To continue to align state university degree programs with the economic development and workforce needs of the state, the Florida Board of Governors has identified several Areas of Programmatic Strategic Emphasis. These targeted degree areas include:

Click here to see a list of UWF degree programs which have been identified as serving these areas of emphasis.

Student credit hours are calculated by multiplying course enrollment by course credit hours. The numbers included in this table represent the student credit hours generated from courses offered by the department in the Fall and Spring semesters. In CICS, this is determined using the DPT1 and/or DPT2 field listed on the course section (see RCSO).

The weighted student credit hour totals displayed in the table are calculated using the following weighting factors:

Lower Divisionx1.0
Upper Divisionx1.2

For more detail on the numbers displayed in this table, see the Academic Affairs Budget Office website. Student credit hour reports are in the Financial Information section under Student Credit Hours Per Semester.

Please note that the table does not include student credit hours generated from student exchange courses (those with a location code of "IE" or "NE") while the student credit hour reports on the website include these hours. For some departments this will cause a small discrepancy between the two sources. You may click on any row in the student credit hour reports on the website to see a complete breakdown of each course included in the total. The location code for each course is displayed in that breakdown.

Faculty FTE History • Clinical Laboratory Sciences
Faculty Name 2008 2009 2010 2011 2012
Kristina Behan 0.0 N/A* 1.0 1.0 1.0
Sherman Bonomelli 0.0 N/A* 1.0 1.0 1.0
Marcia Dumas 0.0 N/A* 1.0 1.0 0.0
Julie Ann Philippart 0.0 N/A* 0.0 0.0 1.0
Department Total 0.0 N/A* 3.0 3.0 3.0

Tenured Faculty Tenure Earning Faculty Non-Tenure Earning Faculty
* Line detail is not available for Fall 2009

Departmental growth capacity represents a department's ability to support more students by offering more courses or raising course enrollment. The growth capacity rank identifies the departments with the greatest need of more faculty lines to support its current student credit hour load. This ranking is determined by dividing the department's weighted fall/spring student credit hours by the number of regular line-item instructional faculty in the department at the start of that academic year. These numbers are displayed in the Student Credit Hours table and the # of FTE Faculty by Tenure Status table, respectively. Departments with lower rank values have less capacity for growth based on this calculation than those with higher rank values.

The complete growth capacity ranking of all academic departments is available for each year displayed in the table. To see the complete ranking, click on the academic year in the heading of the table.

The instructor types used for the Average Class Size table and the Percent of student credit hours taught by instructor type table do not correspond directly to the instructor type listed on the instructor's record on the course offering in CICS (see RIND and/or RCSO). The instructor type listed in CICS is referred to as the reported instructor type and the instructor type used for the tables is referred to as the effective instructor type. The effective instructor type is calculated as follows:

If the reported instructor type is:

The low enrollment courses table displays the number of courses at the undergraduate and graduate level which have enrollment beneath the standard benchmark value for that level. The standard benchmark value is 20 students for undergraduate courses and 15 students for graduate courses. The following rules apply to both the count and the percentage of low enrollment courses:

  Faculty Line Search Request Template -- 2013 - 2014 Faculty Searches Help

Department Name: Clinical Laboratory Sciences

  1. Describe how this faculty line will advance UWF's legislative and strategic priorities in the applicable categories:
    • Economic Development/Workforce Demand

      Graduates of the Clinical Laboratory Sciences program are in high demand regionally and nationally, for three reasons. The first is that in order to work in a medical laboratory within the state of Florida, a person must have a license and be certified by a national certification body. The second reason is that a national shortage has been in effect for a number of years, and the planned retirement of many seasoned laboratory scientists has maintained the shortage. The third reason is that the nearest accredited institutions that offer a bachelor degree CLS program are in Hattiesburg, Mississippi and Orlando, Florida. The impact for the graduate is excellent opportunity for employment. For the 2010 graduates of the program, 23 of the 26 individuals who took the certification examination are working in a clinical laboratory. For the 2011 graduates, 24 of the 26 individuals who took the exam are working in a clinical laboratory. So far, in 2012, 19 of the 23 individuals who took the exam are either working in a clinical laboratory or pursuing a graduate degree. Nine more have yet to graduate, and the expectation is employment for all of those. The Clinical Laboratory Sciences program is affiliated with 19 institutions for student internships, and affiliates join the program because of their interest in hiring graduates. New graduates command starting salaries between $35,000 to $50,000 per year depending on location and hours.

    • Science, Technology, Engineering, and Mathematics (STEM)

      This degree qualifies as a STEM discipline.

    • Accreditation Requirements

      The program is accredited by the National Accrediting Agency for Clinical Laboratory Sciences, and is currently in the 7 year accreditation process. The accrediting agency requires that the instructor to student ratio be adequate to achieve the stated program goals. It is for this purpose that the laboratory director position was originally created. The site visit from the accrediting agency will be in the spring of 2014, the self study is due October 2013.

    • Niche programs with growth potential

      The program has grown from a niche program in 2008 -2009 to a robust program; it is the largest CLS program in Florida. It has an enrollment cap due to the limiting number of students who can be seated at the clinical internship portion of the curriculum, which is 2 semesters long. There is growth potential if the program has the resources to recruit and maintain more clinical sites.

  2. Any additional information to further explain the request such as comments on evidence of quality, general education requirements, significant pressure points, Emerald Coast offerings, online courses, etc:

    In the past 5 years, the program enrollment has increased 123% and the number of clinical affiliates has increased 200%, and spans the distance from Biloxi, Mississippi to Gainesville, Florida. At the same time, the number of full time faculty members has remained the same, two full time faculty members, one clinical coordinator and one laboratory director. The program has requested a new faculty line for the past few years, but has never been funded, in spite of its growth, workforce demand, and reputation. This proposal upgrades the current laboratory director position to instructor status. The funds from the laboratory manager will be used as the base of support for the line. In recurring dollars, the margin of difference between the former staff line and the reconfigured staff line is $20,000.

    Finding and retaining quality credentialed faculty members in Clinical Laboratory Sciences is a challenge, since most CLS graduates do not pursue a masters or doctoral degree in the discipline. Over the past 5 years, we have hired 8 different adjuncts to teach courses for us, with some of them choosing to go elsewhere due to low salary, and some of them who were determined to be not suitable for rehire. We have retained 2 quality adjuncts, but they are not qualified to teach all of the courses. A third faculty member will relieve this instability.

    Evidence of the quality of the program are its strong reputation within the community, including its recognized affiliation with 19 clinical affiliates, its high pass rate on the board certification examinations (88% in 2011), and its high job placement of graduates. The Clinical Laboratory Sciences Program has undergone tremendous growth in the past few years, with an overall enrollment increase of 123%. The increase has been sustained. The reputation of the program extends beyond the UWF community; among the 2013 prospective graduates, 41% have a previous bachelors degree, most of them from another institution. The median age of the CLS students is 24.5 years. We are proud of our diversity. 38% of the 2013 graduates of the program are minorities. The CLS program has an excellent graduation rate.

  3. If this request is for a tenure-earning position, explain why a tenure-earning position is needed:

    We are asking for a Lab Manager/Instructor line to be authorized. Sherm Buonemelli, former lab manager, retired precipitously in December. We have found a qualified individual to replace him but wish to ramp up instructional responsibilities associated with the line. As such, the additional resources requested do not represent a full line but the upgrade needed to make the line formally assigned as an Instructor.

  4. a. General Description of Workload Assignment:

    Six contact hours teaching per semester within the CLS curriculum. Subjects include but are not limited to safety, professional skills, phlebotomy, computer skills and laboratory techniques. Specific courses and/or laboratory sections will be assigned. Six contact hours of laboratory management per semester. The selected candidate will be required to assist in the laboratory instruction of the senior level undergraduate courses in Hematology, Diagnostic Microbiology, Hemostasis & Thrombosis, Medical Microbiology, Immunohematology, Clinical Chemistry I and II, Serology, Urinalysis & Body Fluids and Molecular Diagnostics. The candidate will be responsible for upkeep and maintenance of the CLS student clinical laboratory, inventory management, purchasing, preparation of laboratory manuals and laboratory practical exams, maintenance of microbiologic stock cultures, organization of laboratory materials such as parasitology and hematology abnormal slides, computer software, et cetera. The candidate will work with the other CLS faculty to prepare laboratory materials and assist in supervision of all CLS lab sections. The candidate will assist the other faculty members in identifying the need to purchase laboratory equipment, instruments, supplies and other functions related to accreditation, licensure, clinical site affiliations, and so forth. Student advising and remediation will be assigned as needed. The candidate is expected to serve on the Safety Committee, Student Selection committee, CLS Advisory committee, and other committees as deemed appropriate by the program director. There is no research requirement for this position. The CLS program is accredited by the National Accrediting Agency for Clinical Laboratory Sciences. The candidate is expected to make significant contributions to the accreditation process, and to uphold the standards of the accrediting agency.

    b. Explain how the workload/courses are currently being covered by the department:

    The laboratory manager is responsible to teach certain topics in the CLS curriculum, including safety and blood collection, to set up all CLS laboratories, to assist with all of the laboratories, to maintain equipment and laboratory manuals, to do student recruiting, and be the purchasing and inventory agent. Currently this position has no hours assigned as credit earning. The program currently hires adjuncts to teach several courses and laboratory sections. The proposed change to this position will add a half time teaching responsibility to the role of the laboratory manager, thereby upgrading the position.

  5. Please review the enrollment data for the department shown below. Refer to this data to answer the questions that follow.

    Student Credit Hours - Fall/Spring
    08/09 09/10 10/11 11/12 12/13 +/-
    0 0 0 0 0
    558 1032 1090 1125 989 ↑ 77.24%
    0 0 0 0 0

    Fall Headcount (# of majors by specialization)
    Specialization 2008 2009 2010 2011 2012 +/-
    12233C: CLINICAL LAB SCI  11   32   43   41   39  ↑ 255%
    12233N: MEDICAL TECHNOLGY/PA  2   0   0   0   0  ↓ ∞
    12233P: CLIN LAB SCI/PA  51   47   36   51   48  ↓  6%
    1223 U: CLIN LAB/UG/NON-DEGR  0   2   1   0   0 
    TOTAL 64 81 80 92 87 ↑ 36%
    indicates non-degree major

    Degrees Awarded (by specialization)
    Specialization 08/09 09/10 10/11 11/12 12/13 +/-
    12233C: CLINICAL LAB SCI  14   11   35   29   31  ↑ 121%
    TOTAL 14 11 35 29 31 ↑ 121%

  6. Please explain why any undergraduate degree specializations* with fewer then 15 majors have not been deleted:


  7. Please explain why any graduate degree specializations* with fewer then 10 majors have not been deleted:


    * Does not include non-degree specializations (indicated with a † above)

  8. Additional information that will be used to evaluate capacity:

    # of FTE Faculty by Tenure Status
      Fall 2008 Fall 2009 Fall 2010 Fall 2011 Fall 2012
    Tenure & Tenure Earning 2.0 1.0 1.0 1.0 1.0
    Non-Tenure Earning 2.0 2.0 2.0 2.0 2.0

    Avg. student credit hours taught by
    full-time tenure earning and tenured faculty
    2010/2011 2011/2012 2012/2013
    172.50 243.00 N/A

    Data not yet available for this term

    # (%) of low enrollment courses
    (undergrad: <20, grad: <15)
      10/11 11/12 12/13
    Undergraduate 0 ( 0.0%) 0 ( 0.0%) 0 ( 0.0%)
    Graduate 0 ( 0.0%) 0 ( 0.0%) 0 ( 0.0%)

    Average Class Size
      Fall 2010 Fall 2011 Fall 2012
    Reg Adj TA ESC All Reg Adj TA ESC All Reg Adj TA ESC All
    Lower 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0
    Upper 35.0 34.3 0.0 0.0 34.6 32.0 32.5 0.0 0.0 32.2 27.0 28.5 0.0 0.0 28.2
    Graduate 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0 0.0

    Percent of student credit hours taught by instructor type
      10/11 11/12 12/13
    Reg Adj TA ESC Reg Adj TA ESC Reg Adj TA ESC
    Lower 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
    Upper 59.6% 40.4% 0.0% 0.0% 54.3% 45.7% 0.0% 0.0% 56.1% 43.9% 0.0% 0.0%
    Graduate 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0% 0.0%
    Total 59.6% 40.4% 0.0% 0.0% 54.3% 45.7% 0.0% 0.0% 56.1% 43.9% 0.0% 0.0%