This 2-year interim report addresses and provides evidence for the five criteria judged to be partially met at the initial accreditation of our Master of Public Health program in Community Health Education in June 2000. The evidence provided for each criterion is restricted to the progress, changes and new activities and initiatives instituted since the site visit. These were designed and implemented to specifically address the deficit areas highlighted by the site visit team and aimed to meet each of the criteria completely to receive accreditation for an additional two years.

CRITERION III.

Item #1: The interim report should provide evidence that the Department has a formal structure to comprehensively address issues relevant to the MPH program specifically.

In addition to the documentation submitted in the self-study report in Spring 2000, the following have been added and integrated to build a more effective and appropriate formal structure that specifically and comprehensively addresses the issues relevant to the MPH program.

A. MPH Oversight Committee

B. MPH Curriculum Committee

C. Outcomes Assessment Activities and Report

D. New Student and GA/TA Orientation

E. End Of Semester Course Evaluations

F. MPHSO

G. Department Web Pages And List Serve

A. MPH OVERSIGHT COMMITTEE (See Appendix 1)

The establishment of this committee was suggested by the site visit team to serve as a formal entity that advises and guides the department on broad based decisions relevant to the MPH program. Such an oversight committee was established in 2000 and is composed of members from various community agencies, New Mexico Department of Health, alumni, current students, adjunct faculty and full time faculty. The role and responsibilities of this oversight committee are included in the appendices along with a list of the people serving as members on the committee. The committee is scheduled to meet at least annually; more often if necessary. The last meeting was held in February 2002. At this meeting oversight committee members provided their insights, advice, and guidance on the content of the interim report.

B. MPH CURRICULUM COMMITTEE (See Appendices 2 and 13)

The curriculum committee, consisting of three Core MPH faculty has the charge of examining the MPH curriculum on a consistent and ongoing basis. The curriculum committee is the formal entity that focuses on MPH curriculum issues. Since the site visit, the curriculum committee has examined each of the core courses taught in the MPH program to ensure that the goals, objectives, and content of the courses are consistent with the requirements of CEPH, and that there are no gaps and/or duplications in the content areas. Members of the MPH Curriculum Committee and the goals/objectives of the content covered in the core courses are included in the appendices.

C. OUTCOMES ASSESSMENT ACTIVITIES AND REPORT (See Appendix 3)

In keeping with the overall goals of the University and with the objective of documenting the department’s outcomes, the Outcomes Assessment Committee compiles data on an annual basis. This committee is comprised of three core MPH faculty and serves as the formal structure that focuses on outcomes for the MPH program. The program’s outcomes assessment plan includes direct measures of student learning as well as measures of effectiveness of its programs. Since 1999, the MPH program has achieved the highest level of compliance for its assessment plan, design, and documentation of its assessment activities and outcomes. The most recent Outcomes Assessment Plan and Report is included in the appendices.

D. NEW STUDENT AND GA/TA ORIENTATION (See Appendix 4)

Since Fall 2001, the department has organized orientation sessions for all graduate students and separately for its graduate research/teaching assistants. These sessions are aimed to inform incoming/new students of the program, its goals and objectives, expectations, formal structure, support systems and mentoring opportunities, grievance procedures, and field experience/internships opportunities among other topics. The sessions were instituted based on comments from students and to meet the needs of incoming students and the large number of GA/TA’s the department has been able to fund. These sessions serve as a formal process of sharing information with students and to communicate vital procedural and administrative requirements.

Each semester, all graduate research/teaching assistants receive a performance evaluation, conducted by faculty supervisors in conjunction with the MPH Program Coordinator. Copies of the evaluation forms are included in the appendices.

E. END OF SEMESTER COURSE EVALUATIONS (See Appendix 5)

Course evaluations are conducted in all MPH courses and have served as a formal evaluation of student perceptions of the relevance and quality of the courses. The department head and each faculty discuss these course evaluations to find ways of addressing issues raised in them. A copy of the end of the semester course evaluation is enclosed in the appendices.

F. MPHSO (See Appendix 6)

The Masters of Public Health Student Organization (MPHSO) was established early in the program by students to have a formal structure and support mechanism that can play a role in the departmental decision-making process concerning the MPH program. The MPHSO has been active since 2000 having one of its members on the MPH Oversight Committee and on search committees for faculty. The organization has been involved in community health initiatives and have decided to bring in speakers for seminars/lectures beginning in the Fall of 2002. The current officers of the MPHSO and some of their initiatives are included in the appendices.

G. WEB PAGES/LIST SERVE (See Appendix 7)

The MPH program has greatly improved and expanded its web to include various procedures, forms, reports, and other useful and relevant information. Current students, faculty, staff and prospective students and alumni can find a variety of useful information on MPH program web pages located at http://www.nmsu.edu/~hlthdpt/mph.html.

In addition to our web pages, the departmental Email List Serve is a useful mechanism to inform faculty, staff, students and alumni about meetings, job opportunities, internships/fellowships, and share other information in a timely manner. Currently the List Serve is subscribed by more than 350 students, alumni, faculty and various professionals.

Both the web pages and list serve are formal communication tools to inform and share information with constituencies and prospective students.

SUMMARY

Since the site visit, the department has made great strides in integrating a formal structure that addresses issues relevant to the MPH program in a comprehensive manner. This has been done in the following ways:

a) Establishment and active engagement of the MPH Oversight Committee

b) The ongoing work of the Curriculum Committee on issues related specifically to MPH curriculum.

c) Through the establishment of an assessment plan and activities that collect data on MPH student learning and program effectiveness.

d) Annual Fall New Student and GA/TA Orientation sessions

e) End of semester course evaluations

f) Support of the MPHSO and encouragement of student involvement in guiding the department’s decision-making regarding the MPH program.

g) Use of expanded Web pages and List Serve in sharing information with faculty, staff, students, alumni and prospective students.

CRITERION V.C.

Item #2: The interim report should provide evidence that the programmatic learning objectives relate more specifically to the health education discipline and that they are congruent with the stated curriculum and assessment standards.

Since the site visit in 1999, the department has worked diligently to be in compliance with this criterion. This has been achieved in the following ways:

A. Curriculum committee review and work on MPH course syllabi and content.

B. Hiring of new faculty with CHES certification

C. Review of field experience sites and preceptors

D. Establishment of a border health minor

E. Encouragement of the thesis option

F. New courses in health policy and gerontology

G. Establishment of a new regional SOPHE chapter

A. CURRICULUM COMMITTEE REVIEW AND WORK ON MPH COURSE SYLLABI AND CONTENT (See Appendix 13)

As indicated previously, the curriculum committee has completed an exhaustive review of the core MPH courses. This review was undertaken to ascertain that the program learning objectives were more specifically related to the health education discipline and were congruent with the stated curriculum and assessment standards. The review of each of the core MPH courses helped clarify the content being taught in each of the core courses and demonstrated their relationship to the health education discipline in accordance with the CEPH curriculum and assessment standards. A table indicating the key objectives for each core MPH course is attached in the appendices.

B. HIRING OF NEW FACULTY WITH CHES CERTIFICATION (See Appendix 8)

The department has three additional faculty with CHES certification. They have years of community health education experience in academia and in community agencies/health departments. Dr. Larry Olsen, Dr. Charles Kozel and Dr. Lily Velarde, along with the current CHES certified faculty, environmental and public health faculty, bring a well-balanced and comprehensive approach to integrating community health education and public health especially as they relate to border and rural health issues. The curriculum vitae for Drs. Kozel, Olsen and Velarde are included in the appendices.

C. REVIEW OF FIELD EXPERIENCE SITES AND PRECEPTORS (See Appendix 12)

A thorough review of field experience course objectives, field experience sites and preceptors was completed in 2001. The review provided a compilation of local, state, and national sites at which students have completed their field experiences. The review also facilitated faculty and preceptors to meet and/or communicate with one another and work better as a team in guiding students’ field experience and helping them develop practical experience, skills and knowledge essential for a Masters level community health educator. Included is a list of current field experience sites and preceptors that suggests a wide variety of sites, topic areas, and types of responsibilities and activities. Students were placed at sites that had one or more CHES certified personnel and were often supervised directly by a CHES certified preceptor.

D. BORDER HEALTH MINOR

Based on comments of the CEPH site visit team in 2000 about taking advantage of our unique location along the US/Mexico border, the department established the Border Health Minor for MPH students. This minor of (9) credit hours provides students additional training, skills, and knowledge of the border, its unique social issues, and the health issues that are prevalent and emerging in the region. The minor provides a focus on the political, cultural, linguistic, socio-economic, and English literacy considerations that influence border health issues and public health interventions. Details about the graduate border health minor are available on-line at: http://www.nmsu.edu/~hlthdpt/border.html.

E. THESIS OPTIONS

The departmental faculty has and is making a concerted effort to promote the thesis option to their students. The success of placement (jobs and fellowships) of those who had selected and successfully completed the thesis option in the past is being highlighted to current students to help them make their decisions. The thesis option has helped students conduct primary research, compile and analyze data and provide recommendations for future research and interventions. The option has helped tie together the MPH course work and apply it effectively to some aspect of community health education and public health.

F. NEW COURSES

Based on need and on comments from members of the MPH Oversight Committee and past and current students, three new elective courses were developed and are being taught this year. These courses focus on issues of public health policy and gerontological health:

MPH 515 Introduction to Gerontology

MPH 558 Public Health Resources and Policy Analysis

MPH 593 Adulthood and Aging

Copies of these syllabi are available on-line at http://www.nmsu.edu/~hlthdpt/students.html.

G. ESTABLISHMENT OF A REGIONAL SOPHE CHAPTER

A planning committee (faculty, students and alumni at/from New Mexico State University and the University of Texas at El Paso and community practitioners) met in October, 2000 to initiate development of a chapter organization according to National SOPHE guidelines on forming a chapter. Initially the new chapter started functioning as an affiliate organization of National SOPHE on March 21, 2001. During October, 2001 at the Atlanta National SOPHE conference approval was obtained for full chapter status. The Paso del Norte SOPHE Chapter region is comprised of Southern New Mexico, far southwest Texas and Northern Chihuahua, Mexico. Membership participation is invited from throughout New Mexico and the southwest. At the February 8, 2002 chapter full member business meeting the following slate of officers was approved for the new year starting March 1, 2002: Theresa Byrd, President; Mary Hoke, Past President; President Elect, Claudia Garcia; Treasurer, Steve Arnold: Secretary, Liza Richardson; National Delegate, Jeff Brandon; Members at large, Josefina Mata, Teresa Ramirez, Sharon Thompson and Chuck Kozel; Graduate Student Representative, Chris Ledingham (MPH Program NMSU); Undergraduate Student Representative, Miriam Leyva (UTEP); and Hugo Vilchis, International Representative. Current membership consists of a total of 65 members. Noteworthy is the approval by National SOPHE for the Paso del Norte Chapter to host the 2003 Mid-Year Scientific Conference in either Las Cruces, NM or in El Paso, TX. Additionally, the Chapter’s account is operated through the Department of Health Science at New Mexico State University.

SUMMARY

Since the site visit, the department has made great strides to ensure that the programmatic learning objectives relate more specifically to the health education discipline and that they are congruent with the stated curriculum and assessment standards. Based on the evidence provided above, the department has addressed the areas of deficit and met the criterion completely.

CRITERION V.I.

Item #3: The interim report should provide evidence that the program faculty has translated its productivity in obtaining extramural funding to success in producing scholarly work.

Evidence presented below suggests that the faculty have been more effective and successful in translating its productivity in obtaining extramural funding to success in producing scholarly work. Despite high teaching loads (9 credit hours per faculty along with field experience supervision, independent study and thesis supervision), faculty have been successful in collaborating with colleagues and students, initiating grant proposals, conducting community service, and implementing projects with students. As evidence to support productivity since December 1999, the following are included:

Faculty publications
HOT projects
Student-faculty collaborations

A. FACULTY PUBLICATIONS

Below is a list of publications since January, 2000 for all current MPH program faculty.

Arnold

Arnold, S.D., C. Kozel and L. Velarde: Tools Useful In Evaluating Accreditation Guideline Outcomes Assessment Methods For Accredited Environmental Health Programs In The United States. Submitted, in review. 2001.
Li, Y. and S.D. Arnold: Water Availability and Usage On The New Mexico U.S./Mexico Border. Submitted, in review. 2001.
Li, Y. and S.D. Arnold: Methods for Municipal Water Conservation. Manuscript in progress. 2001.
Roddy, M. and S.D. Arnold: Effect of Residential Proximity to Dairy Herds on Acute Respiratory/Gastrointestinal Illness. Manuscript in progress.

Brandon

Barnes, M.D., Neiger, B.L., Mondragon, D., Hanks, W.A., Brandon, J.E. (2002). Expanded health education roles in managed care: Relationships between CHES, HEDIS, and NCQA. Health Promotion Practice, 3(1), 43-49.
Brandon, J.E. (2001). Health Challenges Along the U.S.-Mexico Border. IN: J.Z. Garcia and G. Bloom (Eds), New Mexico’s Border with Mexico: Creating a Regional Agenda for Growth: Background Report Prepared for New Mexico First’s Twenty-Seventh Town Hall Meeting, Nov 1-4, 2001 in Las Cruces, NM. The Center for Latin American and Border Studies at New Mexico State University.
Mondragon, D., & Brandon, J.E. (2001). Two major ethical issues in health education and promotion: Assessing stage of change and cancer screening. Family and Community Health, 23(4), 1-13.
Brandon, J.E. (2000). Graduate Health Education Programs’ Support for the NCHEC Competencies and the Joint Graduate Standards. the International Electronic Journal of Health Education, 3(3), 244-252.

Buckingham

Buckingham, R.W. (2001). A Primer on International Health. Allyn & Bacon Boston, MA.
Buckingham, R.W. (2001). A Good Death. The Salt Journal, 47-50.
Buckingham, R.W. and E.A. Meister. Hospice care for the child with AIDS. The Social Science Journal. 38 (2001) 461-467.

Escobedo

Escobedo LG. Tobacco Control in Developing Countries (Book Review). New Engl J Medicine. 2001;344:1256-1257.
Escobedo LG, Ortiz M. The relationship between liquor outlet density and injury and violence in New Mexico. (In Press, Accident Analysis and Prevention).
Escobedo LG, Zhong Z, Key C. Breast and cervical cancer screening and disease incidence and stage in New Mexico. (In Press, Cancer Causes and Control).
Escobedo LG, Landen MG, Axtell C, Kaigh WD. Usefulness of Telephone Risk Factor Surveys in the New Mexico Border Region. (In press, Am J Preventive Medicine, to be published July, 2002).
Escobedo, L. and S. Rivas (2002). Prostate cancer incidence and survival in New Mexico. Manuscript in progress.
Wilson, T., L. Escobedo, E. Lopez (2002). Asthma in elementary school children in Dona Ana County. Manuscript in progress.
Adams, C. and L. Escobedo (2002). Prevalence of parasitic diseases in selected communities in West Texas. Manuscript in progress.

Kozel

Arnold, S.D., C. Kozel and L. Velarde: Tools Useful In Evaluating Accreditation Guideline Outcomes Assessment Methods For Accredited Environmental Health Programs In The United States. Submitted, in review. 2001.
Kozel, Charles T., Kane, William M., Rogers, Everett M. Rogers, Brandon, Jeffrey E. and Hatcher, Matcher T: Exploring Health Promotion Agenda-Setting For Transformational Leadership. Manuscript in-progress for submission to International Journal of Health Promotion and Education, International Union for Health Promotion and Education, Paris, FR. Possible March, 2002 submission.
Kozel, Charles (2002, February). Exploring Health Promotion Agenda-Setting. Vision New Mexico, Vol 9, No. 1, 4 and 10. Article published in a state, regional and international newsletter

Krishnan

Krishnan, S, Hilbert, J, McNeil,K, & Newman,I. From Respite to Transition: Women’s use of domestic violence shelters in rural New Mexico. Accepted for publication in the Journal of Family Violence, 2002.
Krishnan, S, Hilbert, J, & VanLeeuwen, D. Domestic violence and help-seeing behaviors among rural women: Results from a domestic violence shelter-based study. Family & Community Health, 24(1), 2001.
Roth, J, Krishnan, S, & Bunch, E. Barriers to condom use: Results from a study in Mumbai, India. AIDS Education and Prevention, 13(1), January-February 2001.
Krishnan, S, Hilbert, J, & Pase, M. Predictors of Intimate Partner Violence: Results from a Hospital Emergency Department Study in the Southwest. Family & Community Health, 24(1), 2001.
Hilbert, J, & Krishnan, S. Addressing barriers to community care of battered women in rural environments: Creating a policy of social inclusion. Journal of Health and Social Policy, 12(1), 2000.
Witte, S., El-Bassel, N., Krishnan, S., Schilling, R., Bidassie, B. Correlates of condom coupon redemption among urban STD clinic patients. Women’s Health Issues, 9(1), 1999.

Mondragon

Barnes, M.D., Neiger, B.L., Mondragon, D., Hanks, W.A., Brandon, J.E. (2002). Expanded health education roles in managed care: Relationships between CHES, HEDIS, and NCQA. Health Promotion Practice, 3(1), 43-49.
Mondragon, D., & Brandon, J.E. (2001). Two major ethical issues in health education and promotion: Assessing stage of change and cancer screening. Family and Community Health, 23(4), 1-13.
Ramirez, T., Mondragón, D., Computer-Based Education for Latino Cancer Patients: Results from a Border Hospital, Cancer Nursing, Under Review.

Smith

Pigment Accumulation and Micronutrient Concentration of Iron-deficient Chile Peppers in Hydroponics, accepted for publication by HortScience 36(7), with J. A. Anchondo^*, M. M. Wall, and V. P. Gutschick.
Smith, D. (2002). Assessing the impact of missing data when Likert-Scaled survey responses are not independent of the propensity to respond. Manuscript in progress
Smith, D. (2002). Post-hoc analysis of interactions. Manuscript in progress
Smith, D. (2002). Applications of principal components analysis. Manuscript in progress

Velarde

Arnold, S.D., C. Kozel and L. Velarde: Tools Useful In Evaluating Accreditation Guideline Outcomes Assessment Methods For Accredited Environmental Health Programs In The United States. Submitted, in review. 2001.
Dow y Garcia Velarde, L.A., Starling, R., Wallerstein, N.B. Identity and Early Adolescents via Social Change Activities. In Understanding the Self of the Early Adolescent. (Eds.) Brinthaupt, T.M. Albany, NY: State University of New York Press. To be published.
Helitzer, D., Yoon, S.J., Dow y Garcia Velarde, L., & Wallerstein, N.B. Process Evaluation of Adolescent Health Promotion Program.

Vilchis

Vilchis-Licón, H.: Easy methodology for rapid assessment of the immunization coverage. (In preparation).
Building a Binational Border Surveillance Network: The US-Mexico Border Infectious Disease (BIDS) Project. Weinberg M. et al (Vilchis, H). Submitted to MMWR, in progress.
The Binational Border Health Information System, first alert system between US and Mexico. Vilchis-Licon, H and Reyna, D. In progress

Olsen

Gold, R., Miner, K. (eds). (2001, March/April). Report of the 2000 Joint Committee on Health Education and Promotion Terminology. American Journal of Health Education 32(2), 89-104.
Capwell, E., Smith, B., Shirreffs, J., & Olsen, L.K. (2000) Development of a unified code of ethics for the health education profession: A Report of the National Task Force on Ethics in Health Education. Journal of School Health, 70(8), 318-321.
Capwell, E., Smith, B., Shirreffs, J., & Olsen, L.K. (2000) Development of a unified code of ethics for the health education profession: A Report of the National Task Force on Ethics in Health Education. Journal of Health Education, 31(4), 212-218.
Larry K. Olsen, Kerry J. Redican, Charles R. Baffi (2002). Health Today (4th ed). Boston: Pearson Custom Publishing.
Organization of School Health and Physical Education Programs, Jones and Bartlett. Co-authors: Kerry J. Redican, Larry K.Olsen, Charles R. Baffi; Jon Poole. The publication date will be 2003, but it should all be submitted by the end of next month.

B. HOT PROJECTS

Numerous MPH faculty and students have been involved the past two years with applied Health Oriented Themes (HOT) research projects supported by a multi-year $100,000/year grant from the Paso del Norte Center for Border Health Research. Information about HOT Projects is available on-line at http://www.amigapc.com/hotproject/index.html. HOT Projects are intended to support student projects related to health issues, particularly those on the US/Mexico border.

C. STUDENT-FACULTY COLLABORATIONS

The following is a partial list of recent student/faculty collaborative projects. The student’s name is underlined.

Adams, C. and L. Escobedo (2002). Prevalence of parasitic diseases in selected communities in West Texas. Manuscript in progress.

Berg, K, & Krishnan, S. Fall Risk Reduction among the elderly: Health Education in Rehabilitation Settings. In review in Physical Therapy..

Escobedo LG, Zhong Z, Key C. Breast and cervical cancer screening and disease incidence and stage in New Mexico. (In Press, Cancer Causes and Control).

Hall, S, Krishnan, S: Experiences and perceived sources of social support among women with breast cancer: An exploratory study in Las Cruces, NM.
Krishnan, S, Weideman, P, Brannock, T. Documenting differences between ‘stayers’ and ‘non-stayers:’ Results from a longitudinal study.
Krishnan, S, Weideman, P, Brannock, T. Ethnic differences and intimate partner violence.
Krishnan, S, Weideman, P, Brannock, T. Intimate partner violence and mental health in border communities.

Li, Y. and S.D. Arnold: Methods for Municipal Water Conservation. Manuscript in progress. 2001.
Li, Y. and S.D. Arnold: Water Availability and Usage On The New Mexico U.S./Mexico Border. Submitted, in review. 2001.

Prince, D, & Krishnan, S. STD Prevalence and condom use among college students.

Ramirez, T., Mondragón, D., Computer-Based Education for Latino Cancer Patients: Results from a Border Hospital, Cancer Nursing, Under Review.

Roth, J, Krishnan, S, & Bunch, E. Barriers to condom use: Results from a study in Mumbai, India. AIDS Education and Prevention, 13(1), January-February 2001.

Smith, D. and R. Elliott: A new model to assess impact of non-response in health-related surveys.
Smith, D. and R. Elliott: Assessment of the EPI-INFO software for use in an instructional mode.

Wilson, T., L. Escobedo, E. Lopez (2002). Asthma in elementary school children in Dona Ana County. Manuscript in progress.

SUMMARY

Since the site visit, the department faculty have translated their productivity in obtaining extramural funding to success in producing scholarly work. Faculty have also been actively involved in collaboration, consulting efforts and other professional endeavors with students. These activities provide evidence that meets this criterion fully.

CRITERION VIII.A.

Item #4: The interim report should provide evidence of increased faculty expertise in the community health education discipline.

The MPH program has been successful in increasing faculty expertise in the community health education. Since the Spring 2000 CEPH site visit the Department has hired three tenure-line faculty with doctorates in community health education (Kozel, Velarde and Olsen). All three individuals are CHES certified. Copies of the curricula vitas for these three new hires are provided in Appendix 8.

A. CURRENT MPH FACULTY (See Appendix 8)

NAME	DEGREES	AREA OF TEACHING RESPONSIBILITY
Arnold, Stephen Professor and Academic Department Head Tenured	Ph.D.	Environmental And Occupational Health
Brandon, Jeffery Professor and College Dean Tenured	Ph.D., CHES	Community Health Education
Buckingham, Robert Professor Tenured	Dr.P.H.	Public Health, Epidemiology
Escobedo, Luis Adjunct Associate Professor Non-tenure line	M.D., M.P.H.	Public Health, Epidemiology
Kozel, Charles Assistant Professor Tenure line	Ph.D., MPH, CHES	Community Health Education
Krishnan, Satya Associate Professor Tenured	Ph.D., CHES	Community Health Education
Mondragon, Delfi Professor Tenured	Dr.P.H.	Health Policy, Administration And Ethics
Smith, David Professor Tenured	Ph.D.	Biostatistics
Velarde, Lily Assistant Professor Tenure line	Ph.D., CHES	Community Health Education
Vilchis, Hugo College Associate Professor Non-tenure line	MD, MPH	US/Mexico Border Health
Olsen, Larry Professor And Associate Dean Tenured	Ph.D., CHES	Community Health Education

B. CHES PREPARATION COURSE

Each year the MPH program offers a one-credit course for students preparing to take the CHES examination. This course has been taught by several existing faculty. Our alumni and students have achieved more than an 80% pass rate on this examination.

C. CORE CHE COURSES

Public Health Core Courses (18 credits)
MPH 500, Orientation to Public Health 3
MPH 510, Community and Psychosocial Aspects of Public Health (3 cr. hrs.)
MPH 520, Biostatistical Applications in Public Health (3 cr. hrs.)
MPH 530, Epidemiological Approaches to Disease Control and Prevention (3 cr. hrs.)
MPH 540, Public Health Services Design and Operation (3 cr. hrs.)
MPH 550, Environmental Public Health Issues (3 cr. hrs.)

Community Health Education Core Courses (15 credits)
MPH 570, Foundations of Public Health Education (3 cr. hrs.)
MPH 572, Techniques of Health Communication/Education (3 cr. hrs.)
MPH 573, Community Organization in Public Health (3 cr. hrs.)
MPH 574, Health Program Planning, Evaluation, and Research (3 cr. hrs.)
MPH 579, Research and Resources in Community Health (3 cr. hrs.)

D. SOPHE CHAPTER

As previously discussed, in 2001, the “Paso del Norte” local chapter of the Society for Public Health Education (SOPHE) was established as a joint initiative between the faculty, students and alumni at/from New Mexico State University and the University of Texas at El Paso.

SUMMARY

Since the site visit, the department has made great strides in increasing faculty expertise in the community health education discipline. Five of the eleven individuals teaching in the MPH program are CHES certified, and the same five have formal education at the doctoral level in health education.

CRITERION X.A.

Item #5: The interim report should provide documentation that progress has been made to assure broad-based monitoring and evaluation of program activities.

Significant progress towards broad-based monitoring and evaluation of program activities has been achieved through:

Alumni survey
Outcomes assessment activities
Development of a comprehensive database on our graduate students
Development and distribution of key “facts” about the MPH program
Increasing the number of graduate assistantships, in addition to every-semester evaluations of each assistantship.
Development of a comprehensive field experience database
Administration of student exit evaluations

A. ALUMNI SURVEY (See Appendix 9)

A survey was mailed to all MPH alumni in the Summer of 2001. A summary of results is provided in the appendices.

B. OUTCOMES ASSESSMENT ACTIVITIES AND REPORT (See Appendix 3)

C. DATABASE OF GRADUATE STUDENTS (See Appendix 10)

The MPH program now maintains a comprehensive database of all prospective, current, and previous applicants, students and alumni. A copy of this database is provided in the appendices.

As of February 13, 2002 the MPH program at New Mexico State University compiled the following statistics (in addition to statistics and facts presented in Appendix 11):

Since the program’s inception:

97 students have been admitted

24 currently enrolled
14 recently accepted but not yet enrolled
22 graduates

5 thesis
13 non-thesis
4 projects (no longer an option)

18 started but then left the program
19 admitted but never matriculated

169 students have applied to the MPH program

97 admitted (see above)
37 current applicants (file not yet complete)
26 never completed their application
9 denied admission (due to insufficient GPA, and/or GRE, and/or overall qualifications)

D. FACTS ABOUT MPH PROGRAM (See Appendix 11)

A fact brochure containing relevant statistics about the MPH program and students has been created, is distributed publicly, and is available on the MPH program web pages. A copy of this information is available in the appendices.

E. NUMBER OF GRADUATE ASSISTANTSHIPS

In addition to implementing every-semester evaluations of each graduate teaching and research assistant (discussed previously), the MPH program has tripled the number of graduate assistantships in the past two years. Graduate assistantships provide students with in-state tuition (as opposed to paying out-of-state tuition) and a monthly stipend. For the Spring 2002 semester, 15 of the 24 currently enrolled MPH students are receiving a graduate assistantship. The total amount spent on assistantships this academic year is $126,200.

F. FIELD EXPERIENCE DATABASE (See Appendix 12)

As mentioned previously, a comprehensive list of field experience sites is now maintained, and available to students on the department web site.

G. EXIT EVALUATIONS

All MPH students are asked to complete an exit evaluation, available on-line at http://www.nmsu.edu/~hlthdpt/MPH/MPH-exit.html. Students may submit this form anonymously, or they are invited to discuss their comments with the MPH Graduate Program Coordinator or the Academic Department Head. Results from these exit evaluations are compiled annually, are included in the outcomes assessment report, and are reviewed by all MPH faculty under the guidance of the Graduate Program Coordinator.

SUMMARY

Since the site visit, great progress has been made to assure broad-based monitoring and evaluation of program activities.

APPENDICES

1. MPH Oversight Committee Structure and Function

2. MPH Curriculum Committee Structure, Function, and Recent Accomplishments

3. Outcomes Assessment Annual Report

4. New Student Orientation and GA/TA Evaluation

5. Course Evaluation Form

6. MPHSO Structure, Function, Initiatives, and Current Officers

7. Department Web Pages And List Serve

8. Curriculum Vitae’s for New MPH Faculty (New since our site visit 2 years ago)

9. Summer 2001 Alumni Survey

10. Database of Graduate Students

11. Facts About MPH Program

12. Field Experience Database

13. Key Objectives for Core MPH Classes

APPENDIX 1 - MPH Oversight Committee Structure and Function

Information about the MPH Oversight Committee is located at:

http://www.nmsu.edu/~hlthdpt/mphoversite.html

APPENDIX 2 - MPH Curriculum Committee Structure, Function, and Recent Accomplishments

APPENDIX 3 - Outcomes Assessment Annual Report

A copy of the most recent outcomes assessment report is located at:

http://www.nmsu.edu/~hlthdpt/faculty.html

APPENDIX 4 - New Student Orientation and GA/TA Evaluation

Information about the new student orientation and GA/TA evaluation forms are located at:

General information: http://www.nmsu.edu/~hlthdpt/MPH/ga_eval.html

GTA Evaluation Form: http://www.nmsu.edu/~hlthdpt/MPH/gta_eval.html

GRA Evaluation Form: http://www.nmsu.edu/~hlthdpt/MPH/gra_eval.html

APPENDIX 5 - Course Evaluation Form

APPENDIX 6 - MPHSO Structure, Function, Initiatives, and Current Officers

APPENDIX 7 - Department Web Pages And List Serve

Department Web Page http://www.nmsu.edu/~hlthdpt/

MPH Program Web Page http://www.nmsu.edu/~hlthdpt/mph.html

Admissions Information http://www.nmsu.edu/~hlthdpt/admissions.html

Information for Students http://www.nmsu.edu/~hlthdpt/students.html

Information for Faculty and Staff http://www.nmsu.edu/~hlthdpt/faculty.html

APPENDIX 8 - Curriculum Vitae’s for New MPH Faculty (New since our site visit 2 years ago)

APPENDIX 9 - Summer 2001 Alumni Survey

The alumni survey, and a summary of results, are located at:

http://www.nmsu.edu/~hlthdpt/MPH/mphsurvey.htm

http://www.nmsu.edu/~hlthdpt/studentorg.html

APPENDIX 10 - Database of Graduate Students

APPENDIX 11 - Facts About MPH Program

Facts about the MPH program are located at:

http://www.nmsu.edu/~hlthdpt/MPH/mphfacts.html

APPENDIX 12 - Field Experience Database

Detailed information about the field experience, and the field experience site database, are located at:

http://www.nmsu.edu/~hlthdpt/experince.html

http://www.nmsu.edu/~hlthdpt/exp_loc.html

APPENDIX 13 - Key Objectives for Core MPH Classes

Please note this analysis was limited to the core courses, however, many of the objectives are also integrated into the elective courses.

See also syllabi on-line at http://www.nmsu.edu/~hlthdpt/students.html

Course Number	Course Description	Complimentary Goal & Objective
MPH 500	Orientation to Public Health	· Describe the philosophical and historical context of public health as it pertains to its present and future status. · Demonstrate an appreciation of the structure and function of special topics around maternal and child health, injury prevention, environmental health, health and safety of workers, health of special populations, substance abuse, and health services delivery system issues. · Relate a summary of the philosophy, purpose and history of public health. · List the determinants of health. · Demonstrate an understanding of the basis for public prevention and for specific organization and functions. · Demonstrate knowledge as to how each of the core areas of public health contributes to the health education program planning and /or evaluation process.
MPH 510	Community and Psychosocial Aspects of Public Health	· Define psychosocial aspects of individual and community public health. · Discuss the factors that enhance and those that detrimentally affect psychosocial aspects of public health. · Understand the individual, familial, cultural, community and environmental factors that affect psychosocial health. · Recognize the need for strategies and interventions to reduce the risk of disease and to improve health promotion efforts. · Demonstrate knowledge of psychosocial and community aspects and theoretical frameworks to the field of health education. · Demonstrate knowledge of and use of information on social and cultural environments, growth, and development factors, needs and interests (Goal II, Obj A)
MPH 520	Biostatistical Applications in Public Health	· Describe the philosophical and historical context of public health as it pertains to its present and future status. · Demonstrate knowledge of the core areas of education in public health—biostatistics, epidemiology, health administration, and environmental health, as well as the psychosocial aspects of health. · Distinguish public health research from evaluation activities. · Identify and write appropriate research questions and develop hypotheses. · Identify and properly apply appropriate statistical methods for answering research questions. · Translate and infer research results into terms easily understood by others. · Community health educators will design program evaluation and research studies, to apply quantitative and qualitative methods, and computer-based data-processing skills. · Demonstrate the ability to utilize a variety of survey and statistical analyses techniques to conduct need assessments at the individual, group, and community levels (Goal II, Obj A
MPH 530	Epidemiological Approaches to Disease Control and Prevention	· Demonstrate knowledge of epidemiological principles applicable to disease and public health. · Demonstrate knowledge and use of descriptive techniques and analytical designs. · Demonstrate knowledge and application of statistical and epidemiological investigation methods. · Demonstrate an appreciation of the structure and function of the public health system in the United States, tenets of epidemiologic practice, health status assessment approaches, core activities of health promotion and disease prevention programs, and special topics around maternal and child health, injury prevention, environmental health, health and safety of workers, health of special populations, substance abuse, and health services delivery system issues. · Understand aspects related to the investigation of acute and long-term health problems by type of study, including surveillance data, investigation of outbreaks, and analytical/chronic disease studies.
MPH 540	Public Health Service Design and Operation	· Describe the philosophical and historical context of public health as it pertains to its present and future status. · Demonstrate knowledge of the core areas of education in public health—biostatistics, epidemiology, health administration, and environmental health, as well as the psychosocial aspects of health. · Demonstrate an appreciation of the structure and function of the public health system in the United States, tenets of epidemiologic practice, health status assessment approaches, core activities of health promotion and disease prevention programs, and special topics around maternal and child health, injury prevention, environmental health, health and safety of workers, health of special populations, substance abuse, and health services delivery system issues. · Relate a summary of the philosophy, purpose and history of public health. · List the determinants of health. · Demonstrate an understanding of the basis for public health prevention and for specific organization and functions. · List the methods of management of public health programs and the methods in planning, marketing and assessing them. · Relate an understanding of management tools in the prevention of disease, disability and dependency and in health promotion. · Demonstrate the continual assessment of U.S. public health utilizing the Institute' of Medicine's report The Future of Public Health. · Relate health education issues to larger social issues and articulate health education’s role in policy formation at various organizational and community levels. · Obtain acceptance and support for health education programs, develop and manage fiscal and human resources, and exercise organizational leadership skills in administering health education programs. · Prepare proposals to obtain fiscal resources through grants, contracts and other sources, develop and be able to manage realistic budgets to support programs (Goals IV, Obj B · Develop qualifications statement (job descriptions), and identify how to: recruit, employ and evaluate staff members; provide staff development; and apply human resource policies consistent with relevant laws and regulations (Goal IV, Obj B)
MPH 550	Environmental Public Health Issue	· Describe, distinguish and apply the scientific tools used to understand environmental health problems and their causes. · Demonstrate knowledge of the causes and effects of many of the current environmental problems that affect human health and well being. · Identify, describe, and discuss the role of governmental agencies in setting standards and making laws, and public policies affecting environmental health. · Recognize and evaluate ways in which individuals protect themselves from environmental contaminants, affect environmental problems and influence environmental policy. · Describe and evaluate opposing perspectives on environmental health issues and the scientific and cultural basis for those perspectives. · Understand how environmental health issues are shaped by the complex interrelationships among people, political structures, and other dimensions of society (including natural and social sciences, business, and legal aspects).
MPH 558	Public Health Policy Analysis	· Relate health education issues to larger social issues. · Articulate health education’s roles in policy formation at various organizational and community levels · Engage students and faculty, in collaboration with community groups, in the analysis of policies related to the provision of health promotion and illness prevention services in under-served populations.
MPH 559	Infectious and Noninfectious Disease Prevention	· Understand aspects related to the investigation of acute and long-term health problems by type of study; including surveillance data, investigation of outbreaks, and analytical/chronic disease studies. ·
MPH 561	Health Communications with Hispanic Clients	· Identify how to obtain and use types and sources of health-related data including information on social and cultural environments, growth, and development factors, needs and interests. · Relate health education issues to larger social issues. · Articulate health education’s roles in policy formation at various organizational and community levels
MPH 562	Hispanic Health Issues	· Identify how to obtain and use types and sources of health-related data including information on social and cultural environments, growth, and development factors, needs and interests. · Relate health education issues to larger social issues. · Articulate health education’s roles in policy formation at various organizational and community level
MPH 563	Interdisciplinary Seminar	· Identify how to obtain and use types and sources of health-related data including information on social and cultural environments, growth, and development factors, needs and interests. · Relate health education issues to larger social issues. · Articulate health education’s roles in policy formation at various organizational and community levels
MPH 564	Cross-Cultural Aspects of Health	· Identify how to obtain and use types and sources of health-related data including information on social and cultural environments, growth, and development factors, needs and interests. · Relate health education issues to larger social issues. · Articulate health education’s roles in policy formation at various organizational and community levels.
MPH 565	International Health Problems	· Identify how to obtain and use types and sources of health-related data including information on social and cultural environments, growth, and development factors, needs and interests. · Relate health education issues to larger social issues. · Articulate health education’s roles in policy formation at various organizational and community levels
MPH 566	International Health Practicum	· Identify how to obtain and use types and sources of health-related data including information on social and cultural environments, growth, and development factors, needs and interests. · Relate health education issues to larger social issues. · Articulate health education’s roles in policy formation at various organizational and community levels
MPH 567	Rural Health Issues	· Identify how to obtain and use types and sources of health-related data including information on social and cultural environments, growth, and development factors, needs and interests. · Relate health education issues to larger social issues. · Articulate health education’s roles in policy formation at various organizational and community levels
MPH 568	Coping with Loss and Grief: A Cross-Cultural Perspective	· Identify how to obtain and use types and sources of health-related data including information on social and cultural environments, growth, and development factors, needs and interests. · Relate health education issues to larger social issues. · Articulate health education’s roles in policy formation at various organizational and community levels.
MPH 569	U.S.-Mexico Border Health Issues	· Identify how to obtain and use types and sources of health-related data including information on social and cultural environments, growth, and development factors, needs and interests. · Relate health education issues to larger social issues. · Articulate health education’s roles in policy formation at various organizational and community levels.
MPH 570	Foundations of Public Health Education	· Relate a summary of the philosophy, purpose and history of public health education. · List the determinants of health. · Relate an understanding of the prevention of disease, disability and dependency and in health promotion. · Demonstrate the continual assessment of U.S. public health utilizing the Institute of Medicine’s report The Future of Public Health. · Describe the philosophical and historical context of community health education as it pertains to its present and future status and interpret concepts, purposes, and theories of health education. · Demonstrate knowledge of health education and health promotion theories relating to behavior change, program planning, implementation and evaluation. · Demonstrate knowledge as to how each of the core areas of public health contributes to the health education program planning and/or evaluation process. · Assess the nature and extent of health problems and identify the behavioral components of the problems. · Distinguish between behaviors that foster and those that hinder well being. · Determining health priority areas related to the need for health education. · Critically analyze current and future needs in health education, develop an awareness of the various associations within the profession, create a plan for personal growth in the profession, subscribe to and be able to relate the importance of a code of ethics to professional practice. · Analyze the role of health education professional associations, develop a personal plan for professional growth and participate in advancing the profession. · Participate in such associations. · Develop a personal plan for professional growth. · Analyze interrelationships among ethics, values, and behavior. · Relate the importance of the AAHE and SOPHE professional codes of ethics to professional practice.
MPH 572	Techniques of Health Communication/Education	· Develop measurable objectives as needed for instruction; select methods and media best suited to implement program plans for specific learning (Goal II, Obj D) · Select a variety of communication methods and techniques in providing health information (Goal II, Obj D) · Analyze social and cultural factors that influence health and incorporate demographically and culturally sensitive techniques to promote programs (Goal III, Obj A) · Apply concepts and theories of public relations, communications, and social marketing theory to obtain program support (Goal IV, Obj B) · Relate health education issues to larger social issues and articulate health education’s role in policy formation at various organizational and community levels (Goal IV, Obj C)
MPH 573	Community Organization in Public Health	· Recruit community organizations, resource people, and potential participants for support and assistance in program planning. · Identify how to obtain and use types and sources of health-related data including information on social and cultural environments, growth, and development factors, needs and interests (Goal II, Obj A) · Demonstrate the knowledge and ability to utilize a variety of survey and analytic techniques to conduct needs assessments at the individual, group, and community levels (Goal II, Obj A) · Recruit community organizations, resource people, and potential participants for support and assistance in program planning (Goal II, Obj B) · Apply community empowerment and community organization skills to obtain community and leadership support for planning and development, implementation of health education programs that are appropriate and relevant to the needs of local communities (Goal III, Obj A) · Relate health education issues to larger social issues and articulate health education’s role in policy formation at various organizational and community levels (Goal IV, Obj C)
MPH 574	Program Planning, Evaluation, and Research	· Demonstrate knowledge as to how each of the core areas of public health contributes to the health education program planning and /or evaluation process. · Identify how to obtain and use types and sources of health-related data including information on social and cultural environments, growth, and development factors, needs and interests. · Apply community needs assessment information (both primary and secondary data) in planning appropriate health education interventions. · Identify how to obtain and use types and sources of health-related data including information on social and cultural environments, growth, and development factors, needs and interests. · Assess the nature and extent of health problems and identify the behavioral and community components of the problems. · Distinguish between behaviors that foster and those that hinder well being. · Determining health priority areas related to the need for health education. · Analyze social, cultural, economic and political factors that influence health and determining factors that influence learning and development. · Plan and develop a health education program in response to identified and/or designated needs. · Demonstrate and apply theories of health behavior change in planning health education programs to promote community health. · Formulate appropriate and measurable program objectives and design educational programs consistent with specified program objectives. · Design program evaluation and research studies, to apply quantitative and qualitative methods. · Develop plans to assess achievement of program objectives · Apply findings to refine and maintain programs and in policy analysis and development · Apply appropriate research and evaluation principles and methods in health education. · Conduct thorough reviews of literature, use appropriate qualitative and quantitative research methods, and apply research and evaluation to health education practice. · Demonstrate knowledge and how to plan and evaluate health educational programs (Goal II, Obj D) · Display knowledge of evaluation plans and interpret results of program evaluation; and infer implications from findings for future program planning (Goal II, Obj D) · Prepare proposals to obtain fiscal resources through grants, contracts and other sources including realistic budgets to support programs (Goal IV, Obj B)
MPH 577	Worksite Health Promotion	· Demonstrate an appreciation of the structure and function of the public health system in the United States, tenets of epidemiologic practice, health status assessment approaches, core activities of health promotion and disease prevention programs, and special topics around maternal and child health, injury prevention, environmental health, health and safety of workers, health of special populations, substance abuse, and health services delivery system issues.
MPH 579	Research and Resources in Community Health	· Distinguish public health research from evaluation activities. · Identify and write appropriate research questions and develop hypotheses. · Translate and infer research results into terms easily understood by others. · To actively engage students and faculty in research in the area of provision of health promotion and illness prevention services among under-served populations. · Identify and properly apply appropriate statistical methods for answering research questions. · Design and conduct research studies, to apply quantitative and qualitative methods, and computer-based data-processing skills. · To prepare community health educators to apply appropriate research principles and methods in health education. · Community health educators will conduct thorough reviews of literature, use appropriate qualitative and quantitative research methods, and apply research to health education practice. · Use electronic technology in retrieving references, select references pertinent to health education, critique sources of health information, evaluate research design, methodology and findings from literature and synthesize key information from the literature (Goal IV, Obj A) · Assess the merits and limitations of qualitative and quantitative research methods and apply both methods in research designs (Goal IV, Obj A) · Describe how research results can relate to health policy development and how to disseminate research findings (Goal IV, Obj A)
MPH 589	Ethics and Jurisprudence for Health Personnel	· Analyze interrelationships among ethics, values, and behavior. · Relate the importance of the AAHE and SOPHE professional codes of ethics to professional practice.
MPH 596	Field Experience	· To incorporate community based activities in the program curriculum. · To engage students in the area of provision of health promotion and illness prevention services. · Develop plans to assess achievement of program objectives. · Apply quantitative and qualitative methods and computer-based data processing and analyses skills. · Apply findings to refine and maintain programs and in policy analysis and development. · Complete a community agency-based field experience that may include planning, implementing, and evaluating intervention programs. · Collaborate with community organizations, resource people, and potential participants for support and assistance in program planning. (Goal II, Obj B) · Demonstrate competency in planning and in carrying out planned educational programs (Goal II, Obj D) · May analyze current and future needs in health education, develop an awareness of the various associations within the profession, create a plan for personal growth in the profession, subscribe to and be able to relate the importance of a code of ethics to professional practice. (Goal IV, Obj C) · Establish collaboration between students and faculty and community agencies as consultants and in scholarly and evaluative research. (Goal V, Obj B) · Establish collaboration between students, faculty and community agencies in community service activities. (Goal V, Obj C)
MPH 599	Master’s Thesis	· To engage students and faculty in research in the area of provision of health promotion and illness prevention services among under-served populations. · May analyze current and future needs in health education. · To engage students and faculty in the department in community based activities through education, research and service · Establish collaboration between students and faculty as consultants and in scholarly and evaluative research. (Goal V, Obj B)