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Our mission is to prepare competent and caring professionals who share our commitment to enhance and promote the health and well-being of the diverse communities we serve.
We advance our mission through our teaching, scholarship and service and we are guided by several unifying values: a commitment to academic quality, student success, community engagement, and educational effectiveness. As a college, we share a strong commitment to offering academic programs that achieve regional and national standards of professional practice and adhere to faculty-defined indicators of academic quality. We embrace a learning-centered approach that values active learning and meaningful engagement not only in the classroom but also in clinical and community practice sites. We embrace and respect diverse and multicultural perspectives as we strive to improve and transform the lives of the individuals and diverse communities we serve.
The College of Health and Human Development offers eleven (11) undergraduate and ten (10) graduate degree programs in disciplines and areas of study that prepare students for a wide range of rewarding and dynamic professional careers and areas of study. We also offer several credentials in partnership with the Michael D. Eisner College of Education, and self-supported programs in partnership with the Tseng College of Extended Education. Across the college, our programs have earned the recognition and approval of 14 separate accreditation groups that monitor and oversee the disciplines and fields of study in HHD.
Continued enrollment growth is anticipated in all our academic programs, most notably in the allied health fields and nursing. Evidence-based enrollment management and planning continue to be a priority. We are a professional college grounded in a liberal arts tradition and, thus, we strive to find the right balance in offering the required courses majors need to graduate and the courses that offer students the breadth of knowledge and experiences that define a college education and that prepare them for distinction, licensure or certification in their field of study. Our enrollment management plan has been to offer the required courses that majors need to graduate, reduce the number of nonessential electives offered in the major, offer fewer sections of GE courses in large GE categories, and cancel low enrolled sections to move enrollment capacity within the college to where student demand exists. We have had to implement these and other course enrollment management strategies in direct response to baseline budget cuts made to the CSU and to our campus at a time of increased interest in and demand for the academic programs we offer in the college. These are difficult choices and strategies to implement yet we have found that with a commitment to student success, shared planning, cooperation, and transparency among the department chairs, faculty, and support staff in the college we increased the number of students who graduated with degrees from our college---1,355 students graduated in 2011-2012; 1054 undergraduates and 301 graduate students.
Faculty development and faculty-to-faculty mentoring and support have been an essential component of our student success efforts. We provide reassigned time to a Technology Coordinator and a Faculty Development Coordinator to support a variety of faculty development initiatives for the faculty in the college, including Moodle teaching and advising projects. We have instituted an extensive faculty advisor workshop for all new tenure-track faculty. We know that the time and expertise of faculty can best be used in academic advising, career planning, and mentoring students, yet faculty tell us that too much of their time is spent on the more mundane and routine aspects of advising. With over 4,000 majors, the need is to find ways to use technology to help faculty and advisors focus more of their time and efforts on student academic career planning and success and less on the routine components of student advising.
The clinical and applied nature of our programs and the scholarly activities of our faculty require the use of specialized and expensive laboratories and equipment but the CSU funding algorithm creates funding gaps that we must work to close. We are in early discussion to create a multi-department college-based human movement and analysis lab that we envision our kinesiology and physical therapy faculty sharing. The Department of Child and Adolescent Development is developing a research suite in Sequoia Hall that will serve as a professional hub for researchers and grant recipients in the department and college. Lastly, our efforts to create a “lecturer suite” in the old Bank Building is a good example of how we can leverage existing space by collaborating across departments and approaching problems in new and creative ways.
In Jim Collins’ book Good to Great: Why Some Companies Make the Leap…and Others Don’t, technology-induced changes stand out as many of several characteristics that differentiate the good and the great organizations. “Certainly, technology is important-you can’t remain a laggard and hope to be great. But technology in itself is never a primary cause of either greatness or decline” (p. 157). Instead, great organizations are purposeful and intentional in selecting, piloting, and even pioneering applications of technologies that enhance their productivity and effectiveness. In short, good-to-great organizations think differently about technology and technological change.
IT Vision @2015 provides a valuable framework for guiding the campus through the myriad of choices and opportunity in the area of information management systems and technology. Using major components of the IT Vision @2015 work plan, below we outline our plan in this area.
Expand Opportunities for Faculty Development and Faculty Self-Service Tools:
The College has committed resources and faculty reassigned time to expand our capacity to offer online and hybrid courses. Under the leadership and support of our Faculty Development Coordinator and Technology Coordinator, we have developed a faculty development certificate program that takes a tiered approach to Moodle training. Several departments have also integrated faculty development and support into their regular faculty meeting. For example, Health Sciences offers faculty-led training sessions on Moodle, clickers and Eluminate to both full- and part-time faculty and have seen increases in the use of these technologies. This year, they will offer training on Turn It In and will be requesting input from faculty for future training sessions. Kinesiology and other departments are piloting “master notes and syllabi on the net” to standardized course and assessment components of degree requirements and to make these resource materials available to all course instructors, including temporary lecturers.
Expand Online Programs and Redesigning Priority Courses:
With Web-One and the new branding platform, we will turn more of our attention to updating and reformatting department webpages. We understand our instructional models need to include more hybrid, fully online, and distance by geographic location forms of program delivery. The fully online Master’s degree in Communication Disorders sets the bar in the college for how to effectively teach online courses and offer entire degrees online. We will continue to create opportunities for faculty to expand online and hybrid offerings, including encouraging more of our faculty to attend the summer Course Redesign Institute. The new online/hybrid course identification guidelines will allow us to closely monitor and track our progress in this area.
Expanding Support for Assessment and Quality Rubrics:
The nine department assessment liaisons comprise the membership of the HHD assessment committee. With regular monthly meetings they review self-study and accreditation reports, share information about doing assessment and work on the college’s student learning outcomes (SLO). To date, the liaisons have completed an alignment of courses, by program, with the SLO on Ethics and Professional Behavior; are completing a college assessment plan for the SLO on Ethics and Professional Behavior; have agreed to assess the comportment code this academic year; and are collecting assessment tools that are being currently used for assessing comportment. The SLO on Health Disparities is being revised as a relevant learning outcome for all HHD programs.
Pilot Emerging Technologies, Expand Use of E-texts and E-materials and Lecture Capture:
We are encouraging faculty to move from laptops to tablets and the college’s open computing labs have been refurbished into multi-use instructional computer labs. Several departments are piloting e-texts and other online materials and using lecture capture for course courses in the major and more are encouraged to pilot these other emerging technologies. The faculty and college support the adoption and use of e-texts and e-materials for both the cost-savings to students and the ability to use them in an online environment.
Sustainable Approaches to Information Technology in this Budget Climate:
For several years in HHD, we have been carefully tracking technology-related expenses (e.g., equipment, software, and support) to help us make informed decisions about how to prioritize technology-related expenses. We have adopted a common standard for all new computers to allow us to buy “in bulk” and take advantage of economies of scale. We no longer are buying laptops using college funds.
We have reduced the number of servers in the college. Compatible with a greater awareness and appreciation of greening and sustainability, each of our departments is exploring how to move toward a more paperless environment—which then points to the need for web-based repositories and user-friendly scanning software and devices. The virtual software library that the library has launched will be extremely helpful in managing instructional materials costs by allowing shared use of these resources.
We cannot ignore that the state of California faces serious budget deficits. In times of uncertainty, it is critical that we stay focused on our core values and strategic priorities. Our mission statement affirms that our work is guided by several unifying values: a commitment to academic quality, student success, community engagement, and educational effectiveness.
Private Fund Development and Donor Relations:
We recently established a Dean’s Circle to attract influential and financially-capable volunteers. The Dean’s Circle members are engaged in fund development and in supporting and promoting our academic programs and the philanthropic opportunities in the college by being askers, advisors and advocates. We will continue to work closely with faculty and staff in each of the departments and centers to identify alumni, grateful clients, friends, and champions who can partner with us in reaching our philanthropic goals. Additionally, each department has been asked to develop department-specific ways to enhance revenue and cut operating costs.
Extended Education, Open University, and International Partnerships:
We continue to build certificates and degree programs through the Tseng College of Extended Learning. Most recently, the faculty has developed and implemented a certificate in health administration, a continuing education certificate for radiologic technicians, and an online certificate in speech-language pathology to increase the number of post-baccalaureate students eligible for the online master’s. This year, our efforts will turn to developing as off-site RN-to-BSN nursing completion program offered at Valley Presbyterian Hospital. With the higher levels of preparation and expanded scope of responsibility expected of nurses by the profession and employers, we envision expanding the RN-to-BSN to other sites and even developing a hybrid version in the near future. Also, we are developing a fully online MS in Tourism, Hospitality and Recreation Management and a certificate in health policy and management. After much discussion and planning, the Health Administration faculty has elected to offer the Masters-level certificate in health informatics on the state-side, instead of through Extended Education.
Lastly, we will continue to offer a robust January intersession and summer course schedule through self-support to meet student interest for high-demand courses needed to complete their graduation requirements.
Grants, Contracts, Fee-for-Service are other Revenue-Generating Opportunities:
The college has made increasing external grant submissions and awards a priority. The Faculty Development Coordinator in the college will continue to support the new and continuing tenure-track faculty in this area. The college will also be hiring a full-time grant writer to assist in identifying research grant opportunities and to assist with the writing and preparation of external grant proposal. We will continue to support the development of interdisciplinary and applied projects and grants developed through our centers and the Institute for Community Health and Wellbeing.
With the increased attention to health and wellness issues, the new professional doctorate in physical therapy and the surge in tenure-track hiring in recent years, the faculty in the college are poised to increase their activity and accomplishments in the research and grants area. The following strategies should contribute to the campus’ goal of doubling our research and grant activity in the next 5 years.
Sylvia A. Alva, Dean
College of Health and Human Development
Jan 17, 2013