Final Report / HHS

HEALTH AND HUMAN SERVICES TASK FORCE

REPORT

April 30, 2000

EXECUTIVE SUMMARY

The Health and Human Services (HHS) Task Force was charged with charting future directions for the academic programs at James Madison University. The central recommendation of the task force is for the creation of formal structures to facilitate communication, cross program initiatives, and collaboration between health and human service programs and activities within the university. Existing programs and faculty have rich diversity and strength and the task force believes formal connections between them will result in richer educational experiences for our students. Prior to taking definitive steps regarding creation of a new unit and establishing new relationships, however, it is essential that the interest, preference, and openness to such relationships on the part of individual programs and units be determined. The task force believes that through collaboration, there is potential for the development of innovative and unique centers of excellence. Therefore, the recommendations focus on new structures, approaches, and ways of doing business rather than on new programs. There is a sense of excitement about moving into the future from a unified perspective. The five task force recommendations are summarized below. A fuller description including sub recommendations and rationale is found in the body of the report.

Recommendation # 1: that an administrative unit be created for the health and human service programs at JMU.

Recommendation # 2: that mechanisms be developed and implemented to facilitate, encourage, and support, as well as to decrease barriers to, cross-disciplinary collaboration in teaching, research, and service activities at JMU.

Recommendation #3: that mechanisms be created and implemented to support and coordinate health and human services outreach and partnership initiatives in order to fulfill the mission and educational purpose of JMU and the health and human service programs.

Recommendation # 4: that cross-disciplinary experiences be incorporated as an integral part of all health and human service programs at JMU where appropriate.

Recommendation # 5: that evaluation of current programs and decisions about the development of new programs occur at the unit level (see recommendation 1) and that these decisions be made in keeping with the principles and values outlined for the unit.

The task force members valued the opportunity to participate in this important academic planning process and anticipate further dialogue as the recommendations are considered and decisions implemented. We appreciate the support of both faculty and the administration in facilitating the accomplishment of our task.

BACKGROUND:

The Charge: The Health and Human Services (HHS) Task Force was created by the academic vice president in September 1999, as one of three task forces charged with charting future directions for academic programs at James Madison University. In announcing formation of the task forces, the vice president acknowledged current opportunities for program development and charged the task forces to emphasize connections and collaboration across the university’s colleges. He stressed being proactive and building on current strengths; the need to identify societal changes that will impact our programs; and the importance of considering faculty expertise, the university resource base, and the ability of JMU programs to provide service to the Commonwealth of Virginia.

The HHS Task Force was specifically charged with making recommendations about future directions for health and human service programs within the university. While focusing on the health and human service programs within CISAT, the mandate for our work was directed toward the university as a whole. Task force membership was carefully chosen to provide a broad perspective, and task force deliberations have occurred within that context. A description and goal statement was prepared by the task force and placed on the web board (see exhibit A). The task force believes its formation reflects a genuine desire by university leadership to garner wisdom from within the health and human service arenas in order to make reasoned decisions for the future.

The Process: Task force members invested significant time and energy in collecting, examining and analyzing data, and in formulating recommendations. Efforts were made to hear the broader campus community through open forums and the web board (see exhibit B for a chronology of events). As a backdrop for its work, the task force identified, examined, and synthesized trends relative to health and human services, and higher education (exhibit C). Internal and external opportunities and barriers were identified and analyzed using a SWOT (strengths, weaknesses, opportunities and threats) analysis schema (exhibit D). A list of existing programs across the university related to health and human service programs and services was compiled (see exhibit E). Recommendations were crafted based on an analysis of the findings from the above processes and the results of task force deliberations.

Through discussion and reflection, individuals, small groups, and the task force collectively created multiple versions of documents in an attempt to visualize and bring into concrete form the abstract ideas that were evolving. The interchange and thought involved was a critical and formative process for the members of the task force, and was critical to decision-making and the development of recommendations. The result was a product that could be affirmed by all members of the task force.

Task Force Membership: The Health and Human Service Task Force membership is as follows:

Vida Huber, Chair Lennis Echterling

Craig Abrahamson Janet Gloeckner

Herb Amato Judith Holt

Cheryl Beverly Jeffrey Kushner

Cory Cleland Brenda Ryals

David Cockley Bill Walker

Jean Dalton

II. RECOMMENDATIONS :

In presenting its recommendations, the task force notes that some, but not all, recommendations have sub recommendations and that rationale and additional information follow some, but not all. These differences do not reflect relative importance of the recommendations but rather the need for rationale and further explanation, the amount of specificity engendered in task force deliberations, and areas where more detailed discussion and development occurred in small work groups.

It should be noted that a value held by the task force membership for shared learning and collegiality across traditional disciplinary and organizational boundaries is reflected at numerous places throughout the recommendations. We are aware that many terms, including inter-disciplinary, multi-disciplinary, cross-disciplinary and trans-disciplinary, are currently used and/or preferred to denote such activities. However, the intended meaning is not universally understood when using any one of these terms. In this report, a single term, cross-disciplinary, is used when talking about shared learning experiences or activities that cross such boundaries.

CREATION OF AN ADMINISTRATIVE UNIT FOR HHS PROGRAMS

Recommendation # 1: that an administrative unit be created for the health and human service programs at JMU.

This recommendation is central to subsequent recommendations and the preferred future for health and human service programs at JMU because the task force views that future as necessitating a new way of being and working together. Trends clearly indicate the need for cross-disciplinary collaboration and education. While many JMU health and human service programs and faculty give evidence of openness to collaboration and are already involved in such initiatives, there is a need for these efforts to be facilitated through administrative mechanisms that connect the programs in a functional and systematic manner.

When the health and human service programs joined CISAT in 1995, the School of Health and Human Services, was created for program use in communicating with professional groups outside the university. This non-administrative unit is named in the catalog, but is not a functional unit and lacks mechanisms and authority to facilitate collaboration. The need for a functional structure became evident in the energy and synergy created this year through the work of the HHS task force and the modular building task force, and through other activities resulting from having an interim associate dean. Each of these avenues provided mechanisms that facilitated working together.

Methods and Models: The task force recognizes that there are a variety of methods, involving lesser or greater degrees of restructuring and organizational change, that might be employed to bring about the desired level of communication, interaction and collaboration among the health and human service units. The task force is not committed to a single model but is unified in the belief that a workable mechanism that both facilitates and rewards collaborative initiatives among the health and human service programs at JMU is critical.

While a variety of models for the health and human services unit were considered by the task force, two primary options emerged. One option is the creation of a sub-unit within CISAT, such as a school, and the other, the creation of a new college. A term suggested for use with either model is the School/College of Integrated Health and Human Services to reflect the intent of establishing new kinds of interactions among the programs. It is NOT the intent of such use to diminish individual professional programs; these need to remain distinct and intact. It is, however, the intent to reflect new connections and ways of working together.

While task force members constructed several potential models during our work, none are included with this report. However, task force members would be glad to share our views and work in conjunction with the administration as these recommendations are considered and implemented.

Mission and Principles: As part of its conceptualization and clarification process, the task force developed a statement of mission and principles for the health and human services unit. These statements reflect values believed to be shared by, and that should characterize all programs that are part of the health and human services unit (exhibit F). The task force also developed a statement of training and service philosophy, a statement of core values and principles, and guidelines for any structure designed to unite the health and human service programs (exhibit G).

Internal and External Aspects: Because the mission of the health and human services unit is viewed as including both a strong programmatic focus and a strong outreach and partnership dimension, the task force believes provision needs to be made for focused responsibility for both of these aspects. Internal focus would include health and human service academic programs and initiatives both within and across colleges and divisions. External responsibilities would focus on outreach and partnership initiatives.

Primary Players: The task force believes that the health and human service academic programs currently located within CISAT need to be part of an administrative unit that is distinct and separate from the other programs within CISAT. Of equal concern to the task force are those health and human service programs located in several colleges other than CISAT. The task force believes these programs should have a formal relationship with those programs located within CISAT, whether this is accomplished through being part of a common administrative structure or through some other mechanisms designed to facilitate functional relationships across college boundaries. We believe that bringing these programs into a common structure would better serve the needs of and provide direction for health and human services at JMU.

The task force recognizes that there are units concerned with health and human services in other than the academic division (i.e. university health center, selected programs within UREC, athletics, outreach activities, etc.). The task force believes that it would be mutually beneficial for these units to relate more directly to the academic programs and that there is a need for formal mechanisms to facilitate functional relationships across divisional boundaries.

Levels of Involvement: The task force recognizes that there are varying levels and types of involvement, interaction and collaboration possible and desired by programs within CISAT, as well as by programs or units in other colleges and in other than the academic division. There are many factors to consider in determining which programs would relate in what manner, but the task force believes there are multiple mechanisms that could be employed to appropriately accommodate this variety of needs. We believe it is essential prior to taking definitive steps regarding creation of a new unit and establishing new relationships, that the interest, preference, and openness to such relationships on the part of individual programs and units be determined. If successfully implemented, a new model of collaboration within higher education can be demonstrated.

Having an administrative unit for the health and human service programs would facilitate a variety of initiatives of benefit to both faculty and students. The following four specific sub-recommendations illustrate potential initiatives:

# 1a: that a Health and Human Services Advisory Board be established.

The purpose of this advisory board would be to involve policy-makers and practitioners in helping chart the course of the health and human service programs in an ongoing manner. Members would be expected to offer perspectives on trends in health and human services, serve in an advocacy role, assist in identifying resources, and provide feedback regarding specific program proposals. The board would meet once or twice annually, and consist of 10 to 20 members representing health and human services at the state, regional and national levels. This advisory board is not intended to substitute for individual program advisory boards, but to provide perspective and counsel within the overall health and human service field.

# 1b: that a Health and Human Services Interest Web Site be developed and maintained.

A health and human services web site would provide an important avenue for announcing opportunities; sharing information about resources and events; exhibiting projects; describing scholarly interests of faculty; highlighting opportunities regarding interdisciplinary activities; developing links between programs, departments, and faculty; and provide information about education, consultation and other activities. Health and human services could also be a subject for the search engine on the JMU Events web page.

# 1c: that an information, advisement, and career service for all health and human services be developed in collaboration with the university career services.

The task force believes a centralized advisement service for students interested in the health and human service fields, but unclear about their specific career choice, would be beneficial for students and more efficient for individual programs. Program-specific faculty can most effectively provide guidance when students have made career decisions. There are many students who are undeclared or want a career within the broad field of health and human service, however, who could benefit from a central contact person and service. While the advisement and career service would function out of the administrative unit and focus on health and human services programs, it should be developed and operate in tandem with the university career services office.

A coordinated advising and career service would facilitate activities of interest to a broad range of students and could include a variety of health and human service career activities that could be most effectively implemented in a collaborative manner. Career fairs are one example. We suggest that the health and human services career center develop and coordinate an annual interdisciplinary health careers fair. While career fairs and other career related activities focused on specific disciplines have been offered periodically, a coordinated fair would promote greater collaboration and interdisciplinary approaches in the health and human services field. Another example of a shared activity would be helping students maximize the way they present themselves and their unique and shared experiences at JMU to potential employers and graduate schools through the use of professional portfolios.

# 1d: that there be a single library liaison to serve all the health and human service programs.

FACILITATING CROSS-DISCIPLINARY COLLABORATION

Recommendation # 2: that mechanisms be developed and implemented to facilitate, encourage, and support, as well as to decrease barriers to, cross-disciplinary collaboration in teaching, research, and service activities at JMU.

Members of the task force perceive that there are a variety of factors that affect the current level of cross-disciplinary activities. Since we see cross-disciplinary initiatives as critical to the health and human services programs at JMU taking an appropriate leadership role within higher education, it is imperative that barriers be decreased and adequate support provided. There are many mechanisms that can assist in reaching this goal. Creation of a structural unit is viewed as one critical factor. Recruitment and hiring practices that consider potential candidate’s interest in cross-disciplinary initiatives are also important. Other specific suggestions are made throughout the report. Specific sub-recommendations relative to this recommendation follow:

# 2a: that a compensation/credit structure be developed and implemented that recognizes and rewards faculty for time spent in a co-teaching situation or for providing lectures in their area of expertise in classes officially assigned to another faculty member.

JMU currently offers reassigned time for research and service projects in some areas, and resources have been allocated for developing general education courses. However, there has been little systemic support for continuing to team teach interdisciplinary courses. Allocation of resources for reassigned time to develop and teach interdisciplinary courses would facilitate their development. It may not be appropriate to split existing credits among the cooperating faculty and coordination and planning of the course may take more effort than the split credits would represent. However, being rewarded appropriately would encourage collaboration among faculty and provide the best possible education to the students. Guest lecturing short segments of a class, which would not be considered co-teaching, should be appropriately valued.

# 2b: that grants specific to the health and human service be offered for program/course planning, or to support pilot programs by reassigned faculty time to encourage the development of interdisciplinary courses and activities.

# 2c: that an infrastructure be devised and implemented to support faculty in the development of interdisciplinary grants, projects and other proposals.

# 2d: that mechanisms to facilitate interdisciplinary practicum and/or clinical education be developed and implemented.

OUTREACH AND PARTNERSHIPS

Recommendation #3: that mechanisms be created and implemented to support and coordinate health and human services outreach and partnership initiatives in order to fulfill the mission and educational purpose of JMU and the health and human service programs.

There is a growing national trend toward partnerships between academic institutions and their communities. The health and human service programs at JMU have been involved in outreach to the community in a variety of ways and levels for many years and the opportunities for service learning within the university are consistent with the health and human service programs’ value system. There is a need, however, for mechanisms to better coordinate and facilitate communication and collaboration between the many health and human service outreach activities emerging from different segments of the university.

JMU health and human service faculty are held in high regard within the community, state and region, and evidence a willingness to engage with the community to create partnership programs and initiatives that are responsive to community needs. However, more effective coordination of their efforts will enhance our position for securing additional resources to support programs, and for forming new partnerships, alliances, and initiatives that enrich the educational experiences of students.

# 3a: that the current plans for renovation of the modular building as a health and human services outreach center be moved forward and that long term plans be pursued for a structure to replace the modular building when it is no longer suitable for use.

The Health and Human Services Outreach Center currently being developed in the modular building will be an important mechanism for promoting additional joint outreach and educational initiatives. As a hub for health and human service programming, it will tie together existing JMU community service programs having a common health and human services mission, provide an umbrella for existing and proposed health and human service training programs, and facilitate experimentation with new models of outreach and education.

# 3b: that mechanisms be created and implemented to foster coordinated and collaborative outreach efforts through the health and human service outreach center.

The task force believes the purpose for health and human service outreach programs is to implement the mission of JMU through service to the broader community with the intended outcome of enhanced community capacity and health status. The task force believes that services need to be provided in partnership with community organizations and in the context of a training environment. In support of this belief the task force developed a statement of philosophy and characteristics to guide health and human service outreach initiatives (exhibit G).

# 3c: that the development of continuing education initiatives for practicing health and human service professionals be explored with particular attention to ways that technology might be used to facilitate this effort.

There are significant needs among health and human service professionals for continuing education and professional development. The rapidly changing context in which health and human services are provided requires frequent and ongoing updating of knowledge and skills for practicing professionals. The task force believes JMU can and should assume a leadership role in this arena, and do so in a manner that promotes cross-disciplinary understanding and practice. The expertise found at JMU in the application of technology to the educational process could be effectively utilized in responding in very creative ways to the need for ongoing education among health and human service professionals.

CROSS-DISCIPLINARY EXPERIENCES FOR ALL STUDENTS

Recommendation # 4: that cross-disciplinary experiences be incorporated as an integral part of all health and human service programs at JMU where appropriate.

The task force believes that health and human service professionals are often less than effective because of their inadequate awareness and understanding of, and appreciation for, the role of professionals in other fields. This is evidenced in the practice arena where the expertise of others is often not used to benefit of the client and where competition and turf issues still arise. The task force believes that the best route to bring about change in this arena is through providing students with shared learning experiences while forming their identity and values. The task force believes that, with coordination, it is feasible for graduates of all JMU health and human service programs to have shared learning experiences in projects, research, and other team efforts, as part of already required clinical, practicum, or field experiences. JMU health and human service graduates are valued for their high level of expertise, but would have a significant, value-added edge by having a strong cross-disciplinary perspective, and by being knowledgeable about, and valuing other health professionals as a result of significant cross-disciplinary experiences as a student.

# 4a: that all graduates of the JMU health and human service professional programs participate in shared learning experiences that might include classroom, clinical, research, or service projects.

There are a variety of types of experiences that can be utilized to provide cross-disciplinary experiences, but all of them should have a team approach, involve problem-focused learning whenever possible, and provide seminars or other opportunities in which students discuss their experiences. A wide range of opportunities for cross-disciplinary experiences should be explored including internships, summer experiences, and alternative spring breaks.

In order to capitalize on existing initiatives it is important that current academic projects and requirements that lend themselves to cross-disciplinary approaches be identified. It is also important to identify activities occurring in other parts of the university and to coordinate efforts whenever possible. Projects related to health and human services that are sponsored by UREC, the University Health Center, Athletics, etc., should be identified and possibilities explored for offering them in collaboration with academic programs.

# 4b: that mechanisms be devised and implemented to inform community agencies, organizations, and institutions that JMU health and human service students are available to work with "real world" as cross-disciplinary initiatives, and that a central site be developed to coordinate such requests.

# 4c: that projects and services that have the ability to generate income be identified and implemented as a means to support cross-disciplinary teaching and outreach initiatives.

The resources and facilities that will be available in the modular building after its renovation, and the new facilities available in A2 have great potential for creative use. Contracted activities or the provision of direct services could enhance students learning, provide a valuable service to the community, and generate revenue to support other teaching and outreach initiatives.

# 4d: that a set of common courses be designed to cover knowledge areas and concepts appropriate to health and human service majors.

The creation of courses or modules that would be part of all health and human service programs is another viable option to explore. Areas that might be included in such courses are, but not limited to, introduction to the healthcare system, ethical practice, legal and policy issues, standard precautions, CPR certification, etc. While initiatives requiring curriculum change might be more complex to implement, elective courses or modules could be implemented in ways that enhance learning while being manageable in tight curricula. The task force recognizes that clear focus and objectives would need to be developed for such joint classes. The task force suggests that the term co-teaching be used rather than team teaching, and that it be defined as 'more than one person teaching the same section of the same course in a coordinated fashion'.

PROGRAM DECISIONS AT THE UNIT LEVEL

Recommendation # 5: that evaluation of current programs and decisions about the development of new programs occur at the unit level (see recommendation 1) and that these decisions be made in keeping with the principles and values outlined for the unit.

Program decisions need to be based on appropriate assessment and evolve out of a shared understanding and collaboration among the health and humans service programs rather than arising in isolation. Mechanisms based on shared values need to be developed to make this possible.

Existing programs need to continue to be reviewed and evaluated on an ongoing basis. Mechanisms need to be developed to identify program duplication and situations where resources are not maximized. Changes should be recommended where needed. New programs that are compatible with existing or potential faculty expertise and interest need to be developed in a timely and collaborative manner. Such development needs to be preceded by feasibility studies that identify community and student need and determine program compatibility with the mission and core values of the health and human service programs.

The task force is aware of possible program initiatives at both the graduate and undergraduate level and believes that new programs and initiatives need to be developed during the next five years. However, the task force believes that other task force recommendations need to be implemented prior to adding new programs. The task force believes the immediate need is to put mechanisms in place that supports new ways of working together. The task force also believes that viable existing programs that meet the needs of students and the community must be adequately funded. New programs that fit within the established framework should be added as priorities are established and resources secured.

The task force sees the commonality, strength, and appropriate focus of the health and human service programs at both the graduate and undergraduate levels continuing to be on the preparation of health and human service practitioners rather than on the preparation of researchers. The task force believes new program development must be responsive to community needs, may involve programs that are needed on a short term basis, will likely provide a unique blending of cross-disciplinary expertise, and will evolve along non-traditional lines. The task force supports consideration of certificate programs and the assumption that new programs or initiatives will not necessarily result in new majors.

Areas mentioned for consideration as new areas of focus that are consistent with institutional expertise, expressed faculty interest, societal need, as well as potentially unique niches include health informatics, ehealth, health ethics, case management, neuroscience, and genetic counseling. Areas that might be expanded as a focus for cross-disciplinary attention include rural health, gerontology, cross-cultural and global awareness, families and children, persons with disabilities, and other under-served and disenfranchised populations. There are possibilities for designing unique programs at all levels that combine JMU’s expertise in technology for knowledge acquisition, and that utilizes other modalities for purposes of socialization and the development of professional skills.

EXHIBIT A

JAMES MADISON UNIVERSITY

HEALTH AND HUMAN SERVICES TASK FORCE

TASK FORCE DESCRIPTION AND GOAL STATEMENT

The Task Force on Health and Human Services has been given the charge to develop recommendations that help define and provide a focus for the future of the programs across the university that deal with the health and human service professions.

It is our intent to develop and present recommendations to the academic community that emerge after receiving extensive, broad-based input; engaging in an open process with multiple opportunities for dialogue and debate; and careful examination and analysis of our strengths, expertise, opportunities, societal/community needs, and available resources. It is our goal to offer recommendations that are futuristic and distinctive in nature, reflect reasoned thought, and that encourage cross-disciplinary initiatives and collaboration.

Recommendations may be of varied types, addressing and including arenas such as:

new programs (courses, emphases, concentrations, minors, majors, etc.)
modifications in the way current programs are organized or delivered
mechanisms for supporting cross-disciplinary initiatives, and
themes or focus around which to develop collaborative programs, scholarship, centers, and outreach initiatives

Currently the task force is soliciting ideas and input from as wide an audience as possible regarding the direction the health and human service programs at JMU should be heading and how we can best accomplish the university mission as it applies to the health and human service arena. Please provide input by using the form for "Ideas for Consideration as Recommendations" (available on the webpage), attending open forums, or contacting any task force member.

Early next year, the task force will consider proposals received; analyze identified external and internal strengths and opportunities in light of available resources; develop and disseminate proposed recommendations; and seek input and responses before finalizing and submitting our recommendations to the academic community by the end of March, 2000. We look forward to your assisting us in achieving our task.

Vida S. Huber

October, 1999

EXHIBIT B

HEALTH AND HUMAN SERVICES TASK FORCE

CHRONOLOGY OF EVENTS

September 7, 1999 Letter from the vice president announcing task force formation, task force chairs, and open forum to be held as part of the inaugural events.

September 16, 199 Open forum with approximately 35 persons in attendance

October 5, 1999 Invitation to individuals to be part of the task force

October7, 199 Meeting with the Medialab to plan academic task force website

October 19, 1999 First meeting of the task force

October 22, 1999 Web site posted

November 22, 1999 Open Forum held

April 15, 2000 Report posted to the web for review by faculty

May 3, 2000 Presentation to academic council

EXHIBIT C

TRENDS IN HEALTH CARE, HUMAN SERVICES, AND ACADEMIA

An analysis by the Health and Human Services Task Force

Expected Trends in Health Care:

Managed Care will continue to be the "paradigm" for financing the health care system but the framework for managed care systems will continue to evolve. While systems will continue toward further integration and networking, there will continue to be new models of health care delivery created at the periphery. These will create new jobs for health care workers in all related disciplines. The trend toward networks and mergers will also encourage workers with cross-disciplinary and interdisciplinary skills.

Cost Containment Measures will continue to be a primary driver for health care industries. This will continue to support growing markets for employees that increase value to health care organizations.

There are mixed messages about trends toward more specialist health care workers versus more generalists. In either scenario, Cross-Training of Professionals will prove cost effective especially in outlying rural markets. This will encourage continual updating and adaptation of skills in workers across different spectra.

There will continue to be a shift toward Holistic Health Care encompassing a variety of traditional health care models and complementary healing therapies. The trend towards integrating these within the conventional medical system will escalate in the early 21^st century as consumers continue to demand care that meets individual needs.

This is a need for both awareness of multiple health care delivery models and mechanisms for providing updated skills for health professionals. Research models are needed to assess both theory and practice. Graduates able to accommodate new therapies within current third party payment systems, or to design alternative payment systems appropriate to the holistic care arena will be in great demand. Those graduates able to practice within an integrated system will find greater career opportunities.

Health care consumers (including patients, families, and employers) will increase their assertiveness and knowledge about health care and their preference for certain services. Along with increased consumer awareness and responsibility for health will come more attention and emphasis on Health Promotion, Protection, Disease Prevention and Wellness within all areas of health care, in all stages of the life cycle and in all health care disciplines

There will be heightened need for accurate and immediate data from health care organizations. Therefore, Health Information Technology will grow to be a foundational skill for health care systems. Graduates with skills in health information systems will be increasingly in demand and this may become an essential skill in some sectors of health care.

Several additional sectors in health care that are expected to expand include Telemedicine and Continuing Education for health care professionals and employees. Workers will continue to require new and updated skills in health care diagnosis, treatment, and management.

Expected Trends in Human Services:

The Privatization Shift of many human service programs from public agency responsibility to private non-profit and private for-profit entities is expected to continue. This reduction in public-support for human services will modify the training and "philosophy" of many professional programs.

Managed Care will expand in the human service fields supporting the privatization of services and cost-containment measures of the financing organizations (including government). As in health care this will place renewed emphasis on showing cost – value in human service delivery, which will impact multiple disciplines and specialties.

The major discoveries and innovations in human genetics will lead to greater attention and demand for both Genetics Research and Genetics Counseling. These will draw skilled human service professionals into teams with health and nursing providers to care for current and potential patients.

There will be an increase in Employee Assistance Programs as corporations attempt to increase production and efficiency with a limited workforce. The cost-effectiveness of employee assistance programs has been repeatedly shown to positively augment production in companies.

The Aging Demography of Americans will have a strong impact on the human service workforce. New services for elderly individuals will continue with a subsequent increase in gerontological human services programs, as families continue to do less for their elderly family members. The trends for de-institutionalization of both elderly and disabled persons with increased need levels will continue. The institutionalization of only the most severely disabled will result in more intense and specialized services within institutions and the increased and continued need for more services in community-based settings.

The expected further diversification of America’s demography will also highlight human service professionals who are skilled in Multiple Cultures and Languages. Graduates who are bi-lingual / multi-lingual will prove highly marketable and desired by many human service agencies.

Expected Trends in Academia:

The trinity of teaching-scholarship-service will remain important for all health and human service academic programs. Creative incentives to encourage faculty development and performance within that trinity will continue as an academic goal.

Academic training programs will need to continually bridge instruction with practice. Moving teaching beyond the classroom to include practica, internships, and field experiences will be increasingly important educational tools. In addition increased use of technology in such field-based experiences will be required.

Teaching will become more interdisciplinary, linking professional expertise within and across departments. The traditional vision of the department or college may in fact be stretched to encompass more associations among previously distinct entities.

Education is already a life-long process. Therefore academic programs will increasingly focus on Life-Long Learning for health and human service professionals. All of the anticipated changes and trends within health care and human services will create continued opportunities for programs that update and cross-train professionals as well as integrate these changes in course offerings for present students. Opportunities will include certificate as well as degree programs, skill refurbishment, continuing education of health and human service professionals, and programs for persons seeking mid-career changes.

March 2000

EXHIBIT D

A SWOT ANALYSIS

INTERNAL AND EXTERNAL CHALLENGES AND OPPORTUNITIES

Health and Human Services Task Force

Using the SWOT analysis approach, the task force identified pertinent factors that need to be considered in examining the potential for creation of future excellence in health and human service at JMU. These are presented using the SWOT format.

STRENGTHS (internal positive forces):

JMU is characterized as forward-looking and has a very positive reputation within the state, regionally and nationally. JMU is viewed as a place of action and cutting-edge initiatives and as having a favored status within the state of Virginia, having provided significant leadership in a variety of areas including assessment and general education reform. The university has become technologically sophisticated and in the current building project is setting the standard for the installation of fiber optics in an educational setting. Initiatives have been undertaken in the area of distance education.
The focus at JMU is on teaching, with research serving to support and strengthen the excellence of the education offered. The graduate programs in the health and human service areas are practitioner, rather than research focused. The emphasis on, opportunities in, and involvement with service learning within both the university and college meshes well with the health and human service programs’ value system and interest in forming additional partnerships within the community that will enhance the educational experiences of students.
The existing health and human service programs represent a rich diversity and are noted for their quality. While not attracting certain resources often associated with medical schools, the health and human service programs at JMU have a unique freedom because of the nature of the programs that currently exist. The size and number of these programs are such that significant interaction and collaboration is both realistic and feasible and there is a lessened sense of competing for resources. There is a high level of expertise and commitment within the faculty and a nice blend of experience and youth. Faculty within the health and human service programs at JMU evidence a positive spirit and openness to collaboration. In many instances they are already well networked within the community, region, and state and there are numerous examples of existing collaborative initiatives within the community and region.
Students within the university and health and human service programs are typically well motivated and come with a high level of skill. Alumni have been well received in a diversity of work settings.
The facilities being completed to house the health and human service programs currently located within CISAT will provide state of the art facilities and equipment for those programs. Being physically located together in one setting, and the existence of the current position of interim associate dean for health and human services within CISAT, are strengths in facilitating collaborative initiatives. The Health and Human Services Outreach Center currently being developed in the modular building provides a significant mechanism and resource for promoting additional joint outreach and educational initiatives.

WEAKNESSES (internal barriers):

Current resource limitations in terms of dollars, people, time and energy are viewed as the single most critical barrier to goal accomplishment. Limited grant support and infrastructure to support grant writing, and low endowment are significant resource-related barriers. Faculty are stretched with multiple obligations and responsibilities resulting, at times, in an inability to focus attention effectively. Some existing programs are not funded at the needed level including secretarial, graduate assistant, and other operational resources.
The lack of adequate clarity about the goals and direction of JMU in a variety of areas is viewed as a barrier. It is perceived that at times new programs are initiated in a broad spectrum of areas without focus and clarity about the overall direction the university is taking. There is a need to define the relative emphasis and role of graduate and undergraduate education with provision of a strong sense of support to both programs. Resources needed for full development of distance education initiatives need to be understood and clear determination needs to be made regarding further expansion.
The lack of significant diversity among both faculty and students is a limitation and the rapid technological change places a strain on the university budget. The differences in resource needs for practice-based field experiences as compared with more traditional faculty roles is not fully understood and provided for at all levels.

OPPORTUNITIES (external positive forces)

The physical location and character of JMU as a rural setting offers significant opportunities. There is minimal competition in regard to many grant applications, particularly funding for rural initiatives. There are many opportunities for collaboration with other educational institutions and there is growing diversity and multiculturalism.
JMU is held in high regard within the community and faculty exhibit a willingness to engage with the community. These factors in addition to the positive support for and position of JMU within the state and region place the health and human service programs in an excellent position for increased outreach and partnership programs and initiatives. Someone with responsibility for marketing health and human service programs and initiatives would have a high possibility for success. There are significant continuing educational needs and there are many opportunities for JMU to play a significant role in providing professional continuing education. The growth of technology within the health and human service programs is a significant resource for further connection within the broader community.

JMU alumni are well networked and are accomplishing much in diverse settings. This provides further opportunity for connection and expansion of initiatives.

THREATS (external barriers):

The fact that JMU is not funded at the same rate as other state schools continues to be a major barrier to development and growth. The rapidly changing technological environment makes constant demands on the infrastructure and resources of the university. Competition in the market place and the potential impact on financial resources continues to be a major threat to the JMU health and human service programs.
The rural setting at times results in a sense of isolation.

March 2000

EXHIBIT E

JAMES MADISON UNIVERSITY

EXISTING HEALTH AND HUMAN SERVICE PROGRAMS AND SERVICES

As identified by the HHS Task Force

Academic Programs

Audiology
Athletic Training
Biotechnology (ISAT)
Clinical Psychology
Coaching
Conflict and Mediation studies
Counseling Psychology
Dietetics
Early Childhood Education
Environment (ISAT)
Exercise Science and Leadership
Health Assessment and Promotion
Health Communication
Health Education
Health Services Administration
Health Systems (ISAT)
Hospitality and Tourism Management
Human Movement Studies
Nursing
Occupational Therapy
Physician Assistant
Physical and Health Education Teacher Education
Public Health Education
Recreation Management
School Psychology
Social Work
Special Education
Speech Language Pathology
Sport Management
Therapeutic Recreation

Pre-professional Programs

Pre-audiology
Pre-medicine
Pre-dentistry
Pre-pharmacy
Pre-physical therapy
Pre-speech-language pathology

Services

Campus Ministries
Counseling and Student Development Center
Disability Services
Sports Medicine/Trainers/Equipment Managers
Sexual Assault and Substance Abuse Prevention Peer Coordinator
Student Athletic Advising Services
University Health Center
University Recreation Center
Wellness Peer Educators
Women's Resource Center

Outreach Programs and Partnerships

Aging and Family Studies Program
Adult Health and Development Program
Blue Ridge Area Health Education Center
Center for HIV Programs
Center for Mediation
Child Development Center
Elderhostel
Holistic Health Outreach Center
Human Development Center
Institute of Health Communication
Life Long Learning Institute
Migrant Education Program
Mine Action Information Center
Nursing Research and Outreach Center
Office on Children and Youth
Office of Substance Abuse Research
Speech and Hearing Center
Training and Technical Assistance Center

March, 2000

EXHIBIT F

THE HEALTH AND HUMAN SERVICES "UNIT"

PROPOSED MISSION STATEMENT AND PRINCIPLES

MISSION STATEMENT: The mission of the health and human service unit is to:

prepare students to be successful, ethical, and collaborative professionals in health and human services;
promote the professional development of practitioners;
expand research and scholarship in health and human services field; and
provide outreach services to the local and societal communities.

PRINCIPLES: The educational programs of the health and human services are:

HUMANISTIC: We value a caring and respectful relationship as the foundation for providing any health and human services.

HOLISTIC: We view all individual needs in the context of a dynamic interaction of mind, body, spirit, and environment.

COMPREHENSIVE: We actively promote the acquisition of knowledge, competencies, and ethics that are essential to successful professional practice.

INTERDISCIPLINARY: We maintain partnerships among disciplines, departments and programs to work towards common goals.

EXPERIENTIAL: We involve students in learning experiences that include providing services, collaborating on projects, and applying theory and research to clinical practice.

CURRENT: We are committed to remaining aware of, and responsive to, emerging trends, Innovative ideas, promising technologies, and ongoing issues.

PROFESSIONAL: We accept the challenge of achieving, maintaining, and promoting the highest professional standards.

February 2, 2000

EXHIBIT G

HEALTH AND HUMAN SERVICES

PHILOSOPHY, CORE VALUES AND GUIDELINES

Training and Service Philosophy

To encourage project-focused learning
To encourage the use of current technology to enhance learning
To promote interdisciplinary approaches to training
To consciously combine training in knowledge – competencies and skills – and attitudes and ethics
To be aware of and anticipate both current and future trends in health and human services

Core Values & Principles

Health and Human Services at James Madison University should be:

Science-based
Practice-based
Grounded in a strong undergraduate liberal arts base
Visionary and trends-based
Aware of current and future trends
Administratively fluid

Health and Human Services at James Madison University should promote:

Reflective teaching learning
Lifelong learning
Community-based outreach and service learning

Health and Human Services at James Madison University should encourage:

Collaboration within and among departments and programs
Research linked to teaching and learning
The application of clinical components
Clinical practice for faculty
Inclusiveness in health and human services (systems, wholistic,)
Continual learning for faculty, especially as part of inter- or cross-disciplinary experiences
Partnership between students and faculty to enhance teaching
Non-evaluative methods of sharing educational skills and abilities

Health and Human Services at James Madison University should also:

Honor and respect the diversity of clients, students, and faculty
Utilize a variety of educational strategies and resources to deliver information and assess learning

Guidelines

1. The structure developed for Health and Human Services at JMU must be:

powerful enough to operationalize the values;
a broker and advocate for the values;
fluid enough to allow creative assignment of faculty;
responsive to faculty for program development/changes; and
supportive of creative teaching/learning models and practices.

2. The structure for Health and Human Services at JMU must provide a mechanism for sharing resources (budget).

3. The structure for Health and Human Services at JMU must create a system that Hires / Rewards / and Evaluates based on an Actualization of the Stated Values.

4. Health and Human Services at JMU must be responsive to practice trends.

5. Health and Human Services at JMU must integrate outreach activities and educational activities.

6. Health and Human Services at JMU must integrate service learning / clinical / and field-based activities in a community-driven environment.

January 6, 2000