COLLEGE OF HEALTH SCIENCES
ACADEMIC PLAN – MARCH 8, 1999
Appendix A
| Tables 1-5 |
| Figures 1 & 2 (.vsd file) |
| Figure 3 |
| Figure 4 |
TABLE OF CONTENTS
Introduction…………………………………………………………………. 2
Scholarly Focus – Teaching, Research, and Service…………………………11
Planning Goals and Objectives – Teaching, Research, and Service………… 20
Proposed Actions……………………………………………………………. 25
Evaluation and Use of Evaluation Results…………………………………...25
Appendix A Figures and Tables
Appendix B Other Supplemental Information
Appendix C Unit Plans
COLLEGE OF HEALTH SCIENCES ACADEMIC PLAN -- March 8, 1999
(1) Introduction
(1a) Provide a brief history of the department (or college). Describe each degree program offered. Refer to OIA data for program enrollments, majors, enrollments, and personnel (faculty, AP’s and staff) assigned to the unit.
In 1968 a new president took office at the University of Wyoming, and after a six-month review of academic programs, a College of Health Sciences was established. In 1982 a committee was appointed to review the structure of the College. The committee recommended consolidating all health sciences programs within a College of Health Sciences and Human Services. The Board of Trustees approved the resulting College structure in 1984. The major units headed by Associate Deans of the College were the School of Health & Human Services, (with the program in Medical Technology, and the departments of Speech-Language Pathology and Audiology, and Social Work); the School of Human Medicine; the School of Nursing; the School of Pharmacy; and the School of Physical and Health Education. The Student Health Service and the cooperative B. S. in Dental Hygiene program with Sheridan College were located in the dean’s office along with preprofessional student services. In 1987, the state legislature defunded the Office of Rural Health located in the School of Human Medicine; and the University, by Trustee action, named both of the residency program directors as Associate Deans of the College of Health Sciences. The WICHE programs and the medical contract program, originally in the College of Human Medicine, were transferred to the Office of the Dean. In 1990-91, the University underwent a "reallocation process," designed to shift 5% of the University budget from low to high priority areas. College of Health Sciences funds were cut by $2,001,218.00. A small amount was allocated back to the College ($124,950 for Nursing and Social Work). In addition, the family practice programs were required to raise 50% of their state budgets plus 100% of the "practice plan" salary enhancements from clinical income, with these dollars returned to central administration. Differential tuition was placed on students in the School of Pharmacy, with those dollars generated also being retained by the central administration.
In 1992 the provost requested that the College transfer the Student Health Service to the VP for Student Affairs and this was done. The coordinator of the Health Sciences Information Network was transferred from the School of Pharmacy to the University Libraries in 1994. In the Summer of 1994, the Trustees approved the creation of a new College Institute -- the Wyoming INstitute for Disabilities (WIND). Several new degree programs were approved for the College in 1995 and 1996: the BS degree in Health Sciences (interdisciplinary program), the WWAMI medical education program, the Pharm.D., and the Master of Social Work (MSW). The Pharm.D. and the MSW are supported by additional differential tuition charges allocated to the units. WWAMI is supported by a special new Legislative appropriation and the medical student contract program. In 1998, after an extensive review initiated by the provost, the Physical and Health Education Intramural and Recreation functions were transferred from the School of Physical and Health Education to the VP for Student Affairs.
In 1997, after an extensive Program Review (part of the Program Review process for all University academic units), the College of Health Sciences was again charged with reviewing its organizational structure. After many months of discussion, the College administrators and faculty recommended further changes. The current structure of the College and the proposed new structure approved by the College faculty December 12, 1998 are shown as Figures 1 and 2. (All figures and tables referred to in this report are contained in Appendix A).
The College organizational and administrative structure, although different from that of other colleges, is facilitative of and consistent with, the college mission and plans. Perhaps more important, it is consistent and facilitative of the University mission and the four organizing institutional values or principles, in particular the focus on distinction and the provision of leadership for Wyoming’s future principles.
Since the College was originally created by fiat in 1968, the issues of organizational and administrative structure, and terminology and titles have continually arisen both internally and externally, most notably in 1982-84 when additional units were added and most recently in the 1996-97 program review, as well as in accreditation reports of various units. Thus, there is extensive background material available on this issue in the office of the Vice President for Academic Affairs. A summary of the issues is presented in Appendix B (see Rationale for Organizational Structure).
Degree programs and other academic programs offered in the College are summarized below.
Dean’s Office: The bachelor’s degree in Health Sciences is designed to provide students with an overview of health sciences from an interdisciplinary perspective. The second degree option administered by the dean’s office is the bachelor’s degree in Dental Hygiene. This degree is administered in conjunction with the School of Extended Studies (SES). The Dental Hygiene program is funded entirely from tuition paid to SES (no funds are provided to the College – see budget summary in Appendix B). Three non-degree granting units are also administered through the dean’s office; the Preprofessional Advising Office, WICHE, and the Wyoming Institute for Disabilities (WIND/uap). Although not a degree-granting unit, WIND/uap does offer an academic program which includes a number of credit courses, modules, and traineeships.
School of Health and Human Services: The Bachelor of Science in Medical Technology is a four-year undergraduate degree accredited by the National Accrediting Agency for Clinical Laboratory Sciences (NAACLS) for students interested in working in the medical laboratory profession. The Department of Speech-Language Pathology and Audiology offers a Bachelor of Science degree in speech-language and hearing science. A Master of Science degree in either speech-language pathology or audiology is also offered. A master’s degree is required for certification, licensure, and professional employment. The Department of Social Work offers both the bachelor’s (BSW), accredited by the Council on Social Work (CSWE) since 1974, and the master’s (MSW) degrees. The new MSW is now in accreditation candidacy.
School of Human Medicine: The WWAMI Medical Education Program (Medical Contract Program) – accepts up to 10 Wyoming students each year. The Doctor of Medicine degree is awarded by the University of Washington School of Medicine. The Family Practice Residency Programs at Casper and Cheyenne are post-doctoral programs (42 medical residents/year), which grant a Certificate of Completion. Graduates qualify to sit for the certification examination of the American Board of Family Practice.
School of Nursing: The Bachelor of Science in Nursing program prepares individuals to enter nursing or to elevate an associate’s degree in nursing in preparation for career advancement or graduate school. Students may earn the BSN or proceed through the RN-MS option. The Master of Science program prepares nurses as family nurse practitioners or community health clinical nurse specialists. All programs are accredited by the National League for Nursing and have preliminary approval by the Commission on Collegiate Nursing Education.
School of Pharmacy: The School of Pharmacy offers a four-year entry level professional program leading to the Doctor of Pharmacy (Pharm.D.) degree. This is preceded by a minimum of two years of preprofessional coursework. The program was implemented in fall of 1996 and will have its first graduates in May 2000. The School discontinued the baccalaureate in Pharmacy in fall 1996, with its last graduating class in 1998. The Pharm.D. program has American Council on Pharmaceutical Education (ACPE) candidate accredited status.
School of Physical and Health Education: The School offers three undergraduate degrees and one graduate degree. At the undergraduate level these are the Bachelor of Science degrees in Exercise and Sport Science, Health Education, and Physical Education Teaching. At the graduate level the School offers the Master of Science degree in Physical and Health Education.
College Unit Composition: Our recommendation, voted on unanimously by the College faculty, is to implement the College’s reorganization plan as soon as possible. Although not a perfect solution to the structural issues identified, it can serve as a viable structure for the health and social services programs now included in the College and can incorporate new degree programs that might be added or reassigned as a result of the academic planning process. The critique of the College draft plan submitted January 15th suggested possible College units for either addition, elimination, or reassignment among the colleges. These are discussed next.
The mission of the College of Health Sciences is "to promote excellence in health, health education, and human services through university teaching, research, and service; programs of the College focus on holistic health and well-being of all populations with a special emphasis on rural populations." All units in the College of Health Sciences presently contribute to this mission, as well as the five specific College objectives. Clinical experiences represent a structural piece common to all of the programs offered in each school’s curriculum. The essence of a College must revolve around common interests, goals, and focus, not just a structure such as "clinicals."
If other programs have a health-related focus, the University should consider the possibility of moving them to the College of Health Sciences (Family and Consumer Sciences, Aging, Nutrition, Clinical Psychology). However, one of the most important factors to consider is, will the move disenfranchise an already cohesive school or department that shares courses, shares faculty, shares research foci, shares a common focus? The School of Physical and Health Education is a good example of a School that shares courses, faculty, research agendas, and goals across the different programs within it. Disassembling the School of Physical and Health Education, or any unit that shares common strands across its internal programs, would result in the pieces not adding up to the whole.
It is very possible that Aging could easily fit and move into Health Sciences. At present it is an interdisciplinary program with a great deal of overlap with Health Sciences. Nutrition is a natural fit and could possibly be moved without major disruption. Nutrition would complement existing Health Sciences programs. We are not as sure about Family and Consumer Sciences and Clinical Psychology. They both would fit very well in the College of Health Sciences, but the move could be quite disruptive to these units, given their already existing ties and interconnections within Agriculture (Family and Consumer Sciences) and the Psychology Department (where Clinical Psychology resides). Problems related to facilities would also create major difficulties. It certainly would benefit all of us, however, to continue to strengthen our connections through joint appointments, cross listed courses, and collaborative research grant activities.
The School of Physical and Health Education should remain in Health Sciences. Programs within the School of Physical and Health Education do incorporate clinicals. The curriculum related to the physical education teacher program incorporates clinicals, just as do exercise and sport science and health education, with the only difference being that they are conducted in a primarily school-based setting (K-12). The exercise and sport science, health education, and physical education teaching programs all have the same common commitment – "to identify and provide educational experiences that promote the interrelationship between physical activity and health." This commitment is well aligned with the mission and objectives of the College of Health Sciences. Given the strong connection with the objectives of the College of Health Sciences, and the incorporation of clinical experiences within each of the School’s three programs, the School is presently well placed. Just as the Surgeon General’s report on Physical Activity and Health provided the empirical foundation for the newly established University Studies P1 category (physical activity and health), it is also the cornerstone for supporting the inclusion of the School of Physical and Health Education in the College of Health Sciences. Improved health and well being is the professional goal for all health sciences majors. It is through the medium of physical activity that this goal is achieved by Physical and Health Education graduates. For the exercise and sport science students, the "clinical" experience can range from working in a hospital to working in a private health club. While similarities exist between the College of Education and the School of Physical and Health Education (e.g. preparing teachers), the Physical and Health Education shared curricular focus on health and healthy living provides a better fit with the College of Health Sciences. Two-thirds of Physical and Health Education students are most definitely receiving an education that often leads to a job in a clinical setting. Examples of recent internships include the Mayo Clinic, the Cooper Aerobics Center in Dallas, and United Medical Center in Cheyenne to name just a few. Many health education majors also take internships and secure employment in clinical as opposed to educational settings. While the teacher certification majors end up primarily in educational settings, all faculty teach courses which are taken by students in each of the three sub-disciplines (exercise and sport science, health education, and physical education-teacher education). The faculty voted to move out of the College of Education in 1984, and are unanimous in their desire to remain in the College of Health Sciences – including the pedagogy (physical education-teacher education) faculty.
One of the themes running through academic planning is to connect similar programs; the School of Physical and Health Education does exactly that. It would make no sense to split exercise and sport science from physical and health education, for example. There just isn’t the critical mass if these programs are separated, and the physical plant, as currently configured (Corbett Building) satisfies, in large part, the teaching and research requirements of the total unit. The graduate program is also not separated across the subdisciplines; the degree is a Master of Science in Physical and Health Education. Again, graduate students take courses from the three subdiscipline areas offered in the School. Many of the undergraduate majors go on to allied health professional schools such as physical therapy or occupational therapy. Some of the undergraduate and graduate students have gone on to medical and dental schools.
If one looks at the major external funding sources for the School of Physical and Health Education, they are National Institutes of Health, Centers for Disease Control (administered through the State Department of Health), and the American Heart Association (AHA). These are all organizations with a clear "health" and "clinical" focus. Examples of grant titles include "Health risk behavior training evaluation" (CDC), "HIV/AIDS trainer evaluation" (CDC), "The effects of exercise training on heart connective tissue post-myocardial infarction" (AHA), "Mixed longitudinal study of young children’s physical activity patterns" (AHA), and "Skeletal muscle microcirculation in heart failure" (NIH). These examples give an idea of both the health and clinical research focus of some of the faculty in the School. (See School of Physical and Health Education research information in Appendix B for further information)
One conceptualization of groupings of disciplines was circulated by Dr. Karnig for other purposes than reorganization several years ago (see Cohort Groups in Appendix B). In this version, cohort groupings for Life Sciences included the present health sciences units along with animal science; botany; molecular biology; plant, soil and insect science; psychology; range management; veterinary science; and zoology and physiology. With the addition of nutrition, medicine, and dental hygiene (which were omitted from all cohorts in this list), this group makes sense to us and could be used to create four college divisions on campus, rather than seven colleges. However, this may not be feasible or realistic at present. We do believe all of the present health sciences programs should be in the same college.
Social Work actually fits quite well within Health Sciences. There is no question but that social work is a clinical discipline. The BSW and MSW degrees are clearly clinical and must meet national accreditation standards as such. Social work as a profession is licensed (or certified) in almost all states. The field component in the senior year (BSW) and in both years of the MSW usually represents half of the course credits in those years. Students in the BSW program are required to complete 35 contact hours of volunteer experience and a 450-hour practicum. MSW students are required to complete a 400-hour practicum in Year I and a 500-hour practicum in Year II. Students work after graduation in clinical settings (hospitals, clinics, mental health centers, social services, etc.). Over half of all professional employees in mental health are social workers. Social Work best fits in the College of Health Sciences.
The Department of Social Work was wisely moved to the College of Health Sciences in the early 80s. This move allowed the Department to join a more comparable group of educational programs. Social work programs which are combined with other units are frequently in units related to health. Health-related programs such as nursing and social work have a great deal in common in terms of their educational preparation. In addition, they frequently serve on interdisciplinary teams together in settings such as hospitals, child welfare, community care programs for the elderly, organizations serving children with disabilities, and substance abuse treatment programs. Faculty within the College are collaborating on several training and research projects; they act as outside members for graduate advisory committees, and they co-teach courses. Without the counsel of other professionals across the College, the Department of Social Work would not have achieved its accomplishments of the past four years, including the development of the MSW program and the receipt of external federal funding.
The proposed new College administrative structure would result in schools (not colleges), and the schools would be headed by associate deans. Only the two programs that already have deans, nursing and pharmacy, would retain the deans titles. The rationale for this structure was thoroughly explained in the College evaluation completed last year. Examples of other universities and their structure regarding social work accreditation have been explained. In addition, the specific citations for social work accreditation were not requested as a part of the academic plan, but the citation has been repeatedly shared, and the accrediting body has twice noted this issue in a letter to the University.
Although the first MSW class will not graduate until May, 1999 several have already been hired for advanced social work positions. For instance, two MSW students have been hired by the Albany County Department of Family Services. One student has been employed by the Wyoming Reproductive Health Council. A fourth student has been hired by the Casey Family Program. JSI, an international consulting firm, has hired one student to provide training and consultation to this region’s family planning programs.
Dental Hygiene: This program, targeted in the critique for elimination, is growing. Currently there are 14 freshman/sophomore students on campus working on prerequisites for admission and University studies requirements. There are eight seniors who are completing the degree and they are located in Wyoming, Montana, Idaho, California, and Arizona. These students are supporting the correspondence study division of SES. Whether or not a BS degree is required for licensure is not the issue. The Dental Hygiene Association and the faculty at Sheridan College are strongly recommending and urging hygienists to earn the BSDH degree. New graduates and members of the Association are keenly aware of the need for the BSDH degree. The Dental Hygiene Program is an outreach program which generates approximately $30,000-$40,000 annually for the School of Extended Studies, but no dollars for Health Sciences, see Appendix B for budget summary. The students in the second year of the major are University of Wyoming students and pay UW tuition. That money is profit after Sheridan College has been reimbursed for their tuition. Sheridan College pays the salaries for their faculty. SES pays 10% of the salary of the Coordinator of the Dental Hygiene Program. That is the major expense of the program to the University. Students who are completing the BSDH degree after they have graduated with the AD are supporting SES again by taking correspondence study courses and electronically delivered courses delivered by SES. Potential students making inquiries about the program are doing so because they have learned the opportunity is available to them. Freshman students coming to the University have learned that they can complete the requirements to be a dental hygienist and earn the BSDH if they work closely with their advisors. This is a plus for them because they can complete these in four years. The Dental Hygiene Program is viable budgetarily, successful, and is an outreach program offered in cooperation with a community college. It is the kind of program that is needed in Wyoming and exemplifies the "values" summarized in the President’s "white paper" on academic planning.
Medical Technology: This program, also questioned in the critique, has 57 majors, three academic personnel, a budget of $153,302, and a minimum of $142,500 generated from tuition and fees. Student enrollment has nearly doubled since 1992. Accreditation standards (NAACLS) require screening of applicants to professional training programs. Students cannot be guaranteed placements. The fall 1998 applicant pool for the professional clinical training was 19 and 18 of the applicants are placed at this time with the final applicant on an alternate list. This placement ratio is very high for a professional program. The Medical Technology curriculum is drawn from pathobiology, molecular biology, botany, business, communications/mass media, etc. Collaborative and interdisciplinary relations exist with the new microbiology program (about 90% of these microbiology students have selected the medical micro option), CTE, and Wyoming’s AHEC. Professional training students in the MTCH 4970 Interdisciplinary Practicum attend off-campus sites where teams of students from Speech-Language Pathology and Audiology, Nursing, Pharmacy, Social Work, and/or Dietetics are placed. The Medical Technology Program’s academic plan emphasizes revenue generation. Entrepreneurial strategies are outlined that address resource needs and identify sources of funding through collaborative research, partnerships, and modification to the unit’s infrastructure. Opportunities exist to develop new partnerships with specific institutions in Colorado and western Nebraska. The unit plans to aggressively pursue relevant clinical research opportunities. All three academic personnel have expressed an interest in epidemiological research on the Wind River Indian Reservation and other collaborative research. All of the last graduating class found jobs, 43% in Wyoming. The rest found jobs in neighboring states. The Medical Technology Program has been reorganized and expanded. During academic year 1999-2000 25 seniors will be attending professional training. Nineteen students will train in Wyoming and six students will be assigned to Rapid City or Denver. The program is needed, viable, and expanding.
Program Enrollments, Personnel, and Resources
All undergraduate programs in the College (except the BS degree in Health Sciences) require application to the professional program and are competitive in terms of standards for admission and numbers of "slots" available. College majors in the professional programs are "capped" to meet accreditation guidelines given available resources. Total enrollments for the College over the last six years are shown below.
College of Health Sciences
Total Enrollment
1993-1998
Academic Laramie Off-Campus Total*
Year Campus (SES & UW/CC)
1993 1254 146 1400
1994 1372 188 1560
1995 1376 146 1522
1996 1304 170 1474
1997 1268 148 1416
1998 1242 154 1396
*Does not include annual count of 42 resident physicians/year in the two family practice residency programs in Cheyenne and Casper.
Because questions have been raised about enrollments in Nursing, Social Work, and Audiology, these are discussed below. Entrance standards are an expectation in professional programs. All professional schools in the health sector require admission standards.
Nursing: Enrollment patterns are not attributable to enrollment policies. Among the "other forces" contributing to the recent drop in enrollment in nursing is the outdated myth that hospital downsizing and RN layoffs indicated jobs in nursing were unavailable. Enrollments of entry-level bachelor’s degree students in the nation fell by 5.5 percent in 1998. The reality is that there is a shortage of RNs due to the growing numbers of elderly, increasing population of hospitalized patients who are older and acutely ill, the rapid expansion of front-line primary care at community-based sites, and technological advances requiring highly skilled nursing care. The 2.5 GPA required for nursing students on selected prerequisites is no higher than is expected for a student entering UW. One experiment eliminating admission standards in some California nursing schools failed miserably – higher error rates, malpractice problems, and other negative outcomes resulted.
Social Work: The Department of Social Work is very open to expanding enrollment by exploring statewide (or even regional) programming. It can be done now at the BSW level, with the submission of a proposal to CSWE requesting an alternative program. It can’t be pursued for the MSW program until it is accredited. The MSW program plan of implementation has changed slightly since its original approval, as a result of experience with students, the university system, community resources for internships, and the accrediting body. The unit determined that having between 30 and 40 MSW students admitted at any one time during the period of candidacy, allows the program to be most successful. The original prediction was that by the third year they would admit approximately 70 students; they have changed their collective mind and will not move to that level of complexity until after the program is accredited. Since tuition, numbers of students, and budget are intricately related, they "zero out" (expenses balance income) whether they have 35 or 75 students. The MSW program was placed in candidacy last February by CSWE. The faculty are attempting to apply for accreditation this spring, which means that the self study is due April 15th; if social work meets that deadline, the Council on Social Work Education’s Commission on Accreditation will make a decision at their June meeting about whether to approve a site visit for fall. If that decision is positive, the Commission will act on the request for accreditation February 2000. This means a tremendous level of productivity and work for the faculty. The title, Department of Social Work, creates an accreditation problem. Social work must be in comparable status to other professional programs – at this University that means a college or school. Social work will not be able to submit the self study in April unless the proposed new College structure is approved.
The number of MSW students determines the differential tuition available to the department to maintain the program. No "profit" is made, no "loss." Therefore, the budget is adjusted to fit the number of students enrolled which assures the financial success of the department. The comments regarding the social work program begin with the statement "the Social Work Department plan fail(s) to address the impact of under-enrollments in the MSW program." Two possible explanations exist for this omission. 1) The academic plan did not request that this be addressed, 2) No "under-enrollment" in the MSW program exists. The program has matured considerably since the original plan was written four years ago. Given the challenges with achieving accreditation, the current level of enrollment has given social work the best chance of being successful in seeking accreditation. The addition of more students would require more faculty and increase the stress on existing faculty. During this developmental stage, the social work faculty and staff have had to constantly evaluate its current level of success and adjust the program to improve the potential for success.
The comment that, "The differential tuition program that was used to rationalize the MSW program," indicates that the purpose of the MSW program was to create funds, therefore, the program chose to charge a large differential tuition. The rationale for the MSW program, as described in the initial proposal for the University and the feasibility study conducted for the accrediting body, relates to needs of citizens of the state, not funding for the University. Differential tuition was a requirement imposed by the broader University as financial support for the program, not as a rationale for the MSW program. The rationale for differential tuition is that "new programs must be self-sufficient." Therefore, differential tuition was only the means for supporting the program. The statement, "What are the consequences of this under-enrollment?" indicates a lack of understanding about the role of differential tuition in the budget for the Department of Social Work. All new resources required to establish the MSW program, such as faculty, staff, and supplies have been funded through differential tuition. The income from differential tuition and expenses related to the MSW program balance out each year. Therefore, the enrollment in the MSW program and the income from differential tuition do not cost or benefit the budget for the Department or the College. No "options available to the college and department" are needed. In fact, the "consequences" of adjusting enrollment targets and budgets have led to a more successful MSW program.
The statement, "The argument advanced by the Social Work Department is that its support budget is critically under-funded suggests that funds used to hire new faculty for the MSW program might be better directed elsewhere," indicates a complete lack of understanding regarding differential tuition and the MSW program. Without additional faculty and staff, the program could not handle the MSW program. Without MSW students, the Department would not have funds from differential tuition to hire new faculty. There would be no funds to "better direct elsewhere" without MSW students paying differential tuition.
Differential tuition cannot be used for "revenue building within the College that might help to offset the deficits associated with the Family Practice Residency Centers." Differential tuition was imposed on new programs as a means to financially support those specific new programs. That means that some citizens of Wyoming pay one tuition rate, others pay another, and whether or not one pays differential tuition depends on when a program was created. Another concern about this solution is that it indicates that all budget concerns are to be solved within Colleges. What happened to thinking in new ways about the overall good of the University, rather than enhancing turfism? This punishes Colleges that are rapidly growing, thus outstripping resources usually provided by the University.
Audiology: Traditionally, graduate speech-language pathology programs have had a larger enrollment than graduate audiology programs. The most recent survey by the Council of Graduate Programs in Communication Sciences and Disorders (1996-97) supports this information. One hundred and seventy-three programs, or 76% of the master’s level graduate programs in speech-language pathology and audiology, responded to this survey. Data from this national survey indicate that the average student enrollment of master’s level audiology graduate level programs was 6.36 per program while the average student enrollment of master’s level speech-language pathology graduate programs was 48 per program. This national data has only varied +/- 1-2 students over the past several years and would not be expected to change drastically with more current data. During the 1998 fall semester, the University of Wyoming Department of Speech-Language Pathology and Audiology had 12 audiology graduate students and 50 speech-language pathology students enrolled. It should be noted that the UW graduate program in audiology has 88% more students enrolled than the national average. All audiology graduate programs are intricately tied to both undergraduate and graduate programs in speech-language pathology. At the University of Wyoming, audiology faculty teach four undergraduate courses that are required for the national certification of speech-language pathologists. The audiology clinic provides required observation hours for undergraduate students and required clock hours in audiology for speech-language pathology graduate students. Accreditation of the speech-language pathology graduate program, alone, requires that the Department employ at least one full-time Ph.D. audiology faculty. If the program were consolidated, the savings would only be one Ph.D. faculty line. Requirements for certification of audiologists will change in 2007. It is expected that currently certified audiologists will be upgrading their academic courses and practica to meet these new certification requirements. This could be a "gold mine" for the University of Wyoming through the delivery of on-campus and distance learning courses to these audiologists.
To summarize, College enrollments by major in each unit over the last six years are shown in Figure 3, Appendix A. Program enrollments are shown in unit OIA data in Appendix C. The "critique" of the January 15th draft college plan urged us to consider eliminating some programs in order to free resources for other uses. Obviously, initiating new degree programs requires such a review. However, given our enrollment levels, the number of degrees (15) we offer compared to the total number offered at UW (232) and the student/faculty ratios (below), we do not wish to eliminate health sciences programs in order to expand health sciences programs. We believe that we offer too few as is, given the job market and national trends in terms of student preferences. Two of our existing programs do not receive any state resources (BS degree in health sciences and BS in dental hygiene). Others are heavily self-funded (social work, speech-language pathology and audiology, family practice residency programs, pharmacy). In the case of speech-language pathology and audiology, their support budget is 50% financed by clinic income. All Health Sciences programs are in demand and needed. Several offer opportunities for increased tuition through expansion and outreach (Medical Technology, Social Work, Audiology). None should be eliminated.
Student/Faculty Ratios
(based on number of majors per number of faculty lines reported in College profiles (Fromkin)
College |
1997-98 |
1998-99 |
| Agriculture | 9.73:1 |
11:1 |
| Arts & Sciences | 11.93:1 |
11.66:1 |
| Business | 22.08:1 |
26.3:1 |
| Education | 28.46:1 |
26.4:1 |
| Engineering | 17.14:1 |
17.75:1 |
| Health Sciences | 21.45:1 |
21.8:1 |
| Law | 16.38:1 |
15.07:1 |
An overview of state resources, personnel, and additional supplemental resources used to support College of Health Sciences academic programs is provided in Table 2 in Appendix A.
(1b) Also, provide a brief description of the process used to develop the department’s (or college’s) academic plan, including involvement by academic personnel, staff, and students, as well as non-university participants (e.g., Advisory Committee members, alumni, etc.). Participation of such groups is critical.
Note: "Department" refers to academic units that use different names (e.g., School, etc.)
The College Administrative Council/Heads Group coordinated the planning effort for the College and its units (see list Appendix B). The College Administrative Council/Heads met with a number of Health Sciences constituency groups during the spring, summer, and fall of 1998 (see list Appendix B). Notes from several meetings with some of these groups are provided in Appendix B. Outside constituency groups were also contacted that were specific to each particular unit. Faculty in each unit assisted in writing and reviewing unit draft plans and the plans were circulated to their outside constituencies for review and comment during the fall. Draft unit plans were submitted to the Dean on November 15, 1998. The draft of the College plan was submitted for review on December 3rd to all units within the College and the College constituency groups were provided copies on December 10th. The Health Sciences’ Faculty Council also reviewed the College plan. The final draft plan was reviewed once again by the Administrative Council/Heads Group and by the respective faculties in early January. This plan was reviewed by the administration at UW and College and external bodies, and this revised plan was submitted March 8, 1999.
(2) Scholarly Focus - Teaching, Research, and Service
(2a.) Describe the nature of your department’s (college’s) regional, national, and/or international reputation; illustrate the description using individual faculty and degree programs.
The College of Health Sciences produces graduates with a number of distinctly different professional identities, careers, and roles within a health care system. To the degree that the College of Health Sciences has a reputation separate from the reputation of its individual schools and programs, it lies in its unique organization designed for interdisciplinary cooperation between entities. Each College unit and individual faculty who have achieved a degree of regional/national/international recognition are discussed in the unit reports (see Appendix C). Clearly several programs in the College are especially noteworthy.
The WWAMI medical education program, because of its affiliation with the nationally rated University of Washington School of Medicine, is probably the most recognized. In this case, Wyoming joined a highly regarded medical school, rated among the top medical schools in several areas important to the infrastructure of the State of Wyoming. The University of Washington School of Medicine ranked first in family medicine for the fifth year and first in primary care for the seventh year. They ranked first in rural medicine, third in women’s health, and fifth in pediatrics, geriatrics, and AIDS among U.S. medical schools in 1998. (U.S. News & World Report, March 12, 1998.) They also ranked second behind Harvard in NIH awards.
Although Wyoming was the last state to establish a University Affiliated Program, WIND has rapidly become well recognized within the national network of programs. The School of Nursing has four faculty members who have achieved national and international reputations for research and service. The Department of Speech-Language Pathology and Audiology was recently listed in the Ruggs Recommendations (see Appendix B) as one of the top 20 programs at the University of Wyoming. The Family Practice Residency Programs are nationally competitive and their programs are enhanced by collaboration with WWAMI. The quality of the Pharmacy program is indicated by the quantity of applications from throughout the country and testimonials by employers of graduates. The pharmacy program is one of twenty UW programs named by Ruggs Recommendations. In fall 1997 (most recent year for which data are available) the Pharm.D. program had an application ratio of 6.5:1. Only three schools in the nation had a higher ratio. All four senior social work faculty have outstanding research and teaching records as exemplified by their CVs and grant records. The Medical Technology Program offers the only baccalaureate medical technology program in this region. Two of the faculty members in the School of Physical and Health Education are recognized internationally and have extensive research records.
2b. Summarize your department’s (or college’s) interactions with other UW academic and support units in teaching (interdisciplinary offerings, University Studies, service courses, etc.), research, service and economic development activities - both on and off campus.
The College and its individual units are actively involved in a number of programs and services which represent campus-wide efforts.
Teaching. College faculty are involved in University Studies, WWAMI, WICHE, WYOHealthCare, the WIND/uap, ENR, the interdisciplinary microbiology and neuroscience programs, UW/CC, SES, Student Affairs, the MBA, Chicano Studies, and Women’s Studies among others. The two family practice residency programs located in Casper and Cheyenne provide clinical training sites to students in many disciplines including clinical psychology, nursing, medical technology, pharmacy, pre-medicine, physician assistant, and the generalist BS degree in health sciences. Pharmacy faculty at each residency program teach both pharmacy students and medical residents. Pharmacy provides three service courses for nursing programs, both on campus and through outreach, one course is widely used as a service course throughout the campus; two faculty teach in the WWAMI program. WIND offers interdisciplinary courses delivered through the Colleges of Health Sciences, Education, and A&S. WIND provides interdisciplinary internships for both graduate and undergraduate students in the area of disability studies and research. All College of Health Sciences units have representatives who are in contact with counterparts at the seven Wyoming community colleges, assisting with health sciences program articulation issues and the development of health technician programs. The School of Nursing has five temporary lines from SES that are filled with academic professionals living in community college sites who provide face-to-face advising and teaching to nurses furthering their education at outreach sites. The College of Health Sciences operates a Preprofessional Advising Office with two advisors who assist all UW students and other Wyoming residents who wish to apply for WICHE programs or the WWAMI program. They also assist all student majors who wish to learn about advanced health professional programs offered in-state or out-of-state, as well as providing advising to undeclared Health Sciences majors.
Research. All Health Sciences units are involved in collaborative research with other university units on campus. Examples of interdisciplinary research are summarized in Appendix B and in more detail in the unit reports in Appendix C. A summary of recent publications, grants, and presentations in the College by unit is also contained in Appendix B.
Service. All units provide extensive service throughout the University, state, and region. Faculty and students in every health sciences program provide many hours of clinical service as a part of their faculty responsibilities and student practicum experiences. Examples of service are described in Appendix B and in more detail in the unit reports in Appendix C.
Economic Development: The Wyoming health care and health education infrastructure is critical to community economic development. No Wyoming community can grow without good basic health care and social services, especially in primary care, emergency services, and social services to the most vulnerable groups (children, persons with disabilities, the elderly, minority populations). The College has been involved in developing state and community health and social services through participation in a number of efforts. The dean served on the Governor’s State Health Reform Commission which projected critical needs and requirements for good health care in Wyoming. She now serves on the Wyoming Health Department Policy Commission and the Wyoming Health Resources Network (WHRN) Board. WHRN offers professional recruitment and retention services to many communities and the College works with WHRN in order to locate health professionals for employment in Wyoming communities. The College and WHRN also recently conducted a survey of health care employers to determine critical employment needs and to identify turnover rates by discipline. Four college administrators serve on the Medical Advisory Committee of the VA Hospital in Cheyenne to coordinate services to veterans and their families. The VA is a practicum or experiential site for many of the students in the College. The dean also serves on the VA Regional Network Council.
WIND faculty serve on many boards and provide consultation to the Governor’s Planning Council on Developmental Disabilities, the Wyoming Department of Health, and a number of other policy and planning groups. WIND is directly involved in economic development through the Employer Development Initiative and the Sports and Outdoor Assistive Recreation project (SOAR). The family practice residency programs provide health care to the Casper and Cheyenne communities and faculty are active in health policy development. Unit plans (see Appendix C) provide additional information on the College’s impact on economic development.
(2c) Characterize your department (or college’s) "niche" - both current and future. Discuss the proposed niche (i.e., unique role, strength, comparative advantage) in terms of:
( i) centrality to the UW mission
( ii) need, demand for program, including employment prospects; and
(iii) adverse effects caused by modification/elimination of each program.
Centrality. The Morrill Act of 1862 states that "land-grant universities shall impart a liberal education together with a thorough knowledge of the various branches connected with the scientific, industrial, and professional pursuits." By this definition, Health Sciences’ programs are central to the University of Wyoming which was established as the State’s land-grant and only institution of higher education. The proper mix of a foundation in the liberal arts and sciences linked with advanced and specialized knowledge and skills necessary for a well-educated professional is exactly what we strive to attain in all of our 15 degree programs. Professor Amanda Porterfield of the A&S Department of Religious Studies in her course proposal, "Health and Illness in American Religious Life," underscored the centrality of health sciences as follows,
"...health is a top priority for many people. Even when this concern is directed toward other people rather than to oneself, or community-minded and not simply individualistic, health has become the ultimate concern of American culture today. Insofar as ‘ultimate concern’ is a synonym for religion, health has become the religion of America."
In line with UW’s mission to provide excellence in baccalaureate and graduate/professional instruction in a broad array of programs both on and off-campus, the College offers students a variety of educational and career options in the health sciences and social services in Laramie and throughout the state . The College offers 15 (6.5%) of the 232 degrees/majors offered by the University of Wyoming (see official list July 10, 1998) and enrolls approximately 12.6% of all UW majors. Annually about 82% of Health Sciences students are Wyoming residents (1997 UW graduate survey). Graduates of the School of Pharmacy, the WWAMI Medical Education Program, and the Family Practice Residency Programs have the potential to earn very high salaries upon completion of their education. Others are able to earn good salaries and placement rates are very high in all programs.
All Health Sciences programs build upon the liberal arts, sciences, and humanities base of the University Studies Program, and, with this foundation, provide specialized knowledge and clinical skills relevant to practice with regional populations. Interdisciplinary and holistic perspectives on health and wellness are underscored in all programs of the College. Where applicable, programs provide the educational background necessary for licensing and/or certification for professional practice. Undergraduate students are prepared to apply to graduate and professional programs in their chosen fields either at UW or elsewhere. The College assists majors in all colleges with career planning and professional preparation for advanced Health Sciences programs throughout the Rocky Mountain region and the nation. All programs in the College have an off-campus presence through UW/CC and/or SES, and all provide summer school courses. For example, the School of Nursing responds to requests of nurses in the state by offering intense, blocked summer courses such as pediatric assessment.
Niche: The College contributes to the development of the Wyoming infrastructure by producing graduates who can work in health care and social services in all communities of the state. No community can be without some level of health care and social services. Often the local hospital is one of the major community employers. Health services represent approximately 15% of G.D.P. of the economy of the country and in Wyoming. In Wyoming, basic health and social services are essential to the maintenance and growth of communities and general economic viability. The quality of health care is a major factor in community stabilization and growth. The College specializes in clinical research especially applicable to Wyoming and the rural West. The College provides an extensive array of exemplary services to the state and region that are geared to the conditions of living in the Rocky Mountains. Practitioners in the state use the various professional schools in the College as a resource (both formally and informally) on practice problems and professional issues.
Need for health and social services professionals. The graduates of Health Sciences programs are finding jobs and are finding jobs in Wyoming. The job market will continue to expand both in the state and in the region. The better the pay out of state relative to in state, however, the more likely graduates will move out of state. The study conducted by Student Affairs (see Graduate Survey Report dated April 28, 1998) is one indicator of recent job placements. In this study only undergraduates were surveyed. The in-state/out-of-state job placement data by College were reported as follows:
College Jobs in Wyoming
| College of Agriculture | 56% |
| College of Arts & Sciences | 52% |
| College of Business | 59% |
| College of Education | 61% |
| College of Engineering | 38% |
| College of Health Sciences | 47% |
| UW/CC | (not reported) |
Each unit in the College of Health Sciences has conducted similar placement studies (undergraduate and graduate combined). They report as follows:
| Units | % In State Jobs | Survey Year |
| Health & Human Services | ||
| Medical Technology | 43% | 1998 |
| Speech-Language Pathology & Audiology | 57% | 1994-98 |
| Social Work | 80% | 1996-98 |
| Human Medicine | ||
| Family Practice Residency Program/Casper | 40% | 1998 |
| Family Practice Residency Program/Cheyenne | 43% | 1998 |
| WWAMI (no graduates yet) | N/A | N/A |
| Nursing | 66% | 1998 |
| Pharmacy | 23.5% | 1998 |
| Physical & Health Education | 55% | 1994-98 |
Pharmacy students receive very high starting salaries, especially out of state. Physicians also receive very high salaries. Although many of last year’s pharmacy graduates were hired out of state, 43% of these 1998 pharmacy graduates took the Wyoming State Board Exam, indicating an interest in Wyoming now or later returning to Wyoming for employment. Of all the pharmacists now practicing in Wyoming, 79% received their degrees from the UW School of Pharmacy. In the Pharm.D. program, 40% of the students are nonresidents, indicating our School is an attractive career choice. The University budget benefits from this resident/nonresident ratio. However, the pharmacy differential tuition dollars cannot be shifted to support other programs. If programs were adequately funded according to a different methodology than differential tuition, then the understandings and budgets could be adjusted across the campus in some logically restructured formula. However, as is, students paying a high differential would not be pleased if their tuition were to go to a program other than the one they are enrolled in and charged for! Differential tuition, charged for J.D., Pharm.D., and MSW programs, was approved by the Trustees for the specific purpose of funding additional costs of these programs. Shifting of these revenues to subsidize other programs would be a violation of this commitment, and result in severe underfunding of these programs.
The Wyoming Department of Health reports that seven of Wyoming’s 23 counties are listed as wholly or partially Federal Medically Underserved Areas and one contains a Medically Underserved Population (Wind River). Twenty (20) of Wyoming’s 23 counties are listed as Health Professional Shortage Areas in Primary Care, and 22 counties are listed wholly or partially Rural Health Clinic eligible. All 23 counties are listed as underserved in Mental Health. The Wyoming industry projections by SIC Code for Health Services shows a growth rate of 80.80% between 1994 and 2005. The comparable rate of growth for Social Services is 15.98%. In Wyoming, particular shortages and projected job growth are reported for nursing aides and orderlies (70%), home health aides (51%), registered nurses (46%), pharmacists (50%), human services workers (33%), residential counselors (33%), and instructors and coaches in sports (28%).
The UW College of Health Sciences and the Wyoming Health Resources Network collaborated on an employer survey conducted in November 1997. A total of 726 health care organizations in Wyoming were surveyed (32.4% return rate). (Many employers hiring social workers, physical and health education specialists, and pharmacists were not surveyed because of an inadequate mailing list.) The respondents surveyed reported on shortages and turnover by discipline for 95 employee groups within the Health Sciences. Hardest to recruit, according to these employers, were family practitioners (physicians), nurses (RNs), social workers and mental health workers, occupational and physical therapists, and speech pathologists. High turnover rates were reported for nursing, several specialties in medicine, EMTs, MIS personnel, occupational, physical, and respiratory therapists, speech pathologists, therapeutic recreation specialists, and social workers.
Finally, U.S.News and World Report, in an article, 20 Hot Job Tracks, 1999 Career Guide (October 26, 1998), identifies the following careers among the "top 20" in terms of national demand; speech pathologist, physical therapist, primary care physician, and social worker. Among the 20 runner-up "hot track" careers were health care public relations specialist, managed care consultant, dental hygienist, pediatric anesthesiologist, medical geneticist, and community practitioner (typically a social worker). A copy of the entire article, which also reports anticipated salaries, is provided in Appendix B. Similar national projections from the Bureau of Labor Statistics and a state health workforce study in Wisconsin are also provided in Appendix B.
Future prospects and comparative advantage. We have special opportunities in the foreseeable future because the College’s programs are interdisciplinary in focus; provide specialized training which is in continuing demand throughout the region, nation, and in the developing world (where health and social programs are in great demand); and because the College faculty and graduates are experienced in working with rural populations in underserved areas with scarce resources. Key trends include:
 | Expansion of outpatient and at-home and community care vs. in-hospital care |
· Emphasis on prevention and wellness services and healthy lifestyles
· More managed care
| Changes in methods of funding health care and health care education |
· More interdisciplinary teamwork and multiskilling in service delivery
· Emphasis on clinical outcome studies, quality care, and results
· Growing concerns regarding patients’ rights and ethics of care
| Recognition of diversity and need for most effective delivery modes for various patient populations |
| Need to match rural communities with the best quality and most efficient systems for health care delivery |
· Longer life spans, major growth of the aged population
· Emphasis on cost-effective care (cost, access, quality)
· Growth of technology and applications of technology to health and human services
eg., telemedicine, new procedures, data management, etc.
· Advances in diagnostic medicine, especially human genetics, and application
of this knowledge to treatment and prevention strategies
· Danger of reemergence of major diseases due to poor conditions coupled with drug
resistant "superbugs"
· Growing demand for health care in the developing world
These trends will impact the College curricula, methods of teaching, choice and
structure of internships/practica, equipment required, design and management of classrooms and labs, as well as faculty teaching, research, and service in the 21st Century.
Adverse effects of program modification/elimination. Given the state resources presently available to the College, levels of College enrollments, and self-funded additional dollars supporting College programs (clinical income, differential tuition, outreach funding, summer school funding, special fees, etc.), it is not possible to make any significant cost-saving cuts in our programs. Given the potential for growth, expansion of enrollments is the more feasible option. One program, Medical Technology, plans to expand the clinical or fourth year enrollment from 12 clinical slots to about 30. School of Nursing enrollments declined for two years due to the national trend of downsizing and merging hospitals; however, enrollment is currently showing an increase. According to many sources, including members of the College’s Professional Advisory Council and Wyoming Health Resources Network, nursing is presently in the beginning phases of a major national shortage. The National Advisory Council on Nurse Education and Practice reports that by 2010, growing demand for registered nurses will begin to outstrip the supply, and by 2020, demand will grow nearly twice as fast as the expected increase in the RN workforce. As providers of primary health care, nurse practitioners can fill the gaps in those 20 Wyoming communities listed as "Health Professional Shortage Areas in Primary Care." To decrease the size of the nursing programs now would be counter to the growing national demand and would exacerbate the shortages in Wyoming identified in the 1997 survey. The School of Pharmacy is expanding enrollment to a fourth year and has added 6 students in each entering class. This additional enrollment of 24 annually plus an additional 48 in the fourth year will be evident in the 1999-2000 academic year. Overall, the professional pharmacy program will expand its student body by 50%. Social Work will expand with the new MSW program once it is fully accredited (the process of gaining full accreditation takes several years). The BSW program has been relatively steady in Laramie. The Casper BSW component of the program has declined in enrollment somewhat and this may indicate a "saturation" in that particular community. As is typical in many other states, the Social Work program is considering whether the BSW should be modified to a statewide format. Speech-Language Pathology and Audiology has had a steady enrollment over the years and local and state agency personnel have complained bitterly that it is impossible to recruit enough qualified professionals. Elimination of the graduate programs would cut off the source of qualified audiologists and speech pathologists needed in the state. Elimination or downsizing of the undergraduate program would impinge on the graduate programs since undergraduate training is necessary for graduate admissions. In the School of Physical and Health Education elimination of any of the Master’s, Bachelor’s, or certification programs would have adverse effects throughout the state and region. Students who want to obtain a teaching degree and certificate to teach physical and health education would be forced to leave the state in search of an alternative institution of higher learning. Additionally, enrollments are high and have been growing over the past few years, particularly in the area of health education to meet demand in the public schools and other settings. The number of students admitted to the Dental Hygiene major at Sheridan College is unlikely to change. However, the number of students who seek the bachelor’s degree is unlimited. We are likely to provide the bachelor’s degree to dental hygiene graduates of institutions where UW does not now have a cooperative agreement. B. S. Degree in Health Sciences’ enrollment has grown to 46 (spring 1999) since the inception of the program in 1995. This program is interdisciplinary and provides a flexible degree plan geared to the many health careers not requiring licensing. Nothing would be saved by downsizing, since no new resources have been allocated to the program (although $51,000 was approved). The adverse effects of modification or elimination of the Family Practice Residency Programs are multiple. Wyoming communities actively recruit these family physicians. Health care providers would lose a resource that enhances the overall quality of health care provided in the state. The programs provide care to many in Wyoming who are on Medicare and Medicaid or have no insurance. Changes in the programs’ patient care centers would affect all other units who use the centers as clinical teaching and research sites.
Family Practice Residency Program Budgets: Actions that might help to ameliorate the family practice budget problems are discussed below:
| The current financial crisis was created in large part by the reallocation decisions of the early 1990’s. These decisions should be reviewed. |
| Negotiations are ongoing with United Medical Center and Wyoming Medical Center to obtain additional sources of funding. |
| The Programs provide a significant amount of uncompensated care (over $282,000 in the Cheyenne program last year and $281,724 in Casper). This is in part supported by the mission of the programs to provide care to the citizens of Wyoming who otherwise might not receive quality health care. Currently the collection ratios in the programs are 70 to 80%, representing significant success in the collection operations performed by the business staff. |
| In the future the Programs could charge University of Wyoming students for services they now receive at cost or free. |
| Building/Grounds Maintenance – The budget for building/grounds is entirely paid by the Residency Programs. Based on last year’s figures this amounts to approximately 5% of the total budget of each program. The Casper and Cheyenne buildings are approximately 20 years old and are having more maintenance problems. Financial assistance from the University would be helpful and possibly, more cost effective. |
| The price structure for service could be altered – however, current charges appear in line with community standards as required by the University. |
| New services could be added and the programs are restructuring to capture new markets. |
| Ongoing marketing, seeking new business contracts, and increasing services to nursing home patients. |
| Programs have obtained new contracts with local and state businesses to increase income. Of note a department within the College of Arts and Sciences paid $975 to a medical group in Cheyenne for three visits during October 1998 – the Cheyenne Program performs similar exams for other businesses. Why is the University using outside health care resources? It would seem beneficial for all concerned to utilize the resources within the University. |
| Charge other University units for use of the Family Practice Center – Currently many units use the Family Practice Centers for teaching, research, and service. At this time, only the School of Pharmacy has an equitable relationship with the residency programs. The School of Pharmacy pays the salary of the Clinical Pharmacist (pharmacy practice faculty) at each residency program. In turn, Pharmacy has a clinical site for its students. |
| Two postdoctoral students in psychology are paid by the family practice residency program as part of a grant agreement. This could be renegotiated. |
Patient Volume
| Guidelines for patient visit numbers are set by accreditation standards. Both Programs are within these guidelines. Education can not be compromised by service. |
| Patient visits have declined somewhat at both programs. This is in part due to the success of the Programs in placing physicians in Casper and Cheyenne. |
| Despite a modest reduction in patient visits to the outpatient offices, the clinic income figures have remained level or in the case of the Cheyenne program increased from FY 92 to FY 97. |
| Patient volumes in respect to hospital and nursing home care have not decreased. |
Program Reductions
| Reductions could put accreditation in jeopardy. |
| The accreditation body mandates that programs must have at least four residents per year. |
| Decreases in the number of residents could decrease the number of patients seen and decrease income. |
| Decreases in resident numbers would not significantly reduce operating and staffing expenses. Expensive medical supplies and equipment would still be needed, as would building and maintenance expenses. |
| Program reductions would affect other units within the University who use the Program for some of their teaching, research, and service at no cost (except for pharmacy). The pharmacy program, however, could also be adversely affected. |
| Program reductions could adversely affect WWAMI and the University of Wyoming's relationship with the University of Washington. |
In summary, most of our College programs are governed by accreditation guidelines on student/faculty ratios and cannot easily expand enrollments without careful planning and adequate resources. However, demands of the job market and national trends are factors very much in our favor. "Downsizing" any of our current programs is not a viable option because we have already made numerous major "downsizing" adjustments to accommodate both the growing demand and the limited funding (reallocation, differential tuition, use of clinical income, summer school expansion, outreach programs, restructuring of programs, fees, etc.). We have no Ph.D. programs; we do now have the Pharm.D. which meets the national standard for professional practitioners, the entry-level professional degree. Graduates of the pharmacy program experience 100% placement at high salaries. The School of Pharmacy is now 22% self funded through differential tuition. Upon full implementation of the Pharm.D. in fiscal year 2000, tuition paid by pharmacy students will exceed 88% of the School of Pharmacy’s annual budget. Medicine, especially family medicine, is one of the "hot careers" noted in Newsweek and we are ahead of the market in terms of training family physicians for rural communities. The Ruggs Recommendations also cited pre-medicine and pre-dentistry as strong undergraduate preparation programs at UW, and named both pharmacy and speech pathology among the 20 recommended programs. Likewise, speech, social work, other medical specialties, and nursing jobs are in growing demand. The clinical laboratory sciences positions are also expanding with the number of national job listings doubling in the last two years as noted in "Advance for Medical Laboratory Professionals." The College offers one of the few B.S. in medical technology programs in the region (closest ones to Laramie are Salt Lake City, Utah; Albuquerque, New Mexico; and Aberdeen, South Dakota). Jobs in Physical and Health Education (teaching, coaching, health education) are also in demand and will continue to expand and diversify in line with national trends emphasizing lack of exercise as a primary risk factor for cardiovascular disease [U.S. Dept. of Health and Human Services (1996) Physical Activity and Health: A Report of the Surgeon General].
New degree programs to be considered by our College in the coming decade include the high demand areas of physical therapy, occupational therapy, therapeutic recreation, health administration, pharmaceutical sciences, and psychiatric nursing. An interdisciplinary Ph.D. will also be considered. Possible mechanisms for expanded funding for new programs and expansion of existing programs include: state funds (possibly the "cigarette" funds to be provided to Wyoming over the next 25 years for health programs), differential tuition, special designated taxes, reallocation of funds within the University, student loans with payback features, permanent endowments, cooperative employment-education agreements, collaborative or shared (among Colleges) funding for interdisciplinary programs, and agency joint-supported programs. Any program not continued in the College will jeopardize student opportunities for viable careers and threaten the base of Wyoming’s and the regions’ health and social service professional infrastructure very much needed in the 21st Century.
(3) Planning Goals and Objectives - Teaching, Research, and Service
(3a) Briefly summarize the department’s (or college’s) expected contributions to UW’s teaching, research, and service missions over the next decade (see UW mission statement).
For program planning purposes, the College adopted a mission and themes which reflect the University’s mission for teaching, research, service, and outreach. Each unit of the College utilized both the University and College mission and themes statements to develop its own unit plan. The College framework is presented below. The unit mission/themes are contained in Appendix C, along with the unit academic plans.
Mission and Themes
Mission: The mission of the College of Health Sciences is to promote excellence in health and human services through university teaching, research, and service with a special emphasis on rural populations typical of Wyoming.
Themes: The College will –
| Offer accredited degree programs of the highest possible quality to students |
| Provide students with degree programs that are in demand in Wyoming, the region, and the nation in order to offer students marketable career choices |
| Emphasize preparation as generalists - primary care and health promotion; alternative service provision; multidisciplinary practices in rural communities; teamwork among caregivers; utilization of appropriate technology such as telemedicine; ethics and values; and wellness and health in a quality environment |
| Provide opportunities for all undergraduate, graduate, and professional students to serve in practicums that focus on skill development, job knowledge, and the integration of theoretical and research material with the requirements of practice settings |
human service professionals in Wyoming and the region:
| Develop and offer programs that are most relevant to the unique nature and needs of rural populations |
| Collaborate across Schools in the College and with other organizations to offer multidisciplinary continuing education programs with appropriate certificates and continuing education credits |
| Expand relevant course and degree program offerings statewide |
3. Promote basic and applied research in health sciences and human services:
| Conduct basic and applied research to advance knowledge in health sciences and human services |
| Provide the framework and skills for the critiquing, applying, and participating in research |
| Provide a research base for clinical care that includes the bio-psycho-social sciences, spiritual and ethical considerations, and population and health management sciences in an evidence-based approach |
| Disseminate research information to improve quality of life |
4. Maintain a health sciences and human services infrastructure to prepare health
professionals essential to the economic welfare of Wyoming:
| Partner with Wyoming communities and state agencies to influence health, health care, health education, and wellness |
Expand focus and emphasis to primary care in ambulatory and community settings where massive expansion is predicted -- Pew Health Professions Commission (1995). Critical Challenges: Revitalizing the Health Professions for the Twenty-First Century. The Third Report. (Whole Issue)
and their effects on local health care policy, delivery systems, and services:
| Expand teaching, research, and service links to national and international settings, which need professionals trained in rural health and human services |
| Provide students with the theoretical material and practice experiences that prepare them for interactions with diverse client populations and settings (e.g., native Americans on reservations, persons with disabilities, varying ethnic and socioeconomic groups, geographic and social isolation, language and cultural differences, cross-cultural contexts, etc.) |
| Support multidisciplinary research that impacts rural populations by developing grants, research projects, and dissemination activities with regional, national, and/or global implications |
3b) Identify proposed departmental (and/or college) goals and objectives to be pursued. Link the goals and objectives to a time line.
The College goals and objectives are presented in detail in a matrix in Appendix B.
(3 c) The primary question to consider: How can your unit (College) be more effective with existing resources in pursuing teaching, research, and service activities?
The College can be much more effective if the proposed College reorganization plan is approved. The College could also be more effective if all budget and personnel authority for degree programs were placed under the dean and the respective unit administrators rather than in various other units on campus (SES, UW/CC, Business Affairs, etc.). Differential tuition should be restructured so that the burden of new degree programs is not placed solely on the students in those programs simply because their degrees represent new and high demand areas or high starting salaries. Differential tuition charges are not logical or equitable at present.
Especially helpful to this College would be reconsideration of assigning more graduate assistant positions to Health Sciences (the College now is assigned 15) in line with recommendations from the Graduate Assistantship Reallocation Committee. Because of the intensive clinical teaching requirements, no Ph.D. programs, the lack of GAs, the need to keep abreast of rapidly changing technologies and changes in clinical practice, and the particular demands on faculty for service from our many constituencies, our faculty are stretched thin. Our most productive research faculty are unable to contribute to the extent possible in areas such as grant writing. This problem is exacerbated by very limited staff resources. In spite of this we have increased our extramural funding over the last six years.
SPONSORED AWARDS - COLLEGE OF HEALTH SCIENCES
Fiscal Year Amount
- $ 1,309,000
- $ 1,578,000
- $ 1,684,000
- $ 1,084,000
- $ 1,922,000
- $ 2,766,156
The College of Health Sciences typically ranks in the middle (or #4 out of 7) of UW colleges in terms of grant dollars per total academic lines (see 1996-97 Profile Report from OIA). (Note that this ratio does not correct for the high number of academic professionals and unfilled positions in Health Sciences during any given year).
Our faculty productivity for the last two academic years in terms of refereed publications is demonstrated below.
Refereed Publications of Tenured and Tenure-Track Faculty
College of Health Sciences
1996-97
Unit |
Number of Filled Lines |
Number of Publications |
Ratio Publications/Lines |
| Health & Human Services | |||
| Medical Technology | 1.00 |
2.00 |
2.00 |
| Social Work | 3.00 |
5.00 |
1.70 |
| Speech-Language Pathology & Audiology | 6.00 |
7.00 |
1.17 |
| Human Medicine | |||
| Family Practice Residency/Casper | 6.00 |
7.00 |
1.17 |
| Family Practice Residency/Cheyenne | 5.00 |
6.00 |
1.20 |
| Nursing | 11.00 |
21.00 |
1.90 |
| Pharmacy | 12.35 |
31.00 |
2.50 |
| Physical & Health Education | 10.00 |
18.00 |
1.80 |
| Overall College | 54.35 |
97.00 |
1.80 |
Refereed Publications of Tenured and Tenure-Track Faculty
College of Health Sciences
1997-98
Unit |
Number of Filled Lines |
Number of Publications |
Ratio Publications/Lines |
| Health & Human Services | |||
| Medical Technology | 1.00 |
2.00 |
2.00 |
| Social Work | 3.00 |
2.00 |
.67 |
| Speech-Language Pathology & Audiology | 6.00 |
11.00 |
1.83 |
| Human Medicine | |||
| Family Practice Residency/Casper | 5.00 |
4.00 |
.80 |
| Family Practice Residency/Cheyenne | 6.00 |
14.00 |
2.33 |
| Nursing | 12.50 |
22.00 |
1.76 |
| Pharmacy | 14.35 |
20.00 |
1.39 |
| Physical & Health Education | 9.50 |
20.00 |
2.10 |
| Overall College | 57.35 |
95.00 |
1.67 |
We are proud of our efforts to offer excellent programs with limited resources. However, we can do more. Part of the answer lies in flexibility in terms of program structure, workloads, and staffing patterns (across the University as well as within the College). We could do more in terms of sharing of resources, including personnel and equipment, and such sharing would be greatly facilitated by being located in the same or more adjacent facilities (see present facility map in Appendix A, figure 4, and facility plan for the College summarized in Appendix B.
The area most in need of overall improvement in the College is research and extramural funding, an area we want to pursue more vigorously in the coming years. This is primarily a question of faculty time and concentration or consolidation of shared resources around critical issues. WIND is a great success and example of the potential in other areas of Health Sciences; it is now among the top ten extramurally funded units on campus and the only one outside of the "hard" sciences. We envision additional institutes that can meet the critical needs of the state and nation and also provide faculty with the time and consolidation of resources required to advance productivity and scholarship. Our recent program review suggested that our research productivity needs to improve. We certainly can do more. However, we are not sure that our present productivity is fully recognized. (See list of Recent Research Activity for the College in Appendix B).
Differentiation of teaching loads based on research productivity has already occurred in many of our programs. Faculty who are not research active are assigned heavier teaching loads. No faculty in previous individual workload studies have been identified as teaching "light" loads. In our College, the primary mechanism of differentiation (due to budget constraints) has been to hire academic professionals in place of tenure-track faculty and to assign APs higher teaching loads. This has been problematic to some extent because too many academic professionals can shift the culture of an academic unit. For example, in 1998-99 Nursing has seven academic professionals and twelve tenured or tenure-track faculty members. Medical Technology has two academic professionals and one faculty member. In the Family Practice Residency Programs the tenure-track faculty are stretched very thin and a new category of "clinical faculty" should be considered. This track could be similar to academic professionals but would include a major commitment to not only teaching but also to clinical service without the usual tenure-track research expectations. Physician faculty could be hired with this understanding written into their job descriptions from the start. Such a category is widely used in medicine at present. Workloads in family practice are heavily clinical-teaching focused. The Residency Review Committee for Family Practice (RRC) Program Requirements for Residency Education in Family Practice has established work guidelines as follows: (1) The program director must devote at least 1400 out of 2000 hours to teaching and administration of the residency program (the RRC states the year is 2000 hours); (2) Family physician faculty must devote 1400 hours out of 2000 to the teaching and administration of the residency also; (3) There are no time guidelines for the behavioral scientist or nutritionist. Based on the report to the RRC dated August 1996, faculty in the Family Practice Residency Program in Cheyenne devoted the following number of hours to the residency: Program Director 1600, Associate Program Director 1700, Team Leaders 1700, Nutritionist 1200, Behavioral Scientist 1700. The remaining time is devoted to research, patient care, University service, and community and hospital service.
The College of Health Sciences already has one of the higher student/teacher ratios in the University (see chart page 11). Were our teaching loads lighter, faculty likely could be more productive in research. Despite heavy teaching loads and the unique demands of clinical teaching, faculty remain productive when their efforts are measured in terms of refereed journal articles and scholarly presentations. Grant dollars in health sciences are difficult, but not impossible, to obtain without a medical school. The concept of a practitioner-scientist is important. Faculty must teach from a research base. Students must be learning evidence-based clinical decision making. Administration could assist Health Sciences faculty by considering ways to align basic sciences and clinical sciences more effectively. In most Health Sciences teaching arenas, there is a strong core of life science researchers and a strong core of teacher/clinicians. We come close to this concept with WWAMI – all the WWAMI faculty are pursuing research areas. Either interdisciplinary efforts need to be promoted more effectively, or a new College of Health Professions and Life Sciences should be considered. We could use some assistance in identifying the "fertile and highly fundable areas of research" for our faculty. The Research Office has or should develop expertise in NIH and HRSA funding. Getting federal grants is as much a political effort as an academic effort.
We have already made major changes in order to be more effective with existing and, in fact, fewer resources (see list in Appendix B). In the future, we will continue to make similar efforts to enhance our programs with limited additional state resources. Need for financial support for students is a critical College priority at the present time. This affects student quality and recruitment and retention. Faculty are being strongly encouraged to write grants which support graduate, professional, and undergraduate student research assistants. We also hope to reallocate workloads in order to carve out time for faculty to spend time in grant writing. We intend to increase our fund raising efforts through development. We also plan to increase our utilization of CTE and other opportunities to assist faculty in enhancing their teaching effectiveness, and to enhance linkages with industry to promote technology and instrumentation transfer for instructional needs.
(3d) Illustrative questions may include: What impact would result from offering only undergraduate degrees in your unit? Changing the existing research focus? Engaging in different service activities? Collaborating with others on and/or off-campus? Using WICHE programs to provide opportunties for meeting UW educational goals? Planning activities to recruit and retain qualified undergraduate, graduate, and professional students?
Of the 15 degrees now offered in the College, 9 are undergraduate degrees. The graduate and professional degrees offered at the present time are the Pharm.D., the MSW, and the MS in four areas; audiology, nursing, physical and health education, and speech-language pathology. Most of our degrees are fully enrolled. The graduate/professional degrees in speech-language pathology, audiology, and pharmacy are the required entry-level professional degrees necessary for licensure. Accreditation is required for all programs with the exception of Physical and Health Education, which requires National Council for the Accreditation of Teacher Education (NCATE) certification for its teacher education program. Accreditation is critical, as students must graduate from accredited programs to qualify to take licensing examinations. If the graduate, professional degrees were not offered, we could not attract many students to the undergraduate programs and pre-professional areas, thus losing both undergraduate and graduate enrollments. Furthermore, if Health Sciences loses enrollment, enrollments will also decrease in other colleges, which provide our needed service courses. Most important would be the loss of health care professionals within the state, and deterioration of the health care infrastructure and quality of life. Recruitment of doctorally prepared faculty would be even more difficult if graduate level programs were not offered. Elimination of graduate programs in the College would severely impact the research productivity of the units concerned, and the quality of the undergraduate programs.
We intend to be more productive by rethinking our research focus and our structure of organizational support for research (see Goals & Objectives Matrix). A fully staffed College-wide research support center could assist faculty in their grant-writing and publication efforts. We also plan to select several critical research areas for cross-College collaboration. Collaboration with state agencies and local community individuals and groups, already evident in the College, will also be expanded.
(4) Proposed Actions
Identify and present in priority order specific actions or strategies to achieve the proposed goals and objectives proposed above. Departments and colleges should consider how the University of Wyoming can re-engineer its teaching, research, and service activities -- both on and off-campus. Special attention should be devoted to the following questions:
· Can work be done better and/or in a different manner?
· Can departments/college share resources with others?
· Can programs/services not available currently, but in strong demand, be offered?
If additional funds are proposed, identify the sources of new monies other than general fund appropriations (e.g., grants/contracts, generated funding, capital campaign, etc.).
Major actions and strategies regarding the implementation of the goals and objectives in priority order are as follows:
Sharing of resources within the College will be more feasible when we implement the College facility plan. We can also expand collaborative programs with health care providers locally and throughout the state and share on-site teaching facilities, faculty, student health services, etc. A consolidated College Research Center, with support staff assigned to submit grants and obtain other funding, can also increase sharing and research productivity.
Recommendations for reengineering UW are enumerated in Appendix B.
(5) Evaluation and Use of Evaluation Results
(a) Departments (or colleges) should review and evaluate the effectiveness over the past five years of your student outcomes assessment plan. Discuss how the assessment results impacted changes in your educational processes and curricular offerings. To the extent that this academic planning process results in modified or new department (or college) goals, specify how your existing assessment processes will be modified to incorporate associates changes in student outcomes.
Our College is composed of units which must meet very specific evaluation criteria set forth by accreditation or certification standards and guidelines. We are evaluated on a regular cycle by these entities (see schedule in Appendix A, Table 4). In addition, we have been involved in the UW assessment effort. Outcomes of these assessments have led to curricular change, course redesign or new course proposals, selection and evaluation of practicum placement sites, and in setting criteria for student admissions. In the recent past, courses and programs in Social Work, Pharmacy, Nursing, Speech-Language Pathology, Audiology, Medical Technology, Dental Hygiene, Family Practice, and Physical and Health Education have been either proposed or redesigned based on student and alumni feedback, accreditation reviews, or changes in national standards.
One of the most helpful forms of student outcomes assessments we receive in our College is scores on national competitive examinations. These results, reported annually, are used for modifying courses or allocations of hours to various content within courses. In some cases, changes in faculty assignments have resulted. Student field manuals and student practicum evaluation methods have also changed. National exams allow us to track the performance of students over time and any downward trend (for two or more years) is especially important feedback requiring review and redesign efforts. In addition, our partner health care providers are reviewed by the Joint Commission on Health Care Organizations, and these evaluations are useful to us in shaping our programs. The major additional source of information we would like to continue to have in the future is student placement data (Division of Student Affairs survey).
(b) Indicate feedback mechanisms, which will allow assessment results of prior activities to bring about improved administrative and educational services in the future.
We provide assessment data annually as required and we also review and revise our plans and our programs based on that information. What would be most helpful is to receive summary data for all units within the University. This would make it possible to get a better sense of our performance within the context of this University. A summary of all relevant UW unit assessment data provided in a notebook each year to all units (similar to Profile data), and standardized student data profile in a similar annual notebook would be very useful. In summary, we are continually undergoing evaluations and using the results. The difficulty is "overload." Comparative statistical profiles, standardized exams, state and national "passage" scores on professional certification exams, and placement data are the most helpful information for us in shaping our programs.
Appendix A
Figures and Tables
Figure 1 College of Health Sciences Current Organizational Structure
Figure 2 College of Health Sciences Proposed Organizational Structure
Figure 3 College of Health Sciences Enrollment Figures 1993-1998
Figure 4 College of Health Sciences Facilities Map
Table 1 College of Health Sciences Accreditation Schedule
Table 2 College of Health Sciences Full-Time Positions & Majors by Unit
PROGRAM NAME |
DATE OF NEXT | ACCREDITING ORGANIZATION | |
ACCREDITATION |
ADDRESS/PHONE NUMBER | ||
| Medical Technology | 2002 |
National Accrediting Agency for Clinical Laboratory Sciences | |
| B.S. in Medical Technology | 8410 West Bryn Mawr Avenue | ||
| Suite 670 | |||
| Chicago, IL 60631 | |||
| (773) 714-8880 | |||
| Family Practice Residency | 2000 |
||
| Program at Cheyenne | Accreditation Council for Graduate Medical Education | ||
| (postgraduate) | Residency Review Committee/Family Practice | ||
| 535 North Dearborn Street | |||
| Chicago, IL 60610 | |||
| (312) 645-4947 | |||
| Family Practice Residency | 1999 |
Same as above | |
| Program at Casper | |||
| (postgraduate) | |||
| School of Nursing | 2001 |
National League for Nursing | |
| B.S. in Nursing | 350 Hudson Street | ||
| M.S. (Nursing) | New York, NY 10014 | ||
| (212) 989-9893 | |||
| Speech-Language Pathology & Audiology | *American Speech/Language Hearing Association | ||
| B.S. (Speech-Language Hearing Sciences) | 1801 Rockville Pike | ||
| M.S. (Speech-Language Pathology) * | 2001 |
Rockville, MD 20852 | |
| M. S. (Audiology) * | 2001 |
(301) 897-5700 | |
| Social Work | Council on Social Work Education | ||
| Bachelor of Social Work | 2002 |
1600 Duke Street | |
| Master of Social Work | Candidate status- |
Alexandria, VA 22314-3421 | |
Reviewed annually |
(703) 683-8080 | ||
until fully |
|||
accredited |
|||
| Dental Hygiene | *Commission on Dental Accreditation | ||
| B.S. in Dental Hygiene (from UW) | American Dental Association | ||
| A.S. in Dental Hygiene (from | 2003 |
211 East Chicago Avenue | |
Sheridan College) * |
Chicago, IL 60611 | ||
| (312) 440-2500 | |||
| American Dental Hygienists (312) 440-8900 | |||
| School of Pharmacy | American Council on Pharmaceutical Education | ||
| Pharm.D. | Visit in 98-99 to |
311 West Superior Street | |
review candidate |
Chicago, IL 60610 | ||
status |
(312) 664-3575 | ||
| School of Physical & Health Education | *National Council for Accreditation of Teacher Education | ||
| B.S. (Exercise & Sport Science) | 2010 Massachusetts Avenue, NW | ||
| (Health Education) | Suite 200 | ||
(Physical Education Teaching) * |
2001 |
Washington, DC 20036 | |
M.S. (Physical & Health Education) |
(202) 466-7496 | ||
| NCA accreditation visit/UW March 13-15, 2000 | |||
| August 17, 1998 | |||
Table 2
Full-time Section I Positions for College of Health Sciences Programs and Number of Majors/Unit
1998-99 Academic Year
Unit |
Administrators |
Faculty |
Academic Professionals |
Staff |
Graduate Assistants |
Majors |
||||
| Dean’s Office | ||||||||||
| Dean & Assoc. Dean for Special Projects |
1.5 | |||||||||
| Business Office | 4.0 | |||||||||
| Preprofessional Advising & Undeclared HS0 |
2.0 | 162 |
||||||||
| Dental Hygiene | 0.1x | 35 |
||||||||
| BS in Health Sciences | 36 |
|||||||||
| School of Health & Human Services |
||||||||||
| Medical Technology | 0.5 | 1.0 | 1.5 | 58 |
||||||
| Social Work | 0.5 | 3.5 | 2SS | 2x | 1.0 | 1.0 | 1SS | 164 |
||
| Speech-Language Pathology & Audiology |
1.0 | 6.0 | 4.0 |
2.0 | 4 | 143 |
||||
| School of Human Medicine | ||||||||||
| Family Practice Residency Program/Casper* |
1.0 | 6.0 | 1.0 | 22 | 24 |
|||||
| Family Practice Residency Program/Cheyenne* |
1.0 | 5.0 | 1.0 | 22 | 18 |
|||||
| WWAMI | 1.0 | 1.0 | 1 | 8 |
||||||
| School of Nursing | 1.0 | 12.0 | 6.0 | 3 | 4 | 291 |
||||
| School of Pharmacy | 1.0 | 16 | 2SS | 1.0 | 3 | 2SS | 212# |
|||
| School of Physical & Health Education |
1.0 | 12.5 | 1.0 | 3 | 7 | 287 |
||||
| Totals | 9.5 | 63 | 4SS | 2x | 16.5 | 0.1x | 63 | 3SS | 15 | 1438 |
0 This unit also advises for WICHE, WWAMI, BSHS (and other majors in the College), and majors in
other colleges who are interested in health careers
* Budget supported 50% from clinical income
SS Positions supported by differential tuition
X Positions supported by UW/CC or SES
# Includes only three years of the four-year professional program, 1998-2000 will be the first year to have students in all four years
Appendix B
Supplemental Materials
College of Health Sciences - Administrative Council Members & Heads
Goals for Health in Wyoming: 1998
College Constituency Groups Who Reviewed Draft Plan
Rationale for Organizational Structure
College of Health Sciences/Ivinson Memorial Hospital Collaboration
College of Health Sciences Facility Plan (Summary)
Examples of Interdisciplinary Research Activities
Examples of Service Activities
Recent Efforts at College Efficiency
Recommendations for Reengineering at UW
Cohort Groups
College of Health Sciences Research
College of Health Sciences Matrix
Copies of the following articles may be obtained by calling the Dean’s Office (766-6556)
20 Hot Job Tracks, U.S. News & World Report, October 26, 1998
Rugg’s Recommendations on the Colleges 1998 (excerpt)
Dental Hygiene Program Budget
Supplementing State and National Health Care Workforce Planning: A Regional Effort
List of Jobs Where Demand is Expected to Exceed Supply
Healthy Programs for Physical Therapy
Health Care Spending: Trillions
ADMINISTRATIVE COUNCIL
COLLEGE OF HEALTH SCIENCES
The Associate Deans within the college constitute an Administrative Council which is advisory to the Dean.
Members
Martha S. Williams, Dean
Bonnie G. Berger, Associate Dean for Special Projects
Marcia L. Dale, Associate Dean of the College and Dean, School of Nursing
Janis A. Jelinek, Associate Dean of the College for the School of
Health & Human Services
Scott T. Henderson, Associate Dean of the College and
Acting Director, Family Practice Residency Program/Cheyenne
Joe K. Schoeber, Associate Dean of the College and
Director, Family Practice Residency Program/Casper
D. Paul Thomas, Associate Dean of the College for the School of
Physical & Health Education
Other Unit Heads
Betsy Wiest, Dental Hygiene Coordinator
Patricia Conway, Chair, Department of Social Work
James E. Thompson, Director, Medical Technology Program
Keith A. Miller, Executive Director, Wyoming Institute for Disabilities
Sylvia A. Moore, Director, WWAMI Medical Education Program, and Wyoming Area
Health Education Center
Goals for Health in Wyoming: 1998
Developed by the Professional Advisory Council for the College of Health Sciences,
July 21, 1998.
Outside Constituencies Who Reviewed
College of Health Sciences Academic Plan
College of Health Sciences Strategic Planning Council
College of Health Sciences Professional Advisory Committee
Wyoming Health Resources Network
Veterans Administration Council
Rationale for Organizational Structure
Commonality of Interests and Goals: Any group of individuals organizes around a recognition of common interests and realizations that there are efficiencies and advantages of an organizational framework (specialization of functions, protection, "common good," etc.). The logic behind organizing all health, social services, health enhancement, and wellness programs under one "umbrella" structure seems inescapable and unquestioned. Indeed, this logic requires that one result of academic planning should be the addition of all health related units, both clinical and scientific, to the current programs identified as belonging to "health sciences." For UW the major questions at this point are at what level in the overall University organization should health sciences units be and what units should be included?
Historical: Historical precedent or "tradition" is not a compelling reason to maintain or justify particular organizational structures. In response to the Program Review Committee recommendations that the College review its organizational structure, the College submitted a detailed history of the evolution and development of its organizational structure. This is not repeated here, but should be understood as part of the overall logic.
The Program Review Committee described the historical development of the College and its organizational structure as a series of "political decisions." Politics has been described as the ability to achieve the practical. It seeks to achieve what is possible, hopefully to achieve steps toward an ideal. To the degree that politics is the art of compromise, there is a degree of truth to the Program Review Committee’s assessment that the College organizational structure is a result of "political decisions," although some decisions were more unilateral on the part of upper level administrators than the word "compromise" would suggest. Just as earlier versions of structure and titles were compromises, so too is the latest proposal (see Figure 2 in Appendix A). Three of the current five Schools in the College (Human Medicine, Nursing, and Pharmacy) were previously termed colleges and headed by deans. These three units did conform to the college/department, dean/department head structure and were on the same organizational level as other colleges (Agriculture, Arts and Sciences, etc.). From 1968 to 1984 the Colleges of Nursing and Pharmacy were retitled Schools (as they are currently) and headed by deans (as they are currently). Thus, there is a thirty-year history for this organizational concept. There is no available record of a conceptual problem on the part of the University during this time frame.
Consistency with National Norms, Standards, and Practices: Throughout the nation, the terms "School" or "College" (the terms are often used synonymously) are most commonly used to describe, identify, or designate health professions educational units, and those units are typically headed by individuals bearing the title of dean. A report on this issue was submitted to Academic Affairs in 1993. A review of the annual administrative salary issue of the Chronicle of Higher Education will show Dean of Pharmacy, Dean of Nursing, Dean of Medicine, Dean of Social Work, etc. College units compete for funding, administrators, and at least in some instances, students, on a national basis. Prestige, peer interaction, and national recognition virtually dictate comparable administrative terminology. A "Focus on Distinction" would certainly require comparability with other universities. Many, if not all, Schools and Colleges of health-related fields nationally are themselves departmentalized. Terming current Schools "departments" would confuse potential students, potential faculty, peer institutions, and others and would serve to degrade excellence.
Consistency with UW "Norms" and "Terminology" throughout the Instutition: As indicated in the College response to the Program Review Committee Report, the statement "used everywhere else" (at UW) is simply fallacious. In addition to the variations described in the College response, the following should be noted: the School of ENR is now shown on the organizational chart as reporting to the VPAA rather than a College dean; UW/CC remains administered by a dean, although reporting to a dean (SES), A&S has divisions, departments, and programs; and one academic plan suggests a School of Life Sciences. The other comparable professions in UW are all stand alone Colleges (Business, Law, Engineering, Education). On most other campuses medicine, nursing, social work, and pharmacy would also be stand-alone colleges or schools. Where there is a "health sciences center," including a medical school, the programs would form an entirely separate institution. Although the Program Review report stated the College structure was "confusing" to others within the University, it is no more confusing than the above organizational "deviations from the norm." The current and proposed College structure provides for schools, consistent with the Uniregs and precedent Trustee action since 1968. The current and proposed titles for School administrators are dean or director and/or associate dean of the College. These titles, approved by the Board of Trustees, are consistent with other Schools at UW (Graduate School and School of Extended Studies) as well as UW/CC.
College Terminology: In 1982 a committee was established to review the organization of health-related programs at UW. The committee recommended a structure consisting of a VP or associate VP for Health Sciences. The then VPAA recommended a College headed by a Dean instead. One rationale was to not increase the number of upper level administrators, a logic less compelling today when the number of Associate VPAAs has increased from one to three, one Associate VP for Finance has been added, as have VPs for Student Affairs, Institutional Advancement, and Information Technology.
Administrator Terminology: The 1982 committee (above) recommended the various disciplines be organized into schools headed by deans. The then VPAA recommended the that the schools be incorporated into a College of Health Sciences, and that they be headed by individuals with the title "Associate Dean of the College of Health Sciences for the School of XXX." The title was recommended because: (1) they were to have line authority (as do department heads); (2) at the time, Colleges had Assistant, not Associate Deans, and thus CHS administrators were distinguished from those College administrators with staff-only authority; (3) health sciences would not have "disproportionate" representation on the Deans’ Council, i.e., have 11 academic deans on the Deans’ Council, five of whom would be health-care related. (Note that with the current composition of the Deans’ Council up to 37 people attend, some 15 are represented on the Executive Deans’ Council, a dean position has been created for UW/CC, and the head of the School of ENR is also represented; this rationale is obsolete) and (4) it specifically indicated that administrators in the College of Health Sciences are not department chairs, they occupy a higher rank in the University organization, have greater authority and responsibility than do department heads (or assistant/associate deans) in other colleges, and that Schools have more autonomy than do departments. Indeed, autonomy was represented/expected to increase under the proposed structure. In short, the terminology was deliberately inconsistent with the college/department, deans/department head structure, but not inconsistent with UW terminology.
Internal Consistency: The proposed structure in the College academic plan is, again, a compromise, a minor modification of the existing structure. The proposed new administrative structure would have Associate Deans for Schools (not Colleges). Only the two programs that already have deans, nursing and pharmacy, would retain their dean titles. The rationale for this structure was thoroughly explained in the College evaluation completed last year. The proposed structure more clearly provides equivalence and similar structure to the various units in the College, paralleling the relationships of the underlying professions for which the units provide the necessary educational components. The proposed structure is also more streamlined.
Not Logic – Reality: Engineers graduate from Schools of Engineering, lawyers graduate from law school, teachers (educators) graduate from Colleges of Education (formerly Normal Schools), physicians graduate from medical schools, nurses graduate from nursing schools, pharmacists graduate from pharmacy schools, etc., etc. That’s the way it is. That’s what the public perceives, that’s what the respective professionals think, and that’s simply the reality. Very logical, yet apparently difficult to implement at UW. Graduates of professional programs are sensitive to the status and position of "their" programs in a University hierarchy, as evidenced by the 1984 reorganization.
Accreditation Mandates: In general, graduates of our programs which require licensure in order to practice, must graduate from an accredited program. Each specialized accrediting body has standards regarding organization and structure. As a generalization, these standards seek to assure appropriate autonomy and access to ultimate decision makers at the institution. Program status is seen as a natural consequence of these standards. In addition, the various accreditation standards also generally provide a detailed description of duties, responsibilities, and authority of what is described as the "chief academic and administrative" officer of the program/school. Only the structural mandates are provided below. Note that both the current and proposed structures are in technical noncompliance with accreditation mandates.
Accreditation Requirements re Administrative Structures and Titles of Chief Administrators of Units: Each is summarized as follows,
(1) School of Human Medicine
Section III. p.2. – "The program director and teaching staff are responsible for the general administration of the program…"
Section III. A. 1. B. – The director must be licensed to practice medicine in the state…"
(2) School of Health and Human Services
Section II. S. C. – "The program director shall be a clinical laboratory scientist/medical technologist who holds nationally recognized certification and who has a master’s or doctoral degree…"
Standard 1.0 Administration – "The program must have an administrative structure that provides reasonable autonomy for the academic and clinical program within the institution, reasonable access to the higher levels of administration and appropriate and sufficient resources with which to carry out its mission."
Evaluative Standard 2. Organization, Governance, and Resources
2.1.7 In evaluating autonomy, the Commission will consider whether the social work program has similar organizational status to that of the comparable professional programs offered by the institution.
Interpretative Guideline 2.1 Graduate social work education is generally delivered in an organization known as a school or college whose chief administrator bears the title of dean or director. When possible, the school or college of social work should be a freestanding independent unit, not included in another collegiate organization. If this type of organization is not consistent with the general organizational pattern of the sponsoring university or college, the social work program may be a member of a college unit. However, it is still desirable that its administrative structure be designated a school or college and the chief administrator bear the title of director or dean.
(3) School of Nursing – Accrediting body - National League of Nursing (NLN)
Standard : "The nursing unit is administered by a nurse who is academically and experientially qualified and who has authority and responsibility for development and administration of the total program."
Accrediting body – Commission on Collegiate Nursing Education (CCNE) Standard II-C.
II-C "The chief nursing administrator is qualified to lead the program in its pursuit of accomplishment of the mission, philosophy, goals/objectives and expected results."
Chief Nursing Administrator: Denotes the chief academic officer and administrative head of the nursing education program.
(4) School of Pharmacy – Accrediting body: American Council on Pharmaceutical
Education (ACPE) Standard No. 4 – "The administrative structure of the College
or School should provide for a Dean, who serves as the chief administrator and
academic officer. The Dean should have ready access to the University President
and/or other University officials charged with final responsibility for the College
or School.
(5) School of Physical & Health Education – Teacher certification by NCATE; athletic training
certification; health education certification.
A common complication is the development of autonomy for Health Sciences programs, which has always been a struggle at UW. Another complication commonly faced by Health Sciences programs is the lack of understanding by more traditional units regarding professional programs with heavy clinical requirements as part of the educational process. This too has been a complication at UW.
UNIVERSITY OF WYOMING COLLEGE OF HEALTH SCIENCES
IVINSON MEMORIAL HOSPITAL
Meeting August 24, 1998
Potential Areas of Collaboration
EMPLOYEE ASSISTANCE PROGRAM
DAYCARE SICK CHILDREN
DAYCARE INFANTS
SENIOR CLINIC
SPEECH
PHARMACY CONSULTING
DRUG MONITORING
EXERCISE
CONTINUING EDUCATION COURSES/PROGRAMS
PHYSICAL THERAPY (NEW DEGREE)
OCCUPATIONAL THERAPY (NEW DEGREE)
RESPIRATORY THERAPY (NEW DEGREE)
RRT (NEW DEGREE)
HEALTH CARE ADMINISTRATION (NEW DEGREE)
INTERNS
JOINT APPOINTMENTS
ADULT EDUCATION
RESIDENCIES
JOINT GRANT APPLICATIONS
SHARE CLASSROOM SPACE/EDUCATION CENTER
PROFESSIONAL INTERACTIONS
TELEMEDICINE
CROSS TRAINING
ENHANCED HEALTH FOCUS
JOINT SPACE USE
SUPPORT FOR FACULTY PRACTICE
EMPHASIS ON RURAL CARE AND EDUCATION
JOINT USE LABS
College of Health Sciences
Facility Plan Fund Raising Proposal
Introduction
Health care is one of the fastest growing sectors of the United States’ economy. As the country moves to a service and information society, and as the population continues to age, health care education and health sciences research will remain high priorities for the state and the nation. As we enter the 21st Century, there will be a strong and continuing demand by the public for quality health care services provided by well-trained health care professionals who can effectively communicate with each other.
Twenty-first Century health care requires a team approach. Specialists from all areas of the health care industry are working together to provide more patient-centered treatments. While the team approach is essential, Wyoming’s rural landscape creates a challenge. For example, a nurse practitioner in Torrington may need to consult with a physical therapist in Casper and a speech pathologist in Cheyenne.
Against this backdrop, the mission of the College of Health Sciences at the University of Wyoming is to emphasize excellence in health sciences research, education, and service, and to focus efforts on those characteristics of health care which are most needed and best suited to the rural context of Wyoming.
The challenge faced by the University of Wyoming’s College of Health Sciences is twofold: To educate the next generation of health care professionals to provide quality health care to Wyoming’s citizens; and to advance a cutting-edge curriculum given the inadequate teaching/learning facilities allocated to Health Sciences on the University of Wyoming campus.
The University of Wyoming Board of Trustees recognizes the importance of providing a solid slate of programs to educate our state’s and nation’s next generation of health care providers. Thus, the Board approved a building program for a new College of Health Sciences Center. The overarching goal for the new Center is to provide a teaching/learning environment where students from all of the health sciences disciplines can interact and learn the skills necessary to become top-rate practitioners.
The College of Health Sciences Today
The College of Health Sciences is UW’s youngest college. Reorganized in 1984 by bringing together a number of programs with long and successful histories, the College consists of the Schools of Health and Human Services, Human Medicine, Nursing, Pharmacy, and Physical and Health Education. Enrollment has steadily grown to approximately 1400 students, making the college UW’s third largest.
The Schools of Nursing and Pharmacy are stand-alone units. The School of Health and Human Services has three units: the Medical Technology program and the departments of Social Work and Speech-Language Pathology and Audiology. The School of Human Medicine has three units: two post-graduate residency programs in family medicine and the WWAMI (Washington, Wyoming, Alaska, Montana, and Idaho) Medical Education program, which is affiliated with the nationally recognized University of Washington School of Medicine. The Dean’s Office administers the collaborative Dental Hygiene program with Sheridan College and an interdisciplinary bachelor’s degree in health sciences. The School of Physical and Health Education prepares its graduates to teach or work in exercise and sports science. The College also administers the Wyoming Institute for Disabilities (WIND), a university affiliated program.
Highly qualified and dedicated professors and students form the backbone of the College of Health Sciences and its success and ultimate contributions to Wyoming. However, inadequate facilities compromise the quality of the College’s programs and limit the University’s ability to attract high caliber students pursuing careers in the health care fields. Academic programs are scattered in ten different locations across campus, resulting in little opportunity for collaboration and cross training. Classrooms are not fitted with the special equipment needed for training future health care practitioners. Limited lab space, not designed for health sciences, is inconveniently located in older classrooms, making hands-on learning difficult. In some areas, our disabled students are unable to get to their classrooms with ease. Faculty offices are limited and there is no space for graduate students in Nursing, Speech-Language Pathology and Audiology, or Social Work.
The College of Health Sciences Center
The College of Health Sciences is committed to the education of professionals who can provide quality health care in a rural setting while working in a team atmosphere. Offering students opportunities for cross-disciplinary training provides them with a set of skills to better serve Wyoming’s people.
To achieve this commitment, state-of-the-art classrooms and labs, where students can gain experience working in an interdisciplinary setting, are essential. The proposed College of Health Sciences Center will provide such an environment. Benefits of the proposed Center to the University, the College, its faculty, and students include:
| Easy access to interdisciplinary education |
| More course and program offerings in high demand by prospective students and the public, such as physical and occupational therapy |
| The flexible use of interdisciplinary teams for research and service |
| An infrastructure to teach and deliver tele-health education across the state |
| Opportunities to model the collaborative nature of health care for students throughout their education |
| Economies of resources and better use of personnel through shared spaces, such as learning and computer labs, and staff assignments |
| A building accessible to all that provides the optimum learning environment |
The home for the College of Health Sciences Center will be a renovated building on the UW campus at 9th and University Streets. The building was dedicated in 1914 as the College of Agriculture’s home. When Ag moved to its present location, the building became home to several academic departments including Chemistry, Zoology, Biology, and Biochemistry. In recent years, the building has been nicknamed Old Biochem and has housed various university departments such as University Relations, News Service, Duplicating, Bulk Mail, and the Institute for Energy Research. Clearly, the grand building originally fitted to be a teaching and learning facility is underutilized.
Upon completion of the renovation, the Old Biochem building will be transformed to the College of Health Sciences Center. The building will be refitted with labs specifically designed for health care education, classrooms with state-of-the-art technology, meeting and conference spaces to facilitate interdisciplinary interaction, tele-health technology, and administrative office space. The WWAMI medical education program with a state-of-the-art anatomy lab has already been located in renovated space in the Old Biochem building, convincing evidence of what can be done to make the Old Biochem building a first-rate facility for the future. Floor plans and a specifications for the major components planned for the building are being developed.
The renovation will be completed in several phases. Phase one will consist of the School of Nursing moving to renovated space on the Old Biochem building’s first two floors. Phase two will consist of space vacated by Nursing being renovated for other, yet to be identified, College of Health Sciences units. As funding becomes available, the remainder of the Old Biochem building will be renovated for additional College units.
Funds needed for the Center will be solicited from private sources: individuals, foundations, and corporations. When the University’s debt load will permit, opportunities for bond funding will be investigated. It is anticipated that it will take approximately five years to raise the funds (see Budget, Attachment A).
Conclusion
The College of Health Sciences is poised to be the leader in rural health education. The human resources are in place. With enhanced facilities, the University of Wyoming will be able to provide the faculty and students of the College with a health sciences center befitting their talents and vision.
Examples of Interdisciplinary Research
Nursing - a faculty member, a physician in one of the Family Practice Residency Programs, and a massage therapist in the community are conducting research on improving the lung capacity of patients with chronic lung disease through neuromuscular release therapy. A Robert Wood Johnson grant partnered with the University of Colorado Health Sciences Center and the School of Nursing is offering the FNP program for site-bound students on an experimental basis. Three faculty are currently implementing three interdisciplinary grants; with the WIND/uap, the Psychology Department, and the School of Pharmacy.
WIND - WIND collaborates with state agencies and the UW faculty from a number of disciplines (psychology, social work, special education, nursing, speech-language pathology, audiology, etc.) in its Teaming with Technology project which is designed to test the effectiveness of using distance technology in the assessment of children with disabilities.
The Department of Social Work teamed with the Dean’s Office, the School of Nursing, and the Wyoming Department of Behavioral Health on the outcomes of Substance Abuse Treatment Programs; with the VA on an assessment of Native American Veterans’ use of health care; with the Albany County Commissioners on a needs assessment; and with Wyoming Reproductive Health on an examination of reproductive health needs on the Wind River Indian Reservation.
In the Department of Speech-Language Pathology and Audiology, faculty conduct ongoing longitudinal research examining speech-language and behavioral/personality characteristics associated with children identified as late-talkers at two years of age in partnership with faculty in Child and Family Studies at UW and faculty at the University of Newcastle—UK. Faculty also work with colleagues at the University of Northern Colorado conducting programmatic research concerning various recording procedures and effects on computer-derived estimates of voice. Another project involves faculty in WIND/UAP and faculty at the University of Utah Medical Center. They are collecting data at elementary schools in Mexico. Speech-language pathology faculty also collaborate with College of Education faculty, researching methods of teaching early reading and writing. During 1998, a faculty member conducted research with the Wind River Head Start and Elementary Schools. She is now collaborating with faculty in Child and Family Studies on a project related to music and drawing.
The Medical Technology Program has been active in research. One faculty member collaborated with Mann Laboratory, Department of Vegetable Crops at the University of California, Davis in determining how guard cells modulate apertures in response to hormones, metabolic demands and environmental stimuli. She authored numerous peer reviewed articles. One academic professional collaborated with a nursing faculty in her research on breast milk analysis and was listed as co-author for a peer reviewed article in the Canadian Journal of Nursing Research. He is also working with a colleague developing a research proposal for the epidemiological incidence of cancer in relationship to environmental factors for Native Americans.
Family Practice Residency Program at Cheyenne – All faculty in the Cheyenne program are actively involved in clinical medical research. The program, like about 75% of family practice residency programs in the country, is located at a community hospital and is not a part of a university medical school. For that reason, most scholarly activity in similar residency programs is of limited quantity and emphasizes literature review and case study publication. Very little clinical medical research emanates from these community programs. However, the Family Practice Residency Program in Cheyenne completed research studies in various areas including pain perception in children, massage therapy in lung disease patients, women’s health issues, and anti-obesity drug therapy. The Program is a member of the Ambulatory Sentinel Practice Network (ASPN), a practice-based network of North American primary care clinicians. The Program has served as an ASPN research site for many studies. The Cheyenne faculty have been productive in publishing and presenting clinical medical research. The quality and quantity of research by physician faculty exceeds that of other cohort departments except some departments at university medical centers which have a medical school with all of its attendant resources.
Family Practice Residency Program at Casper - Faculty conduct research, oversee grants, and provide state leadership in the following areas: education for health practitioners regarding the early detection and therapy of HIV-related diseases, hypertension and medication, drug abuse and pregnancy, health programs in the schools, obstetrical procedures, trauma, practice management, occupational medicine, pain management, and the ethics of health care.
Pharmacy – The School of Pharmacy shares its facilities, equipment, and supplies with medical technology, nursing, and physical and health education. Although the School of Pharmacy has no graduate programs, its graduate faculty serve, or have served, on graduate student committees in animal science, anthropology, computer science, chemistry, psychology, zoology and physiology, nursing, management, and communications and mass media. Pharmacy faculty are currently co-investigators in funded research with animal science, nursing, and the Writing Center.
Physical and Health Education – On campus the School of Physical and Health Education collaborates with the departments of Animal Science, Family and Consumer Science, Molecular Biology, Psychology and Zoology/Physiology, and the School of Nursing. These collaborations together with those off-campus, have led to external funding from the American Heart Association, the American Federation for Aging Research, the National Institutes of Health (NIH), and the Centers for Disease Control (CDC) through the State Department of Health.
Examples of Service Activities
Nursing students provided 36,283 hours of service in the fall 1998 semester through health agencies in 15 of the 23 Wyoming counties. Nursing and Pharmacy students also provide services to the University in the Family Practice Residency Programs and the Student Health Service. Nursing faculty (through their practice plan) provide services to the Whitney Health and Wellness Center, the Eppson Center for Seniors, and the Cathedral Home for Children. In 1998 members of the Nursing faculty served on the boards of, or provided consultation to, the Eppson Center for Seniors, the Ivinson Memorial Hospital Foundation, the Wyoming Chapter of the National Multiple Sclerosis Society, Albany County Public Health, the Laramie Health Care Ethics Forum, Well Aware, the Wyoming Pain Coalition, Head Start, the Wyoming Coalition for Healthy Mothers and Babies, the Wyoming Public Health Association, High Country Home Health, Hospice of Laramie, the Public Health Department, the Wyoming Perinatal Substance Abuse Prevention Coalition, the Wyoming State Board of Nursing, the Campbell County Breast Cancer Awareness Team, the Northern Wyoming Community College Nursing Program, and the Wyoming Commission on Nursing and Nursing Education, the Wyoming Tobacco Use Prevention Coalition, and the Wyoming Pain Initiative.
Social Work - Students in the Department of Social Work are active in service to the community. BSW and MSW students complete internships in agencies throughout the region. In addition, students complete community needs assessments, serve as volunteers for human service agencies, and assist with community projects. Faculty serve on local, state, and national professional and organizational boards, conduct training, and consult with human service organizations.
Speech-Language Pathology and Audiology – This unit provides service through the on-campus Speech, Language, and Hearing Clinics; the VA Medical Center, the Scottish Rite Child Language Clinic in Cheyenne; the Cathedral Home for Children, University Prep School, and Community Care in Laramie; schools and clinics throughout Wyoming; the Cleft Palate and Deaf Blind Teams; and with WIND/UAP.
The Dental Hygiene Program at Sheridan College operates a clinic in order to provide supervised clinical practice for students and as a service to the community. The students also provide service at the dental hygiene clinic at the VA in Sheridan. Students are enrolled in a clinical practice course each semester of the junior year and are providing about 6,000 service hours each semester.
Medical Technology professional training students (12-18 annually) are active in delivering laboratory services at a number of practicum sites in the region. Current in- state sites are Cody, Lander, Thermopolis, Wheatland, and Casper; out-of-state sites are in Rapid City, SD; Denver, CO; Colorado Springs, CO; and Pueblo, CO. Interdisciplinary practicum experience is scheduled for all students attending the Wyoming training sites. Other services are also extended by the medical technology students while they attend the professional training sites.
Family Practice Residency Program at Cheyenne – Service is an essential component of the Cheyenne program and takes many forms. The most apparent service activity is providing high quality health care to the citizens of Wyoming including University of Wyoming students. This service is provided by the physicians and other providers from University units that use the patient care center. Patient care services occur not only in Cheyenne and Laramie County but throughout the state of Wyoming. During the last three years, physicians from Cheyenne have provided primary care in many Wyoming communities. Educational services are also provided. The medical library at the Cheyenne Program is a medical information resource for the entire University. Students and faculty from various units use this facility either directly or through interlibrary loans. In addition, the medical library serves as an information resource to the local and state health care communities. The library serves as the Laramie County medical library and it a part of the University Libraries Health Sciences Information Network. The Program also provides continuing education for physicians and other health care providers. The Program is the only provider of American Academy of Family Physician (AAFP) approved continuing medical education in Laramie County. The Program allows non-profit health-related organizations to use the building auditorium and meeting rooms.
Family Practice Residency Program at Casper – The primary area of service for this residency program is Natrona County. The residency program handles approximately 25,000 patient visits per year in its clinic, and cares for over 1,000 hospitalized patients at its primary teaching hospital, Wyoming Medical Center. The program is responsible for the care and delivery of approximately 35-40% of all infants born in Natrona County, and also cares for approximately 160 long-term care facility patients at two nursing homes in Casper. In addition, the residency program is very involved in community service in many other ways. The faculty members serve as medical director for hospice, medical director for one of the nursing home facilities in Casper, and for the occupational health management service in Casper. The medical residents and the faculty participate in many health fairs throughout Natrona County and the medical residents care for high school athletes at the state wrestling matches, state track meets, state basketball tournaments, as well as the Cowboy Shootout.
School of Pharmacy faculty provide direct patient care to Wyoming residents at two "partner" institutions – the Wyoming Medical Center in Casper and the Cheyenne Veterans Administration Medical Center – and in the two UW Family Practice Residency Programs. Students participate at these sites during practicums. In addition, students participate in practicums under adjunct faculty at pharmacies throughout the state, including the State Home, State Training School, and the Wind River Reservation. The School of Pharmacy operates the federally mandated state Drug Utilization Review program under contract with the Wyoming Department of Health, Division of Health Care Finance.
The School of Physical & Health Education provides extensive service to university populations as well as off-campus, across the state of Wyoming, and nationally. This service is provided by all three subdisciplines of the School: exercise science, health education, and physical education. On campus this service includes a developmental preschool movement program, and fitness/wellness and cardiac rehabilitation programs. The School also provides exercise stress testing and pulmonary function and body composition testing to a variety of populations in the local community. Faculty provide extensive service as board members for various local, regional, and national organizations. At the local level these include the Albany County School District; the Wyoming Alliance for Health, Physical Education, Recreation and Dance; the Wyoming Community Coalition for Health Education; and the Wyoming Governor’s Council on Physical Fitness and Sports. The School also provides extensive service courses to coaches across the state; more than 25 service courses are offered via SES each year. At the national level, faculty provide professional service as editor-reviewers for professional journals such as the Journal of Applied Sport Psychology and membership of scientific advisory panels for organizations such as the American Federation for Aging Research and the American Heart Association.
Wyoming Institute for Disabilities (WIND). During the period July 1, 1997-June 30, 1998 WIND provided outreach, education, training, and technical assistance to approximately 4,700 people across the state. WIND strives to achieve its mission of "assistant individuals with disabilities and their families to achieve their desired quality of life by promoting and supporting full community inclusion, community membership, independence, productivity, and social participation" through outreach efforts designed to increase the capacity of communities to include and support people with disabilities.
Recent Efforts at College Efficiency
· Initiated the WWAMI medical education program which is a better fit
for Wyoming’s rural, primary care needs. We requested and obtained additional Legislative funding for the WWAMI program and transferred monies from the old medical contract program to the new WWAMI program. This required a transfer of personnel and some reallocation of dollars within Health Sciences. New collaborative clerkship sites within Wyoming are being developed for the training of WWAMI medical students.
· Initiated new programs supported by differential tuition (Pharm.D, MSW).
| Initiated the interdisciplinary BS degree in Health Sciences with no additional revenues so far. |
· As required by the Trustees, attempted to maintain high educational standards at the Family Practice Residency Programs while returning clinical dollars amounting to 50% of the state supported revenues back to the central administration. Clinical revenues have also funded 100% of additional "practice plan" salary and benefits costs. We have made efforts to obtain HCFA funding for the programs and requested that the hospitals involved provide some financial support for the programs (under negotiation).
· Developed a number of new collaborative contracts with agencies in support of our practica.
· Established the WWAMI-linked Area Health Education Center (AHEC) to support our programs.
· Established WIND as our first focused institute and reallocated time of faculty
in support of this Institute. Obtained dollars in support of faculty research and
student training.
· Increased our overall extramural funding (see Table 3 in Appendix A).
· Shared staff on a temporary assignment basis between units.
· Received special gift funding to support our development officer for two years.
· Added fees for support of clinical programs in Speech-Language Pathology
and Audiology, Social Work, and Pharmacy, Medical Technology
· Revised recruiting brochures and developed a web site for our programs.
· Assisted faculty to obtain technical equipment through fund-raising efforts
CDO).
· Developed a facilities plan and made special efforts to secure outside funding
for the plan
· Initiated the Vision conferences increasing our capacity to work collaboratively
with professionals throughout the state and region. Conferences have been funded
by registration fees and sponsorships. Health Sciences staff coordinated these
annual events for the past six years.
· Modernized several classrooms and labs with gifts and one-time unencumbered
dollars (Pharmaceutical Care Learning Center), medical technology lab, shared
nursing-speech-social work seminar room, Physical & Health Education anatomy
lab, etc.). The deaf education lab has been modernized by a grant from the Center for Teaching Excellence.
· Dean’s Office accountant has served as a campus-wide trainer during
implementation of "People Soft" and has also been on loan to our unit staff to
help with their accounting problems, and to provide continuity during staff
turnover.
· Reallocated the Associate Dean for Special Projects position (50% time) from
the School of Physical and Health Education to the Dean’s Office.
Established faculty practice plan to provide student learning sites while maintaining current clinical skills.
Established the role of Clinical Teaching Associates at Ivinson Memorial Hospital for staff nurses to participate in teaching.
Recommendations for Reengineering at UW
(1) Reorganize the deans’ council so that only academic deans are represented.
(2) Rewrite the UNIREGS so that they are logical, internally consistent, more simplified into flow-charts (or supplemented by flow-charts where possible), so the UNIREGS can be more effectively interpreted and administered.
(3) Reorganize SES and UW/CC as clearly defined support units with a fixed income for specified support services. Place all tuition revenues and funded lines in the academic units.
(4) Eliminate or revise differential tuition; instead charge students by the credit hour for all courses (without present ceiling of 12 credit hours/semester).
(5) Eliminate the workload formula. Instead, expect each unit to deliver a certain number of courses per semester with a certain level of enrollment (based on program’s curricular needs, # faculty, etc.). In other words, base evaluation of faculty on outcomes rather than arbitrary "workload credits" or inputs. This assumes adequate funding, flexibility, and merit salary increases, some of which have not been available in the past.
(6) Place responsibility for recruitment, retention, and all advising with academic units and transfer adequate personnel lines to academic Colleges for these functions,
as necessary.
libraries getting first priority, research second, service third, and auxiliary
activities fourth. Map present use of all campus space and report the information through OIA or facilities planning to all units annually.
(8) Develop a common calendar for all off-campus and on-campus functions.
(9) Report allocation of Office of Research start-up funds to deans annually.
(10) Restructure unit profiles. Profiles are presently not accurately reflecting activities as a function of source of funds, etc.; i.e., improve the database to serve as a basis for decision- making.
recommendations from the reallocation committee.
(12) Develop a central staffing pool that would rotate to units as needed.
COHORT GROUPS
Engineering and Physical Sciences
Atmospheric Science
Chemical Engineering
Chemistry
Civil Engineering
Computer Science
Electrical Engineering
Geology and Geophysics
Math
Mechanical Engineering
Petroleum Engineering
Physics and Astronomy
Statistics
Life Sciences
Animal Science
Botany
Medical Technology
Medicine
Molecular Biology
Nursing
Pharmacy
Physical and Health Education
Plant, Soil, and Insect Science
Psychology
Range Management
Speech-Language Pathology and Audiology
Social Work
Veterinary Science
Zoology and Physiology
Humanities
Art
English
Modern and Classical Languages
Music
Philosophy
Theatre and Dance
Social Sciences
Accounting
Administration of Justice
Agricultural Economics
American Studies
Anthropology
Communication and Mass Media
Economics and Finance
Geography and Recreation
History
Home Economics
Law
Leadership, Educational Studies, and Human Development
Lifelong Learning and Instruction
Management and Marketing
Political Science
Sociology
Women’s Studies
Wyoming Institute for the Development of Teaching
RESEARCH IN THE COLLEGE OF HEALTH SCIENCES
1996-Present
School of Human Medicine
Family Practice Residency Program/Casper
Publications
Houston R. The Angry Dying Patient. Primary Care. In press. February 1999.
Houston R. Growth After a Child's Death. Families, Systems & Health. In consideration. November 1998
Allerheiligen D, Houston R, Schoeber J, Wildman K, Mohl V. Hyperparathyroidism. Am Fam Physician. April 1998; Vol 57 No 8:1795-1804.
Wildman K, Mohl V, Cassel J, Allerheiligen D, Houston R. Intrathecal Analgesia for Labor.
J FamPract. 1997; No 6:535-540.
Houston R, Allerheiligen D. Leg pain. Manual of Family Practice, 1st Ed., Little-Brown, Boston, MA, 1996, pp.77-79.
Schoeber JK. Pancreatitis and Pancreatic Cancer. Manual of Family Practice, 1st Ed. Little-Brown, Boston, MA, 1996, 369-371.
Wildman KM. Pelvic Pain. Manual of Family Practice. RB Taylor, ed. Little, Brown and Co, 1997:71-73.
Mohl VK. Academic Research Debated. Fam Med. 1996;28:242.
Allerheiligen D, Houston R, Vermedahl B. EDTA-induced pseudothrombocytopenia: A case report and literature review. J Am Board Fam Pract. May-June 1996, Vol. 9, No.3.
Steiner J, Johnson R. Common sprains, strains and overuse syndrome: an overview. Drug Store News for the Pharmacist. April 1996;68-75
Mohl V, Wildman K, Houston R, Allerheiligen D, Schoeber J. Maternal Postpartum Thyroiditis as Infant Growth Failure. J Am Board Fam Pract., 1996;9:371-74.
Wildman K, Mohl V, Houston R, Allerheiligen D, McNabb J. Meconium Drug Screening to Detect Prenatal Substance Abuse. J Fam Pract, 1996;43:501.
Mohl V, Allerheiligen D, Schoeber J, Gee B, Houston R, Wildman K. Ewing's Sarcoma Presenting as Postpartum Back Pain. Am Fam Physician, 1996;54:878-882.
Grants
Group B strep: A Cost/Benefit Analysis of Current CDC Recommendations. A study identifying the incidence of group B strep colonization and disease in pregnant women and infants in Natrona County, analyzing the cost of screening and prophylactic treatment for group B strep according to new CDEC guidelines. Principal investigators: Karen Wildman, M. D., Robert Houston, M.D., David Allerheiligen, M.D. and Joseph Schoeber, M.D. Work in progress.
"Off the shelf" Nerve Conduction Studies. A study to examine the use of "off the shelf" components as economical ways to perform nerve conduction studies. Principal investigator: David Allerheiligen, M.D. Work in progress.
HMG CoA Reductase Inhibitors and Exercise induced muscle pain. A study to look at the use of HMG CoA Reductase Inhibitors and their relationship to exercise related muscle pain. Principal Investigator: David Allerheiligen, M. D.
Presentations
A Call to Action: Mediating and Resolving Ethical Issues in Contemporary Healthcare - Robert Houston, M.D. -10/21-23/97 - Central Wyoming Hospice Ethic's Conference
Health Care Ethics at the End of Life: Understanding End of Life Decisions Based on a Conceptual Framework of Life-long Human Development and Clinical Ethics -Robert Houston, M.D. - 4/22-26/97 - STFM Annual Meeting
Health Care Ethics at the End of Life: Understanding End of Life Decisions Based on a Conceptual Framework of Life-long Human Development and Clinical Ethics -Robert Houston, M.D. - 1998 STFM Conference on Families -3/4-8/98
Resident Physicians can facilitate family end of life transitions. . . -Robert Houston, M.D.-STFM Family Medicine Conference - 3/5-9,1997
Ethics of Care: Managed Care vs Fee for Service - Robert Houston, M.D. - UW Vision Conference panel discussion - 9/18-19/97
Common Sprains, Strains and Overuse Syndromes: An overview - Ray Johnson, P.A. - C. - Drug Store News - 1996
Intrathecal Analgesia: A Family Practice Friendly Obstetrical Procedure - Karen Wildman, M.D., Jane Cassel, P.A.-C. Virginia Mohl, M.D.- STFM Annual Meeting - 4/27-5/1/96
Intrathecal Analgesia: A Family Practice Friendly Obstetrical Procedure - Karen Wildman, M.D., Jane Cassel, P.A.-C. Virginia Mohl, M.D.- Northern Colorado Residency - 4/96
Intrathecal Analgesia: A Family Practice Friendly Obstetrical Procedure - Karen Wildman, M.D., Jane Cassel, P.A.-C. Virginia Mohl, M.D. - Rose Medical Center Residency Program- 4/96
Educating Our Communities: An interdisciplinary " Adopt a School" program to promote healthy life choices in our young people - Jane Cassel, P.A. - C., Kirk Bollinger, M.D.,-AAPA and STFM Patient Education Conference 11/15-18/97
Drug Abuse in Pregnancy-Karen Wildman, M.D. - Arizona Academy of Family Physicians Summer Meeting - 7/96
Drug Abuse in Pregnancy-Karen Wildman, M.D. - Wyoming Academy of Family Physicians Annual Meeting - 2/96
Drug Abuse in Pregnancy-Karen Wildman, M.D. - Frontiers in Medicine Conference - 2/97
Perinatal Substance Abuse Detection - Karen Wildman, M.D. - Women's Health Care in the Primary Care Setting - 6/96
Repetitive Trauma Disorders - Dave Allerheiligen, M.D. - Wyoming Workers Compensation Case Managers Conference - 9/97
Occupational Medicine - Dave Allerheiligen, M.D. - WORC Seminar - 2/97
Resident Documentation - Dave Allerheiligen, M.D. , Robert Houston, M.D. - STFM Winter Meeting 2/97
Drug Abuse in Pregnancy-Karen Wildman, M.D. - Advanced Obstetrical Issues for the Family Physician Conference - 7/97
Personality Disorders during Pregnancy - Karen Wildman, M.D. - Advanced Obstetrical Issues for the Family Physician Conference - 7/97
Learning Procedural Skills: Not Only See One, Do One, Teach One - Karen Wildman, M.D., Jane Cassel, P.A.-C. - 4/22-26/98
Emergency Medical Kits - Jane Cassel, P.A.-C.- Wyoming Association of Physician Assistants - Annual Summer Meeting - 7/97
School of Human Medicine
Family Practice Residency Program/Cheyenne
Publications
Beeken, J., Parks D., et al. "The Effectiveness of Neuromuscular Release Massage Therapy in Five Individuals With Chronic Obstructive Lung Disease", Clinical Nursing Research, August 1998, Vol 7:3, pp 309-25.
Clement, K.D. "Hypertension Revisited" The Female Patient 1998; 23:15-27.
Cross NA, Hillman LS, Forte LR. The effects of calcium supplementation, duration of lactation, and time of day on parathyroid hormone-related protein in milk: A pilot study. J of Human Lactation 1998; 14:111-17.
Johnson, KH, Casey CM. Finasteride for BPH. Journal of Family Practice. 1998, 46:6 455-6.
Johnson, KH, Raczek, JA, Meyer, D. Integrating Osteopathic training into Family Practice Residencies. Family Medicine 1998 30: 5 345-9.
Johnson, KH, Palm WH. Education to prevent low back pain. Journal of Family Practice. 1997, 45:5 378.
Marek, TA, Steffey LA, Moore, SJ. Weight Control: the role of pharmacotherapy. Female Patient. Apr 1997, v. 22(4):15-26.
Parks, D and Johnson, K J "Macrolides in Community-Acquired Pneumonia", FP POEMs (Patient-Oriented Evidence that Matters), The Journal of Family Practice, August 1998, Vol. 47:2, pp 95-6.
Sullivan BA, Henderson ST, Davis JM, Steffenson MB: Etiology, Detection, Diagnosis, and Clinical Management of Gestational Diabetes Mellitus. Journal of Pharmaceutical Care, (Accepted).
Sullivan BA, Henderson ST, Davis JM: Gestational Diabetes. J Am Pharm Assoc, 38:364-371, 1998.
Marek T, Steffey L, Moore S. "The Role of Pharmacotherapy in Weight control". The Female Patient 22(4):15-26, 1997.
Moore SA. A Guide to the Nutritional Management of Diabetes. Fourth module of the ADA Physician Nutrition Education Program. Chicago: American Dietetic Association, 1998.
Moore SA, Smith JG. "The Feminine Nutrition Mystique". The Female Patient 23(6):11-22, 1998.
Grants
Clement KD. Co-investigator Reducing Young Children’s Anxiety During Immunizations.
Marlow, RA. WYOHealth CARE, Public Health Service, Interdisciplinary Training for Health Care for Rural Areas (team grant proposal collaborator) -- $633,120. 1997.
Marlow, RA. Astra Merck AMI Educational Grant -- $1,500. 1996.
Grants obtained: PI – Sylvia Moore
1995-96 AHEC $39,487 Core Grant
1996-97 AHEC $35,825 U-DOC $77,386
1997-98 AHEC $59,704 U-DOC $77,386
1998-99 AHEC $58,281 U-DOC $77,796
Research Presentations
BarrattD, Cross N, Mattfeldt-Beman M, Katz B. "Do public schools in North Carolina have policies that promote nutrition for school aged children?" American Dietetic Association Annual Meeting. October 1998.
Henderson ST and Reyes AA. "Learning by Doing." Theme Day Presentation at the Annual Meeting of Society of Teachers of Family Medicine. San Francisco, California. April 28, 1996.
Henderson ST. "HIV Health Promotion." Compressed Video Presentation for Special Projects of National Significance – Mountain-Plains Regional AIDS Educational and Training Center and Wyoming AIDS ETC. Cheyenne, Wyoming. March 18, 1996.
Henderson ST. "Early HIV Intervention." Compressed Video Presentation for Special Projects of National Significance – Mountain-Plains Regional AIDS Educational and Training Center and Wyoming AIDS ETC. Cheyenne, Wyoming. March 11, 1996.
Henderson ST. "HIV Prevention." Compressed Video Presentation for Special Projects of National Significance – Mountain-Plains Regional AIDS Educational and Training Center and Wyoming AIDS ETC. Cheyenne, Wyoming. March 4, 1996.
Henderson ST. "Interdisciplinary Rural Healthcare." WYO HealthCARE 1998 Tele-Health Conference. Laramie, Wyoming. March 19, 1998.
Marlow RA. "Current Approaches to the Management of Obesity", Wyoming Academy of Family Physicians, 20st Annual CME Ski Meeting, Jackson, February 27, 1997.
Moore, S. "From Anti-Oxidants to Garlic and Phytochemicals: Sources and Supplements". American Medical Writers Association 58th Annual Conference, Vancouver, British Columbia. 10/30/98
Moore, S. "Prescribing Nutrition for Your Maturing Patients". South Dakota Academy of Family Physicians, Deadwood, SD. 8/14/98
Moore, S. "Nutrition as an Integral Part of Preventive Medicine". University of South Dakota School of Medicine, Sioux Falls, SD. 11/12/97
Moore, S. "Advances in Obesity Treatment". The American Dietetic Association 80th Annual Meeting, Boston, MA. 10/27/97
Parks DS. "Nocturnal Leg Problems", Wyoming Academy of Family Physicians, 22nd Annual CME Ski Meeting, Jackson, WY. March 1999.
Parks DS. "Effectiveness of Massage Therapy in Treating Chronic Lung Disease", University of Northern Colorado School of Nursing, 10th Annual Rural Nursing Conference, Greeley, CO April 3, 1998,
Parks DS. "Tick Borne Illness", Wyoming Academy of Family Physicians, 21st Annual CME Ski Meeting, Jackson, WY. February 25 1998.
Parks DS. "Altitude Illness", Wyoming Academy of Family Physicians, 21st Annual CME Ski Meeting, Jackson, February 25 1998.
School of Health and Human Services
Medical Technology Program
Publications
Hentzen,A.E., Smart, L.B., Wimmers, L.E., Fang, H., Schroeder, J. I., Bennett, A. B. (1996) Two plasma membrane H+-ATPase genes expressed in guard cells of Vicia faba are also expressed throughout the plant. Plant Cell Physiology. 37(5): 650-659
Humenick, S. S., Hill, P. D., Thompson, J. E., Hart, A. M., (1998), Breast-Milk Sodium as a Predicator of Breastfeeding Patterns. Canadian Journal of Nursing Research. 30(3): 67-81.
James E. Thompson MSA, MT(ASCP), Margaret G. Marron MA, "Teams, Tools, and Writing Techniques", Clinical Laboratory Science, Sept-Oct 1996
Margaret G. Marron MA, James E. Thompson MSA, MT(ASCP), "Determining Audience for a Health Sciences Writing Course", The Journal of Technical Writing and Communication, January 1998
Department of Social Work
Publications
Conway, P. G., & Ellison, M. (1998, in press). Journal of Baccalaureate Social Work.
Conway, P. G. (1998). Needs of Rural People in Poverty. Proceedings, Rural Social Work Conference.
Miller, K.A., & C.F. Calkins (1998). Handbook for conducting University Affiliated Program (UAP) site reviews and self-assessments. Washington, DC: American Association of University Affiliated Programs.
Miller, K.A., & C.F. Calkins (1998). UAP site review interview questions manual. Washington, DC: American Association of University Affiliated Programs.
Miller, K.A. (Ed.) (1998). Community education and training initiative projects summaries. National Community Education Directors Council, American Association of University Affiliated Programs.
Miller, K.A. (1998). Edited Stanley S. Herr, J.D., Ph.D., Aging and the ethics of caring for persons with developmental disabilities. Laramie, WY: Wyoming INstitute for Disabilities.
Miller, K.A. (Ed.) (1997). Replicable outreach and training initiative projects summaries. National Community Education Directors Council, American Association of University Affiliated Programs. Hard copy and Internet editions.
Miller, K.A., & Fryberger,Y.B., (Ed.s) (1996). NCEDC and TIP Directory. National Community Education Directors Council, American Association of University Affiliated Programs. Internet and hard copy editions.
Miller, M. (1997, May). Educating social workers through distance education. Paper presented at the meeting of the American Association on Mental Retardation, New York City, NY .
Miller, M. (1997, November). Providing distance education for allied health students and practitioners. Paper presented at the meeting of the Maine Rural Health Association; Rockport, ME.
Valentine, Deborah. (book review) Developmental Disabilities: A Handbook for Interdisciplinary Practice by Bruce Thyer and Nancy P. Kropf (Eds.). In Community Alternatives 1997
Valentine, Deborah. (1998) The connected classroom: Modeling evaluation of practice by evaluating the classroom group. Journal of Teaching in Social Work.
Valentine, Deborah. (1998) Preparation for teaching: A survey of social work doctoral programs. Journal of Social Work Education.
Valentine, Deborah. (1998) Mothers of adults with mental retardation: Is race a factor in perceptions of burdens and gratifications? Families in Society: The Journal of Contemporary Human Services.
Valentine, Deborah. (1998) Evolution of professional training and pedagogical change to meet growing child and family needs. Professional Development: The International Journal of Continuing Social Work Education.
Valentine, Deborah. (1999) Essential skills for human services.
Russell, A.Y., Williams, M.S., Farr, P.A., Schwab, A.J., & Plattsmeier, S. (1998) The health attitudes of young Hispanic women and the health status of their children on the Texas-Mexico border. Journal of Community Health, 23(3), 165-179.
Russell, A.Y., Williams, M.S., Farr, P.A., Schwab, A.J., & Plattsmeier, S. (in press). The mental health status of young Hispanic women and their children on the Texas-Mexico border. Women and Health.
Wood-Johnson, S., & Miller, K.A. (Eds) (1996). AAUAP Speakers Bureau. National Community Education Directors Council, American Association of University Affiliated Programs. Internet edition.
Book
Poindexter, C. P., Valentine, D. P., & Conway, P. G. (1999). Essential skills for human services. Belmont: Brooks/Cole.
Technical Reports
Conway, P. G., & faculty (1998). Council on Social Work Education Self Study. Laramie, WY: University of Wyoming Department of Social Work.
Conway, P. G., & Valenzuela, S. (1998). Community services block grant needs assessment: Albany County. Laramie, WY: Albany County Commissioners.
Grants
Conway, P. G. (1999). Evaluation of assessment tool for Economic Assistance Workers. Wyoming Department of Family Services. $7,000.00. Funded.
Conway, P. G. (1997). Outcome Based Management for Child Welfare Supervisors. Health and Human Services. $500,000. Funded. Continuation Grant, 1998.
Conway, P. G. (1997). Travel Grant. Center for Teaching Excellence. $2,000. Funded.
Conway, P. G. (1997). Developing ethics module. $1,000. Funded.
Hart, Mary (1997) - Center for Ethics - Grant for enhancing social work ethics content into the social work curriculum.
Hart, Mary (1998) - Hewlett Grant - development of new course for Social Work for introduction to philosophy, ethics and values of social work profession.
Heinlein, K., with Conway, P., Levy, G., and other unit representatives (1997). Teaming with Technology. Public Health. Funded. 1998, implementation of grant.
Miller, K.A., (1997) Administration on Developmental Disabilities (DHHS). Awarded to continue the Wyoming Institute for Disabilities (WIND) as a University Affiliated Program for Persons with Developmental Disabilities (UAP). Awarded to support core UAP functions. $1,000,000.
Miller, K.A., (1997) Wyoming Department of Education. Awarded to provide parent and teacher training through WIND's "A New Approach to Parent/Teacher Support" program. $60,000.
Miller, K.A., (1996) National Institute on Disability and Rehabilitation Research (NIDRR). Awarded to administer the Assistive Technology Act grant for the State of Wyoming. $3,500,000.
Miller, M. Start Up, Early Head Start program, funded in 1998 through the Kennebec Community Action Program Child & Family Service Division, Waterville, Maine. (developed evaluation design for the grant)
Turner, A., & Erikson, C., with Conway, P., McClean, B., Whitney, F., & Williams, M. (1997). Rural Mental Health Interdisciplinary Training Grant. Funded. 1998, 1999 implementation of grant.
Valentine, Deborah. 1998 $1000 Center for Teaching Excellence (CTE)
Valentine, Deborah. 1998 $300 Hewitt Grant
Williams, M. S., Conway, P. G., & Wilkerson, N. (1997 Performance Indicators: Substance Abuse Treatment System in Wyoming. $60,000. Funded. 1998, 1999 implementation of grant.
Ziegler, J., Conway, P. G., Derby, M., & Harris, L. (1997). Housing for People with Chronic Mental Illness. HUD, for South East Mental Health Center. Funded.
Presentations
Conway, P. G., & Scott, P. (1997, August). Needs of people in poverty, 22nd Annual Institute on Social Work and Human Services in Rural Areas, Grand Forks, ND.
Conway, P. G., & Scott, P. (1997, August). Local Control and Needs of People in Poverty in a Rural Area. 23rd Annual Conference of the National Association for Rural Mental Health, Grand Forks, ND.
Ellison, M., & Conway, P. G. (1997, March). Student evaluation of field instructors in BSW programs. Council on Social Work Education APM, Chicago, IL.
Conway, P. G. (1997, November). Storytelling. Charleston, SC.
Conway, P. G. (1997, November). Parental Loss. Charleston, SC.
Conway, P. G. (1997, November). Rehabilitation following Treatment for Cancer. Columbia, SC.
Scott, P.A., Miller, K.A. and Conway, P.G. (1997). Creating Strong Social Work Leadership in Implementing the New Definition of Mental Retardation. American Association on Mental Retardation. 121st Annual Meeting. May 27-31, 1997. New York.
Scott, P.A., Miller, K.A. and Conway, P.G. (1996). Parallels Between the 1992 AAMR Definition of Mental Retardation and the Theory of Social Work Practice. 1996 Annual Program of the American Association of University Affiliated Programs. October 17-19, 1996. Washington, DC.
Corbett, K.D. and Miller, K.A. (1996). Strengthening Consumers' Roles in UAPs. 1996 Annual Program of the American Association of University Affiliated Programs. October 17-19, 1996. Washington, DC. (Panel Presentation)
Valentine, D. (1997). The scholarship of teaching: Transitions to successful educator. Council on Social Work Education Annual Program Meeting. Chicago, IL.(presenter)
Freeman, M. & Valentine, D. (1997). Modeling evaluation of group work by evaluating the classroom group: A feminist perspective. Council on Social Work Education Annual Program Meeting. Chicago, IL.(presenter)
Lewis, E., Burwell, Y., Winchester-Vega, M., & Valentine, D. (1997). Career development & academic politics: Breaking the silence on women's recruitment, promotion, tenure, and retention. Council on Social Work Education Annual Program Meeting. Chicago. IL.(presenter)
Valentine, D. (1997). Double jeopardy: Child maltreatment and developmental disabilities. Wyoming UAP. Laramie, WY.(presenter)
Valentine, D., & Freeman, M. (1997). Teaching effective evaluation by evaluating teaching effectiveness. International Society for Exploring Teaching Alternatives (ISETA). Fredericton, New Brunswick, Canada.(presenter)
Freeman, M., & Valentine, D. (October 15-18, 1998). A feminist informed framework for collaboration in higher education. 23rd Annual Professional and Organizational Development Network in Higher Education. Snowbird, UT.(presenter)
Valentine, D. (March 24, 1997). Caregiving women: Choice or duty? Women's History Month Colloquia. University of South Carolina, Columbia, SC.(presenter)
Valentine, D. (May 17, 1997). Resilience and protective factors: Children and adolescents with promise. USC College of Social Work Continuing Education Series. Columbia, SC.(presenter)
Valentine, D. (September 1998). Social workers on interdisciplinary teams: Early intervention and assessment. Wyoming Early Intervention Conference. Casper, WY.(presenter)
Department of Speech-Language Pathology and Audiology
Publications
Carson, D.K., Klee, T., Perry, C.K., Donaghy, T., & Muskina, G. (1997). Measures of language proficiency as predictors of behavioral difficulties, social and cognitive development in 2-year-old children. Perceptual and Motor Skills, 84, 923-930.
Keintz, C. (1996, Summer). Support Personnel. SUPERvision: A Publication of the Council of Supervisors in Speech-Language Pathology and Audiology , 20, 4-5.
Keintz, C. (1996, August). Proving Our Worth Through Outcomes and Efficacy Research. Wyoming Speech-Language-Hearing Association Newsletter, 3, 2-3.
Keintz, C. (1996, November). Providing Clinical Experience in Geographically Challenged Locations. Special Interest Division 11, Administration and Supervision 6, 23-25.
Keintz, C. (1997, February). The Importance of Clinical Documentation. Wyoming Speech-Language-Hearing Assocation Newsletter, 1, 4-6.
McFadden, T.U. (1996). Creating language impairments in typically-achieving children: The pitfalls of "normal" normative sampling. Language, Speech, and Hearing Services in the Schools, 27, 3-9.
McFadden, T.U., & Gillam, R. (1996). An examination of the quality of narratives produced by children with language disorders. Language, Speech, and Hearing Services in the Schools, 27, 48-57.
McFadden, T.U. (1998). Sounds and stories: Teaching phonemic awareness in print contexts. American Journal of Speech-Language Pathology, 7, 5-13.
McFadden, T.U. (1998). The immediate effects of pictographic drafting on children¹s narratives. Child Language Teaching and Therapy, 14, 51-67.
Van Kleeck, A., Gillam, R.B., & McFadden, T.U. (1998). A study of classroom-based phonological awareness training for preschoolers with speech and/or language disorders. American Journal of Speech-Language Pathology, 7, 65-76.
Ukrainetz, T.A., Roswell, R., & Shippen, D. (1998). Who¹s afraid of the big bad wolf?: A critical thinking unit. Rocky Mountain Journal of Communication Disorders, 12, 27-36.
Ukrainetz, T.A. (1998). Stickwriting stories: A quick and easy narrative notation strategy. Language, Speech, and Hearing Services in the Schools, 29, 197-207.
Ukrainetz, T.A. (1998). Beyond Vygotsky: What Soviet activity theory offers naturalistic language intervention. Journal of Speech-Language Pathology and Audiology, 22, 122-133.
Ukrainetz, T.A. & Trujillo, A. (in press). ³You Know, I Just Don¹t Know What Else You¹d Do?² Five SLPs¹ Perspectives on Children¹s Literature in Speech-Language Intervention. To appear in Contemporary Issues in Communication Sciences and Disorders.
Ukrainetz, T.A., Harpell, S., Walsh, C., & Coyle, C. (in review). Determining difference from disorder through dynamic assessment with Native American kindergartners. Manuscript submitted to Language, Speech and Hearing Services in Schools.
Zimmerman, D.L., & Ukrainetz, T.A. (in review). Incorporating computers into language intervention from a social context perspective. Manuscript submitted to Contemporary Issues in Communication Sciences and Disorders.
Ukrainetz, T.A. & Duncan, D.S. (in review). Are American children¹s vocabularies shrinking?: Concerns about the PPVT-III. Manuscript submitted to Language, Speech and Hearing Services in Schools.
Gillam, R.B., McFadden, T.U., & van Kleeck, A. (1995). Improving the narrative abilities of children with language disorders: Whole language and language skills approaches. In M. Fey, J. Windsors & J. Reichle (Eds.), Communication intervention for school-age children (pp. 145-182). Baltimore, MD: Paul H. Brookes.
Perry, C.K., Ingrisano, D.R-S, & Scott, S.G. (1996). The accuracy of jitter estimates using different filter settings on Visi-Pitch: A preliminary report. Journal of Voice, 10, 337-341.
Perry, C.K., Ingrisano, D. R-S, Blair, W.B. (1996). The influence of recording systems on jitter and shimmer estimates. American Journal of Speech Language Pathology, 5 (2), 86-90.
Skordas, J. D. & Primus, M. A. (1997). Cerumen management in audiological practice. American Journal of Audiology, 6, 13-18. Also, published on the Internet at journals.asha.org/aja/
Grants
The Effectiveness of Required Training in Clinical Supervision for Speech-Language Pathologists Supervising Speech-Language Pathology Assistants. Funded by the Blumberg Center for Interdisciplinary Studies in Special Education, Indiana State University, Terre Haute, IN 47809 ($1,400) March, 1997.
McFadden, T.U. The effect of notation form on children¹s narratives: Pictography as a quick and easy planning tool. University of Wyoming Grant-in-Aid, 1996. ($5000)
McFadden, T.U. Creating a case example video for courses in language disorders. University of Wyoming CTE Teaching Improvement Grant, 1997. ($786)
McFadden, T.U., & Cooney, M. Teaching phonemic awareness in interactions around text for at-risk kindergartners. University of Wyoming Grant-in-Aid, 1998. ($4500)
Presentations
Haggard, R. S. & Primus, M. A. (1997). Classification of hearing loss in children. Presentation at the annual meeting of the American Academy of Audiology, Ft. Lauderdale, FL.
Ingrisano, D., Perry, C., McDonald, E.J., & Ackley, R.S. (1996, November). Environmental noise: A threat to voice analyses. Paper presented at the national convention of the American Speech-Language-Hearing Association, Seattle, WA.
Keintz, C. Professional Supervision in Speech-Language Pathology. Ten hour workshop presented for the Albuquerque Public Schools, Albuquerque, NM, December, 1997 (with R. Wood).
Keintz, C. Supervising Speech-Language Pathology Assistants Professionally: A Training Program in Clinical Supervision, Management, Leadership, and Self-Assessment. Ten hour workshop presented for the Maryland Speech-Language-Hearing Association, Baltimore, MD, January, 1998 (with R. Wood).
Keintz, C. Modeling Professional Interactions. A workshop presented at the Sixth Annual Colloquium on Teaching Excellence, Laramie, WY, May, 1996 (with B. Sullivan, F. Whitney, & E. McDonald).
Keintz, C. Student Clinical Experience: Is It Adequate in All Disorder Areas? A poster session presented at the American Speech-Language-Hearing Association Annual Convention, Seattle, WA, November, 1996 (with L.Chapman).
Keintz, C. Licensure vs. Certification: Eliminating the Confusion. A poster session presented at the Wyoming Speech-Language-Hearing Association Annual Convention, Casper, WY, October, 1997 (with N. Germany-Greer).
Keintz, C. What Wyoming Speech-Language Pathologists Should Know About Supervising Speech-Language Pathology Assistants. A poster session presented at the Wyoming Speech-Language-Hearing Association Annual Convention, Casper, WY, October, 1997 (with R. Wood).
Keintz, C. Recently Graduated Speech-Language Pathologists: What Do Employers Expect? A poster session presented at the American Speech-Language-Hearing Association Annual Convention, Boston, MA, November, 1997 (with L. Chapman).
Keintz, C. Supervising Speech-Language Pathology Assistants: Basic Answers to Basic Questions. A poster session presented at the American Speech-Language-Hearing Association Annual Convention, Boston, MA, November, 1997 (with R. Wood).
Keintz, C. Perceptions of Newly Certified Speech-Language Pathologists Concerning Graduate Clinical Preparation. A poster session presented at the American Speech-Language-Hearing Association Convention, San Antonio, TX, November, 1998 (with L. Chapman).
Laws, D.W., Perry, C.K., & Culpepper, C. (1996, November). Comparison of the TDH-39 and Madsen insert earphones. Paper presented at the national convention of the American Speech-Language-Hearing Association, Seattle, WA.
McFadden, T.U., & Sheldon, M. (1996). Increasing student awareness of narrative quality through holistic scoring training. Poster presentation at the ASHA Annual Convention, Seattle, WA, November 23.
McFadden, T.U., van Kleeck, A., & Gillam, R. (1996). Pictography and narrative composition: A quick and easy notation strategy. Poster presentation at the ASHA Annual Convention, Seattle, WA, November 23.
McFadden, T.U. (1997). The immediate effects of pictographic planning notation on children¹s narratives. Poster presentation at the Symposium on Research in Child Language Disorders, Madison, WI, May 30 & 31, 1997.
Trujillo, Adair R., & McFadden, T.U. (1997). An ethnographic investigation into speech-language pathologists¹ use of children¹s literature in language intervention. Poster presentation at the ASHA Annual Convention, Boston, MA, November 20-23, 1997.
Ukrainetz, T.A., Harpell, S., Walsh, C., & Coyle, C. (1998). Dynamic assessment as a non-biased assessment for Native American children. Poster presentation at ASHA Annual Convention, San Antonio, TX, November.
Schneider, P., Ukrainetz, T.A., Hughes, D., & Dube, R. (1998). Measures of narrative quality: Reliability, validity, and stimulus issues. Panel miniseminar presented at ASHA Annual Convention, San Antonio, TX, November.
Ukrainetz, T.A., Harpell, S., Walsh, C., & Coyle, C. (1999). Determining difference from disorder through dynamic assessment with Native American kindergartners. Technical talk presented at the Texas Research Symposium on Language Diversity, Austin, Tx, February.
Ukrainetz, T.A., Dyer, S.K., & Kysar, A. (1999). An investigation into teaching phonemic
awareness through storybook interactions. Poster presentation at the Symposium on Research in Child Language Disorders, Madison, WI, June 3 & 4.
McFadden, T.U. (1997). The immediate effects of pictographic planning notation on children¹s narratives. Poster presentation at the Wyoming Speech, Language, and Hearing Annual
Convention, October 4.
Ukrainetz, T.A. (1999). Determining difference from disorder through dynamic assessment with Native American kindergartners. Presentation at the University of Wyoming College of Health Sciences Research Colloquia Series, February 24.
Perry, C.K., Ingrisano, D. R-S, & Palmer, M. (1998, November). Effects of environmental noise on computer-derived voice estimates from females. Paper presented at the national convention of the American Speech-Language-Hearing Association, San Antonio, TX.
Perry, C.K., Klee, T.M., Carson, D.K., & Hime, L.K. (1997, November). Phonological profiles of late-talking 24-month-olds: Predicting outcomes at 36 months. Paper presented at the national convention of the American Speech-Language-Hearing Association, Boston, MA.
Perry, C.K., Zupan, H., & Chapman, L. (1997, November). Intra-subject reliability on two scales of communication attitudes for stutterers. Paper presented at the national convention of the American Speech-Language-Hearing Association, Boston, MA.
Perry, C.K., & Gillgannon, S.E. (1996, November). The efficacy of amplified auditory bombardment using Hodson/Paden's cycles approach. Paper presented at the national convention of the American Speech-Language-Hearing Association, Seattle, WA.
Perry, C.K., & Kasler, D. (1998, October). Wyoming Cleft Palate Team. Presentation at the annual meeting of the Wyoming Speech-Language-Hearing Association, Cody, WY.
Primus, M. A. & Skordas, J. D. (1996). Cerumen management in audiological practice. Presentation at the annual meeting of the American Academy of Audiology, Salt Lake City, UT.
School of Nursing
Publications
Beeken, Jan (1998). The effectiveness of neuromuscular release massage therapy in individuals with chronic obstructive lung disease. Clinical Nursing Research.
Beeken, Jan (1998). An experience with research by committee. Journal of Nursing Staff Development.
Beeken, Jan (1997). The relationship between self-concept and critical thinking in staff nurses. Journal of Nursing Staff Development.
Beeken, Jan (1997). Teaching critical thinking skills to undergraduate nursing students. Nurse Educator.
Beeken, Jan (1997). An experience with research by committee. Journal of Nursing Staff Development.
Beeken, Jan. (1996). Mother as vocation: Implications for home care nursing. Home Care Nursing.
Beeken, Jan. (1996). Teaching critical thinking skills to undergraduate nursing students. Nurse Educator.
Burman, Mary (1998). Benefits and barriers to well-child care: Perceptions of mothers in a rural state. Public Health Nursing.
Burman, Mary (1997). Rural dwellers’ fears and perceptions of cancer treatment. Public Health Nursing.
Burman, Mary (1997). Concerns of rural men and women experiencing cancer. Oncology Nursing Forum.
Burman, Mary (1997). Informational needs of caregivers of terminal patients in a rural state. Home Healthcare Nurse.
Burman, Mary. (1996). Rural nurse practitioners: Ethical dilemmas. Journal of American Academy of Nurse Practitioners.
Burman, Mary. (1996). Daily symptoms and responses in adults: A review. Public Health Nursing.
Burman, Mary. (1996). Nurturing longitudinal samples. Western Journal of Nursing Research.
Burman, Mary. (1996). Nursing of rural elders: Myths and reality. Advances in Gerontological Nursing.
Burman, Mary. (1996). Delivery of childhood primary care services in Wyoming. Journal of the American Academy of Nurse Practitioners.
Dale, Marcia. (1996). Teaching critical thinking skills to undergraduate nursing students. Nurse Educator. (Co-authored with Jan Beeken).
Hanna, Kathleen (1997). An oral contraceptive scale for female adolescents. Western Journal of Nursing Research.
Hanna, Kathleen (1997). Evaluation of an AIDS prevention program with high school students and their sexual risk taking behaviors. Issues in Comprehensive Pediatric Nursing.
Hanna, Kathleen. (1996). Helping grieving parents explain a perinatal death to children. Journal of Perinatal Education.
Harris, Catherine. (1996). Therapeutic touch with adolescent psychiatric patients. Journal of Holistic Nursing.
Humenick, Sharron (1998). Breastfeeding and health professional encouragement. Canadian Journal of Nursing Research.
Humenick, Sharron (1998). Breast-milk sodium as a predictor of breastfeeding patterns. Journal of Perinatal Education.
Humenick, Sharron (1997). Effects of parity and weaning practices on breastfeeding duration. Public Health Nursing.
Humenick, Sharron (1997). Does early supplementation affect subsequent breastfeeding? Clinical Pediatrices.
Humenick, Sharron (1997). Factors encouraging sustained breastfeeding, and maternal activities used to soothe crying of 3-week-old breastfed infants. Journal of Perinatal Education.
Humenick, Sharron. (1996). Maternal activities used to soothe crying of 3-week old breastfed infants. Journal of Perinatal Education.
Humenick, Sharron. (1996). Development of the H & h Lactation Scale. Nursing Research.
Humenick, Sharron. (1996). Does early supplementation affect subsequent breastfeeding? Pediatrics.
Humenick, Sharron. (1996). Editorials and commentaries: Birth, the Journal of Perinatal Education, Journal of Human Lactation.
Ide, Bette (1997). Development of a farm-ranch stress scale. Journal of Rural Community Psychology.
Ide, Bette. (1996). Family disruption from illness scale in B. H. Stamm (ed.) Measurement of Stress, Trauma, and Adaptation.
Ide, Bette. (1996). Farming/Ranching stress scale II in B. H. Stamm (ed). Measurement of Stress, Trauma, and Adaptation.
McKay, Susan (1998). The effects of armed conflict on girls and women. Peace and Conflict: Journal of Peace Psychology.
McKay, Susan (1997). Maternal health care at Heart Mountain, Wyoming: Japanese-American relocation camps. Birth: Issues in Perinatal Care.
McKay, Susan (1997). The United Nations platform for action: Critique and implications. Peace and Conflict: Journal of Peace Psychology.
McKay, Susan. (1996). Rendering peace psychology. Journal of Peace Psychology.
Stepans, Mary Beth (1997). Birthing briefs. Journal of Perinatal Education.
Whitney, Fay (1998). Health on horseback: Managed care in rural health. Topics in Stroke Rehabilitation.
Whitney, Fay (1998). Effects of medical illness on stroke functional outcome. Topics in Stroke Rehabilitation.
Whitney, Fay (1998). Depression in stroke survivors: Gender issues. Stoke: Journal of Cerebrovascular Disease.
Whitney, Fay (1998). Stroke as a chronic illness: Living to the fullest. Stroke and Quality of Life Issues.
Wilkerson, Norma (1997). Screening and assessment for substance abuse in the childbearing population. Journal of Perinatal Education.
Wilkerson, Norma (1997). Independent study continuing education program: Screening and assessment for substance abuse in the childbearing population. . Journal of Perinatal Education.
Wilkerson, Norma. (1996). Appraisal of early postpartum discharge programs, Journal of Perinatal Education.
Grants
Dale, Marcia. (in progress) Nursing Traineeship Grant. Award: $27,229
Dale, Marcia. (in progress) Socrates Foundation Grant. Award: $4,000
Hanna, Kathleen. (in progress) Health enhancing, risk taking and diabetes regimen adherence behaviors of adolescents and young adults with diabetes. Award: $6,000
Harris, Catherine. (in progress) Alzheimer’s consultation, Education, and Training. Award: $138,000 (held by the University of New Mexico)
Humenick, Sharron. (in progress) Editor of Journal of Perinatal Education. Funding: $27,236
Whitney, Fay. (in progress) Mountain and Plains partnerships. Award: $1,300,000 (held by Univ. of CO with $18,000 yearly to Wyoming.)
Wilson, Deborah. (in progress) VA Hospital Pain Management. Award to date: $2,275
Fac Pract
AY 95-96 Hlthwise - $813.59` X X
Steiner - $80
Wolff - $1580
Jansa - $2959.50
Cathedral Home - $1787.39
JPE - $4400.88
This is after costs have been deducted
2/96 Project: Nursing Ethics
UW-Ctr for Ethics $1,000 Funded
Fay Whitney
Summer 1996
4/96 Travel Grant/Computer Testing
UW-CTE $300
Mary Burman
Spring, 1996 Funded
5/96 Travel to WRSN for
Grad School Graduate Students
V. Conley, C. Doedyns, and
C. Hutchinson
$500 Funded
May, 1996
6/96 Nursing Intervention: Rural
NCNR Dwellers & Chronic Illness Funded through Montana
$1,093,629
Subcontract $10,669 to UW
Mary Burman etal Montana State
Dates: 4/97 - 3/01
8/96 Instruc/TravelGrant Funded
UW-CTE HlthCare Implications of Child
Abuse and Incest
$628
Bette Ide
August, 1996
8/96 Instruc/Travel Grant Funded
UW-CTE Educ for a New Century of Nursing
UW-SON $1000 + $244 SON
Terri Wolff
August, 1996
9/96 Health Behaviors of Adolescents Funded
Am Assoc with Diabetes
of Diabetes Kathleen Hanna
STT $6000
Dates: 1/97 to 12/97
Date Project Title/Investigator Appr Not App Fund
10/96 Masters Education Funded
Fac Growth Award Jan Beeken
$350
Dates: 1/97 - 6/97
10/96 Research Instrument Funded
Fac Growth Award Bette Ide
$300
Dates: 1/97 - 6/97
10/96
Fac Growth Award S McKay
$675 Funded
10/96 International Travel Grant Funded
UW - Intnl Travel S. McKay
$2,000
96-97 Ac Year
10/96 Strengthing Emerging Women & Leaders Not Funded
Compton Fdtn Peacebuilding Capacties
S McKay
$75,251.70
1-1-97
11/96 Robert Wood Johnson (MAPP) Funded
RWJ 6 year grant for MAPP
F Whitney
$20,000 per year
1-1-97 - 12-31-03
12/96 IRT
Hlth Resources/Service Interdisciplinary Rural Training Not Funded
Admin; Br of Hlth Fay Whitney/Carol Erickson
Professinals Rural Hlth Care Program
$
12/96
US Institute of Peace Post-Settlement Peacebuilding Not Funded
Revised 9/96 jrr S McKay
c:\file\research\grants $49,989.97
June 1, 1997 to Nov 15, 1998
12/96 Nurse Traineeship X X
NIH M. Dale
$37,038
July 1997 thru June 1998
1/97 A Feminist analysis of Peacemaking Not Funded
MacArthur Foundation and Peacebulding with Gender-Specific
Case Studies
Dr. Susan Mckay
$100,000
1-1-98 – 6-30-99
2/97 Socrates Foundation Funded
Soctrates Fdtn M Dale
$4,000
Jan 1, 1997 thru December 30, 1997
Date Project Title/Investigator Appr Not App Fund
2/97 Nicotine and Movement Funded
UW /Faculty Grant in Aid Dr. Mary Beth Stepans
$3,707
9-97 to 6-98
2/97
UW/Faculty Grant In Aid A Feminist Analysis of Peacemeking Not funded
and Peacebuilding
Dr. Susan Mckay
$5000
9-97 to 6-98
2/97 Report on Women and PeaceBuilding Funded - July 1997
Int’ Centre for Susan McKay
Human Rights $4310.40
July 1, 1997 – June 30, 1998
2/97 Insufficient Milk Supply: Nursing DX and Interventions Not Funded
NIH Sharron Humenick
$462,736
12/1/97 – 11/30/99
3/97 Stroke Trajectory and Management Funded – March 1998
Rehabilitation Nrsg Dr. Mary Burman
Foundation $5,140
1-1-98 to 12-31-98
5/97 Neuromuscular Release Massage Therapy in Lung Disease
NIH Dr. Jan Beeken
$481,259 Not Funded
1-1-98 to 12-31-02
6/97 MAPP – Supplemental Funding
Univ CO F. Whitney
$3000 – ending June 30, 1997 Funded
$1126 – Travel to Florida – Dec, 30, 1997
18,600 – 8/97
9/97 Research/Training project on Women & Peacebuilding
Int’l Dev Research Ctr S McKay
15,539 Funded 3-98
For 2-98 thru 2-99
10/97 Teaching Improvement Grant Not Approved
CTE Jan Beeken
Assessment of Critical Thinking
10/97 – 6/98
$1198
CTE Teaching Improvement Grant Approved
Mary Burman
10/97 – 6/98
$875
Amer Lung Assoc Neuromuscular Release Massage Not Funded
Therapy in Lung Disease
Jan Beeken
$55,916
7/1/98 – 6/30/00
Date Project Title/Investigator Appr Not App Fund
Glaxco Welcome Therapuetic Decision-Making Approved 3-98
Mary Burman
3-98 – 3 – 99
$4987.50
11/97 Nursing Traineeship Funded
NIH Marcia Dale
Written: No request made
Funded: $26,795
7/98 – 6/99
1/98 M. Dale Funded
Socrates Capitol Improvement
$4500
1/98 –12/98
2/98
FGIA - UW Beeken/Stepans Funded
Biofeedback Therapy
$4929
4-98 – 12-98
Am Massage Therapy Jan Beeken Not Funded
Assoc Foundation Neuromuscular Release Massage
$19,940
9/1/98 to 8/31/99
4/98 Mary Beth Stepans
State of Wyoming School Nurse & Tobacco Use Prevention Funded 5/98
Written: 25,539
Funded:$5,000
4/98 – 1/2000
Contract signed 5/98
4/98 Fay Whitney
GLAXCO Welcome Written: $10,000 To Senior Center
Funded: $10,000
6/98 Susan McKay Funded
Women’s Peace Building Initiative
$10,000
7/98 Kathleen Hanna Funded
Ruth Perkins Kuehn Transfer of Diabetes Mgmt
Research Award $5,000
Univ of Pittsburgh 10-1-98 to 10-1-99
Awarded 8/98
10/98 Mary Calkins
Am Nephrology Nurses Assoc The Hlth Self-Determinism Index as a
Predictor of Adherence in renal dialysis
Patients
$2,500
1/1/99 – 12/31/99
Date Project Title/Investigator Appr Not App Fund
10/98 Mary Calkins
STT Am Nephrology Nurses Assoc The Hlth Self-Determinism Index as a
Predictor of Adherence in renal dialysis
Patients
$6,000
1/1/99 – 12/31/99
10/98 Cheryl Koski/F Whitney
US Dept of Education RN to MS On-Line: A Rural Solution to
Professional Nursing
$351,256
1999-2003
10/98 C Koski
CTE Instructional Improvement Grant Proposal Funded
On Distance Learning Course with a
Web-Based Organization Component
$944
10-98 – 6-30-99
1/99 M Dale Funded
Socrates Capital Improvement
$4000
1/99-12/99
2/11/99 Sharon Cumbie
CTE Community Action as Classroom Funded
$1708
2-99 – 6-30-99
2/12/99 Sharon Cumbie
FGIA Co-Operative Community Action Project
$4967.50
Presentations
Beeken, Jan. (1998). The Effectiveness of Neuromuscular Release Massage Therapy in Individuals with Chronic Obstructive Lung Disease, Rural Nursing Conference, Greeley, CO.
Beeken, Jan. (1996). 11th Annual WIN Conference – The Effectiveness of Massage therapy in Treating Classic Lung Disease.
Beeken, Jan. (1997). The Effectiveness of Neuromuscular Release Massage Therapy in Individuals with Chronic Obstructive Lung Disease. Western Institute of Nursing Assembly.
Burman, Mary. (1998). Biofeedback therapy: Effective in reducing frequency, severity, and duration of symptoms, Rural Nu5sing Conference, Greeley, CO.
Burman, Mary. (1997). Poster presentation at the 9th Annual Rural Nursing conference, Greeley, CO.
Burman, Mary. (1996). 29th Annual Western Society of Research in Nursing – Rural dwellers cancer fears and perceptions of cancer treatment. (Also a refereed abstract.)
Burman, Mary. (1996). 29th Annual Western Society of Research in Nursing – Rurality, leisure and chronic illness. (Also a refereed abstract.)
Calkins, Mary (1998). Self-determinism and health promoting behaviors in adults: Their effect on health, Western Institute of Nursing.
Hanna, Kathleen. (1998). Involvement in health enhancing, health compromising, and diabetes mismanagement behaviors among adolescents with diabetes, American Association of Diabetes Educators.
Hanna, Kathleen. (1998). Nursing Forum – A condom perception scale for use with adolescents and young adults, Society of Adolescent Medicine:
Hanna, Kathleen. (1997). Junior and Senior High School Students’ Risk-taking Behaviors: Unidemensional or Multidimensional? Sigma Theta Tau 9th International Nursing Research Congress, Vancouver, BC.
Hanna, Kathleen. (1996). International Nursing Research Conference, Vancouver, Canada – Junior and Senior high school student’s risk taking behavior: Unidimensional or multidimensional.
Hanna, Kathleen. (1996). 29th Annual Western Society of Research in Nursing – Development of an adolescent/young adult condom self-efficacy scale.
Hanna, Kathleen. (1996). Midwest Nursing Research Society – Psychometric characteristics of a female adolescent oral contraceptive belief scale.
Harris, Catherine. (1996). UNM Center for Continuing Education – Behavioral manifestations of Alzheimer’s disease.
Harris, Catherine. (1996). La Posda de Albuquerque – Coping with loss.
Humenick, Sharron. (1997). Breastmilk Sodium and Subsequent Breastfeeding Patterns, Western Institute of Nursing Research Conference, Portland, OR.
Humenick, Sharron. (1997). Linking Childbirth Experiences, Stress, Breastfeeding and Early Parenting. World-Wide Childbirth Educator Conference, Budapest and Lethbridge Canada.
Humenick, Sharron. (1996). Emory University Breastfeeding Conference – (no titled available)
Humenick, Sharron. (1996). ANA Council of Nurse Researchers – Development and validation of a model of lactation.
Humenick, Sharron. (1996). Perinatal Conference – Breastmilk sodium and subsequent breastfeeding patterns.
Humenick, Sharron. (1996). Best Beginnings and WIC Programs – Insufficient milk supply; and community organization to support breastfeeding.
Humenick, Sharron. (1996). 11th Annual WIN Conference – (No title available)
Ide, Bette. (1997). Rural versus frontier: Are needs different? Display presentation at the 9th International Nursing Research Congress, Vancouver, BC.
Ide, Bette. (1996). 19th Annual Western Society of Research in Nursing – Initial development of the family disruption from illness scale.
Ide, Bette. (1996). 49th Annual Scientific Meeting of the Gerontological Society of America – Age differences in perceived family disruption from illness in a rural sample. (Also a refereed abstract).
Ide, Bette. (1996). International Nursing Research Conference, Vancouver, Canada – Rural vs. frontier: Are needs different.
McKay, Susan. (1997). Women and Peacebuilding: An Interdisciplinary Comparative Analysis of Women’s peacebuiding Approaches. Conference at the University of California, Riverside.
McKay, Susan. (1997). Keynote Speaker, Birth, Politics and Power: Women, Caregivers and Birth Environments. 22nd Annual March of Dimes Birth Defects Foundation Perinatal Nursing conference, Chicago, IL.
McKay, Susan. (1997). Visiting Face for Women’s History Month, "Young Women at Hearth Mountain, Wyoming" and "Gendering Peace Psychology", University of the Pacific, Stockton, CA.
McKay, Susan. (1997). Invited participant at the 5th International Symposium on the contributions of Psychology to Peace, Melbourne, Australia.
McKay, Susan. (1996). Birth Global Peace Conference – Promoting peace and human security: The UN platform for action –Beijing, China.
Stepans, Mary Beth. (1998). Identification of the Number of School Nurses who are experts in Tobacco Prevention Activities, WY Tobacco Prevention Coalition Meeting.
Stepans, Mary Beth. (1998). Biofeedback Therapy: Effective in Reducing frequency, Severity, and Duration of Symptoms, 10th Annual Rural Nursing Conference.
Stepans, Mary Beth. (1997). Infant exposure to cigarette smoke. 9th Annual Rural Nursing Conference, Greeley, CO.
Stepans, Mary Beth. (1997). Infant exposure to cigarette smoke. 30th Communicating Nursing Research Conference, Portland, OR.
Stepans, Mary Beth. (1997). Infant exposure to cigarette smoke. Sigma Theta Tau International 34th Biennial Convention, Indianapolis, IN.
Stepans, Mary Beth. (1997). Infant exposure to cigarette smoke. Society of Behavioral Medicine’s 18th Annual Meeting, San Francisco, CA.
Stepans, Mary Beth. (1996). Society of Behavioral Medicine – Infant exposure to cigarette smoke.
Stepans, Mary Beth. (1996). 9th Annual Rural Nursing Conference – Infant exposure to cigarette smoke.
Stepans, Mary Beth. (1996). 11th Annual WIN Conference – Infant exposure to cigarette smoke.
Taheri-Kennedy, Beverly. (1996). 5th National Conference – Ballarat, Australia – Cultural rurality: Implications for nursing. (Also a refereed abstract)
Whitney, Fay (1998). Depression and Behavioral Changes Following Stroke, Nebraska Nurse Practitioners 7th Annual Primary Care Conference.
Whitney, Fay (1997). Nursing Research in Stroke, 4th North American Stroke Meeting, Montreal, Quebec.
Whitney, Fay (1997). Caring for the Caregiver, Nursing Symposium in Depression, Wheatland, WY.
Whitney, Fay (1997). Depression in the Stroke Population, International Stroke Meeting, Denver, CO.
Wilkerson, Norma. (1997). Perinatal Substance Abuse Prevention, United Medecal Center Clinical Conterence.
Wilkerson, Norma. (1996). Hospice Care Conference – Grief interventions in hospice care.
Note: Pharmacy list covers one year.
School of Pharmacy
Publications
Bruyere, H.J., Jr., and Culver, B., "Bacterial Meningitis", Pharmacy Times, 6 (4):90-102 (April 1998).
Hardigan, P.C., "The Significance of Academic Merit, Test Scores and Faculty Interviews on the Admission Process: A Case Study," American Journal of Pharmaceutical Education, 62S: (1998) (Abstract).
Hardigan, P.C., "Linking Job Satisfaction and Career Choice with Personality Styles: An Exploratory Study of Practicing Pharmacists," Journal of the American Pharmaceutical Association, 38:288 (1998) (Abstract).
Lai, L., Hardigan, P.C., and Carvajel, M.J., "Teaching Research Design and Statistics in a Nontraditional Pharm.D. Program via ISDN Interactive Distance Learning System, American Journal of Pharmaceutical Education, 62S: (1998). (Abstract).
Hussain, M.D. Vadatala, G.K., Mehver, R., and Rogers, J.A., "Preparation and Release of Ibuprofen from Polyacrylamide Gel," Drug Development and Industrial Pharmacy, 25:265-271 (1998).
Ranelli, P.L., "Family Caregiving and Medication-Related Outcomes Within a Research Experience for Undergraduate Pharmacy Students," American Journal of Pharmaceutical Education, 62S: (1998). (Abstract).
Ranelli, P.L., Bartsch, K., and Loudon, K., "Medication Taking: Perceptions of Pharmacists About Children and Families," Proceedings of the American Public Health Association 126th Annual Meeting, Washington, D.C., 2339:297 (November 17, 1998). (Abstract).
Staggs, K.L., Austin, K.J., Johnson, G.A., Teixeira, M.G., Talbott, C.T., Dooley, V.A., and Hansen, T.R., "Complex Induction of Bovine Uterine Proteins by Interferon-Tau," Biology of Reproduction, 59:293-297 (1998).
Teixeira, M.G., and Hussain, M.D., "The Use of Poster/Podium Presentations in First Year Pharm.D. Courses," American Journal of Pharmaceutical Education, 62S: (1998). (Abstract).
Yamreudeewong, W., Ranelli, P.L., and Fazio, A., "Pharmacist-Assisted Management of Uncontrolled Hypertension: A Case Report," Hospital Pharmacy, 33:673-675, 697 (1998).
Oliphant, C.M., "Urinary Tract Infections," Drug Store News Chain Pharmacy, February 1998.
Bonnema, S.M., and Oliphant, C.M., "Vancomycin Prescribing Patterns in a Frontier Hospital," International Pharmaceutical Abstracts, 35 (21):2270 (November 15, 1998). (Abstract).
Steiner, J.F., and Steiner, S.H., "Pregnancy and Ovulation: Home Diagnosis," Drug Store News for the Pharmacist, November 23, 1998.
Steiner, S.H., and Steiner, J.F., Chapter 18, "Pharmaceutical Pain Management" in Nichols, J.H., and Humenick, S.S., eds., Childbirth Education: Practice, Research, and Theory, Second Edition (1998).
Steiner, J.F., Introduction "Drugs to Prevent and Treat Pain"; Chapter 27 "Peptic Ulcer Agents"; Chapter 30 "Antiemetic and Emetic Agents" in Essentials of Clinical Pharmacology in Nursing, Second Edition, Springhouse Corporation, Springhouse, PA, 1998.
Steiner, J.F., "Laboratory Test Follow-up Guidelines," Nurse Practitioner’s Drug Handbook, Second Edition, Springhouse Corporation, Springhouse, PA, 1998,
Sullivan, B.A., Henderson, S. and Davis, J., "Gestational Diabetes," Journal of the American Pharmaceutical Association, 38:364-373 (1998).
Sutherland, L.G., "Need for Therapeutic Guidelines for Antipsychotics Under a Prescription Cap," American Journal of Health-System Pharmacy, 55: Suppl 4:S19-S22 (1998).
Yamreudeewong, W., Lower, D.L., Kilpatrick, D.M., et al., "Evaluation of a Newly Implemented Weight-Based Dosing for Improving Heparin Therapy," International Pharmaceutical Abstracts, 35 (21):2285 (November 15, 1998) (Abstract).
Yamreudeewong, W., Ranelli, P.L., and Fazio, A., "Pharmacist-Assisted Management of Uncontrolled Hypertension: A Case Report," Hospital Pharmacy, 33:673-675, 679 (1998).
Carvajal, M.J., and Hardigan, P.C., "Preferences and Expectations of Pharmacy Students: Some Inter-gender and Inter-ethnic Comparisons," Proceedings from the Symposium for the Eradication of Social Inequality: The Effects of Race, Class and Gender on Teaching and Learning, UW, Laramie, WY, p. 28 (1998).
Ranelli, P.L., Teaching Public Health to Pharmacy Students at the University of Wyoming. Report requested by the Centers for Disease Control and Prevention for Health Promotion and Education databases, March 1998.
Ranelli, P.L., Pharmacists’ Perceptions of Children and Families: Preliminary Results. Report requested by the United States Pharmacopeia ad hoc Panel on Children and Medicine, January 1998.
DeBisschop, M., "Leukotriene Modifiers in Asthma," Drugstore Cowboy. (1998)
Herner, S.J., "Migraine: New Options for Acute Treatment," Drugstore Cowboy, 1, 3-4 (1998).
Scalley, R.D., PVH Guide to Antimicrobial Therapy, Poudre Valley Hospital, (1998)
Scalley, R.D., "New Drug Summary," Pharmacy and Therapeutics Newsletter, Poudre Valley Hospital. Seven articles with practicum students.
In Press
Hardigan, P.C., and Cohen, S.R., "A Comparison of Osetopathic, Pharmacy, Physical Therapy, Physician Assistant and Occupational Therapy Students’ Personality Files: Implications for Education and Practice," Journal of Pharmacy Teaching.
Hardigan, P.C., and Cohen, S.R., "A Comparison of Osetopathic, Pharmacy, Physical Therapy, Physician Assistant and Occupational Therapy Students’ Personality Files: Implications for Education and Practice," Educational Resources Information Center.
Hardigan, P.C., and Cohen, S.R., "A Comparison of Personality Types Among Students Enrolled in Osetopathic, Pharmacy, Physical Therapy, Physician Assistant and Occupational Therapy Programs: What the Differences Mean," Journal of the American Osteopathic Society.
Ranelli, P.L., "Patient Communication," in Gennaro, A.R., (ed.) Remington: The Science and Practice of Pharmacy, 20th Edition, Williams & Wilkins, Baltimore, MD, 2000 (Book Chapter).
Ranelli, P.L., and Nelson, J.V., "Assessing Writing Perceptions and Practices of Pharmacy Students," American Journal of Pharmaceutical Education.
Foss, M., Schoch P., Sintek, C. "Efficient Operation of a High-Volume Anticoagulation Clinic," American Journal of Health-system Pharmacy, scheduled for March 1999.
Herner, S.J., and Mauro, L.S., "Epoprostenol in Primary Pulmonary Hypertension," Annals of Pharmacotherapy.
Steiner, J.F., and Marek, T.A., "Supplements and the Athlete," Drug Store News for the Pharmacist.
Yamreudeewong, W., Lower, D.L., Kilpatrick, D.M., et al., "Conversion from Nifedipine Extended Release (Procardia XL) to Amlodipine (Norvasc) in the Treatment of Hypertension," The Annals of Pharmacotherapy.
Grants
Bruyere, H.J., Jr., "The Roles of Reactive Oxygen Species and Apoptosis in Ethanol-Induced Ventricular Septal Defect," American Heart Association of Colorado and Wyoming, July 1998-June 2000, $54,531.00.
Hardigan, P.C., and Ranelli, R.L., "Professional Development Assessment and Research Center," National Association of Chain Drug Stores, November 1998, $21,200.00.
Hardigan, P.C., Competitive Travel Grant, University of Wyoming Alumni Association, 1998, $600.00.
Hussain, M.D., "Controlled Release of Morphine: Delivery and Pharmacokinetics in Rats," Rx Kinetics, Denver, CO, 1997. $8,326.00 (not previously reported).
Hussain, M.D., "Novel Formulations of Nonsteroidal Anti-inflamatory Drugs (NSAIDs) with Increased Efficacy and Reduced Gastrointestinal Toxicity," University of Wyoming Faculty Grant-in-Aid, 1998, $5,000.00.
Ranelli, P.L., and Teixeira, M.G., "Medications: History, Sources and Preparation," University of Wyoming Summer High School Institute for 1999, Instructional Grant; Faculty Fellows, $2,000.00.
Ranelli, P.L., "Family Caregiving and Medications Across Cultures," University of Wyoming International Programs International Travel Grant, November 1998, $2,000.00.
Ranelli, P.L., "Pharmacists’ and Physicians’ Perceptions of Medication Use Among People with Developmental Disabilities," WIND/DHHS-Inclusive Schools Support Communities, November 1998 – June 30, 1999, $5,400.00.
Ranelli, P.L., "Physician Views of Pharmacist-Physician Communication" American Pharmaceutical Association Foundation, January 1998, $1,000.00.
Teixeira, M.G., "Use of Abbott Products to Prepare Intravenous Admixtures in Sterile Products Laboratory" Abbott Laboratories, January 1998, $23,000 (in kind).
Sullivan, B.A., "Promotional Materials for Diabetes Patient Care Certificate Program for Pharmacists" Wyoming Area Health Education Center, June 1998 – August 30 1998, $825.00.
Sullivan, B.A., "Scholarships for Diabetes Patient Care Certificate Program for Pharmacists," State of Wyoming Diabetes Control Program, August 30, 1998, $2,000.00.
Sullivan, B.A., "Prescription and Non-Prescription Medications," Various Pharmaceutical Manufacturers, 1998, $9,750.00 (in kind).
Whitney, F., and Sullivan, B.A., "Prescriptions for Health: Promoting Medication Compliance Among Rural Elderly," Glaxo-Wellcome, 1998, $10,875.00 (awarded to Eppson Senior Center).
Yamreudeewong, W., "Conversion of Doxazosin (Cardura) to Terazosin (Hytrin) in the Treatment of Benign Prostatic Hyperplasia," Abbott Laboratories, September 1998 – present, $2,400.00 ($1,400.00 in kind).
Yamreudeewong, W., "Evaluation of a Newly Implemented Weight-Based Dosing Method for Improving Heparin Therapy," Pfizer, October 1997-present, $500.00 (not previously reported).
Baldwin, H.J., "Drug Utilization Review," State of Wyoming Department of Health Division of Health Care Finance, July 1, 1998 – June 30, 2000, $374,260.00.
Devereaux, D., "Regional DUR Coordinators Meeting," AstraMerck, August 27-31, 1998, $50,000.00.
Digh, Kiman, EPSCoR Research Fellowship, Summer 1998, $2,500.00.
Presentations
Bruyere, H.J., Jr., "The Value of Examining Spontaneously Aborted Human Embryos and Placentas," College of Health Sciences Fourth Annual Research Symposium, Laramie, WY, April 30, 1998. Third Place Award.
Carvajal, M.J., and Hardigan, P.C., "Preferences and Expectations of Pharmacy Students: Some Inter-Gender and Inter-Ethnic Comparisons," Symposium for the Eradication of Social Inequality: The Effects of Race, Class and Gender on Teaching and Learning, University of Wyoming, Laramie, WY, February 1998.
Chen, Q., and Culver, B.W., "Effects of Calcium Channel Agonists and Antagonists on Nociception and Blood Pressure in Rats," Annual Meeting of Society for Neuroscience, Los Angeles, CA, November 1998.
Comer, S.A., Shelabarger, J., Culver, B.W., and Hart, C., "Calcium Channel Agonist Enhances Nicotine-Activated Locomotor – Activity," College of Health Sciences Fourth Annual Research Symposium, Laramie, WY, April 30, 1998. Second Place Award.
Culver, B.W., "Effective of Antihypertensive Drugs on Blood Pressure and Nociception," Annual Neuroscience Retreat, Laramie, WY, April 1998.
Hardigan, P.C., "Personality Assessment and Pharmacy Practice," Rocky Mountain Drug Utilization Review Meeting, Jackson, WY, August, 1998 (Invited).
Hardigan, P.C., "The Significance of Academic Merit, Test Scores and Faculty Interviews on the Admission Process: A Case Study," American Association of Colleges of Pharmacy 98th Annual Meeting, Snowmass, CO, July 11, 1998.
Hardigan, P.C., "Myers-Briggs Psychological Evaluation: Developing Your Skills Through Self-Awareness," Florida Society of Health-Systems Pharmacy Annual Midyear Meeting, Ft. Lauderdale, FL, May, 1998 (Invited).
Hardigan, P.C., and Ranelli, P.L., "Linking Job Satisfaction and Career Choice with Personality Styles: An Exploratory Study of Practicing Pharmacists," College of Health Sciences Fourth Annual Research Symposium, Laramie, WY, April 30, 1998. Third Place Award.
Hardigan, P.C., "Linking Job Satisfaction and Career Choice with Personality Styles: An Exploratory Study of Practicing Pharmacists," American Pharmeceutical Association 145th Annual Meeting, Miami Beach, FL, March 1998.
Hussain, M.D., Brausch, J.F., and Nelson, K.F., "Improved Dissolution of Ibuprofen from Solid Dispersion with Phospholipids," American Association of Pharmaceutical Scientists Annual Meeting, San Francisco, CA, November 15, 1998.
Hussain, M.D., Brausch, J.F., and Nelson, K.F., "Improved Dissolution of Ibuprofen from Solid Dispersions with Phospholipids," College of Health Sciences Fourth Annual Research Symposium, Laramie, WY, April 30, 1998.
Lai, L., Hardigan, P.C., and Carvajal, M.J., "Teaching Research Design and Statistics in a Nontraditional Pharm.D. Program via ISDN Interactive Distance Learning System," American Association of Colleges of Pharmacy 98th Annual Meeting, Snowmass, CO, July 11, 1998.
London, K., Ranelli, P.L., and Bartsch, K., "Pharmacists’ Perception of Children and Families," Southwestern Society for Research in Human Development, Galveston, TX, March 19, 1998.
Nelson, J.V., and Ranelli, P.L., "WAC (Writing Across the Curriculum) in a School of Pharmacy: The Process of Change," Rocky Mountain Modern Language Association Meeting, Salt Lake City, UT, October 8, 1998.
Ranelli, P.L., Bartsch, K., and London, K., "Medication Taking: Perceptions of Pharmacists About Children and Families," American Public Health Association 126th Annual Meeting, Washington, D.C., November 17, 1998.
Ranelli, P.L., "Family Caregiving and Medication-Related Outcomes Within a Research Experience for Undergraduate Pharmacy Students," American Association of Colleges of Pharmacy 98th Annual Meeting, Snowmass, CO, July 21, 1998.
Ranelli, P.L., London, K., and Bartsch, K., "Medication Taking: Perceptions of Pharmacists About Children and Families," College of Health Sciences Fourth Annual Research Symposium, Laramie, WY, April 30, 1998.
Stith, C., and Hussain, M.D., "Develipment and Validation of an HPLC Method for Determination of an Antiprogesterone Compound RTI 3021-003 in Coyote Serum," American Association of Pharmaceutical Scientists Annual Meeting, San Francisco, CA, November 15, 1998.
Teixeira, M.G., and Hussain, M.D., "The Use of Poster/Podium Presentations in First Year Pharm.D. Courses," American Association of Colleges of Pharmacy 98th Annual Meeting, Snowmass, CO, July 19, 1998.
DeBisschop, M., "A Pharmacy Consultation Clinic: Evaluating Patient Education and Resident Learning in a Rural Family Practice Residency," Society of Teachers of Family Medicine/American Academy of Family Physicians Conference on Patient Education, Orlando, FL, November 1998.
Bonnema, S.M. and Oliphant, C.M., "Vancomycin Prescribing Patterns in a Frontier Hospital," American Society of Health-System Pharmacists 33rd Annual Midyear Clinical Meeting, Las Vegas, NV, December 6, 1998.
Sullivan, B.A., Helms, J.B., and Sullivan, B.P., "In Vitro Cytotoxicity of Ruthenium and Platinum Complexes of Tropolone Based Drugs Against Human Cancer Cell Lines K562 and COLO 205," College of Health Sciences Fourth Annual Research Symposium, Laramie, WY, April 30, 1998.
Yamreudeewong, W., Lower, D.L., Kilpatrick, D.M., et al., "Evaluation of a Newly Implemented Weight Based Dosing Method for Improving Heparin Therapy," American Society of Health-System Pharmacists 33rd Annual Midyear Clinical Meeting, Las Vegas, NV, December 6, 1998.
Culver, B.W., and Rayburn, C., "Drug Therapy of Neurochemical Imbalances," College of Health Sciences Sixth Annual Vision Conference, Laramie, WY, September 19, 1998 (Invited).
Hardigan, P.C., "Presenting Research at Professional Meetings: The Role of Poster Sessions," McNair Scholarship Program, Laramie, WY, July 1998.
DeBisschop, M., "Diabetes Care," Diabetes Patient Care Certificate Program for Pharmacists, Laramie, WY, August 28, 1998.
Steiner, J.F., "Pharmaceutical Care of the Patient with Depression," Annual Fall Continuing Pharmacy Education Meeting, Laramie, WY, September 12, 1998.
Steiner, J.F., "Pharmaceutical Care of the Patient with Ophthalmologic Disorders," Wyoming Pharmacists’ Association Annual Winter Meeting, Jackson, WY, February 28, 1998.
School of Physical and Health Education
Publications
Berger, B. G. (1996) Psychological benefits of an active lifestyle: what we know and what we need to know. Quest, 48, 330-353.
Berger, B. G., Grove, J. R., Prapavessis, H., & Butki, B. (1997). Relationship of swimming distance, expectancy, and performance to mood states of competitive athletes. Perceptual and Motor Skills, 84. 1199-1210.
Berger, B. G., Owen, D. R., Motl, R. W., & Parks, L. (1998). Relationship between expectancy of psychological benefits and mood alteration. International Journal of Sport Psychology, 29. 1-16.
Berger, B.G., & Owen, D. R. (1998). Relationship of low and moderate intensity exercise with acute mood changes in college joggers. Perceptual and Motor Skills, 87. 611-621.
Byra, M. (1996). Post-lesson conferencing strategies and preservice teachers' reflective practices. Journal of Teaching in Physical Education, 16. 48-65.
Byra, M., & GocKarp, G. (in press). Data collection techniques in qualitative studies in physical education teacher education. Journal of Teaching in Physical Education.
Byra, M., & Jenkins, J. (1998). The thoughts and behaviors of learners in the inclusion style of teaching. Journal of Teaching in Physical Education, 18. 1-17.
Coulon, S. C., & Byra, M. (1997). Investigating the post-lesson dialogue of cooperating and student teachers with student teachers. The Physical Educator, 54. 1-10.
Conklin, S. C. (1997). Sexuality education in seminaries and theological schools: Perceptions of faculty advocates regarding curriculum and approaches. Journal of Psychology and Human Sexuality, 9. 143-174.
Conklin, S. C. (1997). Faculty perceptions of support for professional sexuality education of clergy. SIECUS Report, 25. 13-16.
Coulon, S. C., & Byra, M. (1997). Investigating post-lesson dialogue of cooperating and student teachers. The Physical Educator, 54. 2-10.
Ernst, M., & Byra, M. (1998). What does the reciprocal style of teaching hold for junior high school learners? The Physical Educator, 55. 24-37
Gosselin, L. E., C. Adams, T. A. Cotter, R. J. McCormick, and D. P. Thomas. (1998). Effect of exercise on passive stiffness in locomotor skeletal muscle: role of extracellular matrix. J. Appl. Physiol., 85. 1011-1016.
McCormick, R. J. & D. P. Thomas. (1998). Collagen crosslinking in the heart: relationship to development and function. Basic and Applied Myology, 8. 143-150.
Rose, B., Larkin, D., & Berger, B. G. (1997). Coordination and gender influences on the perceived competence of children. Adapted Physical Activity Quarterly, 14. 210-221.
Rose, B. A., Larkin, D., & Berger, B. G. (1997). Motivational orientations in poorly and well coordinated children. Adapted Physical Activity Quarterly, 14. 210-221.
Rose, B. A., Larkin, D., & Berger, B. G. (In press). Motivational orientations in poorly and well coordinated children. Adapted Physical Activity Quarterly.
Rule, D. C., M. K. Andersen, J. W. Bailey, L. Swain, S. J. Ficek, and D. P. Thomas. (1996). Frozen storage of ovine, and rat tissues adversely affects lipoprotein lipase activity. J. Nutr. Biochem., 7 577-581.
Thomas, D. P., O. Hudlicka, M. D. Brown, and D. Deveci. (1998) Alterations in small arterioles precede changes in limb skeletal muscle following myocardial infarction. Am. J. Physiol: Heart Circ. Physiol., 275. H1032-H1039.
Berger, B. G., Brook. K., Leuschen, P. S., & Owen, D. (1998). Winning and losing: Does it affect mood after a competitive event? Journal of Applied Sport Psychology, [Supplement] 10, 123.
Berger, B. G., Motl, R. W., & Leuschen, P. S. (1998). Enjoyment of recreational swimming: Possible moderating influences of age and gender. Journal of Applied Sport Psychology, [Supplement] 10, 141.
Berger, B.G. (1996). Psychological benefits of an active lifestyle: What we know and what we need to know. Quest, 48. 330-353.
Burgess, M. L., L. Terracio, S. Kaufman, V. Kovanen, and D. P. Thomas. (1996). Role of matrix in muscle development and adaptation. Med. Sci. Sports Exerc., 28. S81.
Byra, M. (1998). Researchers as teachers - putting theory into practice: Teacher effectiveness and student learning. Research Quarterly for Exercise and Sport Supplement, 69. 78.
Jenkins, J., & Byra, M. (1996). An exploration of theoretical constructs associated with the spectrum of teaching styles. AISEP International Seminar Proceedings, 54.
Motl, R. W., & Berger, B. G. (1997). Enjoyment of rock-climbing and recreational swimming: Possible personality influences. Journal of Applied Sport Psychology, [Supplement] 9,135.
Motl, R. W., Bieber, S. L., & Berger, B. G. (1997). A multigroup invariance factor analysis of the physical activity enjoyment scale: Comparison of enjoyment among rock-climbers, swimmers, and wellness students. Journal of Applied Sport Psychology, [Supplement] 9,134.
Motl, R. W., Davis, S. L., Berger, B. G., & Wilkinson, J. G. (1997). Mood and serum cortisol responses to a maximal exercise test and one high-intensity interval training session. Journal of Applied Sport Psychology, [Supplement] 9,135.
Motl, R. W., & Berger, B. G. (1996). Environmental risk and mood states: An investigation of swimmers and rock-climbers. Journal of Applied Sport Psychology, [Supplement] 8,19.
Motl, R. W., Leuschen, P. S., & Berger, B. G. (1996). Personality traits of adult exercisers: Do they differ according to gender and age? Journal of Applied Sport Psychology, [Supplement] 8,151.
Motl, R. W., Berger, B. G., & Leuschen, P. S. (1996). Strong mood benefits in swimmers, but no evidence of gender and age influences. Journal of Applied Sport Psychology, [Supplement] 8,160.
Rose, B., Larkin, D., & Berger, B. G. (1996). Motivational orientation in poorly and well conditioned children. Journal of Applied Sport Psychology, [Supplement] 8,14.
Thomas, D. P., O. Hudlicka, and M. D. Brown. (1996). Skeletal muscle microcirculation and performance in rats with non-failing myocardial infarction (MI). The Physiologist, 39. A-45.
Thomas, D. P., O. Hudlicka, and M. D. Brown. (1997). Chronic electrical stimulation normalizes resting arteriolar diameter but not vasoreactivity in skeletal muscle of rats with myocardial infarction. Med. Sci. Sports Exerc., 29. S35.
Thomas, D. P., O. Hudlicka, M. D. Brown, and D. Deveci. (1997). Microcirculation, capillary density and fibre type changes in skeletal muscle of rats following myocardial infarction. Int. J. Microcirc., 17. 208.
Thomas, D. P., L. E. Gosselin, T. A. Cotter, X. Li, K. Schalk, C. A. Emter, and R. J. McCormick.. (1998). Exercise training attenuates aging-associated alterations in extracellular matrix characteristics in left but not right ventricle. Med. Sci. Sports Exerc., 30. S26.
Wilkinson, J. G., D. T. Martin, and S. D. Zimmerman. (1996). Testosterone-cortisol ratio is not a good marker of overtraining. Physiologist, 39. A83.
Wilkinson, J. G., E. A. Laguardia, R. W. Motl, S. L. Davis, and J. Smith-Sonneborn. (1997). Variable expression of ubiquitin and HSP 70 following graded cycling exercise. Med. Sci. Sport Exerc., 29. S296.
Yengo, C. M., S. D. Zimmerman, R. J. McCormick, and D. P. Thomas. (1996). Influence of exercise training on collagen traits of myocardium and skeletal muscle from infarcted rates. Med. Sci. Sports Exerc., 28. S637.
Grants
American Heart Association, Grant-In-Aid Proposal. (Wyoming Affiliate). "Extracellular modifications to left ventricular collagen post-myocardial infarction." $60,000. Awarded 7/1/98 (Co-PI) to D. Paul Thomas.
UW Center for Teaching Excellence, "Classroom modernization fund." $21,600. Awarded 1996 to Tami Benham-Deal.
Wyoming Department of Education, "Health-risk behavior school pilot sites." $14,701. Awarded 1/1/96 to Ward K. Gates.
Wyoming Department of Education, "YRBS preparation." $6,000. Awarded 1/1/96 to Ward K. Gates.
Wyoming Department of Education, "Health-risk behavior training evaluation." $14,665. Awarded 1/1/97 to Ward K. Gates.
Wyoming Department of Education, "Youth risk behavior survey." $9,067. Awarded 1/1/97 to Ward K. Gates.
Wyoming Department of Education, "HIV/AIDS trainer evaluations." $11,473. Awarded 4/1/98 to Ward K. Gates.
Wyoming Department of Education, "YRBS preparation middle school & secondary school." $8,903. Awarded 4/1/98 to Ward K. Gates
Wyoming Institute for Disabilities (WIND)
Campbell, E., Fortune, J., & Heinlein, K. (1998). "The effects of funding packages on the outcomes of integration and independence of adults with developmental disabilities in two rural states." Journal of Developmental and Physical Disabilities, 10, 257-281.
Heinlein, K., Campbell, E., & Fortune, J. (1998). "Hitting the moving target of program choice." Research in Developmental Disabilities, 19, 27.38.
Minier, J., Zahn, G., Davern, S. (1996). "Accreditation for Wyoming’s Institutions for Adjudicated & Behaviorally Disordered Youth, through outcome measures." Outcomes. 1. 1.
Miller, K.A. and C.F. Calkins (1998). Handbook for Conducting University Affiliated Program (UAP) Site Reviews and Self-Assessments. Washington, DC: American Association of University Affiliated Programs.
Miller, K.A. and C.F. Calkins (1998). UAP Site Review Interview Questions Manual. Washington DC: American Association of University Affiliated Programs.
Heinlein, K. (1998) The Cost of Wyoming’s Developmental Preschool and Early Intervention Services in Fiscal Year 1997.
Heinlein, K. (1998) Consumer Satisfaction with Developmental Preschool Services in 1997.
Heinlein, K. (1998)Consumer Satisfaction with Respite Care Services in 1997.
Heinlein, K. (1998) Consumer Satisfaction with Children’s Waiver Services in 1997.
Heinlein, K. (1998) Consumer Satisfaction with Adult DD Services in 1997.
Heinlein, K. (1996) Child Find for Early Childhood Special Education: Responses of Developmental Center and School District Staff.
Heinlein, K. (1998) Eligibility for and Consumer Satisfaction with Services to Adults with Developmental Disabilities. 1996
Heinlein, K. (1996) Consumer Satisfaction with Respite Services in 1996.
Heinlein, K. (1996) Consumer Satisfaction with Services Funded by the Children’s Waiver in 1996
Heinlein, K. (1996) Transition of Preschool Children with Disabilities: Perceptions of Parents and School District Personnel.
Miller, K.A., Editor (1998). Community Education and Training Initiative Projects Summaries.
National Community Education Directors Council, American Association of University Affiliated Programs.
Miller, K.A., Editor (1997). Replicable Outreach and Training Initiative Projects Summaries. National Community Education Directors Council, American Association of University Affiliated Programs. Hard Copy edition.
Miller, K.A., Editor (1997). Replicable Outreach and Training Initiative Projects Summaries. National Community Education Directors Council, American Association of University Affiliated Programs. Internet edition.
Miller, K.A. and Fryberger, Y.B., Editors (1996). NCEDC and TIP Directory. National Community Education Directors Council, American Association of University Affiliated Programs. Internet edition.
Miller, K.A. and Fryberger, Y.B., Editor (1996). NCEDC and TIP Directory. National Community Education Directors Council, American Association of University Affiliated Programs. Hard Copy edition.
Wood-Johnson, S. and K.A. Miller, Editors (1996). AAUAP Speakers Bureau. National Community Education Directors Council, American Association of University Affiliated Programs. Internet edition.
Grants
PI Agency Title Amount
Heinlein, K. WY Health/DDD DD Services Evaluation $52,320
Heinlein, K. U.S. ED/OSEP Teaming with Technology $462,547
Heinlein, K. WY Health/DDD Cost Study $10,800
Heinlein, K. Cheyenne Disability Survey $300
Heinlein, K. ACF/ACYF Head Start Collaboration $666,665
Heinlein, K. WY Health/DDD Consumer Satisfaction $7,758
Heinlein, K. WY DD Council Assessing Community Capacity $145,572
Heinlein, K. WY Health/ DDD Autism Conference $5,000
Heinlein, K. Casper Day Care Behavioral Assessment $500
Heinlein, K. U.S. DHHS/ACF ACCECES $66,666
Heinlein, K. WY Health/DDD Early Childhood Training $12,720
Heinlein, K. WY Health/DDD Eligibility & Accountability $5,820
Hoffman, R. WY DD Council Cheyenne Employer Development $63,355
McVeigh, T. WY Employment S.E. T & TA (WANT) $90,228
McVeigh, T. U.S. ED/OSERS SOAR Program $45,467
McVeigh, T. U.S. Commerce WANDA $162,695
McVeigh, T. U.S. Education WYNOT $3,179,624
McVeigh, T. WY Employment Supported Employment $89,808
McVeigh, T. Americorps Americorps Disability Project $4,800
McVeigh, T. WY DD Council Cheyenne Employer Development $61,028
McVeigh, T. U.S. Commerce Connect Wyoming $769,114
McVeigh, T. WY DD Council Cheyenne Employer Development $127,806
McVeigh, T. WY DD Council Big Horn TA Contract $20,840
McVeigh, T. Dept. Of Labor MT- WY Careers $129,067
McVeigh, T. WY Health Connect WY Teams $72,000
Miller, K. U.S. DHHS/ADD UAP Feasibility Study $116,131
Miller, K. WY Health/ DDD ECSE Training Grant $234,559
Miller, K. WY Employment S.E. Resource Materials $30,000
Miller, K. UW College of Ag. Dependent Care $5,500
Miller, K. WY Employment S.E. System Change $146,330
Miller, K. WY DD Council AAUAP Dues $1,875
Miller, K. U.S. DHHS/ADD UAP Core Grant $800,001
Miller, K. WY Employment S.E. Technical Assistance and Training $88,400
Miller, K. Utah State Univ/UAP ADA Satellite Broadcast $500
Miller, K. WY DD Council Web Page Development $5,000
Miller, K. U.S. DHHS/ADD ADD Core Grant $1,333,333
Miller, K. WY Education Parent/Teacher Training $60,000
Miller, K. WY Education SIG Grant Writing $17,200
Zahn, G. U of Colorado ECSE Faculty Training Grant $9,000
Zahn, G. U.S. DHHS/ADD TIP Inclusive Schools 95-96 $132,333
Zahn, G. WY Education CSPD Training $51,348
Zahn, G U.S. DHHS/ADD TIP Inclusive Preschool 96-97 $103,166
Zahn, G. U.S ED/OPSEP ATTAIN Autism Training $300,000
Zahn, G. WY Education 1997 Summer Institute $26,460
Zahn, G. ACF/ADD TIP $110,240
Zahn, G. U of C, WRFIT ATTAIN - mini grant $2,000
Zahn, G. WY DD Council Law Enforcement Training $185,304
Zahn, G. WY DD Council Equal Access to Justice $40,000
Presentations
Corbett, K.D. and Miller, K.A. (1996). Strengthening Consumers’ Roles in UAPs. 1996 Annual Program of the American Association of University Affiliated Programs. October 17-19, 1996. Washington, DC. (Panel Presentation)
Heinlein, K. (1999) "Post Discharge Mortality in Wyoming and North Dakota." American Association on Mental Retardation. New Orleans, LA.
Heinlein, K. (1998) "Welcome to Wyoming’s Developmental Preschool System". First Annual Early Childhood Conference. Casper, WY.
Heinlein, K. (1998) "The cost of developmental preschool services in Wyoming." American Association on Mental Retardation (AAMR). San Diego, CA.
Heinlein, K. (1998) "Where did everybody go?" American Association on Mental Retardation (AAMR). San Diego, CA.
Heinlein, K. (1997) "What are we waiting for? Waiting lists in Wyoming and South Dakota." American Association on Mental Retardation (AAMR). New York, NY. 1997.
Heinlein, K. (1997) "The development of preschool programs in America’s most rural state." American Association on Mental Retardation (AAMR). New York, NY.
Heinlein, K. (1997) "Hitting the moving target of program choice using various sources." American Association on Mental Retardation (AAMR). New York, NY.
Heinlein, K. (1997) "Are funding sources elevators to independence?" American Association on Mental Retardation (AAMR). New York, NY.
Heinlein, K. (1996) "Are we having fun yet? Overcoming social barriers and getting the outcomes that you want." American Association on Mental Retardation, San Antonio, TX.
Heinlein, K. (1996) "Institutional Reform Litigation" American Association on Mental Retardation, San Antonio, TX.
McVeigh, T. (1998) "Creating quality futures for Tech Act Projects." RESNA Tech Act National Conference. Washington, DC.
McVeigh, T. (1997) "The Cheyenne Employer Development Initiative." International Association for Persons in Supported Employment Annual Conference. Orlando, FL.
McVeigh, T. (1997) "Keeping the magic alive." International Association for Persons in Supported Employment Annual Conference. Orlando, FL.
McVeigh, T. (1997) "The Cheyenne Employer Development Initiative." Wyoming Mega Conference on Disabilities. Casper, WY
McVeigh, T. (1996) "Providing quality staff supports or sink or swim management." Seventh Annual Wyoming Conference on Employment of People with Disabilities. Casper, WY
McVeigh, T. (1996). "The Wyoming APSE Network for Training (WANT)."International Association for Persons in Supported Employment Annual Conference. New Orleans, LA.
McVeigh, T. (1996). "The Wyoming APSE Network for Training (WANT)." Wyoming Mega Conference on Disabilities. Casper, WY
McVeigh, T. (1996). "Supporting adults with disabilities through life transitions: 10 indicators of quality supports." Wyoming Employment Consultant Certification Training. Cheyenne, WY.
Scott, P.A., Miller, K.A. and Conway, P.G. (1997). Creating Strong Social Work Leadership in Implementing the New Definition of Mental Retardation. American Association on Mental Retardation. 121st Annual Meeting. May 27-31. New York.
Scott, P.A., Miller, K.A., and Conway, P.G. (1996). Parallels Between the 1992 AAMR Definition of Mental Retardation and the Theory of Social Work Practice. 1996 Annual Program of the American Association of University Affiliated Programs. October 17-18, 1996. Washington, DC.
Zahn, G. (1999) "Equal Access to Justice: Case histories of individuals with mental retardation currently incarcerated in Wyoming. AAMR. New Orleans, LA.
Zahn, G. (1999) "Supporting Teachers of Children with Autism the Field Through Distance Education and Video Portfolios". American Council on Rural Special Education (ACRES). March.
Zahn, G. (1997). "Teaching strategies for students in diverse classrooms. British Institute for Learning Disabilities" International Conference. Manchester, United Kingdom.
Zahn, G. (1997). "Inclusion: past, present, future". Conference on Least Restrictive Environment. Casper, Wyoming.
Zahn, G. (1996) "Teaching young children in natural environments". Conference on Least Restrictive Environment. Casper, WY.
ACADEMIC PLAN -- COLLEGE OF HEALTH SCIENCES (MATRIX)
| Five Year Mission | Ten Year Mission |
UW Themes |
Actions |
Evaluation |
Feedback |
|
| Goal 1: Maintain and enhance quality of existing degree program offerings | --High standards --National and international recognition --Student recruitment |
--Accreditation reports --Alumni surveys --Vision conferences |
--Faculty meetings --VPAA --External advisory group meetings --Administrators --Accreditation reviews |
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| Objectives: --Finalize reorganization plan -- Maintain applicable accreditation of all programs. Correct areas cited by accrediting bodies as needing improvements --Modernize teaching facilities (see College facilities plan) --Modernize technology |
Objectives: --Supplement practica, internships, externships with telehealth and computer linkages |
---Monitor national exam scores --Create database of accreditation issues/unit --Follow up with unit heads --Create technology plan with specific list of equipment required --Develop fund raising plan for dollars required and set priorities –Create telehealth teaching center in new facility --Create endowment of $500,000 for needed specialized equipment |
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| Goal 2: Enhance teaching excellence | --Teaching quality --Teaching improvement |
--Teaching evaluations --% faculty who are "teaching scholars" --$ for awards |
--Students --Faculty members --Administrators --T & P committees --Development Office |
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| Objectives: --Institute annual all-College teaching awards --Establish visiting and/or virtual professorships --Encourage quality teaching --Support interdisciplinary teaching |
Objectives: --Expand annual teaching awards --Provide continuing education opportunities for faculty (latest techniques in teaching including clinical teaching) |
--Secure funding for
faculty awards --Decide how to select faculty for awards (committee?) --Encourage faculty attendance at CTE "teaching excellence seminars" --Send faculty to national teaching conferences on a competitive all-College basis --Provide more "mentoring" --personalized guidance early in faculty careers with periodic formative evaluation and careful review of teaching demands and loads --Provide proper incentives for interdisciplinary teaching efforts |
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| Goal 3: Expand enrollments in existing programs | --Student Recruitment | --Enrollment data (OIA) --# GAs |
--Recruitment & Retention
Committees --Faculty reviews |
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| Objectives: --Expand number of majors --Obtain more GA support |
--Write grants
incorporating GA positions --Pharmacy by 60 (fully operational PharmD) --Medical Technology by 12 in clinical year --RN/BSN by 50 --MSW by 35-40 --Health education by 25 |
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| Goal 4: Offer new degree programs | --Student recruitment --"Sense of place" – needs of Wyoming |
--Enrollment data (OIA) | --Program reviews --Accreditation reviews |
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| Objectives: --Combined OT/PT program (MS) --Pharmaceutical Sciences --Therapeutic Recreation Program (BS) --Clinical Lab Sciences (MS) |
Objectives: --Interdisciplinary Health Sciences (PhD) --Psychiatric Nursing (MS) in collaboration with Department of Psychology --Health & Exercise Physiology (MS) (interdisciplinary with participation of psychology, nursing, nutrition, physical & health education) --Health Care Administration (MS) in cooperation with Business College --Registered Records Administrator with Accredited Records Technician option |
--Conduct needs
assessments --Develop proposals, forward through channels with budgets and funding plans --Identify collaborative partners for possible joint programs or efforts |
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| Goal 5: Consolidate clinical disciplines at UW | --Work to remove barriers to collaboration with other Colleges | --# of grants ($) --# interdisciplinary courses cross listed, etc. --# interdisciplinary training sites with each discipline represented |
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| Objectives: --Create stronger ties to Clinical Psychology, Counselor Education, and Nutrition/Dietetics through joint courses, placements, and grants |
Objectives: --Develop joint programs |
--Initiate joint
planning committees --Create joint appointments |
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| Goal 6: Expand and diversify clinical placements | --Rapidly changing, diverse world
--International recognition --Sense of place |
-- #grants ($) -- # minority training sites -- # affiliation agreements |
--practicum coordinators’ meetings | |||
| Objectives: --Expand sites at Wind River and other nearby reservations --Expand to rural, national, and international sites --Expand sites and clinical populations served to more rural communities, special populations, and impoverished areas in Wyoming & region --Develop new partnerships to address continuum of care and indigent care |
--Identify new sites
that offer access to diverse client groups or settings --Identify practicum advisors who represent diverse groups or settings --Write grants to support clinical training --Secure development support, explore support from state special funding sources, etc. --Strengthen partnerships with IMH and other health care systems throughout the state --New curriculum requiring systems knowledge and "hands-on" client case management for preprofessional students to introduce them to all health sciences careers |
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| Goal 7: Increase research and grant productivity | --Service, research/scholarship, national recognition, collaboration | --# collaborating partners --# grants ($) --College dean will negotiate with units in establishing goals for number of proposals submitted, number of research grants and amount of secured funding, and number of publications generated --Attach incentives to reward productivity |
--Faculty --Administrative Council/Heads --VPAA --VP Research |
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| Objectives: --Develop themes for new cross-college research-service institutes --Establish College Research Support Center to "incubate" research initiatives |
Objectives: --Establish two Institutes |
--Provide technical
support staff and staff support for College Research Support Center --Create teams to write grants, create collaborative grant writing teams --Identify faculty and set up meetings of faculty in focus areas --Coordinate grant writing efforts --Identify collaborating outside agencies with interest in given themes --Secure adequate outside resources for start up and continuation. Contact prospective funding agencies and sources of development gifts --Create method for assessing cost -effectiveness of a Research Support Center and/or Institutes over time |
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| Goal 8: Assure long-term financial viability of family practice residency programs | --Negotiate with
hospitals and HCFA --WWAMI Network affiliation --Seek support from other sources (tobacco fund, grants, etc.) |
--Budget data (annual) | --Budget reviews by Dean, Directors, VPAA, VPBA | |||
| Goal 9: Examine outreach programs and decide which courses and programs should be expanded, eliminated, or modified | --Outreach --Sense of place --Economic development |
--Analyze cost of
present offerings -Meet with SES and UW/CC representatives --Examine needs and potential markets for various outreach courses offered through a variety of modalities |
--Student credit hours generated
(OIA) --Job market for graduates (placement data) |
--Budget reviews by Dean, Dean of SES, VPAA | ||
| Goal 10: Improve visibility and influence of College across the University and throughout the state | --Collaboration --Recruitment & retention --Recognition |
--Number of appointments --Number of policy studies --Number of research projects impacting state policy and practice --Number of presentations by faculty --Funds raised for facilities ($) --Number of news items --Number and quality of newsletters --Number of health messages/year |
--Strategic Planning Council --Development Office --Administrative Council/Heads group |
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| Objectives: --Provide analysis and policy studies for state through Institutes --Expand PR effort --Implement Facility Plan Phase I, i.e., renovation of Biochemistry building |
Objectives: --Implement Facility Plan Phase II, i.e., add wing to Biochemistry building |
--Increase faculty
representation on statewide committees and statewide provider groups, hold joint meetings,
etc. --Collect list of committees and policy bodies --Add to mailing list --Determine openings and recommend faculty for committees --Develop list of policy issues needing study --Develop graduate student placements at State Health Department and other state policy centers to serve on health-related team projects --Expand development initiative --Secure permanent funding for CDO --Vision conferences --Continue to work with each unit responsible for providing PR materials |
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