Mission & Accreditation

VISION

We envision a world where:

• Public health and medical care delivery systems collaborate to promote and protect the health and well-being of every human being so that each individual can reach their full potential.
• Unjust variation in health, health care, and the drivers of health are eliminated.
• Public health services and medical care delivery are co-produced by the teams that provide services and the people they serve.

MISSION

Our mission is to improve public health, reduce disparities, and create high-performing health systems through local, national and global partnerships, meaningful community engagement, high quality education, impactful research, and action on diversity, equity, and inclusion.

VALUES

We envision a world where:

1. Invites and supports vigorous and open debate of ideas across all our interactions marked by mutual respect, listening, patience, tolerance, and humility.
2. Promotes a sense of responsibility to humbly serve each other, communities, and the broader world.
3. Encourages openness to co-production and change and creates space for continuous personal and professional growth and improvement, and resilience.
4. Integrates diversity, inclusion, equity, belonging, and justice through our curriculum, classroom, service, and scholarly activities.
5. Expects and supports academic excellence and independence of thought within a culture of collaboration.

GOALS

INSTRUCTIONAL GOALS

1. Instructional Outcome Goals
   1. Graduates are prepared for employment or further study
      1. 90% of graduates obtain (or retain) employment in related field or go on to additional graduate studies within 12 months of graduation.
      2. 80% of recent alumni (within 3 years of graduation) think that their TDI program prepared them moderately or very well for their current role.
   2. Students meet program competencies
      1. At least 90% of students pass the required competencies attached to a designated course, during the course.
2. Instructional Process Goals
   1. Faculty are qualified to teach the topic area(s) they are teaching and create courses with attention to learner-centered pedagogy.
      1. 100% of faculty have formal education, experience, or research in the topic area which they teach.
      2. 100% of faculty receive and review course evaluation feedback and identify at least one area to improve.
      3. 100% of faculty engage in at least one pedagogy-related training every year to increase learner-centered features in their course (e.g., giving constructive feedback, course design, organization of materials on Canvas, design of assessments, etc.).
      4. Students perceive that instruction and learning in courses is of good quality (overall ranking of 3 or higher; 1 = “Poor”, 2 = “Fair”, 3 = “Good”, 4 = “Very good”, 5 = “Excellent”).
      5. Curriculum reflects TDI’s unique strengths 100% of students exposed to concepts promoted and researched at TDI by achieving these competencies:
         • T1 Explain the consequences of unwarranted variation in health care utilization and spending, and disparities in outcomes.
         • T2 Apply healthy skepticism to inform improvements in public health and health care by critically appraising research findings.
         • T3 Describe how the major payment systems for health care affect delivery, value, and equity.
         • T4 Explain how the coproduction of health services (including shared decision making) impacts quality, safety, equity, and value.
         • T5 Explain how quality improvement methods enable a systems thinking approach for understanding context, testing change, and measuring improvement.
   2. Improvements to curriculum and courses are identified and completed on an ongoing basis
      1. Each course is reviewed by the Curriculum Committee at least once every 2 years to identify goals for improvement.
      2. Faculty implement identified course improvements when teaching the course again.
      3. Any course for which students’ feedback ratings average below 3.0 on the overall course quality measure undertakes extensive review and comprehensive corrective action.

COMMUNITY ENGAGEMENT GOALS

1. All students engage with communities during their academic program. Communities may be local, national, or international.
   1. 100% of students engage in community projects or service via required Applied Practice Experiences, elective internships, or other opportunities.
2. Program provides workshops, presentations, and continuing education for public health and healthcare professionals locally, nationally, or internationally.
   1. 20% of faculty offer presentations or workshops to practitioners other than our students each year (e.g., AHEC).
3. Each faculty member is expected to participate in community work by contributing their professional expertise for the benefit of society beyond what is accomplished through instruction and research.
   1. 90% of faculty contribute their expertise annually in at least one of the following ways (part of annual review process):
      1. “During the last three years, how have you participated in community work by contributing your professional expertise for the benefit of society beyond what is accomplished through instruction and research? (“community” may be local, national, or international) (Choose all that apply).
         1. professional practice in public health or health care
         2. communication, collaboration, consultation, or other provision of technical assistance
         3. consulting on public health issues
         4. providing testimony or technical assistance to government bodies
         5. serving as board member or officer of a professional association
         6. reviewing grant applications
         7. serving as a member of a community-based organization or advisory board
         8. Other
      2. Please give details for any activity you listed above.

DIVERSITY & INCLUSION GOALS

1. TDI prioritizes and infuses Diversity, Equity, Inclusion, Belonging and Justice (DEIBJ) in its culture.
   1. Recruitment and selection processes for students, staff, and faculty include key strategies to promote a diverse applicant pool and unbiased reviews based on Geisel’s “Plan for Diversity, Inclusion and a Respectful Workplace.”
   2. 100% of courses consider DEIBJ topics in relation to course content. This is accomplished through use of cases, research, articles, etc. that promote recognition of DEIBJ, methods to measure/assess DEIBJ, and/or strategies to promote it within public health, healthcare and communities
   3. Staff, faculty, or students participate as leaders in DEIBJ efforts within the Dartmouth community (e.g., are members on key DEIBJ committees within TDI, Geisel, and Dartmouth College)
   4. 100% of TDI faculty annually participate in training which focuses on inclusive teaching practices
   5. 100% of TDI community (staff, students, faculty) perceive that TDI is committed to creating an inclusive and diverse community where people feel like they belong and can thrive

SCHOLARSHIP GOALS

1. TDI faculty, staff and students conduct research, evaluations, and quality improvement initiatives related to individual health, public health, andhealthcare which focus on understanding and improving population health, healthcare processes, health disparities, and health systems. Initiatives may be focused locally, nationally, or internationally.
   1. Each year, at least 75% of TDI grants focus on health-related topics
   2. Each year, at least 75% of publications by faculty, staff, or students focus on health-related topics

PROGRAM GOALS

1. Maintain accreditation for our Master of Public Health program with the Council on Education for Public Health (CEPH)