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.
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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:
P a g e | 84
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,
[email protected] 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.