College of Graduate & Professional Studies Graduate Programs in Public Health

Integrative Learning Experience GPH 744

Manual for ILE Students and ILE Supervisors 2018 - 2019

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TABLE OF CONTENTS

OVERVIEW ........................................................................................................................................... 2

ILE PROJECT OPTIONS ...................................................................................................................... 3

PRE-ILE ................................................................................................................................................ 4

ILE PLANNING ..................................................................................................................................... 4

ILE PREPARATION .............................................................................................................................. 5

ILE COURSE GPH 744 ......................................................................................................................... 6

POST- GPH 744 .................................................................................................................................... 7

FREQUENTLY ASKED QUESTIONS ................................................................................................... 8

INTEGRATIVE LEARNING EXPERIENCE FORMS .............................................................................. 9

Public Health Education Competencies ................................................................................................. 9

ILE Proposal Form ................................................................................................................................. 9

ILE Checklist and Timeline .................................................................................................................... 9

ILE Clearance Form ............................................................................................................................... 9

Template for ILE Workplan .................................................................................................................... 9

OVERVIEW

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The new CEPH criteria (D7) require public health programs to offer students an Integrative Learning Experience

(ILE) as a culminating experience of their public health education program. Public health programs are diverse in how they meet this accreditation requirement and UNE’s Graduate Programs in Public Health (GPPH) opted for a

high-quality written paper using one of three methodologic approaches: (1) research, (2) program evaluation, or

(3) policy analysis. The ILE integrates students’ academic and professional interests and goals and provides an

opportunity to conduct in-depth research or analysis within the context of a mentoring relationship with their ILE

supervisors. The ILE provides students an opportunity to achieve public health education foundational and

program competencies appropriate to their project and to develop, under the guidance of an ILE supervisor, high

quality written papers and accompanying presentation material that are appropriate for submission to journals,

presented at scientific conferences, or offered to relevant public health stakeholders in the community.

The ILE is required for all students to complete the MPH program and obtain their degree. The ILE project

planning and preparation activities span several semesters, ending in completion of the Integrative Learning

Experience course, GPH 744, in the final semester of the MPH program, and submission of a final ILE paper and

presentation. GPH 744 is a full-semester, 16-week course on Blackboard.

The ILE planning and preparation activities are best described in four phases: the Pre- ILE phase, the ILE P lanning phase, the ILE Preparation phase, and the ILE course.

GPPH offered its first ILE course in Summer 2018 and we are learning from our early experiences. We continue to

update ILE processes and accompanying forms, and course content and encourage and appreciate both student

and faculty feedback so that we can improve the quality of the ILE in upcoming semesters.

ILE PROJECT OPTIONS

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Students have a choice of three ILE project options: a research project; a program evaluation; or a policy

analysis. This choice allows students greater freedom to develop a particular public health skill that aligns with their areas of interest or future career goals. The final ILE deliverable is a high-quality paper between 25 and 40

pages (exclusive of references). Students are also required to create a presentation of their project for oral

delivery to invited faculty and peers via an online platform (e.g. GoToMeeting, Zoom). A template for the paper

format will be available for Spring 2019 ILE students.

Research A formal research project that includes the development of research questions, study design and methods; the

collection of quantitative or qualitative data; analysis of collected data; and completion of a final written report.

Program evaluation A project studying the implementation, effectiveness, outcomes, or other aspects of an existing public health-

related program. Students can apply any one of the several evidence-based frameworks for program evaluation

at any one or more of the various stages of program design, implementation, maintenance, or sustainability.

Policy research or analysis The study of a public health problem through the lens of federal, state, or local policy action to address a public

health problem. The project can involve the need for policy action and the policy options available to address the

need or it can analyze the impact, effectiveness, efficiency, or other aspect of a currently existing policy.

PRE-ILE Activities during the Pre-ILE Phase (typically two to three semesters, or 9-12 months, before the ILE

course) After students have completed all their required courses, they enroll in GPH 743, the Applied Practice Experience

(the required field experience course). During GPH 743, students have an opportunity to consider their future ILE

project. They submit a draft ILE proposal as an APE assignment and receive feedback from their APE Instructor on the content and methods of their proposed project.

As students continue with their academic plan and choice of electives after APE, they are free to work with the

Asst. Director of Thesis Advising to refine their original ILE proposal or develop a new one.

ILE PLANNING

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Activities during the ILE Planning Phase (approximately seven months before the ILE course)

Approximately seven months before students are scheduled to enroll in GPH 744, Student Support sends the ILE

Timeline and Checklist to students reminding them to reach out to the Asst. Director of Thesis Advising to begin formal ILE planning. Students can use the ILE proposal completed in the APE course to begin their formal ILE

planning or they can brainstorm other ideas with the Asst. Director of Thesis Advising. Students submit draft ILE

proposals to the Asst. Director of Thesis Advising for review and refinement or, if students wish to change their

proposals, they can receive guidance to develop an entirely new ILE proposal. When ready, students complete

the ILE Proposal Form and submit it to the Asst. Director of Thesis Advising for final review.

A sample timeline for ILE planning notices to students is as follows:

Once the ILE proposal is satisfactory to the student and to the program, the Asst. Director of Thesis Advising

works with the Program Director and Associate Director of Curriculum to identify a suitable ILE supervisor who

has the subject matter or the methodologic expertise to support the student through the ILE preparation stage.

The Asst. Director of Thesis Advising will send an email introducing the ILE supervisor and the student to each

other.

ILE PREPARATION Activities during the Integrative Learning Experience Preparation Phase (the semester, or 4

months, before the ILE course)

Once assigned, the ILE Supervisor will review the ILE proposal and the student’s identified competencies and

provide additional feedback to the student on project objectives, methods, public health competencies, and the

project timeframe. Students will incorporate any feedback into an updated version of the ILE Proposal Form.

The ILE Supervisor and student set up a mutually convenient schedule of check-in meetings to insure regular

communication with each other. They discuss the necessary project management activities and agree on a

project workplan and timeline. An ILE Workplan template in Excel is available but the student and supervisor are

free to create any workplan that is agreeable to both and reflects the trajectory of the project to help insure that

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the student will be ready to begin writing the ILE paper during the following semester and will be cleared to

register for GPH 744.

Some student projects will need more supervision than others depending on the complexity and scope of the

project. Students and their ILE supervisors will gauge how much effort and contact is required to keep the project

moving forward within the agreed upon timeframes. Students and ILE supervisors will establish expectations in

each check-in call about what students will accomplish before the next check-in call.

During this ILE preparation phase, students and supervisors will accomplish the following:

Student and ILE Supervisor clarify objectives for the ILE project.

Student conducts literature review and performs all background reading; collects data and engages indata analysis. All research and scholarly activity required for the project must be substantially

completed during this phase.

With oversight from ILE Supervisor, student develops and submits IRB application, if necessary for

the project.

Student and ILE Supervisor conduct regular “check-ins” by phone, or other mutually agreeable

communication platform, that insures progress of the work and supports mutual accountability.

ILE Supervisor promptly responds to student inquiries and promptly reviews and returns and student

submissions within a mutually acceptable timeframe. When the student is nearing completion of the research and scholarship activities and is ready to

begin writing, the student prepares the ILE Clearance Form.

ILE Supervisor reviews the ILE Clearance Form, provides feedback on any aspect of the project,

including public health competency selection and updates to competencies selected in the ILE

Proposal Form.

When the ILE Supervisor is satisfied that the student is ready to begin writing the ILE paper, ILE

Supervisor signs the ILE Clearance Form and forwards it to the Asst. Director of Thesis Advising so

the student can be cleared to register for the ILE course.

ILE COURSE GPH 744

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Activities during the Integrative Learning Experience Course (final semester of program)

During the ILE course, the ILE Supervisor will continue in the mentoring relationship with the student as outlined

below and serves as the Instructor to the student in GPH 744. The Asst. Director of Thesis Advising will oversee GPH 744 in Blackboard, answer questions, and facilitate ILE presentation scheduling at the end of the semester.

ILE Supervisors will:

Serve as an instructor in the GPH 744 course and grade student’s assignments and discussions in

Blackboard.

Promptly review drafts of any written submissions outside of Blackboard within a mutually agreeable

timeframe with students.

Work with the student to create a high quality final written paper.

Guide students on the integration and synthesis of their selected public health education competencies in their scholarly work and writing.

Provide guidance on the development of an oral presentation of the ILE project.

Facilitate the final oral presentation by being present at the presentation, introducing the student,

and facilitating audience questions at the completion of the presentation.

Evaluate the student’s performance in 744 assignments and discussion posts, the final written paper,

the project presentation, and the achievement of the selected competencies.

POST- GPH 744 Activities at the End of the Integrative Learning Experience Course The ILE is an opportunity for students to meaningfully achieve their selected public health education

competencies. At the end of the course, ILE supervisors will assess whether students have achieved the selected

competencies. While GPH 744 encourages students and supervisors to reflect on competency achievement mid-way through the project, ILE supervisors conduct a final assessment after completion of GPH 744.

Upon completion of GPH 744, the Asst. Director of Thesis Advising sends a SurveyMonkey link to students so they

can complete a GPH 744 course evaluation. The program uses the course evaluation information to improve ILE

planning, preparation, processes, and course content.

ILE supervisors are also available to provide guidance to students who may wish to disseminate their scholarship

in the broader community. ILE supervisors, together with program faculty and staff, can help identify platforms and venues for the publication of ILE projects in journals, at conferences, or before appropriate stakeholder

audiences.

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When GPH 744 concludes, the ILE Supervisor will: Provide mentorship and guidance on how to publish/disseminate the paper to appropriate target

audiences.

Assess achievement of identified public health education competencies (a link to a SurveyMonkey

survey will be sent to instructors when the course is complete).

Provide feedback about the process to the UNE GPPH.

FREQUENTLY ASKED QUESTIONS What are the qualifications to be an ILE supervisor?

ILE supervisors must be a current UNE primary or adjunct faculty member and be approved to serve as ILE

supervisor by the Graduate Programs in Public Health (GPPH) Program Director. Faculty should have subject

matter or methodologic expertise that aligns with the student’s ILE proposal, be familiar with the expectations for

the ILE process and standards for a high-quality written paper, and have sufficient time to devote to supporting

the student through the project development and writing phases, and dissemination activities, if any.

What types of ILE projects can students complete?

Students can choose one of the following ILE project options:

A research paper

A program evaluation paper

A policy analysis paper

Can students change the type of ILE project after they have begun the planning process?

Students can change the focus of their ILE projects any time during the ILE planning phase. However, once an

ILE Supervisor is assigned and the ILE preparation activities have begun, the student must commit to the project

or risk delay in completing the program.

What is the time commitment for ILE supervisors?

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The ILE supervisor-student relationship spans two full semesters. The time commitment for both phases of the

ILE (ILE Prep and the ILE course) will vary according to various student and supervisor factors. Typically, the

more time invested in the early stages of the preparation phase by both student and supervisor may save time

later in the project.

What are the quality expectations for the final ILE paper?

The final ILE paper should be of publishable quality based on the professional standards for each of the paper

options. This may require significant review and editing in the final weeks of the ILE course and both students and

ILE supervisors should plan accordingly.

Can ILE supervisors be a co-author on manuscripts/presentations?

Yes, they can. The order of authorship must be determined and communicated with the student in writing during

the ILE preparation phase.

Whom should I contact for ILE-related issues during any phase of the ILE process?

Please contact the Asst. Director of Thesis Advising, Mary Lou Ciolfi, JD, MS with any ILE question or issue,

including ILE planning, process, forms, ILE supervisor or student concern, ILE paper, or ILE feedback.

INTEGRATIVE LEARNING EXPERIENCE FORMS Click on the links below for ILE Forms

Public Health Education Competencies

ILE Proposal Form

ILE Checklist and Timeline

ILE Clearance Form

Template for ILE Workplan