Health Studies

What is the program’s mission statement or statement of purpose? Why does the program exist?

The Department of Health Studies seeks to provide one of the most dynamic health programs in Illinois. We are responsive to state and national needs by preparing highly competent health professionals. Our program offers students options in state and nationally accredited programs in community health, health administration, first responder, and teacher education. A continued focus on excellence in teaching will be maintained by a culturally diverse faculty dedicated to the health profession as evidenced by its service record, professional involvement, and research accomplishments. Students graduating from the Department of Health Studies will be responsible, productive citizens who are prepared to integrate education, community health, and social services within the private and public sectors.

How does the program mission align with the university mission?

As a professional program in the health discipline, the Health Studies’ mission is predicated upon a strong faculty who provide a foundation for students to acquire critical thinking and communication skills. Integrative and experiential learning, research, and scholarship are the core values upon which a diverse faculty fosters the development of future professionals in the health field.

Whom does the program serve?

The primary focus of the Health Studies program is to meet the societal needs for health professionals in Illinois from both rural and urban geographical areas.  Our students pursue a variety of professional tracks, including but not limited to the following:  health facility administration, health program administration, nursing, physical and occupational therapy, employee wellness, community and public health education, secondary school education, and emergency management.

While the majority of students are traditional college-aged, the program also serves the needs of non-traditional students, returning veterans, and in-service professionals. 

What are the services provided? How do these services align with the university mission and program mission?

In order to prepare diverse future professionals in the health field the Department of Health Studies offers rigorous courses delivered through a variety of modalities such as face-to-face, hybrid, and online. These approaches accommodate various learning styles and student needs. Faculty are committed to providing opportunities for student faculty- scholarship, service, and research through mentoring and collaboration.   The Department’s deeply writing-intensive curriculum which emphasizes critical thinking and analytical processing prepares students who are not only ready to enter the profession, but also prepared to be responsible citizens and future leaders. 

The department also provides services to students from other academic programs [Early Childhood, Elementary Education, and Middle Level Education, Kinesiology and Sports Studies, Special Education, Family and Consumer Sciences, and General Studies].  The department serves students from across campus in courses such as First Aid, Human Sexuality, Health and Aging, and Drugs and Society. Community services are offered through the Driver Education Teacher preparation program, Relay for Life, and school health fairs in local elementary schools. Faculty are engaged in community service through the sharing of their expertise on specific health issues by presenting at local faith based organizations, community organizations, and local schools. Faculty provide professional services such as consulting and evaluation of the I Sing the Body Electric program at Sarah Bush Lincoln Health Center.

Describe the program’s origins (e.g. year established, purpose, expectations).

In the early 1900’s Eastern Illinois students were required to complete the general health course in order to graduate.  Other health courses were developed to support other disciplines such as Physical Education. The Health Education Department was created in the early 1950's in the School of Health, Physical Education and Recreation. The only course of study was a minor in Health with teacher certification.  The first department Chair was Dr. Harold. M. Cavins.  Dr. Jack Richardson was hired as department head in the spring of 1965 and through his leadership the major options of School Health and Community Health were formulated.

In the late 1960's and early 1970's a number of meetings were held in Illinois in an attempt to get a state mandated health education program in the public schools.  Most of the staff, led by Dr. Richardson, were involved in these attempts and at the annual conference of AAHPERD, held at Allerton Park, near Monticello, these ideas were fostered.  In 1976 these efforts bore fruit and several laws finally went into effect.   These laws included a mandate for a university curriculum of study for those training to teach health education in the public schools of Illinois. 

In anticipation of these laws, the Health Education Department at Eastern Illinois University added these courses to the curriculum.  In 1974, the Health Education Department won approval for its major and minor in Health Education with teacher certification.  In 1983, approval was received to reconfigure the major into its present form, a major in Health Studies with an option in Community Health and an option with Teacher Certification. 

In addition to the strong curriculum base of the original major, the Community Health option saw the addition of the required courses, HST 2250: Professions in School and Community Health; HST 3765: Principles of Epidemiology (1981); HST 3770:  Public Health Administration (1987); and Microcomputers and Health Applications (1985). 

In 2002 the department applied for and was granted program approval through the SABPAC [Society of Public Health, American Association for Health Education, Baccalaureate Program Approval Committee]. Also in 2009, a First Responder option was added to the major based on the needs of students. The option allowed individuals with Associate degrees in the field to complete a highly structured Bachelor’s degree.  In 2010, the Health Administration option was developed and approved. This program collaborates with the Lumpkin College of Business and Applied Science by requiring a minor in Business Administration. This option meets the needs of the growing health care system demands under current Federal legislation. In 2013, work was initiated on the Health Promotion and Leadership Master’s degree. Efforts to engage students in international learning experiences through the development and implementation [Summer, 2014] of a study abroad class in Serbia titled “Health & Wellness for Life: An International Perspective”.

How has the unit changed or adapted over time?

Over time the department has adapted to the changes in the health discipline and the needs of the health professional. From one course as a graduation requirement the unit has evolved to include four options with approximately 167 majors.

To comply with state laws mandating health education program in the public schools, the department sought and was approved for a major and minor in Health Education with teacher certification. An emerging need was identified and met with the creation of an option in Community Health.

Following the trends of the profession across the nation the department applied for and was granted program approval through the SABPAC [Society of Public Health, American Association for Health Education, Baccalaureate Program Approval Committee]. Approval continues through December 2014 at which time the approval process will be transferred to Council on Education for Public Health(CEPH).

Based upon changes in the profession, HST 2250: Professions in School and Community Health, HST 2700: Health Marketing, HST 2800: Research Methods I, HST 3765: Principles of Epidemiology, HST 3770: Public Health Administration, HST 3800: Research Methods II, and HST 4910:  Applied Health Communication were added to the Community Health option.

In compliance with the directive from the President, the department created and implemented the Research I and II courses to further enhance the integrative learning experiences of students in the major.

In response to the events of September 11, 2001, and national emphasis on disaster preparedness, a First Responder option was added to the Health Studies major.  This option allowed individuals with Associate degrees in First Responder fields to complete a highly structured Bachelor’s degree. 

In 2010, the Health Administration option was developed and approved. This program collaborates with the Lumpkin College of Business and Applied Science by requiring a minor in Business Administration. This option meets the needs of the growing health care system demands under current Federal legislation.

In 2013, work was initiated on the Health Promotion and Leadership Master’s degree (Program and course proposals went to CEPS College Committee on 11-11-13. In addition, the development and implementation [Summer, 2014] of a study abroad class, “Health & Wellness for Life: An International Perspective”, in Serbia will provide an opportunity for students to engage in international learning experiences.

If needed, provide supplemental comments to help the reader understand the program’s history and relevance to university mission.

Provide data showing the four-year trend in the number of majors, minors, options, and concentrations.

Provide data showing the four-year trend in student credit hour (SCH) production, percent of SCHs that are general education, and percent of SCHs that are taught to non-majors.

What elements of the program’s curriculum are offered specifically to support other academic majors, minors, options, and concentrations?

The following courses offered by the Department of Health Studies are required or approved electives for curricula outside the department.

If needed, provide supplemental comments to help the reader understand the internal demand for the program. Note any clarifications or special circumstances (e.g., curriculum changes made by another program) that should be considered when reviewing the above data.

The comments below refer to the enrollment data provided in the Section 2 Table, which contains ONLY data about HST majors, and does NOT include data about students outside the major who pursue minors within the Department.

Overall enrollment data document a 71% increase in the total number of majors from Fall 2010 to Fall 2012.  The primary growth occurred in the two newest options, First Responder and Health Administration.  Health Administration majors are required to complete the Business Administration Minor as part of their degree program; hence the increase in the number of HST students completing that minor.

The decreased number of students in the Teacher Certification option is due to changes in entrance requirement imposed by the Illinois State Board of Education, and parallels the decreases seen in other teacher certification units across the university.

HST students in the non-teaching options pursue over 20 different minors, representing all colleges in the university.

The last three lines of the table provide data for students who are covered under the academic requirements of older catalogs, which were effectively phased out beginning in Fall 2008.

Trends in Student Credit Hour Production show consistency in the total number of SCHs produced.  FY 2012 showed an increase in SCH production from approximately 7800 in FY 2011 to 7969 in FY 2012 with no increase in FTEs.  General Education SCHs remain steady at approximately 9-10% of the Department total SCHs.  The percentage of SCHs taken by non-majors decreased from 76% in FY 2010 to 65% in FY 2012, directly attributable to the overall decrease in students majoring in teacher certification, and particularly Elementary Education, as the Department provides HST 3000 Health Concepts for Teachers solely as a support course for teacher certification students majoring in Elementary Education.

Although not addressed in the provided data table, the Department serves the academic needs of Eastern students from other majors through departmental minors.   There are 121 Health Studies minors from the following programs: 

Majors of students that minor in Health Studies programs –Fall 2013

List relevant data from the Bureau of Labor Statistics (BLS) Occupational Outlook Handbook, the National Association of Colleges and Employers (NACE) New Graduate Salary Survey, and the EIU Career Services Annual Report.

According to the Occupational Outlook Handbook (BLS) website, employment of health educators is expected to grow by 37 percent from 2010 to 2020, much faster than the average for all occupations. Growth will be driven by efforts to reduce healthcare costs by teaching people about healthy habits and behaviors. The median annual wage for health educators was $45,830 in May 2010.  Health educators work in a variety of settings, including hospitals, non-profit organizations, government, doctors’ offices, private business, and colleges. They generally work full time.

Median wages (2012)        $23.46 hourly          $48,790 annual

Employment (2010)           63,000 employees

Projected growth (2010-2020) - Much faster than average (29% or higher)

Projected job openings (2010-2020)  36,900 -Much faster than average (29% or higher)

State and National Wages from CareerOneStop*

PayPeriod    2012             10%             25%             Median         75%             90%

United States   Hourly     $13.33            $17.19          $23.46          $32.08       $41.74

Yearly           $27,700        $35,800        $48,800        $66,700    $86,800

Illinois           Hourly          $12.96          $17.35          $26.27          $35.84       $43.10  

Yearly           $27,000        $36,100        $54,600        $74,500    $89,600

*U. S. Department of Labor, Employment and Training Administration

NACE SALARY SURVEY starting Salaries for new college graduates 2013

HEALTH SCIENCES

Employers in the health care and social assistance employment sector reported a large number of salaries—averaging $54,700—to these graduates.

Is the program accredited or approved by a recognized external agency or otherwise certified to meet established professional standards? Provide an executive summary of and link to the program’s most recent accreditation or certification report, if available.

The Community Health option is accredited by the Society of Public Health and American Association of Health Education Baccalaureate Approval Program (SABPAC) though Fall 2014.  This process has been turned over to Council on Education for Public Health (CEPH).  The school health program has been accredited by Council for Accreditation of Educator Preparation (CAEP) and the ISBE.

A copy of the response to recommendations of the SABPAC site team can be found at this website http://castle.eiu.edu/healthst/SABPAC%20Reapproval%20Folio.pdf

Is the program required to meet any regulatory or legal requirements? Is the program subject to any special auditing requirements?

The program must meet all state of Illinois (ISBE) regulations for teacher education.  There are no special auditing requirements for the department programs.

What are the most important outreach or public service activities supported by the program?

The department provides interns to over 60 sites per year which provide health services to their local communities. The following table reflects a selection of local agencies that have hosted a Health Studies intern.

Eta Sigma Gamma, the student health honorary is engaged in raising funds for health nonprofits such as American Cancer Society.  The Department created the Take Back the Night Education Walk that takes place every fall.  In HST 2200 Global Citizenship, students participate in many community enhancement projects such as homeless shelters, working with senior citizens, Teen Reach, Coles County Animal Shelter, and Special Olympics.

How do the local community and the region benefit from the program?

Majors in the department programs must complete an internship experience (320 clock hour).  Students have contributed to the community through their work with such groups as Sarah Bush Lincoln Health Center, Charleston Fire Department, CCAR, Coles County Public Health department.

If needed, provide supplemental comments or data sources to help the reader understand the external demand for the program.

Health Studies (B.S.)

Significant Achievements that Document Quality/Improvement

Significant achievements that document support of VPAA and/or University goals

Integrative Learning Opportunities

Student Research/creative Activity

Faculty-student collaboration

Strategies to improve P-16 teaching and learning

External Partnerships

Pass rates on any professional/ occupational licensure exams

Faculty Achievements

Student Achievements

If needed, provide supplemental comments or data sources to help the reader understand the quality of program outcomes.

Significant Achievements that Document Quality/Improvement

The following information is an update to the original material contained in the department Major Assessment Profile.

The Department of Health Studies is one of 21 accredited programs in United States by the Society of Public Health Association/American Association of Health Education (SABPAC/AAHE) Baccalaureate Program Approval Committee. http://www.healthedaccred.org/docs/10_sabpac/Website_SABPAC_Approved_Programs101512.pdf the department also is accredited by Council for Accreditation of Educator Preparation (CAEP).  http://www.caepsite.org/standards.html.  Our students have been successful in receiving competitive scholarships, internships, and professional recognition from a variety of sources, including the Illinois Environmental Protection Agency (IEPA) Governor's Environmental Corps Internship, the Centers for Disease Control’s (CDC) Office of Minority Health and Health Equity IMHOTEP program, and the EIU Minority Internship Program.  Our department has provided ongoing collaboration and program development with a regional health system, such as “I Sing the Body Electric” Graduates from our program have obtained positions as leaders in their careers. Examples include Executive Director of a memory care facility, Manager of an employee wellness program, Aquatics, Sports, and Fitness Director for the Y, Regional Director for the American Cancer Society, and Sales Manager for a medical supply company.

Significant achievements that document support of VPAA and/or University goals

The Department of Health Studies has retained SABPAC approval from the Society of Public Health Education-American Association for Health Baccalaureate Program Approval Committee. The department encourages students to go beyond the classroom for learning as well as personal and professional growth.

The department places over 60 interns a year in professional settings throughout the state, nationally and internationally.  Site Preceptors report that our students are superior in their professional skillsets.

Examples include: Student presentations made at state (Illinois Association of Health Physical, Education and Recreation) and the national conferences of the American Association for Health Education (AAHE).  The student presentations at the state conference were recognized for outstanding achievement. Since 2007, HST majors have been selected to compete in the AAHE National Case Study Competition This competition allows students to display their ability to solve problems, apply the Certified Health Education Specialists (CHES) responsibilities, and communicate a health message. Results: 2012-First Place; 2011 -Second Place; 2009-First Place; 2008-Second Place.  Students demonstrate the ability to function as responsible global citizens by becoming involved in the profession through memberships in professional organizations and by engaging in activities involving international health and social issues.

Integrative Learning Opportunities

Health Citizenship (HST2200G): students demonstrate individual and collective civic responsibility through the planning and conducting of several community enhancement projects, such as volunteering at senior centers, food pantries, and homeless shelters;

Health Education Research Methods I and II (HST 2800 & 3800): Students conduct research studies and present data at local, state, and national research fairs and conferences;

Disasters and Public Health: Planning and Response (HST 3100): Students execute a search and rescue mission to aid in the development of disaster preparedness skills.

Classroom and Behind the Wheel Teaching Methods for Driver Education (HST 3360): Students instruct participants from the community and university, free of charge, on lifelong driving skills allowing participants the freedom and ability to engage in activities of daily living;

Health Services Administration (HST 4770): Students plan, create, implement and evaluate a professional- caliber fundraising activity with actual funds being presented to a non-profit health agency;

Applied Health Communication (HST 4910): Students create health campaigns in response to specific health issues identified on campus;

American Association for Health Education (AAHE) National Case Study Competition: Students develop a program for a selected national health issue and compete against other state universities.

Student Research/creative Activity

Each year, the Department of Health Studies encourages interested students to attend and present at national and state level conferences.  This past Spring semester, five faculty and 25 students traveled to the Robert Russell Research Symposium at SIU-C. As a department, our faculty believes in providing these opportunities which allow our students to excel in the field. Department gift funds are used to partially support student travel to various state and national conferences. Over 70 students a year are required to complete an undergraduate mini thesis in HST 2800- Health Education Research Methods I, and HST 3800 - Health Education Research Methods II. The research must be presented at the semi-annual Department of Health Studies Research Fair. Some recent topics included Caffeine Consumption on College Campuses, Clean Water in Haiti, Drug Usage and Perceptions on College Campuses, and Drinking Games on a College Campus.

Faculty-student collaboration

The department encourages faculty/student collaboration through assignments in every class in the Department of Health Studies. Every course has at least one assignment designed so that students have significant collaboration with faculty (research studies, community health projects, disaster preparedness, and creation of health promotion campaigns). Faculty also encourages independent study projects where students identify a faculty member with similar research interests and this team identifies a specific project for the semester. Recently the projects have included: drug perception among college students; the negative impacts of advertising on health, safe hand washing procedures; and college athletes and steroid use. The faculty is also involved in the student honor society Eta Sigma Gamma (ESG) working with students as they become involved in health related activities in the Charleston/Mattoon community. The department also encourages faculty and students to attend conferences together for personal and professional growth. An independent study conducted by a faculty member and major is under review to be published in a peer reviewed health journal. Faculty serve on thesis committees where the research was presented at the American Alliance for Health, Physical Education, Recreation, and Dance (AAHPERD) national conference.

Strategies to improve P-16 teaching and learning

The Driver Education program in 2011 collaborated with the Regional Office of Education (ROE) program Bridges and the Humboldt school of the Eastern Illinois Area of Special Education (EIASE) to provide classroom Driver Education for its students. Our students taught a complete classroom segment of a High School Driver Education program under the direction of Dr. Richard Cavanaugh. This was a pilot program designed to explore the options that program such as "Bridges" can utilize to meet the mandate for Driver Education in the state of Illinois. While the Bridges Project was a successful collaboration, the school now has its own state endorsed driver education teacher on staff. The teacher was a product of our own driver education program leading to endorsement. Health Studies has an ongoing program in the public schools consisting of a mini-health fair. This health fair is conducted within the schools in the fall and spring semesters at the Bridges school in Lerna and the elementary school in Ashmore, Illinois. The health fair provides a meaningful and productive strategy to allow students in teacher education programs to plan, implement, and evaluate a health program in the school system with actual students.

External Partnerships

Student interns (60+ per year) have many opportunities to work with business /industry on a variety of activities. Some examples include collecting data with the Cook County Department of Public Health: Lead Poisoning Prevention Program; handling robots in a bully prevention program with Kleist Health Education Center in Fort Myers Florida; assisting with an audit of all the hospitals that make up Presence Health in the Chicagoland area; assisting with the coordination of blood services for the American Red Cross; and Unite for Sight in Ghana. http://www.uniteforsight.org/campus-representatives/#eiu  http://www.eiu.edu/president/post.php?id=22

Pass rates on any professional/ occupational licensure exams

Our students are eligible to sit for the Certified Health Education Specialist (CHES) exam. Recently results showed an 85% pass rate, slightly above the national results.

Faculty Achievements

The Department of Health Studies had two faculty promotions in the last three years (full professor and associate professor/tenure). Three faculty won A & C awards in the teaching, research, and balanced categories. The department has faculty serving on and chairing many college and university committees such as IRB, CAA, UPC, CCC, CEPS Grant Committee, International Education Council, Financial Aid Appeals Committee, and the IFT Safety and Health Committee. The department also had a faculty member chosen as a Commencement Marshall. Faculty presented projects and research at several state and national conferences including the American Public Health Association, the American Alliance of Health Education, and the Illinois Association for Health Physical Education and Recreation.

Student Achievements

Each year, HST majors have been selected to represent EIU as "Outstanding Undergraduate Health Education Majors of the Year" presented by the American Association of Health Education (AAHE). Since 2007, HST majors have been selected to compete in the AAHE National Case Study Competition.  This competition allows students to display their ability to solve problems, apply the Certified Health Education Specialists (CHES) responsibilities, and communicate a health message. Results: 2012-First Place; 2011 -Second Place; 2009-First Place; 2008-Second Place Students were selected to present projects at the SHOWCASE EIU and EIU Foundation Legacy Weekend.

A student received the Library Excellence award for writing and research. Students were selected to the IEPA Governor's Environmental Corps Internship, the CDC's Office of Minority Health and Health Equity IMHOTEP internship, and the EIU Minority Internship Program.

Note any special benefits (e.g., personnel support, equipment, permanent improvements) that the program has received in the past three years from its grants and other sponsored programs.

How does the program benefit from donor gifts (e.g., scholarships, endowed chairs)? Does donor support provide a significant percentage of the program’s overall funding?

The Department of Health Studies offers a number of scholarships that are the direct result of donor gifts.  These include:

The Carl Sexton Scholarship Award

The Jennifer Woods Memorial Scholarship Award

Denver Sego Memorial First Responder Award

The Student Achievement Award

Margaret and Walter Lowell Scholarship

Harold Cavins Scholarship Award

In addition to donor-funded scholarships, the Department receives donations from the annual College of Education and Professional Studies Telefund appeal.  Department faculty have made the commitment to fund student travel to professional conferences for the purposes of presenting research activities, case study competition, and other professional development activities, and have supported this commitment through the University Annual Campaign.  Since 2004, the Department has annually fully funded a team for the American Association for Health Education (AAHE) Case Competition.  This student team has twice placed first, and twice placed second. 

Monies are also invested in classroom materials for major courses as well as funding the Student Achievement Award.  Monies are used to purchase materials for students becoming certified as a Community Emergency Response Team (CERT) member. Students receiving the CERT certificate are recognized at the national and state level in the area of natural and manmade disaster response.

A significant majority of the program’s funding comes from state budget allocations to the Department.

List two or three key relationships that the program maintains with external constituencies (e.g., community colleges, other universities, government bodies). How do these relationships advance the university mission or otherwise benefit the university?

The Department of Health Studies has established a relationship with the Illinois Emergency Management Association and has been accepted as a training site for the nationally and state recognized CERT certification. Sixty students have received CERT certificates which were awarded after an extensive search and rescue drill simulating a natural or manmade disaster response.  This activity directly ties to the University Mission which is supported by a nationally recognized faculty member utilizing a comprehensive, integrative learning approach to the needs of the community both locally and nationally.

Off Campus Continuing Education Course Offerings 2011, 2012, 2013

                              FY10            FY11            FY12            Total

Face to Face           6                  9                  5                  20

Internet                   6                  4                  8                  18

Hybrid                     5                  5                  11                21

Total                       17                18                24                69

As reported in the table above, in conjunction with the School of Continuing Education, the Department provides 69 face to face off-campus, online, and hybrid continuing education courses, thus providing accessible undergraduate and graduate education to diverse populations using multiple modalities in support of the University’s mission.

Since 1990, the Department of Health Studies has collaborated with Sarah Bush Lincoln Health Center’s I Sing the Body Electric, a nationally recognized adolescent health program. The program is funded by national, state, and local grant money. Faculty support the program by conducting evaluation for grant renewal, and departmental majors are provided internships through the program. In support of the University Mission, this collaboration leads to applied learning experiences for the students.

If needed, provide supplemental comments to help the reader understand the resources generated by the program. Note any clarifications or special circumstances (e.g., revenue pass-throughs) that should be considered when reviewing the above data.

Funds received from fees such as the First Aid/CPR account and public service fees support the costs associated with providing the services.  First Aid/CPR courses are recertification short courses while the Public Service fees are collected from advanced driving course provided for law enforcement and first responder triage doctors.

Additionally, the courses Health Studies faculty teach for the School of Continuing Education generate significant revenues for that unit of the University.

If needed, provide supplemental comments to help the reader understand the productivity of the program. Note any clarifications or special circumstances (e.g., accreditation requirements, curricular changes, program restructuring) that should be considered when reviewing the above data.

Across the three years (2010, 2011, 2012) the Student Credit Hour production has seen an increase of 218 SCHs while the FTE has remained relatively stable (10.6 FTE in FY 10, 10.2 FTE in FY 2011 and 10.1FTE in FY2012).  This results in a ratio of SCH to FTE of 731.23 SCH per FTE in 2010, 764.22 SCH per FTE in 2011, and 789.01 SCH per FTE in 2012. 

In the area of major Student Credit Hour Production, we have seen an increase of 906 SCHs from FY 10 to FY12.  This is primarily due to the increase in enrollment in the Health Administration option in the Department major.

In the category of Student Credit Hour Production of other majors in the College we have experienced a reduction of 624 SCHs over the three years.  This reduction is primarily due to the reduction in Teacher Education majors in the programs of Kinesiology, Special Education, and Early Childhood, Elementary Education, and Middle Level Education.  Students in the Kinesiology program minor in both our School Health, and Safety and Driver Education programs.  The Department provides a required course for Special Education, and Early Childhood, Elementary Education, and Middle Level Education students.

The Department has maintained a steady Student Credit Hour Production in majors in other Colleges at approximately 2,000 SCH/semester across the three years.

The SCH production for General Education, lower division, upper division has maintained consistency and in the area of mixed SCH production we have seen an increase of 65 in the three year period reported in the table..

By term, Fall, Spring, and Summer SCH production has remained steady.

While on-campus SCH production has remained constant, the School of Continuing Education/Off-Campus has increased from 694 FY10 to 790 in FY12.  This is due to an increase in the number of on-line and hybrid courses offered by the Department

The Department offers 8 of 43 courses online and 3 of 43 courses in a hybrid format.

The Department of Health Studies has a five-fold difference in “technology knowledge required” courses over “some technology required” courses.  Additionally, the Department’s SCH production in “technology delivered” is 453 for FY12.  Also of note is the extensive commitment to writing-intensive course, reflecting our commitment to producing literate, analytical thinkers and learners.

Average class size for the entire program has ranged from 20.44 in FY11 to a high of 25.91 in FY12.  This average class size far exceeds the University average of 17. 

Examining SCH and FTE data provides an additional perspective on this issue.  Assuming one FTE is equivalent to 24 s.h. of instruction, with an average course hour load of 3 s.h. per course, average course enrollment can be inferred.  Over the three years of data provided, inferred class size has increased from 30.47 to 32.88 students per 3 s.h. course.

For the undergraduate level program, the average class size has increased to 39 in FY12.  This speaks to the increase in major and minor programs in the department without a commensurate increase in faculty members.  In the 1000-2999 level courses, the department has made the conscious decision to increase class size in the courses HST 2000 and HST 2270 and reduce the number of sections in order to accommodate student demand within available faculty load. 

The number of upper division undergraduate courses (3000-4749) with fewer than 15 students has increased due to the reduction in the number of Teacher Education majors and minors, many of whom were required to take HST 3000.  The number of 4750–4999 level courses with fewer than 10 students have decreased from 20% in FY10 to 10% in FY12.  This change is a direct result of offering more online and hybrid courses.

If needed, provide supplemental comments to help the reader understand the costs associated with the program. Note any clarifications or special circumstances (e.g., expenditures made centrally or externally, expenditures made on behalf of other units) that should be considered when reviewing the above data.

Administrative and civil service have remained steady for the years FY2011, 2012, and 2013. The costs pertaining to faculty have reduced over this time period primarily due to the retirement of a full professor with 20+ years of service. This position was replaced with an ACF.

In FY2012 the department self-funded a graduate assistantship in order to complete an accreditation report for the community health option in the major.

Capital expenditures for the department in FY2011 were $13,223.  Approximately $11,000 was used to purchase an instructional vehicle for Driver Education.  This allowed for the department to teach Driver Educators and First Responders about electronic stability control (ESC).   A majority of this amount was funded by Tuition Recovery funds which are no longer possible due to policy changes.  The remainder of the $13,000 amount was used on instructional equipment (traffic lights for HST 3330 Advanced Driving Maneuvers).

In reference to budget 222401-Health Studies First Aid/CPR the increase in contractual services was directly due to the increase in certification fees charged by the American Red Cross. For example, the fees for certification in the class HST 3120 were raised from $9 to$67 by the American Red Cross.  The department is exploring the possibility of utilizing another certifying group in order to reduce costs.  A breakdown of the courses and fees can be found in the table below.

Course         Department Fee*    Old ARC fee           NEW ARC fee

1120             5                                      9                            24

2320             5                                      9                            32

3120             5                                      9                            67

*Department fee did not change

The Health Studies Public Service Fee account develops its funds from the tuition charged to local law enforcement and first responder personnel. Due to a change in staffing at the local law enforcement training board the department has not offered courses in 2012 or 2013.

How does the program seek to distinguish itself from similar programs at other institutions?

The Department of Health Studies is one of 21 accredited programs in United States by the Society of Public Health Association/American Association of Health Education (SABPAC/AAHE) Baccalaureate Program Approval Committee.  The department also is accredited by the Council for Accreditation of Education Preparation (CAEP).

Our students are required to complete a professional internship as part of every degree program. Our students have been successful in applying for and receiving competitive internships, and recognition including the IEPA Governor's Environmental Corps Internship, the CDC's Office of Minority Health and Health Equity IMHOTEP program, and the EIU Minority Internship Program.

The department’s emphasis on collaborative research with strong faculty mentoring allows the students to experience conducting research at a professional level. Mentoring is then taken to the next level through assisting students in the presentation of the collaborative research at local, state, and national conferences.

Note any unique and/or essential contributions that the program makes to the university.

The department offers a program that professionally trains students to contribute to the growing health needs of the Nation. The department faculty fully participates in the University concept of shared governance through serving on University committees [IRB (Chair 13), CAA (Chair 13), UPC, A&C, SAP, CAN, and NCA]. The department also provides services to students from other academic programs [Early Childhood, Elementary Education, and Middle level, Kinesiology and Sports Studies, Special Education, and the General Studies]. While serving academic programs the department offers classes to serve students from across campus with courses such as First Aid, Human Sexuality, Health and Aging, and Drugs and Society. To meet the needs of the University outside of the traditional classroom the department offers Driver Education for international students as well as assistance and fund raising for events such as the American Cancer Society.

Provide any program-specific metrics that help to document program contributions or program quality. Examples of some commonly used program-specific metrics may be found here.

Relationship of FTEs to Student Credit hours and average CU load of HST,

                                        FY10            FY11            FY12

Student Credit Hour         7751             7795             7969

FTE                                  10.6              10.2              10.2

Average Faculty CU*        27.47            28.7              29.7

*including chair administrative load

If needed, provide supplemental comments to help the reader understand the program impact on the university mission.

As a professional program in the health discipline the Department of Health Studies' mission is predicated upon a strong faculty who provide a foundation for students to acquire critical thinking and communication skills. Integrative and experiential learning, research, and scholarship are core values upon which a diverse faculty prepare future professionals in the rapidly expanding health fields.

Provide a link to or listing of the program’s goals and/or strategic plan.

Department of Health Studies Goals:

• To identify and address emerging trends in state, national and federal health needs through professional preparation in health education.
• To seek and maintain accreditation of major programs of the department.
• To create responsible, productive students who are prepared to integrate education, community health, and social services within the private and public sectors.

What role will the program have in the implementation of the university’s strategic plan (provide link to strategic plan)?

• Academic excellence

All core courses in the department major options must be completed with a grade of “C” or better.  Students must maintain a major GPA of 2.5 or greater in HST courses in order to graduate.  All majors have some aspect of experiential and integrative learning in a required internship/student teaching experience. 

• Global competition and changing demographics

In order to enhance the global competition and recognize the changing demographics of society the Department of Health Studies provides a general education course HST 2200: Global Citizenship and a major elective course HST 2600: International Health.  To further broaden the global agenda, a study abroad course, STA 5970: Health and Wellness, An International Perspective was recently developed.  The first offering will be Summer 2014.  This course will allow for the development of relationships with the University Novi Sad, Serbia.

Faculty serve on committees such as Minority Recruitment and Retention to enhance efforts to recruit and retain students, faculty and staff from diverse backgrounds.

• Emerging technology

The Department of Health Studies currently offers 8 online, and 3 hybrid courses.  Faculty are committed to maintaining currency in technology for the classroom and support best practices and innovative learning technologies through participation in professional development activities such as the workshop on instructional strategies attended by one of our faculty.

• Campus and community life

Students in the Department of Health Studies receive experiential credit and provide community service through their internship experience.  A detailed list of internship agencies and locations can be found in section 3.  For 30 years students Eta Sigma Gamma, a National Health Education Honorary, has provided students with a strong tradition of volunteerism, community service, and integrative learning.

• Marketing and communication

Enrollments in the department major have experienced a 71% increase.  Despite reductions in allocated budget the department has been able to secure scholarships such as the Denver Sego First Responder Scholarship and the David Pankau Scholarship to attract and retain students in the major. 

 The Department has enhanced the image of Eastern though the annual participation in the American Association of Health Education’s national Case Study competition.  Additionally the department hosts an on-campus bi-annual Research/Project fair. Students are provided the opportunity to showcase research and special class projects in a poster session format. 

What are the program’s two or three most promising opportunities that could help advance the university’s academic mission? Provide an estimate of additional investments or other costs required and additional student credit hours, revenue, or other resources generated.

It is estimated that the rate of growth for jobs in the health field will be 22% or 3.2 million jobs by the year 2018 (U.S. News and World Report, 2013).  Additional resources invested in the marketing of the Health Administration option would result in additional majors and meet the emerging need for health professionals.  A minimum of one additional faculty member would be needed in the immediate future.  Tied to the development of the job growth, the department is in the process of seeking approval for a masters degree in Health Promotion and Leadership.  A minimum of two additional faculty members would be needed to support this program. 

If needed, provide supplemental comments to help the reader understand future opportunities for the program.

The current department staffing is limiting further development and growth of the department in terms of number of majors and new programs.  For example the Masters degree in Health Promotion and Leadership is based upon a 37% projected growth by the US Department of Labor in the health profession.  With the doubling of the number of majors in the last three years, the new Master’s degree, and faculty loads averaging 29.7; additional FTE’s are necessary for the department to develop these opportunities.