El papel de las ruinas en la película “The Road”

Provide selected activities during past 10 year period

Core Faculty Name and Credentials: Ellen K. Williamson, MS PT, Chair & Assistant Professor Date Form Completed: 4/6/06

Date of Hire: 4/1/96 Total years as a core faculty member in any PT program: 13

Principal Topics of Scholarly Inquiry Scholarship of teaching and learning in PT education, with an emphasis on evaluation of curricular models and delivery methods; patterns of practice within PT related to wellness/prevention; test construction and delivery of licensing exams.

Peer Reviewed Scholarly Accomplishments Completed During the Past 10 years.

Cite scholarly accomplishments that have been disseminated in a peer reviewed format. Provide complete bibliographic citations for all publications or presentations. For other types of accomplishments provide a brief description that includes the dissemination format and peer review process.

Use only abbreviations that would be widely known.

"The Computer Readiness Learning Inventory: A Pilot Project" American Physical Therapy Association, Combined Sections Meeting February 2000

“Interdisciplinary Core Curriculum: Balancing Content and Realities in Health Professions.” World Congress III of Health Professions,

March 2001

“PBL in the Virtual Environment”

PBL 2002 – International Conference, Baltimore, MD June 2002

“On-line education in the Health Sciences: Are we meeting Adult Learner Needs” ASAHP Annual Conference, San Diego, CA

October, 2002

“Developing Online Courses for Adult Learners” ASAHP Annual Conference, Toronto, CA October 2003

“Assessing the Wellness Needs of Residents of a Continuing Care Retirement Community” Evans, A; Williamson, E., Hunt, D.

Combined Sections Meeting, New Orleans, LA February, 2005

Specific Measurable Scholarship Goals These goals should minimally reflect 2 accomplishments that will be disseminated in a peer review format over the next 4 years. Number each goal

1. Complete research and disseminate findings on PTs perception of skill/knowledge level and current use of examination/intervention skills related to obesity management. 2. Complete research and disseminate findings on use of the efficacy of on-line instruction for teaching psychomotor skills.

3. Complete research and disseminate findings on the relationship between test length and performance on the NPTE.

Ongoing/Planned Scholarly Activities Related To Above Goals

For each of the above goals, list the related ongoing or planned scholarly activities including the project title, your role in the project, target dissemination source and estimated timeline for dissemination.

Add rows as necessary

Related

Goal #(s) Project Title Role in Project

Target Source and Timeline for

Dissemination 1

An Analysis of Physical Therapy Practice Related to Obesity Management

Primary

Investigator CSM 2007

2

Web-based Instruction and Face- to-Face Instruction of Intervention Skills: Effects on Student Performance

Co-investigator CSM 2007

3 Test length and applicant performance on the NPTE

Primary

60 Narrative

Scholarly accomplishments are expected to relate to the principal topics of scholarly inquiry, scholarship goals and scholarly activities. All accomplishments should meet the definition of scholarship7 as defined in the Introduction to the Self-study Report and the Position Paper. If these relationships are not obvious, provide a narrative description.

7The following definitions should be considered in the completion of this form, along with the Characteristics of Scholarship Chart located in the

Introduction to the Self-study Report:

Scholarship: Activities that systematically advance the teaching, research, and practice of physical therapy through rigorous inquiry that: (1) is significant to the profession, (2) is creative, (3) is peer- reviewed through various methods, (4) can be replicated or elaborated, and (5) is published, presented, or documented.

Scholarly Agenda: A long-term plan for building lines of inquiry that will result in original contributions to the profession. It should include the principal topics of scholarly inquiry, specific goals that identify types of scholarship, scholarly activities, and anticipated accomplishments with a timeline. The agenda may also include plans for relevant mentorship and collaboration with colleagues

61 F-4. Each core faculty member has a record of service consistent with the expectations of the

program and institution.

Since FGCU opened its doors in 1997, there have been enormous opportunities and expectations for service. Each faculty member develops a Professional Development Plan and is evaluated by the program chair annually in teaching, service, and scholarship. The program faculty have been involved at an unusually high level of service since FGCU‟s inception, including program, college, and university level committees, task forces, and work groups. Faculty have participated on numerous faculty and administrator search committees. Faculty serve as program advisors and serve on multiple thesis and independent study committees. Program faculty also participate in recruitment activities such as the University Eagle Expo and other smaller events.

Dr. Sharon Irish Bevins has held numerous faculty leadership positions at the university level, including Faculty Senate Vice-President and currently is serving her second term as the Faculty Senate President and University Board of Trustees member. She has been appointed to serve on numerous university level committees by FGCU‟s President and Provost. She has three times been nominated for the Individual Faculty Service Award. She was awarded the Team Service Award for her work on the Quality

Enhancement Plan for FGCU‟s accreditation in 2005. She is the past Faculty Council Chair for the College of Health Professions and has co-chaired CHP‟S Peer Review Committee for several years. She

participated in the Edison Regional Science Fair as a judge and currently serves as a member of the Scientific Review Committee. She serves as the Faculty Co-Advisor to the Physical Therapy and Human Performance Student Association. She has served as a proposal reviewer for the Division for Early

Childhood Annual Conference and as a guest manuscript reviewer for Young Exceptional Children.

Professor Thomas Bevins has led committee work on the university Institutional Affairs Team and was nominated for a Team Service Award in 2006 for his work in leading the university in developing Academic Learning Compacts as mandated by the State of Florida. He was awarded the Team Service Award for his work on the Quality Enhancement Plan for FGCU‟s accreditation in 2005. Professor Bevins led the development of a new university level team responsible for faculty oversight of the program review process. Professor Bevins has chaired the CHP Student Affairs Committee for several years and held a leadership role in facilitating the admissions review process for the program for several years.

Dr. Arie van Duijn has been very active in local and state level APTA activities. He has served in the past as Chair of the Southwest District of the FPTA. He currently serves as the regional Director of the Southwest District of the FPTA, the Board of Directors of the FPTA, and Chapter Delegate to the APTA

House of Delegates. He further provides support to the discipline by serving as a manuscript Reviewer for

the Journal of Physical Therapy Education.

Dr. Kathy Swanick serves on the FGCU Academic Standards Committee and as a Faculty Senate Alternate. She will also serve as an ambassador for the FPTA annual conference on Sanibel Island in August, 2006. She has been a speaker at FPTA Regional meetings and has donated her time for continuing education offerings for community therapists.

Professor Lynda Jack chairs the Program Admissions and Recruitment Committee. She serves on the University ADA Committee, including ADA assessment of the new Academic Building 5. She also serves on the CHP Clinical Affairs Committee, working to develop and finalize clinical agreements. Professor Jack has acted as a resource for faculty in other programs as they develop the clinical components of their programs. She is an active participant in the Florida Consortium of Clinical Educators, a Special Interest Group of the FPTA. She has served as the Chair of the Advisory Council of Senior Friendship Centers of Lee County.

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Professor Roberto Lopez-Rosado is a member of the Human Anatomy and Physiology Society. He is also a member of the American Association of Anatomy and served on the board of Directors of Anatomical Donations of Puerto Rico. He currently is a member of the Federation of American Societies for

Experimental Biology. Since arriving at FGCU, he has served on two national search committees, one for a faculty member in the Department of Physical Therapy and Human Performance and one for a CHP Student Advisor.

In addition to her administrative duties, Chair Ellen Williamson has been involved with several service activities across the university. As an out-of-unit faculty member, she is not eligible to serve on the Faculty Senate or any of its standing governance teams. In the past, she has served as Chair of the Department Curricular Affairs Committee and participated on numerous faculty searches, including those for the Athletic Director, Director of Recreation Services, and CHP Dean. She currently Chairs the Department Faculty Council, is a member of the CHP Administrative Team, and participates in the CHP Faculty Council. Chair Williamson is also currently serving as a Chair for the Student Conduct Judicial Board. She has been instrumental in having the APTA Clinical Instructor Credentialing courses offered locally and served as one of the faculty for the Approved Clinical Instructor training workshop for athletic trainers. Chair Williamson has supported the profession by twice serving as an item writer for the State of Florida Jurisprudence Exam and serving on the Item Review Committee for the exam. She also has twice served as an item writer for the NPTE.

In summary, the university has had enormous service expectations of and opportunities for its faculty. The Program in Physical Therapy Faculty have responded and participated at any extraordinary level since its inception. Core faculty members continue to assume leadership roles in many of the university‟s ongoing initiatives.

Core Faculty With Special Responsibilities: Program Administrator

F-5 The program administrator is a physical therapist with an earned doctoral degree, senior faculty status, and an understanding of higher education and contemporary clinical practice

appropriate for leadership in physical therapy education.

The program director for the physical therapy program is Ellen Williamson, MS PT, Chair of the

Department of Physical Therapy and Human Performance and Assistant Professor. Ms. Williamson began her academic career in 1991 at the University at Buffalo, serving as the Director of Clinical Education for the physical therapy program. She completed her Master of Science in Adult Education from Syracuse University just prior to joining the faculty at UB. During her tenure at UB, she directed all clinical education activities for the PT program, including the supervision of an Assistant Director as well as a secretary. In the absence of a program director for a period, Professor Williamson worked closely with the Chair of the Department of Physical Therapy and Exercise Science on all administrative activities related to the PT program, including the writing and conducting of a CAPTE self-study for re-accreditation. In addition to her administrative tasks, she taught courses related to management, leadership, basic clinical skills, pediatrics, and preparation for clinical practice.

Professor Williamson joined FGCU in April, 1996 to serve as the founding Chair of the Department of Physical Therapy. She has led the department and the PT program through initial development, candidacy, initial accreditation, and now a re-accreditation process. For the past 10 years, Professor Williamson has been responsible for securing 10 additional faculty positions and hiring well qualified faculty to fill the positions. Two additional programs have been added to the department since the development of the physical therapy program: BS in Human Performance and BS in Athletic Training. Faculty and staff evaluation and development, budget management and forecasting, space management, scheduling and faculty assignment, and curricular and program evaluation oversight are the major tasks for which

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Professor Williamson is responsible within the department. She serves on the College Administrative Team and is responsible for participating in all reporting and strategic planning activities representing the

department.

In addition to her education in adult education, Professor Williamson has completed all coursework leading toward a Ph.D. in Educational Measurement and Research through the University of South Florida, College of Education. She has sat for her qualifying exams and will initiate her dissertation research in the Summer 2006. Her dissertation will focus on questions related to licensure exams and exam length. Building on her solid foundation as a mature clinician, Professor Williamson provides strong administrative and

pedagogical leadership to the program.

At FGCU, the position of Department Chair is considered an “out-of-unit” position and therefore is not eligible to hold positions within the Faculty Senate or its subcommittees. However, department chairs are eligible to vote and participate in college level faculty governance, as well as hold equal status with in-unit faculty in department level faculty council votes.

Professor Williamson has a role in merit and promotion decisions through her role as department chair. Annual evaluations of faculty are completed by the department chair and serve as the criteria for merit decisions as well as continuing contracts. She also has the opportunity to write letters of support for faculty as they seek promotion. Her written annual evaluation of the faculty member is also a required component of the promotion dossier. There are no faculty on tenure lines within the program as FGCU does not currently utilize a tenure system.

Once Professor Williamson meets promotion criteria., she will apply for promotion to Associate Professor. Although promotion will provide Professor Williamson with individual recognition of accomplishments, it will not offer her opportunities for representation on faculty governance committees such as faculty affairs (which oversees promotion). Any out-of-unit faculty at FGCU is not able to represent the program, department or college on faculty governance. However, the program is well represented with the college Faculty Affairs Committee by a core faculty member, Dr. Sharon Bevins.

In addition to participating in professional development related to clinical practice, Ms. Williamson

actively pursues continuing education in the area of academic leadership and PT education. She participates in conferences at the national, state, and university level which provide current information on issues related to physical therapy education, as well as higher education in general. Ms. Williamson actively participates in all national meetings for the Section for Education Academic Administrators Special Interest Group to keep current in national trends in PT education. Additionally, Ms. Williamson is actively involved in tasks related to the NPTE through serving as an item writer for both the NPTE and jurisprudence exam, as well as serving on the exam review committee for the Florida jurisprudence exam.

Ms. Williamson continues to stay active in clinical practice. She participates once monthly in a Children‟s Medical Services orthopedic clinic to provide pro-bono PT services. Periodically, she provides private home-based pediatric PT services. In addition to clinical practice, Ms. Williamson participates in multiple continuing education opportunities at the local, state, and national level to continue to build expertise in contemporary clinical practice in the areas in which she teaches.

F-6 The program administrator provides effective leadership for the program.

The program administrator provides effective leadership to the program. This is evidenced through a variety of assessment methods, as well as through the activities and successes of the program.

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of Health Professions. This evaluation is based on Ms. Williamson‟s Professional Development Plan, self- evaluation, student assessment of instruction (SAI), and the Dean‟s own observations. The university conducts department chair evaluations on a periodic basis. Ten years of annual evaluations of the program director by the College Dean provide evidence that the program director meets or exceeds expectations in all areas of the evaluation.

The university is currently discussing the use and implementation of a new instrument to evaluate department chairs and will be piloted in Spring 2007. Several changes in higher administration over the past five years have affected the frequency of assessment of program administration and feedback to the administrator. When available, this information is also included in the Dean‟s evaluation of the program administrator.

Additionally, the core faculty evaluation of the program administrator has been developed and implemented. The department will collect data annually on the program administrator using the tool developed (Appendix F-6). In years in which the university administration collects evaluation data on the program director, those data will be considered along with the program‟s internal evaluation process. The results of the Spring 2006 evaluation of the program director revealed that all faculty believe that the program director most or all of the time:

 has a vision for PT education

 demonstrates understanding of and experience with curriculum content, design, and evaluation

 employs strategies to promote and support professional development

 demonstrates effective interpersonal and conflict-management skills

 able to facilitate change

 demonstrates negotiating skills

 demonstrates a commitment to lifelong learning

 provides effective leadership and vision leading to program accomplishments

 represents a positive manner to clinics, peers in the state, and peers at a national level

 provides regular and useful feedback to faculty on their performance

 supports faculty development so that it meets individual as well as program needs

Areas where only one response was at the “half-of the time” or “some of the time level include:

 skilled in strategic planning

 active in professional service activities

 effective in the management of human and fiscal resources

 takes an active role for institutional governance

 provides opportunities for faculty input to planning for and use of fiscal resources

 facilitates effective communication with all program faculty and others involved in the program.

Faculty comments include the program directors limitations in facilitating changes at times due to higher administration decisions, and recommendations to continue to be a strong advocate for the program at the college and university level, particularly for transition to the DPT. Strengths of the program director were noted as having strong interpersonal skills, a clear vision for the future without losing the details of ongoing activities, knowledge of curriculum, and being a strong team builder.

Additional evidence of the program director‟s effectiveness as a leader is observed in the success of the program, while also leading the growth of the remainder of the department in her role as Department Chair. Since the PT program is limited access and requires a low faculty:student ratio, the program

director/department chair sought additional sources of FTE generation through the addition of two undergraduate “feeder” programs, as well as non-degree related elective courses for the university population. Through this carefully planned growth, the program director/department chair was able to