EAST TENNESSEE STATE UNIVERSITY COLLEGE OF PUBLIC HEALTH

Criterion 1

The School of Public Health

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1.1 MISSION

The school shall have a clearly formulated and publicly stated mission with supporting goals,

objectives and values.

1.1.a A clear and concise mission statement for the school as a whole.

Each college at East Tennessee State University (ETSU) is charged with developing a mission, goals

and objectives consistent with the overarching vision for the university and of the Tennessee Board of

Regents (TBR). At an all-hands college meeting on February 8, 2013, described below, the faculty and

staff adopted the following vision and mission statement that replace those adopted in 2008.

Our Vision

The ETSU College of Public Health is the school of choice for students who want an exceptional

educational experience in a world-class environment.

Our Mission

To provide students a high quality educational experience focused on excellent teaching,

research training, and practical skills to prepare them for a diverse and inter-professional

workforce;

To advance science through research focused on identifying causes of, and practical solutions to,

important health challenges;

To create an environment that is personally and professionally rewarding for faculty, staff, and

students;

To use our expertise to improve the health status of all people including those in underserved

communities through education, evidence-based advocacy, collaborative research, and

partnerships.

The college mission reflects the mission of ETSU’s Academic Health Sciences Center (AHSC) --

Excellence in Teaching and Scholarship United to Advance Health and Serve Communities – and the

university’s mission http://www.etsu.edu/president/mission.aspx.

1.1.b A statement of values that guides the school.

The core values for the college initially developed in 2008 and re-adopted in 2013 are:

ALTRUISM: We believe in nurturing a sense of altruism and benevolence towards the less fortunate on

the part of our faculty, staff and students.

COMMUNITY SERVICE: We seek to strengthen the communities we serve, including our

neighborhoods, our academic community, and our professional associations, by building collaborative

partnerships, taking leadership positions, and contributing our knowledge, skills, and commitment.

DIGNITY: We treat all people with unwavering dignity and respect.

DIVERSITY: We embrace diversity and seek to attract and retain diverse faculty, staff, and student

bodies.

EDUCATION: We recognize that our greatest obligation is to assure that our students develop the

knowledge, practical skills, and life-long learning habits, to allow them to take their place among the

leaders of their professions.

EXCELLENCE: We are dedicated to excellence in teaching, scholarly activity, and community and

professional service.

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INTEGRITY: We adhere to the highest ethical standards of honesty and fairness and we recognize that

integrity and ethical behavior are essential elements of our professions.

RESEARCH: We are committed to conducting basic and applied research to advance the science base

for public health decision-making and to promote community health and development.

TEAMWORK: All parts of the college-students, faculty, and staff-enjoy a close-knit relationship and

opportunities for formal and informal interpersonal exchange.

1.1.c One or more goal statements for each major function through which the school intends to

attain its mission, including at a minimum, instruction, research and service.

The college 2008-2013 Strategic Plan laid out goals and objectives in the areas of instruction, research,

and service. The development of the 2014-2019 Strategic Plan involved a highly participatory faculty-

led process which was initiated in 2012. This process included extensive faculty, staff, and student

participation, was guided by input from professional and community advisory committees, and reflected

findings of student exit surveys, alumni surveys, field preceptor evaluations, and employer surveys. The

college has integrated this input into a detailed and comprehensive strategic plan with goals, objectives,

outcome measures, targets, and action items for six (6) major areas: education, research, service and

applied public health, diversity, workforce, and resources. These are listed in Criterion 1.2.c. The

process by which input was received from each constituent group is described in Criterion 1.1.e below.

Table 1.1.c Goal Statements based on 2014-19 Strategic Plan

Major Function Goal(s)

Education E.1: Expand and continuously benchmark and align educational programs with student,

workforce, and public health needs.

E.2: Continue to attract qualified students and to provide them with the highest quality

educational experience possible.

Research R.1: Actively engage faculty and students in the conduct and dissemination of collaborative

research that is focused on important health challenges in the Appalachian communities,

nationally, and globally.

Service and Applied

Public Health

S.1: Expand community-based problem-solving to advance student learning and community

benefit.

S.2: Contribute faculty and student expertise to strengthen our communities and professions.

Diversity D.1: Foster a culture and environment that celebrate diversity and encourage cultural

awareness and social justice.

Workforce W.1: Effectively engage in public health workforce development responsive to workforce

needs.

Resources RS.1: Strengthen the human and fiscal resources in support of the college mission and

vision.

1.1.d A set of measureable objectives with quantifiable indicators related to each goal statement

as provided in Criterion 1.1.c. In some cases, qualitative indicators may be used as appropriate.

As designed, the 2014-19 Strategic Plan clearly lays out measurable objectives related to each of the

eight (8) goals of the college. Further, for each objective, the Strategic Plan lays out one or more

indicators (outcome measures), and for each indicator, a monitoring and feedback loop (including data

source, responsible party, and frequency of monitoring) and targets. Tables 1.1.d.1 -- 1.1.d.6 present the

objectives and indicators related to each goal. (See the 2014-19 Strategic Plan document in the Resource

File and at http://www.etsu.edu/cph/about/goalsobjective.aspx) for action items for achieving each

objective.)

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Table 1.1.d.1 Objectives and Indicators Related to Education Goals

EDUCATION Goal E.1 Expand and continuously benchmark and align educational programs with student,

workforce, and public health needs.

Objective E.1.1 Develop new program offerings to prepare graduates for leadership positions in a diverse and inter-

professional workforce.

Outcome

Measures/Indicators

Data

Source/System

Responsible

Party

Frequency of

Monitoring

2019 Targets

(for quantitative indicators)

E.1.1.a New offering

in health services

management and

policy.

Graduate

Catalog,

Curriculum

Committee

minutes

Associate Dean

Academic

Affairs, HSMP

Chair

Semester By 2018-19

E.1.1.b MPH

concentration in

global health and

infectious disease.

Graduate

Catalog

Associate Dean

Academic

Affairs, HSCI

Chair

Semester By 2018-19

E.1.1.c Five-year

accelerated bachelors

to MPH degree

program.

Graduate

Catalog,

Undergraduate

Catalog

Associate Dean

Academic

Affairs, Program

coordinators

Semester By 2018-19

E.1.1.d Exploration

of innovative

approaches to recruit

community college

graduates into our

programs.

Curriculum

Committee

minutes

Associate Dean

Academic

Affairs

Annual By 2018-19

Objective E.1.2 Engage as a full participant with Academic Health Science Center (AHSC) partners in the

university’s Inter-Professional Education and Research Program (IPERP).

E.1.2.a Active

participation in

IPERP effort.

IPERP

Committee

Associate Dean

Academic

Affairs

Annual Complete 2nd cohort of IPERP pilot

program in 2014-15. Analyze pilot program

data and determine next steps in 2015-16.

Objective E.1.3 Conduct a comprehensive review of every program in the college every 3 – 4 years to further align

with workforce and student needs.

E.1.3.a Re-envision

and re-structure the

MPH degree

program.

Graduate

Catalog, MPH

Operations

Committee

minutes

Associate Dean

Academic

Affairs, MPH

Coordinator

Semester Convene the MPH Re-Structuring Taskforce

in 2014-15. Taskforce completes its charge

by 2016-17. Programmatic revisions

approved by 2017-18.

E.1.3.b Evaluate and,

as needed, revise the

DrPH program

competencies.

Graduate

Catalog, DrPH

Operations

Committee

minutes

Associate Dean

Academic

Affairs, DrPH

Coordinator

Semester Charge the DrPH Operations Committee in

2014-15 to review and revise the program

competencies. Committee completes its

charge by 2016-17.

E.1.3.c Review the

health science and

environmental health

programs with

emphasis on practical

skills.

Department

meeting

minutes

Associate Dean

Academic

Affairs, ENVH

Chair, HSCI

Chair

Annual Convene the departmental professional

advisory workgroups in 2014-15. Review

program assessment results. Incorporate

additional practical skills as indicated.

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Objective E.1.4 Implement the new (re-structured) BSPH curriculum effective 2015 and evaluate its success.

Outcome

Measures/Indicators

Data

Source/System

Responsible

Party

Frequency of

Monitoring

2019 Targets

(for quantitative indicators)

E.1.4.a Full

implementation and

evaluation of new

BSPH curriculum.

BSPH course

schedules

BSPH

Coordinator

Semester By 2015

EDUCATION Goal E.2 Continue to attract qualified students and to provide them with the highest quality

educational experience possible.

Objective E.2.1 Expand student recruitment efforts to attract and enroll a qualified student body.

E.2.1.a Average

combined percentile

of GRE verbal and

quantitative scores of

doctoral and master’s

enrollees.

SOPHAS Data Services

Manager

Annual 40th percentile

E.2.1.b Aggregate

GPA of incoming

doctoral enrollees.

SOPHAS Data Services

Manager

Annual 3.5 or higher

E.2.1.c Aggregate

GPA of incoming

master’s enrollees.

SOPHAS Data Services

Manager

Annual 3.0 or higher

Objective E.2.2 Deliver high quality educational programming that is focused on competency achievement and

workforce readiness.

E.2.2.a Proportion of

students who report

that coursework

increased their

knowledge and skills

in the subject matter.

Student

Assessment of

Instruction

(SAI) surveys

Dean’s Executive

Aide, Chairs

Semester 90%

E.2.2.b Proportion of

MPH students who

pass the

comprehensive exam

on first attempt.

MPH student

spreadsheet

MPH

Coordinator

Semester 90%

E.2.2.c Average

score on

Concentration

competencies based

on preceptor

evaluations of the

field experience.

Field Preceptor

Survey

Assistant Dean

Public Health

Practice

Semester 4.0 or higher (on a 5-point scale)

E.2.2.d Average GPA

of degree recipients.

Argos/Banner Data Services

Manager

Semester/

Annual

3.3+ for graduate degree recipients;

2.75+ for bachelor’s degree recipients

E.2.2.e Graduation

rates.

Argos/Banner Data Services

Manager

Annual Exceed 70% for bachelor’s and master’s

programs;

exceed 60% for doctoral programs

E.2.2.f Job placement

rates.

Alumni Survey Associate Dean

Quality &

Planning

Annual 85% for graduate degrees;

80% for bachelor’s degrees

E.2.2.g Alumni

satisfaction with

education.

Alumni Survey Associate Dean

Quality &

Planning

Annual 90% of alumni satisfied or very satisfied

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Outcome

Measures/Indicators

Data

Source/System

Responsible

Party

Frequency of

Monitoring

2019 Targets

(for quantitative indicators)

E.2.2.h Proportion of

employers who report

that graduates are

competent in their

field of practice.

Employer

Survey

Associate Dean

Quality &

Planning

Bi-annual 90% of employers rate competence of

graduates as high or highest

Objective E.2.3 Make the pursuit and practice of effective teaching part of the ethos of the college-- through focused

faculty development and retention efforts.

E.2.3.a Teaching

effectiveness of

program faculty

based on Student

Assessment of

Instruction surveys.

Student

Assessment of

Instruction

(SAI) surveys

Dean’s Executive

Aide, Chairs

Semester/

Annual

Mean score of 3.3 or higher (1 – 4 scale) on

eight SAI teaching effectiveness items

E.2.3.b Define and

incentivize teaching

excellence.

Educational

Excellence

Workgroup

report

Dean,

Educational

Excellence

Workgroup

Annual Charge the Educational Excellence

Workgroup in 2014-15 to develop a

definition, measurement tool, and incentive

system for teaching excellence. Workgroup

completes its charge by 2016-17.

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Table 1.1.d.2 Objectives and Indicators Related to the RESEARCH Goal

RESEARCH R.1 Actively engage faculty and students in the conduct and dissemination of collaborative research that

is focused on important health challenges globally, nationally and in the Appalachian communities.

Objective R.1.1 Increase research awards to advance knowledge of causes and solutions to important health

challenges.

Outcome Measures/Indicators Data Source Party

Responsible

Frequency of

Monitoring

Target

R.1.1.a Total research dollar amount per

year.

Research data

system/ORSPA

Associate Dean

for Research,

Chairs

Annual $1.5 million or

more per year by

2019

R.1.1.b Average number of external grant

submissions among full-time tenure-

track/tenured faculty.

Research data

system/ORSPA

Associate Dean

for Research,

Chairs

Annual Average of 2 grant

submissions by

2019

Objective R.1.2 Maintain a substantive inter-professional and community-based research effort using community-

based research methodology where possible in investigations.

R.1.2.a % externally funded grants that

are inter-disciplinary (co-I not from PI’s

home department).

Faculty Survey Associate Dean

for Research,

Chairs

Annual 50%

R.1.2.b % externally funded public health

grants that are community-based.

Faculty Survey Associate Dean

for Research,

Chairs

Annual substantial

Objective R.1.3 Disseminate research findings to facilitate knowledge translation and sharing.

R.1.3.a Average number of peer-reviewed

publications per full-time tenure-

track/tenured faculty per year.

Faculty Survey Associate Dean

for Research,

Chairs

Annual 3 publications per

faculty by 2019

R.1.3.b % tenure-track/ tenured faculty

who present at professional meetings.

Faculty Survey Associate Dean

for Research,

Chairs

Annual 75% of faculty

by 2019

Objective R.1.4 Systematically involve students in the conduct and dissemination of research activities.

R.1.4.a % externally funded grants that

involve student participation.

Faculty Survey Associate Dean

for Research,

Chairs

Annual 80%

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Table 1.1.d.3 Objectives and Indicators Related to the SERVICE and APPLIED PUBLIC HEALTH Goals

SERVICE Goal S.1 Expand applied/hands-on learning opportunities that enhance the practical skills of students and

community benefit.

Objective S.1.1 Increase community-based learning courses and other applied learning opportunities.

Outcome Measure/Indicator Data Source Party Responsible Frequency

of

Monitoring

Target

S.1.1.a Number of public health

degree programs that include at least

one required community-based

learning (CBL) course.

Course catalogs Service and

Applied Public

Health Workgroup,

Chairs

Annual All public health

degree programs

include at least one

required community-

based learning (CBL)

course (in addition to

the field experience

course)

S.1.1.b Number of Academic Health

Departments.

Leadership

Council minutes

Dean Annual Develop at least one

additional Academic

Health Department

S.1.1.c Number of non-academic

applied/hands-on learning

opportunities.

Office of the

Dean records

Dean, BSPH

Coordinator

Annual 1 or more opportunity

per year

SERVICE Goal S.2 Contribute faculty and student expertise to strengthen our communities and professions.

Objective S.2.1 Contribute faculty expertise to strengthen our communities and professions.

S.2.1.a Proportion of faculty who

participate in one or more community

service activity consistent with their

professional position.

Faculty Survey Associate Dean

Quality & Planning,

Chairs

Annual 80%

S.2.1.b Proportion of tenure-

track/tenured faculty who hold

leadership positions in professional

associations.

Faculty Survey Associate Dean

Quality & Planning,

Chairs

Annual 25%

S.2.1.c Proportion of tenure-

track/tenured faculty who serve as

peer reviewers of proposals,

manuscripts or abstracts.

Faculty Survey Associate Dean

Quality & Planning,

Chairs

Annual 50%

Objective S.2.2 Encourage student engagement in community service and advocacy activities.

S.2.2.a Number of student-led

community health service and

advocacy activities.

Public Health

Student

Association

(PHSA) records

PHSA Advisor Semester/

Annual

Six (6) activities

per year

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Table 1.1.d.4 Objectives and Indicators Related to the DIVERSITY Goal

Goal D.1 Foster a culture and environment that celebrate diversity and encourage cultural awareness and social

justice.

Objective D.1.1 Weave cultural awareness and social justice into the fabric of the college.

Outcome Measure/Indicator Data Source Party

Responsible

Frequency of

Monitoring

Target

D.1.1.a Transition the Diversity and Social

Justice Workgroup into a standing committee of

the college.

College bylaws Dean Annual By 2014

D.1.1.b Create a web presence for diversity-

related issues.

College website Diversity and

Social Justice

Workgroup

Semester By 2014

D.1.1.c Designate a liaison between the college

and the Office of Equity and Diversity.

Leadership

Council minutes

Diversity and

Social Justice

Workgroup

Annual By 2014

Objective D.1.2 Increase the diversity of college faculty, staff and students.

D.1.2.a Proportion of new faculty hires who are

women.

Human resources

files

Assistant Dean

Finance Admin

Annual 50%

D.1.2.b Proportion of non-white primary

faculty.

Human resources

files

Assistant Dean

Finance Admin

Annual 25%

D.1.2.c Proportion of incoming graduate

students from Appalachia.

SOPHAS Data Services

Manager

Annual 50% or

more

D.1.2.d Proportion of incoming students who

are members of racial/ethnic minority groups.

SOPHAS,

ETSU Banner

Data Services

Manager

Annual 10% or

more

D.1.2.e Proportion of college staff who are

women and/or minority.

Human resources

files

Assistant Dean

Finance Admin

Annual 50% or

more

Objective D.1.3 Promote curricula that build competence in cultural awareness and social justice both in the

classroom and in community-based learning.

D.1.3.a Degree programs with one or more

competencies addressing diversity, culture, or

social justice issues.

Degree program

competency

matrices

Associate Dean

Academic Affairs

Annual Every

degree

program

D.1.3.b Percent employers who rank

“Effectiveness of college programs in preparing

graduates to meet community needs” as “high”

or “highest.”

Employer Survey Associate Dean

Quality &

Planning

Annual 90%

D.1.3.c Percent employers who rank college

graduates as “high” or “highest” in “Ethics and

social responsibility.”

Employer Survey Associate Dean

Quality &

Planning

Annual 90%

D.1.3.d Percent alumni who report competence

to “Interact and communicate with diverse

individuals and communities.”

Alumni Survey

(BSPH, MPH, and

DrPH)

Associate Dean

Quality &

Planning

Annual Average

score of 3.5

(1 – 4 scale)

D.1.3.e Percent students who report “Program

helped me embrace diversity and treat all people

with dignity and respect.”

Student Exit

Survey

Associate Dean

Quality &

Planning

Annual 90%

Objective D.1.4 Ensure that faculty, staff and student development incorporate issues of diversity, social justice and

ethics.

D.1.4.a Number of in-house seminars that focus

on diversity, cultural awareness and social

justice.

Office of the Dean

records

Diversity and

Social Justice

Committee

Annual At least one

event each

year

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Table 1.1.d.5 Objectives and Indicators Related to the WORKFORCE DEVELOPMENT Goal

Goal W.1 Effectively engage in public health workforce development responsive to workforce needs.

Objective W.1.1 Conduct a workforce needs assessment survey to inform the college workforce development

programs.

Outcome Measure/Indicator Data Source Party

Responsible

Frequency of

Monitoring

Target

W.1.1.a Conduct a workforce needs

assessment survey to inform the college

workforce development programs.

Center for Public

Health Practice

and Policy records

Center for Public

Health Practice

and Policy

Annual One additional

workforce needs

assessment survey

by 2018-19

Objective W.1.2 Develop and implement new online programs to increase accessibility by working professionals.

W.1.2.a Implement the online MPH in

Community Health.

Graduate Catalog,

course schedules

COBH Chair Annual Implement effective

fall 2014

W.1.2.b Develop one or more online

certificates (or other trainings) targeting

the identified needs of working

professionals.

University

catalogs

Associate Dean

Academic Affairs

Annual One or more online

certificate (or other

training) by 2018

Objective W.1.3 Continue to enroll practice professionals in academic programs including online certificates and

graduate degrees in public health.

W.1.3.a Number of practice

professionals enrolled in certificate

programs.

Data Services

Manager

Associate Dean

Academic Affairs

Annual 4 new enrollees per

year (20 certificates

awarded by 2019)

W.1.3.b Number of practice

professionals enrolled in graduate

degree programs.

Data Services

Manager

Associate Dean

Academic Affairs

Annual 3 new enrollees per

year (15 degrees

awarded by 2019)

Objective W.1.4 Provide opportunities for practice professionals to participate in continuing education offerings other

than certificates.

W.1.4.a Number of continuing

education offerings (e.g. through the

training center, LVPH, AHD)

Leadership

Council minutes

Dean’s Office

Coordinator

Annual 5 per year (25 total)

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Table 1.1.d.6 Objectives and Indicators Related to the RESOURCES Goal

Goal RS.1 Strengthen human and fiscal resources in support of the college mission and vision.

Objective RS.1.1 Create an environment that is personally and professionally rewarding for faculty and staff

Outcome Measure/Indicator Data Source Party

Responsible

Monitoring

Frequency

Target

RS.1.1.a Conduct a faculty survey to

assess satisfaction with work

experience and implement

improvements.

Faculty Survey Dean, Faculty

Council

Annual Plan for faculty survey in

2014-15. Conduct survey

in 2015-16

RS.1.1.b Conduct a staff survey to

assess satisfaction with work

experience and implement

improvements.

Staff Survey Dean, Staff

Council

Annual Plan for staff survey in

2014-15. Conduct survey

in 2015-16

Objective RS.1.2 Strengthen our tenure-track and non-tenure track faculty resources.

RS.1.2.a Number of primary faculty

positions.

College budget,

faculty positions

Dean, Assistant

Dean Finance

Admin

Annual 50 by 2018-19

RS.1.2.b. Graduate Student-Faculty

Ratios (SFRs).

Student FTEs,

Faculty Roster

Associate Dean

Quality &

Planning

Annual Graduate SFRs less than

10:1

RS.1.2.c. Proportion of primary

faculty who are tenured.

Human resources

files/Faculty

Roster

Chairs Annual 50%

RS.1.2.d. Proportion of tenure-

track/tenured faculty hires with

terminal degrees.

Human resources

files

Chairs Annual 100%

RS.1.2.e Proportion of faculty who

participate in one or more

professional development activity

per year.

Faculty Survey Associate Dean

Quality &

Planning

Annual 90%

RS.1.2.f. Promotion strategy for

non-tenure track faculty.

Departmental

P&T criteria

Dean, P&T

Committee

Annual Leadership Council to

develop proposal for

promotion strategy by

2015-16.

Objective RS.1.3 Enhance fiscal resources and budgeting processes.

RS.1.3.a Institutional (college)

expenditures per FTE student.

Budget, Data

Services Manager

Dean, Assistant

Dean Finance

Admin

Annual $14,000

RS.1.3.b Proportion of budget from

sources other than university/state

funds.

Budget Dean, Assistant

Dean Finance

Admin

Annual 25% or more

RS.1.3.c De-centralized budget

process.

Budget Dean, Assistant

Dean Finance

Admin

Annual Anticipated

implementation by 2018-

19

Objective RS.1.4 Expand fundraising and development activities.

RS.1.4.a Number of individuals who

donate to the college.

Advancement

Office

Dean’s

Executive Aide

Annual 5% per year increase based

on 3-year averages

RS.1.4.b Amount of funds donated

to the college.

Advancement

Office

Dean’s

Executive Aide

Annual 5% per year increase based

on 3-year averages

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1.1.e Description of the manner through which the mission, values, goals and objectives were

developed, including how specific stakeholder groups were involved in their development.

Mission and Vision and Core Values

An initial mission and vision for the college was developed in 2007 through a highly participatory

process, as detailed in the 2009 Self-Study. The initial mission and vision guided the development of

the college’s 2008-13 Strategic Plan. As a first step in developing the 2014-19 Strategic Plan, the

Leadership Council re-visited the mission and vision at its meeting on February 1, 2013 and proposed

revisions based on feedback from the planning and advisory workgroups, as described below, and the

strategic direction of the college that embodies the transition from “Good to Great.” The proposed

revisions were presented at the spring 2013 college-wide faculty and staff meeting on February 8, 2013

(also attended by the Student Council president). Through a highly participatory process, led by the

associate dean for academic affairs, and using an anonymous electronic feedback system, each item in

the mission and vision statement was voted on, discussed, and edited—ultimately resulting in nearly

unanimous agreement on the revised statements. The core values initially developed in 2008 were also

re-visited in 2013. The college constituents determined that the core values provided meaningful

guiding principles for the college and were therefore unchanged in 2013. Each department or office has

received a framed copy of the vision and mission statements and core values. They are also posted in

the student lounge and frequently referenced during meetings with faculty and students.

Goals and Objectives

On January 27, 2012, the Leadership Council held a retreat to identify the over-arching principles and

process of developing the 2014-19 Strategic Plan. To inform the development of the strategic plan, the

Leadership Council called for the creation of four internal planning workgroups, five professional

discipline-specific advisory workgroups, and two community advisory workgroups, in addition to

obtaining input from the college’s Public Health Practice Advisory Committee. This planning process

was presented for discussion at the spring college-wide faculty and staff meeting on February 3, 2012.

Internal Faculty, Staff, and Student Planning Workgroups

Four workgroups were formed in 2012 reflecting the core functions of the college (education, research,

community service and applied public health) and commitment to diversity and social justice.

1) Educational Excellence Workgroup

2) Research Development Workgroup

3) Community Service and Applied Public Health Workgroup

4) Diversity and Social Justice Workgroup

Each workgroup was composed of faculty, staff, and students and was chaired by a faculty or staff

member. With input of the Leadership Council, the dean charged the workgroups to conduct internal

and external environmental assessments as relevant to their focus area and to develop recommendations

including goals and objectives for the strategic plan. The dean presented each workgroup with questions

that served as a starting point for their discussions. The associate dean for quality and planning served as

a resource for the workgroups providing the college’s performance data for their respective areas,

attending initial organizational meetings, and facilitating the process.

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Table 1.1.e.1 Internal Planning Workgroups

Community Service and Applied Public Health Workgroup

Questions to

Workgroup

-How do we increase the service impact of faculty, staff, and students?

-Is a mandatory community service indicated?

-How can we more effectively engage in workforce development?

-Update the service section of the 2008-13 strategic plan.

Membership M. Littleton (Chair), H. Mamudu, P. Masters, T. Metts, M. Stoots

Students: C. Scott, S. Tolan, N. Walker

Diversity and Social Justice Workgroup

Questions to

Workgroup

-What policies and plans should we adopt to recruit, develop, retain (and, in the case of students,

graduate) a diverse faculty, staff, and student body?

-What policies and plans should we adopt to maintain curricula (e.g., coursework, service learning) that

build competency in diversity and culture?

-How do we integrate social justice/ethics learning objectives, related to course content, across the

curriculum?

Membership K. Ervin (Chair), A. Alamian, R. Carter, G. Kidwell, E. Onyango, C. Pritchett, L. Wang

Students: B. Brooks, C. Florence, B. O’Connell

Educational Excellence Workgroup

Questions to

Workgroup

-How can we further improve the quality of teaching (teaching effectiveness) across the college?

-How can we teach and document applied (hands-on) and practical skills?

-How can we increase the use of team-based approaches in our curriculum?

-How can we reward excellence in teaching?

-Update the education section of the 2008-13 strategic plan.

Membership Forsman (Chair), T. Baylor, J. Bowers, P. Brown, A. Rowe, K. Silver

Students: R. Ward, C. Williams

Research Development Workgroup

Questions to

Workgroup

-How can we further enhance research productivity by faculty and students?

-Update the research section of the 2008-13 strategic plan.

Membership J. Hillhouse (Chair), R. Chakraborty, B. Fee, A. Khoury, K. Maier, R. Pack

Students: D. Blackley, S. McQueen

The workgroups held meetings and discussions over 2012 and reported their initial recommendations to

the Leadership Council in December 2012, and then at the college faculty and staff meeting on February

8, 2013. The initial recommendations of the workgroups were distributed electronically to the college

list-serve for feedback and input. Following input, the workgroup presented their final reports to the

dean in March 2013 (see Resource File). The workgroup chairs were also invited to present and discuss

their final recommendations at meetings of the Leadership Council in spring 2013.

Professional Discipline-Specific Advisory Workgroups

The Leadership Council charged each department during the 2012-13 academic year to convene a

meeting with, or seek input from (in person, or by electronic means, or both) a broad cross-section of

professionals working in their fields. Each advisory workgroup was asked the following questions:

1) What knowledge and skills will {your profession} require in 5 years?

2) What issues should all {your profession} graduates be able to discuss?

3) What things should all {your profession} graduates be able to do?

4) What tools should all {your profession} graduates be able to use?

5) What problems should all {your profession} graduates be able to solve?

6) What characteristics should all {your professions} graduates be able to exemplify? The goal was to assure that existing curricula met the needs of the workforce, and that new trends,

P a g e | 16

needs, or demands in the field were identified. Each department chair presented and discussed his/her

advisory workgroup report at the Leadership Council retreat on January 15, 2013 (see Resource File).

Table 1.1.e.2 Professional Discipline-Specific Advisory Workgroups

Membership Affiliation

Community and Behavioral Health Advisory Workgroup

Susan Austin Program Coordinator, Rural and Community Health, ETSU

Rebecca Bartles Corporate Director of Infection Prevention, MSHA (alumna)

Tracy Boling Corporate Manager for Patient Centered Care, MSHA

Kamela Easlic Program Development Supervisor, Johnson City Seniors Center

Charlie Glass Executive Director/CEO, Greater Kingsport Family YMCA

Regena Hall Mountain States Health Alliance American Heart Association, Program Manager

Sara Hawkins Community Health Council Coordinator, Northeast Regional Health Office

Karen Heaton Health Initiatives Representative, Northeast TN American Cancer Society

Susan LaGuardia Executive Director, Kingsport Tomorrow

Laurel McKinney Manager, Indian Path Health Resources Center

Teresa Sutphin Projects Specialist, First Tennessee Area Agency on Aging & Disability

Cheryl Youland Executive Director, Susan G. Komen Tri-Cities Affiliate

Additional Insights provided by:

Emmeline Ochiai Public Health Advisor, Office of Disease Prevention and Health Promotion, DHHS

Environmental Health Advisory Workgroup

Mark Braswell Director, Johnson City Field Office, TN Department of Environment & Conservation

Doug Dulaney Program Manager, U.S. Veterans Affairs

Richard Guinn Applied Toxicology Manager, Eastman Chemical Company

Kimberly Hall Assistant Professor, Findlay University (alumna)

Mark Houser Environmental Field Office Manager, TN Department of Health

Joe Laco Environmental Health Scientist, Centers for Disease Control and Prevention (alumnus)

Trent LeCoulture Environmental Health Scientist, Agency for Toxic Substances & Disease Registry (alumnus)

Dana Ripley Owner/Consultant, Ripley Health Services

Tom Witherspoon Manger, Johnson City Water and Sewer, City of Johnson City

Epidemiology and Biostatistics Advisory Workgroup

Annlouise Assaf Senior Director and Therapeutic Team Lead, Pfizer, Inc.

Bart Cobert Drug Safety Expertise and Consulting, BLCMD Associates

Lori Ferrant Director, Office of Policy, Planning, and Assessment, TN Department of Health

Tim Jones State Epidemiologist, TN Department of Health

David Kirschke Medical Director, Northeast Regional Health Office

Margaret McDonald Senior Director of Population Studies, Pfizer, Inc.

Robert Meyer North Carolina Birth Defects Monitoring Program, NC Dept. of Health & Human Services

Heather Mullins Epidemiologist, Sullivan County Health Department, TN Department of Health (alumna)

Martin Whiteside State Cancer Registrar, TN Department of Health

Health Sciences Advisory Workgroup

Larry Calhoun Dean, Bill Gatton College of Pharmacy, ETSU

Lauren Harris PharmD Student, University of Tennessee (alumna)

Kerry O’Ferrel Laboratory Analyst, Analytical Support Division, Eastman (alumnus)

Ken Olive Interim Dean, James H. Quillen College of Medicine, ETSU

Inder Patel Senior Manager, Methods Development, GenZyme (Sanofi)

Stacy Philbrick Academic Advisory, Medical Professions Advising Program

Don Samples Dean, College of Clinical & Rehabilitative Health Sciences, ETSU

Doug Taylor Assistant Dean and Director of Admissions, James H. Quillen College of Medicine, ETSU

P a g e | 17

Health Services Management and Policy Advisory Workgroup

Membership Affiliation

Tim Attebery Vice President of Cardiovascular Services, Wellmont Health System

Rebecca Bartles Director, Infection Prevention, MSHA (alumna)

Bruce Behringer Deputy Commissioner for Continuous Improvement &Training, TN Department of Health

Rebekah English Regional Director, Northeast TN Regional Health Office

Scott Fowler President and CEO, Holston Medical Group

Richard Guinn Applied Toxicology Manager, Eastman Chemical Company

Karen Heaton Health Initiatives Representative, Northeast TN American Cancer Society

Susan LaGuardia Executive Director, Kingsport Tomorrow

Tom Lundquist President and CEO, AnewCare ACO Collaborative

Monty McLauren CEO, Indian Path Medical Center

Greg Neal President & CEO, Community Hospital Division, Wellmont Health System

Tamera Parsons Vice President for Quality, MSHA

Rhonda Reeves Director of Human Resources, Holston Valley Medical Center

Debby Saraceni Vice President, Physician Services, Covenant Health

David Sensibaugh Vice President, Integrated Health Management, Integrated Solutions

Robert Slattery President and CEO, Integrated Solutions Health Network

Troy Sybert Chief Quality Officer, Wellmont Health System

Tom Tull Senior Executive Coach, MSHA

Mary Vance Executive Director, Mountain Hope Good Shepard Clinic

Clem Bo Wilkes Planning Manager, MSHA (alumnus)

Daniel Wolcott President and CEO, Takoma Regional Hospital

Steven Yokley Administrator, NHC Health Care, Dickson (alumnus)

Community Advisory Workgroups The Leadership Council obtained input from the college’s on-going Public Health Practice Advisory

Committee and called for the creation of two additional ad hoc community advisory workgroups, each to

be asked one question. (See Resource File for minutes and reports.)

Table 1.1.e.3 Community Advisory Workgroups

Question Participants

Public Health Practice Advisory Committee (on-going committee)

How can we most

productively use our regional

resources to mentor and

advise our students?

(Question discussed at the

April 2012 meeting of this

on-going committee)

Those at the April 2012 meeting:

-Nyda Bays, Administrator, Lakebridge Healthcare Center

-Dawn Berglund, Administrator, John M. Reed Nursing Home (alumna)

-Jessica Denney, Organization Development, MSHA

-Wally Hankwitz, President, Highlands Health Management, Inc.

-Jennifer Hunt, Core Team Member, MSHA Value Optimization System (alumna)

-Gary Mayes, Regional Director, Sullivan County Regional Health Department

Fundraising/Development Advisory Workgroup

How can we leverage

regional interest in public

health to help grow and

expand the college?

People interviewed include:

-Senator Bill Frist, former Senate Majority Leader and Chairman of the Board,

Hope Through Healing Hands Foundation

-Louis Gump, local business leader and philanthropist

-Gary Mabrey, CEO, Washington County Chamber of Commerce

-Scott Niswonger, business leader and philanthropist

-President Paul Stanton, former President, East Tennessee State University

-Steve Shortell, Dean, School of Public Health, UC Berkeley

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Alumni and Students Advisory Workgroup

What constitutes the best

possible student experience?

(e.g. academic advising,

accessible faculty, career

counseling and support)

-Rebecca Bartles (alumna)

-David Blackley (student)

-Billy Brooks (student)

-Erin Burnside (alumna)

-Aubrey Childress (alumna)

-Jan Compton (alumna)

-Kammy Kuang (student)

-Forrest Longway (student)

-Marcia Oursler (student)

-Megan Quinn (alumna)

-Brooke Ricker (student)

While not an official advisory workgroup, the dean of the college and the BSPH program coordinator

held an impromptu meeting with current and former commissioners of the Tennessee Department of

Health following their participation in the Commissioners’ Roundtable as a part of the Leading Voices

in Public Health lecture series. The commissioners responded to the question “What should our students

know?” In attendance at this discussion were Commissioner Dreyzehner and former Commissioners

Cooper, Luna, Wadley, and Word.

Student Input

The college Recruitment and Retention Committee conducted a focus group and a survey of students to

identify reasons that students came to ETSU and factors that helped distinguish the university from its

competitors. This involved the students in conducting a SWOT (Strengths, Weaknesses, Opportunities,

Threats) analysis of the college. The committee chair presented the findings to the Leadership Council

on October 18, 2013. The Student Council also conducted a student engagement survey and presented

their report to the dean on October 9, 2013.

Formulation of the Plan

The Leadership Council held two retreats, facilitated by the associate dean for quality and planning, in

summer and fall 2013 to review and discuss the reports of the internal workgroups and advisory

workgroups, as well as student, alumni, field preceptor, and employer survey reports. The associate

dean incorporated all reports and discussions into a strategic plan with goals, objectives, outcome

measures, targets, and action items for six (6) focus areas: education, research, service and applied

public health, diversity, workforce, and resources. The Leadership Council further discussed the plan

and disseminated it to the college stakeholders for input. Following an iterative process of input,

review, and revisions, the plan was adopted in spring 2014. (See the 2014-19 Strategic Plan in the

Resource File and at http://www.etsu.edu/cph/about/goalsobjective.aspx.) Program-specific

recommendations were referred to the relevant departments for review and incorporation.

1.1.f Description of how the mission, values, goals and objectives are made available to

constituents, including the public, and how they are routinely reviewed and revised for relevance.

The vision, mission, and core values are developed, reviewed and revised by a highly collaborative

process. At the beginning of each strategic planning cycle, the vision and mission statements are brought

before the entire faculty and staff of the college and revised through open discussion. Once developed,

they are shared with faculty and staff, with each department receiving an updated printed and framed

copy to replace the previous version. The vision, mission, and core values are further distributed by

being posted in all common areas of the college, on the college website

(http://www.etsu.edu/cph/about/vision.aspx), and on recruitment materials. The vision, mission, and

P a g e | 19

core values, along with the goals and objectives are also featured prominently on the college strategic

plan webpage (http://www.etsu.edu/cph/about/goalsobjective.aspx), and as part of the self-study, are

open to public review and comment.

The college routinely reviews its goals and objectives for relevance. For each strategic planning cycle,

the process involves development of goals and objectives with input of key constituents, annual

monitoring of progress towards achieving the identified targets, a comprehensive mid-term review, and

final (end-of-cycle) review and reporting. For example, the 2008-13 goals and objectives were

developed through a highly collaborative process and tracked at least annually. Annually, the dean of

the college presented an update on progress towards the goals and objectives to the entire faculty and

staff of the college. The Leadership Council, with facilitation by the associate dean for quality and

planning, conducted a midterm review of the 2008-13 Strategic Plan during which the goals and

objectives were evaluated for relevance and minor adjustments were made as needed. In 2013, the

Leadership Council completed a final review and evaluation of the 2008-13 goals and objectives. The

2008-13 Strategic Plan Final Report can be found in the Resource File and at

http://www.etsu.edu/cph/about/strategicplan0813.aspx. The evaluation findings were used to inform

the next planning cycle.

As described in Criterion 1.1.e, the 2014-19 goals and objectives, similar to their predecessors, were

also developed through a highly participatory process that included four internal (faculty, staff, and

student) planning workgroups, three community advisory workgroups, and four professional advisory

workgroups. Consistent with its practices, the college will track those objectives at least annually and

will conduct a comprehensive review at midterm to assess their continued relevance.

1.1.g Assessment of the extent to which this criterion is met and an analysis of the school’s

strengths, weaknesses and plans relating to this criterion.

This criterion is met.

Strengths:

The college has a very robust commitment to a highly collaborative process for planning and

benchmarking its programs against the evolving needs of the workforce. This commitment is seen by:

1) the inclusion of faculty, staff, and students in each of the internal planning workgroups;

2) the comprehensive nature of the effort to receive discipline-specific input from working

professionals including alumni; and

3) the broad range of input sought from external experts.

The nature of the planning workgroups and the questions posed to each workgroup are highly reflective

of the college mission, core values, and focused commitment to achieve the vision.

Weaknesses:

While the college has established mechanisms for evaluating its educational, research, and service

mission statements, there is not currently an established procedure for evaluating achievement of the

new mission statement, adopted in 2013, pertaining to “creating an environment that is personally and

professionally rewarding for faculty and staff.”

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Plans:

Because “creating an environment that is personally and professionally rewarding for faculty and staff”

is a pillar of the college going forward, the 2014-19 Strategic Plan calls for the Faculty Council and the

Staff Council to develop and conduct a faculty survey and a staff survey, respectively, to assess

satisfaction with the work environment and to identify areas for improvement.

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1.2 EVALUATION

The school shall have an explicit process for monitoring and evaluating its overall efforts against its

mission, goals and objectives; for assessing the school’s effectiveness in serving its various

constituencies; and for using evaluation results in ongoing planning and decision making to achieve

its mission. As part of the evaluation process, the school must conduct an analytical self-study.

1.2.a Description of the evaluation processes used to monitor progress against objectives defined in

Criterion 1.1.d, including data systems and responsible parties for each objective.

The College of Public Health has a deep-seated commitment to the quality of all of its programs. There

is a rigorous and comprehensive process to collect data from multiple sources and to analyze and act on

these data. The college created the position of associate dean for quality and planning who is explicitly

charged with overseeing this comprehensive process. Data are regularly collected from students (during

their internship presentations and exit survey), from alumni (during the annual alumni survey), from

employers (during the biannual employer survey and the periodic professional surveys), and from field

preceptors (after each student internship). Additionally, the college relies extensively on its Public

Health Practice Advisory Committee and on ad hoc committees convened to provide recommendations

on critical issues. Recent ad hoc committees include ones focused on “the student experience,” “career

preparation,” “recruitment and retention,” and “fundraising.” The college also convened four internal

workgroups to help develop its 2014-19 Strategic Plan (see Criterion 1.1.e for details).

Once collected, the college has highly developed comprehensive systems to process and monitor these

data. This is tied to the annual tracking of the strategic plan objectives. Strategic planning occurs every

five years. Following two years of development and a highly participatory process described in

Criterion 1.1, the college 2014-19 Strategic Plan was adopted in spring 2014. Both the 2008-13

Strategic Plan and the 2014-19 Strategic Plan clearly identify the monitoring and feedback mechanism

for each indicator including the data source, the person(s) responsible, and the frequency of monitoring.

The associate dean for quality and planning, working with the college Assessment & Evaluation

Committee, oversees this process. At the end of each year, the associate dean compiles the data for

presentation to, and discussion by, the Assessment & Evaluation Committee and, subsequently, the

Leadership Council. Actionable items that emerge at those meetings are forwarded to the appropriate

department or program coordinator for follow-up and subsequent reporting. The dean integrates the

annual performance data into his annual State of the College address which is presented at the spring

college-wide meeting. In addition to the annual monitoring, the associate dean facilitated a midterm

review of the 2008-13 Strategic Plan. A detailed presentation of the 2008-13 objectives, including

annual performance data, data systems, and responsible parties, can be found in the Resource File and at

http://www.etsu.edu/cph/about/strategicplan0813.aspx. The 2014-19 Strategic Plan, showing all goals,

objectives, measures/indicators, data sources, responsible parties, monitoring frequency, as well as

baseline data and five-year targets is presented in Criterion 1.2.c below and at

http://www.etsu.edu/cph/about/goalsobjective.aspx. The college will continue to monitor its progress

against those objectives at least on an annual basis.

Key data systems include:

1) Research data systems, including grant submissions and awards, maintained by the college

research services manager with support of the university’s Office of Research and Sponsored

Programs;

2) Student data systems, maintained by the college data services manager;

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3) Financial data systems, maintained by the assistant dean of finance and administration using

banner and other financial software, and supported by the Office of the VP for Finance and

Administration;

4) Field experience Memoranda of Understanding (MOU) and other data systems maintained by the

assistant dean for public health practice;

5) Student learning outcome data systems, including field preceptor evaluations, student exit

surveys, alumni surveys, and employer surveys maintained by the associate dean for quality and

planning;

6) Course evaluation data, i.e., Student Assessment of Instruction (SAI), maintained by the dean

and his executive aide;

7) Faculty productivity data collected by an annual faculty survey maintained by the associate dean

for quality and planning; and

8) Fundraising data maintained by the dean’s executive aide.

In addition, until 2013, the university has required a comprehensive process for Planning and

Institutional Effectiveness. To this end, each unit in the university must demonstrate, on an annual

basis, how it assesses its mission and purpose, how it defines success, and how it measures progress.

1.2.b Description of how the results of the evaluation processes described in 1.2.a are monitored,

analyzed, communicated and regularly used by managers for enhancing the quality of programs.

This process is best seen in the college strategic plan. Using a highly participative process, the college

developed a five-year strategic plan that covered the years 2008-2013. The plan identified over-arching

goals as well as specific objectives with measurable indicators. The plan included a monitoring and

feedback mechanism for each indicator, the source of the data to be monitored, the person(s) responsible

for monitoring the data, and the frequency with which each data element was to be monitored. The

associate dean for quality and planning and the Assessment and Evaluation Committee assemble the

evaluation results regularly and present them to the Leadership Council. Once a year, the dean presents

an overall summary of progress to the entire faculty and staff of the college. Actionable items that

emerge at those meetings are forwarded to the appropriate department or program coordinator for

follow-up and subsequent reporting. The progress in making the necessary changes is followed by both

process measures (e.g., “were the changes made?”) and outcome measures (e.g., “is the college seeing

changes in the employer evaluations of the college graduates, the college exit surveys, the college

alumni surveys, etc?”). Examples of changes that have been made as a result of this comprehensive

process are outlined in Table 1.2.b.

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Table 1.2.b Examples of Five-Year Improvements 2008-2013

Issue Identified By Improvement(s)

Student request for

more consistent

academic guidance.

Student and alumni

surveys, faculty

input, observation.

-Identified program coordinators for the BSPH, MPH, and DrPH

programs.

-Established operations committees for the MPH and DrPH programs.

Need to enhance the

college research

portfolio.

Leadership Council

and during the initial

CEPH site visit.

-Created the positions of research dean and research services manager.

-Restructured the Research Development Committee which conducted a

college-wide assessment of research capability and needs, developed a

strategic research plan, and created the Research Academy.

-Hired research-oriented faculty with competitive research start-up, at-risk

dollars, and release time for research.

-Increased research productivity and student involvement in research.

Length of time that grad

school took to process

admission applications.

An analysis by the

data services

manager.

-Adopted the SOPHAS centralized application service.

-Worked with the School of Graduate Studies to minimize the amount of

time that elapses because of the need for secondary data submission.

Need to enhance online

delivery methods.

Student surveys,

student leaders’ input

The college adopted and implemented Wimba and ITV (Instructional

Television) based MPH program in three concentrations.

Need for “real time”

student data.

Leadership Council Created and filled the position of data services manager.

State funding for

workforce training

through the TN

Workforce Dvlpt.

Consortium was

discontinued.

Enrollment data

indicated a strong

interest among

professionals to

pursue additional

education.

- Led a coalition of partners in securing HRSA funding for LIFEPATH—

the Tennessee Public Health Training Center.

-Received NACCHO funding to provide the Survive and Thrive training

program to new local health officials in 12 states.

-Created an Undergraduate Certificate in Public Health Fundamentals for

Working Professionals with input from the local health officials.

Assuring that the BSPH

was benchmarked

against the needs of the

workforce given that a

majority of graduates

directly enter the

workforce.

Alumni survey found

most BSPH graduates

entered the

workforce. While

majority of

employers were

satisfied with their

preparation, there

was room for

improvement.

Re-designed the BSPH curriculum with extensive input from employers,

alumni, students, and faculty, the college. The BSPH coordinator led the

restructuring taskforce which conducted an in-depth needs assessment and

designed best-practice curriculum. New curriculum was approved in

2013-14 and will be implemented effective 2014-15.

Students’ desire for

further support for their

“field experience.”

Alumni survey and

exit survey data.

-Developed the position of assistant dean for public health practice.

-Developed the Public Health Practice Advisory Committee for

community engagement.

-Created a field webpage with info for students and preceptors.

-Formalized the MOU process with internship sites (now over 150).

-Obtained scholarship funding to support international internships.

-Systematically revised the internship process and requirements.

Enhancing the college

“name recognition” in

the community in order

to grow opportunities

for partnerships and

financial support.

Lack of media

coverage—perhaps

best exemplified in

the limited media

coverage of the

college initial

accreditation.

The college has systematically raised its community focus:

-Extensive public speaking at local and community events.

-Created the Leading Voices lecture series (almost 8000 participants).

-Developed “No more 48 campaign.”

-Developed systematic PR process with News & Events webpage,

Facebook page, and faculty as media experts on public health topics.

-Branded the college and related materials with the “stream scene.”

Students, alumni, and

employers identified the

need for more training

in budget and finance

and other areas of health

management and policy.

Alumni survey,

employer survey, and

student requests at

their culminating

internship

presentation.

-Offered new BSPH and MPH courses in budgeting &finance in 2010.

-Developed new MPH course in Quality Improvement and Health

Informatics with initial offering in 2013.

-As part of the BSPH revision, developed new courses in “Current Issues

in Health Management and Policy,” “Healthcare Informatics,” and

“Health Law and Ethics,” to be offered starting in 2015.

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Issue Identified By Improvement(s)

Room for improving

student satisfaction with

career preparation.

Student and alumni

rankings of career

counseling on the

exit and alumni

surveys.

-Created a Career Counseling Workgroup (alumni, career professionals,

faculty, staff, and students). This group made recommendations to the

LC.

-Created an improved Careers webpage on the college website.

-Funded the Public Health Student Association to hold a series of career

preparation workshops and a “dinner etiquette” event.

-Developed in 2011 the Breakfast with the Expert program, a monthly

professional development program for students

http://www.etsu.edu/cph/hsmp/breakfastwiththexpert.aspx.

-Sent a Dean’s Note on career development to all students and alumni.

-Created a “jobs” listserv of alumni interested in career information.

-Developed in 2012 the Monday Dose, a professional dvlpt. newsletter for

students and alumni http://www.etsu.edu/cph/hsmp/MondayDose.aspx.

Students and alumni

identified “academic

advising” as an area

needing improvement.

Student and alumni

surveys.

-Assigned all incoming MPH students to a graduate faculty advisor at the

time of enrollment in the program.

-Instituted a formal orientation process for incoming MPH students.

-Created and filled the position of BSPH professional advisor.

-Blocked BSPH students from registration until they are advised.

Systematic recognition

and celebration of

student, faculty/staff,

and retiree successes.

Student feedback 1) Student Success

-Developed departmental awards to recognize outstanding students.

-Formalized the process of student award recognition with an annual event

including parents, faculty, retirees and donors.

-Established several new student scholarship awards.

-Systematically highlighted student activities on the college facebook page

as recommended by a student focus group.

2) Faculty/Staff Success

-Created a new annual award for outstanding staff.

-Created two new dean’s awards—one for outstanding individual

performance and one for outstanding group performance.

-Supported university-level recognition of faculty with awards for

Hillhouse (Research), Forsman (Education), Khoury (Notable Woman).

-Systematically highlighted faculty news on the college website, with

local media releases, and with national coverage.

3)Retiree Recognition

-Created a “Retiree Wall” on the first floor of Lamb Hall.

-Instituted annual lunches with the retirees and invitations to the annual

college picnic and the student awards ceremony.

Opportunities were

identified to improve

offerings in

environmental health.

ENVH Advisory

Committee, CEPH,

department faculty.

While building on the strength of the oldest accredited environmental

health program in the country, the department has:

-Added a “soils” course to the BSEH curriculum.

-Revised the MSEH and BSEH curricula to meet CEPH requirements.

-Participated in the university-wide initiative to enhance Information

Technology skills (InTopForm).

Opportunities were

identified to improve

the offerings in health

sciences.

Student and alumni

reports, professional

advisory committees

and faculty

recommendation.s

-Developed the ‘Human Health’ concentration within the B.S. Health

Sciences to prepare students for health professional schools.

-Developed a new course in lab fundamentals in 2013.

-Focused on innovative pedagogy, with recognition of A. Forsman as the

most downloaded Anatomy and Physiology iTunes professor in the world

and P. Brown who has published on the POGIL approach.

-Renovated and modernized all teaching labs and equipment.

-Established in 2011 a new concentration in biomedical science awarding

MS and PhD degrees in collaboration with other departments.

-Strengthened the staffing resources of the health science labs.

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1.2.c Data regarding the school’s performance on each measurable objective described in Criterion 1.1.d must be provided for each of the

last three years. To the extent that these data duplicate those required under other criteria (e.g., 1.6, 1.7, 1.8, 2.7, 3.1, 3.2, 3.3, 4.1, and 4.3),

the school should parenthetically identify the criteria where the data also appear.

As designed, the 2014-19 Strategic Plan clearly lays out the college performance on all metrics over the past three years. Table 1.2.c presents

the objectives, indicators, data sources, responsible parties, monitoring frequency, targets, and performance data for each of the past three years

(2011-12, 2012-13, and 2013-14). Fall 2014 data (e.g. student enrollment and faculty and staff counts), where available, are presented as

required under the relevant criteria. See the 2014-19 Strategic Plan document (in the Resource File and on the college website) for action items

for achieving each objective.

Table 1.2.c.1 EDUCATION

Goal E.1 Expand and continuously benchmark and align educational programs with student, workforce, and public health needs.

Objective E.1.1 Develop new program offerings to prepare graduates for leadership positions in a diverse and inter-professional workforce.

Outcome

Measures/Indicators

Data

Source/System

Responsible

Party

Frequency

of

Monitoring

2019 Targets

(for quantitative

indicators)

YR 1

(2011-12)

YR 2

(2012-13)

YR 3

(2013-14)

E.1.1.a New offering in

health services

management and policy.

Graduate catalog;

curriculum

committee

minutes

Associate Dean

for Academic

Affairs, HSMP

Chair

Semester By 2018-19 NA

E.1.1.b MPH

concentration in global

health and infectious

disease.

Graduate catalog Associate Dean

for Academic

Affairs, HSCI

Chair

Semester By 2018-19 NA

E.1.1.c Five-year

accelerated bachelors to

MPH degree program.

Graduate &

undergraduate

catalog

Associate Dean

for Academic

Affairs,

Program

Coordinators

Semester By 2018-19 NA

E.1.1.d Exploration of

innovative approaches

to recruit community

college graduates into

our programs.

Curriculum

Committee

minutes

Associate Dean

for Academic

Affairs

Annual By 2018-19 NA

P a g e | 26

Objective E.1.2 Engage as a full participant with Academic Health Science Center (AHSC) partners in the university’s Inter-Professional Education and Research

Program (IPERP).

Outcome

Measures/Indicators

Data

Source/System

Responsible

Party

Frequency

of

Monitoring

2019 Targets

(for quantitative

indicators)

YR 1

(2011-12)

YR 2

(2012-13)

YR 3

(2013-14)

E.1.2.a Active

participation in IPERP

effort.

IPERP Committee Associate Dean

for Academic

Affairs

Annual Complete 2nd

cohort of IPERP

pilot program in

2014-15.

Analyze pilot

program

evaluation data

and determine

next steps in

2015-16.

IPERP planning First cohort of IPERP

pilot program enrolled.

First cohort of IPERP

pilot program

completed. Second

cohort enrolled.

Objective E.1.3 Conduct a comprehensive review of every program in the college every 3 – 4 years to further align with workforce and student needs.

E.1.3.a Re-envision and

re-structure the MPH

degree program.

Graduate catalog,

MPH Operations

Committee

minutes

Associate Dean

for Academic

Affairs, MPH

Coordinator

Semester See action plans

in strategic plan

document

NA

E.1.3.b Evaluate and, as

needed, revise the DrPH

program competencies.

Graduate catalog,

DrPH Operations

Committee

minutes

Associate Dean

for Academic

Affairs, DrPH

Coordinator

Semester See action plans

in strategic plan

document

NA

E.1.3.c Review the

health science and

environmental health

programs with emphasis

on practical skills.

Department

meeting minutes

Associate Dean

for Academic

Affairs, ENVH

Chair, HSCI

Chair

Annual See action plans

in strategic plan

document

NA

Objective E.1.4 Implement the new (re-structured) BSPH curriculum effective 2015 and evaluate its success.

E.1.4.a Full

implementation and

evaluation of new

BSPH curriculum.

BSPH course

schedules

BSPH

Coordinator

Semester By 2015 BSPH Task Force

sought stakeholder

input and re-structured

curriculum.

Curriculum

Committees and TBR

approved re-structured

curriculum.

Implementation

planning underway

P a g e | 27

Goal E.2 Continue to attract qualified students and to provide them with the highest quality educational experience possible.

Objective E.2.1 Expand student recruitment efforts to attract and enroll a qualified student body.

Outcome

Measures/Indicators

Data

Source/System

Responsible

Party

Frequency

of

Monitoring

2019 Targets

(for quantitative

indicators)

YR 1

(2011-12)

YR 2

(2012-13)

YR 3

(2013-14)

E.2.1.a Average

combined percentile of

GRE verbal and

quantitative scores of

doctoral and master’s

enrollees1. (4.3)

SOPHAS Data Services

Manager

Annual 40th percentile

DrPH: 59.5

PhD: --

MPH: 52.5

MSEH: 47.5

DrPH: 43.5

PhD: 70.5

MPH: 54

MSEH: --

DrPH: 51.5

PhD: --

MPH: 48.5

MSEH: 35.5

E.2.1.b Aggregate GPA

of incoming doctoral

enrollees1. (4.3)

SOPHAS Data Services

Manager

Annual 3.5 or higher DrPH: 3.75

PhD: --

DrPH: 3.71

PhD: 3.54

DrPH: 3.75

PhD: --

E.2.1.c Aggregate GPA

of incoming master’s

enrollees1. (4.3)

SOPHAS Data Services

Manager

Annual 3.0 or higher MPH: 3.39

MSEH: 3.45

MPH: 3.33

MSEH: --

MPH: 3.41

MSEH: 3.20

Objective E.2.2 Deliver high quality educational programming that is focused on competency achievement and workforce readiness.

E.2.2.a Proportion of

students who report that

coursework increased

their knowledge and

skills in the subject

matter. (2.7)

Student

Assessment of

Instruction (SAI)

surveys

Office of the

Dean Executive

Aide, Chairs

Semester 90%

DrPH: 90%

MPH: 94%

MPH Online: Na

MS/PhD: 100%

BSPH: 95%

BSEH: 94%

BSHS: 94%

DrPH: 94%

MPH: 91%

MPH Online: Na

MS/PhD: 100%

BSPH: 94%

BSEH: 94%

BSHS: 92%

DrPH: 91%

MPH: 93%

MPH Online 96%

MS/PhD: 100%

BSPH: 94%

BSEH: 96%

BSHS: 98%

E.2.2.b Proportion of

MPH students who pass

the comprehensive

exam on first attempt.

(2.7)

MPH student

spreadsheet

MPH

Coordinator

Semester 90% 88% 96% 94%

E.2.2.c Average score

on Concentration

competencies based on

preceptor evaluations of

the field experience.

(2.7)

Field preceptor

evaluation survey

Assistant Dean

for Public

Health Practice

Semester 4.0 or higher (on

a 5-point scale)

MPH Bio: 5.0

MPH Env: 4.5

MPH Epid: 4.5

MPH Adm: 4.2

MPH Com:4.9

BSPH Com:4.6

BSPH Adm:4.7

MPH Bio: 3.9

MPH Env: --

MPH Epid: 4.8

MPH Adm:4.5

MPH Com:4.8

BSPH Com:4.8

BSPH Adm:4.8

MPH Bio: 5.0

MPH Env: 4.3

MPH Epid: 4.8

MPH Adm: 4.8

MPH Com: 4.9

BSPH Com:4.7

BSPH Adm:4.7

P a g e | 28

Outcome

Measures/Indicators

Data

Source/System

Responsible

Party

Frequency

of

Monitoring

2019 Targets

(for quantitative

indicators)

YR 1

(2011-12)

YR 2

(2012-13)

YR 3

(2013-14)

E.2.2.d Average GPA of

degree recipients. (2.7)

Argos/Banner Data Services

Manager

Semester/

Annual

3.3+ for graduate

degree

recipients; 2.75+

for B.S. degree

recipients

DrPH: 3.74

PhD –

MPH: 3.68

MSEH: 3.55

BSPH: 3.08

BSEH: 3.01

BSHS: 3.42

DrPH: 3.88

PhD: 3.85

MPH: 3.65

MSEH: 3.68

BSPH: 3.08

BSEH: 2.84

BSHS: 3.40

DrPH: 3.92

PhD: Na

MPH: 3.68

MSEH: 3.46

BSPH: 3.23

BSEH: 3.06

BSHS: 3.32

E.2.2.e Graduation

rates2. (2.7)

Argos/Banner Data Services

Manager

Annual Exceed 70% for

bachelors and

masters

programs and

60% for doctoral

programs

07-08

cohort

08-09

cohort

09-10

cohort

10-11

cohort

11-12

cohort

12-13

cohort

13-14

cohort

DrPH 50% 67% 100% 100% 100% 100% 100%

PhD Na Na 100% Na Na 100% Na

MSEH --- Na 100% 50% 100% Na 100%

MPH --- 92% 71% 92% 86% 86% 92%

BSPH --- 73% 87% 86% 86% 94% 95%

BSHS --- 84% 85% 84% 70% 80% 84%

BSEH --- 57% 87% 82% 75% 89% 71%

E.2.2.f Job placement

rates3. (2.7)

Alumni survey Associate Dean

for Quality &

Planning

Annual 85% for graduate

degrees; 80% for

bachelor’s

degrees

2011 Alumni Survey:

DrPH: 100%

PhD: NA

MPH: 89%

MSEH: NA

BSPH: 85%

BSEH: 100%

BSHS: 91%

2012 Alumni Survey:

DrPH: 100%

PhD: 100%

MPH: 100%

MSEH: 100%

BSPH: 94%

BSEH: 80%

BSHS: 81%

2013 Alumni Survey:

DrPH: 100%

PhD: 100%

MPH: 100%

MSEH: 100%

BSPH: 92%

BSEH: 71%

BSHS: 91%

E.2.2.g Alumni

satisfaction with

education3. (2.7)

Alumni survey Associate Dean

for Quality &

Planning

Annual 90% of alumni

very or

somewhat

satisfied

2011 Alumni Survey:

98%

2012 Alumni Survey:

94%

2013 Alumni Survey:

93%

E.2.2.h Proportion of

employers who report

that graduates are

competent in their field

of practice. (2.7)

Employer survey Associate Dean

for Quality &

Planning

Bi-annual 90% of

employers rate

competence of

graduates as high

or highest

2011 Employer Survey:

90%

Biannual survey (not

conducted in 2012)

2013 Employer Survey:

100%

P a g e | 29

Objective E.2.3 Make the pursuit and practice of effective teaching part of the ethos of the college-- through focused faculty development and retention efforts.

Outcome

Measures/Indicators

Data

Source/System

Responsible

Party

Frequency

of

Monitoring

2019 Targets

(for quantitative

indicators)

YR 1

(2011-12)

YR 2

(2012-13)

YR 3

(2013-14)

E.2.3.a Teaching

effectiveness of

program faculty based

on Student Assessment

of Instruction (SAI)

surveys. (4.1)

SAIs Office of the

Dean’s

Executive

Aide, Chairs

Semester/

Annual

Mean score of

3.3 or higher (1 –

4 scale) on eight

SAI teaching

effectiveness

items

DrPH: 3.49

PhD/MSEH:3.75

MPH: 3.67

MPH online: 4.35

(1-5 scale)

BSPH: 3.66

BSEH: 3.58

BSHS: 3.70

DrPH: 3.58

PhD/MSEH:3.73

MPH: 3.51

MPH online: 4.49

(1-5 scale)

BSPH: 3.64

BSEH: 3.65

BSHS: 3.52

DrPH: 3.72

MSEH/PhD: 3.69

MPH: 3.60

MPH online: 3.65

(1-4 scale)

BSPH: 3.72

BSEH: 3.71

BSHS: 3.75

E.2.3.b Define and

incentivize teaching

excellence. (4.1)

Educational

Excellence

Workgroup report

Dean,

Educational

Excellence

Workgroup

Annual See action plans

in strategic plan

document

Educational Excellence Workgroup convened and charged in 2012.

Workgroup submitted its report in 2013 including a recommendation for a

definition and incentive plan for teaching excellence.

1Fall 2014 data for E2.1.a, E2.1.b, and E.2.1.c are provided in Criterion 4.3. 2For the doctoral degree programs, maximum allowable time to graduation is 7 years; therefore, we report on the last 7 cohorts. For the master’s and bachelor’s degrees,

maximum allowable time to graduation is 6 years; therefore, we report on the last 6 cohorts. Graduation/active rates for the doctoral and master’s programs are within the

program only. Graduation/active rate for the bachelor’s degree programs are based on students who declared a major and had 90 credit hours (consistent with CEPH guidance).

Graduation/active rates for the bachelor’s degree programs are within the university. 3Data for E.2.2.f and E.2.2.g based on the 2014 Alumni Survey will be presented at the site visit.

P a g e | 30

Table 1.2.c.2 RESEARCH

R.1 Actively engage faculty and students in the conduct and dissemination of collaborative research that is focused on important health challenges globally, nationally

and in the Appalachian communities.

Objective R.1.1 Increase research awards to advance knowledge of causes and solutions to important health challenges.

Outcome

Measures/Indicators

Data Source Party Responsible Frequency of

Monitoring

Five-Year Target YR 1

(2011-12)

YR 2

(2012-13)

YR 3

(2013-14)

R.1.1.a Total research dollar

amount per year. (3.1)

Research data

system/ORSPA

Associate Dean for

Research, Chairs

Annual $1.5 million or more per

year by 2019

$1,181,805 $1,065,630 $1,205,080

R.1.1.b Average number of

external grant submissions

among full-time tenure-

track/tenured faculty. (3.1)

Research data

system/ORSPA

Associate Dean for

Research, Chairs

Annual Average of 2 grant

submissions by 2019

External: 1.0

Internal: 0.8

Total: 1.8

External: 1.0

Internal: 0.6

Total: 1.6

External: 1.1

Internal: 0.7

Total: 1.8

Objective R.1.2 Maintain a substantive inter-professional and community-based research effort using community-based research methodology where possible in

investigations.

R.1.2.a % externally funded

grants that are inter-

disciplinary. (3.1) (4.1)

Faculty survey Associate Dean for

Research, Chairs

Annual 50%

89%

89% 92%

R.1.2.b % externally funded

public health grants that are

community-based. (3.1) (4.1)

Faculty survey Associate Dean for

Research, Chairs

Annual substantial

77% 67% 64%

Objective R.1.3 Disseminate research findings to facilitate knowledge translation and sharing.

CY 11 CY 12 CY 13

R.1.3.a Average # of peer-

reviewed publications per

full-time tenure-track/tenured

faculty per year. (3.1)

Faculty survey Associate Dean for

Research, Chairs

Annual 3 publications per faculty

by 2019

1.10 2.20 2.74

R.1.3.b % tenure-track/

tenured faculty who present

at professional meetings.

(3.1)

Faculty survey Associate Dean for

Research, Chairs

Annual 75% of faculty

by 2019

79%

100%

96%

Objective R.1.4 Systematically involve students in the conduct and dissemination of research activities.

(2011-12) (2012-13) (2013-14)

R.1.4.a % externally funded

grants that involve student

participation. (3.1)

Faculty survey Associate Dean for

Research, Chairs

Annual 80%

100%

89%

83%

P a g e | 31

Table 1.2.c.3 SERVICE and APPLIED PUBLIC HEALTH

Goal S.1 Expand applied/hands-on learning opportunities that enhance the practical skills of students and community benefit.

Objective S.1.1 Increase community-based learning courses and other applied learning opportunities.

Outcome

Measure/Indicator

Data Source Party Responsible Frequency of

Monitoring

Five-Year Target YR 1

(2011-12)

YR 2

(2012-13)

YR 3

(2013-14)

S.1.1.a Number of public

health degree programs that

include at least one required

community-based learning

(CBL) course. (3.2)

Course catalogs Service and Applied

Public Health

Workgroup, Chairs

Annual All public health degree

programs include at least

one required CBL course

by 2019

All public health degree programs

currently require a field experience/

internship. The new CBL course will be in

addition to the internship.

S.1.1.b Number of Academic

Health Departments (AHDs).

(3.2)

Leadership Council

minutes

Dean Annual Develop at least one

additional AHD by 2019

--- 2 AHDs ( Sullivan County,

Northeast TN Regional

Health Office)

S.1.1.c Number of non-

academic applied/hands-on

learning opportunities. (3.2)

Office of the Dean

records

Dean, Undergraduate

Coordinator

Annual 1 or more per year --- 1 (Tortilla

Experience)

2 (Tortilla

& Refugee

Experience)

Goal S.2 Contribute faculty and student expertise to strengthen our communities and professions.

Objective S.2.1 Contribute faculty expertise to strengthen our communities and professions.

S.2.1.a Proportion of faculty

who participate in one or more

community service activity

consistent with their

professional position. (3.2)

Faculty survey Associate Dean for

Quality & Planning,

Chairs

Annual 80%

73% 80% 80%

S.2.1.b Proportion of tenure-

track/tenured faculty who hold

leadership positions in

professional associations. (3.2)

Faculty survey Associate Dean for

Quality & Planning,

Chairs

Annual 25% 30% 32.5% 41%

S.2.1.c Proportion of tenure-

track/tenured faculty who

serve as peer reviewers of

proposals, manuscripts or

abstracts. (3.2)

Faculty survey Associate Dean for

Quality & Planning,

Chairs

Annual 50% 59% 62.5% 79%

Objective S.2.2 Encourage student engagement in community service and advocacy activities.

S.2.2.a Number of student-led

community health service and

advocacy activities. (3.2)

Public Health Student

Association (PHSA)

records

PHSA Advisor Semester/

Annual

Six (6) activities per

year

CY11:

6

CY12:

7

CY13:

11

P a g e | 32

Table 1.2.c.4 DIVERSITY

Goal D.1 Foster a culture and environment that celebrate diversity and encourage cultural awareness and social justice.

Objective D.1.1 Weave cultural awareness and social justice into the fabric of the college.

Outcome Measure/Indicator Data Source Party Responsible Frequency of

Monitoring

Five-Year

Target

YR 1

(2011-12)

YR 2

(2012-13)

YR 3

(2013-14)

D.1.1.a Transition the Diversity

and Social Justice Workgroup into

a standing committee of the

college. (1.8)

College bylaws Dean Annual By 2014 Workgroup

created and

charged

Workgroup

submitted

report

Report

integrated

into

strategic

plan

D.1.1.b Create a web presence for

diversity-related issues. (1.8)

College website Diversity and Social

Justice Workgroup

Semester By 2014 University has strong diversity

web presence.

College web

presence

created

D.1.1.c Designate a liaison

between the college and the Office

of Equity and Diversity. (1.8)

Leadership Council

minutes

Diversity and Social

Justice Workgroup

Annual By 2014 College has effectively

collaborated with Office of

Equity & Diversity Staff (Jordan,

Eargle)

College

liaison

designated

Objective D.1.2 Increase the diversity of college faculty, staff and students.

D.1.2.a Proportion of new faculty

hires who are women. (1.8)

Human Resource Files Assistant Dean for

Finance & Admin

Annual 50% 33% 100% 50%

D.1.2.b Proportion of non-white

primary faculty. (1.8)

Human Resource Files Assistant Dean for

Finance & Admin

Annual 25%

32% 27% 25%

D.1.2.c Proportion of incoming

graduate students from Appalachia.

(1.8)

SOPHAS Data Services

Manager

Annual 50% or more 73% 74% 79%

D.1.2.d Proportion of incoming

students who are members of

racial/ethnic minority groups. (1.8)

SOPHAS (Graduate),

ETSU Banner (UG)

Data Services

Manager

Annual 10% or more 18% 15% 15%

D.1.2.e Proportion of college staff

who are women and/or minority.

(1.8)

Human Resource Files Assistant Dean for

Finance & Admin

Annual 50% or more 80% 80% 80%

Objective D.1.3 Promote curricula that build competence in cultural awareness and social justice both in the classroom and in community-based learning.

D.1.3.a Degree programs with one

or more competencies addressing

diversity, culture, or social justice

issues. (1.8)

Degree Program

Competency matrices

Associate Dean for

Academic Affairs

Annual Every degree

program

Five degree programs have competency(ies) that

directly address diversity, culture, or social

justice issues. Two degree program have

competencies that relate to diversity and culture.

P a g e | 33

Outcome Measure/Indicator Data Source Party Responsible Frequency of

Monitoring

Five-Year

Target

YR 1

(2011-12)

YR 2

(2012-13)

YR 3

(2013-14)

D.1.3.b Percent employers who

rank “Effectiveness of college

programs in preparing graduates to

meet community needs” as “high”

or “highest.” (1.8)

Employer Survey Associate Dean for

Quality & Planning

Annual 90% 94%

(N = 53

employers)

Biannual

survey

92%

(N = 54

employers)

D.1.3.c Percent employers who

rank college graduates as “high” or

“highest” in “Ethics and Social

Responsibility. (1.8)

Employer Survey Associate Dean for

Quality & Planning

Annual 90% Not collected in

2011 Employer

Survey

Biannual

survey

96%

(N = 54

employers)

D.1.3.d Percent alumni who report

competence to “interact and

communicate with diverse

individuals & communities.” (1.8)

Alumni Survey (BSPH,

MPH, and DrPH)

Associate Dean for

Quality & Planning

Annual Average score

of 3.5

(1 – 4 scale)

3.5/4.0

(N = 72

alumni)

3.6/4.0

(N = 42

alumni)

3.5/4.0

(N = 56

alumni)

D.1.3.e Percent students who

report “Program helped me

embrace diversity and treat all

people with dignity and respect.”

(1.8)

Student Exit Survey Associate Dean for

Quality & Planning

Annual 90% 90.5%

(N = 84

graduating

students)

94%

(N = 104

graduating

students)

95%

(N=108

graduating

students)

Objective D.1.4 Ensure that faculty, staff and student development incorporate issues of diversity, social justice and ethics.

D.1.4.a Number of in-house

seminars that focus on diversity,

cultural awareness and social

justice. (1.8)

Office of the Dean

records

Diversity and Social

Justice Committee

Annual At least one

lecture or

event each

year

2 events

(Brock, Brooks)

2 events

(Tuckson,

Zhang)

2 events

(Wolff,

Hoffman)

P a g e | 34

Table 1.2.c.5 WORKFORCE DEVELOPMENT

Goal W.1 Effectively engage in public health workforce development responsive to workforce needs.

Objective W.1.1 Conduct a workforce needs assessment survey to inform the college workforce development programs.

Outcome Measure/Indicator Data Source Party Responsible Frequency of

Monitoring

Five-Year

Target

YR 1

(2011-12)

YR 2

(2012-13)

YR 3

(2013-14)

W.1.1.a Conduct a workforce

needs assessment survey to

inform the college workforce

development programs. (3.3)

Center for Public

Health Practice and

Policy records

Center for Public

Health Practice and

Policy

Annual One additional

workforce needs

assessment

survey by 2018-

19

--- Conducted

baseline

statewide

workforce

needs

assessment

survey to

guide current

efforts.

---

Objective W.1.2 Develop and implement new online programs to increase accessibility by working professionals.

W.1.2.a Implement the online

MPH in Community Health.

(3.3)

Graduate catalog,

course schedules

COBH Chair Annual Implemented

effective fall

2014

Online MPH

Community

Health

developed

Online MPH

Community

Health

approved

Implementation

planning

underway

W.1.2.b Develop one or more

online certificates (or other

trainings) targeting the

identified needs of working

professionals. (3.3)

University catalogs Associate Dean for

Academic Affairs

Annual One or more

online certificate

(or other

training) by

2018

3 graduate certificates and 1 undergraduate certificate

are currently online.

Objective W.1.3 Continue to enroll practice professionals in academic programs including online certificates and graduate degrees in public health.

W.1.3.a Number of practice

professionals enrolled in

certificate programs. (3.3)

Data Services Manager Associate Dean for

Academic Affairs

Annual 4 new enrollees

per year (20

certificates

awarded by

2019)

8 new enrollees

supported by

LIFEPATH

8 new

enrollees

supported by

LIFEPATH

4 new enrollees

Supported by

LIFEPATH

W.1.3.b Number of practice

professionals enrolled in

graduate degree programs.

(3.3)

Data Services Manager Associate Dean for

Academic Affairs

Annual 3 new enrollees

per year (15

degrees awarded

by 2019)

10 new

enrollees

supported by

LIFEPATH

6 new

enrollees

supported by

LIFEPATH

4 new enrollees

supported by

LIFEPATH;

7 others

Objective W.1.4 Provide opportunities for practice professionals to participate in continuing education offerings other than certificates.

W.1.4.a Number of continuing

education offerings (e.g.

LVPH, LIFEPATH, AHD)

(3.3)

Leadership Council

minutes

Office of the Dean’s

Office Coordinator

Annual 5 per year (25

total)

50 64 17

P a g e | 35

Table 1.2.c.6 RESOURCES

Goal RS.1 Strengthen human and fiscal resources in support of the college mission and vision.

Objective RS. 1.1 Create an environment that is personally and professionally rewarding for faculty and staff

Outcome Measure/Indicator Data Source Party Responsible Frequency of

monitoring

Five-Year Target YR 1

(2011-12)

YR 2

(2012-13)

YR 3

(2013-14)

RS.1.1.a Conduct a faculty

survey to assess satisfaction

with work experience and

implement improvements.

(1.7)

Faculty survey Dean, Faculty

Council

Annual Plan for survey in 2014-15.

Conduct survey in 2015-16

--- Mission

revised in

spring 2013

to include

“create … a

rewarding

environment

for faculty

and staff.”

Deans met

with Faculty

Council in

spring 2014

to discuss

plan for

faculty

survey.

RS.1.1.b Conduct a staff

survey to assess satisfaction

with work experience and

implement improvements.

(1.7)

Staff survey Dean, Staff Council Annual Plan for survey in 2014-15.

Conduct survey in 2015-16

Deans meet

with Staff

Council at

their next

meeting to

discuss plan

for staff

survey.

Objective RS. 1.2 Strengthen our tenure-track and non-tenure track faculty resources.

RS.1.2.a Total number of

primary faculty positions1.

(1.7)

College budget, faculty

positions

Dean, Assistant Dean

for Finance & Admin

Annual 50 by 2018-19 44 46 48

RS.1.2.b. Graduate Student-

Faculty Ratios (SFRs). (1.7)

Student FTEs, Faculty

Roster

Data Services

Manager, Associate

Dean for Quality &

Planning

Annual Graduate SFRs less than

10:1

2012-13:

BIOS: 1.2

COBH: 5.0

ENVH: 2.3

EPID: 8.4

HSMP: 4.3

2013-14:

BIOS: 1.5

COBH: 4.8

ENVH: 2.0

EPID: 4.9

HSMP: 3.8

Fall 2014:

BIOS:1.2

COBH: 5.8

ENVH: 1.2

EPID: 7.4

HSMP: 2.3

RS.1.2.c. Proportion of

primary faculty who are

tenured. (1.7) (4.1)

Human Resources

Files/Faculty roster

Chairs Annual 50%

54% 51% 55%

RS.1.2.d. Proportion of tenure-

track/tenured faculty hires

with terminal degrees. (4.1)

Human Resources Files Chairs Annual 100% 100% 100% 100%

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Outcome Measure/Indicator Data Source Party Responsible Frequency of

Monitoring

Five-Year Target YR 1

(2011-12)

YR 2

(2012-13)

YR 3

(2013-14)

RS.1.2.e Proportion of faculty

who participate in one or more

professional development

activity per year. (4.1)

Faculty Survey Associate Dean for

Quality & Planning

Annual 90% Data not

collected

95% 92%

RS.1.2.f. Promotion strategy

for non-tenure track faculty.

(4.1)

Departmental P&T

criteria

Dean, P&T

Committee

Annual Develop and implement

per strategic plan

NA

Objective RS.1.3 Enhance fiscal resources and budgeting processes.

RS.1.3.a Institutional (college)

expenditures per FTE student.

(1.6)

Budget, Data Services

Manager

Dean, Assistant Dean

for Finance & Admin

Annual $14,000 $16,563 $14,014 $16,210

RS.1.3.b Proportion of budget

from sources other than

university/state funds. (1.6)

Budget Dean, Assistant Dean

for Finance & Admin

Annual 25% or more 34% 32% 32%

RS.1.3.c De-centralized

budget process. (1.6)

Budget Dean, Assistant Dean

for Finance & Admin

Annual Anticipated

implementation by 2018-

19

ETSU Ad hoc Budgeting Committee

created in 2013. Wykoff and Khoury are

members. Committee submitted initial

recommendations to the president in sp14.

Objective RS. 1.4 Expand fundraising and development activities.

CY 2009-11

Average

CY 2010-12

Average

CY 2011-13

Average

RS.1.4.a Number of

individuals who donate to the

college. (1.6)

Advancement Office Office of the Dean’s

Executive Aide

Annual 5% per year increase based

on 3-year averages

76 76 79

RS.1.4.b Amount of funds

donated to the college. (1.6)

Advancement Office Office of the Dean’s

Executive Aide

Annual 5% per year increase based

on 3-year averages

$53,163 $47,045 $67,008

1Total number of primary faculty positions includes filled and vacant primary faculty positions.

P a g e | 37

1.2.d Description of the manner in which the self-study document was developed, including

effective opportunities for input by important school constituents, including institutional officers,

administrative staff, faculty, students, alumni and representatives of the public health community.

The dean initiated planning for the self-study and the 2014-2019 Strategic Plan in 2012. In early 2012,

the dean created four internal planning workgroups charged with developing recommendations for the

strategic plan and: Educational Excellence Workgroup, Research Development Workgroup, Service and

Applied Public health Workgroup, and Diversity and Social Justice Workgroup. Each workgroup

included a cross-sectional representation of faculty, staff and students. Simultaneously, the college

convened its Public Health Practice Advisory Committee and created two additional ad hoc advisory

workgroups: Fundraising/Development Advisory Workgroup, Alumni and Students Advisory

Workgroup. Additionally, every department convened a professional discipline-specific advisory

workgroup to provide input about academic programs and curricular matters. Both the internal and

external workgroups submitted their reports, including recommendations for the strategic plan and self-

study, in early 2013. See Criterion 1.1.e for a detailed description of the role and composition of each

internal and external workgroup. This process ensured that important school constituents, including

faculty, staff, students, alumni, public health professionals and community representatives, had

opportunities to effectively contribute to the self-study document.

The process of drafting the self-study document was formally initiated in 2013 when the planning

workgroups submitted their reports. (See the Resource File for the final reports of each workgroup.)

The dean charged the Assessment and Evaluation Committee, which also oversees accreditation matters,

to take the lead in developing the self-study document. The committee, chaired by the associate dean

for quality and planning, includes faculty, staff and student representation. (See Criterion 1.1.e for the

committee membership.) At the college-wide meeting in early spring 2013, the associate dean presented

the re-accreditation timeline which was designed to assure that all key stakeholders provided input and

had the opportunity to review and comment on the self-study document. During summer 2013, the

Assessment and Evaluation Committee developed a detailed work plan for the self-study, which

assigned a lead author, support staff, and timeframe for drafting required documentation for each of the

accreditation criteria. The committee discussed and approved the work plan at its September 2013

meeting, and then presented the work plan to the Leadership Council and to the college faculty and staff

at the fall 2013 college-wide meeting. The lead authors developed their respective drafts in fall 2013

and submitted them to the committee by the end of the semester. The committee reviewed and revised

those documents and incorporated them into the first draft of the self-study document,

The draft preliminary self-study document was circulated to all college faculty and staff and to key

university leaders for in-depth review and comment. Specifically, the document was forwarded to the

following institutional officers: dean of the School of Graduate Studies, director and assistant director of

University Career Services, vice provost for research, vice provost for academic affairs, vice provost for

enrollment, director of admissions, vice president for health affairs, director of the scholarship office,

vice provost for e-learning, vice president of facilities and administration, special assistant to the

president for equity and diversity, and director of university advisement. The president of the Public

Health Student Association (PHSA) arranged for anonymous review and comment by students. The

associate dean for quality and planning incorporated the recommended revisions and additions into the

preliminary self-study document and submitted the document to CEPH in June 2014.

The college sought additional feedback about the self-study in summer 2014. The document was posted

on the college website (http://www.etsu.edu/cph/about/SelfStudy.aspx) with an invitation for

P a g e | 38

constituents to provide additional feedback to the self-study team. In June 2014, a Dean’s Note was

forwarded to the college faculty and staff and also to the college alumni inviting them to review the self-

study and submit comment to the self-study team. The Dean’s Note went to the student list-serve in July

2014.

Also in July 2014, the college provided its constituents with the opportunity to submit third-party

comments to CEPH between one and three months prior to the site visit. The invitation explained that

the college is scheduled for a CEPH re-accreditation review in fall 2014, including a site visit on

November 3rd – 5th, and that CEPH is accepting written comments about the college and its policies and

procedures until 30 days before the site visit (October 3rd, 2014). The invitation provided the contact

information, including e-mail and mailing address, of the CEPH site visit coordinator. See the

Resource File for the full text of the “Invitation to Share Comments with Council on Education for

Public Health.”

The college disseminated the invitation widely to all of its constituents using multiple methods. The

invitation has been featured on the college home webpage since July 28, 2014. Since then, the college

homepage has had 10,612 visits representing 6,678 users. On 8/1/2014, the dean forwarded the

invitation electronically to the following list-serves: college faculty and staff list-serve (n=58 faculty and

staff), alumni list-serve (n=427 alumni), institutional leaders and partners (n=161), regional partners

outside of ETSU (n=165), undergraduate students (n=384), master’s students (n=74), doctoral students

(n=22), and active retirees (n=13). The college printed the invitation on posters and hanged the posters

in Lamb Hall (at each main entrance to the building and outside each department), on the 3rd floor of

Yoakley Hall (where the college research offices are located), and in Hutcheson Hall (where the

environmental health teaching and research labs are located). The posters were hung between 7/28/2014

and 10/3/2014. Additionally, hard copies of the invitation were distributed to each participant at the

college-wide meeting on 9/5/2014. All college faculty and staff, as well as the president of the Student

Council, were invited to this meeting. The dean also included the invitation in his power-point

presentation that he delivered at this meeting. Finally, the invitation has been disseminated via social

media, including Facebook and twitter, since August 11th.

1.2.e Assessment of the extent to which this criterion is met and an analysis of the school’s

strengths, weaknesses and plans relating to this criterion.

This criterion is met.

Strengths:

1) The college has a deep dedication to continuous improvement, reflected in a robust and well-

developed evaluation processes overseen by the associate dean for quality and planning.

2) The college Assessment and Evaluation Committee is well-established and highly active.

3) The creation of the positions of data services manager and research services manager during the

past five years has significantly strengthened the data systems.

4) Student exit, alumni, employer, and field preceptor surveys have been instituted into the fabric of

the college and enjoy high response rates and widespread utilization of findings.

Weaknesses:

While not a weakness, the college will continuously improve its data systems to enhance their utility.

P a g e | 39

Plans:

1) The college will continue to monitor all of its outcome measures, at least annually, and utilize the

findings for continuous quality improvement of programs and services.

2) The 2014-19 Strategic Plan calls for conducting faculty and staff satisfaction surveys to assess

satisfaction with the work environment and implement needed improvements.

3) The student exit survey, alumni survey, and employer survey have provided valuable assessment

data. The college plans to review and revise the survey instruments in 2014-15 to incorporate

measures of emerging concepts in higher education.

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1.3. INSTITUTIONAL ENVIRONMENT

The school shall be an integral part of an accredited institution of higher education and shall have

the same level of independence and status accorded to professional schools in that institution.

1.3.a A brief description of the institution in which the school is located, and the names of

accrediting bodies (other than CEPH) to which the institution responds.

ETSU is a state-supported institution governed by the Tennessee Board of Regents (TBR), the sixth

largest higher education system in the country. Chartered in 1909 as East Tennessee State Normal

School, the institution became East Tennessee State Teachers College in 1925 and, five years later, State

Teachers College. Beginning in 1943, the institution was known as East Tennesssee State College for

20 years. ETSU is a multi-faceted university offering baccalaureate, graduate and professional

programs to about 15,000 students from over 40 states and over 60 countries. The Commission on

Colleges of the Southern Association of Colleges and Schools (SACS) accredits the university to award

degrees at the bachelor’s, master’s, and doctoral levels. Accreditation by SACS has been reaffirmed at

since 1937, most recently in December 2013 (www.etsu.edu/sacs). In addition to CEPH, the

envrionmental health programs are EHAC (National Environmental Health Science and Protection

Accreditation) accredited since 1969. Most programs and/or departments and colleges across the

university are individually accredited by their relevant accreditation bodies (see ETSU factbook page

19) http://www.etsu.edu/opa/factbooks/Fact%20Book%202012%20PDF%20-

%20Book%20Format/Fact%20Book%202012%20PDF%20-%20Book%20Format.pdf

1.3.b One or more organizational charts of the univeristy indicating the school’s relationship to

the other components of the institution, including reporting lines.

Under the oversight of the TBR chancellor and the Tennessee Higher Education Commission (THEC),

ETSU is run by the president and his senior staff (figure 1 below). The academic programs at ETSU are

divided into two main divisions: the Division of Academic Affairs, under the direction of the provost

and vice president for academic affairs (figure 2 below) and the Academic Health Sciences Center

(AHSC), under the direction of the vice president for health affairs and the chief operating officer

(figure 3 below). The College of Public Health is a part of the AHSC. The five colleges in the AHSC

are: College of Clinical and Rehabilitative Health Sciences, James H. Quillen College of Medicine, Bill

Gatton College of Pharmacy, College of Nursing, and College of Public Health.

1.3.c Description of the school’s level of autonomy and authority regarding: budgetary authority

and decisions relating to resource allocation; lines of accountabiliy including access to higher-level

university officials; personnel recruitment, selection and advancement, including faculty and staff;

academic standards and policies, including establishment and oversight of curricula

The College of Public Health holds equal autonomy with other colleges in the university. Each college

has similar autonomy being directed by a dean and senior staff who answer directly to the relevant vice

president. Within the policies and procedures of the university and the TBR, each college has full

authority to select students for admission; recruit, hire, promote, and tenure faculty; develop,

promulgate, and implement academic standards and policies; collect and assess student success data

from alumni, employers, preceptors and other stakeholders; and recognize and reward excellence by

students, faculty, and staff.

P a g e | 41

Budgetary Authority and Decisions Relating to Resource Allocation

Each college is responsible for its budgetary decisions within the general guidelines established by the

TBR and specific practices articulated by the university. In the College of Public Health, the dean, in

consultation with the Leadership Council, has primary responsibility for the college budget. The

Leadership Council discusses budget issues, and the dean approves resource allocation based on those

discussions and the college priorities as identified in the strategic plan. The assistant dean for finance

and administration within the college is responsible for managing the college budget and reports directly

to the dean. The assistant dean also has a “dotted line” relationship to the executive associate vice

president for finance and administration. Departmental expenditures are under the direction of the chair.

The principal investigator on grants is responsible for overseeing grant expenditures.

Lines of Accountability The dean of each of the five Academic Health Sciences Center (AHSC) colleges, including the dean of

the College of Public Health, reports directly to the vice president for health affairs. The AHSC deans

meet, as a group, three times a month with the vice president for health affairs. In addition, the COPH

dean is scheduled to meet one-on-one every month with the vice president for health affairs. In addition

to the pre-scheduled meeting, the vice president is highly accessible at all other times and frequently

holds additional ad hoc meetings with the COPH dean, as needed, to discuss developments and urgent

matters. At the university level, the COPH dean participates in the Academic Council and the Dean’s

Council, both senior decision-making bodies within the university.

Personnel Recruitment, Selection and Advancement The College of Public Health is responsible for all personnel recruitment, selection, and advancement

decisions, within the general human resources guidelines of the university and the TBR. For staff

positions, the hiring unit within the college advertises the vacant position, reviews and screens

applications, selects candidates for interview, and, following approval from the university’s Office of

Equity and Diversity, interviews selected candidates, identifies a candidate for hire, and submits the

Request to Hire to the college and other university authorities for approval. Once hired, the immediate

supervisor of the staff member is responsible for orientation and training (beyond the university’s

orientation), for recommending appropriate professional development activities, and for conducting

performance evaluations, with review by the Office of the Dean.

Similarly, the college recruits and selects its own faculty, as described in Criterion 1.5.b. The college

is responsible for faculty development, including instructional and research development, as detailed in

Criterion 4.2.b. The college procedures for faculty advancement include annual planning and

performance evaluation, mid-term review for tenure-track faculty, and support for promotion and tenure.

The department chair and the dean review and approve each faculty member’s annual activity plan. The

department chair and the dean also review and provide feedback about each faculty member’s annual

eveluation report. The departmental and college promotion and tenure committees support faculty

advancement. The formal procedures for evaluating faculty competence and performance are detailed in

Criterion 4.2.c.

Academic Standards and Policies Primary responsibility for academic programs is at the departmental level. This includes admissions

criteria and admissions decisions, curriculum development and evaluation, student advising, and

graduation requirements. For degree programs that span multiple departments (e.g., MPH, DrPH),

college-wide operations committees (e.g. MPH Operations Committee, DrPH Operations Committee)

P a g e | 42

provide oversight of academic policies and procedures. New programs, and substantial revisions to

existing programs, require a formal process that extends from each department to the college Curriculum

Committee, and following approval, to the approriate university committees including Academic

Council, before submission to the TBR. A full description of the college’s governance related to

academic standards and procedures is provided in Criterion 1.5.b.

1.3.d Identification of any of the above processes that are different for the school of public health

than for other professional schools, with an explanation.

There are minor, but justified, differences among some of the colleges in the AHSC. For example:

1) The School of Graduate Studies oversees all graduate degrees in the health science colleges,

including in the College of Public Health, except for professional degrees in the Quillen

College of Medicine (COM) and the Gatton College of Pharmacy (COP). This means that the

School of Graduate Studies formally admits graduate students to ETSU and awards diplomas.

All decisions about admission, academic advancement, and curricular issues, however, are

made by the individual colleges.

2) The COP is run as a “private school” and raises its operating expenses from tuition, research

dollars, philanthropy, and other non-state sources. All other AHSC colleges receive some state

funds.

3) The COM receives a separate budget line from the state, and its budget is, therefore, handled

differently from the budgets of all of the other colleges (both on the AHSC and the academic

side).

1.3.e If a collaborative school, descriptions of participating institutions and relationships.

This criterion is not relevant.

1.3.f If a collaborative school, a copy of the written agreement among participating universities.

This criterion is not relevant.

1.3.g Assessment of the extent to which this criterion is met and an analysis of the school’s

strengths, weaknesses and plans relating to this criterion.

This criterion is met.

Strengths:

ETSU is fully accredited by SACS and is overseen by the Tennessee Board of Regents and the

Tennessee Higher Education Commission. The College of Public Health is a fully autonomous college

with equal rights and responsibilities with all other colleges at ETSU.

Weaknesses:

None noted.

Plans:

None noted.

P a g e | 43

1.3.b Figure 1 ETSU Organizational Structure

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1.3.b Figure 2 ETSU Academic Affairs Organizational Structure

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1.3.b Figure 3 ETSU-Academic Health Sciences Center (AHSC) Organizational Structure*

*The Health Affairs blue box represents the Academic Health Sciences Center. Listed under the Health Affairs are the five

AHSC colleges, including the Quillen College of Medicine, the College of Nursing, the College of Public Health, the

College of Clinical and Rehabilitative Health Sciences, and the College of Pharmacy.

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1.4 ORGANIZATION AND ADMINISTRATION

The school shall provide an organizational setting conducive to public health learning, research and

service. The organizational setting shall facilitate interdisciplinary communication, cooperation and

collaboration that contribute to achieving the school’s public health mission.

1.4.a One or more organizational charts showing the administrative organization of the school,

indicating relationships among its offices, departments, divisions or other administrative units.

The college is managed by the Office of the Dean, organized into five departments, and houses the

Tennessee Institute of Public Health, the Tennessee Pubic Health Training Center, and other research

units.

1.4.a Figure 1 College of Public Health Organizational Structure

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1.4.b Description of the roles and responsibilities of the major units in the organizational chart.

The following are general descriptions of roles and responsibilities of key administrative positions.

Detailed descriptions are found in the bylaws (see Resource File) as they pertain to leadership.

Dean

The dean is the executive officer of the college, appointed according to the university policies with

authority as delegated from the president, the chancellor, and the TBR. The dean is a member of the

faculty, represents the faculty, and serves as spokesperson for the college at meetings and events.

Associate Dean for Academic Affairs

Serves as academic officer and faculty liaison and is responsible for interpreting policies and

procedures, coordinating academic activities, overseeing program coordinators, overseeing the building

coordinator and providing leadership, direction, and administrative oversight for all matters related to

academic affairs including program delivery.

Associate Dean for Research

Responsible for the development and implementation of a Research Strategic Plan, for coordinating the

mentoring of junior faculty in research, and for assuring representation of the college on issues related to

research. The research dean oversees the Research Academy and other research personnel in the college.

Associate Dean for Quality and Planning

Responsible for assessment of learning outcomes, evaluation processes, and data systems, guides the use

of evaluation results for quality improvement, and provides leadership for strategic planning.

Assistant Dean for Student Services

Responsible for coordinating and implementing plans for student recruitment and retention, alumni

relations, career and professional development activities, marketing and outreach, and support of student

organizations.

Assistant Dean for Finance and Administration

Responsible to the dean for oversight and management of fiscal matters and ensures compliance with

college, university, TBR/THEC and federal policies including oversight of hiring practices.

Assistant Dean for Public Health Practice

Responsible for developing and coordinating practical experiences of public health students, conducts

preceptor surveys and incorporates findings into the college strategic planning process. The field

internship coordinators, two newly created positons, have been serving in lieu of the assistant dean for

public health practice since fall 2013.

Department Chairs

Faculty members who serve as departmental leaders while responsible for administration and delivery of

educational programs, oversight of research and service, and resource allocation in the departments.

DrPH Coordinator

Assists the associate dean for academic affairs by coordinating activities related to the DrPH program,

with a focus on assuring coordination and collaboration among the participating departments.

MPH Coordinator

Assists the associate dean for academic affairs by coordinating activities related to the MPH program,

with a focus on assuring coordination and collaboration among the participating departments.

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PhD/MSEH Coordinator

Assists the associate dean for academic affairs by coordinating activities related to the academic degrees

in environmental health, including the MSEH and PhD programs.

BSPH Coordinator Assists the associate dean for academic affairs by coordinating activities related to the BSPH program,

with a focus on assuring coordination and collaboration among participating departments.

Program Director - Tennessee Institute for Public Health

Responsible for providing a neutral convening opportunity for academic public health, public health

practice, and governmental stakeholders in matters pertaining to public health policy.

Program Director – LIFEPATH, the Tennessee Public Health Training Center

Responsible for oversight and execution of the college workforce development efforts, including

recruitment and retention of trainees and relationships with the workforce, employers and

administration.

1.4.c Description of the manner in which interdisciplinary coordination, cooperation and

collaboration occur and support public health learning, research and service.

There are three levels at which inter-professional coordination and collaboration occur:

1) Within the college: the Leadership Council includes the department chairs and the associate and

assistant deans (and invited guests) and meets every other week.

2) Within the Academic Health Science Center (AHSC): The AHSC deans meet, as a group, three

times a month with the vice president for health affairs. Additionally, there is an Inter-

Professional Education and Research Committee that includes faculty and students from each

AHSC college.

3) Across the university: The college participates in virtually all standing committees on campus.

At a leadership level, R. Wykoff participates in the Deans’ Council and Academic Council.

Participatory Management

The university is run on the principle of participatory management with stakeholders from multiple

disciplines involved in decision-making. This is evident in the number of meetings that are regularly

held between the leadership of the university and the colleges. All of the university’s major committees

include representatives from each college or a cross-sectional representation. The Academic Council

and Deans’ Council includes membership from every college and meets at least monthly. The health

science deans also meet with the vice president for health affairs three times per month.

The college is committed to participatory leadership in all of its internal dealings. The mission, vision,

and core values, developed by consensus of all faculty and staff in 2007 and updated in 2013, clearly

reflect a commitment to excellence, teamwork, and internal support. College leaders assure that

standing and ad hoc committees and workgroups represent a cross-section of disciplines and

professional backgrounds, roles, and perspectives (see Criterion 1.5). Departments are systematically

represented both in the leadership and membership of all college committees. Students are engaged in all

committees as appropriate. The college Leadership Council meets fortnightly during the academic year.

Commitment to Interdisciplinary/Inter-professional Education, Research, and Service

Inter-Professional education is at the heart of the student and faculty experience at ETSU. The

university Inter-professional Education and Research Committee (IPERC) is charged with assuring a

path to inter-professional competency attainment by all AHSC graduate and professional students, a goal

P a g e | 49

supported by the deans and the vice president for health affairs. Inter-professional education and

research is a leading initiative of the vice president for health affairs. ETSU became deeply involved

with inter-professional education in the 1980s, with the awarding of an inter-disciplinary Kellogg

Partnerships. Currently, there are inter-professional courses within the health sciences and incentives

for inter-professional research. Faculty from health science colleges present lectures in other classes and

have co-taught classes with faculty from other colleges.

The Office of Rural and Community Health and Community Partnerships began in 1990 as a Kellogg

Foundation Initiative for Rural Health and was continuously funded until 2012. More than 20 funded

projects over more than 15 years were conducted with multiple cohorts of engaged community partners

yielding substantial community buy-in and sustainability. This success was the basis and fertile ground

for what has become an innovative and far-reaching inter-professional education effort at ETSU.

The college has been at the forefront of several inter-professional education programs. The

interdisciplinary, community-based “Community Partnerships for Health Professional Education

Program” has to date included over 600 medical, nursing, and public health students in rural

community-based interdisciplinary courses. There are also several centers of excellence and programs

that reflect the university’s commitment to collaborative education, including the Center of Excellence

in Math and Science Education, Center of Excellence in Early Childhood Learning and Development,

Center of Excellence in Appalachian Studies and Services, and the Women’s Studies program.

The college participates in several interdisciplinary educational efforts on campus and has maintained

eight or more interdisciplinary courses in each of the last eight years. The Health Care Management

Graduate Certificate is an 18-credit hour online program focusing on leadership and strategic

management skills. Faculty from the Colleges of Public Health, Business and Technology, and Nursing

design and teach courses in this program. Courses are cross-listed and can be applied towards advanced

degrees in each college. The Gerontology Graduate Certificate includes core courses and guided

electives offered by nine departments in six colleges. Additionally, public health faculty members teach

in other programs. Health sciences faculty have taught a microbiology course for the College of

Pharmacy; epidemiology faculty have provided training to the cardiology fellows; and health services

management faculty teach students in the College of Clinical and Rehabilitative Health Sciences.

Conversely, colleagues from other colleges teach public health students. For example, nutrition faculty

teach Principles of Nutrition, a required course for the BSPH Community Health Concentration. The

Department of Community and Behavioral Health has co-taught a course in Social Justice with the

Department of Philosophy and Humanities. The Leading Voices in Public Health lecture series is

frequently co-sponsored with other colleges and student organizations.

There is a strong and effective commitment to research collaboration at the university. The office of the

vice provost for research and sponsored programs serves as a coordinating point for research and funded

service projects. Within the AHSC, multiple interdisciplinary research projects are being conducted.

Within the college, D. Slawson’s work to prevent childhood obesity is done collaboratively with the

college of medicine, and R. Pack’s work with prescription drug abuse is done with pharmacy and

medicine. The college mission emphasizes “collaboration with public and private partners to identify

and meet public health priorities.” To this end, the college frequently meets with community-based

organizations to explore potential research and service collaborations. In addition, the college has a

strong commitment to community-based research to address priority issues for this region. (See

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Criterion 3.1, Research, for a description of and performance data pertaining to interdisciplinary and

community-based research).

In 2011, the vice president for health affairs organized the Interprofessional Education Committee

(subsequently renamed the Interprofessional Education and Research Committee), a standing university

committee charged with exploring mechanisms for graduate and professional health sciences students to

enhance their interprofessional competency alongside their professional training. The university is

presently in the third year of a pilot effort that has 25% of a one-year cohort of graduate health

professions students in medicine, pharmacy, public health, nursing, psychology and allied health

engaged in a sequence of courses and/or experiences designed to provide students with inter-

professional opportunities. The competencies to be attained by this group are those propagated by the

Inter-professional Education Collaborative. The College of Public Health used its “Refugee Experience”

as the culminating activity.

The university’s commitment to its region is reflected in the vision and mission. The statement of

purpose indicates that “the university pursues partnerships and collaboration as a means of enhancing its

institutional effectiveness. It places special emphasis on community-based and interdisciplinary

education, on service learning with rigorous student expectations for reflection, on expanding

opportunities for students’ intellectual and social development through co-curricular opportunities and

academic programs meeting high standards of quality, and on a respect for cultural diversity and

programming that enhances global awareness.”

Community service is one of the core values of the college. To help operationalize this commitment, the

dean charged an internal workgroup to develop specific goals and objectives related to applied public

health and community service. This group included faculty, staff, students, and alumni. The workgroup

recommendations were presented to Leadership Council and have subsequently been incorporated into

the college strategic plan and self-study. College faculty are frequently involved in community service

projects, as shown in Criterion 3.2. The college has also hosted external visitors, both domestic and

international, who wish to learn more about the unique public health challenges of rural areas in general

and Appalachia in particular.

1.4.d Assessment of the extent to which this criterion is met and an analysis of the school’s

strengths, weaknesses and plans relating to this criterion.

This criterion is met.

Strengths:

1) The college has a mature and functional infrastructure.

2) The college is a key player in inter-professional education, research and service in the university,

state, and region.

3) The college considers its responsibilities to the community to be an integral part of its mission.

Weaknesses:

None noted.

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Plans:

1) Continue to engage as a full participant with AHSC partners in the university’s inter-professional

education program effort. The pilot program has graduated its first cohort and enrolled its

second cohort in 2013-14.

2) Maintain 50 percent or more of externally funded research grants that are inter-disciplinary, and

maintain a substantial proportion of externally funded public health grants that are community-

based, as outlined in the 2014-19 Strategic Plan.

3) Expand learning opportunities that enhance collaboration with community partners, including

development of additional Academic Health Departments (AHDs) and community-based

learning (CBL) courses.

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1.5 GOVERNANCE

The school administration and faculty shall have clearly defined rights and responsibilities

concerning school governance and academic policies. Students shall, where appropriate, have

participatory roles in school evaluation procedures, policy setting and decision making.

Consistent with university policy, and as defined by the bylaws, the college has a highly participatory

leadership structure, with codified committees, ad hoc committees, community/professional input, and

multiple opportunities for student participation. The bylaws state that “there shall be standing and

special committees with appropriate representation from each of the departments within the college.”

They go on to say “student representation is encouraged where appropriate.” Regular meetings, reports,

and communication assure that faculty, staff, students, retirees, alumni, and members of the general

public are aware of evolving issues in the college and provide mechanisms for input into those issues.

1.5.a A list of school standing and important ad hoc committees, with a statement of charge,

composition and current membership for each.

Table 1.5.a College Standing and Important Ad Hoc Committees: Charge, Composition, Membership, Fall

2014

Standing Committees Identified in the Body of the Bylaws

Faculty Council

Charge Represents the needs and interests of the faculty for those issues that transcend department-

specific concerns; provides the avenue for formal communication among the faculty; may submit

recommendations to the dean; may call meetings of the faculty. Meetings are held once a

semester but committee members may choose to meet more or less frequently as needed.

Composition All faculty elected to the university Faculty Senate and others, as selected by that group.

Membership K. Baker (Chair), P. Brown (Faculty Member), C. Chesley (Faculty Member), J. Peterson

(Faculty Member), L. Wang (Faculty Member)

Leadership Council

Charge Provides the avenue for formal communication among the leadership of the college; advises the

dean regarding the formulation of general policies; submits recommendations to the dean for

action; may call meetings of the faculty, staff, and students; consults with the dean concerning

senior level appointments; may form ad hoc committees. The Leadership Council meets on a

regular bi-weekly schedule and at other times upon call of the dean.

Composition Assistant dean for finance and administration; Associate dean for academic affairs; Associate

dean for research; Associate dean for quality and planning; Assistant dean for student services;

Department chairs; Dean; Dean’s office coordinator.

Membership R. Chakraborty (HSCI Chair), K. Ervin (Assistant Dean for Finance and Administration), J.

Hillhouse (Associate Dean for Research), A. Khoury (Associate Dean for Quality & Planning,

HSMP Chair), C. Kozinetz (Bio/Epi Chair), K. Maier (ENVH Chair), P. Masters (Assistant

Dean for Student Services), G. Osborne (Office Coordinator), R. Pack (Associate Dean for

Academic Affairs), D. Slawson (COBH Chair), R. Wykoff (Dean)

Staff Council

Charge Represents the needs and interests of the college staff; provides the avenue for formal

communication among the staff; may submit recommendations to the dean; may call meetings of

the staff. Meetings are held once a semester but committee members may choose to meet more

or less frequently as needed.

Composition A staff representative from each primary academic department and other permanent operational

units of the college; the executive aide from the Office of the Dean is an ex officio member.

Membership P. Cooper (Chair, HSCI Staff Member), R. Carter (Bio/Epi Staff Member), C. Casto (HSMP

Staff Member), C. Patton (ENVH Staff Member), T. Rogers (COBH Staff Member), J. Stork (Ex

Officio)

Student Council

Charge Represents the needs and interests of the students; provides the avenue for formal

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communication among students in the college; may submit recommendations to the dean for

action; may call meetings of the students. Meetings are held once a semester but committee

members may choose to meet more or less frequently as needed.

Composition Includes an undergraduate and a graduate representative from each department where possible

and representatives from student organizations in the College of Public Health.

Membership K. Starrett (President, BS Health Sciences), B. Bolton (MPH Health Services Administration) C.

Green (PhD Environmental Health Sciences), B. Kirkland (MPH Community Health), S. Lane

(BSPH Community Health), D. Owusu (DrPH Epidemiology), A. Panev (BS Environmental

Health), J. Sikora (TEHA President), C. Sudhoff (BSPH Health Administration), K. Turner

(PHSA Graduate President), J. Weems (PHSA Undergraduate President)

Standing Committees Codified by Article X in the Bylaws

Assessment and Evaluation Committee

Charge Reviews the results of the alumni and employer surveys and makes recommendations; assesses

the status of outcome measures of academic programs; guides the use of assessment and

evaluation data; shares assessment and evaluation data with college administration and faculty on

an annual basis.

Composition Includes one or more representatives from each of the following constituents: faculty, Public

Health Student Association, college research office, college academic/student office, and the

college dean’s office; chaired by associate dean of quality and planning.

Membership A. Khoury (Chair, Associate Dean for Quality and Planning), A. Alamian (Faculty Member), T.

Carpenter (PHSA Student Member), O. Egen (Staff Member), K. Ervin (Office of the Dean Staff

Member), B. Fee (Research Office Staff Member), S. Hoyle (Data Services Staff Member), G.

Osborne (Office of the Dean Staff Member), R. Pack (Academic Office Faculty Member), J.

Stork (Office of the Dean Staff Member)

Curriculum Committee

Charge Reviews curricular proposals affecting the college; evaluates policies regarding college curricula;

reviews and directs college curriculum proposals to the department chairs and dean for action.

Composition One tenured or tenure-track faculty member from each department; an associate dean (ex

officio); student selected by the Student Council.

Membership T. Metts (Chair, ENVH Faculty), K. Beatty (HSMP Faculty Member), E. Onyango (HSCI

Faculty Member), K. Starrett (Student Council Member), M. Stoots (COBH Faculty Member), L.

Wang (Bio/Epi Faculty Member), R. Pack (Ex Officio)

Diversity and Social Justice Committee

Charge To advise the dean and Leadership Council on development and implementation of the college

strategic diversity plan; to systematically follow college progress on the strategic goals and the

objectives in the diversity plan; to advise faculty, staff, and student recruitment activities related

to diversity issues; to interface with appropriate university, community and regional bodies to

address diversity-related issues of regional importance; to recommend in-house lectures,

seminars, or other activities that focus on diversity, cultural awareness, and social justice.

Composition At least two faculty, two staff, and two students from across the college as recommended by

department chairs and selected by the chair of the committee and, as appropriate, an ex officio

representative from the ETSU Office of Equity and Diversity.

Membership K. Ervin (Chair, Staff Member), T. Berry (Ex Officio), B. Brooks (Student Member), R. Carter

(Staff Member), G. Kidwell (Staff Member), K. Kuang (Student Liaison), B. O’Connell

(Student Member), E. Onyango (Faculty Member), L. Wang (Faculty Member)

DrPH Admissions Committee

Charge Reviews admissions materials and recommends candidates for admission to the DrPH program.

Composition Two tenured or tenure-track graduate faculty representatives from each department that offers a

concentration of the DrPH degree; chaired by DrPH program coordinator; college data services

manager provides staff support and interface with SOPHAS.

Membership D. Slawson (Chair, DrPH Program Coordinator), J. Hillhouse (COBH Faculty Member), C.

Kozinetz (Bio/Epi Faculty Member), X. Liu (Bio/Epi Faculty Member), R. Pack (COBH Faculty

Member)

Faculty Development Committee

Charge Schedules the annual college faculty development day.

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Composition Established by the second week of February each year, includes one faculty member from each

department, serving three year terms. Chair is elected by the committee.

Membership P. Brown (Chair, HSCI Faculty), K. Beatty (HSMP Faculty Member), C. Kozinetz (Bio/Epi

Faculty Member), M. Littleton (COBH Faculty Member), T. Metts (ENVH Faculty Member)

Faculty and Staff Awards Committee

Charge Reviews nominations for COPH awards; confidentially selects award recipients; screens

nominations and assembles materials for ETSU-wide distinguished awards.

Composition One full-time faculty member from each department; one or more of previous years’ award

recipients, when possible; a staff representative.

Membership H. Mamudu (Chair, HSMP Faculty Member), B. Evanshen (Staff Member), B. Lampson (HSCI

Faculty Member), G. Osborne (Previous Year Winner Staff Member), K. Silver (ENVH Faculty

Member), M. Stoots (COBH Faculty Member), K. Wang (Bio/Epi Faculty Member)

Promotion and Tenure Committee

Charge Confidentially reviews all dossiers according to appropriate policies and procedures.

Composition Includes members of the tenured full-time faculty at professorial ranks.

Membership M. Littleton (Chair, COBH Faculty), X. Liu (Bio/Epi Faculty Member), T. Metts (ENVH Faculty

Member), E. Onyango (HSCI Faculty Member), K. Silver (ENVH Faculty Member)

Recruitment and Retention Committee

Charge Develops and implements a plan for student recruitment and retention, as approved by

Leadership Council; maintains a record of all original documents of the business of the

committee; presents on progress in recruitment and retention to the college on a regular basis.

Meets on a regular bi-weekly basis.

Composition Membership includes faculty, staff, students and/or others who express an interest and are

approved by Leadership Council.

Membership P. Masters (Chair), J. Bowers (Faculty Member), C. Chesley (Faculty Member), T. Dula (Staff

Member), C. Florence (Student Member), S. Hoyle (Staff Member), M. Johnson-Mackza

(Faculty Member), C. Patton (Staff Member), M. Quinn (Faculty Member), J. Stork (Staff

Member), D. Young (Staff Member)

Research Development Committee

Charge Develops, implements, and oversees a plan to increase the amount and quality of externally

funded research in the college.

Composition One tenured or tenure-track representative from each department; one graduate student appointed

by the Public Health Student Association and the research services manager may be invited.

Membership J. Hillhouse (Chair, Associate Dean for Research), B. Brooks (PHSA Graduate Student

Member), R. Chakraborty (HSCI Faculty Member), A. Khoury (HSMP Faculty Member), C.

Kozinetz (Bio/Epi Faculty Member), K. Maier (ENVH Faculty Member), R. Pack (COBH

Faculty Member)

Student Scholarship Awards Committee

Charge Confidentially reviews nominations and select recipients for all awards.

Composition One faculty member from each department.

Membership M. Stoots (Chair, COBH Faculty), C. Chesley (HSMP Faculty Member), B. Lampson (HSCI

Faculty Member), X. Liu (Bio/Epi Faculty Member) K. Maier (ENVH Faculty Member)

Important Ad-Hoc Committees of the College

DrPH Operations Committee

Charge Oversees the policies and procedures of the DrPH program.

Composition DrPH coordinator (Chair), faculty member from each department with a DrPH degree, the

associate dean for academic affairs and his executive aide, data services manager, DrPH student

representative(s).

Membership D. Slawson (Chair, DrPH Coordinator), C. Florence (DrPH Community Health Student Member)

J. Hoyle (Data Services Manager), C. Kozinetz (Bio/Epi Faculty Member) D. Owusu (DrPH

Epidemiology Student Member), M. Quinn (Bio/Epi Faculty Member), R. Pack (Associate Dean

for Academic Affairs), J. Stork (Executive Aide)

MPH Operations Committee

Charge Oversees the policies and procedures of the MPH program.

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Composition MPH coordinator (Chair), departmental chair (or designee) from each department with a MPH

degree, the executive aide for the associate dean of academic affairs, MPH student

representative(s).

Membership M. Reece (Chair, MPH Coordinator), A. Khoury (HSMP Chair Member), K. Maier (ENVH

Chair Member), M. Quinn (Bio/Epi Faculty Designee Member), D. Slawson (COBH Chair

Member), J. Stork (Executive Aide), T. Taylor (MPH Online Student Member), S. Warfield

(MPH On-ground Student Member)

Public Health Practice Advisory Committee

Charge Advises the college regarding the interface between academic public health programs and the

public health practice needs.

Composition Practicing public health professionals and community leaders who have an interest in the college

programs and students.

Membership T. Attebery, President/CEO, Holston Valley Medical Center

N. Bays, Administrator, Lakebridge Healthcare Center

D. Berglund, Administrator, John M. Reed Nursing Home (alumna)

J. Denney, Organizational Development, Mountain States Health Alliance (MSHA)

W. Hankwitz, President, Highlands Health Management, Inc.

J. Holden, Northeast Regional Health Office, Tennessee Department of Health

J. Hunt, Core Team Member, Value Optimization System, MSHA (alumna)

G. Mayes, Regional Director, Sullivan County Regional Health Department

Ad hoc internal workgroups, established to guide the development of the 2014-19 Strategic Plan and

self-study, are detailed with charge and membership in Criterion 1.1.e. These include: Educational

Excellence Workgroup, Research Development Workgroup, Community Service and Applied Public

Health Workgroup, and Diversity and Social Justice Workgroup. Ad hoc external workgroups,

including community advisory workgroups and professional discipline-specific advisory workgroups,

are also outlined in Criterion 1.1.e.

1.5.b Description of the school’s governance and committee structure’s roles and responsiblilities

relating to: general school policy and development; planning and evaluation; budget and resource

allocation; student recruitment, admission and award of degrees; faculty recruitment, retention,

promotion and tenure; academic standards and policies, including curriculum development; and

research and service expectations and policies.

According to the college bylaws, there are 14 standing committees and councils responsible for the

governance of the college. The specific responsibilities of each committee are detailed in the bylaws

(http://www.etsu.edu/cph/documents/bylaws.pdf ) and in Table 1.5.a. In addition, there are three

important adhoc college-wide committees: the Public Health Practice Advisory Committee, the MPH

Operations Committee, and the DrPH Operations Committee. The latter two committees oversee the

policies and procedures of each program and ensure coordination among the different departments that

contribute to each program. The bylaws also allow for the creation of ad hoc workgroups and

taskforces to guide special projects.

General School Policy and Development

The college operates on a highly participatory model. Recommendations for general operating or

program policy can come from any sector within or outside the college. Such recommendations are

generally discussed at meetings of the Leadership Council, and depending on the nature of the matter,

approved by the Leadership Council and then communicated to faculty, staff and students, or presented

for discussion and decision-making at the college-wide faculty and staff meetings. The college holds at

least two college-wide meetings each year, including one meeting at the beginning of the fall semester

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and another at the beginning of the spring semester. Per Article III in the college bylaws, all full-time

faculty members, including tenure-track, tenured and clinical track, attend the college-wide meetings

and have voting privileges at those meetings. Also attending the college-wide meetings is the president

of the Student Council, who has voting privileges, and the college staff. For policies requiring a

change in the college bylaws, the Leadership Council presents the proposed revisions to the faculty at

least five working days prior to a vote, which is usually held at the semester all-hands meeting. For

policies relevant to a specific department or program, decisions are devolved to the appropriate level, as

described below.

The following standing committees have key roles in general school policy and development:

The Leadership Council represents the senior leadership group for the college, consisting of the dean,

associate and assistant deans, department chairs and the dean’s office coordinator. Generally, the

Leadership Council is responsible for all operational decisions for the college except those explicitly

assigned to another body. The Leadership Council also presents policy proposals to the faculty for

discussion and approval at the college-wide meetings.

The Faculty Council is the representative body for all faculty in the college. It is composed of the

college faculty members serving on the University Faculty Senate and other faculty members as

selected by the council. The council assures that the faculty have an independent legislative voice for

interactions with the dean and/or the Leadership Council and submits recommendations to the dean for

faculty-related policy that transcends department-specific faculty concenrs.

The Staff Council is the representative body for all staff in the college. It is composed of one

representative from each department and from each permanent operational unit of the college. The

council assures that the staff have an independent legislative voice for interactions with the dean and/or

the Leadership Council and submits recommendations for staff-related matters to the dean.

The Student Council is the represntative body for the students in the college. It is composed of

representatives from each level (undergraduate and graduate) and from each department. The student

council exists to assure that the students have an independent legislative voice for interactions with the

dean and/or the Leadership Council and submits recommendations to the dean for student-related

matters. The president of the Student Council is a voting member at all college-wide meetings.

(See Table 1.5.a for the current membership of the above councils.)

Planning and Evaluation

As described in Criterion 1.1, the college has a highly participatory and reflective planning and

evaluation process that involves multiple stakeholders. The associate dean for quality and planning

oversees college-wide planning and evaluation processes and is responsible for college-wide assessment

of student learning (see Criterion 2.7 for assessment procedures), evaluation processes and data systems,

reporting on evaluation findings and guiding the use of evaluation results for planning and quality

improvement, and overseeing strategic planning.

Instructional Planning and Evaluation. The Assessment and Evaluation Committee, the Leadership

Council, and the program-specific operations committees (e.g. MPH Operations Committee, DrPH

Operations Committee) drive planning and evaluation activities of the instructional programs of the

college. The Assessment and Evaluation Committee includes one or more representatives of the

faculty, the public health student association, the research office, and the Dean’s Office, and is chaired

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by the associate dean for quality and planning, . The committee is responsible for reviewing,

analyzing, and reporting on all data sources, and for supporting quality improvement and accreditation

efforts of the college. The associate dean presents the assessment findings (including student, alumni

and employer survey results) to the Leadership Council on a regular basis and facilitates the Council’s

use of the evaluation findings for instructional planning. The associate dean also shares program-

specific survey findings with the appropriate program coordinator and program operations committee

for their use in planning and evaluation of their specific degree program.

Strategic Planning. With leadership of the associate dean for quality and planning, the Leadership

Council and adhoc planning workgroups (both internal and external) drive college-wide strategic

planning. For the development of the 2014-19 Strategic Plan, the Leadership Council sought input

from the on-going Public Health Practice Advisory Committee and also created 11 adhoc planning

workgroups:

1) Four internal faculty, staff, and student workgroups: Educational Excellence, Research

Development, Community Service and Applied Public Health, and Diversity and Social Justice;

2) Five external professional advisory workgroups —one for each department; and

3) Two community advisory groups: Fundraising, Students and Alumni (see Criterion 1.1 for

details).

The Leadership Council convened and charged the planning workgroups in early 2012, and the

workgroups submitted their reports, including proposed goals and objectives for the 2014 -19 Strategic

Plan, in 2013. Their feedback and input, as described in Criterion 1.1, provided public health practice-

level applicablity and context for the planning and evaluation process. The Leadership Council, with

facilitation by the associate dean for quality and planning, discussed and integrated those reports and

produced the draft strategic plan, disseminated it for input and finalized it (see 2014-2019 Strategic Plan

in the Resoure File and at http://www.etsu.edu/cph/about/goalsobjective.aspx).

The associate dean for quality and planning also oversees the implementation of the strategic plan and

the annual monitoring of outcome measures. The strategic plan includes a monitoring and feedback

loop for each outcome measure/indicator, which defines the source of data and the person responsible

for tracking each measure. The associate dean is responsible for overseeing this tracking process and for

reporting the performance data to the Leadership Council and at the college-wide meetings at least

annually.

Budget and Resource Allocation (See Criterion 1.6 for details.)

The dean has primary responsibility for the college budget. The Leadership Council discusses budget

issues, and the dean approves resource allocation based on those discussions and the college priorities as

identified in the strategic plan. The assistant dean for finance and administration is responsible for

managing the college budget within the parameters established by the Leadership Council and the dean,

and also in compliance with rules of the State of Tennessee (through THEC and TBR) and of the

university regarding the expenditure of resources. The assistant dean is a member of the Leadership

Council, has a “direct line” relationship with the dean, and a “dotted line” relationship with the finance

authority of ETSU’s academic health sciences center. The assistant dean or the dean presents on budget

issues at the college-wide meetings to keep the faculty and staff informed of budget developments and to

seek their input as needed.

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Student Recruitment, Admission, and Award of Degrees (See Criterion 4.3 for details.)

Student Recruitment. The college Recruitment and Retention Committee, a standing committee of the

college, is charged with developing and implementing plans for student recruitment, retention and

success. According to the college bylaws, the committee is composed of faculty, staff, and students who

express an interest and are approved by the Leadership Council. As of fall 2014, the committee is

composed of faculty and staff representing the different departments and is chaired by the assistant dean

for student services (see Table 1.5.a). Since fall 2013, the committee has conducted an assessment of

student needs; re-vamped the college website and social media presence; developed student recruitment

materials and represented the college at key recruitment events locally, regionally and nationally;

enhanced the college engagement with SOPHAS applicants; and planned and implemented multiple

student-centered events to support current students and to promote their well-being and engagement.

Among the recruitment events that the committtee participated in 2013-14 were the ETSU Day at

Northeast State Community College, ETSU Health Professions Recruitment Fair, Rural High School

Recruitment Fair, ETSU Fall Career and Graduate School Fair, Advisors/Counselors Recruitment

Meeting, ETSU Fall Open House (in conjunction with Homecoming Events), ETSU Major Fair, ETSU

Spring Open House, Knoxville Area Prospective Student Reception, Chattanooga Area Prospective

Student Reception, Bristol Area Recruitment Fair. The committee coordinates its efforts with the

departments and presents on its progress in recruitment and retentiont to the Leadership Council.

The departments are also involved in student recruitment to their specific degreee programs. For

example, the dean and department chairs regularly present to the Health Professions Exploration

Seminar, a freshman class designed for pre-health science majors. In addition, the departments

participate with the college Recruitment and Retention Committee in student recruitment events

including open houses and recruitment fairs.

Supporting the student recruitment processes of the college is the college Diversity and Social Justice

Committee. Initially convened in 2012 as the Diversity and Social Justice Workgroup, this group,

composed of faculty, staff and students, took the lead in developing the college Strategic Diversity Plan

including outcome measures for student diversity (see Criterion 1.8). Effective fall 2014, the college

transitioned the Workgroup into a standing committee of the college. Moving forward, the Diversity

and Social Justice Committee will follow the college’s progress on the student diversity outcome

measures and advise student recruitment activities related to diversity issues.

Student Admission. The college faculty serving on admissions committees are responsible for

reviewing applications for admission and for making admissions decisions. For graduate degrees, the

decisions of the admissions committes are referred to the School of Graduate Studies which formally

admits graduate students to the university. The DrPH Admissions Committee is a standing college

committee and is charged with reviewing applications for and making admissions decisions into the

DrPH program. The DrPH Admissions Committee is composed of two tenure-track/tenured graduate

faculty representatives from each department that offers a DrPH degree (i.e., Biostatistics and

Epidemiology, Community Health) and is chaired by the DrPH coordinator, with staff support from the

college data services manager. MPH admissions are the responsibility of departmental faculty

committees. There are currently four MPH admissions committee, one housed in each of the

departments offering MPH Concentration(s). Each departmental MPH Admissions Committee is

composed of three faculty members, with staff support from the college data services manager. The

MSEH and PhD programs are offered by the Department of Environmental Health, and the

environmental health faculty make admissions decisions into those two programs. Until recently, the

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college did not have admissions requirements for its bachelor degree programs over and above

admission into the university. However, the BSHS Human Health Concentration and the BSPH degree

programs have implemented admissions processes starting in 2013 and 2014, respectively. Those

admissions decisions are made by the respective program faculty.

Award of Degrees. The college faculty recommend the award of degree upon the student’s completion

of their respective degree requirements. For graduate students, the faculty advisor completes and signs

the student’s Program of Study form and Results of Examination form and forwards the forms to the

respective program coordinator for signature, and then to the School of Graduate Studies, which verifies

that all graduation requirements are met. For undergraduate students, the student files an Intent to

Graduate form online two semesters before graduating and submits a copy of their Degree Works audit

form to the Graduation Office. The Graduation Office reviews the student’s transcript and verifies that

all graduation requirments are met.

Faculty Recruitment, Retention, Promotion, and Tenure

Faculty Recruitment. Each department in the college has primary responsibility for the recruitment

and selection of its faculty consistent with the university policies. The Faculty Handbook provides

extensive detail on faculty hiring, promotion, and tenure. http://www.etsu.edu/senate/facultyhandbook.

Specifically, section 2 of the Faculty Handbook, Employment, details the university’s commitment to

equal opportunity for employment, defines hiring procedures, promotion and tenure, and details issues

of workload, reporting, and performance evaluation.

Functionally, to fill a position, the department creates an appropriately constituted adhoc search

committee of faculty, staff and, where appropriate, students. This committee develops the job

advertisement and recruitment plan and works with the assistant dean for finance and administration to

advertise in the appropriate places. The Office of Equity and Diversity reviews the constitution of the

search committee and the language and placement of each advertisement. Once the search committee

selects a panel of candidates for interview, the Office of Equity and Diversity reviews this panel and

certifies candidates for interview. This Office “monitors the university's policy on equal opportunity

and affirmative action in employment and education to ensure that educational and employment

opportunities are available to all eligible persons without regard to race, creed, color, sex, religion, age,

national origin, disabilities, veteran status or sexual orientation/gender identity.” The search committee

submits its recommendations to the department chair who negotiates with the selected candidate and

submits the Request to Hire form for review and approval by the appropriate authorities. The selected

candidate then receives the official offer from the Office of the President.

Faculty Retention, Promotion, and Tenure. The departments have primary responsibility for the

retention of their faculty, with support of the college standing committees and the university. Once

hired, faculty complete an initial university-wide orientation, annual planning and review process known

as the FAP/FAR/FAE (Faculty Activity Plan/Faculty Activity Report/Faculty Activity Evaluation), and

periodic “peer review of instruction.” The FAP, which is developed by the faculty member in

consultation with and guidance from the department chair, includes recommended instructional and

research development activities to enhance teaching and research effectiveness of the faculty. At least

annually, the faculty member meets with their chair to review their performance, and, as appropriate,

their progress towards promotion and tenure. To further facilitate communication and constructive

feedback, the college adopted in 2014 a third-year review policy for tenure-track faculty.

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Four standing committees contribute to faculty retention, promotion and tenure: Faculty Development

Committee, Faculty Awards Committee, Promotion and Tenure Committee, and Diversity and Social

Justice Committee.

The Faculty Development Committee is composed of one faculty member from each department and is

responsible for coordinating at least one faculty development activity each year for all faculty in the

college. The Faculty and Staff Awards Committee is composed of one faculty member from each

department and one staff member. The committee is responsible for soliciting nominations for the

annual faculty awards (Faculty Teaching Award, Faculty Research Award, and Faculty Service Award),

reviewing these nominations, and selecting award recipients. The committee is also responsible for

nominating college faculty for the university-wide awards.

The Promotion and Tenure Committee is composed of senior faculty representatives from the college

(supplemented by faculty from outside the college where necessary). The committee is responsible for

independently and confidentially reviewing all faculty applications for promotion and tenure, and for

forwarding its recommendation to the dean. The committee conducts its review relative to the

departmental promotion and tenure guidelines and departmental workload policies (see Resource File).

Specifically, a candidate for promotion and/or tenure compiles a comprehensive dossier of their

accomplishments. The dossier is reviewed, in order, by a departmental promotion and committee,

department chair, college promotion and tenure committee, dean, and the vice president for health

affairs, before being forwarded to the president and the TBR. This is a highly iterative process where

the candidate can review the comments and recommendations of each level of review (see Criterion 4.2

Faculty Policies and Procedures for details).

Further supporting the facutly recruitment and retention processes is the Diversity and Social Justice

Committee. Initially convened in 2012 as the Diversity and Social Justice Workgroup, this group,

composed of faculty, staff and students, took the lead in developing the college Strategic Diversity Plan

including outcome measures for faculty diversity (see Criterion 1.8). Effective fall 2014, the college

transitioned the Workgroup into a standing committee. Moving forward, the committee will follow the

college’s progress on the faculty diversity outcome measures and advise faculty recruitment activities

related to diversity issues. The committee will also recommend in-house lectures, seminars or other

activities that focus on diversity, cultural awareness, and social justice. This will further enhance a

college environment that celebrates diversity, thereby encouraging the retention of a diverse faculty

complement.

Academic Standards and Policies including Curriculum Development

Within the general guidance of university policies and procedures, academic standards and curricula are

the responsibility of the faculty with input and review by the appropriate college committees. Curricular

oversight is a faculty responsibility; it begins in each department and extends through working groups

and faculty committees at both the college and university level. The faculty in each department are

responsible for providing coherent and relevant courses of study that are consistent with established

program competencies. Curricular proposals (for new programs or for modifications to existing

programs) are initiated by the relevant program coordinator following discussion and approval by the

program faculty. The program coordinator submits the curricular proposal to the college Curriculum

Committee for review and approval. After review by the college Curriculum Committee, potential

revision (with faculty consent), and decision by the chair and the dean, the proposal is forwarded to the

appropriate university-level committee—either the Undergraduate Curriculum Committee or the

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Graduate Council. Proposals approved by either body are then submitted to the university’s Academic

Council which makes an appropriate recommendation to the president. Depending on the nature of the

proposal, it may also be reviewed by the TBR and/or the THEC.

For the professional public health degree programs, the MPH Operations Committee and DrPH

Operations Committee oversee academic standands and policies of each program and ensure

coordination among the departments involved in the delivery of each program. Each operations

committee meets on a regular basis and discusses program competencies and curricula, comprehensive

examination, culminating experiences, and other issues. Each committee also reviews its program’s

assessment findings and utilizes those findings for on-going planning and quality improvement. Further,

each operations committee communicates with and involves its program’s faculty in discussions and

decision-making as appropriate. Curricular proposals pertaining to the MPH or DrPH programs are

initiated by the MPH coordinator or DrPH coordinator following discussion and approval by the relevant

operations committee. The program coordinator submits the curricular proposal to the college

Curriculum Committee for review and approval. The subsequent steps following approval of the

Curriculum Committee are the same as described above.

Research and Service Expectations and Policies Every department in the college defines its faculty’s research and service expectations and policies in its

departmental workload policy (see Resource File) and tenure and promotion criteria. The departments

develop their research and service expectations within the general guidance of the university (as detailed

in the Faculty Handbook http://www.etsu.edu/senate/facultyhandbook/section2.aspx) and consistent

with the college’s research and service outcome measures (as defined in the strategic plan). The

college’s Research Development Committee contributes to this process by overseeing the development

and implementation of the strategic research plan.

Consistent with the department workload policy, each faculty member, and as a part of his/her annual

FAP/FAR/FAE planning and performance review process, works with their department chair to identify

an expected workload for the year. This includes a specific percent effort expectation for teaching,

research, and service and, where appropriate, administration. In addition, the FAP (Facutly Activity

Plan) defines specific research and service objectives that the faculty member is expecting to achieve

during the year. After agreement of the faculty and the chair, the dean reviews and approves the faculty

member’s FAP. At the end of the year, and as a part of developing his/her FAR (Faculty Activity

Report), the faculty member reports on his/her achievement of each of the research and service

objectives defined in his/her FAP. This process ensures clarity in research and service expectations and

transparency in performance review. Faculty members are required to include their FARs in their

application for tenure and promotion in order to facilitate review by the departmental and college tenure

and promotion committees.

1.5.c A copy of the school’s bylaws.

The bylaws document is on the college website www.etsu.edu/cph/documents/bylaws.pdf and in the

Resource File.

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1.5.d Identification of school faculty who hold membership on university committees.

The college is well-represented on university committees as seen in Tables 1.5.d.1 and 1.5.d.2 below.

Table 1.5.d.1 University Committees, Fall 2014

University Committee College of Public Health Faculty/Staff Representative

Principal University-Wide Governance Groups

Academic Council R. Wykoff (Member)

Deans’ Council R. Wykoff (Member)

Constituency Governance Groups

Council of Chairs R. Chakraborty (Member), A. Khoury (Member), C.

Kozinetz (Member), K. Maier (Member), D. Slawson

(Member)

Faculty Senate P. Brown (Chief Operating Officer), K. Baker (Member), L.

Wang (Member), J. Peterson (Member)

Staff Senate J. Hoyle1 (Chair of Visibility Committee, Communications

and Website)

Academic Health Science Center Committees

AHSC Deans’ Council R. Wykoff (Member)

Interprofessional Education and Research Committee K. Baker (Chair), M. Quinn (Member), R. Pack (Member)

Committees for Matters Pertaining to Academics

General Education Advisory Council R. Chakraborty (Member), E. Otukonyong (Member), R.

Pack (Member)

Graduate Council R. Pack (Member)

Honor’s Advisory Committee K. Maier (Member)

Instructional Development Advisory Committee L. Powers (Member)

Intellectual Property Advisory Committee B. Lampson (Member)

International Advisory Council M. Quinn (Member)

Interprofessional Education E. Otukonyong (Member), K. Silver (Member)

INtopFORM Faculty Fellow P. Brown (Member)

Teacher Education Advisory Committee R. Chakraborty (Member)

Undergraduate Curriculum Committee E. Otukonyong (Member)

University Libraries Advisory Council H. Mamudu (Member)

Committees for Matters Pertaining to Research

Appalachian Student Research Forum R. Chakraborty (Member)

High Performance Computer Cluster Advisory Committee S. Zheng (Member)

Institutional Review Board-ETSU Campus J. Hillhouse (Member), K. Baker (Member)

Research Development Advisory Committee A. Alamian (Member), E. Onyango (Member)

University Research Advisory Committee J. Hillhouse (Member)

Committees for Matters Pertaining to Students

Academic Advisement Council R. Chakraborty (Member)

Advisory Committee on Undergraduate Degree Completion

Systems and Advisement

C. Pritchett (Member)

Standing Committees

Academic Freedom & Faculty Ethics K. Silver (Member)

Bio-Safety and Chemical Safety P. Scheuerman (Member)

ETSU Army ROTC C. Patton1 (Member)

Bucky’s Food Pantry Advisory Committee C. Patton1 (Member)

Export Control Committee J. Peterson (Member)

Intercollegiate Athletics R. Pack (Member)

Non-Faculty Grievance Committee R. Carter1 (Member)

Pre-Health Living Learning Community Council K. Ervin (Member)

Radiation Safety P. Scheuerman (Member)

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University Committee College of Public Health Faculty/Staff Representative

Safety K. Maier (Member)

Service Learning/Community and Public Service M. Littleton (Member), R. Wykoff (Member)

University Wellness A. Rowe (Member)

Veterans’ Affairs C. Patton1 (Chair) 1College of Public Health Staff Representative

Since 2012, the university president has created and charged several ad hoc committees for university-

wide strategic planning purposes. College faculty and staff are well represented on those committees, as

shown in Table 1.5.d.2.

Table 1.5.d.2 University Ad Hoc Committees: 2012-14

University Ad Hoc Committee College of Public Health Representative

ETSU Committee for 125 – Strategic Planning for the

Next Quarter Century (2012 - 2013)

J. Hillhouse – Resources subcommittee (member)

R. Pack – Health subcommittee (member)

K. Baker – Health subcommittee (member)

ETSU Strategic Planning for Research (2014 - ) R. Pack (chair), J. Hillhouse (member)

ETSU Budgeting Process (2013 - ) R. Wykoff (member), A. Khoury (member)

ETSU Administrative Services Review - Duplication of

Effort Subgroup (2014 - )

S. Hoyle1 (member)

ETSU Administrative Services Review – Public Service

Subgroup (2014 - )

G. Kidwell1 (member)

ETSU Administrative Services Review – Facilities

Subgroup (2014 - )

M. Stoots (member)

ETSU Academic Portfolio Review Committee P. Scheuerman (member)

ETSU-Vendors and Contracts Review (2014 - ) C. Chesley (member) 1College of Public Health Staff Representative

1.5.e Description of student roles in governance, including any formal student organizations.

Students play an essential role in the governance of the college, both through their involvement in public

health student organizations and as voting members of college standing and adhoc committees.

Through these roles, the students have multiple venues to provide feedback about instructional

programs, research and service opportunities, and policy matters. In addition, all members of the

Leadership Council have an open door policy, encouraging students to communicate about their interests

and needs.

Public Health Student Organizations Several public health student organizations promote student involvement in governance and offer

opportunities for community service and for professional, social, and inter-personal development of

students. Each organization has elected student leaders representing the membership of the

organization. In addition to the discipline-specific organizations, two college-wide student

organizations represent all students in the college: the Student Council and the Public Health Student

Association (http://www.etsu.edu/cph/current/studentorg.aspx). The dean meets monthly with the

president of the Student Council and with the graduate and undergraduate presidents of the Public

Health Student Association.

Student Council. The Student Council is established as a standing committee in the college bylaws,

with membership representing the broad cross-section of students in the college and reflecting both the

diversity of academic disciplines and the multiple levels of instruction (graduate and undergraduate).

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The Student Council supports the mission of the college in education, research and service through

representing the needs and interests of the students for those issues that transcend discipline-specific

concerns; provides the avenue for formal communication among the students of the college; and submits

recommendations to the dean for action. Meetings of the Council, which may at the discretion of the

Council, include the dean and/or the Leadership Council, are held at least once a semester, or more

frquently as needed. As such, the Student Council exists to assure that students have an independent

legislative voice for interactions with the dean and/or the Leadership Council. The president of the

Student Council is a voting member at all college-wide faculty and staff meetings. (See Table 1.5.e.1

below for the current membership of the Student Council).

Public Health Student Association. The PHSA is the largest membership organization in the college,

representing students at all levels and from all departments. Its mission is to:

1) Promote awareness of career and academic issues related to the field of public health by

serving as a voice to the faculty and administration.

2) Support all public health students at ETSU academically, professionally, and socially.

3) Organize health-related volunteer activities within the community.

4) Collaborate with health organizations, agencies, and associations regarding public health

programming activities.

5) Encourage students to actively pursue educational and professional development.

6) Host regular social events for public health students to foster positive interactions among

students, faculty and staff.

PHSA provides multiple opportunities for student engagement in community service and outreach and

the development of students as public health professioals. Among the multiple service projects that the

PHSA has organized in recent years are the Susan G. Komen Race for the Cure, Relay for Life in

support of the American Cancer Society, the annual Well-a-Palooza health fair, the farmer’s market at

ETSU, World AIDS Week, Great American Smokeout and others. (See Criterion 3.2, Service, Table

3.2.e.3 for a listing and description of PHSA community service over the past three years.) PHSA

members have also organized several professional development programs, including the annual trip to

the state capital to meet state legislators and present information on current health legislation, and

participation in the annual meeting of the Tennessee Public Health Association. This is in addition to

cultural and social networking activities.

Table 1.5.e.1. lists the student leaders of the public health student organizations as of fall 2014,

including the Student Council and the PHSA, the discipline-specific organizations, and the

interprofessional organizations.

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Table 1.5.e.1 Public Health Student Organizations

Organization Current Leadership

ETSU Chapter of the American Society of

Microbiology

L. Spurling, President

College of Public Health Student Council K. Starrett (President, BS Health Sciences), B. Bolton (MPH

Health Services Administration), C. Green (PhD Environmental

Health Sciences), B. Kirkland (MPH Community Health), S.

Lane (BSPH Community Health), D. Owusu (DrPH

Epidemiology), A. Panev (BS Environmental Health), J. Sikora

(TEHA President), C. Sudhoff (BSPH Health Administration),

K. Turner (PHSA Graduate President), J. Weems (PHSA

Undergraduate President)

Public Health Student Association K. Turner (Graduate President), J. Weems (Undergraduate

President), P. Peters (Vice President), K. Kuang (Secretary), A.

Foster (Treasurer), S. Council (Service Chair), M. Tipton (Public

Relations)

Association of Interprofessional Health Science

Students1

R. Carico (President)

The Farmers Market at ETSU1 C. Florence (Team Member), K. Jongkind (Team Member)

ETSU Chapter of the Tennessee Environmental

Health Association

J. Sikora (President), P. Moody (Vice President), H. Heath

(Secretary/Treasurer) 1These organizations are interprofessional but were either established by COPH students (the Farmers Market) or include

COPH student leaders. Only those officers who are members of the COPH are shown.

In addition, ETSU has over 100 students organizations including governance organizations

(http://www.etsu.edu/students/sorc/organizations). Many public heath students are members and/or

leaders of these organizations. Additionally, public health students are serving as student

representatives on the Tennessee Higher Education Commission, the Tennessee Public Health

Association, and the ETSU Committee for 125.

Student Participation on Standing and Ad Hoc College Committees and Workgroups Consistent with the college bylaws, students are represented as voting members on several college

standing and ad hoc committees. Students also extensively participated on the planning workgroups

that informed the development of the 2014-2019 Strategic Plan. Table 1.5.e.2 names the students who

are serving on college committees as of fall 2014, as well as the students who served on the ad hoc

strategic planning workgroups in 2012 and 2013.

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Table 1.5.e.2 Student Participation on Standing and Ad Hoc College Committees and Workgroups

Committee Name Student Representative(s)

Standing and Ad hoc College Committees, Fall 2014

Assessment & Evaluation Committee T. Carpenter

Curriculum Committee K. Starrett

Diversity and Social Justice Committee B. Brooks, B. O’Connell, K. Kuang

DrPH Operations Committee C. Florence, D. Owusu

MPH Operations Committee T. Taylor, S. Warfield

Research Development Committee B. Brooks

Ad hoc Planning Workgroups (2012, 2013)1

Alumni and Students Workgroup B. Brooks (Chair), D. Blackley, K. Kuang , F. Longway, M. Oursler,

B. Ricker

Community Service and Applied Public

Health Workgroup

C. Scott, S. Tolan , N. Walker

Diversity and Social Justice Workgroup2 B. Brooks , C. Florence, B. O’Connell

Educational Excellence Workgroup R. Ward, C. Williams

Research Development Workgroup D. Blackley, S. McQueen

Student Recruitment and Retention

Workgroup

I. Ahmad, R. Dinsmore, A. Firth, C. Florence, A. Foster, A.

Goodhard, A. Jarvis, J. Middlebrooks, E. Miller, B. O’Connell, D.

Owusu, R. Patel, C. Phillips, M. Reece, S. Warfield, T. Washington,

C. Williams (The selection of the 2014-15 student group is

underway.) 1The college created and charged the ad hoc planning workgroups to inform the development of the 2014–19 Strategic Plan. 2The Diversity and Social Justice Workgroup, initially convened in 2012, was transitioned into a standing committee of the

college in 2014.

1.5.f Assessment of the extent to which this criterion is met and an analysis of the school’s

strengths, weaknesses and plans relating to this criterion.

This criterion is met.

Strengths:

The college has a comprehensive set of policies, procedures, and practices to assure a collaborative,

open, and participatory leadership structure. The Student Council is a standing committee of the college

representing the interests and needs of students. Students are also represented on key committees. The

dean and Leadership Council regulary seek input of students and follow-up on their recommendations.

Weaknesses:

None Noted.

Plan:

There is a plan in place to review the standing and ad hoc committees for potential additional student

involvement and to make invitation more flexible for nominated students when appropriate.

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1.6 FISCAL RESOURCES

The school shall have financial resources adequate to fulfill its stated mission and goals, and its

instructional, research and service objectives.

1.6.a Description of the budgetary and allocation processes including funding sources. Include

discussion about legislative appropriations, formula for funds distribution, tuition generation and

retention, gifts, grants and contracts, indirect cost recovery, taxes, and other policies that impact

fiscal resources.

The Fiscal Affairs Division of the THEC is responsible for coordination and execution of Tennessee’s

higher education fiscal policy. The division develops the funding formula for the distribution of state

funding among public institutions. The most current funding formula model is available at

http://www.tn.gov/thec/Divisions/Fiscal/fiscal_affairs.html. Appropriations for TBR institutions are

managed and controlled by the individual institution under the policy established by TBR, Policy

4:01:00:00. The policy serves as a control mechanism for TBR to oversee funding and as a mechanism

for institutions to participate in allocation decision making. The policy also serves as the basis for

internal decision-making regarding allocation among units at the university level. The TBR Policy on

Budget Control is available at: https://policies.tbr.edu/policies/budget-control.

ETSU currently provides state budgetary support to the college in excess of five million dollars per year

to support salaries, benefits, and operating costs. The university operates on a fiscal year basis starting

July 1 and ending June 30. In addition, the university allows colleges to participate in revenue

generating academic coursework opportunities outside the 9-month academic year. These options,

termed “entrepreneurial” mechanisms, include summer school, winter term, and off-campus “cohort

degree programs” made up of students who are otherwise not part of the student body. Returned

revenue for these mechanisms varies but does not exceed 50 percent of tuition. The college also relies

on extramural funding from grants and contracts, indirect cost recovery from extramural awards, and

gifts to support its mission. The university received federal ARA (American Recovery Act) funding in

fiscal years 2010 and 2011 which was distributed to the colleges to support capital purchases such as lab

and classroom equipment and graduate student assistantships.

The federally negotiated indirect cost recovery (IDC) rate to the university is 46%. IDC rates vary from

8% for educational research, 26% for off campus research to the full 46% for on-campus research.

Approximately one half of the total IDC generated by the college is returned to the college at the end of

the year. The returns are budgeted within the college at the discretion of the dean and the Leadership

Council. Consistent with the strategic plan, funds returned to the college are designated to support

research startup packages for new faculty, student research assistant stipends, the Research Academy,

specific investigator needs, research staff positions, travel to professional meetings, and other goals.

Gifts and endowments are facilitated and received through the ETSU Division of University

Advancement. The division has designated an assistant vice president to support the AHSC and works

with each college to develop funding plans and relationships with potential donors.

In fiscal year 2013-14, TBR approved a $40 credit hour student fee for coursework offered by colleges

in the AHSC. The college has designated revenue from the credit hour fee to support faculty and staff

salaries and benefits and lab costs in the Department of Health Sciences.

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1.6.b A budget statement, showing sources of all available funds and expenditures by major

categories, since the last accreditation visit or for the last five years, whichever is longer.

Table 1.6.b Sources of Funds and Expenditures by Major Category, FY 2010 to FY 2014

FY 2009-10 FY2010-11 FY 2011-12 FY 2012-13 FY 2013-14

University/State Funds 5,654,680 4,912,660 5,102,328 5,284,270 5,482,980

Grants/Contracts 1,393,809 2,010,664 2,007,682 1,965,828 1,422,411

Indirect Cost Recovery 40,180 38,860 48,680 104,420 99,620

Endowment Income 1,475 1,645 3,745 34,761 2,665

Annual Gifts 15,767 9,549 79,522 26,600 53,205

Investment Income (5,573) 7,462 6,553 11,737 5,480

Other (Entrepreneurial)1 108,420 411,570 520,320 322,050 285,090

Credit Hour Revenue2 -- -- -- -- 748,000

Total Funds3 7,208,758 7,392,410 7,768,830 7,749,666 8,099,451

Expenditures:

Faculty Salaries & Benefits 4,622,629 5,029,198 5,300,503 5,131,572 5,768,242

Staff Salaries & Benefits 890,296 1,145,620 1,086,826 1,163,263 1,111,008

Operations 548,222 529,662 627,036 590,409 445,154

Travel 133,111 163,887 169,011 191,856 155,144

Student Support 380,689 433,132 342,399 392,500 350,202

Capital Expenditures4 325,742 9,000 60,072 0 0

Total Expenditures 6,900,689 7,310,499 7,585,847 7,469,600 7,829,750 1Other (Entrepreneurial) funds include revenue from three sources: cohort revenue, summer school revenue, and online

revenue. Cohort revenue is derived from tuition of students enrolled in cohort (online) programs in the college.

Summer school revenue is derived from tuition of students enrolled in summer courses offered by the college. Online

revenue is derived from course fees that the university charges for online courses. The entrepreneurial dollar amounts

reported in the budget statement above reflect the proportion of revenue from those sources that the university returned

to the college in each of the past five years.

2In 2013, the TBR approved a student fee for coursework in the college. The fee of $40 per credit hour is distributed

between the college and the office of the vice president of health affairs. The college began collecting revenue from the

credit hour fee starting in fall semester 2013. This revenue has and will continue to be used to support faculty and staff

positions (salaries and benefits) and scientific lab costs in the Department of Health Sciences. Any funds remaining at

the end of the fiscal year will be carried over to the following year.

3Excess university/state funds remaining at the end of the fiscal year are used by the university pool to redistribute as

needed. However, excess college funds remaining at the end of the fiscal year which were generated from research

indirect cost recovery, endowments, gifts or investment income, are carried over to the following year.

4Capital Expenditures include building renovations, purchase of scientific lab equipment (in the Department of

Environmental Health and the Department of Health Sciences), and technology upgrades.

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1.6.c If the school is a collaborative one, the budget statement must make clear the financial

contributions of each sponsoring university to the overall school budget.

This criterion is not relevant.

1.6.d Measurable objectives for assessing the adequacy of fiscal resources and performance data

for the past three years.

The 2014-19 Strategic Plan includes the following measures for assessing fiscal resources.

Table 1.6.d Outcome Measures for Assessing Fiscal Resources, 2014-19 Strategic Plan

Outcome Measures Five-Year Target 2011-12 2012-13 2013-14

College expenditures per FTE (full-time

equivalent) student

$14,000 $16,563 $14,014 $16,210

Proportion of budget from sources other than

university/state funds

25% or more 34% 32% 32%

De-centralized budgeting process Anticipated

implementation by

2018-19

ETSU Ad hoc Budgeting Committee created

in 2013. Wykoff and Khoury are members.

Committee submitted initial

recommendations to the president in sp14.

Outcome Measures Target CY 2009-11

average

CY 2010-12

average

CY 2011-13

average

Number of individuals who donate to the

college

5% per year increase

based on 3-year averages

76 76 79

Amount of funds donated to the college 5% per year increase

based on 3-year averages

$53,163 $47,045 $67,008

1.6.e Assessment of the extent to which this criterion is met and an analysis of the school’s

strengths, weaknesses and plans relating to this criterion.

This criterion is met.

Strengths:

1) College expenditures per FTE student have consistently exceeded the $14,000 target.

2) Federal funding sources are increasingly supporting research yielding higher indirect cost

recovery.

3) The recent advent of the health sciences credit hour fee provides additional revenue for

faculty hires.

4) The college has offered attractive hiring packages for public health faculty over the past five

years, including competitive salary and research start-up.

Weaknesses:

Uncertainties with state budgets and enrollment fluctuations make it difficult to accurately project

budgetary resources year-to-year.

Plans:

1) Strategic plans focus on monitoring enrollment, aligning enrollment with workforce needs,

and maintaining a base level of state funding while growing extramural resources that

support salaries for faculty and staff.

2) The college’s plan to increase annual gifts is on target and has started bearing fruit.

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1.7 FACULTY AND OTHER RESOURCES

The school shall have personnel and other resources adequate to fulfill its stated mission and goals,

and its instructional, research and service objectives.

1.7.a A statement or chart defining the number (headcount) of primary faculty in each of the five

core areas employed by the school for each of the last three years. CEPH Data Template 1.7.1.

Table 1.7.a Number (Headcount) of Primary Faculty by Concentration Area

Concentrations 2012-13 2013-14 Fall 2014

Biostatistics1 4 4 4

Community & Behavioral Health 8 9 9

Environmental Health 4 4 5

Epidemiology 4 5* 6

Health Sciences 13 12 13

Health Services Management & Policy2 7 7 6

Total 40 41 43 1The Department of Biostatistics and Epidemiology is recruiting to fill a vacant faculty position in biostatistics. 2The Department of Health Services Management and Policy is recruiting for two primary faculty positions, including a

positon vacated in summer 2014 and a newly created position.

*Of the 5 primary faculty in Epidemiology in 2013-14, three (3) were continuing and two (2) joined in spring 2014.

1.7.b A table delineating the number of faculty, students and SFRs, organized by department or

specialty area, for each of the last three years . Data must be presented in a table format (CEPH

Data Template 1.7.2) and include at least: a) headcount of primary faculty (with primary

appointment in the school), b) FTE conversion of faculty based on % time appointment to the

school, c) headcount of other faculty, d) FTE conversion of other faculty based on % time

commitment, e) total headcount of primary faculty plus other faculty, f) total FTE of primary and

other faculty, g) headcount of students, H/FTE conversion of students based on definition of full-

time as nine or more credits, i) student FTE divided by primary faculty FTE and j) student FTE

divided by total faculty FTE. CEPH does not specify the manner in which FTE faculty must be

calculated, so the school should explain its method in a footnote. FTE data in this table must

match FTE data in Criteria 4.1.a (Template 4.1.1) and 4.1.b. (Template 4.1.2)

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Table 1.7.b Faculty, Students, and SFRs by Department or Specialty Area

HC

Primary

Faculty

FTE

Primary

Faculty1

HC

Other

Faculty

FTE

Other

Faculty2

HC

Total

Faculty

FTE

Total

Faculty

HC

Total

Students3

FTE

Total

Students4

SFR by

Primary

Faculty

FTE

SFR by

Total

Faculty

FTE

HC

Graduate

Students

FTE

Graduate

Students

Graduate

SFR by

Total

Graduate

Faculty

FTE5

Fall 2014

Biostatistics 4* 4.0 1 0.25 5 4.25* 4 4.0 1.0 0.9 4 4.0 1.2

Comm Hlth 9 9.0 9 1.5 18 10.5 88 77.2 8.6 7.4 42 35.4 5.8

Environ. Hlth 5 5.0 6 1.3 11 6.3 56 50.9 10.2 8.1 7 6.4 1.2

Epidemiology 6 6.0 2 0.2 8 6.2 55 45.1 7.5 7.3 55 45.1 7.4

Hlth Sciences 13 13.0 2 0.2 15 13.2 221*** 211.8 16.3 16.0*** Na Na Na

Hlth Mgmt 6** 6.0 9 1.1 15 7.1 174**** 162.0 27.0 22.8**** 19 13.7 2.3

2013-14

Biostatistics 4 4.0 1 0.25 5 4.25 5 5.0 1.25 1.2 5 5.0 1.5

Comm Hlth 9 9.0 5 1.3 14 10.3 92 83.2 9.2 8.1 36 29.5 4.8

Environ. Hlth 4 4.0 6 1.3 10 5.3 57 51.2 12.8 9.7 10 8.6 2.0

Epidemiology 5 5.0 3 0.3 8 5.3 34 25.3 5.1 4.8 34 25.3 4.9

Hlth Sciences 12 12.0 1 0.1 13 12.1 169*** 164.9 13.7 13.6*** Na Na Na

Hlth Mgmt 7 6.6 7 0.9 14 7.5 167**** 157.4 23.8 21.0**** 23 17.9 3.8

2012-13

Biostatistics 4 4.0 1 0.25 5 4.25 4 4.0 1.0 0.9 4 4.0 1.2

Comm Hlth 8 8.0 6 1.1 14 9.1 92 81.9 10.2 9.0 32 25.0 5.0

Environ. Hlth 4 4.0 4 0.7 8 4.7 56 50.3 12.6 10.7 10 9.3 2.3

Epidemiology 4 4.0 1 0.1 5 4.1 41 34.6 8.6 8.4 41 34.6 8.4

Hlth Sciences 13 13.0 1 0.1 14 13.1 212*** 204.7 15.7 15.6*** Na Na Na

Hlth Mgmt 7 6.6 7 0.9 14 7.5 163**** 154.7 23.4 20.6**** 30 24.8 4.3

*In addition to the four (4) primary faculty in Biostatistics, the college is searching to fill a vacant position in Biostatistics.

**The Department of Health Services Management and Policy is recruiting for two primary faculty positions, including a positon vacated in summer 2014 and a

newly created position.

***All students in the Department of Health Sciences are undergraduates. The department does not have its own graduate program. As such, the SFR in Health

Sciences is an Undergraduate SFR only.

**** The majority of students in Health Services Management and Policy are undergraduates. Out of the 174 total students in fall 2014, 155 students are in the

BSPH program, 19 students are in the MPH program.

1Full-time primary faculty are counted as 1.0 FTE.

2FTE Other Faculty is based on the number of courses that the faculty member teaches per year. Consistent with university guidelines, 1 undergraduate course =

10% FTE per year, and 1 graduate course = 12.5% FTE per year.

3HC Students include both graduate and undergraduate students for Community Health, Health Services Management and Policy, and Environmental Health.

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HC Students = graduate students only for Biostatistics and for Epidemiology, because those are graduate-programs only.

HC Students = undergraduate students only for Health Sciences, because this is an undergraduate program only.

4For graduate students, 1 FTE = 1 student taking 9 or more semester-credits per semester.

For undergraduate students, 1 FTE = 1 student taking 12 or more semester-credits per semester.

5”Graduate SFR by Total Graduate Faculty FTE” = FTE Graduate Students / Total Graduate Faculty FTE (faculty holding “graduate faculty” status)

Key:

HC = Head Count

Primary = Full-time faculty who support the teaching programs

FTE = Full-time-equivalent

Other = Adjunct, part-time and secondary faculty

Total = Primary + Other

SFR = Student/Faculty Ratio

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1.7.c Statement or chart defining the headcount and FTE of personnel (administration and staff)

Table 1.7.c Professional and Clerical Support Staff by Department/Classification, Fall 2014

Headcount

Administrative

Professional

Headcount

Research

Professional

Headcount

Clerical

Support

FTE

Total

Biostatistics/ Epidemiology -- -- 1 1

Community & Behavioral Health -- 1 1 2

Environmental Health 1 -- 2 3

Health Sciences 1 -- 2 3

Health Services Management & Policy -- -- 1 1

College Administration 7 1 2 10

Total 9 2 9 20

The college has increased the number of professional staff since 2009. In 2010, the college hired a

director for the Tennessee Institute of Public Health and three staff members (a director, a coordinator

and a data specialist) to support the Public Health Training Center. In 2011, the college created and

filled the position of research services manager. In 2012, the college upgraded a technical position to an

administrative position for the data services manager and filled that position. In 2013, the college hired

a director for the Diversity-Promoting Institutions Drug Abuse Research Program grant which was

funded for five years. In 2014, an assessment specialist position was filled.

In addition to the full-time positions, the college “shares” staff positions with other AHSC colleges.

The AHSC partially funds the following positions to support its member colleges: associate council in

the Office of Legal Affairs/University Council, media relations coordinator in the Office of University

Relations, information technology specialist in the Office of Information Technology, and multiple staff

positions in the Office of Research and Sponsored Programs and in the Office of University

Advancement. In addition, the university’s Office of Financial Services appoints a grant accountant to

oversee each funded contract and grant awarded to the college. The School of Graduate Studies also has

resources to assist with student recruitment, admission, and graduation requirements.

1.7.d Description of the space available to the school for various purposes (offices, classrooms,

common space for student use, etc.) by location.

Space for the college is primarily in Lamb Hall with additional research space in each of Hutcheson and

Yoakley Halls, and a large amount of space off-site at the ETSU Valleybrook campus. In all, the

college utilizes about 56,606 square feet of space, not counting storage or other non-personnel areas.

The college controls access to 21 classrooms and teaching labs in Lamb and Hutcheson Halls that

accommodate at least 738 students at any one time. In addition, the university has a system that allows

the scheduling of courses in almost any room across campus, as space is needed and available.

Classrooms in Lamb Hall range in size from 24 to 70 seats or work stations. All are multimedia rooms

equipped with instructor computer systems connected to the university information technology

infrastructure, integrated projectors and sound systems, projection cameras, and smart boards or the

equivalent. The university has a campus-wide wireless internet system accessible throughout the

building. Students have a dedicated lounge on the first floor of Lamb Hall. All offices have been wired

for computer connectivity or have wireless access. The university replaces faculty and staff computers

on a four or five-year cycle. There are six departmental meeting rooms that accommodate from 14 to 18

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people each; three of them have teleconferencing ability. The dean’s conference room was renovated in

2008 and hosts up to 25 people. This conference room has a large screen TV that is wired for internet

access and can be used for Skype interviews. When larger venues are needed for college-wide meetings

or special events, the college utilizes meeting rooms in the Culp Student Center or off-campus at the

nearby Millennium Convention Centre or other venues.

The ETSU campus at Valleybrook, Gray, TN, includes a building with about 70,000 square feet of

finished laboratory and office space and about 30,000 square feet of storage space. The building sits on

a site of about 140 acres. The college is one of the main occupants of Valleybrook and has been

allocated about 11,217 square feet of space inside the building and a significant tract of land to provide

space for existing and proposed applied/hands-on training programs.

Table 1.7.d. provides detailed space allocations and descriptions by department or other organizational

unit.

Table 1.7.d Description of Space (in square footage) by Purpose and Department

Purpose/Use Research1 Admin.

Support/

Admin

offices

Academic

Support/

faculty offices

Student

Support/

Teaching/

classrooms

Meeting

Rooms

Total

Department of Biostatistics

and Epidemiology

431 2,897 537 -2 3,865

Description: Biostatistics and Epidemiology faculty, staff and doctoral students are located

primarily in two suites on the ground and first floors of Lamb Hall. The chairperson’s office

is in the main suite on the first floor along with space for faculty, doctoral student carrel

space, the executive aide, and a small conference room. The ground floor suite is comprised

of additional faculty offices and graduate student computer and carrel space.

Department of Community

and Behavioral Health

-3 215 1,699 1,915 376 4,205

Description: Community and Behavioral Health faculty, staff and graduate students are

located in a suite on the third floor of Lamb Hall. The department’s conference room is on

the first floor of Lamb Hall. This conference room is shared with Biostatistics and

Epidemiology. COBH researchers have additional student and research offices in Yoakley

Hall, across the street from Lamb Hall. This space is described below.

Department of

Environmental Health

5,429 2,570 631 265 8,895

Description: Environmental Health faculty and graduate students are located on the ground

floor of Lamb Hall. Teaching classrooms and one research lab are in the same space. Across

the courtyard, the first floor of Hutcheson Hall houses the rest of the Environmental Health

labs, graduate students, the lab director, and the lab manager.

Department of Health

Sciences

9,764 748 1,851 2,158 235 14,756

Description: The Health Sciences department, including faculty offices and teaching and

research labs, is located on the second and third floors in Lamb Hall. The research and

teaching space is spread between both floors. Most faculty have offices in the main suite on

the second floor, as does the chair and executive aide.

Department of Health

Services Mgmt and Policy

262 1,749 1,443 272 3,726

Description: Health Services Management and Policy faculty, staff and students have two

suites on the lowest floor of Lamb Hall. Newly renovated in the past five years, the space

includes faculty and staff offices, a conference room, and graduate assistant space for

projects.

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Purpose/Use Research1 Admin.

Support/

Admin

offices

Academic

Support/

faculty offices

Student

Support/

Teaching/

classrooms

Meeting

Rooms

Total

Office of the Dean -3 2,271 1,465 1,983 500 6,219

Description: The Office of the Dean occupies eight offices on the first floor of Lamb Hall

and one large conference room. This space includes the office space for the dean, his staff,

and the director of the Tennessee Institute for Public Health. The Office of the Dean also

controls the space described below.

Yoakley Research Center 1,735 330 2,065

Description: The college manages the use of eleven student and professional research staff

offices on the third floor of Yoakley Hall, on the main campus across the street from Lamb

Hall. Funded research projects for the Department of Community and Behavioral Health and

the Office of the Dean occupy this space. Most offices include two spaces for graduate

assistants. Two research program directors have individual offices there. The space includes

a large shared conference room.

LIFEPATH-Public Health

Training Center

81 263 344

Description: The Center is housed on the ground floor in suite 51 of Lamb Hall. It is made

up of three offices, storage and one conference room. This space is managed by the Office of

the Dean.

Valleybrook Campus 7,848 689 2,680 (Shared) 11,217

Description: The college has a large teaching and research space off-campus at the

Valleybrook campus. This space includes classrooms, office space (for Community &

Behavioral Health, Biostatistics & Epidemiology, and the Office of the Dean). The

ESSENTIALS, hands-on coursework is conducted there in a large workspace that

accommodates hands-on learning. In addition to the space that the college has been allocated

inside the Valleybrook building, the college has access to a large tract of land outside of the

Valleybrook building that it uses for its practical training programs.

Common Space -- -- -- 809 505 1,314

Description: The student lounge and computer labs in Lamb Hall are both common space for

students. The computer lab has twenty workstations with the MS Office suite of professional

programs, SAS, SPSS and other software. The lounge has study carrels, tables with chairs, a

refrigerator, microwave and a couch with matching chairs. Recent editions of the Dean’s

Office subscriptions to AJPH and other journals are available there, as well as donated public

health books.

TOTAL 25,207 3,577 12,920 12,419 2,483 56,606 1 Includes research labs, graduate assistant offices, and research project space. 2 Biostatistics and Epidemiology shares a 375 sf conference room with Community and Behavioral Health. 3 Research labs for Community and Behavioral Health and for the Office of the Dean are in the Yoakley Research Center.

1.7.e A concise description of the laboratory space and description of the kind, quantity and

special features or special equipment.

Two departments in the college utilize lab space: Environmental Health and Health Sciences. The

Environmental Health Sciences Lab (EHSL) was established to conduct research in environmental

microbiology, environmental chemistry, and environmental toxicology. EHSL is utilized by faculty and

MSEH and PhD students and by undergraduate students working on special research projects. The lab is

also utilized for contract work for government agencies, nearby cities, companies, and homeowners.

EHSL occupies the bottom floor of Hutcheson Hall (over 4600 square feet), with specific labs

designated for microbiological analyses, wet chemistry/physical parameters, metals and inorganic

analyses, organic analyses, and faculty/student research, as well as walk-in cooler & walk-in incubator,

chemical and gas storage rooms, dishwashing and lab maintenance room, and offices. EHSL has the

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ability to perform numerous water, wastewater and sediment analyses following standard EPA and other

methodologies. Instruments for measuring physical properties include analytical balances, pH meters,

fluorometer, centrifuges, conductivity meters, and ovens. Instruments used for metal analysis include

Inductively Coupled Plasma – Mass Spectrometer, Fast Sequential Flame Atomic Absorption

Spectrophotometer, Furnace Atomic Absorption Spectrophotometer, cold vapor generator, and

microwave digestor. Instruments used for analyzing the concentration of inorganics in water and

wastewater include Ion Chromatograph and Spectrophotometers. For testing of aggregate organic

constituents, the lab uses Total Organic Carbon Analyzer and bench top dissolved oxygen meters.

Individual organic compounds in water and sediment samples are tested using Gas

Chromatography/Mass Spectrometry (GC/MS), GC for VOC's, and GC for SVOC's and other organics.

Microbiological examinations are conducted using Fluorescent microscopes and phase contrast

microscopes and dissecting scopes, Chromogenic/fluorogenic substrate test by Colilert, freeze dryer,

microplate reader, incubators and waterbaths (see http://www.etsu.edu/cph/eh/ehsl.aspx).

The Department of Health Sciences has 4,808 sq. feet of research space including 3,295 sq. feet of

research lab space for individual investigators, a media preparation/sterilization lab of 572 sq. feet, a

radiation room of 198 sq. feet, a tissue culture room of 284 sq. feet, and shared equipment rooms of 176

and 353 sq. feet. Excellent dish washing and media preparation services are available throughout. The

department’s shared equipment rooms contain compound and dissection microscopes with digital

camera, a plate reader, gel documentation system, fluorescent microscope, a sterile dissection hood, and

a chromatographic refrigerator. The tissue culture room is equipped with an inverted microscope, a

tissue culture hood, two CO2 incubators, refrigerated centrifuge, and a liquid nitrogen storage capacity.

The radiation room is equipped with a hood, a beta counter, water bath, and a cell filtering unit. Other

biomedical research equipment (beta and gamma counters, DNA and protein sequencing facilities) are

available in the Department of Biological Sciences and core facilities in the Quillen College of

Medicine. Individual faculty lab space support: R. Chakraborty’s research on bacterial iron transport

systems, B. Lampson’s research on soil bacteria, A. Forsman’s research on gravitational biology, E.

Onyango’s research on the influence of environmental factors on the gastrointestinal mucus lining, E.

Otukonyong’s research on the molecular mechanisms and signaling pathways in the etiology of obesity,

C. Pritchett’s research on the bacterial pathogenesis of Pseudomonas aeruginosa and Mycobacterium

species and bacterial signal transduction, and J. Peterson’s research on metabolic changes in the

presence of obesity & Type 2 Diabetes, clinical biomarkers and therapeutic targets.

1.7.f A concise statement concerning the amount, location and types of computer facilities and

resources for students, faculty, administration and staff.

Student Computing

Computer facilities in Lamb Hall include:

1) Computer labs – The college maintains three computer labs: an open lab for all students, a

lab for Biostatistics students, and a lab for doctoral students. The open lab houses 19

PC/Windows workstations, a high volume printer, instructor multimedia station, projection

equipment, and a smart board. Technology intensive courses (about 10 courses per year)

utilize this lab as a classroom. The computers in this lab were replaced in 2012 and are

slated for upgrades in 2015. The Biostatistics lab contains 10 computer stations, private

workrooms, and a high capacity printer. The doctoral student lab houses three private

offices and a collaborative workspace. In fall 2014, the college will open a new computer lab

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at its Valleybrook facility to accommodate 26 students at a time. In addition, students may

check our laptop computers out of the Office of the Dean for day use.

2) Classrooms – All classrooms in Lamb Hall are multimedia classrooms containing a

multimedia lecturing workstation and projection equipment. The software is remotely

updated routinely to ensure the best possible experience. An additional classroom is being

constructed at the Valleybrook campus.

3) Software - The university ensures that the computers within the labs and classrooms of Lamb

Hall contain relevant and up-to-date software including Microsoft Office, statistical packages

(SAS and SPSS), Adobe production products, and many other additional products.

4) Wireless Internet Access –is available to all students across the entire main campus.

Students also have access to a wide array of additional computing resources and three open computer

labs overseen by the Office of Information Technology (OIT). These computer labs provide ETSU

students access to a wealth of professional software which includes Microsoft Office Professional,

Adobe Acrobat, Adobe Bridge, Adobe Contribute, Adobe Dreamweaver, Adobe Fireworks, Adobe

Flash, Adobe Illustrator, Adobe InDesign, Adobe Photoshop, Apple iTunes, Microsoft Expression,

Microsoft Visual Studio, Minitab, SAS, SPSS, Symantec Antivirus, WS FTP.). A listing of the

computer labs, including their location and hours of operation, can be found at

http://www.etsu.edu/oit/facultystaffinfo/complabinfo.aspx.

Faculty, Administration, and Staff Computing The university provides computer hardware, software, and network support to all faculty, staff, and

administrators. Every employee of the college has access to a computer equipped with Microsoft

Office, internet, printing capabilities, virus protection, and security oversight. Software is regularly

updated, and files are backed up on a daily basis. Computer hardware is replaced on a five year cycle.

OIT also provides faculty and staff access to the Desire2Learn course management system, web servers,

Help Desk, Outlook Web Access, Dropbox, campus agreements with Microsoft and Adobe Systems,

web publishing, and wireless networking. OIT manages computers for all employees and provides

technical support. OIT’s Office of Academic Technology Support (ATS)

(http://www.etsu.edu/academicaffairs/elearning/ats) provides professional development, including

training, resources, and support to use technology. ATS provides workshops, one-on-one consulting,

and equipment rentals. All workshops are free to faculty and staff. The Office of eLearning

(http://www.etsu.edu/academicaffairs/elearning/) is another faculty resource overseeing online education

(see Criterion 2.14, Distance Education).

1.7.g A concise description of library/information resources, including library capacity to provide

digital content, access mechanisms, training opportunities and document-delivery services.

The ETSU libraries include the central Sherrod Library on the main campus, a branch library on the

ETSU-at-Kingsport campus, and the separately administered Quillen College of Medicine Learning

Resources Department (medical library) on the Veterans Administration campus. Sherrod Library is the

primary service point for public health students, with additional health sciences support provided on the

College of Medicine campus. Both libraries have discipline-specific information resources to support

the undergraduate, master, and doctoral programs in the college. The print and electronic collections and

finding resources of the two libraries complement both disciplinary and interdisciplinary teaching,

research, and service. Reference and instruction services are offered at both library locations and

electronically through meeting software, chat, telephone, and course-specific web pages. The Sherrod

library website is http://sherrod.etsu.edu, and all online resources are available to ETSU students, faculty

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and staff from any location. Sherrod Library provides a 24-hour study room, computer labs, media

practice rooms, network connections, and laptops for checkout to students. It contains seats for 1,500

readers located throughout the building. In 2013, library hours were expanded to 118.5 hours per week.

More information about the physical facility is available: http://sherrod.etsu.edu/lib/newbldg.html.

Each department in the college annually assigns a library coordinator who oversees, assists, and

implements book and electronic resource recommendations for library purchase. Library instruction for

research-based courses is offered to all programs of instruction and can be delivered in online course

sites, class sessions, and web pages (LibGuides). Materials can be requested through the library catalog

(http://libraries.etsu.edu) and delivered via courier to Sherrod Library. Students and faculty can also

request books to be pulled from Sherrod’s shelves for pickup at the circulation desk. In addition,

students can obtain a Tennessee Academic Library Card that permits them to go to any Tennessee state-

supported academic library and check out materials. This TALC system includes University of

Tennessee libraries and the TBR libraries. The university also has reciprocal borrowing agreements with

the private colleges in the region. A library courier runs statewide to deliver physical materials from

other libraries, both academic and public.

The SFX link resolver allows library users to search library databases to identify journal articles of

interest, click on the “Get it @ ETSU” link, and obtain materials. Get it @ ETSU provides links to full

text articles whenever possible, or links to ILLiad when full text online is not available. The Interlibrary

Loan department fills requests either by requesting the material from another library or by scanning print

copies of journals held in Sherrod. Items are delivered to patrons through email. Since journal materials

are loaned between libraries in PDF scanned files, there is no difference from the users’ perspective

between receiving an Interlibrary Loan from another library or a document delivery from the

university’s collection. Both often have 24-hour turn-around times. A variety of Interlibrary Loan and

related agreements allow users access to materials not held in the ETSU libraries.

Of the 165 databases available, the following support the college: CINAHL with Full Text, Cochrane

Database of Systematic Reviews (CDSR), Cochrane Controlled Trials Register, Database of Abstracts of

Reviews of Effectiveness, Environment Complete, Health and Wellness Resource Center, Health

Reference Center Academic (Part of Gale Power Search), LexisNexis, MD Consult, Nursing and Allied

Health Comprehensive, Nutrition Care Manual, PUBMED, PAIS (Public Affairs International Service),

PsychINFO, Science Direct, Sociological Abstracts, STAT!Ref, Web of Science/Web of Knowledge. In

addition, general databases (Wilson OmniFile Fulltext Mega Edition and Gale Power Search, for

example) provide access to a broad range of journal literature across disciplines. A full list of databases

is available: http://sherrod.etsu.edu/tools/db/dbalpha-all.html

Overall, ETSU has approximately half a million print volumes and provides access to 80,364 eBooks

and 34,567 eJournals. The library subscribes to 606 journal titles in the field of public health. A subject

search of the online catalog in public health and related subject headings yields a total of 1168 titles,

held in both print and electronic formats.

1.7.h A concise statement of any other resources not mentioned above, if applicable.

This criterion is not relevant.

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1.7.i Identification of measurable objectives through which the school assesses the adequacy of its

resources, along with data for each of the last three years. CEPH Outcome Measures Template.

The college 2014-19 Strategic Plan identifies “Resources” as one of six strategic focus areas and

articulates measurable objectives for strengthening faculty resources.

Table 1.7.i Outcome Measures for Assessing the Adequacy of Faculty and Other Resources

Outcome Measure Target 2012-13 2013-14 Fall 2014

Faculty survey to assess satisfaction with

work experience; implement improvements

Conduct survey in

2015-16

Deans met with Faculty Council in spring 2014 to plan

for the faculty survey.

Staff survey to assess satisfaction with work

experience; implement improvements

Conduct survey in

2015-16

Deans meet with Staff Council at their next meeting in

fall 2014 to discuss plans for the staff survey.

Total number of primary faculty positions1 50

by 2018-19

44 46 48

Graduate Student-Faculty Ratios (SFRs) Graduate SFRs less

than 10:1

BIOS: 1.2

COBH: 5.0

ENVH: 2.3

EPID: 8.4

HSMP: 4.3

BIOS: 1.5

COBH: 4.8

ENVH: 2.0

EPID: 4.9

HSMP: 3.8

BIOS: 1.2

COBH: 5.8

ENVH: 1.2

EPID: 7.4

HSMP: 2.3 Proportion of primary faculty who are

tenured

50% each year 51% 55% 52%

Promotion strategy for non-tenure track

faculty

Develop by 2015-16;

implement by 2016-

17

The college’s 2014-19 Strategic Plan calls for

developing a promotion strategy for non-tenure track

faculty (clinical instructors). In 2014, the university

issued a policy on this matter. The college’s Leadership

Council will consider the university’s policy in 2015

and will develop a college-level policy consistent with

the university’s policy. 1Total number of primary faculty positions includes filled and vacant positions.

1.7.j Assessment of the extent to which this criterion is met and an analysis of the school’s

strengths, weaknesses and plans relating to this criterion.

This criterion is met.

Strengths:

1) The college has strengthened its staff resources, adding the Research Services Manager

and Data Services Manager positions, as well as several grant-supported positions.

2) ARA (American Recovery Act) funds were used to support equipment purchases to

enhance the lab capacity in the departments of environmental health and health sciences.

3) The ETSU libraries provide rapid access to virtually all public health information

resources including digital content, access mechanisms, and document-delivery services.

4) Computing facilities for students and faculty are readily available and up-to-date both in

Lamb Hall and across campus. Computing support for students, faculty, and staff is

widely accessible and highly specialized.

5) All classrooms in Lamb Hall are multimedia rooms with comfortable furnishings.

Several classrooms are designed to support student team work.

6) Lamb Hall offers several meeting rooms with advanced conferencing capability. Two of

the meetings rooms were renovated in the past two years.

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7) The Valleybrook campus has significantly expanded the college resources by adding

classroom space, a student computing lab, a retreat facility with multiple meeting rooms,

and generous space for applied/hands-on student learning.

Weaknesses:

While the college is fully in compliance with this criterion, lab and faculty office space for the

Department of Health Sciences is nearing capacity.

Plans:

The Office of the Dean has started a comprehensive study of space allocation and utilization in Lamb

Hall. This will be a collaborative process involving the five departments and facilitated by the Office of

the Dean.

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1.8 DIVERSITY

The school shall demonstrate a commitment to diversity and shall evidence an ongoing practice of

cultural competence in learning, research and service practices.

The university and the college aspire to be institutions that celebrate diversity by welcoming all students,

faculty, administrators, and staff as respected and valued participants in their educational mission. Key

documents referenced in this section include: ETSU 2011-15 strategic diversity plan

www.etsu.edu/equity/strategicplan.aspx, the college’s 2008-13 Strategic Plan

http://www.etsu.edu/cph/about/strategicplan0813.aspx, the college’s 2014–19 Strategic Plan http://www.etsu.edu/cph/about/goalsobjective.aspx, the college’s Diversity Plan

http://www.etsu.edu/cph/about/diversity.aspx, and the Diversity and Social Justice Workgroup report

(see Resource File).

1.8.a A written plan and /or policies demonstrating systematic incorporation of diversity within

the school.

University Policies and Practices

The university has articulated its vision in the 2011-15 Strategic Diversity Plan:

http://www.etsu.edu/equity/strategicplan.aspx . As a part of its mission, ETSU “affirms that a diverse

population is necessary for the intellectual, social, economic, and professional development of our

campus and regional communities.” Further, the university: “recognizes that the pursuit of knowledge is

enriched by an environment in which people of diverse backgrounds learn together and from each other

... in a free and genuine exchange of views. We must prepare students to function successfully in a

diverse society. A university diverse in its people, curricula, scholarship, research, and creative

activities expands opportunities for intellectual inquiry and engagement, helps students develop critical

thinking skills, and prepares students for social and civic responsibilities. The university’s core values

state that “People come first, are treated with dignity and respect;” “Relationships are built on honesty,

integrity, and trust;” and “Diversity of people and thought is respected.”

The Office of Equity and Diversity oversees the university’s commitment to equity and diversity and

“monitors the University's policy on equal opportunity and affirmative action to ensure that educational

and employment opportunities are available to all eligible persons without regard to race, creed, color,

sex, religion, age, national origin, disabilities, veteran status or sexual orientation/gender identity”

(http://www.etsu.edu/equity ). The office oversees:

1) A range of relevant training programs: preventing sexual harassment, title VI, welcoming

diversity http://www.etsu.edu/equity/trainingprograms.aspx

2) The Office of Student Success, designed “to help underrepresented minority and socially-

economically disadvantaged students meet some important goals while at ETSU”

http://www.etsu.edu/equity/programs/default.aspx

3) Programs that seek to recruit, mentor, and retain a diverse student body (Discover ETSU,

diversity scholarships, student diversity educators, Quest for Success, BEST mentoring

program) (http://www.etsu.edu/equity/programs/default.aspx)

4) Faculty and staff hiring practices, including certifying candidates for interview and for hire.

The university supports a range of student organizations committed to representation and/or advocacy

for issues related to student diversity https://etsu.collegiatelink.net/organizations including, for example,

Black Affairs Association, Chinese Student and Scholars Association, the Feminist Majority Leadership

Alliance, H.E.R.O.E.S, Hispanic American Student Community Alliance, the Muslim Student

Association, Silent Bucs and many others. There are also a range of other religious, cultural and social

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organizations addressing student needs. A new Multicultural Center, now in the planning stage, will

provide educational programs and support services and will serve as a catalyst for dialogue around

diversity-related issues.

College Policies and Practices

The college is strongly committed to the university’s goal of preparing students to become productive,

enlightened citizens who actively serve their communities and the world. The college complies with

university philosophy and welcomes people of different races, ethnicities, religions, creeds, national

origins, genders, sexual orientation/gender identity, physical abilities, ages, veteran status, and social,

economic, and educational backgrounds. The college supports and encourages the promotion of

diversity in its curricula, programs, faculty research, scholarship and creative activities. Diversity has

been a core value of the college since its inception, stating “we embrace diversity and seek to attract and

retain diverse faculty, staff, and student bodies.” The college’s Diversity Plan is in the Resource File and

at: http://www.etsu.edu/cph/about/diversity.aspx.

1.8.a.i Description of the school’s under-represented populations, including a rationale

According to the university’s 2011–15 Strategic Diversity Plan: “When applied within the context of

education, diversity represents the inclusion and support of groups of people…beyond the legally

protected classes of race, sex, age, religion, national origin, disability status, veteran status - to include,

but not be limited to, socio-economic status, sexual orientation/gender identity, first generation college

status, urban or rural upbringing and other characteristics that shape an individual’s identity and life

experience.” The plan identifies Hispanic and Black students as target groups to monitor progress.

The college’s 2014–19 Diversity Plan has specific objectives related to recruiting minority students and

minority and female faculty. Additionally, because of the university’s mission, the college’s plan

includes objectives related to recruiting students from Appalachia. The mission of ETSU is the outcome

of its history and geographic location. In 1911, the university was created in a rural and geographically

isolated part of east Tennessee to meet the educational needs of an impoverished and historically

underserved population of central Appalachia. Since then, this region and the central portion of

Appalachia represent the major service area for the university. The college is, at the time of this writing,

the only CEPH-accredited school of public health in Tennessee and the only one in central Appalachia.

Appalachian students are historically economically disadvantaged, have lower rates of educational

achievement, and have worse health outcomes than most other Americans. Forty-two percent of people

living in Appalachia reside in rural areas (as compared to 20% nationally) and between 2007 and 2011,

16.1% lived in poverty. Over half of the counties in central Appalachia are economically “distressed” or

“at-risk”. Approximately one third of the graduate students in the college are the first in their family to

graduate from college. Further, Appalachian residents are included among the populations facing health

disparities as identified by the National Center on Minority Health and Health Disparities.

The demographic breakdown of the 492,477 people living in the eight counties of northeast Tennessee

(where the majority of ETSU’s undergraduate students come from) is 95.4% non-Hispanic white, 1.9%

non-Hispanic black, and 2.8% Hispanic. Of this group, 18.9% of individuals are reported to be living in

poverty (2005 – 2009 data: http://hit.state.tn.us/CountyChronicProfile/Northeast.pdf). Central

Appalachia in general, and east Tennessee, in particular, is a region of significant health needs.

According to the 2008 Gallup HealthWays Survey, the four worst Congressional districts in the country

for “physical health” were located in central Appalachia, including Tennessee’s First Congressional

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District (that houses ETSU). For these reasons, the college includes goals and objectives for recruiting

and retaining students from Appalachian states, as well as recruiting and retaining minority students.

1.8.a.ii A list of goals for achieving diversity and cultural competence within the school, and a

description of how diversity-related goals are consistent with the university’s mission, strategic

plan and other initiatives on diversity, as applicable.

The 2008-13 Strategic Plan detailed goals and measurable objectives related to faculty and student

diversity, and these have been monitored annually for the past five years, included in the dean’s annual

State of the College address, and reported regularly to the college constituents. The final update to the

2008-13 plan is online at: http://www.etsu.edu/cph/about/strategicplan0813.pdf. On April 18, 2014, the

dean sent a Dean’s Note to all college faculty, staff, students, alumni, retirees and supporters, discussing

the final report and linking to it http://www.etsu.edu/cph/deansNotes.aspx. Table 1.8.a.ii presents a

summary of the 2008-13 diversity objectives and data.

Table 1.8.a.ii Diversity Goals and Objectives, 2008-13 Strategic Plan

Objective 5-Year (2013)

Target

Baseline Actual Fall 2013

Goal E.4.0 Recruit and retain a qualified and diverse faculty.

E.4.3 Increase proportion of core faculty who are members

of minority groups to 25%.

25% 22% 25% -Target Met

E. 4.4 Increase proportion of core faculty who are women to

40%.

40% 27% 32.5% - Progress/Not

Met

Goal E.5.0 Recruit and admit a qualified and diverse student body that reflects the population served and the

mission of the college.

E.5.1 Maintain 50% or more of incoming graduate students

who are residents of bordering states in Appalachia.

50% 53% 74% -Target Met

E.5.2 Maintain 10% or more of incoming students (graduate

and undergraduate) who are members of minority groups.

10% 15% 15% Target Met

In 2012, the college established the Diversity and Social Justice Workgroup to inform the development

of the 2014-19 Diversity Plan. In support of the goal to “Foster a culture and environment that celebrate

diversity and encourage cultural awareness and social justice,” the Diversity Plan outlines four specific

objectives and related outcome measures. (See Table 1.8.e below for 2014-19 diversity outcomes and

data for the past three years.)

In addition, the college has taken the following steps:

1) Created the Recruitment and Retention Committee and charged it with developing a plan to

enhance overall and targeted student recruitment and retention;

2) Participated in university-wide events to recruit minority and rural students; and

3) Revised the mission statement in 2013 to specifically state that the college is committed to:

“Create an environment that is personally and professionally rewarding for faculty, staff, and

students,” and “To use our expertise to improve the health status of all people including those in

underserved communities through education, evidence-based advocacy, collaborative research,

and partnerships.”

The college diversity goals and the action steps to achieve them are consistent with the university’s

Diversity Strategic Plan (http://www.etsu.edu/equity/strategicplan.aspx), specifically with:

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1) Goal 1.1: Increase the number of underrepresented undergraduate students at ETSU

2) Goal 1.2: Increase participation of traditionally underrepresented students in graduate programs

particularly in doctoral programs

3) Goal 2.1: Increase the retention rate of traditionally underrepresented students

4) Goal 2.2: Increase the graduation rate of traditionally underrepresented students

5) Goal 3.1: Recruit and retain diverse faculty

6) Goal 4.4: Require departments to include a uniform diversity statement on all syllabi to let

students know that ETSU has policies against discrimination

1.8.a.iii Policies that support a climate free of harassment and discrimination and that value the

contributions of all forms of diversity; the school should also document its commitment to

maintaining/using these policies.

ETSU’s Office of Equity and Diversity monitors and assures that all ETSU members are protected by

EEOC, Title VI and IX laws, the Americans with Disabilities Act, and the university’s Affirmative

Action Plan. To quote Policy PPP-04, Equal Employment Opportunity, Affirmative Action and

Discrimination,

“ETSU will not discriminate against any employee or applicant for employment because of race,

color, religion, ethnic or national origin, sex, disability, age, veteran status, or sexual

orientation/gender identity. Similarly, the University shall not, on the basis of a protected status,

subject any student to discrimination under any educational program. No student shall be

discriminatorily excluded from participation in nor denied the benefits of any educational

program on the basis of a protected status. ETSU specifically finds that diversity of students,

faculty, administrators and staff is a crucial element of the educational process and reaffirms its

commitment to enhancing education through affirmative action to increase diversity at all

levels.”

This policy may be found in the Resource File and at:

http://www.etsu.edu/humanres/documents/PPPs/PPP-04-EEO-AAD.pdf.

Title VI of the Civil Rights Act prohibits discrimination on the basis of race, color, and national origin in

programs and activities receiving federal financial assistance (42 U.S.C. § 2000d). It is the intent of the

Tennessee Board of Regents (TBR) that the institutions under its jurisdiction shall fully comply with

Title VI and Regulations issued pursuant thereto. The university has specific policies to support

employees or students who wish to file grievances related to discrimination issues. Racial, sexual, and

other harassment, as well as hate crimes and other bias-related incidents are reported to the special

assistant to the president for equity and diversity. The process for filing an internal complaint

concerning potential violations of the Civil Rights Act is found here:

http://www.etsu.edu/humanres/documents/PPPs/ppp-30.pdf.

The college operates under the oversight of the TBR and the university, and as such, TBR and university

policies supersede those of the college. All recruiting and hiring procedures are overseen by the Office

of Equity and Diversity. Procedures for each are described below.

ETSU maintains three online training programs intended to promote a respectful work environment:

means of recognizing and avoiding sexual harassment, employment discrimination, and associated legal

issues. The programs outline the current laws on sexual harassment and employment discrimination and

ETSU's policies and procedures for reporting incidents. These training modules help ETSU to meet its

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legal requirements (Titles VII & IX of the Civil Rights Act of 1972; Tennessee Code Annotated 49-7-

122, 1993; Title VI; TBR Policy P-080) that all employees receive periodic training. The website for

the training and a letter from the President outlining the policy are found at:

http://www.etsu.edu/humanres/td/training/required.aspx.

It is the policy of the university that neither its students nor its employees are discriminated against on

the basis of that individual's sexual orientation. This policy helps ensure that equitable and consistent

standards of conduct and performance are applied and only relevant factors are considered. The policy

(PPP-62) can be found at this link: http://www.etsu.edu/humanres/relations/PPP62.aspx.

Finally, the university provides faculty and staff the opportunity to complete SafeZone training, a

program through the Tennessee Equality Project for celebrating diversity with the intention of protecting

civil rights for the LGBTQ community. This program allows employees of the university who have

gone through a short orientation to identify their offices/work spaces by means of a symbol placed on

their door or other convenient location as safe zones for members of the LGBTQ community. College

faculty and staff who have recently completed this training include: R. Carter, C. Casto, A. Hagaman,

M. Quinn, and J. Stork.

1.8.a.iv Policies that support a climate for working and learning in a diverse setting.

In February 2011, ETSU adopted a strategic diversity plan to address TBR policy 1-9-00-00 Diversity.

The intent of the TBR policy is to ensure that:

“… all of the institutions within the TBR System will model and promote diversity at all levels

and in all sectors and as a result of that diversity will foster environments of equality and

inclusive excellence.”

The university’s Strategic Diversity Plan (http://www.etsu.edu/equity/strategicplan.aspx) includes goals,

objectives, and action plans related to diversity as it pertains to 1) student access to education, including

health professions education, 2) student success in completing college and advanced degrees, 3)

recruitment and retention of diverse faculty, staff, and students, and 4) the campus environment and

climate.

Three university-level committees routinely address diversity-related matters: the ETSU Commission

for Women Standing Committee, the Disability Issues Standing Committee, and the International

Advisory Council. The charge and makeup of each committee can be found at:

http://www.etsu.edu/universitygovernance/committees.

The university also provides mandatory training to ensure that all employees are aware of and comply

with policies and procedures concerning diversity in the workplace and classroom experience

(http://www.etsu.edu/equity/trainingprograms.aspx). Each employee participates in diversity training

when hired and thereafter, as necessary.

In addition to the university’s Office of Equity and Diversity (http://www.etsu.edu/equity/), multiple

offices, organizations, and events on campus are devoted to enhancing the diverse learning environment

on campus. Below, several are offered, with their associated websites:

International Programs and Services (http://www.etsu.edu/honors/international/). This office

provides a range of support services for current and prospective international students. One example of

such services is the ETSU International Friendship Families Program. The office also facilitates study

abroad and exchange programs, as well as ETSU faculty international opportunities.

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Disability Services (http://www.etsu.edu/students/disable/). The mission of Disability Services is to

provide services and promote an accessible environment that allows people with disabilities an equal

opportunity for participation in educational and other campus activities.

Women’s Resource Center (http://www.etsu.edu/wrcetsu/). The mission of the center is to enhance the

university climate regarding opportunities for women through educational and cultural events, services,

and policies and procedures.

Office of Multi-Cultural Affairs (http://www.etsu.edu/students/multcult/). The Office of Multicultural

Affairs is responsible for creating and fostering a campus-wide climate of respect while promoting a

culturally diverse and nondiscriminatory campus community. The office offers year round programs to

expose students, faculty, and staff to other cultures and ethnicities.

Women’s Studies Program (http://www.etsu.edu/cas/comm/wsp/). The program offers a feminist

approach to subject matter, method of inquiry, teaching and learning. It offers an undergraduate major,

minor and has a dedicated faculty and staff.

African and African American Studies (http://www.etsu.edu/afam/). A multi-disciplinary faculty

offers the African and African-American Studies minor from the College of Arts and Sciences. In

addition to the minor, they also organize public lectures, cultural activities and publish a quarterly

newsletter.

The college is deeply committed to diversity and the value that diversity brings to the work

environment. In 2013, the college revised its mission to specifically state that the college exists, in part,

to “create an environment that is personally and professionally rewarding for faculty, staff, and

students.” The college affirms the TBR statement that “diversity will foster environments of equality

and inclusive excellence.” It is a critical feature of the 2008-13 and the 2014-19 Strategic Plans to

include specific, measurable objectives for increasing the diversity of faculty and students. Outcomes

from those efforts are summarized below, in section 1.8e.

Finally, all course syllabi include a uniform diversity statement to communicate to students about

policies against discrimination. The statement is as follows:

“East Tennessee State University is an AA/EEO employer and does not discriminate on the basis

of race, color, national origin, sex, disability, or age in its programs and activities. The

following person has been designated to handle inquiries regarding the non-discrimination

policies: Special Assistant to the President for Equity and Diversity and Title IX Coordinator

and may be contacted at: 206 Burgin E. Dossett Hall, Johnson City, TN 37614, 423-439-4211,

equity@etsu.edu or via this webpage: http://www.etsu.edu/equity/compliance.aspx. Additionally,

the Title IX Coordinator is designated to monitor and oversee Title IX complaints.”

1.8.a.v Policies and plans to develop, review and maintain curricula and other opportunities

including service learning that address and build competency in diversity and culture.

The university has a strong commitment to service-learning and community service and was recognized

on the President’s Higher Education Community Service Honor Roll in 2013. The mission of the Office

of Service-Learning is “To make service an integral part of students’ education by providing hands-on

learning opportunities, expanding students’ knowledge of social issues, fostering a sense of civic

responsibility and social justice, and creating an expectation of service as an intentional part of the

collegiate experience” http://www.etsu.edu/coe/chs/servicelearning/. The university maintains a

Service-Learning/Community Service Standing Committee. The dean serves on this committee.

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The college also has a strong commitment to building competency in diversity and cultural

considerations. This is reflected in the college mission, “To use our expertise to improve the health

status of all people including those in underserved communities through education, evidence-based

advocacy, collaborative research, and partnerships.” Additionally, this issue is addressed in four of the

college core values: altruism, community service, dignity, and diversity (Criterion 1.1.b). This

commitment is manifested in the college strategic plans, curricula, and research projects, as described in

each of the sections below.

Commitment to Building Competency in Diversity and Culture as Evidenced in the College Strategic

Plans

The 2008-13 Strategic Plan included specific goals and objectives related to building competence in

diversity and culture. Table 1.8.a.v.1 presents the relevant 2008-13 goals and objectives, as well as

targets and data at the start and end of that planning cycle. The full 2008-13 Strategic Plan Final Report

can be found at http://www.etsu.edu/cph/about/sp0813final.pdf.

Table 1.8.a.v.1 Goals and Objectives Related to Building Competency in Diversity and Culture, 2008-2013

Strategic Plan

Objective 5-Year (2013)

Target

Baseline Year

(2007-08)

Final Year

(2012-13)

SERVICE Goal S.1.0 Expand the capacity of the college for assessing the needs and improving the health

status of the community.

Objective S.1.1 Establish collaborative service-

learning opportunities mutually beneficial for

community residents and students.

10 or more

service-learning

opportunities

annually

123 175 –

Target Met

SERVICE Goal S.2.0 Provide service and health advocacy activities to the community.

Objective S.2.4 The Public Health Student

Association conducts two or more extracurricular

community service projects annually.

2 or more

community

service projects

each year

6 service projects 4 service projects --

Target Met

RESEARCH Goal R.2.0 Conduct collaborative and community-based research activities.

Objective R.2.2 Increase the proportion of funded

of public health research projects that are

community-based.

50% 32% 67% --

Target Met

The 2014-19 Strategic Plan and 2014-19 Diversity Plan (see the Resource File and

http://www.etsu.edu/cph/about/diversity.aspx) further commit to service-learning and to building

competency in diversity and culture and include related goals, objectives, and outcome measures, as

shown in Table 1.8.a.v.2. Just as the Diversity and Social Justice Workgroup recommended the

diversity goals and objectives, the Community Service and Applied Public Health Workgroup

recommended goals and objectives in the areas of service-learning and community service. (See the

Resource File for the final reports of the workgroups. Also see Criterion 1.1.e for a description of the

role of the workgroups in the strategic planning process).

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Table 1.8.a.v.2 Goals and Objectives Related to Building Competency in Diversity and Culture, 2014-2019

Strategic Plan

Outcome Measure/Indicator 5-year (2019) target

SERVICE Goal S.1 Expand applied/hands-on learning opportunities that enhance the practical skills of

students and community benefit.

Objective S.1.1 Increase community-based learning courses and other applied learning opportunities.

S.1.1.a Number of public health degree programs that include at least one

required community-based learning course (in addition to field experience).

All public health degree

programs

S.1.1.b Number of Academic Health Departments (AHDs). Develop at least one AHD in

addition to the current 2 AHDs

S.1.1.c Number of non-academic (non-credit bearing) applied/hands-on learning

opportunities.

One or more per year

SERVICE Goal S.2 Contribute faculty and student expertise to strengthen our communities and professions.

Objective S.2.1 Contribute faculty expertise to strengthen our communities and professions.

S.2.1.a Proportion of faculty who participate in one or more community service

and/or health advocacy activity consistent with their professional position.

80%

Objective S.2.2 Encourage student engagement in community service and advocacy activities.

S.2.2.a Student-led community health service and advocacy activities. 6 activities per year

RESEARCH Goal R.1 Actively engage faculty and students in the conduct and dissemination of collaborative

research that is focused on important health challenges globally, nationally and in the Appalachian

communities.

Objective R.1.2 Maintain a substantive inter-professional and community-based research effort using

community-based research methodology where possible in investigations.

R.1.2.b Proportion of externally funded public health grants that are community-

based.

Substantial

DIVERSITY Goal D.1 Foster a culture and environment that celebrate diversity and encourage cultural

awareness and social justice.

Objective D.1.3 Promote curricula that build competence in cultural awareness and social justice both in the

classroom and in the community.

D.1.3.a Degree programs with one or more competencies addressing diversity,

cultural, or social justice issues.

Every degree program by 2015

D.1.3.b Percent employers who rank “Effectiveness of college programs in

preparing graduates to meet community needs” as “high” or “highest”.

90%

D.1.3.c Percent employers who rank college graduates as “high” or “highest” in

“Ethics and Social Responsibility.

90%

D.1.3.d Percent alumni who report competence to “interact and communicate with

diverse individuals & communities.”

Average score of 3.5 (1 – 4

scale)

D.1.3.e Percent students who report “Program helped me embrace diversity and

treat all people with dignity and respect.”

90%

Objective D.1.4 Ensure that faculty, staff, and student development incorporates issues of diversity, social

justice and ethics.

D.1.4.a Number of in-house seminars that focus on diversity, cultural awareness

and social justice.

At least one event per year

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The college monitors its strategic plan at least annually to ensure that all targets are achieved, or that

progress is being made towards achieving them. For each measure listed in Table 1.8.a.v.2, see Table

1.8.e, below, for data for each of the past three years.

Commitment to Building Competency in Diversity and Culture as Evidenced in the Curricula

The college curricula are competency- and practice-based and expose students to diversity and culture

through coursework and other learning opportunities.

Diversity-Related Competencies. The competency sets of the degree programs emphasize diversity

and cultural awareness. Table 1.8.a.v.3 lists the diversity-related competencies by degree program.

Those competencies are mapped to the respective degree curricula, as shown in the degree competency

matrices in Criterion 2.6.

Table 1.8.a.v.3 Diversity-Related Competencies by Degree Program

Degree Diversity-Related Competencies Course(s) Addressing Competencies

BSPH -Recognize the roles of history, power, privilege and structural

inequality in producing health disparities.

-Differentiate between the availability, acceptability, and

accessibility of health care across diverse populations.

-Recognize social justice and human rights principles when

addressing community needs.

-Promote high standards of personal and organizational integrity,

compassion and respect for all people.

Embrace a definition of public health that captures the

characteristics of the field and how these contribute to

professional practice.

-Recognize how gender, race, poverty, history, migration and

culture are important in the design of interventions within public

health systems.

HSMP 3200 Health Svcs Admin

COBH 4030 Community Health

COBH 4607 Gerontology & Health

COBH 3330 Cultural Competence

BSHS -Recognize and discuss current public health issues and needs,

and how cultural, behavioral, economic and societal factors

impact the health status of a population.

EPID 3080 Prin of Epidemiology

COBH 1020 Intro Pub Health

BSEH -Identify the sociological, economic, political, legal, and ethical

complexity of current environmental issues.

ENVH 3010 Human Ecology

ENVH 3100 Wastewater

ENVH 4000 PH Law

ENVH 4357 Toxicology

ENVH 4080 Env Health Practice

MPH -Demonstrate cultural sensitivity, initiative and leadership skills

for building teams.

-Demonstrate ethical choices, values and professional practices

implicit in public health decisions.

ENVH 5100 Env Hlth I

COBH 5200 Soc & Beh Hlth

EPID 5400 Epidemiology I

HSMP 5500 Hlth Serv Admin

HSMP 5020 Phil of Pub Hlth

MSEH -Apply current environmental risk assessment methods and

communicate the results to various audiences.

-Describe federal and state regulatory programs, guidelines and

authorities that control environmental health issues.

-Understand the role of environmental hazards and exposures in

public health protection.

-Identify common chemical, biological, and physical hazards.

This entails recognizing the potential (for a given scenario) of a

hazard to cause harm to human health or the environment and

defining the hazard characteristics.

ENVH 5100 Env Hlth I

ENVH 5357 Toxicology

ENVH 5640 Risk Assessment

ENVH 5860 Env Admin

ENVH 5200 Env Chemistry

ENVH 5250 Env Microbiol

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Degree

Diversity-Related Competencies

Course(s) Addressing Competencies

DrPH -Demonstrate ability to influence health policy and program

decision-making by scientific evidence, stakeholder input, public

opinion data, and social justice.

-Integrate appropriate cultural and health literacy concepts into

communication and marketing initiatives.

-Demonstrate ability to develop collaborative partnerships with

community stakeholders, policy makers, and relevant groups.

-Assess sociocultural, environmental, and behavioral influences

on the health of diverse populations.

-Demonstrate ability to engage communities in the

implementation of evidence-based, culturally appropriate

policies, programs, and services.

ENVH 5870 Public Health Law

ENVH 5640 Env Risk Assessment

COBH 6110 Soc/Bhv Det

HSMP 6130 Lead/Policy/Ethics

COBH 6150 Eval Rsch

COBH 6160 Systems App

PhD in

Environmental

Health Sciences

-Define: how environmental exposures affect human health; how

individuals differ in their susceptibility to these exposures; and

how these susceptibilities change over the life span.

Graduates will be able to accomplish at least one of the

following:

-Investigate environmental conditions that may affect a

community’s health status, and provide technical assistance and

leadership to address the concerns of communities.

-Develop and implement effective strategies and programs for

the maintenance of health and the prevention and management of

disease and injury.

-Develop effective environmental health policies.

-Collaborate and work with communities for the promotion of

health and the prevention and control of disease.

ENVH 5100 Env Hlth I

ENVH 6920 Doctoral Seminar

ENVH 6960 Dissertation Research

Diversity-Related Courses. The college offers several courses that are either devoted to, or address, diversity,

social justice, and cultural competence. Tables 1.8.a.v.4 and 1.8.a.v.5 offer several of those courses, at the

bachelor’s and graduate levels, respectively, including brief course descriptions, and whether the course is

required or elective.

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Table 1.8.a.v.4 Bachelor’s Courses Devoted to, or Addressing, Diversity, Social Justice, and Cultural

Competence

Course Rubric,

Number, Title, and

Credit Hours

Course Description Required or Elective

Course?

COBH 2000

ESSENTIALS

(3 credits)

Teaches the essential skills and strategies necessary to improve

and advance low-resource settings. Provides an overview of

selected international health needs and current improvement

strategies. Topics range from micro-economics, malaria

control, and global resources to construction of water filters,

cook stoves/food preservation, sanitary toilets, and basic

shelters.

Core course required of

all BSPH students

effective 2015.

Elective course for

BSPH students till

2014.

HSMP 2100 Health

Systems

(3 credits)

Studies health systems in the United States and other countries,

with emphasis on such management issues as the ability to

deliver health-related services, their cost and their operations

within a legal framework. Included in the topics are

discussions of such major developments as prepaid group

practice, managed care, national health insurance, planning for

health care and an overview of the issues associated with these

developments.

Core course required of

all BSPH students

effective 2015.

Required course of

BSPH Health

Administration

Concentration students

until 2014.

HSMP 3210 - Legal

and Ethical Issues in

Healthcare

(3 credits)

Investigates legal and regulatory standards and ethical

dilemmas confronting health care organizations and

professionals.

Required course of

BSPH Health

Administration

Concentration students

effective 2015.

COBH 3330

Cultural

Competence and

Spirituality in

Health Care

(3 credits)

Recognizes that the effectiveness of health care services

increases when the cultural and spiritual traditions of the

patient are addressed. Offers an orientation to the practices and

concerns of diverse cultural and religious groups.

Core course required of

all BSPH students until

2014. Required of

BSPH Community

Health Concentration

students effective 2015.

COBH 4707

International Health

(3 credits)

Designed to provide a fuller understanding of the patterns of

medical care delivery and public health practices and the

factors that inhibit or enable their applications among

community groups and organizations around the world.

Elective course for

BSPH and other

bachelor’s students.

COBH 4957 Social

Justice

(3 credits)

Inter-professional course offered jointly by the College of

Public Health and the Department of Philosophy and

Humanities. Covers the history of social justice from the

philosophy perspective and reviews the social determinants of

health and leading health challenges. Students engage in

individual and group projects and significant discussions on

current health issues.

Elective course for

BSPH and other

bachelor’s students.

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Table 1.8.a.v.5 Graduate Courses Devoted to, or Addressing, Diversity, Social Justice, and Cultural

Competence

Course Rubric,

Number, Title, and

Credit Hours

Course Description Required or Elective

Course?

HSMP 5020 Philosophy

of Public Health

(1 credit)

Introduces the foundational principles and philosophy of

public health practice.

Core course required of

all MPH students.

COBH 5200 Social and

Behavioral Foundations

of Public Health

(3 credits)

Reviews the concepts and methods of social and

behavioral sciences relevant to the identification and

solution of public health problems. Social, cultural,

economic and environmental factors are discussed as the

fundamentals of public health at the various

governmental and community levels.

Core course required of

all MPH students.

COBH 5125 Rural Health

Research and Practice

(3 credits)

Inter-professional course with nursing, medicine, public

health and other disciplines is the first of a two-semester

series of courses which allows students to develop an

understanding of rural health issues using community

based participatory research methodology. Student and

faculty teams partner with rural communities to assess

health priorities and develop plans to address identified

needs.

Either COBH 5125, or

its equivalent, COBH

5120, is required of

MPH Community

Health Concentration

students.

COBH 5135 Rural Health

Projects

(3 credits)

Inter-professional teams of students develop a

community-based health proposal in collaboration with

their rural community partners. Through implementing

and evaluating the proposed community-based project,

students gain hands-on experience in using participatory

methods to promote the health of a selected rural

population.

Either COBH 5135, or

its equivalent, COBH

5130, is required of

MPH Community

Health Concentration

students.

COBH 5707 International

Health

(3 credits)

Provides an overview of the patterns of health care

delivery, public health practice, and the factors that

inhibit or enable their applications among community

groups and organizations around the world.

Elective course for

MPH and other

graduate students.

COBH 5957 Social

Justice

(3 credits)

Inter-professional course offered jointly by the College of

Public Health and the Department of Philosophy and

Humanities. Covers the history of social justice from the

philosophy perspective and reviews the social

determinants of health and leading health challenges.

Elective course for

MPH and other

graduate students.

COBH 6110 Social and

Behavioral Determinants

of Health and Disease

(3 credits)

Presents an in-depth analysis of factors contributing to

health and disease in populations, including lifestyle,

personality and cognitive processes, cultural and spiritual

forces, socioeconomic status, age, race, gender, and

environmental exposure. Students explore relationships

of these health determinants within the context of

selected social and behavioral theories.

Core course required of

all DrPH students.

HSMP 6130 Public

Health Leadership, Policy

Development, and Ethics

(3 credits)

Addresses the conceptual, methodological, and ethical

foundations of public health leadership leading to the

development and analysis of public health policy at the

federal, state, and local levels.

Core course required of

all DrPH students.

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Diversity-Related Field Experiences. All professional public health degrees (MPH, DrPH) and

bachelor’s degrees in public health (BSPH, BSEH) require students to complete a field internship which

is an extensive service learning experience. See Criterion 2.4 and Criterion 2.9 for descriptions of the

graduate and undergraduate field experience courses, respectively.

The college has established highly diverse internship sites for students and has increased the number of

Memoranda of Understanding with affiliate organizations to more than 150 agreements covering more

than 280 sites locally, nationally, and internationally. The majority of these sites are located in, or

around, underserved communities in central Appalachia. Support of domestic internships in

underserved areas has come from: 1) The ASPIRE Appalachia Scholarship program with support from

William Kenneth “Big Kenny” Alphin and the Love Everybody Foundation; and 2) LIFEPATH (the

Tennessee Public Health Training Center). External support has been received to support international

internships in developing countries, including from: 1) the Frist Global Health Scholars Program with

support from the Hope Through Healing Hands Foundation and the Niswonger Foundation, 2) the

Wykoff Family Scholarship, and 3) the ETSU Honors College.

Diversity-Related Professional Development. Once a year, the college co-sponsors, with the

Department of Philosophy and Humanities, a Leading Voices in Public Health as the "Justice, Health,

and Humanities" lecture focusing on issues of social justice and inequity.

Commitment to Building Competency in Diversity and Culture as Evidenced in Research

The college faculty and students are engaged in several research projects that include aims related to

diversity and social justice. These are listed on the college diversity webpage, but briefly, they include a

rural telemedicine cardiovascular disease project, an inter-professional prescription drug abuse

prevention study, studies on chronic diseases that impact minorities at a differential rate, and a school-

based obesity prevention program in rural Appalachia. Each of these projects had a component of the

work that was focused on diversity and included students in research process. See

http://www.etsu.edu/cph/about/diversitygrants.aspx for descriptions of these and other diversity-related

projects.

Review of Curricula to Ensure Competency in Diversity and Culture

One of the objectives in the 2014-19 Diversity Plan is to “Promote curricula that build competency in

cultural awareness and social justice both in the classroom and in the community.” The associate dean

for academic affairs is responsible for ensuring that this objective is met, and specifically that all degree

programs incorporate one or more competencies addressing diversity, cultural, or social justice issues.

The Diversity and Social Justice Committee is charged with monitoring the implementation of the

Diversity Plan and with systematically following progress on the strategic goals and objectives outlined

in the plan. Further, the 2014-19 Strategic Plan calls for “conducting a comprehensive review of every

program in the college every three to four years to further align with workforce and student needs.” (See

Education Objective E.1.3 in the 2014-19 Strategic Plan available in the Resource File and at

http://www.etsu.edu/cph/about/goalsobjective.aspx.) The associate dean for academic affairs, working

with the chairs and program coordinators, is responsible for overseeing this objective. This objective,

and related outcome measures, will further ensure that the college curricula remain responsive to

workforce needs in addressing diversity and cultural matters.

While the above objectives are part of the 2014-19 plan, the college has adopted diversity as a core

value since its inception in 2007-08 and has always maintained curricula that build competency in

diversity and cultural issues. The faculty routinely review the curricula and ensure that competencies

P a g e | 94

related to diversity, culture, and/or ethics and social justice are considered, revised or otherwise

improved upon. For degree programs that transcend one department, such as the MPH and DrPH

programs, the respective operations committee (i.e., MPH Operations Committee, DrPH Operations

Committee) is responsible for guiding the curricula and for using program-level assessment findings

from multiple surveys to inform the periodic revision of competency sets. The college stakeholder

surveys assess student competence in diversity and culture-related issues in several surveys, and the

assessment findings are used for the continuous improvement of programs. Specifically,

1) The alumni survey, conducted annually, asks graduates to rate the extent to which their education

prepared them to “interact and communicate with diverse individuals and communities.”

2) The student exit survey, conducted every semester, assesses student agreement with two

diversity-related items: “The program helped me embrace diversity and treat all people with

dignity and respect,” and “The program helped me develop a sense of altruism towards the less

fortunate.”

3) The employer survey, conducted biannually, asks respondents to evaluate college graduates’

“Ethics and social responsibility,” and their “Ability to meet the community’s needs.”

Data for each of the above measures are reported in Table 1.8.e below.

In addition, ad hoc workgroups charged with major re-structuring of programs systematically ensure the

incorporation of diversity and cultural considerations in the new or revised curricula. For example, the

Undergraduate Re-structuring Taskforce, charged with revising the BSPH curriculum, incorporated

additional diversity-related and service learning opportunities into the new curriculum, including the

ESSENTIALS course (described above) and four Skills and Encounters (service-learning) courses.

Both courses will be required as a part of the core curiculum effective 2015. Further, the taskforce

retained COBH 3330, Cultural Competency, as a required course for the BSPH Community Health

Concentration. Similarly, the Department of Health Sciences revised its BSHS curriculum in 2012,

added a core competency, “Recognize and discuss current public health issues and needs, and how

cultural, behavioral, economic and societal factors impact the health status of a population,” and mapped

this competency primarily to a new core course titled “Introduction to Public Health.”

Finally, the college Curriculum Committee, carefully reviews all curricular proposals and ensures that

they are reflective of the college mission and plans.

1.8.a.vi Policies and plans to recruit, develop, promote and retain a diverse faculty.

The university and the college are committed to recruiting, retaining, and promoting a diverse faculty.

ETSU’s Office of Equity and Diversity enforces policies and procedures for recruiting faculty and is led

by the Special Assistant to the President for Equity and Diversity. The Office has put forward

affirmative action plans for women and minorities and for persons with disabilities and qualified

veterans. Both plans are available in the Resource File.

Policies that support a climate free of discrimination are described in 1.8.a.iii above. Consistent with

those policies, the college works closely with ETSU’s Office of Equity and Diversity to ensure that

employment opportunities in the college are available to all eligible persons. The Office approves the

composition of all search committees, faculty and staff recruitment plans (as proposed by the

appropriate search committees), and applicants slated for interview and for hire. The manual that

contains policies related to the hiring and promotion of a diverse faculty is PPP-3 at:

http://www.etsu.edu/humanres/documents/PPPs/PPP-35-Guidelines_Appendices.pdf. Section IV

articulates the legal basis for affirmative action procedures, section V offers affirmative action

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procedures and guidelines related to hiring, section IX covers the Americans with Disabilities Act, and

the appendices offer various supporting checklists and documents.

The faculty recruitment process begins with a search committee, which is composed of faculty, staff,

and students, if appropriate. The committee develops the job ad, reviews applications, and recommends

to the department chair which candidate to interview. The applicant pool is submitted to the Office of

Equity and Diversity for approval and certification. After interviews, the committee recommends its

leading candidate to the department chair and dean. In addition to this standard procedure, efforts to

attract a diverse faculty include:

1) Starting the search as early as possible in the fall semester, so that campus interviews are

conducted and job offers made early during the spring semester;

2) Advertising widely using traditional approaches, as well as in websites of professional

associations and other online tools;

3) Publishing notices of open faculty positions in relevant minority and women journals and

professional organizations;

4) At the time of hiring, making job offers as attractive as possible in terms of start-up funds,

research support and other incentives.

After hire, policies and procedures concerning faculty promotion, tenure, and appeal are in the Faculty

Handbook: http://www.etsu.edu/senate/facultyhandbook/a_z_index.aspx. College of Public Health

tenure and promotion criteria are published on the web at this location:

http://www.etsu.edu/senate/facultyhandbook/colldept/cph.aspx

The college Diversity Plan includes an objective to “increase the diversity of college faculty, staff, and

students.” Two outcome measures linked to this objective are the “proportion of new faculty hires who

are women,” and the “proportion of non-white primary faculty.” Data for each of those measures for the

past three years are presented in Table 1.8.e, below, and indicate that the college has met or exceeded its

targets for both measures in fall 2014 and the previous two years. The Diversity Plan identifies the

following action steps to further support the recruitment of diverse faculty:

1) Continue to conduct faculty searches in collaboration with the Office of Equity and Diversity;

2) Charge Faculty Search Committees that include women and minority representation;

3) Share the diversity targets with the search committees;

4) Draft faculty job ads that demonstrate commitment to diversity (i.e., include the college and

university diversity statements);

5) Advertise job ads in venues that target women and minority candidates.

The Diversity Plan also specifies action steps to support developing and retaining diverse faculty,

including:

1) Develop a mentoring program that connects junior and senior women faculty and junior and

senior minority faculty to encourage retention;

2) Ensure an environment that supports work-life balance.

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1.8.a.vii Policies and plans to recruit, develop, promote and retain a diverse staff.

The Office of Equity and Diversity enforces policies and procedures for recruiting staff, as described for

faculty searches in Criterion 1.8.a.vi. That office has put forward affirmative action plans for women

and minorities and for persons with disabilities and qualified veterans. Both plans are available in the

Resource File. As with the faculty, the manual that contains all policies related to the recruitment and

appointment of a diverse staff is PPP-35 and is provided at this link:

http://www.etsu.edu/humanres/documents/PPPs/PPP-35-Guidelines_Appendices.pdf. Section IV

articulates the legal basis for affirmative action procedures, section V offers affirmative action

procedures and guidelines related to hiring, section IX covers the Americans with Disabilities Act, and

the appendices offer various supporting checklists and documents.

At the college level, the Diversity Plan includes a specific measure addressing staff diversity. Further,

the college recognizes and supports the efforts, on the part of its staff, to increase their professional

satisfaction and advance their careers by formally pursuing additional academic training. In a recent

survey of 18 college staff members, 10 were currently pursuing or had recently completed a formal

degree program (including five master’s and two doctoral degrees), and one additional staff member had

taken academic courses though not towards a degree program. The university provides tuition waivers

for educational development of full-time employees, and the college offers flexible time for staff to

pursue this training. In addition, the Department of Human Resources offers an array of non-academic

training programs, largely focused on the training needs of ETSU staff

(http://www.etsu.edu/humanres/td/) and requires that annual performance evaluations of staff include a

professional development plan. The college also offers non-academic opportunities for staff

development through lectures and guest speakers and encourages staff to attend these activities.

1.8.a.viii Policies and plans to recruit, admit, retain and graduate a diverse student body.

Student recruitment efforts formally take place at both the university and college level. Policies that

support the college in recruiting, admitting, retaining, and graduating a diverse student body are related

to the policies that regulate the appointment and retention of staff and faculty. Specifically, affirmative

action plans for women and minorities and for persons with disabilities and qualified veterans.

University-level Policies and Plans to Recruit and Retain a Diverse Student Body

The university’s Strategic Diversity Plan includes goals, objectives, and action plans related to diversity

as it pertains to student access to education and student success. In support of this plan, the Office of

Equity and Diversity (http://www.etsu.edu/equity/) sponsors four programs focused on recruitment and

retention of underrepresented minority students groups.

DISCOVER ETSU (http://www.etsu.edu/equity/programs/discover/default.aspx) is a recruitment

program that invites 11th and 12th grade high school students, from underrepresented minority groups

and socioeconomically disadvantaged students, onto campus for a weekend in the fall and spring

semesters. The visit includes a campus tour, an opportunity to meet ETSU faculty, staff, and students

and learn about admissions, financial aid, scholarships, housing, and campus life. The program is free to

the students and their guests.

QUEST for Success (http://www.etsu.edu/equity/programs/questprogram/default.aspx) is a college

transition program designed to help underrepresented students become acclimated to campus life while

building a network of friends, faculty, and staff to assist them through their college journey. The

program seeks to increase underrepresented minority student participation in all academic opportunities

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involving leadership, study abroad, research, and internships thereby integrating them into the institution

both academically and socially. In addition, students meet regularly throughout the year, and each

meeting is geared towards one of following development areas: personal development, interpersonal

development, organization development, and career transitioning.

Student Diversity Educators (http://www.etsu.edu/equity/programs/diversityed/default.aspx) supports

a group of student peer educators who are passionate about social justice and equality. The program

helps to further the development of students’ competence and capability of facilitating dialogue and

education around issues of oppression and diversity.

ETSU’s BEST - Bucs Empowering the Students of Tomorrow (http://www.etsu.edu/equity/programs/etsu_best/default.aspx) is a mentoring program committed to

empower incoming first-year underrepresented students beyond the mere college experience. From their

acceptance to ETSU to their graduation and beginning of their career, they will be assigned the BEST

mentor, the BEST role-model, the BEST motivator and the BEST peer to guide, to advise, to inspire,

and to experience with them the realization of their potentials.

In addition, multiple offices, organizations and events on campus are devoted to supporting a diverse

student body. Below, several are offered, with their associated websites:

International Programs and Services (http://www.etsu.edu/honors/international/) provides a range of

support services for international students, including the ETSU International Friendship Families

Program. The office also facilitates study abroad and exchange programs.

Disability Services (http://www.etsu.edu/students/disable/) provides services to support students with

disabilities in educational and other campus activities.

Women’s Resource Center (http://www.etsu.edu/wrcetsu/) enhances the university climate regarding

through educational and cultural events, services, and policies and procedures.

Office of Multi-Cultural Affairs (http://www.etsu.edu/students/multcult/) promotes a culturally diverse

campus community and offers year round programs to expose students to other cultures and ethnicities.

African and African American Studies (http://www.etsu.edu/afam/) organizes public lectures and

cultural activities and publishes a quarterly newsletter.

Finally, the recently hired director of admissions for the university has begun a very active program to

expand admissions activities, including those targeting students living in Appalachia as well as racial

and ethnic minority students.

College-level Policies and Plans to Recruit and Retain a Diverse Student Body

At the college level, the Diversity Plan defines two outcome measures for a diverse student body,

including “proportion of incoming graduate students from Appalachia,” and “proportion of incoming

students who are members of racial/ethnic minority groups.” Data related to those measures are

presented in Table 1.8.e. below, and show that the college has consistently met or exceeded its targets

for both measures. In addition, the college has significantly increased the geographic diversity of its

graduate student body. By 2014, 40% of graduate students came from Tennessee, 39% from 20 other

U.S. states, and 21% from 10 other countries. (In comparison, in 2006, 50% of graduate students came

from a single country-India, 4% came from four other countries, 35% from Tennessee, and 10% from

six other U.S. states.). Further, in the past three years, the college has had graduate applications from 43

U.S. states and 30 countries.

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Two college committees directly support the college commitment to a diverse student body.

1) The college established the Recruitment and Retention workgroup in 2013 and transitioned it

into a standing committee in spring 2014. The committee is charged with coordinating and

implementing plans for recruitment and retention at the college level.

2) The college established the Diversity and Social Justice Workgroup in 2012 and transitioned it

into a standing committee in fall 2014. The committee is charged with systematically following

progress on the diversity objectives; advising student recruitment activities related to diversity

issues; interfacing with appropriate university, community and regional bodies to address

diversity-related issues of regional importance; and recommending in-house lectures, seminars or

other activities that focus on diversity, cultural awareness, and social justice.

The college engages in on-going efforts to recruit and support a diverse student body, including:

3) Participation since 2010 in SOPHAS, which has significantly enriched the diversity of the

graduate applicant pool;

4) Development of a college diversity webpage featuring the Diversity Plan, diversity resources to

support students, diversity grants, and related information;

5) Engagement in social media;

6) Enhancing awareness of the college programs across the university campus and to regional

community colleges and universities;

7) Designating a student liaison between the college and the Office of Equity and Diversity to

enhance communication and to raise awareness of college students about the university’s

diversity programs and upcoming events;

8) Maintaining and developing online degree programs and certificates designed to meet the needs

of non-traditional students and distance students.

In addition, the Diversity Plan calls for reaching out to regional HBCUs at least once every year. A list

of HBCUs is maintained here: http://www.etsu.edu/humanres/documents/PPPs/PPP-35%20-

%20Appendix%20D%20-%20Historically%20Black%20Colleges%20and%20Universities.pdf.

1.8.a.ix Regular evaluation of the effectiveness of the above-listed measures.

The college is committed to on-going evaluation of all of its outcome measures. The associate dean for

quality and planning, working with the Assessment and Evaluation Committee, oversees evaluation

processes and data systems and is responsible for guiding the use of evaluation results for planning and

quality improvement.

The 2008-13 Strategic Plan articulated specific diversity-related measures, and for each measure, a

monitoring and feedback loop, including the position responsible for tracking the measure, the data

source, and the frequency of monitoring. The diversity-related measures were tracked at least annually,

and the findings were presented to the Leadership Council and at the college-wide all-hands meetings.

In 2012, the dean created the Diversity and Social Justice Workgroup and charged it with conducting a

comprehensive evaluation of the college diversity-related measures in preparation for the 2004-19

strategic planning cycle. Following deliberations, the workgroup found that many of the existing

diversity-related measures continued to be relevant and recommended retaining them in the new plan

while also recommending additional measures.

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Similar to its predecessor, the 2014-19 plan articulates a monitoring and feedback loop for each

diversity-related measure. The college will continue to evaluate those measures at least annually. The

Diversity and Social Justice Workgroup, now a standing committee of the college, is responsible for

monitoring the diversity plan, including outcome data, with support of the associate dean for quality and

planning and the Assessment and Evaluation Committee. The Diversity and Social Justice Committee

will communicate the diversity-related outcome data every year to the college stakeholders, including

the Leadership Council, faculty, staff, students, and external stakeholders. The committee is also

responsible for assessing the continued relevance of the diversity plan and will put proposed

modifications to the plan forward for consideration by the Leadership Council.

The college diversity-related measures have proven effective in supporting a diverse college

environment. As the data presented in Criterion 1.8.e. below demonstrates, the college has diverse

faculty and student bodies, and the curricula build competence in cultural awareness and social justice,

both in the classroom and in community-based learning. Further, the college evaluation systems have

also proven effective in systematically collecting, disseminating and utilizing evaluation data. For

example, the alumni survey (conducted annually), the student exit survey (conducted at the completion

of each semester), and the employer survey (conducted every other year) have provided a key

perspective on the college efforts to build competency in diversity and cultural matters. Response rates

to those surveys, as reported in Criterion 2.7, are excellent. The current position of the Diversity and

Social Justice Committee as a standing committee in the college will further enhance the evaluation of

the diversity-related measures, and consequently, the student experience with respect to the value of

diversity and the promotion of social justice. Annual reflection on the diversity goals and objectives by

that committee is an appropriate time frame.

1.8.b Evidence that shows the plan or policies are being implemented. Examples may include

mission/goals/objectives that reference diversity or cultural competence, syllabi and other course

materials, lists of student experiences demonstrating diverse settings, records and statistics on

faculty, staff and student recruitment, admission and retention.

As described above, both the 2008-13 and the 2014-19 Strategic Plans included diversity goals and

objectives. These objectives are monitored annually and reported through a formal process to the

faculty and staff. The results of the 2008-13 Strategic Plan, as relates to diversity, are included in Table

1.8.a.ii above. The 2014-19 diversity outcome measures and related data are detailed in Table 1.8.e.

below. Also described above are the college efforts to actively gather information from exiting

students, alumni, and employers that sheds light on the effectiveness of its educational programs in

preparing graduates to understand and work in cross-cultural environments. The results of recent

surveys, as relates to diversity, are reported in Table 1.8.e. below.

The degree program competency matrices, reported in Criterion 2.6, present the diversity-related

competencies and map those competencies to the required courses. Course syllabi documenting the

integration of diversity-related competencies are included in the Resource File.

Criterion 2.4, Practical Skills, and Criterion 2.9, Bachelor’s Degrees in Public Health, include a listing

of the widely diverse sites where graduate and undergraduate students, respectively, have completed

field experiences over the past two years. Those sites include public health agencies, non-profit

organizations, and international programs serving diverse and disadvantaged population groups in

Appalachia and globally.

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1.8.c Description of how the diversity plan or policies were developed, including an explanation of

the constituent groups involved.

The Diversity and Social Justice Workgroup was one of four faculty and staff-led planning workgroups

established in 2012 to help guide the development of the 2014-19 planning cycle. The workgroup

included a diverse and representative cross-section of college faculty, staff, and students. K. Ervin,

Assistant Dean for Finance and Administration, chaired the workgroup. Faculty members included A.

Alamian, E. Onyango, C. Pritchett, and L. Wang. Staff members included R. Carter and G. Kidwell.

Student members included B. Brooks, C. Florence, and B. O’Connell

The dean charged the workgroup to respond to three questions: 1) What policies and plans should we

adopt to recruit, develop, and retain a diverse faculty, staff and student body? 2) What policies and plans

should we adopt to maintain curricula that build competency in diversity and culture? 3) How do we

integrate social justice/ethics learning objectives, related to course content, across the curriculum? After

a series of workgroup meetings and discussions with university administrators and other stakeholders,

the workgroup submitted its preliminary report to the dean in December 2012. In early 2013, the

workgroup presented its recommendations to the college Leadership Council and at the college-wide

faculty and staff meeting and sought feedback. The workgroup chair integrated the feedback into the

preliminary report and submitted the final document to the dean in spring 2013. (See Resource File for

the workgroup’s final report and meeting minutes.) These workgroup recommendations have been

incorporated into the 2014–19 Diversity Plan. (See Resource File and

http://www.etsu.edu/cph/about/diversity.aspx.)

In September 2014, the Diversity and Social Justice Workgroup was made a standing committee in the

college by unanimous vote of the faculty. The committee is made up of at least two faculty, two staff,

and two students from across the college and. The duties of the committee are to: 1) advise the dean and

the Leadership Council on development and implementation of the college strategic diversity plan, 2)

systematically follow college progress on the strategic goals and the objectives outlined in the diversity

plan, 3) advise faculty, staff and student recruitment activities related to diversity issues, 4) interface

with appropriate university, community and regional bodies to address diversity-related issues of

regional importance, and 5) recommend in-house lectures, seminars, or other activities that focus on

diversity, cultural awareness, and social justice.

1.8.d Description of how the plan or policies are monitored, how the plan is used by the school and

how often the plan is reviewed.

The 2014-19 Diversity Plan is presently active. The college uses the plan on an on-going basis to

support its efforts to increase the diversity of faculty, staff, and students; to promote curricula that build

competence in cultural awareness and social justice; and to ensure that professional development

activities incorporate issues of diversity, social justice, and ethics. Specific action items defined in the

plan guide the college efforts in those areas.

The college reviews its mission, vision, and core values every five years at the initiation of the strategic

planning cycle. The college also reviews and reports on all of its outcome measures, including those in

the Diversity Plan, at least annually. For each measure, the plan identifies the target performance level

and articulates a monitoring and feedback loop, including method of data collection, data source, and

person responsible for tracking and communicating the data. (See Table 1.8.e. below for a listing of the

diversity outcome measures, monitoring and feedback loop, and current and historical data.) The

Diversity and Social Justice Committee is responsible for monitoring the college diversity plan,

including outcome data, at least annually, and for communicating this data every year to the college

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stakeholders, including the Leadership Council, faculty, staff, students, and external stakeholders. The

committee is also responsible for assessing the continued relevance of the diversity plan on an annual

basis. The committee will put proposed modifications to the plan forward for review by the Leadership

Council, and action will be taken as needed.

1.8.e Identification of measurable objectives by which the school may evaluate its success in

achieving a diverse faculty, staff and students, along with data for the last three years. CEPH

Template 1.8.1. At a minimum, include 4 objectives, at least two of which relate to race/ethnicity.

Table 1.8.e below displays the diversity goal, objectives, and outcomes measures, as defined in the

college 2014-19 Diversity Plan, along with data for the last three years. In the Diversity Plan, the terms

“diversity” and “minority” are often related to racial/ethnic diversity and include the ratios of students

and faculty who are non-White. In this calculation, when ethnicity data is not collected by survey but is

otherwise available, non-Whites include: African American/Black, Asian, Hispanic/Latino/White,

Hispanic/Latino/Black, Hispanic/Latino/Declined, Native American, Native Hawaiian/Pacific Islander,

Multiracial, Declined, Unavailable/Unknown. The college further considers students of Appalachian

heritage when calculating diversity statistics. The reason for this is that the region has historically been

an impoverished and underserved one. Finally, because females have historically been under-

represented in the professoriate in general, and in the college in particular, gender is considered when

assessing the diverse nature of the social and intellectual climate of the college.

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Table 1.8.e Diversity Outcomes, 2014-19 Strategic Plan

Category/Definition Method of

Collection

Data

Source

Target 2011-12 2012-13 2013-14 Fall 2014

Goal D.1 Foster a culture and environment that celebrate diversity and encourage cultural awareness and social

justice.

Objective D.1.1 Weave cultural awareness and social justice into the fabric of the college.

D.1.1.a Transition

the Diversity and

Social Justice

Workgroup into a

standing committee.

College

bylaws

Dean,

College

bylaws

By 2014-

15

Work-group

formed and

charged

Work-group

submitted its

report

Report

integrated

into strategic

diversity

plan

Diversity

and Social

Justice

added as a

standing

committee

D.1.1.b Create a web

presence for

diversity-related

issues.

College

website

Diversity

and Social

Justice

Workgroup

2014 ETSU has a strong web

presence for diversity-related

issues

College

diversity web

presence

drafted

College

diversity

web page

published

D.1.1.c Designate a

liaison between the

college and the

Office of Equity and

Diversity.

Leadership

Council

minutes

Diversity

and Social

Justice

Workgroup

2014 The college collaborates

effectively with Ms. M.

Jordan and Ms. A. Eargle in

the Office of Equity &

Diversity

College

liaison

designated

Liaison

invited to

participate

in standing

committee

Objective D.1.2 Increase the diversity of college faculty, staff and students.

D.1.2.a Proportion

of new faculty hires

who are women.

Human

Resource

Files

Assistant

Dean

Finance &

Admin

50% 33% 100% 50%

100%

D.1.2.b Proportion

of non-white

primary faculty.

Human

Resource

Files

Assistant

Dean

Finance &

Admin

25% 32% 27% 25% 28%

D.1.2.c Proportion

of incoming

graduate students

from Appalachia.

SOPHAS Data

Services

Manager

50% or

more

73% 74% 79% 62%

D.1.2.d Proportion

of incoming students

who are members of

racial/ethnic

minority groups.

SOPHAS

(Grad),

Banner (UG)

Data

Services

Manager

10% or

more

annually

18% 15% 14% 16%

D.1.2.e Proportion

of college staff who

are women and/or

minority.

Human

Resource

Files

Assistant

Dean

Finance &

Admin

50% or

more

annually

80% 80% 80% 80%

Objective D.1.3 Promote curricula that build competence in cultural awareness and social justice both in the classroom

and in the community.

D.1.3.a Degree

programs with one

or more

competencies

addressing diversity,

cultural, or social

justice issues.

Degree

Program

Competency

Matrices

Associate

Dean

Academic

Affairs

Every

degree

program

by 2015

Five degree programs have competency(ies) that directly

address diversity, culture, or social justice issues. Two

degree program have competencies that relate to diversity

and culture.

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Category/Definition Method of

Collection

Data

Source

Target 2011-12 2012-13 2013-14 Fall 2014

D.1.3.b Percent

employers who rank

“Effectiveness of

college programs in

preparing graduates

to meet community

needs” as “high” or

“highest”

.

Employer

Survey

Associate

Dean

Quality &

Planning

90% 94%

(N = 53

employers

surveyed in

2011)

Biannual

survey (not

conducted in

2012)

92%

(N = 54

employers

surveyed in

2013 )

Biannual

survey (not

conducted

in 2014)

D.1.3.c Percent

employers who rank

college graduates as

“high” or “highest”

in “Ethics and Social

Responsibility.

Employer

Survey

Associate

Dean

Quality &

Planning

90% Not collected

in 2011

Employer

Survey

Biannual

survey (not

conducted in

2012)

96%

(N = 54

employers

surveyed in

2013)

Biannual

survey (not

conducted

in 2014)

D.1.3.d Percent

alumni who report

competence to

“interact and

communicate with

diverse individuals

& communities.”

Alumni

Survey

(BSPH,

MPH, and

DrPH)

Associate

Dean

Quality &

Planning

Average

score of

3.5 (1 – 4

scale)

3.5/4.0

(N = 72

alumni

respondents)

3.6/4.0

(N = 42

alumni

respondents)

3.5/4.0

(N = 56

alumni

respondents)

Findings of

the 2014

Alumni

Survey

presented at

the site visit

D.1.3.e Percent

students who report

“Program helped me

embrace diversity

and treat all people

with dignity and

respect.”

Student Exit

Survey

Associate

Dean

Quality &

Planning

90% 90.5%

(N = 84

graduating

student

respondents)

94%

(N = 104

graduating

student

respondents)

95%

(N = 108

graduating

student

respondents)

Fall 2014

Student

Exit Survey

not

conducted

at this time

Objective D.1.4 Ensure that faculty, staff, and student development incorporates issues of diversity, social justice and

ethics.

D.1.4.a Number of

in-house seminars

that focus on

diversity, cultural

awareness and social

justice.

Office of the

Dean records

Diversity

Committee

At least

one event

per year

2 events

(Brock,

Brooks)

2 events

(Tuckson,

Zhang)

2 events

(Wolff,

Hoffman)

At least 2

events

planned

P a g e | 104

1.8.f Assessment of the extent to which this criterion is met and an analysis of the school’s

strengths, weaknesses and plans relating to this criterion.

This criterion is met with commentary.

Strengths:

1) The university and the college have complete and appropriate rules and regulations to

support the development and maintenance of diverse faculty, staff, and student bodies;

2) The college created the Diversity and Social Justice Workgroup in 2012 specifically to make

recommendations for the 2014-19 Strategic Diversity Plan. The Diversity Plan has clearly

defined metrics for diversity.

3) As called for in the Diversity Plan, the college has transitioned the Diversity and Social

Justice Workgroup into a standing committee effective fall 2014.

4) The college collects data from graduating students, alumni and employers as to the

graduates’ readiness and competence to address diversity-related issues in practice;

5) The college maintains a percentage of minority students that is significantly higher than the

overall average for the university.

Weaknesses:

Though moving in the right direction, the college did not meet its 2013 objective for proportion the

female faculty.

Plans:

1) The college will continue to pursue the diversity goals and objectives as outlined in the 2014 -19

Diversity Plan.

2) The Diversity and Social Justice Committee will support the commitment of the college to

diversity by monitoring the implementation of the Diversity Plan, periodically reviewing the

diversity goals and objectives for relevance, and offering guidance on diversity-related policies,

procedures and practices.