Lake Erie College. Master of Science in Physician Assistant Studies. Program Proposal

Lake Erie College Master of Science in Physician Assistant Studies Program Proposal Spring 2011

A. ABSTRACT Master of Science in Physician Assistant Studies Center for Health, Environmental and Life Sciences Lake Erie College Objectives: This is a proposal for a full-time professional Master of Science in Physician Assistant Studies to be housed in the Center for Health, Environmental and Life Sciences at Lake Erie College. The primary objective of the program is to equip Physician Assistant graduates with the competencies necessary to provide preventative and therapeutic health care that is safe, current and evidence-based and to deliver quality health care services under the supervision and direction of a licensed doctor of allopathic or osteopathic medicine. Graduates of the program will have necessary research and critical thinking skills to serve as academic and professional leaders in the physician assistant community. The program will offer students a comprehensive primary care education and training program that combines didactic course work with clinical experiences that balance academic and clinical orientation, provides extensive access to healthcare resources and a delivery model that maximizes training opportunities in Ohio and beyond in urban, rural and under-served populations. The proposed Master of Science in Physician Assistant Studies will meet the educational needs of students at Lake Erie College who are interested in earning a professional graduate degree in Physician Assistant practice. Upon graduation from the proposed program, students will be eligible to sit for the certification examination developed by the National Board of Medical Examiners and administered by the National Commission on the Certification of Physician Assistants. The objective of the proposed Master of Science in Physician Assistant Studies is aligned with the objective of LEC s academic plan to attract high quality faculty and graduate students. A certified PA is a graduate of an accredited PA educational program and has passed the Nation Competency Exam. All graduates of the degree program would have the potential to contribute to the healthcare workforce in Ohio. Clientele to be served: The Center for Health, Environmental and Life Sciences proposes to offer a professional Master of Science in Physician Assistant Studies program to meet the education needs of individuals who are interested in becoming trained physician assistants. Potential candidates for this program will consist of individuals who have strong basic science backgrounds and direct patient care experience and who seek to work under the supervision of licensed doctors of allopathic or osteopathic medicine to take medical histories, perform physical examinations, order and interpret diagnostic tests, diagnose illnesses, develop treatment plans, prescribe medication, assist in surgery and perform minor procedures. Curriculum: The curriculum of the proposed professional Master of Science in Physician Assistant Studies will be designed to provide students with the skills that enhance their professional and personal growth as physician assistants through course objectives which will cover three areas of learning: cognitive skills (knowledge base), psychomotor skills (manipulative and motor skills), and affective skills (attitudes and values). Bloom s Taxonomy of education objectives will be used as a framework to assess the three areas of learning. Reflected in this proposal are specific examples of cognitive, psychomotor, and affective objectives students will be expected to demonstrate. The curriculum will be based on the concepts of adult learning and professional education which focus on helping students become self- 2 P a g e

directed learners with the capacity to move from basic to more advanced skills and apply what they have learned in the classroom to the clinical setting. In order to progress and graduate from the program, the student will be required to have completed all courses contained within the physician assistant curriculum with a minimum grade of C+, maintain a grade point average of 3.0, satisfactorily complete all didactic and clinical objectives and comprehensive examinations, and satisfy all program requirements. Total credit hours The total credit hours required for the proposed program is significantly higher than the credit hours required for a typical graduate program. The terminal degree for physician assistants is a Master s degree in Physician Assistant Studies and physician assistant programs are required to offer prescribed didactic courses and clinical experiences for students. The range of required total credit hours for physician assistant studies is from 91 to 125 while the length of study ranges from 24 to 36 months. For the proposed program at LEC, students will be required to complete 66 credit hours of didactic courses and 39 credit hours of clinical rotations for a total of 106 credit hours. Duration of the program will be 27 months. Subject areas of required courses Gross Anatomy, Physiology, Pathophysiology, Clinical Medicine, Pharmacology, Health Care Trends and Issues, Health Promotion, Critical Inquiry, Values and Ethics, and Interpersonal Communication Skills. Internships or practicum Students will be required to complete 9 compulsory clinical rotations to include: internal medicine, family medicine, psychiatry, emergency medicine, pediatrics, general surgery, women s health and public health rotations and one elective clinical rotation. Unique and innovative features The availability of several outstanding and nationally recognized health and medical facilities in the greater Cleveland area and surrounding counties will increase student access to clinical sites as well as top health professionals in the state. In addition, partnership with University Hospitals will provide students with exposure to excellent clinical rotations. Service learning activities will be developed with the possibility of students enrolled in the proposed Master of Science in Physician Assistant Studies to have the opportunity to participate in international service learning. Employment possibilities: National The physician assistant is a health care professional licensed to work under the supervision of a licensed physician to perform medical duties from basic primary care to technically advanced procedures in emergency medicine or within medical specialties under the supervision of a physician. Employment opportunities for physician assistants exist in Ohio as well as throughout the United States. Physician assistants held about 74,800 jobs nationally in 2008. According to the American Academy of Physician Assistants, about 15% of actively practicing PAs worked in more than one clinical job concurrently in 2008, indicating that the number of available jobs is greater than the number of practicing PAs. Of the PA jobs available in 2008, more than 53% were in physician offices, while 24% were in general medical and surgical hospitals, public or private. According to the most recent National Occupational Outlook Handbook, employment of physician assistants is expected to grow 39% from 2008 to 2018. Projected rapid job growth reflects the expansion of healthcare industries and an emphasis on cost containment. It is anticipated that physicians and institutions will employ additional PAs to provide primary care as part of an effort to be more cost-effective while maintaining a level of quality care. According to the American Academy of Physician Assistants 2008 Census Report, median 3 P a g e

income for physician assistants in full-time clinical practice was $85,710 in 2008; median income for first-year graduates was $74,470. State of Ohio According to the Ohio Job Outlook 2018 report, Ohio s population and income are expected to grow at a rate slower than that of the nation, and as a result, overall employment in Ohio is also projected to lag behind national averages. Even so, during the period of 2008-2018 the Ohio economy is projected to create nearly 250,000 new jobs, primarily in service-providing industries. On average, during this same period, the Ohio economy is expected to have over 166,000 annual openings. Most job openings will result from the need to replace workers who leave the labor force, usually upon retirement or transfer to another occupation. It is anticipated that individuals with more education and training will enjoy better job opportunities. Growth rates over the 2008-2018 period are 9.8% for those occupations requiring any level of postsecondary training. The number of jobs for Ohioans is anticipated to rise from 5.726 million in 2008 to 5.975 million by 2018. Service-providing industries will account for almost all of the job growth; education and health services will add 45% of new jobs. At a more detailed level, the fastest growing industry is expected to be individual and family services, with a 50 percent growth expected between 2008 and 2018. Hospitals are part of the almost 150,000 new jobs being added in private health care, which also includes 22,900 jobs in the offices of physicians, 21,900 jobs in nursing care facilities, 19,600 jobs in individual and family services, and 18,700 jobs in home health care services. Home health aides top the list of fastest growing occupations, while athletic trainers, physician assistants and physical therapist assistants round out the top four. Overall, healthcare occupations (both practitioners and support) in Ohio are projected to grow by 20.7%. According to the Ohio Job Outlook Report 2018, the median salary for PAs employed full-time in Ohio is $83,885. Table 1 below indicates the top 9 industries in Ohio with the highest employment prospects for 2008-2018. Table 1: 2008-2018 Ohio Industries with High Employment Prospects* 4 P a g e 2008 Projected Employment NAICS Annual Employment Change Percentage Code Industry Title Employment 2008-2018 2008-2018 Change 6211 Offices of physicians 81,700 104,600 22,900 28 5415 Computer systems design 52,500 72,900 20,400 38.9 6241 Individual Family Services 38,900 58,500 19,600 50.4 4529 Other merchandise 72,500 91,300 18,800 25.9 6216 Home Health Care 44,300 63,000 18,700 42.2 6213 Offices of other health practitioners 27,600 38,200 10,600 38.4 5416 Mgt & Technical consulting 24,600 34,700 10,100 41.1 6214 Outpatient care centers 25,800 33,900 8,100 31.4 8121 Personal care services 30,000 33,900 8,100 26.7 *Industries expected to have the most new jobs and growth rates of at least 25 percent. Retrieved from Ohio Job Outlook 2018 at http//www.ohiolmi.com/proj/ohiojoboutlook on March 13, 2011

In addition, Table 2 shows employment projections for physician assistants in the entire state as well as indicating separate growth numbers for the metropolitan area which includes Lake County as well as Economic Development Region 8. Table 2: Ohio - Occupational Employment* Projections Report, 2008-2018 Change in Total 2008 2018 Employment Annual Code Occupational Title Annual Projected 2008-2018 Percent Openings State of Ohio 29-1071 Physician Assistant 1910 2550 640 33.5 99 Metropolitan Statistical Area for Cuyahoga, Geauga, Lake, Lorain and Medina Counties 29-1071 Physician Assistant 480 570 90 18.8 16 Economic Development Region 8 29-1071 Physician Assistant 490 560 70 14.3 14 *Occupations with 100 or more workers Retrieved from Ohio Job Outlook 2018 at http//www.ohiolmi.com/proj/ohiojoboutlook on March 13, 2011 Licensure All States and the District of Columbia have legislation governing the practice of physician assistants, requiring candidates to pass the Physician Assistant National Certifying Examination administered by the National Commission on Certification of Physician Assistants (NCCPA) and open only to graduates of accredited PA education programs. Only those who have successfully completed the examination may use the credential Physician Assistant-Certified. To remain certified, PAs must complete 100 hours of continuing medical education every 2 years and every 6 years pass a recertification examination or complete an alternative. Educational Program Capacity and Market Analysis: The Center for Health, Environmental and Life Sciences, the academic unit in which the PAS program is housed, is funded primarily by student tuition, gifts and grants from outside organizations and corporate partners. Lake Erie College is committed to providing a quality education and producing the best health care providers possible, and will position itself to be a leader in the current health care movement in the United States shifting from a reactionary, crisis-driven model to a proactive self-maintained health management model that allows optimal levels of wellness to be maintained and reduces overall healthcare costs. Demographic Trends in Physician Assistant Programs In 2010, 154 educational programs for physician assistants were accredited or provisionally accredited by the Accreditation Review Commission on Education for the Physician Assistant. Ninety-two percent, or 142, of these programs offered the option of a master's degree, while the remainder offered either a bachelor s or associate s degree and/or a certificate. According to the preliminary information provided in the 26 th Annual Report on Physician Assistant Educational Programs, (which is published by the Physician Assistant Education Association), 63% of all PA programs are offered at private institutions, with 35% of all programs being offered in New York, Pennsylvania, Florida and California. The percentage of seats that go unfilled has trended downward over the years, even though overall capacity has increased. The PAEA report shows that 5 P a g e

63.9% of programs filled first-year student capacity at 100% while 17.6% enrolled less than capacity and 18.5% exceeded their capacity. Total first-year capacity was filled at 99.3%. Average attrition was 2.4 students per year while average deceleration occurred at the same rate, 2.4 students. Figure 1 below illustrates PA Enrollment and Capacity in the United States form 1985-2009, while Figure 2 provides information regarding first-year enrollments for the same time period. Figure 3 indicates the total number of graduates from PA programs from 1985-2009 Figure 1 PA Program Enrollment and Capacity retrieved from Twenty-Fifth PAPE Annual Report, 2008-2009, pg 31 Figure 2 First-Year Class Enrollment retrieved from Twenty-Fifth PAPE Annual Report, 2008-2009, pg 32 6 P a g e

Figure 3 PA Program Graduates, retrieved from Twenty-Fifth PAPE Annual Report, 2008-2009, pg 37 Enrollment Projections PA programs in the United States have seen a significant increase in applications through the CASPA process, which has translated into an increase in program matriculants. During the 2009-2010 enrollment cycle, CASPA received 14,682 unique applicants resulting in 91,386 total applications or 6.2 program designations per applicant and 3.04 unique applicants per available seat. The overall matriculation rate was 4,827 students or 33%. Applications for the 2010-2011 enrollment cycle are up 16% from last year with an average of 6.5 designations per application. Figure 4 and Table 3 below provide applicant and matriculation information over the past 5 cycles as well as general demographic information regarding applicants and matriculants during the 2009-2010 cycle. 7 P a g e

Figure 4 retrieved from Physician Assistants Education Assoc. Cycle 9 Report at www.paeaonline.org on March 11, 2011 TABLE 3: General Demographic Information of Applicants and Matriculants 2009-2010 Applicant Matriculant Average Age 27 26 Gender 72% Female 73% Female Ethnicity/Race Asian 14.5% 10.8% African-American 8.6% 4.1% White 78.1% 86.2% Average Overall GPA 3.25 3.46 Years of Health Care Experience 2.2 2.0 8 P a g e Data retrieved from Cycle 9 Report at www.paeaonline.org

Spring Summer Fall Spring Summer Fall Spring Summer Fall Spring Summer Fall Spring Summer Based on past experience of the core group of administrators, and the above statistical information regarding physician assistant programs offered in the United States, Table 4 shows conservative enrollment projections which are being used for budgeting and planning purposes. TABLE 4: Enrollment and Completion Data PAS Student Enrollment Projections Term within program 2013/2014 2014/2015 2015/2016 2016/2017 2017/2018 Term 1 20 27 35 40 40 Term 2 20 27 35 40 40 Term 3 20 27 35 40 Term 4 20 27 35 40 Term 5 20 27 35 40 Term 6 20 27 35 Term 7 20 27 35 Total 20 20 20 47 47 47 82 62 62 102 75 75 115 80 As mentioned, these projections are conservative and it is anticipated, particularly after the first year, that the numbers will increase. An initial goal is to generate 1200 inquiries per year. During the first years, it is anticipated that conversion rates would be as follows: Inquires to Applications 240 or 20% Applications to Acceptances 120 or 50% Acceptances to Matriculants 40 or 33% This would result in the 40 new students per year as shown above by year 4. It is anticipated that inquires may be higher than 1200 in the first year due to curiosity about the program, however 1200 legitimate inquiries is an acceptable goal. Prospective students will be required to have earned a bachelors degree with specific requirements in science and math coursework. As is true with many health care programs, prospective students will matriculate from regional institutions primarily in Ohio, Kentucky, Illinois, Indiana, West Virginia, Michigan and Pennsylvania. However, due to the unique circumstance of more applicants than openings in PA programs in the United States, LEC should anticipate the possibility of attracting students from all regions of the country. At this time, LEC anticipates capping the entering class at 40 students, however this cap will need to be revisited once the program has been established based on institutional capacity and market demand. 9 P a g e

Critical Issues Lake Erie College must overcome two critical hurdles in order to move forward with recruitment and enrollment of students. The first is securing appropriate partnerships for delivery of clinical rotations. The second is obtaining appropriate equipment and facilities for didactic courses or partnering with other institutions/organizations to utilize existing facilities with excess capacity. Beyond these immediate needs, LEC must also address the following: Securing appropriate accreditation approvals from the Ohio Board of Regents, the Higher Learning Commission and the Accreditation Review Commission on Education for the Physician Assistant Budget deficits during the first years of operation Rejuvenation of professional support among alumni base Market penetration Keys to Success In an effort to take advantage of the strengths and opportunities identified by the institution, as well as overcome challenges, administrators will need to place institutional focus on the following key items in order to successfully meet its mission: Explore and leverage collaborative efforts with University Hospitals Development of positive institutional image in the health care education arena Support of traditional medical community and research entities Securing necessary funding for stability and support of on-going operations, student tuition assistance, faculty endowment funds and research Wide marketing exposure Support of local public officials, politicians and private philanthropic organizations B. PROGRAM DESCRIPTION Proposed Program and Stated Objectives: The mission of the Physician Assistant Studies program is to support the healthcare sector in Lake County, Northeast Ohio and beyond by supporting the needs of healthcare providers in the region for a prepared workforce; raising public awareness of community health issues; and creating expertise on community health issues. In support of the mission, the LEC-PAS program will prepare students to become generalist physician assistants oriented toward service to underserved populations, in both rural and urban areas, through an education based on the medical model and team approach to medicine and health care. To fulfill the mission the PAS program commits itself to: provide future-oriented health management by educating health care providers to deliver a product focused on prevention and wellness provide leadership in health and wellness to improve the quality of life for all people provide education, training and service that promotes the highest quality of health and wellness care, affords solace and enhances the lives of others 10 P a g e

cultivate advances in health and wellness research that result in effective and efficient ways to lead others to a healthy lifestyle attract and support students of the highest quality ensuring the greatest skill and service to others in promoting healthy lifestyles provide a quality educational program which meets Accreditation Review Commission on Education for the Physician Assistant (ARC-PA) accreditation standards engage in on-going review and evaluation of program effectiveness in preparing competent physician assistant graduates Consistent with the recommendations of the Physician Assistant professional organizations, the program will ensure that graduates have the skills, knowledge, dispositions and abilities to: elicit a detailed accurate history and perform a thorough physical examination of a patient of any age, gender, and ethnicity/race perform or assist in the performance of diagnostic and therapeutic procedures recognize life-threatening emergencies and manage them under the supervision of a licensed physician communicate in a medically professional manner both orally and in writing present patient data and document it appropriately in the medical record use knowledge of medical nutrition therapy to counsel patients on the impact of proper nutrition on health and wellness evaluate medical literature critically and apply this knowledge and the principles of evidencebased medicine to clinical practice contribute to the Physician Assistant profession through scholarship, leadership, education, and service to the profession and community support the concepts of evidence-based medical care and the health of the community value diversity of cultures, people and lifestyles integrate electronic information technology into clinical practice successfully complete the National Certifying Examination for Physician Assistant practice safe and cost effective medicine interact as professionals within an interdisciplinary health care environment develop an awareness and appreciation of the ethical, legal, and social issues impacting the delivery and practice of health care demonstrate commitment to professional growth and life-long learning perform technical and surgical procedures within the scope of practice monitor and manage patient care in acute, long term, and ambulatory settings facilitate patient referral to appropriate specialty practices and community agencies use clinical problem solving skills to integrate knowledge from the biological and behavioral sciences with medical knowledge and current standards or clinical practice understand the basic sciences of anatomy, physiology, and pathophysiology and be able to utilize this knowledge in the diagnosis and treatment of diseases understand the principles of public health and incorporate health promotion and disease prevention into a patient care practice 11 P a g e

understand common pathophysiological problems that occur in each of the organ systems and those disease processes in human beings resulting from immunological disorders or from infectious organisms demonstrate working knowledge of the principles of pharmacotherapeutic, drug absorption, distribution, action, toxicity and elimination use the results from clinical laboratory in the diagnosis and management of disease states apply the knowledge of genetics in diagnosis and management of disease recognize and be guided by important of legal and ethical concepts related to medical care understand the PA profession, its origin and development and the role of PA/Physician team within the health care and social service system Admissions Requirements and Anticipated Student Clientele: Admission requirements Admissions will be highly selective and enrollment will be limited. To be eligible for admission, students must have earned a bachelor s degree from a regionally accredited college or university by the date of enrollment in the professional program, have a minimum cumulative grade point average of 3.0 on a 4.0 point scale, submit three letters of reference (one of which must come from a physician assistant), a 500 word personal statement, and GRE or MCAT scores taken within the last five years. Students will be required to use the Centralized Application Service for Physician Assistant (CASPA). CASPA offers applicants a Web-based application service that will allow them to apply to several physician assistant programs by completing a single application. A Physician Assistant Admissions Committee, a committee of faculty, practicing physician assistants and program administration, will be established and assigned the responsibility of reviewing application packets and interviewing a selected group of students. The on-campus personal interview or video conference conducted by the Physician Assistant Admissions Committee will be used to identify important traits and skills which may not be apparent in the applicant s packet. Some of the attributes to be considered by the Committee will include: Knowledge and understanding of the profession Strength and breadth of academic record Type and depth of prior health care experience Strength of letters of recommendation Ability to work with individuals from diverse backgrounds and communities Motivation toward to career as a physician assistant At the time of application submission, applicants must provide evidence of a minimum of 500 hours (paid or volunteer) of experience with direct patient (hands on) contact in a health care setting. Shadowing a Physician Assistant is recommended and accepted as part of the 500 hour requirement. Complete criminal background checks will be performed on all incoming students prior to the first day of classes and again prior to the start of the clinical rotation phase of the program. A felony or misdemeanor conviction may result in denial to participate in clinical rotations and/or rejection by professional certification agencies or state licensing boards. The program reserves the right to dismiss any student for failure to declare a criminal record. Admitted students must have current CPR and First Aid certification for health care providers completed prior to the beginning of the first semester of the program. 12 P a g e

The total credit hours required for the proposed program is significantly higher than the credit hours required for a typical graduate program. The terminal degree for physician assistants is a Master s degree in Physician Assistant Studies. To satisfy program accreditation requirements, physician assistant programs must offer prescribed didactic courses and clinical experiences for students. The length of study, required credit hours, and admission requirements for the proposed master s degree program are comparable with the requirements adopted by other reputable physician assistant programs located in academic medical centers and research intensive institutions. Provided below (Table 5) is a summary of the length of study and admission requirements of selected Physician Assistant Programs located at academic health center and research intensive institutions, as well as those located in Ohio. Prerequisite coursework and/or degrees Applicants will be expected to have an earned bachelor s degree from a regionally accredited institution and completed all prerequisite courses prior to enrolling in the program. Prerequisite science courses must be completed with a grade of C+ or higher and must be taken on a graded basis within the last five years. A minimum cumulative grade point average of 3.0 on a 4.0 point scale will be required. All prerequisites must be taken at regionally accredited institutions (or foreign equivalent). Courses taken on a pass/fail, satisfactory/unsatisfactory basis or by correspondence will not be accepted. Science prerequisite courses must be for science majors and include a laboratory component. Applicants will be expected to provide documented evidence of satisfactory completion of the following prerequisite courses: Biological sciences with lab ( human anatomy, human physiology, microbiology, genetics, or immunology) Chemistry (must take general chemistry and biochemistry with labs along with other chemistry courses) ) Statistics or biostatistics (one course) Psychology or sociology (one course) Medical terminology (one course) Nutrition (one course) Mathematics college algebra or higher (one course) English to include communication or speech (two courses) 13 P a g e

TABLE 5: Summary of Program Credit, Program Length and Admission Requirements for Selected PA Programs Located at Academic Health Centers and Research Intensive Institutions AND Ohio Programs Program Total Credits Length of Program Minimum Number of Patient Care Exp. Duke University 110 24 Months 1000 hours University of South Alabama 121 27 Not specified George Washington University 98 24 960 hours University of Florida 102 24 2000 hours Emory University 119 28 2000 hours Minimum GPA 3.0 on a 4.0 Scale 3.0 on a 4.0 Scale 3.0 on a 4.0 Scale Not specified 2.8 on a 4.0 Scale GRE Requirement 1000 Combined Verbal & Quant 1100 Combined Verbal & Quant Required, but no minimum score stipulated Not specified Required, but no minimum score stipulated Marietta College 103 26 Required, not specified 3.0 on a 4.0 Scale Required, but no minimum score stipulated Required, but no minimum score stipulated Seton Hall University 106 36 100 hours 3.0 SUNY Downstate 2.85 on a Medical Center 110 27 100 hours 4.0 Scale Not Required 2.75 on a Drexel University 117 27 500 hours 4.0 Scale Not Required University of Findlay 91 27 500 hours Mount Union University 97 27 40 hours shadowing University of Toledo 79 27 Not required Kettering School of Medical Arts 98 27 1000 hours 3 years of Tri-C/CSU 95 27 experience Lake Erie College 105 27 500 hours 3.0 on a 4.0 Scale 3.0 on a 4.0 Scale 3.0 on a 4.0 Scale 3.0 on a 4.0 scale 3.0 on a 4.0 Scale 3.0 on a 4.0 scale Not Required Required, but no minimum score; >1000 preferred Not specified Not required Not Required Required, but no minimum score 14 P a g e

Anticipated clientele The proposed degree will be attractive to individuals interested in becoming a midlevel health practitioner in the health care delivery system. A second group of individuals will be those already practicing (i.e., dieticians, physician therapists, emergency medical technicians, etc) in health care who desire a more expanded role. Enrollment limitations This is a limited access program. Availability of space and clinical rotation sites will limit the number of students accepted in any given year. Enrollment will be capped at 40 per cohort, with the initial cohort limited to 20, growing to 27 in the second year and entering 40 by the fourth year. This cap will need to be revisited once the program is established and a review of institutional capacity and market demand conducted to determine if the cap should be increased or decreased. Planning Assumptions: A key assumption, that is the foundation for all timelines indicated in this strategic plan, is that all accrediting bodies will grant authority for the program with ARC-PA, the programmatic accrediting body, granting provisional accreditation no later than Fall 2013. The site visit with ARC-PA has been set for April 11-12, 2013. If consent to grant degrees is delayed, the entire timeline for the plan will need to be adjusted. Executing this provision is a priority for senior administration. Due to the status as a start-up program, another important assumption is that initial staffing will be minimal until sufficient funding is obtained to allow for additional positions to be filled. The program will employ individuals to fill the key positions as indicated in the ARC-PA standards, which includes a program director, medical director and 3 FTE principal faculty members, including 2 FTE of PA certified principal faculty. Many objectives outlined have specific budget dollars identified as necessary to complete the task. If funding is not secured in amounts sufficient to support all initiatives, a revision will be needed and objectives will need to be prioritized to maximize the dollars available. Profile of Institutional/Program Priorities LEC has created a strategic enrollment plan to assist in developing a desirable educational experience for students in the PAS program. The institutional analysis identified many strengths and opportunities, but also a number of challenges for a program in its beginning stages. Having identified the key items for success, a list of institutional priorities has been developed. These areas of focus are viewed as being necessary groundwork to move forward in establishing Lake Erie s PAS program as a viable competitor. The institutional priorities include: Financial Sustainability Student Recruitment and Enrollment Student Financial Support Student Persistence Student and Patient Satisfaction Human Resources, Infrastructure and Services Image/Reputation Accountability Research 15 P a g e

Strategy Framework: Exhibit A provides a visual map of the institutional strategies selected to support and accomplish identified priorities within the Center for Health, Environmental and Life Sciences. The strategies are separated into four major categories representing the workforce, internal processes, financial stability and our students and various constituents. Each stage provides a foundation for the next level to build upon. Each outcome supports at least one, and perhaps more, of the institutional priorities. This institutional strategy map provides a framework for each department to develop their own strategy map that indicates how the department will support and participate in accomplishing the institutional priorities for the PAS program. The strategy map will also serve as a guide for the annual strategic planning process. Given the LEC-PAS program is in the business of promoting health and wellness, the desired outcomes identified in the strategy map represent the College s attempt to develop and promote a healthier staff, healthier communication, healthier financial resources and healthier students and communities. These outcomes provide the framework for the bigger picture into which everything else must fall. As goals are accomplished, the picture will begin to take shape and give purpose to decisions that are made at the departmental level. Departmental leaders will have a clear indication of what is expected and can therefore implement strategies with confidence. It is the sincere hope that identification of institutional priorities for this program will boost morale and allow employees throughout the organization to identify where they fit in the bigger picture. Another benefit in achieving these outcomes is the bond that will naturally form between employees, students and outside constituents. This bond, a sense of common goals and objectives, will serve the College and program well, not only in the short-term, but in the future. Shaping Our Workforce The four strategies that have been identified to shape the desired workforce are: WF 1: WF 2: WF 3: WF 4: Encourage innovation and targeted research. Recruit, develop and retain a workforce to meet changing needs. Create a rewarding, safe work environment. Right information, at the right time, in the right place and in the right medium. The workforce strategies can be accomplished through activities such as conducting performance reviews that incorporate professional development for each employee; establishing collaborative partnerships with medical professionals, organizations and teaching methods; routine renewal and renovation of buildings and grounds to ensure their integrity, usefulness and appearance; and ensuring accuracy and timeliness of state, federal and departmental reporting. Internal Processes The five strategies identified as essential to shaping efficient communication are: IP 1: IP 2: IP 3: IP 4: IP 5: Recruit and retain students who become outstanding successful graduates. Deliver cutting-edge curricula with an integrated/interdisciplinary approach. Build productive, collaborative research groups. Build strong local, regional and national partnerships. Develop effective information, management and academic processes. 16 P a g e

Internal process strategies may be supported by identifying students who represent a best fit for the LEC-PAS program; providing a quality student educational experience; creating an academic relationship between clinic and basic science faculty; engaging and creating opportunity for corporate and business partnerships; and streamlining academic and administrative processes and procedures. Financial Stability The four strategies identified to provide a solid financial platform are: FS 1: FS 2: FS 3: FS 4: 17 P a g e Prioritize resource allocation to areas of strategic importance. Grow income. Develop a base for student financial aid and leverage to meet income goals. Diversify income base to meet budget targets. Through connecting student enrollment and retention designed to ensure strategic enrollments; developing fund raising initiatives that provide start-up funding; developing financial aid packaging strategies that provide an attractive mix of institutional, scholarship, state and federal aid; and seeking grant opportunities to provide additional funding, the financial outcomes can be achieved successfully. Students and Communities The four strategies contributing to development of positive relationships with all constituents are: SC 1: SC 2: SC 3: SC 4: Deliver flexible, innovative education. Provide high quality educational and clinical experiences for student and patients. Involve and inform our students and communities. Excel in research and research training. Providing effective academic assistance and system-wide process improvements that support educational goal attainment for PAS program students; collecting data on patient and student satisfaction to provide information for retention purposes; development of a quality and performance base system; and establishment of clinical experiences across the region will provide a solid base for attaining the strategies identified for positive student and community relationships. Enrollment Management Goals and Action Plans The institutional strategies, as illustrated in Exhibit A, are supported by the Enrollment Management Services through a series of four goals. Each goal further identifies an objective and/or action to be taken to assist in achieving the Enrollment Management (EM) goals. The first of the EM goals, while somewhat outside the EM group is essential to success of all other goals, institutional and departmental, and therefore is included here. The EM goals and actions are as follows: EM Goal 1: Develop and execute fund raising initiatives that result in minimal start-up funding of $1 million. Develop and implement solicitation strategies to identify and engage 500 potential donors. Design annual fund/capital campaigns that develop and build a base of donors to raise annual unrestricted and restricted monies of at least $1 million. Develop direct mail and email solicitation as a tool to find and enlist new prospective donors, assist in identifying new market segments and serve as a medium for keeping in contact with current donors.

18 P a g e Develop process for solicitation of at least 35 foundations and Federal grants to support special programs and outreach opportunities within the community; support expansion of existing programs and support research into the efficacy of treatment programs. EM Goal 2: Implement a recruitment plan that will generate 1200 inquiries per year by 2013. Collaborate with health science counselors at a minimum of 25 colleges and universities throughout the Midwest to identify prospective students. Conduct campus open-house/orientation sessions on a quarterly basis for counselors and instructors of health science programs throughout the Midwest. Conduct bi-monthly recruitment efforts with local and regional health care professionals through use of open-house events. EM Goal 3: Matriculate 40 new PA students per year by 2016. Identify prospective students through systematic grading and qualifying of inquiry and applicant pools, utilizing the CASPA application process. Develop and implement a comprehensive telecounseling program to enhance conversions and yield rates. Develop and implement a comprehensive written communication flow to increase conversions and yield rates as well as coordinate with and enhance the telecounseling program. EM Goal 4: Integrate and utilize a variety of instructional techniques and strategies to include realworld relationships, hands-on instructional practices, current technologies, early intervention and faculty development. Stimulate student interest in the PAS program through use of curriculum emphasizing interdisciplinary and real-world relationships. Develop and incorporate interactive, relevant hands-on instructional practices. Utilize education technologies to enhance instruction. Develop and utilize early intervention programs to identify and assist students experiencing difficulty. Develop a center for teaching excellence to support faculty development. Roles and Responsibilities Student recruitment and retention at any university or college is a complex issue. Complex because much of what an institution must address is student perception which can be difficult to understand and monitor. The senior administrative team at Lake Erie College is taking proactive steps to create and implement recruitment initiatives that attract students wanting to become physician assistants by creating a learning environment where students are challenged, respected and accountable. Over a decade ago, Tinto (1999) suggested that student recruitment and retention should be at the core of all campus activities. He further suggested that the conditions necessary for retention include expectation, advice, support, involvement and learning (p. 2). This remains true today. Considering these requirements for success, ultimately student recruitment and retention is the responsibility of every one associated with the institution. Faculty, staff, administration, trustees,

students and outside constituents all play a role in attracting and maintaining the desired student population. At Lake Erie, it is recognized that everyone must contribute to this effort. As the overall strategic operating plan is being developed for the PAS program, there is an element of institutional recruitment and retention that will become part of every employee and department performance evaluation. By doing so, the perception of creating a desirable educational setting becomes everyone s responsibility, everyone s reality. Evaluation Methodology The institutional process for planning and assessment will guide the evaluation of the EM strategic goals for the PAS program. Lake Erie has developed tactical strategies to assist in designing effective strategic plans, institutionally as well as at the department level. To achieve the goal of incorporating strategic planning into the daily operations of every level of the institution, LEC is utilizing an integrated process that will collectively pursue the tactical strategies that support the overall strategic direction of the institution. The tactical strategies include: TS One: Lake Erie College will utilize an integrated planning process that links budget, enrollment management, information technology, facilities and institutional development processes to strategic planning. This integrated planning process ensures that the strategic plan can be successfully implemented. The process includes: A matrix of planning processes that integrates the mission, the strategic plan, and departmental plans, ongoing evaluation and assessment. A planning calendar that coordinates the timing of all major planning activities. A clearly articulated statement of the scope and purpose of each level of planning, including its relationship to other planning activities. A clearly identified effectiveness criteria, a plan for evaluation and a mechanism for using evaluation results. The President s Cabinet will be responsible to ensure the planning processes are adequately and effectively integrated. TS Two: Lake Erie College will develop and apply institutional accountability measures to assess the results of strategic initiatives. These include: The College will use its list of peer institutions to establish accountability measures and benchmarks for performance in areas such as student retention and graduation rates, faculty work load and salaries, research funding, community outreach, instructional technology and review of academic programs. The College will utilize a plan for periodic review of all programs to include a description of the program mission and analysis of its relationship to the institutional mission; program costs; actual and projected student enrollments, retention and graduate rates over the past five years and employment of its graduates; quantity and quality of faculty in teaching, research and discipline-related public service; assessment of student attainment of program learning goals; and student and alumni satisfaction information using institutional survey instruments. The College will incorporate other review criteria as appropriate to ensure financial accountability including: beneficial collaborations and partnerships; process analysis to 19 P a g e

increase efficiency; and use of technology to enhance student learning, provide distancelearning opportunities or improve operations. The Institutional Research Coordinator will provide support for institutional research, data collection and data analysis through coordination of information for the President s Cabinet. The President will report back to the campus each September the highlights of the annual report. C. PROPOSED CURRICULUM Curriculum requirements: Physician Assistants are expected to be educated in the basic sciences, patient assessment, and clinical medicine in order to provide a broad range of primary health care services to patients under the supervision of a licensed doctor of allopathic or osteopathic medicine. Services performed by Physician Assistants include history and physical assessment, development and implementation of appropriate therapeutic interventions, and patient education and counseling. In order to enable Physician Assistant students to acquire necessary technical capabilities, behavioral characteristics, and judgment to deliver competent care in a professional capacity, the innovative curriculum of the Physician Assistant program (Table 6) will be divided into two major parts: 15 months of classroom study and 12 months of clinical experience in internal medicine, family medicine, psychiatry, emergency medicine, pediatrics, general surgery and women's health, public health, and an elective rotation. The curriculum will be delivered in a combination of flexible (i.e., compressed/intensive, online, mixed mode, laboratory, and on-campus) formats. The didactic curriculum will include course work in basic sciences, patient evaluation, behavioral medicine, laboratory and diagnostic medicine, pharmacology, physiology, clinical medicine, legal and ethical issues, research methods, health disparities, role of physician assistants in the health care delivery systems, health promotion and disease prevention, and medical nutrition therapy. The didactic curriculum will emphasize the interrelationships of various functions and organs of the body and the socioeconomic, psychological, and demographic factors impacting access, outcomes, and utilization of health services. During the clinical rotation phase of the program, students will have the opportunity to apply classroom material to the clinical setting. Students will learn interpersonal skills necessary to provide culturally competent health care to underserved populations. 20 P a g e

TABLE 6: Master of Physician Assistant Sample Curriculum (To be finalized upon hiring of Medical Director). Courses will have to be taken in sequence. First Semester Course Title Credits Intro to PA Profession 2 Gross Anatomy 8 Trends & Issues in Health Services 3 Legal & Ethical Issues in PA 2 Total First Semester Credits 15 Second Semester Course Title Credits Clinical Physiology & Pathophysiology I 4 Clinical Medicine for PA I Internal 8 Pharmacology for Physician Assistant I 2 Clinical Laboratory & Diagnostic Medicine 3 Total Second Semester Credits 17 Third Semester Course Title Credits Clinical Physiology & Pathophysiology II 4 Pharmacology for Physician Assistant II 2 Patient Evaluation I 3 Medical Genetics & Embryology 1 Clinical Medicine for Physician Assistant II- 6 Pediatric, gynecology, Obstetrics, Geriatric & Dermatology Total Third Semester Credits 16 Fourth Semester Course Title Credits Clinical Medicine for Physician Assistant II - 6 Surgery and Emergency Medicine Medical Nutrition Therapy 3 Behavioral Medicine 2 Health Promotion & Disease Prevention 2 Pharmacology for Physician Assistants III 2 Patient Evaluation II 3 Total Fourth Semester Credits 18 21 P a g e

Fifth Semester Course Title Credits Clinical Rotation 4 Clinical Rotation 4 Clinical Rotation 4 Evidence-Based Critical Inquiry I 3 Seminar in Physician Assistant Clinical Practice I 1 Total Fifth Semester Credits 16 Sixth Semester Course Title Credits Clinical Rotation 4 Clinical Rotation 4 Clinical Rotation 4 Seminar in Physician Assistant Clinical Practice II 1 Total Sixth Semester Credits 13 Seventh Semester Course Title Credits Clinical Rotation 4 Clinical Rotation Public Health 2 Clinical Rotation Elective 2 Concepts in Leadership in Management In PA 2 Total Seventh Semester Credits 10 Program Faculty and Administrators Current faculty and administrators While the PAS program is in the development stage, LEC will commit a portion of time of the VP for Academic Affairs and the Associate Dean of Arts and Science. Other expertise from within the institution, as well as with any existing partner organizations, will be utilized as needed. The accreditation process with the Ohio Board of Regents, the Higher Learning Commission and the Accreditation Review Commission on the Education of Physician Assistants are among the initial priorities for this group, along with development of detailed curriculum. New faculty positions required Three new full-time faculty members, a program director, a clinical coordinator, and a medical director, will be hired to deliver the curriculum and administer this program during the first year. Additional faculty will be hired in Years 2, 3, and 4 as needed. At full capacity, the program will have a total of 6 faculty members (which includes the clinical coordinator and the medical director). Faculty at the 22 P a g e

College with expertise and appropriate credentials will be hired to teach selected courses and to serve as guest lecturers. Practicing physicians and physician assistants in the community will also be invited to teach specialized courses and to serve as guest speakers and mentors. Needed Learning Resources Library holdings: Students enrolled in the proposed degree program will have access to library holdings at Lake Erie College. The College is prepared to increase its holdings to include the necessary publications, as well as medical and research journals appropriate for the PAS program. Provisions will be made to acquire necessary equipment and space for teaching, research and laboratory activities. Lake Erie College will look to develop collaborative agreements with other higher education institutions and medical organizations in the region that have resources which will enhance the delivery of the LEC- PAS program. Instructional, clinical, and research space: Exhibit B illustrates the floor plan of the recently renovated, state of the art, Austin Hall of Science which provides facilities for programs within the Center for Environmental, Health and Life Sciences. However based on information gathered from other PA programs throughout the United States, it is estimated that a minimum of 10,000 square feet will be needed for faculty offices, conference room, classrooms, computer lab, clinical observation laboratories and physical examination rooms. More specifically it is estimated that the program will require three dedicated classrooms, one multi-purpose skills laboratory, five (5) examination rooms and 7 faculty and staff offices. Lake Erie College will look to institutional partners for collaboration on additional space utilization and availability. Student Assistance: Lake Erie College would like to establish a scholarship fund (funded from outside the operating budget) that would provide a Diversity Scholars Fellowship award of up to $10,000 per year that would be given to up to five (5) incoming students in Year 2. The Scholars Fellowship is designed to attract academically talented students from underrepresented backgrounds pursuing a PAS degree in the Center for Health, Environmental and Life Sciences. To be eligible, students will be required to meet all program admissions requirements at the time of application, be full time students as defined by the program and be of good academic standing throughout the program. Students will be required to submit an essay describing the particular aspect of diversity they bring to the program and the profession. It is anticipated that this type of scholarship program will enhance the quality of student that is drawn to LEC and will provide the health care community, specifically University Hospitals, with outstanding employees upon completion of the PAS program. Audiovisual equipment: It is estimated that approximately $40,000 will be needed to retrofit and equip each of the three classrooms with appropriate audiovisual resources with an additional $7500 annually for maintenance and upgrade. The classroom will have a dedicated personal computer, laptop connection, interactive pen display and a document camera. Simulation Center Given that Lake Erie College does not currently have a training facility equipped to offer multidisciplinary training to health-care professionals and other medical personnel, students and residents, a feasibility study will need to be conducted to determine to what extent opportunities exist to partner with a health-care institution that currently has such a facility. If appropriate facilities cannot be secured through an operational agreement, Lake Erie College will need to embark on a capital 23 P a g e

campaign to raise adequate finances to build a simulation center on the main campus or at other locations owned by the college. Budget Projections Utilizing the projected enrollment numbers as shown on page 8, and based on a projected program cost of $70,000, the following shows the projected revenues and expenses for the period 2011-2012 through 2017-2018. The tuition and fee revenue assumes an all inclusive price with the exception of medical malpractice insurance which will be secured by the college and billed to the student on an annual basis. The program would be responsible for providing books, laptops, pda, labcoats/equipment, etc. Table 7: Projected Budget 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017 2017-2018 Tuition 0 0 207,407 1,182,222 1,980,741 2,478,519 2,800,000 Salary Admin 25,000 111,610 240,990 324,585 324,585 324,585 324,585 Didactic 129,375 165,610 165,610 165,610 165,610 165,610 Clinical 250,880 84,040 168,075 168,075 168,075 168,075 Total Salary 25,000 491,865 490,640 658,270 658,270 658,270 658,270 Benefits 0 122,965 122,660 164,568 164,568 164,568 164,568 Total S & B 25,000 614,830 613,300 822,838 822,838 822,838 822,838 Operating Ex 250,000 100,000 176,920 350,000 500,000 525,000 525,000 Total Direct Ex 275,000 714,830 790,220 1,172,838 1,322,838 1,347,838 1,347,838 Net Surplus (275,000) (714,830) (582,813) 9,385 657,904 1,130,682 1,452,163 Program Implementation and Evaluation Program Implementation It is anticipated that the first class of students will be admitted in Fall 2013. To meet this deadline, the activities outlined in Table 8 will be implemented in stages. Program Evaluation The physician assistant program will be responsible and accountable for the formative and summative assessment of educational outcomes and for developing and implementing a process for continuous improvement in all aspects of the program. Exhibit C illustrates the components of the program assessment plan in the areas of mission/policies/procedures, student learning outcomes, and retention/graduation/employment. In each case, results will be noted and corrective action taken to continuously improve the program and its outcomes. Each of the goals listed has been identified as critical to the mission and success of the program. While attainment of most of these goals can be determined while students are still enrolled, some goals are best assessed by determining what students do after graduation, such as pass certification examination, enroll in doctoral degree program, secure employment, etc. These goals are best assessed through graduate surveys. Many of the goals will be assessed annually, especially those related to policies and procedures and availability of necessary resources. Other more complex goals may best be assessed in a review format such as a five year review that would include reviewers both internal and external to the campus. 24 P a g e

TABLE 8: Program Implementation Timeline SCHEDULE OF KEY EVENTS LAKE ERIE COLLEGE PHYSICIAN ASSISTANT STUDIES PROGRAM IMPLEMENTATION PLAN Fiscal Year 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 Academic Term Fall Spring Summer Break Complete internal feasibility study. Finalize curriculum. Submit proposal to EPP for Faculty approval. Secure funds & financial commitment from Board of Trustees. Submit proposal to OBOR for Chancellor s approval. Begin ARC-PA self-study report. Launch preliminary marketing campaign. Obtain final approval from HLC. Complete ARC-PA self study report and submit for review. Complete process for hiring faculty. Final review of curriculum & facilities requirements. Obtain provisional accreditation from ARC-PA. Accept initial cohort of students. Begin process for hiring clinical faculty. Enter 2 nd cohort of students. Plan organizational structure. Plan & execute external relationships. Initiate plans for location. Plan preliminary budgets for next 5 years. Secure position on ARC-PA site visit schedule. Establish advisory committee. Obtain final approval from OBOR. Submit proposal to HLC for approval to offer PA Masters degree. Finalize enrollment mgt and recruitment plan. * Finalize course syllabi including key assessments. Launch enrollment campaign. Provide update to ARC-PA. Identify & appoint Program Director, Medical Director and Clinical Coordinator. ARC-PA Site visit for provisional accreditation, April 11 & 12. Classes begin for 1 st cohort of students. Classes begin for 2 nd cohort of 27 students. Annual program review and report. Finalize outside healthcare institutional relationship. Determine approval process & timeline with OBOR to offer degrees. Initiate conversations with HLC and ARC-PA regarding accreditation. Begin detailed curriculum outline. Finalize plans for permanent facilities. Begin process for hiring initial faculty. Launch website page w/ detail information. Publish on-line catalog. Follow-up with HLC regarding approvals and site visit. Develop student handbook. Choose textbooks/on-line resources. Provide response to ARC-PA visit and prepare for entering 1 st cohort of 20 students. Prepare follow-up reports for OBOR, HLC and ARC-PA. 25 P a g e *NOTE: Includes development of all marketing materials.

References Common Application System for Physician Assistants (2010). Cycle 9 report. Retrieved March 11, 2011 from http://www.paeaonline.org Ohio Department of Labor (2010). Ohio job outlook. Retrieved on March 13, 2011 from http//www.ohiolmi.com/proj/ohiojoboutlook Physician Assistants Education Association website (2011). www.paeaonline.org Physician Assistants Education Association (2010). 25 th annual report on physician assistant educational programs. Retrieved on March 11, 2011 from http//www.paeaonline.org Physician Assistants Education Association (2011). Preliminary 26 th annual report on physician assistant educational programs. Retrieved on March 11, 2011 from http//www.paeaonline.org Tinto, V. (1999). Taking student retention seriously. Syracuse University. U.S. Department of Labor (2010). Bureau of labor statistics occupational outlook handbook. Retrieved on March 13, 2011 from: http://www.bls.gov/oco/ocos081/htm 26 P a g e

Exhibit A Strategy Map for the Center for Health, Environmental and Life Sciences Lake Erie College Center for Health, Environmental & Life Sciences Mission & Vision Our Mission: To provide leadership in environmental, health and life science and to improve the quality of life for all people Our Vision: To prepare graduates who deliver quality health care & provide leadership in environmental and life sciences. To engage in research that benefits the health of our society & environment. To provide expertise and service in our community. Healthier Students and Communities Students & Communites SC1: Deliver flexible, innovative education SC2: Provide high quality educational and clinical experiences for students & patients SC3: Involve and inform our students and communities SC4: Excel in research and research training Financial Stability FS1: Prioritize resource allocation to areas of strategic importance FS2: Grow income Healthier Financial Resources FS3: Develop base for student financial aid and leverage to meet income goals FS4: Diversify income base to meet budget targets Internal Processes IP1: Recruit & retain students who become outstanding successful graduates IP2: Deliver cutting-edge curricula with an integrated/ interdisciplinary approach Healthier Communication IP3: Build productive, collaborative research groups IP4: Build strong local, regional & national partnerships IP5: Develop effective information, management & academic processes Healthier Staff Shaping Our Workforce WF1: Encourage innovation and targeted research WF2: Recruit, develop & retain a workforce to meet changing needs WF3: Create a rewarding, safe work environment WF4: Right information, at the right time, in the right place & in the right medium 27 P a g e

Exhibit B: Austin Science Floor Plan 28 P a g e

29 P a g e

Exhibit C: Program Assessment Plan Mission/Policies/Procedures Goal Frequency of Assessment Responsibility How Assessed Documents Used Benchmarks Program congruent with LEC mission Annually Program director Compare program mission with LEC mission Mission statements All documents congruent Program congruent with CHELS mission Annually Program director Compare program mission with CHELS mission Mission statements All documents congruent Program adheres to LEC graduate program requirements Annually Program director and Academic Standards Committee Compare program requirements with LEC requirements Program requirements and LEC requirements All documents congruent Program information dissemination is accurate Ongoing Program director and CHELS Associate Dean Review all dissemination materials Website; all written program materials All materials accurate Admission requirements are correlated with student retention Annually Program director and CHELS Associate Dean Correlate components of admissions with retention Admissions criteria and retention data Correlate admissions criteria with retention data and student graduation; revise admissions criteria if necessary Students progress through the program in a timely manner Bi-annually Program director and CHELS Associate Dean Track student progression Student plan of study and student transcripts two and half year graduation expectation 30 P a g e

Exhibit C: Program Assessment Plan -- continued Resources Goal Frequency of Assessment Responsibility How Assessed Documents Used Benchmarks Qualified faculty available Annually Program director Review course assignments Semester course offerings; faculty CVs All courses are appropriately staffed Faculty are educating students effectively Semester; annually Program director Course evaluations; annual faculty review Course evaluations; annual faculty review Course evaluations are consistent with standards met by faculty in the CHELS Required courses are available Annually Program director Review course offerings Semester course offerings All courses are offered in a timely manner Student Learning Outcomes Goal Frequency of Assessment Responsibility How Assessed Documents Used Benchmarks Students will be able to articulate the theoretical framework of their degree Each semester Program director Exit interviews of graduating students Exit interview transcripts All graduating students should be able to articulate the theoretical framework of PA degree Students to meet degree objectives through required coursework objectives (i.e., cognitive, psychomotor, and affective) Each semester Course instructor/ program director All courses will have written cognitive, psychomotor, and affective objectives congruent with the purpose of the course Syllabi Student performance in courses (i.e., didactic and clinical rotations) Students successfully pass certification examination Annually post graduation at one year and three year Program director Post graduation survey Survey 90% of students passed certification examination on first attempt. Students are employed in area of interest and report high job satisfaction Annually post graduation at one year and three year Program director Post graduation survey Survey 90% of students employed in their area of interest 31 P a g e

Exhibit D: EM Goals and Action Plans Goal One: Develop and execute fund raising initiatives that result in minimal start-up funding of $1 million. Objective 1: Develop and implement solicitation strategies to identify and engage 500 potential donors. Action: To identify, educate and cultivate key donors and prospects who are personally touched, motivated and inspired by our services as well as those who are not directly involved, but who are influenced and impressed with what we do. The necessary tasks involved include: Identify sources of contributions from the following categories: trustees, individuals, corporations, private foundations, community foundations and government sources. Development of summation materials to present specific gift ranges and opportunities that describes the gift s impact on the Center for Health Environmental and Life Sciences and the Physician Assistant Studies program. Rate and evaluate prospective donor sources for their ability to give and their maximum potential. Introduction to prospective donors, preferably from a close associate whenever possible. Develop database of email and direct mail addresses from health care community. Accountability: The Board of Trustees, President, Vice Presidents and friends of the College have responsibility to identify and facilitate introduction to individuals, corporations and organizations known in the philanthropic circles in the region and nationwide. The Development Committee of the Board of Trustees, President and VP for Institutional Advancement have responsibility to rate and evaluate prospective donor sources for ability to give and maximum giving potential. The Development Committee of the Board of Trustees, President, and VP for Institutional Advancement have responsibility to design platform(s) upon which to present plans, goals, needs and requests for assistance. The VP for Institutional Advancement has the responsibility to lead the development of marketing materials to present specific gift ranges and opportunities and for building prospective donor base. Timeframe: May 1, 2011 September 1, 2011: Develop format and infrastructure for donor database. September 1, 2011 October 15, 2011: Design platform for presenting goals, needs and requests for assistance. October 15, 2011 November 15, 2011: Development of marketing materials. November 15, 2011 ongoing: Introduction and contact with prospective donors. Budget: Operating budget to designate $20,000 for marketing materials, travel and entertainment. 32 P a g e

Assessment/Results: Report from VP for Institutional Advancement to President and Development Committee listing 500 prospective donors, rated according to giving potential. Report from Development Committee regarding written statement of institutional needs and goals. Semi-monthly report from VP for Institutional Advancement to President regarding communication pieces, including initial donor contact information, solicitation packets, and follow-up letters. Number of monthly contacts with potential donors. Efforts should result in identification of, and introduction to, 500 prospective donors. Efforts should result in obtaining total start-up funding goal of $1 million. Objective 2: Design annual fund/capital campaigns that develop and build a base of donors to raise annual unrestricted and restricted monies of at least $1 million. Action: To design a communication plan to enhance annual fund/capital campaigns that creates a favorable climate for giving to the PAS program and the Center for Health, Environmental and Life Sciences. The necessary tasks involved include: Develop a persuasive case for support that details the problem/challenge of health care in the United States and addresses the relevance of Lake Erie College s PAS program in shifting the health care paradigm. Write and design a campaign brochure that details the mission and vision of the Center for Health, Environmental and Life Sciences; provides overview of PAS program and services and outlines methods of giving. Announce and publicize campaign through news media and relevant professional organizations. Identify specific milestones for public announcement. Accountability: The Development Committee of the Board of Trustees, President and VP for Institutional Advancement have responsibility for developing the support case to be used in communication efforts. The VP for Institutional Advancement has responsibility to write and design the campaign brochure. The VP for Institutional Advancement, in consultation with the President, has responsibility to plan and oversee publicity efforts. Timeframe: May 1, 2011 September 1, 2011: Development of support case. September 1, 2011 October 15, 2011: Design campaign brochure. November 1, 2011: Establish plan and dates for publicity efforts. Budget: Current operating budget to designate $30,000 for direct expenses and activities associated with the annual fund/capital campaign Assessment/Results: Communication of rationale for support that articulates the mission of Lake Erie s Center for Health, Environmental and Life Sciences, the integrity of its programs, the good works it aspires to do and its impact on health care in the United States. 33 P a g e

Campaign brochure that inspires the confidence of prospective donors in the mission of Lake Erie s Center for Health, Environmental and Life Sciences, and communicates need for, and levels of, giving. Development of calendar for publicity events and milestone announcements. Efforts should result in attainment of $1 million in unrestricted and restricted gifts for annual fund/capital campaign. Objective 3: Develop direct mail and email solicitations as a tool to find and enlist new prospective donors, assist in identifying new market segments and serve as a medium for keeping in contact with current donors. Action: To provide donors with relevant information regarding opportunities to support the mission of the CHELS and the PAS program. The necessary tasks involved include: Develop a CHELS page on the College s web site for the fundraising efforts to include opportunities for credit card donations. Create opportunity for donors to give to the College based on their areas of interest such as scholarship, technology, and simulative health centers. Develop series of donor communications that include both direct mail and email solicitations. Accountability: VP for Institutional Advancement has responsibility for oversight of Webmaster, and Director of Public Relations in development of separate web page for CHELS fundraising efforts. VP for Institutional Advancement and senior management have responsibility for developing detail on opportunities for special gift giving based on area of interest. VP for Institutional Advancement has responsibility for oversight of development of series of communications and follow-up strategies for direct mail and email correspondence. Timeframe: September 1, 2011 November 1, 2011: Development of webpage for fundraising efforts. September 1, 2011 October 1, 2011: Identification of specific areas for special interest gift giving. September 1, 2011 November 1, 2011: Development of direct mail and email communications series. Budget: Current operating budget designates $10,000 to cover costs of developing solicitations. Assessment/Results: Number of hits to fundraising section of web site. Number of monthly on-line donations received. Monthly reports from VP of Institutional Advancement to President s Cabinet regarding level of correspondence to and from prospective and current donors. Monthly reports from VP for Institutional Advancement to President s Cabinet regarding level of special interest gifts. Efforts should result in attainment of fundraising goals. 34 P a g e

Objective 4: Develop process for solicitation of at least 35 foundations and Federal grants to support special programs and outreach opportunities within the community; support expansion of existing programs and support research into the efficacy of treatment programs. Action: To provide a platform upon which to base efforts in exploring grant opportunities. The necessary tasks involved include: Development of boilerplate grant language for CHELS and PA program. Development of research agenda and aggressive goals for Federal funding. Development of relationships with other educational institutions and field practitioners for purposes of collaborative research. Compile list of Foundations, local and national, with complementing goals and objectives for funding. Accountability: AVP for Academic Planning & Research has responsibility to work with VP for Institutional Advancement to creating boilerplate grant language. PA Program Director and Academic leadership have responsibility for development of research agenda and goals for Federal funding. President, Program Director, Medical Director and Academic leadership have responsibility for identifying and developing opportunities for partnerships with other educational institutions for collaborative research. AVP for Academic Planning and Research has responsibility to work with VP for Institutional Advancement to produce compilation of local and national foundations for possible grant proposals. Timeframe: September 1, 2011 October 1, 2011: Creation of grant language. September 15, 2011 ongoing: Development of research goals and agenda. November 1, 2011 ongoing: Identification of potential research partners. September 1, 2011 to October 1, 2011: Identification of potential funding entities. Budget: These initiatives require man hours that are already set in the operating budget. Assessment/Results: Report from AVP for Academic Planning & Research to President s Cabinet regarding grant language that can be manipulated to fit specific funding opportunities. Report from PA Program Director to President s Cabinet regarding research agenda and goals that can be clearly communicated to all constituents, to include Federal funding agencies and potential partners in research initiatives. Report from AVP for Academic Planning & Research to President s Cabinet regarding identification of prospective grant opportunities. Efforts should result in increased grant support for Lake Erie s PAS program and increased community and research involvement. Goal Two: Implement a recruitment plan that will generate 1200 inquiries per year by 2013. Objective 1: Collaborate with health science counselors at a minimum of 25 colleges and universities throughout the Midwest to identify prospective students. Action: To develop and maintain working relationships with health science counselors of feeder institutions. The tasks involved include: 35 P a g e

Research health science programs at feeder institutions as identified in the market analysis. Initial contact with feeder institutions to introduce Lake Erie College s PAS program and determine which health science counselors will be primary contact. Implementation of follow-up schedule for regular contact with health science counselors. Development of schedule visits to feeder institutions. Accountability: Dean of Admissions & Financial Aid has managerial responsibility for oversight of Admissions Counselors and monitoring progress toward goals. Dean of Admissions & Financial Aid is responsible for working with AVP Academic Planning & Research to research feeder institutions as identified in market analysis. Admissions Counselors are responsible for making all initial inquiries and follow-up calls by assigned territory. Admissions Counselor are responsible to work with the Dean to determine timing of visit to feeder institutions and who will be responsible for making the visit and reporting the outcome. Timeframe: June 1, 2012 July 1, 2012: Identify health science counselors at feeder institutions. July 1, 2012 September 1, 2012: Make initial contact. September 1 - September 15, 2012: Create and implement follow-up schedule. September 15, 2012 October 31, 2012: Campus visits. Budget: Marketing and Introduction Materials $ 1,000 Travel for Campus Visits $ 15,000 Miscellaneous Expenses $ 500 TOTAL $ 16,500 Assessment/Results: Report to VP for Enrollment Management and Student Affairs prior to July 1, 2012 on identification of health science counselors at feeder institutions. Weekly summary reports will be used to monitor progress of Admissions Counselors. Weekly staff meetings and President s Cabinet meetings will be a primary method for communicating and monitoring progress. Efforts should result in target number of inquiries/applications from students in health-science programs. Objective 2: Conduct campus open-house/orientation sessions on a quarterly basis for counselors and instructors of health science programs throughout the Midwest. Action: To develop and organize formal opportunities for regional health-science counselors to visit campus and learn more about Lake Erie College and the process and requirements for student admission into the PAS program. Tasks involved include: Identifying and scheduling dates for open-house events. Developing open-house program. Coordinating open-house participants. 36 P a g e

37 P a g e Issuing open-house invitations to regional health-science counselors. Conducting open-house event. Accountability: Dean of Admissions & Financial will be responsible for determining preliminary open-house dates and finalizing with the VP for Enrollment Management and Student Affairs and the President. Dean of Admissions & Financial Aid will be responsible for working with Program Director to determine elements of program. Dean of Admissions & Financial Aid and his staff will be responsible for coordinating participants. Admissions Counselors will be responsible for issuing invitations. Dean of Admissions & Financial Aid, Program Director and VP Enrollment Management and Student Affairs will be responsible for conducting open-house events. Timeframe: August 1, 2012 October 1, 2012: Establish dates and determine program. October 1, - October 31, 2012 Issue invitations January 2013 Target date for open house Timeline for remaining details to be determined after date is set. Budget: Total budget $15,000 Detailed expenses to be updated by October 31, 2012. Assessment/Results: Report to President s Cabinet by October 1, 2012 regarding date and program. Bi-weekly reports regarding planning progress November 2012 January 2013. Post-event report to President s Cabinet by February 2013. Efforts should result in establishment of working relationships with feeder institutions and attainment of target number of inquiries/applications from students in health-science programs. Objective 3: Conduct bi-monthly recruitment efforts with local and regional health care professionals through use of open-house events. Action: To develop and maintain working relationships with local and regional health care professionals and organizations to identify and recruit prospective students. The tasks involved include: Identifying health care professionals and organizations in the Midwest that would be amenable to assisting with recruitment efforts. Identifying target dates for open-house events. Accountability: President and senior administrative team will be responsible to work with Board of Trustees to identify prospective partners in recruitment efforts. President will be responsible to assign prospective partners to various individuals and board members for initial contact. Dean of Admissions & Financial Aid will be responsible for working with VP Enrollment Management and Student Affairs to identify target dates for off-campus open-house events.

38 P a g e Timeframe: August 1, 2012 October 1, 2012: Identify prospective health care professionals and organizations. October 1 - October 31, 2012: Assign specific individuals to prospective partners. November 1, 2012 March 1, 2013: Contact potential partners and follow-up as necessary. March 1, 2013 April 1, 2013: Set dates for off-campus open-house events. Once these steps have been completed another objective will be established to carry-out the planning and implementation of off-campus open-house events. Budget: Total Budget $15,000 Details to be determined as event planning begins. Assessment/Results: Monthly reports from President to Cabinet prior to October 1, 2012 to identify and discuss prospective health care professionals and organizations. Report from President to Cabinet by October 31, 2012 identifying specific assignments. Semi-monthly reports from VP for Enrollment Management and Student Affairs during November 2012 to March 2013 regarding contact with potential partners. Report from Dean of Admissions & Financial Aid to President s Cabinet by April 1, 2013 regarding dates for off-campus open house events. Efforts should result in target number of inquiries/applications for the PAS program. Goal Three: Matriculate 40 new PAS students per year by 2016. Objective 1: Identify prospective students through systematic grading and qualifying of inquiry and applicant pools, utilizing the CASPA application process. Action: To develop process and procedures for integrating LEC s current recruitment and enrollment system with the CASPA common application system. The necessary tasks involved include: Evaluate industry demographic information available regarding prospective student population for PAS program and integrate the CASPA application cycle into the LEC process. Set inquiry, application and acceptance/deposit numbers and yield rates at increasing intervals for FY 2013, 2014 and 2015. Establish structure and written protocol of the Physicians Assistant Admissions Committee. Committee membership to include faculty, practicing physician assistants and program administration. Accountability: Dean of Admissions & Financial Aid is responsible for evaluating industry demographics in conjunction with PA Program Director. President, VP for Enrollment Management and Student Affairs and Dean of Admissions & Financial Aid are responsible for setting realistic, yet challenging, goals and yield rates for the PA program, being mindful of program capacity. VP for Enrollment Management and Student Services and Program Director have responsibility for developing written protocols for the PAS Admissions Committee.

39 P a g e Timeframe: June 1, 2012 August 1, 2012: Set goals and yield rates for PAS program. August 1, 2012 August 31, 2012: Determine necessary steps for participation in CASPA common application process. August 1, 2012 October 1, 2012: Develop protocol for PAS Admissions Committee. Budget: These initiatives require man hours that are already set in operational budget. Assessment/Results: Report from VP for Enrollment Management and Student Affairs on annual target goals and yield rates. Monthly statistical reports from Dean of Admissions and Financial Aid to President s Cabinet regarding inquiries, applications and acceptances, along with source information. Protocol for PA Admissions Committee to be distributed to committee members, the VP for Academic Affairs, and Program Director. Efforts should result in timely, accurate data for institutional assessment purposes. Objective 2: Develop and implement a comprehensive telecounseling program to enhance conversions and yield rates. Action: To develop and maintain an effective telecounseling program, integrated with the direct-mailing marketing campaign, to enhance recruitment process. The necessary tasks include: Develop protocols for telecounseling program. Determine protocols for use of student information system in support of telecounseling program. Identify specific times in the recruitment process where telecounseling will be most effective for the PA program. Train faculty, staff and students on telecounseling procedure and necessary documentation. Accountability: Dean of Admissions & Financial Aid has responsibility to develop protocols for telecounseling program including specified use of student information system. Dean of Admissions & Financial Aid and Director of Public Relations have responsibility to determine integration of telecounseling program with overall marketing and recruitment efforts, in consultation with the Program Director. Timeframe: July 1, 2012 November 30, 2012: Develop protocols and integration with marketing and recruitment efforts. January 2013: Train telecounselors. Budget: Man hours required by this initiative are included in the overall operating budget. Assessment/Results: Report from Dean of Admissions & Financial Aid to VP Enrollment Management and Student Affairs by November 2012 on final protocols for telecounseling program. Semi-monthly reports from Dean of Admissions & Financial Aid to VP Enrollment Management and Student Affairs regarding telecounseling activities.

Efforts should result in attainment of desired target for applications PAS program. Objective 3: Develop and implement a comprehensive written communication flow to increase conversion and yield rates as well as coordinate with and enhance the telecounseling program. Action: To develop a series of communication materials that will enhance the general public awareness of CHELS PAS Program and, more specifically, aid in the recruitment process and support the telecounseling program. The necessary tasks involved include: Develop a series of broad-based marketing communications. Develop program specific recruitment/marketing materials. Develop a series of communications from a variety of constituents to include administration, faculty, and health care professionals. Automated electronic communications should be developed and included in the communications series. Accountability: Director of Public Relations has responsibility to work with Dean of Admissions & Financial Aid and senior management team in supervising development of all marketing communications. Dean of Admissions & Financial Aid has responsibility to work with Program Director to provide information regarding targeted demographic groups. Timeframe: January 1, 2012 April 1, 2012: Develop all marketing/recruitment materials to include catalog, program viewbook, recruiting materials, etc. 40 P a g e Budget: May 1, 2012 June 30, 2012: Establish use of automated electronic communications. Projected program operating budget includes $50,000 for initial marketing/recruitment materials. Assessment/Results: Monthly reports from Director of Public Relations to VP for Institutional Advancement regarding progress on various marketing/recruitment materials. Implementation of series communications, including automated responses. Increased public awareness regarding CHELS PA program. Efforts should result in target number of inquiries and applications for the PA program. Goal Four: Integrate and utilize a variety of instructional techniques and strategies to include realworld relationships, hands-on instructional practices, current technologies, early intervention and faculty development. Objective 1: Stimulate student interest in PAS program through use of curriculum emphasizing interdisciplinary and real-world relationships. Action: To develop relationships with health-care professionals within the community and to provide opportunity within curriculum for student interaction/exposure. The tasks involved include: Identification of a diverse group of health-care professionals within the greater Cleveland community to act as guest lecturers and/or adjunct faculty members. Identify areas of health-care that are relevant for future referral systems within the medical and health educator professions.

Accountability: Vice President for Academic Affairs and Program Director have responsibility for identifying areas of need within the health-care profession and for providing opportunity for inclusion of real-world examples within the curriculum. Timetable: September 1, 2011: Initial curriculum to be finalized. On-going: Efforts to include current health-care initiatives and issues in curriculum. Budget: No additional budget dollars beyond operational budget are required. Assessment/Feedback: Quarterly reports from VP for Academic Affairs President s Cabinet regarding curriculum delivery methods. Efforts should result in increased student engagement and performance. Objective 2: Develop and incorporate interactive, relevant, hands-on instructional practices. Action: To provide student-centered instructional methods that feature clinical experiences throughout the program. Tasks involved include: VP Academic Affairs and Program Director have responsibility to work with faculty in developing opportunities throughout the curriculum that provide student access and exposure to clinical settings. Accountability: VP Academic Affairs and Program Director have primary responsibility for oversight of development of curriculum. Faculty Senate has responsibility for timely review and input regarding proposed curriculum. PA program faculty have responsibility for development of curriculum. Timetable: September 1, 2011: Finalize curriculum for PA program. Budget: This initiative requires man hours that are already set in the operational budget. Assessment/Results: Initial report regarding curriculum from VP Academic Affairs to President s Cabinet by June 1, 2011. Quarterly reports from VP for Academic Affairs to President s Cabinet regarding curriculum delivery methods. Efforts should result in increased student performance and engagement. Objective 3: Utilize educational technologies to enhance instruction. Action: To develop a variety of teaching techniques that embrace state of the art technologies in the classroom. The tasks involved include: Identification of various delivery mechanisms. Identification of instructional methods that have proven results with current student demographic. Faculty training on delivery methods and technology essentials 41 P a g e

Accountability: VP for Academic Affairs has managerial responsibility for oversight of use of technology in the classroom. PAS Program Director has responsibility to work with VP Academic Affairs and IT department to identify technology needs. Director of IT has responsibility to work with VP Academic Affairs in developing and implementing a training program for faculty regarding technology available in the classroom. Faculty has responsibility to implement technology in the delivery of the curriculum. Timetable: September 1, 2011 December 1, 2011: Identification of desired instructional methods. December 1, 2011 March 1, 2012: Identification of necessary classroom technologies. March 1, 2012 May 1, 2012: Development of training program for faculty. Beginning September 1, 2012 and on-going: Regularly scheduled training for faculty regarding classroom technologies and effective teaching mechanisms. Budget: $5,000 annually in the VP Academic Affairs budget for training purposes. Full technology budget for the PA program to be determined once curriculum is finalized. Assessment/Results: Report to VP Academic Affairs by December 1, 2011 regarding desired instructional methods. Report to VP Academic Affairs and Director of Information Technology by March 1, 2012 regarding required classroom technologies. Quarterly reports to VP Academic Affairs from PA Program Director regarding faculty training. Efforts should result in all program faculty utilizing classroom technologies in delivery of curriculum and utilization of most effective instructional methods for student demographic. Efforts should result in increased student performance and engagement. Objective 4: Develop and utilize early intervention programs to identify and assist students experiencing difficulty. Action: To develop and maintain academic intervention activities that will identify students who are having difficulty within the PAS program, as early as possible. The tasks involved include: Identifying and/or developing mechanisms that will be used to report students who may be experiencing difficulty. Identifying and/or developing process for students to self-identify and seek support. Identifying alternative teaching methods to accommodate the needs of students experiencing difficulty. 42 P a g e

Accountability: The Program Director will have managerial responsibility for oversight of the development of intervention programs. Program faculty will have responsibility to work with the Program Director and AVP Academic Affairs to develop early warning systems. The Dean of Student Affairs will have responsibility to work with program Faculty to develop self-identifying process for students. The Program Director will have responsibility to work with faculty to identify alternative teaching methods. Timeframe: December 1, 2011 March 1, 2012: Development of early warning programs. March 1, 2012 June 1, 2012: Development of student self-identifying process and alternative teaching methods. Ongoing: Maintenance of maintenance of early warning programs. Budget: Funding for the early intervention system will be an annual budget line-item in the Academic Affairs department. Assessment/Results: Monthly reports through March 2012 from Program Director to VP Academic Affairs regarding development of early warning programs. Monthly reports through June 1, 2012 from Dean of Student Affairs regarding development of student self-identifying process. Quarterly report from AVP Academic Affairs to VP Academic Affairs regarding student interventions. Semi-annual reporting from department of Institutional Research and Assessment to Program Director and President s Cabinet regarding retention data. Efforts should result in retaining students within the program and assisting them in overcoming challenges. Objective 5: Develop a center for teaching excellence to support faculty development by Fall 2013. Action: To enhance the academic program and support life-long learning, the creation of a support mechanism for faculty development is necessary. The tasks involved include: Identifying educational opportunities for faculty to obtain continuing education credits. Identifying resources to support faculty research. Identifying timing of and resources to support faculty sabbaticals. Accountability: VP Academic Affairs will have managerial responsibility for overseeing the development of the center for teaching excellence. Program Director will have responsibility to identify relevant continuing education opportunities. Faculty Senate will have responsibility to work with the VP Academic Affairs in developing faculty research initiatives. The Program Director will have responsibility to work with the VP Academic Affairs to provide opportunities for faculty sabbaticals. 43 P a g e

Timeframe: April 1, 2014 June 1, 2014: Identification of continuing education opportunities for the upcoming academic year. September 1, 2014 December 15, 2014: Identification of potential resources to support faculty research. January 1, 2015 July 1, 2015: Secure funding for faculty research and sabbaticals. There will be an on-going element for this initiative to continue to seek grants to support faculty research. Budget: Monies have been set aside within the Academic Affairs budget to support continuing education initiatives and to support grant proposal writing in regards to research. This is an annual budget line item in the Academic Affairs budget. Assessment/Results: Monthly reports from Program Director to VP of Academic Affairs regarding identification of continuing education opportunities from April 2014 to June 2014. Monthly reports from the Program Director to VP Academic Affairs and CFO regarding identification of potential funding sources for faculty research from September 2014 to December 2014. Monthly reports from Program Director to VP of Academic Affairs and CFO regarding secured funding for research from January 2015 to July 2015. Quarterly report from Faculty Senate to President s Cabinet regarding faculty development activities and outcomes. Semi-annual reporting from department of Institutional Research and Assessment to Program Director and President s Cabinet regarding retention data. Efforts should result in student interest and involvement in research initiatives within complementary and alternative medicine. 44 P a g e

Exhibit E Task By Time Chart EM Goal 1 Develop & execute fund raising initiatives that result in minimal start-up funding of $1 million Year by Quarter Objective Strategic Plan Responsible 2011 2012 2013 2014 Action Person(s) 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 Task 1: Identify & BOT, PRES, VP s x x x x x x x x x x x x x x cultivate donors 2 Task 2: Design BOT, PRES, VPIA x x annual fund/capital campaign 3 Task 3: Develop direct mail & email solicitations VPIA, Dir PR x x 4 Task 4: Develop process for solicitation of grants VPIA, AVPAPR, PRES, Dir PA Program EM Goal 2 Implement recruitment plan that will generate 1200 inquiries per year by 2013 Year by Quarter Objective Strategic Plan Responsible 2011 2012 2013 2014 Action Person(s) 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 Task 1: Collaborate w/health science counselors at 25 Midwest institutions Dean of Admissions, Admissions Counselors x x x x x x x x x x 2 Task 2: Conduct qtrly campus openhouse/orientation sessions for health science counselors & instructors 3 Task 3: Bi-monthly recruitment w/local & regional health care professionals Dean of Admissions, Admissions Counselors, VPEMSA PRES, VP s, BOT, Dean of Admissions, Program Director x x x x x x x x x x x x x x x x x x x x x x 45 P a g e

Exhibit E -- continued Task By Time Chart EM Goal 3 Matriculate 40 new PAS students per year by 2016 Year by Quarter Objective Strategic Plan Responsible 2011 2012 2013 2014 Action Person(s) 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 Task 1: Develop process & procedures for data analysis; define appropriate fields in database Dean of Admissions, VPEMSA, Program Director x x x 2 Task 2: Develop & implement comprehensive telecounseling program integrated w/direct mail marketing 3 Task 3: Develop & implement a comprehensive written communication flow integrated w/ telecounseling program Dean of Admissions, Dir of Public Relations Program Director Dean of Admissions, Dir of Public Relations Program Director x x x x x x 46 P a g e

Exhibit E -- continued Task By Time Chart EM Goal 4 Integrate & utilize a variety of instructional techniques and strategies to include real-world relationships, hands-on instructional practices, current technologies, early intervention and faculty development. Year by Quarter Objective Strategic Plan Action Responsible 2011 2012 2013 2014 Person(s) 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 Task 1: Stimulate student interest through emphasis of interdisciplinary relationships 2 Task 2: Develop & incorporate interactive, relevant, hands-on instructional practices 3 Task 3: Utilize educational technologies to enhance instruction 4 Task 4: Develop & maintain academic intervention activities 5 Task 5: Develop center for teaching excellence to support faculty development VPAA Program Director VPAA, EPP Faculty Senate, Program Director VPAA, Dir of IT Program Director Faculty, AVPAA, Dean SA VPAA, Program Director, Faculty Senate x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x 47 P a g e

Exhibit F Marketing Plans to Support EM Goals Marketing plans for PAS program within the Center for Health, Environmental and Life Sciences will support the Enrollment Management goals and objectives. Given that the College is not allowed to recruit students until permission to grant degrees is received from the State of Ohio and the Higher Learning Commission, and students will not be allowed to matriculate until after provisional accreditation is received from ARC-PA, specific dates for events and communications flows will be developed at a later date in effort to avoid any misunderstanding with the Ohio Board of Regents and the Higher Learning Commission. However, components of communication flows and web site recruitment tools have been identified and are presented as enhancement to the strategies identified in the Enrollment Management goals. Web Site Activities and Communications Detailed admissions information Detailed program information On-line searchable catalog Donor/Fundraising link on PA webpage Scholarship link on PA webpage Log-in feature to personalized webpage Email newsletters Detailed cost information On-line financial aid estimator On-line applications for: Admission CASPA application link Financial Aid Scholarships On-line check lists for: Admissions process and requirements Financial Aid process and requirements Orientation requirements On-line course registration On-line payment options for: Deposits/Tuition and fees On-line orientation for new students On-line academic advising On-line form to schedule campus visit Print and CD Communications PA program Viewbook Catalog on CD ROM Program brochures Campus visit postcard Scholarship brochure Fundraising brochure presenting specific gift ranges and opportunities Initial donor solicitation packets Annual fund campaign brochure Donor communication series direct mail and email Financial aid information packet to include loan options and requirements 48 P a g e

Exhibit G Communication Flow Charts Communications with various constituents will be a mix of direct mail, electronic media and personal contact. The preliminary communication flows for fundraising and institutional awareness are presented below in support of action plans outlined in the EM goals and objectives. Fundraising Communications Sequence Function Initial contact Personal solicitation Follow-up letter Solicitation packet Phone-call Thank you letter Fundraising progress Institutional Awareness Function Initial contact Follow-up letter Personal solicitation Phone call Announcement of Information Nights Post card announcement Open House Progress report Method Direct Mail introduction of mission, goals, needs and request for assistance. Personal introduction to prospective donor through common acquaintance. Via Email regarding personal visit Direct mail including brochures on specific areas of interest Follow-up to solicitation packet to answer questions and/or concerns. Direct mail re: donation received Via Email indicating current status of fundraising efforts. Method Direct mail to feeder institutions and health care professionals. Via Email to schedule personal visit Visit to feeder institutions and health care professionals. Thank you for taking time to visit; answer any questions/ concerns. Alert to upcoming Email re: information nights. Email to feeder institutions and health care professionals regarding information nights. Announcement of schedule and location of information night events. On-campus open house for all constituents Email regarding progress toward recruitment goals. 49 P a g e

Exhibit G - - continued Communication Flow Inquiry to Applicant Stage Week Type Content Department 1 EM Acknowledgement of inquiry answers questions Admissions 2 DM Center for Environmental, Health & Life Science Admissions trifold brochure featuring PA program EM/PH Counselor introduction Admissions 3 DM Philosophy brochure Admissions EM Program costs link to info on website Admissions EM Financial aid link to info on website Financial Aid 4 PH Add l info on profession from health care Admissions professional, faculty or administration initiates request 5 DM Postcard campus visit invitation Admissions 6 EM Student services link to info on website; inquires if Student Services any questions about campus life 7 EM Still interested message Admissions 8 DM Message from Program Director/Medical Director Academic Affairs 9 EM Link to CAPSA application from Dean of Admissions Admissions Note: EM = Email; DM=Direct Mail; PH=Phone call Communications Flow Applicant to Matriculation Week Type Content Department 1 DM Congratulations on admission to program President EM Info on Physician Assistant program clinical Academic Affairs opportunities 2 DM Post card re: open house or info nights Admissions EM Financial aid info link to application, FAFSA and Financial Aid scholarship page 3 PH Follow-up on curriculum and progression through Academic Affairs program EM Link to website for on-line deposit Admissions 4 EM/PH Faculty member program highlights/answer Academic Affairs questions 5 EM Message from registrar link to on-line registration Student Services 6 PH Financial aid counselor answer questions & Financial aid provide assistance EM Message w/link to on-line academic advising Student Services 7 DM Calendar with upcoming events/invitation to Student Services campus 8 PH Finalize financial aid and registration Financial Aid & Student Services EM Message w/link to on-line orientation Student Services Note: EM = Email; DM=Direct Mail; PH=Phone call 50 P a g e

Exhibit G - - continued Other correspondence to be used in communication with prospective and new students Type EM DM Contents Reminder to visit on-line check lists for missing information for admissions and financial aid. Messages from Program Director & Medical Director Links to new information on website (i.e. updated calendar, announcements, etc) Scholarship information Financial aid information packet Postcard invitation to open house and information nights PH At anytime prudent to address specific concerns of either the student or the Institute. Note: EM = Email; DM=Direct Mail; PH=Phone call 51 P a g e