To continue to align state university degree programs with the economic development and workforce needs of the state, the Florida Board of Governors has identified several Areas of Programmatic Strategic Emphasis. These targeted degree areas include:

Click here to see a list of UWF degree programs which have been identified as serving these areas of emphasis.

Student credit hours are calculated by multiplying course enrollment by course credit hours. The numbers included in this table represent the student credit hours generated from courses offered by the department in the Fall and Spring semesters. In CICS, this is determined using the DPT1 and/or DPT2 field listed on the course section (see RCSO).

The weighted student credit hour totals displayed in the table are calculated using the following weighting factors:

Lower Divisionx1.0
Upper Divisionx1.2
Graduatex1.6

For more detail on the numbers displayed in this table, see the Academic Affairs Budget Office website. Student credit hour reports are in the Financial Information section under Student Credit Hours Per Semester.

Please note that the table does not include student credit hours generated from student exchange courses (those with a location code of "IE" or "NE") while the student credit hour reports on the website include these hours. For some departments this will cause a small discrepancy between the two sources. You may click on any row in the student credit hour reports on the website to see a complete breakdown of each course included in the total. The location code for each course is displayed in that breakdown.

Faculty FTE History • Public Health, Clinical and Health Sciences
Faculty Name 2008 2009 2010 2011 2012
Angela Hahn 0.0 N/A* 0.0 1.0 1.0
Pilar Martin 0.0 N/A* 0.0 0.0 1.0
Justice Mbizo 0.0 N/A* 1.0 1.0 1.0
Enid Sisskin 0.0 N/A* 0.0 1.0 1.0
Melanie Sutton 0.0 N/A* 1.0 1.0 1.0
Karen Valaitis 0.0 N/A* 0.0 0.0 1.0
Department Total 0.0 N/A* 2.0 4.0 6.0

Tenured Faculty Tenure Earning Faculty Non-Tenure Earning Faculty
 
* Line detail is not available for Fall 2009

Departmental growth capacity represents a department's ability to support more students by offering more courses or raising course enrollment. The growth capacity rank identifies the departments with the greatest need of more faculty lines to support its current student credit hour load. This ranking is determined by dividing the department's weighted fall/spring student credit hours by the number of regular line-item instructional faculty in the department at the start of that academic year. These numbers are displayed in the Student Credit Hours table and the # of FTE Faculty by Tenure Status table, respectively. Departments with lower rank values have less capacity for growth based on this calculation than those with higher rank values.

The complete growth capacity ranking of all academic departments is available for each year displayed in the table. To see the complete ranking, click on the academic year in the heading of the table.

The instructor types used for the Average Class Size table and the Percent of student credit hours taught by instructor type table do not correspond directly to the instructor type listed on the instructor's record on the course offering in CICS (see RIND and/or RCSO). The instructor type listed in CICS is referred to as the reported instructor type and the instructor type used for the tables is referred to as the effective instructor type. The effective instructor type is calculated as follows:

If the reported instructor type is:

The low enrollment courses table displays the number of courses at the undergraduate and graduate level which have enrollment beneath the standard benchmark value for that level. The standard benchmark value is 20 students for undergraduate courses and 15 students for graduate courses. The following rules apply to both the count and the percentage of low enrollment courses:

  Faculty Line Search Request Template -- 2013 - 2014 Faculty Searches Help

Department Name: Public Health, Clinical and Health Sciences

  1. Describe how this faculty line will advance UWF's legislative and strategic priorities in the applicable categories:
    • Economic Development/Workforce Demand

      Healthcare is the second largest employer and the 2nd most important economic engine in our region. Estimates offered by the Department of Labor and other state and federal agenices projecting employment trends and needs state that between 40 and 60 % of high-wage, high-demand jobs will be in health care-related areas. The Bachelor of Science in Health Sciences degree with its 9 tracks designed and promoted by our regional health care partners directly addresses the workforce needs of regional health care. It does so through the online format that offers maximum convenience and accommodation for the adult population seeking degrees through this program.

    • Science, Technology, Engineering, and Mathematics (STEM)

      The broadest nomenclature for STEM includes health sciences. Unlike much of traditional STEM disciplines, the health sciences are not a trend but a long-term need to address the health care demands of our aging population as well as supporting the high demands that will come with a proposed national health care system.

    • Accreditation Requirements

      NA

    • Niche programs with growth potential

      The growth potential for the BSHS is proven and dramatic - witness the over 20% increase in the number of BSHS majors between Fall 2011 and Fall 2012, a trend that is routine and continues unabated. The BSHS accounts for a lion's share of the summer FTEs earned by SAHLS, which itself accounts for between 1/4th and 1/3rd of all summer FTEs earned by 20 academic units within CAS.

  2. Any additional information to further explain the request such as comments on evidence of quality, general education requirements, significant pressure points, Emerald Coast offerings, online courses, etc:

    The fully online tracks within the BSHS have the highest rates of growth. For three years running UWF's BSHS students have captured state, regional and national honors in the Health Occupations Students of America competition. This program has grown from 25 majors in 2006 to over 500 majors in Fall 2012. The demands placed by this number of online students on services (advising, engagement in directed studies, in publications and presentations, in internships and in tutoring, etc) are huge and growing, and are currently being handled by two full-time lecturers and a stable of adjuncts. The adjuncts do not significantly contribute to student services and must be overseen and guided by the two lecturers. Thus, the small number of FTF in the BSHS is a prominent pressure point within a program that is extremely productive and plays a high-profile role in servicing the health care and public health communities in our region.

  3. If this request is for a tenure-earning position, explain why a tenure-earning position is needed:

    Request is for a 12-month Lecturer

  4. a. General Description of Workload Assignment:

    Increasing enrollments are demanding increased numbers of sections for required courses within the six most popular BSHS tracks. A workload of 4+4+4 courses will be required for a lecturer in the program. In addition, the lecturer will be expected to coordinate with the other two lecturers in the program to provide the needed support services for students.



    b. Explain how the workload/courses are currently being covered by the department:

    Clearly, workload and the mumber of courses needed for the program are increasing each semester. While adjuncts are used to assist FTF in covering these needs, there are many elements critcial for programmatic continuity and breadth that are not offered by adjuncts and the need for these elments (alluded to in #2 above)is growing exponentially. In addition, adjuncts require management and guidance by FTF which adds to the workload of existing faculty and absorbs time needed to address student service needs.

    5. Please review the enrollment data for the department shown below. Refer to this data to answer the questions that follow.

    Student Credit Hours - Fall/Spring
    08/09 09/10 10/11 11/12 12/13 +/-
    Lower
    0 0 0 0 0
    =
    Upper
    780 1065 3129 5556 7645 ↑ 880.13%
    Graduate
    423 429 864 1473 1653 ↑ 290.78%


    Fall Headcount (# of majors by specialization)
    Specialization 2008 2009 2010 2011 2012 +/-
    Undergraduate
    51003A: HEALTH SCIENCES  93   175   51   11   3  ↓ 97%
    51003B: HEALTH SCI/AGING  0   0   3   5   5  ↑ ∞
    51003C: HEALTH SCI/ALLIED  0   0   41   85   102  ↑ ∞
    51003D: HEALTH SCI/COMM  0   0   0   1   1  ↑ ∞
    51003E: HEALTH SCI/ADMIN  0   0   74   135   165  ↑ ∞
    51003F: HEALTH SCI/ETHICS  0   0   1   1   1  ↑ ∞
    51003G: HEALTH SCI/PRO  0   0   7   29   47  ↑ ∞
    51003H: HEALTH SCI/MED INFO  0   0   12   19   29  ↑ ∞
    51003I: HEALTH SCI/PSYCH  0   0   13   12   20  ↑ ∞
    51003J: HEALTH SCI/PUB HLTH  0   0   42   97   115  ↑ ∞
    TOTAL 93 175 244 395 488 ↑ 425%
    Graduate
    30995H: MSA/BIOMED & PHARM  5   3   7   3   2  ↓ 60%
    51225A: MASTER PUBLIC HEALTH  28   34   60   96   109  ↑ 289%
    †5122 G: PUB HLTH/GR/NON-DEG  3   10   16   19   14  ↑ 367%
    †520D G: MSA/BIO-PHARM/GR/ND  0   2   0   1   0 
    =
    TOTAL 36 49 83 119 125 ↑ 247%
    † indicates non-degree major


    Degrees Awarded (by specialization)
    Specialization 08/09 09/10 10/11 11/12 12/13 +/-
    Undergraduate
    51003A: HEALTH SCIENCES  8   14   10   0   1  ↓ 88%
    51003B: HEALTH SCI/AGING  0   0   2   0   2  ↑ ∞
    51003C: HEALTH SCI/ALLIED  0   0   3   18   13  ↑ ∞
    51003E: HEALTH SCI/ADMIN  0   0   14   41   38  ↑ ∞
    51003G: HEALTH SCI/PRO  0   0   2   3   4  ↑ ∞
    51003H: HEALTH SCI/MED INFO  0   0   0   2   1  ↑ ∞
    51003I: HEALTH SCI/PSYCH  0   0   3   1   3  ↑ ∞
    51003J: HEALTH SCI/PUB HLTH  0   0   3   15   35  ↑ ∞
    TOTAL 8 14 37 80 97 ↑ 1113%
    Graduate
    30995H: MSA/BIOMED & PHARM  1   0   2   3   1 
    =
    51225A: MASTER PUBLIC HEALTH  4   6   11   17   23  ↑ 475%
    TOTAL 5 6 13 20 24 ↑ 380%


  5. Please explain why any undergraduate degree specializations* with fewer then 15 majors have not been deleted:

    51003B is a track that we have been working on revamping and in which we are close to making a series of changes that we anticipate will increase interest and enrollment. 51003G is a special articulation track with several of our state and community college partners that effectively services students holding AS degrees. 51003F has been eliminated. We have worked hard to tailor health science degrees to particular workforce pathways and that reflects the variety of specializations we have forwarded to determine which will have the most traction. We believe some of the specialties may need to be pruned but the overall dramatic growth of the major is undeniable and needs additional support from the university.

  6. Please explain why any graduate degree specializations* with fewer then 10 majors have not been deleted:

    MSA Biomed Pharm has been eliminated but still has a few students in the pipeline.

    * Does not include non-degree specializations (indicated with a † above)

  7. Additional information that will be used to evaluate capacity:

    # of FTE Faculty by Tenure Status
      Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012
    Tenure & Tenure Earning 1.0 1.0 1.0 2.0 3.0
    Non-Tenure Earning 1.0 1.0 1.0 2.0 3.0

    Avg. student credit hours taught by
    full-time tenure earning and tenured faculty
    2010/2011 2011/2012 2012/2013
    251.50 323.92 N/A‡

    ‡ Data not yet available for this term


    # (%) of low enrollment courses
    (undergrad: <20, grad: <15)
      10/11 11/12 12/13
    Undergraduate 0 ( 0.0%) 2 ( 3.0%) 5 ( 5.3%)
    Graduate 9 ( 52.9%) 15 ( 48.4%) 18 ( 51.4%)


    Average Class Size
      Fall 2010 Fall 2011 Fall 2012
    Reg Adj TA ESC All Reg Adj TA ESC All Reg Adj TA ESC All
    Lower 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0
    Upper 0.0 38.9 0.0 0.0 38.9 27.0 31.8 0.0 0.0 31.0 27.3 31.2 0.0 0.0 30.3
    Graduate 24.7 19.6 0.0 0.0 21.5 26.0 19.3 0.0 0.0 19.7 18.4 20.8 0.0 0.0 19.6


    Percent of student credit hours taught by instructor type
      10/11 11/12 12/13
    Reg Adj TA ESC Reg Adj TA ESC Reg Adj TA ESC
    Lower 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
    Upper 7.1% 92.9% 0.0% 0.0% 16.3% 83.7% 0.0% 0.0% 25.7% 74.3% 0.0% 0.0%
    Graduate 42.5% 57.5% 0.0% 0.0% 27.2% 72.8% 0.0% 0.0% 45.9% 54.1% 0.0% 0.0%
    Total 13.0% 87.0% 0.0% 0.0% 18.4% 81.6% 0.0% 0.0% 28.9% 71.1% 0.0% 0.0%