CHHS 36 of 69 4/16/10

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1 Department of Public Health Sciences (PHS) I. EXECUTIVE SUMMARY Mission and Goals: The mission of the Department of Public Health Sciences (PHS) is to be a leading academic unit engaged in research, teaching, and service to prepare future researchers and practitioners in public health, health care administration, and health services research at the baccalaureate, masters, and doctoral level that meets the needs of an increasingly diverse student body and workforce. Primary goal: The Department of Public Health Sciences is focused to prepare future researchers and practitioners in public health and health care administration that meets the needs of an increasingly diverse student body and workforce. Summary of Process: Summary of Major Goals: Summary of Resources Required: The strategic planning process was reviewed at several department meetings; department faculty were encouraged to review and comment on the College draft goals in October; and review of department goals continued through the unit s 2/8/1 department meeting. Additional input was solicited from all faculty during the month of February, and a draft set of goals was distributed on 2/26/1 for review and comment. Feedback on draft documents was solicited from individual members of the Advisory Boards on elements of the plan (e.g., training in epidemiology; community-based research opportunities; and an academic health department). In addition, the School of Public Health Planning and Steering Committee participated in a planning roundtable on 3/15/1. A final version of the plan was developed on 3/31/1 and submitted to the Dean on 4/2/1. The six goals represent updated and reformulated versions of the 25-1 department goals: Continue the planning process for a School of Public Health; continue to build current degree programs and add selective degree programs consistent with public health workforce needs and student interests; expand the development and documentation of excellence in teaching and advising; expand funded programs of research among faculty and community partners focused on the prevention and management of disease across the lifespan, the health status of diverse, urban communities, and population health and health care analytics; promote community partnerships and collaborations that contribute to education, research, and service in health and human services; and value and support a culture of inclusion and diversity among students, faculty, and staff. To accomplish the unit s goal of establishing an accredited School of Public Health, including degree programs mandated by the accreditation process and in combination with an accredited Master of Health Administration (MHA) degree program, we envision a unit comprised of at least 28 fulltime, tenure-track faculty; 3 lecturers/field coordinators; one fulltime EPA staff person; 3 fulltime SPA staff members; and a large number of fulltime graduate assistantships to support faculty research and attract highly qualified doctoral students to our degree programs. New space needs will be evaluated for PHS as we continue to demonstrate growth in our research, teaching, and service capacities, and engaging the community as part of the process. CHHS 36 of 69 4/16/1

2 Assessment of cumulative progress: New Challenges, Opportunities, and Obstacles: Summary: Strategic Plan (Revised June 28) Goal #1: Develop an adequate advising plan that meets both the academic and career needs of MHA students; and align the MHA curriculum to meet dual accreditation by CEPH: NOT MET. The MHA program received initial 3-year accreditation from the Commission on Accreditation of Healthcare Management Education (CAHME) in November 27. Goal #2: Secure national accreditation of the Master of Science in Public Health degree program, and the Bachelor of Science in Public Health degree program, by the Council on Education for Public Health (CEPH): MET. Goal #3: Develop and evaluate a responsive and effective system for advising and enabling student success for those enrolled in the Bachelor of Science in Public Health (BSPH) degree program: MET. The BSPH has a module in the Curriculum, Advising and Program Planning (CAPP) software; an Academic Plan of Study Worksheet; offered group advising sessions; and improved mid-term grade reporting. Goal #4: Plan and establish a doctoral degree program, Doctorate of Philosophy in Public Health Sciences: IN PROGRESS. The Permission to Plan a PhD program in Public Health Sciences was submitted to General Administration (3/31/9) and the disciplinary review panel held on 3/17/1. Goal #5: Plan and establish an MSPH in epidemiology and a doctoral degree program, Doctorate of Philosophy in Epidemiology: NOT MET. Goal #6: Articulate a clear path (including governance), and a feasible timeline, to establish a School of Public Health at UNC Charlotte; and realign the heath services research doctoral program to meet CEPH accreditation expectations: IN PROGRESS. The unit was renamed, and a School of Public Health Planning and Steering Committee was formed and met. Goal #7: Explicitly support and contribute to the college s goal to increase research dollars and scholarly productivity: MET. Challenges 1. Creating interdisciplinarity through collaboration. PHS (formerly HBA) was organized as an interdisciplinary unit intended to overcome discipline-specific barriers to research and academic programming. Consequently, PHS was uniquely positioned to examine a wide range of possible goals and initiatives. Interdisciplinarity is difficult and fraught with roadblocks, particularly for researchers raised in the tradition of disciplinarity and departmentalism. It is an ongoing challenge for faculty to embrace collaborative approaches to population health research that cut across intellectual domains. We are challenged to develop feasible pedagogical and governance systems in the development of shared degrees (e.g., health informatics in collaboration with the College of Computing and Informatics). 2. Building people around programs or programs around people. The former is more difficult and the latter is less precise. A classic tension in academic settings is developing academic and research programs that simultaneously serve the interests, creativity, and talents of individual faculty; the goals of the institution; and the needs of the students. In this regard, PHS has identified 3 research themes to enable collaborations; develop competitive and innovative research programs; and contribute to solving pressing problems. 3. Expectations of a maturing research university. Faculty, especially junior faculty, remain stretched. The main challenge is not but the current economic climate and the simultaneous number of large-scale initiatives in place. Opportunities 1. We have the opportunity to develop a vision for a School of Public Health that is CHHS 37 of 69 4/16/1

3 unique to UNC Charlotte, the region, and national public health workforce needs. 2. The population s health and the health care system continue to need improvement. 3. Public health workforce needs in public and private health care are increasing. 4. PHS has increased its contact with the community and co-hosted several events with community partners, and additional opportunities exist. Our adjunct faculty and part-time faculty are very strong, committed, and competent community practitioners. Obstacles How to serve an increasing number of students attracted to our degree programs well, especially with resource constraints. II. NEW STRATEGIC GOALS, ACTION PLANS AND PERFORMANCE OUTCOMES Goal #1: Articulate a clear path and a feasible timeline, to establish a School of Public Health at UNC Charlotte consistent with the needs of the campus, the public health workforce, community partners, and faculty resources. Relationship to next higher reporting Unit: Action plan: Effectiveness Measures/Methods to assess outcomes: Assessment Supports College Goal 1 (Offer progressive academic programs ); Goal 2 (Further advance programs of research ); Goal 3 ( enhance community partnerships ); and Goal 5 (Strengthen and expand the College s infrastructure ) 1. During , with faculty input, revise the department s Long-Range Planning Committee to the School of Public Health Planning Committee to include department, college, and campus-wide members. 2. During , with faculty input, revise and expand the department s School of Public Health Planning and Steering Committee to the School of Public Health Steering Board. 3. By fall 211, The School of Public Health Planning Committee will draft, revise, and distribute a School of Public Health white paper that describes the needs, plans, and implementation for a School of Public Health at UNC Charlotte including the state appropriations, grants, and gifts that would make the establishment of a School feasible and realistic. 4. Continue to update, prioritize, and submit new faculty and staff positions requests that are aligned with strategic hiring needs consistent with current, continuing, and planned new degree program and student needs and accreditation expectations - each year of the strategic planning cycle. 5. Through our institutional memberships keep abreast of established and updated CEPH and CAHME accreditation standards each year of the strategic planning cycles. 6. Uncover and engage national experts known to us in all activities as appropriate and necessary, especially as new degree programs are considered and as an emerging structure for a School of Public Health arises. 1. Establishment of the School of Public Health Planning Committee to include department, college, and campus-wide members; number of meetings and Committee action plans. 2. Establishment of the School of Public Health Steering Board; number of meetings and Board action plans. 3. Creation, review, and revision of a School of Public Health white paper. 4. Number of new position requests; number of new faculty and staff. 5. Knowledge of established and updated CEPH accreditation standards. 6. Number of national experts. 1. Annually. CHHS 38 of 69 4/16/1

4 Schedule: 2. Annually. 3. Annually. 4. Annually. 5. Annually. 6. Annually. Person/Group responsible: Resources Required to Achieve: 1. Chair. 2. Chair; School of Public Health Planning Committee. 3. School of Public Health Planning Committee; chair; School of Public Health Steering Board. 4. Chair; faculty. 5. Public Health Program Graduate Coordinator. 6. Chair; School of Public Health Steering Board; School of Public Health Planning Committee. 1. None. 2. Discretionary funds for meetings and refreshments. 3. None. 4. None. 5. Some support for travel to annual CEPH-related workshops. 6. Some support for national consultants. III. NEW STRATEGIC GOALS, ACTION PLANS AND PERFORMANCE OUTCOMES Goal #2: Design and deliver successful academic degree and certificate programs that align with the expectations of accreditation, that are often interdisciplinary in nature, and meets campus priorities and workforce needs in the state and nation. Relationship to next higher reporting Unit: Action plan: Supports College Goal 1 (Offer progressive academic programs ); and Goal 5 (Strengthen and expand the College s infrastructure ) 1. Maintain standards of academic excellence in existing degree programs demonstrated currently through current accreditation by CAHME and CEPH including the submission of progress reports as required and arranging and conducting site team visits as scheduled. 2. As appropriate prepare, revise, and submit through both the faculty governance systems and General Administration by fall 211 a Permission to Establish a PhD in Public Health Behavioral Sciences; in this process, coordinate curriculum development with the Health Services Research Program Committee and assess the value of simultaneous adjustment to the HSRD doctoral program to meet CEPH accreditation in Participate as full partners by contributing to the curriculum and student mentoring in the implementation of a Professional Science Masters in Health Informatics. 4. Align the MHA curriculum to meet dual accreditation by CEPH; and/or, institutionalize a new MSPH concentration in health services administration by spring 212 based on a review of best practices nationally. 5. At the baccalaureate level, assess the needs and interest for additional program concentrations in health services administration, epidemiology, and health information technology during by surveying both premajors and minors; institutionalize new BSPH concentrations in health services administration and in epidemiology and in health information technology by Continue to operate a robust health studies minor and implement a revised curriculum leading to a minor in public health. 7. Conduct a feasibility study for a doctoral program in epidemiology by spring 212, consistent with the listing of new degrees proposed and rank-ordered CHHS 39 of 69 4/16/1

5 Effectiveness Measures/Methods to assess outcomes: Assessment Schedule: Person/Group responsible: by the Provost. 8. At the master s level, survey the needs and interest for additional program concentrations in epidemiology, environmental and occupational health, and biostatistics during ; and if favorable, institutionalize new MSPH concentrations in epidemiology, environmental and occupational health, and biostatistics during , , and Continue to explore with key stakeholders (chairs, program coordinators, center directors) and contribute annually to other related degree programs that might be added to the portfolio of the department or college and/or new programs with other campus partners including dual degree graduate programs involving, for example, with nursing (MSPH/MSN); with social work (MSPH/MSW); and with gerontology (MHA/MA). 1. Reaccreditation of existing degree programs. 2. Preparation, submission, and implementation of a Permission to Establish a PhD in Public Health Behavioral Sciences proposal; Health Services Research Program Committee action items. 3. Implementation of a Professional Science Masters in Health Informatics. 4. Alignment of the MHA curriculum to meet CEPH accreditation. 5. Number of new concentrations added. 6. Enrollment in the public health minor. 7. Completion of a feasibility study for a doctoral program in epidemiology. 8. Number of new concentrations added. 9. Number of new degree programs added to the portfolio of the department and college and number of new collaborative programs with other campus partners. 1. Reaccreditation schedule. 2. Annually, until program is established. 3. Annually, after program is implemented. 4. Reaccreditation schedule. 5. Annually, until possible concentrations reviewed. 6. Annually. 7. Annually, until the submission and review of a feasibility study. 8. Annually, until possible concentrations reviewed. 9. Annually. 1. Program coordinators and directors; faculty, chair. 2. Faculty; chair; Health Services Research Program Committee. 3. Chair; program coordinators and directors; faculty. 4. Program coordinators and directors; faculty, chair. 5. Program coordinators and directors; faculty, chair. 6. Undergraduate Public Health Programs coordinator; chair. 7. Complete a feasibility study for a doctoral program in epidemiology, consistent with the listing of new degree proposed rank-ordered by the provost. 8. Program coordinators and directors; faculty, chair. 9. Faculty; chair; college administrators. CHHS 4 of 69 4/16/1

6 Resources Required to Achieve: 1. Funds for accreditation fees, site visits, reaccreditation self-studies. 2. Funds for graduate assistantships. 3. Funds to support delivery of additional core program courses. 4. None. 5. New faulty lines. 6. None. 7. None. 8. New faculty lines. 9. None. III. NEW STRATEGIC GOALS, ACTION PLANS AND PERFORMANCE OUTCOMES Goal #3: Develop and evaluate responsive and effective systems demonstrating teaching excellence and advising excellence that enable student development, retention, and timely graduation. Relationship to next higher reporting Unit: Supports College Goal 1 (Offer progressive academic programs ); Goal 3 ( enhance community partnerships ); Goal 4 (Facilitate a culture of inclusion and diversity ); and Goal 5 (Strengthen and expand the College s infrastructure ) Action plan: 1. Demonstrate teaching excellence annually evidenced by student enrollment in our programs and overall satisfaction with the type and quality of learning experiences at UNC Charlotte as well as first-time pass rates on credentialing examinations. 2. Demonstrate advising excellence annually evidenced by student retention and graduation rates; student mentoring; and post-graduation success of alumni. 3. Develop (21-211) and implement ( ) and annually evaluate thereafter a communications enhanced curriculum for the BSPH program, based largely on the current capstone portfolios in place for majors. 4. Mentor faculty to provide responsive and effective systems for advising that provide continuity and meets both academic and career needs of students through working sessions held at least each semester. 5. Improve competency evaluations and all levels of student assessment lined to accreditation competencies through timely and accurate data management systems available in the college and the university that also support connections to alumni including the placement and career progression of graduates (21-213). 6. Continue annually to support and make available local, national, and international educational opportunities that support collaborative learning and integrated experiences, through our representative on the internationalization committee. 7. Maintain and promote annually organizations managed by the students that generate a culture of community. 8. Create partnerships that enable student success and that support a diverse student pipeline, such as the formation of a curriculum articulation agreement with CPCC during Build and reward innovative teaching methods involving the use of technology for face-to-face, hybrid, and online course delivery, including support for teaching assistants in part through the research incentive program. 1. Begin a process in to develop a portfolio of fellowships/scholarships/awards for PHS students by working closely with academic program leadership and the college s Director of Development. CHHS 41 of 69 4/16/1

7 Effectiveness Measures/Methods to assess outcomes: Assessment Schedule: Person/Group responsible: Resources Required to Achieve: 1. Program enrollment; course evaluations; student learning outcomes; CHES pass rates. 2. Student advising surveys; student retention and graduation rates; exit and post-graduation surveys. 3. Design and evaluate a communications enhanced curriculum. 4. Student advising surveys; student retention and graduation rates; exit and post-graduation surveys. 5. Development and management of data management systems; alumni survey results. 6. Number of students who complete local, national, and international educational opportunities. 7. Number of student organizations and number of members. 8. Number of partnerships including curriculum articulation agreements. 9. Number of course sections involving the use of technology. 1. Number of fellowships/scholarships/awards for PHS students. 1. Annually. 2. Annually. 3. Annually. 4. Annually. 5. Biannually. 6. Annually 7. Annually. 8. Annually. 9. Annually. 1. Annually. 1. Faculty; program coordinators and directors; associate dean for academic affairs; chair. 2. Faculty; program coordinators and directors; associate dean for academic affairs; chair. 3. Chair; faculty. 4. Chair. 5. Program coordinators and directors; associate dean for academic affairs; chair. 6. Chair; program coordinators and directors. 7. Program coordinators and directors. 8. Chair; faculty. 9. Chair; college administrators. 1. Chair; program coordinators and directors; faculty; Director of Development. 1. None. 2. Some support for survey collection and analysis. 3. None. 4. Some support for a workshop. 5. Reliable data management systems; data analyst. 6. Recognition of internship preceptors; support for student travel. 7. Support for student-led events and activities. 8. None. 9. Faculty incentives and technical support. 1. Support by the Director of Development. III. NEW STRATEGIC GOALS, ACTION PLANS AND PERFORMANCE OUTCOMES Goal #4: Expand the development and implementation of collaborative and interdisciplinary programs of research and scholarship focused on the prevention and management of disease across the lifespan; the health status of diverse, urban communities; and population health and health care analytics. CHHS 42 of 69 4/16/1

8 Relationship to next higher reporting Unit: Action plan: Effectiveness Measures/Methods to assess outcomes: Assessment Schedule: Person/Group responsible: Resources Required to Achieve: Supports College Goal 2 (Further advance programs of research) 1. On an annual basis, promote and encourage individual faculty and collaborative programs of research focused on the prevention and management of disease across the lifespan; the health status of diverse, urban communities; and population health and health care analytics. 2. Continue to value and increase levels of interdisciplinary among faculty including the Institute for Social Capital, the Urban Institute, the Center for Applied Geographic Information Systems, the Charlotte Research Institute, the Gerontology program, and the Center for Applied and Professional Ethics by increasing the number of journal club meetings in the department each semester from two to four. 3. Support increasing numbers of graduate students annually engaged in funded research. 4. Recommend a committee structure to explore and propose a Center that serves to catalyze complementary programs of research in the units and in the college involving other campus partners by spring Number of publications, presentations, and grants and contracts (submitted and funded) by faculty and collaborative teams. 2. Number of interdisciplinary activities by faculty. 3. Number of graduate students funded by grants and contracts. 4. Proposals to explore, propose, and establish a Center. 1. Annually (Faculty Annual Review and Planning Document). 2. Annually (Faculty Annual Review and Planning Document). 3. Annually (Faculty Annual Review and Planning Document); chair. 4. Annually, or until a Center is established. 1. Faculty; chair. 2. Faculty; chair. 3. Faculty; chair. 4. Faculty; chair; college administrators; college faculty. 1. Additional senior faculty to serve as mentors; pre- and post-award support. 2. None. 3. Pre- and post-award support. 4. Seed money may be needed for a new center. III. NEW STRATEGIC GOALS, ACTION PLANS AND PERFORMANCE OUTCOMES Goal #5: Develop and sustain community partnerships and collaborations to support and advance education, research, and service in health and human services. Relationship to next higher reporting Unit: Action plan: Supports College Goal 2 (Further advance programs of research ); and Goal 3 (Continue to enhance community partnerships ) 1. On an annual basis, continue to engage and support annually the unit s effective advisory boards (Public Health Advisory Board, and Health Care Management Advisory Board) through at least two meetings annually. 2. Continue to engage a restructured School of Public Health Steering Board in and annually thereafter to include ongoing representation from public health leaders in the community, region, and state; hold at least one community roundtable each year as part of the Board s activities. 3. Identify opportunities and barriers to collaboration in research projects and participatory research endeavors within the community, including community health needs assessment and program planning and evaluation activities by fall 211 through focus groups conducted by department faculty and CHHS 43 of 69 4/16/1

9 Effectiveness Measures/Methods to assess outcomes: Assessment Schedule: Person/Group responsible: graduate students; and reassess the value of a recharge unit to facilitate both small and large consultations and community-based evaluation and research programs annually. 4. Recognize and value the understanding and enthusiasm of our community partners including advisory board members, part-time instructors, and internship preceptors beginning with annual receptions by Create and promote an effective Speaker s Bureau during and seek expert consultation for effective regional, national, and international outreach and engagement annually thereafter from part-time faculty, advisory board members, and alumni. 6. Design (21-211) and establish ( ) and evaluate annually an Academic Health Department to create formal academic linkages that involve reciprocal faculty-staff teaching, research, and service relationships with representatives from health and health care agencies (such as public health departments; hospitals; not-for-profit agencies such as community health centers). 7. Identify and respond to continuing education and professional development needs of the public health and health services administration practice community annually through recommendations from the unit s advisory boards (Public Health Advisory Board, and Health Care Management Advisory Board) at both for-profit and not-for-profit health systems in the region. 8. In consultation with the office of development and program leadership continue to reach out annually to alumni and community partners who may contribute to student success (including scholarships), internships, and job placement activities. 1. Membership, frequency of meetings, and action items developed by the Boards. 2. Membership, frequency of meetings, and action items developed by the Board. 3. Number of opportunities and solutions to barriers to collaboration in research projects and participatory research endeavors within the community; number of collaborations established (grants, consultations, and publications); number of projects routed through a recharge unit. 4. Number of (social) events that involve advisory board members, part-time instructors, and internship preceptors. 5. Number of consultations and presentations sponsored by the Speaker s Bureau. 6. Number of faculty-staff exchanges, collaborative grants submitted, and service activities with health and health care agencies. 7. Number of continuing education and professional development programs. 8. Number of alumni and community partners who contribute to student success (including scholarships), internships, and job placement activities. 1. Annually. 2. Annually. 3. Annually (Faculty Annual Review and Planning Document). 4. Annually. 5. Annually (Faculty Annual Review and Planning Document); college administrators. 6. Annually (Faculty Annual Review and Planning Document). 7. Annually. 8. Annually. 1. Chair; faculty advisory board liaison. 2. Chair. CHHS 44 of 69 4/16/1

10 Resources Required to Achieve: 3. Annually (Faculty Annual Review and Planning Document). 4. Chair; program coordinators and directors. 5. Annually (Faculty Annual Review and Planning Document); college administrators. 6. Chair; program coordinators and directors. 7. Chair; program coordinators and directors. 8. Chair; program coordinators and directors. 1. Discretionary funds for meetings and refreshments. 2. Discretionary funds for meetings and refreshments. 3. Support by pre- and post-award staff. 4. Discretionary funds for meetings and refreshments. 5. Funds for promotional and marketing activities. 6. Funds for promotional and marketing activities. 7. Initial funds for start-up consultation and/or establishing CEU-granting authority; funds for promotional and marketing activities. 8. None. III. NEW STRATEGIC GOALS, ACTION PLANS AND PERFORMANCE OUTCOMES Goal #6: Facilitate a culture of inclusion and diversity among students, faculty, and staff that is responsive to the changing demography of our region, state, and nation and addresses human variation in race, gender, age, sexual orientation, and ability. Relationship to next higher reporting Unit: Action plan: Supports College Goal 4 (Facilitate a culture of inclusion and diversity ) 1. Develop orientations annually based on hiring and with the college - for new faculty and staff that serve the needs of multiple backgrounds. 2. Continue to enhance the climate and culture in the unit as one that supports and respects diversity and inclusion by tolerating no less than mutually respectful exchanges with all groups and persons. 3. Recruit and graduate students annually from underrepresented groups through the use of best practices in recruitment, mentoring, and support. 4. Continue to recruit, retain, and advance faculty and staff from underrepresented groups as hiring permits and as review cycles mandate through the use of best practices in hiring, and the provision of support and mentoring. 5. As part of the committee structure to explore and propose a Center facilitate annually related research activity focused on vulnerable populations, and health and human services disparity issues and work to increase collaborations with groups that serve vulnerable populations. 6. Increase annually the number of faculty whose service contributions include work with underrepresented or disadvantaged populations, or work to increase diversity and inclusion through jointly sponsored activities identified by our student-run organizations (PHA, GPHA, CHESO). 7. Enhance the extent to which we prepare students for an increasingly diverse workforce by weaving diversity issues and cultural competence throughout the curriculum and that is represented in student assignments and student learning outcomes through review of syllabi and program-related student learning goals. 8. Facilitate and encourage student internships with program coordinators and directors each year that include work with underrepresented or disadvantaged populations, or are involved to increase diversity and inclusion. 9. Encourage the development and submission of applications to the Chancellor s Diversity Challenge Fund and mini-grant programs among faculty annually. CHHS 45 of 69 4/16/1

11 Effectiveness Measures/Methods to assess outcomes: Assessment Schedule: Person/Group responsible: Resources Required to Achieve: 1. Satisfaction of new faculty and staff from multiple backgrounds. 2. Uncover or design effective measures of climate and distribute annually. Mean and range of relevant annual administrator evaluation items (such as Maintains a positive climate that promotes faculty and staff retention; and Promotes diversity of faculty & staff in recruitment and retention ). Mean and range of relevant student course evaluation items such as I am free to express and explain my own views in class and The instructor facilitated a respectful and inclusive environment for diverse students. 3. Number of students from underrepresented groups enrolled, retained and graduated; number of students participating in college-based study abroad programs. 4. Number of faculty and staff recruited, hired, retained, and advanced from underrepresented groups. 5. Number of publications and collaborations that address vulnerable populations and related issues. 6. Number of faculty who report service activities with vulnerable and at risk groups. 7. Representation of diversity issues and cultural competence in the curriculum, evident in faculty syllabi including class assignments. 8. Number of student internships that include work with underrepresented or disadvantaged populations, or are involved to increase diversity and inclusion. 9. Number of applications and funded projects. 1. Annually as needed. 2. Annually; administrator evaluations annually; course evaluations each semester. 3. Each academic semester. 4. Each hire; annually thereafter. 5. Annually (Faculty Annual Review and Planning Document). 6. Annually (Faculty Annual Review and Planning Document). 7. Annually (Faculty Annual Review and Planning Document). 8. Each semester. 9. Annually. 1. Chair; college administrators. 2. Chair and faculty. 3. Program directors and coordinators; chair; associate dean. 4. Chair; Search Committees. 5. Chair; faculty. 6. Chair; faculty. 7. Faculty. 8. Program directors and coordinators; chair. 9. Chair. 1. Funds for consultant. 2. Support from the Office of Multicultural Affairs. 3. Funds for advertising, student assistantships, and scholarships; and study abroad. 4. Funds for advertising and recruitment; expert faculty mentoring. 5. Some support to identify targeted funding opportunities. 6. None. 7. Funds for consultant. 8. None. 9. None. CHHS 46 of 69 4/16/1

12 Program Projections (by academic year): Appendix A UNIT ENROLLMENT PLAN (Values assume the incremental addition of new concentrations within the BSPH and MSPH programs) Program: Interdisciplinary Health Studies Minor Current: Bachelor of Science in Public Health Pre-majors (PRPH) Majors (BSPH) Master of Health Administration Master of Science in Public Health Certificate in Community Health Public Health Behavioral Sciences Ph.D Public Health Epidemiology Ph.D. na Appendix B STAFFING PLAN The positions listed in the table below for each year are the new, not cumulative, positions requested for that year. Year Position Categories Current Assistant Professor Associate Professor Full Professor 2 1 FT Lecturer EPA Staff 1 1 SPA Staff 2 1 GAs (@ 2 hrs/wk) Staff count includes state-funded positions only. No new positions are expected until the next biennium. Appendix C GOAL ALIGNMENT MATRIX College Goal 1 (Academic Programs) 2 (Research) 3 (Community) 4 (Diversity) 5 (Infrastructure) Unit Goal 1. School of Public Health x x x x 2. Academic Programs x x 3. Student Success x x x x 4. Research x 5. Community x x 6. Diversity x CHHS 47 of 69 4/16/1

13 Appendix D EVALUATION PLAN / ASSESSMENT SCHEDULE FOR The Department of Public Health Sciences will conduct assessments using the measures and methods defined as part of each goal; the majority of assessments will be conducted on an annual basis. CHHS 48 of 69 4/16/1