lawrence c. pellegrini
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Lawrence C. Pellegrini PubMed Search: https://www.ncbi.nlm.nih.gov/pubmed/?term=Lawrence+Pellegrini
Personal Website: https://www.researchgate.net/profile/Lawrence_Pellegrini
Work Address: 715 North Pleasant Street, Arnold House, Amherst, MA 01003
Residential Address: 235 State Street, Unit 105, Springfield, MA 01103
E-mail: lcpelleg@umass.edu; Phone: (413) 237-3941
Education
2017 PhD, Public Health - Health Policy and Management Concentration
MA, Economics (8 of 12 courses completed)
University of Massachusetts at Amherst, School of Public Health and Health Sciences
2010 - 2020 LICSW, License #216877, Issued 12/27/2010
2016 Certificate, Online Instruction
Central Michigan University’s Global Campus
2010 MSW, Casework Concentration
Certificate in Mental Health and Substance Abuse
University of Connecticut, School of Social Work
* University of Connecticut Outstanding Graduating Scholar
* NASW CT Student of the Year
* Delta Alpha Pi National Honor Society
* Alumni Student of the Year (nominated)
2009 MPA
Certificate in Nonprofit Management
Certificate in Survey Research (3 of 4 courses completed)
Certificate in Public Financial Management (3 of 4 courses completed)
University of Connecticut, Graduate School
* Pi Alpha Alpha National Honor Society
2007 MPA program enrollee
Columbia University, School of International and Public Affairs
1997 BA, Economics
Boston College, College of Arts and Sciences
Research Experience
Publications
Manuscripts in Refereed Journals (In reverse chronological order)
1. Pellegrini, L.C., & Geissler, K. (2021). Disability, federal disability benefits, and health care
access after the Affordable Care Act. Journal of Disability Policy Studies, 31(4), 244-254.
2. Pellegrini, L.C., & Geissler, K. (2019). Supplemental Security Income enrollment and health care
and social assistance employment and wages. The International Journal of Health Planning and
Management, 34(4), 1319-1332.
3. Pellegrini, L.C., & Geissler, K. (2018). Social Security Disability Insurance enrollment and
health care employment. Health Services Research, 53(4), 2591-2614.
4. Pellegrini, L.C., Rodriguez-Monguio, R., & Qian, J. (2014). The US healthcare workforce and the
labor market effect on healthcare spending and health outcomes. International Journal of Health
Care Finance and Economics, 14(2), 127-141.
5. Pellegrini, L.C., & Rodriguez-Monguio, R. (2014). Medicaid provisions and the US mental health
industry composition. Journal of Mental Health, 23(6), 312-316.
6. Medina, C., Pellegrini, L.C., & Wilson, C. (2014). Political power and health inequalities in
Vieques, Puerto Rico. Social Work in Public Health, 29(5), 401-416.
Dissertation, Comprehensive Examination, Master’s Thesis (In reverse chronological order)
1. Pellegrini, L. C. (2017). Labor force participation, disability, and implications for healthcare
utilization and access. Dissertation defense date: November 30, 2016.
Dissertation chair: Dr. Kimberley Geissler, Health Policy and Management
Member: Dr. Michael Begay, Health Policy and Management
Outside member: Dr. Jing Qian, Biostatistics
2. Pellegrini, L. C. (2013). The impact of the labor market on health insurance, the healthcare
industry, and health outcomes. Comprehensive exam defense date: May 15, 2013.
Comprehensive exam chair: Dr. Rosa Rodriguez-Monguio, Health Policy and Management
Member: Dr. Lisa Wexler, Community Health Education
Outside member: Dr. Gerald Friedman, Economics
3. Pellegrini, L. C. (2009). Shelter of the Cross: Process of process documentation. Masters group
capstone defense date: May 1, 2009.
Master’s group capstone chair: Dr. Deneen Hatmaker, Public Policy
Other Publications (In reverse chronological order)
1. Pellegrini, L.C. (2015). Components of hospital social work. Kates, S., & Geld, B. (Eds.), Social
Work: Strength-based Practice in Hospital Case Management (pp. 7-34). HCPro: Brentwood, TN.
2. Pellegrini, L.C. (2015). Special populations. Kates, S., & Geld, B. (Eds.), Social Work: Strength-
based Practice in Hospital Case Management (pp. 35-53). HCPro: Brentwood, TN.
3. Report on the social and economic impacts of gambling in Massachusetts (SEIGMA) study:
Report to the Massachusetts gaming commission, Apr. 9, 2014. Collaborative report prepared by
the UMASS Amherst social and economic impacts of gambling in Massachusetts (SEIGMA) team.
4. Report on the research agenda of the Massachusetts gaming commission, Dec. 18, 2013.
Collaborative report prepared by the UMASS Amherst social and economic impacts of gambling in
Massachusetts (SEIGMA) team.
5. Pellegrini, L.C. (2006). The compensation puzzle: Looking in a new direction. The Working
PayPer of the Bureau of Labor Statistics, 12(5), 9-10.
Conference Presentations
Oral Presentations (In reverse chronological order)
1. Pellegrini, L.C., & Rodriguez-Monguio, R. (2013, November). Understanding the associations
between the labor market, Medicaid, the healthcare industry, and health outcomes, 1999-2009. In
141st APHA Annual Meeting (November 2-November 6, 2013, Boston, MA). APHA.
* Medical Care Student Session award winner
2. Pellegrini, L.C., & Rodriguez-Monguio, R. (2013, November). Understanding the associations
between unemployment, Medicaid, social welfare programs, and suicides, 1999-2009. In 141st
APHA Annual Meeting (November 2-November 6, 2013, Boston, MA). APHA.
3. Pellegrini, L.C., & Rodriguez-Monguio, R. (2013, October). The economy and health outcomes:
Medicare’s impact on the US healthcare industry. In Society for Medical Decision Making
(SMDM) Annual Meeting (Baltimore, MD). SMDM
* Lee Lusted award finalist
4. Pellegrini, L.C., & Rodriguez-Monguio, R. (2013, July). The impact of unemployment, social
welfare and Medicaid provisions, and the mental health industry on suicides. In International
Health Economics Association (iHEA) Annual Meeting (Sydney, AU). iHEA.
5. Pellegrini, L.C. (2006, November). Developing a web-based cross-survey compensation analysis
system. Bureau of Labor Statistics Office of Field Operations Annual Meeting (Denver, CO).
Bureau of Labor Statistics.
6. Pellegrini, L.C. (2004, July). Understanding the Bureau of Labor Statistics’ statistical products.
Bureau of Labor Statistics Economic Analysis and Information Unit (EA&I) Conference
(Providence, RI). Bureau of Labor Statistics.
Poster Presentations (In reverse chronological order)
1. Pellegrini, L.C., & Geissler, K. (2018, June). Examining the relationship between federal
disability benefits and health care utilization and access. In Academy Health Annual Meeting
(Seattle, WA). Academy Health.
2. Pellegrini, L.C., & Geissler, K. (2016, July). Adult depression and mental health services
utilization: The role of high deductible health plans (HDHPs). In Academy Health Annual
Meeting (Boston, MA). Academy Health.
3. Pellegrini, L.C., & Rodriguez-Monguio, R. (2015, November). Gambling and mental health
disorders: The role of health insurance coverage and primary care physician access. In 141st
APHA Annual Meeting (Chicago, IL). APHA.
Accepted Presentations (In reverse chronological order)
1. Pellegrini, L.C., & Geissler, K. (2018, June). Examining the relationship between federal
disability benefits and health care utilization and access. In Academy Health Annual Meeting -
Disability Research Interest Group Pre-Conference Session (Seattle, WA). Academy Health.
2. Pellegrini, L.C., & Geissler, K. (2018, June). Social Security Disability Insurance enrollment and
healthcare employment. In Academy Health Annual Meeting - Health Workforce Interest Group
Pre-Conference Session (Seattle, WA). Academy Health.
3. Pellegrini, L.C., & Rodriguez-Monguio, R. (2015, July). The US healthcare workforce and the
labor market effect on healthcare spending and health outcomes. In Academy Health Annual
Meeting (Minneapolis, MN). Academy Health.
4. Pellegrini, L.C., & Rodriguez-Monguio, R. (2015, July). Medicaid provisions and the US mental
health industry composition. In Academy Health Annual Meeting (Minneapolis, MN). Academy
Health.
Media Coverage
1. WalletHub. (2020). States with the best health infrastructure during the COVID-19 pandemic.
Retrieved, from https://wallethub.com/edu/states-with-best-health-infrastructure-for-coronavirus-
pandemic/74483/#expert=lawrence-pellegrini
Grants and External Funding
Independent Program Evaluator
Evaluated the effectiveness of programs which included conducting programmatic reviews,
formulating research questions, and sampling strategy, developing and administering surveys including
pre-test and post-test instruments and structured and semi-structured interviews, and analyzing data
and producing a final report with associated findings and recommendations. Clients included:
2009 - 2013 Greater Hartford Arts Council, Hartford, CT ($18,120)
Neighborhood Studios Program Evaluator
2012 Hartford Children’s Theatre, Hartford, CT ($2,000)
Summer You-theatre Program Evaluator
2011 Springfield Technical Community College, Springfield, MA ($3,000)
Workforce Stat Program Evaluator
Independent Consultant
Collaborated with a team of physicians, nurse practitioners, nurses, case managers to assess hospital
case management and social work functions at contracted facilities. Interviewed CEOs, CFOs, COOs,
CMOs, and leaders of a variety of hospital departments including, but not limited to: Behavioral
health, case management, finance, human resources, inpatient and emergency departments, quality
control, and social work. Reviewed administrative, legal, financial, and other pertinent hospital
documents. Developed recommendations to improve hospital case management and social work
functions. Completed written report and presented findings to team.
2015 Center for Case Management, Wellesley, MA ($3,000)
Consulting Associate
Research Fellowships and Research Assistantships
Collaborated on research project designs. Reviewed and summarized relevant peer-reviewed literature.
Collected and managed primary and secondary source data including state, county, municipal, and
individual-level data. Analyzed datasets using appropriate statistical methods. Produced written
analyses and presented findings. Worked independently and as part of a research team comprised of
internal/external departmental members. Performed activities and special projects as assigned.
05/2013 – University of Massachusetts, Amherst, MA (PhD funding)
05/2014 Social/Economic Impacts of Gambling in Mass. (SEIGMA) Research Assistant
09/2009 – University of Connecticut, West Hartford, CT (work study funding)
10/2010 School of Social Work Research Assistant
06/2009 – University of Connecticut, West Hartford, CT ($1,500)
09/2009 Center for the Elimination of Health Disparities (CEHDL) Research Fellow
Travelled to Mainland Puerto Rico, and the Island of Vieques, Puerto Rico, and learned
about each island’s socioeconomic, cultural, and health experiences. Produced a
research paper “Vieques, Puerto Rico: Socioeconomics and health inequalities”.
11/2008 – University of Connecticut, West Hartford, CT ($2,000)
01/2009 Department of Public Policy Research Assistant
Developed a sample frame and sampling strategy for a Federal research project.
06/1994 – Saint Michael’s College, Burlington, VT
08/1994 Study Abroad Program Participant
Travelled to Guatemala and El Salvador, and learned about each country’s political,
economic, and cultural experiences.
Reviewer
• Frontiers Public Health
• The International Journal of Health Planning and Management
• Annals of Nursing and Practice
• PlosOne
Association Memberships
2016 - 2017 Academy Health
2013 - 2016 American Public Health Association (APHA)
2013 - 2014 International Health Economics Association (iHEA)
2010 - 2011 National Association of Social Workers (NASW)
2016 - 2017 Society for Social Work Leadership in HealthCare
2012 - 2014 Society for Medical Decision Making (SMDM)
Academic Experience
University of Massachusetts – School of Public Health and Health Sciences, Amherst, MA
Lecturer (Graduate Student, Adjunct, Full-Time), 09/2012 – Present
Served as a member of the teaching faculty where I performed teaching, advising, mentoring, and
service responsibilities.
Teaching
Developed syllabus, teaching content, and learning assessments. Provided instruction and facilitated
class discussion - both online and on-campus. Graded assignments. Courses taught include:
PH 129 Health Care for All – Myths and Realities (TA, on-campus, online)
PH 380 Introduction to Health Services Management (on-campus)
PH 390M Mental Health and Care Systems in the US (on-campus)
PH 397 Public Health Law and Ethics (on-campus)
HPP 620 Introduction to the US Health Care System (on-campus)
HPP 621 Health Care Organization and Administration (on-campus)
HPP 624 Research Methods (online)
HPP 690M Introduction to the US Mental Health System (on-campus, online)
*College Outstanding Online Teacher Award: 2019 (nominated)
Invited Lectures
Provided course coverage for the following classes.
PH 129 Health Care for All – Myths and Realities
PH 490S Public Policy and Citizen Action
HPP 892D Doctoral Seminar
Advising
Held weekly office hours and provided student instructional support, mentorship, and career guidance.
Committee Memberships
Served on committees, as (co)chair and member, and provided student mentorship for MPH and
dissertation projects.
1. Apurva Dhengle (MPH Capstone Project)
2. Emily Morrison (Honors Thesis in Public Health)
Service
Provided service to the college including the following committee activities.
1. MHA Steering Committee: Served a leadership role on a committee that developed a proposal
and curriculum for a new online Master of Healthcare Administration (MHA) degree program. My
work as part of this committee included developing the written proposal, designing the curriculum,
mapping both Council on Education for Public Health (CEPH) and Commission on Accreditation
of Healthcare Management Education (CAMHE) accreditation competencies and objectives to
individual coursework, developing syllabi templates for contracted faculty to use when designing
assigned courses, collaborating with contracted faculty on individual course designs, developing
ten courses myself, and developing a plan to gather requisite accreditation data on an ongoing basis
and also assigning accreditation responsibilities to existing standing committees.
2. Accreditation Review Committee: Participated in accreditation activities to comply with CEPH
(Council on Education for Public Health) standards.
3. Faculty Search Committee: Participated in hiring activities for new faculty/staff.
University of Connecticut - School of Social Work, West Hartford, CT
Served as a member of the student body where I performed service responsibilities.
Invited Lectures
Provided course coverage for the following classes.
Hispanics: A Legacy of History, a Present of Action, and a Future of Success (9/2014)
Service
Provided service to the college including the following committee activities.
1. Accreditation Review Committee: Participated in accreditation activities to comply with CSWE
(Council on Social Work Education) standards.
2. Educational Policy Committee: Participated in curriculum review activities.
3. Casework Concentration Committee: Participated in student recruitment and new student
orientation activities.
4. Student Organization: Participated in hiring activities for new faculty/staff.
5. Pride Student Organization: Coordinated three luncheon seminars.
Saint Michael’s College, Winooski, VT
Served as a member of the student body where I performed service responsibilities.
Service
Provided service to the college including the following committee activities.
1. Mobilization of Volunteer Efforts: Volunteered at a local area homeless shelter.
Professional Experience
AMN Healthcare - Med Travelers, San Diego, CA
Social Work Case Manager/Discharge Planner, 05/2021 – 08/2021 *Travel Assignment
Performed clinical assessments and completed documentation (e.g., IMMs, MOONs, Patient Choice,
etc.) and discharge planning for patients in cardiac, critical care, and medical-surgical units.
Facilitated daily rounds with physicians and nurses related with patient care plans, gathered requisite
discharge planning data from patients and patient representatives related with discharge planning
needs, and coordinated discharge plans including referrals for long-term acute care, skilled nursing and
rehabilitative care, home health care, long-term care, and hospice and palliative care. Addressed social
needs related with patient care including abuse and neglect, advocacy, adjustment to illness, domestic
violence, homelessness and housing, insurance, mental health and substance use, and other needs as
required.
Teladoc Health, Purchase, NY
Individual Therapist, 01/2021 – Present *Part Time
Conducted individual counseling sessions; assessed, diagnosed, developed goals, delivered a range of
short and long-term therapeutic interventions, monitored progress, and performed discharge planning.
Baystate Medical Center, Springfield, MA
Medical Social Worker, 05/2010 – Present *Full Time, Now Per-Diem
Assessed and addressed the psychosocial issues related with emergency, inpatient (e.g., adolescents,
general medical, labor and delivery, maternity, neurology, observation, orthopedics, pediatrics, renal,
respiratory, and trauma, etc.), and critical care settings (e.g., cardiac, medical, pediatric, and surgical
ICUs). Utilized a range of focused social work interventions and practices. Assisted patients, families,
physicians, and other members of the health care team to work through an identified problem to
positively affect the continuity of care and optimal healthcare service outcomes. Interventions include
those related with abuse and neglect (e.g., child, disabled, and adult protective cases), adjustment to
illness, codes, death and dying, decision making (e.g., guardianships, etc.), homelessness, insurance
coverage, mental health and substance abuse, organ and tissue donation assessment and referrals,
resource connection, trauma, etc.
Behavioral Health Network, Springfield, MA
Individual Therapist, 12/2010 - 11/2011, and Group Therapist, 09/2009 - 05/2010 *Part Time
Conducted individual counseling sessions; assessed, diagnosed, developed goals, delivered a range of
short and long-term therapeutic interventions, monitored progress, and performed discharge planning.
Facilitated group counseling sessions employing Dialectical Behavioral Therapy (DBT) for persons
diagnosed with PTSD, Borderline Personality Disorder, and Substance Abuse Disorder(s).
Bureau of Labor Statistics, Boston, MA
Senior Economist, 07/2001 – 11/2007 *Full Time
Sampled, surveyed, processed, analyzed, presented, and disseminated national, census region, state,
metropolitan, county, and sub-county labor market statistical information. In this role, I also
completed a one-year management development program where I gained exposure to mid and senior-
level management responsibilities; designed and implemented a three-day seminar on employment and
unemployment statistics for Iraqi government officials; received cross-training on all of the Bureau’s
statistical products; assisted in region-specific presentations for regional and national conferences; and
also conceived, designed, and implemented a web-based compensation analysis system that later
received an innovation award for excellence in government.
Bureau of Communicable Disease Control, Boston, MA
Grants Management Analyst, 01/2001 – 07/2001 *Full Time
Handled procurements, prepared contracts, monitored service delivery, paid for services rendered, and
managed respective budgets.
Skillsets
Software and Languages
Software Access, Dreamweaver, Excel, FrontPage, Outlook, PowerPoint, Project, STATA, SPSS,
SAS, Tableau, Visio, and Word. Past exposure to R and E-Views.
Medical Allscripts, Cerner, Meditech, Navihealth
Languages English (native language), Spanish (intermediate), Italian (elementary)
Dataset Familiarity
Demographic American Community Survey, Bridged Race Population Statistics, Decennial Census,
US Census Bureau Population Division’s Annual Estimates of the Population
Economic Bureau of Economic Analysis Datasets, Current Employment Statistics, Current
Population Survey, Local Area Unemployment Statistics, Occupational Employment
Statistics, Quarterly Census of Employment and Wages
Social Policy Social Security Administration, State Unemployment Insurance System, Temporary
Assistance for Needy Families
Health Behavioral Risk Factor Surveillance System, National Health Interview Survey, Vital
Statistics System
Insurance All Payer Claims Database, MSIS (Centers for Medicare and Medicaid Services)
Evaluation Question
(5 is the highest possible score)
ONLINE
UNDERGRADUATE
COURSES
PH 129:
Health Care for All
Summer
2012
21
Students
Summer
2013
19
Students
Spring
2016
23
Students
Summer
2016
33
Students
Fall
2016*
24
Students
Winter
2017*
34
Students
Summer
2017
24
Students
Spring
2019
26
Students
Spring
2020
29
Students
The instructor was well
prepared for class.
4.7 (0.47) 4.8 (0.37) 4.9 (0.50) 4.9 (0.35) 4.6 (0.49) 4.8 (0.41) 5.0 (0.00) 4.8 (0.55) No SRTIs –
COVID-19
The instructor explained course
material clearly.
4.9 (0.31) 4.8 (0.37) 4.7 (0.79) 4.8 (0.53) 4.6 (0.66) 4.4 (0.67) 4.9 (0.34) 4.8 (0.60) No SRTIs –
COVID-19
The instructor cleared up points
of confusion.
4.4 (0.70) 4.8 (0.37) 4.8 (0.54) 4.8 (0.43) 4.6 (0.66) 4.4 (1.09) 4.8 (0.56) 4.9 (0.28) No SRTIs –
COVID-19
The instructor used class time
well & each session was well
organized (On-line version)
4.8 (0.42) 4.8 (0.37) 4.8 (0.54) 4.8 (0.39) 4.6 (0.49) 4.6 (0.67) 4.9 (0.50) 4.9 (0.28) No SRTIs –
COVID-19
The instructor inspired interest
in the subject matter.
4.7 (0.67) 4.7 (0.47) 4.7 (0.77) 4.7 (0.55) 4.5 (0.67) 4.2 (1.23) 4.7 (0.70) 4.8 (0.60) No SRTIs –
COVID-19
The instructor showed an
interest in helping students
learn.
4.8 (0.42) 4.8 (0.37) 4.9 (0.50) 4.9 (0.29) 4.6 (0.49) 4.4 (1.13) 4.9 (0.50) 4.9 (0.28) No SRTIs –
COVID-19
I received useful feedback on
my performance.
4.8 (0.42) 4.8 (0.37) 4.9 (0.50) 4.8 (0.50) 4.6 (0.49) 4.5 (0.75) 4.9 (0.25) 4.8 (0.55) No SRTIs –
COVID-19
The methods of evaluating my
work were fair.
4.9 (0.31) 5.0 (0.00) 4.7 (0.79) 4.9 (0.47) 4.3 (0.78) 4.5 (0.60) 5.0 (0.00) 4.8 (0.55) No SRTIs –
COVID-19
The instructor stimulated
student participation.
4.8 (0.42) 5.0 (0.00) 4.8 (0.54) 4.8 (0.61) 4.5 (0.67) 4.4 (0.94) 4.9 (0.50) 4.8 (0.60) No SRTIs –
COVID-19
Overall rating of this instructor's
teaching.
4.6 (0.68) 4.8 (0.37) 4.8 (0.54) 4.7 (0.47) 4.5 (0.50) 4.3 (0.65) 4.9 (0.34) 4.8 (0.55) No SRTIs –
COVID-19
Overall, how much do you feel
you learned in this course?
4.3 (0.82) 4.5 (0.76) 4.2 (0.67) 4.3 (0.76) 4.1 (0.70) 3.6 (0.99) 4.5 (0.81) 4.0 (0.82) No SRTIs –
COVID-19
Overall rating of this course. 4.3 (0.67) 4.5 (0.76) 4.5 (0.72) 4.4 (0.84) 4.0 (0.77) 3.9 (0.97) 4.4 (0.72) 4.3 (0.75) No SRTIs –
COVID-19
*Bold/underlined standard deviations often represent one student in a specific class scoring the included element low as compared to other students.
**Light-grey shaded cells represent teaching evaluation scores of 4.70 < 4.80.
***Darker grey shaded cells represent teaching evaluation scores of 4.80 +.
Comment: *Classes where I scored measurably higher on my course evaluations were characteristically different than those where I scored lower. As an example,
for my PH 129 class (Fall 2016, Winter 2017), I had eliminated the seven-to-ten-page paper in lieu of a midterm and final. I have since transitioned this back to a
seven-to-ten-page paper, five smaller quizzes, in addition to group discussions and team-based projects, beginning with the Spring 2017 semester (14 students);
however, evaluation scores were never able to be located for this specific semester.
Evaluation Question
(5 is the highest possible score)
ONLINE
GRADUATE
COURSES
HPP 624:
Research Methods*
Summer
2018
33
Students
Fall
2018
30
Students
Spring
2019
32
Students
Summer
2019
30
Students
Fall
2019
24
Students
Spring
2020
19
Students
Summer
2020
20
Students
Fall
2020
25
Students
Winter
2020
20
Students
Spring
2021
17
Students
Summer
2021
19
Students
Fall
2021
20
Students
Winter
2022
XX
Students
The instructor was well
prepared for class.
4.8 (0.54) 5.0 (0.00) 4.9 (0.32) 4.7 (0.75) 4.7 (0.57) No SRTIs –
COVID-19
4.8 (0.37) 4.9 (0.24) 4.9 (0.30) No SRTIs –
COVID-19
The instructor explained course
material clearly.
4.6 (0.77) 4.7 (0.57) 4.5 (0.61) 4.6 (0.69) 4.4 (0.85) No SRTIs –
COVID-19
4.7 (0.58) 4.6 (0.97) 4.7 (0.46) No SRTIs –
COVID-19
The instructor cleared up points
of confusion.
4.9 (0.44) 4.9 (0.50) 4.8 (0.38) 4.6 (0.68) 4.6 (0.59) No SRTIs –
COVID-19
4.8 (0.42) 4.9 (0.47) 4.9 (0.30) No SRTIs –
COVID-19
The instructor used class time
well & each session was well
organized (On-line version)
4.6 (0.95) 4.6 (0.72) 4.6 (0.61) 4.4 (1.03) 4.6 (0.66) No SRTIs –
COVID-19
4.7 (0.58) 4.9 (0.32) 4.8 (0.60) No SRTIs –
COVID-19
The instructor inspired interest
in the subject matter.
4.4 (1.08) 4.5 (0.88) 4.4 (0.84) 4.4 (0.97) 4.5 (0.75) No SRTIs –
COVID-19
4.4 (0.68) 4.8 (0.94) 4.6 (0.66) No SRTIs –
COVID-19
The instructor showed an
interest in helping students
learn.
4.8 (0.60) 4.9 (0.25) 4.7 (0.46) 4.8 (0.64) 4.6 (0.66) No SRTIs –
COVID-19
4.7 (0.58) 4.9 (0.47) 4.9 (0.30) No SRTIs –
COVID-19
I received useful feedback on
my performance.
4.7 (0.77) 4.9 (0.25) 4.8 (0.38) 4.6 (0.68) 4.8 (070) No SRTIs –
COVID-19
4.3 (0.67) 4.8 (0.55) 5.0 (0.00) No SRTIs –
COVID-19
The methods of evaluating my
work were fair.
4.6 (1.02) 4.7 (0.57) 4.6 (0.77) 4.5 (1.14) 4.5 (0.86) No SRTIs –
COVID-19
4.6 (0.76) 4.8 (0.51) 5.0 (0.00) No SRTIs –
COVID-19
The instructor stimulated
student participation.
4.1 (1.19) 4.3 (1.03) 4.3 (0.89) 4.7 (0.67) 4.4 (1.01) No SRTIs –
COVID-19
4.9 (0.31) 4.9 (0.24) 4.8 (0.40) No SRTIs –
COVID-19
Overall rating of this instructor's
teaching.
4.4 (0.98) 4.3 (0.94) 4.3 (0.68) 4.5 (0.98) 4.6 (0.59) No SRTIs –
COVID-19
4.7 (0.58) 4.8 (0.73) 4.8 (0.40) No SRTIs –
COVID-19
Overall, how much do you feel
you learned in this course?
3.9 (0.94) 4.6 (0.71) 4.5 (0.71) 3.8 (0.98) 4.3 (0.84) No SRTIs –
COVID-19
3.7 (0.67) 4.3 (0.75) 4.5 (0.67) No SRTIs –
COVID-19
Overall rating of this course. 4.0 (1.05) 4.4 (0.71) 4.5 (0.70) 4.1 (1.06) 4.2 (0.79) No SRTIs –
COVID-19
4.1 (0.52) 4.4 (0.86) 4.5 (0.67) No SRTIs –
COVID-19
*Bold/underlined standard deviations often represent one student in a specific class scoring the included element low as compared to other students.
**Light-grey shaded cells represent teaching evaluation scores of 4.70 < 4.80.
***Darker grey shaded cells represent teaching evaluation scores of 4.80 +.
Comment: *HPP 624 reflects Research Methods which represents a challenging class in the MPH-PHP program.
Evaluation Question
(5 is the highest possible score)
ONLINE
GRADUATE
COURSES
HPP 690M:
Introduction to the US Mental Health System
Fall
2018
16
Students
Fall
2019
9
Students
Spring
2021
8
Students
Fall
2021
24
Students
The instructor was well
prepared for class.
4.7 (0.46) 4.9 (0.31) No SRTIs –
COVID-19
The instructor explained course
material clearly.
4.7 (0.46) 4.9 (0.31) No SRTIs –
COVID-19
The instructor cleared up points
of confusion.
4.9 (0.30) 4.8 (0.42) No SRTIs –
COVID-19
The instructor used class time
well & each session was well
organized (On-line version)
4.7 (0.46) 4.8 (0.42) No SRTIs –
COVID-19
The instructor inspired interest
in the subject matter.
4.9 (0.30) 4.8 (0.42) No SRTIs –
COVID-19
The instructor showed an
interest in helping students
learn.
4.9 (0.30) 4.9 (0.31) No SRTIs –
COVID-19
I received useful feedback on
my performance.
4.9 (0.30) 5.0 (0.00) No SRTIs –
COVID-19
The methods of evaluating my
work were fair.
4.9 (0.30) 4.6 (0.68) No SRTIs –
COVID-19
The instructor stimulated
student participation.
4.9 (0.30) 5.0 (0.00) No SRTIs –
COVID-19
Overall rating of this instructor's
teaching.
4.8 (0.40) 4.9 (0.31) No SRTIs –
COVID-19
Overall, how much do you feel
you learned in this course?
4.0 (0.77) 4.3 (0.82) No SRTIs –
COVID-19
Overall rating of this course. 4.4 (0.66) 4.6 (0.50) No SRTIs –
COVID-19
*Bold/underlined standard deviations often represent one student in a specific class scoring the included element low as compared to other students.
**Light-grey shaded cells represent teaching evaluation scores of 4.70 < 4.80.
***Darker grey shaded cells represent teaching evaluation scores of 4.80 +.
Evaluation Question
(5 is the highest possible score)
ON CAMPUS
UNDERGRADUATE
COURSES
PH 129:
Health Care for All
PH 380:
Introduction to Health Services Management
Fall
2012
24
Students
Spring
2013
26
Students
Fall
2013 (RAP)
30
Students
Spring
2019*
28
Students
The instructor was well
prepared for class.
4.9 (0.23) 5.0 (0.20) 4.9 (0.26) 4.6 (0.64)
The instructor explained course
material clearly.
4.8 (0.37) 4.9 (0.27) 4.6 (0.63) 4.4 (0.98)
The instructor cleared up points
of confusion.
4.8 (0.37) 4.9 (0.27) 4.6 (0.69) 4.5 (0.78)
The instructor used class time
well & each session was well
organized (On-line version)
4.8 (0.37) 4.9 (0.27) 4.6 (0.79) 4.4 (1.23)
The instructor inspired interest
in the subject matter.
4.8 (0.37) 4.8 (0.37) 4.5 (0.69) 4.3 (1.35)
The instructor showed an
interest in helping students
learn.
4.9 (0.23) 4.9 (0.27) 4.8 (0.59) 4.6 (0.48)
I received useful feedback on
my performance.
4.9 (0.23) 5.0 (0.20) 4.9 (0.31) 4.0 (1.21)
The methods of evaluating my
work were fair.
4.9 (0.23) 5.0 (0.20) 4.8 (0.44) 4.2 (1.27)
The instructor stimulated
student participation.
4.3 (0.99) 4.7 (0.53) 4.4 (0.84) 4.2 (1.19)
Overall rating of this instructor's
teaching.
4.7 (0.45) 4.9 (0.33) 4.6 (0.63) 4.2 (1.27)
Overall, how much do you feel
you learned in this course?
4.5 (0.70) 4.5 (0.58) 4.4 (0.74) 4.0 (1.13)
Overall rating of this course. 4.5 (0.70) 4.6 (0.58) 4.5 (0.64) 3.8 (1.19)
*Bold/underlined standard deviations often represent one student in a specific class scoring the included element low as compared to other students.
**Light-grey shaded cells represent teaching evaluation scores of 4.70 < 4.80.
***Darker grey shaded cells represent teaching evaluation scores of 4.80 +.
Comment: *Classes where I scored measurably higher on my course evaluations were characteristically different than those where I scored lower. For my PH 380
and HPP 621 classes which both cover healthcare management concepts, PH 380 included a midterm and a final whereas HPP 621 included an approximately ten-to-
fifteen-page paper. Both included group discussions and team-based projects. I will now eliminate the midterm and final in lieu of quizzes and a paper.
Evaluation Question
(5 is the highest possible score)
ON CAMPUS
UNDERGRADUATE
COURSES
PH 390M:
Mental Health Care and Systems in the US
PH 397L:
Public Health Law & Ethics
Spring
2019
29
Students
Spring
2020
28
Students
Spring
2021
29
Students
Spring
2022
XX
Students
Fall
2020
24
Students
Fall
2021
29
Students
The instructor was well
prepared for class.
5.0 (0.00) No SRTIs –
COVID-19
No SRTIs –
COVID-19
5.0 (0.00)
The instructor explained course
material clearly.
4.9 (0.32) No SRTIs –
COVID-19
No SRTIs –
COVID-19
4.9 (0.35)
The instructor cleared up points
of confusion.
4.9 (0.32) No SRTIs –
COVID-19
No SRTIs –
COVID-19
4.8 (0.53)
The instructor used class time
well & each session was well
organized (On-line version)
4.9 (0.48) No SRTIs –
COVID-19
No SRTIs –
COVID-19
4.7 (1.03)
The instructor inspired interest
in the subject matter.
4.8 (0.55) No SRTIs –
COVID-19
No SRTIs –
COVID-19
4.9 (0.26)
The instructor showed an
interest in helping students
learn.
5.0 (0.00) No SRTIs –
COVID-19
No SRTIs –
COVID-19
4.8 (0.56)
I received useful feedback on
my performance.
5.0 (0.00) No SRTIs –
COVID-19
No SRTIs –
COVID-19
4.8 (0.56)
The methods of evaluating my
work were fair.
4.8 (0.38) No SRTIs –
COVID-19
No SRTIs –
COVID-19
4.7 (1.03)
The instructor stimulated
student participation.
4.6 (0.68) No SRTIs –
COVID-19
No SRTIs –
COVID-19
4.9 (0.52)
Overall rating of this instructor's
teaching.
4.9 (0.32) No SRTIs –
COVID-19
No SRTIs –
COVID-19
4.8 (0.41)
Overall, how much do you feel
you learned in this course?
4.5 (0.78) No SRTIs –
COVID-19
No SRTIs –
COVID-19
4.5 (0.63)
Overall rating of this course. 4.5 (0.70) No SRTIs –
COVID-19
No SRTIs –
COVID-19
4.5 (0.50)
*Bold/underlined standard deviations often represent one student in a specific class scoring the included element low as compared to other students.
**Light-grey shaded cells represent teaching evaluation scores of 4.70 < 4.80.
***Darker grey shaded cells represent teaching evaluation scores of 4.80 +.
Evaluation Question
(5 is the highest possible score)
ON CAMPUS
GRADUATE
COURSES
HPP 620:
Introduction to the US Healthcare System
HPP 621:
Healthcare Organization and Administration
Fall
2017*
30
Students
Fall
2019
30
Students
Fall
2021
31
Students
Spring
2018
7
Students
Spring
2020
8
Students
Spring
2021
20
Students
Spring
2022
X
Students
The instructor was well
prepared for class.
4.7 (0.47) 5.0 (0.00) 5.0 (0.00) No SRTIs –
COVID-19
No SRTIs –
COVID-19
The instructor explained course
material clearly.
4.6 (0.59) 4.6 (0.67) 4.7 (0.45) No SRTIs –
COVID-19
No SRTIs –
COVID-19
The instructor cleared up points
of confusion.
4.7 (0.58) 4.7 (0.59) 4.7 (0.70) No SRTIs –
COVID-19
No SRTIs –
COVID-19
The instructor used class time
well & each session was well
organized (On-line version)
4.4 (0.76) 4.6 (0.67) 5.0 (0.00) No SRTIs –
COVID-19
No SRTIs –
COVID-19
The instructor inspired interest
in the subject matter.
4.2 (0.85) 4.6 (0.76) 4.6 (0.73) No SRTIs –
COVID-19
No SRTIs –
COVID-19
The instructor showed an
interest in helping students
learn.
4.6 (0.59) 4.8 (0.50) 5.0 (0.00) No SRTIs –
COVID-19
No SRTIs –
COVID-19
I received useful feedback on
my performance.
4.8 (0.37) 4.7(0.76) 5.0 (0.00) No SRTIs –
COVID-19
No SRTIs –
COVID-19
The methods of evaluating my
work were fair.
4.9 (0.31) 4.6 (0.67) 4.9 (0.35) No SRTIs –
COVID-19
No SRTIs –
COVID-19
The instructor stimulated
student participation.
4.3 (0.93) 4.8 (0.57) 5.0 (0.00) No SRTIs –
COVID-19
No SRTIs –
COVID-19
Overall rating of this instructor's
teaching.
4.3 (0.75) 4.7 (0.58) 4.7 (0.70) No SRTIs –
COVID-19
No SRTIs –
COVID-19
Overall, how much do you feel
you learned in this course?
3.5 (0.96) 3.8 (0.95) 4.1 (0.83) No SRTIs –
COVID-19
No SRTIs –
COVID-19
Overall rating of this course. 3.7 (0.93) 4.2 (0.76) 4.3 (0.70) No SRTIs –
COVID-19
No SRTIs –
COVID-19
*Bold/underlined standard deviations often represent one student in a specific class scoring the included element low as compared to other students.
**Light-grey shaded cells represent teaching evaluation scores of 4.70 < 4.80.
***Darker grey shaded cells represent teaching evaluation scores of 4.80 +.
*HPP 620 (2017) reflects a class where I took over for an instructor who resigned mid-semester (in mid-October).
Evaluation Question
(5 is the highest possible score)
ON CAMPUS
GRADUATE
COURSES
HPP 690M:
Introduction to the US Mental Health System
TBD
Fall
2020
6
Students
The instructor was well
prepared for class.
5.0 (0.00)
The instructor explained course
material clearly.
4.8 (0.43)
The instructor cleared up points
of confusion.
4.8 (0.43)
The instructor used class time
well & each session was well
organized (On-line version)
4.8 (0.43)
The instructor inspired interest
in the subject matter.
5.0 (0.00)
The instructor showed an
interest in helping students
learn.
5.0 (0.00)
I received useful feedback on
my performance.
5.0 (0.00)
The methods of evaluating my
work were fair.
5.0 (0.00)
The instructor stimulated
student participation.
4.8 (0.43)
Overall rating of this instructor's
teaching.
4.5 (0.50)
Overall, how much do you feel
you learned in this course?
4.3 (0.43)
Overall rating of this course. 4.0 (0.71)
4.1
*Bold/underlined standard deviations often represent one student in a specific class scoring the included element low as compared to other students.
**Light-grey shaded cells represent teaching evaluation scores of 4.70 < 4.80.
***Darker grey shaded cells represent teaching evaluation scores of 4.80 +.
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