Master of Public HealthUniversity of Michigan-Flint

Graduate Student Handbook

Public Health & Health SciencesEffective Academic Year 2019-2020

Updated 12.03.20191

Table of Contents

Master of Public Health-Graduate Student Handbook

1.0 Introduction to University of Michigan-Flint..........................................................................4Academic Calendar...................................................................................................................................4Registration................................................................................................................................................4Full-Time Enrollment Criteria.................................................................................................................4Academic Integrity....................................................................................................................................4University Grading Scale and GPA Average Calculations.....................................................................6Student Rights and Responsibilities.........................................................................................................6Commitment to Diversity..........................................................................................................................6Disabilities Requiring Accommodations..................................................................................................6University Sexual Harassment..................................................................................................................7University Grievance Policy......................................................................................................................7

1.1 Introduction to the Master of Public Health Program......................................................................8Mission Statement......................................................................................................................................8Program Overview....................................................................................................................................8MPH Program Values...............................................................................................................................9Mutual Tolerance and Respect Statement...............................................................................................9Council on Education for Public Health Accreditation..........................................................................9MPH Foundational Public Health Knowledge Areas...........................................................................10MPH Competencies: Foundational, Health Education and Health Administration Concentrations10MPH Administration Team....................................................................................................................12Academic Advising..................................................................................................................................14Other Important Information.................................................................................................................14

1.2 MPH Academic Procedures............................................................................................................15College of Health Sciences Changes in Course Elections (Drop/Add) Policy......................................15College of Health Sciences Appeals Procedure......................................................................................15MPH Program Transfer Credit Policy...................................................................................................15Academic Standing..................................................................................................................................16Academic Standing and Misconduct Procedures..................................................................................16Reapplying for Admission to the MPH Program Following Program Dismissal................................17Public Health and Health Sciences Appeal Policy and Procedures......................................................17

1.3 Curriculum.....................................................................................................................................20Curriculum Overview.............................................................................................................................20Recommended Course Sequencing*.......................................................................................................25Overview of the Culminating Experiences.............................................................................................26

1.4 Student Organizations.....................................................................................................................27Public Health Student Organization......................................................................................................27Eta Sigma Gamma...................................................................................................................................27Upsilon Phi Delta.....................................................................................................................................27

1.5 Research Opportunities..................................................................................................................27Graduate Student Research Assistantship.............................................................................................27

1.6 Professional Development Opportunities........................................................................................28

2

Student Membership in Professional Organizations.............................................................................281.7 Global Health Opportunities...........................................................................................................281.8 Student Memberships on Public Health Program Committees.......................................................291.9 Student Support: Program and Campus Resources......................................................................29Part One: Appendices..........................................................................................................................30

Appendix A: MPH Initial Advising Meeting Checklist........................................................................31Appendix B: MPH Academic Advising Checklist................................................................................32

2.0 The Culminating Experience.................................................................................................33Overview...............................................................................................................................................332.1 Applied Practice Experience...........................................................................................................33

Purpose.....................................................................................................................................................33On-site APE Interview............................................................................................................................34Learning Objectives & Competencies....................................................................................................35Accepting an Offer...................................................................................................................................36Professional Conduct...............................................................................................................................36Frequent Communication.......................................................................................................................36

2.2 Integrated Learning Experience.....................................................................................................37Purpose.....................................................................................................................................................37Student Responsibilities, Procedures, and Expectations.......................................................................37ILE Advisor Roles and Expectations......................................................................................................38

Part Two: Appendices..........................................................................................................................41Appendix C: APE Necessary Forms List..............................................................................................42Appendix D: APE Application...............................................................................................................43Appendix E: APE Learning Contract...................................................................................................44Appendix F: APE Grading Rubric........................................................................................................47Appendix G: ILE Concept Paper Form................................................................................................48Appendix H: Assessment of ILE-Written Document Rubric for Primary Advisor...........................49

3

Master of Public Health-Graduate Student Handbook: Part One

Welcome to University of Michigan-Flint! UM-Flint has the respected Michigan degree to support student goals. Nationally recognized for rigorous quality and relevant curriculums, the academic programs blend interactive classroom instruction and engaged learning experiences that extend beyond the classroom walls. Ranked by U.S. News and World Report as a "Best in the Midwest" for 2015, UM-Flint offers over 100 undergraduate areas of study and more than 28 master’s degree programs recognized for their excellence and relevancy. Explore the websites listed in this handbook to learn more about the campus, the curricula and the people at UM-Flint.

Academic Calendar

To review the current academic calendar visit UM-Flint’s website at: https://www.umich.edu/registrar/academic-calendars

Registration

The Office of the Registrar provides support for students to include registration assistance, transcript ordering, publishing course and final exam schedules, providing enrollment verification, conducting graduation audits, and maintaining student records.

Login into the online Student Information System (SIS) to register for courses.

Full-Time Enrollment Criteria

https://www.umich.edu/graduateprograms/full-time-enrollment-criteria

Academic Integrity

The following information is from the UM-Flint Catalog Statement on Academic Integrity:

Intellectual integrity is the most fundamental value of an academic community. Students and faculty alike are expected to uphold the highest standards of honesty and integrity in their scholarship. No departure from the highest standards of intellectual integrity, whether by cheating, plagiarism, fabrication, falsification, or aiding and abetting dishonesty by another person, can be tolerated in a community of scholars. Such transgressions may result in action ranging from reduced grade or failure of a course, to expulsion from the University or revocation of degree.

It is the responsibility of all students and faculty to know the policies on academic integrity in the instructional units at the UM-Flint. Information about these policies and the appeals process is available from the appropriate administrative office of the instructional units: in the College of Arts and Sciences, the Office of the Dean of the College of Arts and Sciences; in the School of Education and Human Services, the Office of the Dean of the School of Education and Human Services; in the School of Management, the Office of the Dean of the School of Management; in the College of Health Sciences, the Office of the Dean of the College of Health Sciences and for graduate students, the Office of the Dean of Graduate Programs.

4

1.0 Introduction to University of Michigan-Flint

Departments and programs within these instructional units may have specific policies and procedures, which further delineate academic integrity. In such cases, students are bound by the University policy on academic integrity as well as these department or program policies.

Procedural Rights of the Accused Student. A student who is charged with academic dishonesty by an instructor, administrator, or another student may be assured that he/she has the right to a fair hearing of the charges and the evidence, the right to question witnesses, to invite witnesses on his/her behalf, and to introduce whatever other evidence may be relevant to the charge.

Code of Academic Conduct. The University, like all communities, functions best when its members treat one another with honesty, fairness, respect, and trust. Therefore, an individual should realize that deception for the purpose of individual gain is an offense against the members of the community. Such dishonesty includes:

Plagiarism: Taking credit for someone else’s work or ideas, submitting a piece of work (for example, an essay, research paper, assignment, laboratory report) which in part or in whole is not entirely the student’s own work without fully and accurately attributing those same portions to their correct source.

Cheating: Using unauthorized notes, or study aids, or information from another student or student’s paper on an examination; altering a graded work after it has been returned, then submitting the work for re-grading; allowing another person to do one’s work, then submitting the work under one’s own name.

Fabrication: Fabricating data; selectively reporting or omitting conflicting data for deceptive purposes; presenting data in a piece of work when the data were not gathered in accordance with guidelines defining the appropriate methods of collecting or generating data; failing to include a substantially accurate account of the method by which the data were gathered or collected.

Aiding and Abetting Dishonesty: Providing material or information to another person when it should reasonably be expected that such action could result in these materials or information being used in a manner that would violate this code of academic integrity.

Falsification of Records and Official Documents: Altering documents affecting academic records; forging a signature of authorization or falsifying or omitting necessary information on an official academic document, election form, grade report, letter of permission, petition, or any document designed to meet or exempt a student from an established College or University academic regulation; falsification or unauthorized altering of information in any official academic computer file.

Identity Theft: Assuming another person’s identity or role through deception or without proper authorization. Communicating or acting under the guise, name, identification, email address, signature, or indicia of another person without proper authorization, or communicating under the rubric of an organization, entity, or unit that you do not have the authority to represent.

Misrepresentation and Other Acts of Academic Dishonesty: Fraudulently obtaining and/or using academic materials that would give oneself an unfair advantage over other students or would deceive the person evaluating one’s academic performance.

5

Attempts. An attempt to commit an act prohibited by this code may be punished to the same extent as a completed violation.

University Grading Scale and GPA Average Calculations

ALL attempts for each course are calculated in the GPA (retaking a course does not replace the grade in the GPA). https://www.umich.edu/graduateprograms/academic-information

Note: Masters of Public Health (MPH) program faculty may use their own grading scale. Students need to check the syllabus for each course. Student Rights and Responsibilities

A student by voluntarily joining the University community agrees to abide by the standards that have been instituted by UM-Flint. Students are responsible for being familiar with all of the policies and procedures included within these Student Rights and Responsibilities. The full Code is available in UM-Flint’s 2019-2020 Catalog and is accessible here:http://catalog.umflint.edu/content.php?catoid=28&navoid=3045

Commitment to Diversity

Diversity is a core value of UM-Flint and has been since the University’s founding. Our history and mission demonstrates a deep and abiding respect for the dignity of individuals and their cultures. The University is committed to action that supports such diversity and enables all members of the University community to build and enhance relationships in a safe environment. UM-Flint is committed to providing and maintaining a healthy learning and working environment for all students, staff, and faculty members, free of harassment, discrimination and/or assault behavior of any kind against any person or group of individuals based on race, gender, sexual orientation, age, national origin, religion, marital status, or disability. The UM-Flint community is marked by its inclusivity, diversity, and openness to a wide range of students, faculty, and staff.

Disabilities Requiring Accommodations

The UM-Flint is required by Section 504 of the Rehabilitation Act and the Americans with Disabilities Act to provide effective accommodations, auxiliary aids and services for qualified students with documented disabilities. The purpose of these services is to provide equitable access to all aspects of the University's programs. Federal law defines a disability as "a physical or mental impairment that substantially limits one or more major life activities. “Major life activities” are defined as the ability to perform functions such as walking, seeing, hearing, speaking, breathing, learning, working, or taking care of oneself. It is important to note that any diagnosed condition in and of itself does not necessarily constitute a disability. The degree of impairment must be significant enough to "substantially limit" one or more major life activities. The office of Disability and Accessibility Support Services strives to ensure that qualified students are accommodated and if possible that these accommodations do not jeopardize successful therapeutic interventions. The office does not modify requirements that are essential to the program of instruction or provide accommodations for persons whose impairments do not substantially limit one or more major life function. To find more information, please see the following: https://www.umich.edu/disabilitysupportservices

6

University Sexual Harassment

Below are selected portions of the Policy on Sexual Harassment, SPG 201.89, revised 08/25/2011."It is the policy of the University of Michigan to maintain an academic and work environment free of sexual harassment for students, faculty, and staff. Sexual harassment is contrary to the standards of the University community. It diminishes individual dignity and impedes equal employment and educational opportunities and equal access to freedom of academic inquiry. Sexual harassment is a barrier to fulfilling the University's scholarly, research, educational, and service missions. It will not be tolerated at the University of Michigan.

Sexual harassment violates the University's long-standing policy against discrimination on the basis of sex. Sexual harassment is also illegal. It is prohibited in the employment context by Title VII of the 1964 Civil Rights Act, in the education context by Title IX of the Educational Amendments of 1972 and, in both employment and education contexts, by Michigan's Elliot-Larsen Civil Rights Act, adopted in 1976.

A claim under this policy may be brought by the University or by a faculty, staff, or student member of the University community based on the conduct of any University employee. Complaints based on conduct by students who are not also employees of the University are addressed in the Interim Policy on Discrimination and Discriminatory Conduct by Students in the University Environment, which is administered by the vice chancellor for student services and enrollment management.

Sexual Harassment can be a very serious matter having far-reaching effects on the lives and careers of individuals. Intentionally false accusations can have similar impact. A person who knowingly and intentionally files a false complaint under this policy is subject to University discipline. Both a person who sexually harasses another, and a person who knowingly and intentionally files a false complaint under this policy, are subject to University discipline.

For more information, including definitions of Sexual Harassment and procedures for a formal investigation: https://www.umich.edu/safety/personalsafety/harassment

University Grievance Policy

The following is an excerpt from the UM-Flint’s Statement of Student Rights and Responsibilities as related to Academic Rights:

1. Protection of Freedom of Expression. Students are responsible for learning thoroughly the content of any course of study, but are free to take exception to the data or views presented and to reserve judgment about matters of opinion.

2. Protection Against Improper Disclosure. Protection against improper disclosure of information regarding student views, beliefs, and political associations, which instructors acquire in the course of their work as instructors, advisors, and counselors, is considered a professional obligation.

3. Protection Against Improper Academic Evaluation. Students can expect protection, through orderly procedures, against prejudice or capricious evaluation. Students are also expected to respect the academic freedom of faculty and their rights and responsibilities to determine curriculum and evaluate academic performance.

If any student has a grievance regarding academic practices and policies, there are established procedures within each college and school of the UM-Flint for resolving such problems. See the

7

appropriate school or college section of the Catalog for a statement of the academic grievance procedure to be followed. Graduate students should consult the Office of Graduate Programs at the UM-Flint.

For conflicts involving a faculty member, all such procedures require initial consultation with the individual instructor. If the conflict is of a discriminatory or sexual harassing nature, the student should consult with Human Resources or the Assistant Vice Chancellor for Student Affairs. Formal complaints must be filed with Human Resources.

For more information:

http://catalog.umich.edu/content.php?catoid=14&navoid=1015&hl=SOM+grievance&returnto=search#Student_Academic

The Master of Public Health (MPH) program is designed to prepare public health professionals who aim to promote and protect the health and well-being of human populations. The MPH degree enables public health professionals to assume leadership roles in a broad range of positions within public health practice. There is an increased demand for well-trained public health professionals who are able to respond to the need for high quality public health services nationally and throughout the world. The UM-Flint MPH program provides the foundational knowledge and skills necessary to develop broad-based and collaborative strategies to contribute to successfully resolving the public health challenges of today and tomorrow. “Public Health in the Community”, the foundation of our mission, reflects the partnerships the MPH program has in the city of Flint and the surrounding communities and the mission to address health challenges of urban settings around the globe.

Mission Statement

Our mission is to improve health in the community through collaborative research and community service. We aim to produce future practitioners who promote healthy populations by providing experiential learning opportunities through community engagement.

Program Overview

The UM-Flint MPH is grounded in the foundational partnerships we have in the City of Flint and the application of these principles of authentic partnerships globally. When you add the talent of UM-Flint faculty, the deep sense of community throughout the Flint area, and the resources of the entire University of Michigan system, it is easy to see why UM-Flint is a top choice for those pursing an advanced degree in public health.

UM-Flint’s MPH program has two concentrations available for graduate students: Health Education and Health Administration. The program requires a minimum of 42 credits and can be completed either on a part-time or full-time basis.

The MPH program’s small class sizes allow increased student/faculty interaction and personalized attention. Currently, the class sizes typically range from 8 to 25 students, offered in a combination of in the classroom and online. Interactive online MPH courses are taught by expert faculty who ensure the same learning experiences as on-campus courses.

8

1.1 Introduction to the Master of Public Health Program

The Culminating Experience, which consists of both the Applied Practice Experience (APE) and the Integrated Learning Experience (ILE) is completed through enrollment in PHS 590 and PHS 595 courses, respectively. Students are guided through these experiences by Public Health faculty members, the Internship Coordinator, and community Field Supervisors (see detailed explanation in Part Two of this handbook, Sections 2.0-2.2).

Graduates of the MPH program possess the knowledge and skills necessary to develop broad-based, collaborative strategies for creating successful resolutions to public health challenges.

MPH Program Values

The MPH program adheres to the following values:

Diversity, Inclusion, and Equity: Our diverse faculty and students bring their highly varied ideas, beliefs, and cultures to classroom interactions, scholarly activities, and community partnerships.

Social Justice: Our students and faculty engage in professional activities to reduce social disparities and health inequities in our communities.

Ethical Practice: Uphold high standards of honesty, integrity, and fairness in public health research, teaching, and service.

Professionalism: Model the duties and responsibilities of public health consistent with the code of conduct for the field.

Community/Partnerships: Engaging in mutually beneficial community collaborations built on respect, trust, and personal commitment to improve the public health status of local and global communities.

Local-Global Synergy: Create an educational synergy among domestic and international students, faculty, and communities that foster learning and practice opportunities that improve public health across cultures. 

Mutual Tolerance and Respect Statement

Public health deals with controversial issues from multiple perspectives and consideration of these issues may cause disagreements among people or may evoke strong personal feelings, depending on each person’s individual experience, histories, identities, and worldviews. Therefore, in all interactions and communications, it is important that students and faculty strive to have mutual respect and tolerance for one another and for any course guests and members of the community. If a student feels they have been offended by any content or interactions, they are encouraged to discuss this with the instructor or another faculty member.

Council on Education for Public Health Accreditation

The UM-Flint Public Health Program is seeking accreditation through the Council on Education for Public Health (CEPH) and is in the Applicant stage of the process. In accordance with CEPH guidelines for professional degree programs, UM Flint’s MPH program prepares students for community practice with a broad mastery of public health subject matter and methods necessary for effective practice. It requires students to develop the capacity to organize, analyze, interpret, synthesize and communicate knowledge in the applied areas of Health Education and Health

9

Administration.

MPH Foundational Public Health Knowledge Areas

Every MPH student will be grounded in foundational public health knowledge through the achievement of the learning objectives listed below. These will all be covered in the required PHS 503 – Welcome to Public Health online course and throughout the MPH course work.

Profession & Science of Public Health

1. Explain public health history, philosophy and values 2. Identify the core functions of public health and the 10 Essential Services 3. Explain the role of quantitative and qualitative methods and sciences in describing and

assessing a population’s health. 4. List major causes and trends of morbidity and mortality in the US or other community relevant

to the school or program5. Discuss the science of primary, secondary, and tertiary prevention in population health,

including health promotion, screening, etc. 6. Explain the critical importance of evidence in advancing public health knowledge

Knowledge Factors Related to Human Health

7. Explain effects of environmental factors on a population’s health8. Explain biological and genetic factors that affect a population’s health 9. Explain behavioral and psychological factors that affect a population’s health10. Explain the social, political and economic determinants of health and how they contribute to

population health and health inequities 11. Explain how globalization affects global burdens of disease12. Explain an ecological perspective on the connections among human health, animal health and

ecosystems health (eg, One Health)

MPH Competencies: Foundational, Health Education and Health Administration Concentrations

An MPH student is expected to identify, track, demonstrate, and synthesize foundational and concentration specific competencies in the following areas through coursework, the APE (Internship Experience) and the ILE (Capstone Experience). Students are responsible for discussing with their advisor how they can accomplish attainment of the following competencies:

MPH Competencies: Foundational

Evidence-based Approaches to Public Health

1. Apply epidemiological methods to the breadth of settings and situations in public health practice

2. Select quantitative and qualitative data collection methods appropriate for a given public health context

3. Analyze quantitative and qualitative data using biostatistics, informatics, computer-based programming and software, as appropriate

4. Interpret results of data analysis for public health research, policy or practice

10

Public Health & Health Care Systems

5. Compare the organization, structure and function of health care, public health and regulatory systems across national and international settings

6. Discuss the means by which structural bias, social inequities and racism undermine health and create challenges to achieving health equity at organizational, community and societal levels

Planning & Management to Promote Health

7. Assess population needs, assets and capacities that affect communities’ health 8. Apply awareness of cultural values and practices to the design or implementation of public

health policies or programs 9. Design a population-based policy, program, project or intervention 10. Explain basic principles and tools of budget and resource management 11. Select methods to evaluate public health programs

Policy in Public Health

12. Discuss multiple dimensions of the policy-making process, including the roles of ethics and evidence

13. Propose strategies to identify stakeholders and build coalitions and partnerships for influencing public health outcomes

14. Advocate for political, social or economic policies and programs that will improve health in diverse populations

15. Evaluate policies for their impact on public health and health equity 16. Apply principles of leadership, governance and management, which include creating a vision, empowering others, fostering collaboration and guiding decision-making

17. Apply negotiation and mediation skills to address organizational or community challenges

Communication

18. Select communication strategies for different audiences and sectors 19. Communicate audience-appropriate public health content, both in writing and through oral

presentation 20. Describe the importance of cultural competence in communicating public health content

Inter-professional Practice

21. Perform effectively on inter-professional teams

Systems Thinking

22. Apply systems thinking tools to a public health issue

11

MPH Competencies: Health Administration Concentration

1. Apply principles of accounting and financial management. 2. Develop strategies for improving organizational performance. 3. Evaluate all elements of the electronic medical record including administrative,

demographic and clinical data. 4. Develop healthcare management and policy solutions using varying perspectives.5. Apply ethical decision making in a health care context.

MPH Competencies: Health Education Concentration

1. Examine factors that impede the process of health education/promotion & influence the process by which people learn.

2. Involve priority populations, partners and other stakeholders in the planning process.3. Develop goals and objectives.4. Develop an evaluation plan for health education/promotion.5. Select, adapt and/or create instruments to collect data & collect and manage data

MPH Administration Team Our MPH Program’s administration consists of the following professionals available to assist students throughout the program:

Faculty We have a strong faculty with a broad multidisciplinary approach to public health issues who bring specialized knowledge and expertise to the program. All faculty members are committed to serving our students and making themselves available as needed. Each faculty member maintains their own calendar. If you would like to meet with one of them, you may check availability in the Online Appointment System or contact them directly via e-mail to set up a meeting time. You can also leave a voice mail message by calling our main office at 810-762-3172.

The Director of Public Health and Health Sciences is Dr. Shan Parker whose expertise includes HIV/AIDS and STD prevention and reproductive health. She also works in the areas of diabetes education, nutrition, and breast and cervical cancer prevention. She can be contacted by calling our main office. Current Program Faculty members and their research interests include:

Primary Instructional FacultyName/Title Email Research InterestDr. Reza Amini,Assistant Professor dramini@umich.edu Health care management; health disparities, health

insurance and health information systems

Dr. Gergana Kodjebacheva,Associate Professor

gergana@umich.edu The interplay of individual, neighborhood, and social determinants in health; child health; community-based participatory interventions; program evaluation; geographic areas such as U.S. and Eastern Europe

Dr. Lisa Lapeyrouse,Associate Professor llapeyro@umich.edu

Intersectionality research methodologies; service learning and scholarship of engagement; stress and mental health disparities, including goal-striving stress and acculturative stress; health disparities among Latino populations including immigrant health, border health issues, and health care access

12

Dr. Maximiliano Mendieta,Assistant Professor

maxmend@umich.eduHealth Care Administration; political economy of health, health care finance, non-profit financial management; health economics

Dr. Michelle Sahli,Assistant Professor,Public Health Program Coordinator

msahli@umich.eduCommunication between healthcare providers and patients as well as nutritional Epidemiology and diet patterns

Dr. Suzanne Selig, Professor s selig@umich.edu

Community-campus partnerships, the role of racism in health disparities, social epidemiology and culturally competent practice

Dr. Rie Suzuki,Associate Professor rsuzuki@umich.edu

Access to health care; quality of life; environmental factors in health behavior and health care use; systematic reviews in health promotion; theory-based psychosocial intervention strategies in health promotion programs among aged and/or disabled people

Supporting Faculty:Name/Title Email Research Interest

Dr. Robert Buckingham,Professor bucking@umich.edu

Hospice Care; Palliative Care; Loss and Grief; Epidemiology; Global Health and Maternal Child Health

We also have a wide array of Adjunct Instructors (LEO Lecturers) who teach in the program and complement our faculty. They enrich courses by sharing theoretical and practical knowledge of the subject, and encouraging direct application to the workplace within the field of Public Health. Please refer to our faculty directory for more information: https://www.umflint.edu/pubhealth/faculty-directory

StaffThe staff are a dedicated team of professionals committed to supporting the teaching and scholarship efforts of a multi-disciplinary team of health professionals (faculty), empowering our students to become catalysts of change. Staff responsibilities and activities are guided by this mission and are centered on providing the very best experiences for our students as they pursue their Public Health education. Students are encouraged to utilize the MPH staff as a resource on the day-to-day questions related to the program, problem solving and guiding as needed, providing administrative support to student groups, assisting in student and faculty travel arrangements, outreach with alumni and supporting various faculty community connections and research.

Name Title EmailBrenda Cameron Public Health Program Manager brencam@umich.eduSandy Campbell Senior Secretary campbesa@umich.eduTBD Internship Coordinator PubHealthIntern@umich.edu Cortney LaBrie Office Manager labrie@umich.eduSheila Konieczny Administrative Assistant shkonie@umich.eduKendra Vanover Administrative Assistant kvanover@umich.edu

PHHS Office HoursThe office is open Monday-Thursday from 8:00 a.m.-5:00 p.m. During the first two weeks of fall and winter classes, the offices are open from 8:00 a.m. – 7:00 p.m. Monday-Thursday.

13

Academic Advising

All students accepted into the MPH program are assigned an Academic Faculty Advisor. Students are required to meet with their academic advisor in their first semester and at least once per year afterwards. This academic advisor will assist with curriculum planning, selecting electives, navigating the University and providing overall assistance to promote success.

In all advising appointments, the academic advisor will follow a checklist to cover pertinent information to ensure success. Both the student and the advisor will sign and date these checklists for record keeping purposes (Appendix A: Initial Advising Meeting Checklist and Appendix B: Academic Advising Meeting Checklist).

Students who meet with their advisor on a regular basis are more likely to meet important requirements and potentially graduate on time. The Academic Faculty Advisor is the first point of contact with the faculty. Students may find that they form relationships with other faculty members as their interests evolve and may seek out another faculty member to guide them through the ILE (Capstone Experience – discussed in detail in Part 2).

Other Important Information

Student Contact Information: Students should check their UM-Flint e-mail account frequently and make sure that telephone numbers are up-to-date in the Student Information System (SIS). Changes and updates can be made in the “Personal Information” area of the SIS site. These channels of communication are vital for receiving information about class cancellations/schedule changes, emergencies, advising, and more. It is also important to sign-up for the Emergency Alert system within SIS, which will send out notifications of campus closures and/or other emergencies.

Changes to Course Schedule: Use the online Course Schedule for add/drop procedures and deadlines. It is a student’s responsibility to follow these procedures/deadlines. Contact the Office of the Registrar for clarification. The official drop procedure must be followed or a failing grade will be assigned. PHHS faculty will not support a petition to drop after the deadline based on poor performance.

Applying for Graduation: Applications for graduation must be submitted by the deadlines established in the Academic Calendar. Graduation is not automatic upon completion of degree requirements. Students who do not apply for graduation or do not update their application for graduation, if needed, will not graduate. 

Examination Schedule: Although it is not allowed as common practice, faculty may permit a student to take an exam outside of the allotted class time. To see if this is possible, students must contact the instructor prior to the scheduled exam time. If they obtain instructor approval, then they must contact the PHHS office (810-762-3172) to schedule an exam time.

Access to Final Course Grades: Final grades will be available within SIS per dates listed in the Academic Calendar. University policy does not permit giving grades over the phone or via e-mail.

Availability of Written Work/Exams: The PHHS office (3124 WSW) will retain students’ papers and exams (if the instructor wishes to return them) for 30 days following a semester. After that time, they will be shredded. Check with the main office to obtain these.

14

College of Health Sciences Changes in Course Elections (Drop/Add) Policy

Academic procedures, policies and regulations, together with the code of student responsibility and the degree, program and course requirements, form the basis for the equitable and orderly conduct of student academic life at UM-Flint. MPH graduate students are subject to the following:

Changes in Course Elections (Drop/Add) Policy as set out by College of Health Sciences (CHS)

Changes in course elections include dropping and adding a course. To make a course change before the first official day of the semester the student must drop and add on the SIS website. Beginning on the first day of the semester, students may add courses in SIS as follows:

1. 1st - 5th day, if seats are available - NO SIGNATURES or OVERRIDES NEEDED.2. 6th - 10th, if seats are available - WITH APPROVAL AND AN

OVERRIDE from the academic department.

Students wishing to drop courses may do so in SIS without the instructor’s signature until the final drop deadline.

Students should check the course schedule or Registrar’s website for specific drop and add dates.

Any student who seeks an exception to these deadlines must do so by submitting a petition to the Department of Public Health and Health Sciences. A request to drop a course without a final grade after the deadline is considered only on medical grounds or for other compelling, documentable, reasons. Permission to drop a course after the deadline is not granted merely because the student is doing unsatisfactory work. If a student stops attending a course without officially dropping, a grade of E (failing) is recorded.

College of Health Sciences Appeals Procedure

Students in CHS who believe they have been unfairly treated may make an appeal to the CHS Appeals Committee. For problems involving a faculty member, the appeal procedure should be initiated after a consultation with the individual faculty member, whenever possible.

Students in programs with additional written policies and procedures related to academic performance, clinical competency, and ethical standards should follow procedures established by the program prior to contacting the CHS Appeals Committee.

MPH Program Transfer Credit Policy

In the MPH Program, up to six (6) graduate credits from an accredited university may be transferred and applied to the MPH program, subject to the approval of the program faculty. 

For more information on conditions that must be met to transfer credits and other important information: http://www.umich.edu/graduateprograms/transfer.htm

15

1.2 MPH Academic Procedures

Academic Standing

University Requirements:

Graduate students must maintain a minimum of an overall B (3.0) GPA as set forward by the UM-Flint. Students who fall below the minimum 3.0 GPA for any semester are placed on academic probation and will receive an official warning on their transcripts.

MPH Program Requirements:

Students must receive a minimum of B- in any graduate course taken while in the MPH program. Any course grade lower than a B- will:

place the student on ACADEMIC ALERT require that the course be re-taken with a minimum B- or better the next semester in which it

is offered. Courses can only be re-taken once. o Receipt of a grade lower than a B- for a re-taken class will result in program

dismissal.All grades earned (original and re-taken) are included in students’ overall GPA.

An evaluation of Academic Alert status occurs on a semester-by-semester basis. Although this alert does not appear on the student's transcript, an Advising Hold will be placed on the student’s account. The Academic Alert notifies the Faculty Academic Advisor to counsel students before they register for classes the following semester. The advising hold will remain on the student’s account until the course for which lower than B- was received has been successfully re-taken.

Two consecutive semesters of ACADEMIC ALERT is grounds for program dismissal. Students who have been dismissed from the program have the option to reapply for admission to the program.

Academic Standing and Misconduct Procedures

Violation of University or MPH Program regulations and policies can result in disciplinary action ranging anywhere from restrictions on registration to termination of the student's graduate status.

Restriction on registration due to academic alert or probationary admission, may simply mean that the student is not allowed to register for a full load of courses until such time as they have resolved the issue. This may occur, for example, if the student has more than one incomplete grade in coursework from the previous academic year.

Other forms of disciplinary action can include lowered grades in coursework, or, in extreme cases, recommendation for termination from the graduate program. The action taken is based on the stated policies of the University and the MPH Program, the magnitude and scope of student behavior, and current and prior evaluations of student performance.

Dismissal from the program may occur under any of the following circumstances (but is not limited to this list). Additionally, students should note that degree conferral may be delayed under any of these conditions.

• Fails to meet what the MPH Program, CHS, or University deems to be satisfactory progress toward a graduate degree.

• Fails to pass the APE or the ILE.• Violates the University standards of conduct as specified in the MPH Student Handbook

16

and by CHS, including Academic Integrity policies.• Fails to meet the MPH requirement of maintaining a 3.0 GPA and fails to raise their GPA

to the required level in the next quarter following the student’s probation.• Fails to meet the MPH requirement of achieving a B- in all coursework on the first or

second attempt at the course.• Fails to resolve a grade of “Incomplete” in any course for more than two semesters.

Students subject to disciplinary action by the MPH Program are also subject to the University procedures as described in the Graduate Academic Policies, which may be found here: https://www.umich.edu/graduateprograms/academic-standing

Reapplying for Admission to the MPH Program Following Program Dismissal

Students who have been dismissed from the program due to academic deficiencies have the option to reapply for future readmission to the program. Students can only reapply to the MPH program after waiting a minimum of one semester following dismissal.

Students must reapply through the Office of Graduate Programs and submit a completed Graduate Readmission Form. Section V of this form must include the following:

1. An explanation for poor academic performance that resulted in program dismissal.2. A summary of activities since program dismissal, which are expected to improve academic performance.3. Assessment of abilities to complete the program at this time. What changes are in place or

plan of action that will improve chances for academic success?

Students readmitted into the program: (1) are placed on Academic Probation; (2) must maintain a cumulative GPA of 3.0; and (3) cannot earn a grade lower than a B- in any individual course. Students who do not maintain the overall 3.0 GPA or fall lower than a B- for a given course will be permanently dismissed from the program.

Public Health and Health Sciences Appeal Policy and Procedures

The following policy was updated by PHHS faculty on 03/16/2017: PROGRAM OF PUBLIC HEALTH & HEALTH SCIENCES (PHHS) APPEAL POLICY

Jurisdiction: The PHHS Appeal Policy applies to all PHHS programs and courses except the BS in Radiation Therapy, BS in Respiratory Therapy and the Doctor of Nurse Anesthesia programs for which program-specific student appeal policies exist. For all other PHHS programs (BS in Public Health, BS in Health Care Administration, BS in Health Sciences, BS in Clinical Laboratory Science/Medical Technology, and Masters of Public Health) the following procedures apply:

I (a). ISSUES CONCERNING COURSE GRADE OR INDIVIDUAL INSTRUCTOR:

1) Student shall seek to resolve academic issues directly with the Instructor/Program Director via email, face-to-face meeting or telephone within 10 business days of the following major semester (“meeting” may take place later as it will be based on the instructor’s and student’s schedules).

17

2) After such a “meeting” occurs and if the Student and the Instructor/Program Director cannot reach a satisfactory solution, the Student will contact the PHHS office to schedule an appointment with the Program Director within 5 business days of the “meeting” with the instructor. Once meeting date with Program Director is scheduled, student will need to send email to Sandy Campbell at campbesa@umich.edu and attach any supporting documents/emails.

3) Before meeting with the student, the Program Director will speak with the Instructor/Program Director to obtain clarification regarding the Student’s concern in an attempt to find a resolution acceptable to the Student and the Instructor.

4) If the Director cannot facilitate a mutually acceptable solution, the Student may submit an appeal. An appeal cover sheet will be emailed to the Student. The Student must complete the cover sheet and include a written statement and evidence. This can either be emailed back to Sandy Campbell at campbesa@umich.edu or brought into the office. It will be presented to the Department Faculty members at its next scheduled faculty meeting (the involved faculty member will be excused from this meeting). The Program Faculty* has the authority to either deny or support the Student’s appeal. Within 5 business days, the Program Director will email and send a hard copy of a letter to the Student informing him/her of the decision following the faculty meeting.

5) If Student is not satisfied with the resolution, they will be informed of the College of Health Sciences (CHS) appeal process by the Program Director (or Department Director).

I (b). ISSUES CONCERNING THE PROGRAM COORDINATOR, PROGRAM MANAGER OR DEPARTMENT DIRECTOR:

1) If the Student is appealing an issue with the Program Coordinator or the Program Manager, the Student shall contact the department staff for an appeal coversheet and submit a written statement to Sandy Campbell at campbesa@umich.edu. Follow same process as listed above.

2) If the Student is appealing an issue with the Department Director, the student shall submit an appeal from the College of Health Sciences website and submit to the Dean of College of Health Sciences.

Classification of Appeals is set by the Policy and Procedures at the Public Health and Health Sciences – Student Appeal Committee.

Committee will accept:

1) Appeals related to academic rights defined as the PHHS Department, the PHHS programs, or the PHHS faculty and instructors’ decisions which impact directly on the student’s academic standing and/or progression. Academic rights appeals are related to faculty, instructors, and committees or administrative determinations of learning related performance. Such determinations include grade discrepancy and academic integrity.

2) Appeals related to professional conduct only when the appeal does not involve an issue of sexual harassment or discrimination, as defined by the University of Michigan-Flint

18

Student Rights Policy. Professional conduct is defined by the specific policies and procedures of the departments within the CHS. Issues and appeals of professional conduct which involve harassment or discrimination must be heard through the University-wide process, as described in the Student Rights Policy.

Committee will not accept:

1) Appeals related to non-academic rights. Non-academic rights are those defined by the University in its (current) Student Rights Policy and include but are not limited to violations of ethical conduct and right to privacy, claims of discrimination, sexual harassment, and inappropriate access to student records. The University has an established process for students to follow by which non-academic rights grievances are addressed. (https://oscr.umich.edu/statement)

2) In cases of appeals involving both non-academic and academic issues, the Program committee will refer the student to the University-wide student grievance procedure, as described in the University of Michigan-Flint Student Rights Policy.

19

Curriculum Overview

The MPH curriculum is based on accreditation standards outlined by the Council on Public Health Education (CEPH). The program ensures that all MPH graduates are grounded in 12 foundational public health knowledge areas. In addition, all MPH graduates demonstrate 22 foundational competencies, informed by traditional public health core knowledge areas as well as cross-cutting and emerging public health areas, and 5 concentration competencies which focus on the program areas of concentration. This program is designed for completion in two years of full-time study; however, students may also choose to study part-time.

MPH Entrance Survey

The MPH Entrance Survey is required prior to the first semester and is administered through an arranged appointment through the office staff. The survey includes questions about a student’s current employment, if any, and informs our program of their interest in career support services as well as in abbreviated courses (i.e., weekend). The survey assesses an incoming student’s knowledge on key areas covered in our program through questions from the National Board of Public Health Examiners Practice Exam. While the survey is a requirement, the results of the survey have no effect on a student’s GPA or experience in the program. Students are informed of the requirement in their admission letter. Students must make an appointment to complete the survey in the office (either taking it after their required advising appointment or at another time). A hold will remain on their account, preventing registration until the survey is completed.

PHS 503 – Welcome to Public Health

The Welcome to Public Health course is comprised of multiple online modules. It must be completed in the first semester of study or the first semester it is offered after admission. It encompasses foundational public health knowledge focusing on the profession and science of public health, and knowledge of the broad scope of social determinants, which impact human health. The purpose of the course is to assure all MPH students begin the program with a solid understanding of the 12 foundational knowledge areas of public health and are aware of program requirements and available resources.

Foundational Courses (26 credits)

MPH Foundational Courses:

HCR 500 Epidemiology (4). Comprehensive examination of basic concepts, principles and methods of epidemiologic research and its foundational role in the field of public health. Examination of study design, quantitative measures, statistical analysis, data quality, bias and causal inference; application of these concepts as discussed in literature of the field.

HED 540 Health Behavior Theory for Public Health (3). Basic overview of theories and strategies used in health promotion to influence behavior change among individuals, organizations, and communities. Theories including the transtheoretical model of stages of change, health belief model, social learning theory, and value expectancy. Strategies

20

1.3 Curriculum

including various educational approaches, mass media, social marketing, focus groups, and normative group processes as applied to the community and organizations.

HED 547 Biostatistics for Health Professionals (4). Prerequisite: HCR 500Statistical analysis of data for professionals in health education with emphasis on variability, hypothesis testing, significance levels, confidence intervals and application of statistical tools commonly used in public health and health education, e.g. SPSS. No prior knowledge of statistics required.

PHS 500 Social Determinants of Health (3). The complex and dynamic relationships between social environment and health; how social determinants and socioeconomic resources impact health and health inequity; distribution of wealth and power in both health and health care; potential interventions to address inequities. Social integration, gradient, position, and capital; place and neighborhood; discrimination.

PHS 501 Public Health Administration and Policy (3). Historical and contemporary developments in public health as a framework for administration of public health practice. Organization and development of the public health delivery system, law and ethics in public health management, legislative reform, financing, human resources, use of public health data, information systems, disaster preparedness and surveillance.

PHS 503 Welcome to Public Health (1).Foundational knowledge for the profession and science of public health, including the broad scope of social determinants which impact human health.

PHS 520 Environmental Health (3). Overview of the impact of physical environmental factors on human health. Includes topics such as air and water pollution, climate change and globalization, methods to assess risk and prevent exposure, policies to address risk reduction.

PHS 550 Interprofessional Education in Public Health (2). Interprofessional education focusing on multi-disciplinary health professions.  Students engage with students from other disciplines to discuss improving patient care, population health and health care costs, and explore the art and science of teamwork, communication skills, cultural competency, ethics, evidence-based practice, healthcare disparities and social determinants of health in an interprofessional context.

PHS 562 Cultural Competence for Public Health Practice (3). Knowledge, self-awareness, and skills required to address social justice and health equity in diverse communities locally and globally. Application of cultural lens for effective health communication, policy analysis, and public health interventions and advocacy using videos, in-class practice exercises, readings, self-reflection journals and dialogue.

21

Health Education or Health Administration Concentration (12 credits)

HEALTH EDUCATION CONCENTRATION COURSES

HED 541 Program Planning and Program Design (3). Prerequisite: HED 540Focus on knowledge and skills needed to plan and design effective health education programs for various populations. Topics include examination of methods to identify priorities, strategies to assess community strengths and needs, overview of planning models, program intervention design, implementation, and evaluation.

HED 543 Community Assessment (3). Provides a broad understanding of the concepts involved in the process of community organization, including assessing the socio-political structure of communities, developing strategies for change within a community, and the role of the health educator in this process. Topics include: definition of a community, a review of social factors that impact disease, community assessment methods, models of community organization, and strategies of community organizing. Attention to skills for work with diverse groups and the role of formal and informal networks.

HED 545 Health Communications (3). Introduction to the theory and practice of planning, implementing and evaluating marketing and communication programs in health promotion. Topics include the development of effective health communication strategies, basic health communication literacy, use of theory to design messages, utilization of emerging technologies and review of presentation skills. Examination of the use and effectiveness of mass media to both report health-related news and to promote health behavior change.

HED 546 Evaluation of Health Education and Promotion Programs (3). Overview of program evaluation, including the methods and procedures for planning and conducting evaluation of public health education programs and interventions. The evaluation process, selecting the appropriate type of evaluation design, methodological issues, development and selection of valid and reliable measures, and guidelines for compiling, analyzing, summarizing, and reporting results of evaluations.

HEALTH ADMINISTRATION CONCENTRATION COURSES

HCR 577 Applications of Financial Management in Health Care (3). Examination of the financial workings of hospitals, including third party payor reimbursement methods and requirements; budgeting, working capital analysis, long-term resources and obligations, and external reporting.  Applications include a series of practice exercises in accounting and financial management for analyzing, understanding, and applying concepts across a wide range of healthcare settings.  Designed to link theory to practical, real-world application via active learning. Based on fictitious entities and individuals (unless otherwise noted), the case applications cover basic concepts such as how to record transactions, compute financial ratios, and prepare financial statements as well

22

as more advanced issues, such as the effects of healthcare regulation, the valuation of debt or equity securities, cost-volume profit analysis, and capital budgeting.

HCR 578 Performance Management in Health Care Organizations (3). Principles of performance management for future health care leaders, managers, and others involved with health care organizations.  Applied knowledge for evaluation of current performance, related factors, and methods to improve outcome measures and quality of care.

PHS 504 Ethical Issues in Public Health (3). Application of ethical principles to a broad range of local and global public health issues. Discussion of the intersection of social, political, economic and ethical conflicts to resolve common ethical issues and challenges resulting from work within diverse economic, political and cultural contexts, including vulnerable populations. Addresses questions of autonomy, individual rights, coercion, justice, community, and the common good.

PHS 567 Health Information Management for Administrators (3). Examination of how in a health care industry increasingly moving from paper to electronic medical records with new functionality for reporting big data can give administrators insight to strategically plan for the future of healthcare for their communities. Review of data needed to facilitate healthcare and how this data can be used to strategically manage and lead change from improvement of care to reduction of costs.

Culminating Experience (4-6 credits – depending on catalog year admitted)

PHS 590 Applied Practice Experience (APE). Students demonstrate mastery of public health coursework through application to real world public health challenges in selected applied settings.

PHS 595 Integrated Learning Experience (ILE). A culminating experience which demonstrates proficiency in required competencies through synthesis and integration of MPH coursework and related learning experiences to address a community-based public health issue.

Electives (3 credits)

HCR 505 Health Policy (3). Comprehensive analysis of the health policy process in the United States with comparisons to foreign health systems. Systematic and critical review of major ideological influences that have shaped health policy. Other issues include policy implementation and management, policy evaluation, and the impact of government health policy on providers, insurers, industry, labor and consumers.

HCR 506 Research Methods (3). Research designs and evaluative models used in health and public administration studies. Special emphasis on developing skills in research analysis and problem identification (research question development). Also listed as PUB 506.

23

HCR 511 Economic Applications in Health Administration (3). Issues underlying the politics and economics of health services; introduction to principles of microeconomics and decision analysis as a way to approach resource allocation issues within health care organizations. Economic framework used to explain the forces pressing for change in health care, as well as why the health system has evolved to its current state. Not open to students with credit for HCR 411. Also listed as ANE 611.

HCR 621 Qualitative Research Methods (3). Qualitative biostatistical concepts in physical therapy and health-related research. Focus on survey methodology, questionnaire design, data collection, sampling methods and sample size, ethnographic design, other qualitative designs. Includes weekly laboratory sessions on computer data analysis using qualitative computer software.

PHS 531 Global Health (3). Issues in public health from a global perspective. Diseases and health conditions common to developing countries and factors which affect them, including epidemiology and social, economic and political considerations. Identification of appropriate interventions for improving health conditions in the developing world. Global burden of disease, current measurement issues of health and disability and the impact of diminishing resources on health and patterns of AIDS and other diseases of pandemic proportion are addressed. Not open to students with credit for PHS 331.

MPH Exit Survey (administered before ILE is complete)

The MPH Exit Survey consists of the same questions that are on the Entrance Survey from the National Board of Public Health Examiners Practice Exam and assesses a student’s current knowledge on key areas covered in our program. Students are eligible to take it once they begin the ILE (or during). The ILE advisor will check the box on the ILE rubric that the Exit Survey has been completed. The ILE advisor will give the ILE rubric to office administrator and then the MPH Program Manager will confirm completion before recommending student for graduation.

24

Recommended Course Sequencing* (subject to change)

MPH-HEALTH ADMINISTRATION Full-Time (fall semester start)

Year 1 Fall Year 1 Winter Year 1 Spring Year 1 Summer 4 cr. HCR 500 3 cr. HCR 578 3 cr. PHS 501 3 cr. PHS 5203 cr. HED 540 4 cr. HED 547 1 cr. PHS 503

3 cr. PHS 5007 credits 10 credits 4 credits 3 credits

Year 2 Fall Year 2 Winter Year 2 Spring Year 2 Summer 3 cr. HCR 577 3 cr. PHS 562  3 cr. PHS 504  2 cr. PHS 550 2 cr. PHS 590  2 cr. PHS 595  3 cr. PHS 567 3 cr. Health Admin Elective    

8 credits 8 credits 5 credits   

Part-Time (fall semester start)Year 1 Fall Year 1 Winter Year 1 Spring Year 1 Summer

4 cr. HCR 500 4 cr. HED 547 3 cr. PHS 501 3 cr. PHS 5203 cr. HED 540 3 cr. PHS 500 1 cr. PHS 503

7 credits 7 credits 4 credits 3 creditsYear 2 Fall Year 2 Winter Year 2 Spring Year 2 Summer

3 cr. HCR 577 3 cr. HCR 578  3 cr. PHS 5043 cr. PHS 567 3 cr. PHS 562  

6 credits 6 credits 3 credits Year 3 Fall Year 3 Winter Year 3 Spring Year 3 Summer

2 cr. PHS 590 2 cr. PHS 595    2 cr. PHS 550 3 cr. HA Elective  

4 credits 5 credits

MPH-HEALTH EDUCATIONFull-Time (fall semester start)

Year 1 Fall Year 1 Winter Year 1 Spring Year 1 Summer 4 cr. HCR 500 3 cr. HED 541 3 cr. HED 543 3 cr. PHS 5203 cr. HED 540 3 cr. HED 545 1 cr. PHS 5033 cr. PHS 501 4 cr. HED 547    

10 credits 10 credits 4 credits 3 creditsYear 2 Fall Year 2 Winter Year 2 Spring Year 2 Summer

3 cr. HED 546 3 cr. PHS 562 2 cr. PHS 595  2 cr. PHS 550 3 cr. PHS 500  3 cr. Health Ed Elective 2 cr. PHS 590    

8 credits 8 credits 2 credits   

25

Part-Time (fall semester start)Year 1 Fall Year 1 Winter Year 1 Spring Year 1 Summer

4 cr. HCR 500 3 cr. HED 541 1 cr. PHS 503 3 cr. PHS 5203 cr. HED 540 4 cr. HED 547

7 credits 7 credits 1 credits 3 creditsYear 2 Fall Year 2 Winter Year 2 Spring Year 2 Summer

3 cr. HED 546 3 cr. HED 545 3 cr. HED 543  3 cr. PHS 501 3 cr. PHS 500    

6 credits 6 credits 3 credits Year 3 Fall Year 3 Winter Year 3 Spring Year 3 Summer

2 cr. PHS 550 3 cr. PHS 562  2 cr. PHS 595  3 cr. Health Ed Elective 2 cr. PHS 590    

5 credits 5 credits 2 credits 

*These are examples only. Individual plans will vary based on starting semester, actual course offerings, student availability and full-time and part-time load which may be unique to each individual student.

Overview of the Culminating Experiences (Detailed in MPH Handbook-Part Two)

Students complete their APE and ILE after completion of all foundational and concentration courses. Although these two experiences are not completed until the end of coursework, students should begin talking to advisors about them at the beginning of the program and throughout.

The APE constitutes professional community health-focused practice that is expected to engage public health graduate students in public health related activities. The purpose of the APE is to provide students a structured, comprehensive and integrated application of their MPH coursework to enhance and further develop their professional competencies in a public health practice setting. This APE experience also has potential to culminate into the development of the MPH ILE.

The purpose of the ILE is to synthesize knowledge and skills acquired during the MPH coursework that demonstrates attainment of higher-level public health competencies by consolidating, extending and applying knowledge and skills acquired in the public health training. The ILE is designed to be flexible, with the specific activities and outcomes negotiated between the student and the ILE advisors (faculty and agency). The ILE should reflect the student’s interests and career goals.

For the Health Education Concentration (HE), the ILE must take the form of Applied Public Health Project, Program Intervention or Development, or Evaluation Program. For the Health Administration Concentration (HA), the ILE must take the form of an Applied Public Health Project, Policy Analysis or Quality Improvement Project.

26

Both the APE and the ILE are required by the MPH Program for degree completion.

Part Two of this handbook has more detailed information regarding both the APE and the ILE.

MPH students are encouraged to become involved in student organizations, research and professional development opportunities, the global health field experience and/or governance committees to enhance their experience in the MPH program. Involvement in extra-curricular activities such as professional organizations in a particular field of study are attractive to potential employers and increase job prospects.

Public Health Student Organization

The student organization exists to coordinate and promote issues and events relevant to public health. For information on when the student organization meets, contact Dr. Michelle Sahli at msahli@umich.edu, or at 810-424-5627. Students can also contact staff in our main office at 810-762-3172.

Eta Sigma Gamma

The mission of Eta Sigma Gamma is promotion of the discipline by elevating the standards, ideals, competence and ethics of professionally prepared men and women in Health Education. Students may apply for membership through an established collegiate chapter after the completion of two semesters or two quarters of college work and only after officially declaring a major or minor in health education. For more detailed information on student membership, see: http://etasigmagamma.org/membership/become-a-member/

Upsilon Phi Delta

Upsilon Phi Delta Honor Society's mission is to recognize, reward, and encourage academic excellence in the study of healthcare management and policy. Membership in Upsilon Phi Delta Honor Society is open to individuals who meet the national and local standards of this organization and are accepted and initiated into membership of a collegiate chapter. Membership is open to students, faculty, healthcare executives and administrators, and to those contributing to the healthcare administration profession. Graduate members must have a cumulative GPA of 3.5 based on at least 18 hours of graduate work through an Association of University Programs in Health Administration (AUPHA) Member Program. For more information, see: http://www.aupha.org/resourcecenter/currentstudents/honorsociety

27

1.4 Student Organizations

1.5 Research Opportunities

Faculty are always seeking to engage students in research projects. Be sure to talk with them about opportunities to participate, as this involvement will be invaluable for your future goals. One opportunity is the Graduate Student Research Assistantship.

Graduate Student Research Assistantship

The Graduate Student Research Assistantship (GSRA) program at the UM-Flint is a vehicle to provide financial support for the academically related research activities of active UM-Flint graduate students. Appointments to the GSRA program at UM-Flint are made for one or two semesters/terms and are contingent upon the recommendation of an academic department or program and the approval of the Dean of Graduate Programs.

Student Membership in Professional Organizations

MPH students are encouraged to seek out professional development opportunities through student memberships in state, regional, national, and international organizations by becoming members, submitting proposals for presentations, and other professional activities. The following is a list of relevant professional organizations students may consider:

American Public Health Association (APHA). Student memberships in APHA which will equip you with the tools and resources you need to expand your expertise and start a career in public health. You are the future of public health. Join the American Public Health Association courtesy of our department and enjoy the many benefits of membership including opportunities to expand your public health expertise through science and industry resources, networking and professional development for your current or future career path. PHHS has purchased a blanket membership for all students in our Public Health programs to become student members of APHA. We can enroll up to 100 students. Students need to complete the application themselves. This membership provides students with a great opportunity for professional development in the field.

Society for Public Health Education (SOPHE). SOPHE is the only independent voice for advancing health promotion policy, research and practice. SOPHE welcomes members working in public health across a diverse range of disciplines. All health education specialists, health communicators, K-12 teachers, behavioral scientists, allied health professionals, university faculty and students will benefit from the opportunity to network and exchange new health education strategies, connections, and ideas from all settings of health education and health promotion.

Great Lakes Chapter of the Society for Public Health Education (GLC-SOPHE). The Great Lakes Chapter of the Society for Public Health Education (GLC-SOPHE) is a volunteer, non-profit professional organization dedicated to

28

1.6 Professional Development Opportunities

promoting healthy behaviors and healthy communities. Members include workers in health departments, community-based and nonprofit organizations, health plans, schools of public health and other public health programs, tribal health agencies, and many more. GLC-SOPHE membership includes: Membership Directory, Coast to Coast Newsletter, discounted fees for GLC-SOPHE’s Annual Conference and other trainings, no fees for CHES credits, job postings, and much more! For information on membership: https://www.glcsophe.org/membership

Currently, our MPH Program has a unique opportunity for students to join faculty member Dr. Robert Buckingham in Tanzania for an introduction to the main concepts in the public health field and explore the links between health and social and economic development.

The Tanzania trip is a field experience for students in Arusha, Tanzania with Green Hope Organization. Students will enroll in PHS 388/588. Students will learn about the history, culture, incidence, and prevalence of common diseases, treatments, and emerging issues impacting Tanzania and the Masai tribe. They will learn about the negative consequences of deceasing wildlife, and the public health issues facing the population. Cultural learning opportunities include:

• Field experiences at the Green Hope Orphanage and the Ngorongro and Masai Clinic

• Arusha National Park-Safari

For more information send an email to: PHHS-Info@umich.edu.

Students play an integral role in the development and governance of the Public Health programs. These contributions on a governance committee offers a student perspective, which will enrich and shape the Public Health programs. The governance committees (Advisory Committee, Admission, Recruitment & Retention Committee, Curriculum Committee, Evaluation Committee, Research & Community Engagement Committee) meet regularly throughout the year to uphold and support the mission, vision and goals of the Public Health program. We are looking for committed and professional students to serve on these committees. If interested in participating as a student member on a governance committee, contact Dr. Michelle Sahli msahli@umich.edu.

Public Health & Health Sciences Department website: http://www.umich.edu/pubhealth Bookstore: 106 University Pavilion, 810-762-3030

29

1.7 Global Health Opportunities

1.8 Student Memberships on Public Health Program Committees

1.9 Student Support: Program and Campus Resources

http://www.bncollege.com Campus Map: https://maps.umich.edu/ CAPS: (Counseling, Accessibility and Psychological Services), 264 UCEN,

810-762-3456 http://www.umich.edu/caps Recreation (Fitness) Center: 810-762-3441 http://www.umich.edu/reccenter Frances Wilson Thompson Library: 810-762-3408 http://www.umich.edu/library Housing and Residential Life: 101 Riverfront, 810-237-6571 http://www.umich.edu/reslife International Center: 219 University Pavilion, 810-762-0867 http://www.umich.edu/international Student ID, Parking Info & Shuttle Information: 103 Hubbard Building, 810-

762-3333https://www.umflint.edu/safety/services/parkingStudent Success Center: 285 University Pavilion, 810-762-3085

http://www.umich.edu/studentsuccess Office of Graduate Programs: 251 Frances Wilson Thompson Library, 810-

762-3171. http://www.umich.edu/graduateprograms

Part One: Appendices

30

Appendix A: MPH Initial Advising Meeting Checklist

MPH INITIAL ADVISING MEETING CHECKLIST

_____1. Discussed all requirements of the MPH Program with student.

_____2. Verified student has a copy of Anticipated Course Offerings and the MPH Handbook

_____3. Reviewed Suggested Program Sequencing for specific Concentration.

_____4. Confirmed completion of Entrance Survey at Orientation or contacted MPH Program Manager to

schedule.

_____5. Notified the student of the Advising Satisfaction Survey (go.umich.edu/AdvisingSatisfactionSurvey).

_____6. Documented the advising appointment in Advisor Notes.

The information listed above has been discussed. I understand that it is my responsibility to register for the correct courses based on the catalog term for which I applied.

Student Signature: ______________________________________________________________________

Academic Advisor Signature: ______________________________________________________________

31

Student Name: _______________________________________________ UMID: _________________________

Semester and Year of Admittance:____________________Part Time/Full Time_______Concentration:________

Academic Advisor:________________________________Date of Initial Advising Meeting:_________________

Appendix B: MPH Academic Advising Checklist

MPH ACADEMIC ADVISING CHECKLIST

_____1. Addressed student’s concern(s) and/or question(s).

_____2. Discussed academic and professional interests and goals.

_____3. Discussed progress in foundational, concentration and elective courses.

_____4. Discussed pace of courses (full time/part time).

_____5. Discussed the planning and process for the Culminating Experience (APE and ILE).

_____6. Notified the student of the Advising Satisfaction Survey (go.umich.edu/AdvisingSatisfactionSurvey).

_____7. Verified understanding of Degree Works.

_____8. Documented a summary of the advising appointment in Advisor Notes.

Student Signature_______________________________________UMID: _______________________

Academic Advisor Signature________________________________________ Date: ______________

32

Master of Public Health-Graduate Student Handbook: Part Two

Overview The Masters in Public Health (MPH) culminating experience requires students to demonstrate, synthesize and integrate knowledge attained in coursework and other learning experiences, and to apply theory and principles in a situation that demonstrates their achievement of the program’s core competencies and concentration specific competencies.

The culminating experience for MPH students takes place when nearing completion of all foundational and concentration courses and has two primary courses/assessment pieces:

1. PHS 590 - The Applied Practice Experience (APE), otherwise known as the internship2. PHS 595 - The Integrated Learning Experience (ILE), otherwise known as the capstone

Purpose

The Applied Practical Experience (APE) provides students the opportunity for an applied professional learning experience outside the classroom in a public health or health care service setting. This requirement insures that all students will have hands-on experience in an applied setting which will better prepare them for public health practice and further the development of desirable employment skills. Students will gain an in-depth understanding of the APE site. As the APE will take place within a professional work environment, it must be approached as professional employment. The knowledge attained in coursework along with the APE provide a foundation to become a competent public health professional including opportunities to develop networks with public health professionals.

The goals of this experience include the following: To demonstrate achievement of competencies To provide relevant and practical professional experiences To enhance understanding and application of public health principles, concepts,

and procedures To gain an in-depth understanding of the specific environment of an APE site To establish a professional network within the public health community To develop professionally through on-site experiences To strengthen oral and written communication skills To strengthen interpersonal skills To strengthen problem solving skills To engage in personal reflection To further interactions with other professionals and interns

33

2.0 The Culminating Experience

2.1 Applied Practice Experience Rig

The APE provides an opportunity to further critical thinking in applying knowledge to practice. If performance is outstanding, it can possibly lead to employment, or, securing an important professional reference for future employment. 

It is never too soon to begin thinking about the APE. Students must contact the Internship Coordinator to complete an APE Application (see Part Two Appendices no later than one full semester before the anticipated start date. To begin the APE, students must have a minimum of a 3.0 grade point average and have completed the following core and track courses*:

Core: HCR 500; PHS 562 or PHS 500; PHS 501; HED 540; Health Education Concentration: HED 541; HED 543; HED 545 and HED 546Health Administration Concentration: PHS 567; HCR 577; HCR 578; PHS 504

It is possible to take an additional non-required course during the APE. Student input is essential in selecting an appropriate setting and specific activities to be completed during the APE.

*Depending upon course offerings, students may be able to elect a required course concurrently, although it is not preferred. As the purpose of the APE is to demonstrate competencies learned, any courses not yet completed reduces the options for competencies to demonstrate through the APE. Contact the MPH Program Manager if you have questions.

To identify options, talk to other students about their APE experiences and discuss options at meetings of various student organizations. Discuss your interests with academic advisors and course instructors. Consider preference for the population, the content, the type of agency, a single focus vs. broad area, and geographical location. Use the Internet to identify types of sites that appear to fit with your interests. Ultimately, the selection of a site should reflect the interests of the student and be identified by the site as beneficial to them.

On-site APE Interview

An interview with the prospective site Field Supervisor and the student must occur prior to completing a Learning Contract. Part 2 of this handbook provides suggested topics to cover in the interview.

Purpose of the InterviewThe purpose of the face-to-face interview with your potential Field Supervisor gives the Field Supervisor an opportunity to assess your interests and whether you are a good fit for the organization. You must be able to articulate your interests, and what you hope to learn and/or achieve from your APE during this interview. The information you agree upon must be reflected on your Learning Contract.

Preparation for the InterviewYou should research the organization before the interview so you are familiar with their services, departments and specialties. This will allow you to ask informed questions and help articulate

34

why you are interested in working with them. Field Supervisors will ask you about your professional interests and learning goals.

Employers are seeking students who demonstrate professional behavior and appearance, a positive attitude toward learning, dependability, flexibility, initiative, quality work, and the ability to collaborate and work well in diverse teams. It is essential that you demonstrate these qualities during your interview (and throughout your experience). NOTE: an interview does not guarantee that you will be accepted.

Items to discuss during your interview: Will I be working with other students? Will I be expected to work independently or as part of a team? When I complete my assignments, may I request additional projects? Will I have opportunities to attend meetings/conferences within and outside of the

program or agency, providing learning and networking opportunities? Will I have networking opportunities? Will I have the resources required to complete my assignments (e.g., desk, phone, fax,

photocopier, computer, etc.)? What will be my specific hours/specific days? Will I be required to report to additional persons other than my Field Supervisor? In the event that my Field Supervisor is unavailable, who will be authorized to assign

activities to me? What is the procedure for requesting a change in schedule or for reporting an absence? Is

there any remuneration? Will there be a stipend, food or parking allowance, etc.?

Learning Objectives & Competencies

The learning objectives and competencies are the foundation of the APE. The learning objectives build upon the knowledge and skills acquired during the coursework; reflect the goals of the APE and plans for showing mastery of selected competencies. The Internship Coordinator and the Field Supervisor are key resources to guide you in developing the objectives and selection of specific required competencies. It is important that the expectations are realistic, explicit, and agreed upon prior to the onset of the APE.

Projects/experiences must be selected that enable students to demonstrate at least 5 competencies (3 core and 2 concentration) through the identified projects. These activities must be agreed upon prior to students’ registration for PHS 590 and are documented in a Learning Contract developed with the student, the Internship Coordinator, and the Field Supervisor (see Part 2 of this handbook). A completed and approved Learning Contract is required before students can register for the APE (PHS 590).

It is expected that students will be present at the assigned site for approximately 100 hours; however, the exact number of weeks and hours/week are mutually determined by the student and the agency Field Supervisor.

35

Field Supervisors, themselves, must have sufficient education and work experience in public health to be eligible to serve as a Field Supervisor. Field Supervisors must have the desire, time and skills to provide adequate supervision during the APE for students to fully benefit from the experience. The Internship Coordinator will orient each Field Supervisor to insure that they are knowledgeable about the experience requirements.

Accepting an Offer

The APE must be approved by the Internship Coordinator prior to your acceptance of an offer (email approval is acceptable). Approval is based on appropriateness of the particular experience and a match with your identified competencies and professional goals. After your offer is approved, the next step is to complete an APE Learning Contract. It is expected that you will honor your commitment once the Learning Contract is signed.

Professional Conduct

Professional behavior regarding attendance and interest in the agency’s activities are expected. You must conduct yourself in a professional manner, as you are a representative of the University and the organization you are working with. You must dress appropriately. Your clothing must be clean, unwrinkled, and free of holes. Please check agency policy regarding dress code, tattoos and body piercings. During winter months, UM-Flint may designate a snow day. If your APE site is open, you are required to make an attempt to report for your assigned work period. However, if travel conditions are unsafe you must notify your Field Supervisor immediately that you cannot be present.

Frequent Communication

You will be expected to communicate regularly with your Field Supervisor on the progress of your activities. If concerns arise and you have difficulty communicating with your Field Supervisor, please contact the Internship Coordinator.

Once the APE experience has started, students must submit weekly journal entries describing weekly progress. Additional requirements at the end of the experience: a copy of work/projects produced during the experience, and a final paper, which describes the projects completed with a clear explanation of how the students’ activities demonstrated the competencies agreed upon in the Learning Contract.

Should the APE requirement not be completed within the semester in which the student is registered, a Y grade will be assigned. The Y means a grade is pending and will be replaced with the grade earned on the transcript when the work is completed. The Y grade must be converted to a letter grade within one year. There is no expectation of payment to the student during the APE. However, the program does not prohibit payment should the agency have funds available to do so.

36

Purpose

This is a student-driven experience. The student is responsible for the development and implementation of the ILE. To be successful, students must initiate and maintain frequent communication with ILE Advisors. The ILE is designed for students to demonstrate a synthesis of competencies acquired throughout the program of study. Specific activities and outcomes are to be negotiated between the student and the ILE advisors. The ILE should reflect a student’s interests and the interests of the community involved in the project. For the Health Education Concentration, the ILE must take the form of either an Applied Public Health Project, Program Intervention or Development, or Evaluation Project. For the Health Administration Concentration, the ILE must take the form of an Applied Public Health Project, a Policy Analysis or Quality Improvement Project. Above all, the ILE must demonstrate attainment of higher-level public health competencies by consolidating, extending and applying knowledge and skills acquired in public health training.

Student Responsibilities, Procedures, and Expectations

It is important for the student to begin talking with their academic advisor about the culminating experience by the second year in the program.

1. Identifying an appropriate MPH ILE Project

A. APE-based ILE

It is possible that your ILE can be identified during your APE. During the APE, the student should consult with the Field Supervisor to

determine how they may be of assistance to that community in addressing a practical problem relevant to both parties’ interests (beyond any assigned projects for the APE).

B. Non APE-based ILE

The ILE does not always develop from the APE. If your ILE did not develop out of the APE, then the student should discuss

possible topics with instructors, fellow students, community professionals, and the Faculty Academic Advisor.

Project ideas should be based on student interests and the interests of the community involved in the project.

2. Identifying ILE Advisors

A. Student seeks out a Public Health faculty member whose expertise aligns with their interest (ideally) who could serve as the Primary ILE Advisor.

B. In consultation with the Primary Advisor, the student will identify a Secondary Advisor who is a representative of a community of interest that they are developing the ILE project for.

37

2.2 Integrated Learning Experience

3. Development of ILE Concept Paper

After discussion with a potential Primary ILE Advisor, students will develop a Concept Paper addressing, but not limited to, the following:

Introduction to Health Problem or Issue Public Health Significance Brief Description of Proposed ILE Project Expected Project Outcomes Impact/Potential Public Health Benefit Competencies to be Addressed and How (in detail)

4. Enrollment in PHS 595 - ILE Course

Students are required to obtain written approval of the ILE concept paper from the ILE Advisors at least one semester prior to the semester they want to commence the ILE. In order to register for PHS 595, students will need a completed and signed Concept Paper Form (Appendix D) which identifies the proposed community of interest for collaboration. This requires that the student must have contact with a representative of the community of interest and prepare materials with them prior to the approval of the ILE registration.

5. Development of ILE Concept Project Proposal

Develop your concept paper into a fuller ILE proposal with guidance from your ILE advisors. You must indicate which form of project you are proposing (Health Education: Applied Public Health Project, Program Intervention or Development, or Evaluation Program; Health Administration: Applied Public Health Project, Policy Analysis or Quality Improvement Project). Regardless of the nature of your ILE project, your ILE must include a high quality written document (Appendices E and F: Assessment of ILE: Written Document Rubric for Primary and Secondary Advisors). Expectations for the final written document will be assessed based on the project proposal. Your proposal should include but is not limited to the following (based on minimum requirements and expectations of your ILE advisors): Statement of Problem/Introduction

Literature Review Public Health Significance/Rationale Value to Community of Interest Proposed Methodology Format of ILE Product Specific Competencies to be Demonstrated and How Project Timeline

ILE Advisor Roles and Expectations

Criteria for ILE Advisors:

1. The Primary ILE Advisor must be a Public Health (PH) full-time faculty member. 2. The student will need to identify a Secondary Advisor (a representative of the

community of interest).

38

3. Both advisors should be selected based on their knowledge/expertise related to the students’ project area of concentration, whenever possible.

Dual Roles for Primary and Secondary Advisors:

1. Both Primary and Secondary Advisors must approve the student’s ILE proposal. 2. Advisors should develop a plan for communicating with each other relative to their

respective roles and communicate those with the student. 3. Advisors must approve the student-driven plan for completion of ILE including a

timeline, outline, and other expectations for the individual student.4. Advisors will work collaboratively throughout the process to offer cohesive advice to

the student.5. Advisors will provide/identify expertise/resources in the area of concentration related

to the project.6. Insure that competencies to be addressed are clearly identified by student.

Primary ILE Advisor:

1. Assess student synthesis of proposed competencies2. Assist the student in maintaining a manageable project for the time frame allotted3. Clearly identify student expectations before project begins (timeline, outline, final

products etc.)4. Provide regular feedback to the student, as well as the Secondary Advisor5. Assign and enter grade in consultation with the Secondary Advisor

Secondary ILE Advisor:

1. Remain up-to-date with the progression of the project2. Offer recommendations to guide the continued alignment of the project with the needs

of the community of interest3. Provide timely feedback to student4. Consult with the student to ensure project is meeting Community of interest needs5. Communicate with the Primary Advisor receipt of the final product to community of

interest

Important Considerations for the ILE

Begin talking with Academic Advisor early in advising about possibilities for the Culminating Experience

Discuss potential for APE-based ILE with Academic Advisor Become familiar with faculty research interests to inform the choice of an ILE Advisor Peruse the literature to determine feasibility of proposing ILE topic on a particular health problem or

issue

ILE Process Checklist

Consider the appropriate ILE project (either APE-based or Non APE-based) Select ILE Primary Advisor Select Secondary Advisor in consultation with Primary Advisor Develop ILE Concept Paper using guidelines in section 3 of ILE Procedures

39

Complete Concept Paper Form with Primary Advisor Request override for registration into PHS 595 Enroll in PHS 595 ILE Course Develop Concept Paper into a proposal with your ILE Advisors using guidelines in section 5 of ILE

Procedures Complete project according to agreed-upon timeline

40

Part Two: Appendices

41

Appendix C: APE Necessary Forms List

Necessary Forms

1. APE Application Form

2. APE Learning Contract – completed by student and Field Supervisor

3. APE Grading Rubric

4. Student final report and field experience documents

5. Field Supervisor Evaluation – web link is emailed to the Field Supervisor by the APE Admin

6. Student APE Evaluation

Document Purpose Due Date Mode

APE Application Form

A document that indicates specific term. At least 3 months before desired

start date.Completed by student w/resume attached.

APE Learning Contract

A document that describes student activities, objectives and competencies, also includes Field Supervisor’s commitment to working with student in meeting the objectives.

Received and approved by Internship Coordinator and Field Supervisor prior to registering for PHS 590.

Internship Coordinator, Student and Field Supervisor must sign.

APE Grading Rubric

Provides guidance to student for final report and indicates how the final grade is determined.

N/A

Student Final Report and Field Experience Documents

Documentation of student’s experience and evidence of competencies synthesized.

Submitted at the end of 100 hours to the Internship Coordinator, and no later than 5pm on the following dates if planning to graduate:Fall 2019 – December 13th

Winter 2020 – April 14th Summer 2020 – August 19th

Upload in Assignments in the Blackboard organization.

Field Supervisor Evaluation

To evaluate the student’s progress toward goals and MPH competencies; obtain feedback onStudent’s educational and professional needs.

Submitted at the end of 100 hours to the Internship Coordinator, and no later than 5pm on the following dates if planning to graduate:Fall 2019 – December 13th

Winter 2020 – April 14th Summer 2020 – August 19th

Field Supervisor submits web-based evaluation electronically.

Student Evaluation

To evaluate the entire practicum, and the student’s experience.

Completed at the conclusion of project(s).

Submitted electronically.

42

Appendix D: APE Application

University of Michigan-Flint

Public Health & Health SciencesMASTER OF PUBLIC HEALTH

HCR 590 (APE)APPLICATION

Purpose:

The purpose of the APE is to provide an applied learning experience for all MPH students. Students will develop one or more structured projects for an agency which apply competencies and knowledge acquired through coursework and are mutually beneficial to both the agency and the student. The project/activities must allow the student to demonstrate at least 5 competencies, 3 of which must be foundational.

Please thoroughly read the current MPH Handbook .

Student Name: UMID:

Concentration: ☐ Health Education ☐Health Administration

Phone: Email @umich.edu

Please provide all of the following information:

1. Semester/Year you wish to begin your internship :Term Year Application Deadline

☐Fall June 1st

☐Winter October 1st

☐Spr/Sum February 1st

2. My preference is to work with underserved populations: ☐Yes ☐No

I understand that this application does not a guarantee acceptance by a field supervisor at a placement site and that the information I provided is accurate.

Student _____________________________________________ Date___________________________

Please return this form to:

Public Health & Health Sciences

3124 WSW Fax: 810-762-3003 E-mail: pubhealthintern@umich.edu

Appendix E: APE Learning Contract

43

University of Michigan-FlintPublic Health & Health Sciences

MASTER OF PUBLIC HEALTHHCR 590 (APE)

LEARNING CONTRACT

This contract ensures that the student intern, Field Supervisor(s) and the Internship Coordinator understand and agree upon the expectations for this internship.

Semester Deadline for Completed Contract Deadline for Approved ContractFall July 10th August 15th Winter October 10th December 15th Spring/Summer March 10th April 15th

Student Name: UMID: Phone:

Email: @umich.edu

Field Supervisor Name: Title:

Field Supervisor Agency/Organization/Dept:

Field Supervisor Phone: Email:

Field Supervisor Address:

UM-Flint Internship Coordinator

Phone: (810) 762-3172 Fax: (810) 762-3003 Email PubHealthIntern@umich.edu

INTERNSHIP SCHEDULE

Begins : Ends: Planned Absences:

For which semester do you intend to register? Choose one: ☐ Spr-Sum ☐ Fall ☐ Winter ________

(If you are unsure which semester to register for, please ask!)

HOURS

MONDAY: TUESDAY: WEDNESDAY: THURSDAY: FRIDAY: SATURDAY:

Describe the agency/site needs that will drive the activities/project(s):

COMPETENCIES TO BE APPLIED:

44

Reference the current MPH Handbook for the MPH Competencies and identify at least three of the Foundational and 2 Concentration competencies you will be demonstrating through these projects/activities. For each identified competency, provide details as to which activities/product will demonstrate application of knowledge.

Foundational:

1

Application of knowledge:

2

Application of knowledge:

3

Application of knowledge:

Concentration:

1.

Application of knowledge:

2.

Application of knowledge:

45

The student agrees to the following:

1. To work on the days and at the times agreed upon with my Field Supervisor.2. To demonstrate professionalism in behavior, dress and appearance and to maintain confidentiality.3. To conform to any specific regulations/policies of the organization in which I am working.4. To notify my Field Supervisor if I will be absent.5. To keep weekly entries.6. To notify the Internship Coordinator should any problems or concerns arise.7. That the work performed in the APE is an integral part of the student’s course of academic study.8. That he/she is not entitled to a job or employment with the Field Supervisor at the completion of the APE.9. That he/she is not entitled to wages or compensation for the time spent while completing the APE10. The student will be responsible for all travel expenses related to the field experience (i.e. commuting to and from the

agency, travel to other agency sites). Reimbursement of the expenses by the agency for travel required of the student as part of the field experience will be determined by the preceptor and the agency.

11. The student is responsible for all medical test (e.g. TB), vaccinations/immunizations, criminal background checks, and trainings (e.g. CPR, HIPPA) as required by the University of Michigan-Flint and the agency.

12. The student will not be responsible for the transportation of agency patients, participants or clients in the student’s personal vehicle.

13. The student will complete an evaluation of the Field Supervisor, the agency (site), and experience at the conclusion of the field experience.

The Field Supervisor agrees to the following:

1. Provide an APE experience to include the competencies and projects described on the Learning Contract.

2. Provide oversight of student’s projects, duties, and performance.3. Provide an interim assessment of student and discuss results with student.4. Complete a performance assessment of student intern upon completion.5. Notify the Internship Coordinator if problems arise with the student.6. If APE is conducted at place of employment, internship activities will be different than job duties/activities

and not conducted during paid working hours.

I have read this document and the online MPH Handbook and I am clear about our mutual expectations. I understand that violation of this agreement or unprofessional behavior while at internship site may result in termination of this applied experience.

Field Supervisor Date

Student Date

Internship Coordinator Date

Please return this form to:Public Health & Health Sciences

3124 WSW Fax: 810-762-3003 E-mail: pubhealthintern@umich.edu46

Appendix F: APE Grading Rubric

GRADE:_______________ PHS 590 Grading Rubric Name:______________

Applied Practice Experience (APE) Date:_______________

Criteria Points Comments I. Overview of the Agency/Organization

A. Clear mission statement of the organization (1)

B. Brief history of the organization (1)C. List of services provided (1)D. Organizational chart (1)E. Organizational policies/procedures

affecting your APE (1)

5 points

II. Demonstration of CompetenciesDescribe how each of the competencies were demonstrated in your APE (three foundational competencies and two from your concentration - HE or HA), as per your Learning Contract. Be specific, and provide detailed examples.(Explain the knowledge that you applied during the APE which demonstrates the application of specific knowledge to your activities/projects).

75 points

(15 points per competency)

III. Organization and Mechanics (spelling, sentence structure and clarity, consistent formatting/citations, organization of content)

10 points

IV. Field Supervisor Evaluation 10 points

Weekly journal entries completed (yes / no)

47

Appendix G: ILE Concept Paper Form

PHS 595 Concept Paper Form

Integrative Learning Experience (ILE)

Student Name: ______________________________________________________

Proposed Community of Interest:_______________________________________

UMID:____________________Semester/Year Taking PHS 595:____________

Concept Title: _______________________________________________________

Timeline (start and completion dates):_______________________________________

________________________________________________________________________

Competencies Demonstrated: (minimum of 3 high level foundation and 1 concentration)

1. _____________________________________________________

2. _____________________________________________________

3. _____________________________________________________

4. _____________________________________________________

Primary Advisor: _________________________________________________________

Student Signature: ___________________________________________

Date: _______________________

48

Appendix H: Assessment of ILE-Written Document Rubric for Primary Advisor

Student: _____________________________________________________________________________

Email: _______________________________________ UMID: ________________________________

Expectations for the final written document are assessed as presented in the proposal. A high-quality written document produced at the graduate level will include, but is not limited to, attention to mechanics, organization, consistency, clarity, and conciseness.

Grading scale: 94-100% = A; 90-93% = A-; 87-89% = B+; 84-86% = B; 80-83% = B-; 77-79% = C+

Statement of Problem/Introduction/Purpose /15 points Exceeds Expectations Meets Expectations Minimally Meets Expectations Does Not Meet Expectations

Public Health Significance/Rationale /10 points Exceeds Expectations Meets Expectations Minimally Meets Expectations Does Not Meet Expectations

Value to Community of Interest /10 points Exceeds Expectations Meets Expectations Minimally Meets Expectations Does Not Meet Expectations

Literature Review /10 points Exceeds Expectations Meets Expectations Minimally Meets Expectations Does Not Meet Expectations

Methods /10 points Exceeds Expectations Meets Expectations Minimally Meets Expectations Does Not Meet Expectations

Results/Implementation /10 points Exceeds Expectations Meets Expectations Minimally Meets Expectations Does Not Meet Expectations

Discussion /10 points Exceeds Expectations

49

Meets Expectations Minimally Meets Expectations Does Not Meet Expectations

Specific Competencies Demonstrated /10 points Exceeds Expectations Meets Expectations Minimally Meets Expectations Does Not Meet Expectations

1.

2.

3.

4.

Synthesis of Competencies /15 points Exceeds Expectations Meets Expectations Minimally Meets Expectations Does Not Meet Expectations

Confirmed completion of the Exit Survey (Completion of Exit Survey is a graduation requirement)

Final Grade Total /100 points (To obtain a passing grade, all sections must minimally meet expectations.)

Exemplary Effort (90-100 points) Exceeds Expectations (87-89 points) Meets Expectations (84-86 points) Minimally Meets Expectations (80-83 points) Does Not Meet Expectations (79 points or less)

Signature of Primary Advisor [Grader]:

___________________________________________________________________ Date:______________

50

Appendix I: Cover Sheet for ILE Project

TITLE

BY

Presented to the Public Health Facultyat the University of Michigan-Flint

in partial fulfillment of the requirements for theMaster of Public Health

Date: ____________________

Primary Advisor: ____________________________________________________

Secondary Advisor: __________________________________________________

51