Strategic Plan 2012 - 2017
Sacred Heart University
VISION STATEMENTMISSION STATEMENTCORE VALUESSERVICE TO THE COMMUNITYSWOT ANALYSISSTRATEGIC PLANORGANIZATIONAL CHART – Appendix AACADEMIC PROGRAMS – Appendix BTHE CENTERS FOR COMMUNITY HEALTH AND WELLNESS – Appendix C
[College of health professions]
Vision for 2017: Preparing Leaders to Serve
The College’s vision includes integration of academic programs and clinical centers that lead to engaged learning, academic excellence, and inter-professional practice.
The College will be known for:
Excellence of academic programs, Success of a diverse student population prepared to serve a global society, Scholarship that showcases evidence-based practice and best practices, Inter-professional collaboration in teaching, scholarship, and service, and a Commitment to the growth of the mind, body, and spirit of the communities that we serve.
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Mission Statement
The College of Health Professions seeks to foster the development of women and men who demonstrate intellectual and professional integrity, who value compassionate service to others, and who take leading roles in communities governed by spiritual and moral values.
As a professional college within a Catholic university rooted in the liberal arts tradition, the College of Health Professions is committed to providing an education built upon a deep respect for the dignity of the human person and a recognition of the responsibility of each individual to contribute to the building of a more just society. Specifically, the college strives to teach the skills necessary for developing ethical responses to the new and ever-changing circumstances of a future filled with discoveries, technological advancements, and social change.
The college provides opportunities for students to gain knowledge, experience, skills, and values necessary to begin a first career, to advance in an existing career, and to prepare for new career challenges in response to the changing needs of society.
The college’s cooperation with professional partners in the community ensures that students benefit from an integration of academic, internship, and clinical experiences; this collaboration also enriches the health care endeavors of the community and instills an ethic of community service among students.
The college is committed to professional and academic excellence and measures this by the quality of its faculty, programs, resources, and student achievements.
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Core Values
The core values of the faculty and staff of the College are:
1. Active and Engaged Learning – We believe an excellent academic environment is one where both the faculty and students are committed to making optimal use of available teaching-learning strategies and resources. Among those resources, our clinical, fieldwork, and intern experiences are integral to the learning process and our curricula would be lacking in achievement of critical learning objectives without them. We provide an engaging, welcoming, yet challenging environment where students perceive the people who work here care about them, respect them, and want them to succeed.
2. Pursuit of Wisdom – The Catholic Intellectual Tradition has as one of its cornerstones the pursuit of wisdom. Our faculty is engaged in scholarly and creative pursuits, exhibit enthusiasm for “the search for truth,” and use their discoveries to inform their teaching and benefit their students and the community.
3. Innovation – We develop and use methods such as problem-based, team-based, on-line, and service learning methods in our curricula. Our faculty is recognized as leaders in professional education within their disciplines and our experiences are disseminated locally, regionally, and nationally among our peers.
4. Integrity – We hold our students and ourselves to professional standards for ethical behavior within our academic programs and in interactions with each other.
5. Leadership –We have leadership roles in both the professional and general communities, contribute to the growth of knowledge and its dissemination within our given disciplines, and take active roles in policy development and implementation.
6. Diversity- We offer opportunities for students from diverse backgrounds and learning styles by hiring a culturally competent faculty and staff who can adapt offerings and support systems within the college and university to provide the best opportunity for success.
7. Service to Others – We are preparing leaders to serve and because of this our students must interact with, empathize with, communicate with, and learn from the diverse populations we call community. Our graduates can neither teach, nor care for, nor serve people they do not understand so community-based instruction is critical to their success as professionals and human beings.
8. Spiritual and Personal Growth – We believe meaningful lives come from an education built upon deep respect for the dignity of each person, the value of compassionate service, and a recognition of the responsibility of each individual to contribute to building a more just society.
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9. Collaboration – We encourage inter-professional collaboration among the departments within the college to deliver curricula that model team-based practice we experience in our work settings. We involve community-based practitioners and educators in the learning process because we believe theoretical knowledge is complemented by experience and skills honed in the workplace. The benefits the faculty and students bring to the community setting are equally important as they enhance the education and health care endeavors of the professional staff which in turn impacts the quality of service delivered to their students, patients, and clients.
10. Professionalism – We utilize best practices in the classroom. We believe it is necessary to model this approach to our students if we expect them to use this approach to learning as students and later as practitioners.
11. Responsiveness – As leaders in professional education, we believe it is our role to anticipate and be responsive to the changing environment in education and health care.
Service to the Community
Faculty and students from the above complement of academic programs allow the College to implement several initiatives that will enrich our academic programs, enhance our global, national, and regional reputation and provide opportunities to carry out the scholarship, community outreach, and service aspects of its mission.
The Centers for Community Health and Wellness - will be an integrated set of interprofessional and single disciplinary health services that are recognized as evidence-based practices that model excellence in health care. The Centers will be staffed by faculty and students of the university engaged in contemporary practice that improves health services to the university and the broader community. The Centers will advance the mission of the University specifically as it promotes excellence in professional and interprofessional education, engagement of faculty and students in service to the community, and promoting social justice and the dignity and well-being of the people we serve. Underserved populations – Faculty, staff, and students of the college participate in service activities that further the mission of the university and the college at local, regional, and national levels. This service will be intentional as part of community-based learning experiences for our students and as part of our roles as professionals for our faculty and staff.
Faculty practice - Faculty practice plans are established for the purpose of promoting instruction in contemporary practice, creating opportunities for clinical research, and offering faculty and student opportunities for community service within the academic units of the College of Health Professions. Faculty practice plans should serve to further the mission of the University.
Professional Development -College offerings for professional development will take place at different sites dependent upon need and demand. In-service programs will include continuing education and career ladder (RN – BSN and RN – MSN) opportunities in Nursing as well as programs for other professions represented in the college.
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SWOT Analysis
11-30-11
Assumptions
The College faces both a challenge and opportunity in designing learning environments and pedagogies that effectively serve a divergent student body with varying capabilities.
Closing the gap between student performance and rigorous academic expectations will benefit all programs and the University.
In order for colleges to become more autonomous, resources it will be necessary to become more de-centralized
Strengths
Faculty have fully embraced an educational philosophy and practice in their commitment to students and engaging students in learning.
Faculty are committed to issues of social justice, ethics, and serving communities of need.
Academic programs within the CHP are recognized for high quality, student-centered learning.
Nimble systems and an entrepreneurial spirit enable the CHP to take advantage of strategic opportunities
The CHP’s articulated graduate and undergraduate programs attract high achieving students to the University thus contributing to the quality of the undergraduate student body.
The CHP’s demonstration of team-based, inter-professional practice is aligned with future national health care policies and priorities.
Weaknesses
The tuition rate challenges us to demonstrate return on investment in the marketplace.
To retain quality faculty, the University needs to reallocate workload based upon teaching, scholarship, and service expectations
Research and scholarly activities are constrained by limited systematic support (budget, statistics, grant writing, IT, administrative) at the college and university levels.
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Opportunities
Health professions workforce shortages will continue to provide employment opportunities for CHP graduates.
Health care industry is growing and the demands for health care professionals will provide opportunities for enrollment growth and development of new programs
Partnerships with health care and community agencies promote our mission of active and engaged learning for students and faculty
Legislative and reimbursement systems increasingly demand that professionals demonstrate their professional competence, which will require increased professional development programs.
The health care industry’s emphasis on outcomes will drive a change in orientation toward scholarship of practice.
The University’s plan to identify and develop a contemporary learning environment for the health professions will allow the college to meet the University’s strategic plan for enrollment & program growth.
Threats
Cost and availability of necessary fieldwork and clinical sites will continue to constrain our academic programs.
Recruitment of faculty continues to be challenged by a scarcity of doctorally prepared educators, greying of faculty, and clinical practitioners interested and able to assume academic roles.
Health care delivery systems are increasingly coalescing into large, accountable care organizations (ACO), which will necessitate academic program alignment with competing ACOs.
Electronic health records and health care information technology are increasing the need for academic programs to contain curricula, and our students to become proficient in their use.
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Strategic Plan
GOAL/OBJECTIVE:University Goal 1: Increase Academic Excellence and Distinctiveness: Sacred Heart University will enhance its distinctive commitment to academic excellence demonstrated by the work of students who take responsibility for their learning and who are encouraged and guided by a faculty dedicated to innovative teaching and actively engaged in scholarly and creative work that advances their fields.
Objective 1:
Promote active and engaged learning
Strategies for achieving the above:
Strategy 1:Offer Faculty development activities on the scholarship of teaching and scholarship
Strategy 2:Offer Lunch and Learn programs to increase faculty skills in the use of new and emerging education technology and in teaching skills for engaging students in the classroom
Strategy 3:Create and implement a college-wide Faculty-Student Scholarship day
Strategy 4:Collaborate with the Thomas Moore Honors program to develop curricula specifically targeted toward CHP students
Strategy 5:Promote inter-professional efforts for service learning in collaboration with university service learning office
Dept/PersonResponsible
Dean’s office, Dr. Emery, faculty
affairs committee
Dean’s office Dr. Emery, faculty
affairs committee
Admin Council, faculty s & academic affairs committees
UG faculty
Dr. Bortone, Admin Council
Target Date
On-going
On-going
Fall, 2013
On-going
Fall, 2014
Status
Director of the honors program met with the college
administrative council; 2 courses have been developed
to be offered AY12
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GOAL/OBJECTIVE:University Goal 1: Increase Academic Excellence and Distinctiveness: Sacred Heart University will enhance its distinctive commitment to academic excellence demonstrated by the work of students who take responsibility for their learning and who are encouraged and guided by a faculty dedicated to innovative teaching and actively engaged in scholarly and creative work that advances their fields.
Objective 2:
Increase connectedness of Freshman students to faculty and upper division peer mentors.
Strategies for achieving the above:
Strategy 1:Provide opportunities for first year students to interact with CHP faculty
Strategy 2:Establish and promote a peer-mentoring program between freshmen and upper division students: pre-professional club.
Dept/PersonResponsible
Chairs, CHP faculty
Dr. Bortone, Ms. Atkins, student
organization advisors
Target Date
On-going
May, 2013
Status
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GOAL/OBJECTIVE:University Goal 1: Increase Academic Excellence and Distinctiveness: Sacred Heart University will enhance its distinctive commitment to academic excellence demonstrated by the work of students who take responsibility for their learning and who are encouraged and guided by a faculty dedicated to innovative teaching and actively engaged in scholarly and creative work that advances their fields.
Objective 3:
Develop and increase faculty
Strategies for achieving the above:
Strategy 1:Develop a Policies and Procedures Manual for each program within the CHP
Strategy 2Develop Adjunct Faculty Handbook(s) & orientation materials
Strategy 3:Collaborate with IT to schedule Blackboard modules for faculty development
Strategy 4:Develop plan to balance faculty work-load to include time for scholarship, service, and active engaged teaching
Strategy 5:Promote the development of faculty through assistance to complete terminal degrees
Dept/PersonResponsible
Chairs/program directors
Dr. Emery, Chairs/PDs, faculty affairs committee
Dean’s office, faculty affairs
committee
Provost, Dean, Admin. Council, faculty affairs
committee
Dean, Chairs
Target Date
May, 2015
May, 2014
On-going
May, 2016
On-going
Status
A plan for implementing a 4:3 workload for tenure-track &
tenured faculty for AY13 has been approved by CHP faculty affairs
committee and the Dean
Two faculty completed degrees in AY12; 5 faculty are currently enrolled in doctoral programs
GOAL/OBJECTIVE:9
University Goal 1: Increase Academic Excellence and Distinctiveness: Sacred Heart University will enhance its distinctive commitment to academic excellence demonstrated by the work of students who take responsibility for their learning and who are encouraged and guided by a faculty dedicated to innovative teaching and actively engaged in scholarly and creative work that advances their fields.
Objective 4:
Improve student quality
Strategies for achieving the above:
Strategy 1:Define and articulate the profile of improved applicant quality and identify strategies of how we will attract those students
Strategy 2:Improve the national reputation of our programs to attract applicants with strong academic profiles through collaboration with marketing and public relations staff to develop and disseminate promotional materials
Strategy 3:Review and revise as needed the provisional freshman admission criteria for the MSOT, DPT, and the first professional nursing degree program based on historic student performance in this category
Dept/PersonResponsible
Chairs, grad admissions
staff/committees,
Chairs, PR division, Univ. Advancement,
and Admissions staff
Dr. Emery, Dr. Bortone, Dr. Fries
Admissions staff/committee
Target Date
On-going
On-going
May, 2013
Status
College magazine is being produced in collaboration with PR
staff
GOAL/OBJECTIVE:10
University Goal 1: Increase Academic Excellence and Distinctiveness: Sacred Heart University will enhance its distinctive commitment to academic excellence demonstrated by the work of students who take responsibility for their learning and who are encouraged and guided by a faculty dedicated to innovative teaching and actively engaged in scholarly and creative work that advances their fields.
Objective 6:
Strengthen the academic reputation of the CHP and its programsStrategies for achieving the above:
Strategy 1:Explore the possibility for developing inter-professional curriculum options in CHP undergraduate and graduate programs
Strategy 2:Promote and recognize faculty accomplishments and professional involvement
Strategy 3:Promote student participation in professional involvement at the state and national level
Strategy 4:Explore the feasibility of developing inter-professional resources to promote health care practice, research, and student engagement
Dept/PersonResponsible
Chairs, CHP Academic Affairs
committee
Dean, Chairs
Chairs, Faculty
Dr. Emery, Dr. Stephen Burrows
ad hoc committee
(appointed by Dean)
Target Date
May 2016
On-going
On-going
May 2016
Status
GOAL/OBJECTIVE:11
University Goal 1: Increase Academic Excellence and Distinctiveness: Sacred Heart University will enhance its distinctive commitment to academic excellence demonstrated by the work of students who take responsibility for their learning and who are encouraged and guided by a faculty dedicated to innovative teaching and actively engaged in scholarly and creative work that advances their fields.
Objective 7:
Increase global opportunities
Strategies for achieving the above:
Strategy 1:Explore the possibility of international educational partnerships
Strategy 2:Explore the development of an intensive undergraduate course in Spanish for the Health Professions
Dept/PersonResponsible
Dr. Emery, Department
Chairs
Dr. Emery, Admin Council, CHP
faculty
Target Date
Fall, 2015
Fall, 2014
Status
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GOAL/OBJECTIVE:University Goal 2: Develop a structured, mission-driven student development plan that intentionally educates the whole person within a campus-wide living and learning community and is a seamlessly integrated extension of classroom learning.
Objective 1: Create a culture that supports, recognizes, and requires University-wide collaboration in the development and on-going vitality of a campus-wide living and learning community for students with the explicit goal of increasing retention 1.5 – 2% per year from current 75%.
Strategies for achieving the above:
Strategy 1:Provide opportunities for first year students to interact with CHP faculty: Health and Well-being living –learning community (HW-LLC), identify freshmen advisors, host group events, facilitate individual advising
Dept/PersonResponsible
Dean Walker, Dr. Price, Dr. Milner, LLC-HW planning
committee
Target Date
Fall, 2012
Status
CHP committee established, co-leaders identified, focus group for students held in
spring 2012; brochure developed; presentations
made at freshman orientation; 15 students
enrolled fall, 2012
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GOAL/OBJECTIVE:University Goal 3: Implement strategies to build new facilities and upgrade/maintain existing infrastructure for the university to be more competitive.
Objective 1:
Develop and begin implementation of a 10-year master University capital and infrastructure plan based on appropriate opportunities and enrollment and program priorities that inform the budget planning process
Strategies for achieving the above:
Strategy 1:Collaborate with the appropriate university divisions to construct/renovate a new building to house the CHP that includes state-of-the-art interdisciplinary classrooms, laboratories, and clinic spaces for existing and proposed programs.
Renovate and expand the nursing simulation and ambulatory care lab to accommodate the new equipment and increased enrollment in the first professional degree nursing program.
Dept/PersonResponsible
Dean, Dr. Emery Chairs, Program
Directors
Dean, Dr. Barker. Ms. Boyd, campus
operations
Target Date
Fall, 2014
Fall, 2012
Status
Discussions regarding future needs to house new and expanding programs in o-
going
Construction was completed fall 2012 for both the simulation and ambulatory labs.
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GOAL/OBJECTIVE:University Goal 4: Strengthen the Long-term Financial Stability of the University: Develop and implement business plans that strengthen the long-term financial health of the University, while optimizing net revenues and ensuring transparent and strategic resource allocation.
Objective 2: Develop and implement a Strategic Enrollment Plan that considers academic excellence, infrastructure capacity and projects the economic effect of current and new programs.
Strategies for achieving the above:
Strategy 1:Develop 5 – year plan to Increase graduate enrollment through new programs and growth of existing programs
Implement MS program in Health Information Systems
Implement MS program in Speech-Language Pathology
Develop MS in Physician Assistant program
Dept/PersonResponsible
Dean, Chairs, Faculty
Dean, Dr. Burrows
Dean, Dr. Paul
Dean, Dr. Emery, PA program director (TBD)
Target Date
Fall, 2016
Spring, 2013
Fall, 2014
Fall, 2016
Status
Plan submitted to President fall, 2011;
Program director hired to develop and implement program
Program director hired; state approval was obtained and ASHA application was submitted fall, 2012
Consultant hired to assist with development of PA program
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GOAL/OBJECTIVE:University Goal 5: Continue and deepen the commitment to the Mission and Catholic Identity in the life of the University Community.
Objective 2: Consciously inculcate the Catholic Intellectual tradition throughout the Core Curriculum in supportive and innovative ways.
Strategies for achieving the above:
Strategy 1:Sponsor an annual meeting for Dr. Higgins to introduce selected faculty to the Presidential Seminar on CIT
Encourage faculty participation in CIT seminar and Faculty Conversations.
Dept/PersonResponsible
Dean
Dean, Chairs
Target Date
On-going
On-going
Status
First held spring 2012
4 faculty wilI attend in 2012
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Appendix A – CHP Organizational Chart
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Appendix B - Academic Programs
The College of Health professions will offer baccalaureate, masters and professional doctoral level educational programs. In addition to the continuation and expansion where possible of existing programs, new academic programs will be established.
College of Health Professions current program offerings include:
Physical Therapy and Human Movement Science (PT/HMS) Department:Doctor of Physical Therapy (DPT)Master of Science in Exercise and Nutrition Bachelor of Science in Exercise ScienceBachelor of Science in Athletic TrainingOrthopaedic Physical Therapy Clinical Residency programGeriatric Physical Therapy Clinical Residency programGraduate certificate program in Geriatric Health and WellnessMinor in Geriatric Health and Wellness (undergraduate)
Occupational Therapy and Health Sciences (OT/HS) department Academic programs in the OT/HS department are:Master of Science in Occupational Therapy Bachelor of Science in Health Sciences - leadership track and pre-professional track
Nursing department:Doctor of Nursing Practice (DNP)Master of Science in Nursing - Patient Care Services Administration, Nursing Education, and Clinical Nurse LeaderMaster of Science in Nursing and Post-master's certificate program - Family Nurse PractitionerMaster of Science in Nursing – RN to MSNBachelor of Science in Nursing - First Professional Degree programBachelor of Science in Nursing - RN to BSN.
Master of Science in Speech Language Pathology (SLP) is currently under development. The program will begin pre-requisite courses in fall 2013; the program will begin fall 2014
Master of Science in Healthcare Information Systems (HIS) – is currently under development. Program pre-requisites began fall, 2012; the program will begin in spring, 2013.
New degree programs to be established by 2017 are:
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MSN – CNL track (4+2)
With the growing numbers of new Clinical Nurse Leader (CNL) roles, SHU proposes to offer a specially designed MSN/CNL program for new graduate nurses. The program is designed to provide two years of clinical experience while students complete the 36 credit curriculum that concludes with a role immersion course. This option will assure that new graduates can complete graduate study while applying newly gained knowledge and skills within their professional settings.
Doctor of Occupational Therapy (ScD in OT or OTD)
The Doctorate is a professional education program leading to either a ScD or OT. The program is designed as a post-professional program of one year in length following the completion of the MSOT degree and NBCOT certification. Certified Occupational Therapists who have a bachelor’s degree will be required to first complete a Master’s degree to qualify for admission. The post-professional Doctorate program in Occupational Therapy prepares graduates to assume leadership in the profession, in practice, and in scholarship.
Master of Science in Physician Assistant Studies
A feasibility study was completed October 2012. A letter of intent has been submitted to the Accreditation Review Commission on Education for the Physician Assistant. Per the letter of intent, a site visit will be held fall 2015, approval will be sought from the accreditation commission in spring 2016, and the program is projected to start in fall, 2016
BS in Nutrition and/or Dietetics
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The development of a bachelor’s degree in Nutrition can complement undergraduate degree programs that currently exist as they all include some component of nutritional education. Further investigation of additional programming in Dietetics (bachelor’s and/or graduate levels) including the Dietetic Internship is possible.
New certification programs to be established by 2017:
Certificate in Nursing Education (graduate) Certificate in Strength and Conditioning Certificate in Emergency Preparedness
New Clinical Residency programs to be established by 2017:
Pediatric Physical Therapy
Clinical residencies are offered in partnership with a clinical facility. Didactic courses are delivered through an academic department and clinical experience is provided by the facility. The completion of a clinical residency will prepare the student for clinical specialist certification
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Appendix C
A New Vision for the College of Health Professions (CHP) and the Centers for Community Health and Wellness (CCHW)
As the College of Health professions continues its growth in the pursuit of academic excellence and its mission, the identification of new facilities is inevitable. The extension of the lease for Cambridge building provides us an opportunity to design a state-of-the-art building that will meet both the academic and clinical needs of the college. These needs are expressed in a new vision for the college which incorporates its academic programs and a re-configuration of the college’s Center for Community Health and Wellness into The CHP Centers for Community Health and Wellness.
Vision Statement:
The CHP Centers for Community Health and Wellness will be an integrated set of interprofessional and single disciplinary health services that are recognized as evidence-based practices that model excellence in health care. The Centers will be staffed by faculty and students of the university engaged in contemporary practice that improves health services to the university and the broader community. The Centers will advance the mission of the University specifically as it promotes excellence in professional and interprofessional education, engagement of faculty and students in service to the community, and promoting social justice and the dignity and well-being of the people we serve.
This new vision for the Centers within the CHP advances the CHP’s mission which states, in part, that the CHP “develops women and men who demonstrate intellectual and professional integrity, who value compassionate service to others, and who take leading roles in communities governed by spiritual and moral values.” Further, the college mission calls faculty and students to “strive to teach the skills necessary for developing ethical responses to the new and ever-changing circumstances of a future filled with discoveries, technological advancements, and social change,” and to “ensure that students benefit from an integration of academic, internship, and clinical experiences; this . . . also enriching the health care endeavors of the community and instilling an ethic of community service among students.” The CHP Centers for Community Health and Wellness will contribute significantly to these accomplishments.
Description of the Centers:
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One current point of distinction for programs in the College of Health Professions is the active engagement of faculty in the clinical practice of the discipline. To that end, the faculty engages in university-sponsored practice activities on campus and in the community which (1) sustain and refine faculty practice abilities (and credibility), (2) provide our students with contemporary and ethical clinical learning experiences, (3) offer continuing clinical scholarship opportunities, and, (4) serve as a model in meeting the mission of the university to serve others in our community.
By combining existing practice activities in exercise science, nursing and physical therapy with current community service activities of a clinical nature (currently provided through the CHP Center for Community Health and Wellness), and planned new clinical service activities in athletic training, occupational therapy and speech language pathology, a university interprofessional health care service entity could be created. This would enhance practice opportunities, promote interprofessional care and showcase the role of these disciplines in health care from wellness and health promotion to restorative care. The “Centers” entity would be comprised of (1) focused interprofessional services to address our most pressing societal health care needs (i.e. maternal/child health, cardiovascular health, and disease and disability prevention), and (2) broad spectrum single-discipline services providing best practices as defined by those professions, including occupational therapy, physical therapy, exercise science, and speech-language pathology.
Such an interprofessional health service would continue to provide health services for university faculty, staff, students, and student athletes and serve the communities of Fairfield, Trumbull, and Bridgeport. It would function in a cost neutral fashion to the university while providing valuable assets to the students and faculty of our college and the patients/clients that we serve.
Locating the academic and clinical facilities under one roof within one a building dedicated to the College of Health Professions would allow a seamless transition between health professions education, interprofessional education and practice, faculty and student scholarship, clinical education activities, student and faculty led clinical service, and contracted clinical and wellness services open to the public.
Facilities Needed:
Clinical facilities within an academic environment can offer some efficiency because the clinical spaces can be used as occasional teaching space, student practice space and student clinical testing space. Similarly, with the vision of a series of “Centers” as described above, there can be common space used by multiple disciplines and shared for greater efficiency and interprofessional education and practice opportunities (e.g. pediatric treatment space and equipment).
Requirements for space would include the current clinical practice spaces on campus for Physical Therapy and Exercise Science (PT clinic, Pitt Center and Cambridge: 4,050 sq ft; Motion Analysis Lab, Oakview: 2,000 sq ft) plus the Speech/Language Pathology new program requirements for clinical space (1,500 sq ft) and several interdisciplinary centers where education, screening and treatment intervention could occur (Occupational Therapy, Nursing, Physician’s Assistant). While the needs of each center will vary, it would be prudent to assume 1,500 sq ft for each center (assume 2 centers to start) plus some common classrooms (2 @ 1,000 sq ft each) and
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common business office/reception space (@ 1,000 sq ft). With these requirements in mind, a “Centers” facility would require 13,450 to start. A strategic plan for the "Centers concept" would perhaps also identify some next immediate growth areas to bring a total space requirement to 15-18,000 sq ft.
In their March, 2011 programming report for the College of Health Professions, Sasaki and Associates Architects estimated the anticipated square footage needs for the health programs (minus the department of education) in the year 2020 (4 years for building + 5 years of growth) to be approximately 108,015 NSF and 175,769 GSF (at 65 % efficiency). This is inclusive of the offices, common areas, dedicated instructional space, food service, IT, library, the physical therapy clinic and place holders for shared classrooms as the exact quantity was not determined at that time. Not included in this estimate is the concept of the clinical/educational “Centers.”
Total estimate for CHP and the Centers (at 15,000 NSF) would approximate 123,015 NSF and 189,253 GSF by 2020 using the Sasaki program of 65% efficiency.
Budget Implications:
Clinical practice services should operate on a cost-neutral basis for the University. Start-up costs will likely require initial investment and can be managed like other “new initiative” ventures of the University, designed to pay back start-up costs over time.
Once operational, clinical services should operate with modest expected net revenue to provide for seasonal fluctuations in revenue, re-investment in the clinical facilities and equipment, support of students such as through graduate assistantships, and to provide a source of revenue, though modest, which can support initiatives of the departments and the College of Health Professions without requiring additional tuition revenue.
Through an integrated set of Centers, funding for less profitable clinical activities (e.g. services to those who are underserved and have a limited ability to pay) can be offset by traditional Centers that generate revenue through more traditional practices. This will allow funding of activities within a Center that meet the University mission but may not necessarily be financially self-sustaining. In these cases, such University support (from within the Centers) will provide an advantage when seeking external funding for programs and activities through grants or government contracts that require institutional matching funds.
The cost for a new or renovate facility to house the college and the centers would need to be determined.
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MJE & PWW; 7/17/12 edited JMB 10/10/12
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