Self-Study for CEPH - UMass

Self-Study for CEPH May 2014

School of Public Health & Health Sciences

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GLOSSARY

Acronyms Meaning

AFR Annual Faculty Reports AFSCME American Federation of State, County and Municipal Employees ALANA African, Latino/Latina, Asian and Native American ARR Academic Requirements Report ASPPH Associations of Schools and Programs of Public Health BCC Biostatistics Consulting Center Bio/Epi Division of Biostatistics and Epidemiology CAA Council on Academic Accreditation in Audiology and Speech-Language Pathology CBPR Community-Based Participatory Research CCTR Collaborations with colleagues from the University of Massachusetts School of Medicine CCTS Center for Clinical and Translational Service CERP Community Engaged Research Program CFR Center for Research on Families CHC Commonwealth Honors College CHD Coronary heart disease CHES Certified Health Education Specialists CIHE Commission on Institutions of Higher Education COTA College Outstanding Teacher Award CPE Continuing Professional Education CPH Certified in Public Health CREWH Center for Research and Education in Women’s Health CHE Community Health Education CHS Division of Community Health Studies CTFD Center for Teaching and Faculty Development CY Calendar Year DOSO Dean of Students Office DTA Distinguished Teaching Award EHS Environmental Health Sciences EXSPWG Executive Council Strategic Planning Working Group FNP Family Nutrition Program FREA Faculty Research Enhancement Awards FRG/HEG Faculty Research Grant/Healey Endowment FTE Full Time Employee GSS Graduate Student Senate HANDS Health and Nutrition Diversity Scholars Program HCOP Health Careers Opportunity Program HPP Division of Health Promotion and Policy

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HPM Health Policy and Management HRSA U.S. Department of Health and Human Services’ Health Resources and Services

Administration ICB3 Institution for Computational Biology, Biostatistics and Bioinformatics IE Integrative Experience Requirement IGH Institute for Global Health IRB Institutional Review Board ISSR Institute for Social Science Research LAN Local Area Network LC Learning Commons MA Master of Arts MAP Midterm Assessment Process MDPH Massachusetts State Department of Public Health MNDB Massachusetts Nutrient Data Bank MNP Maternal and Neonatal Health MPH Master of Public Health MPH-PHP Public Health Practice Program MS Master of Science MSP NBPHE The National Board of Public Health Examiners NCHEC National Commission for Health Education Credentialing Inc. NEASC New England Association of Schools and Colleges NEP Nutrition Education Program NREPHC Northeast Regional Environmental Public Health Center OGCA Office of Grants and Contract Administration OIR Office of Institutional Research OIT Office of Information Technologies OPHPO Office of Public Health Practice and Outreach PhD Doctor of Philosophy PHP Health Practice PMYR Periodic Multi-Year Review ResPECT The Respiratory Protection Effectiveness Clinical Trial SHHARE Springfield/Holyoke Health Alliance for Research and Engagement SPEC Strategic Planning and Evaluation Committee SPHHS School of Public Health and Health Sciences SPIFFY Strategic Planning Initiative for Family and SRTI Student Response to Instruction UMMC University of Massachusetts School of Medicine UPD Undergraduate Program Director USA/MTA University Staff Association/Massachusetts Teachers Association WMPHTC Western Massachusetts Public Health Training Center

*"Indicates"templates"that"are"also"in"the"narrative"of"the"report."

Resource File Index CEPH Templates Template 1.6.1 Sources of Funds* Template 1.7.1 Primary Faculty by Core Knowledge Area* Template 1.7.2 Faculty, Students and Student/Faculty Ratios by Department* Template 1.8.1 Diversity Outcomes* Template 2.1.1 Instructional Matrix* Template 2.3.1 Core Public Health Knowledge* Template 2.6.1 Course and activities which competencies are met

Template 2.7.1 Degree Completion Template 2.7.2 Graduates; Employment* Template 2.12 Doctoral Student Data (Note: listed as 2.10 in CEPH template

examples)* Template 3.1.1 Research Activity of Faculty for the Last 3 years Template 3.2.1 Service Activity of Faculty for the Last 3 years Template 4.1.1 Primary Faculty who Support Degree Offerings Template 4.1.2 Secondary Faculty who Support Degree Offerings Template 4.3.1 Admissions Process Data* Template 4.3.2 Total Enrollment Data* Section 1 1.1 2007-2012 Strategic Plan 1.5 Academic Personnel Policy Bylaws (University and SPHHS) Union Contracts (MSP, USA/MTA, AFSCME) 1.8 Diversity Plan Section 2 2.4 Practicum forms Table 2.4 Practicum placements for the last 3 years 2.5 Capstone Class syllabus for MPH-PHP Example Culminating Experiences 2.6 2013-2014 course syllabi

Competencies – see CEPH Template folder Template 2.6.1 Title of course rubrics 2.7 Detailed Graduation Rates tables – see CEPH Template folder 2.7.1. Key Informant Survey Course syllabi – see folder 2.6 2.8 Requirements for graduation (Communication Disorders) 2.9 Changes to BS in Public Health Degree Program 2.11 Seminar Speakers, Kinesiology

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Section 3 3.1 2007-2012 Strategic Plan – see folder 1.1 Faculty Handbook Faculty Research Projects – see CEPH Template folder 3.1.1

Teaching buy out fee schedule 3.2 Faculty Handbook – see folder 3.1 Faculty Service – see Template 3.2 Section 4 4.1 List of Primary Faculty – see CEPH Template folder 4.1.1 4.2 Academic Personnel Policy – see folder 1.5 Center for Teaching and Faculty Development Faculty Handbook 4.3 Examples of recruitment materials SPHHS official catalog 4.4 Graduate Student Handbook CVs University of Massachusetts Accrediting Bodies Career and Academic Advising Documentation of Services and Events Documentation of Satisfaction with Advising New Student Orientation Materials Course Evaluations Faculty Course Evaluations Course Schedules Culminating Experience Dual Degree Faculty Evaluation Materials

Promotion and Tenure Guidelines Other documents relevant to faculty advancement

Grievances and Complaints Minutes

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Surveys Alumni Current Student Employer Graduate Exit Survey Key Informant Survey Workforce Development Documentation of Needs Assessment

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TABLE OF CONTENTS CRITERION 1.0"1.1. Mission .............................................................................................................................................................. 1

1.2. Evaluation ........................................................................................................................................................ 10

1.3. Institutional Environment ................................................................................................................................ 22

1.4. Organization and Administration .................................................................................................................... 27

1.5. Governance ...................................................................................................................................................... 38

1.6. Fiscal Resources .............................................................................................................................................. 50

1.7. Faculty and Other Resources ........................................................................................................................... 56

1.8. Diversity .......................................................................................................................................................... 71

CRITERION 2.0 2.1. Degree Offerings ............................................................................................................................................. 79

2.2. Program Length ............................................................................................................................................... 82

2.3. Public Health Core Knowledge ....................................................................................................................... 84

2.4. Practical Skills ................................................................................................................................................. 85

2.5. Culminating Experience .................................................................................................................................. 91

2.6. Required Competencies ................................................................................................................................... 95

2.7. Assessment Procedures ................................................................................................................................. 102

2.8. Other Graduate Professional Degrees ............................................................................................................ 111

2.9. Bachelor’s Degrees in Public Health ............................................................................................................. 113

2.10. Other Bachelor’s Degrees ............................................................................................................................... 118

2.11. Academic Degrees .......................................................................................................................................... 120

2.12. Doctoral Degrees ............................................................................................................................................ 126

2.13. Joint Degrees .................................................................................................................................................. 132

2.14. Distance Education or Executive Degree Programs ....................................................................................... 134

CRITERION 3.0 3.1. Research ........................................................................................................................................................ 138

3.2. Service ........................................................................................................................................................... 149

3.3. Workforce Development ............................................................................................................................... 155

CRITERION 4.0 4.1. Faculty Qualifications ................................................................................................................................... 163

4.2. Faculty Policies and Procedures .................................................................................................................... 171

4.3. Student Recruitment and Admissions ........................................................................................................... 178

4.4. Advising and Career Counseling ................................................................................................................... 195

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University of Massachusetts Amherst, School of Public Health and Health Sciences 1

1.0 THE SCHOOL OF PUBLIC HEALTH AND HEALTH SCIENCES 1.1 Mission. The School shall have a clearly formulated and publicly stated mission with supporting goals, objectives and values. The University of Massachusetts Amherst School of Public Health and Health Sciences (SPHHS) has successfully combined the traditional public health disciplines with the “health sciences,” specifically, nutrition, kinesiology, and communication disorders. Although specific foci differ, each of the disciplines in the SPHHS shares a common commitment to optimizing human health and wellbeing. 1.1.a A clear and concise mission statement for the School as a whole. The SPHHS mission, vision, and values statements were reviewed and approved at the Faculty Assembly meeting on November 8, 2013. Mission Statement The mission of the University of Massachusetts Amherst School of Public Health and Health Sciences is:

To optimize the public’s health and quality of life through education, research, outreach, and practice using innovative approaches that integrate the core areas of public health and health sciences.

Vision Statement The vision for the University of Massachusetts Amherst School of Public Health and Health Sciences is as follows:

The SPHHS will address the complex challenges of improving the public’s health and wellbeing.

1.1.b A Statement of values that guide the School. The SPHHS is firmly committed to public health values, concepts, and ethics. Through its educational, research, service, and practice programs, the SPHHS dedicates itself to improving the public’s health by embracing the explicit values adopted by the faculty that are essential to carrying out the mission of the School. Values Pursuit of Knowledge Knowledge is gained through a scientific approach to research in health maintenance and promotion, disease prevention, basic mechanisms of human function, and population studies.


Encouraging Learning Lifelong learning is fundamental for the optimization of health and prevention of disease. Empowerment People in a community assume responsibility for their lives within the limits of their own knowledge and resources. Knowledge deficits, financial constraints, lack of access, and other barriers to optimal health must be identified and addressed. We empower individuals and communities to make sound health decisions. Ethical Practice This includes dedication to the highest standards of the profession; virtues of collegiality; sustained performance in teaching, scholarship, research, community service, and practice; and the integrity of public health and health science methods and practice. Equity and Justice These values promote health and wellbeing for all within a diverse society. Ecological Perspective Ecology frames the academic and practical generation of knowledge and service in an effort to protect the health of the public. 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 SPHHS is committed to a strategic planning process that includes regular review of the mission, vision, and goals of the School. The most recent strategic planning process, completed in 2011, is described in section 1.1.e of this report. The strategic plan covers the time period 2013–2018. The School has four specific and overarching goals that guide the School’s activities and further the School’s mission. These goals are aligned with the major functions through which the School intends to attain its mission, including research, teaching, service, and outreach. Goals and Objectives

1. Conduct innovative, high-impact basic and applied research. 1.1 Increase SPHHS faculty research productivity.

1.2 Demonstrate excellence in scholarship through an increase in quality and number of peer-reviewed publications. 1.3 Support excellence in research and scholarship through expanded resources, support services, and facilities. 1.4 Increase scholarship, research, and collaborations with external partners.


2. Strengthen and expand academic programs at the undergraduate and graduate levels to attract high-quality students and provide excellent learning experiences and a clear pathway to graduation. 2.1 Expand enrollments in the PhD, MPH, and other master’s degree programs. 2.2 Retain high-quality doctoral students.

2.3 Increase recruitment and support for online MPH programs in Public Health Practice and Nutrition. 2.4 Recruit, support, and graduate a diverse student body in both graduate and undergraduate programs. 2.5 Enhance research and practice opportunities for undergraduate students.

3. Strengthen the engagement in service, partnerships, and workforce development at the University and in the larger community (local, regional, national, and international).

3.1 Provide professional development and continuing education opportunities in public health and health sciences to our local professional workforce. 3.2 Strengthen partnerships with agencies and organizations to promote effective community-based participatory research. 3.3 Provide leadership and service to health-related organizations at the regional, state, national, and global level.

3.4 Provide service to the University and to the profession. 4. Promote and support a diverse and highly qualified faculty and staff. 4.1 Develop and implement a plan to recruit and retain a diverse faculty and staff. 4.2 Strengthen communication and community within the SPHHS. 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. The goals, objectives, and measurable indicators for each component of the strategic plan are found in Table 1.1.d. These indicators will be used to assess the School’s progress toward achieving the major goals in the plan. The timeframe to accomplish each indicator is 2018 unless otherwise noted. The Strategic Planning and Evaluation Committee (SPEC) is responsible for overall monitoring of goals and objectives. Objectives primarily rely upon quantitative data. In some cases progress toward objectives will be assessed with qualitative indicators. The previous strategic plan (2007–2012) and progress toward those objectives is included in the Resource File for reference.


Table 1.1.d SPHHS Strategic Plan, 2013–2018

Goal 1: Conduct innovative, high-impact basic and applied research. 1.1 Increase SPHHS faculty research productivity. a. Increase the number of new research proposals submitted to federal agencies, major foundations, and other extramural funding sources by 50%. b. Increase in the total award amount submitted to federal agencies, major foundations, and other extramural funding sources by 50%. c. Increase in extramural funding award amounts from federal agencies, major foundations, and other extramural funding sources by 25%. d. Increase by 25% the expenditures of extramural funding received from federal agencies, major foundations, and other sources. e. Increase to 90% the proportion of faculty who submit proposals to federal agencies or major foundations. f. Increase to 50% the proportion of faculty who serve as PI on extramural research. g. Submit three large Center grants by the end of the five-year strategic planning period. 1.2 Demonstrate excellence in scholarship through an increase in quality and number of peer-reviewed publications. a. Increase by 50% the total number of peer-reviewed publications by faculty. b. Increase to 100% the proportion of faculty who publish in peer-reviewed journals annually. c. Increase by 30% the average number of publications per faculty member. 1.3 Support excellence in research and scholarship through expanded resources, support services, and facilities. a. Increase support for grant writing. b. Provide seed money for faculty SPHHS pilot grant projects. c. Provide quality research space for faculty. 1.4 Increase scholarship, research, and collaborations with external partners. a. Increase by 30% the proportion of faculty who submit collaborative grants with local, regional, state, national, or international partners. b. Increase by 20% the number of research proposals awarded as grants with local, regional, state, national, or international partners. Goal 2: Strengthen and expand academic programs at the undergraduate and graduate levels to attract high-quality students and provide excellent learning experiences and a clear pathway to graduation. 2.1 Expand student enrollment in the PhD, MPH, and other master’s degree programs. a. Increase by 30% the number of students newly enrolled in graduate degree programs. b. Increase by 30% the yield in student enrollment for graduate degree programs (# enrolled / # accepted). c. Achieve target graduation rate by degree type. d. Expand 4+1 (bachelor’s degree + master’s degree) program in Public Health to 3–5 core areas of public health. 2.2 Retain high-quality doctoral students. a. Implement and maintain a PhD Fellowship program providing funding for up to five PhD students per year. b. Improve monitoring and tracking system of doctoral students. c. Provide TA or RA opportunities for 50% of full-time doctoral students. 2.3 Increase recruitment and support for online MPH programs in Public Health Practice and Nutrition. a. Increase by 30% the number of students enrolled in the online MPH programs. b. Increase marketing of online MPH degree programs. c. Increase the infrastructure to support students in the online degree programs.


2.4 Recruit, support, and graduate a diverse student body in both graduate and undergraduate programs. a. Increase the proportion of SPHHS undergraduate students who are members of underrepresented racial or ethnic minority groups to a level that equals or exceeds the proportion of underrepresented groups in the state of Massachusetts. b. Increase the proportion of SPHHS graduate students who are members of underrepresented racial or ethnic minority groups to a level that equals or exceeds the proportion of underrepresented groups in the state of Massachusetts. c. Increase the number of international graduate students (new enrollment) by 20%. d. Increase services available to undergraduate and graduate students to support success. e. Provide diversity training to faculty to better support a diverse student body. 2.5 Enhance research and practice opportunities for undergraduate students. a. Increase to 10% the proportion of graduate and undergraduate students involved in research. b. Increase to 75% the proportion of undergraduate students involved in internships. c. Increase to 25% the proportion of undergraduate students who take part in study abroad programs. Goal 3: Strengthen the engagement in service, partnerships, and workforce development at the University and in the larger community (local, regional, national, and international). 3.1 Provide professional development and continuing education opportunities in public health and health sciences to our local professional workforce. a. Increase by 20% the number of trainings offered annually to the local professional workforce. b. Increase by 50% the number of community members trained through workforce development efforts. c. Develop an online certificate program in Global Health. d. Develop a certificate program in Women’s Health. e. Use market data to establish at least two new joint degree programs with other University programs. f. Expand the activities of the Office of Public Health Practice and Outreach. 3.2: Strengthen partnerships with agencies and organizations to promote effective community-based participatory research. a. Increase by 50% the number of funded community-based projects. 3.3 Provide leadership and service to health-related organizations at the regional, state, national, and global level. a. Increase to 45% the proportion of faculty engaged in community service at the local, regional, state, federal, or international level. 3.4 Provide service to the University and to the profession. a. Increase to 75% the proportion of faculty engaged in service to a professional organization with a public health mission. b. Increase to 75% the proportion of faculty who serve as a reviewer or a member of a review board for one or more professional peer-reviewed journals. c. Increase to 40% the proportion of faculty who serve as editor in chief, specialty editor, or member of an editorial board for a professional peer-reviewed journal. d. Increase to 100% the proportion of faculty involved in service to the SPHHS. e. Increase to 50% the proportion of faculty involved in service to the larger University. Goal 4: Promote and support a diverse and highly qualified faculty and staff. 4.1 Develop and implement a plan to recruit and retain a diverse faculty and staff. a. Increase to 25% the number of new hires who come from racially/ethnically underrepresented communities. b. Increase the proportion of SPHHS staff who are members of underrepresented racial or ethnic minority groups to a level that equals or exceeds the proportion of underrepresented groups in the state of Massachusetts. c. Provide diversity training to all faculty and staff.


d. Build a culture of support for diverse faculty and staff by providing mentoring and professional development opportunities. 4.2 Strengthen communication and community within the SPHHS. a. Achieve 90% satisfaction with academic programs among undergraduate students (as measured by exit surveys). b. Achieve 90% satisfaction with academic programs among graduate students (as measured by exit surveys). c. Increase to seven the number of annual events for students, faculty, and staff participation.


1.1.e Description of the manner through which the mission, values, goals and objectives were developed, including a description of how various specific stakeholder groups were involved in their development. The SPHHS Dean, faculty, and staff engaged with a larger University strategic planning process that began in 2010. The new strategic plan (2013–2018) was developed in alignment with both the University process and the Association of Schools and Programs of Public Health (ASPPH) guidelines for Schools of Public Health. The process was undertaken in several stages that took into account feedback provided by students, faculty, staff, and community members. The Executive Council Strategic Planning Working Group (EXSPWG), convened by the Dean in the fall of 2010, crafted the vision, mission, and goals of the SPHHS. The group consists of the Executive Council (Division Directors, Chairs, Heads, and Associate Deans) and one associate professor who was instrumental in the SPHHS Council on Education for Public Health (CEPH) reaccreditation process in 2007 The Dean and one member of the EXSPWG were designated as co-chairs of the EXSPWG. One undergraduate student and one graduate student were selected to join the group in the strategic planning process. The development of the School’s vision, mission, and goals drew upon the previously approved 2006 SPHHS strategic plan, the University of Massachusetts 2010 Chancellor’s Framework for Excellence, and selected strategic plans for peer Schools of Public Health. The School’s SPEC provided input to the writing of the vision, mission, and goals. Department Chairs were asked to discuss the process and materials with faculty and staff when appropriate. The Dean discussed the strategic planning process and the process for faculty input at an SPHHS all-School faculty and staff meeting and in departmental and division faculty meetings. The EXSPWG approved the draft of the vision, mission, and goals for faculty, staff, and student review. The draft vision, mission, and goals were then posted on the homepage of the SPHHS website. Faculty and staff received an email with instructions for providing comments to the vision, mission, and goals. Comments were collected via online forms posted on the SPHHS homepage and a blog designed specifically for the receipt of feedback. The co-chairs of the EXSPWG revised the draft based on comments and emailed it to the SPEC. After the committee review, the co-chairs of the EXSPWG completed a final draft of the vision, mission, and goals. 1.1.f Description of how the mission, values, goals and objectives are made available to the School’s constituent groups including the general public, and how they are routinely reviewed and revised to ensure relevance. Availability to the Public The mission, goals, and objectives are available to the public through the SPHHS website. They have also been published in SPHHS alumni newsletters. Monitoring The monitoring of the mission, goals, and objectives occurs systematically at several levels. The Dean has invested resources in a part-time data manager who compiles data on the various indicators at least annually. The Dean periodically shares data on indicators with several constituencies including, but not limited to, faculty and staff at School-wide meetings twice per


year, the Provost, and the Dean’s Advisory Board. Several other groups and offices are involved in the regular monitoring of data:

Division Directors/Department Chairs. Directors/Chairs oversee the status of those objectives most relevant to their division/department. The Strategic Planning and Evaluation Committee (SPEC). The SPEC consists of six faculty members—one from each of the Public Health divisions (Biostatistics, Epidemiology, Environmental Health Science, Community Health Studies, and Health Policy and Management) and one each from the Departments of Nutrition, Kinesiology, and Communication Disorders. A graduate student and an undergraduate student are ex officio and non-voting members of the committee. This committee serves as the primary self-study committee for the CEPH accreditation activities and provides leadership for long-range strategic planning and evaluation activities of the academic mission of the School. The SPEC monitors the achievement of the School mission, goals, and objectives by reviewing summary data related to their implementation. Data are collected and monitored from several sources, including admissions, exit interviews, the Office of Institutional Research (OIR), Annual Faculty Reports (AFRs), course evaluations, and the Office of Grants and Contract Administration (OGCA).

The Dean and Executive Council. The Dean and Executive Council regularly monitor and review the SPHHS data at their monthly meetings and make recommendations for improvements, changes, and efficiencies.

The Dean’s Advisory Board. The mission of the Dean’s Advisory Board is to provide opportunities for supportive alumni and friends to utilize their influence and resources to promote the future success of the School. Members are high-level professionals and community leaders who provide regular input to the School’s strategic plans, accomplishments, and future directions. The Advisory Board meets twice per year.

Periodic Revision The Dean’s Executive Council leads the process for the periodic revision of the mission, goals, and objectives based on the results of the assessment and evaluation described above. This includes input from the Dean’s Advisory Council, key informants, and alumni, as well as continuous review of the data as described above. 1.1.g Assessment of the extent to which this criterion is met and an analyses of the School’s strengths, weaknesses and plans relating to this criterion. This criterion is met. The SPHHS has a clearly formulated and publicly stated mission with supporting goals and objectives. The Dean, faculty, and staff are committed to fostering an environment consistent with the stated mission, vision, and values. Strengths The SPHHS engaged in a strategic planning process that aligned with the University process. The strategic planning process engaged stakeholders at multiple levels including faculty,


students, and community members. The Dean has committed funds for a part-time data manager so that data are more easily accessible and available for monitoring. The data manager works closely with the OIR to ensure smooth processes for data collection. Weaknesses While data are collected regularly, the SPHHS can work toward institutionalizing data monitoring at the department level. Plans In order to strengthen data monitoring, the self-study coordinator is working more closely with the Associate Dean’s Office and the SPEC to accomplish stronger data monitoring and regular review of objectives and indicators at all levels.


1.2 Evaluation. The School shall have an explicit process for monitoring and evaluating the 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 that analyzes performance against the accreditation criteria defined in this document. 1.2.a Description of the evaluation processes used to monitor progress against objectives defined in Criterion 1.1.d including identification of the data systems and responsible parties associated with each objective and with the evaluation process as a whole. If these are common across all objectives they need to be described only once. If systems and responsible parties vary by objective or topic area, sufficient information must be provided to identify systems and responsible party for each. The UMass Amherst SPHHS process for evaluating, planning, and monitoring its overall effectiveness in meeting its mission, goals, and objectives is a multifaceted process. Evaluation, planning, implementation, and reassessment occur in a systematic fashion and are the responsibility of the Strategic Planning Committee. The process includes frequent monitoring of enrollment and graduation trends, student achievements, faculty accomplishments, and budget, revenue, and other administrative matters. Evaluation mechanisms include:

Annual Faculty Reports (AFRs). All tenure and non-tenure-track faculty with .5FTE or more complete the AFR each fall. Faculty members submit a report listing professional accomplishments for the preceding academic year in the areas of teaching, research, and service. AFRs are reviewed by each division/department’s Personnel Committee and are used to assess the performance of the faculty member. AFRs are also reviewed by the Department Chair and the Dean. AFRs form the basis of personnel decisions and merit. Periodic multi-year review (PMYR). The PMYR is a mandatory University-wide program for evaluating faculty performance in teaching, research, and outreach/service conducted every seven years for tenured faculty members. The PMYR involves assessment by Department Personnel Committees, the Department Chairs, and the Dean; assessments are then forwarded to the Provost’s Office. The PMYR is intended to serve as a checkpoint for faculty assessment. Faculty who complete the PMYR are eligible to compete for the Grants for Professional Development in Teaching Program as well as request resources for professional development.

Reviews of Department Chairs and Dean. Guidelines from the Faculty Senate are used to evaluate Division Directors/Department Chairs every third year and the Dean every five years. Faculty, staff, and students participate in the process. Assessments are compiled by the Division/Departmental Personnel Committee and forwarded to the Dean and to the Provost. These evaluations include input from campus-wide constituencies, in particular


other administrators at the University. Comments on performance and recommendations for or against reappointment for the Division Directors/Department Chairs are reviewed by the Department Personnel Committee and the Dean. Teaching evaluations. Students are asked to complete teaching evaluations at the end of each term to assess the quality and effectiveness of classroom instruction. Faculty are provided with summary data for the courses they teach along with comparable university data. Division Directors/Department Chairs are provided with summary data for each course within their Division/Department. Teaching evaluations are used in faculty promotion and tenure reviews and are included in the AFRs. Exit evaluations. Each spring, just prior to graduation, all undergraduate and graduate students are asked to complete questionnaires soliciting information about their experiences in the School and suggestions for improvement. Results of the exit surveys are reviewed by the Division Directors/Department Chairs with a summary provided to the Associate Dean. Results are shared at Faculty Assembly meetings. Concerns directly related to divisions/departments are discussed with respective faculty. The Associate Dean for Academic Affairs is charged with responding to relevant concerns. Student evaluation of field experience. Both undergraduate and graduate students participate in field learning experiences (i.e. internships/practica). To assure the appropriateness of field experience sites, each student completes an evaluation of the field site, supervisor, and the experience itself. This information is collected by the practicum coordinator or Undergraduate Program Director. Field experience site supervisor’s evaluation of students. At the end of the field experience, the site supervisor completes an evaluation for each student. The Practicum coordinator or Undergraduate Program Director review these data. Alumni surveys. Beginning in 2012, alumni are surveyed one year after graduation. Prior to this, alumni were surveyed every two years. The Associate Dean for Academic Affairs disseminates these results. The Dean and Executive Council review survey results, which are then shared with the Faculty Assembly. When relevant the Curriculum Committee and the Strategic Planning Committee are charged with creating a plan to address the concerns. Results of alumni surveys have been used to modify course content and availability of learning resources.

Key informant surveys. The Strategic Planning Committee and Curriculum Committee review results from key informant surveys conducted at least every three years at their regular meetings. Enrollment data. UMass Amherst makes enrollment data and student degree data available through the Office of the Registrar and the Office of Institutional Research. Data available include applicants, acceptances, admittance, student headcounts, years to graduation, and course enrollment. These data are used to track future enrollment estimates and progress toward admission objectives. Department Chairs use these data to


determine future course offerings and faculty assignments and to track teaching productivity. Dean’s Advisory Board. The Dean’s Advisory Board provides regular input to the School’s strategic plans, accomplishments, and future directions. The Board works to advance the School as a whole as well as its individual departments, and is an important resource for keeping the School in touch with outside interests.

1.2.b Description of how the results of the evaluation processes described in Criterion 1.2.a are monitored, analyzed, communicated and regularly used by managers responsible for enhancing the quality of programs and activities. As indicated above, the SPHHS uses the results of its evaluation and planning in a variety of manners. The SPHHS has a centralized data management office where data are gathered and aggregated from campus offices (e.g., OIR, Registrar’s Office, OGCA). For example, data on grant award submissions, grant awards received, and grant expenditures are collected from the OGCA. These data are triangulated with data from the SPHHS grants manager to develop a complete picture of external funding. This centralized data management office also administers exit surveys for graduate and undergraduate students, key informant surveys, and internship preceptor surveys. Data are shared and discussed at meetings of the Dean and Associate Deans, Executive Council, the SPEC, all-School faculty and staff, and departments. As one example, the Public Health Undergraduate Student Exit Survey indicated lower satisfaction scores with academic advising and the capstone course. These data were used to justify a full-time undergraduate advisor position within the Department as well as the need for a peer-advising program. Additionally, the capstone course was redeveloped to address the concerns of students. Data are also routinely utilized to improve systems and work toward the goals and objectives of the strategic plan. For example, recent data from the OIR indicated a doctoral student graduation rate below the benchmark of 60%. These data were shared with the Associate Dean for Academic Affairs and Department Chairs. As a result, the Associate Dean for Academic Affairs has taken a more active role in working with the Department Chairs to increase doctoral student retention. The Associate Dean for Academic Affairs asked Chairs and Advisors to complete an annual review of individual students including progress toward completion. 1.2.c Data regarding the School’s performance on each measureable 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, the School should parenthetically identify the criteria where the data also appear.

The SPHHS engaged in a strategic planning process in alignment with the University’s process for strategic planning. This resulted in significant changes to the SPHHS goals and objectives for the 2013–2018 period. The objectives and indicators for the new strategic plan are included in Section 1.1.d. Quantitative measures indicating progress toward each goal are included in Table 1.2.c. Each objective listed includes a target date of 2018. The baseline year for the 2013–2018


strategic plan is FY 2013, AY 2012–2013, or CY 2012 depending on how data are collected. Progress toward objectives that rely on qualitative data are described throughout the report and referenced in the appropriate section. A brief description of each qualitative measure is also included in this section.


Table 1.2.c Quantitative Outcome Measures toward Each Objective

Goal 1: Conduct innovative, high-impact basic and applied research. 1.1 Increase SPHHS faculty research productivity.

Indicator 2018 Goal 2011–2012 (FY 2012)

2012–2013* (FY 2013)

2013–2014 (FY 2014)

a. Increase the number of new research proposals submitted to federal agencies, major foundations, and other extramural funding sources by 50%.

50% increase

108 142 pending

b. Increase in the total award amount submitted to federal agencies, major foundations, and other extramural funding sources by 50%.

50% increase 21,252,169 26,224,038 pending

c. Increase in extramural funding award amounts from federal agencies, major foundations, and other extramural funding sources by 25%.


d. Increase by 25% the expenditures of extramural funding received from federal agencies, major foundations, and other sources.


e. Increase to 90% the proportion of faculty who submit proposals to federal agencies or major foundations.

90% 85% 78% pending

f. Increase to 50% the proportion of faculty who serve as PI on extramural research projects.

50% 69% 58% pending

g. Submit three large Center grants by the end of the five-year strategic planning period.

3 grants 0 0 1

1.2 Demonstrate excellence in scholarship through an increase in quality and number of peer-reviewed publications. Indicator 2018 Goal CY 2011 CY 2012 CY 2013

a. Increase by 50% the total number of peer-reviewed publications by faculty.

50% increase 188 221 pending

b. Increase to 100% the proportion of faculty who publish in peer-reviewed journals annually.

100% 72.5% 66.2% pending

c. Increase by 30% the average number of publications per faculty member.

30% increase 2.7 3.0 pending


1.3 Support excellence in research and scholarship through expanded resources, support services, and facilities. Qualitative measure (described below). 1.4 Increase scholarship, research, and collaborations with external partners. a. Increase by 30% the proportion of faculty who submit collaborative grants with local, regional, state, national, or international partners.

30% -- -- pending

b. Increase by 20% the number of research proposals awarded as grants with local, regional, state, national, or international partners.

20% -- -- pending

Goal 2: Strengthen and expand academic programs at the undergraduate and graduate levels to attract high-quality students and provide excellent learning experiences and a clear pathway to graduation. 2.1 Expand student enrollment in the PhD, MPH, and other master’s degree programs.

Indicator 2018 Goal 2011–2012 2012–2013 2013–2014 a. Increase by 30% the number of students newly enrolled in graduate degree programs.

30% increase

PhD 15 11 16 MPH 115 105 121 Other Master’s 55 54 50

b. Increase by 30% the yield in student enrollment for graduate degree programs (# enrolled / # accepted).

30% increase

PhD 52% 52% 67% MPH 51% 52% 52% Other Master’s 34% 38% 38%

c. Achieve target graduation rate by degree type. Undergraduate (assume 6 years) 70% 92% 93% pending Other Master’s (assume 3 years) 70% 85% 87% pending MPH (assume 5 years) 70% 81% 82% pending PhD (assume 7 years) 60% 20% 56% pending

d. Expand 4+1 (bachelor’s degree + master’s degree) program in Public Health to 3–5 core areas of public health.

4 areas 2 2 pending

2.2 Retain high-quality doctoral students. a. Implement and maintain a PhD Fellowship program providing funding for up to five PhD students per year.

5 students -- -- pending


b. Improve monitoring and tracking system of doctoral students.

Qualitative measure (described below).

c. Provide TA or RA opportunities for 50% of full-time graduate students.

50% 54% 55% 55%

2.3 Increase recruitment and support for online MPH programs in Public Health Practice and Nutrition. Indicator 2018 Goal 2011–2012 2012–2013 2013–2014

a. Increase by 30% the number of students enrolled in the online MPH programs.

30% increase 85 75 89

b. Increase marketing of online MPH degree programs.


c. Increase the infrastructure to support students in the online degree programs.


2.4 Recruit, support, and graduate a diverse student body in both graduate and undergraduate programs. Indicator 2018 Goal 2011–2012 2012–2013 2013–2014

a. Increase the proportion of SPHHS undergraduate students who are members of underrepresented racial or ethnic minority groups to a level that equals or exceeds the proportion of underrepresented groups in the state of Massachusetts.

18% 11.4% 12.2% pending

b. Increase the proportion of SPHHS graduate students who are members of underrepresented racial or ethnic minority groups to a level that equals or exceeds the proportion of underrepresented groups in the state of Massachusetts.

18% 15% 14% pending

c. Increase the number of international graduate students (new enrollment) by 20%.

20% 19 23 14

d. Increase services available to undergraduate and graduate students to support success.


e. Provide diversity training to faculty to better support a diverse student body.

Qualitative measure. This is a new objective in the FY 2013 strategic plan.

2.5 Enhance research and practice opportunities for undergraduate students. Indicator 2018 Goal 2011–2012 2012–2013 2013–2014

a. Increase to 10% the proportion of graduate and undergraduate students involved in research.

10% 41% 34% 34%

b. Increase to 75% the proportion of undergraduate students involved in internships.

75% 53% 66% 68%


c. Increase to 25% the proportion of undergraduate students who take part in study abroad programs.

25% 18% 19% 13%

Goal 3: Strengthen the engagement in service, partnerships, and workforce development at the University and in the larger community (local, regional, national, and international). 3.1 Provide professional development and continuing education opportunities in public health and health sciences to our local professional workforce.

Indicator 2018 Goal 2011–2012 2012–2013 2013–2014 a. Increase by 20% the number of trainings offered annually to the local professional workforce.

20% 17 36 pending

b. Increase by 50% the number of community members trained through workforce development efforts.

50% 308 1,078 pending

c. Develop an online certificate program in Global Health.

1 program 0 0 1 in process

d. Develop a certificate program in Women’s Health.

1 program 0 0 0

e. Use market data to establish at least two new joint degree programs with other University programs.

3 programs 0 1 1

f. Expand the activities of the Office of Public Health Practice and Outreach.


3.2 Strengthen partnerships with agencies and organizations to promote effective community-based participatory research. a. Increase by 50% the number of funded community-based projects.

50% 17 16 pending

3.3 Provide leadership and service to health-related organizations at the regional, state, national, and global level. a. Increase to 45% the proportion of faculty engaged in community service at the local, regional, state, federal, or international level.

45% 30% 25% 24%

3.4 Provide service to the University and to the profession. 2010-20111 2011-2012 2012-2013 a. Increase to 75% the proportion of faculty engaged in service to a professional organization with a public health mission.

75% 52% 45% 43%

b. Increase to 75% the proportion of faculty who serve as a reviewer or member of a review board for one or more professional peer-reviewed journals.

75% 73% 73% 69%


1Past three years for service data includes 2010-2011, 2011-2012, 2012-2013 (2013-2014 data will not be available until after the site visit). * FY 2013 serves as the baseline for the 2013–2018 strategic plan.

c. Increase to 40% the proportion of faculty who serve as editor in chief, specialty editor, or member of an editorial board for a professional peer-reviewed journal.

40% 27% 32% 36%

d. Increase to 100% the proportion of faculty involved in service to the SPHHS.

100% -- -- 40%

e. Increase to 50% the proportion of faculty involved in service to the larger University.

50% -- -- 15%

Goal 4: Promote and support a diverse and highly qualified faculty and staff. 4.1 Develop and implement a plan to recruit and retain a diverse faculty and staff.

Indicator 2018 Goal 2011–2012 2012–2013 2013–2014 a. Increase to 25% the number of new hires who come from racially/ethnically underrepresented communities.

25% -- 50% 33%

b. Increase the proportion of SPHHS staff who are members of underrepresented racial or ethnic minority groups to a level that equals or exceeds the proportion of underrepresented groups in the state of Massachusetts.

15% --

--

pending

c. Provide diversity training to all faculty and staff. Qualitative measure (described below). d. Build a culture of support for diverse faculty and staff by providing mentoring and professional development opportunities.


4.2 Strengthen communication and community within the SPHHS. Indicator 2018 Goal 2011–2012 2012–2013 2013–2014

a. Achieve 90% satisfaction with academic programs among undergraduate students (as measured by exit surveys).

90% 89.9% 89.4% pending

b. Achieve 90% satisfaction with academic programs among graduate students (as measured by exit surveys).

90% 76.0% 85.5% pending

c. Increase to seven the number of annual events for students, faculty, and staff participation.

7 -- -- pending


Qualitative Measures of Progress toward Meeting Goals and Objectives 1.3 Support excellence in research and scholarship through expanded resources, support services, and facilities. The SPHHS has committed to improving services and facilities to support excellence in research and scholarship. During the 2012–2013 academic year, the SPHHS added an additional position to the research office. This position is dedicated to assisting faculty with post-award support. Laboratory space continues to be upgraded, and there is a five-year plan for improved facilities. In 2012 additional space with newly renovated labs was assigned to the SPHHS for use by the Environmental Health Sciences Division. The Associate Dean for Research and Administration is charged with monitoring the effectiveness of support and facilities. 2.2.b Improve monitoring and tracking system of doctoral students. The Associate Dean for Academic Affairs worked with Department Chairs to develop a system for monitoring and tracking progress of doctoral students. This system is as follows:

Graduate Program Directors. The Director of each program reviews the doctoral student list provided by the University and verifies that each doctoral student is correctly classified based on actual enrollments.

PhD monitoring program. This system is followed by all our PhD programs to better assess student progress:

1. The SPHHS Office of Academic Affairs sends out an “SPHHS Annual PhD

Student Progress Report” form and the current list of doctoral students to the Graduate Program Directors. The graduate student advisors are asked to schedule a meeting with their doctoral students and complete the progress report. The form includes steps the student should take to successfully complete the degree. The faculty advisor and student both sign the form and provide a copy to the SPHHS Associate Dean for Academic Affairs. Subsequent annual reviews identify whether the appropriate steps have been taken.

2. Every spring semester, faculty members who have doctoral students meet by department or program to review each doctoral student’s progress and identify any potential difficulties, so that they can be addressed proactively. If students of concern are identified, the faculty member requests that the student meet with the appropriate Graduate Program Director to seek additional guidance.

2.3.b Increase marketing of online MPH degree programs. 2.3.c Increase the infrastructure to support students in the online degree programs. The Associate Dean for Academic Affairs and the Director for Online Education are charged with monitoring progress toward these objectives. The Associate Dean for Academic Affairs is working closely with Continuing and Professional Education (CPE) at the University to develop a marketing plan for the MPH in Public Health Practice program (MPH–PHP). The full-time Director for Online Education was hired during the 2012–2013 academic year to better support students.


2.4.d Increase services available to undergraduate and graduate students to support success. Two full-time Undergraduate Advisor were hired to support the undergraduate students in the Departments of Public Health and Kinesiology. A part-time undergraduate advisor was hired to support students in the Department of Communication Disorders. 3.1.f Expand the activities of the Office of Public Health Practice and Outreach (OPHPO). Since 2007, the OPHPO has expanded its activities to include an active internship placement program. With resources from the Western Massachusetts Public Health Training Center funded by the Health Resources and Services Administration (HRSA), the OPHPO developed paid placements for students to work with local community organizations. The OPHPO also developed the Springfield/Holyoke Health Alliance for Research and Engagement (SHHARE), a campus and community partnership that brings together faculty and community health leaders to address ongoing health issues via forums, grant writing, and partnership building. SHHARE emphasizes the use of community-based participatory research (CBPR) whenever appropriate. SHHARE members are currently working towards coordinating the first annual Western Massachusetts Health Equity Summit to take place in October 2014. Every year since 2010, the OPHPO has implemented the SPHHS Career and Internship Fair held for students each fall. 4.1.c Provide diversity training to all faculty and staff. 4.1.d Build a culture of support for diverse faculty and staff by providing mentoring and professional development opportunities. A new SPHHS Diversity Committee was formed during the 2012–2013 academic year to develop a plan to achieve these objectives. The committee is also responsible for monitoring progress toward these objectives. To date, the committee has organized networking events for faculty of color and is in the process of conducting a needs assessment within the SPHHS. 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 self-study process began in 2011 with additional resources dedicated to a self-study coordinator position and a data manger. These additional resources also included the creation of a more sophisticated and reliable data system to provide information for monitoring and evaluation efforts with the SPHHS. The SPEC is charged with overall monitoring of the School’s strategic plan and evaluation of its efforts. This committee is also actively involved in the self-study process. Department Chairs and Program Directors updated and/or confirmed learning objectives, competencies, admission criteria, advising procedures, and career services. In many cases, the Department Chairs and Program Directors obtained input into these sections of the report from departmental faculty. In addition, relevant committees reviewed sections of the self-study that were relevant to their committee’s charge. For example, the Public Health Undergraduate


Advisory Committee reviewed the sections related to the undergraduate degree. The School Curriculum Committee reviewed the competencies and coursework section of the report. The Associate Deans provided overall guidance to the process and reviewed the first draft of the self-study, which was then sent to an outside consultant for review and comments. Three ad hoc committees of senior faculty and students (the Instructional Committee, the Research Committee, and the Service and Outreach Committee) were created to review and revise particular sections of the document. The comments from these committees were integrated into a final draft report, which was posted internally on the SPHHS website for all faculty to review and provide comment in February 2014. In the spring of 2014, the draft report was made available to all faculty within the SPHHS for review and comment. Comments and revisions were received through April 8th and the report was revised accordingly. Town hall meetings were held with faculty in early May for comment and discussion. Three different town hall meetings with students, alumni, community representatives, practicum preceptors, and employers were held in March and April 2014 to discuss the self-study process and its results. Participants were provided with access to the full self-study and were also directed toward specific sections most relevant to their role. 1.2.e Assessment of the extent to which this criterion is met and an analyses of the School’s strengths, weaknesses and plans relating to this criterion. This criterion is met. Strengths The School actively and continuously evaluates its progress. Evaluation and planning occur at multiple levels year-round: University, School, department, division, academic major, and individual. Outcomes related to the objectives are tracked annually, and the SPHHS has achieved many of the goals and objectives proposed in the 2007–2012 strategic plan. Weaknesses The SPHHS can benefit from a more thoughtful process of data review. With the addition of a part-time data manager, more data are available for review. There is room for continued and consistent use of the data at the departmental level. The SPHHS can also benefit from a stronger data collection process with community partners and alumni. Plans The SPHHS is actively working to strengthen its evaluation processes. The SPHHS has dedicated more resources toward this through committed time of a data manager and a self-study coordinator.


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.

The University of Massachusetts Amherst is classified by the Carnegie Foundation as an RU/VH Research University (very high research activity), recognized for superb faculty, outstanding teaching, and students who come from across the state and around the world. A world center for vital research in fields from polymer science to engineering and the life sciences, the Amherst campus was established in 1863 through the Morrill Land Grant Act. In the Land Grant tradition, the University of Massachusetts Amherst provides teaching, research, and public service to the citizens of the Commonwealth and the nation. The Amherst campus is part of The University of Massachusetts college system—a five-campus, public university system created in 1991 by the Commonwealth of Massachusetts. In addition to the flagship campus in Amherst, the UMass system includes campuses in Boston, Dartmouth, Worcester, and Lowell. The SPHHS is uniquely represented on the Amherst campus and is the only publicly funded School of Public Health in the New England region. The University of Massachusetts Amherst is comprised of the following nine Schools and Colleges: Commonwealth Honors College; Education; Engineering; Humanities and Fine Arts; Management; Natural Sciences; Nursing; Public Health and Health Sciences; and Social and Behavioral Sciences. The University of Massachusetts Amherst educates over 28,000 undergraduate and graduate students. In the fall of 2013, 21,987 undergraduates and 6,384 graduate students matriculated. The University offers over 116 undergraduate majors, 74 master and 47 doctoral degrees through 53 academic departments and interdisciplinary programs. The University of Massachusetts Amherst is fully accredited by the Commission on Institutions of Higher Education (CIHE) of the New England Association of Schools and Colleges (NEASC). Additionally, two departments within the SPHHS maintain their own accreditation process in addition to participating in the CEPH accreditation process. Specifically, the Department of Communication Disorder’s graduate programs (MA and AuD) are accredited by the Council on Academic Accreditation in Audiology and Speech-Language Pathology (CAA). The Department of Communication Disorder’s MA program is also accredited by the National Council for Accreditation of Teacher Education and the Massachusetts Department of Elementary and Secondary Education. The dietetics program and the dietetic internship program in the Department of Nutrition are accredited by the Accreditation Council for Education in Nutrition and Dietetics.


1.3.b One or more organizational charts of the University indicating the School’s relationship to the other components of the institution, including reporting lines. The University’s organizational chart is presented on page 24. 1.3.c Description of the School’s level of autonomy and authority regarding the following: budgetary authority and decisions relating to resource allocation; lines of accountability, including access to higher-level University officials; personnel recruitment, selection and advancement, including faculty and staff; and academic standards and policies, including establishment and oversight of curricula. Budgeting and Resource Allocation See Section 1.6.a. for a description of the budget and resource allocation process at the University level. Budgeting and resource allocation within the SPHHS is the responsibility of the Dean of the SPHHS. The budgetary and resource allocation process is guided by the plans and priorities established by the Executive Council in light of the School’s mission, goals, and objectives and by the specific circumstances and needs of each department and program. Further details about the budgeting and resource allocation are provided in Section 1.6, respectively. Lines of Accountability The University President and appointed Board of Trustees are in charge of UMass-wide administration and coordination. Ultimate responsibility for system issues including budget allocation, approval of tuition and fees, labor relations negotiations, and tenure approval rests at this level. On the Amherst campus, the Provost (Senior Vice Chancellor for Academic Affairs), three Vice Chancellors, the Athletic Director, and the Chief Information Officer report to the Chancellor. The Dean of the SPHHS reports to the Provost, and Department Chairs report to the Dean. The Provost holds monthly meetings with the Deans as a group and with each Dean individually. In addition, the Deans have ready access to the Provost to address issues as they arise. The President, the Chancellor, and the Provost of the University of Massachusetts Amherst have each held their offices for five years or less. The UMass President has held his position since 2011, the Amherst campus Chancellor was hired and began his position in 2012, and the Provost has been in his position since 2009. In spite of ongoing budgetary constraints, all three of these upper-level administrative officials have demonstrated a commitment to maintaining and enhancing the SPHHS. The Dean of the SPHHS has all the authority and prerogatives accorded to all School and College Deans at the University. She meets regularly with senior University administrators to discuss progress and issues within the School. The School’s Dean sits on several University administrative committees, including: the Campus Leadership Council of Deans, a UMass Amherst campus council, led by the UMass Amherst Chancellor, comprised of the Provost and Vice Chancellors to which the Deans are invited once a month with the purpose of facilitating

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communication between the chancellery and leadership of the Schools and Colleges; and the Provost’s Council, a body composed of the Deans of all of the Schools and Associate Provosts within the University that is chaired by the Provost and meets monthly. Prerogatives Extended to Academic Units Regarding Names, Titles, and Internal Organization The SPHHS has independent bylaws that establish the names and titles of its departments and committees and determine the internal organization of the School. Academic units select department/division names, subject to approval by the Faculty Senate. Departments may determine their internal structure. For example, departments may subdivide into divisions with the approval of the Provost and the Massachusetts Society of Professors (MSP), the faculty union. Personnel Recruitment, Selection, and Advancement General policies and procedures are in place at a campus level to guide personnel decisions. Faculty personnel guidelines are found in the Academic Personnel Policy of the University of Massachusetts at Amherst, Boston, and Worcester (Board of Trustees Doc T76-081, “The Red Book”), as adopted by the Board of Trustees on June 2, 1976 and as amended at http://www.umass.edu/provost/sites/default/files/uploads/redbook.pdf. The Department Chairs have full responsibility for recruitment and selection of faculty and staff within these general guidelines and in accordance with Affirmative Action hiring guidelines administered by the Office of Equal Opportunity and Diversity. Decisions about recruitment of new faculty are based on a variety of factors including the needs of the research and teaching mission, goals of the School and the department, and the availability of funding. Decisions on advancement and merit awards rest within the departments of the School, subject to review and approval by the Dean, Provost, and Chancellor. This is true for all academic units on campus. Staffing needs are determined by the department, and staff recruitment is overseen by the Dean and Department Chairs. Hiring and termination decisions are made within the School, with the School being subject to all University recruitment, hiring, and promotion standards and practices. Academic Standards and Policies Each School has responsibilities for generating curriculum, degree requirements, and admissions criteria and decisions. As with most universities, there is a larger campus framework in which these decisions occur. New courses must be approved by the campus-wide Faculty Senate (the bylaws of the Faculty Senate and Course Approval Guide are found on the website http://www.umass.edu/senate/. The Senate and, ultimately, the Board of Trustees must also approve new degree programs. Minimum degree requirements are established campus-wide through the Faculty Senate. Admission standards are also determined centrally, but further requirements, such as minimal expectations on portions of the Graduate Records Examination or prior experience, are established at the discretion of the School. For graduate education, while the ultimate authority to admit students rests with the Graduate School, recommendations made by the School are usually followed.

http://www.umass.edu/provost/sites/default/files/uploads/redbook.pdf

http://www.umass.edu/senate/


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 no differences in the processes followed by the SPHHS compared to other professional or academic Schools within the University of Massachusetts. 1.3.e If a collaborative School, descriptions of all participating institutions and delineation of their relationships to the School. The UMass SPHHS is not a collaborative School. 1.3.f If a collaborative School, a copy of the formal written agreement that establishes the rights and obligations of the participating universities in regard to the School’s operation. The UMass SPHHS is not a collaborative School. 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 The SPHHS has organizational status equal to that of other Schools and Colleges in the University. The structure of the School allows for interdisciplinary collaboration with Health Science Departments located within the SPHHS and between other Schools and Colleges at the University. There are no differences in the processes followed by the SPHHS compared to other professional or academic Schools within the University of Massachusetts. Weaknesses No weaknesses are identified. Plans No plans identified.


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. The organizational structure shall effectively support the work of the School’s constituents. 1.4.a One or more organizational charts showing the administrative organization of the School, indicating relationships among its component offices, departments, divisions or other administrative units. See page 28 for the SPHHS organizational chart. 1.4.b Description of the roles and responsibilities of major units in the organizational chart. Dean’s Office. The Dean reports to the Provost of the University and has overall responsibility for the School’s instructional, research, and service programs, student support services, and administration, including communications, alumni affairs, and development activities. The Dean’s Office manages the tenure and promotion process with input from the departments, School Personnel Committees, and Department Chairs. Business Office. The Business Office is responsible for financial management, payroll accounting, compliance, and the allocation of resources and personnel. The Business Office is managed by one FTE professional staff person who directs four FTE professional staff. Development Office. The Development Office is responsible for development and fundraising. The office is staffed by one FTE Development Director and one .5FTE Assistant Development Director. Office of External Relations. The Office of Public Relations coordinates School-wide events and publicity for the School. The School has one FTE professional position and .5 FTE assistant dedicated to public relations. Associate Dean for Academic Affairs. The Associate Dean for Academic Affairs enforces University academic policies; reviews the progress of undergraduate and graduate students in all departments; administrates all School-level activities involving students (e.g., orientation, graduate student meetings, student academic achievement and recognition awards; student evaluations of programs); monitors academic data including recruitment and retention in undergraduate and graduate programs; and coordinates teaching evaluations and awards. The Associate Dean’s Office serves as the central repository for data collection as outlined in Section 1.1.f. The Associate Dean for Academic Affairs also oversees the MPH–PHP program, which is directed by one FTE professional staff member and staffed with one .5FTE assistant position.


Associate Dean for Research and Administration. The Associate Dean for Research and Administration is responsible for enhancing the research opportunities of the faculty in the School. This includes mentoring faculty in grant proposal development. Junior faculty are mentored, tenured faculty are encouraged to form collaborative groups, and funding opportunities are presented. Enhancing research opportunities includes being an advocate for quality research, office space, and equipment. The Associate Dean for Research and Administration supervises the SPHHS Research Office, which consists of two FTE professional staff and one FTE clerical staff. Research Office staff are charged with providing support for pre- and post-award funding. The Research Office supports all aspects of research through one-on-one meetings, seminars, annual research day, and other research development activities. A periodic review of grant proposals and awards is conducted every year for individual faculty and the entire SPHHS. It is the responsibility of the Associate Dean of Research and Administration to develop and nurture relationships between the SPHHS and local community partners with respect to CBPR opportunities. This person also oversees faculty personnel actions and faculty, staff, and student funding opportunities provided by the Dean’s Office. The Associate Dean for Research and Administration advises the Dean on new initiatives and helps in the review of the quality of research conducted by SPHHS faculty. The Office of Public Health Practice and Outreach. The OPHPO serves as a centralized resource for lifelong learning opportunities, workforce development, internships, and field placements. Department Chairs. Department Chairs, in conjunction with departmental faculty, are responsible for planning, conducting, and evaluating departmental teaching, research, and service programs and for making recommendations to the Dean on faculty appointments, retention, promotion, and tenure. Chairs administer their departmental budgets and request resources from the Dean on behalf of their respective departments. Chairs exercise autonomy in managing the teaching/research/service activities of their respective departments, within the established policies and procedures of the School and the University. Chairs have input into the faculty tenure and promotion process. The University mandates a three-year review of Department Chairs. Division Directors. In recognition of the multi-dimensional nature of public health, and due to its small size, the Department of Public Health is organized into three divisions within the Department of Public Health. Two of the divisions, Bio/Epi and Community Health Studies (CHS), are further divided into two program areas each: Biostatistics and Epidemiology and Community Health Education and Health Policy and Management, respectively. The MPH is offered with an emphasis in each of the five core public health disciplines. The Division Directors and Program Directors are responsible for planning, conducting, and evaluating division teaching, research, and service programs. The Department Chair, in consultation with the Division Personnel Committees, makes recommendations to the Dean on faculty appointments, retention, promotion, and tenure. Administrative structure vs. functional structure. While the Department of Public Health administratively makes up one of four departments in the SPHHS, its three divisions functionally constitute three of six operational groups. Specifically, each division/department is represented equally on all of the major committees in the SPHHS (i.e., Executive Council, SPEC, Personnel Committee, Curriculum Committee, Research Committee, Bylaws Committee, Diversity

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Committee). For example, the Dean meets regularly with Division Directors/Department Chairs as a group (as the Executive Council) and individually to assist in developing strategies for identifying and obtaining resources, such as funds for faculty lines, equipment purchases, and student assistantships. Division Directors are charged with setting the programmatic direction of their divisions, while the Public Health Department Chair presently performs personnel functions. The divisions/departments are the primary vehicle through which the School carries out its mission and achieves its goals. Each division/department integrates the education, research, and service missions of the School.

The SPHHS has submitted a proposal to the Faculty Senate to restructure the Department of Public Health into three departments: Biostatistics and Epidemiology (Bio/Epi), Health Promotion and Policy (HPP), and Environmental Health Sciences (EHS). Each department will have one Chair who serves on the Dean’s Executive Council. Each department will be represented equally on all of the major Committees in the SPHHS. The undergraduate degree program will become and academic program within the SPHHS and reside under the Associate Dean for Academic Affairs. Each of the three newly constituted Departments (Bio/Epi, HPP, and EHS) are responsible for providing program curriculum in the five core areas of public health. An Undergraduate Advisory Committee, with membership from each of the five core areas and two undergraduate students, will provide input and advice to the program director and serve as the curriculum committee for the program. A decision on this change is expected in fall 2014. The proposal sent to the faculty senate is included in the resource file.

Graduate Program Directors. Each department’s graduate program is overseen by a Graduate Program Director. The admissions coordinators of each division/department review the admission requirements and procedures annually and make admission recommendations to the Graduate Program Director.

Undergraduate Program Directors. Each undergraduate major program is overseen by an Undergraduate Program Director.

1.4.c Description of the manner in which interdisciplinary coordination, cooperation and collaboration occur and support public health learning, research and service. As indicated in section 1.1, the overall mission of the SPHHS is based upon a model that addresses health issues through integrating the core areas of public health and health sciences. Thus, interdisciplinary coordination, cooperation, and collaboration are not only supported, but are integral to the functioning of the School at all levels. The School’s commitment to coordination and cooperation across and within divisions/departments is demonstrated by the administrative structures described above, and by the representation of all divisions/departments on administrative and governance committees. The School has a substantial number of collaborative initiatives existing in teaching, research, and service.


Collaborations with Institutes, Centers, and Interest Groups The Institute for Global Health (IGH). The IGH was created in September 2006 and is directed by Dr. David Buchanan, Community Health Education. The mission of the IGH is to protect and promote the health of people throughout the world, especially those living in developing nations. To fulfill this mission, the IGH seeks to develop educational opportunities for international personnel to pursue advanced training in the public health sciences, initiates collaborative research projects to identify more effective programs and policies to ameliorate global health problems, and sets up student internship opportunities abroad. Recent projects have focused on developing comprehensive reproductive health and positive parenting programs in Russia; starting Schools of Public Health in Afghanistan, Russia, and Peru; providing research training on behavioral risk factor assessment associated with chronic diseases in Vietnam; investigating HIV research ethics in Zambia; and developing an integrated sustainable community development project in Haiti. IGH affiliates range from faculty in each division and department of the SPHHS to the Isenberg School of Management; the School of Nursing; the Center for International Education; the Political Economic Research Institute; the Institute for Drug Resistance; and the College of the Natural Sciences. (http://www.umass.edu/globalhealth) Institution for Computational Biology, Biostatistics, and Bioinformatics (ICB3). The ICB3 is an interdisciplinary institute working at the intersection of computational, biomedical, and translational research. The Institute was established in 2012 to create research-oriented educational activities that facilitate transdisciplinary collaborations involving high-level analytic and computational methods as they apply to biomedical and life sciences research. The Founding Director is Andrea Foulkes, an Associate Professor in Biostatistics. Participating faculty bring expertise in biology, biostatistics, and computer science to work on shared challenges and interests. (http://www.umass.edu/icb3/home) The Northeast Regional Environmental Public Health Center (NREPHC). The NREPHC was established in 1985 by the Commissioners of Public Health from the seven Northeastern states. The Center’s mission is to provide education and training, conduct research, and make available consultative assistance in the environmental health arena. The Center’s clientele includes the state environmental departments of public health, federal environmental protection agencies (e.g., EPA), and non-profit foundations, as well as the private sector. Under the auspices of its Director, Dr. Edward Calabrese, and Associate Director, Dr. Paul Kostecki, the Center focuses on regional issues of national importance, especially the analysis, assessment, and cleanup of contaminated soils, sediments, and groundwater; the biological effects of low levels of exposure; and risk assessment. The Center is known nationally and internationally for assessing dose-response models used in the risk assessment process. The Center also created and oversees the International Dose Response Society and its peer-reviewed quarterly journal, Dose Response Journal. The Society’s mission is to provide leadership and foster communication and scientific exchange for matters related to the dose response. (https://www.umass.edu/sphhs/research/centers/northeast-regional-environmental-public-health-center)

http://www.umass.edu/globalhealth

http://www.umass.edu/icb3/home

https://www.umass.edu/sphhs/research/centers/northeast-regional-environmental-public-health-center

https://www.umass.edu/sphhs/research/centers/northeast-regional-environmental-public-health-center


The Center for Research and Education in Women’s Health (CREWH). The CREWH was created in 1997 and is directed by Dr. Elizabeth Bertone-Johnson, Biostatistics and Epidemiology. The CREWH includes researchers and educators from a variety of disciplines who share a common interest in better understanding factors that affect women’s health throughout the lifecycle. CREWH members include faculty from the six divisions/departments in the SPHHS as well as the wider University community (http://www.umass.edu/crewh). The CREWH promotes women’s health through two primary initiatives:

Research: CREWH faculty members conduct scientific research related to promoting and improving the health of women and girls across the life span. In 2011, the Center began its Research Scholars program. This program provides early- and mid-career faculty working in women’s health with the support and protected time essential to developing successful proposals for external research funding. Three faculty members from the SPHHS were chosen as the initial cohort of Scholars for 2011–2012. During their fellowship year, Scholars submitted 10 grant applications as Principal Investigators, totaling $6,912,414 in requested research support. Three of these applications were funded, totaling $844,795. Three additional faculty scholars were chosen for 2012–2013.

Education: CREWH faculty members teach multiple courses on women’s health for graduate and undergraduate students. In addition, the CREWH is currently developing a Certificate Program in Women’s Health for undergraduate students. CREWH faculty seek to provide students with increased opportunities for faculty-supervised research in women’s health as part of the culminating experience. The Certificate Program is anticipated to begin accepting students in fall 2014. Finally, CREWH sponsors two to three seminars annually open to the campus and the greater community on important topics in women’s health.

The Biostatistics Consulting Center (BCCUMA). The BCCUMA is co-directed by Dr. Elaine Puleo and Dr. Penny Pekow. The BCCUMA has access to a broad range of expertise in modern statistical practice to address all areas of research. The BCCUMA provides biostatistical services to faculty within the SPHHS, in departments across the campus, and within the broader community. Projects range in size, scope, nature, and level of funding. Activities may be as simple as basic statistical analysis of small existing data sets or as complex as mounting a major multi-site data collection effort that takes place over several years. The Western Massachusetts Public Health Training Center. In 2011, the SPHHS was awarded a four-year, $2.5 million grant from the HRSA to create a Public Health Training Center in Western Massachusetts. Specifically, this training center assists communities in Springfield, Holyoke, Pittsfield, and the Berkshires through: workforce development training programs for community health workers in local community health centers; funding graduate student interns who can assist community health centers and programs; and funding collaborative community health projects in each of the four communities. (http://www.umass.edu/wmphtc/) The Center for Language, Speech, and Hearing. Housed within the Department of Communication Disorders, the Center offers a comprehensive range of clinical services for individuals with communication disorders, differences, or delays. Speech, language, and hearing services provided by the Center include both diagnostic evaluations and therapy or treatment

http://www.umass.edu/crewh

http://www.umass.edu/wmphtc/


sessions and are available to individuals of all ages. The Center accepts referrals from physicians, health care providers, educators, and related professionals, as well as from parents, guardians, and self-referrals. (https://www.umass.edu/sphhs/communication-disorders/center) Nutrition Education Program. The Department of Nutrition works with the Center for Agriculture to support the UMass Nutrition Extension Education Program (NEP). The NEP’s mission is to provide individuals, families, and communities with the knowledge and skills to manage their food resources effectively and enjoy healthy foods and physical activity for longer, healthier lives. The NEP also provides resources to local citizens, offering online courses, providing valuable experiences to students, and engaging communities in applied research that helps them meet their needs. The NEP has developed programs and materials that have received state, regional, and national awards. (http://extension.umass.edu/nutrition/) SPHHS Collaborative Research Initiatives SPHHS faculty maintain an active research agenda. Much of the research is collaborative and interdisciplinary in nature. SPHHS faculty are recognized as productive researchers with a high success rate in receiving extramural support and are often sought by other units as collaborators because of their quantitative expertise and range of interests. Examples include: Dr. Liz Bertone-Johnson, Epidemiology, along with colleagues within the SPHHS and colleagues at Harvard, led one of the first studies to investigate whether dietary mineral intake is associated with PMS development. Dr. Yu-Kyong Choe, Communication Disorders, along with a colleague from Computer Science, collaborates on a study funded by the American Heart Association. This study investigates the effect of stroke rehabilitation delivered by a humanoid robot. The researchers are seeking ways to bring more and longer-term therapy and social contact to people recovering from stroke. Dr. Aline Gubrium, Community Health Education, is collaborating with Dr. Betsy Krause from the Anthropology Department on a $500,000 grant funded by the Ford Foundation. Focusing on diasporic youth, this digital storytelling project uses new media to reveal how young parenting Latinas experience and negotiate sexual health disparities. Dr. Rick Peltier, Environmental Health Sciences, collaborates with a faculty member in Veterinary and Animal Science on a project involving instrument development related to air pollution and oxidative stress. The Veterinary and Animal Lab has provided basic research facilities to develop specific cell-culturing techniques and guidance in developing methods to support this project development. The project is funded by the Health Effects Institute, a foundation that is closely linked to the U.S. EPA. Dr. Nick Reich, Biostatistics, is part of a National Institutes of Health (NIH)-funded collaborative project between Johns Hopkins Bloomberg School of Public Health, the Thai Ministry of Public Health, and the SPHHS. This $2.5 million–R01 grant is for a project entitled “Methods for Reducing Spatial Uncertainty and Bias in Disease Surveillance.” The investigators are developing and extending statistical and modeling methodologies to correct for biases in

https://www.umass.edu/sphhs/communication-disorders/center

http://extension.umass.edu/nutrition/


surveillance data, impute missing data, predict the course of epidemics, and appropriately characterize the uncertainty in estimates and predictions at relevant spatial scales. Dr. Edward Stanek, Biostatistics, is leading a multi-disciplinary, multi-year project to study the economic and social impacts of introducing gambling in Massachusetts. Funded by the Massachusetts Gaming Commission, this project includes partners from across the University, Massachusetts Institute of Technology, University of Nevada, Reno, and University of Alberta. Dr. Lisa Wexler, Community Health Education, was funded through the National Science Foundation to develop a novel and transformative interdisciplinary strategy of engagement for an international co-researcher group that includes a team of interdisciplinary faculty, indigenous youth, and adults in collaborative research. The project utilizes youth-produced digital montages and invites dialogue across communities about key aspects of daily life that are evident (or noticeably absent from) the images produced by youth in the participating communities. This project engages the community in looking at impacts on everyday youth resilience—the processes by which they get through difficulties—through the reflections of Sami, Inuit, Yupik, Inupiaq, and Eveny elders, adults, and youth. Collaboration with Baystate Medical Center The SPHHS has a longstanding track record of grant-funded research in Springfield, MA involving faculty from all departments. Projects have involved such areas as the studies of physical activity and gestational diabetes; the relationship between mammographic patterns and hormonal profiles; patterns of care for uterine fibroids; control of diabetes in patients with cystic fibrosis; and assisted reproductive technologies. Examples include:

Dr. Raji Balasubramanian, Biostatistics, is collaborating with colleagues at Brigham and Women’s Hospital and the Broad Institute at MIT. For the project, “Metabolomics of Coronary Heart Disease (CHD) in the Women’s Health Initiative,” researchers will measure a well-validated metabolomic profile on approximately 2,800 women enrolled in the Women’s Health Initiative, and test specific metabolic hypotheses for incident CHD, as well as for long-term resistance to cardiovascular disease. Dr. Elena Carbone, Nutrition, worked with Dr. Sarah Goff on a study titled The Massachusetts BMI Letter: How are parents responding? This research examines Massachusetts public policy designed to address childhood obesity by sending a report of children’s BMI status from schools to parents. Dr. Lisa Chasan-Taber, Epidemiology, is collaborating with researchers at Baystate Medical Center on an NIH-funded program to investigate the effects of a motivationally tailored, individually targeted 12-week physical activity intervention on the risk of recurrent gestational diabetes mellitus, serum biomarkers associated with insulin resistance, and the adoption and maintenance of exercise during pregnancy. Dr. Susan Hankinson, Epidemiology, in collaboration with Dr. Grace Makari-Judson and Dr. Giovanna Crisi, both of Baystate Health System, is conducting a prospective study of selected gene expression profiles of women diagnosed with breast cancer. The goal of


this project is to identify the critical pathway(s) underlying the lower risk of breast cancer seen in women who were obese in childhood. Dr. Rosa Rodriquez-Monguio, Health Policy and Management, worked with Dr. Ksenia Tonyushkina at Baystate Medical Systems to study the cost-effectiveness of a type 1 diabetes mellitus education program provided in different healthcare settings.

Collaborations with the University of Massachusetts School of Medicine in Worcester The SPHHS has a longstanding track record of collaborations with colleagues from the University of Massachusetts School of Medicine in Worcester. Currently faculty are active members of the Center for Clinical and Translational Research (CCTR). Faculty members have worked with colleagues at the School of Medicine in Worcester on intervention projects, professional education programs, and community-based research. Collaboration with the Massachusetts State Department of Public Health (MDPH)

Dr. Gloria DiFulvio, Community Health Education, is involved in a six-year project with the Injury Prevention Division of the MDPH to evaluate statewide youth suicide prevention efforts, including suicide prevention coalition effectiveness.

Collaboration with Departments of Veterans Affairs

Dr. Nick Reich, Biostatistics, participates with the New York City Veterans Affair (VA) Department in a four-year study entitled “The Respiratory Protection Effectiveness Clinical Trial (ResPECT).” This is a multicenter study looking at the incidence of respiratory illness in outpatient healthcare workers who wear respirators or medical masks while caring for patients. The goal of the study is to determine if respirators are more effective at preventing infection in healthcare workers than medical masks. This project is jointly funded by the U.S. Department of Veteran’s Affairs and the Centers for Disease Control and Prevention.

Dr. Elizabeth Bertone-Johnson, Epidemiology, is working with the Northampton VA using data from approximately 80,000 female veterans from Operation Enduring Freedom/Operation Iraqi Freedom to evaluate if women who have been diagnosed with premenstrual syndrome (PMS) have a higher risk of developing hypertension than women who have not been diagnosed with PMS.

Dr. Elaine Puleo, Biostatistics, collaborates with the Northampton VA on several projects and supports a full-time staff member who works as a research associate with Dr. Kristin Mattocks at the VA.

Collaborations within the University of Massachusetts System Interdisciplinary Teaching Collaborations In teaching, the interdisciplinary/transdisciplinary focus of the School is demonstrated by guest lecturing and joint course development. Examples include:


Dr. Gloria DiFulvio teaches a two-course interdisciplinary capstone sequence with the Commonwealth Honors College.

Dr. Elena Carbone serves as the Director of the Community Engaged Research Program (CERP) at the Commonwealth Honors College. In this role, she advises undergraduates on community-engaged research, offers research scholarships, and teaches the one-credit blended course Honors 495K Research Gets Real: Principles and Practices of Community-Engaged Research. Dr. Carbone also leads the three-member, cross-disciplinary CERP Executive Committee, and discussion is underway to develop a certificate program in community-engaged research for undergraduate students.

Other Intra-System Collaborations

Faculty are regularly invited as guest lecturers to other departments in the School. Faculty often serve on thesis/dissertation committees of students from other departments

in the School. In 2007, the SPHHS established a joint MPH/MPPA degree program with the Center for

Public Policy and Administration. Interdisciplinary Collaborations in Service and Outreach Interdisciplinary collaborations in the realm of service and outreach are a major strength of the SPHHS and are fully detailed in Section 3. Examples include:

Public Health Training Center. In fall 2011, the SPHHS received an HRSA award to build a Public Health Training Center. This interdisciplinary center focuses on workforce development in the area of chronic disease prevention in three regional locations in Massachusetts—Holyoke, Springfield, and Pittsfield. This initiative is a collaboration between the Department of Public Health and the Department of Kinesiology.

SHHARE. SHHARE is a campus and community partnership that brings together faculty and community health leaders to address ongoing health issues via forums, grant writing, and partnership building. SHHARE emphasizes the use of CBPR whenever appropriate.

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 Roles, responsibilities, and systems of accountability are clearly defined within the SPHHS maintains clear roles and accountabilities are clearly defined. Interdisciplinary collaboration is strongly encouraged and supported through interdisciplinary centers and institutes within the Schools and at the University level. Strong collaborative relationships in teaching, research, and service occur across the School and University. The SPHHS has an active presence in the region


as the only public School of Public Health in New England. SPHHS faculty actively collaborate with local community partners. Weaknesses While the Public Health divisions are operationally acting as departments, the SPHHS recognizes that the ultimate objective is to establish the Public Health disciplines as their own departments or joint departments. Due to the Provost’s standard that departments should have no fewer than seven faculty members, this was not feasible. Faculty growth has been such that the SPHHS plan is to revert back to three independent departments by fall 2014. Plans The SPHHS is in the process of converting the Public Health divisions to departments. Plans have been submitted to the Faculty Senate Committee.


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 the conduct of School and program evaluation procedures, policy setting and decision-making. 1.5.a A list of School standing and important ad hoc committees, with a statement of charge, composition and current membership for each. Faculty within the SPPHS contribute to service at the department, School, and University level. Table 1.5.a includes a list of School committees and a statement of charge, composition, and current membership for each. 1.5.b Description of the School’s governance and committee structure’s roles and responsibilities relating to the following: general School policy 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. The School has a clearly defined governance structure that enables effective leadership and decision making both within departments and across the School. The administrative officers of the School include the Dean, the Associate Dean of Academic Affairs, the Associate Dean for Research and Administration, and the Executive Council (comprised of the Dean, Associate Deans, Department Chairs, and Division Directors). See Figure 1.5.b (page 42). General School Policy Development The major policy-forming and governing bodies—the Faculty Assembly of the SPHHS and the administrative divisions/departments—function through standing and special committees. The Faculty Assembly The purpose of the Faculty Assembly is to consider, discuss, recommend, and establish policies affecting the faculty and academics of the SPHHS. The Faculty Assembly has a major responsibility to formulate policies in all academic matters of the School. The Faculty Assembly promotes faculty, staff, and student participation in the SPHHS through the medium of standing and special committees.


Table 1.5.a SPHHS Standing Committees, 2013–2014 Committee Name Statement of Charge Composition Current Membership

Executive Council Advise the Dean on all matters relating to the School (non-voting committee).

Dean, Associate Deans, Division/Department Chairs

Jane Baran (Communication Disorders) Carol Bigelow (Biostatistics/Epidemiology) Nancy Cohen (Nutrition) Patty Freedson (Kinesiology) Dan Gerber, Associate Dean for Academic Affairs Joe Hamill, Associate Dean for Administration Paul Kostecki (Environmental Health Sciences) Ed Stanek (Public Health) Lisa Wexler (Community Health Studies)

School Personnel Committee

Perform all personnel actions, namely, appointments, promotion, and tenure evaluations.

One member from each division/department

Barry Braun (Kinesiology) Ed Calabrese (Environmental Health Sciences) Lisa Chasan-Taber (Epidemiology) Karen Helfer (Communication Disorders) Lisa Wexler (Community Health Studies) Kim Young-Cheul (Nutrition)

Curriculum Committee Review and implement academic standards and policies.

One member from each division/department and a graduate student and undergraduate student

Michael Begay (Community Health Studies) Dan Gerber (Associate Dean for Academic

Affairs, ex-officio, Chair) Giang Pham (Communication Disorders Rick Pilsner (Environmental Health Sciences) Katherine Reeves and Jing Qian (Epidemiology) Frank Rife (Kinesiology) Alayne Ronenberg (Nutrition) Graduate Student Representative (TBD) Undergraduate Student Representative (TBD)


Strategic Planning Committee

Evaluate the School goals and objectives, assist with self-study, and plan for the future.

One member from each division/department and a graduate student representative. The Associate Dean is ex officio and non-voting.

Gloria DiFulvio (Community Health Studies, Chair)

Paul Kostecki (Environmental Health Sciences) Gwyneth Rost (Communication Disorders) Ed Stanek (Biostatistics & Epidemiology) Richard Van Emmerick (Kinesiology) Richard Wood (Nutrition) Graduate Student Representative (TBD) Undergraduate Student Representative (TBD)

School-wide Bylaws Committee

Reviews and monitors School-wide bylaws.

One member from each division/department.

Mike Begay (Community Health Studies, Chair) Nancy Cohen (Nutrition) Ned Debold (Kinesiology) Dan Gerber (Associate Dean for Academic

Affairs, ex-officio) Jill Hoover (Communication Disorders) Rick Peltier (Environmental Health Sciences)Katherine Reeves (Fall), Karen Ertel (Spring) (Epidemiology)

School Wide Research Committee

Sofiya Alhassan (Kinesiology) Joe Hamill, Associate Dean for Administration

(ex-officio) Jaquie Kurland (Communication Disorders) Jerusha Peterman (Nutrition) Rosa Rodriguez-Monguio (Community Health

Studies) Brian Whitcomb (Epidemiology) Ezra Wood (Environmental Health Studies) Graduate Student Representative (TBD) Undergraduate Student Representative (TBD)


Faculty Assembly

The SPHHS Faculty

Dean

Executive Council

Associate Deans Department/Division

Chairs

School-Wide Committees Strategic Planning and Evaluation

Committee Curriculum Committee

Bylaws Committee School Personnel Committee

Research Committee

Division Department Committees Personnel Committee

Curriculum Committee Admissions Committee

Undergraduate Advisory Committee

Figure 1.5.b. The SPHHS Governance Structure

A tenured faculty member serves as the chairperson for Faculty Assembly meetings, and the Dean’s Office provides secretarial support to the Faculty Assembly. The Faculty Assembly includes all full-time tenure-track and non-tenure-track lecturers, instructors, assistant professors, associate professors, and full professors of the SPHHS. Voting membership extends to all full-time SPHHS faculty members holding the academic rank of lecturer (tenure track, research, teaching, or extension track) or above and having at least a half-time appointment (.5FTE) for the full academic year. A simple majority of the voting members must be present to pass action on an item. Other academic appointees are associate members and are entitled to attend meetings of the Faculty Assembly and to have speaking privileges. Adjunct faculty are not included in the Assembly. Regular meetings of the Faculty Assembly are held one to two times each year or as deemed necessary by the Dean or Faculty Assembly Chair to conduct routine School-related business. Special meetings may be called with the written request of five members of the faculty. In order to hold a meeting, a quorum must be present at the meeting. At each meeting of the Faculty Assembly, divisions/departments provide an overview of significant activities in their respective areas, and the Dean updates the faculty on School and University issues as requested. Other business conducted at the Faculty Assembly meetings includes:

Reviewing the mission, goals, and objectives for the SPHHS. Reviewing and acting on recommendations of the standing and special committees. Setting professional standards for research, teaching, and service in the School. Approving bylaws as appropriate.


The Dean convenes all-School faculty and staff meetings once a semester or as deemed necessary by the Dean to conduct School business and provide a forum for discussion. At the meetings the Dean updates faculty and staff on School and University issues and provides a summary of research, educational, and outreach progress of the SPHHS. Additional town hall meetings are convened to receive faculty input on specific University or SPHHS issues. Division/Department Committees Divisions/departments are the primary vehicle through which the School carries out its mission and achieves its goals. Each division/department integrates the education, research, and service missions of the School. Each of the six divisions/departments in the School has committees to establish policies for program administration, including the Personnel Committee and Curriculum Committee. Each major program is overseen by a Graduate Program Director and is complemented by faculty with expertise in the designated area of emphasis. The admissions committees or admissions coordinator of each division/department review the admission requirements and procedures annually and make admission recommendations to the Graduate Program Director. Responsibilities of these committees and personnel include:

Scheduling courses; assigning faculty advisors; reviewing student progress; and recommending applicants for faculty appointment.

Developing programs of study and curricula that reflect the School’s stated mission, goals, and objectives.

Establishing procedures and practices for recruitment, admission, and advancement of students in accordance with University regulations.

Recommending criteria for the recruitment, selection, appointment, evaluation, and advancement of faculty in accord with University regulations.

Executive Council The Executive Council consists of the Dean and Associate Deans of the School and each of the Division Directors/Department Chairs from each of the six divisions/departments. The Dean meets twice monthly with the Executive Council to assist in developing strategies for School visibility and addressing issues within and across the departments, the SPHHS, and the University. School-Wide Committees The committees of the faculty carry out duties prescribed by the bylaws as well as charges assigned by the Presiding Officer of the Faculty Assembly and/or the Dean. The regular work of the faculty is carried out by the Standing Committees of the Assembly, namely: SPEC, Curriculum Committee, Faculty Personnel Committee, Diversity Committee, Research Committee, and Bylaws Committee. Faculty members of all standing committees are elected/appointed at the division/department level unless otherwise specified by the bylaws. Planning

School planning is the responsibility of the Dean and the Executive Council; implementation is accomplished by the Dean, Associate Deans, and Division Directors/Department Chairs.


The SPEC monitors and evaluates the School goals and objectives, assists with the SPHHS self-study, and plans for the future. Members include a representative from each division/department and a graduate and undergraduate student representative.

The Executive Council advises the Dean on all matters relating to the coordination of School activities, including planning.

The Dean’s Advisory Council provides regular input into the School’s strategic plans, accomplishments, and future directions.

Budget and Resource Allocation The budget is developed by the Dean. The budget is allocated to each division/department by the Dean in consultation with the Division Directors/Department Chairs. The allocation is described in Section 1.6.a. The Executive Council advises the Dean on needs, resources (space, equipment, staff, TAs, RAs, etc.), and budget allocations. Admission and Awarding of Degrees The Office of the Associate Dean for Academic Affairs coordinates preparation and dissemination of the School’s recruitment materials. Each division/department additionally coordinates its own admission policies and procedures and maintains records for its students. The admission procedures for the MPH, MS, MA, PhD, and AuD degree programs are reviewed within the relevant departments or divisions. The division/department reviews each student for graduation and recommends for (or against) awarding degrees. All admission decisions and awarding of degrees are ultimately governed by Graduate School policies. See Criterion 4.3 for a more complete description of recruitment and admissions processes. Faculty Recruitment, Retention, Promotion, and Tenure Recruitment With the approval of the Dean and the Provost, the primary responsibility for recruiting new faculty resides with the division/department. A Search Committee is formed by the Division Director/Department Chair, and a national search is launched for qualified candidates. The campus Office of Equal Opportunity and Diversity and the Dean must approve the recruitment/advertisement plan. Members of the Search Committee review the qualifications of each candidate according to affirmative action guidelines. Approval of the pool is required prior to candidate selection. The Search Committee selects a minimum of three candidates from the applicant pool and faculty, whom students interview during a two-day visit. The faculty and students evaluate each candidate and submit their ratings to the Chair of the Search Committee. The Chair of the Search Committee submits a listing of acceptable candidates to the Department Chair for discussion with the Dean. A final offer of appointment is issued by the Provost upon recommendation of the Dean. Throughout this process, the Department Search Committee follows guidelines set forth by the University (http://www.umass.edu/eod/search.html). Promotion and Tenure A collectively bargained, University-wide standard procedure is followed. The Division/Department Personnel Committee evaluates all personnel actions and makes recommendations to the Chair. Recommendations of the Division/Department Personnel Committee and the Department Chair are forwarded to the School Personnel Committee for review.

http://www.umass.edu/eod/search.html


The School Personnel Committee functions as described in the Board of Trustees document and the collective bargaining contract. The School Personnel Committee consists of six faculty members (one from each of the divisions/departments) elected by the Faculty Assembly members in that unit. At least four of the members must be tenured. All committee members must be beyond their second year and a member of the Faculty Assembly. Faculty with any major personnel action pending such as promotion or tenure review may not serve. Complete descriptions of procedures for recruiting, reappointing, and deciding faculty tenure cases can be found in the Academic Personnel Policy of the University of Massachusetts at Amherst, Boston, and Worcester (Board of Trustees Doc T76-081, “The Red Book” as adopted by the Board of Trustees on June 2, 1976 and as amended at http://www.umass.edu/provost/sites/default/files/uploads/guide200507-1.pdf (Resource File). All faculty and staff appointed at .5FTE or higher are members of respective collective bargaining agreements. Current collective bargaining agreements for faculty (MSP), professional and clerical staff (USA/MTA), clerical staff (USA/MTA), and trade laborers (AFSCME) can be viewed at http://www.umass.edu/humres/ (Resource File). Academic Standards and Policies The Curriculum Committee establishes academic and curriculum policy and reviews proposals for new courses and new programs. It also periodically reviews the current master’s and doctoral curricula at the request of the Faculty Assembly or the Dean. The University Faculty Senate bylaws on course approval procedures are followed. The Curriculum Committee consists of six faculty members (one from each of the divisions/departments). The Dean appoints a graduate student and an undergraduate student to serve on the Committee. Research and Service Expectations and Policies Research and service expectations are part of the School’s stated mission, goals, and objectives. Faculty are expected to maintain an active research agenda and provide service to the divisions/departments, the School, the University, the community, and the profession as indicated in the Faculty Handbook (Resource File). They are rewarded through the University system of merit, promotion, tenure, and post-tenure review. Each faculty member is responsible for identifying and executing an appropriate research agenda. 1.5.c A copy of the School’s bylaws or other policy documents that determine the rights and obligations of administrators, faculty and students in governance of the School. A copy of the School’s bylaws is available in the Resource File. 1.5.d Identification of School faculty who hold membership on University committees, through which faculty contribute to the activities of the University. SPHHS faculty serve on several University committees, including the Academic Matters Council, Academic Priorities Council, Graduate Council, International Studies Council, and Research Council. Two faculty serve on the University-wide Faculty Senate, and six faculty serve on University Faculty Senate Committees. A complete list of the membership and charges as well as faculty representation on other University committees is included in Table 1.5.d.

http://www.umass.edu/provost/sites/default/files/uploads/guide200507-1.pdf

http://www.umass.edu/humres


Table 1.5.d University Committees Served by SPHHS Faculty, 2012–2013 [Update 2013]

Committee Name Statement of Charge Faculty Composition* Current Membership

Academic Matters Council

Develop policy recommendations relating to every aspect of academic and curricular life.

One faculty member from each of the Schools and Colleges and three faculty members or members of the professional library staff at large

Michael Begay (Public Health)

Academic Priorities Council

Provide advice to the administration on all matters of academic planning and priority.

Fifteen faculty members, including one from each of the Schools and Colleges and one from the professional library staff selected at large

Susan Sturgeon (Public Health)

Graduate Council Provide advice to the Dean of the Graduate School on all matters relating to the administration of the Graduate Programs on the campus.

Fifteen graduate faculty members, including at least one from each School and College and two from the professional library staff

Jane Baran (Communication Disorders)

Undergraduate Education Council

Strengthen teaching excellence; investigate curricular and programmatic resource problems that impact undergraduate education; monitor and make recommendations on challenges to the quality of undergraduate education; deliberate and make recommendations on any policy, programmatic, curricular, or resources issues relating to undergraduate education.

Seven at-large members of the faculty from different Schools and Colleges


International Studies Council

Advise the Provost on all international and ethnic programs and studies.

Thirteen faculty members, including one from each of the Schools and Colleges and one from the professional library staff

Krishna Poudel (Public Health)


Research Council Advance the research mission of the University.

Fifteen graduate faculty members, including at least one from each School and College and one from the professional library staff

Jane Baran (Communication Disorders), Graham Caldwell (Kinesiology) Marjorie Aelion (Provost’s representative)

Status of Diversity Council

Make recommendations on all matters affecting the status of diverse populations and underrepresented communities on the campus, including such matters as faculty, librarian, and staff recruitment, retention, promotion, and salaries; the recruitment, admission, and retention of undergraduate and graduate minority students; granting of financial aid; and the development of programs to reflect the needs of our diverse community.

Thirteen faculty members, including one from each of the Schools and Colleges, selected at large, and one from the professional library staff

Nathaniel Whitmal (Communication Disorders)

University Service, Public Service, and Outreach Council

Monitor and review campus-level activities and develop policy recommendations relating to the definition, development, promotion, delivery, and evaluation of public service and outreach activities.

Thirteen faculty members, including at least one from each of the Schools and Colleges and one from the professional library staff

Daniel Gerber (Public Health), Elena Carbone (Nutrition)

Commonwealth Honors College Council

Provide advice to the Dean of Commonwealth Honors College on all matters relating to the administration of the College and its curriculum and policies.

Twelve faculty members, including at least one from each School and College, and one from the professional library staff

Gloria DiFulvio (Public Health), Elena Carbone (Nutrition)

Committee on Committees

Nominate to the Senate for ratification all faculty members of all Faculty Senate Councils and Standing Committees.

One elected senator for each 90 faculty members/librarians or a portion thereof from each School and College, provided each School and College shall have at least one representative



* Each Committee includes campus administrators (i.e., Provost, Vice Chancellor, etc.) and student representation. For exact membership of each committee see chapter 4 section 3 of the Faculty Senate Bylaws: http://www.umass.edu/senate/fs/bylaws_constitution_may2005.pdf.

University Computer and Electronic Communications Committee

Recommend policies designed to meet the educational and administrative computer and electronic communications needs of the campus.

Fifteen faculty members, including one from each School/College headed by a Dean and one from the professional library staff


Health Council Propose processes and/or vehicles appropriate for health program evaluation and review program evaluation as they are completed; advise on the operation of existing health and health education programs; recommend policies concerning the health needs of the campus community; and advise campus administrators on the operation of health-related programs, reporting its advice to the Faculty Senate, Graduate Student Senate, and the Student Government.

Nine faculty members or librarians selected at large

Elizabeth Bertone-Johnson (Public Health), Gloria DiFulvio (Public Health)

Ad Hoc Committee on Strategic Oversight

Lead faculty discussion of the “Framework for Excellence,” involving appropriate councils and committees; develop a coordinated response to the framework; monitor the development of administrative and academic unit plans; and lead faculty discussion of and response to them.

Ten faculty members and/or librarians, including at least one from each College, School, and the professional library staff, to be appointed by the Rules Committee of the Faculty Senate

Nancy Cohen (Nutrition)

Institutional Review Board

As federally mandated, review all sponsored research involving human subjects.

Joe Hamill, (Kinesiology), Graham Caldwell (Kinesiology)

http://www.umass.edu/senate/fs/bylaws_constitution_may2005.pdf


1.5.e Description of student roles in governance, including any formal student organizations. Student representatives serve on many of the standing committees that consider issues facing the School and the development of policy. These committees include the SPHHS Strategic Planning Committee, Curriculum Committee, and Diversity Committee. Students may also participate in the SPHHS Graduate Student Organization. In addition, students are appointed as members of search committees and may attend faculty meetings at the division/departmental level. Students also serve on many University-wide committees (e.g., the Academic Honesty Board) and task forces. Students participate fully and have voting privileges. Graduate students from all Departments (including the SPHHS) may also serve on the Graduate Student Senate. The Graduate Student Senate (GSS) is one of the formally recognized governance bodies at the University of Massachusetts Amherst. The GSS serves as the graduate students’ representative body, working and communicating with the University administration, the Board of Trustees, and other governance bodies to present the views of, advocate for and protect the interests of UMass Amherst graduate students. The Graduate Student Senate is a democratically elected council that directs graduate employees in a manner that the Senate feels will well serve the needs of graduate students. (http://blogs.umass.edu/gss/about/). 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 SPHHS has an effective governance structure that supports faculty rights and responsibilities and involves and supports students whenever possible. Faculty are involved in and lead standing committees and ad hoc committees. The SPHHS provides an environment that supports shared governance. The Dean shares updates on budget, research expenditures, and other UMass matters routinely with the faculty at all-School faculty and staff meetings, the Faculty Assembly, and through departmental representatives who sit on the Executive Council. Faculty members contribute actively to SPHHS governance through participation in various committees and task forces. Students have opportunities for participation in governance by serving on departmental and School-wide committees and by participating in their own governance through student clubs and University offices. The undergraduate program has instituted a public health Undergraduate Student Advisory Board. The group is student led and members meet bi-weekly with the Undergraduate Program Director and Undergraduate Advisor for program review and feedback. Weaknesses The SPHHS faculty service to the larger campus is minimal. Although student participation on committees is present, not all committees maintain student representation. Plans The SPHHS has included a specific goal and objective in its strategic plan to improve faculty service to the larger campus. Because the total number of faculty has increased, the single person

http://blogs.umass.edu/gss/about/


burden is reduced, which we expect will lead to greater overall participation and greater leadership in service. Discussions are ongoing for increasing undergraduate and graduate student representation on standing committees.


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 all sources of funding and supportive of the instruction, research and service activities. The description should include as appropriate, discussion about legislative appropriations, formula for funds distribution, tuition generation and retention, gifts, grants and contracts, indirect cost recovery, taxes or levies imposed by the University or other entity within the University, and other policies that impact the fiscal resources available to the School. As a state institution, the University of Massachusetts receives a large proportion of its operating budget from the Commonwealth of Massachusetts (see the revenues labeled “State Appropriation” in Table 1.6.b). Most of the support for faculty, staff, student teaching assistants, and campus maintenance comes from this legislative allocation. Funds allocated to the University System are assigned to each campus by the President and Board of Trustees. On the Amherst campus, the allocation procedure continues with the Chancellor apportioning funds to each of the Vice Chancellors, including the Vice Chancellor for Academic Affairs. The Provost allocates a share of the “academic affairs state budget” to each academic unit. Every School’s final state allocation depends upon each decision point of this process. Tuition paid by in-state students reverts to the state, while tuition paid by out-of-state and continuing education students, and student curriculum fees are retained on the campus. A program was initiated in FY 2010 by the Chancellor that allowed Schools and Colleges to retain a larger percentage of funds generated through increased out-of-state student and continuing education tuition dollars. This incentive program increased both out-of-state tuition dollars generated and increased revenue to both the campus as a whole and to the generating Schools and Colleges. The revenues labeled “Tuition & Fees (CPE)” in Table 1.6.b are those derived from courses taught in the CPE Division. These include the MPH in Epidemiology Satellite Program in Worcester (MPH–Worcester), the MPH–PHP program, the online MPH in Nutrition program (MPH–Nutrition), graduate clinical practicum courses offered through the Communication Disorders Department, and undergraduate courses held in the summer in Nutrition, Kinesiology, Communication Disorders, and Public Health. Each department receives a portion of the profits it generates that are returned to the School. The remainder of the CPE funds are retained by the Dean and distributed to departments for specific needs in research (startup funds) and educational enhancements and to hire staff.


1.6.b A clearly formulated School 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. The information must be presented in a table format as appropriate to the School. The SPHHS budget is generated by the Business Office. Table 1.6.b summarizes SPHHS revenue and expenses from FY 2008 to FY 2013. Each reported fiscal year represents the time period of July 1–June 30. The SPHHS budget from all revenue sources ranged from $14,459,493 in FY 2008 to a high of $22,822,872 in FY 2013, a 58% increase. Annual state appropriations and tuition revenue accounted for 46.2% of the budget in FY 2008 and dropped to 39% in FY 2013. Expenditures on grants and contracts have increased significantly (40%) over this time period. Over this time period, expenditures have ranged from a low of $10,179,653 to a high of $20,159,218. The majority of expenditures have been in faculty and staff salaries and benefits. Overall operations make up 29.6% of the expenses for the SPHHS. Although the increases in expenditures on grants and contracts and the return of a greater percentage of CPE revenue to the Schools and Colleges have provided additional funds, the SPHHS has had an unprecedented increase in the number of undergraduate students in Kinesiology and Public Health. The School has hired three lecturers in Kinesiology over the last three years, but the increase in student population size has been difficult to address. The University is considering changing from a historical budgetary model to a modified responsibility-centered management model. In theory, this change would assist the School in addressing the increase in undergraduate student numbers. 1.6.c If the School is a collaborative one sponsored by two or more universities, the budget statement must make clear the financial contributions of each sponsoring University to the overall School budget. This should be accompanied by a description of how tuition and other income is shared, including indirect cost returns for research generated by School of Public Health faculty who may have their primary appointment elsewhere. The SPHHS is not a collaborative School.


Table 1.6.b Sources of Funds and Expenditures by Major Category, Fiscal Years 2008–2013

Year 1 (FY 08)

Year 2 (FY 09)

Year 3 (FY 10)

Year 4 (FY 11)

Year 5 (FY 12)

Year 6 (FY 13)

Source of Funds Tuition and Fees (CPE)1 669,058 1,312,767 1,106,965 2,686,190 1,846,074 2,121,088 State Appropriation2 6,676,014 7,039,689 6,164,957 7,350,973 7,823,897 8,728,583 University Funds Grants/Contracts3 5,903,368 6,276,556 6,834,745 6,846,078 7,076,135 8,293,269 Indirect Cost Recovery 442,260 471,746 557,091 555,231 546,058 763,115 Gifts 150,250 183,146 216,328 80,879 85,682 85,946 Other (Academic Instructional Activity)4

561,872 526,727 465,945 267,472 506,702 411,588

Other (Internal Grants and Contracts)5

56,671 183,659 65,215 41,574 27,546 123,035

Other (Endowment Interest)

0 26,308 5,697 15,765 18,165 11,662

Other (Research Support)

-- -- -- -- -- 106,002

Other (Faculty Startup) -- -- -- 1,492,294 1,266,335 2,178,551 Other (Capital Fund) -- -- -- 27,000 10,000 33 Total Income 14,459,493 16,020,598 15,416,943 19,363,456 19,206,594 22,822,872

Year 1 (FY 08)

Year 2 (FY 09)

Year 3 (FY 10)

Year 4 (FY 11)

Year 5 (FY 12)

Year 6 (FY 13)

Expenditures Faculty Salaries and Benefits6

4,64,274 4,607,190 4,852,792 5,599,958 6,547,631

Staff Salaries and Benefits7

1,06,060 1,232,749 1,343,823 1,399,989 1,437,285

All Faculty Payroll Grants8

3,793,768 4,071,2724 4,098,871 3,992,763

4,018,296

Operations9 2,746,975 3,163,990 5,679,797 4,695,843 5,966,940 Travel 224,323 247,912 277,718 302,879 276,130 Student Support10 1,707,706 1,451,185 1,715,250 1,806,085 1,784,552 University Tax11 73,356 58,728 89,684 104,783 95,410


1

R

1Revenue from Continuing and Professional Education 2 Revenue from State Funds 3Expenditures from Extramural Funding 4 Includes funds from account activities such as the Biostatistics Consulting Center, the Nutrient Data Bank and other revenue accounts. 5 Funds from Internal Grants (e.g., Faculty Research Grants) 6Faculty Salaries and Benefits (non-grant $) 7Staff Salaries and Benefits (non-grant $) 8Faculty Payroll on grants 9All expenses for SPHHS (non-salary) 10Student Support (RA and TA salary non-fringe) 11Indirect and Overhead 12Student Fringe 13Student Scholarship expenditure

Other (Student Fringe)12 592,845 670,480 641,214 777,300 pending Other (Student Scholarships)13

14,620 16,202 30,387 46,362 32,974

Total Expenditures 10,179,653 16,161,160 18,729,536 18,725,962 20,159,218 Balance 5,840,946 -744,217 633,920 480,632 2,663,654


1.6.d Identification of measurable objectives by which the School assesses the adequacy of its fiscal resources, along with data regarding the School’s performance against those measures for each of the last three years. The SPHHS uses several outcome measures to assess the adequacy of its fiscal resources. These outcomes include extramural funding expenditures, research dollars per FTE faculty, provision of graduate student support, and expenditures per FTE student. While expenditures per student have remained relatively stable, the SPHHS has seen an increase in each of the other measures. We expect to see these resources grow (particularly extramural funding expenditures) over the next five years as faculty productivity continues to rise despite a difficult funding climate.

Table 1.6.d Measureable Objectives of Fiscal Status, FY 2012–2014 Outcome Measures Target Baseline

(FY 07) 2011–2012

(FY 12) 2012–2013

(FY 13) 2013–2014

(FY 14) Extramural Funding Expenditures

10% increase by 20121, 25% increase by 2018

5,315,000 7,076,135

8,293,269

pending

Research Dollars per FTE Faculty2


137.9 156.4 181.5 pending

Provision of Graduate Student Support

-- -- 54% 55% 55%

Expenditures per FTE Student3

-- -- 10,009 10,067 pending

1 Reflects the target increase from the 2007–2012 strategic plan. 2 Reflects direct expenditures. 3 Calculated as total SPHHS expenditures from all fund types by total FTE students (undergraduate, graduate, and CPE).

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. The SPHHS has fiscal resources adequate to fulfill its stated mission and goals and its instructional, research, and service objectives. Strengths The SPHHS has increased its revenue in all areas. Especially notable are its continuing education programs, which have seen an increase of over 200% over the last five years, and its extramural funding expenditures, which have increased 40% in the same time period. Additionally, at a time when state funding for higher education has decreased or remained stable, the SPHHS has seen a 31% increase in state appropriations.


Weaknesses The number of undergraduate students has risen rapidly, particularly in Kinesiology and Public Health. The current University budgetary system does not address this challenge. Plans The SPEC and the Executive Council will continue to monitor rapidly changing student numbers to ensure departments have sufficient instructional capacity. Additionally, the Dean will reassess the situation in light of the potential University change to responsibility-centered management.


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 concise statement or chart defining the number (headcount) of primary faculty in each of the five core public health knowledge areas employed by the School for each of the last three years. The SPHHS has experienced rapid growth in new faculty. It is also important to note that each of the five core Public Health Disciplines has at least five FTE faculty. New searches (not included in Table 1.7.a) have been approved for faculty members in Community Health Education, Biostatistics, and Environmental Health Sciences.

Table 1.7.1 Primary Faculty by Concentration, 2011–2013

Concentration Number of Full-Time Faculty Fall 2011 Fall 2012 Fall 2013

Biostatistics 7 7 7 Community Health Education 7 7 8 Environmental Health Sciences 4 5 7 Epidemiology 6 7 7 Health Policy and Management 4 4 5

1.7.b A table delineating the number of faculty, students and SFRs, organized by department or specialty area, or other organizational unit as appropriate to the School, for each of the last three years prior to the site visit. Data must be presented in table format and include at least the following information: a) headcount of primary faculty (primary faculty are those with primary appointment within the School of Public Health); b) FTE conversion of faculty based on % time appointment in the School; c) headcount of other faculty (adjunct, part-time, secondary appointments, etc.); d) FTE conversion of other faculty based on estimate of % time commitment; e) total headcount of primary faculty plus other (non-primary faculty); f) total FTE of primary and other (non-primary) faculty; g) headcount of students by department or program area; h) FTE conversion of students, based on definition of full-time as nine or more credits per semester; i) student FTE divided by primary faculty FTE; j) student FTE divided by total faculty FTE, including other faculty. All Schools must provide data for a), b) and i) and may provide data for c), d) and j) depending on whether the School intends to include the contributions of other faculty in its FTE calculations. Faculty, student, and student/faculty ratios (SFRs) by department are displayed in Table 1.7.b for the 2011–2012, 2012–2013, and 2013–2014 academic years. The MPH–PHP, MPH–Nutrition, and MPH–Worcester programs consist of faculty who teach periodically. Therefore, most of the faculty members in these programs are listed under secondary faculty. They are on an established roster approved by the School’s Personnel Committee and teach when a particular course needs


to be offered. The faculty who taught in these programs in the fall of 2013 are listed in Table 1.7.b.1, 1.7.b.2, and 1.7.b.3. In 2013, graduate SFRs (using primary faculty) in each division/department range from a high of 6.4 students per faculty (Communication Disorders) to a low of 1.0 students per faculty (Environmental Health Sciences). The Environmental Health Sciences Division has been in a period of rebuilding, and student enrollment and faculty are increasing. Looking at the total number of FTE faculty (counting primary and secondary faculty) the highest SFR is in the MPH–Nutrition program with 19 students per faculty. For undergraduates, the SFRs range from a high of 48.6 (Kinesiology) to a low of 15.4 (Public Health) when looking at ratios with primary faculty. These numbers fall to 35.2 and 12.6 students per faculty respectively when counting both primary and secondary faculty.

Table 1.7.b.1 MPH–Worcester Faculty and Courses, Fall 2013

Faculty Course(s) Carol Bigelow, PhD PUBHLTH 540 Introductory Biostatistics Gary Moore, DrPH PUBHLTH 565 Environmental Health Practices Jennifer Kelsey, PhD PUBHLTH 630 Principles of Epidemiology

Table 1.7.b.2 MPH–PHP

Faculty and Courses, Fall 2013 Faculty Course(s)

Jonathan Engel, PhD PUBHLTH 621 Health Care Organization and Administration Barry Klenowski, PhD PUBHLTH 565 Environmental Health Practices Dan Gerber, EdD PUBHLTH 601 Application of Social & Behavioral Theories in

Public Health Interventions Carol Bigelow, PhD PUBHLTH 540 Introductory Biostatistics

PUBHLTH 691F Data Management and Statistical Computing Renee Turzanski-Fortner, PhD PUBHLTH 630 Principles of Epidemiology Linda Landesman, PhD PUBHLTH 624 Research Methods in Public Health Dmitry Kuksin, PhD PUBHLTH 590E Emerging Infectious Disease Richard Aronson, PhD PUBHLTH 690DS Health Disparities

Table 1.7.b.3 MPH–Nutrition

Faculty and Courses, Fall 2013 Faculty Course(s)

Patricia Beffa-Negrini, PhD NUTRN 572 Community Nutrition NUTRN 696 Independent Study

Marie Boyle, PhD NUTRN 577 Nutritional Problems in the U.S. Nancy Cohen, PhD NUTRN 698 Practicum

NUTRN 696 Independent Study Judy Dowd, MA NUTRN 698A Nutrition Practicum – Dietetic Internship 1 Sofija Zagarins, PhD PUBHLTH 634 Nutritional Epidemiology Frank Franklin, PhD NUTRN 696 Independent Study Lorraine Cordeiro, PhD NUTRN 696 Independent Study


Template 1.7.2 Faculty, Students, and Student/Faculty Ratios by Department or Specialty Area

Fall 2011

HC Core

Faculty

FTEF Core

HC Other

Faculty

FTEF Other

Total Faculty

HC

Total FTEF

HC Students FTE Students Graduate Undergraduate

UGrad Grad UGrad Grad

SFR by Core FTEFa

SFR by Total FTEFa

SFR by Core FTEFa

SFR by Total FTEFa

Department of Public Health

Biostatisticsb 7 7 2 0.8 9 7.8 21 19.5 2.8 2.5 Community Health Education

7 7 4 .8 11 7.8 35 30.5 4.4 3.9

Environmental Health Sciencesc

4 4 1 0.1 5 4.1 5 5 1.3 1.2

Epidemiology 6 6 3 .5 9 6.5 28 26 4.3 4.0 Health Policy and Management

4 4 0 0 4 4.0 17 17 4.3 4.3

Public Health Sciences BS*

28 28 15 3.6 43 31.6 298 294 10.5 9.3

MPH–Nutrition 0 0 5 1.0 5 1.0 52 26.5 0 26.5 MPH–PHP** 2 2 14 2.9 16 4.9 154 82 41 16.8 MPH–Worcester** 0 0 9 1.1 9 1.1 41 23.5 0 20.9 Communication Disorders

11 11 9 2.3 20 13.3 284 97 283 94.5 8.6 7.1 25.7 21.4

Kinesiology 14 14 19 3.4 33 17.4 713 44 706 41.5 3.0 2.4 50.4 40.6 Nutrition 11 11 3 .8 14 11.8 204 22 201 21 1.9 1.8 18.3 17.1


Fall 2012

HC Core Faculty

FTEF Corea

HC Other

Faculty

FTEF Other

Total Faculty

HC

Total FTEF

HC Students FTE Studentsb Graduate Undergraduate

UGrad Grad UGrad Grad

SFR by

Core FTEFa

SFR by Total

FTEFa

SFR by

Core FTEFa

SFR by

Total FTEFa


Biostatisticsb 7 7 2 0.7 9 7.7 23 21 3.0 2.7 Community Health Education

7 7 4 1.1 11 8.1 33 28.5 4.1 3.5

Environmental Health Sciencesc

5 5 1 0.1 6 5.1 3 2.5 .5 .5

Epidemiology 7 7 2 0.4 9 7.4 28 24.5 3.5 3.3 Health Policy and Management

4 4 0 0 4 4.0 19 16.5 4.1 4.1

Public Health Sciences BS*

30 30 19 3.6 49 33.6 371 365 12.2 10.9

MPH– Nutrition 0 0 4 .9 4 .9 58 29.5 0 33.7 MPH–PHP** 3 3 17 3.8 20 6.8 162 88 29.3 12.9 MPH–Worcester** 0 0 7 .9 7 .9 38 23.5 0 26.9 Communication Disorders

12 12 8 2.8 20 14.8 316 86 313.5 83 6.9 5.6 26.1 21.6

Kinesiology 15 15 20 3.7 35 18.7 745 40 738 37 2.5 2.0 49.2 39.6 Nutrition 11 11 5 1.4 16 12.4 210 26 207.5 24.5 2.2 2.0 18.9 16.8


Fall 2013 HC Core

Faculty FTEF Corea

HC Other

Faculty

FTEF Other

Total Faculty

HC

Total FTEF

HC Students FTE Studentsb Graduate Undergraduate UGrad Grad UGrad Grad SFRc

by Core FTEF

SFR by Total FTEF

SFR by

Core FTEF

SFR by

Total FTEF


Biostatistics 7 7 2 .6 9 7.6 18 15.5 2.2 2.1 Community Health Education

8 8 5 0.5 13 8.5 33 27.5 3.4 3.2

Environmental Health Sciences

7 7 0 0 7 7 7 6.5 .9 .9

Epidemiology 7 7 3 .7 10 7.7 30 27 3.9 3.5 Health Policy and Management

5 5 0 0 5 5.0 15 12.5 2.5 2.5

Public Health Sciences BS

34 34 18 3.4 52 37.4 541 537.5 15.8 14.4

MPH–Nutrition 1 1 5 0.5 6 1.5 58 31 31 20.7 MPH–PHP** 0 0 18 3.4 18 3.4 178 99 0 29.3 MPH–Worcester** 0 0 5 .8 5 .8 31 17.5 0 23.3 Communication Disorders

12 12 7 2.6 19 14.6 334 78 329.5 76.5 6.4 5.2 27.5 22.5

Kinesiology 17 17 12 2.9 29 19.9 796 43 777.5 39 2.3 2.0 45.7 39.0 Nutrition 12 12 5 1.1 17 13.1 280 30 271.5 26.5 2.2 2.0 22.6 20.7

aFaculty FTE is defined as: the appointment FTE on the Human Resources system. Key: bA student FTE is defined as: HC = Head Count 1 FTE=15 student credit hours for undergraduates 1 FTE=9 student credit hours for graduates

Core = full-time faculty who support the teaching programs

cThe SFR are based on graduate student numbers, and does not include the undergraduates numbers in the ratios. FTE estimated at .5 for any Part-time students FTE = Full-time-equivalent FTEF = Full-time-equivalent faculty **Public Health Practice and Worcester MPH programs consist of clinical faculty who fulfill non-standard roles and teach periodically. Therefore, these faculty are not included in the FTE calculations. Other = adjunct, part-time and secondary faculty


1.7.c A concise statement or chart defining the headcount and FTE of non-faculty, non-student personnel (administration and staff). Overall, there are 51 staff members in the SPHHS comprised of 17 support staff, 10 departmental assistants, 8 research staff, and 16 professional staff for a total of 40.2 FTE.

Table 1.7.c. The SPHHS Headcount and FTE Staff Department/Area Headcount FTE

Research Office 2 2 Business Office 4 4 Outreach Office 1 .8 Public Health 20 13 Communication Disorders 8 6.3 Kinesiology 9 7.1 Nutrition 2 2 Other1 5 5 Total 51 40.2

1 Other includes External Relations Office, Development Office Staff, and Associate Dean’s staff. 1.7.d Description of the space available to the School for various purposes (offices, classrooms, common space for student use, etc.) by location. The School is housed in six buildings on the University campus, all within one mile of each other. The School’s main administrative offices and the Divisions of Community Health Studies, Biostatistics, and Epidemiology are located in Arnold House. The Kinesiology Department is in Totman Building. Nutrition is located in Chenoweth Laboratories; Environmental Health Sciences is located in Morrill Science Center I and Goessman Building; and Communication Disorders is located at 358 N. Pleasant Street. Classroom space is centrally allocated by the University and scheduled on a semester-by-semester basis according to class size and time of day needed and, when possible, is scheduled within buildings in which the School has administrative and faculty space. A new University building devoted to lecture, classroom, and team-based learning space will open in fall 2014. The Dean requested and the Provost approved an external review of the space needs (office, laboratory, and teaching) for the entire SPHHS. The Facilities and Planning campus group is coordinating the review in conjunction with the Dean and an outside consultant. Recommendations will be presented to the Chancellor within six months. We expect this review to have a recommendation to upgrade current buildings in the immediate future and to plan for a new building that would house all of the SPHHS.


1 Arnold 2nd floor loaned space is not included in totals above. 2 Office includes office support space, and all offices that are NOT graduate. 3 Communication Disorders research lab space includes all teaching clinics.

1.7.e A concise description of the laboratory space and description of the kind, quantity and special features or special equipment. The SPHHS has several laboratory settings for different departments. Below is a description of the laboratory space by department: Environmental Health Sciences The Environmental Health Science (EHS) laboratories include office and laboratory space in the newly renovated Goessmann Laboratory for six faculty, with three more offices currently under renovation for future hires. The majority of EHS laboratory space is in Goessmann, with animal research space housed near the University vivarium space in Morrill Science Center. Space and specific laboratory equipment includes: Goessmann 007, 58, 120, and 128 Goessmann 007, 58, 120, and 128 each consist of approximately 1,200–1,800SF of locked, ground-level research areas assigned to individual investigators or teams of investigators. Each facility includes 200A electric service, building lines for compressed air, natural gas, vacuum, and chilled water, building fume hood ventilation, and new moveable lab benches and chairs. Each lab includes at least one Baker biosafety cabinet.

Goessmann 128 is approximately 1,400SF This laboratory is subdivided into a 152SF positively pressured cleanroom for pre-PCR setup to minimize contamination; a 35SF controlled environment room; and 1,211SF of general laboratory space. This space was specifically designed to process and analyze a wide variety of biological samples for epigenetic studies. This room also includes an additional 700SF lab space with a 35SF controlled environment room, autoclave, microscopy room, and general laboratory space.

Table 1.7.d School Space Allocation (in Square Feet) as of Spring 20131,2,3

Administrative Offices

Faculty Offices

Research Laboratories& Computer Laboratories

Graduate Student Offices

Conference Rooms

School Offices 2,893 509 0 0 529 Biostatistics, Epidemiology, and Community Health Studies

2,261 5,006 556 1,160 524

Communication Disorders

1,871 1,618 4,653

402 844

Environmental Health Sciences

1,891 1,843 8,229 571 439

Kinesiology 997 2,846 17,471 1,490 271 Nutrition 1,791 1,807 2,480 507 584 Total 11,704 13,629 33,389 4,130 3,191


Goessmann 120 is approximately 1,400SF. This laboratory space houses a controlled environment room, microscopy room, and general laboratory space. This laboratory includes standard laboratory equipment, molecular biology equipment, histological equipment, -80C and -20C freezers, 4C refrigerators, animal surgical equipment, and a Zeiss AxioZoom V16 Fluorescence Microscope System with ZEN Imaging Software and a high-resolution color camera. Goessmann 58 is a 2,200SF, multipurpose laboratory used by several investigators as “swing space,” primarily for short-term research projects and to temporarily house incoming new hires. The lab also includes a 200SF common break room and a 200SF private office. Goessmann 007 is a 1,400SF analytical chemistry and engineering laboratory. It houses a variety of air pollution instrumentation, including ion chromatographs, fluorescence plate readers, a Quant’x X-Ray Fluorescence spectrometer, and CAPS NO2 analyzers. The lab has a soft-sided Class 100 clean room that houses a microbalance facility. A large, insulated closet (approximately 100SF) is located within the lab to accommodate loud/offensive equipment such as vacuum pumps. A small concrete pad is located outside the laboratory to house air pollution instrumentation as needed.

Morrill Science Center In total, EHS holds approximately 2,000SF of laboratory and office space within the Morrill Science Center to permit animal-based research investigation. Room 226 is an animal exposure facility and can accommodate up to 128 mice. This room includes facilities for biological procedures, houses a large smog chamber, and has a variety of air pollution generation equipment (such as diesel generators) located in a secured area outside the laboratory. The lab is located adjacent to open vivaria and barrier vivaria. Additional space for EHS is located on the fourth floor of Morrill-1. The lab space includes bench space, a fume hood, a cell culture room, a microscope room, a dark room, and an equipment room. Major equipment includes a Life Technologies automated EVOS inverted fluorescent microscope with attached environmental chamber for automated time lapse microscopy and z-stacking; a Bio-Rad QPCR machine; Biotek Cytation high content imaging cytometer/plate readers that read fluorescence, absorbance, and luminescence; a biodrop spectrophotometer; gel electrophoresis equipment; a Syngene Pxi gel imager; centrifuges; and balances. A small office is included within the lab suite. The laboratory is designed to support aquatic species research, and is currently used to house and study zebra fish. Kinesiology The Department of Kinesiology maintains several laboratory spaces. Energy Metabolism Laboratory The Energy Metabolism Laboratory, overseen by Dr. Barry Braun, has 600SF dedicated to studies of human exercise metabolism in which glucose clamps, oral glucose tolerance tests, stable isotope tracer infusion, and exercise studies are performed. The lab also has a room next door (5 Totman) that serves as the metabolic kitchen. For studies requiring overnight stays by


participants, we convert one room in the laboratory to a private suite containing a futon, dresser, and writing desk. Dr. Braun shares space upstairs in the 1,000SF Muscle Biology & Imaging Lab (163 Totman) with Dr. Priscilla Clarkson. The Energy Metabolism Laboratory contains a 10-year-old ParvoMedics metabolic cart with ventilated hood to do resting and exercise indirect calorimetry (funds have been requested to replace this aging piece of equipment); a Lifefitness treadmill and a Sensormedics cycle ergometer for exercise training; two Harvard infusion pumps to infuse glucose, glucose isotope, and insulin; an Analox Instruments glucose/lactate analyzer; and a centrifuge to separate blood samples. Muscle Biology and Imaging Laboratory The Muscle Biology and Imaging Laboratory has a -80C freezer belonging solely to Dr. Braun for sample storage, a UV/VIS microplate reader for enzyme immunoassay procedures, a ventilated hood, and an ultracentrifuge. Dr. Braun also helps to support the University Mass Spectrometry facility, a three-minute walk from his laboratory, in the Department of Polymer Science and has unfettered access to that facility where stable isotope analyses are performed by his graduate students with the technical assistance of the Director, Dr. Steve Eyles. In addition, Dr. Braun and his graduate students have open access to the Dual Energy X-Ray Absorpiometer located in the University Health Services building (a 10-minute walk from the laboratory) to measure body composition and to the gamma counter located in the Department of Nutrition (also a 10-minute walk) where radioimmunoassay analyses of insulin and other hormones are performed. There are four personal computers in the Energy Metabolism Laboratory.

Physical Activity and Health Laboratory The Physical Activity and Health Laboratory is a 1,500SF facility that is temperature controlled to maintain the testing environment at 68 degrees F and 40–59% humidity. The laboratory space is located in the Totman Building (Room 162). The space includes separate areas for subjects to complete questionnaires and for research assistants to conduct telephone interviews. Biomechanics Laboratory Quiet stance, leaning, swaying, and pendulum perturbation balance experiments; computer modeling of muscular properties; musculoskeletal modeling; and forward dynamics simulations take place in the 4,000SF Biomechanics Laboratory (Totman Room 23A), which is a shared facility housing the research programs of Dr. Graham Caldwell and Dr. Brian Umberger. The laboratory is fully equipped for the collection, reduction, analysis, and interpretation of whole-body, three-dimensional kinematic and kinetic data, as well as the measurement of muscle activities with electromyography (EMG). Motor Control Laboratory The Motor Control Laboratory is fully equipped for the collection, reduction, and analysis of whole-body, three-dimensional kinematic and kinetic data and the measurement of muscle activities with EMG. Muscle Physiology Laboratory Isometric and dynamic torque measurements and ultrasound imaging take place in this 1,144SF laboratory located in Totman Room 22 and directed by Dr. Jane Kent-Braun. The laboratory is


fully equipped for data collection, reduction, and analysis for dynamometer and ultrasound studies. Nutrition The Department of Nutrition actively addresses nutrition research needs from the cellular to the community level through animal and human studies. Laboratory facilities and equipment are available to investigate nutrition related to aging, prevention of chronic diseases, food safety, and food security. The laboratory facilities allow for the assessment of dietary intake, body composition, key vitamins and minerals, and other nutritional indicators. A new cell culture facility was built in 2009. Two laboratory spaces are currently under renovation, one for molecular and biochemical research and another for collecting and analyzing epidemiological data. The University has excellent shared laboratory facilities for cellular and molecular research, as well as access to equipment in the biochemical and chemical sciences. Communication Disorders Hearing Research Laboratory This facility contains two double-walled sound treated rooms as well as laboratory space that houses computers used for stimulus generation, data analysis, and word processing. The Center for Language, Speech, and Hearing housed in the Communication Disorders Department has six therapy rooms, each of which adjoins an observation room. Each therapy room is equipped with two video cameras that are connected to DVD recorders. Telehealth Laboratory The Project REMOTE Telehealth Lab is located in Arnold House Room 213. This lab serves as the research and training lab for graduate students funded under the U.S. Department of Education Grant, Project REMOTE, to demonstrate evidence-based models of technology effectively. Biostatistics Consulting Center Telephone Survey Center The Biostatistics Consulting Center (BCC) Telephone Survey Center consists of four interviewing stations and one supervisor station, each equipped with a computer, internet, and LAN server access, telephone with headset, and accompanying computer-assisted telephone interviewing (CATI) software. CATI software allows interviewers to conduct computer-administered interviews, controlling for skip patterns, in-range responses, and missing data. Student Satisfaction with Lab Space Each year students in all departments are administered exit surveys; graduate students are asked about their satisfaction with laboratory space. The results indicate that satisfaction has decreased slightly with a high of 71% satisfaction with lab space in 2010–2011 to a current low of 64% of students reporting in 2012–2013 that they agreed or strongly agreed that laboratory space is adequate.


Table 1.7.e Student Satisfaction with Lab Space

2010–2011 2011–2012 2012–2013 N 85 95 131 % Satisfied 71% 66% 64% Response Rate 66% 75% 80%

1.7.f A concise statement concerning the amount, location and types of computer facilities and resources for students, faculty, administration and staff. Three types of computing resources are available: 1) SPHHS-maintained and supported facilities accessible to SPHHS students and faculty, 2) University-maintained and supported facilities accessible to all students, and 3) other general University computing services. SPHHS Computer Facilities All SPHHS faculty and staff have computers in their offices. The SPHHS maintains a server that provides secure hard disk space for research projects and is accessible from faculty offices. The server is protected by IBM Proventia Server Intrusion Protection System software firewall and centrally managed and monitored 24 hours a day by the University’s Office of Information Technologies (OIT). Data stored on the server can be shared with research collaborators and is backed up daily, with tapes stored off-site. In addition, there is a computer lab with 15 Windows 7 computers, available for faculty, staff, and student use. Computer lab software includes The SAS System 9.3 for Windows, Stata 12, SAS callable SUDAAN, Minitab 16, SPSS 20, Microsoft Office 2010, Dreamweaver C56, NCSS 2007, PASS 11, HLM, and Adobe Acrobat. A scanner and several laser printers are available in all offices via the Local Area Network (LAN). A LAN is accessible to students enrolled in graduate courses in the SPHHS on a first come/first served basis. The laboratories are open 24 hours a day, seven days a week. In addition, two classrooms in the SPHHS are equipped with LAN connection and computer overhead projection capability for use in teaching. Portable LCD projectors and laptops are available for all other classrooms. The computer facilities are maintained under the direction of the Associate Dean for Research and Administration, with one professional staff member overseeing the day-to-day operation of the laboratory with the guidance of a faculty member. Funding for hardware/software and maintenance of the laboratory comes from a revenue-based trust fund and the Dean. (http://www.umass.edu/sphhs/bioepi/lab/menu1.html) University Computer Facilities Servers and microcomputers are available in the University computer laboratories. These facilities are available to all graduate and undergraduate students on campus on a first come/first served basis. These laboratories are run by the OIT and are located throughout the campus. Most of the laboratories consist of local area networks of microcomputers that support specific constellations of software. Other General University Computing Services The OIT provides the general computing services required by the various instructional and research activities of the University’s administration, faculty, staff, and students. Computing services include email, personal and course website hosting, a web-based file storage system, and a Unix shell server for statistical software use. All computers on campus are linked to the

http://www.umass.edu/sphhs/bioepi/lab/menu1.html


campus fiber optic backbone, providing a high-speed internet connection to databases and resources throughout the world. The system is available to all students, faculty, and staff. Short courses in programming in various languages and use of the various subsystems are offered regularly by the OIT. Full-term courses in computing are offered by the departments of Computer and Information Science, Electrical and Computer Engineering, and Mathematics & Statistics, and by the School of Management. In exit surveys, graduate students are asked about their satisfaction with the School’s computer equipment and facilities. The results indicate that satisfaction has decreased slightly from a high of 75% in 2010–2011 to the current rate of 68% of students reporting in 2012–2013 that they agreed or strongly agreed that computer equipment and facilities are adequate.

Table 1.7.f Student Satisfaction with Computer Equipment


1.7.g A concise description of library/information resources available for School use, including a description of library capacity to provide digital (electronic) content, access mechanisms, training opportunities and document delivery services. The UMass Amherst Libraries system (http://www.library.umass.edu) consists of the 28-story W.E.B. Du Bois Library, the Science and Engineering Library, and an Image Collection Library. The UMass community benefits from the University Libraries’ membership in the Five College Consortium (UMass Amherst and Amherst, Hampshire, Mount Holyoke, and Smith Colleges) and in the Boston Library Consortium, which enables increased access to electronic and print resources through consortial agreements. The University Libraries are also members of the Association of Research Libraries and the Center for Research Libraries. Library Collections, including Digital Content and Access Mechanisms Collection expenditures in FY 2013 totaled over $7.2 million, and nearly $6 million of the collections budget is allocated toward electronic resources. While the Libraries subscribe to over 250 databases, scholarly databases of particular relevance to public health include Academic Search Premier, Cochrane Library, CogNet Library, Current Index to Nursing and Allied Health Literature (CINAHL), Expanded Academic ASAP, Health and Psychosocial Instruments, Interactive Functional Anatomy, Nursing@Ovid, OECDiLibrary, PILOTS: Published International Literature on Traumatic Stress, PsychINFO, and Web of Science. The Libraries also provide access to over 76,000 online journals and 903,000 e-books. The Libraries’ collections are discoverable through WorldCat Local and the Five College Catalog. Through Five College cooperation, students, faculty, and staff at UMass have direct borrowing privileges at the main library of each institution. Users may locate and request materials through the catalog. A messenger service makes daily deliveries among the Five College libraries.

http://www.library.umass.edu/


The W.E.B. Du Bois Library houses materials in the social sciences and the humanities, as well as extensive United States legal materials, music, map, and law collections, and special collections and archives. The Libraries are a depository for United States government publications; they also receive several categories of publications from the United Nations and house publications of the Commonwealth of Massachusetts. Present library holdings include more than 5.9 million monographs, periodical volumes, government documents, and microforms. The major public health holdings are housed in the W.E.B. Du Bois Library and in the Science and Engineering Library. Library Services, including Document Delivery Services and Training Opportunities The Libraries offer Interlibrary Loan services at no cost to the University community, which allows students and faculty to obtain materials from libraries worldwide. Users have special access to materials through the Five College Libraries and the Boston Library Consortium, and prompt access to library collections globally. The Libraries also offer a Library Express (Document Delivery) service, where articles, book chapters, or other pages from the Libraries’ collections are sent electronically as copyright law permits. Where digital copies are not possible, print materials are pulled from the collection shelves or mailed at no cost. Librarians offer research consultations, assist students in the use of the collections, and provide course-related library instruction. Librarian assistance is available in-person and via email, chat, phone, and text. Librarians also offer consultations and/or workshops on the following topics: research data management, copyright and intellectual property, metadata solutions, long-term preservation and access, digitization best practices, digital projects, and citation management. The liaison librarian for the Department of Public Health has a Master of Science in Library and Information Studies and a Master of Science in Natural Sciences. Facility Highlights The Science and Engineering Library features a newly renovated Learning Commons environment with 46 PC workstations, eight group study rooms, wireless access, and numerous outlets for laptop use. Students have access to individualized research assistance, including patent research. The Learning Commons (http://www.library.umass.edu/learningcommons/), a 30,000SF innovative space on the lower level of the W.E.B. Du Bois Library, is a gathering place for studying, engaging in research, and learning in a collaborative, technology-rich setting. Resources in the Learning Commons include 200 multipurpose PC and MAC workstations, 400+ ports for laptop network and internet access, 25 group study rooms, wireless access, and a newly renovated computer classroom for teaching and learning information and technology literacy. In addition to research assistance, students have access to technical support, writing assistance, advising, and tutoring.

Table 1.7.f Student Satisfaction with Library Resources


http://www.library.umass.edu/learningcommons/


1.7.h A concise statement of any other resources not mentioned above, if applicable. Community Resources There are many public health organizations that serve as sites for off-campus teaching, research, and service activities. Many faculty members and students work in collaboration with area agencies to identify research questions and to carry out research with local populations, and perform service activities at the wide range of health agencies in western Massachusetts (see Section 3). Formal agreements exist with several agencies, including the Massachusetts Department of Public Health and the area’s largest hospital, Baystate Health System. Formal agreements also exist between many area organizations and the School, including: Springfield Caring Health Center; Massachusetts Department of Food and Agriculture; Massachusetts Department of Transitional Assistance; New American Russian-Speaking Association; Cambodian-American Association; and Vietnamese American Civic Association. 1.7.i Identification of measurable objectives through which the School assesses the adequacy of its resources, along with data regarding the School’s performance against those measures for each of the last three years. Table 1.7.i lists the outcome measures identified by the 2007–2012 and 2013–2018 strategic plans, as well as outcomes identified by the CEPH. Through review of these measures it is noted that the SPHHS exceeded its expectations and realized a 40% increase in extramural expenditures in the 2007–2012 strategic plan. In the first year of the 2013–2018 strategic plan, the SPHHS has seen a 17% increase in extramural funding expenditures. The SPHHS has continued to invest in the development of faculty, staff, and students.

Table 1.7.i Adequacy of the School’s Resources. Outcome Measures

Target Baseline (FY 07)

FY 121 FY 13 FY 14

Extramural Funding Expenditures


5,315,000 7,076,135

8,293,269

pending

Research Dollars per FTE Faculty2,3


137.9 157.1 (14% increase

over ’07 baseline)

181.5 pending

Graduate SFR4 -- -- 4.0:1 3.5:1 3.1:1 Undergraduate SFR

-- -- 23.2:1 23.9:1 25.5:1

1 FY 2012 serves as the baseline for the 2013–2018 strategic plan. 2 $ in thousands. 3 Calculated as total SPHHS expenditures from all fund types (state and CPE) FTE students. 4 Includes SFR for on-campus graduate degrees (excludes MPH–PHP, MPH–Worcester, and MPH–Nutrition programs). SFR uses core faculty FTE.


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. The SPHHS has maximized its efficient use of financial, faculty, and facility resources. Financially the School has recovered from recent budget cuts. Strengths The SPHHS has made substantial strides in terms of securing resources from increases in tuition and fees, continuing and professional education, and state appropriations. Total primary faculty head counts have increased 28% since the last self-study (from 58 to 74). Initiatives to renovate laboratory space have been implemented, and plans to secure additional renovated space or a new building are ongoing. The SPHHS maintains low SFRs with no more than 11 students per faculty member in graduate programs. Satisfaction with library resources has reached 95% among graduate students. Weaknesses Extramural funding expenditures have increased by 56% since the last CEPH review, and with the addition of new faculty, the SPHHS expects to see greater increases in research expenditures over the next five years. Student satisfaction with laboratory space and computer facilities is approximately 70% and has been decreasing over time. However, the University has a significant problem with deferred maintenance. With the exception of the Communication Disorders Department and the newly renovated laboratories in Goessmann, the School buildings are in poor condition. The worst of these are Totman (Kinesiology) and Chenoweth (Nutrition) buildings. Increases in the number of students with no student space is also an issue that contributes to a decrease in satisfaction. Space limitation is a serious problem as new faculty and staff continue to join the School Almost all staff based in Arnold House share an office because of space limitations. Plans Because faculty increases have resulted in a minimum of seven faculty per division, there is a plan to separate the Department of Public Health into three departments (Biostatistics and Epidemiology, Health Promotion and Policy, and Environmental Health Sciences) by fall 2014 (see Section 1.4). Space issues at the University are difficult to address and require support from the Provost and Chancellor. The Dean will continue to strongly advocate for improved space.


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. 1.8.a A written plan and/or policies demonstrating systematic incorporation of diversity within the School. Required elements include the following: description of the School’s under-represented populations, including a rationale for the designation; a list of goals for achieving diversity and cultural competency 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; policies that support a climate free of harassment and that value the contributions of all forms of diversity; the school should also document its commitment to maintaining/using these policies; policies that support a climate for working and learning in a diverse setting; policies and plans to develop, review and maintain curricula and other opportunities including service learning that address and build competency in diversity and cultural considerations; policies and plans to recruit, develop, promote and retain a diverse faculty, staff and student body; and regular evaluation of the effectiveness of the above listed measures. SPHHS plans and policies related to diversity are in alignment with the plans and policies of the University (see University Diversity Plan, http://www.umass.edu/eod/DiversityPlan.pdf). Additionally, its strategic plan directly addresses a commitment to diversity. Description of the School’s Underrepresented Populations The SPHHS uses the University definition of underrepresented populations: Black/African American, Hispanic/Latino (of any race), Hawaiian/Pacific Islander, or American Indian/Alaska Native. Goals for Achieving Diversity and Cultural Competency The following objectives and indicators are included in the 2013–2018 strategic plan:

Objective 2.4: Recruit, support, and graduate a diverse student body in both graduate and undergraduate programs. Objective 4.1: Develop and implement a plan to recruit a diverse faculty and staff.

Policies that Support a Climate Free of Harassment and Discrimination its Commitment to Maintaining/Using These Policies The SPHHS supports and adheres to University policies on harassment and discrimination. University policies can be found via the following web links:

University Policy on Sexual Harassment: http://www.umass.edu/eod/sexual.html. University Affirmative Action and Non-Discrimination Policy:

http://www.umass.edu/eod/aapolicy.html

http://www.umass.edu/eod/DiversityPlan.pdf

http://www.umass.edu/eod/sexual.html


Policies that Support a Climate for Working and Learning in a Diverse Setting In addition to the above University policies, the SPHHS supports and adheres to the University Guidelines for Classroom Civility and Respect: http://www.umass.edu/dean_students/codeofconduct/classroomcivility/.

Policies and Plans to Develop, Review and Maintain Curricula and Other Opportunities including Service Learning that Address and Build Competency in Diversity and Cultural Considerations The SPPHS submitted a plan in 2011 to the Provost regarding diversity initiatives that promote a diverse and multicultural environment for faculty, staff, and students (see Resource File). Specific examples of opportunities that support service learning and academic opportunities for classroom learning that relate to diversity and cultural considerations include:

Communication Disorders offers a graduate course entitled Evaluation Processes with Culturally and Linguistically Diverse Populations (COMM-DIS 615). Additionally, content on cultural and linguistic diversity is infused into all of our professional courses. Students gain experience in their practicum courses in working with linguistically and culturally diverse populations. The Department’s CAA accreditation provides evidence that the students receive information and experience in working with a diverse population.

Kinesiology integrates cultural diversity into the curriculum in several ways:

Introducing existing health disparities in the context of exercise and health in the large general education lecture classes (KIN 100 and KIN 110).

Identifying variations in human physiology that may partially explain the existence of health disparities (KIN 170, KIN 172, KIN 470, and KIN 585).

Examining the complex interplay between physiology, lifestyle, and environmental determinants that contribute to health disparities (KIN 340, KIN 397A, KIN 440, KIN 470, KIN 571, and KIN 585). Writing assignments in KIN 440 relate to how fourth-year students incorporate ideas about the challenges and opportunities presented by increasing workplace diversity.

Developing a 100-page handbook titled Weaving diversity education into the Kinesiology curriculum that contains the goals of the project and information about relevant health disparities suitable for incorporation into class.

Nutrition offers several graduate classes focused on dialogues on diversity and disparities. Recently several new Nutrition classes were developed, including: Nutritional Problems in Developing Countries; Topics in International Nutrition; Nutrition and Food Policy; Nutrition, Culture, and Health; and Nutrition Education in Practice. The Nutrition Department houses the Health and Nutrition Diversity Scholars Program (HANDS). This program is designed to recruit and mentor underrepresented Nutrition majors. HANDS Scholars register for a Scholars Seminar each semester and participate in educational, research, and professional programs.

http://www.umass.edu/dean_students/codeofconduct/classroomcivility/


Public Health has implemented two new community service–learning courses: Public Policy and Citizen Action and Organizing: People, Power and Change. Additionally, the Department has recently developed a course on health disparities.

Policies and Plans to Recruit, Develop, Promote and Retain a Diverse Faculty, Staff and Student Body The SPHHS relies upon and adheres to the University Diversity Plan for the recruitment, development, promotion, and retention of a diverse faculty, staff, and student body. The Dean has made a concerted effort to reiterate the importance of diversity to all faculty at all-School meetings and to faculty search committees. Priority areas of action at the SPHHS include: Increase the Recruitment, Hiring, and Retention of Faculty and Staff from Diverse Backgrounds

Put into place programs that will help with recruiting, such as the New England

Association of Graduate Admissions. Continue to work with the Provost’s Office checkpoints for faculty searches in order to

increase the diversity of faculty hires. Continue to enforce the search procedures that are in place for faculty and staff. Continue to follow the employment procedures for classified staff, including the targeting

process. Replicate other funding sources for mentoring programs, such as the Mellon

Mentoring Grant. Build in a structure for exit interviews for faculty and staff. This would capture

information about the reasons that faculty and staff have left the University and enable the Dean and Associate Deans to work on retention and make the University more welcoming.

Explore ways to increase staff diversity, such as hiring a recruiter for the campus. Collaborate with local communities to increase diversity of faculty and staff on campus. Work with the SPHHS Diversity Committee to generate ideas for increasing faculty and

staff diversity. Recognize and Reward Diversity Efforts on Campus

Structurally build mechanisms that would reward diversity efforts on campus. Reward teaching, research, and service that advance equity and equal opportunity. Structurally build mechanisms that would fundraise for diversity initiatives. Create a criterion to reward diversity practices for staff and for students. Evaluate the effectiveness of the above-listed measures by the SPEC and the SPHHS

Diversity Committee.


1.8.b Evidence that shows the plans 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, or records and statistics on faculty, staff and student recruitment, admission and retention. The SPHHS is actively working to implement its plans and policies related to diversity and cultural competence. The goals and objectives listed in the School’s 2013–2018 strategic plan specifically reference a commitment to diversity in the faculty, student, and staff populations. Listed in this section are examples of how the School strives to reach these objectives. Classroom Instruction Many SPHHS faculty have made diversity and cultural competency a priority in their teaching. For example, students in the Communication Disorders Department receive information on cultural and linguistic diversity within much of their coursework. A number of key Nutrition Department courses incorporate cultural and socio-demographic relevant competencies. The Department of Kinesiology undertook a department-wide initiative to weave diversity education into its curriculum. For example, faculty and graduate students watched the six-part film Unnatural Causes and discussed inequalities in access to healthcare and the effects of poverty and racial/ethnic minority status on health, thereby raising their awareness and their ability to teach the multicultural aspects of health and health disparities in the classroom. Kinesiology also went through a comprehensive effort to address the introduction of diversity education into the curriculum. The Department developed a 100-page handbook titled Weaving diversity education into the Kinesiology curriculum that contains the goals of the project, information about relevant health disparities suitable for incorporation into class curricula, and key scientific papers for instructors to use as references. The Department of Public Health added two elective courses to its undergraduate curriculum—Health Disparities (PUBHLTH 390EH) and International Health (PUBHLTH 397). In these courses, a faculty member in Public Health introduces students to theories related to issues of inequity in health outcomes in the US and/or globally. Many graduate courses include issues and topics on inter-group (e.g., race, class, gender) power dynamics with the goal that students will better understand the social, cultural, historical, and political issues that influence health and be able to demonstrate sensitivity to diversity in communities. The goal of the undergraduate course PUBHLTH 160 My Body/My Health is to support students in recognizing the big picture of health through the following dimensions: physical, emotional, intellectual, social, community, and environmental and spiritual wellness. Students in this class contribute service hours to the local community. Many of the volunteers work with groups of people who are economically and culturally different from themselves. Seminars and Enhanced Learning The SPHHS regularly sponsors speakers and seminars that address cultural competence and health disparities. Most recently, the Western Massachusetts Public Health Training Center co-


sponsored the event “Racism and Health: Findings, Questions, and Directions,” a lecture given by Dr. David William, Professor at the Harvard School of Public Health. Opportunities for Underrepresented Students The Department of Nutrition continues to recruit underrepresented students to join the Nutrition major through the HANDS program. Through a USDA-funded grant, the department is able to provide $6,000 scholarships for up to five nutrition majors. HANDS scholars participate in a variety of activities for pre-professional preparation in nutrition, including internships, a Scholars Seminar, research and community service projects, and a mentorship program. In addition, the Nutrition Department regularly hosts a series on Health and Nutritional Disparities, bringing in national speakers. Opportunities for Service in Underrepresented Communities During the 2011–2012 academic year, the Western Massachusetts Public Health Training Center placed 61 students in internships in organizations dedicated to addressing the health needs of underrepresented communities. Students worked over 5,400 hours in these sites. Graduate and undergraduate students have the opportunity to participate in internship programs in international communities working with populations who experience economic disadvantage. For example, several graduate students participated in a research/service experience in Haiti. Faculty Mentoring and Research Strong faculty mentoring is an essential component to retaining faculty. The Dean has an established Fund for Professional Development for faculty and professional staff. Several faculty have used the fund to attend workshops for diverse faculty. The SPHHS has several mentoring opportunities for faculty (described in Section 4.2.b. The SPHHS has joined in a collaborative effort with community leaders in Holyoke and Springfield to establish a campus-community coalition to improve health outcomes in these cities. The coalition’s work will be grounded in CBPR methodologies, involving diverse community leadership in every step of the planning process. Pipeline Programs From 2009–2012 the SPHHS Health Careers Opportunity Program (HCOP) brought high school students from Springfield and Holyoke to an on-campus summer camp for public health instruction. Additionally, the Department of Public Health is working with Holyoke Community College Health Sciences program to provide a smooth transfer process for students who complete the two-year associates program. Diversity Committee At the request of the Dean and in collaboration with the Associate Dean of Academic Affairs, in the spring of 2012, faculty of color from each department were brought together to discuss the creation of the SPHHS Diversity Committee. The charge of the group was to develop a plan to address the diversity needs of SPHHS faculty and staff. The Dean provided funds for events agreed upon by the Committee. In 2013, the Faculty Assembly passed the addition of the Diversity Committee to the SPHHS bylaws.


1.8.c Description of how the diversity plan or policies were developed including an explanation of the consultant groups involved. In response to the University’s Diversity Plan, the Associate Dean for Academic Affairs has been working with the SPHHS Diversity Committee, which is in the process of developing plans to address the needs of diverse faculty, staff, and students. In addition, ongoing discussions take place with SHHARE regarding plans and policies for addressing diversity needs within the School. 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. Several committees monitor progress toward the School’s goals related to diversity. The SPEC monitors overall progress toward recruitment and retention of a diverse faculty, staff, and student population. The committee reviews data and makes suggestions for strategies that can improve the overall School climate for underrepresented groups. The Diversity Committee monitors the recruitment and retention of a diverse faculty, staff, and student body. Each department reviews department data related to diversity and discusses strategies to improve the climate at the departmental level. 1.8.e Identification of measurable objectives by which the School may evaluate its success in achieving a diverse complement of faculty, staff and students, along with data regarding the performance of the program against those measures for each of the last three years. Table 1.8.e provides a description of the diversity outcomes monitored and tracked by the SPHHS. The SPHHS has an ambitious goal of increasing the population of diverse students by nearly 50%, it has demonstrated progress in this regard. Since 2007 the undergraduate population of students from underrepresented groups has increased 44% (from 9.5% to 13.7%).


Table 1.8.e: SPHHS Diversity Outcomes

Category/Definition Method of Collection Data Source Target 2012 2013 2014

Tenure-track Faculty –racial/ethnic diversity

Self-report Employment records

25% 23.7% 23.9% pending

Staff—racial/ethnic diversity

Self-report Employment records

20% pending pending pending

Undergraduate Students – underrepresented racial/ethnic identities

Self-report Registrar 18% 12.2% 13.7% pending

Graduate Students – underrepresented racial/ethnic identities

Self-report

Registrar 18% 17.4% 17.8% pending

Undergraduate Students –first-generation students

Self-Report Registrar 20% pending pending pending

Undergraduate Students –male students

Self-Report Registrar 30% 26.3% 25.6% pending


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. The SPHHS and the University are committed to diversity and maintain plans, policies, and procedures to recruit and retain a diverse faculty, staff, and student population. Current percentages of students from underrepresented groups are approaching a level equal to the proportion of underrepresented groups in the state of Massachusetts. The University has undergone an intensive period of diversity planning, and the SPHHS is in alignment with these plans. Strengths While formal policies and procedures are being established, the SPHHS has made important strides in expanding its diverse student body. It has seen nearly a 32% growth in the underrepresented undergraduate student population since 2007. Additionally, the SPHHS has made significant strides in hiring a diverse faculty. Although the total percentage of diverse faculty has increased slightly, the percentage of diverse newly hired faculty was 50% in FY 2012 and 33% in FY 2013. In 2012, the SPHHS Diversity Committee was established to develop and implement a plan to recruit, support, and retain a diverse faculty, staff, and student population. Several initiatives have begun including enhanced opportunities for underrepresented students and opportunities for service in underrepresented communities. Expanded coursework engages students in learning about diverse populations and health disparities. The Public Health Training Center has provided students with excellent opportunities to gain experience working with underrepresented communities. Weaknesses Departmental and School plans to support undergraduate underrepresented students are still in early stages of development. Plans With the formation of a committee dedicated to enhancing diversity within the School, the SPHHS will be establishing plans and programs to increase support for underrepresented students and faculty. SPHHS faculty are working with the OIR to gather data on the proportion of students who are first-generation college students so that plans for increased support for these populations can be established.

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