Site Visit Documents

This page is dedicated to the CAHME site visit team for the November 7, 8, and 9 site visit. The page contains all figures and required support for the self-study.

Course Syllabi

Competency Evaluations

Exit Interviews

Faculty Curriculum Vita

Figures 1-23

MHA Advisory Board Meeting Minutes

MHA Student Advisory Committee Meeting Minutes

Syllabus Cover Sheets

APSU Response to October 17, 2023 Inquiry

IA3 – What evidence supports monitoring and adjusting to sector changes and management practice in program mission, goals, objectives and competency model?
- Response: The department of Health and Human Performance finalized their mission and vision in fall 2022/spring 2023.
- Evidence: Document showing feedback from faculty for department mission/vision
- Evidence: Document showing email chain with committee for department mission/vision
- Evidence: Consultant comments on MHA mission and Core Values
- Evidence: Consultant comments on Goals, Objectives, and Performance Outcomes
- Evidence: Consultant comments on Goals, Objectives, and Performance Outcomes
- Evidence: Email between CAHME and APSU regarding goals
- Evidence: Mission and Vision Consultant feedback
- Evidence: Faculty feedback on courses and goals
- Evidence: Mission, Vision, and Goals from 2019 with consultant feedback
- Evidence: Mission, Vision, and Goals from 2019 with stakeholder feedback
- Evidence: Mission, Vision, and Goals from 2019 with stakeholder feedback
- Evidence: Resources used to evaluate Mission, Vision, and Values
- Evidence: Rubric used by stakeholders feedback on Mission, Vision, and Values
IB1 – What is the specific FTE allocation (specific to leadership, faculty, TAs, and administration) to this program seeking accreditation? What was the program’s revenue and expenses for the self-study year?
- Response: The prompt in the self-study requested the operating budget for the department which includes all 18 faculty, but there are only 3 MHA faculty. All faculty salaries and benefits are inlcuded in the operating budget so the information provided in the original attachment includes expenses for the entire department. The MHA program has a $30 per credit hour course fee that helps with expenses related to the MHA program.
IB3 – What is the policy re: workload for TAs and the evidence of that policy?
- Response: GTA's do not support the MHA program.
IIA1 – What is the program grading policy and the evidence of that policy? How do the full-time and part-time plans work with the cohort model with supporting evidence?
- Response: The MHA program follows the College of Graduate Studies grading policy located in the Graduate Bulletin.
- Evidence: APSU Grading Policy in Graduate Bulletin
IIA2 – What is the program admission criteria and what evidence shows how that admission criteria informs program admission? What evidence describes how the admission criteria aligns with the program mission and objectives?
- Response: The admission criteria is below.

-Bachelor’s degree, conferred in any field, from a regionally accredited institution showing a cumulative undergraduate GPA of 2.75

-Demonstration of professional writing skills assessed via applicant’s responses to pre-interview questions

-Interview with the MHA faculty via Zoom

The admission decision by department faculty is based upon a comprehensive review of all admissions requirements listed above. In some cases, at the discretion of MHA faculty, current and relevant healthcare work experience may supplement other admissions requirements (for example a GPA below 2.75).

- Evidence: Pre-interview questions
- Evidence: Questions for interview
- Evidence: Example of student pre-interview questions
- Evidence: Example of student pre-interview questions
- Evidence: Example of student pre-interview questions
IIA3 – Please present evidence of student advising, career counseling and support services? Please present evidence of specific student advising sessions including identification of the advisor, student, and the advice, and the follow-up to check progress.
- Response: The MHA director advises students through email and inputs advising comments in the University advising page called OneStop Advising
- Evidence: Screen shot of OneStop Advising page showing advisor comments
- Evidence: Office of Career Success Center
- Evidence: Advising Notes on advising page
- Evidence: Email to students about starting fall 2023
IIA4 – Please provide evidence of student, alumni, and practitioners involvement in decision-making.
- Response: Please see advisory board meeting minutes in IIID.1 and consultant and board member feedback in IA.3 and IIIA.1.
IIA5 – It appears as though there were job placement of 7 students in the cohort of 14 students. Is that correct?
- Response: Seven students were placed and seven students remained in their current position.
- Evidence: Qualtrics survey to students #1
- Evidence: Qualtrics survey to students #2
- Evidence: Qualtrics survey to students #3
- Evidence: Qualtrics survey to students #4
IIIA1 – What is the evidence supporting the creation of the competency model? For the 18 competencies, how are they defined? If the competencies are evaluated at a level of demonstration, what are the possible levels and their definitions? Please instruct us on how to read “Figure12CompetencyCoverageacrosstheCurriculum.pdf” provided as evidence. What is the evidence for how the competencies relate to the program objectives?
- Response: Our consultant provided a reflection paper and was able to provide information about our process in how we arrived at our different outcomes (such as the competency model). During the time when Melissa Kates was interim program director there were many informal conversations with program faculty, but no minutes were recorded. In addition, the program received feedback from CAHME that was loaded into the older system; we have documents showign the different versions of the model based on CAHME feedback. Figure 12 shows each of our courses and how they are mapped to the competencies where "1" is basic, "2" is intermediate, and "3" is advanced.
- Evidence: Competency grading rubric (1, 2, 3)
- Evidence: Consultant reflection paper
- Evidence: Competency description
IIIA2 – For the evidence provided “Figure 13 - Full time Courses Offered.docx”, how do we understand split student numbers such as “22/3”? Beyond course titles, what are the healthcare system and healthcare management knowledge areas developed within the program with supporting evidence?
- Response: The numbers listed in the referenced column are written as full-time/part-time. The instructions for the figure required we "Describe the typical course of study for full-time and (if different) part-time students in each major degree Program offered."
IIIA3 – What evidence is provided to demonstrate that the program facilitates student’s development of competencies in communications and interpersonal effectiveness?
- Response: Please see the evidence included below.
- Evidence: Capstone poster project showing student development through program
- Evidence: Student work on Leadership Philosophy
- Evidence: Student learning outcome related to communication
IIIA5 – Beyond course titles, what are the management and leadership knowledge areas developed within the program with supporting evidence? What is the relationship to the student expectation of leadership between their LPI and the program competencies?
- Response: Please see evidence included below.
- Evidence: Student work on Leadership Philosophy
- Evidence: Example of assignment related to leadership development
- Evidence: Collective leadership reflection paper example
- Evidence: Collective leadership reflection paper example
- Evidence: Comprehensive reflection - leadership development example
- Evidence: Comprehensive reflection - leadership development example
- Evidence: Management and Leadership Skills - Example assignment
IIIA6 – What evidence is show to demonstrate that the program curriculum will facilitate development of students’ competencies in professionalism and ethics.
- Response: Please see evidence included below.
- Evidence: Ethics assignment example
- Evidence: Ethics assignment student work example
- Evidence: Example of Ethics Assignment
IIIB1 – What evidence supports the reporting of 55% higher teach methods for the program?
- Response: Please see the syllabus in IIIC.1 showing the use of higher levels of Bloom's Taxonomy. Also, please see all of the syllabus cover sheets located above.
IIIB2 – What evidence supports student participation in team-based activities? What evidence supports individual student contribution within those team-based activities?
- Evidence: Rubric used to grade team activity in MHA 5560
- Evidence: Example assignment of team based activity in MHA 5560
IIIB3 – During the self-study year, what inter-professional activities did students participate in with supporting evidence?
- Response: Please see evidence below
- Evidence: Student attending MGMA conference
- Evidence: Capstone poster project showing student development through program
IIIB4 – What evidence is provided to demonstrate field-based application of program objectives and competencies?
- Evidence: Student and preceptor reflection from MHA 5900: Integrative Learning Experience
- Evidence: Integrative Learning Experience preceptor feedback
- Evidence: Example of Integrative Learning Experience paper
- Evidence: Example of Integrative Learning Experience paper
- Evidence: Student feedback on Integrative Learning Experience
IIIC1 – What evidence is provided to demonstrate the 55% higher learning assessment? What evidence demonstrates the range of learning assessment methods aligned with the program objectives and mission?
- Response: Please see syllabus cover sheets located above and the example below.
- Evidence: Syllabus for MHA 5870 showing higher level of Bloom's to support 55%
IIIC2 – What is the evidence of student competency attainment at the program level? What is the evidence of how students competency attainment at the program level is assessed, communicated with the students, documented, and reviewed for progress?
- Evidence: Spreadsheet showing how students scored on each of the competencies
- Evidence: Notes from student meetings about competency scoring
- Evidence: 2023 Inital Self-Assessment Survey
- Evidence: Student responses to 2023 Initial Self-Assessment Survey
IIID1 – What is the evidence that the Program will evaluate its curriculum, teaching and learning methods, assessment methods, and Program Faculty effectiveness and use the results for continuous quality improvement of the teaching and learning environment?
- Evidence: Advisory Board Meeting November 2022
- Evidence: Advisory Board Meeting February 2023
- Evidence: Advisor Board Meeting May 2023
- Evidence: Student Advisory Council October 2022
- Evidence: Student Advisory Council November 2022
- Evidence: Student Advisory Council January 2023
- Evidence: Student Advisory Council March 2023
- Evidence: Student Advisory Council May 2023
- Evidence: Student Advisory Council July 2023
IIID2 – What is the evidence that the Program will collect, analyze, and use the assessments of student competency attainment for continuous improvement?
- Response: Please see 2023 student self-assessment located in IIIC.2 as well as the competency evaluations located above.
IVA3 – What is the evidence that the Core Program faculty will have responsibility for making recommendations regarding admission of students, specifying healthcare management competencies, evaluating student performance and awarding degrees?
IVA4 – What is the evidence that Core Program faculty will participate in defining faculty needs and in recruiting faculty to teach in the Program in accordance with University policy.
- Evidence: Email between Chair and Program Director about job description for a new faculty search
- Evidence: Email between Chair and Program Faculty about hiring an adjunct
IVB1 – What evidence is provided to illustrate to volume of research and scholarship provided?
- Evidence: Publication
- Evidence: Publication
- Evidence: Publication
- Evidence: Publication
- Evidence: Publication
- Evidence: Conference Presentation
- Evidence: Conference Presentation
IVB2 – What evidence is provided for the systematic plan for, and investment in, individual faculty research and scholarship?
- Response: Academic Affairs offers professional development oppurtunity for all faculty. Please see the link below.
- Evidence: Link to faculty professional development
IVC1 – What evidence is provided for a systematic plan for faculty pedagogical improvement?
- Response: Please see the links below to the CAFE newsletters (files had to be decreased due to space allowance for PDF's) showing pedegogical development as well as the links to the APSU Strategic Plan. The strategic plan shows that APSU is invested in faculty to develop programs and improve pedagogy.
  - Evidence: Teaching Resources
  - Evidence: Cafe Newsletter June 2023
  - Evidence: Cafe Newsletter July 2023
  - Evidence: Cafe Newsletter October 2023
  - Evidence: APSU Strategic Plan - The Academic Experience
IVC2 – What evidence is provided that faculty stay current and use Evidenced-Based Management and Research in their courses?
- Evidence: IRB approval for faculty research
- Evidence: Research based article used in course (MHA 5420)
- Evidence: Screenshot of assignment used research based article in MHA 5420