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Appendix C
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: August 25, 2007
Constituent Institution: University of North Carolina Wilmington
CIP Discipline Specialty Title: Community Health Education
CIP Discipline Specialty Number: 512207: B X
M
Prof
D
Exact Title of the Proposed Degree: B.S. In Community
Health_Education________________
Exact Degree Abbreviation (e.g. B.S., B.A., M.A., M.S., Ed.D., Ph.D.): B.S.
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 __January_ year 2008
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.
I. DESCRIPTION OF THE PROGRAM
A. Describe the proposed degree program (i.e., its nature, scope, and intended
audience).
The Department of Health and Applied Human Sciences currently has the Community Health
Education program as a concentration within the Bachelor of Arts Physical Education Degree.
This concentration was created several years ago in response to the demand for professional
personnel who have the knowledge and skills to provide a wide range of health education services
to individuals, groups, organizations, and communities. The Department of Labor projects a 25%
increase in the number of health care workers by 2010. Many of the fastest growing occupations
are concentrated in the health care field and 13% of all job growth from 2000-2010 will be in
health related occupations. Factors which contribute to this growth include the aging US
population will which require more services and the use of innovative medical technology.
The Community Health Education program prepares students to assess the health needs of
individuals and communities. Students learn how to plan, implement and evaluate health
programs for diverse populations in a variety of settings. While the program primarily prepares
students to practice in community settings, the same skills and knowledge are applicable to
worksite, hospital, nonprofit, and school health education. Students learn to serve as resources
for health information, while also coordinating and administering health programs.
This concentration also prepares graduates for post-Baccalaureate programs such as Masters in
Public Health or Physician Assistant Programs. Graduates are eligible to sit for the Community
Health Education Specialist (CHES) credential which is a nationally recognized certification. Our
request to pursue a change from a concentration area in the Physical Education degree to a stand
alone Bachelor of Science in Community Health will allow our program to pursue accreditation by
The American Health Education Association as well as to expand our research pursuits to
enhance the educational experience of our student population.
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B. List the educational objectives of the program.
Educational Objectives of the Program:
1. To prepare students for entry-level professional positions in the health education field.
2. To optimize experiential based learning for students. This includes community-based
internships as well as directed independent studies. As our program has grown in
prominence, the experiences have expanded from local student placements to those at a state
or national level. An accredited program will improve our ability to allow our students to work
in national health care agencies such as the Centers for Disease Control and Prevention and
the Department of Health and Human Services.
3. To optimally prepare students for graduate work in health education or related fields.
Rationale for the new program:
The request for authorization to establish a separate Bachelor of Science degree program in
Community Health is based on the following rationale:
1. It is not possible to qualify for program accreditation without the existence of a Baccalaureate
degree in Community Health. A degree from an accredited program is also required for certain
jobs and shortens the coursework needed to purse a Master's degree in Community or Public
Health. This also would allow for evaluation and quality control from an external, nationally
recognized body, the American Association of Health Education.
2. All program courses have already been created and are currently being taught as part of the
Community Health Concentration. No additional classes or faculty are required for this conversion
to a freestanding Bachelor of Science program.
3. Many students wishing to pursue graduate work in the allied health field require a bachelor of
science in a health related field. A Bachelor of Science in Community Health, as opposed to
Physical Education, would allow current students greater opportunities for graduate work in
various health fields and attract students to UNCW for this purpose.
4. Faculty in the Community Health Concentration have developed close relationships with health
care agencies in this area through service activities and faculty community service endeavors.
These relationships serve to enhance experiential based learning for our students. The program
also serves to expand community relationships through grant development for community health
needs. One example is a recent $511,000 obesity prevention grant to HAHS to improve health
and nutrition behaviors of citizens in our local service area. The department and members of the
Community Health Concentration have taken the lead in developing university-wide
interdisciplinary collaboration on addressing issues related to obesity.
5. While we attract many students to our courses from both inside the Department of Health and
Applied Human Sciences and the student body at-large, the lack of a separate degree program
gives us less visibility to the overall UNCW student and limits our ability to market our program.
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.
Conversion of the Community Health concentration to Baccalaureate of Science in Community
Health will require no additional resources to UNCW. All program classes are in place and
sufficient classroom space has already been allocated. In addition, classes such as Health and
Aging (HEA 325) and Obesity and Eating Disorders (HEA 292) are elective courses for the
Gerontology program and Women's Study program, respectively. In addition, HEA 465 Nutrition
in Exercise and Sport is also a required course for Exercise Science majors as well as an elective
course for Physical Education Teaching majors. Courses such as Nutrition and Behavior (HEA
207) and Individual Well Being (HEA 105) in addition to being Community Health program
requirements, attract many other students from various majors who are interested in lifetime
health and wellness education. Individual Well Being (HEA 105) is an approved substitution for
the Basic Studies course PED 101 for students who medically can not participate in PED 101.
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II. JUSTIFICATION FOR THE PROGRAM—NARRATIVE STATEMENT
A. Describe the relationship of the proposed new program to the institutional mission and
how the program fits into the institution’s strategic plan.
1. The institutional mission and strategic plan
The mission statement of the University of North Carolina at Wilmington states that the university is
a public comprehensive university dedicated to excellence in teaching, scholarship and artistic
achievement and service. A recently drafted statement of the university’s core values indicates the
importance of regional engagement noting that, the university’s culture fosters creative, critical and
reflective thinking; lifelong learning; communication and interaction; a celebration of diversity of
people and ideas; commitment to improving the quality of life on and off campus. Action plans to
implement our mission indicate UNCW will excel in the development of external relationships and
service to external communities. UNCW will serve the greater society wherever possible by
assisting educators, public and private organizations and the general community. UNCW will forge
new and mutually beneficial partnerships with those who share its mission, with special emphasis
on its service region.
The Community Health curriculum is already in existence and has been carefully designed to reflect
the values identified above. Additionally, it meets the objective in the Division of Academic Affairs
Long Range Planning Document Response to 2002-2007 Board of Governors Strategic Directives
as stated: “Continue to develop academic programs as well as collaborative strategies in support of
critical areas of allied health, nursing, medicine, and related fields in response to the needs of the
state for health care providers”. A Community Health Education degree would specifically address
this objective.
2.
Student demand
Student interest in this program continues to grow. Anecdotal data indicate that our graduates
have an extremely high success rate in obtaining employment post graduation or entering graduate
programs. Enrollment continues to grow; our program currently has 66 active “majors” with 22
minors.
Skills acquired in community health may be more marketable and responsive to the growing need
for professionals trained to respond to the rising health needs of our population.
3.
Societal need
The demand for health related programs continues to grow as do the areas in which these
individuals are hired. What was once only a hospital or health department based occupation has
grown to include, nursing and rehabilitation care facilities, worksite wellness programs, private
consulting firms, and physician's offices. Factors influencing the growth of this industry include the
growing population of HIV/AIDS patients, the expanding alcohol/drug treatment industry, the
expansion of wellness and prevention programs by corporate America, the growing diversity of the
American population, and the growing awareness of behavioral health issues.
According to data from the 2000 Census, the strongest growth during the next 10 years will occur
in the 35-65 year old age group. By the year 2020, approximately 18 % of the population will be
aged 65 or over compared to current figures of about 14 %. This population growth is particularly
high in the Southeastern region, with growth of approximately 17.3 % as opposed to a projected
growth of 7.9 % for the Midwest and 5.5 % for the Northeast. These population changes are going
to require more health care workers, particularly those trained and sensitive to diverse populations
with very different health needs. As part of the 2002-2007 Board of Governors Strategic Directives
document, one directive is to continue to develop programs in the critical needs areas of allied
health and related fields. Our Community Health program is a vital part of meeting this directive.
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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?)
Conversion of the Community Health concentration to Baccalaureate of Science in Community
Health will require no additional resources. All program classes are in place and sufficient
classroom space has already been allocated. There currently are sufficient faculty to support the
major. Many of the current Community Health courses serve as requirements or electives for other
majors and conversion to a major will enhance that capability. There are no programs at this level
that currently fail to meet Board of Governor’s productivity criteria. The academic standards within
Community Health are sufficiently rigorous and this request does not represent a danger of being a
low-productivity program.
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.
The following institutions of higher education in North Carolina offer Baccalaureate degrees under
the general category of Health Education; however, these programs include broader areas of study
such as School Health Education, Public Health Epidemiology, and a combined Health and
Physical Education degree. There are only two programs similar to the proposed Community
Health Education degree and they are indicated with an asterisk:
Fayetteville State University- Bachelor of Science Health Education (K-12)
Gardner-Webb University-Elementary and Middle School Health Education
North Carolina Central University-Bachelor Science in Public Health Education
Appalachian State University-Bachelor of Science in Pre-Health Professions
*East Carolina University -Bachelor of Science in Community Health (115 miles from
UNCW)
University of North Carolina at Chapel Hill-Bachelor of Science in Public Health Nutrition,
Epidemiology, or Health Policy Administration
University of North Carolina at Charlotte-Bachelor of Science in Health Fitness
University of North Carolina at Greensboro-Bachelor of Science in Public Health Education
*University of North Carolina at Pembroke-Bachelor of Science in Health Promotion (95
miles from UNCW)
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 Bachelors degree in Community Health Education is not redundant with any other programs
on campus. There are several programs with which the new major could be quite compatible. In
particular there would be many fruitful opportunities to collaborate with students and faculty in the
School of Nursing and the Departments of Communication Studies and Psychology.
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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.
STUDENT ENROLLMENT TRENDS AT SIMILAR PROGRAMS
University Of North Carolina at Pembroke - Community Health Majors
2001
2002
2003
2004
2005
n/a
n/a
n/a
6
8
2006
20
East Carolina University – Community Health Majors
2001
2002
2003
2004
n/a
14
13
30
2006
31
Full-time (only)
2005
25
Year 1
2008-09
Year 2
2009-10
Year 3
2010-11
Year 4
20011-12
66
70
75
75
The anticipated steady state head count after four years will be 75 full-time. Projections are
based on current numbers of students in the concentration and requests for information. It is
anticipated the program will be maintained at 75 full-time to maintain program quality.
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
Undergraduate
Major
Credit Hour
Production
Year 1
2008-09
Year 2
2009-10
Year 3
2010-11
Year 4
20011-12
1560 sch
1580 sch
2010 sch
2010 sch
Credit hours are based on current credit hour production by students enrolled in the Community
Health Concentration in Physical Education.
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.
Southern Illinois University,
Carbondale, IL;
http://www.siu.edu/departments/coe/hedrec/
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Illinois State University,
Bloomington, IL;
http://www.healthsciences.ilstu.edu/
Cortland University, SUNY;
Cortland, NY
http://www.cortland.edu/hlth/healthmajors.html
University of Kansas
Lawrence, KS
http://soe.ku.edu/hses/undergraduate/comm_health/
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.
In 1998 a consultancy report was generated to review the feasibility of offering an undergraduate
degree in Community Health at UNCW. The consultancy report found that UNCW has
professionally prepared faculty, courses, equipment, library sources as well as university and
community support to offer a quality Community Health Education curriculum. All accreditation
competencies are now being met through course objectives in the currently established curriculum
in preparation for the accreditation process.
B. Admission. List the following:
1. Admissions requirements for proposed program (indicate minimum requirements and general
requirements).
Admission to this major requires the completion of the following courses with a "C" or better:
HEA 105 (Individual Well Being)
HEA 201 (First Aid, Safety, and Cardiopulmonary Resuscitation)
HEA 207 (Nutrition and Behavior)
A "C-" or better grade is required in all other Health courses for graduation
C. Degree requirements. List the following:
1. Total hours required.
Total for the B.S. = 124
Total required Community Health Education hours = 61
2. Proportion of courses open only to graduate students to be required in program (graduate
programs only).
3. Grades required.
An overall 2.00 grade point average is required.
4. Amount of transfer credit accepted.
Students transferring may receive up to 93 semester hours from all institutions attended;
however, no more than 64 semester hours can be transferred from two year institutions.
5.
Other requirements (e.g. residence, comprehensive exams, thesis, dissertation, clinical or
field experience, "second major," etc.).
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6.
7.
Language and/or research requirements.
Any time limits for completion.
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
*HEA 105
*HEA 201
HEA 205
*HEA 207
*HEA 234
*HEA 240
*HEA 245
*HEA 266
HEA 292
*HEA 301
HEA 304
*HEA 305
HEA 320
HEA 325
*HEA 347
*HEA 351
*HEA 355
*HEA 359
*HEA 435
*HEA 440
*HEA 452
*HEA 465
HEA 491
*PED 216
*PED 217
*PED 235
Individual Well Being
First Aid and Cardiopulmonary Resuscitation
Reproduction and Sexuality
Nutrition and Behavior
Principles of Health Education
Current Topics in Health
Consumer Health
Applications of Computers in PE and Health
Obesity and Eating Disorders
Introduction to Community Health
Comprehensive School Health Education, Grades
K-12
Health Intervention Strategies
HIV/AIDS, Issues and Choices
Health and Aging
Practicum in Health Education
Health Communications
Measurement and Evaluation in Health Education
Research and Evaluation in Health Education
Organization and Administration in Health
Advanced Topics in Health
Concepts of Human Disease
Exercise, Performance and Nutrition
Directed Independent Study
Anatomy and Physiology, Part I
Anatomy and Physiology, Part II
Principles of Physical Education
Requirements for a Minor in Community Health: 24 hours. HEA 105, HEA 207,
HEA 201, HEA 245, HEA 301, HEA 452 and six additional HEA hours: 3 hrs at the 200 level,
3 hrs at the 300 level or above. An overall 2.00 grade point average is required in courses
counted toward the minor.
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.
There are currently 4.5 full-time faculty including Michelle D’Abundo, Ph.D., CHES; Patricia
Buerger, M.S., CHES (50% split with HEA and GRN); Darwin Dennison, Ed.D., CHES, CNS;
Kerry Whipple, Ph.D., CHES and Jorge L. Figueroa, Ph.D.. One other full-time faculty in Physical
Education assists by teaching a Community Health class as well. The program is fortunate in that
it has a diverse faculty with vast professional as well as research experience. See the attached
vitae for additional information. No additional full-time faculty positions are being requested for
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the conversion of this Community Health Concentration to a Baccalaureate of Science in
Community Health Education.
SEE ATTACHED CURRICULUM VITEA
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.
No new faculty or courses are being proposed for this change. The necessary courses are
already being offered within the department by existing faculty in the Community Health
concentration.
C. If the employment of new faculty requires additional funds, please explain the source of
funding.
Not Applicable
D. Explain how the program will affect faculty activity, including course load, public service activity,
and scholarly research.
Faculty teaching required courses in the existing Community Health concentration are expected to
continue to do so in the B.S. in Community Health Education major. Community Health faculty
members have a history of engagement in scholarly research as reflected in their curriculum vitae.
This is not expected to change as the community health program will continue to provide
opportunities for faculty and students to engage in research to serve the community. Occasional
special topic seminars will be offered by part-time faculty members as befits a communityengaged curriculum.
V. LIBRARY
A.
Provide a statement as to the adequacy of present library holdings for the proposed
program.
All students and faculty will have access to library facilities and services that are adequate
for bachelor’s level study in Community Health Education. This includes texts, monographs,
periodicals, serials, pamphlets, research reports and internet resources. The program
faculty members have a major role in selecting library acquisitions for its program.
The library is open seven days per week during the fall and spring semesters. There are 20
library faculty and 21.5 support staff available to help students. The library maintains 36
internet workstations. Reference service is available during most of the library hours with
librarians available to provide students with assistance in identifying and locating information
in the library and other places.
The library maintains an interlibrary loan and document delivery service for items requested
from the holdings of other libraries. Numerous web-based resources are provided through
the library-maintained web site customized for community health study. Free and
subscription databases for research and study are available such as Medline Social
Services Abstracts
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?
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No improvements are necessary. The library’s functions do not need to change in the
conversion from a Community Health concentration to a major.
C. Discuss the use of other institutional libraries.
The Coastal Area Health Education Center library located in New Hanover Regional Medical
Center is available to community health faculty and graduate students.
VI. FACILITIES AND EQUIPMENT
A. Describe facilities available for the proposed program.
No additional equipment or facilities are needed for its conversion to a Baccalaureate of
Science in Community Health. Community Health students currently have access to the
computer lab already located within the Department of Health and Applied Human Sciences.
UNC Wilmington is currently involved in a major space renovation project, a portion of which
will ensure adequate classroom space for the community health program. Currently four
faculty offices are available to the director, community health faculty and possible future
expansion. Classroom space is provided by the UNCW College of Arts and Sciences.
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.
Conversion of the Community Health concentration to Baccalaureate of Science in
Community Health will require no additional resources to UNCW. All program classes are in
place and sufficient classroom space has already been allocated
C. Discuss any information technology services needed and/or available.
All information technology services that are available to any major and/or department will be
available to the new B.S. in Community Health Education. There is nothing additional
required.
D. Discuss sources of financial support for any new facilities and equipment.
No new facilities or equipment are anticipated at this time.
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.
The program will remain within the Department of Health and Applied Human Sciences. The
department consists of majors in Athletic Training; Physical and Health Education (with
concentrations in PE teacher licensure, exercise science, and community health); Parks and
Recreation Management (with concentrations in tourism and commercial recreation, and nonprofit recreation); Recreation Therapy; and a certificate program in Gerontology.
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
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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.
The Community Health concentration can not attain accreditation as a concentration area.
However, if a freestanding Baccalaureate of Science Degree in Community Health Education is
achieved, accreditation will be sought from the American Association for Health Education
Baccalaureate Program Approval/Accreditation Committee. In 1998 a consultancy report was
generated to review the feasibility of offering an undergraduate degree in Community Health at
UNCW. The consultancy report found that UNCW has professionally prepared faculty, courses,
equipment, library sources as well as university and community support to offer a quality
Community Health Education curriculum. All accreditation competencies are now being met
through course objectives in the currently established curriculum in preparation for the
accreditation process.
Additionally, as a part of the Department of Health and Applied Human Sciences Strategic Plan
for 2002-2007, one of the long range plans for the department is to “submit the community health
education curriculum for accreditation by the American Association for Health Education”. This
Baccalaureate of Science in Community Health is a vital part of meeting this objective.
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?
The Community Health Education major will continue to develop the partnerships with other
programs and majors on campus. There is a well established history of collaboration with majors
within the Department of Health and Applied Human Sciences such as Physical Education and
Recreation Therapy. The Community Health Education major will strengthen relationships with
the Nursing, Psychology and Sociology Departments as well as existing University programs such
as Health Promotions. There is an opportunity for the Community Health Major to take a
leadership role in the development of a proposed Center for Healthy Living research center for
excellence at UNCW.
X.
ADDITIONAL INFORMATION
Include any additional information deemed pertinent to the review of this new degree
program proposal.
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
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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.
No additional costs are required to implement the proposed new major.
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SUMMARY OF ESTIMATED ADDITIONAL COSTS FOR PROPOSED PROGRAM/TRACK
INSTITUTION ____ University of North Carolina Wilmington ____________
DATE ___ August 25,
2007_________
Program (API #, Name, Level) ____Community Health
Education__________________________________________
Degree(s) to be Granted ______Bachelor of Science____________________ Program Year
__2008____________
ADDITIONAL FUNDS REQUIRED - BY SOURCE
Reallocation
of Present
Institutional
Resources
101 Regular Term Instruction
1210 SPA Regular Salaries
(Identify positions)
$____________
$_____________
$_____________
0
(____________)
(____________)
Enrollment
Increase
Funds
$_____0_______
Federal
Other
(Identify)
$____________
(____________)
(____________)
(____________)
(____________)
(____________)
(____________)
1310 EPA Academic Salaries
$____________
$_____________
$____________
0
(____________)
(____________)
(____________)
(____________)
(____________)
(____________)
(____________)
(____________)
(____________)
(____________)
(____________)
(____________)
1810 Social Security
$____________
$____________
$____________
0
1820 State Retirement
$____________
$____________
$____________
0
1830 Medical Insurance
$____________
$_____________
$____________
0
2000 Supplies and Materials
$____________
$____________
$____________
0
(Identify)
(____________)
(____________)
(____________)
(____________)
(____________)
(____________)
$_____0_______
$____________
$_____0_______
$____________
$_____0_______
$____________
$_____0_______
$____________
$______0______
$____________
(____________)
(____________)
(____________)
(____________)
New
Allocations
Total
13
(____________)
(____________)
(____________)
3000 Current Services
$____________
$____________
$____________
0
(Identify)
(____________)
(____________)
(____________)
(____________)
$_____0_______
(____________)
$____________
(____________)
(____________)
(____________)
(____________)
(____________)
(____________)
(____________)
(____________)
(____________)
(____________)
(____________)
(____________)
$______0______
$____________
(____________)
(____________)
4000 Fixed Charges
$____________
$_____________
$_____________
0
(Identify)
(____________)
(____________)
(____________)
(____________)
(____________)
(____________)
(____________)
(____________)
(____________)
(____________)
(____________)
(____________)
(____________)
5000 Capital Outlay (Equipment)
$____________
$____________
$____________
0
(Identify)
(____________)
(____________)
(____________)
$______0______
$____________
(____________)
(____________)
(____________)
(____________)
(____________)
(____________)
(____________)
(____________)
(____________)
(____________)
(____________)
(____________)
TOTAL - Regular Term Instruction
$____________
$____________
$____________
$____________
$____________
$____________
$____________
151 Libraries
(Identify accounts)
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NOTE: Accounts may be added or deleted as required.
15
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.
A. Criteria to be used to evaluate the proposed program (not in an order of priority).
The quality of the program will be evaluated by measuring the success of the graduates in the
program as this program has been created in response to identified workforce needs. The careers
of the graduates will be monitored for 3 years after graduation. Exit surveys will also provide
feedback of student’s perceptions of the program. The number of students graduating who attain
their CHES certification will be tracked.
B. Measures to be used to evaluate the program:
The following are measures that will be used to evaluate the program:
 placement of graduates in jobs

number of students enrolled

number of graduates

time to complete the degree

number of professional presentations and publications which can be linked to program
research activities
C. Projected productivity levels (numbers of graduates):
Graduates
Year 1
(2008-2009)
20
Year 2
(2009-2010)
20
Year 3
(2010-2011)
22
Year 4
(2011-2012)
25
TOTALS
77
D. Recommended consultants/reviewers: Names, titles, addresses, e-mail addresses, and
telephone numbers. May not be employees of the University of North Carolina.
Dr. David Birch,
Chair of the Department of Health Education
Southern Illinois University
dabirch@siu.edu, 618-453-2777;
Dr. Nancy Parsons,
16
Professor in Health Sciences
Western Illinois University
NP-Parsons@wiu.edu, 309-298-1746
Dr. Michael A. Perko
Assoc. Prof & Dept Head
Health Science
University of Alabama
mperko @ches.ua.edu, 205-348-2956
E. Plan for evaluation prior to fifth operational year.
As a recognized major the Community Health Education Program would seek to be accredited
by the American Association for Health Education. The accreditation process provides an
external objective measure of the program’s adherence to national standards and progress
towards identified goals.
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: January 2008
This proposal to establish a new degree program has been reviewed and approved by the
appropriate campus committees and authorities.
Chancellor:
17
APPENDIX A
FACULTY VITAES
18
powered by
COS Expertise®
Dr. Darwin Dennison
University of North Carolina at Wilmington
College of Arts and Sciences
Health and Applied Human Sciences
ProfessorAppointed: 2001
University at Buffalo
School of Public Health and Health Professions
Exercise and Nutrition Sciences
Faculty of Health Sciences
Professor EmeritusAppointed: 1999
Mailing Address
Contact Information
University of North Carolina - Wilmington
601 South College Road
106 Hanover Hall
Wilmington, North Carolina 28403
United States
Phone: (910) 962-7571
Fax: (910) 962-7073
dennison@uncw.edu
http://people.uncw.edu/dennison
Other Expertise
Fellow, American College of Nutrition, New York, NY, 1991 and Clearwater Beach, FL Since
2000.
Certified Nutrition Specialist (CNS)- Certification Number 00110, Certification Board for
Nutrition Specialists, American College of Nutrition, New York, NY, and Clearwater Beach, FL
Since 1988.
Member - Technology College, University of North Carolina at Wilmington, Wilmington, NC.
Since 2000.
Certified Health Education Specialist (CHES)- Certification Number 0327, National
Commission for Health Education Credentialing, Inc. Allentown, PA. Since 1989.
President - American Association for Health Education, Reston, VA 1996-1998.
Certificate - Center for Entrepreneurial Leadership, State University of New York at Buffalo,
Buffalo, NY. Class of 1990-1991.
Visiting Committe Member - West Virginia University, Morgantown, WV, 1988-1991
Board of Directors - American Heart Association, Western New York Chapter, Inc., Buffalo, NY
1984-1986
Research Council Member - Journal of School Health, American School Health Association,
Kent, OH, 1983-1989.
Qualifications
Ed.D., West Virginia University, Health Education, 1969.
M.S., State University College at Cortland, Health Education, 1966.
B.S., East Stroudsburg State College, Health Education, 1959.
19
Patents
Method for the Analysis and Evaluation of Food Choice Behavior, Patent Number: 5412560,
1995, Self-owned, United States.
Expertise and Research Interests
My area of research has been the development and evaluation of nutrition and physical activity
composite indices (psychometrics) to assess the adequacy of individuals in the achivement of
dietary and enery balance standards. Software programs (DINE Healthy, DINE Healthy MVP
and DINE Healthy MD) that include these indices have been used by over 1.8 million individuals
since 1998. Currently, I am refining the indices for use with special populations and developing
support materials for use in web-based, web-enhanced, and blended learning programs.
Future Research
Development and evaluation of distance education programs designed to improve food choices
and establish energy balance. Currently designing nutritional informatics and DINE Healthy
peripherals to accompany WebCT Vista and Blackbord applications.
Industrial Relevance
Primary author of DINE Healthy, a comprehensive dietary and exercise analysis software
program designed to help plan diets and achieve energy balance. The software includes a
patented system that quantifies food choice behavior based on United States Department of
Agriculture and national standards.
Keywords
COS Keywords:
Computer-Aided Instruction, Distance Learning, Exercise, Health and Safety Education,
Nutrition Education, Nutrition Or Dietetics, Psychometrics, Sports Medicine.
Additional Terms:
Computer Assisted Instruction, Diet Improvement, Distance Education, Food Choice Behavior,
Health Education, Health Informatics, Health Psychometrics, Nutrient Analysis, Nutrition
Education, Nutritional Informatics, Physical Activity, Sport Nutrition.
Memberships
American Association for Health Education
American College of Nutrition
Society for Nutrition Education
Honors and Awards
2001, AAHE Professional Service to Health Education Award, American Association for Health
Education
2000, Participant, University of North Carolina at Wilmington, Summer Institute 2000, Teaching
With Technology UNCW
2000, Elected Fellow American College of Nutrition, Florida
1996, Faculty Grant Winner for Authorware Academic, State University of New York at Buffalo
1988, Inductee, Hall of Fame, West Virginia University
20
2005, Appointed Judge for CODiE Awards,
Association, Washington, DC.
Software and Information Industry
Previous Positions
1984-1999, Professor, University at Buffalo, Health Related Professions, Health Behavioral
Sciences
1975-1983, Director of Graduate Studies, University at Buffalo, Health Related Professions,
Health Behavioral Sciences
1975-1983, Associate Professor, University at Buffalo, Health Related Professions, Health
Behavioral Sciences
1972-1975, Associate Professor, Ball State University, Sciences and Humanities, Physiology and
Health Science
1969-1972, Assistant Professor, Ball State University, Sciences and Humanities, Physiology and
Health Science
Funding Received
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United States Department of Agriculture (USDA) 59-3198-5-077: Interactive Nutrition
Education and Promotional Strategies, $200,000, Sep 29, 1995 to Sep 28, 1997.
National Cancer Institute R43CA57101: Women's Weight Management CAI for
Outpatient Settings, $50,000, Sep 15, 1992 to Mar 14, 1993.
National Cancer Institute R43CA57100: Consumer-Based Computerized Food Frequency
Questionnaire, $50,000, Sep 15, 1992 to Mar 14, 1993.
National Institute of Diabetes and Digestive and Kidney Diseases R44DK41586: DINE:
Drug Database Option, $600,000, Sep 1, 1994 to Aug 31, 1996.
National Institute of Diabetes and Digestive and Kidney Diseases R43DK41586: DINE:
Drug Database Option, $50,000, Sep 1, 1990 to Feb 28, 1991.
New York State Health Department and The American Heart Association: Your Heart
and Its Future Project, $98,000, Sep 1, 1980 to Sep 1, 1984.
American Heart Association, WNY Chapter, Inc. 9332-103817: Development of the
Your Heart and Its Future Project, $38,455, Sep 1, 1979 to Aug 31, 1980.
American Heart Association, Western New York Chapter, Inc. 90064: Heart Health
Education Model, $11,410, Sep 1, 1976 to Sep 1, 1977.
NYS Science and Technology Foundation SBIR (88) 203: Computerized Nutrition
Program for Senior Citizens, $49,940, Nov 15, 1988 to May 15, 1989.
NYS Science and Technology Foundation SBIR (87) 92: CAI Cardiovascular Health
Education for University Students, $49,207, May 15, 1987 to Nov 15, 1987.
NYS Science and Technology Foundation SBIR (86) 34: Cardiovascular Health
Education Software, $49,976, Mar 1, 1986 to Aug 31, 1986.
National Interagency Council on Smoking and Health: Assertiveness Training and
Smoking Education, Mar 1, 1977 to Mar 28, 1978.
National Institutes of Health 72-4295: Dental Health Instruction: An Experimental and
Developmental Project, $71,000, Jun 30, 1972 to Dec 31, 1976.
National Institute on Aging R44AG06259: Computerized Nutrition Program for Senior
Citizens, $500,000, Jul 1, 1990 to Jun 30, 1992.
National Institute on Aging R43AG06259: Computerized Nutrition Program for Senior
Citizens, $99,880, Jul 1, 1986 to Dec 31, 1986.
21
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Eastern Area Alcohol Education and
Training Program 50-1932A:
Alcohol Instruction Model Replication, $9500, Jan 2, 1976 to Dec 31, 1976.
UNC Wilmington - Charles L. Cahill Award 2-13547: Pilot Project for Nutrition
Intervention Study with Middle School Students, $2,500, Jan 1, 2000 to Apr 30, 2000.
Public Broadcasting System 5-54290: Health Knowledge Database, $16,500, Jan 1, 2000
to Aug 31, 2000.
Board of Cooperative Educational Service, Lancaster, NY 90064: Buffalo Public School
Health Demonstration Project, $10,000, Jan 1, 1980 to Dec 31, 1980.
Eastern Area Alcohol Education and Training Program 50-1932B: Alcohol Instruction
Model Replication, $7,350, Jan 1, 1977 to Jun 31, 1977.
Lakes Area Regional Medical Program, Inc.: Buffalo General Hospital Ambulatory
Outpatient Program, $2,100, Jan 1, 1976 to Jun 30, 1976.
National Heart, Lung and Blood Institute R44HL34242: DINE Weight Management
Program in a Worksite Setting, $500,000, Feb 1, 1991 to Jan 31, 1993.
National Heart, Lung and Blood Institute R44HL35892: Cardiovascular Health Education
Software, $500,000, Dec 1, 1986 to Nov 30, 1988.
National Heart, Lung and Blood Institute R43HL35892: CAI Cardiovascular Health
Education for University Students, $49,207, Dec 1, 1985 to May 31, 1986.
University Science Improvement Grant BSU-2161: The Development of a Health
Instructional Program for Preschool Disadvantaged Children, $7,500, Dec 1, 1968 to
May 30, 1969.
Appalachian Studies and Development Center: An Experimental Study of the Effects of
Direct Health Instruction Upon the Health Behavior of Low and Middle Social Class
Students, $7,500, Dec 1, 1968 to May 30, 1969.
National Institute of Diabetes and Digestive and Kidney Diseases R43DK47133:
Computerized USDA Food Guide Pyramid, $50,000, Aug 25, 1993 to Feb 24, 1994.
NYS Science and Technology Foundation SBIR 91079: DINE: Food Frequency Option,
$24,999, Aug 1, 1991 to Feb 1, 1992.
National Heart, Lung and Blood Institute R43HL34242: Cardiovascular Health Education
Software, $49,976, Apr 15, 1985 to Oct 15, 1985.
National Heart, Lung, and Blood Institute R01HL48064: CAI Weight Management for
Low Literacy Populations, $1,100,000, Apr 1, 1992 to Mar 31, 1996.
American Cancer Society (ACS): Cancer Prevention Nutrition Intervention: Changing
the Course 2005, $1,153,389, 2004 to 2004.
UNC-Wilmington, Charles L. Cahill Award: Pilot Project for Nutrition Intervention
Study with Middle School Students, $1,250, 1/1/01 to 4/30/01.
Publications
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Hensleigh KE, Eddy JM, Wang MQ, Dennison D, Chaney D (2004) The Impact of a
Computerized Dietary Assessment on Nutrition Knowledge, The International Electronic
Journal of Health Education, 7 (43-49)
Dennison, D & Golaszewski, T, Activated Health Education: The Continued
Development and Refinement of an Instructional Model, Journal of School Health,
August 2001
Dennison, D & Dennison, KF, A Composite Score For Use With The Food Guide
Pyramid, American Journal of Health Education, 32(4), 223-228, July 2001
22
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Dennison, D, Food Intake of 7th and 8th
Grade Students in Rural North
Carolina, The North Carolina Journal, 37(1), 26-29, Spring 2001
Perko MA & Dennison D, Does This Stuff Work? When Health Educators discuss
Dietary Supplements International, Electronic Journal of Health Education, 3(1), 64-68,
2000
Dennison D, Dennison, KF, Using the DINE Score to Improve Food Choice Behavior.
Eta Sigma Gamma: The Health, Education Monograph Series, 15(3), 1997
Dennison D, Health Education Graduate Standards: Expansion of the Framework,
Journal of Health Education, 28(2), 68, 1997
Dennison KF, Galante D, Dennison D, Golaszewski TG, A One Year Assessment of a
Comprehensive Computer Assisted Instruction (CAI) Nutrition and Physical Activity
Program for Overweight Industrial Employees: Lessons Learned, American Journal of
Health Education, 27(1), 38-42, 1996
Dennison KF, Galante D, Dennison D, Golaszewski TJ, A Preliminary Analysis of a
Comprehensive Computer Assisted Instruction (CAI) Nutrition Program for Overweight
Industrial Employees, Worksite Health, 2(1), 42-45, Winter 1995
Dennison D, Dennison KF, Pechacek T, Frank-Spohrer GC, DINE: A Next Generation
Diet Management and Evaluation System, Journal of Health Education, 26(2), 1-9, 1995
Dennison D, Dennison KF, Frank GC, The DINE System: Improving the Food Choices
of the Public, Journal of Nutrition Education, 26(2), 87-92, 1992
Dennison D, Dennison KF, Ward JY, Wu YW, Satisfaction of senior citizens in a
nutrition education program with and without computer-assisted instruction, Journal of
Nutrition for The Elderly, 12(1), 15-31, 1992
Dennison KF, Dennison D, Ward JY, Computerized nutrition program: effect on nutrient
intake of senior citizens, Journal of The American Dietetic Association, 91(11), 14311433, November 1991
Dennison D, Health Education in Free Enterprise, Journal of Health Education, 22(2),
132-133, 1991
Richardson GE, Buckner WP, Dennison D, Forouzesh M, Minor KR, Nickerson C,
Sutherland M, Directions for the Journal of Health Education, Journal of Health
Education, 22(1), 4-5, 1991
Olson GM, Pellien A, Maroney G, Cummings E, Hill S, Dennison D, Golaszewski T, An
Analysis of the Effectiveness of a Low back Health Education Program in an Employee
Population, Journal of Health Education, 22(3), 160-165, 1991
Dennison D, Dennison KF, McCann S, The Integration of Nutrient and Activity Analysis
Software into a Worksite Weight Management Program, Journal of Health Education,
21(6), 4-7, 1990
Dennison D, Dennison KF, Nutrient analysis methodology: a review of the DINE
developmental literature, Health Education, 20(7), 32-6, December 1989
Emrich L, Dennison D, Dennison KF, Distribution of Nutritional Data, Journal of the
American Dietetic Association, 665-670, May 1989
Dennison D, Activated Health Education: The Development and Refinement of an
Intervention Model, Health Values, 8(2), 18-24, 1984
Dennison D, The Use of a Nutrition Database for Patient Education and Service,
Computer Talk Directory of Medical Systems, 30-31, 1983
Dennison D, Frauenheim K, Izu L, The DINE System: An Innovative Curricular
Approach, Journal of Health Education, 14(2), 44-47, 1983
23
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Phelps JL, Dennison D, Using
Microcomputers for Health
Education Research, Journal of Health Education, 13(3), 27, 1982
Dennison D, How Many Calories Should You Eat?, Journal of Health Education, 13(1),
53, 1982
Dennison D, The DINE System: The Nutritional Plan for Better Health, St Louis, MO:
The CV Mosby Co, 198, 1982
Wolfgang J, Dennison D, The Effects of a Heart Health Education Workshop, Journal of
School Health, 51(5), 356-359, 1981
Dennison D, An Alcohol Education Model to Reduce Alcohol-Related Disruptive
Behaviors, High School Journal, 64(6), 269-272, 1981
Dennison D, The DINE System: For Better Nutrition and Health, Dubuque, IA: KendallHunt, 116, 1981
Dennison D, Prevet T, Improving Alcohol-Related Disruptive Behaviors Through Health
Instruction, Journal of School Health, 206-208, 1980
Dennison D, Golaszewski T, Klick R, Wolfgang J, The Heart Health Profile and The
Bogus Pipeline, Journal of Health Education, 33-34, 1980
Dennison D, Prevet T, Affleck M, Alcohol and Behavior: An Activated Education
Approach, St Louis Mo: The CV Mosby Co, 130, 1980
Profile Details
Last Updated: 10/6/2006
COS Expertise ID #409863
Reference this profile directly: http://myprofile.cos.com/dennison
Individual Expertise profile of Darwin Dennison, Copyright Darwin Dennison.
© COS ExpertiseTM, 2006 CSA, Bethesda, Maryland. All rights reserved..
24
Michelle Lee D’Abundo, PhD, MSH, CHES
2551-5 Croquet Drive #5
Wilmington, NC 28412
910-793-0285 (H) or 706-340-5494 (C)
dabundom@uncw.edu and michelledabundo@yahoo.com
Education
Doctorate in Adult Education, University of Georgia, Athens, GA.
Dissertation: Health messages and instructional practices: How aerobic
instructors convey health messages in aerobic classes for women.
Master of Science in Health Promotion and Health Education
University of North Florida, Jacksonville, FL.
Research project: Recovery from eating disorders
Bachelor of Arts in Sociology, American University, Washington, DC.
Grants
A peer designed, web-based tobacco education and prevention program for college
students. Submitted to the Wicomico County Health Department, Cigarette Restitution
Fund. September, 2005. Total amount requested: $6,650.00- Awarded at 100%.
Mini-wellness fair grant. Submitted to MAHPERD, Mini-Grant. May, 2005. Total
amount requested: $1,000.00- Awarded at 100%.
Creating a campus-wide wellness fair through cooperative learning. Submitted to
Professional Development Mentors Program. April 2005. Total amount requested:
$3,500.00-Denied
Travel Grant. Submitted to Salisbury University Faculty Development Committed.
December, 2005. Total amount requested: $300.00- Awarded at 100%.
Peer Reviewed Publications
D’Abundo, M. L. (Accepted). How “healthy” are aerobic classes? Exploring the
health and wellness messages in aerobic classes for women. Health Care
International for Women.
Bierema, L. L & D’Abundo, M. L. (2004). HRD with a conscience: Practicing socially
responsible HRD. International Journal of Lifelong Education, 23 (5) 371-386.
D’Abundo, M. L., & Chally, P. (2004). Recovery from eating disorders: Participant
perspectives. Qualitative Health Research, 14, 1094-1106.
Chally, P. & D’Abundo, M. L. (1998). If an image becomes an obsession: Recognizing
an eating disorder. OB/GYN Nursing Forum, 6 (1), 1-6.
Book Chapter
Bierema, L. L & D’Abundo, M. L. (2003). Socially conscious HRD. Critical Issues in
HRD. Cambridge: Perseus.
25
Peer Reviewed Conference Proceedings
Fiala, K, D’Abundo, M.L. & Mariano, L. (Accepted). Reasons for smoking and social
smoking in college students. Oral Presentation Session. American Association of
Health, Physical Education, Recreation and Dance, Baltimore, MD.
D’Abundo, M. L. (2006). Contradictory messages of health, aesthetics and women’s
physicality in aerobic classes. Presented at the American Association of Health,
Physical Education, Recreation and Dance: Salt Lake City, UT.
Milton, J., Watkins, K. E. & D’Abundo, M. L. & Daley, B.J. (2004). Facilitating
learning online: Modeling the skills for reflective practice. Presented at the Adult
Education Research Conference, University of Victoria, British Columbia.
McGrath, A. L, Wilson, M.G., Greene, B., D'Abundo, M. L., DeJoy, D. M.,
Vandenberg, R. J. (2001). Health promotion's role in the new employment
contract: Implementing organizational initiatives - lessons from the ACT Project.
Presented at The 129th Annual Meeting of American Public Health Association,
Atlanta, GA.
Wilson, M.G., DeJoy, D.M., McGrath, A.L., D’Abundo, M. L., Greene, B.L.,
Richardson, H.A., & Vandenberg, R.J. (2001). Healthy employees in healthy
organizations: The Union City pilot project. Presented at the XVII World
Conference on Health Promotion and Health Education, Paris, France.
Chally, P. & D’Abundo, M. L. (1999, May). Reclaiming control: Battling an eating
disorder. Presented at 6th Annual Research Conference: Challenges for Nursing
in the New Millennium, Ft. Lauderdale, FL.
Chally, P. & D’Abundo, M. L. (1999, September). Gaining self-worth: Recovery from
an eating disorder. The State of the Science Congress: Better Health through
Nursing Research, Washington, D.C.
Peer Reviewed Conference Posters
D’Abundo, M.L., Fiala, K, & Mariano, L. (Accepted). Smoking Characteristics
of College Students with Respect to College Major and Participation in
Intercollegiate Athletics. AAHPERD, Baltimore, MD.
D’Abundo, M.L., Fiala, K, & Mariano, L. (Accepted). Preventing smoking in
college students through online learning in a fitness and wellness course.
AAHPERD, Baltimore, MD.
D’Abundo, M.L. (2005). Health messages in aerobic classes. Presented at 2005
AAHPERD National Conference, Chicago, IL.
Invited Presentations
26
D’Abundo, M. L., Walker, A. &
Collins, K. (2001, June). Improving
organizational productivity. Presented at 2001 Annual Georgia Municipal
Association Annual Conference: Cities of the 21st Century, The Forces of
Change, Savannah, GA.
D’Abundo, M. L., & Bailey, W. (2001, May). Improving productivity through worksite
wellness. Presented at Athens Wellness Council Luncheon, Athens, GA.
D’Abundo, M. L. (1998, May). Women and eating disorders: A focus group
analysis. Presented at the University of North Florida, College of Health,
Graduate Presentations, Jacksonville, FL.
Works in Progress:
Bierema, L. L., D’Abundo, M. L., Griffin-Blake, S., DeJoy, D., Wilson, M.G.,
& Vandenburg, R. J. (in progress). The tribulations of innovation:
Creating a healthy work organization in retail environments.
Milton, J., Watkins, K. E. & D’Abundo, M. L. (in progress). Action and reaction: An
analysis of facilitator interventions in an online course.
Academic Experience:
Assistant Professor
of Community Health
August 06-present
University of North Carolina- Wilmington,
Department of Health and Applied Human Science, Wilmington
NC
 Teaching courses in community health including: Current Issues in
Health, Concepts of Disease, and Introduction to Community Health.
 Assisting with the evaluation of Healthy Carolinians Community
Obesity Prevention Collaborative Grant.
 Serving on Faculty Senate and Departmental Search Community.
Assistant Professor and
Health Education
Program Director
August 04-May 06
Salisbury University, Department of Health, Physical
Education and Human Performance, Salisbury MD
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Teaching core courses in health education including: Administration
and Organization of Health Programs (online), Evaluation and
Assessment of Health Programs, Health Behavior, Human Sexuality
Education and Seminars in Health Education.
During 2005-2006, received $7,950 in grants for health programs
and research projects.
Redesigned health education curriculum, prepared accreditation
report and outlined evaluation plans in accordance with NCATE
Standards for Health Education.
27
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Research Assistant
August 01-May 04
University of Georgia, Department of Adult Education,
Athens, GA
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Research Assistant
August 00-August01
Developing and revising program materials and evaluation instruments.
Qualitative and quantitative research for corporate health project.
Facilitating workshops for a data driven workplace change.
University of North Florida, College of Health,
Jacksonville, FL
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Additional Courses
August 2003- 2004
Curriculum development, facilitation and evaluation for graduate
courses in Adult Learning Theory, Action Research, and Race and
Gender in the Workplace.
Design and facilitation of interview and focus group training
programs.
Qualitative and quantitative design, data collection and analysis for
projects including student surveys, on-line facilitation, teaching
program satisfaction, a diversity grant, and College of Education
accreditation.
University of Georgia, Department of Health Promotion and Behavior,
Workplace Health Group, Athens, GA
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Graduate Assistant
September 96- May 98
Responsible
for
advising, supervising and placing health education majors and
interns.
Planned, implemented and evaluated numerous events including
professional development day for students, wellness fairs and antitobacco campaign.
Qualitative research including interviews and focus groups
Preparing, facilitating and grading for Nutrition and Health classes
Instructor, School and Community Health (Undergraduate),
Piedmont College, College of Education, Athens, GA.
Co-instructor, Race and Gender in Organizations (Graduate level,
partially on-line),
University of Georgia, College of Education, Athens, GA.
Spring, 2006
Instructor, Qualitative Research Methods (Ph.D. course)
University of Maryland, Eastern Shore, Organizational Leadership,
Princess Anne, MD.
Other Professional Experience:
Director of Lung
Health Programs
March 99-June 00
American Lung Association, Northeast Florida Region (10 county),
Jacksonville, FL
28
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Health Educator
September 98February 99
Duval County Health Department, Maternal and Child Health Education,
Jacksonville, FL
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Fitness Instructor
January 98-April 99
Responsible
for
recruiting, training, and supervising volunteers and interns.
Designing, planning, implementing and evaluating pediatric and
adult lung health education programs including continuing medical
education programs, asthma education in the community and
schools, grant management, support groups, and wellness events.
Designing, revising and evaluating prenatal health, childbirth, safety,
breastfeeding and parenting classes.
Vistakon Health and Wellness, Jacksonville, FL
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Corporate wellness activities including implementing and
evaluating ergonomic stretch periods, exercise classes and health
promotion for employees.
Professional Associations and Community Involvement
AAHPER and MAHPERD, Member
Secondary Education Committee, Salisbury University, Member
Faculty Search Committee, Salisbury University, Member
Assessment Committee, Salisbury University, Member
Multicultural Committee, University of Georgia,
Member
Community Asthma Project, Treasurer
Health Advisory Council for Duval County Schools, Member
Safe Harbor Steering Committee, Member
Florida Community College Respiratory Advisory Committee, Member
Pediatric Lung Disease Committee, Staff
Certifications and Classes
Soaring with Online Learning
Certified Health Education Specialist
Aerobics Instructor and Personal Trainer, Aerobics Fitness Association
of America
CPR, American Heart Association
Keys to Caregiving, Duval County Health Department
BIPS, Disaster Preparedness, American Red Cross
29
Kerry Whipple, PhD, CHES
4110 Breezewood Drive, #202
Wilmington, NC 28412
910.397.9091
whipplek@uncw.edu
Education
Southern Illinois University, Carbondale, IL
2005
Ph.D. in Health Education
Dissertation: Maintaining Physical Activity: An Application of Grounded Theory
Western Illinois University, Macomb, IL
M.S. in Community Health Education
Non-thesis tract.
1995
Western Illinois University, Macomb, IL
B.A. in Communications
Minors: English, Women’s Studies
1994
AWARDS

Cahill Research Award, UNCW
2006

Certified Health Education Specialist, NCHEC
1997

Distinguished Service Award, Eta Sigma Gamma, Pi Chapter
1995
Teaching Experience
University of North Carolina Wilmington,
Wilmington, NC
Assistant Professor of Health Education
2005present
Courses taught: Principles of Health Education, Consumer
Health, Individual Well-Being, Health Intervention Strategies,
HIV/AIDS: Issues and Choices.
Developed syllabus and overall course structure, exams, assignments, and
administered all grades. Average class size is between 35 and 60.
Southern Illinois University, Carbondale, IL
2005
Teaching Assistant – Health Education in Early Childhood
Education
Developed syllabus and overall course structure, exams, assignments, and
administered all grades.
Highland Community College, Freeport, IL
2000
Instructor – Biology 101 (Nutrition)
Developed syllabus and overall course structure, exams, assignments, and
administered all grades.
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Western Illinois University, Macomb, IL
1995
Teaching Assistant – CPR/First Aid
Developed syllabus and overall course structure, exams, assignments, and
administered all grades. Course included certification in CPR/First Aid.
Related Experience
Center for Rural Health and Social Service Development,
Carbondale, IL
Research Assistant
2004-2005
Research Support to staff for manuscript publication, grant
writing, evaluation of local projects, including instrument
development, and curricula review for CDC funded project.
Illinois Department of Human Services, Chicago, IL
Program Specialist, Bureau of Substance Abuse Prevention
Monitoring and technical assistance provided to 125 communitybased agencies in the areas of program implementation,
evaluation, budgets, and community collaboration. Statewide
Coordinator for Enforcing Underage Drinking Laws Project,
grant writing, report development and submission. State resource
person for research-based programming and outcome-based
planning.
2001-2004
Stephenson County Health Department, Freeport, IL
Director, Community Health Education
Program planning, implementation, and evaluation of seven
grants including tobacco, HIV/AIDS, substance abuse prevention,
cardiovascular disease, dental sealant program, adolescent health,
and sexuality education. Creator and editor of monthly
newsletter. Additional experience in social marketing, adolescent
health risk and protective factors, press releases, and staff
development.
1998-2001
Illinois Department of Public Health, Springfield, IL
IMPACT Coordinator
Coordinated statewide tobacco control and prevention efforts.
Administered contracts and budgets for 20 local health
departments. Report submission to Centers for Disease Control
and Prevention.
Stephenson County Health Department, Freeport, IL
Director, Community Health Education
Program planning and coordination for tobacco control efforts,
HIV/AIDS education, cardiovascular disease assessment,
adolescent health risk factors, and dental sealant program.
Illinois Army National Guard, North Riverside, IL
Supply Specialist
1997-1998
1996-1997
1988-1994
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Presentations, Projects, and publications

Whipple, K., Fetro, J., Welshimer, K., & Drolet, J. (2005). Maintaining Physical Activity: Le ssons
for Educators. American Journal of Health Studies (in press).

Whipple, K. (2004). Self Efficacy Among Marathon Runners , poster presentation for the 2004
Robert D. Russel Visiting Scholar Address and Health Education Graduate Research Symposium,
April 27, 2004.

Southern Seven Health Department’s Coordinated School Health Program, Evaluation Report,
Phase I, May 2004.

Promising Practices in Carbondale: Serving People with Disability Who are Victims of Crime, Needs
Assessment and Strategic Planning Summary, 2004.
Grants
Addressing Mental Health of Children and Families in Southern Illinois, Illinois
Children’s Healthcare Foundation, September 2004, $100,000 to decrease risk factors
that contribute to child abuse and neglect in the Southern 34 counties of IL.
Memberships

Co-Chair, Campus Tobacco Coalition, University of North Carolina Wilmington, 2006 -present

Faculty Advisor, Student Health Association, University of North Carolina Wilmington, 2005 present

Member, American Alliance for Health, Phys ical Education, Recreation, and Dance, 2003 -present.

Vice-Chair, Health Education and Promotion Section, Illinois Public Health Association, 2001 -2002.

Treasurer, Illinois Society for Public Health Education, 1998.

Member, Stephenson County 21 s t Century Healthy Communities, Risk Behaviors of Adolescents and
Young Adults Workgroup, 1998-2000.

Member, Project 2009, Issues in the Classroom Sub -committee, 1998-2000.

Chair, Northwest Illinois AIDS Coalition, 1996 -2000.

President, Eta Sigma Gamma, Pi Chapter, 199 4-1995.
32
CURRICULUM VITAE
JORGE LUIS FIGUEROA, Ph.D.
PERSONAL DATA
Date of Birth: October 16, 1956
Place of Birth: Havana, Cuba
Citizenship: US Naturalized
North Carolina Psychologist License - #3065
715 Corcus Ferry Road
Hampstead, NC 28443
910-270-7041 home
910-616-1856 cell
figueroaj@uncw.edu
EDUCATIONAL BACKGROUND
B.A.
Psychology
University of Central Florida
Orlando, Florida, 1977
M.S.
Psychology
University of Georgia
Athens, Georgia, 1979
Internship
(APA Approved)
University of Pittsburgh School of Medicine
Pittsburgh, Pennsylvania, 1980
Ph.D.
Clinical Psychology
Behavioral Medicine
University of Georgia
Athens, Georgia, 1981
Post-Doctoral Fellowship
Behavioral Medicine
Brown University School of Medicine
Providence, Rhode Island, 1982
RELEVANT EXPERIENCE
DEPUTY DIRECTOR
Wilmington Health Access for Teens
2004-PRESENT
Wilmington, North Carolina
Responsible for the day to day operations of a non-profit health organization with an annual
budget of 2.5 million. Oversight of two School Based Health Centers, and one free standing
School Linked Center providing comprehensive physical and mental health services to youth,
ages 12-24 facing barriers to accessing health care. Direct community outreach, education and
prevention programs in reproductive health / STIs, and supervision of a tobacco education
prevention program covering 37 counties in Eastern North Carolina. Responsible for
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coordination between private, public, nonprofit, and governmental agencies in the
delivery of services for youth with emphasis on providing access for disenfranchised youth,
addressing health disparities, and developing culturally appropriate programmatic interventions.
Responsible for the assessment of program outcomes.
CHAIR
Cape Fear Healthy Carolinians
2004-PRESENT
Wilmington, North Carolina
Chair of a broad-based coalition comprised of community partnerships whose mission is to
promote progress towards the Healthy People 2010 goals. Through a coordinated process, local
assessments are conducted that establish local priorities and help implement community based
interventions to improve the health status of the community. As chair, helped revitalize the Cape
Fear Healthy Carolinians partnership and identified, Access to Health Care, Obesity Prevention,
and Injury Prevention as the top local priorities. Through the coordination of these community
initiatives, Healthy Carolinians will have initiated over one million dollars in grant requests and
has significantly improved the coordination of a variety of disparate community organizations.
EXECUTIVE DIRECTOR
Northern Colorado AIDS Project
2001-2003
Fort Collins, Colorado
Hired to direct non-profit AIDS Service Organization facing significant financial, internal and
community difficulties. Responsible for the design, implementation and evaluation of HIV
prevention, education and outreach programs. Assured compliance to all State and Federal
regulations. Supervision of case management team in the delivery of services to men, women,
and children affected by HIV/AIDS. Coordination with the University, school districts,
governmental agencies and area businesses in health promotion programs. Responsible for
resource development including grant writing, government contracting and community building.
Tripled the agency’s net worth within two years. Helped establish an effective governing board
of directors and significantly increased community awareness regarding HIV/AIDS. Local and
State advocacy for health policy and legislation.
CHAIRMAN OF THE BOARD
Poudre Valley Health Services District
1994-2000
Fort Collins, Colorado
Leadership role in the establishment of a publicly funded community based health promotion program to
improve the health status of the community. This innovative project, with an annual budget of 3 million
dollars, conducted a community wide assessment, prioritized health and wellness needs, and
implemented interventions with systems based programs to make measurable improvements in the well
being of the community. Programs including a nutrition and weight management program, smoking
cessation, mobile health van, indigent dental care, a pro-bono mental health program, and prescription
assistance program were among some of the interventions instituted by the Health District.
http://www.healthdistrict.org/
BOARD OF DIRECTORS
Poudre Valley Health System
1992-1994
Fort Collins, Colorado
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Publicly elected to the Board of Directors of
Poudre Valley Hospital, currently a 295 bed
hospital with over 3,000 employees and an annual budget of over 250 million. Provided governance and
oversight to an award winning Regional Hospital. Oversaw the transition from a public hospital to a
private not-for-profit integrated medical system which has continued to grow in excellence, service area,
and financial stability.
CLINICAL DIRECTOR
ReHab Plus, Rocky Mountain Pain Center:
1984-2000
Fort Collins, Colorado
Director of a multidisciplinary physical rehabilitation center. Provided comprehensive assessment and
care for individuals dealing with chronic illness. Design, implementation and evaluation of treatment
programs. Individual and family counseling regarding adjustment to physical disabilities. Budgetary
oversight over center’s financial operations. Interface with regional health care providers, consultliaison with Poudre Valley Hospital. Responsible for adherence to all regulatory requirements. Adjunct
lecturer to Family Practice Residency Program
ASSISTANT PROFESSOR
Colorado State University
1983-1984
Fort Collins, Colorado
Temporary appointment in the Department of Psychology teaching graduate and undergraduate courses
in Human Sexuality, Psychology of Adjustment, and Clinical Interviewing
CLINICAL PROGRAM DIRECTOR
Northwest Georgia Regional Hospital
1982-1983
Rome, Georgia
Program Director of a 99 bed residential facility in a regional hospital for individuals with
developmental disabilities. Supervision of staff in the design and implementation of behavioral and
educational programs for the residents. Responsible for assurance of compliance to national
accreditation standards. Chair of ethics committee.
POST DOCTORAL FELLOW
Brown University School of Medicine
1981-1982
Providence, Rhode Island
Post Doctoral Fellowship in Behavioral Medicine. Research and clinical activities in psychological
concomitants of illness. Identification of psychosocial factors leading to illness and response to
treatment. Development of strategies to affect lifestyles / behaviors which increase health risks.
APA APPROVED CLINICAL INTERNSHIP
University of Pittsburgh School of Medicine
Western Psychiatric Institute & Clinic,
1979-1980
Pittsburgh, Pennsylvania
Clinical and Research activities in four major rotations including:
Behavioral Medicine Clinic: Phobia Clinic: Resocialization Treatment Unit: Children’s
Intensive Care Unit:
35
TEACHING EXPERIENCE
University of North Carolina Wilmington, Health and Applied Human Sciences Lecturer (2005-Present)
Fort Collins Family Medicine Residency, Adjunct Lecturer (1990-1998)
Colorado State University, Department of Psychology, Assistant Professor (1983-1984)
Colorado State University, Department of Continuing Education (1984)
University of Georgia, Department of Psychology, Instructor (1980-1981)
University of Central Florida, Department of Psychology, Teaching Assistant (1977)
PROFESSIONAL ACHIEVEMENTS
Cape Fear Healthy Carolinians, Chair
Cape Fear Teen Health Council, Board Member
HOLA, Health Subcommittee – Chair
SINERGIA, Health Educator for Spanish Speaking Teen Peer Health Educator Program
Leadership Wilmington – Class of 2005
Appointed by Governor Bill Owens to serve on Colorado Council on AIDS
Commended by Congressman Bob Schafer to State Legislature for community service
Appointed by Archbishop Chaput to serve on HIV/AIDS Ministry Council
Publicly Elected to Poudre Valley Hospital Board of Directors
Developed Poudre Valley Health Services District to improve health status of community
Healthier Communities Coalition, Chair
Appointed Colorado State Board of Psychological Examiners – Examiner
Fort Collins Chamber of Commerce, Chair, Legislative Affairs Committee
United Way, Division Chair
Leadership Fort Collins, Class of 1992
Boys & Girls Club, Activities Youth Center, Board of Directors
PROFESSIONAL MEMBERSHIPS
American Public Health Association
Society for Behavioral Medicine
American Psychological Association
National Assembly on School-Based Health Care, Organizational Membership
GUEST REVIEWER
Journal of Behavioral Medicine
Journal of Applied Behavioral Analysis
Behavior Modification
Behavior Research and Therapy
36
PUBLICATIONS
BOOK CHAPTERS
Thompson, J.K. & Figueroa, J.L. (1984) Critical issues in the assessment of headaches. In M.
Hersen, R.M. Eisler & P.M.. Miller (Eds). Progress In Behavior Modification, Vol. 12. New
York Academic Press.
Epstien, L.H., Coburn, P.C., Beck, S. & Figueroa, J.L. (1986) A behavioral approach to juvenile
diabetes. In T.J. Coates (Ed.) Behavioral Medicine: A Practical Handbook. Champaign, IL;
Research Press.
Figueroa, J.L. (1985) A Multimodal Approach to Treating Tension Headaches. In D.I.
Mostofsky & R.L. Piedmont (Eds). Therapeutic Practice in Behavioral Medicine: A Selective
Guide for Specific Disorders. San Francisco, CA: Josey Bass Publishers.
ARTICLES
Kolko, D.J. & Figueroa, J. L. (1985) Effects of video game distraction on the adverse corollaries
of chemotherapy in pediatric oncology patients: A single case analysis. Journal of Consulting
and Clinical Psychology. 53, 223-228.
Michelson, L. Mannarino, A., Marchione, K., Figueroa, J. Beck, S. (1984). A comparative
outcome study of behavioral social skills training, interpersonal-problem solving and nondirective control treatments with child psychiatric patients. Behavior Research and Therapy.
Figueroa, J.L. (1982) Group treatment of muscle contraction headaches: A comparative
treatment study. Behavior Modification, 6, 229-239.
37
Mannarino, A.P., Michelson, L. Beck, S. &
Figueroa, J (1982). Treatment research in
a child psychiatric clinic: implementation and evaluation issues. Journal of Clinical Child
Psychology, 11, 50-55.
Figueroa, J.L. & Jacob, R.G. (1981) Treatment of urinary urgency and excessive frequency: A
case study. Behavior Research and Therapy, 19, 161-264.
Epstein, L.H., Beck, S., Figueroa, J.L., Farkas, G.M., Kazdin, A.E., Daneman, D. & Becker, D.
(1981). The effects of targeting improvements in urine glucose on metabolic control in children
with insulin dependant diabetes. Journal of Applied Behavioral Analysis, 4, 265-375.
Chelune, G. & Figueroa, J.L. (1980) Self-disclosure flexibility, neuroticism and effective
interpersonal communication. Western Journal of Speech Communication, 45, 27-37.
Thopmson, J.K. & Figueroa, J.L. (1980) Dichotomous versus interval rating of headache
symptomology: An investigation in the reliability of headache assessment. Headache, 21, 261265.
Thompson, J.K., Haber, J.D., Figueroa, J.L. & Adams, H.E. (1980) Replication of the
psychobiological model of headache. Headache, 20, 199-203.
PAPER PRESENTATIONS:
38
Figueroa, J.L. (1984) Differential Diagnosis of frontal EMG levels
in response to treatment with biofeedback. Presented at the annual
meeting of the Rocky Mountain Psychological Association. Las
Vegas, NV.
Figueroa, J.L., & Kolko, D. (1982) Videogame distraction in the
reduction of adverse reaction to chemotherapy. Presented at the
annual meeting of the Association for the Advancement of
Behavior Therapy. Baltimore, MD.
Goldberg, R., Tull, R., Glicksman, A. Boor, M.,Figueroa, J.L, &
Woll, M. (1982). Determinant of distress in lung cancer patients
and their spouses. Paper presentation at the annual meeting of the
New England Cancer Society. New port, RI
Beck, S., Figueroa, J.L, Daneman, D., Epstien, L., Farkas, G.M. &
Becker, D. (1981). The effects of a behavior modification program
on metabolic control in insulin dependent children. Presented at
the Third Symposium on Diabetes Mellitus in Asia and Oceania.
Honolulu. HI.
Figueroa, J.L, Epstien, L.H. , Beck.S. & Farkas, G.M. (1980)
Effects of feedback training on accuracy of urinary glucose
concentrations in juvenile diabetes. Paper presented at the annual
meeting of the Society for Behavioral Medicine. New York, N.Y.
Figueroa, J.L (1980) Group Treatment of muscle contraction
headaches. A comparative treatment study. Presented at the
annual meeting of the Association for the Advancement of
Behavior Therapy. New York, N.Y.
Thompson, J.K., Haber, J.D., Figueroa, J.L. (1979) Methodological
considerations in headache research. Presented at the annual
meeting of the Association for the Advancement of Behavior
Therapy. San Francisco, CA
Figueroa, J.L. & Hammer, D. (1978) Group behavioral treatment
for tension headache. Paper presented at the annual meeting of the
39
Association for the Advancement of Behavior Therapy. Chicago,
IL