sessions are conducted; one for first-year students and one for students in their second year or beyond. Students are encouraged to give candid input about their experiences in the PPH, on areas including strengths of the program, aspects of the program needing improvement, and overall suggestions. The Coordinator records minutes of these sessions to document the feedback received, so that actions may be taken if necessary (e.g., congratulations to a faculty member students mentioned as being an excellent instructor, scheduling changes resulting from complaints regarding class times). 4.2e. Assessment of the extent to which this criterion is met and an analysis of the program’s strengths, weaknesses and plans relating to this criterion. The criterion is met. Strengths: Core Faculty members are provided with well-defined policies and procedures in the form of the State University of New York Policies of the Board of Trustees document upon their hire. Faculty development and support are achieved through a mentoring committee, merit-based support for non-grant-funded travel, capping the teaching load for each Core Faculty member to a maximum of three MPH courses per academic year, and conducting Annual Performance Reviews during which career goals may be discussed. The PPH maintains formal procedures for evaluating faculty competence and performance through Annual Performance Reviews and through its promotion and tenure process. The PPH employs multiple strategies to evaluate and to elicit student evaluation of courses and of instructional effectiveness. Weaknesses: The Stony Brook University Evaluation of Instructor and Course” forms are currently “Student only available to our program on paper and are provided during class time. Although instructors leave the room while students complete the forms, students do not have privacy from their classmates while filling out the forms and may not have enough time in class to complete the forms to the extent that they wish to complete them. Plans: Once the Brook University Evaluation of Instructor and Course” forms are “Student available in an online format, the PPH will use this medium to deliver the forms to MPH students for completion. This change will allow students to complete evaluation forms in privacy and outside of classroom time (which is potentially rushed at the end of a semester, such as when students are preparing for exams, presentations, and final papers). This change will allow students to devote more time to completion of the forms and perhaps encourage them to provide more thoughtful/detailed feedback. 4.3 Student Recruitment and Admissions. The program shall have student recruitment and admissions policies and procedures designed to locate and select qualified individuals capable of taking
sessions are conducted; one for first-year students and one for students in their second year or beyond. Students are encouraged to give candid input about their experiences in the PPH, on areas including strengths of the program, aspects of the program needing improvement, and overall suggestions. The Coordinator records minutes of these sessions to document the feedback received, so that actions may be taken if necessary (e.g., congratulations to a faculty member students mentioned as being an excellent instructor, scheduling changes resulting from complaints regarding class times). 4.2e. Assessment of the extent to which this criterion is met and an analysis of the program’s strengths, weaknesses and plans relating to this criterion. The criterion is met. Strengths: Core Faculty members are provided with well-defined policies and procedures in the form of the State University of New York Policies of the Board of Trustees document upon their hire. Faculty development and support are achieved through a mentoring committee, merit-based support for non-grant-funded travel, capping the teaching load for each Core Faculty member to a maximum of three MPH courses per academic year, and conducting Annual Performance Reviews during which career goals may be discussed. The PPH maintains formal procedures for evaluating faculty competence and performance through Annual Performance Reviews and through its promotion and tenure process. The PPH employs multiple strategies to evaluate and to elicit student evaluation of courses and of instructional effectiveness. Weaknesses: The Stony Brook University “Student Evaluation of Instructor and Course” forms are currently only available to our program on paper and are provided during class time. Although instructors leave the room while students complete the forms, students do not have privacy from their classmates while filling out the forms and may not have enough time in class to complete the forms to the extent that they wish to complete them. Plans: Once the Brook University “Student Evaluation of Instructor and Course” forms are available in an online format, the PPH will use this medium to deliver the forms to MPH students for completion. This change will allow students to complete evaluation forms in privacy and outside of classroom time (which is potentially rushed at the end of a semester, such as when students are preparing for exams, presentations, and final papers). This change will allow students to devote more time to completion of the forms and perhaps encourage them to provide more thoughtful/detailed feedback. 4.3 Student Recruitment and Admissions. The program shall have student recruitment and admissions policies and procedures designed to locate and select qualified individuals capable of taking