Table 1.7.2 2014 Faculty, Students and Student/Faculty Ratios by Department or Specialty Area HC Primary Faculty FTE Primary Faculty HC Other Faculty FTE Other Faculty HC Total Faculty FTE Total Faculty HC Students FTE Students SFR by Primary Faculty FTE SFR by Total Faculty FTE BCHS 16 27 BIOST 26 18 EOH 23 24 EPID 44 80 HPM 16 40 HUGEN 16 28 IDM 18 28
* Table must include footnote explaining the school/program’s method for calculating faculty FTE. CEPH does not specify the manner in which this should be done for faculty FTE. For students, 1 FTE = 1 student taking 9 or more semester-credits per semester.
Refer to Criterion 1.7.b. for further explanation of template categories.
Key:
HC = Head Count
Primary = Full-time faculty who support the teaching programs—see CEPH FAQ on Required Faculty Resources for definition FTE = Full-time-equivalent
Other = Adjunct, part-time and secondary faculty Total = Primary + Other
SFR = Student/Faculty Ratio
Data must be presented in a table format (see CEPH Data Template 1.7.2) and include at least the following information: a) headcount of primary faculty (primary faculty are those with primary appointment in the school of public health), b) FTE conversion of faculty based on % time appointment to the school, c) headcount of other faculty (adjunct, part-time, secondary appointments, etc.), d) FTE conversion of other faculty based on estimate of % time commitment, e) total headcount of primary faculty plus other (non-primary) faculty, f) total FTE of primary and other (non-primary) faculty, g) headcount of students by department or program area, h) FTE conversion of students, based
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(though not complete) for 2014. Need to add 2013 and 2012. Also add to ERF.
on definition of full-time as nine or more credits per semester, i) student FTE divided by primary faculty FTE and j) student FTE divided by total faculty FTE, including other faculty. All schools must provide data for a), b) and i) and may provide data for c), d) and j) depending on whether the school intends to include the contributions of other faculty in its FTE calculations. **Note** CEPH does not specify the manner in which FTE faculty must be calculated, so the school should explain its method in a footnote to this table. In addition, FTE data in this table must match FTE data presented in Criteria 4.1.a (Template 4.1.1) and 4.1.b (Template 4.1.2).
1.7.C. A concise statement or chart defining the headcount and FTE of non-faculty, non-student personnel (administration and staff).
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1.7.D. Description of the space available to the school for various purposes (offices, classrooms, common space for student use, etc.), by location.
The Graduate School of Public Health fiscal space consists of two buildings (Parran Hall and Crabtree Hall) that comprise a total of 253,384 square feet. This includes a 58,000 square foot addition to Parran Hall for laboratory space that was completed in the winter of 2014. The funds for the addition were provided through the University of Pittsburgh and total $40.5M.
An additional X square feet of rental space is also occupied. This includes X sq. ft. occupied by the Department of Environmental and Occupational Health. The site is less than two miles from campus in Pittsburgh’s biotechnology corridor. This area is served by regular shuttle service to the Oakland campus.
The non-laboratory space in Parran and Crabtree Halls is comprised of meeting, instruction, common space and offices. It also includes vacated laboratory space. The school is currently planning the renovation of these spaces, to take place over four years. The renovations will consolidate the classrooms, create dedicated student space and renovate old laboratories to office space. This renovation will permit much of the faculty and staff currently in rental space to move within the main footprint of the Graduate School of Public Health.
Table X contains a distribution of the space by department within the Graduate School of Public Health.
Department Office Space Laboratory Space Total Space
Behavioral and Community Health Sciences Biostatistics Dean’s Office* Environmental and Occupational Health Epidemiology Health Policy and Management
Human Genetics Infectious Diseases and Microbiology
Classrooms
*includes school-wide centers (PHDL, CPHP), common meeting areas, common space, and GSPH-supported classrooms
There are two auditoria and seven classrooms in Parran and Crabtree Halls. Classroom space in Parran and Crabtree Halls is scheduled and maintained the University Registrar’s Office, with the exception of two classrooms, one standard classroom and one designated to instruct students on the conduct of laboratory-based research. All classrooms are “media-ready” with projectors or large LCD screens as well as white/black boards.
School-wide common spaces are used for social and academic events, lounge space, and student work space. They are listed in the table below. In addition, most departments have small social and/or kitchen spaces.
Room Square footage Intended Use Facilities
5th avenue lobby Lounge space, large
events
Benches
DeSoto St. lobby Lounge space, large
events
Chairs
Commons Lounge space, large
events
Chairs, tables
309? Lounge space Couches, table, chairs,
printer
309? Quiet study space Study carrels
309? Break room Tables, chairs, sink,
microwave
309? Computer room 8 computers
4th floor lab pavilion lounge
Lounge space Tables, chairs
The plan for the renovation to Parran and Crabtree Halls is currently under way. It is anticipated that the overall cost of the renovation will be $XM. Of the $XM, $15M will be provided by the Graduate School of Public Health while the remaining funds will be provided by the University of Pittsburgh. The renovations are designed to primarily update the aging infrastructure. In
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classrooms?
addition to the updates to the infrastructure, the renovations will also permit the expansion of common space, the consolidation of classrooms, the creation of dedicated student space for each department, and the consolidation of the departments. It is planned that the renovations will begin in the Fall of 2014 and will be completed in three unique phases, each lasting
approximately 15 months. Upon the completion of the renovations, additional modifications will be made to the laboratory space on the 4th floor of the new Parran Hall annex to accommodate the needs of the Department of Environmental and Occupational Health who will then move from rental space.
1.7.E. A concise description of the laboratory space and description of the kind, quantity and special features or special equipment.
In the winter of 2014 the Graduate School of Public Health opened a new laboratory pavilion which contains three floors of laboratory space. Each floor has approximately 16,000 square feet of laboratory space. The Department of Infectious Diseases and Microbiology occupy one floor while the Departments of Human Genetics and Epidemiology share space on another floor. The third floor is currently unoccupied and will eventually house the Department of Environmental and Occupational Health once the renovations to Parran and Crabtree Halls are complete. In addition to the laboratory space, there is sufficient laboratory support space, consisting of four rooms totaling X square feet of space for freezers utilized for the long-term storage of biological samples as well as a centralized glass wash and autoclave facilities with three autoclaves, a glass wash and glass dryer.
In addition, the Department of Environmental and Occupational Health currently occupies X square feet of laboratory space.
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1.7.F. A concise statement concerning the amount, location and types of computer facilities and resources for students, faculty, administration, and staff.
The University of Pittsburgh provides many technology services through two central departments. Computing Services and Systems Development (CSSD) provides many of the basic technology infrastructure for the university. CSSD maintains and upgrades the wired and wireless networks throughout the university. Crabtree Hall, Parran Hall and the Parran Hall Annex are fully wired for Ethernet connectivity up to Gigabit speeds. When infrastructure upgrades are completed, every port with be Gigabit capable. GSPH also uses Network Operation Center (NOC) to house and support our school and departmental servers offsite. The NOC is a fully operational data center, providing data backup, 24 hour monitoring and support, and back power systems. The majority of the school’s servers are virtual and reside on a three node VMWare cluster at the NOC. Human Genetics and Epidemiology still maintain their own server systems, some of which are at the NOC, others are locally housed at GSPH. CSSD provides
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several enterprise level services, such as Enterprise Exchange e-mail, PeopleSoft student information system and a 24 hour helpdesk to support faculty and staff. The Center for Instructional Development and Distance Education (CIDDE) provides instructional support to faculty, including classroom technology and online teaching resources.
The university also provides several services to GSPH students through CSSD. The students are able to use the wireless network from any building on campus. CSSD has also negotiated discounted software and hardware purchasing programs for students with various vendors, such as Microsoft, Dell, Apple and Adobe. Students can connect to network printing services and print to kiosks distributed throughout campus, include a kiosk located in Parran Hall. There are six computer labs on campus managed by CSSD for student use. GSPH also provides a computer lab in Parran Hall for GSPH student use as well as a computer lab at Bridgeside Point for the EOH students. E-mail for the students is provided by CSSD using the Office 365 platform.
Human Genetics maintains a portable computer lab with 12 computers for use in bioinformatics courses. Other computer-based courses (e.g. statistical software courses, modeling courses) are taught in the university computing labs or by having students bring personal laptops to the classroom. The Center for Public Health Practice also has a portable computer lab for use in workforce development programs.
GSPH provides additional technology services through the Office of the Dean. The Office of the Dean employs four technology professionals, an IT Manager, a Web Systems Manager, a Data Manager and Systems Analyst. The Dean’s Office IT staff provide desktop support to all of the Dean’s Office and some units within the school. They also maintain a virtual server system that is available to all of the departments. The virtual server cluster is running 15 servers, including fileservers for most of the departments, some research web servers, facilities management systems and administrative application servers. The Dean’s Office also provides support to the departmental web site editors and web application programming services. Lastly, the Dean’s Office provides data analytics services to all administrative levels at GSPH.
Each department has on staff at least one designated person that provides technology support to the department. This person is responsible for assisting faculty and staff with computer purchases, troubleshooting issues on their desktop computers, upgrading software, and
consulting with faculty and staff on systems development. Some departments maintain their own fileservers and other application servers as well as research related websites. With this system of support GSPH can provide technological resources at the level required in each department.
1.7.G. A concise description of library/information resources available for school use, including a description of library capacity to provide digital (electronic) content, access mechanisms, training opportunities, and document-delivery services.
All nine libraries in the University Library System, including the Health Sciences Library System (HSLS), are available to all GSPH faculty, students, and staff. HSLS primarily serves the
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health science schools and has customized resources for GSPH, including a dedicated public health librarian, Barb Folb, MM, MLS, MPH and a dedicated division of molecular biology information services headed by Ansuman Chattopadhyay, PhD. Ms. Folb holds a secondary faculty appointment in the BCHS department. Customized workshops, orientation sessions, in- class lectures, and individual consultations are provided for GSPH students by Ms. Folb. The HSLS library, Falk Library, is located across the street from GSPH in the School of Medicine. In May 2011, HSLS was awarded a five-year contract from the National Library of Medicine to serve as the Regional Medical Library (RML) for the Middle Atlantic Region of the National Network of Libraries of Medicine (NN/LM-MAR). To meet the increasing demand for bioinformatics support at the University of Pittsburgh, the Health Sciences Library System established a Molecular Biology Information Service (MBIS) beginning in 2002. The MBIS is a four-pronged program:
- molecular Biology Web portal with information about services, workshops, and access to bioinformatics resources and tools,
- bioinformatics consultations with researchers, - licensing of commercial software, and - educational outreach.
The library provides access to more than 5,900 electronic journals in the health sciences. The electronic collection, managed by HSLS Digital Library Services, also includes 2,700 e-books and 100 databases or publisher collections of full-text information. Over 1,200 new e-resources were added to the HSLS collection in fiscal year 2012-2013.
Access to the library, digitally whether on or off-campus is effortless for students and faculty. The university’s main library can be accessed and searched via an online Web site called PITTCat. PITTCat provides an online catalog containing bibliographic information on materials available at all University libraries, including the HSLS. There is also a specialized version of PITTCat for the Health Sciences. The Electronic Book Search feature allows users to search the combined full-text content of the HSLS electronic book collection and receive results clustered by topics. Access to electronic journals is available on-campus and off-campus. Also, HSLS maintains an active Web site with more than 50,000 users per month accessing over 600,000 pages of information.
The HSLS provides specialized orientation sessions for GSPH classes and for all new students at the annual school orientation session held in late August. Workshops are held in the Falk Library and are given by one of the on HSLS technical staffers. Workshops topics have included bibliographic management, software training, and on specific software programs and needs for graduate students such as, EndNote, PubMed, and PowerPoint for Conference Presentations. An online e-delivery document delivery system is open to anyone with a Pitt e-mail account. Users create a HSLS account to have copies of journal articles, book chapters, and books from the HSLS library, Pitt library or other libraries participating in the interlibrary loan program delivered to them electronically.
1.7.H. A concise statement of any other resources not mentioned above, if applicable. [Need text for this section.]
1.7.I. Identification of measurable objectives through which the school assesses the adequacy of its resources, along with data regarding the school’s performance against those measures for each of the last three years.
The identification of measurable objectives through which the school assesses the adequacy of resources can be tracked to the objectives within the strategic plan. Within each of the four goals, there are objectives which can be tied to the assessment of the adequacy of resources.
1.7.J. Assessment of the extent to which this criterion is met and an analysis of the school’s strengths, weaknesses, and plans relating to this criterion.
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1.8 DIVERSITY
The school shall demonstrate a commitment to diversity and shall evidence an ongoing practice of cultural competence in learning, research and service practices.
Interpretation. Recognizing that graduates of public health schools may be employed anywhere
in the world and work with many different populations, schools should provide a learning environment that prepares their students with broad skills regarding diversity and cultural competence, within the context of their own institution’s mission statement. Systematic, coherent and long-term efforts to incorporate elements of diversity are expected at all levels including faculty, staff, students, curriculum, research and service. Schools can accomplish these aims through a variety of practices including incorporation of diversity and cultural competency considerations in the curriculum; recruitment/retention of faculty, staff and students; policies that are free of harassment and discrimination; reflection in the types of research conducted; and cultural considerations in service or workforce development activities.
Cultural competence, in this context, refers to skills for working with diverse individuals and communities in ways that are appropriate and responsive to relevant cultural factors. Requisite skills include self-awareness, open-minded inquiry and assessment and the ability to recognize and adapt to cultural differences. Reflecting on the public health context, recognizing that cultural differences affect all aspects of health and health systems, cultural competence refers to the skills for recognizing and adapting to cultural differences. Each school must define these terms within its own context.
Aspects of diversity may include age, country of birth, disability, ethnicity, gender, gender identity, language, national origin, race, refugee status, religion, culture, sexual orientation,
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strategic planning tables.
health status, community affiliation and socioeconomic status.
CEPH understands that the definition of diversity in international settings, as well as the ability to track such data, differs greatly from that in the United States. This does not, however, relieve international institutions from the obligation to demonstrate efforts and outcomes related to diversity and cultural competency.
Required Documentation
1.8.A. A written plan and/or policies demonstrating systematic incorporation of diversity within the school.
In 2012, GSPH convened a special ad-hoc committee to develop a Diversity Plan. Several concurrent circumstances motivated this initiative: the school was engaged in developing a new 5-year strategic plan; CEPH had just published its revised criterion on diversity, shifting from an emphasis on racial-ethnic percentages to a focus on strategic and academic goals; and the school had just seen the departure of a large cohort of minority faculty members, jeopardizing the future of its Center for Minority Health. This was an unparalleled opportunity to reconsider goals, plans, and policies for diversity among faculty, students, and staff.
The Ad Hoc Diversity Committee worked for over a year to produce a “Report on Pitt Public Health Diversity Plans and Policies” [see Electronic Resource File]. The report was vetted with faculty and students, the school’s standing Faculty Diversity Committee, and University officials. It provided direction and focus for diversity concerns in the new Strategic Plan, and it constituted the basis for the school’s conformity with CEPH Criterion 1.8.
1.8.A i. Description of the school’s under-represented populations, including a rationale for the designation.
The GSPH diversity definition guides its strategic planning and program implementation for education, recruitment, and research:
Diversity encompasses individuals from varying cultural, race/ethnicity, socioeconomic status, sexual orientation, gender identity and physical abilities. In programs and curricula aimed at cultural competence, the goal is that: All individuals shall increase their self-awareness and their ability to recognize and work with cultural differences of any kind, including in international settings. Within this definition, five under-represented populations are the focus of diversity plans, policies, and initiatives within GSPH with strategic and academic rationales.
• Blacks or African-Americans constitute a minority group that suffers from health disparities locally as well as nationally, but they are under-represented among faculty, staff, and students at GSPH. The school lost a large cohort of African American faculty to a new school of public health in 2011 and must now rebuild. With fewer of these faculty members, GSPH may have lost an element of attractiveness to Black and African 41 |
American students; so we must pursue robust recruitment programs. African American staff members are fairly well-represented at present, but ongoing attention is necessary to maintain this.
• Hispanics and Latinos are an ethnic subpopulation of the U.S. that is growing faster than