Office of the Provost

Letter from Provost
Wendy Duncan
Wendy Duncan, PhD
SVP Academic Affairs and Provost

Welcome to California Health Sciences University!

It’s my honor and privilege to serve as the academic leader for California Health Sciences University (CHSU), the first university of its kind in the region and perhaps the most unique in the nation. Our vision – to improve the health care outcomes of people living in California’s Central Valley – is what motivates us to succeed every day and its implications are far-reaching. Through our emphasis on interprofessional collaboration and cutting edge curricula and pedagogies, we empower our health professional graduates to assume leadership roles to make exemplary, patient-centered team-based care a reality.

As a result, our programs demand much of our students. Graduates will be expected to do whatever it takes to expand their core competencies to ensure that all their patients get the very best care. Our curricula have been designed to provide the necessary challenges and experiences to make this expectation a reality. Our student support systems have been carefully designed to foster professional development and intellectual growth so that our graduates – every one of them – are equipped to master the trials and tribulations that such professional leadership entails.

At CHSU, we believe that EVERYONE can succeed, given sufficient personal effort. Yes, students will be challenged here. But we know that they have what it takes to succeed.

CHSU is a game-changer for the Central Valley. I invite you to join us and embark upon a journey of discovery and personal growth while challenging the status quo. You will enjoy the warmth and collegiality of our diverse and dynamic community from your first day on campus.  Your experiences here will include impactful community service projects, exciting research, and progressive health care practice providing the foundation for an exciting and exceptional career.

Welcome to your California Health Sciences University!


Wendy Duncan, PhD
SVP Academic Affairs and Provost
Dean, College of Pharmacy

Who We Are
Stephanie Wragg, PhD

Stephanie Wragg, PhD

Director of Institutional Assessment, Effectiveness and Research
Professor
559-472-0873
swragg@chsu.edu

Biography

Stephanie provides leadership and performs functions related to the collection, interpretation, and use of institutional data for planning, research into effectiveness and decision making. She works closely with the assessment leadership of the CHSU colleges.

Come to me for ...
  • Bureau of Private Post-Secondary Education (BPPE) Compliance
  • CHSU assessment clearing house
  • CHSU institutional strategic planning coordination
  • Data Dashboards
  • Enterprise risk management coordination
  • Institutional research, analytics, and annual reporting
  • Institutional WASC/WSCUC accreditation coordination
  • IPEDS
  • Office of Institutional Assessment, Effectiveness and Research (OIAER) webpage
  • University General Learning Objectives (GLOs)

Will Ofstad, PharmD, BCPS, CDE

Assistant Dean for Education
Director, Office of Teaching and Learning

559-374-2230

Biography

Department:
• Clinical Sciences

Year Began at CHSU:
• 2015

Current Classes Taught:
• PHR 645 Patient Care II

Education:
• Kaiser Permanente, Diablo Service Area,
Walnut Creek, California,
Pharmacy Practice Residency

• University of California, San Francisco (UCSF),
San Francisco, California,
Doctor of Pharmacy

• California Institute of Technology (Caltech),
Pasadena, California,
Bachelor of Science, Chemical Engineering

• Whitman College,
Walla Walla, Washington,
Bachelor of Arts, Chemistry

Professional Affiliations:
• American Association of College of Pharmacy
• Northern California College of Clinical Pharmacy
• American College of Clinical Pharmacy
• Team-Based Learning Collaborative
• California Simulation Alliance

Professional Service:
• Team-Based Learning Collaborative (TBLC), Consultant-Trainer Program,
Co-facilitator
• 15th Annual TBLC Meeting, Program Committee
• California Interprofessional Education Research Academy, Cofounder
• American College of Clinical Pharmacy (ACCP), Past-President Northern
California Chapter
• UC Davis Medical Center

Experience:
• Certified Diabetes Educator (CDE)
• TBL Consultant Trainer, certified by the Team-Based Learning Collaborative
• APhA Pharmacist & Patient-Centered Diabetes Care
• Board Certified Pharmacotherapy Specialist
• Trainer of Immunization Administration certified by Drug Store News
• Cardiopulmonary resuscitation (CPR) certified by the American Heart Association
• Emergency Contraception certified by Pharmacy Access Partnership
• Pharmacy-Based Immunization Delivery certified by ASHP
• California Registered Pharmacist, License No. RPH 61775

Awards:
• Ken Miller Award for Assessment of Educational Effectiveness, 2015
• Jeff King Pharmacy Leadership Award, Nominee, 2014
• Peer Award in Teaching, 2013
• Teacher of the Year, 2013
• Teacher of the Year, 2012
• Outstanding Community Service Award, 2011
• Grant Recognition Award, 2011
• Bowl of Hygeia Award, Nominee, 2008
• UC Regents Scholar, 2006-2008
• The Long Award for Excellence in Teaching, 2007
• The Long Award for Excellence in Teaching, 2006
• UCSF Dean’s Apple Teaching Award, 2006
• UCSF Dean’s Apple Teaching Award, 2005
• UCSF Frank M. Goyan Award, 2005

Latest Projects & Publications:

Integration of IPE into the Curriculum: ACPE Standard 11

The Evidence Behind High Performing Teams

Pathways to Expand the Effectiveness of Teaching and Learning: A workshop for educators to engage active learning strategies and explore team-based learning (TBL)

Exploring Team Contracts to Build Better Teams

Optimizing Team Building in TBL: Days 1 through 100

A Comparison between a Simulation-Based and Traditional Direct Patient Care Introductory Pharmacy Practice Experiences

A Bridge to Quality: The Pharmacist-Managed Primary Care Clinic

Development of a Team Contact for Team-Based Learning

The Impact of Grading Readiness in Team-Based Learning

Team-Based Learning in Pharmacy Education

Team-Based Learning: Windfalls and Pitfalls

Integrating Team-Based Learning and High-Fidelity Simulation for Interprofessional Education

Optimizing Student Engagement with Novel TBL Techniques that Get Students Moving

Incorporation of high fidelity simulation learning experiences within a didactic and experiential curriculum

A field guide for transforming your *yawn* clinical lectures into a lively team-based learning (TBL) classroom

Leadership and Quality (Student Body Council Retreat Workshop)

Continuous Formative Assessment of Team-Based Learning: RATs, BATs, and CATs

Comparing a Simulation Based Introductory Pharmacy Practice Experience (IPPE) to Traditional Direct Patient Care IPPEs

Pathways to Expand the Effectiveness of Teaching and Learning: A workshop for educators to engage active learning strategies and explore team-based learning (TBL)

Introduction to TBL Workshop

Team-Based Learning Primer Workshop

Faculty Orientation to Team-Based Learning

Focus on Quality (University Retreat Workshop)

New Student Orientation to Team-Based Learning

Personal Information:
Born in Portland Oregon, Living in Clovis, Husband to Amy, Father to Apollo and Orion.

Come to me for ...
  • Faculty peer assessment of facilitation, course materials, examinations
  • Support in designing and implementing educational scholarship
  • Curriculum and assessment design and alignment with outcomes using backward design principles
  • End of semester student peer evaluation and team roles
  • All things TBL, IPE, and process education
  • TA and new faculty development
  • Help with alternative progression plans

Jonathan Velez, MAEd, AET

Kevin Hoover

Interim Registrar
559-472-7649

Biography

Kevin ensures the accuracy, security, maintenance, and integrity of all student records and data. He develops, reviews, and approves policies and procedures to ensure the University is compliant with all accrediting bodies. Kevin administers annual FERPA training to all staff, faculty, and students. He is also responsible for applying and upholding the policies that are found in the academic catalog and student handbook.

Come to me for ...
  • Student record management
  • Academic calendar and course schedules
  • Transcripts
  • Final student grades and grade changes
  • Team assignments for students
  • Brightspace course setup
  • FERPA
  • Alternative progression plans (APP)
  • Graduation requirements
  • Professional & licensing support
  • Curricular compliance
  • Student Handbook/Catalog

Ashley Voorneveld

Ashley Voorneveld

Executive Assistant to the Provost
559-325-3600

Faculty Handbook

The purpose of the Faculty Handbook is to provide all members of the faculty, particularly those who are new to CHSU, with knowledge of the policies, regulations, practices, and expectations related to their role.

The handbook is organized according to six sections: each tab addresses the specific policy and procedure. By clicking on the link, you will get access to most current version of the document.

Faculty Handbook
Functional Mentoring

CHSU Functional Mentoring Program for Faculty Growth and Success

The rewards and satisfactions of an academic life are considerable, but they are counter‐balanced by practical challenges and high‐performance standards that, at times, can be quite intimidating. Therefore strong self‐assessment and continuous quality improvement processes for faculty members is imperative. The reflective portfolio and functional mentoring process described in the PDF available to download are a potential solution to this problem.

Functional Mentorship Diagram

Developmental Partners

Faculty are encouraged to engage others in developmental partnerships. These can arise naturally from shared offices, shared projects, team‐teaching and mutual service on committees. Therefore in every working context, faculty are asked to reach out to others who are in a position to provide feedback on performance. Normally, this is done through the “SII” a tool that is used institution‐wide as a tool for growth (SII = Strengths‐Insights‐Improvements).

Critical Reflection and Planning

The central component of a reflective academic portfolio is regular documentation of critical reflection on one’s work. CHSU has developed the faculty growth rubric as an aid to this work. Developmental partnerships are an important part of this reflection, since others often are in a position to help us see our blind spots.

Functional Mentor

The most important fact to consider is that those who are mentored consistently rise more quickly within a profession and their paths tend to be less problematic.
(Kochan FK, Trimble SB. From mentoring to co‐mentoring: establishing collaborative relationships. Theory into Practice. 2000;39:20‐28)

Functional mentoring is project‐focused. As the mentoring relationship develops, the mentor and mentee begin to flesh out the project in detail.

The areas of development that mentees are asked to focus on at this time are 1) leadership, 2) practice and precepting, 3) teaching, 4) mindset and stress management/behavioral development, 5) research/research agenda, 6) application and 7) assessment.

How do I get started?

Contact your department chair. During the meeting, you will discuss how to best match your mentoring needs with a mentor. The department chair will complete a “Kickstart to Functional Mentoring” form that records a few items:

  1. your meeting
  2. area of development (one of the seven areas described above)
  3. SMART goal (Specific, Measurable, Achievable, Realistic, Timely)
  4. approximate number of mentor‐mentee interactions needed to achieve goal

Once submitted, the information and invitation are received by the functional mentor.

What is next?

You meet with your functional mentor. To support the assembly of your reflective academic portfolio, you will record your meeting in your Functional Mentoring Log Book.

Download Mentoring Program Info