Senate Document Number 4101S

Date of Senate Approval 05/03/01

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Statement of Faculty Senate Action:

IDC 3: THE UNIVERSITY OF NORTH CAROLINA

Request for Authorization to Establish a New Degree Program

INSTRUCTIONS: Please submit five copies of the proposal to the Senior Vice President for Academic Affairs, UNC Office of the President. Each proposal should include a 2-3 page executive summary. The signature of the Chancellor is required.

Date: March 29, 2001

Constituent Institution: University of North Carolina at Asheville

CIP Discipline Specialty Title: Public Health Education and Promotion

CIP Discipline Specialty Number: 51.2207 Level: B X M 1^st Prof D

Exact Title of the Proposed Degree: Public Health Promotion

Exact Degree Abbreviation (e.g. B.S., B.A., M.A., M.S., Ed.D., Ph.D.): BS

Does the proposed program constitute a substantive change as defined by SACS? Yes__ No_X_

a) Is it at a more advanced level than those previously authorized? Yes__ No_X_

b) Is the proposed program in a new discipline division? Yes____ No __X__

Proposed date to establish degree program (allow at least 3-6 months for proposal review):

month _August___ year 2002

Do you plan to offer the proposed program away from campus during the first year of operation?

Yes ____ No X

If so, complete the form to be used to request establishment of a distance education program and submit it along with this request.

A. Describe the proposed degree program (i.e., its nature, scope, and intended audience).

In a letter written by Judith Pulley, Vice President for Planning in General Administration for The University of North Carolina, dated January 31, 2000, permission was formally granted for The University of North Carolina at Asheville to begin planning a new degree program in Public Health Promotion.

On March 23, 2000 a university-wide degree program planning committee at UNCA convened to begin discussing reviewer comments and developing the curriculum and resource needs for the degree program. This request represents the consensus of the UNCA Public Health Promotion Degree Program Planning Committee: Dr. Shirley Browning, Dean of Curriculum and Professor, Department of Economics; Dr. Bert Holmes, Chair and Professor, Department of Chemistry; Dr. Keith Ray, Chair and Associate Professor, Department of Health and Fitness; Dr. Melissa Himelein, Associate Professor, Department of Psychology; Dr. William Bruce, Professor, Department of Psychology; Dr. William Haas, Professor, Department of Sociology; Mr. John Bernhardt, Lecturer, Department of Biology; Dr. Cheryl McClary, Associate Professor, Department of Health and Fitness; Dr. Archer Gravely, Director of Institutional Research.

Public Health Promotion (CIP definition - An instructional program that prepares public health specialists to provide specialized educational and informational services to populations affected by disease outbreak, health hazards, or who are at risk. Includes instruction in health publicity, public relations, public health campaign management, preparation of public health teaching aids and instructional materials, and applications to specific public health problems and campaign

audiences.) In addition to the definition above, the scope of the proposed concentration in Public Health Promotion at UNCA will entail an emphasis being placed on the natural and social sciences, with a specific focus on the health implications of the aging of the American population, developing cultural competence, and reducing race, ethnic, and socioeconomic class health disparities.

Required courses in the major (26 hours)

HF 153 Health Promotion and Wellness (3) (satisfies a general ed. requirement)

HF 182 Principles of Emergency Medical Care (2) (New)

HF 225 Nutrition (3) (New)

HF 253 Sexuality and Health (3) (New)

HF 310 Community Outreach and Health Promotion (3) (New)

HF 322 Kinesiology (3)

HF 380 Fieldwork in Health Promotion/Disease Prevention (3)

HF 420 Physiology of Exercise (3) (will drop BIOL 338 prereq)

HF 459 Senior Seminar in Health Promotion (3)

Required courses outside the major (27-28 hours)

BIOL 105 Principles of Biology (5) - satisfies general ed. requirement

BIOL 223 Human Anatomy (4) or BIOL 338 Mammalian Physiology (4)

ENVR 336 Environmental Health (3)

SOC 362 Sociology of Health and Illness (Medical Sociology and Epidemiology) (3) or PSYC 307 Health Psychology (3)

SOC 223 Sociology of Aging (3)

SOC 221 Race and Ethnic Relations (3)

SOC 312 Society, Culture and Poverty (3)

STAT 185 Statistics (4) or HF 252 Biostatistics (3)

NOTE: Twelve hours of required course work for the major in Public Health Promotion (HF 153, BIOL 105, and STAT 185) satisfy general education requirements. If these courses are selected by majors to satisfy their general education requirements, the degree program would consist of 42 credit hours. This would give students more free electives, consistent with the liberal arts focus at UNCA.

B. List the educational objectives of the program.

a. To prepare students to think critically from a broad perspective and function effectively on a personal and professional level in the 21st Century health care and/or health promotion/disease prevention environment

b. To enable students to understand the health promotion/disease prevention needs of an intergenerational and diverse population, and translate that understanding into quality education and support services for all citizens

c. To assist students in understanding the multidimensional nature of human health, the evidence-based biological, biochemical, psychological, and social factors which play a role in preserving health and quality of life

d. To enable students to develop educational materials and delivery systems focused on Public Health Promotion/Disease Prevention

e. To prepare students to assess disease prevention needs in diverse populations, establish educational objectives, create and advertise relevant health promotion programs to address needs, deliver programs, and evaluate outcomes

f. To give students the necessary educational and service-learning experiences to pursue post-graduate study and/or careers in public health, health promotion, allied health, intergenerational community and hospital-based health education, and/or corporate health and wellness

C. Describe the relationship of the program to other programs currently offered at the proposing institution, including the common use of: (1) courses, (2) faculty, (3) facilities, and (4) other resources.

The degree program in Public Health Promotion is highly interdisciplinary and would, to a great extent, depend upon existing courses, faculty, and facilities. The greatest dependence would be on courses and faculty in biology and sociology. The additional courses in the major, however, may create the need for at least one additional classroom within 4-7 years. Nevertheless, bond referendum funds allocated to UNCA will create any additional classroom space needed.

II. Justification for the Program--Narrative Statement

A. Describe the proposed program as it relates to:

1. the institutional mission and strategic plan

UNCA has, since its inception, been concerned with teaching students a broad variety of disciplines and skills within an institutional framework which promoted interdisciplinary learning. UNCA's premier Humanities program draws faculty from a variety of disciplines, thus bringing together the disparate concerns of individual majors under the broader framework of the Humanities. UNCA's philosophy incorporates the tradition of the liberal arts, which pursues the broadest possible education, involving interdisciplinary studies and "hands-on"collaborative learning experiences, and a thorough attempt to integrate specific skills and knowledge into the single overarching Humanities matrix.

Progressive study in Public Health Promotion is interdisciplinary and involves the attainment of extensive knowledge regarding the preservation and enhancement of human health through the natural sciences and an awareness of various theories of human behavior taught through the social sciences. The humanities serve as a strong core from which to critically think about human behavior. Effective application of this knowledge and theoretical awareness is achieved through course work and service-learning in Health Promotion/Disease Prevention.

An example of the need for the interdisciplinary study of health promotion can be seen in our nation's struggle to reduce mortality and morbidity from heart disease. According to the National Center for Health Statistics, heart disease continues to be our nation's number one killer, even though mortality rates from heart attack have dropped in the U.S. by one third since 1980. Credit for this reduction goes to advances in medical treatment and health promotion/disease prevention efforts. Still, 500,000 deaths occur each year due to heart disease, 55% of, which involve people over, age 65 and 45% under age 45. Only 18% of all adults are free of preventable risk factors for heart disease (i.e. high blood cholesterol, smoking, obesity, high blood pressure, diabetes, and sedentary lifestyle) and only 10% of adults over age 50 are free of these risk factors. The tragedy is that most of these deaths could have been prevented or postponed through preventive strategies.

Over the last fifty years, the aging of the American population has increased as evidenced by the following facts. In 1950, half of the U.S. population was under the age of thirty; by 1994, that had increased to age thirty-four; and by 2030, half of the population will be over the age of thirty-nine. International migration is estimated to contribute from 8-13 percent in the current net growth of our aging population. Americans over the age of sixty-five have increased eleven fold since 1900, whereas the non-elderly population has increased only three fold. In Western North Carolina alone, there will be an additional sixty thousand residents over the age of sixty-five by 2030. Early in this century, "baby boomers" will enter the prime age for premature death and disability from heart disease, stroke, diabetes, obesity, and other lifestyle-related disorders.

January 2000 marked the launch of the Healthy People 2010 Objectives for the Nation, which set the nation's public health goals for the next decade: to increase quality and years of healthy life and to eliminate health disparities that are associated with race, ethnicity and socioeconomic status. Strong consideration will be given in the UNCA degree program to understanding and eliminating race, ethnic, and class health disparities and providing effective health promotion/disease prevention services to an aging population (see curriculum and objectives under section I).

According to Elizabeth Whelan, Sc.D., M.P.H., co-founder and president of the American Council on Science and Health and recipient of the 1996 Ethics Award from the American Institute of Chemists, the primary aim for professionals in public health and epidemiology should be to teach and assist people in the avoidance of premature disease and death. In May, 2001 a national conference in San Antonio will seek to engage higher education in the collective commitment to Health for All in 2010. Dr. Whelan's view and the focus of the conference in Texas are consistent with the intended thrust of the Public Health Promotion degree program at UNCA; the prevention of premature disease and death, with a concurrent increase in quality of life for all of humanity.

This will be achieved by offering a curriculum, which nurtures a broad and liberating view of human health and prevention through the study of biology, sociology, psychology, statistics, and public health. The UNCA curriculum will seek to broaden the Public Health Promotion student's perspective with which to pursue the truth. The manifestation of this outcome for our students will come through the rigorous study of numerous disciplines, involvement in quantitative and qualitative undergraduate research, a commitment to service-learning, and through the exploration of diversity as it relates to our evolving understanding of human health and quality of life. Asheville and Western North Carolina are rich in race, ethnic, and socioeconomic diversity with which to serve and learn.

2. student demand

Based on a fall 1998 campus-wide survey of students minoring in Health Promotion, and undecided freshmen and sophomores at UNCA, 35 students indicated an interest in a Health Promotion/Disease Prevention major, should that option become available. Although these numbers were not surprising, the level of excitement expressed in support of the proposed degree program was not anticipated. One student wrote, " I am very excited about the Health Promotion program. Please do consider this seriously; it may keep more people here or bring more in." Another responded, "PLEASE, PLEASE, PLEASE, go through with this new major. I am extremely interested in it, especially the health promotion aspect. It is exactly what I'm interested in. THANK YOU!" Numerous other students said they would not consider transferring to another university if UNCA were to offer Health Promotion.

Another source of data regarding potential student interest is the Admissions Department prospect cards, which are distributed in their marketing materials and given out at high school college day events. Within the last ten years, these prospect cards yielded 517 potential students with an expressed interest in health. While not an accurate estimation of the number of students who actually would apply, be admitted, and subsequently major in our new degree program, (conservatively estimated at 20% of expressed interest), this level of interest suggests that students not otherwise interested in UNCA, might apply for admission if this degree program was offered.

3. societal need (For graduate, first professional, and baccalaureate professional programs, cite manpower needs in North Carolina and elsewhere.)

According to National Wellness Institute Consultants in Stevens Point, Wisconsin, the interest in Health Promotion is such a recent phenomenon, data have not been collected to yield insight into projected demand for graduates. Nevertheless, the emergence of public and private wellness program initiatives, along with mounting evidence regarding the necessity for addressing lifestyle issues in public health, suggests that students trained in Health Promotion/Disease Prevention will be in high demand during the 21st century. The aging of the American population should further drive the need for Health Promotion professionals. According to Dr. David White, Chair, Department of Health Education and Promotion at East Carolina University "the market for health promotion graduates is much greater than the supply". He continues by reporting that over the past five years, every ECU graduate who wanted to work in health promotion has found a job.

The Occupational Outlook Handbook classifies those who work in health promotion as teachers of adults. Although this is a broad classification, the Handbook reports that employment for these professionals is expected to grow faster than average for all occupations through the year 2005.

4. impact on existing undergraduate and/or graduate academic programs of your institution. (e.g., Will the proposed program strengthen other programs? Will it stretch existing resources? How many of your programs at this level currently fail to meet Board of Governors' productivity criteria? Is there a danger of proliferation of low-productivity degree programs at the institution?)

This request is contingent upon receiving new funds from the Office of the President to establish and operate the degree program. It is not possible to draw from current resources at UNCA to offer any new degree programs that require additional resources. However, we believe our existing programs that are under-funded, will be strengthened through additional SCH dollars created by the degree program in Public Health Promotion.

B. Discuss potential program duplication and program competitiveness.

1. Identify similar programs offered elsewhere in North Carolina. Indicate the location and distance from the proposing institution. Include a) public and b) private institutions of higher education.

Publicly-supported institutions offering similar programs

NOTE: With the exception of UNC-Chapel Hill, all of the following related programs offered by publicly-supported institutions in North Carolina are operated under a "13.1307" CIP designation. This classifies all of these instructional programs as degree programs in education. The proposed degree program in Public Health Promotion at UNCA will be operated under a "51.2207" CIP designation.

Public Health Promotion - Seven of the other fifteen UNC institutions offer baccalaureate degree programs in Health Education, Health and Fitness, and Health Promotion. However, none of the following seven universities emphasize an interdisciplinary liberal arts approach to the study of Health Promotion/Disease Prevention with emphasis being placed on service to an aging population and reducing health disparities among race and class. Again, with the exception of UNC-CH, all are operated under a "13.1307 Health Education" CIP classification.

UNC-Chapel Hill, B.S. in Public Health, Health Education (CIP 51.2201 Public Health) approximately 225 miles from UNCA

UNC-Greensboro, B.S. in Health Education, Community Health and B.S. in Health Education, School Health (CIP 13.1307 Health Education) - approximately 180 miles from UNCA

UNC Charlotte, B.S. in Health Fitness (CIP 13.1307 Health Education) - approximately 150 miles from UNCA

UNC Pembroke, B.S. in Community Health Education (CIP 13.307 Health Education) - approximately 350 miles from UNCA

North Carolina Central University in Durham, B.S. in Health Education and B.S. in Community Health Education (CIP 13.307 Health Education) - approximately 210 miles from UNCA

Appalachian State University in Boone, B.S. in Health Promotion (CIP 13.307 Health Education) - approximately 100 miles from UNCA

East Carolina University in Greenville, B.S. in School Health Education (CIP 13.307 Health Education) - approximately 325 miles from UNCA

Private institutions in North Carolina offering similar programs

According to the 1998 Academic Program Inventory for North Carolina Private Colleges and Universities, there are no private institutions offering a degree program in 51.2207 Public Health Promotion.

2. Indicate how the proposed new degree program differs from other programs like it in the University. If the program duplicates other UNC programs, explain a) why is it necessary or justified and b) why demand (if limited) might not be met through a collaborative arrangement (perhaps using distance education) with another UNC institution. If the program is a first professional or doctoral degree, compare it with other similar programs in public and private universities in North Carolina, in the region, and in the nation.

The primary difference between the proposed degree program and others like it is its interdisciplinary liberal arts focus operated out of a science CIP designation. Through UNCA's exceptional liberal arts general education curriculum and its unique humanities sequence and undergraduate research emphasis, the program will nurture critical thinking and cultural competence in its students, and prepare them to work with a diverse and aging population. Interdisciplinary course work for Public Health Promotion majors in Biology, Statistics, Sociology, and Psychology will further strengthen students' breadth of thought and skill.

Over the last fifty years, the aging of the American population has increased as evidenced by the following facts. In 1950, half of the U.S. population was under the age of thirty; by 1994, that had increased to age thirty-four; and by 2030, half of the population will be over the age of thirty-nine. Americans over the age of sixty-five have increased eleven fold since 1900, whereas the non-elderly population has increased only three fold. In Western North Carolina alone, there will be an additional sixty thousand residents over the age of sixty-five by 2030. Early in this century, "baby boomers" will enter the prime age for premature death and disability from heart disease, stroke, diabetes, obesity, and other lifestyle-related disorders. UNCA is the only public institution in the western most counties prepared to serve the health promotion/disease prevention needs of this aging population.

January 2000 marked the launch of the Healthy People 2010 Objectives for the Nation, which set the nation's public health goals for the next decade: to increase quality and years of healthy life and to eliminate health disparities that are associated with race, ethnicity and socioeconomic status. In January of 2000, a national teleconference produced by the Association of American Colleges and Universities, the National Association of County and City Health Officials, and in association with The George Washington University, eliminating race and class health disparities was identified as one of the greatest public health challenges facing our nation. Public Health Promotion students at UNCA will engage in rigorous study, discussion, debate, and undergraduate research to seek the truth and play a more effective role in understanding and eliminating the root causes of race, ethnic, and class health disparities.

In May, 2001 a national conference in San Antonio will seek to engage higher education in the collective commitment to Health for All in 2010. At UNCA, a curricular emphasis on an interdisciplinary-based nurturing of critical thought, understanding and eliminating race and class health disparities, and the effective service to our aging population would express this commitment to "Health for All in 2010" and establish the university as a leader in undergraduate public health education.

During the fall semester of 2000, collaborative discussions began between The Department of Health and Fitness and Dr. Ronald Manheimer, director of the NC Center for Creative Retirement, to begin movement in the direction of establishing The National Senior Wellness Academy on the UNCA campus. The North Carolina Center for Creative retirement is a nationally renowned program for lifelong learning with considerable emphasis on physical and mental wellness.

The tentative goals of The National Senior Wellness Academy would be:

1. To serve as a community outreach institute and teach our aging population about health promotion/disease prevention (e.g. safe and effective exercise, nutrition, stress management, and preventive screenings). Some of the education will occur at the academy, while much of what we do will involve the creation of model interventions to be replicated in communities nationwide. The primary purpose of these outreach, listening, and involvement with community agencies, organizations, and individuals would be to improve the quality of life and health of our senior citizens and seek to eliminate the health disparities that are associated with race, ethnicity, and socioeconomic class. UNCA students and Center for Creative Retirement seniors will be heavily involved in our teaching and outreach initiatives.

2. To facilitate ongoing support services in communities to assist individuals and groups in their transition to healthier lifestyles. Again, UNCA students and seniors will be involved in the creation of these support services.

3. To evaluate the extent to which the academy's initiatives are serving our aging population's wellness needs and achieving the two aforementioned goals, thus engaging in ongoing redirection and renewal. Under the direction of faculty, UNCA students will join with Center for Creative Retirement seniors and engage in undergraduate research.

The National Senior Wellness Academy would serve as a unique service-learning and undergraduate research vehicle for Public Health Promotion students. More specifically, UNCA students would play a vital role in the Health Promotion of the Academy's target population.

C. Enrollment (baccalaureate programs should include only upper division majors, juniors and seniors ).

Headcount enrollment

Show a five-year history of enrollments and degrees awarded in similar programs offered at other UNC institutions (using the format below for each institution with a similar program); indicate which of these institutions you consulted regarding their experience with student demand and (in the case of professional programs) job placement. Indicate how their experiences influenced your enrollment projections.

Institution: Appalachian State University

Program Title: Health Promotion, CIP 13.1307

Institution: UNC-Greensboro

Program Title: Health Education, Community Health and Health Education, School Health, CIP 13.1307

Program Title: Public Health, Education, CIP 51.2201

Program Title: Health Fitness, CIP 13.1307

Institution: UNC Pembroke

Program Title: Community Health Education, CIP 13.1307

Institution: East Carolina University

Program Title: Health Education and Promotion, CIP 13.1307

Program Title: Health Education and Community Health Education, CIP 13.1307

Dr. David White, Chair, Department of Health Education and Promotion at East Carolina University and Dr. David Nieman, Chair, Department of Health Promotion at Appalachian State University were consulted regarding their experience with student demand and job placement. Both chairs stated that former students, who do not pursue graduate study, are getting jobs in hospital-based wellness centers, in county health departments, at community colleges, and in corporate employee wellness settings. Dr. White claimed that all ECU health promotion graduates in the last five years, who wanted to work in health promotion, have found jobs.

When asked if a degree program at UNCA would hamper enrollment rates at ASU, Dr. Nieman said "absolutely not". He suggests that there is ample demand to justify offering the program in Asheville. Dr. Neiman further stated that ASU, ECU, and UNCC were the only institutions in the state that operated a program with similar degree program objectives.

Both chairs claimed that student demand is strong and growing and that the market for health promotion graduates far exceeds the supply. The only reason enrollment rates have dropped over the past five years at ECU, according to Dr. White, is because of a need for departmental changes at that institution. He believes that as these changes are being implemented, enrollment rates will increase to 70+ within the next several years. Enrollment rates have remained relatively stable at ASU over the past five years, while their degrees awarded have increased from 57 to 76 during the same span of time.

Not only is demand more than adequate to support a program in Asheville, Dr. White at ECU calls health promotion a discovery degree i.e. some students will enter UNCA undecided and later declare a major in health promotion after discovering the nature of the program. Since Health and Fitness courses are included in General Education, the opportunity for discovery clearly exists.

Thus, we believe the UNCA enrollment projections shown below are reasonable and conservative estimates given the size of UNCA and the experiences at these other UNC institutions.

Use the format in the chart below to project your enrollment in the proposed program for four years and explain the basis for the projections:

Full-time 28 Part-time 2 Total 30

SCH production (upper division program majors, juniors and seniors only, for baccalaureate programs).

Use the format in the chart below to project the SCH production for four years. Explain how SCH projections were derived from enrollment projections (see UNC website for a list of the disciplines comprising each of the four categories).

III. Program Requirements and Curriculum

A. Program Planning.

1. List the names of institutions with similar offerings regarded as high quality programs by the developers of the proposed program.

Alma College
Richard Stockton
Truman College
The University of Maine at Farmington

2. List other institutions visited or consulted in developing this proposal. Also discuss or append any consultants' reports, committee findings, and simulations (cost, enrollment shift, induced course load matrix, etc.) generated in planning the proposed program.

Alma College
Richard Stockton
Truman College
The University of Maine at Farmington

B. Admission. List the following:

1. Admissions requirements for proposed program (indicate minimum requirements and general requirements).

Students will be required to successfully complete HF 153 Health Promotion and Wellness. Also, all students will be required to successfully complete Language 102 and Library Research prior to their declaration.

2. Documents to be submitted for admission (listing or sample).

No documents needed

C. Degree requirements. List the following:

1. Total hours required. Major. Minor.

Major - 26 hours Minor - 17-19 hours

Outside Major - 27-28 hours (currently in operation)

Note: As shown below and in the curriculum under section I, the degree program in Public Health Promotion would consist of 42 total hours for students who choose HF 153, BIOL 105, and STAT 185 to satisfy their general education requirements.

Major - 23 hours

Outside Major - 19 hours

2. Proportion of courses open only to graduate students to be required in program (graduate programs only).

Not applicable

3. Grades required.

Students will be required to have a 2.0 average in all course work to graduate with a Public Health Promotion major.

4. Amount of transfer credit accepted.

Transfer credit accepted pursuant to existing UNCA standards.

5. Other requirements (e.g. residence, comprehensive exams, thesis, dissertation, clinical or field experience, "second major," etc.).

Students will be required to complete a senior project to demonstrate competence in the major. Presentations of this project will constitute fulfillment of the university's oral competency requirement. The project will be completed when the student is enrolled in the department's Senior Seminar course.

6. Language and/or research requirements.

Students will be required to comply with the UNCA general education requirements.

7. Any time limits for completion.

None

D. List existing courses by title and number and indicate (*) those that are required. Include an explanation of numbering system. List (under a heading marked "new") and describe new courses proposed

Existing Courses

HF 153 Health Promotion and Wellness (*) (3)

HF 322 Kinesiology (*) (3)

HF 380 Field Work in Health Promotion (3)

HF 420 Physiology of Exercise (*) (3)

HF 459 Senior Seminar in Health Promotion (*) (3)

HF 182 Principles of Emergency Medical Care (*) (2)

The study of understanding the critical concepts of, and responding to, medical emergencies. Emphasis is placed on the knowledge and skills necessary to help sustain life and to minimize the pain and consequences of injury or acute illness under differing circumstances and conditions. Additional topics include prevention of injury and illness, healthy lifestyle awareness, and the assessment of environmental and personal habits to reduce injury and illness.

An introduction to the principles of diet and nutrition science, this course addresses recent issues and controversies on ways that nutrition and diet can promote health and prevent disease. Other topics of interest include: multi-cultural views of diet and nutrition, herbs and dietary supplements, and nutrition for activity and exercise. Prerequisite: HF 153

HF 253 Sexuality and Health (*) (3)

An introduction to reproductive anatomy, sexual response, conception, pregnancy and child birth, sexuality throughout the life cycle, sexually transmitted diseases, contraception, homosexuality, atypical sexual behavior and sexual victimization. Prerequisite: HF 153

Essential strategies for determining prevention-related needs for specific populations, designing culturally and educationally appropriate interventions/services, and implementing and evaluating health promotion/disease prevention programs. Emphasis is placed on learning how to develop and adapt health education programs and materials to reach audiences of differing literacy levels and cultural backgrounds in an effort to eliminate health disparities among race and class, and to serve an aging population. Prerequisite: HF 153, SOC 223, 221, 312

IV. Faculty

A. list the names of persons now on the faculty who will be directly involved in the proposed program. Provide complete information on each faculty member's education, teaching experience, research experience, publications, and experience in directing student research, including the number of theses and dissertations directed for graduate programs. The official roster forms approved by SACS can be submitted rather than actual faculty vita.

A. Keith Ray (Health and Fitness)
Cheryl McClary (Health and Fitness)
William Bruce (Psychology)
Melissa Himelein (Psychology)
John Bernhardt (Biology)
Bill Haas (Sociology)

B. Estimate the need for new faculty for the proposed program over the first four years. If the teaching responsibilities for the proposed program will be absorbed in part or in whole by the present faculty, explain how this will be done without weakening existing programs.

A minimum of one new full-time faculty member and one half-time faculty member will be required to begin operating the new degree program. The half-time faculty member will be an M.D. or other relevant professional from the community. Projections for growth of the Public Health Promotion major indicate that any further faculty required during the four-year projection period can be financed from departmental student growth. A portion of the teaching load will be borne by extant faculty teaching existing courses.

C. If the employment of new faculty requires additional funds, please explain the source of funding.

Funding will be requested from the UNC System Change Budget.

D. Explain how the program will affect faculty activity, including course load, public service activity, and scholarly research.

Faculty members will maintain current teaching, public service, and research activity. The new faculty members will be expected to maintain a similar level of teaching, service, and research.

V. Library

A. Provide a statement as to the adequacy of present library holdings for the proposed program.

Library holdings to operate the minor in Health Promotion for almost a decade have been adequate. However, to operate a major will require a 50% increase over current holdings.

B. State how the library will be improved to meet new program requirements for the next five years. The explanation should discuss the need for books, periodicals, reference material, primary source material, etc. What additional library support must be added to areas supporting the proposed program?

To reflect the new courses required for the major, books, periodicals, and reference materials will have to be added.

C. Discuss the use of other institutional libraries.

Students will have access to the holdings of MAHEC. UNCA is requesting funds to contribute to MAHEC to support their holdings, thus allowing students free access to their resources and eliminating the need to duplicate materials.

VI. Facilities and Equipment

A. Describe facilities available for the proposed program.

One additional classroom may be needed within 4-7 years to operate the major. However, bond referendum funds allocated to UNCA will be adequate to provide any additional classroom space needed. Current facilities i.e. weight room, biometrics lab, and classroom will need to be updated through the purchase of equipment, software, teaching-related supplies, and classroom technology (see attached budget request). Courses outside the major will be taught in the relevant department's classrooms.

B. Describe the effect of this new program on existing facilities and indicate whether they will be adequate, both at the commencement of the program and during the next decade.

As described in section A, the upgrading of current facilities would be adequate during the early years of operation. Bond referendum funds will provide for any additional classroom space needed in 4-7 years.

C. Discuss any information technology services needed and/or available.

Existing campus general use labs are adequate. However, new computers would be needed for the Biometrics Lab and for new faculty.

D. Discuss sources of financial support for any new facilities and equipment.

Funding will be requested from the UNC System Change Budget.

VII. Administration

Describe how the proposed program will be administered, giving the responsibilities of each department, division, school, or college. Explain any inter-departmental or inter-unit administrative plans. Include an organizational chart showing the "location" of the proposed new program.

UNCA's Department of Health and Fitness will operate the degree program in Public Health Promotion. The Chair of the Department of Health and Fitness will be responsible for the primary oversight of the program. The Chair of the Department of Health and Fitness reports directly to the Vice Chancellor for Academic Affairs.

VIII. Accreditation

Indicate the names of all accrediting agencies normally concerned with programs similar to the one proposed. Describe plans to request professional accreditation. If the proposed new degree program is at a more advanced level than those previously authorized or if it is in a new discipline division, was SACS notified of a potential "substantive change" during the planning process? If so, describe the response from SACS and the steps that have been taken to date with reference to the applicable procedure.

No accreditation agency currently exists for health promotion/disease prevention programs. This does not constitute a substantive change in relation to the interests of SACS.

IX. Supporting Fields

Are other subject matter fields at the proposing institution necessary or valuable in support of the proposed program? Is there needed improvement or expansion of these fields? To what extent will such improvement or expansion be necessary for the proposed program?

As described above, UNCA's Sociology, Psychology, Biology, and Statistics departments will be involved in the major in Public Health Promotion. No expansion of these programs will be needed. The effect of this major on these other programs at expected enrollment levels is not significant.

X. Additional Information

Include any additional information deemed pertinent to the review of this new degree program proposal.

None

XI. Budget

Provide estimates (using the attached form) of the additional costs required to implement the program and identify the proposed sources of the additional required funds. Use SCH projections (section II.C.) to estimate new state appropriations through enrollment increase funds. Prepare a budget schedule for each of the first three years of the program, indicating the account number and name for all additional amounts required. Identify EPA and SPA positions immediately below the account listing. New SPA positions should be listed at the first step in the salary range using the SPA classification rates currently in effect. Identify any larger or specialized equipment and any unusual supplies requirements.

For the purposes of the second and third year estimates, project faculty and SPA position rates and fringe benefits rates at first year levels. Include the continuation of previous year(s) costs in second and third year estimates.

Additional state-appropriated funds for new programs may be limited. Except in exceptional circumstances, institutions should request such funds for no more than three years (e.g., for start-up equipment, new faculty positions, etc.), at which time enrollment increase funds should be adequate to support the new program. Therefore it will be assumed that requests (in the "New Allocations" column of the following worksheet) are for one, two, or three years unless the institution indicates a continuing need and attaches a compelling justification. However, funds for new programs are more likely to be allocated for limited periods of time.

SUMMARY OF ESTIMATED ADDITIONAL COSTS FOR PROPOSED PROGRAM/TRACK

INSTITUTION University of North Carolina at Asheville DATE February 23, 2001

Program (API #, Name, Level) 51.2207 - Public Health Promotion -Baccalaureate________

Degree(s) to be Granted Bachelor of Science Program Year 2002-2003

ADDITIONAL FUNDS REQUIRED - BY SOURCE

Reallocation

of Present Enrollment Federal

Institutional Increase Other New

Resources Funds (Identify) Allocations

101 Regular Term Instruction

1210 SPA Regular Salaries

(Identify positions) $____________ $____________ $____________ $____________

(____________) (____________) (____________) (___________ )

(____________) (____________) (____________) (___________ ) 1310 EPA Academic Salaries $____________ $____________ $____________ $__55,523.00 (____________) (____________) (____________) (__27,761.50_ ) (____________) (____________) (____________) (___________ ) 1810 Social Security $____________ $____________ $____________ $ __ 6,372.00_ ) 1820 State Retirement $____________ $____________ $____________ $___4,797.00 1830 Medical Insurance $____________ $____________ $____________ $___2.256.00__

2000 Supplies and Materials $____________ $____________ $____________ $____________ (Identify) (____________) (____________) (____________) (____________) (____________) (____________) (____________) (____________) (____________) (____________) (____________) (____________)

3000 Current Services $____________ $____________ $____________ $____________ (Identify) (____________) (____________) (____________) (____________) (____________) (____________) (____________) (____________) (____________) (____________) (____________) (____________)

4000 Fixed Charges $____________ $_____________ $____________ $___2,000.00__ (Identify) (____________) (____________) (____________) (____________) (____________) (____________) (____________) (____________)

5000 Capital Outlay (Equipment) $____________ $____________ $____________ $ 68,350.00 (Identify) (____________) (____________) (____________) (____________) (____________) (____________) (____________) (____________)

TOTAL - Regular Term Instruction $____________ $____________ $____________ $ 155,059.50

151 Libraries

(Identify accounts) $____________ $____________ $____________ $ 2,125.00

____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________ ____________

TOTAL - Libraries $____________ $____________ $____________ $ 2,125.00

TOTAL ADDITIONAL COSTS . . . $____________ $____________ $____________ $169,184.50

NOTE: Accounts may be added or deleted as required.

XII. Evaluation Plans

All new degree program proposals must include an evaluation plan which includes: (a) the criteria to be used to evaluate the quality and effectiveness of the program, (b) measures to be used to evaluate the program), (c) expected levels of productivity of the proposed program for the first four years of operation (number of graduates), (d) the names, addresses, e-mail addresses, and telephone numbers of at least three persons (six reviewers are needed for graduate programs) qualified to review this proposal and to evaluate the program once operational, and (e) the plan and schedule to evaluate the proposed new degree program prior to the completion of its fifth year of operation once fully established.

Program Evaluation Format

A. Criteria to be used to evaluate the proposed program:

Public Health Promotion

1. level of student knowledge and technical skill in developing, implementing, and evaluating health promotion/disease prevention programs and/or interventions

2. extent to which students demonstrate critical thought as it relates to the elimination of race, ethnic, and socioeconomic class health disparities

3. extent to which students demonstrate effective service to older adults.

4. extent to which graduates are able to secure health promotion/disease prevention-related careers in the public and private sector and/or are successful in admission to health-related graduate or professional programs

B. Measures to be used to evaluate the program:

1. senior demonstration of competency through written capstone exam, project and successful completion of Senior Seminar course.

2. surveys of alumni to determine the extent to which the degree program prepared them for relevant employment and/or graduate or professional school

3. surveys of employers and graduate/professional schools to determine the extent to which UNCA alumni were prepared respectively for employment or advanced study

C. Projected productivity levels (number of graduates):

Level Year 1 Year 2 Year 3 Year 4 TOTALS

B 0 5 10 15 30

M

I/P

D

(Key: B-Bachelor's, M-Master's, I/P-Intermediate or Professional, D-Doctoral)

D. Recommended consultant/reviewers: Names, titles, addresses, e-mail addresses, and telephone numbers. May not be employees of the University of North Carolina.

Thomas J. Bacon, Dr.P.H.
Executive Associate Dean and Director
N.C. Area Health Education Centers Program
The University of North Carolina at Chapel Hill
Chapel Hill, N.C. 27599-7165
(919) 966-2461

*Note: Due to the relevance of this degree program to the mission of the NC AHEC Program, the decision was made that Tom Bacon's review of this request was essential. Dr. Bacon's review is in Appendix A.

Gaylen Erlichman
Director of Health Education
Buncombe County Health Department
Asheville, N.C.

Charolette Artis
Director of Allied Health Programs
Mountain Area Health Education Center
Asheville, N.C.

Teck Penland, PhD
Director, Mountain Area Health Education Center
Asheville, N.C.

E. Plan for evaluation prior to fifth operational year.

UNCA program review process (see attached)

XIII. Reporting Requirements

Institutions will be expected to report on program productivity after one year and three years of operation. This information will be solicited as a part of the biennial long-range planning revision.

Proposed date of initiation of proposed degree program: Aug. 2002

This proposal to establish a new degree program has been reviewed and approved by the appropriate campus committees and authorities. _________

Chancellor:

Attachment A, Breakdown of Accounts

4430

Maintenance and repair of selectorized and free weight equipment $ 2,000 - per year

5310

6 - Lifecycles (3 recumbent, 3 upright) @ $3000 18,000

2 - Precor EFX 546 Crosstrainer @ $4,000 8,000

3 - Precor EFX 556 Crosstrainer @ $4,500 13,500

1 - Woodway Desmo S Treadmill @ $9,850 9,850

Total for Cardio Equipment $ 49,350

1 Knee Raise Station @ $300 300

1 Hex/Shrug Bar @ $150 150

2 - 5' Bars @ $100 200

1 - Horizontal Leg Curl Machine @ $3,000 3,000

1 - Standing Calf Machine @ $3,000 3,000

Total for Weight Training Equipment $ 7,000

Total 5310 $ 56,350

1 - MICROFIT FAS2 System: includes Fitness Profile Software $ 10,700

Version 9, "Program for Success" Promotional Guide

1 - Monarch 818 E Medical Cycle Ergometer 900

1 - One-Year Service Contract 400

Total 5390 $ 12,000