SELF-STUDY DOCUMENT FOR

ACCREDITATION REVIEW BY

SABPAC

Department of Health Science
P.O. Box 30001, MSC 3HLS
Las Cruces, NM 88003-8001

Phone 505-646-4300
Fax 505-646-4343

CONTACTS:

A Organizational Charts
B Faculty Curriculum Vitae
C Course Evaluation Form
D Alumni Survey and Student Exit Evaluation Form
E Field Experience Evaluation Form
F Department Advisory Committee
G Independent Study Form
H Substitution and Waiver Form
I 1999 Outcomes assessment Report
J Horizontal Analysis Sheet and Matrices I-VII for Evaluation of Responsibilities and Competencies
K Field Experience Manual and Brochure
L Field Experience Sites
M Student Evaluation of Field Experience Agency Form
N Course Syllabi for Required Core Courses
O Advising Document and Degree Plan (Form A and B)
P 2000 Degree Check Sheet
Q Form C and Analysis of Writing Assessment Examination Success
R Recruitment Packet for Undergraduates
S Course Schedules, Change of Advisor Request Form, and Student Handbook
T Qualifications of Faculty (Form D)
U Faculty Responsibilities and Workload (Form E)
V Faculty Professional Development (Form F)
W Salary Comparisons
X Faculty Turnover
Y Department Personnel Positions and Nature of Work
Z Annual Performance Evaluation Forms
AA Promotion and Tenure Requirements
AB Faculty Scholarly Activities
AC Select Portions of the NMSU Bachelor of Community Health Program Web Pages
AD Student Pass Rates for CHES Examinations

The mission of the Department of Health Science (and the Bachelor of Community Health Program) is to

preserve and enhance the health of the public and prevent illness and injury through education, research and service programs. The departmental faculty is committed to actively participate in all of these processes.

The overall goal of the program is to educate and train the enrolled students to become community health education specialists. Based on this overall goal, the current objectives of the program are to:

• Prepare individuals for careers in community and public health programs and education in voluntary, private, and governmental agencies.

• Encourage and practice health education within the framework of legal, ethical, moral and professional standards.

• Prepare individuals for successful participation in the professional certification examination process.

• Provide leadership within the health education profession.

• Collaborate with other professionals, staff, communities, and consumers in the planning, implementation, and evaluation of health education programs.

• Conduct and incorporate research findings in health education into practice settings.

• Develop a commitment to intellectual inquiry, self-directed learning and professional growth.

• Promote undergraduate education as a basis for graduate study.

The Department of Health Science is one of three academic departments within the College of Health and Social Services, one of six colleges within the University.

The Department anticipates the following immediate and long-term (five years) needs for the program. They are listed on the next page:

• Success in filling in the community health education faculty line recently vacated by Dr. Edward Meister (line 05 in the Department’s salary budget on Page 36) and having the other faculty line for the third community health education faculty position returned to the Department. This other line was the only full-time position awarded to the Department as part of the start-up of its new graduate degree program (MPH in Community Health Education which was started in the fall of 1996 and successfully accredited by CEPH on June 10^th, 2000). The assigned line was removed from the Department in the summer of 1998 when it was transferred over to the CHSS Dean’s office to fund a portion of the Associate Dean’s salary.

• Progress in filling the half-time (0.5 FTE) faculty line in Biostatistics.

• Success in securing reliable funding for the Department’s part-time faculty who teach the departmental university-wide general education courses.

• Should enrollment trends for the BCH and MPH programs increase more rapidly than current levels, support from the college Dean’s office and from the central administration for securing an additional faculty line in the next three years.

• Appointment from the college Dean’s office of at least half time dedicated advisor to improve student advisement.

• Progress in the CHES Continuing Education Approval Committee to make its efforts self-sustaining.

• Success in increasing the number of community college transfers (especially graduates from Associates degree programs in Allied Health areas) to the BCH program.

• Greater success in using the data from the outcomes assessments activities from the targeted courses (HLS 100, 275, 395, 471, 478, 498, 499) to improve curriculum. In addition, more success in having all the departmental faculty provide outcomes assessment findings from each course taught.

To continue current recruitment efforts but extend more targeted effort in retention. Retention will greatly improve through a newly instituted policy (June 2000) and its full and stringent enforcement. The policy requires students to complete all of the requirements and pre-requisites for enrolling in the core courses and be community health majors when enrolling in departmental courses that are 400 level. This will limit the enrollment to majors only, reduce class size, and help students receive the individual attention and supervision required in maintaining high retention rates. Due to the continued increase of student majors in community health, an increase in both the frequency and number of class sections is anticipated. Additionally, due to an increase in student demand for service courses (HLS 150: Personal Health and Wellness; HLS 286G: Wellness and Lifestyle Choices; HLS 300: Drugs and Behavior; HLS 301G: Human Sexuality; HLS 320: Human Stress Management; and HLS 380: Women's Health Issues), the department anticipates to request funds to increase the frequency and number of class sections.

Another very recent change, is the establishment of the BCH oversight committee described below. In the next year, the functions and the membership of this committee will be finalized to be able to provide valuable input into the evaluation and improvement of the BCH program. This input is critical in meeting the quality standards demanded by the accrediting body and in addressing the changing demands of the profession, the border region, and the students.

1. PURPOSE

The purpose of this oversight committee is to develop and periodically evaluate the BCH program. This committee is also responsible for BCH admission decisions; curriculum review; development and revision of mission, goals and objectives; program evaluation; program planning; strategic planning; and other issues that affect the BCH program. In addition, this committee is responsible for assuring the relevance of the BCH curriculum, the quality of instruction, the suitability and recruitment of students, and the adequacy of resources.

2. STRUCTURE

Committee Chair: BCH Program Coordinator

Committee Members: Two BCH program faculty, a Pre-BCH advisor from the Dean’s office, one alumni representative, one BCH student representative, and one community representative.

Ad Hoc Members: Department of Health Science Curriculum Committee Chair and Academic Department Head

3. INITIAL CHARGE

1. Establish a formal mechanism to track and obtain feedback from BCH students, alumni and community members.
2. Ensure that the BCH program maintains an identity that is separate and distinct from the other programs in the department.
3. Develop criteria by which the committee can determine if the BCH program is fulfilling its mission statement.
4. Ensure that BCH students have a role in the decision-making that affects their program
5. Develop a formalized system of curriculum and individual syllabus review, which also takes into consideration evaluation from students, alumni and preceptors. Ensure that the curriculum provides a balance between public health, community health education, and management and administration of health education programs. Ensure that any overlap among core BCH courses is essential, not redundant.
6. Ensure that program and course learning objectives provide appropriate emphasis to community health education preparation, and not just to general public health.
7. Ensure that exit interviews are completed with those who leave the program (either by graduation or other).
8. Maintain a detailed record of those students who apply, enter, and exit the program.
9. Continue recruitment efforts to ensure a student enrollment that continues to represent the racial and ethnic diversity of the Southwest, particularly Hispanic and Native Americans.
10. Ensure that BCH Program web pages are expanded to include information specific to the BCH program that describes its policies and procedures, opportunities for participation in governance, availability of computers and other resources, internship sites and requirements, and information about the ESG student association

In the next five years, besides implementing the changes listed in the previous page and fulfilling some of the needs previously listed, it is anticipated that the department will complete the development and implementation of a self-sufficient continuing education program. Other anticipated changes include hiring CHES certified or qualified faculty to teach core and elective BCH courses. Another change includes instituting a mechanism and process that promotes and rewards students for research projects based in underserved local communities. Discussions for such a mechanism and process are in progress and it is anticipated that the department will have such a mechanism in place in the next couple of years. Finally, another anticipated change includes increasing the visibility of Eta Sigma Gamma and promoting increased involvement of students in the honor society’s activities and in other alumni initiated activities on and off campus.

The organizational chart that shows the locations and administrative structure of the health education program within the larger University administrative structure is included in Appendix A.

Yes, it does. The location of the health science program within the CHSS allows for its visibility and quality assurance that help recruit students from within the state and from across the country. The Dean of CHSS supports the efforts of the Department in a variety of ways. In addition, the department (through the efforts of the faculty and the Associate Dean) are involved in developing and maintaining mutually supportive and collaborative relations with various agencies, professional organizations, and other programs across the nation. The Associate Dean serves on the SABPAC, the SOPHE professional preparation committee, and is a SOPHE anchor to the University.

Curricula decisions are within the purview of the faculty. This responsibility is taken seriously and curricular evaluation is an ongoing process to produce a high quality, responsive, and flexible curriculum. The faculty assumes the responsibility for maintaining a curriculum that has a solid knowledge base, reflects the educational needs of the students, and meets the commitment of and competency required of the profession.

Admissions criteria identified by the University and the CHSS have been made more stringent to attract high quality and motivated students to the Department of Health Science. Decisions about admissions are made by the Department Head and the Undergraduate Program Coordinator. All students admitted into the degree program are required to meet the department’s admissions requirements (discussed later in this report).

Library facilities are utilized by faculty, staff, and students from the Department. Decision regarding books, periodicals, and other library services are coordinated by the department’s library liaison with input from the departmental faculty and communicated to all by e-mail.

A comprehensive list of campus based available student affairs/services are included below. Input related to decisions in these areas may occur in a variety of ways, such as directly to/from the Department Head; through faculty involvement on College and University committees; and through direct student input and participation on committees. Students from the Department are encouraged to participate in student government and have served as elected student representatives.

Student services include the following:

• Office of Student Organizations and Programs
• Office of Student Development; Counseling Center
• Center for International Programs; Cooperative Education
• Center for learning Assistance; Financial Aid; Handicapped Student Services
• Placement and Career Services
• National Student Exchange Program
• Servicemen's Opportunity College
• Outcomes assessments
• Student Support Services
• Speech and hearing Center
• Student Health Center
• Services for Veterans, Active Military Personnel, and Eligible Dependents
• Counseling services
• Mentoring and tutoring services

In addition, the departmental faculty serves on the following university committees related to student affairs:

1. Alcohol and Drug Abuse Committee
2. Sexual Misconduct Task Force, and
3. Wellness Committee.

The Department Head represents the department in decisions relating to financing and business management by providing input and considerations to the Dean of CHSS in accordance to existing NMSU policies and procedures. The Department Head serves as a liaison and communicates decisions regarding finances, funding, and business management to the department faculty and staff. Additionally, the Department Head communicates directly with the Personnel (Human Resources) department on issues related to all staff (classified, professional, and faculty).

Input in these areas is provided via individual faculty interactions within and among the groups listed above. Faculty members are accessible and often serve to initiate and provide support in these areas. Recommendations for public relations and developmental efforts are approved by the Department Head and College Dean. The Department is represented by the college Associate Dean and advising staff at various fall receptions and spring honors nights throughout the state to promote the college’s programs including the community health degree and to recruit eligible and interested students. The Department, through the college Associate Dean, is also actively involved in the planning of the first institution-wide capital campaign.

The Undergraduate Program Coordinator directs the Bachelor of Community Health Program (BCH) and reports directly to the Academic Department Head. The program coordinator has a doctorate in community health education and CHES certification, requirements for this position. The duties and responsibilities of the Undergraduate Program Coordinator are listed on next page:

The Academic Department Head serves as the administrative leader of the Department. It is this person's responsibility to provide guidance, direction, and vision for the Department. This Department Head also serves as the liaison/advocate between the faculty and the Dean of CHSS and provides a direct line of communication between them. In addition, the Department Head serves in the role of mentor/evaluator for both faculty and staff. Finally, in general the head serves as a supportive advocate and advisor to the undergraduate and graduate students, resolving conflicts and addressing evolving issues.

Faculty members participate in decisions regarding appropriate administrative and organizational functions. For example, faculty members are elected to serve on various departmental, college, and university committees. They are expected to comply with departmental, college, and university administrative policies and rules such as submitting grades before the assigned deadline each semester. All faculty provide student advisement and concentrate most of their effort on teaching, research/scholarly activities, service areas as listed in the departmental and college guidelines for performance evaluations, and assigned administrative duties.

The departmental faculty serves on various departmental, college, and university committees that are listed on the following pages (7-11). A brief description of the committees is also included in these pages of the self-study document. Besides graduate and undergraduate student advisement, faculty members serve on a variety of committees.

Department faculty are also elected or appointed to college committees including:

Department faculty are also elected or appointed to university committees including:

COLLEGE APPEALS COMMITTEE: Serve as the departmental representative on the committee, which process student appeals.

COLLEGE RESEARCH COUNCIL: Serves as departmental representative to read and advise on small grant proposals for funding, organize two events per year on research issues for the college, serve in an advisory capacity to the dean on research issues and needs of the college.

COMMITTEE ON COMMITTEES: A Faculty Senate Committee consisting of Senior Senators. Appoints other senators to specific committees.

CURRICULUM: (College) Meets annually under the direction and supervision of the college dean. Other members are from Nursing and Social Work. Considers, discusses questions and recommendations, reviews proposed changes to curriculum, then makes recommendations to the chair.

CURRICULUM: (Department) Considers, discusses questions and recommendations, reviews proposed changes to curriculum, then makes recommendations to the chair.

DEPARTMENT WEB PAGE UPDATE: Design, modify, update and expand departmental web pages.

ENVIRONMENTAL HEALTH DEGREE DEVELOPMENT: Develop curriculum and full proposal to create a new undergraduate degree program in environmental health at NMSU.

ETA FACULTY ADVISOR: Serve in an advisory capacity, guiding and helping the group to achieve their goal and vision, attend some of their events, assist officers when requested.

FACULTY SENATE LIBRARY COMMITTEE: (a) Actively monitor university-wide faculty concerns about university library resources, policy and services, (b) work with the dean of the library in developing library policies which meet the needs of faculty, staff and students, (c) advise and consult with the university administration about: (1) the state of the library: resources, services and policy, and (2) the university commitment necessary to assure that the library adequately serves the teaching, research and public service missions of the university.

GRADUATE PROGRAM COORDINATOR: Maintain enrollment and admissions statistics, coordinate faculty review of all completed student admission applications, assign faculty advisors to newly admitted students, meet with prospective students, coordinate mailing of information and application packets to prospective students.

INTERDISCIPLINARY EDUCATION COMMITTEE: reviews issues that affect the entire college, i.e., College Curriculum.

LIBRARY LIAISON: Work with the library to identify and order new books and journals needed by the department.

MPH ADMISSIONS: Review applications, meet to discuss new graduate student admissions, develop criteria and scoring for admission of incoming students.

OUTCOMES ASSESSMENT COORDINATOR: Develop assessments for classes for faculty use at the mid-point and end of a semester, collect data that may be relevant for outcomes measurement for the department, author the annual "Outcomes Assessment" report.

PROMOTION AND TENURE: Conduct reviews of the qualifications of each candidate for promotion and tenure. Reviews each faculty member's "Annual Performance Evaluation" each year. This committee is advisory to the academic department head and recommendations based upon the findings of the reviews are submitted in writing.

UNDERGRADUATE PROGRAM COORDINATOR: Meets with pre-BCH or other interested students, processes admissions of students twice per year, coordinates field experience orientation and final presentations, develops tracking forms that can help in tracking decisions about student admissions. The Coordinator reports directly to the Department Head. Specifically, the duties and the responsibilities of the undergraduate program coordinator are listed below:

• Meeting with pre-BCH or other interested students
• Reviewing and processing student admissions twice per year
• Coordinating field experience orientation sessions and final presentations each semester
• Developing forms to help in tracking decisions about student admissions
• Working with the department curriculum committee to ensure that course offerings are sufficient in breadth and depth to meet their intended purpose
• Recruiting of new majors
• Coordinating the preparation of the Annual Outcomes Assessment Report
• Monitoring all aspects of the BCH undergraduate program to ensure that students receive the best academic preparation possible

UNIVERSITY SENATE: Meets regularly, discusses new legislation and policy and brings them to a vote.

Communications between the Department faculty and personnel in other levels of the College and University are maintained in a variety of ways. Each semester, all faculty are invited by the President to attend a university-wide formal meeting, which provides for an opportunity to become informed about the current state of the University. As the beginning of each fall semester the Dean of the College holds a College faculty meeting which helps the faculty to learn about the activities of CHSS. Additionally, there are written communications (memos and e-mail) as well as departmental and university newsletters to communicate relevant information. Further, departmental faculty serving on college and university committees has the opportunity to report back to the faculty during departmental faculty meetings. The College Dean convenes regular meetings of the College department heads every four to six weeks during the spring and fall semesters. Information from these meetings related to university and college-wide matters is relayed back to the departmental faculty at weekly meetings.

The Department continues to be open to exploring opportunities to collaborate both within and outside of the CHSS and within and outside of the University. The college has formed a new interdisciplinary education committee chaired by the Associate Dean that is reviewing ways of increasing the sharing of courses and other ways of academic collaborations and recourses sharing within the college and with other colleges. A focus on US-Mexico border health and on gerontological health puts the Department of Health Science at the forefront of these efforts as it exclusively offers courses in each topic area. On a related front, a new grant from the Paso Del Norte Health Foundation will support student-initiated undergraduate and graduate research projects in health education, health promotion, and public health relevant to the border communities. Success of this initiative will be documented based on the number of majors from other departments and colleges are involved in these funded research efforts. Thus, this funding requires that the department and its faculty to raise awareness about health education and health promotion and their role in maintaining and improving the public health of the border communities. It will also require marketing this funded initiative and its mandate across the entire campus and to all the departments. The Department also coordinates the teaching of HLS/PE 286G and HLS/PE 320 courses with the Department of Physical Education, Recreation and Dance (PERD) in the College of Education. Both Health Science and PERD faculty team-teach HLS 286G. The course HLS 380G (Women’s Health Issues) is cross-listed by the departments of Health Science and Women’s Studies.

In addition, the Department coordinates the provision of professional and continuing education credits (CHES) for a variety of health-related events and professionals through the New Mexico. In addition, the department, with the collaboration of Southern Area Health Education Center (SoAHEC) and the New Mexico Border Health Education Training Center (BHETC), provides professional and continuing educational programs. Both Centers are discussed under section E-2 of the self-study. The Department also operates the Border Epidemiology and Environmental Health Center (BEC), collaboratively with the Border Health office of the NM Department of Health. The Border Epidemiology and Environmental Health Center (BEC) invites and promotes interdisciplinary research, education, and service through its REACH (research, education, and community health) strategies and efforts.

In the past two years, the departmental faculty members continue their service to the university by serving on several committees at both the College and University level. In addition, faculty is involved in service efforts in the community (for example, involvement with Habitat for Humanity and other community agencies). The departmental faculty is also involved in service to the profession by serving on the editorial boards of journals, reviewing of grants etc. Refer to faculty curriculum vitae for a complete listing of their service to the university, the profession, and to the community (Appendix B).

Currently the following are the projected plans for changes and developments in the organization and administration of the health education program are:

• A better definition of the role and responsibilities of the BCH undergraduate Program Coordinator.

The Department has developed an evaluation model that includes distributing evaluation questionnaires to current students, graduates, and potential and current employers. Students evaluate the faculty’s teaching and courses at the end of each semester using a standardized survey (Appendix C). Additionally the faculty participates in a yearly review of the department's organization and administration to determine if and when changes need to occur. Finally, faculty also participates in long-range planning, communicate, and discuss various program-related concerns in regularly scheduled faculty meetings. Department Heads are in turn, evaluated according to the policies and procedures described in the NMSU Administration, Policies, and Procedures manual at the end of their second year of service and every three years thereafter. All faculty and departmental staff (including department heads) are evaluated annually as part of the NMSU Performance Evaluation System. Additional evaluation data comes from the annual Outcomes Assessment Report (Appendix I), from the student exit interview (Appendix D), and from field experience evaluations (Appendices M and E).

Alumni surveys have been used to solicit important and helpful information from program alumni about the quality and utility of the BCH program, their current job status, plans for further education or job changes. The most recent survey was completed in the spring of 1999. A copy of the Alumni survey is included in Appendix D.

The feedback received from other programs in the department and college has been informal in nature and has contributed to discussions and program related policies that are oriented toward problem-solving (student advisement situations, dual-majors, etc.). For example, the department’s MPH program and its requirements and needs, helped in determining some of the changes instituted in the BCH program.

The Dean of the CHSS meets on a regular basis with the Department Head for updates and to reiterate continued support to the Department.

Formal evaluations (included in Appendix E) and informal meetings among departmental faculty, field experience preceptors and students play a key role in maintaining meaningful communications among all as well as an effective way of conducting process and outcomes assessments of students’ field experiences. Faculty maintains communications and connections with alumni and the various local employers to make sure that the program meets the needs of the employers and the alumni. A few of the employers and field experience preceptors serve on the departmental advisory committee and provide valuable advice and suggestions on maintaining the quality of the program.

The Department is supported by its Advisory Committee composed of 12 professionals in the fields of health education and public health. As indicated above they are also employers and field experience preceptors for the department’s majors. The names of the 12 members of the advisory committee, their educational qualifications, and job titles are included in Appendix F. Additionally, the department relies on all the health educators in the area to assist in maintaining the quality of the program, providing field experience opportunities to students, for consultation opportunities and guest lectures in courses, and for opportunities for students to conduct independent, special, or research projects.

There is consistency between the stated program objectives and the current program. This consistency is reflected in the goals and objectives of the program and the various program-related activities and changes. The following are the goals and objectives of the program:

• Prepare individuals for careers in community and public health programs and education in voluntary, private, and governmental agencies.

• Encourage and practice health education within the framework of legal, ethical, moral and professional standards.

• Prepare individuals for successful participation in the professional certification examination process.

• Provide leadership within the health education profession.

• Collaborate with other professionals, staff, communities, and consumers in the planning, implementation, and evaluation of health education programs.

• Conduct and incorporate research findings in health education practice settings.

• Develop a commitment to intellectual inquiry, self-directed learning and professional growth.

• Promote undergraduate education as a basis for graduate study.

All the courses and field experiences offered by the department are designed to provide the BCH majors with a high quality education and hands-on experience in community health and health education. These are aimed to prepare majors for careers in public/community health and health education, to get CHES certified, to be able to conduct research, plan, implement, and evaluate programs, to serve as educators and advocates on issues that affect the health of various communities, to develop collaborative relationships with other professions, uphold the ethics and standards of the profession, and prepare for leadership roles and/or for higher education. Hence there is consistency between the stated program objectives and the current program

Expanded usage of student-centered, problem-based multi-disciplinary approach to education will be encouraged in the future. This technique has been the instructional format used in HLS 463: Inter-disciplinary seminar. Further community based service/experiential projects will be expanded to become a part of most courses, particularly in the core courses, as done currently in HLS 275, HLS 301, HLS 464, HLS 476, and HLS 499.

Yes. These priorities are consistent with the stated objectives of the program and are based on input from current students and recent graduates, from alumni surveys and from the advisory council and faculty in the department. The focus on practical professional experience and increased frequency of courses are expected to meet the expressed needs of employees and students in the program. Finally, increased frequency of required course offerings and increased frequency of electives that are most popular, will be part of the other changes anticipated for the program.

The official procedure for initiating change in the curriculum begins with a discussion of the proposed changes in educational needs and curriculum among the members of the curriculum committee. Following discussion, a recommendation for change may be made by a faculty member and voted in consensus or majority by the rest of the faculty. At the next regularly scheduled faculty meeting the recommendation is presented and a vote taken. If the recommendation is successful it is advanced to the College Curriculum Committee for consideration.

Curriculum changes/additions are discussed at the College Curriculum Committee and a vote is taken. Approved changes are then typed on Course Change Forms (flimsies), re-submitted to the College Committee for a final review to ensure accuracy and then forwarded to the University's Courses and Curricula Committee. All curricula changes are listed on flimsies from each college. They are then circulated to each academic department for review and comment. A department head may challenge any course changes and/or additions. When such a challenge occurs, the associate dean from the concerned college communicates the objections back to the department head from the originating department. If a satisfactory solution is not found, then the associate deans and department heads meet jointly in an effort to seek a resolution. Should the objections not be resolved at this point, the matter is referred to the Executive Vice President for a final decision.

Factors that encourage change include the following:

• Support of the Department Head to consider and implement change
• Openness of the faculty to examine the curriculum and be flexible to make changes as deemed necessary
• Faculty’s interest in maintaining a dynamic curriculum that is responsive to a changing environment, and responding to suggestions ideas proposed by students, advisory council, and interested community members
• Students input and comments for change relayed to faculty and/or Department Head and comments made by graduating seniors in their exit interviews
• Input from the college Associate Dean who serves on various SOPHE committees at the national level

Barriers to change include time and financial limitations:

• Time becomes a factor due to the protracted nature of the curricula revision process. The university curriculum considers changes proposed in the spring semester only in the fall. The approved changes become effective only in the following fall semester

• Financial limitations prevent hiring more faculty to ensure an adequate and equitable distribution and coverage for the required courses and number of sections per year.

All students enrolled in the Bachelor of Community Health complete the same core curriculum. Students may select to concentrate their electives in a specific area of personal interest. Usually, students plan their 34 elective credits based on their interests and priorities and through consultations with their faculty advisors. Students may also enroll in independent study (3-6 credit hours) under the guidance of their faculty advisor to work on special projects in their area of interest

Yes, a block of 34 elective hours that is a part of the degree program in community health provides students the opportunity to explore areas of special interest. Students may opt to use these hours to complete a minor within any department or complete courses in their areas of interest (e.g. alcohol use and prevention, from the School of Social Work). Students may also receive advice concerning minor options that the faculty believe may facilitate their learning and skills and in securing employment. Minors in business administration and/or health services administration are often recommended.

Yes, it is possible for students to redirect their focus. Usually, credits are not lost during this process. One mechanism that can be utilized to accomplish this is ‘substitution’. Following a discussion with the faculty advisor and the Department Head, specific courses may be substituted in place of others. However, the Department cannot guarantee that all courses completed prior to entering the community health degree program will be appropriate substitutes for courses offered by the department. Courses taken prior to entering the health science program may also be used to account for some of the 34 credits needed for a minor. Finally, the Department is flexible with transfer students who have taken their ‘General Education’ courses that are different from those recommended by the Department, if they are approved by the university for general education credit. Such substitutions have to be approved by the Associate Dean of the College of Health and Social Services.

Yes, curriculum adaptations are made for students with special needs. Faculty allows the audio-taping of lectures for those students who are visually impaired. Faculty also attempts to provide instruction that use more than one sensory input mode. Accommodations are made for students with special needs based on the recommendations from the director of student services for taking exams and participating actively in the classroom and in their own learning. Additionally, faculty is also exploring self-instructional models for students who may require reinforcement at their own pace. Finally, the ‘Office of Students with Disabilities’ helps faculty develop ways to address the educational needs of students with disabilities.

Yes, requests for program additions are encouraged and considered from both faculty and students. The Advisory Committee is another mechanism that provides input regarding programs additions and changes.

The minimum number of credit hours necessary to complete the program is 128 hours.

The table on the next page is the program effectiveness and outcomes assessments plan used by the department to evaluate the effectiveness of its undergraduate program and student learning. These measures have been in place for the past 5 years and developed by the entire faculty.