Topics Open For Comment

On this page:

Academic Organization Review

The most recent review of Wright State’s academic organization occurred in the mid-1980s with the creation of the College of Engineering and Computer Science. Since that time, the number and scope of programs offered by Wright State, the enrollment, and the needs of the community have all changed. As we enter Wright State’s second half century, the question that the university will address is whether an organization created in 1986 best serves the current needs of our students, of our faculty and academic programs, and of our region.

The objectives of a review of our academic organizations are to ensure that organization of programs, departments, colleges, and schools:

  • Aligns the academic programs along student pathways and career interests to provide better knowledge of career opportunities for students.
  • Aligns faculty expertise to facilitate the development of multidisciplinary research and academic programs.
  • Aligns the colleges/schools with the economic development and employer needs of the region.
  • Aligns the programs to be more effective in meeting community needs.
  • Potentially reduces administrative costs to provide additional support for academic programs.

Health and Human Services

A key to a reorganization is the consolidation of programs in health and human services. Wright State has outstanding programs in these areas spread throughout many of the colleges and schools. These include:

  • Medicine: M.D.
  • Nursing: B.S.N., M.S.
  • Rehabilitation Services: B.S.
  • Chemical Dependency: M.R.C.
  • Athletic Training: B.S. to M.S.
  • Public Health: B.A., B.S., M.P.H.
  • Public Health Education: B.S.
  • Professional Psychology: Psy.D.
  • Psychology: B.S., M.S., Ph.D.
  • Clinical Mental Health Counseling: M.S.
  • Clinical Rehabilitation Counseling: M.R.C.
  • Social Work: B.A., M.A.
  • Clinical Laboratory Science: B.S.C.L.S.
  • Sign Language: B.S.

There are also health-related concentrations and certificate programs offered across campus. Taking a global view of Wright State’s offerings identifies areas of potential growth such as dietetics, health and nutrition, physical therapy, occupational therapy, and health care management.

A primary goal of the review is to obtain recommendations for an academic alignment that best provides the broad scope of health-related education and career opportunities as well as fostering multidisciplinary research and programs. One of the key factors in aligning academic units is to create undergraduate pathways or metamajors where students share the majority of the first-year courses preparing for their selected major or exploring opportunities in various health-related fields. Students then can change majors, if desired, without having a delay in their degree completion time. Generating metamajors and degree paths—one of the five “game changers” for student success identified by Complete College America—is a current initiative of the Ohio Department of Higher Education. You can learn more about the Complete College America game changers at

Next Steps

The next steps for the academic organization review are: 1) creating a joint faculty/administration Steering Committee to make recommendations on program/department alignment; 2) receiving input from faculty, staff, and students; and 3) providing outreach to external constituencies.

The Steering Committee, consisting of Deans I have appointed and faculty members appointed by the Faculty Senate, will be co-chaired by an administrator and a faculty member. I will kick off the first meeting with a charge to focus on enhancing student retention and progress to degrees, creating programs and synergies to increase enrollment, facilitating multidisciplinary programs and research, and providing students with career preparation for critical jobs in the region. The Steering Committee will not be restricted to reviewing health and human services, but will have the charge to consider reorganizations across campus that satisfy the preceding objectives. 

During the fall semester, the Provost’s Office will solicit information from across the campus. At the recent Faculty Senate meeting, I offered to attend college meetings to discuss alignment objectives and get feedback from college faculty and staff. I will reach out to staff council and Student Government to receive input from both of these critical campus groups and have directed the Associate Provost to open discussions with the AAUP-WSU.

Any significant change to our organization needs to consider our community partners and friends. I have asked Deans to identify key partners to whom we should reach out, including alumni, donors, and institutions with whom we have partnerships or special relationships. This outreach may consist of individual meetings with key partners or open forums to receive broader input.

In the spring semester, the committee recommendations will be presented to and vetted with all previously mentioned constituencies. This will include a detailed budgetary analysis; transition plan; and impact on collective bargaining agreements, partnerships, and affiliations.  

Academic Programs by College

Health and Human Services Program Inventory

Bachelor of Science in Nursing: 833 students
College of Nursing and Health
Prepares students to sit for the National licensing examination which allows them to practice nursing as a registered nurse.  The degree is a generalist degree that allows them to seek employment for any position in any clinical area or specialty as a registered nurse. Graduates work in hospitals, long term care facilities, outpatient clinics, schools, public health facilities and other community locations.

MS with a major in nursing: 242 students
College of Nursing and Health
Prepares registered nurses who possess a bachelor’s degree to specialize in a specific area of nursing care.  This degree increases the employment options for the nurse by providing the opportunity for them to be certified as nurse practitioners, educators, or nurse executives. Specialities include
• Nursing Administration- 23 students
• Adult-Gero Acute Care Nurse Practitioner- 30 students
• Family Nurse Practitioner- 58 students
• Neonatal Nurse Practitioner- 5 students*( Dayton Children’s is funding the faculty for this tract)
• Nursing Education- 15 students
• Pediatric Acute Care Nurse Practitioner- 6 students** ( numbers increased for 2017)
• Pediatric Primary Care Nurse Practitioner- 9 students**( numbers increased for 2017)
• Psychiatric Mental Health Nurse Practitioner- 33 students
• School Nursing- 16 students

Graduate Certificate in School Nursing: 18 students
College of Nursing and Health
Post baccalaureate certificate prepares nurses for careers as a school nurse.

Doctorate in Nursing Practice: 19 students
College of Nursing and Health
This is a terminal clinical doctorate and is currently being offered in conjunction with University of Toledo.  The consortium has not admitted students for 2 years now and will end in 2019.

BA in Social Work: 262 students
College of Liberal Arts, Department of Social Work
The BASW curriculum teaches generalist practice that can be applied across different social service settings such as hospitals, older adult living facilities, children’s services agencies, county prosecutor’s offices and crisis intervention organizations. The BASW is fully accredited by the Council on Social Work Education (CSWE) and graduates are eligible to become Licensed Social Workers (LSW) in the State of Ohio.

MA in Social Work: 90 students
Joint program between WSU’s College of Liberal Arts and Miami University
The MASW prepares students to become advanced generalist social work professionals. Graduates are eligible to become Licensed Social Workers (LSW) and Licensed Independent Social Workers (LISW) in the state of Ohio and to work in a variety of social service settings.  The Greater Miami Valley Joint MASW program is fully accredited by the Council on Social Work Education (CSWE).

Undergraduate Certificate in Gerontology
College of Liberal Arts, Department of Social Work
The Gerontology certificate encompasses specialized classroom and internship knowledge related to older adults and is open to all majors. Current labor statistics indicate that gerontology and geriatrics are the fastest growing employment fields in the U.S.  Having a degree in their own discipline and a certificate in gerontology enables graduates to find employment in institutional settings, community care agencies, mental health services, and other areas.

Graduate Certificate in Gerontology,
College of Liberal Arts, Department of Social Work
The Gerontology certificate encompasses specialized classroom and internship knowledge related to older adults. Current labor statistics indicate that gerontology and geriatrics are the fastest growing employment fields in the U.S.  Having a degree in their own discipline and a certificate in gerontology enables graduates to find employment in institutional settings, community care agencies, mental health services, and other areas.

Doctor of Medicine (LCME Accredited):  429 students
Boonshoft School of Medicine
Students are prepared to become physicians capable of meeting the challenges of a rapidly evolving health care environment. The Boonshoft School of Medicine is committed to providing its students a curriculum that is forward-thinking, faculty who practice and research contemporary medicine, and a learning environment that nourishes the professional and personal growth of every student.

Master of Public Health (CEPH accredited): 63 students
Boonshoft School of Medicine, Department of Population & Public Health Sciences
The MPH is designed for individuals working or who want to work in public health settings, government agencies, hospitals, and non-profit organizations around the world.  In addition, the MPH degree is also targeted towards physicians and medical students to improve integrated prevention practice, population health, and research skills.
Students in the Health Promotion & Education (HPE) concentration will develop advanced skills in community needs assessment, program planning, program implementation, program evaluation and health promotion advocacy. In addition, students will gain in-depth knowledge in the determinants of health behavior, theories of social and behavioral change, the interdisciplinary nature of common health issues and current health promotion and behavioral interventions.
The Population Health (PH) concentration offers programs of study to assist students who want to explore a variety of public health topic areas, focus on advanced methods or ultimately work as public health practitioners.

Graduate Certificate in Epidemiology: 4 students
Boonshoft School of Medicine, Department of Population & Public Health Sciences
The Epi Certificate is designed for students or individuals in the workforce that need advanced epidemiology skills.  It is recommended for graduate students who are interested in doing research, or who would like to pursue a PhD in Epidemiology or a Doctorate of Public Health.
The Epi Certificate provides graduate students specialized knowledge and skills in applying epidemiologic concepts and methods to prevention and public health problems. Students who complete the prescribed coursework in this certificate program will achieve advanced competencies in the application of epidemiologic concepts and methods to address public health problems.

Graduate Certificate, Global Health: 4 students
Boonshoft School of Medicine, Department of Population & Public Health Sciences
Global health needs professionals from multiple disciplines such as public health, nursing, medicine, international relations, engineering and business. The GH Certificate serves as a valuable qualification and differentiator for those who want to work in global health internationally or in our globalized world.
The GH Certificate is for graduate students who want to acquire skills and a broad-based knowledge in global health. Global health is interdisciplinary, involving political, cultural, economic and environmental considerations that affect the health of communities and individuals around the world.

Graduate Certificate, Public Health Emergency Preparedness: 8 students
Boonshoft School of Medicine, Department of Population & Public Health Sciences
The EP Certificate is designed to enhance the readiness of health care professionals, public health workforce members, community leaders, and first responders.
The EP Certificate provides graduate students with an understanding of emergency management systems and teaches critical thinking skills applicable to public health, hospital, medical, military, pre-hospital and emergency management systems.

Graduate ertificate, Public Health Leadership: 13 students
Boonshoft School of Medicine, Department of Population & Public Health Sciences
The PHL Certificate is designed for health system and health plan administrators, health department employees, physicians, nurses and other health care professionals who could benefit from master's-level business courses.
The PHL Certificate provides graduate students with both skills and a working knowledge of administrative principles necessary in applied public health and related professional settings.

Certificate, Health Care Management: 16 students
Boonshoft School of Medicine, Department of Population & Public Health Sciences
The HCM Certificate is designed for physicians, managers, nurses, and other health care providers and administrators who can benefit from master's-level business courses.
The HCM Certificate offers graduate students a curriculum designed to develop strategic management and leadership skills. The program introduces participants to advanced business concepts, evaluation techniques, and strategic thinking so they can lead effectively, improve quality, increase productivity and better manage organizational costs.

Health Care Management Concentration (HCM), Master of Business Administration: 66 students
Raj Soin College of Business and Boonshoft School of Medicine
The HCM concentration courses are designed to introduce M.B.A. students to health-specific business concepts, evaluation techniques, and strategic thinking. Students study health resource management and policy, strategic leadership in healthcare organization, and the financial management of healthcare organizations.

Master of Science in Pharmacology and Toxicology: 51 students
Boonshoft School of Medicine, Department of Pharmacology and Toxicology
This program prepares students for careers in clinical and preclinical research in the fields of pharmacology and toxicology, or in areas of leadership related to the sciences in the biomedical industry and academics.  While traditional science courses are the foundation of our programs we offer a vast array of elective courses, ranging from human studies and leadership to chemical/biological warfare.  Our tracks include an online option, a leadership/admin option, a dual MD/MS, as well as research-based thesis.

Graduate Certificate, CBRN: 15 students
Boonshoft School of Medicine, Department of Pharmacology and Toxicology
The three courses in this program provides an understanding of chemical, biological, radiological and nuclear (CBRN) threat agent history, toxicology and medical intervention and an overview understanding of the most important biodefense and emerging infectious agents, their epidemiology, pathogenesis, animal models and medical/environmental countermeasures with reference to regulatory requirements. These courses greatly enhance CBRN responders’ ability to speak confidently about the full spectrum of CBRN threats. As a leader, scientist, or physician within the CBRN community, a student who earns a CBRN Defense Graduate Certificate will clearly be set apart from his or her peers as a true CBRN professional.

Doctor of Psychology (PsyD) Degree (APA accredited, APIC member): 121 students
Master of Psychology (awarded en route, not a terminal degree)
School of Professional Psychology
The PsyD degree prepares students in Health Service Psychology to work as Clinical Psychologists. The program emphasizes broad exposure to scientific psychology, clinical skills, and professional roles fundamental for the current and evolving practice of health service psychology. Students may pursue in depth work in three emphasis areas: child and family, forensic, and health/rehabilitation/neuropsychology. Graduates develop competency in individual and cultural diversity, assessment, intervention, supervision, consultation and interprofessional skills, applied research, program development and evaluation. Our most recent graduates report working in the military, community mental health centers, hospitals/medical centers (including VAs), business settings, higher education, and independent practice.

Doctoral Psychology Internship Certificate (APA accredited, APPIC member): 6 students
School of Professional Psychology
The Doctoral Internship is a capstone training experience that readies students for culturally competent practice. Students are accepted from across the US and Canada. This program offers full-time training focused on developing strong practitioners able to substantially use the psychological evidence base to solve problems. Training is offered as a SOPP-community collaboration with both internal and external placements. Students are most competitively employed in settings associated with the focus of their training placements.

Bachelor of Science in Biomedical Engineering: 264 students
College of Engineering and Computer Science, Department of Biomedical, Industrial, and Human Factors Engineering
Biomedical engineers continually adapt to meet rapidly evolving requirements of the government, scientific, and medical communities. Employment opportunities include designing and testing artificial organs, electrical muscle stimulators, drug delivery systems, artificial joints, prosthetics, and medical imaging technologies.

Master of Science in Biomedical Engineering: 27 students
College of Engineering and Computer Science, Department of Biomedical, Industrial, and Human Factors Engineering
Students in this program work with living systems, apply advanced technology to complex problems in medical care, and observe how their work directly impacts the delivery of human health care. Specialized areas of BME include: bioinstrumentation; biomaterials; biomechanics; cellular, tissue, and genetic engineering; clinical engineering; medical imaging; orthopedic engineering; rehabilitation engineering; and systems physiology. Employment opportunities include working with artificial organs, electrical muscle stimulators, drug delivery systems, artificial joints, prosthetics, and medical imaging technologies. 

BS in Psychology: 447 students
College of Science and Mathematics, Department of Psychology
Students pursuing the B.S. curriculum are expected to become familiar with current theory and research in diverse area of psychology, have fundamental research design and mathematical/statistical skills needed to understand psychological science, communicate effectively in both written and oral forms, have skills in integrating and communicating about psychological knowledge, and have advanced research design, mathematical/statistical, and computing skills needed to critically evaluate and conduct research in a self-selected area of psychology.  Students go on to pursue graduate work or professional school, or careers in one of the three areas of concentration.  BS psychology concentrations include: Behavioral Neuroscience – Examines physiological & neurological influences on attitudes, cognition, & behavior; Industrial/Organizational Psychology – Applies psychology to workplace and organizational dynamics; Cognition and Perception – Applies psychology to human performance, decision making, and effectiveness

BA in Psychology: 202 students
College of Science and Mathematics, Department of Psychology
The Bachelor of Arts (BA) curriculum offers students an array of courses in psychological theory supported by coursework in research methodology, statistics, and writing.  Students will also choose from a variety of elective courses including those related to counseling and psychotherapy, forensic psychology, neuroscience, as well as applied areas in human performance and effectiveness.  The BA degree offers flexibility encouraging students to supplement their education in psychology with additional courses outside of psychology.  This enables students to customize their degree to meet individual goals.  BA graduates prepared with knowledge of human behavior who are adaptable and willing to learn, socially skilled, and focused on problem solving will have the greatest flexibility in pursuing the jobs and careers of their choice given the demands of employers in the 21st century. The B.A. curriculum is designed to provide opportunities for students to: become familiar with current theory and research in diverse areas of psychology; have fundamental research design and mathematical/statistical skills needed to understand psychological science; communicate effectively in both written and oral forms, and; have skills in integrating and communicating about psychological knowledge

MS in Human Factors and Industrial/Organizational Psychology: 4 students
College of Science and Mathematics, Department of Psychology
Human Factors (HF) and Industrial/Organizational (IO) Psychology are fields that explore basic theories of human and group performance and the practical implications for improving the quality of socio-technical systems. The HF program places special emphasis on human perception and cognition. The IO program emphasizes individual, group, and organizational behavior in work settings. Our program offers unique opportunities to collaborate with local industries and government laboratories such as the Human Effectiveness Directorate of the Air Force Research Laboratory at Wright-Patterson AFB. It also provides opportunities for students to participate in interdisciplinary collaborations on problem-centered research projects associated with interface design, training, selection, decision-making, and team coordination. These problems can be explored in a wide range of application domains, including aerospace, healthcare, public and private sector businesses, military operations, and emergency operations.

PhD in Human Factors and Industrial/Organizational Psychology: 46 students
College of Science and Mathematics, Department of Psychology
Human factors psychology at Wright State University emphasizes that human factors and industrial/organizational (I/O) psychologists work best together to produce results that neither specialty could achieve alone. Students who major in human factors have industrial/ organizational psychology, as a minor area of focus.  Our program is designed to foster an understanding of the relationships between both specialties.  Students learn the fundamentals of each specialty then interact with one another in a wide variety of basic and applied research settings. This unique, multidimensional education prepares students for careers in business and industry as well as research, teaching, government, and consulting. Industrial/organizational or I/O psychology is concerned with individual, group, and organizational behavior in work settings. Industrial-organizational (I/O) psychologists contribute to an organization’s success by improving the performance and well-being of its people. An I/O psychologist researches and identifies how behaviors and attitudes can be improved through hiring practices, training programs, and feedback systems. I/O psychologists apply their knowledge of human personality structures, social motivational processes, and statistical measurement to tasks such as selecting people who fit a given work environment or designing more effective organizational structures. I/O psychologists often focus on improving the motivation, performance, training, and job satisfaction of individuals.

BS in Clinical (Medical) Lab Science: 59 students
College of Science and Mathematics, Department of Biological Sciences
Medical laboratory professionals are essential members of the health care team providing physicians and practitioners with accurate lab results vital to patient diagnosis and appropriate treatment.  Our program has a history of producing well-rounded medical laboratorians who are prepared to enter the workforce upon graduation.  Students who are successful in this program and profession are academically strong, especially in rigorous science courses, are detail-oriented, ethical, organized, and have good manual dexterity and fine motor skills. The Medical Laboratory Science (MLS) degree program is a 3+1 medical laboratory curriculum which includes 3 years of requisite coursework and a one-year Medical Laboratory Science program which is accredited by the National Accrediting Agency for Clinical Laboratory Sciences, (NAACLS). Upon successfully completing the twelve month MLS program, students are eligible to receive the Bachelor of Science in Medical Laboratory Science degree, and certificate of completion of the accredited MLS program. The MLS program’s courses are oriented toward job performance, theory and clinical correlation. Students are placed in varied practice environments. They are also oriented to the need for continuing education and leadership in the planning and management of laboratory services.

BS in Public Health Science:  New program Fall ‘17
College of Science and Mathematics, Department of Biological Sciences
The BS degree in public health curriculum offers students a broad, integrated, and intentional education in science while also incorporating a well-rounded approach to develop knowledge, skills and abilities beyond a traditional life science experience. This curriculum fosters critical thinking and scientific reasoning while expanding learning to develop other skills crucial for today's public health expert. Such skills will include scientific and technical writing, effective communication, leadership skills, community engagement, and a focus on community health. This program uniquely emphasizes scholastic coursework relevant to the scientist preparing to work in the diverse and dynamic field of public health. The program's coursework focuses on foundational life science topics pertinent to public health including health and disease, food and nutrition, cells and genes, organisms and ecosystems, ecology and evolution, anatomy and physiology, and epidemiology and community health. It is supplemented with education in chemistry, statistics, psychology, and advanced coursework as well as professional development with the opportunity to work in the field of public health in a required on-site internship. This program will ensure that students are competitively prepared for careers in a variety of fields, including, but not limited to: public health, scientific research, medicine, education, public policy, nonprofit community organizations, city, county, state or other governmental departments or agencies, scientific writing, and law.

BA in Public Health Science: New program Fall ‘17
College of Science and Mathematics, Department of Biological Sciences
The BA in public health is distinct from the BS in that it focuses more on the socio-cultural, socio-economic and health policy aspects of public health more than the basic science of public health.  It also prepares students more for careers in community health or to matriculate to an MPH program.  Nevertheless, like the BS, this program emphasizes foundational life science topics pertinent to public health and the opportunity to work in the field of public health in a required on-site internship.

BS in Athletic Training: 72 students
College of Education and Human Services, Department of Kinesiology and Health
The athletic training program produces health care professionals who collaborate with physicians to provide preventative services, emergency care, clinical diagnosis, therapeutic intervention and rehabilitation of injuries and medical conditions. Accredited programs include formal instruction in areas such as injury/illness prevention, first-aid, and emergency care, assessment of injury/illness, human anatomy and physiology, therapeutic modalities, and nutrition. Beginning in Summer of 2019, this program will move to the graduate level culminating in a Master’s of Science degree in Athletic Training (MSAT) as specified by the Commission on Accreditation of Athletic Training Education (CAATE).

B.S. Ed. in Public Health Education: 29 students
College of Education and Human Services, Department of Kinesiology and Health
The Bachelor of Science in Education (B.S. Ed.), with specialization in Public Health Education is an interdisciplinary, community-focused program, which trains graduates to: design and implement evidence-based programs that assist individuals, families and the community and advocate for and implement changes in health policies, procedures, and services.  Students learn to develop, implement and coordinate health-improvement campaigns and organize communities around health and disease issues. Curricula include a unique combination of instruction from the behavioral/social, epidemiological, environmental, and human services, as well as health administration and education.  Public Health Education graduates leave prepared for careers as independent consultants or in nonprofit community organizations, private businesses, hospitals, schools (non-teaching), or city, county, state or other governmental health departments or agencies.

B.S. Ed in Sports Science: 201 students
College of Education and Human Services, Department of Kinesiology and Health
Sports science is the study of the body’s response to exercise and physical activity. The field is comprised of various sub-disciplines including exercise physiology, biomechanics, motor behavior, and the psychology of physical activity. Sports scientists rely on scientific principles in the areas of biology, chemistry, and physics to advance their understanding of how the body responds to exercise and to advocate physical activity to prevent and treat chronic diseases such as cancer and heart disease.  Sports scientist employment opportunities include, but are not limited to: Wellness program coordinator, Cardiopulmonary rehabilitation specialist, Cancer exercise specialist, Geriatric recreational therapist, Corporate or recreational fitness director, Certified personal trainer, and Certified strength & conditioning coach.  Students also can go on to pursue graduate programs such as Athletic Training, Occupational or Physical Therapy, or Dietician/Sports Nutritionist.
Minor in Emergency Management: 11 students
College of Education and Human Services, Department of Kinesiology and Health
The minor in Emergency Management is designed to equip individuals with the fundamental competencies expected of professionals in the field of emergency management. Degree-seeking students interested in pursuing a minor in emergency management may include those majoring in organizational leadership, engineering, management, criminal justice, political science, general studies, and professional studies, among others.

BS in Rehabilitation Services: 141 students
College of Education and Human Services, Department of Human Services
The rehabilitation services program trains graduates to work in human service agencies that serve people who have disabilities, are homeless, are involved in the court system, use assistive technology, and in a variety of other circumstances. In addition to classroom training, the rehabilitation services program offers an internship opportunity that fits each student to their needs and interests within the rehabilitation field.  Some common career entry points are in case management, employment services, assistive technologies, court systems, and social services. The program also prepares students for graduate study in areas such as rehabilitation counseling, clinical mental health counseling, chemical dependency, and occupational therapy.

BS in Sign Language Interpreting: 14 students
College of Education and Human Services, Department of Human Services
The Sign Language Interpreting program is a Bachelor of Science completion degree designed for students who have previously completed an associate's degree in sign language interpreting. SLI courses cover a variety of topics and are designed to enhance current knowledge and skills, building on the foundation that was formed in the Associate level programs. The objective of this program is to prepare students to enter the field of sign language interpreting as a professional who can make a significant contribution to the deaf community and the field of interpreting for the deaf. Interpreters must be proficient in both English and American Sign Language.

Minor in Deaf Studies: 49 students
College of Education and Human Services, Department of Deaf Studies
The Minor in Deaf Studies will provide students with knowledge and understanding of Deaf people, including the culture, history and the language of ASL. The program will provide a cultural and linguistic understanding of the Deaf, while looking at the life of deaf and hard-of-hearing people from a variety of perspectives.  The deaf studies minor complements many major fields of study and prepares students to work in an array of settings where American Sign Language skill and knowledge of the American Deaf community are necessary.

Minor in Veterans Services: 6 students
College of Education and Human Services, Department of Human Services
This minor is geared towards individuals who want to support military connected individuals and families. The curriculum is aimed at understanding of military structure and history, exploring cultural issues facing returning veterans, surveying programs and services available through both governmental and non-profit sources, and learning how to help veterans navigate the transition to civilian life.

Minor in Disability Studies: 3 students
College of Education and Human Services, Department  of Human Services
The purpose of the Disability Studies minor is to encourage students, activists, teachers, artists, practitioners, and researchers to engage the subject of disability from various interdisciplinary perspectives in a social justice framework designed to encourage expanded understandings of humanity and multiculturalism.  The models and theories learned in this program can benefit students that plan to work in settings such as education, business, human services, social work, health care, counseling, and many others.

Minor in Rehabilitation Services: 2 students
College of Education and Human Services, Department of Human Services
Coursework in this minor prepares students to work with all types of people in various capacities includes case management, finding employment, and building active listening/communication skills. Students in social work, psychology, sociology, education, organizational leadership, nursing, criminology, business, any creative arts program, and more will obtain valuable information on how to work effective with the public, more specifically people with disabilities and other life altering experiences (serving time in prison, domestic violence, homelessness, etc.).

MS in Clinical Mental Health Counseling: 82 students
College of Education and Human Services, Department of Human Services
Students learn theories and techniques for counseling individuals, families and groups, and administration and interpretation of psychometric assessment. This major has all the courses required to qualify for admission to the Ohio Professional Counselor licensure exam.

MS in Business and Organizational Management Counseling: 9 students
College of Education and Human Services, Department of Human Services
The program of study prepares graduates with basic counseling, interviewing, training, management and/or consultation skills. Master's level management courses provide for a program like few others. Graduates qualify for a variety of positions in business, government, non-profits, social services, and consulting. Additional coursework can lead to a professional counseling license. Graduates go on to work in areas such as case management, human resources, transition assistance, and training and development.

Master of Rehabilitation Counseling (MRC) in Clinical Rehabilitation Counseling: 14 students
College of Education and Human Services, Department of Human Services
Graduates of this program can work with people experiencing a variety of concerns that include physical, mental, emotional, and/or social disabilities. The CLRC program leads to careers as clinical rehabilitation counselors, vocational rehabilitation counselors, rehabilitation specialists, and vocational evaluators. Graduates work in a variety of settings, which include local, state, federal agencies, hospitals, and private practice. This program is available via distance learning (online) and in a traditional classroom setting. The program of study for the CLRC program is designed to allow students/graduates qualify to sit for the CRC (Certified Rehabilitation Counselor) examination and the examination for counselor licensure in the State of Ohio.

Committee Members

Name Representing
Travis Doom  Faculty Senate
Mateen Rizki  CECS
Adrianne Johnson  CEHS
Laura Luehrmann  CoLA
Sherry Farra  CoNH
Nancy Bigley CoSM
Burhan Kawosa  RSCoB
Latrelle Jackson  SoPP
Marietta Orlowski  BSoM
Joseph Keferl CEHS
Margaret Dunn BSoM
Linda Caron CoLA
LaPearl Logan Winfrey SoPP
Deborah Ulrich CoNH
Douglas Leaman CoSM
Joanie Hendricks (alternate, Maureen Barry) USAC
Suzanne Semones (alternate, Sharon Wik) CSAC
Steven Berberich Ex-officio

Division of Student Success Proposal


University College, previously University Division, was created in 1998 to serve as a central service for academic support, first-year programs, and academic advising for intending majors.  Although the goal of University College has always been to serve the students, faculty, and staff of the entire university, early in its inception the focus was on new, direct from high-school, first-year students and intending majors.  Over time, services of the Academic Success Centers were not only serving new first-time students, but a growing number of transfer students and serving courses at the sophomore, junior, and senior levels. The move to the new Student Success Center, not only allowed these centers to serve more students, it also provided for additional programs in study coaching, expanded Supplemental Instruction, the Learning Assistant program supporting active learning classroom faculty, and significant curricular changes in developmental math (with the creation of the Math Studio) and developmental writing through co-requisite models that have increased student success.

In 2015, the mission statement of University College was changed to better reflect its focus on serving the entire University community in support of the academic mission of all of the degree-granting colleges.  It states that University College supports the students, faculty, and staff of the undergraduate programs of the degree-granting colleges, [and] provides ongoing academic support to all undergraduate students throughout their college career at Wright State University while developing the foundations for civic engagement and lifelong learning.

Additionally, the movement of a proactive advising model in University College, which required an increase in advising staff and utilized integrated technologies for more targeted systematic intervention, was implemented with support from a student success grant.  In addition to strong outreach focused in serving students, career advisors were also assigned to students through a partnership with Career Services to help students connect their career interests and goals to their academic success.  These high-impact practices began to show how academic advising across the campus would increase student outcomes if there were consistent processes across all advising staff and an equity in advisor caseloads.  Last Spring, the Provost determined that academic advising across campus would be centralized administratively under University Academic Advising reporting to the Executive Director for Student Success/Associate Dean of University College which will be fully implemented in Spring 2018. The organization of the new University Academic Advising unit also reflects recommendations put forth by the Faculty Senate to “reform duplicative student services to increase efficiency and effectiveness and identify opportunities to consolidate/reorganize units strategically.” 

As a result of this broadened scope and addition of campus-wide services, University College wants to reflect that change by proposing to be renamed as the Division of Student Success.  This division would reside in the Office of the Provost and support the academic mission of the university through three major departments: 1) Academic Support and Foundation Studies, 2) University Academic Advising, and 3) University Career Services.  Additionally, it would house the Student Success Research and Planning Office. Through these units, the Division of Student Success would work with students, faculty and staff with a focus on major selection, career development, course completion, retention, degree attainment, and job and/or graduate school fulfillment.

Academic Support and Foundation Studies

Academic Support and Foundation Studies serves the university by helping it achieve course completion, persistence, retention, and graduation goals.

Foundation Studies serves Wright State University students by preparing them for their college level writing and mathematics courses and their college experience overall. The office offers co-requisite developmental courses in mathematics and composition to assist students in the successful completion of their initial college-level mathematics and writing courses. In addition, the office provides First-Year Programs with credit-bearing coursework in Raider Academy, First-Year Seminars, and Learning Strategies to help students prepare for the rigors of college and help them persist in their academic work.

Academic Support provides programs and services through the Academic Success Centers. The Academic Success Centers serve Wright State students by helping them to become more skilled, confident, and independent learners. The Academic Success Centers provide focused academic support in the critical areas of mathematics and writing through the Math Learning Center and the University Writing Center. More generalized academic support is provided through Tutoring Services, which offers one-to-one and small group assistance to students throughout the curriculum including programs in supplemental instruction. Academic Support services are offered to students free of charge.

University Academic Advising

University Academic Advising is a centrally administered, locally delivered program, which works with students proactively at all phase of their degree attainment.  University Academic Advisors promote student success through early engagement and outreach, experiential learning, and purposeful collaboration with other student-centered units on campus.

The University Academic Advising is a proactive advising model in which professional advisors reach out to students to provide personalized advice to assist in the navigation through the University requirements, selection of a major, or progression through their degree program.   Proactive advising is made possible by the effective and efficient use of technology and predictive analytics to alert the advisor of student performance and needs.   A key to this model is a commitment to ongoing professional development for advisors where advisors develop strategies for improving student success and retention.  As a result, Academic Advisors actively engage students in the learning process by creating an environment that positively encourages students to take ownership of their academic career by acknowledging and utilizing their strengths and skills and by creating action steps to achieve their long term academic goals.

Integrated technology is a centerpiece to implementing a proactive advising model that ensures that advisors have easy access to timely information that help them serve students in a coordinated effort.  Additionally, this technology facilitates case management of students to optimize resources and allow for timely response to critical student issues.

University Career Services

University Career Center is the centralized unit responsible for the management of internal and external collaborations designed to maximize: (1) student career outcomes, during the time of degree-completion and at the point of graduation and (2) employer satisfaction regarding preparation of, and access to the talent pipeline. The University Career Center provides student-employment, career development, and access to experiential-learning and career-related employment opportunities guided by the professional standards provided by NSEA (National Student Employment Association), NCDA (National Career Development Association), CEIA (Cooperative Education & Internship Association), and NACE (National Association of Colleges & Employers. 

On and off-campus Student Employment programs support college students who need and want to work on-campus Federal Work-Study and regular-pay employment, or off-campus regional job opportunities.

Career Development programs empower students to achieve their career goals through guided identification and assessment of competencies, interests and values related to career choice and work performance. Career Development programs provide occupational information, which aids career and educational planning, career decisions, graduate/professional school plans, and job-search competencies.

Career Management staff facilitate employer relations, linking students and recent graduates with employers and professional organizations to further develop their professional interests and competencies, integrate academic learning with work, and explore professional employment. 

Student Success Research and Planning

The Student Success Research and Planning office provides analysis of data on current high-impact practices in student success.  It oversees the planning and technology needed to establish and maintain an efficient and sustainable data collection system; coordinate the collection of and analysis of Wright State University’s student success data; and establishes reporting requirements and standardize metrics for student success. Using a strong data-driven approach helps ensure a continuous improvement process that provides agility in the strategic planning process aimed at student success.

Alignment of these units, not only provides for increased efficiencies of programs and services campus-wide, but also allows for synergies that help facilitate the University’s commitment to Student Success with the academic mission of the institution at its core.

Feedback Form