Program in Urban Public Health

Every MPH- and MS-degree student in the Urban Public Health Program is required to prepare and maintain a professional portfolio. The portfolio describes relevant public health experiences and achievements during the course of the studies leading to the master’s degree. 
The portfolio consists of academic, professional and service accomplishments and may include major course projects, reports, presentations, publications and other samples of work that is completed. The portfolio  is intended to be a useful career tool for the student as well as a means for the Urban Public Health program to assess educational outcomes.
Effective Fall 2009, non-matriculant as well as matriculated students are required to start their portfolios when they enter the program. Students who entered the program before the Fall of 2009 must start their portfolios as soon as possible during the current semester.

What is a portfolio?

The portfolio is a compendium of documents that demonstrate accomplishments during the MPH- and MS-degree programs in the School of Public Health. It contains a collection of your work that exhibits your efforts, progress, achievements, reflections and self-assessment in one or more areas. The portfolio tracks and collects in one location many of the materials you produced during the master’s coursework. Thus, the portfolio ties together courses, fieldwork, volunteer, and paid work experience with specific core competencies of the MPH and MS programs. Portfolio development is a process that allows you to collect, select, reflect, build on showcase your work!

Why is a portfolio required?

The portfolio serves many functions, among them:

1. To provide a means of self-assessment indicating how you achieved core and concentration-specific competencies through master’s courses and fieldwork, community service, and paid work experience
2. To demonstrate to the graduate faculty that you have attained at least entry-level public health competencies in the core public health areas.
3. To provide information that will be used by the Council on Education in Public Health to assess the curriculum’s effectiveness in providing students with the opportunities necessary to become competent in the core public health areas and in specialized areas. 
4. To market yourself by showcasing your professional development, skills and experience. Your portfolio organizes critical information for potential employers while it showcases your accomplishments and abilities. Because learning and development are a continual part of professional life, a portfolio remains useful throughout your career. Keeping copies of your completed Portfolio forms can help you demonstrate the paths you have taken and assist you in determining future growth and career directions.

When is the portfolio due?

The portfolio is submitted as a component of the Capstone Seminar. The capstone is course is taken during the last or next-to-the-last semester of your graduate degree training. As the portfolio will not be returned to you, we urge you to keep a duplicate copy for yourself.  

Who is responsible for reviewing my portfolio?

You and your track academic advisor are responsible for reviewing your portfolio. The final product will be evaluated by your capstone faculty member.

From time to time your advisor will ask to discuss the portfolio with you. By tracking progress on achievement of competencies during your MPH/MS training, you can identify any areas that are deficient in your program of study and work with your academic advisor to make certain that those shortcomings are addressed before graduation. Courses and other learning experiences should be selected to strengthen competence in specific areas.

How do I assemble the portfolio?

Purchase a large, sturdy 3-ring binder. Divide the binder into the key sections listed below. It will also be useful to maintain a set of electronic versions of these documents, including scans of hard copy material.

1.    Title page
2.    Table of contents
3.    Professional mission statement and professional goals
4.    Resume
5.    Experience in public health
6.    Core competencies
7.    Concentration-specific competencies
8.    Community service
9.    Fieldwork
10.  Other (optional)

What does each section of the portfolio contain?

1.  Title page
This page contains general information about you.

Minimum requirements include:

1. Your full name
2. Contact information (address, phone, e-mail, fax)
3. Area of specialization (track): COMHE, EOHS, Epi/Biostat, HPM or NUTR
4. Date you matriculated into the program
5. Advisor’s name and e-mail address
6. Capstone faculty member’s name and e-mail address 
   

2.  Table of contents

3.  Professional mission statement and goals
State your professional mission and goals.
Reflect on those mission and goals. As you reflect, you may find that you have refined your mission and goals over time.
Discuss the extent to which you have realized your mission and achieved your goals.
Suggest future actions you might take to further realize your mission and goals.

4.  Resume
This page contains a professional resume.

Minimum requirements include:

1. Name
2. Contact information
3. Education completed
4. Public health and other relevant work experience (in chronological order)
5. Honors and awards (chronological order)
6. Special skills
   

5.  Experience in public health
This section provides documentation and evidence of commitment and experience in the field of public health.

Minimum requirements include:

1. Certification of IRB training
2. A chronological list of all the public health experiences you have had. Include dates, agency name & address, your supervisor’s name, credentials & title, your title and responsibilities. Use these sections:
1. Paid professional experience
2. Volunteer experience
3. Fieldwork experience
4. Other

6.  Core competencies
The core competencies describe what a fully-prepared graduate of our program should be able to do. The core competencies have been developed by the faculty. The core competencies are covered in the core courses, and are linked to specific learning objectives in each core course. As the MPH core competencies are interdisciplinary, many of them are covered in the track-specific courses, as well. This section of the portfolio provides documentation and evidence of competence in the 14 core competencies required to graduate from our program.

Program-Wide Competencies for the CUNY MPH (4/22/09)

1. Apply the core functions of assessment, policy development, and assurance to the analysis of public health problems and their solutions
2. Find, use, interpret and critically evaluate methods, analyses and findings commonly found in the public health literature
3. Apply basic informatics techniques (e.g. bibliographic, database management, graphical and statistical software) to retrieve, analyze and summarize public health information
4. Apply principles of effective communication in presenting public health information in various media and formats to professional and general audiences
5. Apply appropriate principles and methods to the collection, management and analysis of public health data and to answer research questions
6. Apply ethical principles to public health public health activities and endeavors (e.g. use of information technology; assessment and research; program development, implementation and evaluation; and policy development and analysis).
7. Apply the core orientation and values of public health in professional practice (e.g. population-focused, community-oriented, prevention-oriented, multi-level, ecological, rooted in social justice).
8. Identify and analyze social, behavioral, genetic, biological and environmental determinants and modifiers of health and disease across the lifespan in urban settings using an ecological framework.
9. Understand the importance of and demonstrate collaborative engagement with diverse communities, sectors and/or constituencies (e.g. researchers, practitioners, community organizations) to achieve public health goals.
10. Describe  basic theories, concepts, models and methods and their limitations from a range of  core and related disciplines that inform public health research, public health policy, and practice
11. Describe legal bases and interrelationships between the U.S. public health and other systems (e.g. health care, environmental protection)
12. Explain the sources of inequality in disease risk factors, exposures and outcomes and effective community based interventions for addressing them
13. Propose and evaluate intervention approaches, directed at various targets and levels of social organization, to prevent or control urban public health problems
14. Differentiate among and utilize key planning constructs (e.g. values, vision, mission, goals, objectives and outcomes) in planning, implementing and evaluating public health programs.
    

In your portfolio, each competency will contain its own matrix. To illustrate, the matrix for core competency #1 appears below.

* There is no limit on how many courses you may list.  For each course, provide course number, name, semester and year.   **Objectives appear on the course syllabus.

7.  Concentration-specific competencies

The program offers graduate degrees in has six concentrations: Biostatistics, Community Health Education, Environmental & Occupational Health Sciences, Epidemiology, Health Policy & Management, and Public Health Nutrition. Each concentration, in turn, has its own competencies. These concentration-specific competencies specify the skills graduates in a specific area should have upon in order to receive the master’s degree. This section of the portfolio provides documentation and evidence of competence in your specific track.

Each of your track-specific competencies will contain its own matrix. For example, the matrix for competency #1 in the biostatistics track appears below.    

 *For each course, provide course number, name, semester and year.  There is no limit on how many courses you may list.   **Objectives appear on the course syllabus.

The concentration-specific competencies

Biostatistics

1. Describe and correctly apply core and intermediate level statistical methods to the study design, management, and analysis of population health data.
2. Understand the assumptions, applicability, strengths and limitations of core and intermediate level statistical methods and be able to select appropriate methods and measures for different types of health data.
3. Correctly use data management and statistical software and computing technology to collect, manage and analyze population health data.
4. Collaborate on applied population health research.
5. Communicate statistical findings to lay and professional audiences.
6. Apply statistical findings to the development of evidence-based interventions to improve population health.

Community Health Education

1. Identify theories from psychology, sociology and health education that apply to behavior change and maintenance.
2. Identify models for health program planning.
3. Develop theory driven health education programs.
4. Write goals and measurable objectives consistent with needs assessment outcomes. 
5. Plan and write proposals for program funding.
6. Select goals and objectives for public health programs.
7. Develop objectives consistent with available financial resources and personnel competency.
8. Develop objectives that focus on the cognitive, affective and skills learning domains.
9. Plan budgets for public health programs.
10. Plan and implement interventions to promote health and prevent disease within multiethnic populations. Use group dynamic strategies for problem-solving.
11. Design interventions based on ethical principles. 
12. Design and manage the application of group processes for change.
13. Develop strategies to support organizations to play a stronger role in health promotion and disease prevention.
14. Involve communities in the design of appropriate intervention strategies.
15. Develop and train peer education and train-the-trainer strategies.
16. Develop and/ or incorporate culturally sensitive and age appropriate health education materials. 
17. Prepare written reports for individuals, community members and leaders, health care providers and the media.
18. Develop, produce and evaluate media campaigns to create health consciousness.
19. Incorporate process, impact and outcome evaluation into program development.

Environmental and Occupation Health Science

1. Identify and classify chemical, biological and physical hazards.
2. Describe the migration of contaminants through various environmental compartments, such as air, water and soil, for purposes of determining the nature of the environmental health risk.
3. Assess various hazard notification approaches such as Material Safety Data Sheets, Transportation placards, HMIS placards.
4. Identify the origins and scientific basis of various environmental and occupational exposure limits. 
5. Describe the basic methods of conducting environmental health assessments of urban communities and industry (including Asbestos, Lead Paint, Underground Storage Tanks, Indoor Air Quality and Phase I and II investigations).
6. Describe the basic methods of conducting environmental health assessments of urban communities and industry (including Asbestos, Lead Paint, Underground Storage Tanks, Indoor Air Quality and Phase I and II investigations).
7. Articulate the skills needed for building partnerships and collaborating across programs, organizations and sectors to develop effective public health programs and policies.
8. Identify and select the appropriate direct reading instruments and measurement units for the evaluation of chemical, biological and physical hazards in the workplace and urban environment.
9. Describe the operation and use of environmental labs (including types of analysis, costs, sample submittal) and QA/AC procedures. 
10. Identify the toxic effects of major industrial chemicals (categorized by metals, pesticides, solvents, acids/alkalies, &dust) and present their absorption, distribution, metabolism & excretion pathways. 
11. Conduct preliminary environmental and occupational health risk assessment. 
12. Explain environmental and occupational health laws and regulations and be able to suggest appropriate legislative controls. 
13. Recommend appropriate engineering, personal protection and/or administrative controls to minimize health risk. 
14. Plan and oversee budgets and prepare grant applications for environmental and occupational health programs and organizations.
15. Prepare an environmental sampling and health hazard assessment report. 
16. Critically evaluate environmental policy and present the findings in written and oral format. 
17. Organize and present an oral environmental or industrial hygiene hazard assessment report.
18. Identify local and regulatory organizations that can play a role in environmental monitoring and disease prevention within communities and the workplace.
19. Use a computer spreadsheet program for data presentation and graphing.
20. Describe the nature of major environmental health organizations and the delivery of environmental and occupational health services in urban areas.
21. Describe New York City's Air Quality, Water Quality, Solid and Hazardous Waste

Management and Occupational Health Programs.

Epidemiology 

1. Describe and correctly apply core and intermediate level principles and methods to the design of epidemiologic studies
2. Understand the strengths and limitations of common epidemiologic study designs
3. Understand the limitations of and identify issues related to causal inference in epidemiology
4. Correctly use data management and statistical software and computing technology to collect, manage and analyze epidemiologic data
5. Collaborate on applied population health research
6. Interpret epidemiologic findings
7. Communicate epidemiologic findings to lay and professional audiences
8. Apply epidemiologic findings to the development of evidence-based interventions to improve population health

Health Policy and Management

1.    Demonstrate knowledge of the context of public and private health care systems, institutions, actors, and environments in which health care and public health policy is made and health care is delivered.
2.    Apply theoretical and conceptual models and leadership principles relevant to developing health policy and administrating health programs.
3.    Analyze the legal, economic, ethical and health bases and implications of public health policies that affect urban populations.
4.    Describe and apply strategies for advocating for effective public health policies and programs.
5.    Evaluate public health programs and health policies, and apply evaluation results to their improvement.
6.    Describe how non-public health policies (e.g. education, environment, criminal justice, housing, employment) can mitigate or exacerbate health disparities and influence the health of urban populations.

Public Health Nutrition

1. Use dietary guidelines to make nutritional recommendations to individual and communities.
2. Prioritize nutritional problems for individuals at various stages of the life cycle and for diverse population groups using appropriate anthropometric, biochemical, clinical, dietary and/or  socieoeconomic assessment methodologies.
3. Use nutrition research findings to guide practice.
4. Describe factors that influence the accessibility, adequacy and safety of the food supply system (production, processing, distribution, consumption) and explain the relationship of those factors to community health 
5. Communicate the principles of food science, food preparation, and management to various population groups.
6. Evaluate nutrition claims and popular literature for accuracy, reliability and practical implications.
7. Recognize federal, regional, state, and local government structures and processes involved in the development of public policy relating to nutrition and health services.
8. Describe the political considerations involved in agency planning and decision-making.
9. Apply management principles for community assessment, program planning, implementation and evaluation to community-based public health nutrition programs.
10. Assess results of research and evaluation used in nutritional sciences.
11. Compile and analyze data on nutrition and health.
12. Function as a multidisciplinary team member.
13. Participate in organized advocacy efforts for health and nutrition programs.
14. Select and develop nutrition education materials and approaches that are appropriate for the population of interest.
15. Use social and behavioral theories relevant to public health and nutrition.

In addition to completing the table of track-specific competencies, also provide evidence of membership in at least one professional organization related to your area of specialization.

8.  Community service
This section provides documentation and evidence of community involvement and service outside of the academic environment.

Minimum requirements include:

1. Two (2) examples of community involvement.
2. Reflections on your community involvement.
   

9.  Fieldwork
This section provides documentation and evidence of the student as a reflective public health practitioner. Fieldwork may include aspects of your employment in a healthcare, public, occupational or environmental health agency.

Minimum requirements include:

1. List of fieldwork placements. For each, provide: dates, preceptor (name, credentials, title), your responsibilities, tangible products of the fieldwork experience 
2. Thoughts about your fieldwork experiences, including:

• Reflections on the extent to which your course work at Hunter prepared you for the fieldwork experience.
• Reflections on the quality of on-site supervision you received during your fieldwork.  Was someone generally available to answer your questions and provide feedback (even if you didn’t seek it)?  Discuss the usefulness and value of the feedback you received .
• Reflections on challenges or problems you encountered during the fieldwork and how they were addressed. What technical or human obstacles did you encounter? Were there any deviations from your original plan or expectations for the fieldwork (for better or worse!).  Discuss things you hoped to get out of the fieldwork experience, but didn’t.
• Reflections on the overall quality of the fieldwork. Were there particular skills, knowledge or lessons that you acquired unexpectedly? Explain. Was the fieldwork a good educational experience – why or why not?  How did it provide you with a better sense of the skills needed for employment in the profession?  Discuss recommendations for improving your fieldwork experience.  What were the most valuable lessons you learned? Explain why you would or would not recommend that other students conduct fieldwork with the same department or agency.

3. Include a copy of your Capstone essay emanating from your fieldwork experience. If you completed a master’s essay in lieu of an essay based on your fieldwork, attach the master’s essay, instead.  

10.  Other
Use this section to present and discuss other topics that have contributed to your professional development. Some examples of additional areas include leadership activities, conferences attended, non-credit courses completed, and track-specific competencies attained outside of your specific area.