Develop leadership skills in health promotion. Leadership in Health Promotion will require students to identify and analyze common leadership skills for health promotion.
Objective
Apply Leadership Skills
MA Health students will be able to identify the qualities of effective leaders and managers in public and community health.
Indicator
Leadership Skills
Reading, viewing, and writing assignments in HLTH 5363 – Leadership in Health Promotion will require students to identify and analyze common leadership skills for health promotion.
Criterion
Leadership Skills
Students must score at least 90 percent on the portion of the course assignments that require them to identify, explain, and apply health promotion leadership skills. Specific assignments include a summary/reflection of the importance of the leadership skills presented in the video The Leadership Assignment and the summary and application of their personal leadership skills identified through the activity Your Leadership Legacy.
Finding
Leadership Skills
HLTH 5363 - Leadership in Health Promotion was not offered in the health graduate course rotation in the 2013-2014 academic year. Therefore, this objective was not assessed. The course will be requested for the 2014-2015 academic year so this objective will be addressed at that time.
Action
Leadership Skills
This objective will be transferred into the 2014-2015 report and assessed at that time.
Goal
Ethical Issues In Public Health
Identify ethical issues in public health.
Objective
Identify Controversial Ethical Issues In Public Health
Health MA students will identify multiple influences, perspectives, and impact of ethical issues in public health.
Indicator
Ethical Issues
Reading, viewing, and writing assignments in HLTH 5338 – Consumer Health Education will require students to identify factors which influence personal positions and beliefs and explain multiple viewpoints of various controversial and ethical issues facing today’s public health educator.
Criterion
Ethical Issues
Students must score at least 91 percent on the portion of the course assignments that require them to identify factors which influence personal positions and beliefs and explain multiple viewpoints of various controversial and ethical issues facing today’s public health educator. Specific assignments include assigned readings and position papers on Health Care Rationing and Right to Die Issues.
Finding
Ethical Issues
Five Health MA graduate students were enrolled in HLTH 5338 - Consumer Health Education in the SS I 2014 term. While four of those five students scored at least 91 percent on the specific assignments addressing Health Care Rationing and Right to Die issues, only three of the five were able to successfully identify multiple influences, perspectives, and impact of ethical issues in public health. Therefore, this criterion is not met.
Action
Ethical Issues
In order to fulfill this criterion, the next time HLTH 5338 is taught (likely Summer 2015), students will be required to have one mid-semester face-to-face meeting with the professor in order to report on their progress toward this objective. A skype meeting can substitute if the face-to-face meeting is not possible. If adequate progress is not being made toward this objective, the professor can provide a developmental plan for the student to conduct further research and resubmit assignments that do not meet the criterion.
Goal
Research Enhancement Skills
MA Health graduate students will be competent in the research skills of survey development, data collection, statistical protocols, and data analysis.
Objective
Research Enhancement Skills
MA Health graduate students will be competent in the research skills of survey development, data collection, statistical protocols, and data analysis.
Indicator
Research Enhancement Skills
A common embedded portion of the HLTH 5374 and HLTH 5375 classes is to enhance the research skills of the students. These skills include: survey methodology, survey development, statistical protocols, data collection techniques, and analysis of data.
Criterion
Research Proposal
Students must score at least 85 percent on the embedded portion of the graduate course assignments in HLTH 5374 and HLTH 5375 that focus on the enhancement of research related skills. Students must score at least 85% correct on writing a research proposal.
We are maintaining this goal again to ensure the graduate students demonstrate competence in research skills.
Finding
Research Proposal
Ten students were enrolled in HLTH 5374 during the Fall, 2013 semester and nine students were enrolled in HLTH 5375 during the Spring, 2014 semester. HLTH 5374 students were required to write a Research Proposal and HLTH 5375 students were required to complete a Data Collection Project and submit an Executive Summary. With regard to the Research Proposals, 90% (9/10) scored 85% or above. In addition, students completed extensive quantitative and qualitative data collection projects. With regard to the Data Collection Project and Executive Summaries, 89% (8/9) scored 85% or above.
Action
Research Proposal
The Graduate Health Program faculty were pleased with the result of this goal. The faculty feel this goal is important for the development of research skills for their students; therefore, the criteria established for the goal will remain constant for the 2014-2015 academic year.
Goal
Analysis And Application Of Health Theories And Models
MA Health graduate students will be competent in the analysis and application of theories and models in the field of health behavior change and planning.
Objective
Health Theories And Models
MA Health graduate students will be competent in the analysis and application of theories and models in the field of health behavior change and planning.
Indicator
Health Theories And Models
A common embedded portion of the HLTH 6396 and HLTH 5333 classes is to improve the students’ knowledge, application, and analysis of health planning and behavior change theories and models that are used in the profession of Health Education.
Criterion
Health Theories And Models
Students must score at least 90 percent on the embedded portion of the graduate course assignments in HLTH 6396 and HLTH 5333 that focus on their knowledge, application, and analysis of health planning and behavior change theories and models that are used in the profession of Health Education.
As a result of last year's results, we have raised the criterion from 85 percent to 90 percent.
Finding
Health Theories And Models
Twenty-six MA Health students were enrolled in HLTH 5333 – Colloquium in Human Sexuality and HLTH 6396- Health Program Planning-Pre-internship during the 2013-2014 assessment cycle. Twenty-four students (92%) successfully demonstrated the content knowledge, application, and analysis of health planning and behavior change theories and models that are used in the profession of Health Education.
Action
Health Theories And Models
The Graduate Health Program faculty were pleased with the result of this goal. The faculty feel this goal is important for the development of research skills for their students; therefore, the criteria established for the goal will remain constant for the 2014-2015 academic year.
Goal
Professional Development And Practices
MA Health students will be able to use their acquired knowledge, skills, and experience in an internship setting.
Objective
Professional Development
MA Health students will be able to use their acquired knowledge, skills, and experience in an internship setting.
Indicator
Professional Development Mastery
Health MA students enrolled in HLTH 6397 will be able to demonstrate professional competency in an applied setting. Students will engage in a variety of assignments including monthly blogs, weekly internship logs, and a cumulative reflection paper in order to demonstrate summary professional development. The cumulative portfolio is evaluated via a rubric established by program faculty. Students’ cumulative performance will also be evaluated by their internship site supervisor via a rubric established by program faculty.
Criterion
Site Supervisor Evaluation And Professional Portfolio
Students’ final internship evaluation from the site supervisor must reach a minimum of a 92 percent rating. Additionally, the professional portfolio and all accompanying assignments presented by the student must also attain a minimum of a 90 percent rating.
Once again, we have raised the criterion from 90 percent to 92 percent for 2013-2014 as a result of last year's findings.
Finding
Site Supervisor Evaluation And Professional Portfolio
Eight MA Health students were enrolled in HLTH 6397 – Health Internship during the 2013-2014 assessment cycle. Eight students (100%) successfully demonstrated the professional skills that are required to be an effective Master’s level health educator. Students were assessed through their supervisor’s evaluation and professional portfolio highlighting the internship experience.
Action
Site Supervisor Evaluation And Professional Portfolio
The Graduate Health Program faculty were pleased with the result of this goal. The faculty feel this goal is important for the professional development of their students; therefore, the criteria established for the goal will remain constant for the 2014-2015 academic year.