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University of Louisville School of Public Health and Information Sciences May 5, 2023Response to Criterion Four

4.0 FACULTY, STAFF AND STUDENTS

4.1 Faculty Qualifications. The school shall have a clearly defined faculty which, by virtue of its distribution, multidisciplinary nature, educational preparation, practice experience and research and instructional competence, is able to fully support the school’s mission, goals and objectives.

Since our last self-study report submission in 2007, 20 additional faculty have been hired and 12 have left the school. As of August 1, 2012 the school has 41 full-time faculty1 (40.64 FTE) and one part-time faculty member (0.70 FTE) in its five academic departments. A total of 17 faculty are tenured, six are in tenure-track positions, and 18 in term-track positions (Table 4.1.1). At this time, the faculty is adequate in number to serve the student body at its current size and is well equipped in terms of multidisciplinary background, level of educational preparation, excellence in teaching, high level of research productivity and strong background of professional practice experiences. Continued growth is expected in areas with development of new degree programs, especially the undergraduate public health program. This number is projected to grow by one full-time faculty members over the next year, to a minimum of 42 full-time faculty by the beginning of academic year 2014. The target set in 2009 was to achieve a total of at least 45 full-time faculty members by 2013.

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

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

Faculty Rank

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

Type of Appointments

Full-time Appointments

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

Temporary Appointments

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

Term Faculty Appointments

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

Probationary Appointments (Tenure Track)

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

Tenured Appointments

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.

Eric Nunn, 08/07/12,

How to consider Lauri Andress and Adriana Perez?

Pete Walton, 08/07/12,

Viz., Dongyan Yang (see table below)


?

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

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


Part-time Appointments

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

Emeritus Appointment

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

Gratis Appointment

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

Associate Appointment

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

Adjunct Appointment

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

Joint Appointment

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

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

Please see following page.


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

Name

Title/

A

cad.ademic

Rank

Dept.*1

Tenure Status FT

E

Gen

der

Eth

nici

ty2 *

*

Gra

duat

e D

egre

es E

arne

d

Institution Discipline Teaching Areas Research Interest

Austin, Ray Asst Prof HMSS Term

Track1.00 M W

PhD

MA

Virginia Tech Center for Public Administration & Policy

West Virginia University

Public Administration & Public Affairs

Sociology -Medical

Health Management

Heath Policy

Health policy, health reform, electronic health information exchange

Baumgartner, Kathy B.

Assoc Dean for Faculty Affairs & Prof

EPH Tenured 1.00 F W

PhD

MS

MA

University of Texas School of Public Health,

Southern Illinois University

Epidemiology

AnthropologyEpidemiology

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

Baumgartner, Richard

Chair & Prof EPH Tenured 1.0

0 M WPhD

MA

University of Texas School of Public Health

Southern Illinois University

Epidemiology

AnthropologyEpidemiology Chronic disease epidemiology (obesity,

diabetes, cardiovascular, cancer)

Brock, Guy Assoc. Prof BB Tenure

Track1.00 M W

MS

PhDUniversity of New Mexico Statistics

Biostatistics

Bioinformatics

Survival Analysis

Categorical Data Analysis

Statistical Computing

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

Carrico, Ruth Assoc Prof HPBS Term

Track1.00 F W

PhD

MA

BSN

California Coat University

Webster University

Bellarmine University

Management

Health Services

Nursing

Health Promotion

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

Clover, Richard

Dean and Prof

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

Update Infectious Disease Epidemiology

1 BB, Bioinformatics and Biostatistics; HMSS, Health Management and Systems Sciences; EOHS, Environmental and Occupational Health Sciences; HPBS, Health Promotion and Behavioral Sciences; and EPH, Epidemiology and Population Health2 Ethnicity: A, Asian, Asian ancestry; H, Hispanic, Hispanic ancestry; B, black, black ancestry; and W, white, white ancestry


Name

Title/

A

cad.ademic

Rank

Dept.* Tenure Status FT

E

Gen

der

Eth

nici

ty**

Gra

duat

e D

egre

es E

arne

d


Datta, Somnath Prof BB Tenured 1.0

0 M A PhD Michigan State University BiostatisticsMathematical

Statistics

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

Datta, Susmita

Prof BB Tenured 1.00 F A PhD University of Georgia Statistics

Biostatistics

Bioinformatics

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

Devasia, Rose Asst Prof EPH Term

Track0.70 F A

MD

MPHUniversity of Louisville

Vanderbilt University

Medicine, Infectious Diseases

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

Esterhay, Robert

Chair & Assoc Prof

HMSSTerm Track Rolling

1.00 M W MD Case Western Reserve

University Medicine

Health Management & Systems Sciences

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

Goldsmith, Jane

Assoc Prof BB Term

Track0.82 F W

PhD

MSCase Western Reserve

UniversityMathematics &

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

Groves, Frank Asst Prof EPH Tenure

Track1.00 M W

MD

MPH

Louisiana State University

Johns Hopkins University

Medicine

EpidemiologyEpidemiology

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

Harris, Muriel Assoc Prof HPBS Term

Track1.00 F B

MPH

PhDUniversity of South

Carolina

Health Promotion & Behavioral Science

Health Promotion & Behavioral Science

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

Hornung, Carlton A. Prof EPH Tenured 1.0

0 M W

MA

PhD

MPH

Syracuse Univ.

Syracuse Univ.

Johns Hopkins Sch. Of Hygiene and Public Health

Sociology

Sociology

Epidemiology

Clinical Epidemiology Methods Clinical Trials

Cardiovascular Disease

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


Name

Title/

A

cad.ademic

Rank


E

Gen

der

Eth

nici

ty**

Gra

duat

e D

egre

es E

arne

d


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

Environmental Health

Pulmonary Toxicology

Pulmonary toxicology

Jacobs, Robert Prof EOH Term

Track1.00 M W

PhD

MS

University of North Carolina School of Public Health

Baylor University

Environmental Sciences & Engineering

Limnology


Indoor Air Quality; Exposure Assessment, Risk Analysis

Kerber, Richard

Assoc Prof EPH Tenured 1.0

0 M WMA

PhDNorthwestern University Anthropology Epidemiology

Genetic, genomic, & molecular epidemiology, advanced methods, aging, cancer

Kim, Seong Ho

Asst Prof BB Term 1.0

0 M AMS

PhD

Korea Advanced Institute of Science & Technology

Applied StatisticsBioinformatics

Biostatistics

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

Kong, Maiying Assoc Prof BB Tenure

Track1.00 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 BB 1.0 M A PhD University of Nebraska-

Lincoln Statistics

LaJoie, A. Scott

Assoc Prof HPBS Term

Track1.00 M W

PhD

MSPH

MA

University of Louisville

Western Kentucky University

Cognitive Psychology

Decision Science & Biostatistics

Health Promotion / Behavioral Science

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

Lorenz, Douglas

Asst Prof BB Tenure

Track1.00 M W

MA

MSPH

PhD


Biostatistics (MSPH); Mathematics (MA, PhD)

Biostatistics

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

McKinney, Paul

Assoc Dean for Rsrch & Prof

HPBS Tenured 1.00 M W MD University of Texas Internal Medicine

Evaluation of Health Care Literature

Bioterrorism; epidemiology of infectious diseases


Name

Title/

A

cad.ademic

Rank


E

Gen

der

Eth

nici

ty**

Gra

duat

e D

egre

es E

arne

d


Muldoon, Susan

Assoc Dean for Student Affairs & Asst Prof

EPH Term Track

1.00 F W

PhD

MPH

University of Pittsburgh University of Illinois at Chicago

Epidemiology

Health Resources Management

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

Myers, John Assoc Prof BB Tenure

Track1.00 M W

PhD

MSPH



Cost-Effectiveness

Non-Parametric Statistics

Biostatistics

Public Health

Quantitative Methods

Cost-Effectiveness Analysis

Decision Science

Quantitative methods, cost-effectiveness analysis & decision science

Neal, Rachel Asst Prof EOH Tenure

Track1.00 F W PhD

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

Chemistry

Environmental & Occupational Health Sciences

Maternal/child health, birth defects, environmental toxicology

Nesbitt, LaQuandra

Asst Prof HMSS Term

Track1.00 F B

MD

MPH

Wayne State University

Harvard School of Public Health

Medicine

Health Care Management & Policy

Public Health Practice Health disparities, health equity

O’Brien, Liz Asst Prof EPH Term

Track1.00 F W

MA

PhDNorthwestern University Anthropology Epidemiology Population genetics, aging, cancer

Olson-Allen, Susan

Asst Prof HMSS Term

Track1.00 F W

PhD

MA


George Washington University

Urban & Public Affairs

Security Policy Studies

Health Management Public health & the built environment

Parrish, Rudolph Prof BB Tenured 1.0

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


Name

Title/

A

cad.ademic

Rank


E

Gen

der

Eth

nici

ty**

Gra

duat

e D

egre

es E

arne

d


Rai, Shesh N. Prof BB Tenured 1.00 M A PhD University of Waterloo

(Canada) StatisticsStatistical

Methods in Clinical Trials

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

Ramos, Irma Asst Prof EOH Term

Track1.00 F

W

HMD

University of Puerto Rico School Medicine & Nordestana

Puerto Rico Health Science Center

Medicine

PediatricsEnvironmental

Health

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

Steiner, Robert William Prasaad

Prof HMSS Term Track

0.82 M W

MD

MPH

PhD


University of North Carolina

Medicine

Epidemiology

Epidemiology

Health management & systems sciences

Health services & outcomes research methods

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

Taylor, Kira Asst Prof EPH Tenure

Track1.00 F W

PhD

MS

MA

Emory University Stanford University

Wake Forest University

Epidemiology, Biology, Science Education

Epidemiology Genetic epidemiology of cardiovascular disease & reproductive characteristics

Tollerud, David

Chair & Prof EOH Tenured 1.0

0 M W

MS

MD

MPH

Stanford University

Mayo Medical School

Harvard School of Public Health

Mechanical Engineering

Medicine

Epidemiology

Environmental & Occupational Health

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

Wainscott, Barry

Asst Prof HMSS Term

Track1.00 M W

MD

MPH


University of California (Berkeley)

Medicine

EpidemiologyManagement

Health Management, Communicable Disease, Population Health Intervention Effectiveness

Walton, Peter

Assoc Dean for Acad. Affairs & Asst Prof

HPBS Term Track

1.00 W MD University of

Pennsylvania Medicine Introductory Public Health

Health equity, evolutionary biology & public health, health behavior


Name

Title/

A

cad.ademic

Rank


E

Gen

der

Eth

nici

ty**

Gra

duat

e D

egre

es E

arne

d


Wilson, Richard

Chair & Prof HPBS

Term Track Rolling

1.00 M W

DHSc

MPHLoma Linda University

School of Public Health Public healthHealth

Education & Promotion

Program & policy evaluation

Wu, Dongfeng Assoc Prof BB Tenure

Track1.00 F A

MS

PhDUniversity of California

(Santa Barbara) Statistics Biostatistics

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

Yang, Dongyan Instr. EPH Term

Track1.00 F A

MD

MS

Tianjin Medical University

University of Alabama at Birmingham

Medicine

BiostatisticsEpidemiology Cancer epidemiology, cardiovascular

disease, clinical trials

Zhang, Qunwei

Assoc Prof EOH Tenured 1.0

0 M A

PhD

MPH

MD

Fukui University (Japan)

Zhejiang University (China)

Fujian Medical University (China)


Public Health

Medicine

Environmental & Occupational Health Sciences

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

Zierold, Kristina

Asst Prof EPH Tenure

Track1.00 F W

MS

PhD

Vanderbilt University

University of Illinois School of Public Health (Chicago)

Chemical Engineering

Epidemiology Environmental/ Occupational Health

Epidemiology

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

* Departments: BB, Bioinformatics and Biostatistics; HMSS, Health Management and Systems Sciences; EOHS, Environmental and Occupational Health Sciences; HPBS, Health Promotion and Behavioral Sciences; and EPH, Epidemiology and Population Health

** Ethnicity: A, Asian, Asian ancestry; H, Hispanic, Hispanic ancestry; B, black, black ancestry; and W, white, white ancestryPlease see following page for Table 4.1.2.


Table 4.1.2 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, respectively; (3) 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 program; (2) a 3- hour lecture course represents 8% annual effort for a full-time faculty member; (3) seminars and lab sections will enroll up to 25 students per section; (4) lecture courses will enroll up to 100 students per section.

Table 4.1.2: Projected enrollment and faculty FTE requirements for undergraduate degree program in public health

Table 1.7.5 Projected enrollment and faculty FTE requirements for undergraduate degree program in public health (to begin spring 2013)a

Year 1 of program

(2013-2014)

Year 2 of program

(2014-2015)

Year 3 of program

(2015-2016)

Year 4 of program

(2016-2017)

Year 5 of program

(2017-2018)Students in junior year

20 40 80 130 180

Students in senior year

0 20 40 80 130

Total number of students in program

20 60 120 210 310

Projected Faculty FTEb

2.02 2.17 2.69 3.20 4.41

aProjections 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,

respectively;(3) 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.

bProjections for faculty FTE are based on the following assumptions:(1) a maximum student: teacher ratio of 30 for the program;(2) a 3- hour lecture course represents 8% annual effort for a full-time faculty member;(3) seminars and lab sections will enroll up to 25 students per section;(4) lecture courses will enroll up to 100 students per section.(See undergraduate curriculum in Section 2).

For additional information, please see section two of the undergraduate curriculum, available at [URL].


Correct?


b. If the school uses other faculty (adjunct, part-time, secondary appointments, etc.), summary data on their qualifications should be provided in table format, organized by department, specialty area or other organizational unit as appropriate to the school and must include at least the following: a) name, b) title/academic rank, c) title and current employment, d) FTE or % time allocated to the school, e) gender, f) race, g) highest degree earned (optional: schools may also list all graduate degrees earned to more accurately reflect faculty expertise), h) disciplines in which listed degrees were earned and i) contributions to the school. See CEPH Data Template 4.1.2.

There are eight voluntary faculty who are involved in teaching and mentoring of students (Table 4.1.2). Voluntary faculty appointments are non-tenurable and may be at one of four levels in a Department: Adjunct Instructor; Adjunct Assistant Professor; Adjunct Associate Professor; and Adjunct Professor. The process for appointment as a voluntary faculty member is provided in Appendix B of the “Policy for Promotion, Appointment and Tenure and for Periodic Career Review.”

Please see the following page for Table 4.1.3.


Table 4.1.23: Other Faculty Used to Support Teaching Programs (associate, adjunct or gratis)

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

Discipline Teaching Area(s)

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

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

ChemistryNo teaching responsibilities currently

Buchar, Joan

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

Heinbokel, John

HMSS Humbaugh, Kraig Assistant Professor

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

NA M W MD, MPH Medicine, Public Health

No teaching responsibilities currently

EPH Kanotra, Saojini Assistant Professor

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

NA F A MS, PhD MPH

Microbiology, Epidemiology


HMSS Potash, David Assistant Professor

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

Administration Health Systems

Potash, Jeffrey

Roy, Diane

Smeltzer, Phillip

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

Thornewill, Judah

HMSS Zahn, Matthew Assistant Professor

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

NA M W MD Medicine No teaching responsibilities currently

Please see the following page for Section 4.1.c.


Moved to CA


Check with Esterhay


Check with Esterhay




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 are available at [URL].

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.

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, 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.

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

Board Member, Kentucky Health Alliance/Collaborative (Steiner)


Board Member, Kentucky Psychological Association (LaJoie) Board of Directors of a Company, Kentucky Academy Family Physicians (Steiner) Chairperson, Kentucky Chapter, American Statistical Association (Goldsmith) Chairperson, Kentucky Healthcare Infrastructure Authority, Frankfort, Kentucky (Esterhay) Chairperson, Kentucky Telehealth Board eHealth Work Group (Esterhay) Committee Chair, Katrina Task Force, KY Psychological Association (LaJoie) Committee Chair, Louisville Health Information Exchange (LouHIE) Research WorkGroup (Esterhay) Committee Chair, Louisville Health Information Exchange e-Prescribing Working Group (Austin) Committee Chair, Susan G Komen for the Cure, Louisville Affiliate (Harris) Committee Member, Behavioral Risk Factor Surveillance System Steering Committee (Wilson) Committee Member, Kentucky Environmental Foundation, Advisory Panel (Tollerud) Committee Member, Kentucky Public Health Association (Wilson) Committee Member, Kentucky State Epidemiologic Outcomes Workgroup (Wilson) Committee Member, Metro Louisville Government, Wet Weather Team Stakeholder Group (Tollerud) Committee Member, State Epidemiology and Outcomes Workgroup, Kentucky (Wilson) Director, Region 2, Kentucky Academy of Family Physicians (Steiner) Instructor, Medical Reserve Corps, Louisville, KY (LaJoie) Kentucky Chapter Representative, American Statistical Association Council of Chapters (Goldsmith) Liaison and Consultant, Kentucky Department for Public Health (Wainscott) Member, Healthy Hoops Kentucky Quality of Life Assessment (Steiner) Member, Healthy Hoops Kentucky, Data Committee (Esterhay) Member, Jefferson County Smoke Free Coalition, Jefferson County Public Schools (LaJoie) Member, Louisville Metro Stimulus Package Review Team (McKinney) Member, Medical Reserve Corps (Steiner) Member, Population Health Committee for the Kentucky Health Information Exchange (HIE) Coordinating

Council (Esterhay) Member, Research Advisory Team, Community Farm Alliance (Tollerud) Member, Search Committee, Foundation for a Healthy Kentucky (McKinney) Mentor, Kentucky Public Health Leadership Institute (LaJoie) National Representative, Delta Omega Beta Pi Chapter (Harris)

d. Identification of measurable objectives by which the school assesses the qualifications of its faculty complement, along with data regarding the performance of the school against those measures for each of the last three years.

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

Table 4.1.4: Outcome Measures for Qualifications of Faculty Complement

Outcome Measure Target 2009-10 2010-11 2011-12

2.1.a Increasing the number of grants and contracts awarded annually to 30 in 2013.

30 19 >21

2.1.c Increasing the number of faculty on funded research to 30 in 2013.

30 28 >26

2.2.c Maintaining the total number of publications in refereed journals at 25 in 2013.

25 46 >25

2.2.d Maintaining the number of refereed presentations and/or papers sponsored by national or international organizations at 25 in 2013.

25 >12 >9

Leadership on national boards, study sections, editorial boards and advisory committees.

Success in achieving competitive research and educational grant awards.

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Outcome Measure Target 2009-10 2010-11 2011-12

Provision of expert peer reviews for manuscripts submitted to professional journals.

Publications in peer-reviewed journals.

Refereed presentations and/or papers sponsored by national or international organizations.

Course Evaluations by Students.

University and national awards for excellence.

Number of service or consulting engagements.

Number of faculty holding a terminal degree.

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

The following list provides an aggregate summary on how faculty qualifications are measured.

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

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

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

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

[d)] Chairperson, CDC Review Panel (Myers)

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

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

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

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

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

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

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

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

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

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

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

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

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

[r)] Member, American Medical Informatics Association People & Organizational Issues Working Group


(Esterhay)

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

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

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

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

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

[4.] Publications in peer-reviewed journals. Please see Section Three for additional information.

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

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

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

Spring 2008,

Spring 2009,

Spring 2010

Spring 2011,

Spring, 2012,

[7.] University and national awards for excellence. While there is no expectation for individual faculty to achieve these awards, each department seeks periodic recognition of its faculty through special awards for performance excellence. Awards to faculty members during the current three year cycle include:

2009

o Student-Nominated Faculty Favorite, UofL (Myers)

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

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

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

o Elected member, International Statistical Institute (Somnath Datta)

2010

o Delta Omega Public Health Honor Society (Wainsott)

o PStat, American Statistical Association (Lorenz)

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

o Student Nominated Faculty Favorite, UofL (Brock)

o Community Forum Chair and Panelist, NIEHS (Ramos)

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

Nunn,Eric Jason, 08/07/12,

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Nunn,Eric Jason, 08/07/12,

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o Outstanding Community Outreach Award, UofL (Myers)

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

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

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

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

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

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

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

o University Scholar, UofL (Susmita Datta)

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

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

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

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

2011

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

o Faculty Favorite Nominee, UofL (LaJoie)

o Graduate Dean's Citation, UofL (Lorenz)

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

o Community Engagement Award, UofL (Ramos)

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

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

o Community Engagement, Office of Community Engagement (Harris)

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

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

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

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

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

o Faculty Favorite, UofL, Delphi Center (Wilson)

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


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

Fulbright Scholarship, Fulbright Board (McCabe)

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

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

General Template – Outcome Measures including Targets

Table X. Outcome Measures for XXX

Outcome Measure Target Year 1 Year 2 Year 3

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

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

NOTE: Assessments will be written or revised to reflect the comments provided by reviewers, and will include Strengths, Weaknesses and Plans.

Strengths

Weaknesses

Plans


4.2 Faculty Policies and Procedures. The school shall have well-defined policies and procedures to recruit, appoint and promote qualified faculty, to evaluate competence and performance of faculty, and to support the professional development and advancement of faculty.

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

The Redbook, available at http://www.louisville.edu/provost/redbook/, is, is provided and maintained by the Office of the University Provost as a service to the University community. The Redbook, which is the basic governance document of the University, covers the organization and operation of the Board of Trustees and Board of Overseers; the organization and operation of the University Administration; the organization and governance of the academic programs; faculty personnel policies; staff organization and personnel policies; the student governance and student affairs administration. Although schools may have their internal policies, the policies must be consistent with the Redbook, as it is the controlling document. The school has four unique documents that are consistent with and expand upon the Redbook with the purpose of further defining school policies.

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

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

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

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

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

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

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

Spring 2012 HSC Technology Panel Conversation

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

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

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

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

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


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

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

Center for Medicare and Medicaid Services (CMS)

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

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

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

2012 Envisioning Teaching and Learning in the Digital Age

2011 From College to Career: Developing Generation NeXt

2010 Engaging Teaching, Engaging Learning

2008 Student Engagement: It’s Happening Here

2007 Fostering Critical Thinking

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

Faculty Mentoring

Currently, 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 for the fall of 2012 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 15 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


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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.

As of May 2012, a total of 13 SPHIS workshops have been sponsored by the SPHIS Dean’s office on “Teaching and Learning”. These workshops have been developed and held in conjunction with the University’s Delphi Center for Teaching and Learning and have included the following:Table 4.2.1: SPHIS Workshops on X

Date Presenter Title

10/15/10 Sharron Kerrick, PhD Developing Rubrics for Assessing Group Work

11/19/10 Cathy Bays, PhD Promoting Active Learning: Keys to Effective Classroom Assessment

03/25/11 Andrew L. Wright, PhD Using the Latest Instructional Tools

04/29/11 Edna Ross, PhD Promoting Active Learning in Lecture Classes: Strategies & Tips from the Trenches

06/03/11 Linda Leake and Richard Wilson, DHSc

Practical Applications of Instructional Technology in the Classroom

06/24/11 Patricia Payette, PhD What’s So Critical About Critical Thinking? Strategies for Fostering Disciplinary Thinking in your Course

07/22/11 Patricia Payette, PhD Refining your Syllabus Focus Core Course Concepts Student Learning

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

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

11/04/11 Cathy Bays, PhD Tools for Assessing Critical Thinking

12/02/11 Marie Kendall Brown, PhD

Strategies for Enhancing Your Teaching Effectiveness

02/03/12 Patricia Payette, PhD Designing a Learning-Centered Syllabus

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

09/21/12 Rich Lewine, PhD Negotiating the Difficult Faculty-Student Relationship

10/19/12 Jennie E. Burnet, PhD Teaching and Assessing Student Writing (Without Losing Your Mind)

10/15/10 – Developing Rubrics for Assessing Group Work (Sharron Kerrick, PhD) 11/19/10 – Promoting Active Learning: Keys to Effective Classroom Assessment (Cathy Bays,

PhD) 03/25/11 – Using the Latest Instructional Tools (Andrew L. Wright Ph.D) 04/29/11 Promoting Active Learning in Lecture Classes: Strategies & Tips from the Trenches

(Edna Ross, PhD) 06/03/11 – Practical Applications of Instructional Technology in the Classroom (Linda Leake,

Richard Wilson) 06/24/11 – What’s So Critical About Critical Thinking? Strategies for Fostering Disciplinary

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

Payette, PhD) 08/25/11 – Why Students Forget Most of What They're Taught...And What You Can Do About It


Add recent presentations.


(Keith B. Lyle, PhD) 09/30/11 – From Theory to Practice: Reflections on Implementing Evidence-Based Teaching

Strategies, Part 1 (SPHIS Faculty) 11/04/11 – Tools for Assessing Critical Thinking (Cathy Bays, PhD) 12/02/11 – Strategies for Enhancing Your Teaching Effectiveness (Marie Kendall Brown, PhD) 02/03/12 – Designing a Learning-Centered Syllabus (Patricia Payette, PhD)

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

Faculty Mentoring

Currently, 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 for the fall of 2012 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 15 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 X.XX 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.

c. Description of formal procedures for evaluating faculty competence and performance.

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

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

d. Description of the processes used for student course evaluation and evaluation of instructional effectiveness.

The university has transitioned to an online course evaluation system. Starting Fall 2011 students can 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 which that promotes student participation in online course evaluations. Moreover, the campaign will focus on the NEW 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 the Department Health Promotion and Behavioral 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.


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

Strengths

Weaknesses

Plans


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.

a. Description of the school’s recruitment policies and procedures. If these differ by degree (eg, bachelors vs. graduate degrees), a description should be provided for each.

The school’s recruitment policy and strategies are as follows:

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

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

Goal:

A 15% increase in the number of incoming MPH students through 2013. 25 students in the Bachelor in Public Health program by Fall 2012 15 students in the BS/MPH program by Spring 2013

Recruitment Strategies

Table 4.3.1: Bachelor in Public Health: Community Outreach

Initiatives Resources Needed/Personnel involved

Timeline

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

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

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 $1000- Personnel, facilities and Summer 2012 or 2013



(“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.

refreshments/ Zeirold

Table 4.3.3: BS/MPH and MPH Programs


Recruit at 1 graduate school fair and/or conferences

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

Variable

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

Personnel/email to avoid postage/ Muldoon

Immediate

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

Personnel / Muldoon Spring 2012

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

Personnel/mileage/parking/ Muldoon and volunteer students

Quarterly or by semester

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

Personnel time / Muldoon Early spring semester ‘12

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

Personnel time / Muldoon Early spring semester ‘12

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

$500 Refreshments

Personnel/mileage/parking/Muldoon

March

Senior letters

Include RSVP meet with students in library

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

NPHW 12-1 April 2-8

Develop a list of schools with 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

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

Contact Bellarmine about career/educational fair

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

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

March

Table 4.3.4: All Programs

Initiative Resources Needed Timeline

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

November 2012

New recruitment video featuring students, approximately 3 minutes long

Personnel/ Video equipment/ Time spent editing – equipment donated

by Scott LaJoie/ LaJoie

March 2012

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

By end of spring semester ’12 (?)

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

Bachelor in Public Health

Students applying for admission to the Program 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 Pprogram has three admission standards for minimum GPA:

Applicant Status Minimum GPA without post-secondary GPA: not applicable with post-secondary GPA: 2.0 in public health workforce (3+ years): none

Admissions criteria for the BAPH and BSPH programs are:

60 credit hours of undergraduate coursework without prerequisites in any specific disciplines, with the exception of PHPH-101

Minimum GPA according to applicant status:

Applicant Status: Minimum GPA

without post-secondary GPA: not applicable

with post-secondary GPA: 2.0

in public health workforce (3+ yrs): none

Students in the pProgram 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.

MPH

The 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

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

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

Graduate application and payment of application fee. Three letters of recommendation written within the last twelve months. Official transcripts of all degrees. Resume or curriculum vitae. One-page personal statement written by the application that is a clear, substantive description of his or her

goals in public health, noting any professional or research experience. Official score from any of the following standardized tests: GRE, MCAT, DAT, GMAT, or LSAT. International applicants: Foreign credential evaluation of all degrees from non-U.S. institutions. Please

contact the MPH program prior to completing this requirement.

Dual Bachelor-MPH Degree

Admission criteria for the undergraduate component of the bachelor-MPH program are:

Undergraduate student in good standing in the University of Louisville Completion of at least 45 credit hours of undergraduate studies. However, an admitted student may not

enroll in any core MPH course until completion of 60 credit hours of undergraduate studies. GPA of 3.25 or higher for unconditional admission and 3.0 to 3.2499 for conditional admission Permission of the director of the undergraduate program (“major field”) in which the student is or becomes

enrolled.

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

Application requirements for the undergraduate component are:

Completed program application

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

To continue in the undergraduate component, a student must:

Maintain student status in the university Earn a B- or higher in each of the five required public health courses; if conditionally admitted, earn a B or

higher in the first required public health course taken

Criteria for admission to the MPH component are:

Bachelor degree from the University of Louisville Unconditional admission: undergraduate GPA of 3.25 or higher and grade average of 3.0 in the five


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

public health courses

Application requirements for the MPH component are:

Completed graduate application and $50 application fee

MS/BDS

The 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 past twelve months (can be submitted with form at

http://graduate.louisville.edu). Submission of GRE Quantitative section score to SIGS (no minimum score required). All postsecondary transcripts (may require foreign credential evaluation if not from accredited U.S.

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

program).

MS/Epi

Students 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/CIS

Applicants 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 Biostatistics

The 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.


http://graduate.louisville.edu/


Graduate application (see www.graduate.louisville.edu) PhD in Biostatistics Page 4 of 8 Non-refundable application fee At least two letters of recommendation written within past twelve months, which may be submitted with the

form available at http://graduate.louisville.edu/app/grad-rec.pdf Submission of GRE Quantitative section score to graduate admissions (no minimum score required) All postsecondary transcripts (may require foreign credential evaluation if not from an accredited U.S.

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

PhD/PHS

Applicants for the PhD degree must submit an application along with:

• transcripts from all post-secondary educational institutions;• official report of GRE scores;• personal statement indicating area of research interest;• two letters of recommendation; and• curriculum vitae or resume.

c. Examples of recruitment materials and other publications and advertising that describe, at a minimum, academic calendars, grading and the academic offerings of the school. If a school does not have a printed bulletin/catalog, it must provide a printed web page that indicates the degree requirements as the official representation of the school. In addition, references to website addresses may be included.

The 2011-12 SPHIS Catalog is available at https://sharepoint.louisville.edu/sites/sphis/do/aa/catalog/pubcat/SPHIS%20Catalog.pdf.

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

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

Please see the following table.

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

Year 1

2009-10

Year 2

2010-11

Year 3

2011-12

Biostats MS Applied 17 16 12

Accepted 11 8 6

Enrolled 10 2 4

Biostats PhD Applied 9 12 20

Accepted 5 9 10

Enrolled 2 3 5

CREST MSc Applied 12 18 9

Accepted 9 15 9

Enrolled 9 13 9

MPH Applied 118 138 126

Accepted 50 62 52

Enrolled 34 39 30

Epi MS Applied 8 10 7


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

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

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

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

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

http://www.graduate.louisville.edu/


Accepted 1 8 2

Enrolled 0 7 2

Epi PhD Applied 11 12 5

Accepted 9 6 2

Enrolled 5 5 0

Env PhD Applied 6 3 4

Accepted 2 0 2

Enrolled 2 0 0

Health Mgmt PhD

Applied 11 8 11

Accepted 2 2 6

Enrolled 1 2 5

Health Promotion PhD

Applied 6 6 10

Accepted 2 0 6

Enrolled 2 0 4

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

Please see the following table.

Table 4.3.6: Student Enrollment Data from 2009 to 2012

Year 1

2009-102009-10

Year 2

2010-11

Year 3

2011-12

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

Biostats MS 14 14 28 11 14 25 4 10 14

Biostats PhD 25 7 32 22 4 26 16 5 21

CREST MSc 3 56 59 6 52 58 5 35 40

MPH 115 62 177 113 65 178 55 53 108

Epi MS 1 1 2 9 3 12 4 5 9

Epi PhD 17 11 28 28 10 38 15 10 25

Env PhD 7 6 13 9 3 12 6 2 8

Health Mgmt PhD 8 12 20 6 15 21 13 8 21

Health Promotion PhD

8 21 29 13 20 33 8 10 18

f. Identification of measurable objectives by which the school may evaluate its success in enrolling a qualified student body, along with data regarding the performance of the school against those measures for each of the last three years.


Table 4.3.10: Student GPA by Program, Fall 2010 to Fall 2012 (estimated) has been removed. Include in December draft.


Assessment of the programs in the school will utilize the following measures and targets pertaining to its success in enrolling a qualified student body. The measures and targets apply to each class of students enrolled in each program and for the school overall.

Enrolled students characteristics

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

Pre-admission standardized test scores – average of 70th percentile or higher.: Please see Table 4.3.7 below.

Admission rate – of 70% or less (number of admissions / number of applications).: Please see Table 4.3.8 below.

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

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

Student GPA – average of 3.3 or higher (at end of each year): Please see Table 4.3.10 below.

Graduation rate – of 80% or more. Please see Section 1.X.X for additional information on graduation rates.

Student scholarly papers, presentations, posters or grants will be submitted by or awarded to 10% or more of enrolled, full-time students each year: Please see Table 4.3.11 below.

Table 4.3.7: Pre-admission Standardized Test (GRE) Scores for Each of the Last Three Years

Component Target Fall 2010 Fall 2011 Fall 2012

Verbal

Quantitative

Analytical Writing

Table 4.3.8: Admission Rate by Program, 2010-11 to Present3 (estimated)

Degree Program Target Fall 2010 Fall 2011 Fall 2012

Masters 70%

Doctoral 70%

Average 70%

Table 4.3.9: Enrollment Rate by Program, 2010-11 to Present4 (estimated)

Degree Program Target Fall 2010 Fall 2011 Fall 2012

Masters 70%

Doctoral 70%

Average 70%

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 section is under development.]This criterion is [met, partially met, met with commentary].

3 Student enrollment is based on fall numbers.4 Student enrollment is based on fall numbers.


Add new degree programs.


Add new degree programs.


Strengths

Weaknesses

Plans


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.

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.

Student handbooks for all degree program are available at [URL].

Bachelors and Bachelors-MPH Programs

Advising for the BS and Bachelors/MPH programs will take place on the Belknap campus. A staff member will be identified to hold regular office hours to assist students. In addition, the Associate Dean for Student Affairs will continue to meet annually with the other Arts and Sciences academic advisors to provide them up-to-date information about our programs. 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 Programs

Year One:

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

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

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

Modification:

Practicum Mentoring Team:

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

MS and PhD programs

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

b. Description of the school’s career counseling services for students in all degree programs. Include an explanation of efforts to tailor services to specific needs in the school’s student population.

The university’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).

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 25% participation rate) due to student dispersion and competing time demands. With the 2011 graduating class, surveys included questions on availability, knowledge, and satisfaction with academic and career advising. On a scale from 1-5, where 1-5 referred to being “extremely poor”, “below average”, “average”, “above average” and “excellent,” respectively, scores were generally positive for advising items; 72-82% of the students rated academic advising services as “above average” or “excellent”, and 44-72% of the students rating career advising services as “above average or “excellent”.

Table 4.4.1: Responses to Active Student Survey

Eric Jason Nunn, 08/07/12,

include N


Survey Item Response

Very Dis-satisfied15

Dis-satisfied26

Neutral37 Satisfied48 Very Satisfied59

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

9.4% 16.7% 8.3% 50.0% 25.0%

Extremely Poor

Below Average

Average Above Average

Excellent

The quality of the helpfulness of the staff (including advisors, coop/career

placement, students services was:

0.0% 5.1% 12.8% 15.4% 66.7%

The availability of academic advisors was: 0.0% 5.9% 23.5% 20.6% 50.0%

The knowledge of academic requirements by academic advisors was:

0.0% 2.9% 25.7% 25.7% 45.7%

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

Strongly Disagree

Disagree Neutral Agree Strongly Agree

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

0.0% 5.3% 10.5% 42.1% 42.1%

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

0.0% 8.1% 10.8% 43.2% 37.8%

d. Description of the procedures by which students may communicate their concerns to school officials, including information about how these procedures are publicized and about the aggregate number of complaints and/or student grievances submitted for each of the last three years.

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

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

Inadequate space for student studying and group work;

Lack of a refrigerator;

Lack of private space for lactating students.

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

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

In addition, the university maintains an Office of the Student Advocate, http://louisville.edu/studentadvocate/. Dr. Prafula Sheth, EdED, the Student Advocate, reports directly to the pProvost and has a thorough knowledge of university systems, policies and procedures. Dr. Sheth offers students information on support services and

http://louisville.edu/studentadvocate/


functions available at no cost. She helps students understand academic policies and processes as they affect their academic and personal futures. She 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.

The university’s Ombuds Office, http://louisville.edu/ombuds/, provides informal, impartial, and confidential dispute resolution services for staff and faculty. TheyPersonnel from this office assist people with interpersonal misunderstandings or disputes as well as those with concerns about academic or administrative issues. They attempt to help individuals resolve their concerns fairly and, if possible, informally. The Ombuds Office operates independently as a supplement to existing administrative or formal grievance procedures and has no formal decision-making authority. They do not act as advocates for either side in a dispute. Perhaps most importantly, they operate confidentially, which means we do not acknowledge who has--or has not--used the Ombuds Office without the permission of the individual (In some cases, even if we have permission, we do not acknowledge this information) involved. They Ombuds Office personnel report administratively to the pProvost.


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

Strengths

Weaknesses

Plans


Modified only slightly from the Ombuds’ website. This seems like it should go somewhere, but where?


Modified only slightly from the advocate’s website.

http://louisville.edu/ombuds/

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