Friday, April 1, 2016
Queens University Of Charlotte
What started as a little school for ladies in 1857 has advanced into a co-ed, exhaustive, master's-level college with a promise to aesthetic sciences and expert studies. Today, Queens University of Charlotte serves around 2,250 undergrad and graduate understudies through its six authorize schools: the College of Arts and Sciences, the McColl School of Business, the Blair College of Health (counting the Presbyterian School of Nursing), the Cato School of Education, the Knight School of Communication and the Hayworth School of Graduate and Continuing Studies.
Rulers is likewise home to five N.C. Teachers of the Year, 18 NCAA Division II men's and ladies' games groups, and commendable universal study and entry level position programs that have been positioned among the best in the nation.
Mission, Vision and Values
Mission, Vision and Values
Our Mission
Rulers University of Charlotte gives transformative instructive encounters that support scholarly interest, advance worldwide comprehension, empower moral living, and plan people for intentional and satisfying lives.
Our Vision
Rulers University of Charlotte will be perceived as a main complete college, recognized by its dedication to changing the lives of its understudies and improving the scholarly and social fabric of its group.
Our Values
To satisfy its main goal and its vision, Queens University of Charlotte follows up on the accompanying qualities:
Concentrate on Students: We esteem the components which cultivate understudy achievement: a private learning environment, greatness in instructing, scholarly interest, and a training grounded in the aesthetic sciences custom, one which creates basic considering, imagination, correspondence, duty to moral conduct, capable citizenship and which serves as an establishment for fruitful and satisfying lives.
Honesty and Respect: We esteem a feeling of minding and group, look to advance assorted qualities and admiration for all individuals and we perceive the significance of individual respectability and moral activity.
Stewardship: We esteem and are focused on the individuals who learn and work at Queens, and we are glad for our college. We will mindfully deal with our legacy, our assets and our notoriety in the group to guarantee that we remain a wellspring of pride for our understudies, workforce, staff, contributors and graduated class.
Imagination and Innovation: We esteem inventive and creative thinking and acting, both in the classroom and in propelling Queens toward its vision as a main far reaching college and a group resource.
Administration: We esteem obligation and administration to the general public everywhere, with regards to our Presbyterian association and as communicated in our saying, "Not to be served, but rather to serve."
Quick Facts and Dashboards
Quick Facts
College of Charlotte is a private, co-ed, experts level college with a promise to aesthetic sciences and expert studies.
Established: 1857
Religious alliance: Presbyterian USA
President: Dr. Pamela Davies
Leading body of Trustees Chair: Michael Marsicano, Ph.D.
Setting: Metropolitan Charlotte
Moniker: Royals
Games: 18 NCAA Division II men's and ladies' athletic groups
Enlistment: 2,250
Gift: $80 million
Full-time personnel: 122
On-grounds occupant college understudies: 71 percent
Witticism: Non ministrari sed ministrare. "Not to be served, but rather to serve."
Site: http://www.queens.edu/
Class size: Average - 14; territory from 5 to 23
Understudy/staff proportion: 10:1
Scholastic Programs
41 majors
62 minors
11 graduate degree programs
Universities and Schools
School of Arts and Sciences
McColl School of Business
Knight School of Communication
Cato School of Education
Blair College of Health which highlights the Presbyterian School of Nursing
Hayworth School of Graduate and Continuing Studies
Specific Campus Centers
The Center for Student Success
The Vandiver Center for Career Development
The Myrta Pulliam Center for International Education
The Center for Ethics and Religion
The Center for Active Citizenship
The Center for the Advancement of Faculty Excellence
Rankings and Accomplishments
Rulers is glad to have earned honors which bear witness to the nature of the transformational encounters we make feasible for understudies, insist our raising money programs, and perceive the college as a brilliant working environment.
U.S. News and World Report 2016
#20 in general (Regional Universities South class)
Second-most elevated normal graduated class giving rate of every Regional Universitie in the nation
Main 20 schools in the country for the rate of 2014 graduates who took part in a concentrate abroad program
Main 20 schools (Regional Universities South class) for:
Most astounding rate of undergrad global understudies
Best universities for veterans
Little class sizes (Highest extent of classes with less than 20 understudies)
National Survey of Student Engagement 2012, Carnegie Foundation for the Advancement of Teaching
Rulers performed superior to the national normal in each of the review's five benchmark classes:
Scholarly Challenge (main 10% broadly)
Dynamic and Collaborative Learning (main 10% broadly)
Understudy Faculty Interaction
Steady Campus Environment
Advancing Educational Experiences
Other Proud Accomplishments
Positioned seventh for undergrad concentrate abroad investment amongst expert's organizations: Open Doors Data, 2012-2013
Five North Carolina Professors of the Year among our workforce, present and previous
Two Pulitzer Prize finalists, a Fulbright Scholar and North Carolina's Poet Laureate on our workforce
Perceived as "Best College to Work For," by The Chronicle of Higher Education, 2010 and "Best Place in Charlotte to Work" by Charlotte Business Journal, 2009
Chamber for Advancement and Support of Education WealthEngine Award for Educational Fundraising, 2010
McColl School of Business gets AACSB International Accreditation, 2007
About Charlotte
The City Isn't Only a Beautiful Place to Live, yet an Exciting Place to Study and Work
Ruler City. Banktown. City of Trees.
Vitality Capital. Diamond of the New South.
Charlotte has numerous epithets, however they all uncover the same thing: it's an excellent city and an energizing time to be here.
At Queens, the city of Charlotte is your expanded classroom. Our wonderful grounds is just three miles from the activity of uptown, offering understudies access to entry level positions, employments, and examination opportunities crosswise over numerous fields with huge, national names and creative nearby gatherings, including:
Money
Bank of America
Wells Fargo
Northwestern Mutual
Human services
OrthoCarolina
Novant
Carolinas Healthcare System
Vitality
Duke Energy
Siemens
Media
ESPN
Susie Films
Seacrest Studios
Non-Profit
Extreme introvertedness Charlotte
Revelation Place
Latin American Coalition
Government
City of Charlotte
Mecklenburg County
Parks and Recreation
Innovation
RedVentures
Sports
Charlotte Hornets
Charlotte Motor Speedway
Carolina Panthers Radio
Expressions
Musical drama Carolina
McColl Center for Arts + Innovation
Mint Museum
"Charlotte positions second in the nation for best territories for occupation looking for school graduates"
- Careerbliss.com
A Haven for Foodies, Shoppers, Hikers, and Road Trippers
Charlotte isn't just an extraordinary spot to open your expert potential; it's a considerable measure of fun, as well. Whether your optimal day is spent watching sports, going by an exhibition hall, shopping, or hitting the trails, you'll discover bounty to do. Our town's adoration for the go-neighborhood development implies you'll discover particular spots- - from eateries to ranchers' business sectors to boutiques to music venues- - all over town. Furthermore, on the off chance that you require a breather, we have two words: street trip. Here, you're only two hours from the mountains and three hours from the shoreline.
Take in more about what Charlotte offers on Charlotte's Got A Lot. Then again you can perceive the amount you can fit into only a day and a half in our city in the New York Times' 36 Hours in Charlotte, NC.
Come See for Yourself
We'd adoration to demonstrate our Charlotte grounds. Plan a grounds visit or go to one of our affirmations occasions. On the other hand you can visit from your screen: envision yourself on our grounds with our computerized viewbook. Need more data? Give us a chance to let you know more.
Group Service
At Queens University of Charlotte, we trust that an instruction ought lead to work, as well as to a comprehension of what it takes to be a mindful native - in our groups and on the planet on the loose. Our witticism is "non ministrari sed ministrare," or "not to be served, but rather to serve." This maxim shapes the ordinary desire and experience of all individual from our grounds - personnel, staff and understudies.
Group Service at Queens
Administration isn't only our adage; it's who we are.
History of Non ministrari, sed ministrare
Place for Active Citizenship
Contribution
Demand Queens Volunteers
Would you like Queens volunteers to help at your next administration opportunity? If it's not too much trouble finish our Partnership Request Application.
Stay Connected
Understudies, realize what's going on grounds and log your group administration hours.
Office of Diversity and Inclusion
Rulers is focused on a scholarly culture that advances consideration, differences, value, and access to understand its main goal "to give instructive encounters that change understudies' lives and encourage individual and expert achievement." A quick perspective of assorted qualities recognizes that human personalities and qualities, for example, age, race, sex, religion, sexual introduction, legacy, national starting point, class, dialect, and capacity impact one's reality view, life decisions, and interpersonal relations. Our dedication to living and succeeding in a changing world difficulties us to create social modesty and to discover shared opinion with those not at all like ourselves.
Honor Code
Honor Code HandbookAS A MEMBER OF THE QUEENS COMMUNITY,
I WILL ENDEAVOR TO CREATE A SPIRIT OF INTEGRITY
Also, HONOR FOR ITS OWN SAKE
College Of Optometry
President Heath presenting the opposition as the judges look on
President Heath presenting the opposition as the judges look on
Fimreite's triumphant thought, MAVA: Mobile Acuity and Vision Assessment, will be exhibited surprisingly openly to the participants at the current year's up and coming VM Global Leadership Summit on April 13.
The opposition started the previous Fall when understudies were welcome to submit abstracts identified with developments or changes in clinical eyecare, research, rehearse administration, optometric instruction, medicinal services approach, group training, innovation, online networking and that's only the tip of the iceberg.
"Jobson's Rick Bay Foundation is excited to have the capacity to work with Essilor and the SUNY College of Optometry in granting the primary SUNY Student Innovator Award," said Marc Ferrara, CEO, Information Services for Jobson Medical Information. "The Student Innovator Award project is an extraordinary organization which will energize the up and coming era of optometry to bring impactful, creative thoughts to the calling and our industry."
These underlying entries were judged by an advisory group made up of SUNY Optometry workforce and organization and a short rundown of five advancements were picked last December. At that point, a judging board made up of Mr. Ferrara, Dr. Howard Purcell, senior VP of client advancement at Essilor of America, Inc., and additionally SUNY Optometry's Dr. Richard Madonna, teacher and seat of Clinical Education, Ms. Liduvina Martinez-Gonzalez, VP for clinical organization and official executive of the University Eye Center and Dr. David Troilo, VP and dignitary for scholarly undertakings, was assembled to see the presentations on February 12. After the presentations were finished, the judges assembled to pick a champ which they reported amid a gathering after the occasion.
"The eventual fate of optometry is critical to Essilor, and through recompenses like this, we have a chance to perceive optometry understudies whose thoughts can possibly have an enduring effect on our industry," said Dr. Purcell. "It's a benefit for me to witness firsthand the gauge of thoughts and speculation originating from these understudies and realize that the fate of optometry is in great hands."
Vanessa Fimreite amid her presentation
Notwithstanding Fimreite's triumphant advancement, third-year OD understudy, Michael Wallerich was welcomed by Dr. Purcell to pitch his one of a kind thought to Essilor's innovative work group in Dallas.
"One of our objectives at the College is to support a solid scholarly interest and entrepreneurial soul in our understudies," said SUNY Optometry President David A. Heath. "This occasion truly drew out those qualities. I was exceptionally awed by the advancements that our understudies displayed, and I anticipate seeing what thoughts our understudies create in the years to come."
Notwithstanding Fimreite, the other SUNY finalists who exhibited their thoughts included: Patrick Doty (Class of 2017) and Clare Tao (Class of 2017) for Model of a Modern (Sports Vision) Practice; Kar To Ip (Class of 2017), Karen Molina (Class of 2017) and Kevin Zhang (Class of 2017) for Phundus: Interactive Visual Database; Linda Shi (Class of 2017) and Alan Tsai (Class of 2017) for OptimEyes: The Solution to Solutions; and Michael Wallerich (Class of 2017) for LensIQ – Optimizing Care with a Modern Solution.
OD PROGRAM
Home/Education/Academics/OD Program
Specialists of Optometry (OD) are essential eye and human services suppliers who look at, analyze, treat and oversee issue of the eye and visual framework, and in addition recognize any visual indications of systemic illnesses. Accordingly, ODs are essential individuals from the human services group. Optometrists make up the biggest eye care calling in the nation.
Course Catalog 2015-2016
Specialists of Optometry give the accompanying:
Look at, analyze and deal with the eye for different refractive conditions including astigmatism (partial blindness), hyperopia (farsightedness), astigmatism and presbyopia
Look at, analyze and oversee eye development, eye coordination and centering issues
Look at, analyze and deal with the eye for different visual ailments, for example, glaucoma, retinal ailment, visual contaminations and waterfalls
Analyze visual appearances of systemic conditions, for example, diabetes and hypertension
Recommend eyeglasses and contact lenses
Give vision treatment
Treat and oversee eye sicknesses
Give low vision and vision restoration administrations
Perform minor surgical eye techniques
Give pre-and post-agent eye care
Coordinate consideration with other human services suppliers
Specialists of Optometry give consideration to patients of all ages and practice in an assortment of settings. These settings incorporate private practices, multidisciplinary hones, clinics, showing establishments, group medicinal services focuses and the ophthalmic business. As essential eye care suppliers, optometrists give general eye care, however a few specialists stress care in the specific zones. These regions might include:
Essential Eye care
Contact Lenses
Low Vision
Vision Therapy
Pediatrics
Visual Disease
Refractive Surgery
Geriatric Optometry
A developing number of optometrists proceed to an extra year of clinical preparing in a residency program in the wake of finishing the four-year proficient system. A few optometrists might get to be included in examination or in the zone of general wellbeing.
GRADUATE PROGRAMS
Home/Education/Academics/Graduate Programs
Vision science is an exceptionally multidisciplinary field that incorporates fundamental, translational and clinical examination in regions of science, science, material science, connected arithmetic, designing and atomic, cell, intellectual and behavioral neuroscience. The Graduate Program in Vision Science holds onto this inborn differing qualities as the establishment for a vigorous project offering preparing that crosses these shifted disciplines. Understudies in the graduate system might work towards either a PhD or MS degree in Vision Science.
The Graduate Program in Vision Science gives complete examination preparing that positions our understudies to make vocation progress and make huge commitments to the field. It joins a thorough, scholarly program of study and research with an intelligent, collegial feeling of group.
We have built up an adaptable educational programs that can be custom-made to the necessities of our understudies, who go to our project with a wide scope of hobbies and from various instructive foundations. Courses stress investigation and dialog of the essential writing and give preparing in key abilities vital for an exploration profession in the scholarly world or industry.
Understudies can browse around 25 personnel coaches for their proposition research. Look through a complete rundown of our system's exploration staff, which incorporates connections to their individual or lab site pages.
From first year lab turns, the qualifying exam, and the theory guard, understudies get general direction and tutoring from workforce and are assessed at essential points of reference to guarantee that they advance effectively through the system. Perused more about tutoring and points of reference of our graduate understudies.
What's more, understudies go to diary clubs, week by week research colloquia, and extra yearly group occasions, for example, the VisioNYC class arrangement, which unites many vision researchers in the New York metropolitan zone our spring retreat held in upstate New York.
The Graduate Program in Vision Science works inside of the Graduate Center for Vision Research (GCVR). For a succinct outline of the system, including its confirmation necessities, degree prerequisites and educational programs, please download our Graduate Policy Document or Doctoral Student Handbook.
OD/MS in Vision Science
Expert of Science understudies get an expansive instruction in an assortment of regions of vision science and preparing in the ideas and strategies utilized as a part of both essential and clinical exploration. A sum of 40 semester credit hours in courses or research is required. What's more, understudies must finish a proposition and oral resistance. The joined OD/MS degree system is intended for understudies keen on leading free, unique exploration as an aide to their optometric training, including those seeking to a profession in the scholarly world.
Qualified first year OD understudies at the SUNY College of Optometry might apply for entrance into the Graduate Program in Vision Science prompting the joint OD/MS degree. OD understudies apply to the OD/MS program amid the Fall semester of their first year in the OD Program. Acknowledged understudies enter the MS degree program in the Spring Semester of their first year. Elective time amid the standard scholarly year and summers is committed to graduate courses and research. This empowers understudies to satisfy both OD and MS degree necessities inside of four years.
Graduate Policy Document
Understudies who are acknowledged into the OD/MS program don't pay any extra educational cost for the MS degree bit amid the four years they are selected in the OD program. What's more, OD/MS understudies might apply for backing from the College's NEI T35 transient preparing stipend amid the summers they dedicate to explore.
Prerequisites for Admission to the OD/MS Program in Vision Science
To be considered for admission to the OD/MS Program in Vision Science, a candidate more likely than not finished the accompanying necessities:
Selected as a full-time OD understudy at the SUNY College of Optometry
Accommodation of OAT scores
Walden University
History
The college was established in 1970 by two instructors who looked for a path for grown-ups in the workforce to seek after their doctoral degrees. Bernie and Rita Turner laid the basis for the college, in a joint effort with Harold "Bud" Hodgkinson, an employee at the University of California, Berkeley. One year prior, Hodgkinson had distributed "Walden U.: A Working Paper," an article that started the idea of an understudy focused college. United by a mutual vision of another sort of organization for advanced education—one that concentrated on positive social change and permitted experts to keep working while winning a degree—the teachers named their foundation "Walden University."
1970
Walden is established by Bernie and Rita Turner.
1972
Walden gives 46 PhDs and 24 EdDs at its first initiation in Naples, Fla.
1979
The Minnesota Higher Education Coordinating Board endorses Walden's solicitation for licensure. Walden is permitted to allow PhDs and EdDs in Minnesota.
1984
The educational modules is rebuilt to underline how callings are influenced by social change.
1990
Walden is certify through the North Central Association of Colleges and Schools (NCACS).
2001
Walden presents new projects: the MBA, MPA, and PhD in Public Policy and Administration.
2005
Walden celebrates 35 years of Inquiry for Social Change.
2008
The College of Education is named The Richard W. Riley College of Education and Leadership out of appreciation for the previous U.S. Secretary of Education.
2010
Walden commends its 40th commemoration.
2011
President Bill Clinton addresses graduates at the 46th yearly beginning function.
2012
Cynthia G. Baum, PhD, is named the ninth president of Walden University.
Home About Who We Are Leadership
Authority
Walden managers and individuals from our Board of Directors are in charge of maintaining our college mission and our devotion to supporting grown-up learners.
College Administration
Office of the President
Jonathan A. Kaplan, President
Dr. Bonnie Copeland, Vice President, Education Policy and Regulation
Raymond Toledo, Executive Director, Academic Advising and Retention
Melvina Johnson, Director, Financial Aid
Linda Anthony, Bursar
Office of the Chief Academic Officer
Dr. Eric Riedel, Chief Academic Officer
Subside Scanlan, Director, Admissions
Dr. Mary Raeker-Rebek, Executive Director, Field Experience
Dr. Lou Milanesi, Interim Dean, Executive Director, Student Affairs and Academic Integrity
Carolyn Roney, Senior Director, Disability Services
Gina Dyson, Director, Student Affairs and Academic Integrity
Jon Lovald, Director, Military Services
Robert Brandt, Ombudsperson
Devon Edmund, Registrar and Executive Director, Registration Operations
Place for Faculty Excellence
Dr. M. Tree Walsh, Executive Director
Dr. Iris Yob, Director, Social Change Initiatives
Dr. Laurie Bedford, Faculty Specialist, Academic Initiatives and Center Support
Dr. Lyda Downs, Faculty Specialist, College of Social and Behavioral Sciences, College of Management and Technology
Melissa McDowell, Faculty Specialist, The Richard W. Riley College of Education and Leadership, College of Health Sciences
Place for Research Quality
Dr. Laura Lynn, Executive Director
Dr. Deborah Inman, Interim Director, Research Quality Management
Dr. Molly Lauck, Director, Research and Sponsored Programs
Dr. Leilani Endicott, Director, Research Ethics and Compliance
Dr. Daniel Salter, Director, Strategic Research Initiatives
Dr. Marydee Spillett, Associate Director
Dr. Annie Pezalla, Associate Director
Tony Ajsenberg, Associate Director
Dr. Matthew Jones, Methods Advisor/Faculty
Dr. Sunny Liu, Methods Advisor/Faculty
Place for Student Success
Susanna L. Davidsen, Executive Director, Center for Student Success and University Librarian
Brian Timmerman, Director, Writing Center
Lisa Cook, Senior Director for Career Services and Staff Development
Dr. Melanie Brown, Director, Academic Skills Center
Scholarly Residencies
Dr. Maléka Ingram, Director
Dr. Rochelle Gilbert, Associate Director
Dr. Juli Hastings, Associate Director
Office of Institutional Research and Assessment
Jim Lenio, Executive Director
Dr. Shari Jorissen, Director, Assessment
Nicole Holland, Director, Institutional Research
The Richard W. Riley College of Education and Leadership
Dr. L. Ward Ulmer, Vice President
Dr. Kate Steffens, Dean, Assessment, Accountability, and Accreditation
Dr. Kelley Costner, Dean, Higher Education and Adult Learning, Administration and Leadership Programs
Dr. Janet Williams, Dean, Teaching, Learning, and Professional Licensure
Dr. Deborah Bechtold, Director, College Assessment
Jennifer Knutson, Director, Office of Field Experience, Certification Officer
Dr. Martha Larkin, Assessment Director
Dr. Robert Marshall, Assessment Director
Dr. Diane Penland, Assessment Director
Dr. Suzanne Wesson, Assessment Director
Dr. Steve Canipe, Program Director, PhD in Education, Higher Education Leadership, Management, and Policy; Doctoral Research and Quality
Dr. Martha Cheney, Program Director, Early Childhood Studies; MS in Early Childhood Studies, BS in Child Development, and Competency-Based Education Early Childhood Programs
Dr. Mark Clauburg, Program Director, PhD in Education and Education Specialist (EdS) in Assessment, Evaluation, and Accountability; General Program, Global and Comparative Education; K–12 Educational Leadership; Leadership, Policy, and Change in Education; Self-Designed Programs; BS in Instructional Design and Technology and MS in Instructional Design and Technology Programs, PhD in Educational Policy, Leadership, and Management (P-20), PhD in Organizational Research, Assessment, and Evaluation (P-20)
Dr. Alice Duhon-Ross, Program Director, MS in Education
Dr. Mel Griffin, Program Director, Doctor of Education (EdD) and Education Specialist (EdS) in Teacher Leadership Programs, Doctor of Education (EdD) in Community College Leadership
Dr. Tiffany Hamilton, Program Director, Doctor of Education (EdD) Programs in Higher Education and Adult Learning, and Adult Education; Education Specialist (EdS) Programs in Higher Education and Adult Learning, and Adult Education, Higher Education Leadership and Management, Higher Education and Adult Learning
Dr. Sherry Harrison, Program Director, Doctor of Education (EdD) and Education Specialist (EdS) in Administrator Leadership for Teaching and Learning Programs
Dr. Suzanne James, Program Director, MS in Higher Education
Dr. Frances Reed, Program Director, Special Education Programs in the Master of Arts in Teaching (MAT), MS in Education (MSED), Doctor of Education (EdD), PhD in Education, and Education Specialist (EdS) Programs
Dr. Lucy Sennett, Program Director, MS in Education
Dr. Lisa Share, Program Director, Doctor of Education (EdD) and PhD in Education in Early Childhood Education Programs; Education Specialist (EdS) and MS in Education Educational Leadership and Administration; MS in Early Childhood Education Programs
Dr. MaryFriend Carter, Program Director, PhD in Education and Education Specialist (EdS) Educational Technology; Learning, Instruction, and Innovation Programs; Research and Residencies
Dr. Patricia Thurmond, Program Director, Academic Progress, Educational Administration and Leadership (Non-Licensure)
Dr. Karen Wiggins, Program Director, Doctor of Education and PhD in Education and Education Specialist (EdS) Reading; Reading Literacy K-12 Endorsement and MS in Education Programs
Dr. Colin (Kim) Winkelman, Program Director, PhD in Education and Education Specialist (EdS) in Higher Education and Adult Education Leadership Programs; Doctor of Education (EdD) and Education Specialist (EdS) in College Teaching and Learning; and Higher Education Leadership Programs
Dr. Jesus Ernesto Zamora, Program Director, Doctor of Education (EdD),Education Specialist (EdS), and PhD Programs in Curriculum, Instruction, and Assessment; Curriculum, Instruction, and Professional Development Program
Rundown of Faculty
School of Health Sciences
Dr. Melanie Storms, Vice President
Dr. Sandra Bever, Assessment Coordinator
School of Health Sciences
Dr. Jorg Westermann, Dean
Dr. Nancy Rea, Program Director, PhD in Public Health and Doctor of Public Health (DrPH)
Dr. Stephen Bowman, Program Director, PhD in Health Services and Doctor of Healthcare Administration (DHA)
Dr. Kim Kato, Program Director, PhD in Health Education and Promotion, MS in Health Education and Promotion, MS in Health Informatics, MS in Clinical Research Administration
Dr. Vickie Sanchez, Program Director, Master of Public Health (MPH)
Dr. Mountasser Kadrie, Program Director, Master of Healthcare Administration (MHA)
Dr. Michelle Burcin, Program Director, Undergraduate Health Programs
Dr. Timothy Radak, Program Coordinator, PhD in Public Health and Doctor of Public Health (DrPH)
Dr. Shana Morrell, Program Coordinator, Master of Public Health (MPH)
Dr. Margaret Skelton, Program Coordinator, MS in Clinical Research Administration
Dr. Tammy Root, Research Coordinator
Dr. Jennifer Perkins, MPH Practicum Coordinator
Dr. Shelly Armstrong, Program Coordinator, Undergraduate Health Programs
Dr. Linda Mast, Program Coordinator, Master of Healthcare Administration (MHA)
Rundown of Faculty
School of Nursing
Dr. Andrea Lindell, Dean
Dr. Karen Ouzts, Program Director, Bachelor of Science in Nursing (BSN) Program
Dr. Vincent Hall, Program Director, Master of Science in Nursing (MSN), Specialty Practice Specializations
Dr. Nancy Moss, Program Director, Doctor of Nursing Practice (DNP) and PhD in Nursing
Dr. Linda Steele, Program Director, Master of Science in Nursing (MSN), Nurse Practitioner Specializations
Dr. Phyllis Morgan, Family Nurse Practitioner Coordinator, Master of Science in Nursing (MSN)
Deborah Palmer, Adult-Gerontology Primary Care Nurse
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