MASTER OF PUBLIC HEALTH DEGREE PROGRAM: EVALUATION OF STUDENT PROGRESS

Size: px
Start display at page:

Download "MASTER OF PUBLIC HEALTH DEGREE PROGRAM: EVALUATION OF STUDENT PROGRESS"

Transcription

1 Student s Name: Date: MASTER OF PUBLIC HEALTH DEGREE PROGRAM: EVALUATION OF STUDENT PROGRESS This evaluation form can be downloaded from the Student Affairs website GOAL STATEMENT Describe your professional or career goals and specific knowledge and skills that you intend to acquire during your degree program. This statement should be reviewed each semester and updated as needed. MPH CORE COMPETENCIES MPH students are expected to master core competencies in public health. These competencies have been adapted from the ASPH competencies for each of the discipline and cross-cutting areas included below. The competencies and subcompetencies that are listed have been formally adopted by the UTSPH. The ASPH competencies have been used as the basis for the credentialing examination that will be available to all MPH graduates in Thus, once these competencies are met, students should be prepared to successfully complete the credentialing examination. This document should be updated each semester to reflect the student s progress and brought by the student to evaluation meetings to guide the committee in formulating the student s degree plan. 1

2 Discipline-based competencies: The competencies/subcompetencies for each public health discipline are fully addressed in the divisional core course(s) that is (are) indicated after the unit title. For each discipline, mastery of competencies and subcompetencies should be documented by listing the course or courses that addressed them. Add the appropriate core course in the column that follows each sub-competency. In some cases, other courses may also address one or more of the subcompetencies; add those courses to the listing, if applicable. Cross-cutting competencies: The cross-cutting competencies and subcompetencies are listed below the discipline competencies. These competencies and subcompetencies may be met by a specific course, as part of a discipline core course, the practicum course (PH XX97), or an elective course. Course descriptions will indicate which of the competencies/subcompetencies are covered. As with discipline-based competencies, courses addressing each of the cross-cutting competencies/subcompetencies should be listed in the columns provided. Learning experiences: In some cases, the student may have had learning experiences outside the classroom that address a competency/subcompetency. A textbox is provided under each competency so that these experiences may be documented in the student record. Filling out the evaluation form: This form contains the disciplinary and cross-cutting competencies (numbered) and subcompetencies (lettered) that you will be expected to master during your MPH degree program. In addition, you are ecouraged to add competencies that you wish to master in your practicum or other learning experiences. In the right-hand column of the table, indicate the course or courses in which the competency (or sub-competency) was addressed. Some competencies may be addressed in one course only, while others may be addressed at a different level in another course. For each competency and/or sub-competency, identify the course number(s) and indicate the extent to which you have met the competency by designating the appropriate level (listed below). For competencies that have no subcompetencies, the box may be filled in as described. However, many competencies have several subcompetencies listed under them. In these cases, course numbers and levels should 2

3 be filled in for each of the subcompetencies. The box to the right of the competency may be used to summarize the subcompetencies below it. For example, you may indicate that all of the subcompetencies have been addressed by placing FM next to the competency. The competency levels are: EX = exceeded FM = fully met PM = partially met NM = not met As you complete the core courses, you and your committee will be able to judge your progress. In case you have completed the core course in an area, but have a partially met (PM) or unmet (NM) for any of the competencies, your advisor will assist you in identifying additional educational activities that will help you remediate the problem. These additional activities may take the form of another course, an independent study, or other learning experiences. You should keep an electronic copy of this form so that you may refer to it during the semester and update the information in preparation for the meeting of your advisory committee at the end of the fall and spring semesters. 3

4 BIOSTATISTICS (Non-majors: PH1610 or PH1725/PH 1726 Majors: PH1725/PH 1726) 1. Describe the roles biostatistics serves in the discipline of public health 2. Apply basic statistical methods for summarizing public health data and for inference. 3. Interpret and present results from the application of basic statistical techniques. a. Distinguish among the different measurement scales and based on theses distinctions recognize the implications for selection of appropriate statistical methods. b. Apply descriptive techniques commonly used to summarize public health data. c. Recognize concepts of probability, random variation, and commonly used statistical probability distributions. d. Apply common statistical methods for inference, including: estimation, confidence intervals, and hypothesis testing. e. Use appropriate statistical software and make proper interpretations based on the output. f. Describe preferred methodological alternatives to commonly used statistical methods when assumptions are not met. g. Develop written presentations based on statistical analyses for both public health professionals and educated lay audiences. h. Apply basic informatics techniques with vital statistics and public health records in the description of public health characteristics and in public health research and evaluation. ENVIRONMENTAL HEALTH SCIENCES (Non-majors: PH 2110, PH 2115, or PH 2120; Majors: PH 2498) 1. Describe environmental health hazards and their potential effects on human health; discuss methods for evaluating risks associated with such hazards; and discuss strategies for preventing or controlling hazards that pose risks to human health. 4

5 a. Identify chemical, biological and physical agents by media, their principal sources and general approaches for their quantification. b. Specify pathways of exposure including environmental transport and fate and routes of transfer from the source, through all environmental media, to humans. c. Explain the general mechanisms of toxicity and the roles that dose-response and time-response play in eliciting a toxic effect. d. Describe extrinsic (socioeconomic and behavioral) and intrinsic (genetic and physiologic) factors that affect environmental exposure-response relationships. e. Discuss issues of environmental justice, equity and health disparities. f. Describe local, regional and global impact of environmental hazards (direct and indirect) on human and ecological health. g. Identify the major causes of injury and illness in the workplace and approaches to reducing occupational health risks. h. Describe the components of a risk assessment, including the types of evidence that are used and the sources of uncertainty and variability. i. Discuss risk management and risk communication approaches for preventing and/or reducing environmental health risks (including regulatory, engineering and behavioral interventions). j. Develop a research question that pertains to an environmental hazard and its potential effects. EPIDEMIOLOGY (Non-majors: PH 2610; Majors: PH 2610) 1. Identify key sources of data for epidemiological purposes. 2. Identify the principles and limitations of public health screening programs. 3. Describe a public health problem in terms of magnitude, person, time, and place. 4. Explain the importance of epidemiology for informing scientific, ethical, economic and political discussion of health issues. 5. Comprehend basic ethical and legal principles pertaining to the collection, maintenance, use and dissemination of epidemiologic data. 5

6 6. Apply basic epidemiologic concepts, definitions and study designs to public health practice and research. 7. Calculate basic epidemiology measures. 8. Communicate epidemiologic information to lay and professional audiences. 9. Draw appropriate inferences from epidemiologic data. 10. Evaluate the strengths and limitations of epidemiologic reports. SOCIAL AND BEHAVIORAL SCIENCES (Non-majors: PH 1110; Majors: PH 1111/PH 1112) 1. Explain the contributions of behavioral and social sciences to public health. 2. Describe health problems including their social, cultural, environmental and behavioral causes. 3. Assure that behavioral and social science theories and concepts are used in planning and evaluating public health programs. 4. Use behavioral science and health promotion methods in planning and evaluating public health programs. a. Identify basic theories, concepts and models from a range of disciplines of BSS that are used in PH research and practice b. Identify the role of social and community factors in both the onset and solution of public health problems. c. Recognize the causes of social and behavioral factors that affect health of individuals and populations including social justice and social inequalities. d. Describe steps and procedures of planning social and behavioral interventions and policies. e. Apply ethical principles to public health program planning, implementation, and evaluation. f. Identify multiple targets and levels of intervention for social and behavioral science programs and/or policies (Individual, family, network, organizational, community, policy, physical environment, and culture). 6

7 g. Identify individual, organizational, and community concerns, assets, resources, and deficits for social and behavioral science interventions. h. Apply evidence-based approaches in the development and evaluation of social and behavioral science interventions. i. Advocate for social and behavioral science interventions and policies. j. Identify critical stakeholders for the planning, implementation and evaluation of health promotion programs. HEALTH POLICY AND MANAGEMENT (Non-majors and Majors: PH 3715, PH 3710, PH 3720, PH 3725, PH 3740, or PH 3922) LEVEL COURSE NUMBER(S) AND 1. Identify the main components and issues of the organization, financing and delivery of health services and public health systems in the U.S. 2. Describe the legal and ethical bases for public health and health services. 3. Explain methods of ensuring community health safety and preparedness. 4. Discuss the policy process for improving the health status of populations. 5. Discuss the principles of program planning, development, budgeting, management and evaluation in organizational and community initiatives. 6. Describe principles of strategic planning and marketing to public health. 7. Explain quality and performance improvement concepts to address organizational performance issues. 8. Explain systems thinking for resolving organizational problems. 9. Communicate health policy and management issues using appropriate channels and technologies. 10. Demonstrate leadership skills for building partnerships. 7

8 PUBLIC HEALTH BIOLOGY 1. Apply biological concepts to public health issues and practice. 2. Describe the major chronic diseases of public health importance, their etiology, and pathological consequences in order to design and evaluate intervention strategies. 3. Describe the types of infectious agents, their dynamics in the population, and the strategies used in their control and prevention. a. Describe how behavior can alter human biology. b. Explain how genetics and genomics affect disease processes and public health practice. c. Identify the ethical, social and legal issues in public health biology. d. Explain how biology (human and pathogen) fits into the ecological model of population health. e. Explain the major pathological changes leading to heart disease and stroke.. f. Describe types, characteristics, staging, pathologic mechanisms, and predisposing factors for malignant neoplasms. g. Describe the aging process and the major skeletal and neurological pathologies. h. Characterize the types of infectious agents, their modes of transmission, and the public health strategies that are used for their prevention and/or control. i. Explain how the immune system may be manipulated to control or prevent disease. 8

9 COMMUNICATION 1. Collect, organize and interpret data to present oral, written, graphic and numerical information. 2. Communicate with diverse audiences using a variety of means and channels in formal and informal settings using a variety of means and information technology. a. Describe how the public health information infrastructure is used to collect, process, maintain, and disseminate data. b. Describe how societal, organizational, and individual factors influence and are influenced by public health communications c. Discuss the influences of social, organizational and individual factors on the use of information technology by end users. d. Apply theory and strategy-based communication principles across different settings and audiences. e. Apply legal and ethical principles to the use of information technology and resources in public health settings. f. Describe communication and informatics principles relating to the process of design, implementation, and evaluation of public health programs. g. Demonstrate effective written and oral skills for communicating with different audiences in the context of professional public health activities. h. Use information technology to access, evaluate, and interpret public health data. i. Use informatics and communications methods as strategic tools to promote public health. j. Facilitate work groups and other meeting activity. DIVERSITY AND CULTURAL PROFICIENCY 1. Recognize, value and integrate diverse individuals, groups and communities in order to produce public health outcomes. a. Describe the roles of history, power, privilege and structural inequality in producing health disparities. 9

10 b. Explain how professional ethics and practices relate to equity and accountability in diverse community settings. c. Explain why cultural competence alone cannot address health disparity. d. Discuss the importance and characteristics of a sustainable diverse public health workforce. e. Use the basic concepts and skills involved in culturally appropriate community engagement and empowerment with diverse communities. f. Apply the principles of community-based participatory research to improve health in diverse populations. g. Differentiate among availability, acceptability, and accessibility of health care across diverse populations. h. Differentiate between linguistic competence, cultural competency, and health literacy in public health practice. i. Cite examples of situations where consideration of culture-specific needs resulted in a more effective modification or adaptation of a health intervention. j. Develop public health programs and strategies responsive to the diverse cultural values and traditions of the communities being served. LEADERSHIP 1. Create and communicate a shared vision for a changing future. 2. Champion solutions to organizational and community challenges. 3. Energize commitment to goals. a. Describe the attributes of leadership in public health. b. Describe alternative strategies for collaboration and partnership among organizations, focused on public health goals. c. Articulate an achievable mission set of core values, and vision. d. Solicit ideas and opinions from others in conceptualizing problems, forming decisions and solutions, developing work plans, and advancing public health goals. 10

11 e. Demonstrate team building, negotiation, and conflict management skills. f. Demonstrate transparency, integrity, and honesty in all actions. g. Use collaborative methods for achieving organizational and community health goals. h. Apply social justice and human rights principles when addressing community needs. i. Use strategies to motivate others for collaborative problem solving, decision making, and evaluation. j. Adopt best practices from all disciplines to solve public health problems. PROFESSIONALISM AND ETHICS 1. Demonstrate ethical choices, values and professional practices implicit in public health decisions. 2. Consider the effect of choices on community stewardship, equity, social justice and accountability. 3. Commit to personal and institutional development. a. Discuss sentinel events in the history and development of the public health profession and their relevance for practice in the field. b. Apply basic principles of ethical analysis (e.g. the Public Health Code of Ethics, human rights framework, other moral theories) to issues of public health practice and policy. c. Apply evidence-based principles and the scientific knowledge base to critical evaluation and decisionmaking in public health. d. Apply the core functions of assessment, policy development, and assurance in the analysis of public health problems and their solutions. e. Promote high standards of personal and organizational integrity, compassion, honesty and respect for all people. f. Analyze determinants of health and disease using an ecological framework. 11

12 g. Analyze the potential impacts of legal and regulatory environments on the conduct of ethical public health research and practice. h. Distinguish between population and individual ethical considerations in relation to the benefits, costs, and burdens of public health programs. i. Describe the unique characteristics public health (e.g., population-focused, community-oriented, prevention-motivated and rooted in social justice) and how these contribute to professional practice. j. Promote collaborations with diverse communities and constituencies (e.g. researchers, practitioners, agencies and organizations). k. Develop an approach to lifelong learning and professional service. including the development of professional networks. PROGRAM PLANNING AND ASSESSMENT 1. Plan for the design, development, implementation, and evaluation of strategies to improve individual and community health. a. Develop a plan to address a public health problem. b. Describe how social, behavioral, environmental, and biological factors contribute to specific individual and community outcomes. c. Describe the tasks necessary to assure that program implementation occurs as intended. d. Explain the components of logic models and the use of models in program development, implementation, and evaluation. e. Develop and write goals, measurable objectives, related activities, and expected outcomes for a public health program. f. Prepare a program budget with justification. g. Design an evaluation for a public health program. h. Explain how the findings of a program evaluation can be used. i. Differentiate the purposes of formative, process, and outcome evaluation. 12

13 j. Differentiate between qualitative and quantitative evaluation methods in relation to their strengths, limitations, and appropriate uses, and emphases on reliability and validity. k. Assess evaluation reports in relation to their quality, utility, and impact on public health. SYSTEMS THINKING 1. Recognize system level properties that result from dynamic interactions among human and social systems and how they affect the relationships among individuals, groups, organizations, communities, and environments. a. Identify characteristics of a system. b. Identify unintended consequences produced by changes made to a public health system. c. Provide examples of feedback loops and stocks and flows within a public health system. d. Explain how systems (e.g. individuals, social networks, organizations, and communities) may be viewed as systems within systems in the analysis of public health problems. e. Explain how systems models can be tested and validated. f. Explain how the contexts of gender, race, poverty, history, migration, and culture are important in the design of interventions within public health systems. g. Illustrate how changes in public health systems (including input, processes, and output) can be measured. h. Analyze inter-relationships among systems that influence the quality of life of people in their communities. i. Analyze the effects of political, social and economic policies on public health systems at the local, state, national and international levels. j. Analyze the impact of global trends and interdependencies on public health related problems and systems. 13

14 OTHER COMPETENCIES YOU WISH TO MASTER MPH Course Curriculum List completed courses by number under the appropriate disciplines. Use the Other column for all other courses. Biostatistics Environmental Health Sciences Epidemiology Social and Behavioral Sciences Health Policy and Management Other 14

GRU MPH Core & Concentration Specific Competency Matrix (Last Updated: March 31, 2015)

GRU MPH Core & Concentration Specific Competency Matrix (Last Updated: March 31, 2015) Section 1 Learning Objectives under each of the TEN MPH Core Competency Domains Including: FIVE Disciplinary Core Competencies FIVE Interdisciplinary Cross Cutting Competencies FIVE Disciplinary Core Competency

More information

Competencies Checklist for CE. Tier 1 Core Public Health Competencies Checklist

Competencies Checklist for CE. Tier 1 Core Public Health Competencies Checklist Competencies Checklist for CE Student Name: Area of Concentration: Project Title: Tier 1 Core Public Health Competencies Checklist Domain #1: Analytic/Assessment Skills Describes factors affecting the

More information

1 * Policy Development/Program Planning Skills (please rate each

1 * Policy Development/Program Planning Skills (please rate each Page of 8 202 Prioritizing Core Competencies for our Health Commissioner Questions marked with an asterisk (*) are mandatory. We are in the process of developing a job description for our Health Commissioner.

More information

Program Assessment. University of Cincinnati School of Social Work Master of Social Work Program. August 2013

Program Assessment. University of Cincinnati School of Social Work Master of Social Work Program. August 2013 University of Cincinnati School of Social Work Master of Social Work Program Program Assessment August 01 Submitted to the College of Allied Health Sciences University of Cincinnati 1 University of Cincinnati

More information

Overall DrPH Competencies Doctor of Public Health University of South Florida, College of Public Health

Overall DrPH Competencies Doctor of Public Health University of South Florida, College of Public Health Overall DrPH Competencies Doctor of Public Health University of South Florida, College of Public Health The following lists Doctor of Public Health curricular domains and associated competences: Cluster

More information

SW 701 Foundation Field Practicum. Learning Contract Supplement: A Guide to Completing the Learning Contract

SW 701 Foundation Field Practicum. Learning Contract Supplement: A Guide to Completing the Learning Contract SW 701 Foundation Field Practicum Learning Contract Supplement: A Guide to Completing the Learning Contract Welcome to Practicum! Practicum is a time for blending classroom lecture and assignments to actual

More information

PA 6603 Economics for Public Management Course Description: An introduction to economic theory emphasizing the application of microeconomic and

PA 6603 Economics for Public Management Course Description: An introduction to economic theory emphasizing the application of microeconomic and Core Course Descriptions, Objectives, and Competencies for the Master of Public Administration Program February 16, 2007 (Revised: November 11, 2007, February 18, 2008 and June 23, 2008) PA 6601 Research

More information

National Standards. Council for Standards in Human Service Education (1980, 2005, 2009)

National Standards. Council for Standards in Human Service Education (1980, 2005, 2009) Council for Standards in Human Service Education National Standards BACCALAUREATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2010 (1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional

More information

School of Public Health and Health Services Department of Environmental & Occupational Health Department of Global Health

School of Public Health and Health Services Department of Environmental & Occupational Health Department of Global Health Program Director Jay Graham, PhD, MBA, MPH Assistant Professor of Environmental & Occupational Health and of Global Health 100 M Street NW, Suite 0M Washington, DC 007 Tel: 0-994-9 Fax: 0-994-0011 Email:

More information

Lehman College / CUNY Department of Social Work

Lehman College / CUNY Department of Social Work Faculty Advisor: Lehman College / CUNY Department of Social Work FIELDWORK II EVALUATION SWK 672 GRADUATE SOCIAL WORK PROGRAM SPRING SEMESTER 20 STUDENT: AGENCY: FIELD INSTRUCTOR: (Address) (City) (State)

More information

Competencies and Practice Behaviors

Competencies and Practice Behaviors Competencies and Practice Behaviors Competency 2.1.1 Practice Behavior BSW Courses MSSW Courses Identify as a professional social worker and conduct oneself accordingly. Social workers serve as representatives

More information

STUDENT: Phone Number: Placement Phone Number: UW Address: Field Hour Schedule:

STUDENT: Phone Number: Placement Phone Number: UW  Address: Field Hour Schedule: UW-Madison School of Social Work: Student Learning Plan & Field Evaluation Instrument Social Work Practice in Advanced Generalist Practice Specialization Year: SW 800/SW 801; School Year STUDENT: Phone

More information

Examples Demonstrating Attainment of the Core Competencies for Public Health Professionals

Examples Demonstrating Attainment of the Core Competencies for Public Health Professionals Examples Demonstrating Attainment of the Core Competencies for Public Health Professionals DRAFT for Public Comment June 19, 2012 (Original draft December 23, 2010) Purpose of Document To support the use

More information

ICMA PRACTICES FOR EFFECTIVE LOCAL GOVERNMENT LEADERSHIP Approved by the ICMA Executive Board June 2017; effective November 2017

ICMA PRACTICES FOR EFFECTIVE LOCAL GOVERNMENT LEADERSHIP Approved by the ICMA Executive Board June 2017; effective November 2017 Reorganization The Credentialing Advisory Board proposed, and the Leadership Advisory and Executive Boards agreed, that the ICMA Practices should be organized as a narrative rather than a list. The following

More information

Lehman College / CUNY Department of Social Work

Lehman College / CUNY Department of Social Work Faculty Advisor: Lehman College / CUNY Department of Social Work FIELDWORK IV EVALUATION - SWK 774 GRADUATE SOCIAL WORK PROGRAM SPRING SEMESTER 20 AGENCY: FIELD INSTRUCTOR: (Address) (City) (State) (Zip

More information

TABLE 1 Field Instructor Ratings of Foundation Competencies Fall 2014/Spring 2015 (N=135)

TABLE 1 Field Instructor Ratings of Foundation Competencies Fall 2014/Spring 2015 (N=135) TABLE 1 Field Instructor Ratings of Foundation Competencies Fall 2014/Spring 2015 (N=135) % Meeting/Exceeding Benchmark # No Opportunity Foundation Competency n Mean 1. Advocate for client access to the

More information

This assessment is currently under development for use in the redesigned Educational Leadership Program Implementation Summer 2010

This assessment is currently under development for use in the redesigned Educational Leadership Program Implementation Summer 2010 DRAFT DRAFT This assessment is currently under development for use in the redesigned Educational Leadership Program Implementation Summer 2010 Assessment 5 (required) Assessment of Ability to Support Student

More information

Field Education Planning

Field Education Planning Dear Colleagues: Field Education Planning The purpose of this document is to inform you of the process and timeline of matching social work students with practicum agencies, and to identify the learning

More information

STUDENT: Phone Number: Placement Phone Number: UW Address: Field Hour Schedule:

STUDENT: Phone Number: Placement Phone Number: UW  Address: Field Hour Schedule: UW-Madison School of Social Work: Student Learning Plan & Field Evaluation Instrument Social Work Practice in Generalist Practice Year: SW 400/SW 401; School Year STUDENT: Phone Number: Placement Phone

More information

The Seven Areas of Responsibility of Health Educators Area of Responsibility I: ASSESS NEEDS, ASSETS AND CAPACITY FOR HEALTH EDUCATION COMPETENCY

The Seven Areas of Responsibility of Health Educators Area of Responsibility I: ASSESS NEEDS, ASSETS AND CAPACITY FOR HEALTH EDUCATION COMPETENCY The Seven Areas of Responsibility of Health Educators Area of Responsibility I: ASSESS NEEDS, ASSETS AND CAPACITY FOR HEALTH EDUCATION COMPETENCY 1.1. Plan Assessment Process 1.1.1 Identify existing and

More information

METROPOLITAN STATE UNIVERSITY OF DENVER DEPARTMENT OF SOCIAL WORK- BSW and MSW Foundation Year LEARNING AGREEMENT. Field Placement Schedule

METROPOLITAN STATE UNIVERSITY OF DENVER DEPARTMENT OF SOCIAL WORK- BSW and MSW Foundation Year LEARNING AGREEMENT. Field Placement Schedule METROPOLITAN STATE UNIVERSITY OF DENVER DEPARTMENT OF SOCIAL WORK- BSW and MSW Foundation Year LEARNING AGREEMENT Student: MSU Denver Email: Faculty Field Liaison: Agency and Program Name: Field Instructor

More information

MPA Assessment Plan Table: Overview for Universal Required, Mission-Specific, and Elective Competencies

MPA Assessment Plan Table: Overview for Universal Required, Mission-Specific, and Elective Competencies MPA Plan Table: Overview for Universal Required, Mission-Specific, and Elective Competencies Competency Method Criteria/Measures Responsibility 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

More information

Secondary Field Instructor: Phone This document is intended to be added to as needed when approved by the Faculty Liaison.

Secondary Field Instructor: Phone   This document is intended to be added to as needed when approved by the Faculty Liaison. SAMPLE BSW LEARNING CONTRACT/EVALUATION WESTERN MICHIGAN UNIVERISTY SCHOOL OF SOCIAL WORK Check Appropriate: X BSW MSW Foundation MSW Interpersonal Practice (IP) Concentration MSW Policy, Planning & Administration

More information

BSW LEARNING AGREEMENT University of Montana School of Social Work updated 8/13

BSW LEARNING AGREEMENT University of Montana School of Social Work updated 8/13 PAGE 1 OF 11 BSW LEARNING AGREEMENT University of Montana School of Social Work updated 8/13 Student: Agency: Phone: Phone: Agency Address: Agency Field Instructor: (direct supervisor at agency) Faculty

More information

Department of Environmental & Occupational Health Department of Global Health

Department of Environmental & Occupational Health Department of Global Health Program Director Susan Anenberg, PhD Associate Professor of Environmental & Occupational Health 950 New Hampshire Avenue, NW, 4 th floor Washington, DC 005 Tel: 0-994-9/Fax 0-994-0011 Email: sanenberg@gwu.edu

More information

Core Values and Concepts

Core Values and Concepts Core Values and Concepts These beliefs and behaviors are embedded in highperforming organizations. They are the foundation for integrating key performance and operational requirements within a results-oriented

More information

MACRO Student Evaluation

MACRO Student Evaluation MACRO Student Evaluation I. Cover Sheet Student Name Home Phone Work Phone Cell Phone Email (Please Check) Full-time Part-time Field Instructor Work Phone Email Agency Cell Phone Site Address Faculty Liaison

More information

Certified Human Resources Professional (CHRP) Competency Framework

Certified Human Resources Professional (CHRP) Competency Framework Certified Human Resources Professional (CHRP) Competency Framework 11.15 Table of Contents About the CHRP... 3 Application of the Competency Framework... 3 Path to Obtain the CHRP... 4 Maintaining the

More information

Visionary Leadership. Systems Perspective. Student-Centered Excellence

Visionary Leadership. Systems Perspective. Student-Centered Excellence Core Values and Concepts These beliefs and behaviors are embedded in high-performing organizations. They are the foundation for integrating key performance and operational requirements within a results-oriented

More information

Organizational Leadership Suggested Field Assignments

Organizational Leadership Suggested Field Assignments 1 Organizational Leadership Suggested Field Assignments Competency 1 Ethics and Professional Behavior Demonstrate ethical and professional behavior in the organizational practice setting. Demonstrate professionalism

More information

Competency Framework FOR CHARTERED PROFESSIONALS IN HUMAN RESOURCES

Competency Framework FOR CHARTERED PROFESSIONALS IN HUMAN RESOURCES Competency Framework FOR CHARTERED PROFESSIONALS IN HUMAN RESOURCES Chartered Professionals in Human Resources Alberta Suite 990, 105 12 Ave SE Calgary, AB T2G 1A1 Tel. 800-668-6125 Email. info@cphrab.ca

More information

MPH STUDENT PRACTICUM MANUAL PUBLIC HEALTH GRADUATE PROGRAM COLLEGE OF HEALTH & HUMAN SCIENCES

MPH STUDENT PRACTICUM MANUAL PUBLIC HEALTH GRADUATE PROGRAM COLLEGE OF HEALTH & HUMAN SCIENCES March 2010 Revised: September 2013 November 2013 September 2014 MPH STUDENT PRACTICUM MANUAL By PUBLIC HEALTH GRADUATE PROGRAM COLLEGE OF HEALTH & HUMAN SCIENCES REVISED: February 2017 TABLE OF CONTENTS

More information

Standards for Social Work Practice with Groups, Second Edition

Standards for Social Work Practice with Groups, Second Edition Social Work with Groups ISSN: 0160-9513 (Print) 1540-9481 (Online) Journal homepage: http://www.tandfonline.com/loi/wswg20 Standards for Social Work Practice with Groups, Second Edition Association for

More information

Bachelor of Social Work I. Student Learning Plan

Bachelor of Social Work I. Student Learning Plan 1 Bachelor of Social Work I Student Learning Plan Please Print Student Field Supervisor Field Agency Seminar Instructor Semester/Year Field Performance Ratings The competencies specified in this evaluation

More information

Building the Professional Capabilities Framework (7 th Feb 2012)

Building the Professional Capabilities Framework (7 th Feb 2012) Building the Professional Capabilities Framework (7 th Feb 2012) 1. Professionalism: Identify and behave as a professional social worker, committed to professional development END OF QUALIFYING LEVEL 1.1

More information

ASSESSMENT OF ADVANCED MSW PROGRAM COMPETENCIES 2015 %=5 %=4 =>4

ASSESSMENT OF ADVANCED MSW PROGRAM COMPETENCIES 2015 %=5 %=4 =>4 ASSESSMENT OF ADVANCED MSW PROGRAM COMPETENCIES 2015 %=5 %=4 =>4 A10(a) (d) Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communities. These competencies

More information

Stan Ross Department of Accountancy: Learning Goals. The department s general goals are stated in its mission:

Stan Ross Department of Accountancy: Learning Goals. The department s general goals are stated in its mission: General Learning Goals Stan Ross Department of Accountancy: Learning Goals The department s general goals are stated in its mission: The mission of Baruch s Stan Ross Department of Accountancy is to help

More information

Bloomsburg University Midterm and Final Competency Field Evaluation

Bloomsburg University Midterm and Final Competency Field Evaluation Bloomsburg University and Competency Field Evaluation BSW EVALUATION OF THE COMPETENCIES AND PRACTICE BEHAVIORS Student Field Instructor: Task Supervisor (if appropriate): Agency: University Faculty Liaison:

More information

MANAGEMENT. Management Certificate Major Code: C01 DEGREES AND CERTIFICATES. Management Degree Major Code: A01

MANAGEMENT. Management Certificate Major Code: C01 DEGREES AND CERTIFICATES. Management Degree Major Code: A01 Area: Business & Computer Science Dean: Raquel Arata (Interim) Phone: (916) 484-8361 Counseling: (916) 484-8572 Degrees: A.A. - A.A. - Leadership Certificates: Conflict Leadership Introduction to Leadership

More information

MLA Outcomes Assessment Plan

MLA Outcomes Assessment Plan December 2008 MLA Outcomes Assessment Plan Master of Landscape Architecture Program Department of Landscape Architecture SUNY College of Environmental Science and Forestry The Master of Landscape Architecture

More information

UNCW Accounting Manager UNIVERSITY OF NORTH CAROLINA WILMINGTON

UNCW Accounting Manager UNIVERSITY OF NORTH CAROLINA WILMINGTON UNIVERSITY OF NORTH CAROLINA WILMINGTON Accounting Manager DESCRIPTION OF WORK: Positions assigned to this banded class are the top financial position(s) in the agency with responsibility for formulating

More information

The Evolving Concept of Susceptibility in Risk Assessment

The Evolving Concept of Susceptibility in Risk Assessment The Evolving Concept of Susceptibility in Risk Assessment Rebecca Parkin, PhD, MPH School of Public Health and Health Services The George Washington University Washington, DC Jan 20, 2010 FDA Workshop

More information

Standard 5 Appendix 6

Standard 5 Appendix 6 Standard 5 Appendix 6 MPA PROGRAM ASSESSMENT PLAN May 2013 Part I: Overarching Program Components Purpose: To ensure the MPA program has regular and effective assessment of its mission, goals, public service

More information

Program Learning Outcomes Curriculum Mapping Assessment Methods Use of Assessment Data

Program Learning Outcomes Curriculum Mapping Assessment Methods Use of Assessment Data Saint Louis University Program Assessment Plan Program (Major, Minor, Core): MHA Department: Health Management and Policy Person(s) Responsible for Implementing the Plan: Jason Turner/Mike Counte/Darcy

More information

Research Scientist (Various Specialties) Series

Research Scientist (Various Specialties) Series Research Scientist (Various Specialties) Series California State Personnel Board Specification Series established July 23, 2002 Scope This series specification describes eight professional Research Scientist

More information

Cultural Competence Courtney Heard, Ph.D., LPC Mobile Crisis Outreach Team Conference San Antonio, Texas

Cultural Competence Courtney Heard, Ph.D., LPC Mobile Crisis Outreach Team Conference San Antonio, Texas Cultural Competence Courtney Heard, Ph.D., LPC Mobile Crisis Outreach Team Conference San Antonio, Texas Copyright Heard, C. (2014) 1 Culture Defined The United States (U.S. Department of Health and Human

More information

IIS Competency Domain Model

IIS Competency Domain Model IIS Competency Domain Model Knowledge, Skills and Abilities for IIS Job Roles PHII Academy 18 November 2015 www.informaticsacademy.org Standards and Interoperability Applies informatics standards to ensure

More information

Form: "Activities & Target Dates - Foundation" Created with: Taskstream Author: University at Buffalo Social Work Manager

Form: Activities & Target Dates - Foundation Created with: Taskstream Author: University at Buffalo Social Work Manager Form: "Activities & Target Dates - Foundation" Created with: Taskstream Author: University at Buffalo Social Work Manager Instructions: For each activity below, include the following *** (Hint: You could

More information

99.6% 98.4% 97.0% 98.5% 98.3% 97.5% 98.2% 94.1% 95.0% 97.5% 98.7% 98.4% 95.2%

99.6% 98.4% 97.0% 98.5% 98.3% 97.5% 98.2% 94.1% 95.0% 97.5% 98.7% 98.4% 95.2% Brescia University BSW Program ASSESSMENT OF STUDENT LEARNING OUTCOMES Submitted January 29, 2016 Form AS4 (B) Duplicate and expand as needed. Provide table(s) to support self -study narrative addressing

More information

SELECTED PROBLEMS: HR Consulting Skills: The Role of the Strategic HR Business Partner

SELECTED PROBLEMS: HR Consulting Skills: The Role of the Strategic HR Business Partner SELECTED PROBLEMS: HR Consulting Skills: The Role of the Strategic HR Business Partner Dr. Joe McCune Spring, 2018 e-mail jmccune@smlr.rutgers.edu 848 445-1052 Course Overview Dramatic changes in the business

More information

SCHOOL OF EDUCATION. On Brockton Avenue P.O. Box 3080 Between University Street &Grove Street Redlands, CA (909) (909)

SCHOOL OF EDUCATION. On Brockton Avenue P.O. Box 3080 Between University Street &Grove Street Redlands, CA (909) (909) SCHOOL OF EDUCATION Location Address Mailing Address University Hall North 1200 East Colton Avenue On Brockton Avenue P.O. Box 3080 Between University Street &Grove Street Redlands, CA 92373 Phone Fax

More information

SW 445: Field Practicum II Field Education Learning Agreement

SW 445: Field Practicum II Field Education Learning Agreement SW 445: Field Practicum II Field Education Learning Agreement Name: Semester: Date of Agreement: Field Agency: Address: Phone: Field Instructor: Phone: Practicum Weekly Schedule: Planned Supervision Time:

More information

Public Health Competency Based Employee Performance Management Self Assessment Tool - Front Line Provider

Public Health Competency Based Employee Performance Management Self Assessment Tool - Front Line Provider Public Health Competency Based Employee Performance Management Self Assessment Tool - Front Line Provider Public Health Competency Based Employee Performance Management Toolkit OPHA & Partners, Version

More information

PRACTICE BEHAVIORS MEASURES

PRACTICE BEHAVIORS MEASURES CHRISTOPHER NEWPORT UNIVERSITY BACCALAUREATE SOCIAL WORK PROGRAM ASSESSMENT OF STUDENT LEARNING OUTCOMES LAST COMPLETED ON AUGUST 21, 2016 Form AS4 (B) Duplicate and expand as needed. Provide table(s)

More information

Strategic Level Professional Capabilities

Strategic Level Professional Capabilities Strategic Level Professional Capabilities This document presents the Strategic level Professional Capabilities. The capabilities should be read in conjunction with the level descriptors which can be found

More information

Business Administration Certificate Program

Business Administration Certificate Program Business and Management Business Administration Certificate Program ce.uci.edu/busadmin Improve Your Career Options with a Professional Certificate University of California, Irvine Extension s professional

More information

School of Occupational Therapy Faculty of Health Sciences OT 9613 Consolidation of Practice Knowledge

School of Occupational Therapy Faculty of Health Sciences OT 9613 Consolidation of Practice Knowledge School of Occupational Therapy Faculty of Health Sciences OT 9613 Consolidation of Practice Knowledge Course Description In this fully online course, students will consolidate the competencies they have

More information

VIII. GRADUATE DEGREE PROGRAMS

VIII. GRADUATE DEGREE PROGRAMS GRADUATE DEGREE PROGRAMS VIII. GRADUATE DEGREE PROGRAMS // MASTER OF ARTS IN EDUCATION EFFECTIVE TEACHER The Masters of Arts: Effective Teacher program is designed for working professionals in institutional,

More information

PRINCIPLES AND GUIDELINES FOR THE CONDUCT OF MICROBIOLOGICAL RISK ASSESSMENT CAC/GL Adopted Amendments 2012, 2014.

PRINCIPLES AND GUIDELINES FOR THE CONDUCT OF MICROBIOLOGICAL RISK ASSESSMENT CAC/GL Adopted Amendments 2012, 2014. PRINCIPLES AND GUIDELINES FOR THE CONDUCT OF MICROBIOLOGICAL RISK ASSESSMENT CAC/GL 30-1999 Adopted 1999. Amendments 2012, 2014. CAC/GL 30-1999 2 1. INTRODUCTION 2. SCOPE 3. DEFINITIONS 4. GENERAL PRINCIPLES

More information

DIRECTOR TRAINING AND QUALIFICATIONS: SAMPLE SELF-ASSESSMENT TOOL February 2015

DIRECTOR TRAINING AND QUALIFICATIONS: SAMPLE SELF-ASSESSMENT TOOL February 2015 DIRECTOR TRAINING AND QUALIFICATIONS: SAMPLE SELF-ASSESSMENT TOOL February 2015 DIRECTOR TRAINING AND QUALIFICATIONS SAMPLE SELF-ASSESSMENT TOOL INTRODUCTION The purpose of this tool is to help determine

More information

Social Work Field Education Learning Plan

Social Work Field Education Learning Plan Warner Pacific College Social Work Field Education Learning Plan Student s Name: Agency Name: Field Instructor: Field Instructor Phone: Field Instructor Email: Required Signatures: Student Field Instructor

More information

Social Workers PLACEMENT Registration

Social Workers PLACEMENT Registration STANDARDS OF PROFICIENCY AND PRACTICE Social Workers PLACEMENT Registration FOR ADMISSION INTO MEMBERSHIP OF; Institute of Social Work of Nigeria (Established under CAP 59 OF 1990) As stipulated on ISOWN

More information

Professional Development Curriculum - DRAFT

Professional Development Curriculum - DRAFT Professional Development Curriculum - DRAFT 2012-2013 IUPUI Division of Student Life As of August 13, 2012 Prepared by: Robert W. Aaron, Ph.D. Director of Assessment and Planning Nicholas Aylward Graduate

More information

Science, Technology, Engineering and Mathematics

Science, Technology, Engineering and Mathematics Communications Statement: Demonstrate effective oral, written, and visual communication. Performance Element: Discuss effective methods to communicate essential concepts to diverse audiences. Measurement

More information

BSW Portfolio Capstone Student Manual

BSW Portfolio Capstone Student Manual Portfolio Capstone Student Manual 2017-2018 Last Updated 8.18.17 Table of Contents Introduction... 3 Purpose of Portfolio Site... 3 Structure of Portfolio Site... 3-4 Welcome Page... 4 Resume Page... 4

More information

PSAA - PUBLIC SERVICE & ADMIN

PSAA - PUBLIC SERVICE & ADMIN PSAA - Public Service & Admin 1 PSAA - PUBLIC SERVICE & ADMIN PSAA 601 Foundations of Public Service Different perspectives on management and leadership in public service; provides overview of how public

More information

COMPETENCIES AND SKILLS REQUIRED FOR CERTIFICATION IN EDUCATIONAL LEADERSHIP IN FLORIDA, Fourth Edition 2012

COMPETENCIES AND SKILLS REQUIRED FOR CERTIFICATION IN EDUCATIONAL LEADERSHIP IN FLORIDA, Fourth Edition 2012 COMPETENCIES AND SKILLS REQUIRED FOR CERTIFICATION IN EDUCATIONAL LEADERSHIP IN FLORIDA, Fourth Edition 2012 Florida Department of Education http://www.fldoe.org/asp/fele/default.asp Developed, produced,

More information

Individual Learning Plan (ILP)

Individual Learning Plan (ILP) Spring 2010 University of Southern Indiana Master of Social Work II (Advanced) Field Instruction Individual Learning Plan (ILP) Bower-Suhrhienrich College of Department of Social Work - Field Education

More information

Professional Capability Framework Social Work Level Capabilities:

Professional Capability Framework Social Work Level Capabilities: Professional Capability Framework Social Work Level Capabilities: This document presents the Social Work level Professional capabilities. The capabilities should be read in conjunction with the level descriptor

More information

social workers and employers will use them as a basis for planning further professional development.

social workers and employers will use them as a basis for planning further professional development. The framework for Social Work education in Scotland The framework for Social Work education in Scotland Introduction to the Standards in Social Work Education Introduction From 2004 onwards, student social

More information

Position Description

Position Description Position Title Principal Adviser Employment Relations Group Human Resources Group Location Wellington Position Description Reports to Divisional Manager Organisational Capabilities Last Review Date March

More information

Metropolitan College of New York School for Business

Metropolitan College of New York School for Business Metropolitan College of New York School for Business Healthcare Management Purpose 6 Handbook Managing Human Resources In Healthcare Contents OVERVIEW OF THE PURPOSE Purpose deliverables, competencies

More information

2014 Kent State University Catalog - Fall 2014 Course Descriptions Page 940

2014 Kent State University Catalog - Fall 2014 Course Descriptions Page 940 Schedule Types: Practicum or Internship Regional College Department Course Attributes: Experiential Learning Requirem 2014 Kent State University Catalog - Fall 2014 Course Descriptions Page 940 IAKM 41096

More information

MANAGER S TOOLKIT YOUR PROFILE AS A MANAGER IN THE UNITED NATIONS. Manager s Toolkit

MANAGER S TOOLKIT YOUR PROFILE AS A MANAGER IN THE UNITED NATIONS. Manager s Toolkit MANAGER S TOOLKIT YOUR PROFILE AS A MANAGER IN THE UNITED NATIONS Self-Assessment Self-Assessment: The self-assessment should help you answer these questions: At this point in my career, what specific

More information

FARMINGDALE STATE COLLEGE DATE: FALL 2017

FARMINGDALE STATE COLLEGE DATE: FALL 2017 FARMINGDALE STATE COLLEGE DEPARTMENT: PSYCHOLOGY PREPARED BY: PSYCHOLOGY DEPT. DATE: FALL 2017 COURSE TITLE: Industrial/Organizational Psychology COURSE CODE: PSY 331 CREDITS: 3 CONTACT HOURS: 45 CATALOG

More information

Completion of the MSc programme gives the graduate the right to use the title Master of Science (MSc) in Water and Environment.

Completion of the MSc programme gives the graduate the right to use the title Master of Science (MSc) in Water and Environment. MSc Programme in The study programme is organised in accordance with Danish Ministerial Order no. 814 of 29 June 2010 on bachelor and master s programmes (candidatus) at universities (the ministerial order

More information

SECONDARY SCHOOL PRINCIPAL. Reports to: Executive Director, Middle or High Schools

SECONDARY SCHOOL PRINCIPAL. Reports to: Executive Director, Middle or High Schools SECONDARY SCHOOL PRINCIPAL Classification: Administrator Reports to: Executive Director, Middle or High Schools Location: Assigned Building FLSA Status: Exempt Employee Group: NCAA NOTE: Principal responsibilities

More information

Business Organization and Management/Entrepreneurship Curriculum Maps

Business Organization and Management/Entrepreneurship Curriculum Maps Business Organization and Management/Entrepreneurship Curriculum Maps Unit 1: Should You Become an Entrepreneur? Unit 2: What Skills Do Entrepreneurs Need? Unit 3: Entrepreneurs in a Market Economy Unit

More information

ACHSM MASTER HEALTH SERVICE MANAGEMENT COMPETENCY FRAMEWORK Draft Version 1.7

ACHSM MASTER HEALTH SERVICE MANAGEMENT COMPETENCY FRAMEWORK Draft Version 1.7 ACHSM MASTER HEALTH SERVICE MANAGEMENT COMPETENCY FRAMEWORK Draft Version 1.7 Introduction This version of the draft ACHSM Master Health Service Management Competency Framework has been developed by an

More information

UWM-Milwaukee The Helen Bader School of Social Welfare Department of Social Work Field Education Course Objectives Direct Practice

UWM-Milwaukee The Helen Bader School of Social Welfare Department of Social Work Field Education Course Objectives Direct Practice UWM-Milwaukee The Helen Bader School of Social Welfare Department of Social Work Field Education Course Objectives Direct Practice PROFESSIONAL IDENTITY 421 Undergraduate 1 st Field Course Objectives 422/423/721

More information

IPMA-CANADA INTERNATIONAL CERTIFICATION PROGRAM IPMA-CP (IN TRAINING) IPMA-CP IPMA-ACP IPMA-EX IPMA-CE

IPMA-CANADA INTERNATIONAL CERTIFICATION PROGRAM IPMA-CP (IN TRAINING) IPMA-CP IPMA-ACP IPMA-EX IPMA-CE IPMA- Canada INTERNATIONAL PROGRAM IPMA-CP (IN TRAINING) IPMA-CP IPMA-ACP IPMA-EX IPMA-CE INTERNATIONAL PROGRAM is a national human resource management association whose mission is to promote excellence

More information

H U M A N R E S O U R C E S M A N A G E R

H U M A N R E S O U R C E S M A N A G E R DESCRIPTION OF WORK: H U M A N R E S O U R C E S M A N A G E R Employees in this banded class provide leadership and supervision to professional/technical staff in the delivery of a contemporary human

More information

Standards of proficiency. Social workers in England

Standards of proficiency. Social workers in England Standards of proficiency Social workers in England Contents Foreword 1 Introduction 2 Standards of proficiency 6 Foreword We are pleased to present the Health and Care Professions Council s standards of

More information

Concept of Operations. Disaster Cycle Services Program Essentials DCS WC OPS PE

Concept of Operations. Disaster Cycle Services Program Essentials DCS WC OPS PE Concept of Operations Disaster Cycle Services Program Essentials DCS WC OPS PE October 2014 Change Log Date Page(s) Section Change Owner: Disaster Cycle Services 2 Change Log... 2 Introduction... 4 Purpose...

More information

Field Experience Handbook

Field Experience Handbook Field Experience Handbook Clear Administrative Services (Tier II) Credential Induction and Assessment EDAD 697A: Supervised Field Experience / Induction (3 credits) EDAD 697B: Supervised Field Experience

More information

The OHS Body of Knowledge and Learning Outcomes

The OHS Body of Knowledge and Learning Outcomes The OHS Body of Knowledge and Learning Outcomes The OHS Body of Knowledge was published as an e-book in April 2012. It was developed to: Inform OHS education, but not prescribe a curriculum Provide a basis

More information

Assessment of Your Knowledge of Principles in Organizational Consulting

Assessment of Your Knowledge of Principles in Organizational Consulting Assessment of Your Knowledge of Principles in Organizational Consulting Description A consultant is anyone in a role to help a person, process, team or organization to change, but who has no direct authority

More information

List of Professional and National Occupational Standards for Youth Work

List of Professional and National Occupational Standards for Youth Work List of Professional and National Occupational Standards for Youth Work 1.1.1 Enable young people to use their learning to enhance their future development 1.1.2 Enable young people to work effectively

More information

Competencies. Working in Partnership. Creativity and Innovation Organisational and People Development

Competencies. Working in Partnership. Creativity and Innovation Organisational and People Development Competencies Leadership Competency Framework - Summary Technical Expertise Demonstrates an avid interest in continuously enhancing current skills and learning new ones; applies advanced functional or technical

More information

The New Engagement: A Bold Statement of Colliding Concepts Transcending Traditional Solutions

The New Engagement: A Bold Statement of Colliding Concepts Transcending Traditional Solutions The New Engagement: A Bold Statement of Colliding Concepts Transcending Traditional Solutions North Carolina State University Office of Outreach & Engagement NC STATE UNIVERSITY VISION, MISSION, VALUES

More information

MPAC BOARD OF DIRECTORS MANDATE

MPAC BOARD OF DIRECTORS MANDATE MPAC BOARD OF DIRECTORS MANDATE The Municipal Property Assessment Corporation Act is the foundation of the governance model that establishes Municipal Property Assessment Corporation (MPAC) and sets out

More information

The field instructor is asked to evaluate the student s competency progress based on the evaluation rating scale below.

The field instructor is asked to evaluate the student s competency progress based on the evaluation rating scale below. BSW LEARNING PLAN Western Illinois University INSTRUCTIONS: The student and the field instructor discuss and enter agency activities (under the activity heading) the student will complete during the semester

More information

Executive Board of the United Nations Development Programme and of the United Nations Population Fund

Executive Board of the United Nations Development Programme and of the United Nations Population Fund United Nations DP/2011/3 Executive Board of the United Nations Development Programme and of the United Nations Population Fund Distr.: General 15 November 2010 Original: English First regular session 2011

More information

Assessment Report for the Department of Economics. Program: Bachelor of Economics

Assessment Report for the Department of Economics. Program: Bachelor of Economics Assessment Report for the Department of Economics Program: Bachelor of Economics Section I: Program objectives, program strategies and assessment strategies The Economics Department has two main goals

More information

Dictionary of Functional Competencies for Career Banding

Dictionary of Functional Competencies for Career Banding Dictionary of Functional Competencies for Career Banding NC Office of State Personnel Revised April 18, 2007 Advocacy: Skills and abilities in developing and presenting the client s, patient s, and/or

More information

INFORMATION FOR CANDIDATES. Department of Education & Communities, NSW Executive Director, Learning and Teaching. November 2017

INFORMATION FOR CANDIDATES. Department of Education & Communities, NSW Executive Director, Learning and Teaching. November 2017 INFORMATION FOR CANDIDATES Department of Education & Communities, NSW Executive Director, Learning and Teaching November 2017 NGS Global Pty Ltd L5/175 Collins Street Melbourne VIC 3000 Australia T +61

More information

Life Course Theory: Application to LEND Interdisciplinary Training Programs

Life Course Theory: Application to LEND Interdisciplinary Training Programs Life Course Theory: Application to LEND Interdisciplinary Training Programs Karen Edwards MD MPH LEND Program Director Division of Developmental and Behavioral Pediatrics Cincinnati Children s Hospital

More information

Learning Contract & Evaluation Form for BSW Students

Learning Contract & Evaluation Form for BSW Students Texas A&M University-Commerce School of Social Work Learning Contract & Evaluation Form for BSW Students Student Name: Agency: Field Instructor: Semester/Year: Faculty Liaison: On-Site Supervisor (if applicable)

More information

Competency Model & Performance Behaviors

Competency Model & Performance Behaviors Model & Background Information The Multnomah County Model is a customized tool developed through the crossdepartmental, collaborative work of employees, HR Managers, and Directors. This model will anchor

More information

Immunization Information System (IIS) Trainer Sample Role Description

Immunization Information System (IIS) Trainer Sample Role Description Immunization Information System (IIS) Trainer Sample Role Description March 2016 0 Note: This role description is meant to offer sample language and a comprehensive list of potential desired responsibilities

More information