· web view4.0 faculty, staff and students 4.1 faculty qualifications. the school shall have a...

University of Louisville School of Public Health and Information Sciences May 6, 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, 16 additional faculty members have been hired and ten have left the school.1 As of August 1, 2012 the school had 40 full-time faculty2 (39.64 FTE) and one part-time faculty member (0.70 FTE) in its five academic departments. A total of 14 faculty are tenured, nine are in tenure-track positions, and 18 in term-track positions. The faculty complement 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. The target set in 2009 was to achieve a total of at least 45 full-time faculty members by 2015.

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 (Appendix 1.3.1).

Faculty appointments and ranks are defined and outlined by the University of Louisville Redbook, available at http://www.louisville.edu/provost/redbook/, as well as in the SPHIS PAT document, and are summarized below:

Faculty RankFaculty ranks are professor, associate professor, assistant professor and instructor.

Type of AppointmentsFull-time Appointments

Requirements for appointment to a full-time faculty position in the school include, as a minimum, advanced terminal, usually doctoral, degree (MD, PhD, DrPH, DSc, EdD or equivalent). 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

1 Of the ten faculty members who have left the school: one retired; one enrolled in medical school; two returned to countries of origin, one of which for family reasons and the other of which to become head of a new division at a prominent medical school; two changed academic focus and accepted faculty positions in other units at the University of Louisville; one accepted a research scientist position with a pharmaceutical company in another state; one established a private health equity consulting firm in another state; and the remaining two accepted faculty and/or administrative positions at universities in other states.2 The university considers employees of greater than 0.80 FTE to be full-time.

http://www.louisville.edu/provost/redbook/


would normally be granted.

Tenured Appointments

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 a teaching institution but 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 within the university 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.

4.1.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 pages for Tables 4.1.1 through 4.1.5.


Table 4.1.1: Primary Faculty who Support Degree Offerings of the School or Program: Bioinformatics and Biostatistics (BB)Name Title/

Acad. Rank

Tenure Status

FTE

Gen

der

Eth

nici

ty3

Gra

duat

e D

egre

es

Ear

ned

Institution Discipline Teaching Areas Research Interest

Brock, Guy Assoc. Prof

Tenure Track

1.00 M W MSPhD

University of New Mexico Statistics BiostatisticsBioinformaticsSurvival AnalysisCategorical Data

AnalysisStatistical Computing

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

Datta, Somnath Prof 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

Datta, Susmita Prof Tenured 1.00 F A PhD University of Georgia Statistics BiostatisticsBioinformatics

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

Goldsmith, Jane Assoc Prof

Term Track

0.82 F W PhDMS

Case Western Reserve University

Mathematics & Statistics

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

Kim, Seong Ho Asst Prof Term Track

1.00 M A MSPhD

Korea Advanced Institute of Science & Technology

Applied Statistics BioinformaticsBiostatistics

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

Kong, Maiying Assoc Prof

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

Kulasekera, Karunarathna

Chair & Prof

Tenured 1.0 M A PhD University of Nebraska-Lincoln

Statistics Statistics No teaching responsibilities currently

Lorenz, Douglas Asst Prof 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

Parrish, Rudolph Prof Tenured 1.00 M W PhD University of Georgia Statistics Biostatistics Clinical trials, statistical methodology, genomic biomarkers, complex disease

Rai, Shesh N. Prof Tenured 1.00 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.

Wu, Dongfeng Assoc Prof

Tenure Track

1.00 F A MSPhD

University of California (Santa Barbara)

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

3 Ethnicity: A, Asian, Asian ancestry; H, Hispanic, Hispanic ancestry; B, black, black ancestry; and W, white, white ancestry


Table 4.1.2: Primary Faculty who Support Degree Offerings of the School or Program: Environmental and Occupational Health Sciences (EOHS)Name Title/ Acad.

RankTenure Status

FTE

Gen

der

Eth

nici

ty

Gra

duat

e D

egre

es

Ear

ned


Hoyle, Gary Prof Tenured 1.00 M W PhD Duke University Biochemistry Environmental Health

Pulmonary Toxicology

Pulmonary toxicology

Jacobs, Robert Prof Term Track

1.00 M W PhDMS

University of North Carolina School of Public Health

Baylor University

Environmental Sciences & Engineering

Limnology

Environmental Health

Indoor Air Quality; Exposure Assessment, Risk Analysis

Neal, Rachel Asst Prof 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

Ramos, Irma Asst Prof Term Track

1.00 F WH

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

Tollerud, David Chair & Prof

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

Zhang, Qunwei Assoc Prof 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

Table 4.1.3: Primary Faculty who Support Degree Offerings of the School or Program: Epidemiology and Population HealthName Title/ Acad.

RankTenure Status

FTE

Gen

der

Eth

nici

ty

Gra

duat

e D

egre

es

Ear

ned


Baumgartner, Kathy B.

Assoc Dean for Faculty Affairs & Prof

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 & Prof

Tenured 1.00 M W PhDMA

University of Texas School of Public Health

Southern Illinois University

EpidemiologyAnthropology

Epidemiology Chronic disease epidemiology (obesity, diabetes, cardiovascular, cancer)

Devasia, Rose Asst Prof Term Track

0.70 F A MDMPH

University of Louisville Vanderbilt University

Medicine, Infectious Diseases

Epidemiology Drug-resistant tuberculosis, community-acquired pneumonia, antibiotic resistance


Name Title/ Acad. Rank

Tenure Status

FTE

Gen

der

Eth

nici

ty

Gra

duat

e D

egre

es

Ear

ned


Groves, Frank Asst Prof Tenure Track

1.00 M W MDMPH

Louisiana State UniversityJohns Hopkins University


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

Hornung, Carlton Prof Tenured 1.00 M W MAPhDMPH

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.

Kerber, Richard Assoc Prof Tenured 1.00 M W MAPhD

Northwestern University Anthropology Epidemiology Genetic, genomic, & molecular epidemiology, advanced methods, aging, cancer

Muldoon, Susan Assoc Dean for Student Affairs & Asst Prof

Term Track

1.00 F W PhDMPH

University of Pittsburgh University of Illinois at Chicago

EpidemiologyHealth Resources Management

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

O’Brien, Liz Asst Prof Term Track

1.00 F W MAPhD

Northwestern University Anthropology Epidemiology Population genetics, aging, cancer

Taylor, Kira Asst Prof 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

Yang, Dongyan Instr. Term Track

1.00 F A MDMS

Tianjin Medical UniversityUniversity of Alabama at Birmingham

MedicineBiostatistics

Epidemiology Cancer epidemiology, cardiovascular disease, clinical trials

Zierold, Kristina Asst Prof Tenure Track

1.00 F W MSPhD

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


Table 4.1.4: Primary Faculty who Support Degree Offerings of the School or Program: Health Management and Systems Sciences (HMSS)Name Title/ Acad.

RankTenure Status

FTE

Gen

der

Eth

nici

ty

Gra

duat

e D

egre

es

Ear

ned


Austin, Ray Asst Prof Term Track

1.00 M W PhDMA

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

Esterhay, Robert Chair & Assoc Prof

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

Nesbitt, LaQuandra

Asst Prof Term Track

1.00 F B MDMPH

Wayne State UniversityHarvard School of Public Health

MedicineHealth Care Management & Policy

Public Health Practice

Health disparities, health equity

Olson-Allen, Susan

Asst Prof Term Track

1.00 F W PhDMA

University of LouisvilleGeorge Washington University

Urban & Public Affairs

Security Policy Studies

Health Management

Public health & the built environment

Steiner, Robert William Prasaad

Prof 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.

Wainscott, Barry Asst Prof Term Track

1.00 M W MDMPH

University of LouisvilleUniversity of California (Berkeley)


Management Health Management, Communicable Disease, Population Health Intervention Effectiveness

Table 4.1.5: Primary Faculty who Support Degree Offerings of the School or Program: Health Promotion and Behavioral Sciences (HPBS)Name Title/ Acad.

RankTenure Status

FTE

Gen

der

Eth

nici

ty

Gra

duat

e D

egre

es

Ear

ned


Clover, Richard Dean and Prof

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

Infectious Disease Epidemiology

Harris, Muriel Assoc Prof Term Track

1.00 F B MPHPhD

University 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


Name Title/ Acad. Rank

Tenure Status

FTE

Gen

der

Eth

nici

ty

Gra

duat

e D

egre

es

Ear

ned


LaJoie, A. Scott Assoc Prof 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

McKinney, Paul Assoc Dean for Rsrch & Prof

Tenured 1.00 M W MD University of Texas Internal Medicine Evaluation of Health Care Literature

Bioterrorism; epidemiology of infectious diseases

Walton, Peter Assoc Dean for Acad. Affairs & Asst Prof

Term Track

1.00 W MD University of Pennsylvania Medicine Introductory Public Health

Health equity, evolutionary biology & public health, health behavior

Wilson, Richard Chair & Prof

Term Track Rolling

1.00 M W DHScMPH

Loma Linda University School of Public Health

Public health Health Education & Promotion

Program & policy evaluation

Please see following page..


BS/BA in Public HealthTable 4.1.6 lists the projected enrollment and faculty FTE requirements for the BS/BA in Public Health, which is scheduled to begin Fall 2013. Projections for enrollment are based on the following assumptions:

1. The program will start with a modest number of students (20) who begin taking public health courses in their junior year after taking two years of general education courses

2. The program will double in size for the next two years, with 40 and 80 entering students, respectively3. The rate of increase will begin to slow, with a 60% increase in the fourth year and a 40% increase in

the fifth year

These numbers are consistent with enrollment in undergraduate programs in public health in other large public universities such as the University of South Florida and East Tennessee State University.

Projections for faculty FTE are based on the following assumptions:

1. A maximum student: teacher ratio of 30 for the program2. A 3- hour lecture course represents 8% annual effort for a full-time faculty member3. Seminars and lab sections will enroll up to 25 students per section4. Lecture courses will enroll up to 100 students per section

Table 4.1.6: Projected enrollment and faculty FTE requirements for undergraduate degree program in public health

Year 1(2013-14)

Year 2(2014-15)

Year 3(2015-16)

Year 4(2016-17)

Year 5(2017-18)

Students in junior year 20 40 80 130 180Students in senior year 0 20 40 80 130Total number of students in program

20 60 120 210 310

Projected Faculty FTEb 2.02 2.17 2.69 3.20 4.41

For additional information, please see section two of the undergraduate curriculum.

4.1.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 currently ten voluntary faculty who are involved in teaching and mentoring of students (Table 4.1.7). 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 described in Appendix B of the school’s “Policy for Promotion, Appointment and Tenure and for Periodic Career Review” document.

Please see the following page for Table 4.1.7.


Table 4.1.7: 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)

EOHS Bhatnagar, Aruni Professor Professor of Medicine and Distinguished University Scholar, UofL

NA M A MS, PhD Biochemistry, Chemistry

No teaching responsibilities currently

HPBS Buchar, Joan Assistant Professor

Program Officer, Foundation for Healthy Kentucky

NA F W MS, PhD Health Sciences, Public Health

Community Organization & Health Policy Advocacy

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

HMSS Heinbokel, John Assistant Professor

Consultant, CIESD, LLP NA M W AB, PhD Biology, Oceanography

Systems Thinking & Dynamic Modeling

HMSS Potash, David Assistant Professor

Chief Medical Officer, Data Advantage Corp.

NA M W MD, MBA Medicine, Business Administration

Health Systems

HMSS Potash, Jeffrey Assistant Professor

Consultant, CIESD, LLP NA M W MA, PhD History, Social Science

Systems Thinking & Dynamic Modeling

HPBS Roy, Diane Assistant Professor

Consultant NA F W MA, PhD Sociology No teaching responsibilities currently

HPBS Smeltzer, Phillip Assistant Professor

OptumHealth NA M W MS, PhD Physical Education & Hlth Comm.; Health Sciences

No teaching responsibilities currently

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

Susan Zepeda President and CEO, Foundation for a Healthy Kentucky

NA F W PhD No teaching responsibilities currently

Please see the following page for Section 4.1.c.

Eric Nunn, 12/11/12,

Additional information is required.


4.1.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.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 the school.

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. A full listing of all faculty narratives will be included in the resource file.

Ray Austin, PhD, is an Assistant Professor in the Department of Health Management and Systems Sciences. He 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, PhD, MS, MA, is Associate Dean for Faculty Affairs and Professor, 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 Professor and Chair, Department of Epidemiology and Population Health, 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 CDC 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.

Rose Devasia, MD, MPH, is an Assistant Professor in the Department of Epidemiology and Population Health. She worked in the Tennessee Department of Health, gaining field experience for two 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, is an Associate Professor and Chair of the Department of Health Management and Systems Sciences. His 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. Dr. Esterhay 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.

Muriel J. Harris, PhD, is an Associate Professor in the Department of Health Promotion and Behavioral Sciences. She teaches the Critical Thinking and Program Evaluation and the Advanced Evaluation classes, for which 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.

Robert Jacobs, PhD, is Professor, Department of Environmental and Occupational Health Sciences, and 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 Louisville Metro Department of Public Health and Wellness and a member of the ASPH Environmental and Occupational Health Council.

LaQuandra S. Nesbitt, MD, MPH, is an Assistant Professor in the Department of Health Management and Systems Sciences. As a public health official currently serving as the Health Director for Louisville Metro Government, she is an active public health practitioner. This allows for students and faculty to continuously engage with someone actively engaged in the field and allows for synergies between public health research and practice.

Irma N. Ramos, MD, is an Assistant Professor in the Department for Environmental and Occupational Health Sciences Dr. 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 Study Center for Jefferson County, KY. 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.

David J. Tollerud, MD, MPH, is Professor and Chair of the Department for Environmental and Occupational Health Sciences. He has incorporated elements of public health practice into his faculty activities primarily through teaching and mentoring. Dr. Tollerud tries to include as much “real world” personal examples of how concepts are applied in the realm of practice. While he is a full-time faculty member, he has 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, he always tries to relate what they are doing or learning to future applications in a setting relevant to their professional aspirations.

Barry Wainscott, MD, MPH, is an Assistant Professor in the Department of Health Management and Systems Sciences. He 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 UofL Student Health Services. His teaching draws on this experience. Interests include communicable disease control, disease prevention and management, and health system efficiency and effectiveness.


Richard W. Wilson, DHSc, is Professor and Chair of the Department of Health Promotion and Behavioral Sciences. For many years and up to the present, he has 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 he has contributed his expertise in each case, he’s also gained a lot of real world experience, which he can bring to the classroom for MPH and doctoral students in public health. Because of his hands-on involvement, he is better able to prepare students for the world of practice.

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.

4.1.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 school uses the following outcome measures to assess the qualifications of its faculty complement.

Table 4.1.8: Outcome Measures for Qualifications of Faculty Complement

Outcome Measure Target 2009-10 2010-11 2011-122.1.a Increasing the number of grants and

contracts awarded annually to 35 in 2015.

35 25 21 15

2.1.c Increasing the number of faculty on funded research to 35 in 2015.

35 25 27 26

2.2.c Increasing the total number of publications in refereed journals to 100 in 2013.

100 58 68 85

2.2.d Maintaining the number of refereed presentations and/or papers sponsored by national or international organizations at 60 in 2015.

60 112 105 55

Number of faculty holding a terminal degree. 100% 100% 100% 100%

Additional measures of faculty qualifications are provided by the following outcome measures for which specific targets have not been established:

Leadership on national boards, study sections, editorial boards and advisory committees Provision of expert peer reviews for manuscripts submitted to professional journals Course evaluations by students4

University and national awards for excellence5

Number of service or consulting engagements

4.1.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.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, and has established criteria to measure these qualifications. The background and experience of the faculty provides the necessary combination of breadth and depth in the public health arena, with contributions in their respective fields at the national, state and local levels.

4 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.5 While there is no expectation for individual faculty to achieve these awards, each department seeks periodic recognition of its faculty through special awards for performance excellence.


Strengths Despite the university freeze on hiring, permission has been granted to hire new faculty in key areas

to support the mission of the school. Faculty members bring a wide array of experience at the state, local, and national levels of public

health to bear on their activities.

WeaknessesNone identified.

Plans SPHIS will endeavor to maintain the high standard of professional qualifications among all newly

hired faculty members.


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.4.2.a. A faculty handbook or other written document that outlines faculty rules and regulations.The 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).

2. The school’s Bylaws and Rules (Appendix 1.5.2) are the official statement of the organizational structure and the rules of governance and procedures of the Faculty.

3. The school’s Professional Practice Plan, provided as Appendix 1.5.1, 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.

4. The school’s Policies for Annual Reviews and Performance Based Salary Increase, provided as Appendix 4.2.1, 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.

4.2.b. Description of provisions for faculty development, including identification of support for faculty categories other than regular full-time appointments.The SPHIS recognizes the vital importance of ongoing development of skills among full- 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 and Innovation.

Although there is no official Office of Faculty Development, the Associate Dean for Faculty Affairs organizes and oversees the process of faculty development The focus of this associate dean has been on interacting with the PAT Committee and Department Chairs to revise the promotion and tenure process documents to make them more specific and to better recognize the range of faculty expertise and contributions. An additional focus has been on participation in the Health Sciences Center workshop series for faculty and the development of a series of SPHIS-specific teaching and learning workshops


(see Table 4.2.1). Consideration will be given to establishing a separate office during the next strategic planning cycle with the new dean.

Health Sciences Center and University-wide Faculty Development SeriesThe associate dean for faculty affairs is a member of the Health Sciences Center/Delphi Center Steering Committee, which meets monthly. The Delphi Center supports a university strategy to provide programming and other resources to faculty members that encourage excellence in teaching and foster student learning. The Schools on the Health Sciences Center campus through the HSC/Delphi Steering Committee offer at least two workshops each year focused on teaching and learning. Since 2010, the following workshops have been offered.

August 10, 2010, Dean Parmelee, Workshop, “Team-Based Learning 101” August 11, 2010, Dean Parmelee, Workshop, “Writing an Effective TBL Module” February 10, 2011, Mark Taylor, Session, “Teaching for Lasting Change: A Pedagogy of

Formation for the Health Professions” Spring 2012, HSC Technology Panel, Conversation August 9, 2012, Panel, Workshop, “What's Holding You Back? A Conversation about

Integrating Instructional Technology into Health Sciences Courses.”

Other WorkshopsThe 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

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:

NIH Regional Seminars on Program Funding and Grants Center for Medicare and Medicaid Services (CMS) Agency for Healthcare Research and Quality (AHRQ) - Medicare claims data and the Medical

Expenditure Panel Survey (MEPS)

Part-Time FacultyThe University Provost, in conjunction with the Delphi Center for Teaching and Learning, sponsors the Part-Time Faculty Institute (PTFI), an annual development series that allows part-time faculty to enhance their teaching skills, meet with colleagues, and earn a transcript verifying their participation and a stipend of $300 for those who attend at least five out of six core presentations. The theme for 2012 was “Best Practices in the Learning-centered Classroom”.6

6 For additional information, please see https://louisville.edu/delphi/faculty-instructional-development/programs/part-time-faculty-institute/part-time-faculty-institute.html.

https://louisville.edu/delphi/faculty-instructional-development/programs/part-time-faculty-institute/part-time-faculty-institute.html

https://louisville.edu/delphi/faculty-instructional-development/programs/part-time-faculty-institute/part-time-faculty-institute.html


In 2012, the Delphi Center also facilitated the Part-time Faculty Learning Community (PT-FLC), which supplemented the PTFI with meaningful, ongoing discussion, dialogue, and activities. PT-FLC participants were expected to attend five of six additional monthly meetings, complete readings and other activities by assigned deadlines, and produce two deliverables—one individual, one collaborative—as follows: (1) submit at least one artifact (an assignment, classroom or online activity) exemplifying best practices to be made available on the Delphi Center’s Part-time Faculty webpage, and (2) Work collaboratively with an FLC colleague to conduct a peer classroom observation and offer feedback vis-à-vis best practices in learning-centered teaching (training will be provided to all participants of the FLC). Participants who completed the PT-FLC received an additional $700 stipend, a certificate of completion, and a copy of MaryEllen Weimer’s Learning-Centered Teaching: Five Key Changes to Practice.7

Faculty MentoringCurrently, the chair of each department serves as the primary mentor to junior faculty given that the ratio of faculty of advanced rank to entry-level rank is low. The chair meets with the faculty on a one-to-one basis to discuss faculty development, promotion and tenure issues, and progress towards goals at least twice per year. The chair and Associate Dean for Faculty Affairs are actively involved in reviewing and assisting faculty who are eligible for promotion and/or tenure. Although there is no formal mentoring program, as part of the ongoing faculty development workshop series, two workshops are planned to address mentoring and the possible initiation of a formal “train the mentor” program in conjunction with the Delphi Center and the Office of the Provost.

Since August 2010, the associate dean for faculty affairs, in collaboration with a group of faculty, including the associate dean for academic affairs, one department chair, and one assistant professor have worked with Dr. Marie Kendall Brown, the Assistant Director of the UofL Delphi Center for Teaching and Learning and liaison for Faculty Development, to development a series of teaching and learning workshops at the SPHIS. One year into the design and development of these workshops, two junior faculty members were invited to join this committee (September 2011). The goal of this committee is threefold: to facilitate and provide a series of teaching and learning workshops by both external and internal faculty, specifically designed to address areas of interest and concern for all programs offered at the school; to provide a series of workshops that are increasingly driven by requests from the faculty; and to foster greater interaction and collaboration among faculty in the design and presentation of courses. As of July 31, 2012 a total of 14 workshops have been presented covering a variety of topics, including development of rubrics for group work, use of instructional technology, critical thinking, design and refinement of syllabi, and strategies to enhance teaching effectiveness (see section Table 4.2.1 for a listing of all workshops). Approximately 80% of the faculty has attended at least one workshop. Other areas of concern are planned for design and development in the upcoming year, including workshops focused on media training, faculty mentoring, and research. The latter two areas will be incorporated beginning in fall of 2012 and winter of 2013, respectively. One workshop on interaction with the media was presented on July 20, 2012; additional workshops will be scheduled to provide one-on-one role-playing with interested faculty.

Table 4.2.1: SPHIS Teaching & Learning Workshops

Date Presenter Title10/15/10 Sharron Kerrick, PhD Developing Rubrics for Assessing Group Work11/19/10 Cathy Bays, PhD Promoting Active Learning: Keys to Effective Classroom

Assessment03/25/11 Andrew L. Wright, PhD Using the Latest Instructional Tools04/29/11 Edna Ross, PhD Promoting Active Learning in Lecture Classes: Strategies & Tips

from the Trenches06/03/11 Linda Leake

Richard Wilson, DHScPractical Applications of Instructional Technology in the

Classroom06/24/11 Patricia Payette, PhD What’s So Critical About Critical Thinking? Strategies for

Fostering Disciplinary Thinking in your Course

7 For additional information, please see https://louisville.edu/delphi/faculty-instructional-development/programs/part-time-faculty-learning-community.html.

https://louisville.edu/delphi/faculty-instructional-development/programs/part-time-faculty-learning-community.html

https://louisville.edu/delphi/faculty-instructional-development/programs/part-time-faculty-learning-community.html


Date Presenter Title07/22/11 Patricia Payette, PhD Refining your Syllabus Focus Core Course Concepts Student

Learning08/25/11 Keith B. Lyle, PhD Why Students Forget Most of What They're Taught...And What

You Can Do About It09/30/11 SPHIS Faculty From Theory to Practice: Reflections on Implementing Evidence-

Based Teaching Strategies, Part 111/04/11 Cathy Bays, PhD Tools for Assessing Critical Thinking12/02/11 Marie Kendall Brown,

PhDStrategies for Enhancing Your Teaching Effectiveness

02/03/12 Patricia Payette, PhD Designing a Learning-Centered Syllabus03/16/12 SPHIS Faculty From Theory to Practice: Part 206/29/12 Pete Walton, MD Critical Thinking: The Biological Basis of How We Do It, Learn It,

and Teach It09/21/12 Rich Lewine, PhD Negotiating the Difficult Faculty-Student Relationship10/19/12 Jennie E. Burnet, PhD Teaching and Assessing Student Writing (Without Losing Your

Mind)01/25/13 TBD What you can do to help your students learn the content02/22/13 TBD Tips & strategies for helping students understand, retain and use

what they’ve learned03/29/13 TBD Developing intellectual skills: What you can do to help your

students help themselves04/19/13 TBD What works? How can we motivate our students to learn?05/31/13 TBD Effectively managing your students’ individual learning

differencesTBD TBD Putting it all together

4.2.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.

4.2.d. Description of the processes used for student course evaluation and evaluation of instructional effectiveness.The university has transitioned to an online course evaluation system. Since Fall 2011, students are able to access their online evaluations via Blackboard and through mobile devices (including iPads). The benefits realized by using an online system include the following:

Online course evaluations allow students the opportunity to provide thoughtful feedback regarding their experiences in the classroom while ensuring their comments remain confidential.

Students have the option to "save and continue". This allows students to edit their responses before final submission.

Faculty members receive feedback from their students within a week to ten days following the end of the course.


UofL will realize an annual savings of over $100,000 by using the online course evaluation system over the current methods of evaluation.

Online course evaluations support UofL's environmentally friendly (i.e. "green") initiative.

The Office of Institutional Research and Planning (IRP) is working with the Office of Communications and Marketing to develop a marketing campaign that promotes student participation in online course evaluations. Moreover, the campaign will focus on the new ways technology is being used to make filling out course evaluations even more convenient.

In addition to the standard student evaluations described above, Dr. Richard Wilson, Chair of the Department Health Promotion and Behavioral Science visits at least one class session of every course taught by his faculty, to observe instructional methods, classroom management, and to draw conclusions about student engagement in classroom learning activities. Dr. Wilson gives each faculty member feedback on the standardized student evaluations, as well as his observations from class visits. He tries to identify an individual's teaching strengths while helping him or her to realize areas where they can improve. Dr. Wilson also links areas needing improvement with work assignments for professional development through Delphi workshops and other self-improvement opportunities.

4.2.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.This criterion is met. Faculty development is strongly supported and complemented with evaluation of performance, competence and teaching abilities. Community service activities are given appropriate emphasis in the promotion and tenure process.

Strengths Funding for faculty development activities is derived in part by the return of indirect costs from grants

to the school. The university also provides substantial support for development of full- and part-time faculty.

Weaknesses There is need to focus greater attention on how minority faculty are mentored and guided through the

promotion and tenure promotion process to ensure their retention in the school.

Plans The associate dean for faculty affairs has initiated a greatly enhanced faculty mentorship process. SPHIS will seek innovative ways to evaluate faculty effectiveness in teaching.


This is never mentioned in the Section itself. Remove?


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 taking advantage of the school’s various learning activities, which will enable each of them to develop competence for a career in public health.4.3.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:

SPHIS 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 BS/BA in Public Health, Bachelor/MPH, and MPH degree programs). Recruitment 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:

Increase the number of incoming MPH students through 2013 by 15% Enroll 25 students in the BS/BA in Public Health program by Fall 2013 Enroll 15 students in the BS/MPH program by Spring 2013

Recruitment StrategiesTable 4.3.1: Bachelor in Public Health: Community Outreach

Initiatives Resources Needed TimelineRecruit 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.

Table 4.3.2: Bachelor in Public Health: High School Outreach

Initiative Resources needed Timeline

Collaborate 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

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

Table 4.3.3: BS/MPH and MPH Programs

Initiative Resources needed TimelineRecruit at 1 graduate school fair and/or conferences $1500-Personnel and table

costs / Muldoon and Variable


Initiative Resources needed TimelineStudent Services

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 Communication 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 RefreshmentsPersonnel / mileage / parking / Muldoon

March

Senior lettersInclude 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 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

Personnel / Student Services

Place ads in school newspapers for schools above Dollar amount depends 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

Table 4.3.4: All Programs

Initiative Resources Needed TimelineAPHA 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

4.3.b. Statement of admissions policies and procedures. If these differ by degree (eg, bachelors vs. graduate degrees), a description should be provided for each.All programs admit students on a rolling basis. Policies and procedures differ by program and are outlined


below.

Bachelor in Public HealthStudents applying for admission to the program are expected to come from four main sources: entering freshmen; transfer students from other accredited institutions; students switching majors, including students with no declared major; and applicants in the public health workforce with at least three years of experience.

As a result, the program has three admission standards for minimum GPA:

Without post-secondary GPA: not applicable With post-secondary GPA: 2.0 In public health workforce (3+ years): none

Students in the program must maintain a minimum 2.0 GPA in coursework not in the major and a minimum 3.0 GPA in coursework in the major. To graduate, Program students must have a minimum 2.0 GPA in coursework not in the major and a minimum 3.0 GPA in coursework in the major.

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)

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

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

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.

The application requirements for the undergraduate component is a 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 a completed graduate application and application fee

MS/BDSThe MS 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 the past twelve months 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 MS 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., DMD, D.O., MD) 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 BiostatisticsThe PhD program is available to students who are entering from the MS program or to students entering with a master’s degree in biostatistics, statistics, decision science, or a related discipline.


Graduate application Non-refundable application fee At least two letters of recommendation written within past twelve months 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 curriculum vitae or resume

4.3.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 our website at http://louisville.edu/sphis/prospective-students/.

4.3.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 Table 4.3.5. Please note that students in the MPH program are not tracked according to their chosen concentrations until their second year in the program; hence, the following table does not include concentrations.


Better examples?

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

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


Table 4.3.5 Quantitative Information on Applicants, Acceptances, and Enrollments, 2009 to 2012

Program Status 2009-10 2010-11 2011-12 2012-13Biostats MS Applied 17 17 15 15

Accepted 11 8 7 7Enrolled 10 3 5 4

Biostats PhD Applied 10 12 20 13Accepted 6 9 10 9Enrolled 2 3 5 5

MSc-CIS Applied 11 20 10 14Accepted 9 16 10 13Enrolled 9 14 10 12

MPH Applied 122 141 128 128Accepted 53 62 54 54Enrolled 35 39 33 40

Epi MS Applied 8 10 7 8Accepted 2 8 2 5Enrolled 0 7 2 4

Epi PhD Applied 12 12 5 7Accepted 10 6 2 4Enrolled 5 5 0 0

Env PhD Applied 6 3 4 2Accepted 2 0 2 1Enrolled 2 0 0 1

Health Mgmt PhD Applied 10 9 13 6Accepted 2 2 6 2Enrolled 1 2 5 2

Health Promotion PhD Applied 7 6 10 12Accepted 2 0 6 7Enrolled 2 0 4 3

4.3.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.

Table 4.3.6: Student Enrollment Data from 2009 to 2012

Program2009-10 2010-11 2011-12 2012-13

FT PT HC FTE FT PT HC FTE FT PT HC FTE FT PT HC FTEBiostats MS 8 4 12 10.00 7 7 14 11.6

7 4 8 12 6.33 9 1 10 10.67

Biostats PhD 10 6 16 12.78 7 3 10 8.44 8 4 12 10.33 12 1 13 12.56

CREST MSc 1 24 25 9.00 5 26 31 14.3

3 6 27 33 14.78 4 25 29 15.33

MPH 32 47 79 51.88 35 43 78 53.44 29 52 81 53.11 54 17 71 78.33

Epi MS 1 0 1 0.78 4 2 6 5.33 3 4 7 6.11 4 3 7 4.78Epi PhD 6 6 12 11.33 7 8 15 13.6

7 4 10 14 9.56 9 1 10 9.56

Env PhD 2 3 5 3.44 1 3 4 2.44 2 2 4 3.33 3 0 3 3.22Health 3 5 8 5.89 1 9 10 4.89 8 7 15 11.11 7 7 14 11.33


Program2009-10 2010-11 2011-12 2012-13

FT PT HC FTE FT PT HC FTE FT PT HC FTE FT PT HC FTEMgmt PhDHealth Promotion PhD

2 10 12 6.22 4 8 12 7.33 4 7 11 6.44 7 6 13 9.56

4.3.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.

Admission rate of 70% or less (number of admissions divided by number of applications). Please see Table 4.3.8 below.

Enrollment rate of 70% or more (number of enrollees divided by number of acceptances). Please see Table 4.3.9 below.

Graduation rate of 80% or more. Please see Section 2.7.b for information on graduation rates.

Table 4.3.8: Admission Rate by Program, 2009-10 to present

Degree Program Target 2009-10 2010-11 2011-12 2012-13MPH 70% 43.4% 44.0% 42.2% 42.2%Masters 70% 61.1% 68.1% 59.4% 67.6%Doctoral 70% 48.9% 40.5% 50.0% 57.5%Average 70% 47.8% 48.3% 46.7% 49.8%

Table 4.3.9: Enrollment Rate by Program, 2009-10 to present

Degree Program Target 2009-10 2010-11 2011-12 2012-13MPH 70% 66.0% 62.9% 61.1% 74.1%Masters 70% 86.4% 75.0% 89.5% 80.0%Doctoral 70% 54.5% 58.8% 53.8% 47.8%Average 70% 68.0% 65.8% 64.6% 69.6%

4.3.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.This criterion is met. Admissions policies and procedures have been formulated for all programs. Measures of success in enrolling a qualified student body have been adopted and are being tracked actively.

Strengths The associate dean for student affairs is involved in early recruitment activities, such as discussions

of public health careers at area high schools. An undergraduate major in public health has been created to promote interest in the field and

stimulate recruitment into graduate public health degree programs.

Weakness There is currently insufficient funding of graduate assistantships to attract the highest quality

applicants for available positions in all degree programs.

Plan Faculty will continue efforts begun over Summer 2012 to assist teachers and students at Fort Knox

High School in Advanced Placement courses related to public health disciplines, including Environmental Science, Statistics and Calculus. Strategies to extend this outreach into Jefferson County (Louisville Metro) High Schools will be explored over the next 12 months.


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.4.4.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/BA in Public and Bachelors-MPH ProgramsAdvising for the BS/BA in Public Health 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. Staff and faculty from the Office of Health Promotion on the Belknap campus have also agreed to act as advisors to students in the undergraduate program in public health. Career counseling will be provided by a team of staff and faculty from SPHIS who will hold regular office hours in our office at Ekstrom Library on the Belknap campus.

MPH ProgramDuring the first year of the MPH program the MPH Program Director serves as the primary student advisor with assistance from the MPH program advisory committee as needed.

A discussion of the second year academic and practicum advising was presented in Section 2.4.a. under the sub heading of “approaches for faculty supervision of students.” That discussion is repeated in part here.

Prior to 2012

After completion of the first year of the MPH Program, each student selected their area of concentration or was admitted to the individual track option of the MPH. After this selection each student was assigned a faculty mentor from the SPHIS faculty. Most of the time students were assigned faculty mentors from the faculty of the Department of their area of concentration; however, students could also be assigned mentors from other departments based on faculty mentoring loads within a department, interest by the student in working with a specific department and/or faculty member, or admission to the individual track option. The faculty mentor served as both the practicum mentor and academic advisor in the second year of the MPH program. As the academic advisor, the assigned faculty mentor had the responsibility of meeting regularly with the student to: (1) assess the progress of the student toward achieving the learning objectives of the MPH program; (2) assess the individual academic and professional goals of the student; and, (3) address any apparent or emerging academic problems identified by the student or with other faculty members. With specific reference to the practicum, the faculty mentor responsibilities were to:

Assist, as needed, the student in identifying a practicum site and specific practicum related activities; Assure that the following components of the practicum are completed prior to starting the practicum:

the practicum concept document, the affiliation agreement, the student practice site agreement, and the learning contract;

Assure that for any practicum experience requiring IRB approval, all requirements are met prior to initiating the practicum;

Work with the student to develop a calendar for timely completion of practicum; Systematically meet with the student to assure the student is making progress towards completion of

the requirements of the practicum; Ensure that all required evaluations are completed and submitted to the MPH program; Provide critical feedback to the student in the completion of the final written report, electronic poster

and oral presentation materials; and, Evaluate and assign grades the practicum experience.

2012

A practicum mentoring team was created in spring of 2012. This team currently consists of a minimum of two faculty from each of the five departments in the SPHIS. As the MPH program grows additional faculty will be added from each department to assure a manageable faculty practicum advising load. Each MPH practicum student is assigned to one of the faculty members of the mentoring team. This faculty member


is the student’s faculty practicum mentor and leads the student’s practicum experience. The faculty mentor responsibilities for the practicum remain the same as described in the previous paragraph. In addition to serving as the student’s practicum mentor, this assigned faculty member also serves as the student’s academic advisor during the second year of the MPH program and has the same responsibilities for academic advising as described in the previous paragraph.

The MPH advisor committee is currently discussing a possible modification of this advising procedure. The committee is considering using the practicum mentoring team as academic advisors for both the first and second year of the MPH program. Conceptually, faculty from the practicum mentoring team would be assigned as academic advisors for incoming MPH students. The faculty member would be responsible for contacting their assigned students and providing pre-matriculation orientation as well as first year advising. On entering the second year of the MPH program, the faculty member would continue as the student’s academic and practicum advisor. As normally practiced, a student wishing to change advisors can do so by contacting the program director. If approved these modifications will be implemented in the Fall of 2013.

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.

Change of Advisors (All Programs)If a student would like to change advisors, they make a request to either the chair of their department, or in the case of the MPH program, the MPH program director. In this request, they briefly describe why they’d like to make the change and if they have a preference for a new advisor, who that faculty member is. It is the chair or program director’s final decision as to whether the request will be granted.

4.4.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’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

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).

4.4.c. Information about student satisfaction with advising and career counseling services.In 2009 and 2011, the university’s Office of Institutional Research and Planning has administered surveys to active SPHIS students. Response rates are predictably low (averaging at around 40% 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: Responses to Active Student Survey

Survey Item Response18 29 310 411 512

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

9.4% 16.7% 8.3% 50.0% 25.0%

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%

The helpfulness of career counseling was: 0.0% 8.6% 20.0% 25.7% 45.7%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%

4.4.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

8 “Very dissatisfied” / “Extremely poor” / “Strongly disagree”9 “Dissatisfied” / “Below average” / “Disagree”10 “Neutral” / “Average” / “Neutral”11 “Satisfied” / “Average” / “Agree”12 “Very satisfied” / “Above average” / “Strongly agree”


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.

The procedure by which the Student Government Association (SGA) handles concerns raised by the general student body is an informal one. Students who have concerns or questions are encouraged to and do share those with the SGA President. The SGA President then takes those concerns to the associate dean for student services. If the concern is a faculty matter, the associate dean shares it with the appropriate chair; if it is a school-wide matter, it is brought to the attention of the Transition Team, which jointly makes a determination of the appropriate course of action.

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 graduated in spring 2011.

In addition, the university maintains an Office of the Student Advocate, which reports directly to the provost and has a thorough knowledge of university systems, policies and procedures. The advocate: (1) offers students information on support services and functions available at no cost; (2) helps students understand academic policies and processes as they affect their academic and personal futures; and (3) advises on a confidential basis. Services are extended to all students, from freshman to graduate, doctoral students and professional degree students, at both Belknap Campus and the Health Sciences Center.

4.4.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.This criterion is met. University-based career development services include career counseling, full-time job placement and co-op/internship placement. Feedback has been received regarding student academic advising and counseling.

Strengths A revised and substantially enhanced advising/career counseling process has been established and

is in place for all students.

Weaknesses Opportunities for students to express their concerns to faculty need to be enhanced.

Plans The Office of Student Affairs will review the new mechanisms proposed above for presenting student

concerns. The associate dean for student affairs will review the academic advising services each semester and

propose enhancements as necessary in response to feedback from students and faculty.

· web view4.0 faculty, staff and students 4.1 faculty qualifications. the school shall have a...

Documents