are considered especially if the requests are part of the department’s Strategic Planning Process. The Department Chair, faculty and staff meet to discuss/prioritize department financial needs. The prioritized list is submitted to the Dean of the College of Health and Public Service. The Dean compiles lists from the various college departments and (after discussions with each Department Chair) prioritizes those needs in a college-level list submitted to the PBA Coordination Committee. The PBA Coordination Committee prioritizes all requests to determine where funding should be allocated and the recommendations proceed through the administrative approval process (i.e. President, Trustees, etc.).Hyperlink: "General Fiscal Policies and Procedures" pg. 2-5 (also found in the ERF as "General Fiscal Policies and Procedures, UVU P&P" in the "UVU Policies & Procedures" folder)Hyperlink: "Faculty Compensation" pg. 1-3 (also found in the ERF as "Faculty Compensation, UVU P&P" in the "UVU Policies & Procedures" folder)Hyperlink: "Planning, Budgeting & Assessment"FunctionResponsible Party or PartiesBrief Summary/Description of Process(es)Relevant Program or Institutional Policies b.?? Distributing resources (financial, personnel, and other)UVU President’s Council, Dean, Department Chair, Provost/Senior Vice President for Academic Affairs, President’s CouncilThe UVU President’s Council determines the department base budget based on historical funding needs. Increases in base budget (including addition of new faculty/staff) are requested through two mechanisms - PBA (Planning, Budget & Assessment; >$10,000) and Mini-PBA (<$10,000) requests. The Department Chair (after discussions with faculty and staff) submits a formal request to the Dean. The Dean's office discusses the increased funding need and, if approved, presents the increased need to the Provost/Senior Vice President for Academic Affairs who approves the need and forwards it to the President’s Council. Additionally, the college assesses technology needs (i.e. upgraded office computers) each year and upgrades are provided as needed. Beside these processes, faculty submit for additional funding for teaching or scholarly activities through the Scholarly Activities Committee (SAC), Grants for Engaged Learning (GEL), Presidential Fellowship, and Perkins Grants. Requests are submitted to the respective committee who discuss and decide on funding requests. For example, the department obtained a Perkins grant to pay for lab computers.Hyperlink: “UVU PBA Guidelines 2019-2020,” page 2-7 (also found in the ERF as "UVU PBA Guidelines 2019-2020" in the "UVU Policies & Procedures" folder)c. Hiring faculty who teach program coursesProvost/Senior Vice President for Academic Affairs, Dean, Department Chair, Faculty Search CommitteeAfter an open position is approved by Human Resources, the Department Chair invites faculty to serve on a hiring committee and asks for one member to serve as the Search Committee Chair. The Search Committee creates a job description based on department need and, after reviewing resumes and conducting interviews, makes a hiring recommendation to the Department Chair, who then submits a recommendation to the Dean. The Dean submits a recommendation to the Provost/Senior Vice President for Academic Affairs. After receiving approval, the Dean offers the position.Adjunct faculty are hired through a slightly different process. Usually, there is an ongoing posting for adjunct faculty on the UVU website allowing applicants to apply at any time. Any applicant who contacts the department first is instructed to complete the online application process. When an adjunct is needed, the Department Chair reviews the applications to determine candidates who possess skills that would be an asset in the classroom. The Department Chair and Administrative Assistant interview potential adjunct faculty and select the appropriate candidate(s). All adjunct faculty are required to complete the UVU Online Teaching Academy (online teaching) training program.ERF Documentation: "Faculty Hiring, CHPS S&P" page 1-7 in the "CHPS Standards & Procedures" folder FunctionResponsible Party or PartiesBrief Summary/Description of Process(es)Relevant Program or Institutional Policies d. Determining teaching assignments for program coursesDepartment ChairTeaching assignments are determined based upon faculty experience and expertise, faculty scheduling requests, student needs, demand for courses, course delivery type, and day/time courses are offered. The mode of teaching is based upon the faculty member’s preference and their training (e.g. those teaching online courses must have completed the Online Teaching Academy training from the Office of Teaching and Learning). The number of courses taught is determined by department/college/university workload requirements. For example, most full-time faculty members teach 12 credits per semester, a lecturer is required to teach 15 credits per semester, and adjunct instructors can teach up to 9 credits a semester. While discussions occur between the Department Chair and each faculty member regarding the courses, he/she would like to teach, final teaching assignment decisions are made by the Department Chair.Hyperlink: "Salaried Faculty Workload" pg. 2-5 (also found in the ERF as "Salaried Faculty Workload, UVU P&P" in the "UVU Policies & Procedures" folder)Hyperlink: "Adjunct Faculty" pg. 2-5 (also found in the ERF as "Adjunct Faculty, UVU P&P" in the "UVU Policies & Procedures" folder)ERF Documentation: "Faculty Workloads, CHPS S&P" pg. 1-3 in the "CHPS Standards & Procedures" folderFunctionResponsible Party or PartiesBrief Summary/Description of Process(es)Relevant Program or Institutional Policies e. Evaluating the performance of individuals teaching program coursesDepartment ChairFull-time faculty members are required to prepare an Annual plan outlining their teaching, service, and scholarly goals for the academic year. This plan is then used to assess whether the faculty member is achieving their goals. Because UVU is primarily a teaching institution, heavy focus is placed on teaching. In order to evaluate teaching performance, several methods of assessment are used including the following:a. Instructor self-assessment in the Annual Review processb. Peer observation and evaluation of teachingc. Supervisor observation of teachingd. Student Rating of Instruction (SRI) quantitative scores and qualitative commentsIn addition, the university provides opportunities for teaching evaluations through the Office of Teaching & Learning SCOT (Student Collaborators on Teaching) program. Lecturers will receive a supervisor observation of teaching, SRI scores, and may invite peers to observe their teaching or utilize the SCOT program. Adjunct instructors receive SRI scores and may request an observation from a peer or supervisor, though it is not required.Hyperlink: "Student Evaluations of Faculty and Courses" pg. 1-3 (also found in the ERF as "Student Evaluations of Faculty and Courses, UVU P&P" in the "UVU Policies & Procedures" folder)Hyperlink: "Annual Faculty Reviews" pg. 3-6 (also found in the ERF as "Annual Faculty Reviews, UVU P&P" in the "UVU Policies & Procedures" folder)Hyperlink: "Faculty Tenure" pg. 3-16 (also found in the ERF as "Faculty Tenure, UVU P&P" in the "UVU Policies & Procedures" folder)Hyperlink: "Adjunct Faculty" page 5 (also found in the ERF as "Adjunct Faculty, UVU P&P" in the "UVU Policies & Procedures" folder)ERF Documentation: "Faculty Plans, CHPS S&P" pg. 1-2 in the "CHPS Standards & Procedures" folderERF Documentation: "RTP Committee Role in Faculty Evaluations, CHPS S&P" page 1 in the "CHPS Standards & Procedures" folderFunctionResponsible Party or PartiesBrief Summary/Description of Process(es)Relevant Program or Institutional Policies f. Promoting and/or granting tenure, if applicable, to faculty teaching program coursesBoard of Trustees, University President, Provost/Senior Vice President for Academic Affairs, Dean, Department Chair, Department Retention, Tenure & Promotion (RTP) CommitteeTenure-track faculty meet with the department RTP Committee (consisting of an odd number of elected tenured department faculty) yearly to review progress made toward tenure-related activities. The faculty member undergoes a midterm review following three years of full-time tenure-track service to determine if he/she is on track to receive tenure three years later. Following six years of full-time tenure-track service, faculty eligible for tenure submit a request for tenure with a portfolio of supporting documentation to the department RTP Committee. The committee submits to the Department Chair a recommendation supporting or denying the request, who then submits a recommendation to the Dean. The Dean submits a recommendation to the Provost/Senior Vice President for Academic Affairs, who then submits a recommendation to the University President. The University President submits a recommendation to the Board of Trustees who makes the final decision regarding the awarding of tenure.Hyperlink: "Faculty Tenure" pg. 3-16 (also found in the ERF as "Faculty Tenure, UVU P&P" in the "UVU Policies & Procedures" folder)ERF Documentation: "PCH RTP Criteria (updated April 2019)" pg. 2-4 in the "PCH Department Policies" folderg. Re-appointing or terminating program faculty hired by contract, if applicableDepartment ChairAdjunct faculty are hired by the Department Chair on a semester-by-semester basis. Each faculty member’s employment is terminated at the end of each semester. Adjunct faculty are often re-appointed by the Department Chair based upon department needs, adjunct performance (SRI scores and comments), and the adjuncts willingness to follow department, college, and university guidelines (e.g. response to student emails, timely grading, etc.).Hyperlink: "Adjunct Faculty" pg. 2-5 (also found in the ERF as "Adjunct Faculty, UVU P&P" in the "UVU Policies & Procedures" folder)ERF Documentation: "Adjunct Offer Letters, CHPS S&P" pg. 1 in the "CHPS Standards & Procedures" folderFunctionResponsible Party or PartiesBrief Summary/Description of Process(es)Relevant Program or Institutional Policies h. Hiring personnel to advise program studentsUVU Human Resources, CHPS Assistant Dean, CHPS Advising Director, Search CommitteeThe CHPS Advising Director notifies the CHPS Assistant Dean for Human Resources of the intent to hire full- or part-time staff, and discuss any special circumstances, e.g. internal hiring, waiver of advertising, avoiding potential conflict of a Search Chair/Committee Members. A clear position description is created, and a search committee of three or more faculty and staff members is formed. The committee determines appropriate methods of recruitment/advertising for the position and works with Human Resources to post the job announcement. Each committee member screens the applications, provides a screening score to Human Resources, and meets with the committee to discuss ratings, concerns, etc. and decide which/how many applicants to offer an interview. The committee determines interview questions, conducts the interviews, meets to review rankings, and forwards their hiring recommendation to the CHPS Advising Director who contacts HR to request a salary recommendation and extends the offer to the candidate.Hyperlink: "Hiring of Staff and Student Employees" pg. 2-6 (also found in the ERF as "Hiring of Staff and Student Employees, UVU P&P" in the "UVU Policies & Procedures" folder)Hyperlink: "Employment Classifications and Work Limits" pg. 3-4 (also found in the ERF as "Employment Classifications and Work Limits, UVU P&P" in the "UVU Policies & Procedures" folder)Hyperlink: "Background Checks" pg. 3-8 (also found in the ERF as "Background Checks, UVU P&P" in the "UVU Policies & Procedures" folder)ERF Documentation: "Staff Hiring, CHPS S&P" pg. 1-4 in the "CHPS Standards & Procedures" folderi. Evaluating the performance of individuals advising program studentsCHPS Advising Director, Department ChairProgram advisors are asked to self-reflect on their previous year's performance regarding UVU's core competencies (job knowledge, productive work habits, effective communication, accountability, teamwork/cooperation, and service-oriented), highlighting accomplishments and areas of improvement. The Department Chair is also asked to send performance comments to the CHPS Advising Director. The CHPS Advising Director reviews each employees' self-reflection, rating the program advisor on the same criteria, and providing a summary of ratings and comments (including those from the Department Chair) to the employee. Monthly (or more frequent) one-on-one meetings to discuss employee performance occur if necessary.Hyperlink: "Performance Evaluation for Staff Employees" pg. 2-4 (also found in the ERF as "Performance Evaluation for Staff Employees, UVU P&P" in the "UVU Policies & Procedures" folder)FunctionResponsible Party or PartiesBrief Summary/Description of Process(es)Relevant Program or Institutional Policies j. Developing the program's academic policies governing matters such as academic standing and award of degreeBoard of Trustees, President, President's Council, VP of Planning/ Budget/Human Resources, Dean, Assistant Dean, Department ChairUVU develops policies regarding academic standing, award of degree, etc. at the university level rather than the college, department or program level. The policy approval process is overseen by the President who empowers the President's Council and its policy sponsors to play a central role in policy governance. All policy changes/updates are coordinated through the VP of Planning, Budget and Human Resources. Policies are drafted and presented to the President's Council for review and then are presented to the appropriate campus entity (i.e. Faculty Senate, Student Government, Staff Employee Association or Academic Affairs Council) for review. The President’s Council re-reviews the comments from the entity and presents the updated policy to the university community for review and comment for 7-30 days. The President's Council then re-reviews and revises the policy taking into consideration the comments received, then presents the policy to the Board of Trustees for final approval. Beyond university level policies, colleges are allowed to create Standards and Procedures (S&Ps). S&Ps are typically initiated and drafted in cooperation with the Dean's office and a sponsor and are presented to the Assistant Dean who assigns a committee to review and edit the S&P. The Dean's office staff formally review the proposed S&P and forward approved S&Ps to the department chairs for review. The S&P is returned to the Dean for updates or final approval. The Public Health Department Chair began the process of creating department S&Ps in February 2020 but the COVID-19 pandemic temporarily halted this work.Hyperlink: "Policy Governing Policies" pg. 3-13 (also found in the ERF as "Policy Governing Policies, UVU P&P" in the "UVU Policies & Procedures" folder)Hyperlink: Policy Approval Processes at UVUERF Documentation: "S&P Development & Implementation, CHPS S&P" pg. 1-3 in the "CHPS Standards & Procedures" folderFunctionResponsible Party or PartiesBrief Summary/Description of Process(es)Relevant Program or Institutional Policiesk. Designing the curriculum, including defining the requirements for the majorDepartment faculty and staff, Department Curriculum Committee, Department Chair, College of Health and Public Service Curriculum Committee, Dean, University Curriculum Committee, Provost/Senior Vice President for Academic AffairsProgram curriculum questions or concerns are discussed at bi-weekly faculty meetings. The Department Curriculum Committee (consisting of the committee chair, department advisors, and the Department Chair) works on the feasibility and details of each requested change and submits them via an online curriculum management system (CourseLeaf). The request is reviewed and approved by the Department Chair, College of Health and Public Service Curriculum Committee, Dean, University Curriculum Committee, and Provost/Senior Vice President for Academic Affairs. Program additions/deletions or substantial modifications require additional approval by the UVU Board of Trustees, Utah System of Higher Education Commissioner's Office, Utah Board of Regents, and the regional accrediting body (Northwest Commission on Colleges and Universities). At any point, the request may be denied or rolled back for revisions, if necessary.Hyperlink: “Curriculum Approval Process” pg. 2-5 (also found in the ERF as "Curriculum Process, UVU P&P" in the "UVU Policies & Procedures" folder)l. Developing and reviewing plans for assessing student learningDepartment FacultyDepartment faculty are responsible for developing individual course plans for assessing student learning. While faculty are free to set appropriate standards for student performance in their courses and faculty have the flexibility to determine appropriate methods of final assessment within each course on a program level, student learning is assessed using the CEPH-required foundational competencies (listed in section B2) along with four program-specific competencies related to the CHES Areas of Responsibility regarding assessment, planning, implementing and evaluating public health programs. These are assessed as outlined in Template B2-1.Hyperlink: "Classroom Instruction and Management" pg. 3-10 (also found in the ERF as "Classroom Instruction and Management, UVU P&P" in the "UVU Policies & Procedures" folder)Hyperlink: "Faculty Rights and Professional Responsibilities" pg. 2-6 (also found in the ERF as "Faculty Rights and Professional Responsibilities, UVU P&P" in the "UVU Policies & Procedures" folder)FunctionResponsible Party or PartiesBrief Summary/Description of Process(es)Relevant Program or Institutional Policiesm. Developing and implementing plans for measuring the program's effectivenessAssociate Dean, Department Assessment Coordinator, Department facultyThe Department Assessment Coordinator (in conjunction with department faculty) utilizes CHPS-recommended formatting to write 3-4 Program Learning Outcomes (PLOs) linked to one or more UVU Essential Learning Outcomes. The department creates a PLO assessment plan, evaluates PLO attainment each year and reports findings to the Associate Dean. In addition to PLO assessment, students complete an Exit Survey in their last semester and a one-year post-graduation survey inquiring about the applicability of program information to their internship and employment. Information regarding program effectiveness is also obtained though alumni focus groups and individual interviews, as well as feedback from employers via the Public Health advisory council and internship site supervisor evaluations.Hyperlink: UVU Essential Learning OutcomesERF Documentation: "Program Learning Outcome Assessment, CHPS S&P" pg. 1-3 in the "CHPS Standards & Procedures" foldern. Developing and implementing program-specific recruitment, advertising and admissions practices and strategiesCollege of Health and Public Service Marketing and Communications Manager and department faculty/staff (for recruitment and advertising); Department faculty/staff (for admissions practices and strategies)Recruitment and advertising activities occur at campus events such as Dean's Day, UVU Major's Fair, Department Day, and JumpStart (UVU new student orientation). These events are staffed by department faculty and advisors, allowing them an opportunity to converse with prospective students regarding the Public Health program. Faculty who teach the face-to face HLTH 1100 (Personal Health and Wellness) course usually describe the Public Health major on the last day of class, inviting those who enjoyed the class to investigate the Public Health degree. The online HLTH 1100 course includes a page encouraging students interested in public health to click on the department link to learn more about the major. Furthermore, digital methods of recruitment and advertising include social media, email marketing and digital signage around campus. Students interested in matriculating into the program meet with one of the two department advisors to begin the application process including a formal application and a copy of his/her personal philosophy of health and 1-, 5- and 10-year goals. The development of program-specific admissions practices and strategies is coordinated during bi-weekly department meetings where proposed changes are discussed among faculty and staff, then voted on with a majority rule.Hyperlink: "Undergraduate Admissions and Enrollment” pg. 3-4 (also found in the ERF as "Undergraduate Admissions and Enrollment, UVU P&P" in the "UVU Policies & Procedures" folder); Note: No specific policy exists dictating college-level recruitment and advertising efforts. Instead, the College Marketing Strategy is set by the CHPS Marketing Manager, UVU Senior Director of Marketing and CHPS Assistant Dean and is approved by the Dean.A2. Faculty Engagement Faculty (including full-time and part-time) regularly interact and are engaged in ways that benefit the instructional program (e.g., instructional workshops, curriculum committee). A description detailing the interactions and engagement among faculty (full-time and part-time faculty) that benefit the instructional program (e.g., instructional workshops, curriculum committee). The Department of Public Health consists of 12 full-time faculty and 12 adjunct faculty working solely or partially on the Public Health program and provides numerous ongoing opportunities for faculty to engage with one another. These opportunities include:Department faculty/staff meetings – held every two weeks during fall and spring semesters including all department staff and full-time facultyDepartment Curriculum Committee meetings – held as needed including the committee chair, department chair, and two program advisors; focuses on program curriculum changes/issuesDepartment Outcomes Assessment Committee (college-level) meetings – held twice annually including the department representative and the Associate Dean; focuses on evaluating and adjusting program learning outcomes to provide exceptional service for the following year.Department Distance Education Committee meetings – held twice annually including four department faculty and staff; focuses on determining what classes we can offer as a hybrid or online format; also includes certifying content of new and existing content to ensure they match the face-to-face version of the courseDepartment Search Committee meetings – held as necessary when conducting a search for a new full-time faculty member including approximately 5-6 full-time facultyMajors meetings – held twice per year including the Department Chair, any full-time faculty not teaching at that time, two advisors and a majority of our students; focuses on information the students need to know regarding program/course changes or requirements; designed to allow an exchange of information among and between faculty and students Small group interactions – faculty meet in small informal meetings to discuss a wide variety of topics including courses, program issues, research, service, teaching, RTP, etc.Adjunct faculty meeting – held twice per year including the Department Chair, advisors and any adjunct faculty who can attend; adjunct faculty are enticed to attend by offering food at the meetings, scheduling meetings well in advance, and recording/live-streaming the meetings for those who are unable to attend in personMany of these interactions have moved to a virtual format due to the COVID-19 situation. Of the interactions listed above, part-time (adjunct) faculty usually attend the Adjunct Faculty Meeting. UVU Policy 321 (Employment Classifications and Work Limits, 5.3.1) indicates that current federal rules and regulations (such as the Affordable Care Act and Fair Labor Standards Act) limit the amount of involvement from part-time adjunct faculty. Supporting documentation is in the “Adjunct Faculty Information Sheet” file located in the “A2 – Faculty Engagement Documentation” folder in the ERF.Supporting documentation (e.g., minutes, attendee lists) that demonstrates regular engagement and interactions among faculty. Supporting documentation is in the ERF in the “A2 – Faculty Engagement Documentation” folderThe 2020-21 attendee lists for the faculty engagement opportunities listed above will be included with the final self-study submission.(page intentionally left blank)B1. Public Health Curriculum The requirements for the public health major or concentration provide instruction in the domains. The curriculum addresses these domains through any combination of learning experiences throughout the requirements for the major or concentration coursework (i.e., the program may identify multiple learning experiences that address a domain --- the domains do not each require a single designated course). A list of all required coursework and components for the program’s degree(s), including the total number of credits required for degree completion in the format of a one-page summary. Provide hyperlinks to relevant documents if they are available online or include in the resource file electronic copies of any documents that are not available online.Requirements for Bachelor of Science in Public Health at Utah Valley UniversityCourse NumberCourse NameCreditsGeneral Education Requirements (35+ credits) – Online version hereENGL 1010/101HIntroduction to Writing3ENGL 2010/201H or 2020/202HIntermediate Writing3MATH 1050 orMATH 1055 orSTAT 1040 orSTAT 1045College AlgebraCollege Algebra with PreliminariesIntroduction to StatisticsIntroduction to Statistics with Algebra3-5PHIL 2050/205G/205HEthics and Values3HLTH 1100 or PES 1097Personal Health and WellnessFitness for Life2BIOL 1010/101H orBIOL 1610General BiologyCollege Biology3-4Various CoursesAmerican Institutions Requirement: Various Courses3-6Various CoursesPhysical Science Requirement: Various Courses3-4Various CoursesAdditional Biology or Physical Science Requirement: Various Courses3-4Various CoursesHumanities Requirement: Various Courses3-4Various CoursesFine Arts Requirement: Various Courses3-4Various CoursesSocial & Behavioral Science Requirement: Various Courses3Bachelor of Science in Public Health Requirements (80 credits) – Online VersionHLTH 2600Drugs, Behavior and Society3HLTH 3200Principles of Community Health3HLTH 3220Foundations of Health Education3HLTH 3230Professional Preparation3HLTH 3260Theory-Based Approaches to Modifying Health Behavior3HLTH 3400Human Diseases3HLTH 3450Public Health and the Environment3HLTH 350G orHLTH 440GInternational HealthHealth and Diversity3HLTH 3600Social Marketing/Promotion3HLTH 3700 orHLTH 4600Grant WritingResearch Methods for Community Health3HLTH 3750Biostatistics in Public Health3HLTH 3800Epidemiology3HLTH 4140Community Health Assessment & Program Development3HLTH 4160Program Implementation and Evaluation3HLTH 4250Health Services Organization and Policy3HLTH 4300Community Health Ethics3NUTR 1020Foundations of Human Nutrition3ZOOL 1090Introduction to Human Anatomy and Physiology3Various CoursesCommunity Health Electives: Various Courses26Capstone and Culminating Experience (5 credits)HLTH 482RCommunity Health Internship4HLTH 4950Senior Capstone1Total120Hyperlinks to supporting documentation are located within the table above.A matrix, in the format of Template B1-1, that indicates the experience(s) that ensures students are exposed to each of the domains indicated in this criterion.TEMPLATE B1-1A matrix that indicates the experience(s) that ensure that students are exposed to each of the domains indicated in Criterion B1. KeyI - IntroducedTopic is introduced and described briefly with the intention that a future class will cover it comprehensively.C - CoveredTopic is covered comprehensively.PUBLIC HEALTH DOMAINSCourse Name and Number?ZOOL 1090(Intro Human Anatomy & Physiology)NUTR 1020 (Foundations of Human Nutrition)HLTH 2600 (Drugs Behavior & Society)HLTH 3200 (Principles of Comm Health)HLTH 3220 (Foundations of Health Education)HLTH 3230 (Professional Preparation)HLTH 3260 (Modifying Health Behavior)HLTH 3400(Human Diseases)HLTH 3450(Public Health & the Environment)HLTH 350G (International Health) OR 440G (Health & Diversity)HLTH 3600(Social Marketing)HLTH 3700 (Grantwriting) OR 4600(Research Methods)HLTH 3750 (Biostatistics)HLTH 3800 (Epidemiology)HLTH 4140(Comm Health Assess & Program Development)HLTH 4160 (Program Implementation & Evaluation)HLTH 4250(Health Services Organization/Policy)HLTH 4300 (Comm Health Ethics)1. Concepts and applications of basic statistics: Identify and apply the principles of basic statistics??Concepts of basic statistics????????????IC??????Applications of basic statistics????????????ICC????PUBLIC HEALTH DOMAINSCourse Name and Number?ZOOL 1090(Intro Human Anatomy & Physiology)NUTR 1020 (Foundations of Human Nutrition)HLTH 2600 (Drugs Behavior & Society)HLTH 3200 (Principles of Comm Health)HLTH 3220 (Foundations of Health Education)HLTH 3230 (Professional Preparation)HLTH 3260 (Modifying Health Behavior)HLTH 3400(Human Diseases)HLTH 3450(Public Health & the Environment)HLTH 350G (International Health) OR 440G (Health & Diversity)HLTH 3600(Social Marketing)HLTH 3700 (Grantwriting) OR 4600(Research Methods)HLTH 3750 (Biostatistics)HLTH 3800 (Epidemiology)HLTH 4140(Comm Health Assess & Program Development)HLTH 4160 (Program Implementation & Evaluation)HLTH 4250(Health Services Organization/Policy)HLTH 4300 (Comm Health Ethics)2. Foundations of biological and life sciences: Address the foundations of biological and life sciences and the concepts of health and disease??Foundations of biological sciences??I????C???????????Foundations of life sciencesIC?????????????????Concepts of health and diseaseICII???C?????C????3. Overview of Public Health: Address the history and philosophy of public health as well as its core values, concepts, and functions across the globe and in society??Public Health History???IC????????I???I?Public Health Philosophy???IC????????????I?Core PH Values????I????????II?C?Core PH Concepts???II?I???I?I?CCII?Global Functions of Public Health??????I?IC?????????Societal Functions of Public Health????I?I??????ICC??PUBLIC HEALTH DOMAINSCourse Name and Number?ZOOL 1090(Intro Human Anatomy & Physiology)NUTR 1020 (Foundations of Human Nutrition)HLTH 2600 (Drugs Behavior & Society)HLTH 3200 (Principles of Comm Health)HLTH 3220 (Foundations of Health Education)HLTH 3230 (Professional Preparation)HLTH 3260 (Modifying Health Behavior)HLTH 3400(Human Diseases)HLTH 3450(Public Health & the Environment)HLTH 350G (International Health) OR 440G (Health & Diversity)HLTH 3600(Social Marketing)HLTH 3700 (Grantwriting) OR 4600(Research Methods)HLTH 3750 (Biostatistics)HLTH 3800 (Epidemiology)HLTH 4140(Comm Health Assess & Program Development)HLTH 4160 (Program Implementation & Evaluation)HLTH 4250(Health Services Organization/Policy)HLTH 4300 (Comm Health Ethics)4. Role and Importance of Data in Public Health: Address the basic concepts, methods, and tools of public health data collection, use, and analysis and why evidence-based approaches are an essential part of public health practice??Basic Concepts of Data Collection????I??????IICICCC???Basic Methods of Data Collection????I?????IIICICCC???Basic Tools of Data Collection??????????IIICICCC???Data Usage????????????ICICCC???Data Analysis????????????ICIC?????Evidence-based Approaches????????????ICICII??PUBLIC HEALTH DOMAINSCourse Name and Number?ZOOL 1090(Intro Human Anatomy & Physiology)NUTR 1020 (Foundations of Human Nutrition)HLTH 2600 (Drugs Behavior & Society)HLTH 3200 (Principles of Comm Health)HLTH 3220 (Foundations of Health Education)HLTH 3230 (Professional Preparation)HLTH 3260 (Modifying Health Behavior)HLTH 3400(Human Diseases)HLTH 3450(Public Health & the Environment)HLTH 350G (International Health) OR 440G (Health & Diversity)HLTH 3600(Social Marketing)HLTH 3700 (Grantwriting) OR 4600(Research Methods)HLTH 3750 (Biostatistics)HLTH 3800 (Epidemiology)HLTH 4140(Comm Health Assess & Program Development)HLTH 4160 (Program Implementation & Evaluation)HLTH 4250(Health Services Organization/Policy)HLTH 4300 (Comm Health Ethics)5. Identifying and Addressing Population Health Challenges: Address the concepts of population health, and the basic processes, approaches, and interventions that identify and address the major health-related needs and concerns of populations??Population Health Concepts???I?????????I??C??Introduction to Processes and Approaches to Identify Needs and Concerns of Populations??????????I??ICC???Introduction to Approaches and Interventions to Address Needs and Concerns of Populations??????I???????CC??PUBLIC HEALTH DOMAINSCourse Name and Number?ZOOL 1090(Intro Human Anatomy & Physiology)NUTR 1020 (Foundations of Human Nutrition)HLTH 2600 (Drugs Behavior & Society)HLTH 3200 (Principles of Comm Health)HLTH 3220 (Foundations of Health Education)HLTH 3230 (Professional Preparation)HLTH 3260 (Modifying Health Behavior)HLTH 3400(Human Diseases)HLTH 3450(Public Health & the Environment)HLTH 350G (International Health) OR 440G (Health & Diversity)HLTH 3600(Social Marketing)HLTH 3700 (Grantwriting) OR 4600(Research Methods)HLTH 3750 (Biostatistics)HLTH 3800 (Epidemiology)HLTH 4140(Comm Health Assess & Program Development)HLTH 4160 (Program Implementation & Evaluation)HLTH 4250(Health Services Organization/Policy)HLTH 4300 (Comm Health Ethics)6. Human Health: Address the underlying science of human health and disease including opportunities for promoting and protecting health across the life course??Science of Human Health and Disease?III???C?????I?????Health Promotion?I??I?ICI?C????????Health Protection?I?I??ICI????C????PUBLIC HEALTH DOMAINSCourse Name and Number?ZOOL 1090(Intro Human Anatomy & Physiology)NUTR 1020 (Foundations of Human Nutrition)HLTH 2600 (Drugs Behavior & Society)HLTH 3200 (Principles of Comm Health)HLTH 3220 (Foundations of Health Education)HLTH 3230 (Professional Preparation)HLTH 3260 (Modifying Health Behavior)HLTH 3400(Human Diseases)HLTH 3450(Public Health & the Environment)HLTH 350G (International Health) OR 440G (Health & Diversity)HLTH 3600(Social Marketing)HLTH 3700 (Grantwriting) OR 4600(Research Methods)HLTH 3750 (Biostatistics)HLTH 3800 (Epidemiology)HLTH 4140(Comm Health Assess & Program Development)HLTH 4160 (Program Implementation & Evaluation)HLTH 4250(Health Services Organization/Policy)HLTH 4300 (Comm Health Ethics)7. Determinants of Health: Address the socio-economic, behavioral, biological, environmental, and other factors that impact human health and contribute to health disparities??Socio-economic Impacts on Human Health and Health Disparities???I??CI ?C??????I??Behavioral Factors Impacts on Human Health and Health Disparities???I??C??C????I????Biological Factors Impacts on Human Health and Health Disparities???I??IC???????????Environmental Factors Impacts on Human Health and Health Disparities?I?I??C?CC????????PUBLIC HEALTH DOMAINSCourse Name and Number?ZOOL 1090(Intro Human Anatomy & Physiology)NUTR 1020 (Foundations of Human Nutrition)HLTH 2600 (Drugs Behavior & Society)HLTH 3200 (Principles of Comm Health)HLTH 3220 (Foundations of Health Education)HLTH 3230 (Professional Preparation)HLTH 3260 (Modifying Health Behavior)HLTH 3400(Human Diseases)HLTH 3450(Public Health & the Environment)HLTH 350G (International Health) OR 440G (Health & Diversity)HLTH 3600(Social Marketing)HLTH 3700 (Grantwriting) OR 4600(Research Methods)HLTH 3750 (Biostatistics)HLTH 3800 (Epidemiology)HLTH 4140(Comm Health Assess & Program Development)HLTH 4160 (Program Implementation & Evaluation)HLTH 4250(Health Services Organization/Policy)HLTH 4300 (Comm Health Ethics)8. Project Implementation: Address the fundamental concepts and features of project implementation, including planning, assessment, and evaluation??Introduction to Planning Concepts and Features???II?I???????C????Introduction to Assessment Concepts and Features???II?I???????C????Introduction to Evaluation Concepts and Features???II?I????I???C??9. Overview of the Health System: Address the fundamental characteristics and organizational structures of the U.S. health system as well as to the differences in systems in other countries??Characteristics and Structures of the U.S. Health System???II???????????C??Comparative Health Systems??????I?????????CIPUBLIC HEALTH DOMAINSCourse Name and Number?ZOOL 1090(Intro Human Anatomy & Physiology)NUTR 1020 (Foundations of Human Nutrition)HLTH 2600 (Drugs Behavior & Society)HLTH 3200 (Principles of Comm Health)HLTH 3220 (Foundations of Health Education)HLTH 3230 (Professional Preparation)HLTH 3260 (Modifying Health Behavior)HLTH 3400(Human Diseases)HLTH 3450(Public Health & the Environment)HLTH 350G (International Health) OR 440G (Health & Diversity)HLTH 3600(Social Marketing)HLTH 3700 (Grantwriting) OR 4600(Research Methods)HLTH 3750 (Biostatistics)HLTH 3800 (Epidemiology)HLTH 4140(Comm Health Assess & Program Development)HLTH 4160 (Program Implementation & Evaluation)HLTH 4250(Health Services Organization/Policy)HLTH 4300 (Comm Health Ethics)10. Health Policy, Law, Ethics, and Economics: Address the basic concepts of legal, ethical, economic, and regulatory dimensions of health care and public health policy, and the roles, influences and responsibilities of the different agencies and branches of government??Legal dimensions of health care and public health policy????????????????CI?Ethical dimensions of health care and public health policy????I?I???C???IIIC?Economical dimensions of health care and public health policy??????I?????????CI?Regulatory dimensions of health care and public health policy?I??????I???????C??Governmental Agency Roles in health care and public health policy?II?I????????I??C?PUBLIC HEALTH DOMAINSCourse Name and Number?ZOOL 1090(Intro Human Anatomy & Physiology)NUTR 1020 (Foundations of Human Nutrition)HLTH 2600 (Drugs Behavior & Society)HLTH 3200 (Principles of Comm Health)HLTH 3220 (Foundations of Health Education)HLTH 3230 (Professional Preparation)HLTH 3260 (Modifying Health Behavior)HLTH 3400(Human Diseases)HLTH 3450(Public Health & the Environment)HLTH 350G (International Health) OR 440G (Health & Diversity)HLTH 3600(Social Marketing)HLTH 3700 (Grantwriting) OR 4600(Research Methods)HLTH 3750 (Biostatistics)HLTH 3800 (Epidemiology)HLTH 4140(Comm Health Assess & Program Development)HLTH 4160 (Program Implementation & Evaluation)HLTH 4250(Health Services Organization/Policy)HLTH 4300 (Comm Health Ethics)11. Health Communications: Address the basic concepts of public health-specific communication, including technical and professional writing and the use of mass media and electronic technology??Technical writing????I??????CC???C??Professional writing????ICI????C??CC???Use of Mass Media????I?????C????????Use of Electronic Technology????I?????C?C?I???Syllabi for all courses required for the major. Syllabi must contain sufficient detail to allow reviewers to understand the content of each course and any assessment activities. Syllabi must contain sufficient detail to allow reviewers to verify the courses’ alignment with the elements presented throughout Criterion B, including assessment of student learning outcomes, public health domains, public health competencies, etc. If the syllabus does not contain sufficient information to support Criterion B, the program should append supplemental information to the syllabus, such as handouts with detailed instructions for required papers, assignments, etc.Syllabi are in the ERF in the “Syllabi” folder within the “B1 – Public Health Curriculum Documentation” folderPlease note, due to the impact of COVID-19 upon the structure of our courses between summer 2020 and fall 2021 and under direction from Zeinab Bazzi at CEPH, syllabi in the ERF are from the most recent “normal” (non-COVID) semester, which is spring 2020 (or fall 2019 if the course was not offered in spring 2020). The only exception is the inclusion of the HLTH 4950 syllabus from spring 2021 since that is the first semester the course was offered.Supplemental information regarding key assignments is in the ERF in the “Key Assignment Supplemental Information” folder within the ““B1 – Public Health Curriculum Documentation” folder. These documents contain Canvas screenshots, grading rubrics, and additional documentation to support the coverage of each public health domain as identified in Template B1-1.Include examples of student work that relate to assessment of each of the public health domains.Examples of student work from the most recent semester (Spring 2021) will be included in the final self-study submission. The only exceptions will be assignments that were significantly altered due to the COVID-19 situation (in which case examples will be collected from Spring 2020) or assignments from courses only offered each fall semester (in which case examples will be collected from Fall 2019).Examples of student work are in the ERF in the “B1 – Public Health Curriculum Documentation” folder – “Student Work”B2. CompetenciesStudents must demonstrate the following foundational competencies:Communicate public health information, in both oral and written forms and through a variety of media, to diverse audiencesLocate, use, evaluate and synthesize public health informationIn addition, the program defines at least three distinct additional competencies for each concentration area identified in the instructional matrix that define the skills with a student will attain in the public health major. The competencies align with the program’s defined mission and the institution’s regional accreditation standards and guide 1) the design and implementation of the curriculum and 2) student assessment. These are not re-statements of the public health domains but define skills that the student will be able to demonstrate at the conclusion of the program. A general public health curriculum (e.g., BA, BS, BSPH in general public health) is also considered a concentration. These competencies may be established by other bodies, if applicable and relevant to the program’s intended outcomes. Specifically, if the program intends to prepare students for a specific credential, then the competencies must address the areas of responsibility required for credential eligibility (e.g., CHES). A list of the program’s foundational competencies including, at a minimum, the two competencies defined by CEPH. Communicate public health information, in both oral and written forms and through a variety of media, to diverse audiences.Locate, use, evaluate, and synthesize public health informationA list of the program’s concentration competencies, including the relevant competencies addressing the areas of responsibility for credential eligibility, if applicable. Assess individual and community needs at the entry level.Plan health education strategies, interventions and programs at the entry level.Implement health education strategies, interventions and programs at the entry level.Conduct evaluations related to health education at the entry level.A matrix, in the format of Template B2-1, that indicates the assessment activity for each of the competencies defined in documentation requests 1 and 2 above. The template requires the program to identify the required course and the specific assessment and/or evidence within the class for each competency. If the program offers more than one concentration, multiple matrices may be required. (next page)TEMPLATE B2-1CompetencyCourse number(s) and name(s)*Describe specific assessment opportunity?Public Health Communication1. Communicate public health information, in both oral and written forms and through a variety of media, to diverse municate public health information in oral formHLTH 3200 (Principles of Comm. Health), HLTH 3260 (Theory-Based Approaches to Modifying Health Behavior), HLTH 3400 (Human Diseases), HLTH 3450 (Public Health and the Environment), HLTH 350G (International Health), HLTH 3600 (Social Marketing/Promotion), HLTH 3700 (Grant Writing), HLTH 4140 (Comm. Health Assessment and Program Development), HLTH 4160 (Program Implementation and Evaluation), HLTH 4250 (Health Services Organization and Policy), HLTH 4300 (Comm. Health Ethics), HLTH 4600 (Research Methods for Comm. Health), HLTH 4950 (Senior Capstone), HLTH 482R (Comm. Health Internship)Via individual, group or team assignments, students communicate public health information to the class in an oral presentation. Additionally, the internship Supervisor Evaluation includes an assessment of the students' ability to communicate orally. More information can be found in the respective course syllabi located in the ERF in the "B1 - Public Health Curriculum Documentation" municate public health information in written formHLTH 3600 - Social Marketing/PromotionStudents communicate public health information in written form by writing a press release, and creating a pamphlet, poster, social media page, and LCD slides as part of the Media Portfolio assignment. They are taught the importance of tailoring these artifacts to a specific target audience’s needs and attitudes. Feedback is provided regarding the documents’ strengths and weaknesses.More information can be found on:? Page 4 of the "HLTH 3600 Syllabus" located in the ERF in the "B1 - Public Health Curriculum Documentation" folder.? Pages 6 & 8-10 of the "HLTH 3600 Key Assignment Supplemental Information" document located in the ERF in the "Key Assignment Supplemental Information" folder within the "B1 - Public Health Curriculum Documentation" folder.Public Health Communication (continued from previous page)1. Communicate public health information, in both oral and written forms and through a variety of media, to diverse audiences. (continued from previous page)Communicate public health information through a variety of mediaHLTH 3600 - Social Marketing/PromotionStudents communicate public health information through a variety of media by creating a PSA video and a radio announcement. Again, the need to profile and understand the target audience is emphasized. They are also required to present their marketing campaign to the class at the end of the semester. This presentation includes a PowerPoint component as well as showing and discussing/justifying their media. More information can be found on:? Page 4 of the "HLTH 3600 Syllabus" located in the ERF in the "B1 - Public Health Curriculum Documentation" folder.? Pages 4-5 of the "HLTH 3600 Key Assignment Supplemental Information" document located in the ERF in the "Key Assignment Supplemental Information" folder within the "B1 - Public Health Curriculum Documentation" municate public health information to diverse audiencesHLTH 3600 - Social Marketing/PromotionThe need to profile and understand the target audience is emphasized throughout the process of developing the marketing campaign and media materials. During the semester, segmentation of target audiences is communicated. The selection of a target audience is based on many different variables including age, race, gender, risk potential, sexual orientation, ethnicity, geographical location and other diverse variables. Students are required to explain how and why they chose their target audience and what the audience profile looks like.More information can be found on:? Page 4 of the "HLTH 3600 Syllabus" located in the ERF in the "B1 - Public Health Curriculum Documentation" folder.? Pages 1-3 of the "HLTH 3600 Key Assignment Supplemental Information" document located in the ERF in the "Key Assignment Supplemental Information" folder within the "B1 - Public Health Curriculum Documentation" folder.Public Health Information Literacy2. Locate, use, evaluate, and synthesize public health information.Locate public health informationHLTH 4140 – Community Health Assessment and Program DevelopmentWhile working on their Program Plan rationale, students explore the peer-reviewed literature to determine the extent of a public health problem. They must access global, national, and local health databases and websites.More information can be found on:? Page 3 of the "HLTH 4140 Syllabus" located in the ERF in the "B1 - Public Health Curriculum Documentation" folder.? Pages 1-7 of the "HLTH 4140 Key Assignment Supplemental Information" document located in the ERF in the "Key Assignment Supplemental Information" folder within the "B1 - Public Health Curriculum Documentation" folder.Use public health informationHLTH 4140 – Community Health Assessment and Program DevelopmentIn the Program Plan rationale, students use public health information to justify whether there is a problem. They must describe the problem, the extent of the problem, and what might happen if we do not do anything to fix the problem.More information can be found on:? Page 3 of the "HLTH 4140 Syllabus" located in the ERF in the "B1 - Public Health Curriculum Documentation" folder.? Pages 1-7 of the "HLTH 4140 Key Assignment Supplemental Information" document located in the ERF in the "Key Assignment Supplemental Information" folder within the "B1 - Public Health Curriculum Documentation" folder.Evaluate public health informationHLTH 4140 – Community Health Assessment and Program DevelopmentIn the Program Plan rationale, students must explore evidence-based programs outlined in the peer-reviewed literature, as well as other valid and reliable websites (e.g. Canadian Best Practices) to determine their usefulness in developing future health education/promotion programs.More information can be found on:? Page 3 of the "HLTH 4140 Syllabus" located in the ERF in the "B1 - Public Health Curriculum Documentation" folder.? Pages 1-7 of the "HLTH 4140 Key Assignment Supplemental Information" document located in the ERF in the "Key Assignment Supplemental Information" folder within the "B1 - Public Health Curriculum Documentation" folder.Public Health Information Literacy (continued from previous page)2. Locate, use, evaluate, and synthesize public health information. (continued from previous page)Synthesize public health informationHLTH 4140 – Community Health Assessment and Program DevelopmentStudents synthesize the information gathered in the Program Plan rationale to determine the most effective strategies for a particular topic in health education. In addition, in the Planning Model section of the program plan, students must evaluate how well the PRECEDE-PROCEED model worked with a program similar to the topic under investigation. Finally, as part of the needs assessment, students gather secondary epidemiological data to determine the risk of a problem and to determine the greatest needs in the priority population.More information can be found on:? Page 3 of the "HLTH 4140 Syllabus" located in the ERF in the "B1 - Public Health Curriculum Documentation" folder.? Pages 4-5 of the "HLTH 4140 Key Assignment Supplemental Information" document located in the ERF in the "Key Assignment Supplemental Information" folder within the "B1 - Public Health Curriculum Documentation" folder.Assessment of Competencies for BS in Public Health (based on CHES competencies)Competency**Course number(s) and name(s)Describe specific assessment opportunity?3. Assess individual and community needs at the entry level.Assess individual needs at the entry levelHLTH 4140 – Community Health Assessment and Program DevelopmentWhile creating their Program Plan, students conduct a needs assessment of individuals through a variety of methods (individual interviews, electronic surveys). They prepare an assessment, protocols, gather data, analyze data, and report on the needs of the priority population.More information can be found on:? Page 3 of the "HLTH 4140 Syllabus" located in the ERF in the "B1 - Public Health Curriculum Documentation" folder.? Pages 6-13 of the "HLTH 4140 Key Assignment Supplemental Information" document located in the ERF in the "Key Assignment Supplemental Information" folder within the "B1 - Public Health Curriculum Documentation" folder.3. Assess individual and community needs at the entry level. (continued from previous page)Assess community needs at the entry levelHLTH 4140 – Community Health Assessment and Program DevelopmentDuring the creation of their Program Plan, students assess the community through various techniques (e.g. focus groups, nominal group process, Photovoice, and observation). They prepare the protocols (moderator guides, tools to ensure interrater reliability), gather data, analyze data, and report of the needs of the priority population.More information can be found on:? Page 3 of the "HLTH 4140 Syllabus" located in the ERF in the "B1 - Public Health Curriculum Documentation" folder.? Pages 6-13 of the "HLTH 4140 Key Assignment Supplemental Information" document located in the ERF in the "Key Assignment Supplemental Information" folder within the "B1 - Public Health Curriculum Documentation" folder.4. Plan health education strategies, interventions and programs at the entry level.Plan health education strategies at the entry levelHLTH 4140 – Community Health Assessment and Program DevelopmentAs part of the process of working on their Program Plan, after the needs assessment is complete, students prepare a mission, goal(s) and SMART objectives to guide the intervention and evaluation. The Intervention Assignment includes an Intervention Matrix which includes behavior change theories and the health strategies being used to guide the intervention.More information can be found on:? Page 3 of the "HLTH 4140 Syllabus" located in the ERF in the "B1 - Public Health Curriculum Documentation" folder.? Pages 14-15 of the "HLTH 4140 Key Assignment Supplemental Information" document located in the ERF in the "Key Assignment Supplemental Information" folder within the "B1 - Public Health Curriculum Documentation" folder.Plan health education interventions at the entry levelHLTH 4160 – Program Implementation and EvaluationAs part of the Program Plan project process, the Intervention assignment requires students to utilize evidence-based practices to justify the health education strategies and behavior change theories selected. The Intervention assignment also includes the development of a timeline or Gantt chart. More information can be found on:? Page 4 of the "HLTH 4160 Syllabus" located in the ERF in the "B1 - Public Health Curriculum Documentation" folder.? Pages 2-3 of the "HLTH 4160 Key Assignment Supplemental Information" document located in the ERF in the "Key Assignment Supplemental Information" folder within the "B1 - Public Health Curriculum Documentation" folder.4. Plan health education strategies, interventions and programs at the entry level. (continued from previous page)Plan health education programs at the entry levelHLTH 4140 – Community Health Assessment and Program DevelopmentHLTH 4160 – Program Implementation and EvaluationAssessment of the overall Program Plan includes the final program plans in HLTH 4140 and in HLTH 4160. Although the end of the second semester (in which students complete the HLTH 4160 course) prohibits students from sustaining a program, together these two courses provide the skills necessary to do so.More information can be found on:? Page 4 of the "HLTH 4140 Syllabus" located in the ERF in the "B1 - Public Health Curriculum Documentation" folder.? Page 4 of the "HLTH 4160 Syllabus" located in the ERF in the "B1 - Public Health Curriculum Documentation" folder. ? Page 16-20 of the "HLTH 4140 Key Assignment Supplemental Information" document located in the ERF in the "Key Assignment Supplemental Information" folder within the "B1 - Public Health Curriculum Documentation" folder.? Pages 1-2 of the "HLTH 4160 Key Assignment Supplemental Information" document located in the ERF in the "Key Assignment Supplemental Information" folder within the "B1 - Public Health Curriculum Documentation" folder.5. Implement health education strategies, interventions and programs at the entry level.Implement health education strategies at the entry levelHLTH 4160 – Program Implementation and EvaluationAs part of part 2 of the Program Plan assignment, students implement a health education/health promotion program during the spring semester using the health education strategies identified in the Intervention portion of their program plan. These are generally brief, total Implementation interventions that they can complete in a day or two (e.g. health fair, educational seminar, exercise class, awareness campaign).More information can be found on:? Page 4 of the "HLTH 4160 Syllabus" located in the ERF in the "B1 - Public Health Curriculum Documentation" folder.? Pages 12-13 of the "HLTH 4160 Key Assignment Supplemental Information" document located in the ERF in the "Key Assignment Supplemental Information" folder within the "B1 - Public Health Curriculum Documentation" folder.5. Implement health education strategies, interventions and programs at the entry level. (continued from previous page)Implement health education interventions at the entry levelHLTH 4160 – Program Implementation and EvaluationThe Implementation portion of the Program Plan includes the adoption of the program including the marketing mix, identifying and prioritizing tasks, establishing a system of program management, putting the plan into action, and determining the sustainability of a program.More information can be found on:? Page 4 of the "HLTH 4160 Syllabus" located in the ERF in the "B1 - Public Health Curriculum Documentation" folder.? Pages 4-11 of the "HLTH 4160 Key Assignment Supplemental Information" document located in the ERF in the "Key Assignment Supplemental Information" folder within the "B1 - Public Health Curriculum Documentation" folder.Implement health education programs at the entry levelHLTH 4160 – Program Implementation and EvaluationAfter conducting assessment and planning in HLTH 4140, the culminating experience is demonstrated by the student teams' actual implementation of the intervention as outlined in the Implementation portion of the Program Plan in HLTH 4160. Lessons learned during implementation are also included in this portion of the Program Plan.More information can be found on:? Page 4 of the "HLTH 4160 Syllabus" located in the ERF in the "B1 - Public Health Curriculum Documentation" folder.? Pages 12-13 of the "HLTH 4160 Key Assignment Supplemental Information" document located in the ERF in the "Key Assignment Supplemental Information" folder within the "B1 - Public Health Curriculum Documentation" folder.6. Conduct evaluations related to health education at the entry level.Conduct evaluations related to health education at the entry level.HLTH 4160 – Program Implementation and EvaluationUsing the SMART objectives developed for the Program Plan, students are required to complete a process and impact evaluation of their intervention. Using the CDCs Framework for Evaluation, students prepare an evaluation report for their stakeholders. Students are asked to pay particular attention to the lessons learned from the program planning process.More information can be found on:? Page 4 of the "HLTH 4160 Syllabus" located in the ERF in the "B1 - Public Health Curriculum Documentation" folder. ? Pages 14-16 of the "HLTH 4160 Key Assignment Supplemental Information" document located in the ERF in the "Key Assignment Supplemental Information" folder within the "B1 - Public Health Curriculum Documentation" folder.Include the most recent syllabus from each course listed in Template B2-1, or written guidelines such as handbook, for any required elements listed in Template B2-1 that do not have a syllabus. TBD in Fall 2021 for final self-study submissionSyllabi are in the ERF in the “B1 – Public Health Curriculum Documentation” folder – “Syllabi”B3. Cross-Cutting Concepts and ExperiencesThe overall undergraduate curriculum and public health major curriculum expose students to concepts and experiences necessary for success in the workplace, further education and life-long learning. Students are exposed to these concepts through any combination of learning experiences and co-curricular experiences. A brief narrative description, in the format of Template B3-1 of the manner in which the curriculum and co-curricular experiences expose students to the concepts in Criterion B3. TEMPLATE B3-1Program may mention a wide variety of experiences including but not limited to overall courses, specific assignments, service opportunities, university-mandated experiences, etc.ConceptManner in which the curriculum and co-curricular experiences expose students to the concepts1. Advocacy for protection and promotion of the public’s health at all levels of society● HLTH 3220 - Students view a video regarding American Cancer Society advocacy & engage in an in-class discussion related to the video● HLTH 350G/440G - Students work with a community agency to advocate on their behalf● HLTH 3600 - Students complete assignments and engage in lecture related to social marketing and advocacy● HLTH 4250 - Students engage in in-class discussions and complete a health care policy proposal assignment regarding legislative advocacy● Some students volunteer to assist with an annual Juvenile Diabetes Research Foundation One Walk event advocating for increased funding for juvenile diabetes research2. Community dynamics● HLTH 2600 – Students interview a drug counselor asking questions regarding how community dynamics impact the counseling of those struggling with drug addiction and recovery issues● HLTH 350G, 4250 & 440G – Students complete a service-learning project with a public health or healthcare agency providing an opportunity to better understand community-based policies and procedures and exposure to global/diverse populations3. Critical thinking and creativity● HLTH 2600 – Students complete point/counterpoint readings, written assignments and discussions related to drug issues● HLTH 3600 - Students create a marketing campaign● HLTH 3750 – Students engage in critical thinking regarding relationships between variables and the quality of research● HLTH 4300 – Students investigate and debate ethical topics4. Cultural contexts in which public health professionals work● HLTH 350G/440G – Students complete readings, engage in lecture and discussions, complete assignments and view documentaries related to cultural issuesConceptManner in which the curriculum and co-curricular experiences expose students to the concepts5. Ethical decision making as related to self and society● HLTH 3260 – Students engage in online discussion posts regarding ethical issues● HLTH 3230 – Students complete a module on professional values in the workplace investigating the concepts of inclusion, diversity and ethics in the workplace● HLTH 350G – Students engage in discussions and lectures regarding ethics in human subjects research, access to healthcare, poverty, education, etc.● HLTH 3600 – Students engage in discussions and lecture regarding ethics and marketing● HLTH 4300 – Students engage in debates, discussions, lectures, case studies, and assignments regarding ethical issues6. Independent work and a personal work ethic● 3230 – Students engage in lectures and mock interviews to improve personal work ethic● 3260 – Students complete a personal health behavior change project and report on their experiences requiring them to work independently and report results honestly● 3750 – Students complete an individual research project requiring a high level of independent work and personal work ethic● 482R – Students complete an internship requiring a high level of independent work and personal work ethic under the direction of a site mentor/supervisor and approval by UVU7. Networking● 3230 - Students engage in discussions, lectures and guest presentations stressing the importance of networking8. Organizational dynamics ● 4260 - Students engage in discussions and lectures regarding how organizations (international, federal, state, local) influence health outcomes● 3200 - Students engage in discussions and lectures regarding how public health interrelates with public health and how community agencies impact public health9. Professionalism● 3230 - Students engage in discussions, lectures and guest presentations as part of a module stressing the importance of professionalism. Students also create and receive professional feedback on their resume and engage in mock interviews with a representative from the UVU Career Development Center. ● 482R – Students engage in a discussion/orientation regarding worksite professional behavior10. Research methods● 4600 - Students produce a research proposal after learning how to conduct a thorough literature review, research methodology (e.g. sampling and surveys), and statistical analysis● 3700 - Students engage in lectures on methodology and data collection● 3750 - Students engage in a lecture on sampling, randomization, and the research process from idea to publication● 3260 – Students engage in a lecture on assessment evaluation 11. Systems thinking● HLTH 4250 – Students engage in discussions and lectures regarding how health policy is influenced by the executive, judicial, and legislative branches of government and how the three branches interact with each other in terms of policy implementation and enforcementConceptManner in which the curriculum and co-curricular experiences expose students to the concepts12. Teamwork and leadership● 3450, 3600 & 3700 – Students engage in team-based projects ● 4140 & 4160 – Students engage in team-based learning● 4300 – Students engage in debates conducted in teamsB4. Cumulative and Experiential ActivitiesStudents have opportunities to integrate, synthesize and apply knowledge through cumulative and experiential activities. All students complete a cumulative, integrative and scholarly or applied experience or inquiry project that serves a capstone to the education experience. These experiences may include, but are not limited to, internships, service-learning projects, senior seminars, portfolio projects, research papers or honor theses. Programs encourage exposure to local-level public health professionals and/or agencies that engage in public health practice. A matrix, in the format of Template B4-1, that identifies the cumulative and experiential activities through which students have the opportunity to integrate, synthesize and apply knowledge as indicated in this criterion. (Next Page)TEMPLATE B4-1A matrix that identifies the cumulative and experiential activities through which students have the opportunity to integrate, synthesize, and apply knowledge as indicated in Criterion B4.Students have opportunities to integrate, synthesize, and apply knowledge through cumulative and experiential activities. All students complete a cumulative, integrative, and scholarly or applied experience or inquiry project that serves as a capstone to the education experience. These experiences may include, but are not limited to, internships, service-learning projects, senior seminars, portfolio projects, research papers, or honors theses. Programs encourage exposure to local-level public health professionals and/or agencies that engage in public health practice.Cumulative and/or Experiential Activity (internships, research papers, service-learning projects, etc.)Narrative describing how activity provides students the opportunity to integrate, synthesize and apply knowledge.HLTH 482R - Community Health Internship (4 credits = 240 hours)Students are required to complete a 240-hour internship as their cumulative experience in a community-based organization. Students may conduct individual and/or community needs assessments, plan and implement health education programs and begin the process of identifying his or her own interests in the field. The internship process includes the initial application, creation of goals and objectives, continual monitoring of those goals and objectives, a meeting between the internship supervisor and the faculty representative, and a final report from the student and completion of the site supervisor survey.HLTH 4950 - Senior CapstoneStudents are required to (1) create a portfolio including reflections on classroom-based experiences from each of the NCHEC Area of Responsibilities, (2) complete an Exit Survey reflecting on their time in the Public Health program, & (3) complete a reflection assignment where the student explores his/her learning in the Public Health program including the topics of critical incidents, self-growth and a plan for professional development.HLTH 350G/440G - International Health & Health and Diversity (students must take one or the other)Both classes require an assignment where students select a community partner/agency to implement a service learning project consisting of 20 hours of service.HLTH 3450 - Public Health and the EnvironmentAfter learning about the processes of drinking water treatment and solid and liquid waste management, students are taken to the local drinking water treatment facility, sewage treatment facility, landfill, and recycling facility to see these practices put into action. Students then submit a reaction paper related to the site visit, including a discussion of what they found interesting and how it complements or contradicts material presented in the textbook or lecture. Students often remark that they learned and remembered far more about these practices after seeing them in action rather than just reading about them in the book or talking about them in class.HLTH 4140 - Community Health Assessment/Program DevelopmentStudents conduct a needs assessment and plan a program based on those findings.HLTH 4160 - Program Implementation and EvaluationStudents implement and evaluate the program created in HLTH 4140.HLTH 4250 - Health Services Organization and PolicyStudents complete 20+ hours of service with a public health agency and complete a health policy analysis and paper.Cumulative and/or Experiential Activity (internships, research papers, service-learning projects, etc.)Narrative describing how activity provides students the opportunity to integrate, synthesize and apply knowledge.HLTH 4600 - Research Methods for Community HealthStudents write a research proposal including an introduction, literature review, and proposed methodology.A brief description of the means through which the program implements the cumulative experience and field exposure requirements.InternshipStudents are required to complete a 240-hour internship as their cumulative experience in a community-based organization. Students may conduct individual and/or community needs assessments, plan and implement health education programs and begin the process of identifying his or her own interests in the field. The following eight criteria are necessary in order to be approved as an internship experience:The experience must be an extension of the classroom; a learning experience that provides an application of the knowledge gained in the classroom. It must not be simply to advance the operations of the employer or be the work that a regular employee would routinely perform.The skills or knowledge learned must be transferable to other employment settings.The experience has a defined beginning and end, and a job description with desired qualifications. There are clearly defined learning objectives/goals related to the professional goals of the student’s academic coursework. There is supervision by a professional with expertise and/or educational background in the field of the experience. There is routine feedback by the internship supervisor. There are resources, equipment, and facilities provided by the host employer that support learning objectives/goals. Interns must work 60 hours for each college credit.Initial contact with employers occurs in a variety of ways including word of mouth from other employers, being cold-called or emailed from the College of Health and Public Service Internship Coordinator, or conversations at one of the UVU, college or department career/internship fairs. The Internship Coordinator formulates a relationship then reaches out with information via email. Students completing an internship enroll in HLTH 482R (Community Health Internship) and complete the following assignments in that class:Internship Orientation and Student Profile – Students watch an internship orientation video and complete a quizMaster Internship Agreement – Students submit a legally-binding agreement between UVU and the internship provider outlining the responsibilities and expectations of the students, the provider, and UVUInternship Learning Agreement – Students and internship providers outline the internship goals and objectivesMid-Term Evaluation – Students use their internship goals and objectives to self-evaluate their progressInternship Completion Assessment – Students respond to a variety of questions regarding the internship experience including questions such as:Overall, how satisfied or dissatisfied were you with your internship coordinator before and during your internship?What most contributed to your satisfaction/dissatisfaction with your internship coordinator?Name of internship providerInternship length and hoursAverage number of hours worked per weekWere you compensated for your internship work?How would you rate your overall internship experience?Would you recommend your internship to other students?What is the primary reason you would (or would not) recommend your internship to other students?What was the best part of your internship experience?Were you offered a regular or permanent employment position with your internship provider as a result of your internship?Summation Paper – Students write a short summary paper of their learning experience including whether they achieved their goals/objectives, what they learned from the experience and how the internship prepared them for their future careerHours Record Log – Students submit a detailed record of the hours workedTwo Internship Surveys – Students summarize their primary duties, skills required, skills lacking, new skills acquired, if they would recommend that internship site for others, recommendations to improve the internship process, and what the Public Health program could do to better prepare students for an internship at that particular siteThe course includes a site supervisor survey in which the employer provides feedback. If the site is interested in hosting additional students, they are contacted periodically to see how things are going and if there are any concerns or needs to be addressed. This is typically conducted via email unless the employer prefers a face-to-face or phone meeting. If a student voices concerns about an employer site, the employer and Internship Coordinator meet to clarify issues and the site is visited more frequently to ensure needs by students and the employer are met.HLTH 4950 (Senior Capstone)Students are required to create a portfolio including reflections on classroom-based experiences from each of the NCHEC Area of Responsibilities. Students will also complete an Exit Survey consisting of 60 questions asking about student satisfaction with and recommendations regarding the program, internship, faculty and staff. Additionally, students complete a reflection assignment where the student explores his/her learning in the Public Health program including the topics of critical incidents occurring during their academic career, self-growth and a plan for professional development.Students experience additional opportunities for cumulative and experiential activities. These are listed in the “Additional Cumulative and Experiential Activities” document in the ERF under the “B4 – Cumulative and Experiential Activities Documentation” folder.Handbooks, websites, forms and other documentation relating to the cumulative experience and field exposure. Provide hyperlinks to documents if they are available online or include in the resource file electronic copies of any documents that are available online.UVU Internships website: of Health and Public Service Internship Application website: Internship Employer Guidebook: “Internship Supervisor Evaluation” (from employers) – Located in the ERF in the B4 – Cumulative and Experiential Activities Documentation folder“Internship Completion Assessment” (from students) – Located in the ERF in the B4 – Cumulative and Experiential Activities Documentation folder“HLTH 4950 syllabus” – Located in the ERF in the B1 – Public Health Curriculum Documentation folder“Exit Survey” – Located in the ERF in the B4 – Cumulative and Experiential Activities Documentation” folder“Final Reflection Paper” – Located in the ERF in the B4 – Cumulative and Experiential Activities Documentation” folderSamples of student work that relate to the cumulative and experiential activities. The program must include samples from at least 10% of the number of degrees granted in the most recent year or five samples, whichever is greater.TBD in Fall 2021 for final self-study submissionSamples of student work are in the ERF in the B4 – Cumulative and Experiential Activities Documentation folder – “Student Sample #__”C1. Summary Data on Student Competency AttainmentThe program collects and analyzes aggregate data on student competency attainment, using the competencies defined in Criterion B2 as a framework. Data collection allows the program to track trends in student learning and adjust curricula and assessment activities as needed. A brief summary of the results of data collected on student competency attainment listed in Criterion B2 for the last three years.The Public Health Department uses an “Outcomes Assessment” process to evaluate the effectiveness of the Public Health program. This process of evaluation includes:Identification of a competency (or “program learning outcome”) to be achieved by studentsDetermining a means of assessment (usually a specific assignment)Identifying the criteria for success (i.e. the specific measurable goal or how well the students should do on the identified assessment)Summary and analysis of the results (i.e. how well the students performed on the assessment)Summary of how those results will be usedThe following is a list of the objectives identified in Template B2-1 and a brief summary of the results of data collected during the outcomes assessment process over the past three years.1. Communicate public health information, in both oral and written forms and through a variety of media, to diverse audiences.Year 1 (2018-19)Year 2 (2019-20)Year 3 (2020-21)GOAL: 80% of students will demonstrate at least 80% proficiency in creating a media portfolio containing items such as a print press release, a video public service announcement, pamphlet, a poster, a LCD (digital display) announcement, a BlogSpot, and/or a website presented to the class and/or project partner for use in real-life marketing efforts (HLTH 3600)RESULTS: 80% of students demonstrated proficiency in creating a media portfolioADDITIONAL DATA: 94% of graduates (17 of 18) who sat for the CHES exam in October 2018 and April 2019 successfully passed the examADDITIONAL DATA: Only 2.1% (9/436) of students in the classes listed under this competency in Template B2-1 received a grade lower than a B on their oral presentationADDITIONAL DATA: When asked if their student interns demonstrated “adequate written and oral communication skills,” 100% (n=2) of internship supervisors agreed or strongly agreed with the statement “The student demonstrates adequate oral and written communication.” (The low number of responses this year led to the inclusion of the Internship Supervisor Evaluation in the Canvas Internship course.) GOAL: 80% of students will demonstrate at least 80% proficiency in creating a media portfolio containing items such as a print press release, a video public service announcement, pamphlet, a poster, a LCD (digital display) announcement, a BlogSpot, and/or a website presented to the class and/or project partner for use in real-life marketing efforts (HLTH 3600)RESULTS: 100% of students demonstrated proficiency in creating a media portfolioADDITIONAL DATA: 100% of graduates (7 of 7) who sat for the CHES exam in October 2019 and April 2020 successfully passed the examADDITIONAL DATA: Only 4.4% (24/551) of students in the classes listed under this competency in Template B2-1 received a grade lower than a B on their oral presentationADDITIONAL DATA: When asked if their student interns demonstrated “adequate written and oral communication skills,” 100% (n=35) of internship supervisors agreed or strongly agreed with the statement “The student demonstrates adequate oral and written communication.” To be included in final self-study submission2. Locate, use, evaluate, and synthesize public health information.Year 1 (2018-19)Year 2 (2019-20)Year 3 (2020-21)GOAL: 90% of students will demonstrate at least an 80% proficiency in creating at least two assessment tools (which includes the location, use, evaluation and synthesis of public health information) and administering the tools to a minimum of 50 respondents (HLTH 4140)RESULTS: 100% of students demonstrated proficiency in conducting a needs assessment which included the location, use, evaluation and synthesis of public health informationADDITIONAL DATA: 94% of graduates (17 of 18) who sat for the CHES exam in October 2018 and April 2019 successfully passed the examGOAL: 90% of students will demonstrate at least an 80% proficiency in creating at least two assessment tools (which includes the location, use, evaluation and synthesis of public health information) and administering the tools to a minimum of 50 respondents (HLTH 4140)RESULTS: 100% of students demonstrated proficiency in conducting a needs assessment which included the location, use, evaluation and synthesis of public health information ADDITIONAL DATA: 100% of graduates (7 of 7) who sat for the CHES exam in October 2019 and April 2020 successfully passed the examTo be included in final self-study submission3. Assess individual and community needs at the entry level.Year 1 (2018-19)Year 2 (2019-20)Year 3 (2020-21)GOAL: 90% of students will demonstrate at least an 80% proficiency in creating at least two assessment tools (identifying individual and community needs) and administering the tools to a minimum of 50 respondents (HLTH 4140)RESULTS: 100% of students demonstrated proficiency in conducting a needs assessment identifying individual and community needsADDITIONAL DATA: 94% of graduates (17 of 18) who sat for the CHES exam in October 2018 and April 2019 successfully passed the examGOAL: 90% of students will demonstrate at least an 80% proficiency in creating at least two assessment tools (identifying individual and community needs) and administering the tools to a minimum of 50 respondents (HLTH 4140)RESULTS: 100% of students demonstrated proficiency in conducting a needs assessment identifying individual and community needsADDITIONAL DATA: 100% of graduates (7 of 7) who sat for the CHES exam in October 2019 and April 2020 successfully passed the examTo be included in final self-study submission4. Plan health education strategies, interventions and programs at the entry level.Year 1 (2018-19)Year 2 (2019-20)Year 3 (2020-21)GOAL: 90% of students will receive 80% or higher on the implementation of their intervention (indicating proficiency in applying behavior change theory, utilizing appropriate intervention strategies, and demonstrating the ability to organize, plan, and implement a program so the effects may be evaluated) (HTLH 4160)RESULTS: 100% of students demonstrated proficiency in (planning and) implementing the interventionADDITIONAL DATA: 94% of graduates (17 of 18) who sat for the CHES exam in October 2018 and April 2019 successfully passed the examGOAL: 90% of students will receive 80% or higher on the implementation of their intervention (indicating proficiency in applying behavior change theory, utilizing appropriate intervention strategies, and demonstrating the ability to organize, plan, and implement a program so the effects may be evaluated) (HTLH 4160)RESULTS: 100% of students demonstrated proficiency in (planning and) implementing the interventionADDITIONAL DATA: 100% of graduates (7 of 7) who sat for the CHES exam in October 2019 and April 2020 successfully passed the examTo be included in final self-study submission5. Implement health education strategies, interventions and programs at the entry level.Year 1 (2018-19)Year 2 (2019-20)Year 3 (2020-21)GOAL: 90% of students will receive 80% or higher on the implementation of their intervention (indicating proficiency in applying behavior change theory, utilizing appropriate intervention strategies, and demonstrating the ability to organize, plan, and implement a program so the effects may be evaluated) (HLTH 4160)RESULTS: 100% of students demonstrated proficiency in implementing the intervention ADDITIONAL DATA: 94% of graduates (17 of 18) who sat for the CHES exam in October 2018 and April 2019 successfully passed the examGOAL: 90% of students will receive 80% or higher on the implementation of their intervention (indicating proficiency in applying behavior change theory, utilizing appropriate intervention strategies, and demonstrating the ability to organize, plan, and implement a program so the effects may be evaluated) (HLTH 4160)RESULTS: 100% of students demonstrated proficiency in implementing the intervention ADDITIONAL DATA: 100% of graduates (7 of 7) who sat for the CHES exam in October 2019 and April 2020 successfully passed the examTo be included in final self-study submission6. Conduct evaluations related to health education at the entry level.Year 1 (2018-19)Year 2 (2019-20)Year 3 (2020-21)GOAL: 90% of students will complete the program evaluation with a score of 80% or higher (HLTH 4160)RESULTS: 100% of students in the demonstrated proficiency in program evaluationADDITIONAL DATA: 94% of graduates (17 of 18) who sat for the CHES exam in October 2018 and April 2019 successfully passed the examGOAL: 90% of students will receive 80% or higher indicating their ability to formulate and conduct a process, impact and outcome evaluation based on program goals and objectives set in the HLTH 4140 course (HLTH 4160)RESULTS: 100% of students demonstrated proficiency in program evaluationADDITIONAL DATA: 100% of graduates (7 of 7) who sat for the CHES exam in October 2019 and April 2020 successfully passed the examTo be included in final self-study submissionDuring the 2018-19 & 2019-20 academic years, proficiency in the competencies listed in section B2 were analyzed against benchmarks established during the “outcomes assessment” process. The results presented indicate achievement of the outcomes assessment goals indicating student proficiency in all program competencies listed in section B2. Additionally, 100% of the graduates (n = 6) who sat for the CHES exam in April 2020 successfully passed the exam (scoring higher than the national average in every Area of Responsibility) indicating proficiency in all program competencies and all seven Areas of Responsibility. The CHES exam pass rate for the April 2021 exam is not currently available. This data will be included in the final self-study submission if it is available at the time. Beginning spring 2021, program competencies will also be self-analyzed by each student in the Exit Survey included in the HLTH 4950 (Senior Capstone) course.Evidence and documentation of the program’s regular review of data related to student attainment of the competencies defined in Criterion B2. Evidence may include reports, committee meeting minutes or other sources. For each piece of evidence provided, list the relevant document(s) and page(s) (e.g., Faculty meeting minutes, May 12, 2012, pp. 3-4). Program outcomes assessment results are collected by one faculty member and compiled into a report. That document is shared with program faculty and staff via Google Docs. The compiled program report is sent to the college-level Outcomes Assessment Committee for review and application toward the university accreditation with the Northwest Commission on Colleges and Universities.During one or two department meetings each year, faculty are asked to review the program learning objectives and methods of assessment to determine if previously-used assignments are outdated and new/different assignments should be used to evaluate the program learning outcomes the following year. During the past two academic years (2018-19 & 2019-20), discussions regarding program learning outcomes and assessment occurred during the April 24, 2019 (page 2-3) and April 22, 2020 (page 2) department meetings.Documentation supporting the statements above are found in the following locations in the ERF:“2018-19 Outcomes Assessment (Comm Health Program)” – located in the ERF in the “C1 – Summary Data on Student Competency Attainment Documentation” folder“2019-20 Outcomes Assessment (Comm Health Program)” – located in the ERF in the “C1 – Summary Data on Student Competency Attainment Documentation” folder“2018-19 & 2019-20 Outcomes Assessment (specific to HLTH 4140 & 4160)” – located in the ERF in the “C1 – Summary Data on Student Competency Attainment Documentation” folder “CHES Results (April 2020)” – located in the ERF in the “C1 – Summary Data on Student Competency Attainment Documentation” folder“PCH Department Meeting Minutes (4-22-20)” and “PCH Department Meeting Minutes (4-24-19)” – located in the ERF in the “PCH Department Meeting Minutes” folder within the “A2 – Faculty Engagement Documentation” folderA description of the ways in which the program uses data to make improvements and at least three examples of recent changes based on data.Results/data are shared via Google Docs and briefly mentioned in a faculty meeting each spring. Occasionally, faculty identify an outdated assignment and select a new/different assignment to be used to evaluate that program learning outcome the following year.Program outcomes are compiled into a formal report and are shared with college administration who reviews and passes them up to university administration to be used for university-level accreditation.Conversations have occurred regarding whether the means of assessment and criteria for success are realistic and feasible ways to identify gaps in learning or if we need to modify how we measure successCurrently, the department is working to link each program learning outcome to one or more of the UVU Essential Learning Outcomes (referenced in section “m” of Template A1-1.Although the need was not present in the 2018-19 & 2019-20 years, future assessment results will be used to close gaps in learning when results do not meet the goals.C2. Graduation RatesThe program demonstrates that at least 70% students for whom data are available graduate within six years or the maximum time to graduation as defined by the institution, whichever is longer. For the purpose of calculating graduation rates the program should only include students who declared the major and have at least 75 credit hours.If the program cannot demonstrate that it meets this threshold, the program must 1) document that its rates comparable to similar baccalaureate programs in the home unit (typically a school or college) and 2) provide a detailed analysis of factors contributing to the reduced rate and a specific plan for future improvement that is based on this analysis. The program defines a plan, including data sources and methodologies, for collecting this information. The program identifies limitations and continually works to address data limitations and improve data accuracy. The program does not rely exclusively on institution – or unit-collected data, unless those data are sufficiently detailed and descriptive. Graduation rates in the form of Template C2-1. TEMPLATE C2-1Note: Numbers only include those who have declared the major AND have at least 75 credit hoursStudents in the Public Health Degree, by Cohorts Entering Between 2014-15 and 2020-21?Cohort of Students2014-152015-162016-172017-182018-192019-202020-212014-15# Students entered62??????# Students withdrew, dropped, etc.5??????# Students graduated6??????Cumulative graduation rate10%??????2015-16# Students continuing at beginning of this school year (or # entering for newest cohort)5167?????# Students withdrew, dropped, etc.710?????# Students graduated2911?????Cumulative graduation rate56%16%??????Cohort of Students2014-152015-162016-172017-182018-192019-202020-212016-17# Students continuing at beginning of this school year (or # entering for newest cohort)154665????# Students withdrew, dropped, etc.388????# Students graduated9277????Cumulative graduation rate71%57%11%????2017-18# Students continuing at beginning of this school year (or # entering for newest cohort)3115061???# Students withdrew, dropped, etc.0136???# Students graduated28296???Cumulative graduation rate74%69%55%10%???2018-19# Students continuing at beginning of this school year (or # entering for newest cohort)12184938??# Students withdrew, dropped, etc.01214??# Students graduated0111304??Cumulative graduation rate74%70%72%59%11%???Cohort of Students2014-152015-162016-172017-182018-192019-202020-212019-20# Students continuing at beginning of this school year (or # entering for newest cohort)105183031?# Students withdrew, dropped, etc.1?0102?# Students graduated0?5122417?Cumulative graduation rate74%?80%79%74%55%?2020-21# Students continuing at beginning of this school year (or # entering for newest cohort)1?05612TBD# Students withdrew, dropped, etc.TBD??TBDTBDTBDTBD# Students graduatedTBD??TBDTBDTBDTBDCumulative graduation rateTBD??TBDTBDTBDTBDA brief narrative description of how the program collects and analyzes data to calculate graduation rates. Graduation data is requested via email from the UVU Department of Institutional Research (IR). The IR department has access to and compiles data regarding UVU students, faculty & staff. The mission of the IR department is to “provide information management and analysis to assist planning, measurement and evaluation of the mission and goals of UVU and its communities.”If applicable, a discussion of limitations of the current data on graduation rate data.Utah consists of a unique culture where young adults (1) may leave school to engage in a two-year mission for the Church of Jesus Christ of Latter-day Saints, and/or (2) marry and have children at a younger age compared to the national average. Both circumstances create the illusion of a lower graduation rate within the first two or three years in the Public Health program. However, many of these students return to complete their schooling after their mission or the year following the birth of a child. As of the submission date, no systemic limitations have been identified.If applicable, a description of plans to improve the accuracy of graduation rate data. Not ApplicableIf data do not indicate that 70% or more of students graduate within the maximum time to allowable time AND this shortfall is not solely attributable to concerns with data collection methods, evidence that the program’s response rates are comparable to similar baccalaureate programs in the same institution. Not ApplicableIf data do not indicate that 70% or more students graduate within the maximum time allowable time AND this shortfall is not solely attributable to concerns with data collection methods, a detailed analysis of factors contributing to the reduced rate and a specific plan for improvement that is based on analysis. Not ApplicableC3. Post-Graduation OutcomesThe program demonstrates that at least 80% of graduates from the major have secured employment or enrolled in further education within one year of graduation. This rate calculated based on the number of students for whom outcomes are known. If the program cannot demonstrate that it meets this threshold, the program must 1) document that its rates are comparable to similar baccalaureate programs in the home unit (typically a school or college) and 2) provide a detailed analysis of factors contributing to the reduced rate and a specific plan for future improvement that is based on the analysis. The program collects and analyzes the data on the types of employment and further education graduates pursue. The program defines a plan, including data sources and methodologies, for collecting information on post-graduation outcomes. Data collection methods for graduates’ destinations are sufficient to ensure that data are available for at least 30% of graduates each year. The program identifies limitations and continually works to improve data accuracy. Multiple methods, both quantitative and qualitative, may be required, and multiple data collection points may be required. The program does not rely exclusively on institution- or unit-collected data, unless those data are sufficiently detailed and descriptive. Job placement and further education rates for the last three classes of students who would have been expected to report destinations at one year post-graduation. Present information in the format of Template C3-1. TEMPLATE C3-1Job placement and further education rates for the last three classes of students who would have been expected to report destinations at one year post-graduation. (Criterion C3)Destination of Graduates by Employment Type Job Placement/Further Education Rate by Graduating Class?Year 1(2017-18)Year 2(2018-19)Year 3(2019-20)Employed**30 (58.8%)47 (72.3%)TBDContinuing education/training (not employed)**8 (15.7%)8 (12.3%)TBDActively seeking employment**1 (2.0%)1 (1.5%)TBDNot seeking employment (not employed and not continuing education/training, by choice)**7 (13.7%)4 (6.2%)TBDUnknown5 (9.8%)5 (7.7%)TBDTotal5165TBD*Since our preliminary self-study is due in March 2021, our spring 2020 graduates will not have been graduated for one year, so this table includes graduates from 2016-17, 2017-18, & 2018-19 academic years.**Rates for these categories are calculated based on the number of students for whom outcomes are known (as outlined in the requirements under section C3). In other words, "unknown" students are not included in the calculation of the rates for these categories.Qualitative and/or quantitative information on the types of employment and further education graduates pursue. Students who reported being employed in Template C3-1, identified themselves as serving in the following public health-related settings and positions:Community Public HealthClinical Assistant at Utah County Health DepartmentAlzheimer’s Disease and Related Dementias Resource Specialist at Utah Dept. of HealthEnvironmental Health Educator at the Utah County Health DepartmentHolistic Health Practitioner at Bring Healthy Back (wellness coaching)Site Coordinator at Playworks (specializing in youth fitness and recreation)Treatment Supervisor at Juvenile Justice ServicesHealthcare/Clinical Public HealthDental Assistant at Out of This World Dentistry and OrthodonticsAdmissions Counselor at New Haven Residential TreatmentClinical Assistant at Planned Parenthood of UtahOncology Clinical Trials Coordinator at Utah Valley Hospital and American Fork HospitalPhlebotomist at the American Red CrossMedical Assistant at Canyon View Family MedicineHousing Specialist at Southwest Behavioral and Health ServicesRegistered Behavioral Health Technician at Utah Behavior ServicesElectronic Medical Records Tech at Salt Lake Legal/Premier Medical Record ServicesHealthy Utah Testing Technician at PEHP InsuranceQuality Manager at Mountainlands Community Health CenterPrevention Specialist at Wasatch Mental HealthMedical Technician and Activities Assistant at Legacy House of South JordanMedical Assistant and Care Coordinator at St. Mark’s Family MedicineNeurofeedback Technician at Greenhouse Center for Growth & LearningPatient Coordinator at Vision OptiqueCNA and Medical Technician at Spring Gardens Senior LivingPharmacy Technician at LDS HospitalPublic Health-Related BusinessSales Representative at Wholistic Botanicals (specializing in herbal products)Supervisor at doTERRA International (specializing in essential oils)Owner and Massage Therapist at Revive Massage & BodyworksCompliance Specialist at Jeunesse Global (skincare and supplement products)Worksite WellnessCoach at Corporate Fitness Works (specializing in worksite wellness programs)Health and Wellness Coordinator at the Bureau of ReclamationCollege/University Public HealthStudent Wellness Administrator at Brigham Young UniversityHealth Professions Admission Advisor at Western Governor’s UniversityHealth Promotion Manager at Salt Lake Comm. College Center for Health & CounselingProgram Manager at Utah Valley University Wellness ProgramsOtherTumbling Instructor at Extreme Tumbling/ParkourPersonal Trainer/Health CoachStudents who reported being engaged in continuing education in Template C3-1, identified themselves at pursuing the following:Master of Public Health at Utah State UniversityBachelor of Nursing at Salt Lake Community CollegeMaster of Science in Public Health at University of UtahMaster of Professional Studies in Homeland Security (Public Health Preparedness) at Pennsylvania State UniversityMaster of Public Health at Temple UniversityMaster of Social Work at University of UtahMaster of Public Health at Western Kentucky UniversityMaster of Health Leadership at Western Governor’s UniversityMaster of Gerontology at University of UtahMassage Therapist CertificationA brief narrative description of how the program collects data on post-graduation outcomes. Post-graduation outcomes for the 2016-17, 2017-18 & 2018-19 academic years was compiled using the following process:The UVU Department of Institutional Research provided a list of students who graduated during these years.Facebook and LinkedIn were utilized to find and contact as many of these students as possible asking them to provide information regarding their employment status (as defined in Template C3-1), where they were currently employed and a personal email address for future follow-up. This was made easier by the fact that students in the “Professional Preparation” (HLTH 3230) class are required to set up a LinkedIn account as one of the assignments. However, many students either did not have a Facebook or LinkedIn account or failed to check them on a regular basis so they did not receive the messages.Program application and internship records were searched to find email addresses for any students who could not be located or had not replied via Facebook and/or LinkedIn. Those students were contacted via email.Contact information collected in the HLTH 4140 and 4160 courses was used to find updated email addresses and phone numbers for students who had not yet replied. Those students were contacted via email or text message.If applicable, a discussion of limitations of the current data that are based on data collection.Post-graduation outcomes proved to be one of the most difficult sets of data to collect. Many students did not possess a Facebook or LinkedIn account (or in some cases they had a very common name and didn’t have enough information in their profile to be identifiable as the student we were searching for), making them much more difficult to reach. Furthermore, several of the personal email addresses obtained were deactivated. Finally, whether they were contacted via Facebook, LinkedIn or personal email, some students failed to respond and were therefore considered unreachable and counted as “unknown.”If applicable, a description of specific plans (with timelines) to improve the accuracy of data. Beginning in fall 2019, all students who matriculate into the Public Health program are required to complete the “Senior Capstone” (HLTH 4950) class and will complete an Exit Survey assignment fulfilling several accreditation-related purposes including (but not limited to) the provision of a personal email address for post-graduation follow-up. Since this requirement applies to seniors in their last semester and typically occurs at the beginning of a student’s junior year, the HLTH 4950 class won’t be offered until the spring 2021 semester.If data do not indicate that 80% or more of graduates from the public health major secure employment or enroll in additional education within one year of graduation AND this shortfall is not solely attributable to concerns with data collection methods, evidence that the program’s rates are comparable to similar baccalaureate program in the same institution. Not Applicable – Any shortfall is solely attributable to concerns with data collection methods. Students listed as “Unknown” were contacted by all means possible but still failed to provide information. This procedural shortfall is being addressed through the processes described in #5 above.If data do not indicate that 80% or more graduates from the public health major secure employment or enroll in additional education within one year of graduation AND this shortfall is not solely attributable to concerns with data collection methods, a detailed analysis of factors contributing to the reduced rate and a specified plan for future improvement that is based on this analysis. Not ApplicableC4. Stakeholder FeedbackThe program collects information about the following through surveys or other data collection (e.g., focus groups, documented key informant interviews):alignment of the curriculum with workforce needspreparation of graduates for the workforcealumni perceptions of readiness & preparation for the workforce and/or further educationThe program must collect this information from BOTH of the following stakeholder groups:alumnirelevant community stakeholders (e.g., practitioners who teach in the program, service learning community partners, internship preceptors, employers of graduates, etc.)The program establishes a schedule for reviewing data and uses data on student outcomes and program effectiveness to improve student learning and the program. A list of tools used to collect data from each of the following groups:alumnirelevant community stakeholdersThe following tools are used to collect data from alumni:Exit SurveyAs described in C3, #5, an exit survey is administered to seniors in the last semester of their program. The survey consists of 60 questions asking about student satisfaction with and recommendations regarding the program, faculty and staff. This tool will be a required assignment in HLTH 4950 (Senior Capstone) and will begin to be utilized in the spring 2021 semester.One-Year Post-Graduation SurveyOne year following graduation, students will be contacted via email to complete a one-year post-graduation survey inquiring about their current status (employed, continuing education/training, actively seeking employment, or not looking seeking employment by choice).Focus Groups & InterviewsEvery 2-3 years, the UVU Public Health program will host an “Alumni Reunion” consisting of one or more focus groups (depending on the number of alumni who attend). Attendees will be asked about likes/dislikes about the program, alignment of the curriculum with workforce needs, preparation and readiness for the workforce (including identification of necessary skills not provided in the program), and other recommendations for program improvements. Alumni who raise an issue or make a recommendation that needs to be followed up on and those who express interest in providing feedback but can’t attend the event will be contacted and interviewed individually.The following tools are used to collect data from relevant community stakeholders:Advisory Council MeetingsThe Public Health Advisory Council consists of representatives from various public health-related organizations (current and potential employers) in Salt Lake and Utah Counties. The council meets once in the spring and once in the fall to discuss a variety of topics related to the Public Health program (e.g. curriculum recommendations, internships, etc.)Internship Site Supervisor EvaluationAt the conclusion of each student’s internship, the site supervisor is sent an evaluation form to complete inquiring about the student’s performance and comments regarding the UVU internship process (enjoyable aspects and suggestions for improvement).For each tool identified in documentation request 1, include a copy of the instrument and the most recent year of data.Exit SurveyA draft version of the “Exit Survey” is located in the ERF in the “B4 – Cumulative and Experiential Activities Documentation” folder. The survey was piloted in December 2020 in order to work out any issues (technological, spelling, grammar, order of questions, etc.). No data is available as this survey will not be officially implemented until the end of Spring 2021 (April 2021). Data will be included in the final self-study submission.One-Year Post-Graduation SurveyA draft version of the “One-Year Post-Graduation Survey” is in the ERF in the “C4 – Stakeholder Feedback Documentation” folder. No data is available as this survey will not be implemented until spring 2022 (one year following implementation of the Exit Survey).Focus Groups & InterviewsA draft version of the focus group questions is in the ERF in the “C4 – Stakeholder Feedback Documentation” folder. No data is available as these discussions have not yet occurred. The focus groups will be piloted in spring 2021 and results will be included in the final self-study submission.Advisory CouncilDue to the COVID-19 pandemic, no Fall 2020 Advisory Council meeting occurred. Meeting minutes from the Spring 2021 semester are in the ERF in the “C4 – Stakeholder Feedback Documentation” folderInternship Site Supervisor EvaluationThe “Internship Site Supervisor Evaluation” is located in the ERF in the “C4 – Stakeholder Feedback Documentation” folder. A summary of data from the 2020-21 academic year will be included in the final self-study submission. A description of the ways in which the program uses data to make improvements and at least three examples of recent changes based on data. Approximately two years ago, members of the Public Health Advisory Council recommended adding an advocacy assignment somewhere in the curriculum because their new hires seemed deficient in that area. In the following semester, an advocacy assignment was added to the HLTH 3600 (Social Marketing) class. Approximately four years ago, alumni shared feedback with several faculty regarding the lack of biostatistics knowledge when applying for graduate school. Consequently, the HLTH 3750 (Biostatistics) class was created the next year.In a recent Advisory Council meeting, stakeholders indicated the need for the program to better inform students of internship requirements. Therefore, the department Administrative Assistant consistently provides internship information in weekly newsletters distributed to students.(page intentionally left blank)D1. Designated LeaderThe program has a qualified designated leader with ALL of the following characteristics:Is a full-time faculty member at the home institution Dedicates at least 0.5 FTE effort to the program, including instruction, advising, administrative responsibilities, etc.The FTE calculation follows the institution or unit’s formulaHas educational qualifications and professional experience in a public health discipline. Preference is for the designated program leader to have formal doctoral-level training (e.g., PhD, DrPH) in a public health discipline or a terminal academic or professional degree (e.g., MD, JD) in another discipline or profession and an MPHIf the designated program leader does not have educational qualifications and professional experience in a public health discipline, the program documents that it has sufficient public health educational qualifications, national professional certifications, and professional experience in its primary faculty membersIs fully engaged with decision making about the following:curricular requirements competency development teaching assignments resource needs program evaluation student assessmentThe name of and relevant information about the designated leader, in the format of Template D11. Template D1-1 also requires a concise statement of the institution or unit’s formula for calculating FTE.Name of Designated LeaderFTE effort to the program*Graduate degrees earnedInstitution where degrees were earnedRelevant professional experienceFTE definition^James Bemel, PhD, CHES1.00Master of Science Public Health/Health Services AdministrationDoctor of Health Education and PromotionUniversity of UtahUniversity of UtahAssociate Professor, Health Educator, Former President of the Utah Chapter of SOPHE, Former Executive Chair of the Coalition for a Tobacco-Free Utah, Adjunct Instructor (Weber State University & University of Utah) The Utah Board of Regents defines "full-time personnel" as "individuals whose employment status is expected to last four consecutive months or longer, working 75% or more of the normal possible annual working hours for that position." UVU defines this as 24 credits of academic and/or administrative work per academic year (12 credits per semester)A concise statement of the designated leader’s public health qualifications. If the designated leader does not have public health training and experience, a narrative statement, with names identified, of how the faculty complement, as a whole, demonstrates relevant public health qualifications. The program designated leader, Dr. James Bemel, CHES?, possesses a Ph.D. in Health Promotion and Education from the University of Utah, Master of Science in Public Health (MSPH) from the University of Utah, and a Bachelor of Science in Health Promotion from Weber State University. Furthermore, he holds the CHES credential through the National Commission for Health Education Credentialing. He has taught full-time in the Department of Public Health since 2010. Prior to his work with Utah Valley University, he taught full-time for two years in the Department of Health Promotion and Human Performance at Weber State University and served as a full-time health educator at the Huntsman Cancer Institute for five years. He has served as the Executive Chair of the Coalition for a Tobacco-Free Utah and President of the Utah Chapter of the Society for Public Health Education. His CV is in the ERF in the “D2 – Faculty Resources Documentation” folder.A list of the designated leader’s duties associated with the program, including teaching, supervision of faculty and/or staff, advising, coordination of evaluation/assessment, administrative duties, etc. Include a job description in the electronic resource file, if available.Dr. James Bemel fulfills the following duties within the Public Health program at Utah Valley University:Associate Professor – Dr. Bemel fulfills this role by teaching Public Health program courses and conducting Public Health-related research equivalent to 15 credit hours per semester and 30 credit hours per year. Additionally, he has the option to teach 6-8 credits each summer that are not part of his 9-month contract.Former Curriculum Committee Chair – For seven years (2013-2020), Dr. Bemel fulfilled the role of Curriculum Committee Chair by holding Curriculum Committee meetings with the Department Chair and department advisors to discuss potential curriculum changes. He then submitted changes through the CourseLeaf curriculum management system. He also served as the representative from the Department of Public Health on the college-level curriculum committee. In this capacity, he (along with the rest of the committee) was responsible for approving or denying other curriculum change proposals after evaluating the feasibility and quality of those proposals. As the former chair, Dr. Bemel provides guidance to the current Curriculum Committee Chair.Accreditation Committee Chair – Dr. Bemel fulfills this role by acting as the point person regarding CEPH accreditation of the Public Health program. He holds regular meetings with faculty to work on the IAS and self-study documents and is responsible for compiling the information within these documents. He will also serve as the contact person for follow-up documentation (e.g. submission of annual reports, substantive changes, and reaccreditation).Faculty Tenure Mentor – Dr. Bemel fulfills this role by serving as tenure mentor to at least one junior tenure-track faculty member, providing guidance and recommendations designed to encourage a quality rank advancement application.D2. Faculty ResourcesThe program has sufficient faculty resources to accomplish its mission, to teach the required curriculum, to provide student advising, and to achieve expected student outcomes. The following elements, taken together, relate to determining whether the program has sufficient faculty resources. In addition to the designated leader, the program is supported by AT LEAST an additional 2.0 FTE of qualified faculty effort each semester, trimester, quarter, etc. The program’s student-faculty ratios (SFR) are sufficient to ensure appropriate instruction, assessment, and advising. The program’s SFR are comparable to the SFR of other baccalaureate degree programs in the institution with similar degree objectives and methods of instruction. The mix of full-time and part-time faculty is sufficient to accomplish the mission and to achieve expected student outcomes. The program relies primarily on faculty who are full-time institution employees.A list of all faculty providing program instruction or educational supervision for the last two years in the format of Template D2-1. For the purpose of defining the semesters of required reporting, the program should consider the semester during which the final self-study is due, or the most recent semester for which full information is available, to be semester four and should include information on the three preceding semesters.TEMPLATE D2-1Provide a list of all faculty providing program instruction or educational supervision for the last two years.NameTitle/ Academic rankFull-time or part-time FTE allocationGraduate degree(s) earnedInstitution(s) from which degree(s) were earnedDisciplines in which degree(s) were earnedRelevant professional experience outside of academiaCredentials from certification, registration, and/or licensure, if applicableCourses taughtMelinda Barber*Assistant Professor (tenure-track)Full-time0.20M.S.University of UtahHealth Promotion and EducationHealth Educator, School Administration Dean of StudentsSchool Administration LicenseNUTR 1020Brian BarthelAssociate Professor (tenured)Full-time0.80Ph.D. M.S.Southern Illinois UniversityBrigham Young UniversityHealth Education Health Science/ Community HealthHealth Services Management Analyst, Health Educator, Ethics Committee Member for American Academics and Higher EducationGerontologyHLTH 3260, 3300, 4300, NUTR 1020James BemelAssociate Professor (tenured)Full-time1.00Ph.D. MSPH/ HSAUniversity of Utah University of UtahHealth Promotion & EducationPublic HealthHealth Educator, Former President of the Utah Chapter of the Society for Public Health Education, Former Executive Chair of the Coalition for a Tobacco-Free UtahCertified Health Education Specialist (CHES)HLTH 3200, 3450, 4600, 4720NameTitle/ Academic rankFull-time or part-time FTE allocationGraduate degree(s) earnedInstitution(s) from which degree(s) were earnedDisciplines in which degree(s) were earnedRelevant professional experience outside of academiaCredentials from certification, registration, and/or licensure, if applicableCourses taughtScott BrimhallAdjunct Faculty (non-tenure-track)Part-time0.13B.S.Utah Valley UniversitySecondary School Health Science (Nursing)Registered nurse for 35 years in various professional areas (psychiatry, hospice, home health, mental health, vaccine clinics) Secondary Health Science Teaching License from The Utah State Board of Education; Endorsed by The Utah State Board of Education to teach Health Science, Emergency Medical Responder, and Certified Nurse AssistantHLTH 1300Mary BrownProfessor (tenured)Full-time0.80Ph.D.M.S.University of UtahBrigham Young UniversityHealth Promotion & EducationHealth ScienceFormer UVU Public and Community Health Department Chair, Health Educator, Former President of the Health Education Association of UtahCertified Health Education Specialist (CHES), GerontologyHLTH 4140, 4160, 4720NameTitle/ Academic rankFull-time or part-time FTE allocationGraduate degree(s) earnedInstitution(s) from which degree(s) were earnedDisciplines in which degree(s) were earnedRelevant professional experience outside of academiaCredentials from certification, registration, and/or licensure, if applicableCourses taughtBarbara BurrAdjunct Faculty (non-tenure-track)Part-time0.13MHAUniversity of La VerneHealth AdministrationOncology practice Business Manager, Administrator of the LAC+USC Maternal Child Clinic, Program Manager for Continuing Education at USC School of Pharmacy, Education Administrator for the USC PA programSociety of Human Resource Managers (SHRM)HLTH 3230Mckelle CoxLecturer (non-tenure-track)Full-time0.73Ph.D.(c)M.S.Texas Woman’s UniversityUniversity of UtahHealth SciencesPublic HealthCommunities that Care Coalition Coordinator for Draper Police Department, Policy Chair for Utah Prevention Coalition Association, Student Board Member for the Health Education Association of UtahCertified Health Education Specialist (CHES), Substance Abuse Prevention SpecialistHLTH 2200, 3200, 3230, 4140, 4160NameTitle/ Academic rankFull-time or part-time FTE allocationGraduate degree(s) earnedInstitution(s) from which degree(s) were earnedDisciplines in which degree(s) were earnedRelevant professional experience outside of academiaCredentials from certification, registration, and/or licensure, if applicableCourses taughtPatty CrossAdjunct Faculty (non-tenure-track)Part-time0.13D.H.Ed.M.Ed.A.T. Still UniversityUtah State UniversityHealth EducationInstructional TechnologyHealth Promotion Director for Utah County Health Department, SOPHE 2019 conference planning committee (credentialing sub-committee), President of the Utah Public Health AssociationMaster Certified Health Education Specialist (MCHES)NUTR 2020Ruthann CunninghamAssistant Professor (tenure-track)Full-time0.80DHScM.S.A.T. Still UniversityBrigham Young UniversityHealth ScienceExercise SciencePopulation Health Consultant for Intermountain Healthcare, Clinical Research Senior for Intermountain Healthcare, Health Sciences Research Associate for Brigham Young University?HLTH 3750, 4250, 4500NameTitle/ Academic rankFull-time or part-time FTE allocationGraduate degree(s) earnedInstitution(s) from which degree(s) were earnedDisciplines in which degree(s) were earnedRelevant professional experience outside of academiaCredentials from certification, registration, and/or licensure, if applicableCourses taughtEric EdwardsAdjunct Faculty (non-tenure-track)Part-time0.20MPAB.S.Brigham Young UniversityUniversity of UtahPublic Administration Community Health EducationDeputy Director of the Utah County Health Department, Director of the Division of Health Promotion for Utah County Health Department, Health Educator for Salt Lake County Health Department Injury Prevention and Environmental Health programs, President of the Health Education Association of Utah, President of the Utah Public Health AssociationMaster Certified Health Education Specialist (MCHES), Public Information Officer certificationNUTR 1020Steven FabisAdjunct Faculty (non-tenure-track)Part-time0.20Ph.D.University of UtahHealth Promotion and EducationProfessional Grant Writer, Care Provider for group home clients, Instructor for the National Safety Council and the American Heart AssociationMaster Certified Health Education Specialist (MCHES), GerontologyNUTR 1020NameTitle/ Academic rankFull-time or part-time FTE allocationGraduate degree(s) earnedInstitution(s) from which degree(s) were earnedDisciplines in which degree(s) were earnedRelevant professional experience outside of academiaCredentials from certification, registration, and/or licensure, if applicableCourses taughtMatt FlintAssociate Professor (tenured)Full-time1.00Ph.D.M.S.Oregon State UniversityBrigham Young UniversityPublic HealthHealth ScienceHealth Educator, Former President of the Health Education Association of Utah?HLTH 2400, 2600, 3600, 3700, NUTR 1020Sarah HallAssistant Professor (tenure-track)Full-time1.00Ph.D.MPAArizona State UniversityBrigham Young UniversityGlobal HealthPublic AdministrationExecutive Director Empower Playgrounds, Mexico Expedition Coordinator for A Childs’ Hope Foundation, Community Outreach Director for United Way-Utah County Crisis Line, Tanzania Country Director for HELP International?HLTH 3000, 3230, 3260, 4300, 440GNameTitle/ Academic rankFull-time or part-time FTE allocationGraduate degree(s) earnedInstitution(s) from which degree(s) were earnedDisciplines in which degree(s) were earnedRelevant professional experience outside of academiaCredentials from certification, registration, and/or licensure, if applicableCourses taughtTyson HatchAdjunct Faculty (non-tenure-track)Part-time0.13MBAB.S.University of UtahUtah Valley UniversityBusiness AdministrationCommunity HealthFormer health educator in middle and high school, Former research assistant for the Public and Community Health department at UVU, Former supervisor for a Heart Rhythm specialty clinic, Medical supervisor at a plasma donation center, In home ABA therapy for children with autism, Director of Advanced Foot and Ankle Center (Podiatry group)?HLTH 1300Christina (Tina) HomolikAdjunct Faculty (non-tenure-track)Part-time0.20B.S.Utah Valley UniversitySchool Health EducationPublic School Health TeacherLevel II Educator, Professional Educator licenseNUTR 1020Sue JacksonProfessor (tenured)Full-time0.80Ph.D. MPHUniversity of Utah Brigham Young UniversityHealth Promotion & EducationPublic HealthIHC Women’s Advisory Board, Juvenile Diabetes Research Foundation?HLTH 2000, 3750, 3800NameTitle/ Academic rankFull-time or part-time FTE allocationGraduate degree(s) earnedInstitution(s) from which degree(s) were earnedDisciplines in which degree(s) were earnedRelevant professional experience outside of academiaCredentials from certification, registration, and/or licensure, if applicableCourses taughtHeidi JeffsAdjunct Faculty (non-tenure-track)Part-time0.20M.S.Brigham Young UniversityCommunity Health/Health PromotionHealth Specialist at Utah Valley Regional Medical Center Wellness Program, Health Counselor at Health Promotion Management, Inc., Public Health Nutritionist in the Utah County WIC programCertified Wellness Program Manager, Certified Lactation Educator, Certificate in GerontologyNUTR 1020Loran LarsenAdjunct Faculty (non-tenure-track)Part-time0.20B.S.Utah Valley UniversityCommunity HealthHealth consulting/counseling, Health department EMS proctor, Consultant for supplement companies to formulate products and do meta-analyses on current nutritional researchEMT advanced, Master Herbalist (The School of Natural Healing)NUTR 1020Merilee Larsen*Assistant Professor (tenure-track)Full-time0.40DrPHMPHLoma Linda UniversityLoma Linda UniversityHealth Education Public Health PracticeEMT Instructor for Utah Fire and Rescue Academy and Utah Highway Patrol, EMS Test Proctor for State Health Department, Observing and evaluating K-12 student teachers’ lessonsAdvanced EMT, Advanced BLS, CNAHLTH 2800, 3220, NUTR 1020NameTitle/ Academic rankFull-time or part-time FTE allocationGraduate degree(s) earnedInstitution(s) from which degree(s) were earnedDisciplines in which degree(s) were earnedRelevant professional experience outside of academiaCredentials from certification, registration, and/or licensure, if applicableCourses taughtLynley MurphyAssociate Professor (tenured)Full-time1.00Ph.D. M.S.University of Utah Brigham Young UniversityHealth Promotion & Education Health ScienceFormer President of the Health Education Association of Utah; Former UVU Public and Community Health Department ChairCertified in Secondary Education, GerontologyHLTH 3240, 3400, 350G, 4600Joanne RobinsonAdjunct Faculty (non-tenure-track)Part-time0.60M.S.Brigham Young UniversityCommunity HealthMarch of Dimes and the Sudden Arrhythmia Death Foundation, Children's Health Manager for Medicaid Managed Care Systems in Arizona and Washington, Certified medical staff in basic CPR and first aid (American Heart Association and National Safety Council programs) at Northwest Hospital Gerontology, Youth Mental Health First Aid, Drug Rehabilitation Facilitator, Faculty Teaching Certification from Maricopa Community CollegeNUTR 1020NameTitle/ Academic rankFull-time or part-time FTE allocationGraduate degree(s) earnedInstitution(s) from which degree(s) were earnedDisciplines in which degree(s) were earnedRelevant professional experience outside of academiaCredentials from certification, registration, and/or licensure, if applicableCourses taughtRobert WalshProfessor (tenured)Full-time1.00Ed.D/Ph.D. M.H.E.University of Idaho Idaho State UniversityHealth Education Health EducationDirector of Health Education at Southeast District Health Dept., MPH Director at Idaho State University, Chair Tobacco Free Idaho, Member of the Governor’s Committee on Health Care in Idaho, Secretary of the Idaho Public Health Association, Former UVU Public and Community Health Department ChairCertified Health Education Specialist (CHES)HLTH 2600, 482R, NUTR 1020*Melinda Barber and Merilee Larsen are listed as “Full Time” but their FTE is low because they teach full time within the DEPARTMENT but mostly teach within the School Health program, teaching only one or two classes for the Public Health program each semester.CVs for all individuals listed in Template D2-1.All faculty CVs will be included in the final self-study submission and will be in the ERF in the “D2 – Faculty Resources Documentation” folder.A description of the administrative unit’s workload policy and expected workload for program faculty. If multiple categories of faculty support the program, address each category. Following the description, cite the relevant supporting document(s) and page(s) (e.g., Faculty Handbook, pp. 12-25; College Bylaws, p. 5). Provide hyperlinks to documents if they are available online or include in the resource file electronic copies of any documents that are not available online.Faculty within the Public Health program are divided into two categories: “Full-time” and “Part-time/adjunct.” Under the full-time designation additional categories of “non-tenure-track” (lecturers), and “tenure-track (Assistant Professor, Associate Professor, and Professor) exist but do not impact overall workload expectations among full-time faculty. Workload differences between the two categories are described below.All formally tracked full-time workloads include:ICHE (Instructional Credit Hour Equivalent) – time spent teachingACHE (Academic Credit Hour Equivalent) – time spent on scholarship and serviceGCHE (Governance Credit Hour Equivalent) time spent engaging in academic and university governance activities such as serving as a Department ChairThese categories combine to create a faculty member’s WCHE (Workload Credit Hour Equivalent). Full-time faculty are accountable for formally tracking 30 WCHE during the academic year (generally 15 WCHE in the Fall and 15 WCHE in the Spring). The standard teaching workload (ICHE) for tenure-track faculty is 24 ICHE during the academic year (generally 12 ICHE in the Fall and 12 ICHE in the spring). The standard scholarship/service workload (ACHE) for tenure-track faculty is 3 ACHE per semester for a total of 6 ACHE per academic year.A non-tenure-track “lecturer” is expected to teach 15 ICHE per semester or 30 ICHE annually, as opposed to receiving ACHE or GCHE hours and part-time/adjunct faculty may teach no more than 11 ICHE per semester.Descriptions/definitions of terms, as well as a more detailed description of faculty workload expectations can be found in the ERF under “CHPS Standards & Procedures” – “Faculty Workloads, CHPS S&P,” pp. 1-5. A table showing the SFR and average class size for program-specific classes for the last two years in the format of Template D2-2. For the purpose of defining the semesters of required reporting, the program should consider the semester during which the final self-study is due, or the most recent semester for which full information is available, to be semester four and should include information on the three preceding semesters. TEMPLATE D2-2 SemesterSBP SFRExplanation of the data and method usedSBP Average Class SizeExplanation of the data and method usedSemester 1: Spring 20208:1Ratio of matriculated students to Public Health faculty FTE for each semester32.8Class size data is obtained from course registration for all required Public Health program coursesSemester 2: Fall 20207:131.4Semester 3: Spring 2021TBDTBDSemester 4: Fall 2021TBDTBDNote: SBP SFR is low compared to the Comparable Program SFR because most courses required for Public Health students also include students in the Healthcare Administration and School Health programs within the Department of Public parable Program Identification and ExplanationComparable Baccalaureate Program in the institutionNarrative explanation of the choice of the comparable program. Include degree objectives and methods of instruction as well as a rationale for the choice.Bachelor of Science in Human Resource ManagementThe BS in Human Resource Management (HRM) consists of the following degree objectives:(1) Champion the role of HRM in strategy formulation, development, implementation, and evaluation;(2) Describe the major legal theories, policies, laws, and programs most applicable to effective HRM;(3) Implement important policies, strategies, and methods of effective job design, recruitment, selection, retention, training and development, performance management, compensation and benefits, HRIS, and people analytics;(4) Discuss the important factors in the management of HRM strategically and internationally;(5) Respond to issues, problems, and the opportunities faced in organizations through practicing the skills of analytical thinking, problem solving, ethical awareness and decision-making, oral and written communication, enhancing abilities to integrate theory and practice, and teamwork skills.Similar to the Public Health program, the HRM program offers classes in face-to-face, hybrid & online formats. The BS in HRM program was chosen as the comparable Baccalaureate program because when compared to the Public Health (PH) program, the BS in HRM includes identical GE & program credit hour requirements (35 and 85 credits respectively), identical core course grade requirements (no grade lower than a C-), inclusion of program matriculation requirements, curriculum designed to prepare students to sit for a national certification exam (Associate Professional in Human Resources in the HRM program vs. CHES in PH), similar core course GPA requirements (2.5 in HRM vs. 2.75 in PH), and similar internship requirements (3 credits in HRM vs. 4 in PH).?Comparable ProgramSemesterComparable Program SFRComparable Program Avg. Class SizeSemester 1: Spring 202033:128.9Semester 2: Fall 202047:124.4Semester 3: Spring 2021TBDTBDSemester 4: Fall 2021TBDTBDA table showing the average advising load for the last two years in the format of Template D2-3. For the purpose of defining the semesters of required reporting, the program should consider the semester during which the final self-study is due, or the most recent semester for which full information is available, to be semester four and should include information on the three preceding semesters. TEMPLATE D2-3Provide information on the average advising load for the last two years.SemesterSBP Average Advising LoadExplanation of the data and method usedComparable Program in the Institution Comparable Program Average Advising LoadNarrative explanation of the choice of the comparable programSpring 202047.5Program advisors keep electronic and paper records of the current students assigned to them. The advising load was determined by physically counting the number of student files in the advisor's offices. The average was determined by adding the two advisor loads and dividing by the two advisors.Bachelor of Science in Human Resource Management13.6Similar to the Public Health program, the BS in Human Resource Management (HRM) offers classes in the following formats: face-to-face, hybrid & online. When compared to the Public Health program, the BS in HRM includes identical GE & program credit hour requirements (35 and 85 credits respectively), identical core course grade requirements (no grade lower than a C-), inclusion of program matriculation requirements, curriculum designed to prepare students to sit for a national certification exam (Associate Professional in Human Resources in the HRM program vs. CHES in Public Health), similar core course GPA requirements (2.5 in HRM vs. 2.75 in Public Health), and similar internship requirements (3 credits in HRM vs. 4 in Public Health). While we chose the HRM program as the comparable program, they have a much different advising model. Whereas the Public Health program includes two advisors who specifically focus on Public Health students, any of the 12 advisors within the Woodbury School of Business may advise HRM students.SemesterSBP Average Advising LoadExplanation of the data and method usedComparable Program in the Institution Comparable Program Average Advising LoadNarrative explanation of the choice of the comparable programFall 202042.5Advising data was obtained in the same method described above.Bachelor of Science in Human Resource Management19.6The BS in Human Resource Management (HRM) was chosen for the reasons listed aboveSpring 2021TBDAdvising data was obtained in the same method described above.Bachelor of Science in Human Resource ManagementTBDThe BS in Human Resource Management (HRM) was chosen for the reasons listed aboveFall 2021TBDAdvising data was obtained in the same method described above.Bachelor of Science in Human Resource ManagementTBDThe BS in Human Resource Management (HRM) was chosen for the reasons listed aboveNote: The HRM advising load is much lower than the Public Health advising load because the Woodbury School of Business (SoB) employs 12 advisors who advise for all SoB programs, including HRM. Since any SoB student can see any of the 12 advisors, there is no feasible way of determining exactly how much time each advisor spends with HRM students. Three examples of how the program has used enrollment data to gauge resource adequacy (e.g., course sequencing, teaching assistants, advising loads, etc.)Dr. Mary Brown used program and course enrollment data and faculty consultation to create a new two-year rotating course schedule by determining if classes were necessary every semester (fall/spring/summer), once or twice per year, or once every other year. Additionally, the Department Chair also rotates courses to be taught morning or afternoon every semester to allow working students greater flexibility and works to arrange most required classes to be taught once every two years in the evening to allow non-traditional and full-time working students the opportunity to take the class in person if desired.Dr. Sue Jackson and our Administrative Assistant, Briawna Simkins, use program and course enrollment data to determine the number of initial sections opened per class per semester. Additionally, they use course “waitlist” numbers to determine when to open new sections of a course. Course enrollment capacities are primarily based on room capacity and range from 18 to 34 students per section. Usually one or two sections of each course are initially offered when registration opens, except for HLTH 482R (Community Health Internship) which has six sections each semester.Program advisors and the Department Chair constantly monitor program and course enrollments to determine course sequencing and prevent as much as possible a scheduling overlap of required courses. Additionally, the Department Chair attempts to predict enrollment in 4000-level courses next year based on 3000-level course enrollment this year.D3. Student Enrollment To adequately gauge resource needs, the program defines accurate and useful means to track student enrollment, including tracking the number of majors in the program. Given the complexity of defining “enrollment” in an undergraduate major or baccalaureate degree program, the program uses consistent, appropriate quantitative measures to track student enrollment at specific, regular intervals.A table showing student headcount and student FTE for the last two years in the format of Template D3-1. For the purpose of defining the semesters of required reporting, the program should consider the semester during which the final self-study is due, or the most recent semester for which full information is available, to be semester four and should include information on the three preceding semesters. SemesterStudent headcountStudent FTENarrative explanation of the specific method and source of student enrollment dataSemester 1: Spring 20208772.6Student headcount was determined by having program advisors physically count the number of matriculated student files. Student FTE data was requested from the UVU Department of Institutional Research & Information. A representative from this department summed the total number of credits taken by students meeting the same criteria as those listed in Template C2-1 (declared the major and completed 75 credits), then divided the total by UVU's definition of one student FTE (15 credits).Semester 2: Fall 20207762.33Student headcount and FTE data was determined as described above.Semester 3: Spring 2021TBDTBDStudent headcount and FTE data was determined as described above.Semester 4: Fall 2021TBDTBDStudent headcount and FTE data was determined as described above.Note: The downward trend in student headcount is possibly due to tightened matriculation requirements, moving the Public Health program to a satellite campus, lack of advertising/marketing funds, addition of the Biostatistics course, and termination of the Saudi Arabian Cultural Mission (SACM) program.E1. Doctoral Training Faculty are trained at the doctoral-level in most cases. A faculty member trained at the master’s level may be appropriate in certain circumstances, but the program must document exceptional professional experience and teaching ability. If applicable, a brief description of the professional experience and teaching ability of any faculty member listed in Template D2-1 who is trained at the master’s level without a doctoral or other terminal degree (e.g., JD, MD).The full- and part-time faculty listed below have been trained at the master’s level. Each brings with him/her experience and teaching ability making him/her qualified to teach the identified course.Mckelle Cox (HLTH 2200, 3200 & 4140) – Mckelle has completed all of the education related to teaching university courses and only needs to finish the research (dissertation) portion of her program/degree. Her PhD degree in Health Sciences is on track to be completed by the end of summer 2021.Melinda Barber (NUTR 1020) – Melinda currently holds a Master of Health Promotion and Education and primarily teaches within the School Health Education program in our department. The area of School Health doesn’t have a terminal PhD degree, so the master’s degree is considered terminal. Furthermore, the Master of Health Promotion and Education qualifies her to teach an entry-level (1000 level) nutrition course.Barbara Burr (HLTH 3230) – Barbara possesses a Master of Healthcare Administration and serves as the Assistant Dean in the UVU College of Health and Public Service. Additionally, she has a specialized certification in human resources and has served as business manager for an oncology practice, administrator of the USC+LAC Maternal Child Clinic, program manager for continuing education at the USC School of Pharmacy, and education administrator for the USC Physician Assistant program. This experience makes her more than qualified to teach the HLTH 3230 (Professional Preparation) course where students learn skills such as job application, resume writing, and interviewing.Tyson Hatch (HLTH 1300) – Tyson possesses an MBA and a bachelor’s degree in Community Health. He is a former high school and middle school health educator, former TA and research assistant for the Public and Community Health department at UVU, former supervisor for a Heart Rhythm specialty clinic, and current director of the Provo/Orem Advanced Foot and Ankle Center location. His experience makes him well-qualified to teach the HLTH 1300 (Medical Terminology) course.Eric Edwards (NUTR 1020) – Eric possesses a master’s degree in public administration and a bachelor’s degree in Community Health Education. He is the current Deputy Director of the Utah County Health Department, former Director of the Division of Health Promotion for Utah County Health Department, former health educator for Salt Lake County Health Department Injury Prevention and Environmental Health programs, former Deputy Director for the Utah County Health Department, former President of the Health Education Association of Utah, and former President of the Utah Public Health Association. He has many years in field of public health and is more than qualified to teach the entry-level NUTR 1020 course.Joanne Robinson (NUTR 1020) – Joanne possesses a master’s degree in Community Health. She has worked for the March of Dimes and the Sudden Arrhythmia Death Foundation. She has served as the Children's Health Manager for Medicaid managed care systems in Arizona and Washington and has certified medical staff in basic CPR and first aid (American Heart Association and National Safety Council programs) at Northwest Hospital. Her education and experience more than qualify her to teach the entry-level NUTR 1020 course.Heidi Jeffs (NUTR 1020) – Heidi possesses a master’s degree in Community Health. She has served as a health specialist in the Utah Valley Regional Medical Center Wellness Program, health counselor at Health Promotion Management, Inc., and a public health nutritionist in the Utah County WIC program. She is a certified wellness program manager, certified lactation educator and holds a certificate in gerontology. Her experience and certifications make her highly qualified to teach the entry-level NUTR 1020 course.The part-time faculty listed below possess a bachelor’s degree but brings with him/her experience and teaching ability making him/her qualified to teach the identified course. All adjunct faculty listed below only teach 1000-level courses for the Public Health program.Scott Brimhall (HLTH 1300) – Scott possesses a bachelor’s degree in Secondary School Health Science and has worked as a Registered Nurse for 35 years. He is certified by the Utah State Board of Education to teach several courses, including Medical Terminology which he teaches for the Public Health program at UVU. His experience and certifications make him more than qualified to teach the HLTH 1300 (Medical Terminology) course.Christina (Tina) Homolik (NUTR 1020) – Tina is an award-winning secondary education health teacher with years of experience. She possesses a bachelor’s degree in School Health Education and was originally hired to teach the Health for Elementary Education class within the School Health program but was also asked to teach one or more sections of the NUTR 1020 course.Loran Larsen (NUTR 1020) – Loran possesses a bachelor’s degree in Community Health and has served as a health consultant/counselor, health department EMS proctor, and a consultant for supplement companies to formulate products and do meta-analyses on current nutritional research. He holds “EMT advanced” and “Master herbalist” (The School of Natural Healing) certifications. His experience and certifications qualify him to teach the entry-level NUTR 1020 course. E2. Faculty Experience in Areas of Teaching - Not ApplicableE3. Informed and Current Faculty All faculty members are informed and current in their discipline or area of public health teaching. Activities that may demonstrate that faculty members are informed and current may include publishing peer-reviewed scholarship, presenting at peer-reviewed conferences, attending relevant conferences and seminars, etc. This list is not intended to be exhaustive.A description of the activities and methods through which all faculty members remain informed and current in their discipline (e.g., completed professional development opportunities) in the form of Template E3-1. The description must address both full-time and part-time faculty.(next page)TEMPLATE E3-1A list of the activities and methods through which faculty members are informed and current in their discipline or area of public health teaching. E3-1 requires each faculty member's name, field of instruction, and activities through which the faculty member stays informed or current in his or her area of instructional responsibility. (Criterion E3)Faculty nameArea of instructionExplanation of currencyMelinda Barber, MSHealth Education for Elementary Teachers, Health Education Teaching Methods for Secondary Teachers, Health Education Curriculum for Secondary TeachersMs. Barber maintains currency in her areas of instruction by attending local and national annual conferences in public health (such as such as the Lilly Teaching Conference) as well as teaching methods and strategies (such as UVU Office of Teaching and Learning trainings/conferences). She also stays up to date with current best practices through literature, particularly the writings of Dr. John Hattie (Visible Learning) and Dr. Mike Schmoker (Focus) as well as collaborations with local school districts and secondary education teachers (including our alumni). In addition, she is a university supervisor and mentors students as they complete their semester of student teaching.Brian Barthel, PhDFoundations of Health Education, Nutrition, Health Promotion for Older Adults, Community Health Ethics, Theory-Based Approaches to Health BehaviorDr. Barthel maintains currency in his areas of instruction through participation in one local and one national conference each year. These include the Utah Chapter of the Society for Public Health Education (USOPHE) and SOPHE national conference and reading journals from the American Dietetic Association, American Journal of Public Health, Health Education & Behavior and Journal of Gerontology. He participates regularly in UVU-sponsored Learning Circles focusing on improving instructional skills. He also participates in webinar education events such as those sponsored by the UVU Office of Teaching and Learning.James Bemel, PhD, CHESPrinciples of Community Health, Research Methods, Environmental Health, Professional Preparation, CHES PreparationDr. Bemel maintains currency in his areas of instruction (and fulfills his CHES certification continuing education requirements) by attending and presenting at at least one local and one national conference such as the Utah Chapter of the Society for Public Health Education (USOPHE), Utah Public Health Association (UPHA), and Society for Public Health Education (SOPHE) each year and reading and publishing in professional journals such as Health Education and Behavior, Health Promotion Practice, American Journal of Health Promotion, and American Journal of Public Health.Faculty nameArea of instructionExplanation of currencyScott Brimhall, BSMedical TerminologyScott Brimhall maintains currency in his area of instruction by continuous updates and researches both on a personal level and to keep the students in this class up with the latest in the dynamic subject of Medical Terminology. As a Nurse, he knows how important it is to learn and understand the language of the medical and health care field. He brings into the classroom how each medical terminology word is arranged in prefixes, word roots, combining vowels, and suffixes. Etymology is discussed in each class and students are encouraged to use etymology when encountering a term or word they do not understand.Mary Brown, PhD, CHES, FHEAProfessional Development for Community Health, Community Health Assessment and Program Development, Program Implementation and Evaluation, CHES PreparationDr. Brown has been a Certified Health Education Specialist since 2007 and maintains her certification by participating in and presenting at professional conferences such as SOPHE, USOPHE, UPHA. In addition, she has presented at Lilly Teaching & Learning conferences. Dr. Brown utilizes professional publications (such as Health Education & Behavior, Health Promotion Practice, and Pedagogy in Health Promotion: The Scholarship of Teaching and Learning) in her classroom as case studies, as well as to stay informed on current topics in the health education/health promotion profession. Dr. Brown has served as the mentor for the SOPHE team case study competition for several years where her students have placed in each event.Barbara Burr, MHA, SHRM-CPProfessional Development for Community HealthMs. Burr maintains her certification in human resource management through continuing education courses, conferences, seminars, and workshops offered through the Society of Human Resource Management at both the state (Human Resource Association of Central Utah) and national level (SHRM), as well as continuing education courses (such as Foundations of Inclusion) offered though Utah Valley University, Brigham Young University, the University of Utah, and other professional career development education opportunities offered throughout the western region. She also reads professional journals such as HR Magazine and Psychology Today as it pertains to professional development, especially in higher education.Faculty nameArea of instructionExplanation of currencyMckelle Cox, PhD, MPH, CHESPrinciples of Community Health, Professional Preparation, Program Planning and Evaluation, Introduction to Health ProfessionsDr. Cox maintains her currency in areas of instruction by attending local and national conferences (such as the Society for Public Health Education, Lilly Conference on Teaching, and Utah Society for Public Health Education), being involved as a board secretary and conference planning committee member of the Utah Society for Public Health Education, and conducting research on the topic of physical activity levels within master planned communities versus traditional neighborhoods.Patty Cross, DhED, MCHESNutrition Through the LifecycleDr. Cross maintains currency in her areas of instruction through annual attendance at two or more local and national conferences such as the Utah Chapter of the Society for Public Health, Utah Public Health Association, the Utah Academy of Nutrition and Dietetics, and the American Public Health Association. She maintains the continuing education requirements for the MCHES and Certified in Public Health certifications. Leadership positions include past president of the Health Education of Utah Association (now known as USOPHE) and the current 2020-2021 president of the Utah Public Health Association.Ruthann Cunningham, DHSc, MSPublic Health Organization and Policy, Biostatistics, Principles of Community HealthDr. Cunningham remains current in her areas of instruction by attending local and national conferences (such as the Healthcare Information and Management Systems Society, American College of Healthcare Executives, and Becker’s Healthcare) and reading professional journals such as Journal of the American Medical Association, Journal of Healthcare Management, Healthcare Executive, and Modern Healthcare.Eric Edwards, MPA, MCHESNutritionMr. Edwards serves as adjunct faculty for Utah Valley University. He has worked as the Deputy Director for the Utah County Health Department for 5 years, a Community Health Educator for a Local Health Department for 7 years, and 15 years as the Division Director of Health Promotion. He maintains currency in his areas of instruction and fulfills his MCHES certification continuing education requirements by attending local/national annual conferences such as Society for Public Health Education, American Public Health Association, Utah Chapter of the Society for Public Health Education, Utah Public Health Association, and the NAACHO Emergency Preparedness Summit. He subscribes to and reads professional journals such as Health Education & Behavior, Health Promotion Practice, The American Journal of Public Health & The Nations News, and MMWR.Faculty nameArea of instructionExplanation of currencySteven Fabis, PhDNutritionDr. Fabis maintains currency by reading journal articles from various public health and nutrition journals through PLOS One (Public Library of Science). He also maintains certification as an instructor for the Emergency Care and Safety Institute.Matt Flint, PhDStress Management, Drugs, Social Promotion, Grant Writing, NutritionDr. Flint maintains currency in his areas of instruction by attending local and national conferences such as APHA, UPHA, SOPHE, and the Utah Chapter of SOPHE. He also routinely reads professional journals such as Health Education and Behavior and the American Journal of Health Promotion. He follows certain websites (such as Centers for Disease Control & Prevention, National Institutes of Health and the Utah Department of Health), blogs, newsletters, etc. providing current research and information on the topics he teaches.Sarah Hall, MPA, PhDTheory-Based Approaches to Modifying Health Behaviors, Community Health Ethics, Health and DiversityDr. Hall stays current through her international research (tsunami preparedness in Indonesia, malaria in Ghana, albinism in Tanzania, access to healthcare for Deaf persons in Utah). She has presented and attended colleague's presentations at the American Public Health Association and multidisciplinary geology conferences including in Hawaii and Singapore in the last few years. She stays updated on contemporary ethical issues through participation on the Ethics Advisory Board and learning from guest speakers and panelists at the annual Ethics Awareness Week.Tyson Hatch, MBAMedical TerminologyMr. Hatch continues to educate himself and stay up to date with recent healthcare topics by attending local trainings throughout the state of Utah such as Medical Group Management Association of Utah (UMGMA) meetings discussing local healthcare topics. At times he will also attend a national healthcare conference such as the Medical Group Management Association to keep up on the national healthcare outlook. He is also a member of UMGMA and has subscribed to several professional resources (such as UMGMA, Modern Healthcare, SolutionReach among others) throughout different industry topics. As an administrator in healthcare, he works around doctors on a daily basis which often includes discussions on healthcare and the industry as a whole.Faculty nameArea of instructionExplanation of currencyChristina Homolik, BSNutritionMs. Homolik is a certified Level II Licensed Utah Teacher. She has renewed and maintained her teaching license through continued classroom teaching and attending annual conferences (such as the Society for Health and Physical Educators) and workshops in her area (such as the Health teacher Sex Education Law & Policy course through the Utah State Board of Education). She is also a Certified Nutritionist and Personal Trainer through National Academy of Sports Medicine and has continued to study and practice those certifications. To keep up on current health and nutrition information she reads professional journals such as The Journal of Nutrition and Journal of Nutritional Science.Sue Jackson, PhD, MPHEpidemiology, Body Image and Weight Management Dr. Jackson maintains currency by attending local and national health conferences (SOPHE, APHA), as well as topic-specific conferences on the topics of body image and eating disorders. For Epidemiology, she reviews the Morbidity and Mortality Weekly Report and keeps up to date on infectious diseases and current news stories about disease outbreaks. For the Body Image course, Dr. Jackson has completed numerous trainings (on topics such as Orthorexia Nervosa, Diabetes and Eating Disorders, Ambiguous Loss in the time of COVID-19, Eating Disorders and Type 1 Diabetes, Social Media and the Impact on Body Image) from the Center for Change, a local eating disorder treatment facility and is a Certified Intuitive Eating Counselor. Heidi Jeffs, MS, CLE, CWPMWomen's Health, NutritionMs. Jeffs maintains currency primarily through training (on topics such as screening for post-partum depression, benefits of fluoride in children, trauma stress response and effects on health, intuitive eating, smoking cessation, and more) at her job at the Utah County Health Department in the WIC program. She receives training and relevant presentations in monthly staff meetings and is required to complete at least 20 hours of professional education each year. In addition to the presentations provided at staff meetings, she completes the 20 hours of education through webinars offered through the "Today's Dietician" CE learning library. She also stays current by reading articles on websites such as , Harvardhealth.edu, and .Faculty nameArea of instructionExplanation of currencyLoran Larsen, BSFoundations of Human Nutrition; Nutrition Through the Life CycleMr. Larsen maintains currency in his areas of instruction by attending local and national conferences (e.g. SHAPE America, Utah Association of Emergency Medical Technicians and American Society for Nutrition), working in the field of nutrition/sports nutrition as a nutrition counselor, and reading professional journals such as American Journal of Public Health, Journal of the International Society of Sports Nutrition and the Journal of Nutrition.Merilee Larsen, DrPHFirst Aid, Foundations of Community Health, Human Sexuality, Nutrition Dr. Larsen maintains currency in her areas of instruction by attending local and national conferences (e.g. Utah Public Health Association, Lily Conference) and reading professional journals such as American Journal of Public Health, Journal of Human Sexuality, Journal of School Health, and the Journal of Nutrition.Lynley Murphy, PhDHuman Disease, International Health, Women's Health, Research MethodsDr. Murphy stays current in her areas of interest by attending and/or presenting at local, national and international conferences (e.g., Utah Public Health Association, American Public Health Association, World Congress on Public Health, American Public Health Association, etc.) and reading professional journals such as Health Promotion International, Oxford International Health, International Journal of Women's Health and American Journal of Public Health.Joanne RobinsonNutritionMs. Robinson recently transitioned from a secondary education environment where she kept current by attending school health conferences (such as Mental Health First Aid for Teens), participating in University of Utah’s Opioid Educator workshop and many others. These activities have helped her stay up to date in the areas she teaches. She stays current by reading academic peer reviewed journals related to various topics she teaches (such as substance abuse disorders, nutrition, mental health, etc.). She is scheduled to renew her CHES certification in 2021 and has joined local public health associations such as USOPHE and UPHA)Robert Walsh, PhD, CHESDrugs Society & Behavior, Principles of Community Health, Epidemiology, Human Disease, NutritionDr. Walsh holds licensure, certifications/additional training in Epidemiology, Diseases, Environmental Health, Health Care Administration, and Nursing. Dr. Walsh stays current by membership and attendance at annual American Public Health Association meetings and multiple on-line trainings and refresher courses. In addition, Dr. Walsh provides public health and first aid expertise at a wide variety of Scouts of America and Juvenile Diabetes Research Foundation events. E4. Practitioner Involvement Practitioners are involved in instruction through a variety of methods (e.g., guest lectures, service learning, internships and/or research opportunities). Use of practitioners as instructors in the program, when appropriate, is encouraged, as is use of practitioners as occasional guest lecturers.A list of the activities and methods through which practitioners are involved in instruction in the format of Template E4-1. TEMPLATE E4-1Practitioner nameCredentialsTitleEmployerCourse(s) taught/ Instructional activities providedPatty CrossD.H.Ed, MEd, MCHESHealth Promotion DirectorUtah County Health DepartmentNUTR 2020Eric EdwardsMPA, BS Community Health, MCHESDeputy DirectorUtah County Health DepartmentNUTR 1020Heidi JeffsMS Community Health/Health Promotion, Certified Wellness Program Manager, Certified Lactation Educator, Certificate in GerontologyPublic Health NutritionistUtah County Health Department WIC ProgramNUTR 1020Rodger HarperBA Agribusiness & Business; 25 years of experience in the solid waste industryDistrict ManagerNorth Pointe Solid Waste Special Service DistrictProvides a tour of the North Pointe Solid Waste Special Service District transfer station in HLTH 3450Carlos MagdalenoN/AManagerMCR RecyclingProvides a tour of MCR Recycling in HLTH 3450Giles DemkeAS Design & Drafting; Grade IV Wastewater Treatment CertifiedWastewater Section ManagerOrem City Water ReclamationProvides a tour of the Orem City Water Reclamation Facility in HLTH 3450David HardyGrade IV Certified in Water Treatment & DistributionPlant ManagerDon A. Christiansen Regional Water Treatment PlantProvides a tour of the Don A. Christiansen Regional Water Treatment Plant in HLTH 3450Scott MoonMSDirectorUVU Career Development CenterProvides an overview of the UVU Career Development Center and discusses the importance of networking in HLTH 3230Practitioner nameCredentialsTitleEmployerCourse(s) taught/ Instructional activities providedJim DemaryBS in BusinessDirector of Major GiftsUVU Woodbury School of BusinessDiscusses the importance of networking with potential funders in HLTH 3230Steve AllredMADirectorUVU Department of Emergency ServicesDiscusses the importance of networking with potential employers in HLTH 3230Mikki O'ConnorMSAssistant DeanUVU Woodbury School of BusinessDiscusses the importance of joining and contributing to professional organizations in HLTH 3230Kristie DockstaderMPSAdvisorUVU Department of Public HealthDiscusses the importance of pursuing graduate education in HLTH 3230Katy DollahiteMSCompletions Outreach CoordinatorUVU Registrar's OfficeDiscusses the importance of pursuing graduate education in HLTH 3230In addition to those listed above, our department coordinates with 84 internship site coordinators from a variety of Public Health-related sites (a list of internship sites can be found at ). A few examples are listed below:Trevor CarterBS, CHESProgram DirectorUVU Wellness ProgramsInternship SupervisorJillesa AndersonMS in Exercise Science, Clinical Exercise Physiologist, Functional Movement Screen Certified, Balance & Mobility CertifiedExercise PhysiologistIntermountain Healthcare LiVE Well ProgramInternship SupervisorGarrett HardingBS, Patient Navigator, Certified Tobacco Cessation FacilitatorDirector of Community OutreachHuntsman Cancer InstituteInternship SupervisorE5. Graduate Students - Not Applicable(page intentionally left blank)F1. Financial Resources The program has access to financial resources that are adequate to fulfill its stated mission. Financial support is adequate to sustain all core functions, including offering the required curriculum and other elements necessary to support the program’s ongoing operations.A letter, signed by the administrator(s) responsible for the program at the dean’s level or above, indicating the institutional commitment to the program and to providing the resources required to accomplish the mission, to teach the required curriculum, and to achieve expected student outcomes.The statement of institutional commitment can be found in the ERF under “Statement of Institutional Commitment” in the “F1 – Financial Resources Documentation” folder. A budget table delineating fiscal resources for the program indicating all funding sources to the extent possible in the format of Template F1-1. TEMPLATE F1-1A budget table delineating fiscal resources for the program indicating all funding sources to the extent possible in the format of Template F1-1. Note that Template F1-1 requires the program to define the categories of funding. (Criterion F1)NOTE: Not all categories are applicable to all programs. Add or remove categories as appropriate to your program. If the SBP is in a department or other larger organizational structure, proportional estimates with rationale provided as footnotes is appropriate. Any funding specifically allocated to the SBP (e.g., faculty travel, student support, student organization support) should be included in the table along with estimates.Sources of Funds by Major Category, 2017 to 2022^?Year 1 (2017-18)Year 2 (2018-19)Year 3 (2019-20)Year 4 (2020-21)Year 5 (2021-22)Source of FundsState Appropriation (adj)+$835,863$778,741$763,936$721,802TBDGrants/Contracts*$33,774$5,735$30,352TBDTBDTotal$869,637$784,476$794,288$721,802TBDAddendum to Create "State Appropriation (adj)" Figures% of students in CHE program51%47%46%43%TBD^ Data should be presented by calendar year, academic year, or fiscal year as appropriate--define in header row and in accompanying narrative. Additionally, all data presented should be retrospective, with the current year as Year 5.+ Under Utah law, state funding and tuition authorized in the state budget process are both considered appropriated revenue.* Since the preliminary self-study is due in March 2021, AY 2020-21 Grants/Contracts data isn't available prior to submission; Data will be included in the final self-study submission due in September 2021A narrative explanation of the data in Template F1-1 and a discussion of any recent or planned future changes in fiscal resources.The funds presented in Template F1-1 represent the state appropriation funds and grants used to fund the Public Health Department over the past five academic years. The Utah State Legislature determines the state appropriation for UVU. UVU administration then determines the amount to be designated for each college and the college then determines the amount to be designated for each department. “State Appropriation” figures are only available from UVU as total numbers for the Public Health department, rather than specifically for each program. Consequently, it is impossible to obtain a 100% accurate amount supporting the Public Health program. However, we are able to calculate the percentage of students in the Public Health program when compared to the total number of students in all three programs in the department. Applying those percentages to the “State Appropriation” funds, we are able to provide an approximation of how much was used to support the Public Health program each year. Those percentages are presented in the “Addendum to Create ‘State Appropriation (adj)’ Figures” section of Template F1-1 presented above, and the adjusted state appropriate figures are represented under “State Appropriation (adj).” At UVU, there are several awards or grants faculty can write to receive additional funding toward their professional development, travel to conferences, research materials, etc. Due to the variety of grant funding received over the past 5 years, it would not be appropriate to apply the student percentages to the “Grants/Contracts” figures. Consequently, the figures presented in the “Grants/Contracts” categories above are totals for all faculty who teach in the Public Health program.As presented in Template F1-1, funding for the Public Health program has remained consistent (with only minor variances) over the past four years. Future financial plans do not include any significant increases or decreases unless unforeseen circumstances arise (e.g. financial effects related to COVID-19, financial decisions by the Utah State Legislature, etc.).F2. Physical Resources The program has access to physical resources that are adequate to fulfill its stated mission. Physical resources are adequate to sustain all core functions, including offering the required curriculum and other elements necessary to support the program’s ongoing operations.A description of the physical space available for faculty offices, program classrooms, and student meetings or study groups.The Department of Public Health is housed in the Health Professions Building on the UVU West Campus. Located directly across the freeway from the UVU main campus and connected to the main campus by a pedestrian bridge, the West Campus is highly accessible to Public Health students. The office suite where the department and program reside consists of 15 private offices (one for the college internship coordinator, two for the department advisors, 12 for department faculty, and one for the department administrative assistant), one copy/break room, one storage room, two restrooms, one conference room with seating for 25, and an open office space where the Administrative Assistant works. The Health Professions Building also includes six classrooms where the department has priority scheduling privileges (plus the ability to utilize other departments’ classrooms when available), a computer lab/classroom shared with the Nursing Department and a long hallway lined with comfortable chairs and tables to facilitate student meetings and study groups (students are also welcome to utilize the above-mentioned conference room for studying when nothing is scheduled in that room at that time).F3. Academic and Career Support ResourcesThe academic support services available to the program are sufficient to accomplish the mission and to achieve expected student outcomes. Academic support services include, at a minimum, the following: computing and technology services library servicesdistance education support, if applicablecareer servicesother student support services (e.g., writing center, disability support services), if they are particularly relevant to the public health programA description of the program’s academic support resources, including each of the following areas. Focus the discussion on the resources that are intended for and/or supportive of the program and its students in particular and indicate who is responsible for each service (e.g., the institution, the college, the program, etc.). Present the response in the format of Template F3-1. TEMPLATE F3-1A description of the program’s academic support resources, including each of the following areas. Focus the discussion on the resources that are intended for and/or supportive of the program and its students in particular and indicate who is responsible for each service (e.g., the institution, the college, the program, etc.). (Criterion F3)Academic Support ResourceResponsible PartyDescriptiona) computing and technology servicesUtah Valley University (the institution) and the College of Health and Public ServiceThe UVU Office of Information Technology houses a) the UVU Service Desk providing students, faculty and staff with technology troubleshooting services, and b) Informational Technology Services providing faculty and staff with assistance regarding Canvas/MyUVU/network/email access, equipment requests, and communications. UVU-approved requests are delegated to the college-level Information Technology representative who then performs the requested work. Additionally, UVU has implemented 24-hour Canvas support services. Additionally, the UVU West Campus contains a computer lab with the SPSS statistical analysis software required in the HLTH 3750 (Biostatistics) course.b) library servicesUtah Valley University (the institution)Besides housing UVU's book collection, the Fulton Library provides audio/video/photography equipment, interlibrary loan, a computer lab, and study rooms for students, faculty and staff. Library staff (and more specifically a subject librarian dedicated to health) provide research assistance to students, faculty and staff and offer in-class presentations to familiarize students with services offered.c) distance education support, if applicableNot ApplicableNot ApplicableAcademic Support ResourceResponsible PartyDescriptiond) career servicesUtah Valley University (the institution)The UVU Career Development Center (CDC) helps students a) learn about themselves through a quick assessment tool, b) become aware of career options, c) prepare for their chosen career, and d) take action to land their first career position. The UVU CDC organizes career fairs, reviews resumes, conducts mock interviews, coordinates career-related workshops, provides connections to potential employers, and more!e) other student support services (e.g., writing center, disability support services), if they are particularly relevant to the public health programUtah Valley University (the institution)1. The UVU Fugal Writing Center supports the writing goals of students, faculty and staff by providing flexible programs and resources tailored to the needs of diverse writers from all disciplines, aiding their access to a range of academic and non-academic literacies. They fulfill this mission by assisting with current writing projects and building skills for future writing projects. 2. The Math Lab engages with students in the learning process to reinforce mathematical reasoning and problem solving skills as a way of cultivating an understanding of their academic coursework and the world around them. Employees support all students in ways that facilitate self-discovery and build confidence in their mathematical pursuits. The Math Lab is utilized for epidemiology and biostatistics assistance.(page intentionally left blank)G1. Academic Advising Students are advised by program faculty (as defined in Criterion D) or qualified program staff beginning no later than the semester (quarter, trimester, term, etc.) during which students begin coursework in the major and continuing through program completion.A narrative description of the institution’s system for undergraduate academic advising.The advising philosophy at UVU is to have a proactive, data-informed, technology-enhanced, caseload advising approach where advisors work to facilitate holistic student development and success while providing students an equal, consistent and quality experience. Advisors at UVU are professionals engaged in a teaching and learning process focused on student success and completion. Advisors partner with students; serving as advocates, counselor, teachers, and mentors to assist them in their individual goals. In collaboration with the campus community, advisors apply a personalized, seamless, and intentional approach, through proactive, data-informed, and technology enhanced practices.The UVU First-Year Advising Center (FAC) is designed to help incoming students with all aspects of a successful transition into the university community. Each student is assigned an academic advisor through the UVU admissions process and continues to meet with that advisor until they reach a total of 30 credit hours AND complete ENGL 1010, ENGL 2010, the required Quantitative Literacy courses, and two semesters in attendance at UVU. During their time with the FAC, the FAC advisor helps students lay the foundations of a coherent educational plan addressing their unique abilities, aspirations, interests, and values. The first-year academic advisor is dedicated to supporting students and acts as an advocate for the students.After a student meets the requirements listed above, he/she will transition to the department advisors (typically two per department at UVU). Students in the Public Health program will see an advisor based on their last name (as outlined below). A description of the program’s provision of academic advising, including the following:Assignment of advisorsProgram advisors are assigned by alphabetical split for Public Health students. Kristie Dockstader assists Public Health and Healthcare Administration students with last names A-F and all students in the School Health and UVU Dental Hygiene programs. Jennie Olson assists Public Health and Healthcare Administration students with last names G-Z and all UVU Respiratory Therapy students.Training and responsibilities of advisorsAll new academic advisors are required to meet the requirements for Advisor Certification. This includes:Completion of an online training (consisting of about 20 hours)Attendance of 20 hours of in-person new advisor training offered through the Office of University AdvisingCompletion of a minimum of 8 advisor observationsBe observed quarterly by the Advising DirectorBe observed by a current certified advisor.In addition to the University-wide training, advisors will receive department- and college-specific training provided by the CHPS Advising Director. After completing initial certification, advisors must maintain advisor certification yearly for the first three years, then every year after that. Continuing advisors must maintain advisor certification by:Attending 20 hours of Advisor Educational Units (additional training, service, projects)Be observed by a certified advisor and Advising DirectorObserve another advisor outside of the College of Health and Public ServiceUnder the direction of the College of Health and Public Service Director of Academic Advising and Student Success, advisors participate in the delivery of academic advising services and programs promoting successful degree completion for all students. They are responsible for an advising caseload meeting the academic advising needs of individuals or groups of students. They monitor analytics informing student success and provide strategic outreach to enable degree completion.The advisors who serve in the Department of Public Health are extremely integrated within the department. Although technically employed and supervised by the Dean’s office, the advisors serve on department committees and are located within the same office suite as all other Public Health department faculty and staff. They provide constant open communication to serve students’ needs.Policies and procedures related to advising Students are encouraged to schedule an appointment with an advisor rather than rely on the ability to walk in and meet with them. When students arrive for their appointment, they check in via an iPad which sends a message to the advisor informing them of the student waiting so they can access the student’s records before bringing him/her into their office. Since the UVU First-Year Advising Center provides advisement during a student’s first year of school, Public Health program advisors on average meet with each student 6-9 times before he/she graduates.Advisors are encouraged to meet with students on a regular basis (usually once per semester) and must maintain a professional relationship with students, focused on their education, and must be able to assist in registration, degree/career planning, etc.The following policies (located in the ERF) include information regarding the advising process:G1 – Academic Advising folder – “Undergraduate Admissions and Enrollment, UVU P&P,” page 3, section 5.1G1 – Academic Advising folder – “Undergraduate Academic Standards, UVU P&P,” page 2, sections 3.9, 3.10, 5.2.1; page 3, sections 5.3.1, 5.4.1, 5.5.1, 5.5.2; page 4, sections 5.7.1, 5.9.1G1 – Academic Advising folder – “Course Enrollment, CHPS S&P,” page 1, section 3AG1 – Academic Advising folder – “Approval to Exceed 20 Credits, CHPS S&P,” page 1, section 2; page 2, section 3G1 – Academic Advising folder – “Academic Standards & Dispute Resolution, CHPS S&P,” page 1, section 2E; page 2, section 3B; Process for changing advisors Although students are assigned to an advisor by their last name, students may meet with either advisor within the Public Health program. Currently there is no formal way to “change” advisors within the system, but informally the student has the option to see a different advisor.Rules for frequency of contact with advisorsThere is no formal university- or college-level rule for the frequency of contact with students. Advisors are required to proactively outreach to students using department- or college-wide campaigns. Advisors utilize email, Facebook and Instagram many times per year to inform students of upcoming events and important deadlines (e.g. registration dates, withdrawal deadlines, etc.) as well as encouraging them to set up an appointment and visit with a program advisor. Advisors are encouraged to meet with students at least once a semester, but there is no formal requirement for frequency of contact.G2. Faculty Involvement in Public Health Career Advising Students are advised by program faculty (as defined in Criterion D) about public health-specific career options beginning no later than the semester (quarter, trimester, term, etc.) during which students begin coursework in the major and continuing through program completion.A description of the program’s provision of career advising, including the following:Assignment of advisorsCareer counseling occurs on a formal and informal basis. Students who express an interest in career advisement to faculty and staff are referred to a faculty member (to be contacted via email or in-person) who teaches and/or conducts research in that area and faculty discuss career options with students at various points during their academic career. Students are not formally “assigned” to a faculty member. The UVU Career Development Center (CDC; ) helps students find jobs, hosts job fairs and events, career counseling, resume/cover letter reviews, and mock interview assistance. The CDC utilizes Handshake () and provides all students access to use when looking for internships and job opportunities. Each year, the university coordinates a health professions career fair held at the Health Professions building. During this time, employers from across the region set up tables and recruit students. The health fair is widely publicized, and faculty encourage students to attend. Additionally, the HLTH 3230 (Professional Preparation) course devotes time to professional preparation (interviewing skills, resume writing, etc.) and occupational/career choices in public health. Training and responsibilities of advisorsFaculty members do not receive specific training regarding the provision of career advisement. Following contact from a student, faculty are responsible for meeting with that student to determine his/her areas of interest and provide guidance on how to best prepare for a career in that area.Policies and procedures related to advising Since faculty provision of career advisement is an informal process, no formal policy guiding this process currently exists. Students may be referred to the UVU CDC for additional career advisement. Using a comprehensive career counseling model (versus a liaison model), the CDC “promotes individual career success and employment potential for students and alumni” (excerpt from the mission statement). This model allows for students to see any career counselor, regardless of major, decreasing student wait time. The CDC also coordinates a Career Lab where students can drop in and obtain assistance with basic career development needs.Students who wish to meet with a career counselor at the CDC are asked to schedule an appointment via the UVU CDC website (). The HLTH 3230 (Professional Development) course includes class discussions about preparing students for their professional (and personal) futures. Discussions focus on resumes, cover letters, thank you notes, interviewing, LinkedIn profiles, professional portfolios, job applications, networking, the importance of professional development, graduate school, professional organizations, crucial conversations, and inclusion and diversity. The instructor also offers one-on-one consultations with each student to review and edit their resume, provide advice and suggestions, conduct a mock interview and help with a cover letter.Process for changing advisors Since the career advisement process is informal, each student is free to contact and meet with another faculty member if he/she determines another faculty member would be better suited to provide career advising.Rules for frequency of contact with advisorsFaculty are expected to meet with students as needed and initiated by the student.G3. Student Satisfaction with AdvisingThe program regularly tracks and regularly reviews quantitative and qualitative data on student satisfaction with advising. The program uses methods that produce specific, actionable data; for example, data must sufficiently differentiate between faculty and staff advising roles, if applicable. The program does not rely exclusively on institution- or unit-collected data, unless those data are sufficiently detailed and descriptive.A brief narrative summary and presentation of summary statistics on student satisfaction with advising for the last three years.After a student meets with a staff advisor (via phone or in-person) they receive a “post-appointment survey.” This is an automatically-generated survey and is based on the advisor dashboard system.The following data is from the 2018, 2019 & 2020 calendar years (when reports summarizing this data are run, they use calendar years instead of academic years). Consequently, the data cannot be tabulated by academic year.Rebecca (Becca) Brimhall and Kristie Dockstader served as the program advisors during the 2018 calendar year. In 2019, Kristie continued her role as a program advisor while Jennie Olson moved from the Department of Computer Science to replace Becca Brimhall. The data below includes Becca’s data from 2018, Jennie’s data from 2019, and Kristie’s data from 2018 & 2019. 2020 data will be included in the final self-study submission.Advisor Evaluation – January 1 through December 31, 2018 (Advisor: Becca Brimhall)QuestionStrongly DisagreeDisagreeNeutralAgreeStrongly AgreeMy advisor was approachable15.3%0%0%8.3%76.4%My advisor was friendly13.9%1.4%0%5.6%79.2%My advisor was helpful13.9%1.4%1.4%6.9%76.4%My advisor was knowledgeable13.9%2.8%0%9.7%73.6%My advisor was respectful13.9%0%1.4%8.3%76.4%My advisor was an effective listener14.0%0%1.4%9.9%74.7%My advisor was prepared13.9%1.4%0%11.1%73.6%My advisor was able to refer me to additional resources (if needed)13.9%0%2.8%6.9%76.4%My advisor answered my questions, or if they did not know the answer, they made a strong effort to help me find the answer4.2%0%0%9.7%86.1%My advisor helped me understand and/or make connections to career options for my academic interests0%0%6.4%27.0%66.7%YesNoWas your advisor available in a reasonable amount of time?100%0%CommentsBecca is always willing to help and go the "extra" mile. She has a calming demeanor and cares.Becca is a wonderful advisor! She is always as accommodating as possible and keeps me on track for what I need to do. She's the best!Becca is an amazing advisor! She has been my advisor for several years now, and I have had wonderful interactions with her. She has always been kind, approachable, and willing to help with anything that I needed.I love going to visit with my adviser when I have a question or concern! Becca is always willing to help me! She is friendly and polite to everyone and never gets annoyed with my questions! She is a great adviser and always so helpful!What I most like about my advisor is that she works with me toward my goals. She doesn't input her opinions on how I should go about my academic career, but rather provides insights and seeks resources to help me move in the direction that I have decided to go. I like that she is personable and seems to care about me as a person and not just a student. It is always an enjoyable experience when I walk into her office and sit down. I feel that we spend the time wisely and I it usually takes less time to get the answers I need, which I appreciate her respecting both of our time.Rebecca made me feel so much better about going back to school! she took her time to explain everything and answer all my questions. She made going back to school so much less scary.My adviser is Becca! She is amazing! Every time I go to see her about my schedule or classes, she is very helpful and helps me recognize all my options! She is easy to talk to and very nice, she also helps me plan my semesters in an effective way. She's the best!Advisor Evaluation – January 1 through December 31, 2019 (Advisor: Jennie Olson)QuestionStrongly DisagreeDisagreeNeutralAgreeStrongly AgreeMy advisor was approachable4.4%0%0%4.4%91.3%My advisor was friendly4.4%0%0%4.4%91.3%My advisor was helpful4.4%0%0%4.4%91.3%My advisor was knowledgeable4.4%0%0%4.4%91.3%My advisor was respectful4.4%0%0%4.4%91.3%My advisor was an effective listener4.4%0%0%4.4%91.3%My advisor was prepared4.4%0%0%8.7%87.0%My advisor was able to refer me to additional resources (if needed)4.4%0%0%4.4%91.3%My advisor answered my questions, or if they did not know the answer, they made a strong effort to help me find the answer0%0%0%4.4%95.7%YesNoWas your advisor available in a reasonable amount of time?100%0%CommentsFantastic!The service was very helpful to understand my academic path.Jennie was incredible with helping me. You can tell she cares about students and their success.It was a great experience overall. I received all the information I was looking for and more. Now a have a clear path on what needs to be done to get my degree on time.Jennie was amazing! She helped me with the difficult needs that I had and when she didn’t know where to proceed with one last step she asked for help and we were able to create the academic plan that I needed. She expressed how she loves doing her job for that very reason. She is the best counselor at UVU.Advisor Evaluation – January 1 through December 31, 2018 (Advisor: Kristie Dockstader)QuestionStrongly DisagreeDisagreeNeutralAgreeStrongly AgreeMy advisor was approachable3.9%1.6%0%9.5%85.0%My advisor was friendly4.0%0.8%0%7.9%87.3%My advisor was helpful3.9%1.6%0.8%8.7%85.0%My advisor was knowledgeable4.0%1.6%0.8%11.9%81.8%My advisor was respectful4.0%0.8%0%9.5%85.7%My advisor was an effective listener4.0%1.6%0.8%7.9%85.7%My advisor was prepared3.9%1.6%2.4%10.2%81.2%My advisor was able to refer me to additional resources (if needed)4.0%1.6%4.8%11.2%78.4%My advisor answered my questions, or if they did not know the answer, they made a strong effort to help me find the answer2.4%0.8%0.8%6.4%89.7%My advisor helped me understand and/or make connections to career options for my academic interests1.0%1.9%2.9%17.1%77.1%YesNoWas your advisor available in a reasonable amount of time?100%0%CommentsKirstie is always such great help. She answers all my questions for me each time I have visited with her and is always so kind.I am always pleased with how willing Kristie is to help me with my struggles. I have felt her encouragement and motivation to finish school every time I have gone in and talked to her.Kristie Dockstader is so helpful! If she doesn't know an answer, she will tell me where to go to get the answers I need. She knows me and knows my situation and I can tell she actively thinks about how to help me. It has been wonderful working with her. Everyone at UVU has been great!Kristie has always been so nice and helpful. She has to make several overrides on my plan and she always has them done within the day so I can register for classes! Best advisor I have probably ever had.I sincerely appreciate my academic adviser, Kristie Dockstader. She has been so helpful. She always responds to my questions and requests in a way that has made me feel important. She seems to truly care about my experience at UVU and specifically me and my future. She has embodied what I LOVE about UVU- and that is the welcoming attitude of the administration that higher education is for everyone! My experience has been wonderful!Kristie is wonderful! I appreciate all her help!Advisor Evaluation – January 1 through December 31, 2019 (Advisor: Kristie Dockstader)QuestionStrongly DisagreeDisagreeNeutralAgreeStrongly AgreeMy advisor was approachable2.6%0%1.3%7.9%88.2%My advisor was friendly1.3%0%1.3%10.5%86.8%My advisor was helpful2.6%1.3%1.3%11.7%83.1%My advisor was knowledgeable1.3%0%2.6%14.3%81.8%My advisor was respectful1.3%1.3%1.3%10.4%85.7%My advisor was an effective listener1.3%1.3%1.3%11.7%84.4%My advisor was prepared1.3%2.6%1.3%13.0%81.8%My advisor was able to refer me to additional resources (if needed)1.3%1.3%3.9%9.1%84.4%My advisor answered my questions, or if they did not know the answer, they made a strong effort to help me find the answer2.8%2.8%1.4%11.1%81.9%My advisor helped me understand and/or make connections to career options for my academic interests0%4.4%2.9%32.4%60.3%YesNoWas your advisor available in a reasonable amount of time?98.7%1.3%CommentsKristie Dockstader has been great! She is very informative, and honest. She gets excited and makes me excited too for this next journey.Kristie is a wonderful advisor. She is always willing to go above and beyond to help me when I need it. She is always accessible to me and is always both friendly and knowledgeable.I loved working with Kristie! She was very knowledgeable and knew how to help me with my future.Kristi has helped me so much during my time at UVU! She is the best!Kristie is a lifesaver! She has helped me so much getting my BA all figured out.My advisor is wonderful, she is always well prepared, she knows about my major, my classes and make good recommendations to help me beyond point with what I need.Kristie is absolutely amazing! She in my opinion is one of the few people who makes a real difference for this program! She always returns phone calls or emails if I have a question and she is always kind, professional, and goes above and beyond to help with anything needed in a very timely manner! I was supposed to switch advisors for the third time per the community health departments request and I was not about to do so. The community health department or UVU can't seem to get things together in terms of advisors and now that I have an amazing and knowledgeable advisor, I'm sticking with her. She's phenomenal and deserves recognition for everything she does!A description of the methods used for collecting and analyzing data on student satisfaction with advising. The description must identify the parties responsible for collecting and analyzing data. Until the spring 2020 semester, the only process for collecting and analyzing data on student satisfaction with advising was a post-appointment survey received by the student via email after they had met with an advisor. This survey (and collected data) is maintained (and analyzed) by the UVU Office of University Advising. Beginning in the Spring 2020 semester, the HLTH 4950 (Senior Capstone) class will include an Exit Survey assignment where students will be surveyed regarding their experiences with the advisors. A copy of this survey is in the ERF in the “C4 – Stakeholder Feedback Documentation” folder.If applicable, a discussion of limitations of the current data that are based on data collection methodology.There are a few limitations regarding this data:The post-appointment survey is sent to students who meet with any advisor but is reported on the declared advisors report. In other words, if a student has declared the Public Health major and is assigned to Jennie Olson but meets with any other advisor on campus or in the department, results will show up on Jennie’s report. This leads to a potential inaccurate representation of the data.Students who meet with an advisor face-to-face or via telephone receive the survey while students who interact through email do not. After each meeting, the advisor enters information regarding the meeting into the Banner Dashboard system, which then automatically sends students a post-appointment survey. However, the system is set up to only send the surveys to students who have a face-to-face or telephone meeting.There is no way to break data down by a specific date range other than calendar year. We cannot identify survey results from a specific start date for one advisor who recently started advising within the program. We can only obtain all data for a calendar year (which does not lead to specific student satisfaction). For example, Jennie Olson began advising for the Public Health program on March 1, 2019, but served as an advisor for the Computer Science program prior to that date so a report of her 2019 post-appointment survey results includes her interactions with students in both programs, not just those in the Public Health program.If applicable, a description of specific plans (with timelines) to improve the accuracy of data. The UVU Office of University Advising is aware of the issues regarding the current post-appointment survey. A committee has been established to identify ways to improve the survey and the questions asked. No specific timeline has been established for resolving these university-wide issues. As mentioned in #2 above, beginning in the Spring 2020 semester, the HLTH 4950 (Senior Capstone) class will include an Exit Survey assignment where students will be surveyed regarding their experiences with the advisors.If applicable, specific plans for improvement in provision of advising, based on the data collected.There are no current plans for improvement in the provision of advising. Improvement plans will be based on feedback received from the Exit Survey beginning in Spring 2020.(page intentionally left blank)H1. Diversity and Inclusion The program demonstrates a commitment to diversity and inclusion.A narrative description of the ways in which the program ensures that students have skills for recognizing and adapting to cultural differences in the public health context. The description must address the following: Assurance that students are exposed to faculty, staff, preceptors, guest lecturers and community agencies reflective of the diversity in their communitiesThe following is a description of how students are exposed to diverse people and agencies. Superscript numbers correspond to the supporting documentation listed in section 2 below.Most of the diversity exposure within the Public Health program occurs in the HLTH 440G (Diversity and Health) and HLTH 350G (International Health) courses. Students are required to take one of these courses in order to graduate and many choose to take the other as an elective. The following is a description of how these two courses expose students to diversity issues.HLTH 440G (Diversity and Health) – This course includes the guest speakers representing the following populations:1Disabled Persons – Dan Leslie is a lawyer and a quadriplegic. He shares his struggles with this disability and how he overcame them to graduate from law school.Deaf Persons – Drs. Michael Ballard and Dan Mathis are professors in the Deaf Studies department at UVU and are Deaf themselves. Additionally, Janelle Nielson and Jared Allebest visit on the same day as Drs. Ballard and Mathis. Janelle Nielsen is a massage therapist who is also Deaf. She is involved with activist efforts including increasing access to quality healthcare for Deaf persons. She is involved as a leader in the Utah Deaf Hospital Rights group. Jared Allebest is a hard-of-hearing lawyer and activist for persons with disabilities specializing in Deaf rights. The four of them talk about etiquette when interacting with Deaf persons, needs of Deaf persons?in medicine, Deaf tax, etc.Muslim Persons?– Sharouq and Maysa are Muslims who live in Utah County. They are passionate about helping the community understand their religion and culture. They talk about the?interconnectedness of religious beliefs with physical and mental health. They also discuss common problems related to discrimination Muslim persons are facing in America in the current political environment. Veterans?– Kent Hickson is a veteran currently suffering from PTSD. He is also a masters student studying PTSD and veterans. He talks about how PTSD is developed, the culture of?veterans, and how to interact with veterans in the health field.Black Americans?– Dr. LaShawn Williams is a Black woman in the Social Work department at UVU who specializes in the experiences of Black LDS families and Candida Tolentino is a local Black motivational speaker and author. She currently leads community discussions around issues of race and current events in the United States. One or both of them speak to current events, microaggressions, the current political climate and racial battle fatigue. Native Americans?– Dr. Dusty Jansen is a Native American in the UVU American Indian Studies Department. He discusses health disparities facing Native Americans, discrimination, and harmful?policy. LGBTQ+ –?A panel of LGBTQ+ speakers come in to speak to the class about their experiences, some of which include loss of relationships and suicide ideation related to their sexual?orientation. The speakers represent a variety of experiences: a gay man married to a man (Thomas Call), a never-married gay man who does not plan to marry (Dean Stonehocker), a gay man married to a woman (Travas Steward), a bisexual biologically female individual?that does not identify as any particular gender (Tess Elise), and a gay woman married to a man (Jena Peterson). Sex Trafficking Survivors –?Adrienne speaks about her experience growing up in Orem and as a teenager and starting to date a man in his 30s who ended up being a sex trafficker. She talks?about the psychological manipulation he used to keep her in trafficking. She discusses the violence she experienced in sex trafficking, the lack of convictions of sex traffickers in Utah, and other issues. She also discusses her history of sexual abuse and?drug addiction. She talks about signs medical professionals should look for and how to deal with suspected trafficking situations in the medical setting. Immigrants – Jennifer Gonzales is Mexican-American and founded a nonprofit called Torchlight Legal. She works with immigrants and speaks about issues faced by this population.Refugees –?Amani Kitonzi and Leonard Bagalwa. Leonard and Amani are both refugees from Congo. Amani spent fourteen years in Uganda and the past nine years in the United States.Latina/Latino Cultural Health – Dr. Leandra H. Hernandez (Ph.D., Texas A&M University) enjoys teaching health communication, gender studies, and media studies courses. She utilizes Chicana feminist & qualitative approaches to explore Latina/o/x cultural health experiences, Latina/o/x journalism and media representations, and reproductive justice and gendered violence contexts. Her teaching philosophy is informed by social justice approaches, and she is passionate about mentoring undergraduate students through diverse and inclusive research projects.Rural Population – Dr. Stevie Munz is an assistant professor in the Department of Communication at Utah Valley University. Her research program focuses on exploring the cultural experiences of identity, power, politics, and gender. In particular, she is concerned with how human beings understand and communicate these relational, political, and social experiences. She pursues her scholarly interests along two different, but related, lines of research that examine identity in the contexts of classrooms and small-town communities. To accomplish her research endeavors, she draws on intercultural, identity, and instructional communication literature as well as, utilizes narrative, ethnographic, and oral history interviewing practices. Her current projects include essays examining women's educational experiences, farm women's labor on family farms, and she's beginning to think about gender and industrialization on family farms.Additionally, the course includes guest speakers from a variety of community agencies to address the following topics:1Anxiety and Depression in Teens?– Michaelann Bradley works with United Way of Utah County. Specifically, she is over an intervention seeking to help parents, teachers, and healthcare?professionals understand the needs of teens who have anxiety and depression. She uses several real-life case studies of teens she has worked with and poses the scenario of how the teen is behaving. She then asks the class about assumptions we would make about the?teen while observing the behavior. She then tells us what was going on in the teen’s life outside of the observable behavior. Aging Populations and Dementia?– Kristy Russell is the Alzheimer’s Resource Specialist at the Utah Department of Health. She was also a caretaker for her grandmother, who suffered from?dementia. She discusses the physical progression of dementia and talks about the best way to interact with someone suffering from dementia in various situations. Low Income Populations in Utah?– Bill Hulterstrom is the CEO of United Way of Utah County. He talks about United Way’s experience working with low-income populations including problems with well-meaning people in programs like Sub for Santa. He gives real-life?feedback about what to do and what not to do when “helping” persons in low income settings. Homelessness –?Heather Hogue works for the homeless program for United Way of Utah County. She tells the class about successes and challenges and speaks about the women’s shelter and domestic?violence. Drug Addiction – Sharee Synder discusses her experiences with her late husband's drug addiction and ultimate death from drug overdose, as well as her work with persons suffering from addiction during her internship. Finally, students are required to volunteer with a community agency/organization focused on people outside their own group.2 Some of the partner organizations include:Special OlympicsKids on the Move (kids with developmental delays) Utah Pride Center (LGBTQ+) Spectrum Academy (autistic kids) Cascade Elementary School STAR program (ESL kids) Circles (low income families) Project Homeless Connect (homeless) Huntsman World Senior Games (senior citizens event in the fall) UVU English Conversation Club (English conversations with ESL) Now I Can (kids with cerebral palsy and other disabilities) Refugee and Immigrant Center:?Tutoring refugees to help them with U.S. citizenship interviews and?tests. Goals for Girls:?Promoting confidence through sports camps in India and South Africa; refugee soccer?camps in the U.S. Students have volunteered at U.S. soccer camps with refugees. Encircle (LGBTQ+) Center for Women and Children in Crisis? Centro Hispano NAMI (mental illness) Center for Change (eating disorders) Chainbreakers (addiction) Kids on the Move Care Cuts (haircuts and other services for refugees) HLTH 350G (International Health) – This course includes requirements for students to watch and write a reaction paper regarding the following documentaries:3Water First – This documentary addresses the global water and sanitation crisis, including how the world’s poorest people implement and sustain community-managed projects integrating clean water supply, toilets, and hygiene education. It uses water as an example of an introduction of 8 out of the 17 Sustainable Development Goals. These goals, set by the United Nations General Assembly, provide a blueprint to achieve a better and more sustainable future for all by 2030.Ebola Virus: The Plague Fighters – This documentary discusses the outbreak of the highly infectious and deadly Ebola virus when it swept through a remote region of Kikwit, in Zaire, Africa. It shows unprecedented coverage of this grim epidemic and the international medical and research response teams that battled against one of the world’s most lethal diseases. This program documents the medical researchers and scientists as they work to contain the outbreak, prevent further villagers from contracting the disease, and locate the origin of the virus.Hotel Rwanda – This is the true story of one man’s brave stance against the inhumanity and savagery that occurred during the 1994 Rwandan Genocide where over 1,000,000 people were slaughtered.Female-Related Documentary – Students choose a female-related documentary to watch and write about. Potential documentaries include “One Child Nation,” “Born into Brothels,” “The Day My God Died,” and “Anonymously Yours.” These are true stories of young girls who were individually kidnapped, drugged or somehow trafficked into a brothel and forced to work in the ugly world of prostitution.Parasites: Eating Us Alive – This documentary examines three major categories of parasites: protozoa, metazoan, and arthropods. Students learn about some of the most common microscopic, single-celled organisms that cause diseases like Malaria, which kills millions of people annually. The documentary takes students through the fascinating tour of worms that live in the human host and have incredible life cycles and survival skills. Prevention of these potentially deadly parasites and treatments are explored.A Closer Walk – This documentary provides an inclusive, detailed portrayal of humankind’s confrontation with the global AIDS epidemic. The film explores the intricate relationship between health, dignity, and human rights, and shows how the harsh realities of AIDS in the world are an expression of the way the world really is today. It includes interviews with all walks of life combined with stories of children, women and men living with AIDS on multiple continents.Additionally, this course is designated as a service-learning course, so students must find and serve an organization for 20 hours throughout the semester and the service must benefit the international community. Over the past few years students have collaborated with the following organizations: Days for Girls, CHOICE Humanitarian, Utah Refugee Connection, Dolls for Romania, Miracle Foundation, Deseret International, Sleep in Heavenly Peace, Catholic Community Services, and CHASQUE Humanitarian.4Research and/or community engagementSeveral faculty members within the Public Health program involve students in research and community engagement to teach and promote skills for recognizing and adapting to cultural differences. These activities are listed below:Dr. James Bemel coordinates a yearly trip to the UVU Capitol Reef Field Station (uvu.edu/crfs) involving 6-16 students per year over the past seven years. The field station is in a rural part of Utah and students conduct 2-3 health fairs for the local population, providing blood pressure, glucose, body composition, and cholesterol assessments as well as public health information on topics such as sleep, stress, and vaccination. Representatives from the Huntsman Cancer Institute (healthcare.utah.edu/huntsmancancerinstitute) usually join the group, providing cancer prevention and early detection information to attendees.5Dr. Lynley Murphy developed and ran a Service-Learning Study Abroad to Ghana, Africa five times (2004, 2005, 2007, 2009 & 2011) to collect data on HIV/AIDS prevention and the program Overcoming AIDS. Each trip has included 11 to 15 students for 5 to 7 weeks per trip in the summers. She is planning a return trip with students to survey residents who were included as research subjects during her previous trips.6,7,8,9,10 Dr. Sarah Hall also visited Ghana, taking six students on a study abroad program.11Dr. Sarah Hall has included one Public Health student and one Social Work student in her studies on tsunami preparedness in Indonesia (Java, Bali, Lombok, and Sumba). Data collection occurred over the course of two summers for six weeks each (12 weeks total). Students worked full-time with Dr. Hall, two Indonesian professors, and Indonesian geology students to develop and conduct educational seminars on tsunami preparedness in local schools, communities, and businesses. They taught over 5,000 people. The trips resulted in two published papers on tsunami preparedness with a third under review. Dr. Hall and one of the students traveled to New York City to present findings at the United Nations Commission on the Status of Women conference along with sociology professor Dr. Debjani Chakrabarti and her student, where they interacted with individuals from all over the world including a meeting with the Ambassador of Botswana.12,13,14Dr. Sarah Hall is currently working with Dr. Ballard (a Deaf professor from the Deaf Studies Department at UVU) to conduct five focus groups on barriers to healthcare for Deaf and hard-of-hearing individuals. Four student interns are participating in the study (one from public health, one from nursing, and two from the ASL interpreting program). The study has obtained $6,000 in grant funding, IRB approval, and study participant recruitment has begun. The first focus group is expected to be February 2021.15,16In addition to her work with Dr. Ballard, Dr. Hall coordinated a “deaf panel” event attended by over 150 students.17Drs. Matt Flint and Brian Barthel traveled to China with ten students where they were exposed to various health services provided in Shandong province. The group visited mental health facilities and schools for those with disabilities. The students provided presentations to public health students at universities in Beijing and Jinan and had a two-hour meeting with the director of the province Centers for Disease Control. The group also toured their CDC and herbal medicine farms and experienced traditional Chinese meals with individual families.18Dr. Flint has also taken several Public Health students to the Huntsman World Senior Games where they were trained and staffed stations over a period of 3-4 days where athletes could receive assessments related to BMI, Vo2 max, balance, grip strength, hearing, blood pressure, etc. His first trip included one student and his second trip included two students with all travel-related costs funded via grant.19Dr. Lynley Murphy coordinated several trips to Peru to present at the Current Topics in Public Health conference. There, she partnered with 3 local hospital physicians, nurses, and staff as well as the Ministries of Health for Cusco, Peru to present at a medical school and public health department on a variety of topics such as HIV/AIDS education and prevention, critical thinking and using Oral Rehydration Therapy to prevent death from common causes of dehydration..20,21 The trips included an average of 4 faculty and a 3-6 students. She desires to coordinate a larger trip with more students.Dr. Brian Barthel took a group of three students to rural communities outside Phnom Penh in Cambodia where adequate sanitation resources were lacking. The students arranged funding to install eight latrines, eight handwashing stations and ten water filtration systems. The students also distributed 230 Days for Girls hygiene kits and taught the Days for Girls lessons to over 230 Cambodian adolescent females. The students also taught the young men in five rural schools regarding the importance of sanitation in disease prevention.22,23,24Any other relevant elements of the programThe population of students of color at UVU increased 110% between 2009 and 2017.25 Recently, UVU has created an “Inclusion Plan” with multiple inclusion- and diversity-related goals and objectives impacting administration, faculty, staff and students.26 Two of the student-focused objectives listed within the action plan include the following:Strengthen student intercultural competencies through curricular and co-curricular learning opportunities.Assist colleges and departments in incorporating inclusion and diversity practices by providing them with strategies, resources, and training.In early 2020, the College of Health and Public Service created an “Inclusion Committee” to structure and implement practices designed to achieve the UVU Inclusion Strategic Action Plan goals and objectives.27,28 In January 2020, the committee began working on the creation of appropriate actionable steps but, due to the COVID-19 situation, the committee did not meet again until mid-October 2020. An update on the committee’s progress will be included in the final self-study submission.Supporting documents for each listed item and/or component of the description above. For each item, list the supporting document(s) and page(s), if applicable. Provide hyperlinks to documents if they are available online or include in the resource file electronic copies of any documents that are not available online.The items listed above are supported by the following documentation:HLTH 440G“HLTH 440G Course Schedule” file in the “H1 – Diversity and Inclusion Documentation” folder“HLTH 440G Diversity Project Proposal” file in the “H1 – Diversity and Inclusion Documentation” folderHLTH 350G“HLTH 350G Documentary Assignments” file in the “H1 – Diversity and Inclusion Documentation” folder“HLTH 350G Syllabus” file (page 5) within the “Syllabi” folder in the “B1 – Public Health Curriculum Documentation” folderDr. Bemel’s Trips to the Capitol Reef Field Station“CRFS Trip Recruitment Presentation” file (slide 3) in the “H1 – Diversity and Inclusion Documentation” folderDr. Murphy’s Trips to Ghana“Ghana Program Report 2004” file in the “H1 – Diversity and Inclusion Documentation” folder“Ghana Program Report 2005” file in the “H1 – Diversity and Inclusion Documentation” folder“Ghana Program Report 2009” file in the “H1 – Diversity and Inclusion Documentation” folder“AIDS Research IRB Form B” file in the “H1 – Diversity and Inclusion Documentation” folder“Iron Strong IRB Form B” file in the “H1 – Diversity and Inclusion Documentation” folder“Ghana Trip (Dr. Hall)” file in the “H1 – Diversity and Inclusion Documentation” folderDr. Hall’s Trip to Indonesia“Indonesia Trip – Journal of Coastal Conservation” file in the “H1 – Diversity and Inclusion Documentation” folder“Indonesia Trip – Natural Hazards” file in the “H1 – Diversity and Inclusion Documentation” folder“Indonesia Trip – Daily Herald Tsunami Article” file in the “H1 – Diversity and Inclusion Documentation” folderDr. Hall’s Study on the Deaf Population“Deaf Studies IRB Approval” file in the “H1 – Diversity and Inclusion Documentation” folderRecruitment Survey Link: Dr. Hall’s Deaf Panel EventArticle in the Daily Herald: . Flint and Barthel’s Trip to China“China Trip” file in the “H1 – Diversity and Inclusion Documentation” folderDr. Flint’s Trip to the Huntsman World Senior Games“Huntsman Senior Games” file in the “H1 – Diversity and Inclusion Documentation” folderDr. Murphy’s Trips to Peru“Critical Thinking” file in the “H1 – Diversity and Inclusion Documentation” folder“Diarrhea” file in the “H1 – Diversity and Inclusion Documentation” folderDr. Barthel’s Trip to Cambodia“Cambodia Final Report 2019” file in the “H1 – Diversity and Inclusion Documentation” folder“Cambodia Healing Hands Presentation” file in the “H1 – Diversity and Inclusion Documentation” folderYouTube Video: Relevant Elements of the ProgramUVU 2017 Inclusion and Diversity Annual Report, page 3 ()UVU Inclusion Plan 2020-2024 ()“CHPS Inclusion Committee Meeting (10-7-2020)” file in the “H1 – Diversity and Inclusion Documentation” folder“CHPS Inclusion Committee Charter” file in the “H1 – Diversity and Inclusion Documentation” folderH2. Cultural Competence The program prepares students by developing, reviewing, and maintaining curricula and other opportunities (e.g., service learning) that address and build competency in diversity and cultural considerations. Programs can accomplish these aims through a variety of practices including the following: incorporation of cultural competency considerations in the curriculum; recruitment/retention of faculty, staff, and students; and reflection in the types of research and/or community engagement conducted.A narrative description of the ways in which the program ensures that students have skills for recognizing and adapting to cultural differences in the public health context. The description must address the program’s curriculum. The following is a description of how students are provided skills for recognizing and adapting to cultural differences. Superscript numbers correspond to the supporting documentation listed in section 2 below.In the following ways the program ensures students have skills for recognizing and adapting to cultural differences in the public health context:CourseHow the Course Promotes Cultural CompetencyHLTH 440G(Health & Diversity)This course includes lectures on many topics related to cultural competency including introduction to culture and health, national standards and cultural competence, cultural risk factors for HIV/AIDS, female genital cutting and ritual scarification, deaf culture and health disparities, and more.1 Students are required to complete the following assignments: two documentary reflections2,3, one book reflection4,5, a volunteer project for a nonprofit or government program serving a population outside their own experience6, a diversity/health disparity current event presentation7, a vulnerable populations reflection7, a cultural event reflection7, and discussion posts on a variety of cultural topics including cultural foods8, spirituality/religion in healthcare9, health disparities by sex10, personal identity and culture11, and more. HLTH 350G(International Health)This course includes lectures12 on many topics related to cultural competency including principles and goals of global health, health determinants/measurements/trends, culture and health, child health, ethical and human rights concerns in global health, etc. Students are required to complete the following assignments: fourteen quizzes13, an international interview13, two exams14, six documentary reflection papers14,15, a volunteer project for a nonprofit or government program serving a population outside their own experience12, and an oral presentation13 regarding the service project. HLTH 2600 (Drugs, Behavior and Society)This course includes one lecture regarding the history of drugs with an emphasis on other cultures. Chapter one16 covers the global history of both legal and illegal drug use and chapter two17 covers the personal and social issues of drug use including global strategies aimed at enforcement and treatment.HLTH 3200 (Principles of Community Health)This course includes entire lectures on the topics of mental health (including etiology, types of mental disorders, suicide and deinstitutionalization); minorities (including challenges for healthcare/schools/worksites, population statistics, and projected changes in statistics); the elderly (including statistics, projected changes to statistics, myths surrounding aging, demography of aging, and the health profile of elders); maternal/infant/child/adolescent/young adult/adult health (including teen pregnancy, maternal mortality, prenatal healthcare, infant mortality/morbidity, childhood mortality/morbidity, adolescent/young adult/adult health concerns).18,19,20,21,22,23,24HLTH 3230 (Professional Preparation)This course is taught by the chair of the College of Health & Public Service Inclusion Committee who is also a member of four other university inclusion and diversity committees. Consequently, she believes a discussion about diversity is important for this professional preparation class, especially to prepare students to become leaders in the future. She discusses the importance of diversity as far as hiring practices, biases, modeling behaviors, etc.25HLTH 3450 (Public Health and the Environment)This course includes part of a lecture devoted to discussing the air quality in China compared to the U.S.26,27HLTH 3600 (Social Marketing)Throughout this course market segmentation is discussed and assignments are given that require the marketing teams to identify a target audience.28,30 For example, each team runs a focus group based on an audience they have selected. Also, media assignments are created, and the teams justify what they create in relationship to their target audience profile.29 Segmenting a market based on various variables is taught and then teams explain what variables were used, why, and how the diversity of their audience influences their marketing campaign.30HLTH 3700 (Grantwriting)This course includes one assignment requiring students to focus on and gather data from area agencies, many of whom serve minority and underserved populations.31,32HLTH 3800 (Epidemiology)This course includes a discussion regarding differences in life expectancy by race, age and genders. Students are encouraged to explore socio-cultural reasons for the differences, as racial differences are not attributed to biology.33CourseHow the Course Promotes Cultural CompetencyHLTH 4140 (Community Health Assessment & Program Development)This course includes a discussion on how to use appropriate terms when developing a survey.34HLTH 4250 (Public Health Organization and Policy)This course includes discussions of case studies concerning the social determinants of health with a focus on understanding different cultures and backgrounds. Case studies from the textbook or other sources are used to discuss the concept of recognizing and adapting to cultural difference in the context of healthcare. Discussion is centered around how social determinates influence access to healthcare and overall health. This discussion ties into the need to recognize and adapt healthcare information to different groups and cultures to ensure quality care is delivered.35,36,37,38,39HLTH 4300 (Community Health Ethics)This course includes a lecture regarding international surrogacy and drug testing. The assignment following the surrogacy lecture explores international and domestic paid and altruistic surrogacy from an ethical perspective.40 This includes autonomy vs. coercion, beneficence vs. nonmaleficence, and social and individual justice. Students take a stance on whether it is ethical for U.S. couples to seek surrogates from low-income countries. Students further explore whether it is ethical for other countries in which international surrogacy is legal to ban various U.S. sub-populations (foreigners, same sex couples, single people, couples without fertility issues) from seeking a surrogate in their country. Lastly, students discuss their stance on the ethics of paid and unpaid surrogacy in Utah.41 Additionally, the course includes discussions regarding Henrietta Lacks and the Tuskegee experiment.42,43HLTH 4600 (Research Methods for Community Health)This course includes part of a lecture discussing how to segment a population based on demographics in order to conduct stratified random sampling.44,45HLTH 4950 (Senior Capstone)This course includes a final reflection paper asking students to report on how their thoughts about diversity/inclusion have changed since starting the program.46NUTR 1020 (Foundations of Human Nutrition)This course includes a discussion, lecture and/or readings regarding various cultural diets such as Mediterranean.47,48 Students explore undernutrition around the world and create assignments regarding how they would address or educate underserved, diverse populations.47Supporting documents for each listed item and/or component of the description above. For each item, list the supporting document(s) and page(s), if applicable. Provide hyperlinks to documents if they are available online or include in the resource file electronic copies of any documents that are not available online. Course syllabi serve as the supporting documentation for each item listed above. Syllabi for the courses listed are in the ERF in the B1 – Public Health Curriculum Documentation folder under “Syllabi.”The items listed above are supported by the following documentation:HLTH 440G“HLTH 440G Course Schedule” file in the “H1 – Diversity and Inclusion Documentation” folder“HLTH 440G Documentary #1” file in the “H2 – Cultural Competence Documentation” folder“HLTH 440G Documentary Options” file in the “H2 – Cultural Competence Documentation” folder“HLTH 440G Book Reflection” file in the “H2 – Cultural Competence Documentation” folder“HLTH 440G Book Reflection Options” file in the “H2 – Cultural Competence Documentation” folder“HLTH 440G Diversity Project Proposal” file in the “H1 – Diversity and Inclusion Documentation” folder“HLTH 440G Syllabus” file (page 7) within the “Syllabi” folder in the “B1 – Public Health Curriculum Documentation” folder“HLTH 440G Discussion – Food Tradition” file in the “H2 – Cultural Competence Documentation” folder“HLTH 440G Key Assignment Supplemental Information” file (page 15) within the “Key Assignment Supplemental Information” folder in the “B1 – Public Health Curriculum Documentation” folder“HLTH 440G Key Assignment Supplemental Information” file (pages 10-12) within the “Key Assignment Supplemental Information” folder in the “B1 – Public Health Curriculum Documentation” folder“HLTH 440G Key Assignment Supplemental Information” file (page 7-8) within the “Key Assignment Supplemental Information” folder in the “B1 – Public Health Curriculum Documentation” folderHLTH 350G“HLTH 350G Syllabus” file (page 5) within the “Syllabi” folder in the “B1 – Public Health Curriculum Documentation” folder“HLTH 350G – Additional Course Information” file in the “H2 – Cultural Competence Documentation” folder “HLTH 350G Key Assignment Supplemental Information” file (pages 1, 6, 7 & 11) within the “Key Assignment Supplemental Information” folder in the “B1 – Public Health Curriculum Documentation” folder“HLTH 350G Documentary Assignments” file in the “H1 – Diversity and Inclusion Documentation” folderHLTH 2600“HLTH 2600 – Chapter 1” file (slides 37-40) in the “H2 – Cultural Competence Documentation” folder“HLTH 2600 – Chapter 2” file (slides 40-41) in the “H2 – Cultural Competence Documentation” folderHLTH 3200“HLTH 3200 Syllabus” file (course schedule on page 9) in the “Syllabi” folder in the “B1 – Public Health Curriculum Documentation” folder“HLTH 3200 Adolescents, Young Adults and Adults” file in the “H2 – Cultural Competence Documentation” folder“HLTH 3200 Cultural Competence” file in the “H2 – Cultural Competence Documentation” folder“HLTH 3200 Maternal, Infant & Child Health” file in the “H2 – Cultural Competence Documentation” folder“HLTH 3200 Mental Health Overview” file in the “H2 – Cultural Competence Documentation” folder“HLTH 3200 Older Adults” file in the “H2 – Cultural Competence Documentation” folder“HLTH 3200 Suicide Prevention” file in the “H2 – Cultural Competence Documentation” folderHLTH 3230“HLTH 3230 Inclusion, Diversity, Ethics, and You” file in the “H2 – Cultural Competence Documentation” folderHLTH 3450“HLTH 3450 Week 13 Lesson Plan” file (page 2) in the “H2 – Cultural Competence Documentation” folder“HLTH 3450 Week 13 Slides” file (slides 20 & 23) in the “H2 – Cultural Competence Documentation” folderHLTH 3600“HLTH 3600 – Target Markets” file (slides 6 & 16) in the “H2 – Cultural Competence Documentation” folder“HLTH 3600 – Assignment Screenshots” file in the “H2 – Cultural Competence Documentation” folder“HLTH 3600 – Marketing Campaign Guide” file (page 1, section 5) in the “H2 – Cultural Competence Documentation” folderHLTH 3700“HLTH 3700 Syllabus” file (page 4) within the “Syllabi” folder in the “B1 – Public Health Curriculum Documentation folder“HLTH 3700 Assignments” file in the “H2 – Cultural Competence Documentation” folderHLTH 3800“HLTH 3800 Chapter 5 Slides” file (slides 3, 4, 9, 10 & 11) in the “H2 – Cultural Competence Documentation” folderHLTH 4140“HLTH 4140 Measurement” file (slide 14) in the “H2 – Cultural Competence Documentation” folderHLTH 4250“HLTH 4250 Cultural Competence Canvas Information” file in the “H2 – Cultural Competence Documentation” folder“HLTH 4250 – Case Study_Flint Water” file in the “H2 – Cultural Competence Documentation” folder“HLTH 4250 – Social Determinates in Public Health” file (slides 11-19) in the “H2 – Cultural Competence Documentation” folder“HLTH 4250 – Chapter 4 (Healthcare Access)” file in the “H2 – Cultural Competence Documentation” folder“HLTH 4250 – Chapter 6 (Rights)” file (slide 7) in the “H2 – Cultural Competence Documentation” folderHLTH 4300“HLTH 4300 Key Assignment Supplemental Information (Dr. Hall)” file in the “Key Assignment Supplemental Information” folder within the “B1 – Public Health Curriculum Documentation” folder“HLTH 4300 Discussion – International Surrogacy” file in the “H2 – Cultural Competence Documentation” folder“HLTH 4300 – Professional Standards and Research” file in the “H2 – Cultural Competence Documentation” folder“HLTH 4300 Discussion – Tuskegee, Henrietta Lacks, Whistleblowing at VA” file in the “H2 – Cultural Competence Documentation” folderHLTH 4600“HLTH 4600 Week 8 Lesson Plan” file (page 3) in the “H2 – Cultural Competence Documentation” folder“HLTH 4600 Week 8 Slides” file (slide 4) in the “H2 – Cultural Competence Documentation” folderHLTH 4950“HLTH 4950 Final Reflection Paper” file in the “B4 – Cumulative and Experiential Activities Documentation” folderNUTR 1020“NUTR 1020 Key Assignment Supplemental Information (Dr. Barthel)” file in the “Key Assignment Supplemental Information” folder within the “B1 – Public Health Curriculum Documentation” folder“NUTR 1020 Cultural Diets” file in the “H2 – Cultural Competence Documentation” folderI1. Distance Education Program Offering – Not ApplicableI2. Student Interaction – Not ApplicableI3. Program Support – Not ApplicableI4. Program Effectiveness – Not ApplicableI5. Student Identity – Not Applicable(page intentionally left blank)J1. Information Accuracy Catalogs and bulletins used by the program, whether produced by the program, department, college, or the institution, to describe its educational offerings accurately describe its academic calendar, admission policies, grading policies, academic integrity standards, and degree completion requirements. Advertising, promotional materials, recruitment literature, and other supporting material, in whatever medium it is presented, contains accurate information.A description of the manner in which catalogs and bulletins used by the program are updated to accurately describe its educational offerings, academic calendar, admissions policies, grading policies, academic integrity standards, and degree completion requirements.As curriculum changes are finally approved by the UVU University Curriculum Committee, those changes are also applied to the online catalog program listing (link listed below). The online catalog provides students with information on the following topics located within the page or through links on the left side of the page:Program-specific educational offerings (curriculum information is listed on the main page; other UVU educational offerings are listed under the “Degrees & Programs” link)Academic calendar (“Academic Calendar” link)Admissions policies (“Admissions” link)Grading policies (“Academic Policies and Standards” link)Academic integrity standards (“Student Code of Conduct” link)Degree completion requirements (“Graduation” link for general UVU degree completion information & the “Graduation Requirements” section at the bottom of the page for program-specific degree completion information)Additionally, prospective students are provided three documents describing the Public Health program. The first, entitled “Community Health Career Sheet” (located in the ERF) provides an overview of the field including the NCHEC Areas of Responsibility, potential workplace settings, brief overview of the CHES exam and certification, and additional resources. The second, entitled “Community Health Catalog” (located in the ERF) provides curriculum, matriculation and graduation requirements for the Public Health program. The third, entitled “Community Health Graduation Plan” (located in the ERF) provides students with a semester-by-semester outline of required curriculum to assist in planning their schedules. All three documents are regularly reviewed and updated after changes are approved by the UVU University Curriculum Committee.Current students are able to view their academic progress through the Wolverine Track system. This system is linked to the UVU catalog and provides up-to-date information regarding the courses taken and those to be completed. Each student’s listing in Wolverine Track is based on their year of matriculation into the Public Health program. Unfortunately, due to FERPA regulations, a visual of the Wolverine Track system is not able to be included with this application.Provide direct links to information and descriptions of all degree programs and concentrations in the unit of accreditation. The information must describe all of the following: academic calendar, admissions policies, grading policies, academic integrity standards, and degree completion requirements. The UVU catalog listing for the Public Health program can be found at following documents (located in the ERF) are referenced under #1 above:J1 – Information Accuracy Documentation – “Community Health Career Sheet”J1 – Information Accuracy Documentation – “Community Health Catalog”J1 – Information Accuracy Documentation – “Community Health Graduation Plan”J2. Student Complaint Processes The program maintains clear, publicly available policies on student grievances or complaints and maintains records on the aggregate number of complaints received for the last three years.A description of the manner in which student grievances and complaints are addressed, including the number of grievances and complaints filed for each of the last three years. Any student experiencing a program or degree issue such as course substitutions, challenge credit, grade substitutions, etc., is first directed to his/her assigned academic advisor to discuss and attempt to informally resolve the concern. In the case of awarding challenge credit, the advisor will consult with the department chair before informing the student of his/her decision. If the student is dissatisfied with the advisor’s decision and/or rationale for the decision, he/she may submit a written appeal to the department chair for review. If the student is dissatisfied with the department chair’s decision and/or rationale for the decision, the student may submit a formal written appeal to the College of Health & Public Service Assistant Dean for Students. The Assistant Dean will meet with the student to receive the formal written appeal and discuss the situation. If necessary, the Assistant Dean may consult with an expert in the program, then calls the student to explain the decision and shares this decision with the Dean of the College of Health and Public Service. If the student is dissatisfied with the Assistant Dean’s decision, he/she may submit an appeal to the UVU Council on Academic Standards (CAS). The CAS reviews the appeal and informs the student of the final decision. There is no appellate level higher than the CAS. This process is diagramed below:Any student experiencing an issue with an instructor or course is directed to review the course syllabus thoroughly and attempt to resolve the issue directly with the instructor via email. If the student is dissatisfied with the instructor’s response, he/she may contact the Department Chair and following the chain of command as listed in the previous paragraph.The Department Chair and all higher levels of authority have received no student grievances/complaints related to the Public Health program during the 2018-19, 2019-20, or 2020-21 academic years indicating that any grievances/complaints received have been successfully managed by the program academic advisors.Supporting documents relating to grievance and complaint procedures and recordkeeping. For each piece of evidence provided, list the relevant document(s) and page(s) (e.g., Faculty meeting minutes, May 12, 2012, pp. 3-4). Provide hyperlinks to documents if they are available online or include in the resource file electronic copies of any documents that are not available online.The following policy (located in the ERF) addresses the process for submitting program-related complaints/grievances:J2 – Student Complaint Processes Documentation folder – “Academic Standards & Dispute Resolution, CHPS S&P,” page 2, section 3 ................
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