accreditation self-study web viewuniversity of louisville sphis self-studyapril 18, 2012. response...

University of Louisville SPHIS Self-Study May 5, 2023Response to Criterion Four

4.0 FACULTY, STAFF AND STUDENTS

4.1 Faculty Qualifications. The school shall have a clearly defined faculty which, by virtue of its distribution, multidisciplinary nature, educational preparation, practice experience and research and instructional competence, is able to fully support the school’s mission, goals and objectives.Since our last self-study report submission in 2007, 15 additional faculty have been hired and eight have left the school. As of August 1, 2012 the school has 40 full-time faculty1 (39.64 FTE) and two part-time faculty 1.20 FTE) in its five academic departments. The school has one open faculty recruitment as of August 1. A total of 16 faculty are tenured, six are in tenure-track positions, and 18 in term-track positions (Table 4.1.1). At this time, the faculty is adequate in number to serve the student body at its current size and is well equipped in terms of multidisciplinary background, level of educational preparation, excellence in teaching, high level of research productivity and strong background of professional practice experiences. Continued growth is expected in areas with development of new degree programs, especially the undergraduate public health program. This number is projected to grow by two full-time faculty members over the next year, to a minimum of 42 full-time faculty by the beginning of academic year 2014. The target set in 2009 was to achieve a total of at least 45 full-time faculty members by 2013.

The specific SPHIS documented guidelines for faculty promotion and tenure are noted in Section 1.3.c and include the “Policy for Promotion, Appointment and Tenure and for Periodic Career Review” and its appendices.

Faculty appointments and ranks are defined and outlined by the University of Louisville Redbook (http://www.louisville.edu/provost/redbook/) as well as the SPHIS Promotion, Appointment and Tenure document, available at https://sharepoint.louisville.edu/sites/sphis/ppgf/pubs/PAT%20Policy.pdf,, and are summarized below:

Faculty RankFaculty ranks are professor, associate professor, assistant professor and visiting scholar.

Type of AppointmentsFull-time Appointments

Requirements for appointment to a full-time faculty position in the school include, as a minimum, an advanced, usually doctoral, degree (MD, PhD, DrPH, DSc, EdD or equivalent) unless it can be well-documented that masters level training is a standard in a given discipline for faculty appointment at other research-intensive institutions. The appointee shall sign a contract, approved by the Board of Trustees, stipulating that the appointment is made subject to the regulations, policies and provisions of employment at the University including participation in the SPHIS Professional Practice Plan.

Temporary Appointments

Temporary appointments to the various academic ranks, which include lecturers and visiting faculty, are those made for specifically limited time periods less than one year for special purposes. In no case shall temporary appointments or renewals result in the acquisition of tenure.

Term Faculty Appointments

All non-tenurable, full-time faculty that are not temporary are term. Term Faculty is a full-time faculty appointment without tenure for a stipulated contract period not to exceed three years. Such appointments are not probationary appointments and no such appointments, continuation or renewal thereof results in acquisition of tenure or implied renewal for subsequent terms.

Probationary Appointments (Tenure Track)

Probationary appointments are appointments of full-time faculty members without tenure provided; however, no probationary appointment to the University shall extend beyond the period when tenure would normally be granted.

Tenured Appointments

Section 1,

Eric Nunn, 04/18/12,

How to consider Lauri Andress and Adriana Perez?


?

https://sharepoint.louisville.edu/sites/sphis/ppgf/pubs/PAT%20Policy.pdf


Tenure is the right of certain full-time faculty personnel who hold academic rank to continuous full-time employment without reduction in academic rank until retirement or dismissal.

Part-time Appointments

Part-time faculty are appointed by contract to teach specified courses or to engage in specified instruction, research or service less than full time for a designated period. No such appointment, continuation, or renewal thereof shall result in acquisition of tenure or implied renewal for subsequent periods. Part-time faculty shall hold rank according to education and experience.

Emeritus Appointment

This appointment may be conferred upon retired faculty if requested by the department faculty and dean and approved by the President and Board of Trustees

Gratis Appointment

This appointment is given to individuals who do not have a primary appointment at another teaching institution and meet the educational requirements and whose contribution supports the mission of the school. Requirements for this appointment include, as a minimum, an advanced, usually doctoral, degree (MD, PhD, DrPH, DSc, EdD or equivalent) unless it can be well-documented that master’s level training is a standard in a given discipline for faculty appointment at other research-intensive institutions.

Associate Appointment

This appointment is given to faculty whose primary appointment is with another school or department and whose contributions to the school are sustained and important to the mission of the school.

Adjunct Appointment

This appointment is given to individuals whose primary appointment is with another teaching institution, who meets the educational requirements for an appointment and whose contribution supports the mission of the school.

Joint Appointment

This appointment is given to faculty whose appointment is split between two departments or units within the university and whose salary support may be shared by these entities.

a. A table showing primary faculty who support the degree programs offered by the school. It should present data effective at the beginning of the academic year in which the self-study is submitted to CEPH and should be updated at the beginning of the site visit. This information must be presented in table format, organized by department, specialty area or other organizational unit as appropriate to the school and must include at least the following: a) name, b) title/academic rank, c) FTE or % time, d) tenure status or classification*, e) gender, f) race, g) graduate degrees earned, h) discipline in which degrees were earned, i) institutions from which degrees were earned, j) current instructional areas and k) current research interests. See CEPH Data Template 4.1.1.Please see following page.

Section 1,


Table 4.1.1 Primary Faculty who Support Degree Offerings of the School or Program

NameTitle/

Academic Rank

Dept.*

Tenure Status FT

E

Gen

der

Ethn

icity

**

Gra

duat

e D

egre

es

Earn

ed

Institution Discipline Teaching Areas Research Interest

Austin, Ray

Assistant Professor

HMSS

Term Track

1.00 M W PhD

MA

Virginia Tech Center for Public Administration & Policy

West Virginia University

Public Administration & Public Affairs

Sociology -Medical

Health Management

Heath Policy

Health policy, health reform, electronic health information exchange

Baumgartner, Kathy B.

Associate Dean for Faculty Affairs & Professor

EPH Tenured 1.00 F W

PhDMSMA

University of Texas School of Public Health,

Southern Illinois University

EpidemiologyAnthropology Epidemiology

Cancer epidemiology (breast, cervical, lung cancer), respiratory disease, women’s health, epidemiologic methods

Baumgartner, Richard

Chair & Professor

EPH Tenured 1.00 M W PhD

MA

University of Texas School of Public Health

Southern Illinois University

EpidemiologyAnthropology Epidemiology Chronic disease epidemiology (obesity,

diabetes, cardiovascular, cancer)

Brock, Guy

Assistant Professor

BB Tenure Track

1.00 M W MS

PhDUniversity of New

Mexico Statistics

BiostatisticsBioinformaticsSurvival

AnalysisCategorical

Data Analysis

Statistical Computing

Statistical bioinformatics / genomics, statistical genetics, survival analysis, statistical computing

Carrico, Ruth

Associate Professor

HPBS Term Track

1.00 F W

PhDMABSN

California Coat University

Webster UniversityBellarmine University

ManagementHealth ServicesNursing

Health Promotion

Infection prevention & control, infectious diseases, immunization, emergency preparedness & response

Clover, Richard

Dean and Professor

HPBS Tenured 1.00 M W MD University of Oklahoma Family Medicine Immunization

Update Infectious Disease Epidemiology

Datta, Somnath Profess

or BB Tenured 1.00 M A PhD Michigan State

University Biostatistics MathematicalStatistics

High dimensional data, clustered data, survival & multistate data, nonparametrics, empirical bayes, dental data, machine learning

Section 2, Page 0


NameTitle/

Academic Rank

Dept.*

Tenure Status FT

E

Gen

der

Ethn

icity

**

Gra

duat

e D

egre

es

Earn

ed


Datta, Susmita Profess

or BB Tenured 1.00 F A PhD University of Georgia Statistics Biostatistics

Bioinformatics

Data mining, statistical bioinformatics, proteomics, theoretical population biology, infectious disease modeling, cancer biomarker detection, birth defects research & survival analysis

Devasia, Rose

Assistant Professor

EPH Term Track

0.70 F A MD

MPHUniversity of Louisville

Vanderbilt University

Medicine, Infectious Diseases

EpidemiologyDrug-resistant tuberculosis, community-acquired pneumonia, antibiotic resistance

Esterhay, Robert

Chair & Associate Professor

HMSS

Term Track Rolling

1.00 M W MD Case Western Reserve

University Medicine

Health Management & Systems Sciences

Health information infrastructure for individual health, health care, & population health; people, organizational, & social issues in health informatics; network science applications in health; complex adaptive networks in health; health transaction cost economics; systems dynamics in health

Goldsmith, Jane

Associate Professor

BB Term Track

0.82 F W PhD

MSCase Western Reserve

UniversityMathematics &

Statistics Biostatistics Clinical trials, information theory, statistical power, nonlinear regression

Groves, Frank

Assistant Professor

EPH Tenure Track

1.00 M W MD

MPH

Louisiana State University

Johns Hopkins University

MedicineEpidemiology Epidemiology

Analytic epidemiology of cancer, especially hematopoietic & lymphoproliferative malignancies; Descriptive epidemiology of neonatal jaundice; birth weight & cancer.

Harris, Muriel

Associate Professor

HPBS Term Track

1.00 F B MPH

PhDUniversity of South

Carolina

Health Promotion & Behavioral Science

Health Promotion & Behavioral Science

Program evaluation, community based participatory research, community health development, women’s health, Tuberculosis, HIV, obesity, health disparities

Hornung, Carlton A.

Professor EPH Tenured 1.0

0 M WMAPhDMPH

Syracuse Univ.Syracuse Univ.Johns Hopkins Sch. Of

Hygiene and Public Health

SociologySociologyEpidemiology

Clinical Epidemiology Methods Clinical Trials

Cardiovascular Disease

Cardiovascular Disease—Heart Failure, Risk Factors, Diagnosis and Treatment.

Hoyle, Gary Professor EOH Tenured 1.0

0 M W PhD Duke University Biochemistry

Environmental Health

Pulmonary Toxicology

Pulmonary toxicology

Section 2, Page 1


NameTitle/

Academic Rank

Dept.*

Tenure Status FT

E

Gen

der

Ethn

icity

**

Gra

duat

e D

egre

es

Earn

ed


Jacobs, Robert

Professor EOH Term

Track1.00 M W PhD

MS

University of North Carolina School of Public Health

Baylor University

Environmental Sciences & Engineering

Limnology


Indoor Air Quality; Exposure Assessment, Risk Analysis

Kerber, Richard

Associate Professor

EPH Tenured 1.00 M W MA

PhD Northwestern University Anthropology EpidemiologyGenetic, genomic, & molecular epidemiology, advanced methods, aging, cancer

Kim, Seong Ho

Assistant Professor

BB Term 1.00 M A MS

PhD

Korea Advanced Institute of Science & Technology

Applied Statistics BioinformaticsBiostatistics

Bioinformatics, metabolomics, comparative genomics, pharmacokineitcs & pharmacodynamics, cancer diagnostics, graphical models

Kong, Maiying

Assistant Professor

BB Tenure Track

1.00 F A PhD Indiana University

(Bloomington)Mathematical

Statistics Biostatistics

Statistical methods on dose-response study, combination drug study, preclinical experimental designs, & longitudinal studies

LaJoie, A. Scott

Associate Professor

HPBS Term Track

1.00 M W

PhDMSPHMA

University of LouisvilleWestern Kentucky

University

Cognitive Psychology

Decision Science & Biostatistics

Health Promotion / Behavioral Science

Disaster mental health, health-related decision making, risk communication, quality of life assessment

Lorenz, Douglas

Assistant Professor

BB Tenure Track

1.00 M W

MAMSPHPhD

University of Louisville

Biostatistics (MSPH); Mathematics (MA, PhD)

Biostatistics

Survival analysis, nonparametric methods, statistical consulting, statistical computing, clustered data, analysis of next generation sequencing data

McKinney, Paul

Associate Dean for Research & Professor

HPBS Tenured 1.00 M W MD University of Texas Internal Medicine

Evaluation of Health Care Literature

Bioterrorism; epidemiology of infectious diseases

Muldoon, Susan

Associate Dean for Student Affairs & Assistant Professor

EPH Term Track

1.00 F W PhD

MPH

University of Pittsburgh University of Illinois at Chicago

EpidemiologyHealth

Resources Management

Epidemiology Clinical epidemiology, women’s health, end of life issues

Section 2, Page 2


NameTitle/

Academic Rank

Dept.*

Tenure Status FT

E

Gen

der

Ethn

icity

**

Gra

duat

e D

egre

es

Earn

ed


Myers, John

Assistant Professor

BB Tenure Track

1.00 M W

PhDMSPH

University of LouisvilleUniversity of Louisville

Cost-Effectiveness

Non-Parametric Statistics

BiostatisticsPublic Health

Quantitative Methods

Cost-Effectiveness Analysis

Decision Science

Quantitative methods, cost-effectiveness analysis & decision science

Neal, Rachel

Assistant Professor

EOH Tenure Track

1.00 F W PhD

University of Missouri-Rolla (Missouri University of Science and Technology as of 2009)

Chemistry

Environmental & Occupational Health Sciences

Maternal/child health, birth defects, environmental toxicology

Nesbitt, LaQuandra

Assistant Professor

HMSS

Term Track

1.00 F B MD

MPH

Wayne State UniversityHarvard School of

Public Health

MedicineHealth Care

Management & Policy

Public Health Practice Health disparities, health equity

O’Brien, Liz

Assistant Professor

EPH Term Track

1.00 F W MA

PhD Northwestern University Anthropology Epidemiology Population genetics, aging, cancer

Olson-Allen, Susan

Assistant Professor

HMSS

Term Track

1.00 F W PhD

MA

University of LouisvilleGeorge Washington

University

Urban & Public Affairs

Security Policy Studies

Health Management Public health & the built environment

Parrish, Rudolph

Professor BB Tenured 1.0

0 M W PhD University of Georgia Statistics Biostatistics Clinical trials, statistical methodology, genomic biomarkers, complex disease

Rai, Shesh N.

Professor BB Tenured 1.0

0 M A PhD University of Waterloo (Canada) Statistics

Statistical Methods in Clinical Trials

Clinical trial design & analysis, pre-clinical study design & analysis, survival analysis, Longitudinal Data analysis, bioinformatics, quantitative risk assessment, sample surveys.

Ramos, Irma

Assistant Professor

EOH Term Track

1.00 F W

H MD

University of Puerto Rico School Medicine & Nordestana

Puerto Rico Health Science Center

MedicinePediatrics


Epigenetics, fetal basis of environmentally induced pediatric disease, community medicine, community-based research, global environmental & occupational health, children’s health

Section 2, Page 3


NameTitle/

Academic Rank

Dept.*

Tenure Status FT

E

Gen

der

Ethn

icity

**

Gra

duat

e D

egre

es

Earn

ed


Steiner, Robert William Prasaad

Professor

HMSS

Term Track

0.82 M W

MDMPHPhD

University of LouisvilleUniversity of North

Carolina

MedicineEpidemiologyEpidemiology

Health management & systems sciences

Health services & outcomes research methods

Measurement issues in health status assessment & quality of life assessment, healthy communities approach for improving community health status through policy development, evaluation of impact of health policy on population health.

Taylor, Kira

Assistant Professor

EPH Tenure Track

1.00 F W

PhDMSMA

Emory University Stanford University

Wake Forest University

Epidemiology, Biology, Science Education

Epidemiology Genetic epidemiology of cardiovascular disease & reproductive characteristics

Tollerud, David

Chair & Professor

EOH Tenured 1.00 M W

MSMDMPH

Stanford UniversityMayo Medical SchoolHarvard School of

Public Health

Mechanical Engineering

MedicineEpidemiology

Environmental & Occupational Health

Effects of environmental pollution on asthma, diabetes & other health problems particularly among children, nanoparticles, stem-cell transplants, strategies to prevent work-related injury & illness

Wainscott, Barry

Assistant Professor

HMSS

Term Track

1.00 M W MD

MPH

University of LouisvilleUniversity of California

(Berkeley)

MedicineEpidemiology Management

Health Management, Communicable Disease, Population Health Intervention Effectiveness

Walton, Peter

Associate Dean for Academic Affairs & Assistant Professor

HPBS Term Track

1.00 W MD University of

Pennsylvania MedicineIntroductory

Public Health

Health equity, evolutionary biology & public health, health behavior

Wilson, Richard

Chair & Professor

HPBSTerm Track Rolling

1.00 M W DHSc

MPH

Loma Linda University School of Public Health

Public healthHealth

Education & Promotion

Program & policy evaluation

Wu, Dongfeng

Associate professor

BB Tenure Track

1.00 F A MS

PhDUniversity of California

(Santa Barbara) Statistics Biostatistics

Cancer screening probability modeling & statistical inference, wavelet regression, Bayesian inference, smoothing spline, statistical decision theory, time series

Yang, Dongyan

Instructor EPH Term

Track1.00 F A MD

MS

Tianjin Medical University

University of Alabama at Birmingham

MedicineBiostatistics Epidemiology Cancer epidemiology, cardiovascular

disease, clinical trials

Section 2, Page 4


NameTitle/

Academic Rank

Dept.*

Tenure Status FT

E

Gen

der

Ethn

icity

**

Gra

duat

e D

egre

es

Earn

ed


Zhang, Qunwei

Associate Professor

EOH Tenured 1.00 M A

PhDMPHMD

Fukui University (Japan)Zhejiang University

(China)Fujian Medical

University (China)


Public HealthMedicine

Environmental & Occupational Health Sciences

Nanotoxicology & pulmonary toxicology, metals toxicology, genotoxicology & carcinogenesis, free radicals & pulmonary disease, diabetes & environment, wound healing

Zierold, Kristina

Assistant Professor

EPH Tenure Track

1.00 F W MS

PhD

Vanderbilt UniversityUniversity of Illinois

School of Public Health (Chicago)

Chemical Engineering

Epidemiology Environmental/ Occupational Health

Epidemiology

Environmental/occupational epidemiology, injury epidemiology, community-based research, children’s health, exposure assessment methods, mixed-methods research

* Departments: BB Bioinformatics and Biostatistics HMSS Health Management and Systems SciencesEOHS Environmental and Occupational Health Sciences HPBS Health Promotion and Behavioral SciencesEPH Epidemiology and Population Health

** Ethnicity: A Asian, Asian ancestry H Hispanic, Hispanic ancestryB black, black ancestry W white, white ancestry

Section 2, Page 5


b. If the school uses other faculty (adjunct, part-time, secondary appointments, etc.), summary data on their qualifications should be provided in table format, organized by department, specialty area or other organizational unit as appropriate to the school and must include at least the following: a) name, b) title/academic rank, c) title and current employment, d) FTE or % time allocated to the school, e) gender, f) race, g) highest degree earned (optional: schools may also list all graduate degrees earned to more accurately reflect faculty expertise), h) disciplines in which listed degrees were earned and i) contributions to the school. See CEPH Data Template 4.1.2.There are eight voluntary faculty who are involved in teaching and mentoring of students (Table 4.1.2). Voluntary faculty appointments are non-tenurable and may be at one of four levels in a Department: Adjunct Instructor; Adjunct Assistant Professor; Adjunct Associate Professor; and Adjunct Professor. The process for appointment as a voluntary faculty member is provided in Appendix B of the “Policy for Promotion, Appointment and Tenure and for Periodic Career Review.”.Please see following page.

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Table 4.1.2: Other Faculty Used to Support Teaching Programs (associate, adjunct or gratis)

Dept. Name Rank Title & Current Employer FTE Gender Race Graduate Degrees Earned

Discipline Teaching Area(s)

HMSS Andersen, Shelia Assistant Professor Consultant NA F W MA, JD Sociology, Law Health Informatics

EOHS Bhatnagar, Aruni Professor Professor of Medicine and Distinguished University Scholar, UofL NA M A MS, PhD Biochemistry,

ChemistryNo teaching responsibilities currently

EOHS Davis, Deborah Professor Professor, School of Medicine, UofL NA F W MS, PhD Nursing Dissertation Research Methods

HMSS Humbaugh, Kraig Assistant Professor

Director, Division of Epidemiology and Health Planning, Kentucky Department for Public Health

NA M W MD, MPH Medicine, Public Health

No teaching responsibilities currently

EPH Kanotra, Saojini Assistant Professor

Director/Epidemiologist III Chronic Disease Prevention Branch, Behavioral Risk Factor Surveillance System Program, Kentucky Department for Public Health

NA F A MS, PhD MPH

Microbiology, Epidemiology

No teaching responsibilities currently

HMSS Potash, David Assistant Professor

Chief Medical Officer, Data Advantage Corp. NA M W MD, MBA Medicine, Business

Administration Health Systems

HMSS Taylor, James Assistant Professor

Chief Executive Officer, University of Louisville Hospital NA M W

MBA, MHA, Dman

Finance/Marketing, Healthcare Admin, Organizational Change

Health Organizations

HMSS Zahn, Matthew Assistant Professor

Assistant Professor, School of Medicine, UofL; and Medical Director, Louisville Metro Department for Public Health and Wellness

NA M W MD Medicine No teaching responsibilities currently

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c. Description of the manner in which the faculty complement integrates perspectives from the field of practice, including information on appointment tracks for practitioners, if used by the school. Faculty with significant practice experience outside of that which is typically associated with an academic career should also be identified.The SPHIS faculty members interact with a wide variety of organizations, from local governments to international not-for-profit groups. These relationships facilitate the incorporation of public health viewpoints into educational curricula, the practicum activities of students, community-related research projects, clinic-based research projects and the service mission of the school. These activities are important components of the appointment, promotion, tenure and annual faculty review processes of SPHIS.

The current core faculty, provide a wealth of experience from public health activities. In addition to the core faculty, adjunct faculty members who serve in public health departments at the state and local level bring the immediacy of practice concerns to full-time faculty and students alike.

Examples of such activities on the part of all faculty members are noted in the brief summaries below. in Appendix __. The section below provides a summary for two faculty members from each department.

Susan Olson Allen, Ph.D. background is in Urban and Public Affairs with an emphasis on urban planning. Her primary focus in the University of Louisville School of Public Health and Information Sciences is on how the built environment affects a community’s health. She teaches two courses relating to that topic, Public Health and the Built Environment and Health Impact Assessment. Additionally, for the past two years she has collaborated with the university’s Department of Urban and Public Affairs to develop a dual degree program for a Master of Public Health and a Master of Urban Planning.

Ray Austin, Ph.D. served as Director of Planning and Program Development for the Southern West Virginia Regional Health Council, Inc, a regional health care program that integrated primary care service delivery and public health programs. He worked with county health departments, the State Health Department and Federal Government health-related agencies in the development and operation of primary care health facilities and public health programs. He serves on the Business Development and Finance Committee of the Kentucky Health Information Exchange Coordinating Council, which assists with the development of efforts related to collecting and sharing of health-related electronic data.

Kathy B. Baumgartner, Ph.D., M.S., M.A. is Associate Dean for Faculty Affairs and a Professor in the Department of Epidemiology & Population Health. She has been Principal Investigator and Co-Investigator of several population-based epidemiologic studies on breast cancer, cervical cancer and pulmonary disease over the past 20 years. This experience has permitted her to involve many students in public health research activities and to incorporate real-life study examples into the classroom. She is a primary contributor to the chapter on Breast Cancer in the upcoming Surgeon General’s Report to update the health consequences of smoking and exposure to secondhand smoke.

Richard N. Baumgartner, PhD, FACE, is Chair of the Department of Epidemiology and Population Health (DEPH), member of the Board of Directors of the American College of Epidemiology, the National Council of Epidemiology Chairs, the Society for Epidemiologic Research, and a participant in the CDCP program “Building Epidemiologic Capacity in Kentucky” (BECKY). He is a former charter member of the NIH Cardiovascular and Sleep Epidemiology Study Section. These associations allow him to integrate diverse perspectives on public health priorities and to ensure that the department’s research, teaching and service missions are nationally aligned and competitive with best practices in epidemiology. He is a primary contributor to the chapter on Breast Cancer in the upcoming Surgeon General’s Report on cigarette smoking and secondhand smoke exposure.

Guy Brock, Ph.D. As a faculty in the Department of Bioinformatics and Biostatistics, I have considerable involvement with projects involving public health outcomes, including cancer epidemiology, transplantation, birth defects, community acquired pneumonia, and liver disease. My methodological focus in statistical bioinformatics and statistical genetics has resulted in publications and software on cluster validation, missing value imputation, and classification for high-throughput data. These publications and software are regularly cited and used by other investigators analyzing ‘omics data associated with public health. Lastly, the courses I teach in statistical computing, survival analysis, and categorical data analysis all involve numerous examples of public health data.

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Ruth Carrico PhD RN One of the areas of emphasis included in Healthy People 2020 is Healthcare-Associated Infection. Under this umbrella is the safety of the patient, the community, and the safety of the healthcare personnel. My aspects of public health research and practice include prevention of infection transmission during routine patient care in all settings as well as protection of the community and healthcare personnel through emergency preparedness and response as well as immunization. Broad collaboration with hospital associations, national professional organizations and societies, and local healthcare facilities provide for real-time learning and knowledge application.

Richard D. Clover, M.D. is founding dean and professor of the School of Public Health and Information Sciences at the University of Louisville. He also serves as Co-Director of the Center for Health Hazards Preparedness and Associate Vice President for Health Informatics at the Health Sciences Center. His research interests are communicable diseases and vaccine preventable diseases, which include infectious disease epidemiology, vaccine supply and production, new vaccines, pandemic influenza and emerging pathogens. He is a member of the Institute of Medicine; American Public Health Association; Association of Schools of Public Health; Department of Health and Human Services, National Vaccine Advisory Committee; and National Board of Public Health Examiners.

Somnath Datta, PhD I have collaborated with CDC in detecting bioterrorism threats via proteomic profiling. I am collaborating with Susan Harkema at UofL on Spinal Cord Injury research. I am developing statistical methodologies to determine the appropriate recommended dose of daily fluoride intake for children in this country. My research is supported by the National Institutes of Health, the National Science Foundation and the National Security Agency. I regularly teach "Advanced Survival Analysis" to our doctoral students. “Time to Event” studies are fundamental in all aspects of public health research and this course trains our students to design and analyze such studies.

Susmita Datta, PhD is a bioinformatician and a biostatistician who is actively involved in the area of public health research. She has developed efficient statistical designs for estimating HIV vaccine efficacy. Her research includes identification of molecular biomarkers for colon and ovarian cancer and predicting biological network using microarray and miRNA expression profiles through statistical methodology. She has predicted survival times of lung cancer patients from high dimensional mass spectrometry proteomic data. She has identified alpha fetoprotein as a major possible biomarker of fetal alcohol syndrome. Continuation of this research may result a new test for birth-defect identification in the future.

Rose Devasia, MD, MPH is an Assistant Professor in the Department of Epidemiology at SPHIS. She worked in the Tennessee Department of Health gaining field experience for 2 years as part of the EIS program at CDC. Her expertise in infectious diseases and outbreak investigations have helped her teach Infectious Diseases Epidemiology, Field Epidemiology and Emerging Issues in Epidemiology to graduate students. Her past research interest in drug-resistant tuberculosis enabled her to discuss the pressing issue of antibiotic resistance with students. She is currently pursuing funding for a grant dealing with infectious diseases resulting in infertility.

Robert Esterhay, MD, activities draw from the field of health information sciences and information and communication technologies. He has been at the informatics crossroads of individual health, health care and population health for over 35 years. He helped write the Kentucky eHealth Bill in 2005. He served as Co-Chair of the Kentucky eHealth Board and the Kentucky Healthcare Infrastructure Authority. He is currently a member of the Population Health Committee for the Kentucky Health Information Exchange (HIE) Coordinating Council. He helped develop the Louisville HIE organization. Dr. Esterhay previously served as a commissioned officer in the US Public Health Service.

Linda J. Goldsmith My contribution to the field of Public Health is primarily teaching statistical methods. I have taught the on-line course “Introduction to Biostatistics” since the beginning of the University of Louisville School of Public Health & Information Sciences. This course meets all the CEPH competencies for biostatistics except for computer usage, which students learn in another, hands-on class. My other biostatistics courses, including Clinical Trials I, Statistics Laboratory for Clinical Trials, Biostatistical Methods II, and Nonlinear Regression, also impart important knowledge of biostatistics, which is useful in Public Health as well as many scientific disciplines.

Frank D. Groves, I incorporate guest lectures by public health practitioners into the course, Introduction to Epidemiology: Sara Robeson of the Kentucky Department for Public Health discusses public health

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data sources in Kentucky, and Carl Hall of the Louisville metro Department of Public health and Wellness describes recent outbreak investigations. The course on Disease Surveillance & Health Statistics is organized around the Healthy People 2020 focus areas. I utilize various NHANES surveys as sources of practice data for two lab courses focused on Data Management & Analysis, and I incorporate the NHANES data into my teaching of the course on Biology of Disease in Populations.

Robert Jacobs, PhD, the director of the SPHIS MPH Program. Dr. Jacobs is past Chair of the Committee on Organic Dust of the International Commission for Occupational Health (ICOH) of the International Labor Organization (ILO) and has collaborated on international health projects in Sweden, Moldova, and Nigeria. In 2010-11, Dr. Jacobs completed a Fulbright Fellowship with the West China School of Public Health at Sichuan University in Chengdu, China. Dr. Jacobs is currently a member of the Environmental Health Committee of the Metro Louisville Department of Health and Wellness and a member of the ASPH Environmental and Occupational Health Council.

Muriel J. Harris, Ph.D In both the Critical Thinking and Program Evaluation and the Advanced Evaluation classes all students are required to complete public health program evaluation field projects. Students work in teams or individually and must answer an evaluation question provided by the community based organization or government agency. They work in close collaboration with the stakeholder who provides information about the program and access to resources to enable students to complete the assignment. The requirements of the courses may include, but are not limited to designing tools for evaluation and conducting assessments to determine program needs, the suitability of evaluation or program outcomes resulting in real world experiences for the students, and support in evaluating their programs for the organizations.

Carlton A. Hornung, PhD, MPH is professor and the first chair of the Department. He was a founding faculty of the school and developed the curriculum for the MPH degree with an NIH K30 Curriculum Development Award. He is an original member of the Association of Clinical Research Training Programs and Past President of the Consortium of Academic Programs in Clinical Research. He is a member of the ACE Education Committee and the Council on Epidemiology and Prevention of AHA and has served on several NIH Study Sections. His teaching and research interests are cardiovascular disease and clinical epidemiology.

Gary Hoyle Dr. Hoyle is a member of the NIH CounterACT (Countermeasures against Chemical Threats) Research Network. CounterACT is a trans-NIH translational research initiative that seeks to develop medical countermeasures for chemical threat agents that may be used against the U.S. populace. Dr. Hoyle is researching countermeasures for lung injury caused by inhalation of toxic gases such as chlorine with the goal of developing rescue treatments that could be used in public health emergencies resulting from accidental or intentional release of chemical threat agents.

Richard A. Kerber, Ph.D. has developed probabilistic record linkage methods integral to the ongoing management of health and vital statistics records in the Utah Population Database, served as Interim Director for the NCI-funded Utah Cancer Registry, helped to develop the first Utah Health Status Survey, and designed a system to identify high-risk candidates for colonoscopy for an NCI-funded telemedicine intervention trial.

Seongho Kim, PhD. research focuses on the development of novel statistical methods for biological and clinical data using various methodologies such as graphical models, partial/semi-partial correlation analysis, multiple comparison, multivariate analysis, Bayesian analysis, etc. His current interests lie in metabolomics, pharmacokinetics/pharmacodynamics (PK/PD) analyses, and the integration of these two areas. The metabolomics and PK/PD are key areas for discovery of biomarkers as well as development of new drugs that can be used as diagnostics, prevention, and treatment of various diseases.

Maiying Kong, Ph.D. has been active in teaching and conducting research in biostatistics, which includes educating students in SPHIS to apply statistic methods in designing their population/experiment studies, analyzing the resulting data, and interpreting the results appropriately. She also collaborates with researchers in SPHIS to study the public health issues with statistical rigor.

Scott A. LaJoie, Ph.D. My primary research is in the area of health-related decision making. I study shared decision making, factors affecting quality of life, and risk communication. Currently, my research examines the impact of H1N1 mitigation efforts on physical and mental wellbeing. Factors I have been

Section 5, Page 2


looking at include risk communication and patient-provider communication. My research and service activities are tied directly to the classes I teach (health decision making, health risk communication, psychology of decision making, and health communication). The integration of research and service with my teaching provides the students with an informed perspective on public health.

Doug Lorenz, PhD, works collaboratively in the NeuroRecovery Network (NRN), a national network of treatment centers providing activity-based therapy to individuals with spinal cord injury sponsored by the Christopher and Dana Reeve Foundation (CDRF) and CDC. He has participated in research estimating average functional recovery rates and identifying determinants of recovery for NRN patients as well as research on functional, health, and quality of life outcomes. He also works with investigators at UofL and Children’s Memorial Hospital (Chicago, IL) in developing clinical decision rules to discriminate abusive trauma from accidental trauma in the pediatric emergency setting, research sponsored by NIH.

Steven J. McCabe, M.D. In the final stages of training as a hand surgeon I studied clinical epidemiology in the area of research design, measurement, and analysis. From that background I realized the need for this skill set in academic and clinical hand surgery. As my interest gravitated to upper extremity disorders from the perspective of the population, I became interested in the manner these problems fit into the big picture of public health. My work at the public health school now includes teaching research methods to graduate and professional students and research on the population characteristics of common upper extremity disorders.

William Paul McKinney, M.D. is Associate Dean for Research. He is Research Director of the Center for Health Hazards Preparedness and has overseen the instruction of over 30,000 practitioners from public health as well as those in medicine, dentistry, nursing, pharmacy, behavioral health, and veterinary medicine in the effective response to public health emergencies, providing leadership in federal grants from the CDC, HRSA, ASPR, and DHS. He previously served as an EIS officer with the CDC on assignment with the North Carolina State Health Department and as epidemiologist for two teaching hospitals affiliated with the Medical College of Wisconsin, Milwaukee. He is an attending physician in the university’s Internal Medicine training program and is medical director of the university’s International Travel Clinic. He also serves as liaison member from the Association for Prevention Teaching and Research to the CDC Advisory Committee on Immunization Practices (ACIP).

Susan B. Muldoon, Ph.D., M.P.H., is Associate Dean of Students Affairs, Director of the Clinical Research Epidemiology and Statistics Training Program, and assistant professor of the Department of Epidemiology and Population Health; a member of the American Public Health Association and the Society for Epidemiological Research. As Epidemiology Section Chair of the Kentucky Public Health Association, she works with public health professional throughout the commonwealth to promote healthy communities through education, leadership and commitment to excellence. She’s received several public health traineeship grants, which funds the training public health workers to improve Kentucky’s public health system by strengthening the necessary competencies and capabilities of current and future public health workforce.

John Myers, MSPH PhD complements the field of Public Health by limiting health disparities and fighting for health care equity, quality, and accessibility. Dr. Myers identifies health trends that lead to life-saving measures through the application of statistical procedures, techniques, and methodology. As such, researchers such as Dr. Myers are an integral part of public health. In addition, Dr. Myers works with health policy makers and helps to improve the public's health through legislative action at the local, state, and federal levels. Dr. Myers increases the scientific knowledge and technical capabilities of public health researchers in Kentucky.

Rachel E. Neal, Ph.D. is an Assistant Professor in the Department of Environmental and Occupational Health Sciences. A protein biochemist by training, she has spent the past 10 years expanding the fields of environmental toxicoproteomics and toxicometabolomics. Her research interests include 1) the impact of environmental toxins on child health; and 2) the impact of maternal environment on fetal/offspring development. She is an active member of the University of Louisville Birth Defects Center and Alcohol Research Center.

LaQuandra S. Nesbitt, MD, MPH As a public health official currently serving as the Health Director for Louisville Metro Government, I am an active public health practitioner. This allows for students and

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faculty to continuously engage with someone actively engaged in the field and allows for synergies between public health research and practice.

Liz O’Brien, Ph.D.

Rudolph S. ParrishShesh N. Rai, Ph.D., is the Wendell Cherry Chair in Clinical and Translational Research, Professor in the Department of Bioinformatics and Biostatistics, Director of the Biostatistics Shared Facility of JG Brown Cancer Center, a member of the American Statistical Association and the Clinical and Scientific Review Committee and vice-chair of Data and Safety Monitoring Board. Over the last 25 years, he has contributed significantly to the development of biostatistical resources that support collaborative and methodological research, to the creation of collaborative research teams and to the education of health professionals and statisticians. These associations allow him to integrate diverse perspectives on public health research and priorities and ensure that his research, teaching and service missions are nationally aligned and competitive with best practices in applications of biostatistics.

Irma N. Ramos, M.D., Dr. I. Ramos is a physician-scientist with formal training in international medicine and pediatrics. Her areas of interest include environmental children’s health, global environmental health education, community medicine, and community-based research. She has provided executive leadership for several nationally-recognized community outreach and education programs and is an internationally-recognized leader in lay health worker education and training. She serves as community liaison for the National Children’s Center Study for Jefferson County, Kentucky. Her current research projects are focused on the fetal basis of environmentally-induced pediatric disease; community-based research with disadvantaged populations, environmental health literacy and epigenetics of environmental disease.

Rob Steiner, MD PhD, teaches the methods of formal healthy communities approaches to improving population health in the course Managing Healthy Communities, which is based on his experience as Project Director for Improving Women's Health in Constantsa, Romania, (funded by American International Health Alliance and U.S. Agency for International Development). This project became a national and international model for several nations within Central and Eastern Europe to improve women’s health by addressing socially enmeshed health concerns, such as domestic violence. He was recognized for this pioneering work with a decennial award from leaders in Romania for his services in November 2010. He maintains an interest in managing change from the perspective of culture as a means to reframe and influence policy development.

Kira Taylor, Ph.D., M.S., M.A.Ed., is a new faculty member in the Department of Epidemiology and Population Health and is the director of the upcoming Bachelor of Science in Public Health program. She is a member of the Society for Epidemiologic Research, the American Society of Human Genetics, and the American Heart Association. She was recently awarded a grant to incorporate critical thinking into all syllabi developed by SPHIS in anticipation of the BSPH program. She brings a unique combination of skills to the Department with a background in education and laboratory sciences in addition to a Ph.D. in Epidemiology.

David J. Tollerud, M.D., I have incorporated elements of public health practice into my faculty activities primarily through teaching and mentoring. I try to include as much “real world” personal examples of how concepts are applied in the realm of practice. While I am a full time faculty member, I have been involved over the years in a number of consulting activities and committee work that have involved the application of environmental health principles in practice. In mentoring graduate students, I always try to relate what they are doing or learning to future applications in a setting relevant to their professional aspirations.

Barry Wainscott, MD, MPH, served as manager and chief physician with the Communicable Disease Branch of the Kentucky Department for Public Health from 2000 through 2005. His prior public health experiences include deputy director, medical director, and primary care director for the Jefferson County Health Department in Louisville; director of preventive medical services for the Santa Barbara County health agency in California; and physician health officer developing a district health department with regional programs serving a number of counties in north central Kentucky. His community health experience also includes the role of physician in preventive medicine with University of Louisville Student Health Services. His teaching draws on this experience. Interests include communicable disease control, disease prevention and management, and health system efficiency and effectiveness.

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Peter L. Walton, M.D., Associate Dean for Academic Affairs, devotes his efforts to four interrelated areas: undergraduate teaching, the university and school's quality enhancement plan focused on critical thinking, academic administration, and academic data systems. While these four areas may not be seen as "traditional practice," the education of public health workers is a large part of the essential service of assuring a competent workforce, particularly his work in teaching critical thinking. In addition, providing undergraduate students with an introductory exposure to public health contributes to the essential service to inform, educate, and empower.

Richard W. Wilson, Ph.D. For many years and up to the present, I’ve served as a consultant and evaluator for a variety of public health agencies: local health departments, state health departments, federal agencies, and many private nonprofit health organizations. While I’ve contributed my expertise in each case, I’ve also gained a lot of real world experience which I can bring to the classroom for MPH and doctoral students in public health. Because of my hands-on involvement, I am better able to prepare students for the world of practice.

Dongfeng Wu, PhD, has been working on probability models in cancer screening for over 10 years. She has developed methods to accurately estimate key parameters in screening, such as sensitivity, sojourn time and lead time; she has developed a systematic approach to evaluate the long term impact of cancer screening in people’s life, such as the proportion of over diagnosis, true early detection, no early detection and disease free life. She has applied these methods to three kinds of screening: breast, lung and colorectal cancer.

Dongyan Yang, M.D., M.S., is an instructor of the Department of Epidemiology and Population Health (DEPH). She is interested in both clinical trials and population based epidemiologic studies. She has been actively involved in chronic disease research studies such as cardiovascular disease, stroke and cancer.

Qunwei Zhang Although I am not directly involved in the master of public health student practice, I have a strong commitment to advising post-doctoral fellows and visiting scholars. I am a mentor on the NIH/NIEHS T32 UofL Environmental Health Sciences Training Program. I am also a mentor on the NIH/NCI R25 University of Louisville Cancer Education Program. My research is focused on the health effects of ambient particulate matter and engineered nanoparticles which may help students to identify emerging health risks and to provide knowledge for understanding how people seek and respond to various potential environmental factor-induced health effects.

Kristina M. Zierold, PhD, MS is an assistant professor in the Department of Epidemiology and Population Health. She is an environmental and occupational epidemiologist who predominately focuses on applying epidemiology and environmental health concepts to community-based problems. Current examples of community projects that she is involved with in Louisville include: (1) a federally funded study working with racially diverse high-school students and teachers to study and promote workplace safety among teenagers and (2) a university funded project working with residents of multiple neighborhoods who are exposed to coal ash, to assess exposure and health outcomes in children and adults.

ADD NEW FACULTY and provide new descriptions for all faculty, which will be added to an Appendix. Faculty members have been asked to provide a brief appropriate description for this section that is no longer than 100 words.

The school’s faculty members have served as members on a variety of state and local boards and advisory committees, including the following:

Board Member, Kentucky Health Alliance/Collaborative (Steiner)

Board Member, Kentucky Psychological Association (LaJoie)

Board of Directors of a Company, Kentucky Academy Family Physicians (Steiner)

Chairperson, Kentucky Chapter, American Statistical Association (Goldsmith)

Chairperson, Kentucky Healthcare Infrastructure Authority, Frankfort, Kentucky (Esterhay)

Chairperson, Kentucky Telehealth Board eHealth Work Group (Esterhay)

Committee Chair, Katrina Task Force, KY Psychological Association (LaJoie)

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Committee Chair, Louisville Health Information Exchange (LouHIE) Research WorkGroup (Esterhay)

Committee Chair, Louisville Health Information Exchange e-Prescribing Working Group (Austin)

Committee Chair, Susan G Komen for the Cure, Louisville Affiliate (Harris)

Committee Member, Behavioral Risk Factor Surveillance System Steering Committee (Wilson)

Committee Member, Kentucky Environmental Foundation, Advisory Panel (Tollerud)

Committee Member, Kentucky Public Health Association (Wilson)

Committee Member, Kentucky State Epidemiologic Outcomes Workgroup (Wilson)

Committee Member, Metro Louisville Government, Wet Weather Team Stakeholder Group (Tollerud)

Committee Member, State Epidemiology and Outcomes Workgroup, Kentucky (Wilson)

Director, Region 2, Kentucky Academy of Family Physicians (Steiner)

Instructor, Medical Reserve Corps, Louisville, KY (LaJoie)

Kentucky Chapter Representative, American Statistical Association Council of Chapters (Goldsmith)

Liaison and Consultant, Kentucky Department for Public Health (Wainscott)

Member, Healthy Hoops Kentucky Quality of Life Assessment (Steiner)

Member, Healthy Hoops Kentucky, Data Committee (Esterhay)

Member, Jefferson County Smoke Free Coalition, Jefferson County Public Schools (LaJoie)

Member, Louisville Metro Stimulus Package Review Team (McKinney)

Member, Medical Reserve Corps (Steiner)

Member, Population Health Committee for the Kentucky Health Information Exchange (HIE) Coordinating Council (Esterhay)

Member, Research Advisory Team, Community Farm Alliance (Tollerud)

Member, Search Committee, Foundation for a Healthy Kentucky (McKinney)

Mentor, Kentucky Public Health Leadership Institute (LaJoie)

National Representative, Delta Omega Beta Pi Chapter (Harris)

d. Identification of measurable objectives by which the school assesses the qualifications of its faculty complement, along with data regarding the performance of the school against those measures for each of the last three years.The following list provides an aggregate summary on how faculty qualifications are measured.

1. Leadership on national boards, study sections, editorial boards and advisory committees. Since 2007, faculty have had representation on a number of important groups, including the following:

a) Board of Directors of a Company, American Industrial Hygiene Assoc. Editorial Review Board (Tollerud)

b) Chairperson, Associated Schools of Public Health - Environmental Health Committee (Jacobs)

c) Chairperson, Associated Schools of Public Health - Environmental Health Committee (Jacobs)

d) Chairperson, CDC Review Panel (Myers)

e) Chairperson, Membership Committee, Society for Medical Decision Making (LaJoie)

f) Chairperson, Membership Committee, Society for Medical Decision Making (LaJoie)

g) Committee Chair, National Academy of Science, IOM, Committee on Air Force Health Study Assets (Tollerud)

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h) Committee Chair, National Academy of Sciences, IOM, Committee on SHAD II (Tollerud)

i) Committee Chair, National Academy of Sciences, IOM, Committee on the Long-Term Health Consequences of Exposure to Burn Pits in Iraq and Afghanistan (Tollerud)

j) Committee Member, American Academy Family Physicians Commission on Health of the Public and Science (Steiner)

k) Committee Member, Institute of Medicine, Environmental Roundtable (Tollerud)

l) Committee Member, Institute of Medicine, Peer-Review Reports, NIH Study Sections and Editorial Boards (Tollerud)

m) Committee Member, National Board of Medical Examiners (McKinney)

n) Committee Member, NIH/NIEHS National Children’s Study, Publications Committee (Tollerud)

o) Liaison Member, Association for Prevention Teaching and Research, Advisory Committee on Immunization Practices, CDC (McKinney)

p) Member, American Medical Informatics Association Clinical Information Systems Working Group (Esterhay)

q) Member, American Medical Informatics Association Ethical, Legal, & Social Issues Working Group (Esterhay)

r) Member, American Medical Informatics Association People & Organizational Issues Working Group (Esterhay)

s) Member, Association of American Medical Colleges Group on Information Resources (Esterhay)

t) National Representative, Delta Omega Beta Pi Chapter (Harris)

u) Officer, President/Elect/Past, American Association for Hand Surgery (McCabe)

2. Success in achieving competitive research and educational grant awards. Full enumeration of grant awards received by faculty members can be found in Section Three.

3. Provision of expert peer reviews for manuscripts submitted to professional journals. Since 2007, faculty have served as reviewers for a diverse range of academic and scientific journals. A full listing may be found in Section Three.

4. Publications in peer-reviewed journals. Please see Section Three for additional information. Also, a comprehensive listing of publications is provided as Appendix __.

5. Refereed presentations and/or papers sponsored by national or international organizations. For data regarding performance against this measure, please refer to Section Three.

6. Course Evaluations by Students. Students complete evaluations of all courses and instructors at the conclusion of each semester. These evaluations are provided to each faculty member and departmental Chair and contribute to improving the quality of instruction. All evaluations, unless otherwise noted, are based on a five-point Likert scale with five being the highest score. Updated course/instructor evaluation data for 2009-12 will be available in the electronic resource file.

The mean responses to overall satisfaction with instructors were as follows for terms since the 2007 self-study assessment:

Spring 2008,

Spring 2009,

Spring 2010

Spring 2011,

Spring, 2012,

7. University and national awards for excellence. While there is no expectation for individual faculty to

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achieve these awards, each department seeks periodic recognition of its faculty through special awards for performance excellence. Awards to faculty members during the current three year cycle include:

2009

o Student-Nominated Faculty Favorite, UofL (Myers)

o National Research Service Award, National Heart, Lung and Blood Institute, NIH (Taylor)

o T32 UofL Environmental Health Sciences Training Program for post-doctoral fellowship, NIH/NIEHS (Zhang)

o Delta Omega, Public Health Honor Society, Beta Pi Chapter (Carrico)

o Elected member, International Statistical Institute (Somnath Datta)

2010

o Delta Omega Public Health Honor Society (Wainsott)

o PStat, American Statistical Association (Lorenz)

o Faculty Travel Grant Award: SPHIS Global Health Project I, Ghana, International Center, UofL (O’Brein)

o Student Nominated Faculty Favorite, UofL (Brock)

o Community Forum Chair and Panelist, NIEHS (Ramos)

o Appointed Chair, National Center for Chronic Disease Prevention and Health Promotion, Special Emphasis Panels (Myers)

o Outstanding Community Outreach Award, UofL (Myers)

o Student-Nominated Faculty Favorite, UofL, UL (Myers)

o First place award team project Intel ISEF, Intel International Science and Engineering Fair Foundations (Zhang)

o The post-doc fellow award, 49th Annual Meeting of Society of Toxicology, Nanotoxicology Specialty Section (Zhang)

o First place of Louisville Regional Sciences Fair Team Section, Louisville Sicnece Fair Foundations (Zhang)

o Fellow, Society for Healthcare Epidemiology of America (Carrico)

o Decennial Healthy Communities Commemoration Award: Improving Women's Health in Constantsa, Romania, USAID/AIHA funded grant: Healthy Communities Approach to Improving Women's Health in Constantsa Romania( Steiner)

o Fulbright Scholar, U.S. Department of State (Jacobs)

o University Scholar, UofL (Susmita Datta)

o 2011-2013 Elected member, American Statistical Association (ASA) Scientific and Public Affairs Advisory Committee (Susmita Datta)

o Biography Inclusion, Biography inclusion in 2010 (64 th Edition) of Marquis Who's Who in America and then in Who’s Who in the World, in Science and Engineering and Who’s Who in women. (Susmita Datta)

o Elected Fellow, Institute of Mathematical Statistics (Somnath Datta)

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o Vice-president, Forum for Interdisciplinary Mathematics (Somnath Datta)

2011

o Postdoctoral Fellowship, School of Public Health and Information Sciences (Connor)

o Faculty Favorite Nominee, UofL (LaJoie)

o Graduate Dean's Citation, UofL (Lorenz)

o Roberson Fund for African Studies, UofL (O’Brien)

o Community Engagement Award, UofL (Ramos)

o Ideas-to-action SUN Grant, UofL Delphi Center for Teaching and Learning (Taylor)

o Delta Omega Public Health Honorary Society, American Public Health Association (Goldsmith)

o Community Engagement, Office of Community Engagement (Harris)

o Logistics and Distribution Institute (LoDI), Faculty Award (Carrico)

o Robert Wood Johnson Foundation Executive Nurse Fellow, Robert Wood Johnson Foundation (Carrico)

o Healthcare Infection Control Practices Advisory Committee, Health and Human Services/Centers for Disease Control and Prevention (Carrico)

o Board Member, Certification Board of Infection Control and Epidemiology, Inc. (Carrico)

o SPHIS First Place Poster (Faculty Division): Research and Practice, Research!Louisville 2011 (Steiner)

o Faculty Favorite, UofL, Delphi Center (Wilson)

o 2013 Elected President for the Caucus for Women in Statistics, International Statistical Institute and ASA (Susmita Datta)

o Statistical Science Award: Best Theoretical Paper, CDC ATSDR (Somath Datta)

Fulbright Scholarship, Fulbright Board (McCabe)

8. Number of service or consulting engagements. See the response to Section Three for a full listing of these service activities.

9. Number of faculty holding a terminal degree. All SPHIS faculty currently meet this qualification.

General Template – Outcome Measures including Targets

Table X. Outcome Measures for XXX

Outcome Measure Target Year 1 Year 2 Year 3

e. Assessment of the extent to which this criterion is met and an analysis of the school’s strengths, weaknesses and plans relating to this criterion.

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This criterion is met. The SPHIS has a well-qualified faculty with a critical mass in each department to support the mission of the school. The background and experience of the faculty provides the necessary combination of breath and depth in the public health arena, with contributions at the national, state and local levels. Faculty members have established criteria to measure the necessary qualifications.

4.2 Faculty Policies and Procedures. The school shall have well-defined policies and procedures to recruit, appoint and promote qualified faculty, to evaluate competence and performance of faculty, and to support the professional development and advancement of faculty.a. A faculty handbook or other written document that outlines faculty rules and regulations.The Redbook (http://www.louisville.edu/provost/redbook/) is provided and maintained by the Office of the University Provost as a service to the University community. The Redbook, which is the basic governance document of the University, covers the organization and operation of the Board of Trustees and Board of Overseers; the organization and operation of the University Administration; the organization and governance of the academic programs; faculty personnel policies; staff organization and personnel policies; the student governance and student affairs administration. Although schools may have their internal policies, the policies must be consistent with the Redbook, as it is the controlling document. The school has four unique documents that are consistent with and expand upon the Redbook with the purpose of further defining school policies.

1. The SPHIS unit document, “Policy for Promotion, Appointment and Tenure and for Periodic Career Review”presents the criteria and procedures employed within the school for the evaluation of promotion, appointment and tenure requests and for periodic career reviews. This document applies to all SPHIS departments; however, each department may prepare supplementary written guidelines that specify additional requirements and procedures for these personnel actions so long as they do not disrupt due process nor set performance requirements lower than those established in the University Redbook or in the specific SPHIS criteria (Appendix A: Achievement (Proficiency and Excellence) in Teaching, Research and Service - Scholarship for Tenure). The content of the unit document applies to all faculty members. The policies regarding voluntary faculty are provided in a separate document (Appendix B: Appointment, Promotion, Retention, and Recognition of Voluntary Faculty). This document is available at https://sharepoint.louisville.edu/sites/sphis/ppgf/pubs/PAT%20Policy.pdf.

2. The school’s Bylaws and Rules are the official statement of the organizational structure and the rules of governance and procedures of the Faculty. This document is available at https://sharepoint.louisville.edu/sites/sphis/ppgf/pubs/Bylaws.pdf.

3. The school’s Professional Practice Plan is essential to maintaining a faculty of excellence in teaching, research and service and to providing appropriate control of faculty professional time in order to ensure fulfillment of academic responsibilities. The objectives of the Professional Practice Plan are to: define the role and scope of professional practice activities of the faculty; strengthen relationships between the faculty and the public health community; provide the faculty remuneration commensurate with their academic and professional qualifications and activities; encourage an appropriate degree of faculty involvement in public health service; and provide additional financial support for the school. This document is available at https://sharepoint.louisville.edu/sites/sphis/ppgf/pubs/Practice%20Plan.pdf.

4. The school’s Policies for Annual Reviews and Performance Based Salary Increase define: the development of the written faculty work plan in the form of an annual work assignment letter, the need for recording yearly progress toward promotion or satisfactory periodic peer review and the process for awarding salary increases. This document is available at https://sharepoint.louisville.edu/sites/sphis/ppgf/pubs/Annual%20Rev+Perf-Based%20Salary%20Incr.pdf.

b. Description of provisions for faculty development, including identification of support for faculty categories other than regular full-time appointments.

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https://sharepoint.louisville.edu/sites/sphis/ppgf/pubs/Annual%20Rev+Perf-Based%20Salary%20Incr.pdf

https://sharepoint.louisville.edu/sites/sphis/ppgf/pubs/Annual%20Rev+Perf-Based%20Salary%20Incr.pdf

https://sharepoint.louisville.edu/sites/sphis/ppgf/pubs/Practice%20Plan.pdf

https://sharepoint.louisville.edu/sites/sphis/ppgf/pubs/Bylaws.pdf




The SPHIS recognizes the vital importance of ongoing development of skills both among full-time and part-time faculty members. Development opportunities are available to all faculty regardless of rank and FTE. To this end, the school provides funding support for critical faculty activities, including, but not limited to membership in professional organizations, travel for presentations at major meetings, continuing education coursework and skill development workshops through its departments to all faculty members. Funding for these activities is provided in part through Research Incentive Funds established for departments and individual faculty members through the university’s Office of the Executive Vice President for Research.

The Schools on the Health Sciences Center campus through the Delphi-HSC Steering Committee offer at least two workshops each year focused on teaching and learning. Since ____ the following workshops have been offered.

Spring 2012 HSC Technology Panel Conversation

Periodically, skill development workshops are provided in the use of: Microsoft Office products, including Word, Excel, PowerPoint and Access; Adobe Acrobat; Reference Manager and EndNote; Ovid and PubMed for searching the Medline database; Lectora software for the enhancement of PowerPoint presentations; and Blackboard for creation of web-enhanced or web-based coursework. These workshops are also open to university staff.

NIH grant-writing workshops are presented at least once per year under the auspices of the Research!Louisville week of scientific activities. Additional workshops are offered each year targeting other specific programs, including NASA and the Small Business Innovation Research/Small Business Technology Transfer programs. Faculty members have attended development workshops offered by other educational institutions and the federal government. These include:

Center for Medicare and Medicaid Services (CMS)

Agency for Healthcare Research and Quality (AHRQ) - Medicare claims data and the Medical Expenditure Panel Survey (MEPS)

ADD TO THIS The University Provost sponsors an annual development series for part-time faculty, including a stipend of $300 for those who attend at least five out of six core presentations.

The university has sponsored a “Celebration of Teaching and Learning” each February since 2004, dedicating one full day to the enhancement and recognition of teaching excellence among its faculty. All SPHIS faculty are encouraged to attend these events sponsored by the University’s Delphi Center for Teaching and Learning. Past workshops have included:

2012 Envisioning Teaching and Learning in the Digital Age

2011 From College to Career: Developing Generation NeXt

2010 Engaging Teaching, Engaging Learning

2008 Student Engagement: It’s Happening Here

2007 Fostering Critical Thinking

PROVIDE MORE SPECIFIC INFORMATION ON THIS Finally, opportunities for junior faculty to demonstrate and further their research presentation skills are provided through UofL Public Health Grand Rounds, faculty journal clubs and research seminars presented regularly throughout the year. The public health grand rounds series are broadcast through videoconferencing technology and are available to public health departments throughout the state.

As of December 2011, a total of 10 SPHIS workshops have been sponsored by the SPHIS Dean’s office on “Teaching and Learning”. These workshops have been developed and held in conjunction with the University’s Delphi Center for Teaching and Learning and have included the following:

10/15/10 – Developing Rubrics for Assessing Group Work (Sharron Kerrick, Ph.D.)

11/19/10 – Promoting Active Learning: Keys to Effective Classroom Assessment (Cathy Bays, Ph.D.)

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03/25/11 – Using the Latest Instructional Tools (Andrew L. Wright Ph.D)

04/29/11 Promoting Active Learning in Lecture Classes: Strategies & Tips from the Trenches (Edna Ross, Ph.D.)

06/03/11 – Practical Applications of Instructional Technology in the Classroom (Linda Leake, Richard Wilson)

06/24/11 – What’s So Critical About Critical Thinking? Strategies for Fostering Disciplinary Thinking in your Course (Patricia Payette, Ph.D)

07/22/11 – Refining your Syllabus Focus Core Course Concepts Student Learning (Patricia Payette, Ph.D.)

08/25/11 – Why Students Forget Most of What They're Taught...And What You Can Do About It (Keith B. Lyle, Ph.D.)

09/30/11 – From Theory to Practice: Reflections on Implementing Evidence-Based Teaching Strategies, Part 1 (SPHIS Faculty)

11/04/11 – Tools for Assessing Critical Thinking (Cathy Bays, Ph.D.)

12/02/11 – Strategies for Enhancing Your Teaching Effectiveness (Marie Kendall Brown, Ph.D.)

02/03/12 – Designing a Learning-Centered Syllabus (Patricia Payette, Ph.D.)

03/16/12 – From Theory to Practice: Part 2 (SPHIS Faculty)

c. Description of formal procedures for evaluating faculty competence and performance.The formal process to evaluate faculty competence and performance begins with the department chairs. Annually, each chair reviews the full range of information regarding faculty performance in research, teaching and service, using criteria as described above, with the assignment of duties document as the standard of measurement. Ratings and recommendations for salary adjustment under the school’s performance-based salary increase policy are reviewed with each faculty member and forwarded through the associate dean responsible for faculty affairs to the dean. Evaluation forms become a permanent part of each faculty member’s file.

The Promotion, Appointment and Tenure (PAT) Committee reviews the performance of tenured faculty no less than every five years as part of the Periodic Career Review process. Additionally, formal review of tenure track faculty at the assistant professor level occurs during or after year 3 of the appointment cycle, in order to apprise faculty members of their progress toward achievement of promotion and tenure. As part of this activity, all activities in research, teaching and service are closely assessed under the guidelines stipulated by the Redbook. Faculty members are provided feedback through their chairs at the conclusion of the formal review process.

d. Description of the processes used for student course evaluation and evaluation of instructional effectiveness.Susan or Tammie. Assessment of the extent to which this criterion is met and an analysis of the school’s strengths, weaknesses and plans relating to this criterion.This criterion is met. Faculty development is supported strongly and complemented with evaluation of their performance, competence and teaching abilities. Community service activities are given appropriate emphasis in the promotion and tenure process.

4.3 Student Recruitment and Admissions. The school shall have student recruitment and admissions policies and procedures designed to locate and select qualified individuals capable of

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Sent to Pete.


taking advantage of the school’s various learning activities, which will enable each of them to develop competence for a career in public health.a. Description of the school’s recruitment policies and procedures. If these differ by degree (eg, bachelors vs. graduate degrees), a description should be provided for each.The school’s recruitment policy and strategies are as follows:

Policy: The University of Louisville's School of Public Health and Information Sciences is committed to recruiting an academically talented and diverse student population. Applicants for masters’ and doctoral degree programs are recruited from local, regional, state, national and international individuals who hold at a minimum a baccalaureate degree. Having students learn from each other is an important part of SPHIS’ educational mission. Therefore recruitment seeks a diverse student population that encompasses a wide range of characteristics, including social and economic backgrounds, races and ethnicities, special talents and personal achievement.

There is a centralized recruitment plan for school-wide programs (the Bachelor in Public Health, Bachelor/MPH, and MPH degree programs). Recruiting of master’s and doctoral level students is managed by the individual programs with administrative support provided by Student Services under the direction of the Associate Dean for Student Affairs. The policies/procedures followed by each program are discussed below

Goal:

o A 15% increase in the number of incoming MPH students through 2013.

o 25 students in the Bachelor in Public Health program by Fall 2012

o 15 students in the /MPH program by Spring 2013

Recruitment Strategies

Bachelor in Public Health:

Community Outreach

Initiatives Resources Needed/Personnel involved

Timeline

Recruit community college students and other transfer students. A sizeable number of underrepresented and low-income students are enrolled at community colleges. Forming partnerships with these institutions is a strategy for recruiting under-represented students.

Personnel/Muldoon Ongoing, begin no later than 2/15/12.

High School Outreach

Initiative Resources needed TimelineCollaborate with pre-college programs, high schools, and Magnet schools to identify prospective recruits

Personnel/Muldoon Ongoing, beginning immediately

Hold informational event in spring ’12 and fall ’12 semesters

$500/ Taylor

Advertise in UofL’s daily publication “The Cardinal”

$1000/ Taylor

Section 5, Page 13


Should these be considered Tables? Figures?


Send promotional mailings to high schools

$200/Taylor

Offer 3-day summer programs (“camps”) that expose high school students to public health. Students will attend lectures, take public health oriented field trips, conduct experiments, and learn about the college entrance requirements, application, and financial aid.

$1000- Personnel, facilities and refreshments/ Zeirold

Summer 2012 or 2013

BS/MPH and MPH Programs

Initiative Resources needed Timeline

Recruit at 1 graduate school fair and/or conferences

$1500-Personnel and table costs /Muldoon and Student Services

Variable

Establish relationships with faculty at other institutions to facilitate referral of potential graduate students

Personnel/email to avoid postage/ Muldoon

Immediate

Collaborate with UofL departments of Biology, Chemistry, Psychology, Social Work, Math, and Communications to introduce public health career options to their students

Personnel / Muldoon Spring 2012

Host information sessions at the Career Development Center for prospective graduate students

Personnel/mileage/parking/ Muldoon and volunteer students

Quarterly or by semester

Collaborate w/ Mordean Taylor-Archer in obtaining contact information on black undergrad students in the U.S

Personnel time / Muldoon Early spring semester ‘12

Collaborate w/ Mordean Taylor-Archer in obtaining contact information on Porter Scholars

Personnel time / Muldoon Early spring semester ‘12

Encourage underrepresented undergraduate students (presentations to university-sponsored clubs that include underrepresented students) to pursue graduate education

$500 Refreshments

Personnel/mileage/parking/MuldoonMarch

Senior letters

Include RSVP meet with students in library

$1000 postage absorbed by MPH program/ Refreshments/ Jacobs, Thomas

NPHW 12-1 April 2-8

Develop a list of schools with Personnel / Student Services

Section 5, Page 14


enrollment numbers in 7 contiguous states without MPH program (e.g., Murray, Morehead, Transylvania, Georgetown) that are 60-90 miles from a school of public health

Place ads in school newspapers for schools above

$$$ depending on number of ads absorbed by MPH program/Student Services

Contact Bellarmine about career/educational fair

Personnel/cost of booth absorbed by MPH program/Student Services

KPHA conference Personnel and booth cost absorbed by MPH program/Thomas, Lewis, Muldoon

March

All Programs:

Initiative Resources Needed Timeline

APHA Conference Personnel/Funds (approximately $1500/person paid by departmental funds) – Muldoon, Wilson

November 2012

New recruitment video featuring students, approximately 3 minutes long

Personnel/ Video equipment/ Time spent editing – equipment donated by Scott LaJoie/ LaJoie

March 2012

Update website Personnel /Cost of redesigning website “skin” programmed by Plone/Schreck, Banta

By end of spring semester ’12 (?)

b. Statement of admissions policies and procedures. If these differ by degree (eg, bachelors vs. graduate degrees), a description should be provided for each.Bachelor in Public Health

MPHThe ideal candidate for admission to the MPH program has received the equivalent of a bachelors degree or higher, has education or training in one or more health-related fields, has worked or studied in a public health-related situation, can comprehend and communicate effectively in English, has the recommendations of at least three persons in a health-related or advanced education field, has performed satisfactorily in one or more standardized test, and is very interested in pursuing a career in public health or a related field.

The requirements for admission to the MPH program are:

Bachelors degree from an accredited institution or its equivalent

Recommended minimum GPA of 3.0 on a 4.0 scale

If candidate’s primary language is not English, one of the following:

o Test of English as a Foreign Language (TOEFL) exam with a minimum score of 250 (after conversion for test type)

Section 5, Page 15


Retrieved from https://sharepoint.louisville.edu/sites/sphis/do/aa/apc/pubs/MPH%20Program%20NO%20HX.pdf on March 20.


o Passing the exit examination for the advanced level of the Intensive English as a Second Language Program at the University of Louisville

o Degree from an accredited U.S. institution (requires provisional admission with evaluation of English language competency and potential requirement to pass the exit examination for the advanced level of the Intensive English as a Second Language Program at the University of Louisville)

An application is considered once all of the following requirements have been received:

Graduate application and payment of application fee.

Three letters of recommendation written within the last twelve months.

Official transcripts of all degrees.

Resume or curriculum vitae.

One-page personal statement written by the application that is a clear, substantive description of his or her goals in public health, noting any professional or research experience.

Official score from any of the following standardized tests: GRE, MCAT, DAT, GMAT, or LSAT.

International applicants: Foreign credential evaluation of all degrees from non-U.S. institutions. Please contact the MPH program prior to completing this requirement.

Dual Bachelor-MPH DegreeAdmission criteria for the undergraduate component of the bachelor-MPH program are:

Undergraduate student in good standing in the University of Louisville

Completion of at least 45 credit hours of undergraduate studies. However, an admitted student may not enroll in any core MPH course until completion of 60 credit hours of undergraduate studies.

GPA of 3.25 or higher for unconditional admission and 3.0 to 3.2499 for conditional admission

Permission of the director of the undergraduate program (“major field”) in which the student is or becomes enrolled.

The major field is not required to be related to the health sciences.

Application requirements for the undergraduate component are:

Completed program application

The application includes name, contact information, and grant of permission for the school to access the applicant’s university records.

To continue in the undergraduate component, a student must:

Maintain student status in the university

Earn a B- or higher in each of the five required public health courses; if conditionally admitted, earn a B or higher in the first required public health course taken

Criteria for admission to the MPH component are:

Bachelor degree from the University of Louisville

Unconditional admission: undergraduate GPA of 3.25 or higher and grade average of 3.0 in the five required public health courses with no grade below B-

Conditional admission: undergraduate GPA of 3.0 to 3.2499 and no grade below B- in the five required public health courses

Application requirements for the MPH component are:

Completed graduate application and $50 application fee

Section 5, Page 16


Retrieved from https://sharepoint.louisville.edu/sites/sphis/do/aa/apc/pubs/Bachelor-MPH%20program%20NO%20HX.pdf on March 20.


MS/BDSThe M.S. program is available to students who have completed an undergraduate degree in biostatistics, statistics, decision science, or a related discipline and competency in college-level calculus and statistics, as evidenced by transcripts from postsecondary institutions attended by the applicant.

The following are additionally required for admission:

Graduate application (see www.graduate.louisville.edu) submitted to the School of Interdisciplinary and Graduate Studies (SIGS).

Non-refundable application fee.

At least two letters of recommendation written within past twelve months (can be submitted with form at http://graduate.louisville.edu).

Submission of GRE Quantitative section score to SIGS (no minimum score required).

All postsecondary transcripts (may require foreign credential evaluation if not from accredited U.S. institution).

Statement of goals submitted to the department office (must include desired academic and degree program).

MS/EpiStudents with a prior baccalaureate or more advanced degree in an appropriate field of study, from a regionally accredited university or college are eligible for the M.S. program in epidemiology. Previous coursework in mathematics and/or statistics and biological or health sciences (for example, biology, biochemistry, anatomy, physiology, microbiology) is strongly recommended. Applicants who are judged to not have sufficient prior coursework or experience in these areas may be required to take additional coursework.


Undergraduate GPA at least 3.0 on 4.0 scale

Official GRE scores taken within the past five years. Score greater than the 50th percentile on each of the quantitative and verbal sections is recommended.

If applicable, Test of English as a Foreign Language (TOEFL) score in at least 60th percentile

MSc/CISApplicants should have a minimum of 3.0 on a 4.0 scale and, in most cases, should have completed a professional doctoral degree (e.g., DM.D., D.O., M.D.) or academic degree from an accredited institution or its equivalent. Other applicants with research experience may be considered (e.g., research coordinator).

Application requirements are submitted to the Graduate School Office of Admissions and include:

Formal application

Curriculum vitae

Personal statement, a one-page essay that discusses the student’s background and his or her long-term goals in clinical research

Application fee

A minimum of two letters of recommendation

Official transcripts of all college work

Official scores on the Graduate Record Examination (GRE) General Test (if applicant does not have a doctoral degree)

PhD in Biostatistics

Section 5, Page 17


Retrieved from https://sharepoint.louisville.edu/sites/sphis/do/aa/apc/pubs/CREST%20MSc%20program%20NO%20HX.pdf on March 20.


Retrieved from https://sharepoint.louisville.edu/sites/sphis/do/aa/apc/pubs/Epi%20MS%20program%20NO%20HX.pdf on March 20.


Retrieved from https://sharepoint.louisville.edu/sites/sphis/do/aa/apc/pubs/Biostat-Dec%20Sci%20MS%20program%20NO%20HX.pdf on March 20.


The Ph.D. program is available to students who are entering from the M.S. program or to students entering with a master’s degree in biostatistics, statistics, decision science, or a related discipline.


Graduate application (see www.graduate.louisville.edu) Ph.D. in Biostatistics Page 4 of 8

Non-refundable application fee

At least two letters of recommendation written within past twelve months, which may be submitted with the form available at http://graduate.louisville.edu/app/grad-rec.pdf

Submission of GRE Quantitative section score to graduate admissions (no minimum score required)

All postsecondary transcripts (may require foreign credential evaluation if not from an accredited U.S. institution)

Statement of goals submitted to the department office, including the desired emphasis, if any.

PhD/PHSApplicants for the PhD degree must submit an application along with:

• transcripts from all post-secondary educational institutions;

• official report of GRE scores;

• personal statement indicating area of research interest;

• two letters of recommendation; and

• curriculum vitae or resume.

MD-MPH

MD-MSC

MPH-MUP

PhD-MS in Biostatistics and Decision Science

c. Examples of recruitment materials and other publications and advertising that describe, at a minimum, academic calendars, grading and the academic offerings of the school. If a school does not have a printed bulletin/catalog, it must provide a printed web page that indicates the degree requirements as the official representation of the school. In addition, references to website addresses may be included.The 2011-12 SPHIS Catalog is available at https://sharepoint.louisville.edu/sites/sphis/do/aa/catalog/pubcat/SPHIS%20Catalog.pdf.

For examples of recruitment materials and other publications and advertising, please see Appendix IX-3, the resource file and our website at http://louisville.edu/sphis/prospective-students/.

d. Quantitative information on the number of applicants, acceptances and enrollment, by concentration, for each degree, for each of the last three years. Data must be presented in table format. See CEPH Data Template 4.3.1.Please see the following table.

Table 4.3.1 Quantitative Information on Applicants, Acceptances, and Enrollments, 2009 to 2012

Section 5, Page 18


Template 4.3.1 Admissions Process Data: Information on Applicants, Acceptances, and New Enrollments, by Specialty Area for the last 3 years


Has this been updated?

http://louisville.edu/sphis/prospective-students/

https://sharepoint.louisville.edu/sites/sphis/do/aa/catalog/pubcat/SPHIS%20Catalog.pdf

http://graduate.louisville.edu/app/grad-rec.pdf


Year 1

2009-10

Year 2

2010-11

Year 3

2011-12

Biostats MS Applied 17 16 12

Accepted 11 8 6

Enrolled 10 2 4

Biostats PhD Applied 9 12 20

Accepted 5 9 10

Enrolled 2 3 5

CREST MSc Applied 12 18 9

Accepted 9 15 9

Enrolled 9 13 9

MPH Applied 118 138 126

Accepted 50 62 52

Enrolled 34 39 30

Epi MS Applied 8 10 7

Accepted 1 8 2

Enrolled 0 7 2

Epi PhD Applied 11 12 5

Accepted 9 6 2

Enrolled 5 5 0

Env PhD Applied 6 3 4

Accepted 2 0 2

Enrolled 2 0 0

Health Mgmt PhD

Applied 11 8 11

Accepted 2 2 6

Enrolled 1 2 5

Health Promotion PhD

Applied 6 6 10

Accepted 2 0 6

Enrolled 2 0 4

e. Quantitative information on the number of students enrolled in each specialty area identified in the instructional matrix, including headcounts of full- and part-time students and a full-time-equivalent conversion, by concentration, for each degree, for each of the last three years. Non-degree students, such as those enrolled in continuing education or certificate programs, should not be included. Explain any important trends or patterns, including a persistent absence of students in any degree or specialization. Data must be presented in table format. See CEPH Data Template 4.3.2.Please see the following table.

Section 5, Page 19


Table 4.3.2 Student Enrollment Data from 2009 to 2012

Year 12009-10

Year 22010-11

Year 32011-12

FT PT HC FTE FT PT HC FTE FT PT HC FTE

Biostats MS 14 14 28 11 14 25 4 10 14

Biostats PhD 25 7 32 22 4 26 16 5 21

CREST MSc 3 56 59 6 52 58 5 35 40

MPH 115 62 177 113 65 178 55 53 108

Epi MS 1 1 2 9 3 12 4 5 9

Epi PhD 17 11 28 28 10 38 15 10 25

Env PhD 7 6 13 9 3 12 6 2 8

Health Mgmt PhD

8 12 20 6 15 21 13 8 21

Health Promotion PhD

8 21 29 13 20 33 8 10 18

f. Identification of measurable objectives by which the school may evaluate its success in enrolling a qualified student body, along with data regarding the performance of the school against those measures for each of the last three years.Assessment of the programs in the school will utilize the following measures and targets pertaining to its success in enrolling a qualified student body. The measures and targets apply to each class of students enrolled in each program and for the school overall.

Enrolled students characteristics

o Pre-admission GPA – average of 3.0 or higher: At this time, the university does not collect this information in a format that is easily accessible. We are in the process of developing a system with the Office of Institutional Research and Planning to collect the data.

o Pre-admission standardized test scores – average of 70th percentile or higher: Please see Table 4.3.3 below.

Admission rate – 70% or less (number of admissions / number of applications): Please see Table 4.3.4 below.

Enrollment rate – 70% or more (number of enrollees / number of acceptances) Please see Table 4.3.5 below.

Student assessment – 80% or more agree they are able to do the work (questionnaire at end of each year): In a baseline survey done in the spring of 2006, 87% of currently enrolled SPHIS students feel they have the skills to serve as an effective professional. This survey will be conducted annually of continuing and graduating SPHIS students.

Student GPA – average of 3.3 or higher (at end of each year): Please see Table 4.3.6 below.

Graduation rate – 80% or more (see Criterion X)

Student scholarly papers, presentations, posters or grants will be submitted by or awarded to 10% or more of enrolled, full-time students each year: Please see Table 4.3.7 below.

Table 4.3.3: Pre-admission Standardized Test (GRE) Scores for Each of the Last Four Years

Section 5, Page 20


Template 4.3.2 Total Enrollment Data: Students Enrolled in each Area of Specialization Identified in Instructional Matrix for each of the last 3 years


Component Target Fall 2010 Fall 2011 Fall 2012VerbalQuantitativeAnalytical Writing

Table 4.3.4: Admission Rate by Program, 2002-03 to Present

Degree Program Target Fall 2010 Fall 2011 Fall 2012MPH 70%MS/BDS 70%MS/Epi 70%MSc/CIS 70%PhD/BDS 70%PhD/EPI/PHS 70%Average 70%

Table 4.3.5: Enrollment Rate by Program, 2002-03 to Present1

Degree Program Target Fall 2010 Fall 2011 Fall 2012MPH 70%MS/BDS 70%MS/Epi 70%MSc/CIS 70%PhD/BDS 70%PhD/EPI/PHS 70%Average 70%

Table 4.3.6: Student GPA by Program, Spring 2003 to Spring 2006

Degree Program Target Fall 2010 Fall 2011 Fall 2012MPH 3.3BDS/PhD/MS 3.3MS/Epi 3.3CIS/PhD/MSc 3.3Undecided 3.3Average 3.3

Table 4.3.7: Number of Full-Time Students/Percentage Involved in Scholarly Work by Program, Fall 2002 to Fall 2006 (estimated)

Degree Program Target Fall 2010 Fall 2011 Fall 2012MPH 10%MS/BDS 10%MS/Epi 10%MSc/CIS 10%PhD/BDS 10%PhD /PHS 10%TOTAL 10%

g. Assessment of the extent to which this criterion is met and an analysis of the school’s strengths, weaknesses and plans relating to this criterion.

4.4 Advising and Career Counseling. There shall be available a clearly explained and accessible academic advising system for students, as well as readily available career and placement advice.

1 Student enrollment is based on fall numbers.

Section 5, Page 21


Add new degree programs.


a. Description of the school’s advising services for students in all degree programs, including sample materials such as student handbooks. Include an explanation of how faculty are selected for and oriented to their advising responsibilities.BS and Bachelors MPH Programs: Advising for the BS and Bachelors/MPH programs will take place on the Belknap campus. A staff member will be identified to hold regular office hours to assist students. In addition, the Associate Dean for Student Affairs will continue to meet annually with the other Arts and Sciences academic advisors to provide them up-to-date information about our programs.

MPH Programs: Year One: The MPH Program Director serves as the primary student advisor with assistance from the MPH program advisory committee as needed.

After students have identified a concentration or are admitted to the independent track curriculum, students are assigned an academic advisor from the concentration department. For the independent track curriculum, the MPH program works with the student and department chairs to identify an appropriate academic advisor. The responsibilities of the faculty academic advisor is to provide the student academic guidance during the second year of the MPH program.

The faculty program advisor is the faculty member within SPHIS that leads the student’s practicum experience. The faculty mentor is charged with the responsibility of understanding all requirements. The faculty mentor serves as a section director for the P.E. (PHPH-679) and is responsible for assigning and reporting the grade the student receives for the course. The faculty mentor may serve as the student’s academic mentor during the second year of the MPH program.

Modification:

Practicum mentoring team: A team of a minimum of two faculty from each department will serve on the practicum mentoring team. This team will be responsible for al of the practicum students in a given academic year. Students will be assigned to a member of the practicum mentoring team and that faculty member, in consultations with the practicum mentoring team, will be charged with the responsibility of ensuring, as far as possible, that the student satisfies all of the requirements of the practicum in a timely manner. The faculty mentor serves as a section director for the P.E. (PHPH-679) for each assigned student and is responsible for assigning and reporting the grade the student receives for the course.

MS and PhD programsIndividual departments maintain responsibility for identifying and assigning mentors for MS and PhD students. Each incoming MS and PhD student is assigned an academic advisor who serves as the student's primary mentor during the time that the student is doing coursework in their program, advising in course selection and related academic matters. Once a thesis/dissertation advisor is selected, s/he will normally assume the role of academic advisor for the remainder of the student's program. The respective programs attempt to assign advisors to students with similar backgrounds and interests. A student may petition to change academic advisors at any time by request to the Associate Dean for Academic Affairs.

b. Description of the school’s career counseling services for students in all degree programs. Include an explanation of efforts to tailor services to specific needs in the school’s student population.The University of Louisville’s Career Development Center (CDC), located on the main campus, coordinates efforts of students, alumni, employers, faculty, staff and parents in managing career development, recruitment efforts, and nurturing the career planning of students.

Specifically, the purpose of the CDC is to help UofL students and alumni:

Develop self-knowledge related to career choice and work performance by identifying, assessing, and understanding their competencies, interests, values, and personal characteristics.

Obtain educational and occupational information to aid career and educational planning and to develop an understanding of the world of work.

Select personally suitable academic programs and experiential opportunities that optimize future educational employment options.

Gain experience through student activities, community service, student employment, research projects, cooperative education, internships and other opportunities.

Section 5, Page 22


Take responsibility for developing career decisions, graduate/professional school plans, employment plans and/or job search competencies.

Prepare for finding suitable employment by developing job-search skills, effective candidate presentation skills and an understanding of the fit between their competencies and both occupational and job requirements.

Link with alumni, employers, professional organizations and other who will provide opportunities to develop professional interests and competencies, integrate academic learning with work and explore future career possibilities.

Seek a desired employment opportunity or entry into an appropriate educational graduate or professional program.

Prepare to manage their careers after graduation.

There is a CDC liaison specifically assigned to SPHIS, Becky Clarke, who has an office on the Health Science campus, giving students easy access for consultation. Ms. Clarke offers a variety of services and programs for SPHIS students, including conducting mock interviews, resume writing, etc. Recent or upcoming programs include a “Taste of Success” event held at the school. Career development coaches were available in the evening after classes at a one-stop center for providing valuable tips and information to student, either with their resumes or with mini-mock interviews. To meet another of the students’ stated needs, an Etiquette Dinner allowed the students to participate in a full four-course meal and learn the ins-and-outs of dining etiquette. The CDC and the school have heavily promoted a Virtual Public Health Career Fair. Sponsored by the Association of Schools of Public Health, this fair virtually connects public health graduates and employers (including the Center for Disease Control and Prevention, the Food and Drug Association, and the National Board of Public Health Examiners).

c. Information about student satisfaction with advising and career counseling services.In 2009 and , the university’s Office of Institutional Research and Planning has administered surveys to active SPHIS students. Response rates are predictably low (averaging at around 25% participation rate) due to student dispersion and competing time demands. With the 2011 graduating class, surveys included questions on availability, knowledge, and satisfaction with academic and career advising. On a scale from 1-5, where 1-5 referred to being “extremely poor”, “below average”, “average”, “above average” and “excellent,” respectively, scores were generally positive for advising items; 72-82% of the students rated academic advising services as “above average” or “excellent”, and 44-72% of the students rating career advising services as “above average or “excellent”.

Table 4.4.1: [Title]

Survey Item Response

Very Dis-satisfied

Dis-satisfied

Neutral Satisfied Very Satisfied

How satisfied were you with the Career Development Center resources and workshops?

9.4% 16.7% 8.3% 50.0% 25.0%

Extremely Poor

Below Average

Average Above Average

Excellent

The quality of the helpfulness of the staff (including advisors, coop/career placement, students services was:

0.0% 5.1% 12.8% 15.4% 66.7%

The availability of academic advisors was:

0.0% 5.9% 23.5% 20.6% 50.0%

The knowledge of academic requirements by academic advisors was:

0.0% 2.9% 25.7% 25.7% 45.7%

Section 5, Page 23


The helpfulness of career counseling was:

0.0% 8.6% 20.0% 25.7% 45.7%

Strongly Disagree

Disagree Neutral Agree Strongly Agree

I would rate my agreement with respect to the SPHIS faculty regarding accessibility of the faculty for academic advising was:

0.0% 5.3% 10.5% 42.1% 42.1%

I would rate my agreement that faculty provide effective academic advising as:

0.0% 8.1% 10.8% 43.2% 37.8%

Links to the 2009 & 2011 SPHIS Alumni Surveys

2009: http://qmsweb.louisville.edu/blue/a.aspx?l=494_221_AAAAAAAAPus

2011: http://qmsweb.louisville.edu/blue/a.aspx?l=1192_503_AAAAAAAAkVE

d. Description of the procedures by which students may communicate their concerns to school officials, including information about how these procedures are publicized and about the aggregate number of complaints and/or student grievances submitted for each of the last three years.Over the last three years, there have been three types of mechanisms for communication of student concerns. The first is Town Hall Meetings, used in the MPH program to disseminate information pertinent to that degree and to answer any questions and concerns the student may have. Separate meetings are held for first and second year students. The second mechanism is “Dinner with the Deans” held each semester. This event was created to increase visibility of the Dean’s office for the students and to allow them to question the Deans with any issue about which they have concerns. The third mechanism is the role of the Associate Dean for Student Affairs, who serves as a student advocate.

In addition, an informal process has developed such that students regularly consult with the Assistant Director of Student Services with respect to concerns. Examples of student concerns include,

• Inadequate space for student studying and group work;

• Lack of a refrigerator;

• Lack of private space for lactating students.

As a result of these specific examples, respectively, space has been designated for student studying and group work; the decision was made not to place a general-use refrigerator in the SPHIS building for hygienic reasons; and a space has been designated for lactating students’ use.

Since 2006, there has been one grievance filed by a student. That grievance was heard by the school’s grievance committee and the decision was found to be not in favor with the student. The student did not appeal, and is graduating in spring 2011.

e. Assessment of the extent to which this criterion is met and an analysis of the school’s strengths, weaknesses and plans relating to this criterion.It has been assessed that the above three mechanisms are not entirely effective for hearing student complaints. The students have very tight and variable schedules so events such as Town Hall meetings and Dinner with the Deans are not well attended. In addition, students do not feel entirely comfortable airing their complaints to faculty who presently, or may be in the future, evaluating them in the classroom. Finally, the current generation of students is more comfortable interfacing using an electronic format. Thus the MPH Committee is working with IT to develop a blog on Blackboard, on which students may voice their concerns and choose whether or not to be anonymous in doing so. The Dean, the Associate Deans, the MPH Program Director and the Assistant Director of Student Services will have access to the site to respond to issues.

Section 5, Page 24

http://qmsweb.louisville.edu/blue/a.aspx?l=1192_503_AAAAAAAAkVE

http://qmsweb.louisville.edu/blue/a.aspx?l=494_221_AAAAAAAAPus

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