While data may be included as part of the response, this documentation request is asking for more than a presentation of data over multiple years. You should provide narrative about (i.e., “describe”) what your school or program has done over the last three years related to each selected indicator. A few examples of appropriate responses are as follows:
Selected indicator: Courses that integrate technology in innovative ways to enhance learning
The Curriculum Committee reviews the program’s use of technology in coursework annually at its end-of-year meeting in May. Based on this review in 2018, the Curriculum Committee found that while technology was used in some courses, it was not particularly innovative. The program invited a staff member from the Center for Teaching and Learning to attend the program’s faculty retreat in July 2018, and this individual suggested activities and provided training on the right tools for effective integration of technology. Students are now able to use their own devices to engage and interact with faculty and to connect with classroom technologies. Each year since 2018, students have reported higher satisfaction with class participation and engagement while using these learning spaces. In 2020, four public health faculty members participated in one-on-one consultation with the Center for Teaching and Learning to discuss their course plans and to seek technical support.
Selected indicator: Implementation of grading rubrics
MPH faculty are committed to increased use of rubrics for assessment and evaluation of students. Only one course routinely incorporated rubrics in 2017-18. To address this issue, the program invited staff from the Center for Teaching and Learning to conduct a workshop with both full- and part-time public health faculty. Over the next two years, courses that included rubrics increased to three and then seven. We have a goal of incorporating rubrics into 100% of our courses.
Selected indicator: Courses that integrate service learning
Service learning is a priority within the program; however, we did not have a systematic way to track our efforts until it was incorporated into our annual review of the curriculum beginning in spring 2018. Although we anecdotally thought that service learning was an element of many courses, we discovered that it depended on the instructor and emphasis varied, even among sections of the same course. The full faculty held a meeting in July 2018 to review the curriculum in a comprehensive way and to determine the best courses for service learning that support course content, provide enriching opportunities for students, and benefit our community partners. As of fall 2020, we offer five required courses with a strong service learning component, and review of the curriculum for service learning integration is a standing item on the faculty’s annual curriculum meeting each spring.