PBAC Presentation College of Health & Social Welfare April ... · PBAC Presentation College of Health & Social Welfare Cheryl Easley, Ph.D., R.N., Dean April 2011 INTRODUCTION . 2

PBAC Presentation College of Health & Social Welfare

Cheryl Easley, Ph.D., R.N., Dean April 2011

INTRODUCTION

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Mission Statement: The College of Health and Social Welfare inspires learning and enriches Alaska, the nation and the world through the disciplines of health and social welfare. This is accomplished through collaborative, multidisciplinary approaches to education, research, service and community partnerships with a commitment to equity and justice. College Description: Prescribing to the World Health Organization’s definition of health as “a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity”1, the College of Health and Social Welfare (CHSW) offers a variety of certificate, undergraduate, and graduate degree options for students who are attracted to people-oriented careers. It also provides a special opportunity for cross-disciplinary studies as they relate to the human aspects of our culture, and helps to prepare graduates for the increasingly integrated approaches to service delivery demanded by society.

CHSW is an extremely complex and diverse college and comprises two schools, two departments, three centers, and an institute, with additional centers and units included within these major entities. Virtually all of its students are prepared for entrance in high-demand jobs.

School of Nursing – NLNAC accredited. As a partner in shaping health care for Alaska, the School of Nursing educates students for current and future roles in local, state, national, and worldwide nursing arenas. The School addresses the diverse and unique health care challenges across the state by sharing expertise in education, service, policy, and political arenas and through innovative research for the discovery and dissemination of new knowledge. The vision of the School of Nursing is to become a magnet for highly qualified students, educators and researchers by transitioning to a doctoral degree to meet 2015 entry level workforce requirements. CORE SERVICES: TEACHING & LEARNING, SCHOLARSHIP, STUDENT SUCCESS, PUBLIC SQUARE

School of Social Work – Fully accredited by the Council on Social Work Education. The School of Social Work is a leader in developing and disseminating knowledge related to enhancing human well-being and promoting social and economic justice for people of all backgrounds, particularly those in Alaska, through the preparation of social work practitioners, research, and service to the community. CORE SERVICES: TEACHING & LEARNING, STUDENT SUCCESS, RESEARCH, PUBLIC SQUARE

Department of Human Services – Accredited by the Council for Standards in Human Service Education. One of the fastest growing career fields in the United States today, a Human Service degree prepares students to work effectively in any community based human services setting dedicated to the empowerment of clients through education, paraprofessional counseling, and human service practice. The program offers specialized areas in alcohol and substance abuse, disabilities, diversity issues, or family and youth. CORE SERVICES: TEACHING & LEARNING, STUDENT SUCCESS, PUBLIC SQUARE

Justice Center – Paralegal program approved by the ABA. Established by the state legislature in 1975, the Justice Center at the University of Alaska Anchorage has a mandate to provide justice-related teaching, research and service to the state, thus inspiring learning and enriching the entire Alaska community. The Justice Center is an interdisciplinary academic unit that conducts both basic and applied research in the areas of crime, law and justice, and directly serves government units, justice agencies and community organizations throughout urban and rural Alaska. CORE SERVICES: TEACHING & LEARNING, RESEARCH, STUDENT SUCCESS, PUBLIC SQUARE

Department of Health Sciences – The Master in Public Health is accredited by CEPH. The Department of Health Sciences advances this professional area by the educational opportunities of academic training, research, and community service in order to improve the well-being of the diverse peoples of Alaska and the circumpolar north. This is accomplished through excellence in the education of public health practice leaders, scientific investigation of public health issues, and engaging communities in an organized effort to identify, assess, prevent,

1 Preamble to the Constitution of the World Health Organization as adopted by the International Health Conference, New York, 19-22 June, 1946; signed on 22 July 1946 by the representatives of 61 States (Official Records of the World Health Organization, no. 2, p. 100) and entered into force on 7 April 1948.

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and mitigate community health challenges. The Physician Assistant program was successfully inaugurated in fall 2009. CORE SERVICES: TEACHING & LEARNING, STUDENT SUCCESS, PUBLIC SQUARE

Occupational Therapy – Accredited by ACOTE. The Creighton University -UAA Occupational Therapy initiative admits up to 10 students each fall term to the three and a half year, professional entry-level occupational therapy program. In a unique hybrid model, students have classes in both a traditional and distance format with labs being held on the campus of UAA. After successful completion of the program, students will receive an OTD (Occupational Therapy Doctorate) from Creighton University and be eligible to sit for the National Board for Certification in Occupational Therapy (NBCOT) examination. CORE SERVICES: TEACHING & LEARNING, STUDENT SUCCESS, PUBLIC SQUARE

Center for Human Development - Commissioned by the Developmental Disabilities Assistance and Bill of Rights Act of 2000, the Center’s mission is to improve the quality of lives for people and their families who experience disabilities, through interdisciplinary training, technical assistance, exemplary service development, applied research and dissemination of information. The goals and activities of the Center for Human Development are guided by the values of integration and inclusion, self-determination, individual and family empowerment, cultural sensitivity, diversity, community referencing, independence, and productivity. Consistent with this philosophy, the Center for Human Development endeavors to bridge resources of the University of Alaska system and the statewide community to accomplish its mission. CORE SERVICES: RESEARCH, PUBLIC SQUARE, UAA COMMUNITY, TEACHING & LEARNING

Institute for Circumpolar Health Studies - The ICHS seeks to improve the health of the residents of Alaska and the circumpolar north by addressing the factors that affect health and inform policy in our region, through instruction, information services, and basic and applied research in health and medicine. Created by the Alaska State Legislature in 1988 (AS 14.40.088) to develop new solutions to health problems in Alaska and the north, the Institute provides support and coordination for health research, information, and training. Working closely with faculty throughout the University of Alaska system, ICHS provides technical assistance and support to increase the capacity within the state to address the health needs of all Alaskans. ICHS also encourages student involvement through academic course work, internships, and research assistantships. CORE SERVICES: RESEARCH, PUBLIC SQUARE, UAA COMMUNITY

Center for Alcohol & Addiction Studies – The CAAS was established by the Board of Regents in 1972 to address the problem of substance abuse in Alaska and housed within the Institute for Circumpolar Health Studies. CAAS research activities center around the stimulation and coordination of interdisciplinary and collaborative studies and the promotion of scientific interchanges of alcohol- and drug-related information. CORE SERVICES: RESEARCH, PUBLIC SQUARE

Aging Studies – Currently a Gerontology Minor and the National Resource Center are the representatives at UAA. The study of aging combines and/or integrates information from academic and applied areas of study for health care providers, social workers, counselors, and other social service professionals in this multidisciplinary research field. Community Partners support a Center for Aging Studies as a successor to the Alaska Geriatric Education Center. CORE SERVICES: RESEARCH, PUBLIC SQUARE, UAA COMMUNITY

National Resource Center for American Indian, Alaska Native and Native Hawaiian Elders – Grant funded by the U.S. Administration on Aging (AoA) to develop a resource center for elders, the Center’s goals are to assess the current status of Native Elders in Alaska, develop an understanding of the cultural values that drive expectations and perceived care needs, document "best, promising and emerging practices" that are in current use, solicit recommendations for community responses to elder abuse, exploitation and violence that are appropriate to Alaska Native cultures, and provide education to medical providers. CORE SERVICES: RESEARCH, PUBLIC SQUARE

Certificate of Civic Engagement & Learning - Since 2006, UAA has been recognized by the Carnegie Foundation for the Advancement of Teaching as a “Community Engaged Institution.” The Center for Community Engagement and Learning serves as a central locus for the intersection of student learning, faculty research, and community engagement, connecting academic programs with community needs to use scholarship and action for the mutual benefit of the University and the State, its communities, and its diverse peoples. CORE SERVICES: TEACHING & LEARNING, PUBLIC SQUARE, UAA COMMUNITY

Figure 1. CHSW Degrees and Programs

Dean

Creighton/UAA Occupational Therapy Doctorate

Department of Health Sciences

Department of Human Services

GRADUATE PROGRAMS

School of Social Work

CHSW CENTERS AND INSTITUTES

School of Nursing Justice Center

Masters in Public Health

Master of Social Work

MS Family Nurse Practioner

MS Psychiatric and Mental Health Nurse

Clinical Social Work Practice

MS Nursing Education

Clinical Social Work Management

Psychiatric and Mental Health Nurse

Family Nurse Practitioner

Nursing Education

BS Public Health

BS Health Sciences

BS Physician Assistant (UW)

Bachelor of Human Services

BA Justice

BS Registered Nurse

Bachelor of Social Work

AAS Human Services

AAS Nursing

AAS Licensed Practical Nursing

Certificate in Conflict Resolution

Civic Engagement Certificate

Children’s Behavioral Health

BACHELOR PROGRAMS

GRADUATE CERTIFICATES

OCCUPATIONAL ENDORSEMENTS

ASSOCIATE DEGREES MINOR STUDIES

Minor in Justice

Minor in Addiction Studies

Gerontology Minor

Minor In Social Welfare Studies

Alaska Geriatric Center

Center for Alcohol & Addiction Studies

Center for Human Development

Institute for Circumpolar Health

Studies

National Resource Center for American

Indians, Alaska Natives, and Native

Hawaiian Elders

Presidential Professor of Public Health

CHSW ACADEMIC UNITS

CHSW ADMINISTRATIVE OFFICE

Advanced Human Service Systems

Federal Direct Service Specialist

Brain Injury Specialist Certification

Federal Direct Support Apprentice

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CORE SERVICES

TEACHING & LEARNING and STUDENT SUCCESS Figure 2. CHSW Performance Measures

The College of Health and Social Welfare performance measures show growth trends. The dip in the High Demand Job Graduates may be due to the closing of the Practical Nursing program.

Student Credit Hour production continues to climb, with associated revenue increases. Enrollments increased 7.8% across the college, and student retention was 74.8% for AY2009-10.

Many CHSW programs have limited and monitored enrollments, dependent on practicum and clinical aptitudes. Students are dropped from degrees when GPA and requisite accomplishments are not met. In such cases advising for alternate degree planning is introduced.

Figure 3. CHSW Grant Activity RESEARCH, SCHOLARSHIP & CREATIVE ACTIVITY

UAA COMMUNITY and PUBLIC

SQUARE

Research is a high priority in CHSW. After several years of significant vacancies (21 in 2008), CHSW is nearly fully staffed. CHSW hires faculty with a research component, and provides incentives to encourage research by long term faculty.

The College of Health and Social Welfare is heavily dependent on external funding, primarily from grants and industry contributions. Currently, its units manage approximately 100 grants, contracts and other external funds from a wide variety of funding sources.

Figure 4. CHSW Research Participation

The health programs within CHSW function in a highly collaborative manner, interacting with partners from across the state, MAUs, colleges, disciplines and with a variety of stakeholders. Together they work to develop resources and to implement, and coordinate university health programs and research, addressing critical industry needs and educating Alaskans for high demand careers. This is presently heavily soft funded, as are many essential functions supporting the college and its health program missions.

FY11 OPERATING BUDGET

Figures 5 & 6. CHSW FY11 Operating Budget

The inequity between Tuition and General Funds is directly linked to managed enrollment programs requiring small faculty-to-student ratios dictated by accreditors for Nursing clinical experiences, and Human Services and Social Work practicum assignments. An example is Nursing’s 1-8 instructor to student clinical ratio.

The low percentage of grant indirect relates to established 8% – 12% State and agency rates far below the negotiated UAA rate. This a commentary on agency regulations, rather than the amount of research conducted, as competetive proposals, research, deliverables and reporting are required.

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It must be noted, grant funds have agency specified usage and deliverables, and while these collaborations are in line with and enhance the college mission and vision, the funds are not available to offset college costs except as written in the agency contract.

REDUCTION EXERCISE There are many unfunded or partially funded positions within CHSW that rely on prior year unreserved fund balance (carry forward) to make up program shortfalls of general fund and tuition revenues. These are mainly – but not entirely – term and adjunct faculty, administrative and research support positions. If a 5% reduction in general funds were imposed, it would be absorbed by the CHSW carry forward, forfeiting these positions and detrimentally affecting academic course production. Additionally, grant operations would immediately be adversely impacted because administrative infrastructure is a federally unallowable grant expense that must be paid with unrestricted funds.

Further cuts in FY13 and FY14 would necessitate cutting programs from Nursing. MAINTAINING CURRENT LEVELS FOR FY12 FY11 level funding has been successful because of high enrollments, summer 2010 tuition returns, carry- forward from FY10, and a small margin of salary savings. If all these factors are repeated in FY12, current levels of funding will be sufficient under the current structure of CHSW.

For the purposes of this report, the assumption is that Allied Health Services and WWAMI Biomedical Program will become part of the current units as a reorganized health college. To accomplish the added student, faculty and administrative workload, additional support personnel will be required with some level of increased funding.

Figure 7: Incremental Requests

CHSW INCREMENTAL REQUEST SUMMARY

FIRST PRIORITY 1. CHD Rent 160,0002. Dean’s Office Associate Dean, Student Advisor, IT Technician 250,0003. Nursing 2 half-time Term FNP faculty (1 FTE) 129,9494. Dean's Office Occupational Therapy and Pharmacy Programs 80,0005. Human Services Faculty positions 230,300

SECOND PRIORITY 6. Nursing Simulation Technician 85,0777. ICHS Environmental Epidemiologist 150,0008. Nursing Nursing Workforce Diversity/RRANN 116,5009. ICHS Biostatistics and Epidemiology 75,00010. Nursing Tutor Coordinator 85,07711. NRC Project Assistants 125,00012. Civic Engagement Faculty, Admin, Director 159,00013. ICHS Alcohol and Addiction Studies 110,000

CONCLUSION

To quote the NWCCU report on the challenges faced by CHSW:

“Challenges: Difficulty recruiting and retaining faculty, low salaries, limited resources for tuition waivers or assistantships, limited history of doctoral education at UAA may provide challenges for development of doctoral programs in CHSW, need for administrative support for faculty research endeavors including

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mentorship and promotion of interdisciplinary work, locating additional space as programs increase in number or enrollment, and inadequate funding to fully support some distance programs.”

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PBAC Presentation Attachments College of Health & Social Welfare

Cheryl Easley, Ph.D., R.N., Dean April 2011

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ATTACHMENT V

University of Alaska Anchorage FY12 Incremental Requests

Narratives

PBAC Spring 2011

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ATTACHMENT V

Incremental Request Form FY12

Title: Health College Reorganization

1. Request Description. (Provide a detailed narrative of the request. Include the purpose of the request and the market demand the request is intended to meet. If applicable, include the number of students affected and specific employer demand met. For research programs, include areas of state needs met and external funding source, i.e., National Science Foundation.)

Stating a basic assumption of this request, the health-related programs at UAA will be reorganized into a single college, adding to the current units within CHSW the Allied Health Sciences and the WWAMI Biomedical program. This will add synergy to collaborations that already occur on campus, and facilitate the continued expansion and development of UAA’s health education and research in service to Alaska. This is an admirable pursuit, and will require additional personnel resources, specifically an additional Associate Dean, Advisor and IT technician.

2. Strategic Purpose. (How does the request address the Cabinet Strategic Guidance in Attachment I? How does the request support UAA 2017? How does it strengthen our total instructional program? Reinforce and expand our research? Expand educational opportunity and increase student success2 Strengthen the quality of campus life and the UAA community? Expand and enhance the Public Square?) Academic Programs and Research (UAA 2017 Strategic Priories A and B, Accreditation Core Themes 1 and 2.) section 4 addressing the strengthening of our health programs. 3. Operational Focus. (Does the request fill a gap, remedy a problem, or respond to an external requirement (e.g. accreditation or professional standard)? In light of the recent NWCCU accreditation process, does it address any weakness or suggestion cited by NWCCU? Does it reinforce or accelerate institutional or program success? Does it invest in a new initiative?) The request furthers UAA commitment to respond to Alaska’s urban and rural health challenges. 4. FY12 GF and NGF Request (What GF funds are requested? What NGF revenue is anticipated?) $250,000 GF NGF will be accelerated by the resulting collaborations in research, instruction and advising.

2 Access, retention, persistence, achievement, completion.

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5. Department/Program Investment. (What investment, if any, is the department/program prepared to make in this proposal in addition to the funds requested from outside the present budget? Will any funds be reallocated internally to support this effort?) CHSW is already functioning at or near capacity with current levels of personnel, who will continue to give their time and expertise to this venture. 6. Operational Expense (How will the funds be spent; i.e., personal services, travel, etc. Please provide a budget for the funds requested. Include the number of positions requested.) The funds will be spent entirely on personnel: $150,000 – Associate Dean, expanding current structure into academic and administrative duties. $60,000 – Advisor for one-stop health program advising to students seeking health-related careers. $40,000 – IT Technician, .5 FTE to assist current IT oversight for the college. 7. Collaboration. (Demonstrate how the program optimizes existing capacity and expertise throughout the system. Is the program developed collaboratively across campuses/MAUs in a manner that emphasizes appropriate roles, strengths, and missions?)

The focus of the reorganization is collaboration within the health programs. This request facilitates this agenda, recognizing the benefit of providing the appropriate organization to support and work in concert with health programs at other universities and campuses in the UA system.

8. UA SWS Performance Measures. Please provide anticipated impacts to performance end results of the requested increment. It is not necessary to enter anything for metrics that will not be impacted by this increment.

a. For each performance end result impacted by this request, provide the

timeframe for realization. (Example: This increment will increase the student credit hours by FY13, because FY12 will be used to hire the additional professor. University-generated revenue and student credit hours will be impacted in FY13 by the additional course offerings provided by the new professor. This increment will streamline the instructional, research and advising agendas of the reorganization.

b. What strategy-specific sub-metric will be used to demonstrate return on investment? Determine which strategy specific sub-metric will be used to track intermediate progress toward moving the End Result metrics. (Example: Program major enrollment will be tracked as a preliminary indicator of eventual increases in high-demand graduates.) Growth will be tracked in the number of health program offerings, enrollments, graduates and increase in the number of research awards and expenditures.

c. What is the current baseline for this sub-metric, the expected change and the timeframe for realizing this change? Provide at least one year of historical performance on the proposed sub-metric, against which future year

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performance can be compared. Provide the anticipated change in the sub-metric performance if funding is received. Also indicate which fiscal year this change will be fully realized. (Example: In Fall 2010, there were 120 of these program majors enrolled. This increment would grow enrollment by 20 majors in FY13. All the impacted units already have IR tracked metrics. These will be monitored within the new structure of the college.

9. Other Output Measures. (Beyond the UA measures, how will the request affect the measureable output of teaching, research, engagement, and/or creative expression? Provide specific estimates.) 10. Productivity and Efficiency. (What empirically demonstrable impact will this request have on program or institutional productivity and efficiency? Faculty to student ratios and cost per student are relevant examples. Provide specific estimates.)

To quote from the Chancellor’s Office September 21, 2010 memo to the UAA Community, “In keeping with UAA 2017 and the draft UA Academic Master Plan, the overall objectives of this action are to improve operational efficiency and effectiveness, to provide the framework for improved collaboration across health and health‐related disciplines, to build the foundation for the continued expansion and development of UAA’s health education and research in service to Alaska, and to provide the appropriate organization to support and work in concert with health programs at other universities and campuses in the UA system. It is our intention to create and develop strategic opportunities, not to compromise success or to eliminate programs.”

This request recognizes the value of this agenda, and seeks to take necessary steps to accomplish them. 11. Effectiveness and Quality. (What empirically demonstrable program or institutional improvements in quality are expected from the implementation of this request? Identify specific outcomes.) Students will receive consistent and comprehensive pathway advising into health programs, which will impact enrollment and retention efficiencies. This will also build multi-disciplinary education important to current health practice. Researchers and impacted programs will have appropriate support at the Dean level to fulfill their strategic missions to address Alaska’s urban and rural health challenges. 12. Sustainability. (What impact will this request have on institutional, programmatic or environmental sustainability?) The goal is to provide an environment for health program outcomes to be optimized for the university and the state of Alaska. 13. Priority Ranking. (In your major budget unit, what is the priority for this request? Explain why this request received this ranking.) Very high ranking; the reorganization will be hampered without a level of support.

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ATTACHMENT V


Title: Occupational Therapy and Pharmacy Distance Programs


Occupational Therapy made the top ten health shortage professions based on estimated vacancy rates in the 2009 Alaska Health Workforce Vacancy Study published by ACRH and ISER. Pharmacy made the top ten health shortage professions based on estimated positions in the same study.

UAA currently has entered into an affiliate agreement with Creighton University for the delivery of both programs at UAA as a distance delivery through Creighton. The Occupational Therapy program is in its third successful year, with ten students per year enrolled and the first cohort graduating spring 2011. The Pharmacy program will launch fall 2011 with five students.

To further these programs, a half time administrative assistant is needed and additional equipment for sustained quality in conducting the labs.

2. Strategic Purpose. (How does the request address the Cabinet Strategic Guidance in Attachment I? How does the request support UAA 2017? How does it strengthen our total instructional program? Reinforce and expand our research? Expand educational opportunity and increase student success3 Strengthen the quality of campus life and the UAA community? Expand and enhance the Public Square?)

Academic Programs and Research (UAA 2017 Strategic Priories A and B, Accreditation Core Themes 1 and 2.) section 4 addressing the strengthening of our health programs.

Students Success: Alaska students have access to high demand professional programs without leaving the state.

Public Square: Alaskans reap the benefit of in-state trained occupational therapists who will be more likely to retain practice in-state.

3. Operational Focus. (Does the request fill a gap, remedy a problem, or respond to an external requirement (e.g. accreditation or professional standard)? In light of the recent NWCCU accreditation process, does it address any weakness or suggestion cited by NWCCU? Does it reinforce or accelerate institutional or program success? Does it invest in a new initiative?)

This program has enabled UAA to provide (in conjunction with CU) the first professional level occupational therapy program in Alaska. Students who graduate from this program


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will be eligible to take the National Registry Exam in OT, and will be eligible for licensure. Graduates of this program will alleviate the severe shortages of occupational therapists throughout the state.

4. FY12 GF and NGF Request (What GF funds are requested? What NGF revenue is anticipated?) $80,000 is requested in GF 5. Department/Program Investment. (What investment, if any, is the department/program prepared to make in this proposal in addition to the funds requested from outside the present budget? Will any funds be reallocated internally to support this effort?) The college currently allocates funds for the half-time Occupational Therapy Liaison, and administrative oversight to the program, as well as supplies and ad hoc administrative support from other departments. This has been sufficient initially, but has become increasingly difficult as Occupational Therapy has added additional cohorts, and will increase with the inauguration of the Pharmacy program. 6. Operational Expense (How will the funds be spent; i.e., personal services, travel, etc. Please provide a budget for the funds requested. Include the number of positions requested.) The funds will be spent on personnel and equipment as follows: $40,000. - One administrative assistant, .5 FTE $40,000. - Equipment 7. Collaboration. (Demonstrate how the program optimizes existing capacity and expertise throughout the system. Is the program developed collaboratively across campuses/MAUs in a manner that emphasizes appropriate roles, strengths, and missions?)

The Occupational Therapy program has oversight from the training and expertise of the CHSW Dean’s Office Associate Dean, Susan Kaplan. The Pharmacy program has oversight from the Allied Health Science Pharmacy Tech faculty. The collaborative nature of the programs allows UAA and the State of Alaska to reap the benefit of professional level doctoral programs, without the extensive costs of administering the entire program in-house.

8. UA SWS Performance Measures. Please provide anticipated impacts to performance end results of the requested increment. It is not necessary to enter anything for metrics that will not be impacted by this increment.

d. For each performance end result impacted by this request, provide the

timeframe for realization. (Example: This increment will increase the student credit hours by FY13, because FY12 will be used to hire the additional professor. University-generated revenue and student credit hours will be impacted in FY13 by the additional course offerings provided by the new professor. This increment will ensure the continued offering of this program in-state, with 15 students per year entering the Alaska healthcare workforce.

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e. What strategy-specific sub-metric will be used to demonstrate return on investment? Determine which strategy specific sub-metric will be used to track intermediate progress toward moving the End Result metrics. (Example: Program major enrollment will be tracked as a preliminary indicator of eventual increases in high-demand graduates.) The number of graduates from the Occupational Therapy doctoral program will be tracked for each cohort, from 2008 – 2012. The first graduating class in December 2011 will number 5; (two people are now off-track and will graduate in 2012 instead).

f. What is the current baseline for this sub-metric, the expected change and the timeframe for realizing this change? Provide at least one year of historical performance on the proposed sub-metric, against which future year performance can be compared. Provide the anticipated change in the sub-metric performance if funding is received. Also indicate which fiscal year this change will be fully realized. (Example: In Fall 2010, there were 120 of these program majors enrolled. This increment would grow enrollment by 20 majors in FY13.

Eight full time students were admitted into the program for 2008-09. Seven students successfully completed their coursework during the fall 2008 and

spring 2009 terms. Seven students successfully completed their fieldwork experience during spring 2009. Adjunct administered lecture and lab courses were taught as planned. We will continue to admit up to 10 students per year in Occupational Therapy, and

add 5 students per year in Pharmacy beginning fall 2011.

9. Other Output Measures. (Beyond the UA measures, how will the request affect the measureable output of teaching, research, engagement, and/or creative expression? Provide specific estimates.) This program has enabled UAA to provide (in conjunction with CU) the first professional level occupational therapy program in Alaska. Students who graduate from this program will be eligible to take the National Registry Exam in OT, and will be eligible for licensure. Graduates of this program will alleviate the severe shortages of occupational therapists throughout the state. 10. Productivity and Efficiency. (What empirically demonstrable impact will this request have on program or institutional productivity and efficiency? Faculty to student ratios and cost per student are relevant examples. Provide specific estimates.) Significant savings to students in educational costs are incurred by training in their home state. Significant savings to the State of Alaska are incurred by keeping these specialists to practice in-state. 11. Effectiveness and Quality. (What empirically demonstrable program or institutional improvements in quality are expected from the implementation of this request? Identify specific outcomes.) Sustained quality of the program, both in administration and in equipment viability.

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12. Sustainability. (What impact will this request have on institutional, programmatic or environmental sustainability?) The added resources will insure continued availability of the program. Given the size of our state, and the need for these services, particularly in the rural communities, is will ensure greater health personnel resources for the state. 13. Priority Ranking. (In your major budget unit, what is the priority for this request? Explain why this request received this ranking.) High priority for furtherance of the doctoral programs.

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ATTACHMENT V


CHSW Nursing: 1 FTE Family Nurse Practitioner


The School of Nursing is requesting funding of 2 half-time, 3 year term faculty positions to support the Family Nurse Practitioner (FNP), Nursing Education (EDUC) and Psychiatric-Mental Health Nurse Practitioner track (PMH) specialty tracks for the Masters in Nursing program. These are all high-demand job markets in Anchorage, the State and the nation. Nursing has doubled course offerings of the required 18 credits of core courses to keep up with increased enrollments over the past few years. The students take two years of clinical courses, so there are two cohorts of 20-28 going through the program at any given time.

The FNP program is the most popular curriculum in Nursing, and intends to transition to a doctoral degree to meet 2015 entry level workforce requirements. Only 8 students were admitted the fall 2010 cohort despite the pool of 25-30 applicants due to limited funding.

2. Strategic Purpose. (How does the request address the Cabinet Strategic Guidance in Attachment I? How does the request support UAA 2017? How does it strengthen our total instructional program? Reinforce and expand our research? Expand educational opportunity and increase student success4 Strengthen the quality of campus life and the UAA community? Expand and enhance the Public Square?)

Strategic Plan Goal Numbers 4, 5, 9 and 11. The FNP program is the most popular curriculum in Nursing, with the largest pool of applicants to date (25-30). Nursing has doubled course offerings of the core courses to keep up with increased enrollments over the past few years, and will hopefully transition to a doctoral degree to meet 2015 entry level workforce requirements. Providing the 1 FTE faculty position for 3 years will allow increased student access to the program and a workforce for the state. 3. Operational Focus. (Does the request fill a gap, remedy a problem, or respond to an external requirement (e.g. accreditation or professional standard)? In light of the recent NWCCU accreditation process, does it address any weakness or suggestion cited by NWCCU? Does it reinforce or accelerate institutional or program success? Does it invest in a new initiative?)


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Incentives are necessary to attract FNPs to decrease their work in lucrative private practices hours to work part time for UAA. A term contract pays more (even though they would still take a cut in pay); however, factoring in UAA health benefits and tuition waivers is a big incentive. By making the term contract for 3 years, we will also have some consistency and some control over the quality of supervision.

With smaller cohorts (2005-2008) the 1.75 faculty could easily handle the theory and most of the clinical supervision, although they still utilized 2-3 adjuncts. According to our credentialing body, FNP faculty can supervise a maximum of 6 students. The 1.75 faculty cannot teach the courses and supervise 6 students without having huge overloads. As a result of increased enrollment, we have had to increase our utilization of adjunct faculty. This spring we are using 8 adjuncts. Since adjuncts are also practicing FNPs, the most any adjunct agrees to take is 1-3 students. It is extremely time consuming for the 1.75 FNP faculty to recruit (beg and plead), train and supervise these adjuncts. Each semester the list of adjuncts change, some return and some are new. By making a term contract for 3 years, Nursing will have qualified FNP’s providing consistency and control over the quality of supervision. 4. FY11 GF and NGF Request (What GF funds are requested? What NGF revenue is anticipated?)

$129,949 is request to facilitate the hiring of two half-time, three-year term positions for the FNP program. 5. Operational Expense (How will the funds be spent; i.e., personal services, travel, etc. Please provide a budget for the funds requested. Include the number of positions requested.)

$129,949 in personnel will cover the wage and benefits of two half-time Term faculty for instruction of the FNP courses. 6. Department/Program Investment. (What investment, if any, is the department/program prepared to make in this proposal in addition to the funds requested from outside the present budget? Will any funds be reallocated internally to support this effort?) Nursing will continue to provide the current level of support for the program. The FNP track has 1.75 faculty dedicated to the program and that has not changed with the increased enrollment. As a result of increased enrollment, the utilization of adjunct faculty has increased. This spring Nursing used 8 adjuncts. With the requested 2 half-time terms, this will be reduced to 3-5 adjuncts per semester for the FNP program; however, adjunct reliance is further complicated by the absence of dedicated faculty for the Nursing Education and core FNP courses. This necessitates borrowing faculty from the BSN program – which must in turn hire adjuncts. To meet regulatory requirements and promote program quality, the adjuncts will be spread over several programs to keep concentration low in each unit, alleviating the current large FNP adjunct pool. 7. Collaboration. (Demonstrate how the program optimizes existing capacity and expertise throughout the system. Is the program developed collaboratively across campuses/MAUs in a manner that emphasizes appropriate roles, strengths, and missions?)

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ATTACHMENT VI

University of Alaska Anchorage Project/Initiative Evaluation

FY11

Narratives

PBAC Spring 2011

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ATTACHMENT VI

Project/Initiative Evaluation FY11

Project/Initiative Title: Simulation Technician - TVEP Contact: Barbara Berner E-mail: [email protected] Org #: 11158 This document is intended to provide basic assessment information for each special project or initiative program funded in FY11. This includes priority program funding from the Legislature, base funding through the UAA internal reallocation process, strategic opportunity fund awards, Chancellor’s Research awards, and one-time TVEP workforce development funds. This evaluation will be used to assess the effectiveness of funded projects and programs and as part of the internal scan for the upcoming accreditation process. Please provide a brief paragraph on each question, with the total document totaling no more than two pages.

What were the original objectives of this initiative? (Include goals, expected outcomes, what you hoped to accomplish.)

The Alaska Simulation Task Force Report, March 2008, made recommendations that the UA Health programs spearhead a simulation technology based educational method as a statewide effort to increase simulated clinical experiences in postsecondary and continuing education. It is increasingly recognized as a teaching resource to reduce pressure on limited access to live clinical exposures, increase confidence of trainees, possibly improve patient safety and add rigor to the credentialing and precepting process.

A Simulation Specialist provides the technological and clinical knowledge needed for faculty to embark on needs assessment, curriculum development and delivery of interdisciplinary simulation for students in nursing, medicine and allied health and is primarily responsible for coordinating with SON faculty, staff and students, as well as external clinical partners in the implementation and evaluation of simulation experiences for both basic and high fidelity nursing simulation centers for the graduate and undergraduate nursing programs. The Simulation Specialist also works with SON faculty, other health sciences program faculty and administration to develop strategic direction for the advancement of the simulation center.

What was accomplished? (What actually happened? Include personnel hiring, status

of funds spent, and any changes to original plans, goals, or objectives. What goals were met? Include specific outcomes of the project or initiative.) The Simulation Technician position was filled in April 2010. Funds were also used to provide training and development sponsored by the equipment vendors to enable the simulation specialist to utilize the newest advancements in scenario development.

What has been the impact? (How has UAA benefited from this initiative? Were

additional courses offered or students served? What research was completed, what

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knowledge gained? What are the indicators that point to the impacts? How do the results further the strategic objectives of UAA 2017? How has the initiative affected UA Performance Measures?) The technical and clinical leadership of the Simulation Technician has provided direct and essential impact on student learning and faculty productivity, utilized the simulation equipment to its full capacity, as well as executing the software programs to make the equipment respond to the faculty requested patient scenarios.

What are the expected future outcomes of this initiative? (Where is this initiative

going next? How will this initiative continue to benefit UAA and its constituents? What is the anticipated future impact on UA Performance Measures?) The Simulation Technician position filled the void that existed in the School of Nursing clinical simulation operation. It supports the development and successful expansion of enhanced clinical simulation for interdisciplinary health programs on this campus as well as across the state. School of Nursing is working in partnership with the EAHP (Expanding Access to Health Programs) initiative intended to develop a hub/spoke model for clinical simulation education.

To what extent, if any, was this initiative allocation to your unit offset by reductions? N/A

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ATTACHMENT VI


Project/Initiative Title: Physician Assistant Program Contact: John Riley E-mail: [email protected] Org #: 11086 This document is intended to provide basic assessment information for each special project or initiative program funded in FY11. This includes priority program funding from the Legislature, base funding through the UAA internal reallocation process, strategic opportunity fund awards, Chancellor’s Research awards, and one-time TVEP workforce development funds. This evaluation will be used to assess the effectiveness of funded projects and programs and as part of the internal scan for the upcoming accreditation process. Please provide a brief paragraph on each question, with the total document totaling no more than two pages.

What were the original objectives of this initiative? Goal: Expand training opportunities for Physician Assistants (PAs) in Alaska to assure Alaska’s future health care needs are met and enhance opportunities for Alaskans to obtain their PA training without having to leave the state. Expected outcome: Medex Physician Assistant Program expansion will provide PA training to 20- 24 students on the UAA campus. Twenty students per academic year have been admitted to the Program beginning summer 2009.

What was accomplished?

Two support staff and three additional faculty were hired in 2009. Twenty students were selected as the first Alaska PA class and began their PA training in July 2009 and fifteen completed their first didactic year in June 2010. These students began their clinical phase in training sites in Anchorage and across Alaska in September 2010. Twenty additional students have been admitted and the second class began didactic training in July 2010 at UAA.

What has been the impact?

As we have begun training students we have experienced a remarkable community response with Alaskan community health practitioners who are physicians, PAs and nurses stepping forward to help teach our students.

What are the expected future outcomes of this initiative?

As described above, this program for primary care providers, in extremely high demand in the state, will produce clinicians annually to help fill the primary health care needs of Alaska. The first Alaska class will graduate in August 2011. Return on the investment of

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the annual state support is exponentially related to the positive impact of MEDEX graduates on state access and delivery of health care services.

To what extent, if any, was this initiative allocation to your unit offset by reductions?

N/A

ATTACHMENT VI


Project/Initiative Title: Center for Human Development Facility Support Contact: Karen Ward E-mail: [email protected] Org # 17155 This document is intended to provide basic assessment information for each special project or initiative program funded in FY11. This includes priority program funding from the Legislature, base funding through the UAA internal reallocation process, strategic opportunity fund awards, Chancellor’s Research awards, and one-time TVEP workforce development funds. This evaluation will be used to assess the effectiveness of funded projects and programs and as part of the internal scan for the upcoming accreditation process. Please provide a brief paragraph on each question, with the total document totaling no more than two pages.

What were the original objectives of this initiative? (Include goals, expected outcomes, what you hoped to accomplish.) The objective of the funding was to: [1] meet OSP’s indirect budgeting policies (A-21 rules), [2] continue efficient use of an off-campus facility that does not “displace” traditional priorities, and [3] maintain close and vital partnerships with the community in a community setting is an effective use of UA resources.


of funds spent, and any changes to original plans, goals, or objectives. What goals were met? Include specific outcomes of the project or initiative.) All funds were expended for facility rental. The outcome of the project was that CHD was able to continue operations and generate almost $6 million in external funding) in FY11. FY11 funding includes a significant proportion of external funding which are limited in their ability to fund facility rental (i.e., indirect percentage is capped significantly below UAA federally negotiated rate). CHD was able to maintain all staff and other personnel needed to carry out its mission.

What has been the impact? (How has UAA benefited from this initiative? Were additional courses offered or students served? What research was completed, what knowledge gained? What are the indicators that point to the impacts? How do the results further the strategic objectives of UAA 2017? How has the initiative affected UA Performance Measures?)

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In December 2009, CHD had a federal site review regarding its compliance with the federal law that authorizes it as a University Center of Excellence in Developmental Disabilities. This review is analogous to accreditation. The facility support was highlighted as a demonstration of UAA’s support for the Center.


going next? How will this initiative continue to benefit UAA and its constituents? What is the anticipated future impact on UA Performance Measures?) CHD expects to continue to deliver programs related to: High demand job areas: training and education for workforce development in the high demand fields of disability and long-term care. CHD will continue to offer both college-credit coursework leading to Occupational Endorsements, Certifications, and Associate Degrees in collaboration with UA MAUs; as well as community based workshops and continuing education statewide. Credit hours and Enrollment management: generating credit hours though disability and long term care offerings. Continue recruiting efforts targeting the non-traditional student, particularly those who are provider agency staff. Use external funding to provide scholarships, and significant individualized student support; which results in retention from one academic year to the next. Grant-funded Research and University Generated Revenue: Continue applied research and evaluation for state and community agencies. Generate federal funding for research in self-employment and violence against people with disabilities.


N/A

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ATTACHMENT VI


Project/Initiative Title: Human Services Practicum Coordinator Contact: Laura Kelley E-mail: [email protected] Org #: 11074 This document is intended to provide basic assessment information for each special project or initiative program funded in FY10. This includes priority program funding from the Legislature, base funding through the UAA internal reallocation process, strategic opportunity fund awards, Chancellor’s Research awards, and one-time SB137 workforce development funds. This evaluation will be used to assess the effectiveness of funded projects and programs and as part of the internal scan for the upcoming accreditation process. Please provide a brief paragraph on each question, with the total document totaling no more than two pages.


The original objective of this funding was (and continues to be) the provision of a practicum coordinator for the Human Services Department. The coordinator’s responsibilities include the processing and placemen of approximately 50 Human Service students per semester at community based agencies, and the maintenance and development of new placement sites.1 During FY11 the department continued to expand the scope of the project to include:

a) Increase by 3% and 5% Human Service enrollments in Fall 2010 and Spring 2011. Strategies employed included specific contact by the practicum coordinator focused upon community based agencies, career fairs and the Anchorage School District.

b) Increase student access to practicum by simplifying and strengthening both the AAS and BHS practicum application and placement process.

c) Increase the number of continuing practicum adjunct faculty members through training and the simplification and consistency of forms and course materials.

d) Increase student access to practicum by increasing the number of available practicum sites for Human Services AAS and BHS students.

(1) Human Service accreditation standards require 250 practicum hours per student for an associate degree and 350 practicum hours for a BHS degree. Without funding supporting the practicum coordinator and support position the department would be unable to comply with Council for Standards in Human Service Education accreditation guidelines and remain accredited. The anticipated outcomes were:

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a) Increase Human Service enrollments by 10% and increase future practicum enrollments.

b) Increase student practicum access through a unified streamlined electronic application process.

c) Increase student success by training adjunct practicum faculty to teach specific practicum courses on a continuing basis.

d) Increase student access to practicum by increasing the number of available practicum sites for Human Service AAS and BHS students.


of funds spent, and any changes to original plans, goals, or objectives. What goals were met? Include specific outcomes of the project or initiative.)

Objective 1: Increase student enrollments: Human Service enrollments increased 18% for fall 2009 semester and 16% for spring 2010 semester. Enrollments continued to increase by 3% for fall 2010 and 5% for spring 2011 semesters.

Objective 2: HUMS 185 Introduction to Field Experience is designed to introduce students to a) field experience as a learning opportunity, b) distance education, /and blackboard and 3) completion of the practicum application electronically. Students enrolled in 185 complete all practicum application forms prior to or on the deadline. This approach has proven to streamline the process, allowing students to be placed prior to actual practicum enrollment.

Objective 3: The Human Service Department identified six existing practicum adjunct faculty members. The department conducted 4 group training sessions for the faculty. The adjunct faculty members were provided uniform forms and course materials as well as e-mail and face-to-face support. Four of the six have expressed a desire to continue to teach Practicum for the Department into the future.

Objective 4: Through targeted community agency visits by the Practicum Coordinator, the Department has increased the number of Practicum sites by 27%.

The status of this funding indicates the funds will all be expended by the end of FY11 without any over expenditures.

What has been the impact? (How has UAA benefited from this initiative? Were

additional courses offered or students served? What research was completed, what knowledge gained? What are the indicators that point to the impacts? How do the results further the strategic objectives of UAA 2017? How has the initiative affected UA Performance Measures?)

Impact #1: Human Service student enrollments have increased 16% for fall 2009 semester and 18% for spring 2010 semester. Enrollments continued to increase by 3% for fall 2010 and 5% for spring 2011 semesters. (UAA Strategic Plan 2017, Priority C: #1: “Work with school districts to increase the UAA share of Alaska’s college-bound students to improve student transition to higher education with special attention to Alaska Natives, other under-represented populations, and first-generation college students.”)

Impact #2: The streamlining of the practicum application process accompanied by up-to-date student files and the HUMS 185 class has resulted in the placement of students who are

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appropriate for Practicum and the screening-out of students for whom Practicum is not a good academic choice based on barrier crime regulations and/or personal issues. This allows the department to provide practicum access to appropriate students, and academic advising for students for whom Human Services is not a reasonable career path. (UAA Strategic Plan 2017, Priority C: #4: “Improve the efficiency with which students navigate our programs and campuses from entry to completion.”) Impact #3: The identification and training of returning adjunct practicum faculty has resulted in overall consistency among all sections of all four required Practica courses. This consistency is positively received by students and community based placement agencies as well. The Department has experienced a significant decrease in student problems associated with practicum. Additionally a spring 2010 survey of practicum field instructors shows 85.4% of the field instructors feel the placement of human service students is trouble free and 100% of the field instructors would supervise another practicum student in the future. (UAA Strategic Plan 2017, Priority C: #4: “Improve the efficiency with which students navigate our programs and campuses from entry to completion.” Priority D: #4: “Recruit, develop, and retain the highest quality faculty and staff to support our continuing drive for excellence in all dimensions of our mission.”)

Impact #4: The department increased the number of community based practicum placement

sites by 27%. This resulted in expanded practicum opportunities for students, an overall strengthening of the Human Service programs in general and an excellent foundation for the new graduate certificate program. (UAA Strategic Plan 2017, Priority A: #2: “Collaborate closely with public and private sector partners to maintain and develop our programs supporting workforce development and high demand careers.” Priority E: #1: “Expand our commitment to make community engagement and service learning a cornerstone of our institutional identity.” Priority E: #3: “Become a national model for wide ranging community partnerships in training, education, research and service.”)


going next? How will this initiative continue to benefit UAA and its constituents? What is the anticipated future impact on UA Performance Measures?)

The future of this initiative will be to continue all of the above activities and in addition focus attention upon a global human service stakeholder communication system to include: practicum faculty, students, field instructors and placement agencies. The purpose of the system is to draw upon and support our community partners, faculty and to provide quick consistent information to our practicum stakeholders. In addition it is intended once the system is developed and tested all students and alumni will be included.

To what extent, if any, was this initiative allocation to your unit offset by reductions? N/A

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ATTACHMENT VI


Project/Initiative Title: Clinical Simulations Delivery Coordinator Contact: Susan Kaplan E-mail: [email protected] Org #: 11431 This document is intended to provide basic assessment information for each special project or initiative program funded in FY11. This includes priority program funding from the Legislature, base funding through the UAA internal reallocation process, strategic opportunity fund awards, Chancellor’s Research awards, and one-time TVEP workforce development funds. This evaluation will be used to assess the effectiveness of funded projects and programs and as part of the internal scan for the upcoming accreditation process. Please provide a brief paragraph on each question, with the total document totaling no more than two pages.


This was a new position funded .5 FTE in FY 11. The Simulation Coordinator provides expertise in low, medium, and high fidelity simulation with experience in teaching health professionals. This position coordinates the School of Nursing (SON) simulation clinic expansion to selected community campus/outreach sites starting with Fairbanks. This entailed: 1) Teleconference faculty training in use of the mannequin located at the outreach site nursing labs. 2) Implementation of simulation scenarios within existing courses. 3) Promote best practice in student learning through use of simulation. 4) Partnering with other discipline faculty to provide a broad array of simulation experiences.


of funds spent, and any changes to original plans, goals, or objectives. What goals were met? Include specific outcomes of the project or initiative.)

Hired an FNP with clinical simulation expertise to guide the process Launched the Inter-professional Clinical Simulation Faculty Steering Committee to

promote inter-professional education using clinical simulation as a tool Established Inter-professional Education as a priority for the new Health Sciences

Building and for the improved educational opportunities of UA students

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Created channels of communication between health disciplines within the University Established communication between disciplines through regular meetings Evaluated ability of simulation to enhance current curricula in nursing, occupational

therapy, physician assistant, nurse practitioner, allied health, medicine, speech therapy, and social work through symposium attendance and interactions. Disciplines are beginning to determine how simulation can be incorporated.

Examined and documented Inter-professional Educational learning opportunities amongst >13 health disciplines within the University

Development of a standardized patient program is in progress Assessment of the learning needs of faculty across disciplines has been completed and is

being addressed through training and paid travel to symposium opportunities.

What has been the impact? (How has UAA benefited from this initiative? Were additional courses offered or students served? What research was completed, what knowledge gained? What are the indicators that point to the impacts? How do the results further the strategic objectives of UAA 2017? How has the initiative affected UA Performance Measures?)

Verified the University’s commitment to supporting our Alaskan healthcare community by financing and organizing for faculty/staff to attend statewide simulation events

UA demonstrated its commitment to quality education by being among the first universities within the nation to establish an Inter-professional Clinical Simulation Faculty Steering committee. This committee will guide the development and progression forward of Clinical Simulation within the University and throughout Alaskan healthcare.

Additional courses for students are being discussed Professional advancement courses both for practicing professionals and for

faculty are being discussed Discussion of alternative educational opportunities, i.e. second life, to promote the

equalization of educational opportunities across the state Established the University of Alaska as an innovative educational University

What are the expected future outcomes of this initiative? (Where is this initiative going next? How will this initiative continue to benefit UAA and its constituents? What is the anticipated future impact on UA Performance Measures?) This program will result in state of the art, advanced inter-professional simulation use in health related programs across Alaska.


N/A

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