University of Missouri-Columbia, BHS, Health Science

Form NP: NEW PROGRAM PROPOSAL FORM

Sponsoring Institution(s):University of Missouri-Columbia
Program Title: Health Science
Degree/Certificate: Bachelor of Health Science
Options:N/A
CIP Classification:51.0000
Implementation Date: Fall 2008
Cooperative Partners: N/A
Expected Date of First Graduation: May 2010

AUTHORIZATION

Steven W. Graham
Interim Vice President for Academic Affairs

Steven W. Graham
Interim Vice President for Academic Affairs - 573-882-6396

Introduction

The proposed Bachelor of Health Science (BHS) degree will provide students with an overview of foundational and applied sciences related to health. Students of the BHS program will graduate with knowledge of human function, interdisciplinary health care, health sciences, life span development, health policy and ethics, and research methods. Students enrolling in the program will complete required preparatory courses and a 37 credit-hour major. Students will be able to choose among electives within the major field and from free elective hours that could be designed into a minor.

This proposal is a response to the growing need for more employees in health-related fields and for health professionals in Missouri and the nation. The primary purposes of the proposed Bachelor of Health Science program is to allow students to obtain a health-related degree that will facilitate their entry into the health care workforce and to allow non-traditional students in the health workforce to complete their bachelor’s degree. It will also allow students to continue health education as they pursue admission to a competitive allied health degree program at the undergraduate or graduate level (e.g., respiratory therapy, Doctorate of Pharmacy, Doctorate of Physical Therapy).

Students planning to pursue non-professional careers after the BHS
Many students will choose the BHS as a major because they are seeking a non-professional health care career. The BHS includes the coursework that will provide these students with the necessary breadth and depth to compete in the job market for good positions in health-related fields and in positions where knowledge of health care and health sciences is needed. Students interested in careers such as law, business, marketing or journalism with special interests in health issues or products, will be particularly well-prepared by the BHS. Importantly, the BHS also provides a “safety net” for those students who apply for a competitive health professional program and are not admitted. Table 1 provides a list of the likely non-professional health care careers pursued by BHS graduates.

Table 1. Preparation for Non-Professional Occupations
The need for non-professional health care workers is also documented in the BLS report on health services. These positions include, but are not limited to, the following:
Children’s Case Managers	Lobbyist/Health Care Advocate
Claims Reviewer	Medical and Hlth Service Managers
Client/Patient Advocate	Medical Equip. Marketing and Sales
Community Relations Coordinator	Pharmaceutical Sales
Family Services Counselor	Social Services Case Manager
Health Benefits Manager	Substance Abuse Counselor
Independent Living Specialist	Wellness Coordinator
Insurance Sales

Community College Graduates
The BHS degree program has been designed to attract community college graduates and provide them with career paths in health science and health care not available at the community college level. Therefore, the BHS provides these students with access to a baccalaureate degree, and enhances the collaborative linkages between MU and the community colleges.

Practitioners wishing to earn a baccalaureate degree
The BHS may be attractive to non-traditional students as well. Many health care workers enter the workforce with only an Associate’s degree and a certification in a health profession (e.g., medical transcription, emergency medical technicians, and cardiovascular technicians). Completion of the BHS will afford these individuals opportunities for advancement to management positions and to become more competitive in the market.

Students planning to pursue a professional health care provider career
The BHS will effectively prepare students who wish to apply to enter a graduate health profession program, such as physical therapy or occupational therapy. Initially, this will likely be the largest group of students pursuing the BHS. Although professional and graduate programs in health care will accept students with several types of degrees, the BHS is the best degree for students pursuing allied health careers. Table 2 provides a list of likely graduate and professional programs sought by BHS graduates.

Table 2. Preparation for Professional Training
Graduates of the BHS will be well-prepared to apply to these graduate and professional health programs. Examples include:
Anesthesiology Assistant	Medical Illustrator
Audiology	Surgical Neurophysiology
Chiropractic	Occupational Therapy
Diagnostic Medical Ultrasound	Orthoptist
Environmental Health Specialist	Pharmacy
Health Education	Physical Therapy
Health Administration	Prosthetics-Orthotics
Health Informatics	Public Health
Health Physicist (radiation safety)	Speech-Language Pathology
Medical Compliance	Vocational Rehab. Counselor

Missouri is experiencing shortages of health care workers and health care providers. Health care institutions are experiencing difficulty meeting their allied health workforce needs. Many are resorting to hiring temporary “contract” employees at additional costs to the facilities. The Missouri Hospital Association (MHA) reported that use of temporary agencies to provide staff for Missouri’s hospitals cost nearly $50 million in 2005 and 2006. RehabCare Group, Inc. reported a slight decrease in profits in 2005 that was attributed to allied health staffing difficulties. The MHA reports on nursing and allied health workforce make it clear that Missouri hospitals are struggling to meet their allied health staffing needs and that additional educational programs in health fields are needed immediately and for the foreseeable future.

In addition, the U.S. Government’s Bureau of Labor Statistics (BLS) projects that nearly all of the allied health professions will experience faster than average growth in the need for health professionals through at least 2012 (http://stats.bls.gov/oes/home.htm). The proposed BHS will help alleviate the pressing health professions work shortages in Missouri.

The U.S. Department of Labor’s 2004 Career Guide to Industries was consulted for data on future employment trends to gauge market and societal demand. According to the Bureau of Labor Statistics, many of the occupations projected to grow the fastest in the economy are concentrated in the health care industry, and health care workers at all levels of education and training will continue to be in demand. The number of people in older age groups will grow faster than the total population between 2004 and 2014. As a result, the demand for health care will increase, and many job openings will result from a need to replace workers due to retirement and high job turnover (http://www.bls.gov/oco/cg/cgs035.htm).

Missouri’s health education programs are not meeting the needs of the state, as documented by the Missouri Hospital Association’s workforce reports. The Health Care Workforce Education Report states, “Recent statewide health career awareness campaigns have benefited nursing programs greatly. However, allied health programs in Missouri have not experienced a significant increase in enrollment and applicants, despite a national increase in allied health enrollment and applicants”. In contrast, the School of Health Professions is experiencing rapid growth in enrollment in its pre-professional programs, but the lack of a BHS and the limited capacity of the professional programs forces students to choose a different, less desired career according to MU student migration studies and a survey of SHP students (Appendix D).

There is significant student demand for a BHS program at the MU. There is no existing bachelor’s level degree in health sciences at the MU and only three similar programs elsewhere in Missouri. Surveys of potential students revealed substantial interest in the proposed degree program. Of the 142 respondents who completed an online survey, 82% reported that they would be “likely” or “very likely” to enroll in the BHS program if it were offered by MU’s School of Health Professions (see Appendix D) for details of the survey). Therefore, not only will the BHS be a sought after degree, it will greatly facilitate retention of students at MU. Because many qualified students are not admitted to the competitive health professional program of their choice, they are forced to switch divisions or leave MU. Although there is no clear data about how many students leave MU before graduating because there is no BHS available, anecdotal evidence suggests that it could be as many as 50 students per year or more.

The proposed BHS program will help alleviate Missouri’s health workforce shortages by providing high quality education to Missouri’s students. The graduates of the BHS program will help meet the state’s workforce needs. By designing the BHS degree to accommodate community college students, the program increases access to a Bachelors degree and provides them with education and experience that will be beneficial to their home communities. Additional discussion of market demand and societal need can be found on pages (1x and 1y).

In addition, a significant demand for the BHS exists among both traditional and non-traditional students. The demand for health professionals is outstripping the supply and major universities in other states have expanded their bachelor’s degree offerings to alleviate the workforce crisis. For example, Marquette University offers a degree in Biomedical Sciences in the College of Health Sciences that is among the most popular and fastest growing majors on its campus. The University of New York at Stony Brook Bachelor of Health Science degree became the 3rd most popular major only four years after its inception (personal communication with D. Zelizer, 8/06). The Bachelor of Health Sciences degree has experienced similar growth at the University of Florida’s College of Public Health and Health Professions (personal communication with R. Frank 10/06) and other universities across the U.S.

The BHS also responds to the trend in health professional education to require a baccalaureate degree prior to professional training. For example, in ever-increasing numbers, physical therapy and occupational therapy programs (including the PT program at MU) are requiring a bachelor’s degree before admission to the professional program. This general BHS degree program will replace the BHS in Pre-Physical Therapy and the BHS in Pre-Occupational Therapy. Other discipline-specific BHS degrees will be discontinued in the future and students will graduate with the general BHS. The current discipline-specific BHS degrees are only offered to students who are accepted into a competitive admission program (e.g., respiratory therapy). By discontinuing these discipline-specific BHS degrees, the School of Health Professions enhances its interdisciplinary collaboration and operational efficiency.

The University of Missouri-Columbia is uniquely qualified to offer the BHS. This degree will stand apart from existing health science programs because of its allied health professions focus and interdisciplinary teaching faculty. Students will receive critical knowledge in the physical and social sciences, humanities, ethics, health policy, and health care systems. The BHS is designed to provide the breadth and depth of a liberal arts education, but with a focus on health and health care. Therefore, graduates of this program will have an increased understanding of the interdisciplinary approach that will enable them to respond to the dynamic nature of 21st century health care.

IV. Form SE: STUDENT ENROLLMENT PROJECTIONS

Table SE-1. Total Student Enrollment Projections

Year**	FY09 1st yr with student revenues	FY10	FY11	FY12	FY13
Full time	85	170	190	210	210
Part time	15	30	45	60	60
Total	100	200	235	270	270

**FY08 will have pre-program startup expenses, but no enrollment. In order to display five full years of enrollment projections in this Table, Form SE starts with FY09.

Table SE-2. Enrollment at the end of Year 5 for the program to be financially and academically viable

Year	5
Full time	50
Part time	15
Total	65

Student Enrollment Projections Based on Student Demand
The projected numbers of the students enrolling in the Bachelor of Health Science Program are provided in Table SE-1. Student demand for a BHS was assessed, in part, using an internet-based survey completed by 162 pre-professional students in the School of Health Professions at MU. Approximately 23% of the pre-professional students in the School of Health Professions reported that they would choose the BHS instead of pursuing admission to one of the existing professional programs in SHP. Approximately 81% of the students responded that they would choose the BHS if they were not admitted to their desired professional program. Many of these students would like to work in the health care field upon graduating with their bachelor’s degrees. Others would like the opportunity to pursue graduate or professional degrees in health care offered by MU or other universities.

The MU Office of Extension conducted a similar survey that was completed by 142 health care practitioners living in central Missouri. The survey was delivered electronically to employees of the Missouri Department of Health and Senior Services, Audrain Medical Center in Mexico, Cooper County Memorial Hospital in Boonville, Fulton State Hospital, MU Health Care, and Truman Memorial Veteran’s Hospital in December of 2004 and January of 2005.

A majority of respondents (82.1%) answered “yes” when asked if they felt a bachelor’s degree in health sciences would be valuable to their professional career. Of the 82.1% who answered “yes,” 35.6% (42 respondents) indicated that they would be very likely to take courses towards the BHS program within the next two years, and 37.1% (43 respondents) indicated that they were likely to take courses towards the BHS within the next two years. In other words, 85 of the 142 respondents to this survey reported that they would be very likely or likely to begin coursework towards the BHS within the next two years if the program was offered.

It is estimated that 100 students will declare the BHS as their major program in the first two years of the program because many are already at MU and did not gain admission to one of the competitive professional programs. MU student migration studies indicate that most of these students enter a less desired program of study or leave the university. Growth in enrollment is expected in subsequent years. Initially, enrollment will be capped at 250 students. Detailed discussion of student demand is provided in Form CC on page 1t. The BHS program will be both academically and financially viable if 65 students are enrolled after five years. This estimate is provided in Table SE-2.

These estimates are conservative because they rely on surveys of a limited number of students already at the University of Missouri – Columbia and from a small employee survey. With modest marketing and recruiting, the BHS will also draw students from around the state and region. Other universities in the U.S. have experienced substantial enrollment growth with the implementation of new BHS degrees.

FORM PS: PROGRAM STRUCTURE

A. Total credits required for graduation: 120
B. Residency requirements, if any: Final 30 credit hours must be taken at MU
C. General education: Total credits: 39

Math 1100 or 1120: College Algebra - 3
History/Political Science for Missouri government requirement - 3
English 1000: Exposition and Argumentation - 3
Statistics 1200 or 1300: Introductory/Elementary Statistics - 3
Biology 1010/1020 or 1500: General Biology with Laboratory - 5
Approved Physical Science course (see distribution of content list) - 2-4
Approved Humanities course (see distribution of content list) - 9
Approved Social/Behavioral Science courses (see content list) - 6
Approved Writing Intensive courses - 5

D. Major requirements: Total credits = 37

BHS Core Course Requirements - 19 credit hours

HTH PR 1000 Introduction to Health Professions - 2
HTH PR 2190 Medical Terminology - 3
HTH PR 3150 Public Health Principles and Practice - 3
HTH PR 4300 Health Care in the United States - 3
CP&D 4480 Clinical Ethics - 3
or OT 4060: Professional Issues - 2
CP&D 4955 Introduction to Research (Writing Intensive) - 2
or OT 4950: Research Methods (Writing Intensive) - 3
HTH PR 4975*: Health Sciences Capstone - 3

E. BHS Electives - 18 credit hours (9 credit hours from courses at 3000 level or higher)

In addition to core courses, students will take 18 credit hours of electives to round out their academic experience.

BIO MED/PT 2420: Inactivity and Chronic Disease - 2
HDFS 2400: Principles of Human Development - 3
HTH PR 3200: Essentials of Pathology - 2
HTH PR 4250: Human Kinesiology - 3
MPP 3204: Pharmacology - 5
MPP 3202: Physiology - 4
NUTRS 2230: Diet Therapy - 3
NUTRS 2450: Nutrition Throughout the Life Span - 3
OT/PT 4240: Neurophysiology - 3
OT/PT 4270: Pathophysiology - 3
PSYCH 2220: Drugs and Behavior - 3
PSYCH 2410: Developmental Psychology - 3
PSYCH 3830: Health Psychology - 3
PSYCH 2210: Mind, Brain and Behavior - 3
PSYCH 4210: Physiological Psychology - 3
PSYCH 2510: Survey of Abnormal Psychology - 3
PTH & AS 2201/2203: Anatomy - 5
SOC 3440: Sociology of Health - 3

* Course to be developed

Course descriptions are provided in Appendix C. The courses listed are routinely taught at MU.

Free elective credits: 44 (Sum of C, D, and E should equal A.)

F. Requirements for Thesis, Internship or Other Capstone Experience
Students will be required to complete a service learning course or an undergraduate research experience as part of the degree program’s capstone requirement. The service learning and research experiences will help prepare graduates for a number of health services and health related careers. The capstone experience requirement will facilitate students’ integration of the depth and breadth of the curriculum by applying their knowledge to health care and health related situations. The capstone will be faculty-mentored and involve, to the extent feasible, alumni currently practicing in the field. Examples of capstone projects:

1. Service learning involving a local organization, such as Adult Day Connection;
2. Designing a business plan for a specific product line; or
3. Participating in a clinical or laboratory research project.

There are three capstone options for students who complete the BHS degree. OT 4983 is the required capstone for students who plan on entering the Master of Occupational Therapy program; PT 4380 and 4470are required for students who plan on entering the Doctorate of Physical Therapy program; HTH PR 4975 is required for students who are pursuing another program or career option.

G. Any Unique Features such as Interdepartmental Cooperation
The proposed program is highly interdisciplinary. It combines existing faculty expertise and program strengths and will augment ongoing educational, research, and service programs. The program’s primary faculty will come from the School of Health Professions’ five departments: Cardiopulmonary and Diagnostic Sciences, Communication Science and Disorders, Health Psychology, Occupational Therapy, and Physical Therapy. SHP’s clinical units, including the Health Connection, the Adult Day Connection and the Robert G. Combs Language Preschool will provide additional support by offering service learning opportunities. Service learning opportunities will also be available from other university programs and community programs. In addition, courses from other campus departments are included among the electives for the proposed degree to ensure that students are exposed to multiple perspectives on health and health care.

In addition, although 44 credits are available for “free electives” with the BHS major, students will be advised to select courses that are prerequisites for a particular graduate degree program and/or choose a minor that facilitates their educational and career goals. Most of the recommended minors require a minimum of 15 credit hours, leaving students with approximately 29 hours of free elective credits. It is anticipated, however, that students will complete more courses than the required minimum for the major and minor. Advisors will work with the students to ensure that their programs meet MU General Education requirements, and include breadth and depth of study in health and health care.

The School of Health Professions will continue to collaborate with other MU divisions to ensure that students obtain high quality advising and have a plan of study that will lead to desired educational outcomes. The interdisciplinary nature of the program will be enhanced through recommended minors. For example, students who wish to enter pharmaceutical sales will be advised to minor in business, with an emphasis in marketing. The Office of Student Affairs in SHP will provide comprehensive advising to all students in the major. Advising will include tailoring coursework to enhance students’ competitiveness for employment or graduate/professional education. For example, there are several minors, offered by various colleges/schools that would complement the BHS. Among the minors that would best complement the health sciences major are:

• Biological Sciences (Arts and Sciences) - 15 credit hours
• Business (Business) - 18 credit hours
• Chemistry (Arts and Sciences) - 20 credit hours
• Human Development and Family Studies (HES) - 15 credit hours
• Leadership and Public Service (Honors College) - 15 credit hours
• Nutritional Sciences (HES) - 15 credit hours
• Psychology (Arts and Sciences) - 15 credit hours
• Rural Sociology (Ag, Food and Natural Resources) - 15 credit hours
• Social Justice (HES) - 15 credit hours
• Sociology (Arts and Sciences) - 15 credit hours

H. Potential Online Courses
Non-traditional teaching methods will be needed to best meet the educational and career needs of non-traditional students. Health care workers and other non-traditional students vary in their education, work experience, and career goals. In addition, unlike traditional college students, the non-traditional students are likely to be dispersed across Missouri. MU is committed to providing such students with high quality education in alternative formats. MU has the resources and experience to offer BHS courses online, off-campus, and during evenings and weekends.

The specific course delivery methods will be developed after approval of the BHS proposal. At that time, the BHS Program Director and program personnel will conduct an assessment of non-traditional student needs with regard to course delivery. The assessment will involve meetings with key stakeholders, such as the Missouri Hospital Association, the Department of Health and Senior Services, and non-traditional students who have expressed interest in the program. From this assessment and in consultation MU experts, including MU Direct and MU Educational Technologies, a plan will be developed to provide the BHS coursework in a high quality, efficient manner. All online or off-campus courses will be monitored by the Program Director and the Dean’s office of the School of Health Professions using both peer review and student evaluations, including mid-course electronic evaluations.

Form FP (Financial Projections) deleted.

Form PG: Program Characteristics and Performance Goals

A. Student Preparation

Admission. All applicants must meet the criteria for admission to MU.

Graduation. Additionally, students must maintain an overall GPA of 2.0 to remain in the program. To graduate with a Bachelor of Health Sciences in the School of Health Professions, students must complete at least 30 credits at or above the 3000 level. At least 30 of the last 36 credit hours must be completed in residence at MU. At graduation, students must have 2.0 or better MU cumulative and MU GPA, a 2.0 or better GPA in the degree program, and a 2.0 or better GPA in the final 36 credit hours.

Special Characteristics. The BHS is designed for students interested in the broad field of allied health. Students who would like to pursue nursing, medicine, dentistry, or optometry will be better served by the College of Arts & Sciences or the Sinclair School of Nursing and will be so advised.

B. Faculty Characteristics

As noted above, the BHS faculty will be interdisciplinary. Faculty members will have excellent teaching skills and will frequently also have a record of strong scholarship and service. The core faculty members will be full-time faculty members who are responsible for teaching, research, and service activities in the School of Health Professions. All of the faculty members will have completed at least a Master’s degree in their core discipline, although it is expected that the majority of faculty members will have obtained a PhD in their core discipline.

Faculty members in the School of Health Professions are expected to carry a heavy teaching load unless they have extramural research funding or health care clinical duties. The faculty will be augmented as necessary by part-time faculty members who have demonstrated teaching skills and/or have valuable private or public sector experience. All of the required courses for the BHS will be taught by faculty from SHP or collaborating academic units. Graduate teaching assistants may be involved in assisting faculty members who have courses with larger enrollments.

Estimated percentage of credit hours that will be assigned to full-time faculty. Ninety percent of the core courses for the BHS will be taught by full-time faculty. As noted above, some courses may be taught by part-time faculty members who have demonstrated good teaching skills and have valuable experience or discipline-specific knowledge or skills. Graduate students will not teach BHS courses.

C. Enrollment Projections

By year 5 of the program, approximately 210 full-time and 60 part-time students are expected to be enrolled in the BHS program. Please see Appendix A for more detail.

D. Student and Program Outcomes

The effectiveness of the BHS will be measured against several criteria, including:

• The annual number of graduates as a percentage of matriculating students. It is expected that at least 75% of matriculating students will complete the program within one year of expected graduation. The 6-year graduation rate at MU is about 70%. Historical data from SHP suggests, however, that students interested in allied health fields have high GPAs and graduate at high rates.
• Peer review of coursework and the overall program will be implemented to monitor the quality of course content and teaching effectiveness. All BHS courses will be expected to obtain student ratings in the “Satisfactory” “Quite Good,” or “Excellent” categories.
• Proportion of students who enter professional or graduate programs. Based on the results of a student survey (see Appendix E), approximately 35% of all BHS graduates will enter a graduate or professional program in health care and 65% will enter the workforce. Graduates of the BHS who desire graduate/professional training will be well-prepared and placed in the appropriate health professions programs, at MU or other institutions (80% or higher acceptance rate). In Missouri, the demand for admission to graduate and professional health care programs greatly exceeds the supply of “seats.” If the professional health care workforce crisis is addressed and additional seats become available, both the absolute numbers and the percentages of BHS graduates entering professional or graduate programs will increase.
• Graduates of the BHS who desire employment immediately upon graduation will find challenging and rewarding positions in health care. Given the workforce shortage of professionals and non-professionals in health care, it is anticipated that better than 80% of the graduates will find employment in health care upon graduation. This will be measured by an annual graduate survey.
• The BHS program will help reduce the health workforce shortages in Missouri. There is no feasible mechanism to collect the data necessary to support this outcome goal. Nonetheless, more than 86% of SHP graduates live and work in Missouri.

Number of graduates
Based on anticipated matriculation rates (see Table SE-1), the estimated number of graduates is 77 at the end of Program Year 3, 95 graduates after Program Year 4, 106 graduates at the end of Year 5, and 130 graduates in all subsequent years.

Special skills specific to the program
Upon completion of the curriculum, graduates will be able to demonstrate competencies in the following areas:

• Interdisciplinary processes and care providers in health care teams: Students will be exposed to interdisciplinary approaches to providing health care and will learn about how interdisciplinary care is related to improved health outcomes. Through writing, discussion, team projects, and service-learning, students will demonstrate an understanding of the importance of professional collaboration, effective communication, and team planning to the provision of high quality health services.
• Science of health and life span development: Students will have fundamental knowledge of the factors contributing to health and health care issues across the life span.
• Health care services in multicultural settings: Students will identify the key components of cultural competency and will understand the unique challenges of health care in rural areas and provision to underserved populations.
• Health policy and ethics: Students will have a strong foundation in health care economics, policy, and social issues. Graduates will also learn about professional standards and ethical behavior, especially as pertinent to health care delivery.
• Research Methods: Students will become familiar with the application of research methods to health care business settings to improve health care services. Students will understand the components of evidence-based health care.
• Effective Communications: Students will demonstrate professional conduct and interpersonal skills when interacting with patients, laboratory personnel, other health care professionals, and the public.
• Community leadership: Students who participate in the service learning course will participate in leadership activities in the community.
• Research in Health Care: Students completing an undergraduate research project under the supervision of faculty members will become familiar with the basic elements of performing health care research.

E. Program Accreditation

This program does not lead to professional certification or licensure; therefore there is no professional accrediting agency for the BHS.

F. Alumni and Employer Survey

The School of Health Professions will initiate a self-study and quality improvement process specifically for the BHS program. Annual anonymous, web-based surveys of alumni and employers will be conducted. The purpose of these surveys is to track graduates’ preparedness to enter the workforce and to assess strengths and weaknesses in the content and format of the curricula. In addition, qualitative information will be obtained from alumni and employer interviews. These interviews will help provide a context for the quantitative information and to identify trends in employer and marketplace needs. Graduating students will also be given the opportunity to participate in separate focus groups and web-based surveys about the program curricula, research, and administration. All of this information will be shared with the School of Health Professions’ existing External Advisory Board. The surveys and interviews will be used to improve the performance of the program and its graduates and enhance the program’s ability to stay at the cutting-edge of health workforce needs.

Form CC: CBHE Clarifying Comments

A. Alignment with Institutional Mission

The proposed BHS program fits well with MU’s overall mission to improve the quality of life of Missourians and the world’s citizens through teaching, discovery, and service. The program is interdisciplinary and emphasizes high quality, rigorous instruction. The BHS addresses Missouri’s critical need for allied health professionals and workers in the health care in the immediate and long-term. The BHS program fits well with the mission of a land grant university. The program will enhance the health of Missourians because it increases the number of health care providers in Missouri, thereby improving access to timely care. Surveys of SHP alumni indicate that approximately 84% are working and providing high quality care throughout Missouri. The BHS program will provide education in an area of high demand for traditional and non-traditional students. It is anticipated that the vast majority of program graduates will live and work in the state, thereby extending the positive benefits of the program.

B. Student and Market Demand

Student Demand
Each of the seven SHP programs uses a selective admissions process. Students entering SHP in their freshman or sophomore years declare themselves as “pre-professionals” and apply to the program of their choice. For most programs, accepted students begin their SHP professional programs as juniors. Approximately 230 students apply to our professional programs every year, but only approximately 130 are accepted because of capped enrollment in these programs. The students who were not accepted into a professional program in 2006 were academically successful, however. On the whole, these are high-ability students who have the potential to succeed in post-graduate training or in employment. For example, in the physical therapy program, the 43 students who applied but were not admitted had an average GPA of 3.1. The 12 students not admitted into the Diagnostic Medical Ultrasound program had an average GPA of 3.2 and the 38 students not admitted to the Communication Sciences master’s program had an average GPA of 3.3 (based on a 4.0 scale).

As detailed below, a survey of pre-professional SHP students indicated 81% of these students would like to obtain a health care degree even if they do not gain admission to one of the specific SHP programs. Therefore, we are estimating that approximately 80 students from this pool of students will enter the BHS each year.

In addition, approximately 50 students decide not to apply to one of SHP professional programs because of the challenging admission criteria or because they have chosen not to pursue one of the available professional programs. These students have been required to transfer out of the School of Health Professions because there is no available bachelor’s degree. MU’s tracking surveys indicate that many of these students leave the university. The BHS offers these students another option, especially those seeking employment in health care upon graduation. Many of these students possess the academic abilities to succeed in college and are capable of completing the BHS, if it were available. With the addition of a BHS, these students could obtain their degree at MU and seek employment in the burgeoning health care industry.

Internal Survey of Students
To assess the student demand for a BHS, an internet-based survey was sent to the 380 pre-professional students in the School of Health Professions at the University of Missouri–Columbia. A total of 162 students responded to the survey, for a response rate of 42%. Seventy-nine percent of the students were in their freshman or sophomore years of college and the remainder were in their junior or senior years.

Approximately 23% of the pre-professional students in the School of Health Professions reported that they would choose the BHS if it were offered. These students have selected the University of Missouri-Columbia and the School of Health Professions, but they would welcome additional educational and career options. Some of these students would like to work in the health care field upon graduating with their bachelor’s degrees. Others would like the opportunity to pursue graduate or professional degrees in health care offered by MU or other universities. Based on the size of incoming freshman classes and the above figure, it is estimated that approximately 35 new students per year would select the BHS as their major without declaring themselves as pre-professional. The number of actual students selecting the BHS is likely to increase when the degree becomes available. With the announcement of the degree and appropriate advertising, the degree will become known to all students attending, or interested in attending, the University of Missouri-Columbia.

About 81% of the SHP students responded that they would seek the BHS if they had applied to, but were not accepted into, one of the SHP professional programs. This translates to roughly 65-70 students per year.

All of the survey’s respondents were asked what they would plan to do after graduating with a BHS. 60% reported that they would apply to a graduate or professional program. 18% reported that they would seek employment and 21% were undecided (Graph 2). In sum, of the students who are in the School of Health Professions, 23% would choose the BHS over professional programs currently offered, and 90% of the students who are not admitted to their first choice major would opt to remain in a health care field by pursuing a BHS. The data from existing SHP students indicate that more than 100 would declare the Bachelor of Health Sciences as their major program each year.

Also, it likely that future students will pursue the BHS as a major once it is offered. Therefore, data from external sources was obtained to assess the broader demand and need for this degree.

Survey of Health Care Workers
The MU Office of Extension conducted an Educational Needs Assessment survey to assist the School of Health Professions in determining demand for the BHS program for health care practitioners living in mid-Missouri. The survey was delivered electronically to employees of the Missouri Department of Health and Senior Services, Audrain Medical Center in Mexico, Cooper County Memorial Hospital in Boonville, Fulton State Hospital, MU Health Care, and Truman Memorial Veteran’s Hospital in December of 2004 and January of 2005. 142 respondents completed the survey. The respondents’ highest level of education is as follows: 47.5% of the respondents hold an associate’s level degree or certification, 39% had some college, 8.5% hold a high school diploma, 3.4% hold a four-year degree, and .8% had some graduate-level courses or a graduate degree.

A majority of respondents (82.1%) answered “yes” when asked if they felt a bachelor’s degree in health sciences would be valuable to their professional career. Of the 82.1% who answered “yes,” 35.6% (42 respondents) indicated that they would be “very likely” to take courses towards the BHS program within the next two years, and 37.1% (43 respondents) indicated that they were “likely” to take courses towards the BHS within the next two years. In other words, 85 of the 142 respondents to this survey would be very likely or likely to begin coursework towards the BHS within the next two years if the program was offered.

Please see Appendix D for the complete survey results.

External Data on Student Demand
The American College Test (ACT) reported that of the 2004 high school graduating class who took the ACT, approximately 194,000 reported that they planned to pursue higher education or careers in the fields of health sciences and allied health. Many of these students intended to pursue medicine (approximately 31,000) or nursing (approximately 29,000). Students also chose such diverse areas as chiropractic, pharmacy, physical therapy, and speech pathology. Importantly, 68,269 students chose “Health Sciences & Allied Health, General.” That is, more than 35% of graduating high school students who reported a desire to enter the health care field were undecided about a specific discipline. Specifically, “Health Science and Allied Health” was chosen by more high school seniors than any other general category (ACT, 2005). Despite these compelling statistics, few of Missouri’s public universities offer a program that will meet this student demand.

Experience at Other Universities
Other public universities have experienced rapid and substantial growth in students choosing health care majors, including non-specific majors such as the BHS. For example, after the University of Colorado created a department to offer a general health care degree to undergraduates, student enrollment in that department’s programs grew to 1200 students in just 18 months (New York Times, 2-5-06). Similar growth has occurred at many other universities, including Stony Brook University, Marquette University, Quinnipiac University, Ohio State University and the University of Florida.

Market and Societal Demand
The health care workforce is experiencing critical shortages in a variety of fields. For example, RehabCare Group, Inc. reported that the shortage of therapists has been a burden to the rehabilitation industry (St. Louis Business Journal, 8-12-05). Subsequently, RehabCare has partnered with the School of Health Professions to form a coalition to address the workforce shortage. The coalition has held three meetings and is developing strategies to increase workforce in allied health, including implementing new programs. Students who graduate with a BHS will be highly competitive for employment or graduate/professional education.

The Growing Health Care Industry
In 2004, the Bureau of Labor Statistics reported that the health services make up the largest industry sector in the U.S., accounting for 12.9 million jobs in 2002. A shortage of approximately 1.6 to 2.5 million allied health workers is predicted to occur by 2020. In addition, 15 of the 30 fastest growing occupations are concentrated in health services. In Missouri, occupations in health care are projected to increase about 22.3 percent (47,110 jobs) between 2002 and 2012. The growth rate for all other jobs is 11.5 percent (MERIC, 2004).

There is rapid growth in health care employment, both in fields that require professional degrees and in fields that do not require specialized training. The BHS will satisfy external demand for professional degrees by providing rigorous and relevant educational preparation for advanced study. It will also satisfy external demand for non-professional positions by providing high quality educational preparation for students entering the health care work force.
The health care workforce in the U.S. is being affected by four major trends: changes in health professions education, shortages in allied health, the aging population for health care, and the need for interdisciplinary education in health care delivery. The BHS program is designed to address the workforce challenges of the future.

1. Changing Landscape of Health Care Education
The need for health care professionals continues to rise as our society ages and the mechanisms for diagnosing and treating illness and injury become more sophisticated and specialized. The minimum education for most health care professions is now post-baccalaureate. For example, speech-language pathology, physical therapy and occupational therapy require master’s degrees for professional practice and certification. Physical therapy is in the process of changing its certification to require a clinical doctorate. The pharmacy doctorate is now the entry level degree for pharmacists, and audiology also requires a clinical doctorate. Other examples of allied health fields that require postgraduate studies include chiropractic medicine, physician assistance, athletic training, and public health. As a result, professional programs are demanding that students obtain a bachelor’s degree to be eligible for admission. A BHS would be ideal for those students pursuing clinical doctorates. The Physical Therapy Department in SHP, for example, will soon require a BHS or similar degree in order to be eligible for admission to the DPT program.

2. Allied Health Shortages
The U.S. Government’s Bureau of Labor Statistics projects that nearly all of the allied health professions will experience faster than average growth through at least 2012. There are acute workforce shortages in clinical laboratory sciences, pharmacy, physical therapy, and radiation technology. Because of funding and graduate faculty limitations, the School of Health Professions departments admit only approximately 130 students each year to the professional programs. Students who are not admitted into one of these specialized programs, who desire a more general health sciences program, or who desire to enter the health workforce upon graduation currently have no other degree options in allied health at MU. The BHS program will provide another option for these students to become trained in the allied health professions. By increasing the allied health workforce, the BHS will address the health professions workforce shortages.

3. Aging Population
In 2000, there were approximately 35 million people in the U.S. over the age of 65. By 2030, that number is expected to double to over 70 million. As the U.S. population ages, greater numbers of individuals will be living with chronic illnesses that require health care services from the allied health professions. The U.S. Bureau of Labor Statistics (BLS) has projected significant need for an increased workforce in light of the aging U.S. population. In 2000, there were approximately 10.9 million health care workers in the U.S The BLS projects that by 2014, there will need to be more than 14 million health care workers. This projected growth is more than two times than that of non-health care occupations (Bureau of Labor Statistics, 2004).

4. Interdisciplinary Focus in Health Care Delivery
In the third report of health professions education for the 21st century, the Pew Health Professions Commission called for developing a cadre of health professionals that “possess a broad understanding of all of the determinants of health, such as the environment, socioeconomic conditions, behavioral health care, and human genetics” (1995, p. xii). Furthermore, to reduce the workforce shortages and to increase the quality of health care delivery, health policy research is increasingly focusing on interdisciplinary approaches in educating health professionals. The interdisciplinary approach fosters teamwork among health care providers, better understanding of all roles filled by health care professionals, better communication about patient care, and a reduction in service duplication (National Academy of Sciences, 2003).

In summary, job opportunities are expected to be excellent through at least 2012 because the number of job openings is expected to continue to exceed the number of job seekers. This positive ratio applies to both professional positions and entry-level positions (BLS, 2004). The placement of graduates of the BHS in graduate/professional programs or health professions jobs will be tracked and monitored very carefully to ensure effective advising vis-à-vis course selection and career planning

C. Efficient Use of Resources

In recent years, SHP faculty members have developed several new courses designed to serve as the foundation of the BHS degree (e.g., Health Care in the U.S., Public Health Principles and Practice). By combining these courses with other existing courses, the core of the BHS program is in place. All of the required and elective courses for the BHS are routinely taught at MU. By integrating these courses into a thematic degree program, only one additional required capstone course is needed to complete the BHS curriculum. SHPs classrooms and offices are suitable and adequate for most of the BHS program needs. Classrooms on the MU campus will be utilized for some of the courses that have large enrollments. Modest additional office space will be required for the Administrative “home” of the program. Additional faculty members will be needed because additional sections of existing courses will be added to maintain class sizes at an appropriate level.

Information about the existing institutional resources that support this mission is provided in Appendix E.

D. Benefits of Collaboration

The proposed BHS will provide many opportunities for interdisciplinary collaboration with regards to coursework. MU’s broad base of existing health science expertise supports the efficient development of a strong BHS curriculum. Opportunities for interdisciplinary coursework collaboration exist with the Departments of Psychological Sciences, Biological Sciences, Education and Counseling Psychology, School of Nursing, School of Medicine and College of Human Environmental Sciences. This collaboration will present an opportunity for students to have a broader array of course offerings and for faculty and students to work in cross-discipline settings.

In addition to coursework, students will be required to complete a service learning or research project as part of the degree program’s capstone requirement. Students will work with their advisors to choose the capstone experience that best suits their educational and career goals. This will provide further opportunities for collaboration in terms of interdisciplinary research, and involvement with community agencies and private businesses, such as the Boone County Department of Public Health, MU’s Adult Day Connection, The Health Connection, Missouri Care, Area Health Education Center, Missouri Department of Health.

E. Duplication

Undergraduate Health Science degree programs are currently in short supply in Missouri. Only three other institutions in Missouri offer Bachelor of Health Science degree programs. These are: Missouri Southern State University and Truman State University, which offer Bachelor of Science degrees in Health Science (BS); and Maryville University of St. Louis, which offers an undergraduate Bachelor of Health Science degree program. Maryville’s program is designed primarily for students planning to do graduate work in Physical Therapy.

Several other institutions in the state (e.g., UMKC, Missouri State University, SLU’s Doisy School of Health Sciences) offer pre-professional courses, such as pre-medicine, pre-pharmacy, etc., as well as other degree programs that specialize in various aspects of the health sciences. In contrast, however, the BHS will offer an interdisciplinary focus on allied health and a much wanted alternate avenue for students not wishing to enter a specific professional program. As such, the proposed BHS degree is highly needed in Missouri.

Form CP: Criteria by President

1. Implementation of the new program
A BHS program would benefit and enhance existing programs at MU. The proposed program would provide a formal venue for health science training collaboration that did not exist previously, thereby augmenting the educational and service efforts of the numerous health divisions of the MU.

Implementation of the BHS program will not negatively affect existing programs. Instead, the program will facilitate student retention and graduation and facilitate matriculation into graduate programs at MU and other universities. The program will allow for increased interdisciplinary instruction in the School of Health Professions and collaboration with other academic units.

2. Market AnalysisDiscussion about the market analyses can be found on 1 bb.

3. Business Plan

A. Financial Projection (deleted).

B. Student Recruitment and Retention

Target recruitment audiences for the BHS will include high school students, entering undeclared freshman, current undergraduate students, and allied health workers currently without a Bachelor degree. Current employees of health care facilities will be the focus of recruitment of non-traditional students. The overarching recruitment goal is to obtain a highly qualified student body that is diverse across traditional/non-traditional student categories, discipline area, age, gender, race, and ethnicity. Students are often unaware of education and career options in allied health. Recruitment methods will serve to educate the students about the field, but also strive to make them feel welcome to pursue the BHS. As demonstrated above, there is strong demand for the BHS among both traditional and non-traditional students. The demand for the program is expected to increase after the recruitment plan is implemented because student awareness of the program will increase dramatically.

The recruitment plan will be comprehensive and use multiple proven methods to reach both traditional and non-traditional students. The recruitment methods for high school and traditional undergraduate students will include:

• Presentations/attendance at high school and freshman recruiting fairs throughout Missouri;
• Direct mail involving invitations and brochures of the program;
• Degree-specific website that includes web-based services; and
• Paragraphs about, and links to, the BHS program on collaborating academic units websites;
• Distribute press release to a variety of media outlets;
• Participate in any requested media interviews (e.g., local radio);
• Post announcements around MU campus and at other appropriate locations;
• Present information about the BHS at student clubs and similar organizations;
• Send mass email about the BHS program whenever possible;
• Send targeted emails to undergraduate list serves of several cooperating departments;
• Hold a BHS Open House on the MU campus to attract admitted students and their family members, prospective students and faculty teaching in the BHS; and
• Advertise program and Open House in the Maneater

The published materials about the BHS (including websites) will highlight the interdisciplinary nature of the BHS curriculum, and the multiple graduate studies and career options, and the market demand for the degree. Student retention is major goal of the BHS program. The program will hire a full-time advisor to augment advising that faculty members will provide. The Advisor will be responsible for all new student inquiries and new student advising, including initial course enrollment. Students will be assigned to a faculty member advisorprior to their junior year. The faculty advisors will guide students through course selection, monitor their progress toward completing graduation requirements, and provide information and advice on post-graduation employment. Students will also be advised and encouraged to utilize the many academic and career support services offered by MU. The resources available at MU and individual, faculty member advising will help attract and retain students.

C. Action Plan for Program Delivery

The BHS program will be directed by a designated faculty member who has dedicated time for program development and implementation. The Program Director will report to the Associate Dean of the School of Health Professions. Adequate support staff, including an administrative assistant/office support staff person and a student advisor will be provided to the program.

D. Evaluation

The effectiveness of the BHS will be measured against several criteria, including:

• The annual number of graduates as a percentage of matriculating students. It is expected that 90% of matriculating students will complete the program within one year of expected graduation;
• Peer review of coursework and the overall program;
• Placement rate of graduates. It is expected that greater than 90% of graduates will find work within the field within three months of graduation;
• Alumni surveys will be used as a qualitative measure of graduates’ satisfaction with the program;
• Surveys and focus groups involving personnel from field experience sites will provide a qualitative measure of student preparation for “real-life” skills;
• The program administrators will be accountable to a diverse Advisory Board.

References

1. MHA Healthcare Workforce Status 2007. From Missouri Hospital Association Web Site: www.mhanet.com

2. Shortage of therapists hits RehabCare's bottom line. From St. Louis Business Journal Web Site: http://stlouis.bizjournals.com/stlouis/stories/2005/08/15/focus6.html

3. Occupational Employment Statistics. From Bureau of Labor Statistics Web Site:
http://stats.bls.gov/oes/home.htm

4. Career Guide to Industries. From Bureau of Labor Statistics Web Site:
http://www.bls.gov/oco/cg/cgs035.htm

5. Missouri’s Health Care Workforce: Education, Report Three (2004). From Missouri Hospital Association Web Site:
http://web.mhanet.com/asp/Workforce/reports/workforce2003.asp
(please click on the third Workforce Report)

6. Critical Challenges: Revitalizing the Health Professions for the 21st Century. The Third Report of the Pew Health Professions Commission (1995). P. xii. University of California, San Francisco. http://www.futurehealth.ucsf.edu/pdf_files/challenges.pdf

7. American College Test (ACT) http://www.act.org/news/data/05/index.html

8. Missouri Economic Research and Information Center http://www.ded.mo.gov/researchandplanning/

Appendices: Please contact Heather Fabian at heather.fabian@dhe.mo.gov to view appendices.

Appendix A: BHS Student Enrollment Numbers and Credit Hours Projected Over Five Years
Appendix B: Sample Degree Plans
Appendix C: BHS COURSE Descriptions
Appendix D: MU EXTENSION REPORT: Educational Needs Assessment
Appendix E: Institutional Characteristics and Resources