Content Comparison

...

• Complete assignments per the PHP 667 syllabus.

• Maintain contact with the PHP 667 instructor. Semi-monthly check-in meetings required.

• Meet with the Applied Practice Experience Committee as needed.

APE Timeline

Tasks

...

Summer APE

...

Fall APE

...

Spring APE

...

September, Year 1

...

September, Year 1

...

September, Year 1

...

Submit PHP 667 application materials

Meet with APE coordinator to discuss placement ideas, opportunities, etc.

Note: Students interested in going abroad for their APE must submit their application at least 1 month prior to the dates listed on the right.

...

Application due: January 15^th

...

Application due: April 15th

...

Application due: Sep 15^th

...

Secure placement
APE Proposal submission

...

Proposal due:

April 1^st

...

Proposal due:

July 1st

...

Proposal due:
December 1^st

...

APE Proposal review, edit, and approval process

...

Approval needed by:
May 1^st

...

Approval needed by:

August 1^st

...

Approval needed by:

January 1st

...

Enroll in PHP 667, begin placement upon official start date of summer semester

...

May

...

August

...

January

Chapter 4: Field Placements

...

Students discuss placement interests and receive final placement approval from the PHP 667 instructor.

Contracts

The university must have a valid contract with any agency a student is placed. The contract process can take up to 3-4 months to complete. Students wanting a placement at an agency with which the University does not have a contract should speak with the PHP 667 Instructor during the Fall semester prior to PHP 667 enrollment.*A contract is not needed if a student is accepted into an existing internship program within an agency or the placement is a paid experience.

Employment based

If a student wishes to request a placement in an agency they will be simultaneously employed, the following minimal conditions must be met:

...

At the completion of this course, students will be able to:

1. Demonstrate a minimum of 5 foundational and concentration public health competencies within a public health practice setting – CEPH Accreditation Criteria.5 public health competencies, 3 of which are foundational competencies, through applied public health practice

2. Support the work of public health practice settings by creating products pertinent to the mission of the organization

3. Participate as a member of a professional workplace team.

4. Reflect on Describe how public health practice experience as it pertains to personal, professional, and academic course learning has contributed to the applied practice experience and how the practice experience has contributed to professional development.

Course Grading:

Students need to pass all P/F assessment items to pass the course.

All pass/fail requirements must earn a “Pass” to pass the course.

Evaluation:

...

Timesheets (P/F); Tevera.

1. During their placement, students are required to track and submit timesheets noting the number of hours completed at the site. Timesheets are to be completed by the student on Tevera and submitted to the supervisor for approval on a weekly basis. The supervisor will then use Tevera to electronically sign the documents.

...

Student Evaluations (P/F); Tevera.

1. At the mid-point of the practicum placement and at the end of the practicum placement, each student use Tevera to send their mid-term and final evaluation form to their site supervisors. The site supervisors complete these forms at the mid-term and end of the semester. The written evaluation will be used to determine if the following objectives are being/have been met, and if the student is:

   1. Making steady progress on the completion of the assigned site projects, including any requested reports and papers.

   2. Making steady progress towards the completion of required practicum hours.

   3. Making steady progress towards identified competencies.

   4. Engaging in the site activities as an active participant and contributor to the project or organizational goals.

   5. Communicating effectively, both orally and written.

   6. Interacting with individuals, groups, and/or communities across diverse setting competently.

   7. Respecting the rights of others and maintains confidentiality.

...

Bi-Weekly Check-Ins (P/F)

1. Students communicate with the course instructor at least once every two weeks. This check-in can be in the form of an email or zoom meeting and include: Description of how the practicum experience in progressing, a review of any issues or barriers the student is or believe they might experience, a progress report on the APE products as described in the APE portfolio.

...

Seminars (4 – P/F)

1. Students attend 4 seminars (online asynchronous) over the course of the semester; must attend at least 3 out of 4 to achieve a “Pass”. See schedule below.

Journals (30%)

...

the course

...

.

...

The weekly journal writing allows students to document their own responses to the work in their practicum site as well as their observations of the organization, its leadership and the strengths and weaknesses of public health practice at the site. The journal is meant to be a series of personal reflections that communicate the impact of the experience on the formulation of the student’s views of effective public health practice.

...

Entries should include specific accounts of experiences, interactions, and observations. Each entry should be at least one page single-spaced or two pages double-spaced. See rubric on Blackboard.

...

APE Portfolio (70%):

Prior to beginning the practice experience, student submit the APE proposal form for committee review. See APE Milestone Organization on Blackboard for form.  

Students are encouraged to submit drafts of the portfolio products as completed, rather than wait until the end of the experience. The APE committee is then able to provide formative feedback to the student

The APE committee reviews the completed portfolio for adequacy in demonstrating MPH competencies. Actions and products produced for the portfolio must be grounded in public health and related theory, concepts, and principles. Elements of the portfolio may require citations; The committee will provide one set of feedback commentary, to which the student may respond and revise the portfolio before the final submission.

Portfolio rubric on Blackboard.

1. 1. Portfolio to Include:

      1. Cover Page

      2. Table of Contents

      3. APE Overview Document (The Proposal Document, developed during the Internship Pre-Planning phase and approved by the APE committee; switched to past tense for this purpose); narrative should include aims/goals of experience and significance of work.

      4. APE Reflection

      5. Product #1, with brief description of how the product exemplifies the mapped competencies.

      6. Product #2, with brief description of how the product exemplifies the mapped competencies.Additional Products, as necessary.

      7. Appendix, as necessary.

      8. APA Format.

   2. Portfolio Review Process

      1. Portfolio is due two weeks prior to last day of classes, for review by APE Committee.

      2. APE Committee will provide feedback and student will make edits as suggested, then submit their final, revised copy.

      3. Final Portfolio is due by final day of semester, for final review by the APE Committee. Note: Portfolio must be received at least 48 (business) hours in advance of final APE Committee review meeting.

      4. The APE Committee will review and finalize the portfolio grade using the portfolio rubric (see BB). The student then meets with the APE Committee for a final discussion. This meeting must occur before grades are due for the semester.

      5. Meeting Process

         1. Student provides overview of experience (description of overall aim of agency and program worked with, overall scope of their work, competencies demonstrated and associated products); highlights high points and low points of experience.

         2. Committee presents summary of review and rubric.

...