College of Allied Health Sciences Alignment Plan Overview

The College of Allied Health Sciences (CAHS) comprises eight departments, more than 25 degree and certificate programs, four clinics, and approximately 1,500 undergraduate, graduate, and doctoral students. Fourteen of its programs maintain professional accreditation from ten separate accrediting bodies. Professionally diverse and producing the largest number of allied health professionals in North Carolina, CAHS offers programs in audiology, clinical & mental health counseling, physician assistant studies, speech-language pathology, nutrition & dietetics, health services & information management, clinical laboratory science, physical therapy, and occupational therapy. The College has a sizeable undergraduate population and receives the largest number of ECU’s graduate applications. Several of its programs are among the most selective at ECU, boasting perfect or near-perfect pass rates on professional certification and licensure examinations. Notably, roughly 75% of graduates live and practice in North Carolina, with more than half serving eastern North Carolina.

Mission

To improve the quality of health through leadership, excellence, and innovation in the delivery of progressive baccalaureate, master’s, doctoral, and continuing education programs, providing professional and clinical services, and conducting basic, clinical, and applied research.

Vision

The College of Allied Health Sciences at East Carolina University provides opportunities to make a difference in the health of the region, state, and nation.

Summary of Unit Strategies

M1.1: Strengthen graduation and retention strategies while closing equity gaps to advance opportunity for all.

• Increase interprofessional education and collaborative practice team efforts by partnering with students from other programs, clinics, and community stakeholders.
• Conduct at least four student retention actions per academic year.

M1.2: Expand access to and participation in transformative experiences and experiential learning.

• Increase the number of global experience opportunities for students.
• Increase student research engagement.

M2.1: Increase public engagement with and access to educational and cultural offerings.

• Increase the number of community-engaged experiences and outreach activities that impact the health and well-being of rural and underserved populations.

M3.3: Advance regional economic prosperity and sustainability.

• Increase total annual research expenditures.

V1.2: Bolster online course and program offerings.

• Increase the number of courses that are offered via distance education or hybrid formats.

V2.2: Commit to sustaining an inclusive environment that welcomes a broad representation of persons and perspectives.

• New faculty orientation.
• Students mentoring students.
• Establish unit-wide forums for all faculty and staff.
• Establish unit-wide forums for all students.

V2.3: Prepare university employees with the knowledge and competencies required for successful career journeys.

• Provide development opportunities for faculty.
• Provide development opportunities for staff.

V3.3: Collaborate with the community and university partners to foster comprehensive well-being.

• Increase opportunities for faculty to participate in client/patient/community members’ care.
• Increase opportunities for students to participate in client/patient/community members’ care.

Brief Targeted Narrative

These unit strategies support student success by leveraging the multidisciplinary and interprofessional opportunities within and across the University. They specifically address a transformational educational/professional experience that will work toward transformational changes in healthcare practice. Expanding the interprofessional resources currently in place, the Center and support staff will address College-wide retention through actions and activities directed toward resilience and self-agency. These strategies are also fundamental to educational and practice collaboration with other units, including maximizing the Unit relationship with ECU Health.

These strategies support student success by engaging them on a larger global scale with respect to their discipline/profession and service to the greater good. The intention is to expand study-abroad and service-learning opportunities. These encounters may consist of in-person, remote, and hybrid global experiences designed to broaden their perspective, placing our mission within a worldwide context. That is to learn globally so as to engage more effectively at the local level. Supporting these strategies is the expansion of student research engagement that allows for direct and practical involvement in advancing practice within and across disciplines.

This strategy supports the already extensive public service provided through curricular clinical education by enhancing cross-discipline community engagement opportunities. Supporting interprofessional collaborative practice, the Unit will expand events and clinics to address special populations, such as fall-risk assessments for older adults, health and wellness through farm-to-clinic educational opportunities, and new telehealth/tele-counseling options. When appropriate, current coursework will be expanded to include an experiential learning component.

This strategy leverages funded research activity as a means to better serve the community through evidence-based practice. It involves the objective, balanced, and responsible use of data to guide policy and practice decisions with the ultimate goal of improving clinical outcomes.

This strategy is directed toward social and economic mobility by addressing access and advancement for all learners through innovation in teaching and research. By providing greater options in content delivery, there is greater opportunity for learners to access education that will lead to a career or career advancement.

This strategy addresses workforce success by cultivating a culture of care, belonging, and opportunity for our faculty, staff, learners, and all stakeholders. Establishing an orientation agenda for new unit faculty will better instill a welcoming and collaborative spirit, helping to establish a caring and supportive culture. In addition, each unit department will collaboratively establish a peer-mentorship initiative to supplement a culture of care and support. Establishing multiple forums for faculty, staff, and students will foment a more transparent, welcoming, and collaborative learning and clinical environment.

This strategy addresses workforce success by supporting opportunities to enhance knowledge and skills so as to perform more effectively and efficiently while allowing faculty and staff the ability to advance in their careers. These strategies also target greater engagement within and across the University community, fostering a more collaborative environment.

This strategy is directed toward rural health and well-being by fostering greater engagement of faculty and students in the care of individuals, families, and communities. This represents involving more faculty and students in community engagement through on-campus opportunities and our university partners.

Contact Dr. Leigh Cellucci with questions or opportunities to collaborate.