Table of Contents
1.0 THE SCHOOL OF PUBLIC HEALTH .................................................................................. 2
1.1 Mission ...................................................................................Error! Bookmark not defined.
1.2 Evaluation ..............................................................................Error! Bookmark not defined.
1.3 Institutional Environment .......................................................Error! Bookmark not defined.
1.4 Organization and Administration ..........................................Error! Bookmark not defined.
1.5 Governance ............................................................................Error! Bookmark not defined.
1.6 Fiscal Resources ....................................................................Error! Bookmark not defined.
1.7 Faculty and Other Resources .................................................Error! Bookmark not defined.
1.8 Diversity .................................................................................Error! Bookmark not defined.
2.0 INSTRUCTIONAL PROGRAMS .......................................................................................... 3
2.1 Degree Offerings ................................................................................................................... 3
2.2 Program Length .................................................................................................................... 8
2.3 Public Health Core Knowledge............................................................................................. 9
2.4 Practical Skills .................................................................................................................... 11
2.5 Culminating Experience ...................................................................................................... 18
2.6 Required Competencies ....................................................................................................... 20
2.7 Assessment Procedures ....................................................................................................... 41
2.8 Other Graduate Professional Degrees ................................................................................ 51
2.9 Bachelor’s Degrees in Public Health.................................................................................. 52
2.10 Other Bachelor’s Degrees ................................................................................................. 55
2.11 Academic Degrees ............................................................................................................. 56
2.12 Doctoral Degrees .............................................................................................................. 58
2.13 Joint Degrees..................................................................................................................... 64
2.14 Distance Education or Executive Degree Programs ........................................................ 70
3.0 CREATION, APPLICATION AND ADVANCEMENT OF KNOWLEDGE.............. Error!
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3.1 Research .................................................................................Error! Bookmark not defined.
3.2 Service ....................................................................................Error! Bookmark not defined.
3.3 Workforce Development .........................................................Error! Bookmark not defined.
4.0 FACULTY, STAFF AND STUDENTS .................................Error! Bookmark not defined.
4.1 Faculty Qualifications ............................................................Error! Bookmark not defined.
4.2 Faculty Policies and Procedures ...........................................Error! Bookmark not defined.
4.3 Student Recruitment and Admissions .....................................Error! Bookmark not defined.
4.4 Advising and Career Counseling ...........................................Error! Bookmark not defined.
2.0
INSTRUCTIONAL PROGRAMS
2.1 Degree Offerings
2.1. The school shall offer instructional programs reflecting its stated mission and goals, leading
to the Master of Public Health (MPH) or equivalent professional master’s degree in at least the
five areas of knowledge basic to public health. The school may offer other degrees, professional
and academic, and other areas of specialization, if consistent with its mission and resources.
2.1.a. An instructional matrix presenting all of the school’s degree programs and areas of
specialization. If multiple areas of specialization are available within departments or
academic units shown on the matrix, these should be included. The matrix should
distinguish between public health professional degrees, other professional degrees and
academic degrees at the graduate level, and should distinguish baccalaureate public
health degrees from other baccalaureate degrees. The matrix must identify any programs
that are offered in distance learning or other formats. Non-degree programs, such as
certificates or continuing education, should not be included in the matrix. See CEPH
Data Template 2.1.1.
Table 2.1.a. Instructional Matrix – Degree/Specialization
Academic
Bachelors Degrees
Bachelor of Science Environmental Health
Bachelor of Science Health Promotion
Masters Degrees
Master of Science Environmental Health
Master of Science Toxicology
Master of Public Health- Biostatistics
Master of Public Health- Environmental Health Science
Master of Public Health- Epidemiology
Master of Public Health- Health Policy & Management
Master of Public Health- Health Promotion & Behavior
Master of Public Health-Gerontology
Master of Public Health-Disaster Management
Doctoral Degrees
PhD Health Promotion & Behavior
PhD Toxicology
DrPH
PhD Environmental Health
PhD Epidemiology
Joint Degrees
DVM/MPH
BS/MPH
PharmD/MPH
MSW/MPH
MD/MPH Accelerated Program
Professional
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Master of Public Health (MPH)
In accordance with its goal to “train and develop a cadre of future public health leaders in the
fields of practice, science and academia,” the College of Public Health (CPH) offers both
professional and academic degrees as shown in Exhibit 2.1.a (CEPH Template C). The MPH
degree is offered in seven specialty areas of knowledge: the basic specialty areas specific to
public health: Biostatistics, Environmental Health, Epidemiology, Health Policy and
Management and Health Promotion and Behavior, along with Gerontology and Disaster
Management, two concentrations that were introduced in the fall of 2013. The MPH is conferred
by the Graduate School at the University of Georgia.
Doctor of Public Health (DrPH)
A professional doctoral degree, the Doctor of Public Health (DrPH), is offered in the College of
Public Health as a generalist degree program. However, following completion of general core
courses and methodology courses, the students may choose one of four specialization areas for a
total of nine hours: Environmental Health, Gerontology, Health Policy and Management, or
Health Promotion and Behavior. The DrPH degree program is designed to educate practitioners
who have been working in the field of public health for three or more years after having
graduated with a masters degree; the goal of the DrPH degree program is to advance students
into more senior-level responsibilities and positions within the field of public health.
Incoming DrPH students are required to have completed the five public health core classes,
during the course of a previous MPH or through the UGA program, before enrolling in doctoral
course work. In addition to their other required public health curriculum, DrPH students are
must complete two hours of PBHL 8200 Seminar in Public Health.
Other Degree Options
Graduate Degree Options
In addition to the MPH and DrPH Professional degree options, the College also offers academic
degrees at both the masters and doctoral levels. For the masters level student body, there are two
focuses within the Department of Environmental Health Science (MS Environmental Health and
MS Interdisciplinary Toxicology). Both of these masters options require all students to take a
seminar in public health (PBHL 8200) as well as an Introduction to Epidemiology course (EPID
7010) for those students with no prior masters level epidemiology course history.
Currently, the College offers four degree options for the academic doctoral track. The
Department of Environmental Health Science offers doctoral degrees in Environmental Health
and Interdisciplinary Toxicology (PhDEHS and PhDTOX, respectively), the Department of
Epidemiology and Biostatistics offers a doctoral degree in Epidemiology (PhD EPI), and the
Department of Health Promotion and Behavior offers a doctoral degree in Health Promotion
(PhDHPB). All doctoral academic degrees require students to take doctoral level Public Health
Seminars and all students must either exhibit knowledge in Epidemiology via previous course
experience, or must take Introduction to Epidemiology as a part of their program of doctoral
study. Additional information on academic requirements and student body for the doctoral
degree options can be found in section 2.11 of this document.
Undergraduate Degree Options
The College of Public Health offers two undergraduate degrees in order to prepare students at the
bachelor’s level for work in a public health area:

The Department of Environmental Health Science offers a Bachelor of Science in
Environmental Health (BSEH) The degree program is nationally accredited and is the only
undergraduate Environmental Health Science degree in Georgia.

The Department of Health Promotion and Behavior offers a Bachelor of Science in Health
Promotion (BSHP), which is currently considered a high demand undergraduate degree by
the University of Georgia. The high-demand major is one which receives or expects to
receive more applications for major status from fully qualified rising juniors than the
program can accommodate without endangering the quality of instruction offered. The intent
of the procedure and criteria is to assure that high-demand majors are identified (a) after
appropriate review at the school/college level, (b) are appropriate and fair to students seeking
the major, and (c) are assessed for their potential effect on other programs. Thus, students
are required to apply for the program. Applications are reviewed regularly by the Department
of Health Promotion and Behavior for admission decision. Students who are not accepted
into the major have the opportunity to apply in subsequent semesters.
Both majors require students to have fulfilled a minimum of 60 hours of a general education
curriculum before they are permitted to declare a public health major in either Environmental
Health or Health Promotion. Internships or field experiences are required in both undergraduate
degrees. The site for the field experience is selected by each student from a list of potential sites
maintained by the department. The student then applies for a site using the departments’ proposal
protocol. Both departments in which the degrees are administered have faculty that work
specifically in field placement.
For students enrolled in other degree programs at the University of Georgia, the public health
minor is an option. The minor requires that 15-16 hours of core public health courses be added
to their curriculum. Course requirements are as follows.
Table 2.1.a.2. Public Health Minor Course Requirements
Course
Title
Required:
PBHL 3100
Choose 4 of the following:
Introduction to Public Health
BIOS 2010 or
BIOS 3000
Biostatistics for Public Health Sciences
Intermediate Biostatistics for Public Health
Credit Hours
3
4
3
EHSC 3060
Introduction to Environmental Health Science
3
EPID 4070
Fundamentals of Epidemiology
3
HPAM 3600
Introduction to Health Policy
3
HPRB 3010
Health Promotion in Public Health
3
Dual Degree Options
In collaboration with the College of Veterinary Medicine, the College of Public Health offers the
professional dual DVM/MPH degree in order to train public health veterinarians. This program
began to accept students in the fall of 2010. Students in this program complete the DVM
requirements and the MPH requirements within five years. Three elective courses are allowed to
count towards both degrees, for a total of 9 credit hours, but the MPH curriculum remains
otherwise intact.
In order to train public health pharmacists and researchers, the College began to offer a
professional dual PharmD/MPH degree in the fall of 2011, in collaboration with the College of
Pharmacy. Students in this program complete the PharmD and MPH requirements within 5
years. Four pharmacy courses are allowed to count towards the required MPH electives, but the
MPH curriculum remains otherwise intact.
Beginning the fall of 2011 the College accepted students into the professional dual MSW/MPH
degree, in collaboration with the School of Social Work. Students in this program complete all
requirements in seven consecutive semesters. Three courses from the social work curriculum are
to count as MPH elective courses, for a total of 9 credit hours. Otherwise the MPH curriculum
remains intact.
Non-Degree Certificate Programs
The College of Public Health currently administers three certificate programs. The Institute of
Gerontology awards the Certificate in Gerontology to undergraduate and graduate students as
well as non-degree post-baccalaureate students. The Center for Global Health awards the Global
Health Certificate to graduate students and non-degree post baccalaureate students. Lastly, the
Institute for Health Management and Mass Destruction Defense awards the Certificate of
Disaster Management to graduate students and non-degree post baccalaureate students. Students
from any college on campus may receive this certificate after completing 18 hours of
coursework, generally six courses, and a research/practicum requirement. The certificate
programs have been increasing in student enrollment and popularity throughout the years. The
College continues to support the Institutes and Center as they expand, and in the fall of 2012
both the Institute of Gerontology and The Institute for Health Management and Mass Destruction
defense introduced proposals to expand beyond certificates and offer concentrations within the
MPH program (see the Electronic Resource file for certificate proposals).
Table 2.1.a.3. Students Completed Certificates 2010-2013
Disaster Management
Global Health
Gerontology
Total
2010
N/A
N/A
7
7
2011
1
1
8
10
2012
9
12
14
35
2.1.b. The school bulletin or other official publication, which describes all degree programs
identified in the instructional matrix, including a list of required courses and their course
descriptions. The school bulletin or other official publication may be online, with
appropriate links noted.
2.1.b. Course Bulletin and Programs of Study
Appendix J provides the degree summaries for each MPH degree and the other academic and
professional degrees offered by the College. Updated copies of each program of study can be
found via links from the College’s website, http://www.publichealth.uga.edu/academics. The
course bulletin for each academic department is available to the public in an online format, at the
Registrar’s Office website: http://www.bulletin.uga.edu/. No printed copy is available. The
CPH website provides a list of courses and syllabi for all courses taught by the CPH. In addition,
the student handbook (see the Electronic Resource File) for each of the degree programs contains
updated programs of study, course bulletins, as well as instructions on how to obtain the online
references for each. Electronic copies of the student handbooks can also be found on the
College’s website, as well as the Electronic Learning Commons (elc.uga.edu), the Blackboard
Learning System that is licensed for use by the University of Georgia. The complete course
bulletin will be provided in electronic format during the site visit.
2.1.c. Assessment of the extent to which this criterion is met and an analysis of the school’s
strengths, weaknesses and plans relating to this criterion.
2.1.c. Assessment
This criterion is met.
Strengths:
 The College has a variety of degree offerings at the MPH and doctoral level.
 The College has expanded degree and certificate offerings since accreditation.
 The College has strong and mature bachelor’s degree programs, which provide a very
strong foundation in core areas of public health.
Challenges:
 The College has been refining the DrPH program to best position it to meet the needs of
public health professionals in Georgia.
Recommended Actions / Improvements:
 The College will continue to expand enrollment and course offerings.
 The College will work with the Departments and degree program directors to refine the
programs to operate efficiently and effectively.
2.2 Program Length
2.2. An MPH degree program or equivalent professional master’s degree must be at least 42
semester credit units in length.
2.2.a. Definition of a credit with regard to classroom/contact hours.
2.2.a. Course Credit
At the University of Georgia, 750 minutes of instruction equals one credit hour per semester;
most courses are three credit hours (2250 minutes of instruction per semester) in length.
Courses with laboratory instruction may award an additional credit hour.
2.2.b. Information about the minimum degree requirements for all professional public health
master’s degree curricula shown in the instructional matrix. If the school or university
uses a unit of academic credit or an academic term different from the standard semester
or quarter, this difference should be explained and an equivalency presented in a table or
narrative.
2.2.b MPH Degree Requirements
The program of study for the MPH program requires a minimum of 45 semester hours of credit.
This includes 35 hours of coursework, 1 hour seminar series, 6 hours of field placement, and 3
hours for the culminating experience. The program of study for the DrPH program requires a
minimum of 64 hours of credit. This includes 51 hours of coursework, 3 hours of residency, and
10 hours of comprehensive doctoral exams, research, and writing. See Appendix K for the MPH
and DrPH programs of study.
2.2.c. Information about the number of professional public health master’s degrees awarded
for fewer than 42 semester credit units, or equivalent, over each of the last three years. A
summary of the reasons should be included.
No MPH degrees have been awarded with less than 45 credit hours of coursework earned.
2.2.d. Assessment of the extent to which this criterion is met and an analysis of the school’s
strengths, weaknesses and plans relating to this criterion.
2.2.d. Assessment
This criterion is met.
Strengths:
 The program of study for the MPH requires 45 hours, which exceeds the minimum for
accreditation.
 No degrees have been awarded with less than 45 hours of credit.
Challenges:
 No challenges are identified.
Recommended Actions / Improvements:
 No improvements are recommended.
2.3 Public Health Core Knowledge
2.3. All professional degree students must demonstrate an understanding of the public health
core knowledge.
2.3.a. Identification of the means by which the school assures that all graduate professional
degree students have fundamental competence in the areas of knowledge basic to public
health. If this means is common across the school, it need be described only once. If it
varies by degree or program area, sufficient information must be provided to assess
compliance by each program. See CEPH Data Template 2.3.1.
2.3.a Public Health Competencies
MPH Program
MPH students develop a broad understanding of public health through a series of required MPH
core courses. Table 2.3.a.1 contains the course numbers and titles for the five core courses.
These courses correspond to the five specialty areas of knowledge basic to public health with the
following abbreviations for course designations: Biostatistics (BIOS), Environmental Health
Science (EHSC), Epidemiology (EPID), Health Policy and Management (HPAM), and Health
Promotion and Behavior (HPRB). An overall grade point average of 3.0 is required for
completion of the degree. To ensure competency in core public health knowledge, a grade of Bor better is required for credit to be awarded in the five core courses.
Table 2.3.a. M.P.H. Core Course Requirements (15 hours)
Biostatistics
BIOS 7010
Introduction to Biostatistics I
Epidemiology
EPID 7010
Introduction to Epidemiology I
Fundamentals of Environmental Health
Environmental Health Science EHSC 7010
Science
Social & Behavioral Sciences
HPRB 7010 Foundations of Social and Behavioral Health
Health Services Administration HPAM 7010 Introduction to Health Policy and Mngmt.
3 hrs
3 hrs
3 hrs
3 hrs
3 hrs
The academic departments and faculty instructing in the MPH program developed areas of
competency which all MPH students must master before graduating from the program. The
faculty instructing in the five core courses prepare and revise learning objectives for their
specific core courses which link to the areas of competency for the MPH program.
The curriculum for the MPH program is competency-based; in addition to successful completion
of the core courses, students must master competencies in their area of concentration. Learning
objectives are prepared and revised by faculty in each academic department, specific to the
departmental courses.
The field placement requirement for MPH students is also competency-based in that students
must link learning objectives from their field placement duties to core competencies for the MPH
program. In addition, the culminating experience (required for graduation from the program) is
based on the competency areas for the student’s department and the MPH program.
MPH students also are required to take one hour of the seminar course, PBHL 8200, which is
taught by guest lecturers from the public health research and practice communities who present
on various public health topics. The purpose is to give students a broad overview of the different
aspects of public health. Each of the five areas of public health is represented throughout the
seminar series.
Equivalent Professional Degree Program (DrPH)
The Doctor of Public Health (DrPH) is offered in the College of Public Health as a professional
practice oriented doctoral degree. The goal of the DrPH degree program is to prepare graduates
for| leadership responsibilities and senior-level positions within the field of public health. The
DrPH degree program is designed to educate practitioners who have been working in the field of
public health for three or more years after having graduated with a masters or professional
degree. The curriculum reflects the ASPH DrPH Competency Model and consists of MPH core
courses and work experience as prerequisites followed by an advanced public health core
curriculum and methodology course. Students then select a cognate area for specialization in a
discipline or cross disciplinary area. In addition to didactic classes, all students complete a
practice oriented field residency, a comprehensive examination and a culminating practice or
research dissertation or manuscripts for publication.
In addition to completion of the five core courses, either through a prior MPH degree or through
UGA pre-requisites, all students in the DrPH program are required to complete the three-hour
Introduction to Epidemiology II (EPID 7020) and two hours of Seminar in Public Health Topics
(PBHL 8200). The core curriculum for the DrPH includes other advanced course work across all
of the fields including policy, health promotion, biostatistics and environmental risk assessment.
Of the 57 hours required for completion of the DrPH, fully 26 of the hours are focused on
advance learning across the public health core disciplines.
Academic Graduate Degree Programs
Non-MPH master’s students (MSEHS or MS Tox) are required to complete a minimum of seven
(7) hours of core public health curriculum: one hour of PBHL 8200 Seminar in Public Health,
three hours of EPID 7010 Introduction to Epidemiology I, and three hours of Biostatistics, the
course level depends upon prior experience of the students. For doctoral students (PhD in each
Health Promotion and Behavior, Epidemiology, Environmental Health, and Toxicology),
students are required to complete a minimum of eight (8) hours of core public health curriculum:
two hours of PBHL 8200 Seminar in Public Health, three hours of EPID 7010 Introduction to
Epidemiology I, and three hours of Biostatistics, the course level depends upon prior experience
of the students. Students may waive the specific course requirements in Epidemiology and
Biostatistics if a similar course has been taken recently through a public health academic
program. Programs of Study for these academic Degrees can be found in Appendix L.
2.3.b. Assessment of the extent to which this criterion is met and an analysis of the school’s
strengths, weaknesses and plans relating to this criterion.
2.3.b. Assessment
This criterion is met.
Strengths:
 All College degrees provide students with an understanding of public health core
knowledge.
Challenges:
 It is a challenge to assure that multi-disciplinary programs in which the College
participates provide students with the core public health knowledge.
Recommended Actions / Improvements:
 The College will continue to monitor course structure and curriculum to assure that all
students are acquiring the core public health knowledge.
2.4 Practical Skills
2.4. All professional degree students must develop skills in basic public health concepts and
demonstrate the application of these concepts through a practice experience that is relevant to the
students’ areas of specialization.
2.4.a. Description of the school’s policies and procedures regarding practice experiences,
including the following:
– selection of sites
– methods for approving preceptors
– opportunities for orientation and support for preceptors
– approaches for faculty supervision of students
– means of evaluating student performance
– means of evaluating practice placement sites and preceptor qualifications
– criteria for waiving, altering or reducing the experience, if applicable
2.4.a. Policies and Procedures Regarding Practice Experiences
Internship Requirement
All MPH and DrPH students are required to complete an approved, supervised field experience
consisting of at least 300 contact hours for the MPH and 150 contact hours for the DrPH. The
Field Experience must take place in a public health setting such as a government agency, nonprofit organization, community organization, hospital, academic institution with a community
connection or private organization. The student completes the internship under the supervision
of the site supervisor or preceptor, the faculty advisor within their concentration department and
practice coordinator. Site supervisors are approved on the basis of their education, and expertise
in the relevant field of public health; their duties include supervision and evaluation of the
student intern.
Student interns must complete a learning contract, or a field placement proposal form that is
agreed upon by the student, site supervisor and practice coordinator within the college. This
form consists of a set of a site description, project(s) description, core competencies with
associated learning objectives. The student will inform the site supervisor of this requirement
and both will work towards attaining those competencies through site projects. Students must be
actively involved in a major project, or several significant projects, at their internship site.
Clerical work does not constitute an appropriate field experience.
Identification, Selection and Approval of the Internship Experience
Coordination of the MPH and DrPH field experience is managed at the college level by the
practice coordinator. This position is newly created for the purpose of working with academic
departments, students and sites to ensure a successful field experience. Students are given a field
placement manual at the beginning of their time in their respective programs. In addition, site
supervisors (current or potential) are given similar manuals to guide them through the process as
well.
Field placement sites can be requested by the student or recommended by faculty and /or
leadership. Sites can also to be added to the CPH approved list at the request of a sponsor. Once
a request is received, the practice coordinator reviews the site, preceptor and projects to assure
all are appropriate and meets requirement guidelines. Documentation on site appropriateness is
found in the site database and student proposal documents. A sample of the MPH field
placement proposal and approval documents can be found in the Electronic Resource File.
Sites are required to meet the following guidelines:
a. The site is public health related in nature,
b. The site’s mission is affiliated with work in the community,
c. The site’s projects have a direct community impact.
All new sites are sent a Memorandum of Understanding (MOU) draft to be signed by their
personnel with signing authority. This document, once receive is then signed by the Office of
the President at the University of Georgia. In the MOU, the responsibilities of the site, the
institution and student are outlined. A sample draft MOU can be found in the Electronic
Resource File.
The final responsibility of initiating contact for field placement with the site rests with the
student. However, during orientation, students are asked to make advisement appointments with
the Practice Coordinator and their academic advisors in order to best match the student’s skill
sets and interests to existing opportunities. Faculty, staff, and others are also available to assist
students in finding opportunities as needed. A list of current sites is maintained on UGA’s E
Learning Commons (eLC) for student and advisor use.
The internship commences over the course of a semester (16 weeks). Students enter into a
contract with the site and the MPH internship program stating the learning objectives to be
achieved. This contract is signed by the student, the site supervisor/preceptor, the student’s
academic advisor, and by the MPH Practice Coordinator. If these objectives change during the
experience, notification to the MPH Practice Coordinator is required.
Preceptor/Supervisor Selection and Evaluation
The selection of preceptors/supervisors reflects the varied experience and educational
background of the public health workforce. Given this, College policy on preceptors is based on
the following criteria:
a. Level of Education: Master’s degree or terminal degree for their position
b. Position Title
c. Number of years in the position
Current orientation for preceptors includes the use of the MPH Preceptor Manual. This manual
outlines the UGA Internship process and includes frequently asked questions. An overview is
provided by the Practice Coordinator upon initial contact with a new site. During the 2013-2014
academic year, the Practice Coordinator will be developing a web based orientation module for
new preceptors/supervisors.
Support during the internship semester consists of an initial email at the beginning of the
semester to insure the student’s placement is in place. At mid-term, a conference call is set up
with the Practice Coordinator, Preceptor and student to assess the progress of the experience. A
final email is sent at the end of the semester.
Planning is underway for future orientation and support. The CPH Practice Coordinator is
currently in the process of developing a preceptor orientation via webinar or Podcast. The link to
this orientation will be made available to all Preceptors with students at their site at the beginning
of each semester. Plans are to have this in place within the next academic year.
Approaches for Faculty Supervision of Students
Students receive faculty supervision from their academic advisors. The faculty supervision
begins with the initial internship advisement and continues with the learning contract/proposal.
These proposals are reviewed and signed by the student, preceptor, academic faculty advisor and
the practice coordinator before approval.
Faculty supervision of students is also addressed through the submission of the final grade. All
assignments during the semester are submitted to the student’s academic faculty advisor and the
practice coordinator. The faculty advisor is responsible for submitting the student’s final field
experience grade.
Means of Evaluating Student Performance
Structure and evaluation of the internship are managed through registration in a course designed
specifically for the internship. Student performance is evaluated in three different ways during
the semester. A grade is assigned by academic advisor after taking into account the site
supervisor evaluations and the students’ final report.
The first evaluation of student performance is the Mid-term Evaluation. Preceptors are required
to meet with the student and fill out a mid-term evaluation. This document uses a Lichert rating
scale assessing attitude, dependability, work- initiative, quality of work, cooperation,
attendance/punctuality and overall performance. The instrument includes a space for qualitative
feedback.
The second evaluation piece is the final-evaluation: The final evaluation utilizes the same
assessment tool for comparison purposes. The final evaluation is administered at least one week
prior to submission of grades.
The last evaluation piece is the final-report: The final internship report is a culminating paper in
which the student describes how they addressed their competencies during their internship. It
includes descriptions of the site and project and how aspects of the project(s) addressed their
competencies. The final report also includes a reflection of the student’s experience.
Within the next semester year, strategic planning for the evaluation components will include a
review and revision of the mid-term and final evaluation instrument. After review and revision,
the evaluations will be placed in electronic format and uploaded to the CPH Webpage for ease of
use by the student and preceptor.
Means of evaluating practice placement sites and preceptor qualifications
Placement sites and preceptors/supervisors are evaluated by the student using an electronic
survey instrument administered at the end of the semester. This instrument was originally two
different surveys which were combined into one in the summer 2012 semester. All assessment
indicators remained the same. However there were indicators added to capture data on Georgia
Public Health Training Center funded internships and internships that led to employment. The
assessment process considers the following criteria:
















Site Location
Populations served by internship
Skills learned
Applied knowledge
Accomplishment of MPH competencies /learning objectives
Preparation to enter workforce
Appropriateness of site facilities
Appropriateness of supervision
Overall recommendation of the site
Internship coordination
Assistance of advisor
Courses that were helpful
Strengths of Internship experience
Weaknesses of Internship experience
Suggestions for improvement
Subsequent offer of employment
Practice Advisory Group
A vital part of the ongoing field experience planning and improvement process rests with the
Practice Advisory Group. This advisory body is made up of seasoned preceptors/supervisors in
a cross section of agencies that host our students. Meeting formally on a semester basis, the
group advises the college on all aspects of the Field Experience Program. A few examples
include:
a. Improving the manual for preceptors,
b. Improving and streamlining the Field Experience processes,
c. Feedback on skillsets students need to enter the field,
d. Developing a formal web-based training for new preceptors/supervisors, and
e. Practice coordinator/field preceptor communications.
Please see the Electronic Resource File for meeting agendas and notes.
Criteria for Waiving, Altering or Reducing the Experience
All MPH and DrPH students are required to complete a field experience
2.4.b. Identification of agencies and preceptors used for practice experiences for students, by
program area, for the last two academic years.
2.4.b. Practice Experience Agencies
Table 2.4.b. Sample of Approved Internship Sites
Site Type
Site Name
Year MOU
Negotiated
State
Private
Other
University Health Center
Kaiser Permanente
World Health Organization
2012
2012
2010
Non-Profit
Non-Profit
East Georgia Cancer Coalition
American Cancer Society
Georgia Hospital Association
Safe Kids CHOA
Athens Council on Aging
AIDS Athens
CerviCusco
Gentiva Health Services (Vista)
GA Department of Public Health, District
Epidemiology, Northwest Rome
Athens Regional Medical Center-Midwifery Practice
Athens Regional Medical Center- Neuroscience Unit
St. Mary's Healthcare System
Western Calilee Hospital, Nahairya, Israel
Medical University of South Carolina
University of Haifa, Mount Carmel, Hafia 31905,
Israel
Oregon Health Authority
Fulton Co. Health and Wellness
Northeast Health District
CDC Agency for Toxic Substances and Disease
Registry
CDC National Center for HIV/AIDS,Epi Branch
CDC Wuxi China
CDC Immigrant, Refugee and Migrant Branch
CDC Division of Global Disease Detection and
Emergency Response
Institute of Public Health (Croatia)/ Stampar School of
Public Health
CDC Emerging Infections Program
Universidad Federal de Mato Grosso do Sul
2013
2012
Non-Profit
Non-Profit
Non-Profit
Non Profit
Non Profit
Non Profit
Government
Hospital
Hospital
Hospital
Hospital
Hospital
Hospital
Government
Government
Government
Government
Government
Government
Government
Government
Government
Government
Government
2013
2013
2013
2013
2012
2011
2012
2012
2013
2012
2012
2012
2012
2012
2012
2012
2012
2012
2012
2011
2011
2013
2012
2011
Government
Government
DeKalb County Board of Health
National Cancer Institute
2011
2010
Private
Private
academic/service
Academia
Academia
Academia
Academia
Fieldale Farms Corporation
Georgia Power Company
Center for Addiction Recovery
GA Tech Environmental Health & Safety Department
Emory University School of Medicine
University of Sydney College of Public Health
Oregon Health Sciences University
2013
2011
2012
2011
2010
2010
2010
2.4.c.
Data on the number of students receiving a waiver of the practice experience for each of
the last three years.
2.4.c. Waiver of Practice Experience
No student has been granted a waiver from the practice requirement.
2.4.d. Data on the number of preventive medicine, occupational medicine, aerospace medicine
and general preventive medicine and public health residents completing the academic
program for each of the last three years, along with information on their practicum
rotations.
2.4.d. Medical Residents
To date, one medical resident has been enrolled in the MPH program. This student has not yet
completed the practice experience, but will be required to adhere to those policies and
procedures laid out for all MPH students.
2.4.e. Assessment of the extent to which this criterion is met and an analysis of the school’s
strengths, weaknesses and plans relating to this criterion.
2.4.e. Assessment
This criterion is met.
Strengths:


The College has established a mandatory internship program to ensure that MPH students
have good opportunities to apply knowledge and skills.
The College has strong placement options at governmental, private, academic and nonprofit public health locations near the campus and across the region.
Challenges:

There is limited capacity for internship placements in the immediate geographic area near
the campus. As the student enrollment expands, it may be difficult to secure the number
of placements needed and/or the work schedule to accommodate student and practice site
needs. The requirement for internships at the bachelor’s level further limits placement
capacity for the MPH students.

Because of class scheduling and current program structure, some students seek to do their
internship during the summer following their first year in the program. This schedule
may limit their ability to access the full array of public health knowledge in their practice
setting.
Recommended Actions / Improvements:

As the College grows, the MPH committee should work with students and internship
supervisors to better evaluate and improve, as needed, the internship and application of
knowledge required for these key components of the degree program.
2.5 Culminating Experience
All professional degree programs identified in the instructional matrix shall assure that each
student demonstrates skills and integration of knowledge through a culminating experience.
2.5.a. Identification of the culminating experience required for each professional public health
and other professional degree program. If this is common across the school’s
professional degree programs, it need be described only once. If it varies by degree or
program area, sufficient information must be provided to assess compliance by each.
2.5.a. Culminating Experience
MPH Degree Program
When the MPH degree was initiated in 2004, MPH students were required to complete a
capstone paper (publishable article, thesis, or literature review). Upon further review of the
process, faculty determined that this method did not fully gauge students’ attainment of
competencies within the program. The completion of a paper did not guarantee that students
were making linkages between the specialty areas of public health or if they had attained the
basic knowledge relevant to each field of public health.
Effective with the entering class in fall 2008, the culminating experience for the MPH program
became a final comprehensive exam. At the time, the college believed this method to be the
most efficient way of guaranteeing and evaluating students’ attainment of the program
competencies.
Students’ initial evaluations of the culminating examination were generally positive. Faculty had
conducted review sessions, which were well-received. Additionally, students felt the questions
were fair and the examination was suited to the time allowed for administration. The College
continued the student evaluation process following each examination and found after several
cycles that the exam was not an ideal method for students to exhibit competency comprehension.
In the 2010 and 2011 academic terms, students were given the option of taking the
comprehensive exam or completing a capstone project, and the College found the capstone
project was the preferred culminating experience for the students. In spring 2011, the
examination began to be phased out and only those students who were grandfathered into
previous policy were permitted to take the exam. From spring 2012 to present there have been no
students enrolled for the examination, thus all MPH students are now required to complete a
Capstone Project.
Table 2.5.a MPH Culminating Experience: Capstone Completion 2010-2013
Concentration
BIOS
EHSC
EPID
HPAM
HPRB
Fall
2010
0
0
1
0
1
Spring
2011
2
2
9
15
6
Summer
2011
0
0
2
1
1
Fall
2011
0
2
9
4
1
Spring
2012
2
2
24
17
13
Summer
2012
1
2
3
4
3
Fall
2012
0
0
7
4
2
Spring
2013
0
1
19
15
15
All students enrolled in the MPH program must complete a culminating experience in the last
semester of their program of study. In order to enroll in the capstone course (worth 3.0 credits),
each student must first select a primary reader, the faculty member within the student’s
concentration who will serve as a reader and mentor as the student goes through the
development, writing, and poster presentation of the capstone project. With their reader, they
elect to either do a publishable article for a peer-reviewed academic journal or a comprehensive
written project in which the student must exhibit comprehension of the MPH core competencies
as well as those of their concentration. The final document, publishable article or comprehensive
written project, is to be submitted to faculty for final grade and is then filed electronically by the
College. At the end of the semester, the student is to create a poster that outlines the project
topic, relevance in public health, data, and results. This poster is presented by the student as a
part of the program for the College’s recognition day.
Currently, there is a capstone project manual that outlines the College’s expectations.
Additionally, each department created a departmental manual that outlines additional
requirements for students within their concentration. Students are required to select a faculty
member within their concentration to serve as a reader and mentor as they go through the
development, writing, and poster presentation of their capstone project. The capstone manuals,
which also contain the proposal forms, are included in the Electronic Reference File.
Other Degree Programs
Students in the DrPH degree program are required to have at least three years of work experience
in the field of public health prior to enrolling in the program. This practice experience helps
ensure that upon leaving the DrPH program, they will be prepared to be leaders in the field.
DrPH students also must successfully pass comprehensive examinations to gauge their
knowledge in advanced core public health subjects and in the area of specialization, and they
must complete a dissertation.
Though considered academic degrees, the BSEH and BSHP programs require all students to
complete a culminating experience in the form of an internship or both an internship and
practicum (BSEH requires one semester of internship whereas the BSHP requires one semester
of practicum and one semester of internship). The academic degrees in the College require
completion of a research thesis (Masters in Science degrees) or a dissertation of original research
(Doctoral Degrees).
2.5.b. Assessment of the extent to which this criterion is met and an analysis of the school’s
strengths, weaknesses and plans relating to this criterion.
2.5.b. Assessment
This criterion is met.
Strengths:
 The College has an established culminating experience for MPH and DrPH students.
 This experience is approved and directed by faculty from the student’s department.
 The process now assures that students attain the required core competencies in their field.
Challenges:
 Training faculty on the procedures for the culminating experience is an ongoing
challenge.
Recommended Actions / Improvements:
 The College should continue to evaluate the strength of its curriculum and its culminating
experience through employer and alumnae surveys and, as appropriate, make
adjustments.
2.6 Required Competencies
2.6. For each degree program and area of specialization within each program identified in the
instructional matrix, there shall be clearly stated competencies that guide the development of
educational programs.
2.6.a. Identification of a set of competencies that all graduate professional public health
degree students and baccalaureate public health degree students, regardless of
concentration, major or specialty area, must attain. There should be one set for each
graduate professional public health degree and baccalaureate public health degree
offered by the school (eg, one set each for BSPH, MPH and DrPH).
2.6.a School-Wide Core Public Health Competencies for MPH Students
The College has embraced competency-based program planning and curriculum development. It
requires that all MPH students satisfy competency requirements in five core public health areas
(BIOS, EHSC, EPID, HPAM, HPRB) and in the areas of cultural diversity and ethics. As a new
college, in 2006 and 2007 the core competencies were formally adopted and were printed in the
Fall 2007 Student Handbook. Since that time, each department has reviewed and edited their
competencies as recommendations from ASPH (Association of Schools of Public Health),
NCHEC (National Center for Health Education Credentialing) and CEPH, and the College’s
student body has evolved.
The College of Public Health assures that all MPH students have met these competencies
through successful completion of required MPH core courses and completion of the internship
and the culminating experience. The following is the list of MPH Core Competencies:
MPH Core Competencies
Upon graduation all MPH students should be able to:
1. Identify basic theories, concepts and models from a range of social, behavioral, and
policy disciplines that are used in public health research and practice.
2. Describe the main components and issues of the history, organization, financing and
delivery of public health.
3. Identify the basic mechanisms by which environmental and occupational hazards impact
health (e.g., the linkage of pollutant source, media, and receptor to health effects).
4. Describe a public health problem in terms of magnitude, person, time and place,
including associated risk and protective factors.
5. Interpret results of statistical analyses in public health studies.
6. Promote public health strategies responsive to the diverse cultural values and traditions of
the communities being served.
7. Apply scientific knowledge, law and ethics to critical evaluation and decision-making in
public health.
The core competencies are provided to students in the degree program handbooks, discussed at
the time of orientation and reinforced over the progression of the program of study.
2.6.b. Identification of a set of competencies for each concentration, major or specialization
(depending on the terminology used by the school) identified in the instructional matrix. The
school must identify competencies for all degrees, including graduate public health professional
degrees, graduate academic degrees, graduate other professional degrees, as well as
baccalaureate public health degrees and other bachelor’s degrees.
2.6.b. Competencies for Degree Programs
In addition to the core competencies, each academic department has adopted competencies
specific to its MPH concentration. Following is a listing of all concentration specific
competencies for the MPH program.
MPH Biostatistics Concentration
1. Use an understanding of public health research, practice and ethics to inform
biostatistical practice.
2. Collaborate in the design of public health surveys and biomedical experiments.
3. Describe concepts of probability, random variation, and commonly used probability
distributions.
4. Carry out and communicate exploratory data analyses including the production of tabular
summaries, graphical displays and descriptive statistics.
5. Select the appropriate statistical procedure for statistical analysis based on study
objectives, study design, and the types of variables involved.
6. Apply common statistical procedures including simple and multiple regression, analysis
of variance, analysis of contingency tables, nonparametric methods, logistic regression,
and survival analysis using at least one statistical software package.
7. Demonstrate knowledge of assumptions underlying common statistical procedures, apply
appropriate diagnostic methods, and understand the consequences of violations of model
assumptions.
8. Communicate orally and in writing descriptions of common statistical procedures, results
of statistical analyses, and conclusions from such analyses.
MPH Environmental Health Science Concentration
1. Understand the basic mechanism by which environmental and occupational pollutants
impact health (i.e., the linkage of pollutants’ source, media, and receptor and health
effects).
2. Understand the basic sciences deemed most relevant for the study of environmental and
occupational health.
3. Be able to collect, analyze and interpret environmental and occupational data.
4. Demonstrate the ability to implement an occupational or environmental health
investigation or project and clearly report on the result.
5. Specify approaches for assessing, preventing and controlling environmental hazards that
pose risks to human health and safety.
6. Describe the direct and indirect human, ecological and safety effects of major
environmental and occupational agents.
7. Specify current environmental risk assessment methods.
8. Describe relevant factors that affect susceptibility to adverse health outcomes following
exposure to environmental hazards.
9. Discuss various risk management and risk communication approaches in relation to
issues of environmental justice and equity.
10. Explain the general mechanisms of toxicity in eliciting a toxic response to various
environmental exposures.
11. Describe federal and state regulatory programs, guidelines and authorities that control
environmental health issues.
MPH Epidemiology Concentration
1. Demonstrate a working knowledge of current and emerging major public health issues
related to communicable and non-communicable disease.
2. Apply the basic terminology and definitions of epidemiology in oral presentations and
written reports.
3. Critically review and summarize epidemiologic literature.
4. Access and utilize epidemiologic data available at the state, national and international
level.
5. Demonstrate the understanding of basic epidemiologic study designs.
6. Identify and be able to apply surveillance methods used in both infectious and chronic
diseases.
7. Be able to draw appropriate inference from epidemiologic data.
8. Be sensitive to social, cultural and ethnic differences that may influence the conduct and
execution of epidemiologic studies.
9. Possess knowledge of the development of epidemiology and the historical contributions
of the discipline to public health.
MPH Health Policy and Management Concentration
Core Competencies:
1. Formulate the policy process for improving the health status of populations.
2. Assess evidence-based principles of program planning, development, budgeting,
management and evaluation in organizational and community initiatives.
3. Demonstrate leadership and communication skills for building partnerships.
Policy Track Competencies:
1. Appraise PH problems in terms of magnitude, person, time, and place.
2. Apply the core functions of assessment, policy development, and assurance in the
analysis of public health problems and their solutions.
3. Analyze the effects of political, social and economic policies on public health systems at
the local, state, national and international levels.
4. Assess evidence-based principles and the scientific knowledge base for critical evaluation
and decision-making in public health.
Management Track Competencies:
1. Describe the legal and ethical bases for public health and health services.
2. Explain methods of ensuring community health safety and preparedness.
3. Apply principles of strategic planning and marketing to public health.
4. Apply quality and performance improvement concepts to address organization
performance issues.
5. Apply “systems thinking” for resolving organizational problems.
MPH Health Promotion and Behavior Concentration
Competency Area: Theory
1. Use theory of behavior and social change to inform the planning and evaluation of health
interventions.
Competency Area: Health Behavior Promotion Programs
2. Apply evidence-based approaches to identify effective individual, community, and policy
level health promotion programs.
3. Design and implement effective individual, community, and policy level health
promotion programs.
Competency Area: Methodological and Analytic Skills
4. Assess the health needs of a community.
5. Utilize appropriate research design, data collection strategies, quantitative and qualitative
methods to evaluate health promotion programs.
Competency Area: Cultural Competency
6. Describe the cultural, social, and behavioral determinants of health and health disparities.
7. Develop and adapt approaches to health promotion issues that take into account cultural
differences.
Competency Area: Leadership
8. Identify strategies for developing partnerships, community organizing, and coalition
building to address health promotion issues.
9. Integrate ethical considerations and values in all aspects of public health practice.
In the fall of 2013, the College will begin to offer two new MPH concentrations (Disaster
Management and Gerontology). These new concentrations will be managed by the College of
Public Health, but administered by the respective Institutes within the College.
MPH Disaster Management Concentration
1. Explain methods of insuring community health and safety preparedness.
2. Demonstrate proficiency in the use of an all-hazards framework for disaster planning and
mitigation.
3. Apply strategies for sharing information with internal and external partners.
4. Apply principles of crisis and risk communication.
5. Identify the roles and relationships among federal, tribal, state, and local governments
and non-governmental organizations.
6. Describe psychosocial consequences likely to be experienced by public health workers
and community members.
7. Demonstrate proficiency in the use of triage systems in a disaster or public health
emergency.
8. Demonstrate proficiency in the provision of health system surge capacity for the
management of mass casualties in a disaster or public health emergency.
9. Demonstrate proficiency in the management of mass fatalities in a disaster or public
health emergency.
10. Demonstrate proficiency in the initiation, deployment, and coordination of national,
regional, state, local and institutional incident command and emergency operations
systems.
11. Analyze the ethical challenges faced by public health workers and public health
organizations.
MPH Gerontology Concentration
1. Apply the basic terminology and definitions of gerontology in oral presentations and
written reports.
2. Appraise public health problems in terms of magnitude, person, time, and place.
3. Identify basic theories, concepts and models from a range of social and behavioral
disciplines that are used in public health research and practice.
4. Describe the cultural, social, and behavioral determinants of aging.
5. Utilize appropriate methods for interacting sensitively, effectively, and professionally
with persons from diverse cultural, socioeconomic, educational, racial, ethnic and
professional backgrounds, and persons of all ages and lifestyle preferences.
6. Assess evidence-based principles and the scientific knowledge base for critical evaluation
and decision-making in public health.
7. Explain how professional ethics and practices relate to equity and accountability in
diverse community settings.
The college began offering the doctoral degree in public health in 2010. At that time a set of
competencies were created to align with the goals of the program for its limited number of
graduate students. Since that time, the program has expanded, and as a result restructured its
program of study, and the competencies to more align with those recommended by the
Associated Schools of Public Health (ASPH). Below are the DrPH Competencies amended and
adopted in the Fall of 2012.
DrPH Competencies
Upon completion of the Doctor of Public Health, students should exhibit competencies in:
ADVOCACY: The ability to influence decision-making regarding policies and practices that advance
public health using scientific knowledge, analysis, communication, and consensus building
A1. Present positions on health issues, law, and policy.
A2. Influence health policy and program decision-making based on scientific evidence, stakeholder
input, and public opinion data.
A3. Utilize consensus-building, negotiation, and conflict avoidance and resolution techniques.
A4. Analyze the impact of legislation, judicial opinions, regulations, and policies on population health
A5. Establish goals, timelines, funding alternatives, and strategies for influencing policy initiatives.
A6. Design action plans for building public and political support for programs and policies.
A7. Develop evidence-based strategies for changing health law and policy.
COMMUNICATION: The ability to assess and use communication strategies across diverse audiences
to inform and influence individual, organization, community, and policy actions.
B1. Discuss the inter-relationships between health communication and marketing.
B2. Explain communication program proposals and evaluations to lay, professional, and policy
audiences.
B3. Employ evidence-based communication program models for disseminating research and evaluation
outcomes.
B4. Guide an organization in setting communication goals, objectives, and priorities.
B5. Create information and persuasive communications.
B6. Integrate health literacy concepts in all communication and marketing initiatives.
B7. Develop formative and outcome evaluation plans for communication and marketing effects.
B8. Prepare dissemination plans for communication programs and evaluations.
B9. Propose recommendations for improving communications processes.
COMMUNICATION/CULTURAL ORIENTATION: The ability to communicate and interact with
people across diverse communities and cultures for development of programs, policies, and research.
C1. Develop collaborative partnerships with communities, policy makers, and other relevant groups.
C2. Engage communities in creating evidence-based, culturally competent programs.
C3. Conduct community-based participatory intervention and research projects.
C4. Design action plans for enhancing community and population-based health.
C5. Assess cultural, environmental, and social justice influences on the health of communities.
C6. Implement culturally and linguistically appropriate programs, services, and research.
CRITICAL ANALYSIS: The ability to synthesize and apply evidence-based research and theory from
a broad range of disciplines and health-related data sources to advance programs, policies, and systems
promoting population health.
D1. Apply theoretical and evidence-based perspectives from multiple disciplines in the design and
implementation of programs, policies, and systems.
D2. Interpret quantitative and qualitative data following current scientific standards.
D3. Design needs and resource assessments for communities and populations.
D4. Develop health surveillance systems to monitor population health, health equity, and public health
services.
D5. Synthesize information from multiple sources for research and practice.
D6. Evaluate the performance and impact of health programs, policies, and systems.
D7. Weigh risks, benefits, and unintended consequences of research and practice.
LEADERSHIP: The ability to create and communicate a shared vision for a positive future; inspire
trust and motivate others; and use evidence-based strategies to enhance essential public health services.
E1. Communicate an organization’s mission, shared vision, and values to stakeholders.
E2. Develop teams for implementing health initiatives.
E3. Collaborate with diverse groups.
E4. Influence others to achieve high standards of performance and accountability.
E5. Organizational decision-making and planning based on internal and external environmental
research.
E7. Create a shared vision.
E8. Develop capacity-building strategies at the individual, organizational, and community level.
E9. Demonstrate a commitment to personal and professional values.
MANAGEMENT: The ability to provide fiscally responsible strategic and operational guidance within
both public and private health organizations for achieving individual and community health and
wellness.
F1. Implement strategic planning process.
F2. Apply principles of human resource management.
F3. Use informatics principles in the design and implementation of information systems.
F4. Align policies and procedures with regulatory and statutory requirements.
F5. Deploy quality improvement methods.
F6. Organize the work environment with defined lines of responsibility, authority, communication, and
governance.
F7. Develop financial and business plans for health programs and services.
F8. Establish a network of relationships, including internal and external collaborators.
F9. Evaluate organizational performance in relation to strategic and defined goals.
PROFESSIONALISM AND ETHICS: The ability to identify and analyze an ethical issue; balance the
claims of personal liberty with the responsibility to protect and improve the health of the population;
and act on the ethical concepts of social justice and human rights in public health research and practice.
G1. Manage potential conflicts of interests encountered by practitioners, researchers, and
organizations.
G2. Differentiate among the administrative, legal, ethical, and quality assurance dimensions of
research and practice.
G3. Design strategies for resolving ethical concerns in research, law, and regulations.
G4. Develop tools that protect eh privacy of individuals and communities involved in health programs,
policies, and research.
G5. Prepare criteria for which the protection of the public welfare may transcend the right to individual
autonomy.
G6. Assess ethical considerations in developing communications and promotional initiatives.
G7. Demonstrate cultural sensitivity in ethical discourse and analysis.
The College’s four doctoral programs have sets of competencies meant to drive the programs’
educational foundations.
PhD Health Promotion and Behavior
Upon completion of the PhD in Health Promotion and Behavior, students should be able to:
1. Analyze and interpret research results and epidemiological data to identify research
questions, knowledge gaps, and methodological shortcomings that if addressed, hold
potential for advancing our understanding of important public health problems.
2. Use appropriate theories of behavior and social change to design and execute research
that addresses important empirical questions related to health behavior and disease and
injury prevention.
3. Utilize appropriate research designs, data collection strategies, and quantitative and
qualitative analytic methods to conduct research on health behavior and disease and
injury prevention.
4. Make use of appropriate scholarly communication channels to share research results,
disseminate evidence-based strategies and approaches, and otherwise share in the critical
exchange of ideas and solutions pertinent to health behavior and disease and injury
prevention.
5. Effectively participate and contribute with other public health researchers and
professionals as part of collaborative or cross-disciplinary research and problem-solving
teams.
6. Integrate principles of good ethical practice and cultural sensitivity in all aspects of
research, teaching, and professional practice.
PhD Interdisciplinary Toxicology Program
Upon completion of the PhD in Interdisciplinary Toxicology Program, students should be able
to:
1. Demonstrate working knowledge and comprehension of toxicological principles,
including, but not limited to, dose-response, mechanisms of action, toxicokinetics, target
organ toxicity, environmental fate and transport of chemicals and chemical inducedtoxicity and cancer.
2. Employ strong critical thinking skills in analyzing and interpreting toxicological data.
3. Apply problem-solving skills to synthesize, evaluate and tests hypotheses; and
4. Evaluate and critique both current and emerging areas of toxicology research, emerging
technologies and issues in toxicology.
5. Formulate scientific knowledge in the field of toxicology by conceiving, synthesizing and
conducting original research.
6. Evaluate public/occupational/environmental health hazards risks from exposure to
chemicals, pathogens or toxic materials using advanced research methods; and
7. Construct research findings and scientific literature to inform public policy by making
public/occupational/environmental health recommendations concerning risks of
exposures to chemicals, pathogens or toxic materials.
PhD Environmental Health
Upon completion of the PhD in Environmental Health, students should be able to:
1. Exhibit a strong foundation in the core disciplines of environmental health science,
including air quality, food and water quality, environmental exposure, toxicology and risk
assessment.
2. Follow and promote good ethical practices in the conduct of research.
3. Apply biostatistical approaches and evaluate epidemiological studies as they pertain to
environmental health research beyond the introductory level.
4. Evaluate and critique emerging areas of research in environmental health science and
their application to the larger public health discipline.
5. Demonstrate in-depth knowledge in at least one area of specialization within the
framework on environmental health science.
6. Formulate new scientific knowledge in the field of environmental health science and
effectively communicate results and their significance through publications, discussions
and presentations.
PhD Epidemiology
Upon completion of the PhD in Epidemiology, students should be able to:
1. Identify key sources of data for epidemiologic purposes.
2. Comprehend basic ethical and legal principles pertaining to the collection, maintenance,
use, and dissemination of epidemiologic data.
3. Calculate epidemiology measures and draw appropriate inferences from epidemiologic
data.
4. Communicate epidemiologic information to professional and lay audiences.
5. Be proficient in the practical management of studies including data management.
6. Evaluate the strengths and limitations of epidemiologic reports.
7. Design valid observational studies to answer epidemiologic questions.
8. Design valid intervention studies to answer epidemiologic questions.
9. Understand causality as it applies to epidemiology.
10. Understand the history of the discipline and how it provides a context for current research
and practice.
11. Choose the correct study design to answer epidemiologic questions.
12. Prepare a successful proposal for funding.
The following are the competencies for the masters level academic degree programs:
Master of Science in Environmental Health (MSEH)
Upon completion of the MSEH degree students will:
1) Exhibit a strong foundation in the natural and physical sciences.
2) Use strong computer, communication and presentation skills, so to effectively analyze
and communicate environmental health data to the public and their peers through written
and oral communication methods.
3) Demonstrate skills in core areas of public and environmental health principles,
epidemiology and biostatistics.
4) Employ in-depth knowledge in a minimum of four technical areas in environmental
health.
5) Conduct original research in environmental health science, involving data collection,
analysis and interpretation.
6) Successfully defend an MS thesis which involves completion of the thesis research
project, presenting the project in a public forum, and publishing the results of the project
in an MS thesis (minimum requirement) and peer-reviewed scientific journals.
Interdisciplinary Toxicology Program (ITP)
Upon completion of the MSITP degree students will:
1. Demonstrate working knowledge and comprehension of toxicological principles,
including, but not limited to, dose-response, mechanisms of action, toxicokinetics, target
organ toxicity, environmental fate and transport of chemicals and chemical inducedtoxicity and cancer.
2. Employ strong critical thinking skills in analyzing and interpreting toxicological data.
3. Apply problem-solving skills to synthesize, evaluate, and test hypotheses.
4. Evaluate and critique both current and emerging areas of toxicology research, emerging
technologies and issues in toxicity.
5. Apply theory and toxicological principles in their research.
6. Evaluate public/occupational/environmental health recommendations for exposures to
chemicals, pathogens or toxic materials.
The following are the competencies for the bachelor’s degree programs in Public Health:
Bachelors of Science in Environmental Health (BSEH)
Upon completion of the BSEH degree students will:
1. Exhibit a strong foundation in the natural and physical sciences, at a minimum to include
biology, organic chemistry, physics, microbiology and human physiology.
2. Use strong computer communication and presentation skills, so to effectively analyze and
communicate environmental and public health data to the public and their peers through
written and oral communication methods.
3. Demonstrate skill in the core environmental health areas of toxicology, epidemiology and
biostatistics, so that they are able to collect, analyze and interpret environmental and
occupational data.
4. Employ in-depth knowledge in a minimum of four prescribed technical areas in
environmental health: air quality, water quality, environmental epidemiology, global
environmental health, environmental microbiology, food protection, hazardous waste
management, industrial hygiene, soils and water quality.
5. Demonstrate basic understanding of environmental economics and health management,
environmental law and public policy development, risk assessment and risk
communication.
6. Apply practical experience and problem-solving skills gained through participation in an
internship which provides hands-on experience with instrumentation and field equipment,
collect environmental health data, and active participation in data reduction and
interpretation.
Bachelors of Science in Health Promotion (BSHP)
Upon completion of the BSHP degree students will:
1. Explain the role of theory in planning health promotion programs.
2. Design evidence-based health promotion programs for individuals and communities that
include needs assessment, program design and implementation, budget, and evaluation
components.
3. Identify health promotion resources relevant to intervention planning and
implementation.
4. Describe appropriate methodological strategies to evaluate health promotion programs.
5. Describe behavioral, cultural, community and social factors associated with health and
health disparity.
6. Develop a professional philosophy and discuss ethical principles of health promotion.
7. Describe the importance of community engagement, coalition building, and community
organizing strategies to health promotion.
2.6.c. A matrix that identifies the learning experiences (eg, specific course or activity within a
course, practicum, culminating experience or other degree requirement) by which the
competencies defined in Criteria 2.6.a. and 2.6.b are met. If these are common across the school,
a single matrix for each degree will suffice. If they vary, sufficient information must be provided
to assess compliance by each degree and concentration. See CEPH Data Template 2.6.1.
2.6.c. Matrix of Learning Experiences for Core Competencies
To ensure that all aspects of the program of study are building to competency within the area of
study, learning objectives for all required and elective courses, including the internship
requirement and the culminating experience, are linked to the core and concentration
competencies. The core competencies matrix tables by area of concentration are embedded into
the document and listed below as tables 2.6.b.1 through 2.6.b.7. All other matrices of learning
experience for core competencies can be found in Appendix L and are listed by department and
degree objective.
Table 2.6.c. Matrix of Learning Experiences for MPH Core Requirements
Master of Public Health (MPH)
Core Requirements
Social & Behavioral
Foundations
HPRB 7010
Introduction to
Epidemiology I
EPID 7010
Introduction to
Biostatistics I
BIOS 7010
Identify basic theories,
concepts and models from a
range of social, behavioral,
and policy disciplines that
are used in public health
research and practice.
X
X
X
Describe the main
components and issues of
the history, organization,
financing and delivery of
public health.
X
Competencies
Identify the basic
mechanisms by which
environmental and
occupational hazards impact
health.
Fundamentals of
Environmental Health
Science
EHSC 7010
Introduction to
Health Policy &
Management
HPAM 7010
Internship
PBHL 7560
Public Health
Seminar
PBHL 8200
X
X
X
X
X
X
X
X
Describe a public health
problem in terms of
magnitude, person, time and
place, including associated
risk and protective factors.
X
X
X
X
Interpret results of statistical
analyses in public health
studies.
X
X
X
X
X
X
X
X
X
X
Promote public health
strategies responsive to the
diverse cultural values and
traditions of the communities
being served.
X
Apply scientific knowledge,
law and ethics to critical
evaluation and decisionmaking in public health.
X
X
X
X
X
Table 2.6.c.2. Matrix of Learning Experiences for MPH Biostatistics Core Requirements
Master of Public Health (MPH)
Biostatistics
Departmental
Competencies
Use an understanding of public health research,
practice and ethics to inform biostatistical practice.
Introduction to
Biostatistics II
Introduction to
Epidemiology II
Mathematical
Statistics I
Survival
Analysis
Categorical Data
Analysis
Clinical
Trials
BIOS 7020
EPID 7020
BIOS 8050
BIOS 6380
BIOS 8110
BIOS 8220
X
X
X
Collaborate in the design of public health surveys
and biomedical experiments.
Describe concepts of probability, random variation,
and commonly used probability distributions.
X
X
X
Carry out and communicate exploratory data
analyses including the production of tabular
summaries, graphical displays and descriptive
statistics.
X
Select the appropriate statistical procedure for
statistical analysis based on study objectives, study
design, and the types of variables involved.
X
Apply common statistical procedures including
simple and multiple regression, analysis of variance,
analysis of contingency tables, nonparametric
methods, logistic regression, and survival analysis
using at least one statistical software package.
X
X
X
Demonstrate knowledge of assumptions underlying
common statistical procedures, apply appropriate
diagnostic methods, and understand the
consequences of violations of model assumptions.
X
X
X
Communicate orally and in writing descriptions of
common statistical procedures, results of statistical
analyses, and conclusions from such analyses.
X
X
X
X
X
X
X
X
X
X
Table 2.6.c.3. Matrix of Learning Experiences for MPH Environmental Health Science Core Requirements
Master of Public Health (MPH)
Environmental Health Science
Pick 4 of 5 Areas
Pick 1 of 2
Competencies
Understand the basic
mechanism by which
environmental and
occupational pollutants
impact health.
Understand the basic
sciences deemed most
relevant for the study of
environmental and
occupational health.
Air
Quality
Water
Pollution
Oceans and
Human Health
Environmental
Toxicology
Introduction to
Toxicology
Fundamentals of
Chemical and
Microbial Risk
Assessment
EHSC 6080
EHSC 6610
EHSC 8410
EHSC 6490
PHRM 6910
EHSC 8110/L
X
X
X
X
X
X
X
X
X
Be able to collect,
analyze and interpret
environmental and
occupational data.
Demonstrate the ability
to implement an
occupational or
environmental health
investigation or project
and clearly report on the
result.
Specify approaches for
assessing, preventing,
and controlling
environmental hazards
that pose risks to
human health and
safety.
Pick 1 of 2
X
Pick 1 of 2
Environmental
Microbiology
Adv. topics in
Aquatic
Microbiology
EHSC 6310/L
EHSC 8310
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Describe the direct and
indirect human,
ecological and safety
effects of major
environmental and
occupational agents.
Specify current
environmental risk
assessment methods.
Describe relevant
factors that affect
susceptibility to
adverse health
outcomes following
exposure to
environmental hazards.
Discuss various risk
management and risk
communication
approaches in relation
to issues of
environmental justice
and equity.
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Explain the general
mechanisms of toxicity
in eliciting a toxic
response to various
environmental
exposures.
Describe federal and
state regulatory
programs, guidelines
and authorities that
control environmental
health issues.
X
X
X
X
Table 2.6.c.4. Matrix of Learning Experiences for MPH Epidemiology Core Requirements
Master of Public Health (MPH)
Epidemiology
Departmental
Competencies
Demonstrate a working knowledge of current and
emerging major public health issues related to
communicable and non-communicable disease.
Apply the basic terminology and definitions of
epidemiology in oral presentations and written reports.
Critically review and summarize epidemiologic literature.
Introduction to
Epidemiology II
EPID 7020
X
X
X
Access and utilize epidemiological data available at the
state, national and international level.
Demonstrate the understanding of basic epidemiologic
study designs.
Identify and be able to apply surveillance methods used in
both infections and chronic diseases.
Be able to draw appropriate inference from epidemiologic
data.
Be sensitive to social, cultural and ethnic differences that
may influence the conduct and execution of epidemiologic
studies.
Possess knowledge of the development of epidemiology
and the historical contributions of the disciple to public
health.
Introduction to
Biostatistics II
BIOS 7020
X
X
X
X
X
X
X
X
X
X
Current Topics in Epidemiology
(Take 2)
EPID 7100
Advanced Field
Epidemiology and Surveillance
EPID 7410
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Table 2.6.c.5. Matrix of Learning Experiences for MPH Health Policy and Management Core Requirements
Master of Public Health (MPH)
Health Policy and Management
Policy Track
Formulate the policy process for improving the health status of
populations.
Policy and Economic Analysis in
Public Health
HPAM 8400
Policy Evaluation
HPAM 8450
Health Economics
HPAM 8600
Public Health Law
HPAM 7400
X
X
X
X
X
X
X
X
X
X
X
X
X
Management of Public Health
Organizations
HPAM 8700
Foundations of Leadership
HPAM 8800
Strategic Management
HPAM 8890
X
X
X
Assess evidence-based principles of program planning, development,
budgeting, management and evaluation in organizational and
community initiatives.
Demonstrate leadership and communication skills for building
partnerships.
X
Appraise Public Health problems in terms of magnitude, person, time,
and place.
Apply the core functions of assessment, policy development, and
assurance in the analysis of public health problems and their solutions.
X
Analyze the effects of political, social, and economic policies on public
health systems at the local, state, national, and international levels.
Assess evidence-based principles and the scientific knowledge base to
critical evaluation and decision-making in public health.
X
X
Master of Public Health (MPH)
Health Policy and Management
Management Track
Healthcare Finance
HPAM 8650
Formulate the policy process for improving the health status of
populations.
Assess evidence-based principles of program planning, development,
budgeting, management and evaluation in organizational and
community initiatives.
Demonstrate leadership and communication skills for building
partnerships.
X
Describe the legal and ethical basis for public health and health
services.
Explain methods of ensuring community health and safety
preparedness.
X
Apply principles of strategic planning and marketing to public health.
Apply quality and performance improvement concepts to address
organizational performance issues.
Apply “systems thinking” for resolving organizational problems.
X
X
X
X
X
X
X
X
X
X
X
X
Table 2.6.c.6. Matrix of Learning Experiences for MPH Health Promotion and Behavior Core Requirements
Master of Public Health (MPH)
Health Promotion and Behavior
Departmental
Competencies
Use theory of behavior and social change to inform the
planning and evaluation of health interventions.
Apply evidence-based approaches to identify effective
individual, community, and policy level health promotion
programs.
Design and implement effective individual, community,
and policy level health promotion programs.
Assess the health needs of a community.
Resource Development and
Program Implementation
HPRB 7270
Social Marketing of Health:
Theory and Process
HPRB 7370
Program Evaluation in Health
Promotion and Education
HPRB 7470
X
X
X
X
X
X
X
X
X
X
X
X
Utilize appropriate research design, data collection
strategies, quantitative and qualitative methods to evaluate
health promotion programs.
X
Describe the cultural, social, and behavioral determinants
of health and health disparities.
Develop and adapt approaches to health promotion issues
that take into account cultural differences.
Identify strategies for developing partnerships, community
organizing, and coalition building to address health
promotion issues.
Integrate ethical considerations and values in all aspects
of public health practice.
Community
Health
HPRB 7500
Health Behavior and
Theory
HPRB 7920
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
2.6.d. An analysis of the completed matrix included in Criterion 2.6.c. If changes have been
made in the curricula as a result of the observations and analysis, such changes should
be described.
2.6.d. Analysis of Matrix
As a result of the analysis, it was evident that some of the courses that covered some
competencies in two the specialization areas (biostatistics and epidemiology) were no longer
being taught by the departments. Adjustments were made so that the competencies could be
taught in other classes. This is reflected in the above matrices.
Additionally, adjustments were made in one of the new programs – the PhD in Epidemiology.
After the first year of implementation (it started Fall 2012), it was clear that the competencies
need to be adjusted to reflect the higher level cognates warranted by a PhD program. These
modifications are also reflected in the above competency list and matrices.
2.6.e. Description of the manner in which competencies are developed, used and made
available to students.
2.6.e. Competencies Development and Use
The MPH and DrPH Committees, along with the Accreditation Working Group, have provided
overarching leadership in the development and ongoing refinement of competencies. These
groups have drawn heavily from the work done by ASPH, the National Board of Public Health
Examiners, colleagues in other accredited schools, and competency-based curriculum experts
across higher education. Each academic department has identified a set of competencies
according to its specialty area and degree(s) offered. Other committees such as the Curriculum
Committee facilitate competency development. Feedback loops linked to the practice
community are utilized in the form of groups like the Practice Advisory Group in which
practitioners from the different specialty areas of public health gather to discuss best practices,
real-world skill building, new technology and other issues that help to mold the college
curriculum and competency development.
The college implemented the first MPH alumni survey to graduates and their employers in Fall
2007, allowing feedback from graduates and employers as to application of competencies
following degree completion. The alumni survey is sent to all alumni and their employers every
three years. This data helps the college in curriculum development, internship placement and
knowledge of best practices in the field of public health.
Students are informed of the required competencies and how they will be acquired and evaluated
when they participate in fall orientation (before they begin the program), through the Student
Handbook, through the advisement process, through course syllabi and lessons, and through
faculty engagement with the students. As the competencies are measured and refined, the
process will rely heavily on student involvement.
2.6.f. Description of the manner in which the school periodically assesses changing practice or
research needs and uses this information to establish the competencies for its educational
programs.
2.6.f. Manner in which Changing Practice Needs are Periodically Assessed and
Competencies are Adjusted
The College and its departments plan to evaluate competencies annually to determine continuing
viability in the specific fields and disciplines, to confirm strong linkages with the practice and
academic fields and to ensure that the competency-base education plan is evolving to meet the
needs of the public health community. College committees and departmental faculty groups,
with significant input from students, the public health practice community and other academic
partners, will provide the leadership for this ongoing review and refinement. One key purpose of
the Practice Advisory Committee is to provide guidance in the changes in practice that are
occurring in the field. This is incorporated into the feedback provided to the committees and
faculty.
2.6.g. Assessment of the extent to which this criterion is met and an analysis of the school’s
strengths, weaknesses and plans relating to this criterion.
2.6.g. Assessment
This criterion is met.
Strengths:
 The College has developed a robust set of degree competencies and has worked to ensure
strong linkages between those competencies and curriculum and practice learning
objectives.
 The culminating examination is being implemented to test the achievement of key
competencies and knowledge sets.
Challenges:
 Assuring that courses that are taught by different faculty cover the same competencies is
an ongoing challenge.
Recommended Actions / Improvements:
 The College needs to continue to work with the new degree programs to assure that the
identified competencies are covered.
2.7 Assessment Procedures
There shall be procedures for assessing and documenting the extent to which each student has
demonstrated competence in the required areas of performance.
2.7.a. Description of the procedures used for monitoring and evaluating student progress in
achieving the expected competencies, including procedures for identifying competency
attainment in practice or research, as applicable, and in culminating experiences.
2.7.a. Procedures for Monitoring and Evaluating Student Progress
The College’s advisement system serves as an important monitor of student progress. Each
student is assigned a faculty advisor, who must review progress and authorize course enrollment
each semester. Whenever possible, those meetings occur in person between student and faculty
advisor each semester. Each department also has a faculty member designated as graduate
coordinator to provide guidance and support to faculty and students in navigating curriculum and
resolving problems of access and performance. The MPH and DrPH committees provide
oversight to those college degree programs and offer a forum to identify concerns with students’
successful movement through the degree programs. The College’s office of academic assistance
and student affairs provides an informal monitoring function while addressing matters requiring
formal mechanisms of redress.
The Enrolled Student Services Office within the Graduate School monitors students’ transcripts
each semester. If a student’s cumulative grade point average falls below 3.0, the student will
receive a warning letter from the Graduate School explaining the probation procedure. This
letter is also copied to the Graduate Coordinator of that particular degree program. If a student's
graduate course average is below 3.0 for two consecutive terms, the student will be placed on
academic probation by the Graduate School. They must then maintain at least a 3.0 for the
semester graduate average each succeeding semester while on probation; the student must also
meet with the Graduate Coordinator in an advising session each semester before registering for
classes.
Probation status ends when the student's cumulative graduate course average reaches at least 3.0.
If a student makes below a 3.0 semester graduate course average while on probation, s/he is
dismissed from the Graduate School.
2.7.b. Identification of outcomes that serve as measures by which the school will evaluate
student achievement in each program, and presentation of data assessing the school’s
performance against those measures for each of the last three years. Outcome measures
must include degree completion and job placement rates for all degrees (including
bachelor’s, master’s and doctoral degrees) for each of the last three years. See CEPH
Data Templates 2.7.1 and 2.7.2. If degree completion rates in the maximum time period
allowed for degree completion are less than the thresholds defined in this criterion’s
interpretive language, an explanation must be provided. If job placement (including
pursuit of additional education), within 12 months following award of the degree,
includes fewer than 80% of the graduates at any level who can be located, an explanation
must be provided. See CEPH Outcome Measures Template.
2.7.b Outcomes Serving as Measures for Evaluating Student Achievement
Evaluation of student progress is monitored through regular advising appointments with faculty,
grades assigned in coursework, internship experiences, the culminating exam, and where
appropriate, thesis and dissertation work. In the event that a student has not met satisfactory
performance in a graduate program, advising meetings with the Graduate Coordinator are
required before the student can register for the next semester of classes. The Graduate School at
the university requires that academic departments engage in evaluation of students on a regular
basis. As discussed in detail in Section 1.2, the College has adopted a strong set of goals and
performance objectives which ties closely to the College mission. A number of these objectives
seek to measure student achievement. Table 2.7.b.1 (CEPH General Template) details the
student achievement measures and current performance on these measures.
CEPH Table 2.7.1 outlining degree completion for each program is in Appendix M.
Table 2.7.b.1. Measures of student achievement
Table 2.7.b. Student Achievement and Performance Measures
OUTCOME 1.3: Upon degree completion the College’s job placement rates for graduates by degree will be no lower than those specified
in the Council on Education in Public Health (CEPH) accreditation criteria.
Past Review
OUTCOME
TARGET
2010-2011
2011-2012
2012-2013
MEASURE
1.3.1.a. 90% of doctoral 2003 cohort:
2005 Cohort
2004 Cohort
2006 Cohort
PhD HPB: 6/8=75%
students will graduate
PhD HPB: 5/5=100%
PhD HPB: 1/1=100%
PhD HPB: 2/3 = 66.7%
PhD Tox: 3/3=100%
PhD Tox: No graduates this
within 6 years from
PhD Tox: 4/4=100%
PhD Tox: 2/2=100%
year
matriculation.
2003 Cohort
2005 Cohort
1.3.1 Students will 1.3.1.b. 80% of masters
2004 Cohort
2006 Cohort
MS EHS: 2/3=66.7%
MS EHS: 2/2=100%
students will graduate
graduate from the
MS EHS: 1/1=100%
MS EHS: 5/5=100%
MS Tox: 1/1= 100%
MS Tox: No cohort this
MS Tox: 2/2=100%
MS Tox: 2/2=100%
within 6 years from
College’s degree
MPH: N/A
year
MPH:
N/A
MPH: 40/47=85.1%
matriculation.
programs.
MPH: 22/24=91.7%
1.3.1.c. 70% of
BSHP: 91% graduated as of
bachelors students will
Instrument for measuring
No Data Available
May 2013 (within 3 years)
cohort Data implemented
graduate within 6 years
EHSC:
from matriculation.
32.8%
1.3.2.a. Increase job
(furthering education
placement for MPH
6.1% (2/33)
19.3% (11/57)
9.5% (4/42)
not included)
graduates 20% over
previous 3 year period.
N/A
1.3.2.b. 90% of DrPH
graduates will be
2/2=100%
½=50%
2/2=100%
1.3.2 Students will
employed one year after
find jobs after
graduation.
graduation in public
PhD Tox: 2/2=100%
1.3.2.c. 90% of PhD
health areas.
PhD HPB:
graduates will be
PhD Tox: 3/4=75%
PhD Tox: n/a
PhD Tox: 2/2=100%
10/10=100%
PhD HPB: 1/1=100%
PhD HPB: 5/5=100%
PhD HPB: 2/2=100%
employed one year after
graduation.
No Data Available
No Data Available
No Data Available
1.3.2.d. 50% of
bachelors students will
BSHP: 25/48=52.1%
BSEH: No Data Available
be employed one year
after graduation.
Beyond integrated College-wide efforts, individual departments also develop their own tracking
systems. As an example, the Health Promotion and Behavior department has a detailed
evaluation system for its doctoral students (PhD). Each doctoral student is required to complete
a form each year that details their accomplishments for the previous year. This consists of
coursework (topics and number of hours taken), course projects, assistantship projects related to
their dissertation topic, etc. Faculty in the department are required to review this form and
discuss the progress of the student during the next faculty meeting. Faculty will vote
satisfactory, needs improvement or unsatisfactory. Once the faculty have a majority vote, a
letter is sent to the student informing them of their progress in the program. If the student
receives an unsatisfactory, he/she must meet with the Graduate Coordinator and major professor
to develop a written course of action for the students’ performance in the next semester. An
unsatisfactory vote can occur if a student is not taking enough courses, if a students’ GPA has
dropped, project progress is unsatisfactory, etc.
2.7.c. An explanation of the methods used to collect job placement data and of graduates’
response rates to these data collection efforts. The school must list the number of
graduates from each degree program and the number of respondents to the graduate
survey or other means of collecting employment data.
2.7.c. Degree Completion Rates and Job Placement Experience
Degree Completion Rates
The College’s performance indicators set an expectation that 80% of all fulltime students will
complete the MPH degree in three years or less. Table 2.7.c.1. reflects student graduations for
the past three years, beginning with students who entered the program in Fall Semester 2009.
Table 2.7.c.2. details the number of graduates by concentration area for students beginning in
Spring 2010 and thereafter.
Table 2.7.c.1. Graduation Rates by Cohort
# of Students
Graduating
by Semester
Summer
2009
Fall
2009
Spring
2010
Summer
2010
Fall
2010
Spring
2011
Summer
2011
Fall
2011
Spring
2012
Summer
2012
Fall
2012
Spring
2013
Percent
within 3
years
Cohort 5 n=45
(Fall 2008)
1
1
16
14
3
2
0
0
1
0
0
0
84.4%
Cohort 6 n= 53
(Fall 2009)
0
0
0
0
1
42
3
2
1
0
0
0
92.5%
Cohort 7 n=74
(Fall 2010)
0
0
0
0
0
0
0
0
49
13
6
2
94.6%
Spring
Summer
Fall
Spring
Summer
Fall
Spring
Summer
Fall
Spring
Summer
2010
2010
2010
2011
2011
2011
2012
2012
2012
2013
2013
Health Promotion & Behavior
8
4
2
6
6
2
12
3
4
15
5
Environmental Health Science
3
3
2
4
0
2
4
2
1
1
0
Health Policy & Management
6
3
1
18
2
4
17
4
6
16
1
Epidemiology
1
4
1
16
8
12
24
4
8
19
4
Biostatistics
0
2
0
3
0
0
2
1
0
0
1
Table 2.7.c.2. Graduates by Concentration Area
# of Students Graduating by
Concentration Area
Job Placement Experience
Job placement in the field of public health is a key goal for the College. Several performance
measures for the College relate to student’s practice in the field of public health and in the state.
Specifically, the College seeks to have at least 25% of its MPH graduates become employed in
public health settings in Georgia and at least 50% of MPH graduates engaged in public health
work for at least two years following graduation. Similar measures apply to DrPH graduates.
The MPH program has attempted to track the job placements of students who have graduated
since August 2005. This is done through exit surveys from the program, data entered on the
CPH website for Alumni and through personal emails via the graduates themselves. Of the
students who have graduate from the program, at least 40% are currently employed in a public
health setting in Georgia. At least four of the graduates from the program are pursuing either a
doctorate or a medical degree. The college plans to implement a more detailed tracking system
in order to stay abreast of the accomplishments of our graduates. Methods include an online
survey emailed to graduates each year, collaboration with the University Alumni Records Office
and continued use of the CPH website for Alumni.
2.7.d. In fields for which there is certification of professional competence and data are
available from the certifying agency, data on the performance of the school’s graduates
on these national examinations for each of the last three years.
2.7.d. Destination of Graduates by Specialty Area
Many of the new College graduates have entered public health practice in the public and private
sectors. Others have decided to work in academic research settings or to pursue advanced
degrees in the clinical or other health sciences fields. Tables 2.7.d.1 and 2.7.d.2 present
information on those graduates whose post-MPH destinations are known. The employment data
offers a snapshot of job options for the graduating of 2010 and 2012. The available information
is limited but, a more formal method of tracking alumnae activities is being developed.
Table2.7.d.1. Destination of MPH Graduates by Concentration Area 2010
Government Not For Health
Private
University Proprietary
Profit Care
Practice / Research
#
%
# % #
% #
% #
%
#
%
BIOS
(Total= 2)
EPID
1
9
(Total=11)
EHSC
(Total=8 )
HPAM
2
20
(Total= 10)
HPRB
2
15
1
8
1
8
(Total= 13)
2.7.d.2. Destination of MPH Graduates by Concentration Area 2012
Government
None Health
Private
University
Profit Care
Practice / Research
#
%
# % #
% #
% #
%
BIOS
1
33
(Total= 3)
EPID
2
6
1 3
2
6
1
3
(Total= 34)
EHSC
2
33
3
50
(Total= 6)
HPAM
3
12
3
12 2
8
4
16
(Total= 25)
HPRB
2
11
2 11 1
6
2
11
(Total= 18)
Proprietary
#
%
Non- Health
Related
#
%
Further
Education
#
%
2
Not
Employed
#
%
25
1
3
Non- Health
Related
#
%
10
23
Further
Education
#
%
Not
Employed
#
%
1
3
9
1
17
4
16
3
17
3
2.7.e. Data and analysis regarding the ability of the school’s graduates to perform
competencies in an employment setting, including information from periodic assessments
of alumni, employers and other relevant stakeholders. Methods for such assessments may
include key informant interviews, surveys, focus groups and documented discussions.
2.7.e. Certification of Professional Competence
Students are encouraged to seek certification in specialty areas beyond obtaining their degrees
from UGA. The students in the Health Promotion and Behavior department routinely sit for the
CHES (Certified Health Education Specialist) exam administered by NCHEC twice per year.
The CHES certification was awarded to fifty-three (53) of the fifty-four students who sat for the
examination from 2010 through 2012. Graduate students are also encouraged to take the CPH
examination once they have fulfilled the NBPHE examining board’s requirements. From 20102013 all fifteen CPH students who attempted the exam, passed to receive their CPH certification.
For the Fall 2013 term, there are 11 students registered to take the CPH Certification Exam.
2.7.f. Assessment of the extent to which this criterion is met and an analysis of the school’s
strengths, weaknesses and plans relating to this criterion.
2.7.f. Alumni and Employer Assessments
The CPH Alumni survey was created to assess job placement of students after graduation. A
copy of the 2012 survey and an overview of the data collected is included in the Electronic
Resource file. The survey began in August 2007, and is circulated in the summer months of each
year and sent to all College of Public Health MPH alumni via a registered listserv. Separate
alumni data is gathered for the PhD and MS programs by the departments that house them (MS,
PhD in Toxicology, MS in Environmental Health, and the PhD in Health Promotion and
Behavior are administered by their respective departments. The PhD programs in Environmental
Health and Epidemiology have not yet had a graduating class with which to administer an
Alumni Survey). The survey evaluates the placement of the student and the extent to which their
degree program curricula prepared him/her for success in their current job setting.
The first survey was sent to alumni who had graduated since August 2005, and it has been
administered again, in the following years: 2007, 2010, and 2012. Responses from the surveys
reflect the following perspectives from alumni regarding components of the MPH program of
study.




The majority of respondents are ‘Generally Satisfied’ with the overall graduate education
at CPH
They were ‘Generally Well Prepared’ for their employment by coursework in their areas
of concentration.
Their internship ‘Prepared Me Well for Employment.’
The majority of alumni are working in a public health setting (either in a government
agency or an academic setting) and most are earning $31,000-$40,000.
The CPH also administers a Program Evaluation to all outgoing MPH students as a way to assess
students’ experience immediately upon completion. The survey began in 2010 and is
administered to each graduating class as a part of their graduation requirements, thus response
rates are typically 90-100%. The complete evaluation (Electronic Resource File ???) contains
four parts: MPH program overall satisfaction; Academic satisfaction related to competencies;
field experience, and practice placement; and the graduate’s employment or continuing education
plans post-graduation.
The table below reflects responses from the surveys regarding perspectives from graduates on
components of the MPH program. Responses are rated on a scale of 1 to 3 (0=lowest level of
satisfaction, 1=adequate level of satisfaction, 2=average level of satisfaction, 3=above average
level of satisfaction) and averaged by cohort response and academic term.
Table 2.7.f. MPH Perspectives on Components of the Program
My area of concentration coursework was
challenging
I was able to find appropriate electives to
supplement my program of study
The elective coursework I chose was
challenging
My advisor was helpful during my time in the
program
Faculty in the MPH program were easily
accessible
Faculty in the MPH program were
knowledgeable in their area
Faculty in the MPH program were willing to
help students outside of class
MPH program administrative staff was
helpful during my time in the program
MPH program administrative staff were easily
accessible
The MPH Listserv was helpful to me
The MPH Student Handbook was helpful to
me
Course scheduling met my needs (i.e. time of
class, day(s) offered, location)
My internship experience helped me better
understand my field
My culminating experience (capstone project)
helped me better understand my curriculum
2010
2011
2012
2013
1.73
2
2.05
2.14
1.91
2.3
2.09
2.31
2.09
2.15
2.02
1.98
2.45
1.88
1.84
2.07
2
1.91
1.95
2.05
1.36
1.42
1.56
1.52
1.64
1.79
1.68
1.90
1.55
1.82
2.09
2.21
1.55
1.82
2.04
2.21
2.09
2.12
1.89
2.45
2.36
2.27
2.53
2.24
2.18
2.33
2.14
2.48
No Data
No Data
1.77
1.79
No Data
No Data
2.05
1.88
2.7.f. Assessment
This criterion is met with commentary.
Strengths:
 The College has established performance standards to assess student competence leading
up to and following graduation.
Challenges:
 Refining the data collection strategies for tracking graduate work activities and
professional accomplishments is an ongoing challenge.
 The College is working to solidify its standing with public health employers as a means
to promote feedback on graduate performance.
Recommended Actions / Improvements:
 The College plans to move to web-based survey systems that should prove to be more
user-friendly and timely for a generation familiar with using online survey technology.
2.8 Other Graduate Professional Degrees
If the school offers curricula for professional degrees other than the MPH or equivalent public
health degrees, students pursing them must be grounded in basic public health knowledge.
2.8.a. Identification of professional degree curricula offered by the school, other than those
preparing primarily for public health careers, and a description of the requirements for each.
2.8.a. Professional Degree Curricula Offered by the College
The only other professional doctoral degree offered by the College is the DrPH, which prepares
students for advancement in public health careers. The DrPH program is designed as an
advanced professional degree congruent with the Institute of Medicine’s (IOM)
recommendations for linkages of academic and field experiences in public health. The program’s
competency-based curriculum will prepare public health professionals to address complex public
health problems through mastery of multiple skills. The degree requires a minimum of 57 hours
of advanced public health curriculum (beyond an MPH or the five required core courses). All
DrPH students take 26 hours of advanced public health curriculum across the five areas of
specialization. Students are then able to take 18 hours of coursework in advanced studies across
one of four specialization areas (Environmental Health, Gerontology, Health Policy and Health
Promotion). Students then complete their doctoral studies with 13 hours which includes required
teaching experience, a qualifying examination and a doctoral dissertation.
2.8.b. Identification of the manner in which these curricula assure that students acquire a
public health orientation. If this means is common across these other professional degree
programs, it need be described only once. If it varies by program, sufficient information
must be provided to assess compliance by each program.
2.8.b. Grounding in Public Health Core Knowledge
Beyond the extensive public health curriculum required at the doctoral level, DrPH students must
already have an MPH or must take the five core courses as a pre-requisite for admission into the
doctoral program. This approach ensures grounding in the basic public health core combined
with competency and skills through advanced levels of learning. The DrPH’s interdisciplinary
program provides students with generalist training in public health. Components of the program
include the acquisition of core as well as specialized knowledge through coursework,
interdisciplinary seminars, special studies and the development of a doctoral dissertation relevant
to the practice of public health. This interdisciplinary approach distinguishes the DrPH
curriculum from other doctoral programs in the College that follow specific academic models.
The DrPH program provides comprehensive public health training and draws on a variety of
academic disciplines to educate mid- to senior-level professionals in public health.
2.8.c. Assessment of the extent to which this criterion is met and an analysis of the school’s
strengths, weaknesses and plans relating to this criterion.
2.8.c. Assessment
This criterion is met.
Strengths:
 The DrPH degree is properly structured to ensure that students enter the program with the
requisite core knowledge and advance through public health learning during their studies.
Challenges:
 The College is continuing to refine the DrPH program to meet the needs of public health
professionals in Georgia who would be interested in the program.
Recommended Actions / Improvements:
 Complete the current refinement of the DrPH program.
2.9 Bachelor’s Degrees in Public Health
If the school offers baccalaureate public health degrees, they shall include the following
elements: Required coursework in public health core knowledge, elective public health
coursework, and capstone experience.
2.9.a. Identification of all bachelor’s-level majors offered by the school. The instructional
matrix in Criterion 2.1.a. may be referenced for this purpose.
2.9.a. Identification of All Bachelor’s-Level Majors Offered by the College
The College offers two undergraduate degrees, a public health minor. Additionally, beginning in
2009 the College began to offer a joint and Bachelor of Science and Master Public Health degree
(BS/MPH). This is offered exclusively to students enrolled in the honor’s undergraduate
program.
Table 2.9.a.1. Bachelor’s Degree Instructional Matrix – Degree/Specialization
Academic
Professional
Bachelor’s Degrees
Bachelor of Science Environmental Health (BSEH)
X
Bachelor of Science Health Promotion (BSHP)
X
The undergraduate degree programs assure public health orientation through required
curriculum. Students are required to complete a field internship experience to ensure
competency in application of knowledge for both programs. This requirement is not applicable to
the public health minor.
Table2.9.a.2. Core Course Requirements for Bachelors in Environmental Health Science
COURSE PREFIX
COURSE TITLE
CREDITS
EHSC 3060
Introduction to Environmental Health Science
3 hrs
EPID 4070
Fundamentals of Epidemiology
3 hrs
ENVM (EHSC) 4250/ 6250
Environmental and Public Health Law (3)
3 hrs
BIOS 2010
Biostatistics for Public Health Sciences (3)
3 hrs
EHSC 3910
Internship in Environmental Health Science (3)
3 hrs
EHSC 4080/ 6080
Environmental Air Quality (3)
3 hrs
EHSC 4150/ 6150
Solid and Hazardous Waste Management (3)
3 hrs
PBHL 3100
Introduction to Public Health (3)
3 hrs
Table2.9.a.3. Core Course Requirements for Bachelors in Health Promotion and Education
COURSE PREFIX
COURSE TITLE
CREDITS
PBHL 3100
EHSC 3060
EPID 4070
BIOS 3000
Introduction to Public Health
Introduction to Environmental Health
Fundamentals of Epidemiology
Intermediate Biostatistics for Public Health
3 hrs
3 hrs
3 hrs
3 hrs
HPAM 3600
Introduction to Health Policy
3 hrs
HPRB 3020
Foundations of Health Promotion Professional Practice
3 hrs.
HPRH 5560
Field Experience
3 hrs
2.9.b. Description of specific support and resources available in the school for the bachelor’s
degree programs.
2.9.b. Bachelor’s Degree Program Support
Both bachelor’s degree programs are operated by their respective departments. The College
provides support as needed. Department faculty participate in the programs, as they do the
graduate programs, by teaching classes and mentoring students. Additionally, HPB has four
faculty dedicated to their program and EHS has one faculty dedicated to the program. Due to the
size of the program, HPB has two full-time staff to advise students throughout their program.
EHS faculty share the advisement duties as part of their instructional workload. Both programs
have a tenure-track faculty member who coordinates the program.
2.9.c. Identification of required and elective public health courses for the bachelor’s degree(s).
Note: The school must demonstrate in Criterion 2.6.c that courses are connected to
identified competencies (ie, required and elective public health courses must be listed in
the competency matrix in Criterion 2.6.d).
2.9.c. Bachelor’s Degree Courses
Both degree programs have required classes that assure their students will receive training in the
core public health areas. The programs vary slightly in the requirements that they use to assure
this knowledge. Tables 2.9.a.2. and 2.9.a.3. list the required classes that are used to meet the
criteria for each degree. Additionally, the aforementioned Appendix J includes copies of the
required and elective classes for each degree.
2.9.d. A description of school policies and procedures regarding the capstone experience.
2.9.d. Capstone Experience
For both the BSEH and BSHP degrees, the primary culminating experience is the internship that
all students in both programs must complete. The internship is conducted in the students last
semester and must be successfully completed in order to graduate. The internship is coordinated
by the respective department following the criteria established for their discipline and requires
the students to demonstrate mastery of the competencies acquired throughout their program.
Additionally, EHS students attend a one credit hour senior seminar, where they take turns
presenting and discussing topics that were of most interest to them throughout the program, and
topics in which they will likely pursue a career. This is a very interactive seminar with students
participating in all discussions.
2.9.e. Assessment of the extent to which this criterion is met and an analysis of the school’s
strengths, weaknesses and plans relating to this criterion.
2.9.e. Assessment
This criterion is met.
Strengths:
 The College has two strong, long running undergraduate degree programs.
 Each department has a good compliment of faculty to support these programs.
Challenges:
 No challenges are identified.
Recommended Actions / Improvements:
 Continue to support and grow the existing bachelors programs.
 Explore the addition of bachelors programs in the other disciplines.
2.10 Other Bachelor’s Degrees
If the school offers baccalaureate public health degrees in fields other than public health,
students pursuing them must be grounded in basic public health knowledge.
2.10.a. Identification of other baccalaureate degrees offered by the school and a description of
the requirements for each. The instructional matrix in Criterion 2.1.a may be referenced
for this purpose.
2.10.a. Other Baccalaureate Degrees
The College offers no baccalaureate public health degrees in fields other than public health.
2.10.b. Identification of the manner in which these curricula assure that students acquire a
public health orientation. If this means is common across these degree programs, it need
be described only once. If it varies by program, sufficient information must be provided
to assess compliance by each program.
2.10.b. Public Health Orientation for Other Baccalaureate Degrees
Not Applicable.
2.10.c. Assessment of the extent to which this criterion is met and an analysis of the school’s
strengths, weaknesses and plans relating to this criterion.
2.10.c. Other Baccalaureate Degrees
Not Applicable.
2.11 Academic Degrees
2.11 If the school also offers curricula for academic degrees, students pursuing them shall obtain
a broad introduction to public health, as well as an understanding about how their disciplinebased specialization contributes to achieving the goals of public health.
2.11.a. Identification of all academic degree programs, by degree and area of specialization.
The instructional matrix in Criterion 2.1.a may be referenced for this purpose.
2.11.a. Academic Degree Programs
Table 2.11.a. Instructional Matrix – Degree/Specialization
Academic
Master’s Degrees
Master of Science Environmental Health (MSEH)
Master of Science Toxicology (MS TOX)
Master of Science Biostatistics
Professional
X
X
X
The college offers three academic masters degrees, two administered by the Department of
Environmental Health Science (Master of Science in Environmental Health and Master of
Science in Toxicology) and one by the Department of Epidemiology and Biostatistics (Master of
Science in Biostatistics). These degrees prepare students for work in academia, industry and/or
government. The primary focus of the MS degrees is research and each student is required to
complete a master’s thesis project under the supervision of a faculty member. Graduate students
conduct research under the guidance of one or more faculty member in the department and
complete a curriculum of required and elective courses.
2.11.b. Identification of the means by which the school assures that students in academic
curricula acquire a public health orientation. If this means is common across the school,
it need be described only once. If it varies by degree or program area, sufficient
information must be provided to assess compliance by each.
2.11.b. Public Health Orientation
To ensure the population-based orientation of the environmental health masters degrees, students
are required to complete a minimum of seven hours of core public health courses (see Table
2.11.b.). The biostatistics masters degree was just approved by the University System of Georgia
Board of Regents and will not begin until Fall 2014. The means for assuring a public health
orientation is not determined yet.
Table 2.11.b. Masters of Science Core Public Health Courses
PBHL 8200
Seminar in Public Health
EPID 7010
Introduction to Epidemiology
BIOS 7010*
Introduction to Biostatistics
1 credit hour
3 credit hours
3 credit hours
*based on their previous experience with statistics courses, they may choose to opt out if sufficient progress has
been exhibited
Students in the College are required to take Introduction to Epidemiology I (EPID 7010) and
Seminar in Public Health Topics (PBHL 8200). EPID 7010 is an introductory course designed to
teach students the basic calculations of epidemiology from a public health perspective. The
seminar course, PBHL 8200, consists of guest lecturers from the public health community who
present to students on various public health topics. MS students take one hour of the seminar
course and doctoral students take two hours. Each of the five areas of public health is
represented through the seminar series. If the student does not possess the academic background
to secure a waiver, he/she also is required to take a Biostatistics course, generally BIOS 7010.
2.11.c. Identification of the culminating experience required for each academic degree program.
If this is common across the school’s academic degree programs, it need be described
only once. If it varies by degree or program area, sufficient information must be provided
to assess compliance by each.
2.11.c. Culminating Experience for Academic Degree Programs
A thesis rooted in original empirical research is required for completion of the MS in
Environmental Health or Toxicology. Students must follow the guidelines set forth by the
Graduate School for document submission and admittance to candidacy. Each student is
required to form a committee of faculty members for advisement throughout the thesis or
dissertation process. The departments require students to complete a comprehensive oral
examination at the end of their program of study. The exam is administered by the student’s
program of study committee and encompasses everything studied during their course of study.
Students who do not pass the exam, are allowed to take a second exam after consulting with
faculty. In addition, all doctoral students must successfully complete a written examination
before taking the oral examination. The exam takes place at the end of each student’s program
of study. The exam is administered by the student’s committee and encompasses everything
studied during his/her course of study. If the student does not pass the exam, they are allowed to
take a second exam after consulting with faculty.
All students are required to publicly defend their research study (thesis or dissertation) in an oral
presentation. The oral presentation will be conducted at the completion of the research.
Successful defenses (passing) will be determined by the student’s committee. If the student does
not pass the oral defense, they are allowed to try a second time after consulting with faculty.
2.11.d. Assessment of the extent to which this criterion is met and an analysis of the school’s
strengths, weaknesses and plans relating to this criterion.
2.11.d. Assessment
This criterion is met.
Strengths:


The College has very strong academic degrees in Environmental Health Science at the
graduate level.
The academic degree programs are structured to ensure that all students are obtaining
broad exposure to public health knowledge and applications.
Challenges:

The masters degree in biostatistics is new and needs to be supported to grow.
Recommended Actions / Improvements:


The College should monitor progress of students in the academic degree programs to
ensure that students are receiving a public health orientation.
Support the growth of the new biostatistics degree program.
2.12 Doctoral Degrees
The school shall offer at least three doctoral degree programs that are relevant to any of the five
areas of basic public health knowledge.
2.12.a. Identification of all doctoral programs offered by the school, by degree and area of
specialization. The instructional matrix in Criterion 2.1.a may be referenced for this
purpose. If the school is a new applicant and has graduates from only one doctoral
program, a description of plans and a timetable for graduating students from the other
two doctoral programs must be presented, with university documentation supporting the
school’s projections.
2.12.a. Doctoral Programs
The College of Public Health offers six doctoral degrees as set forth in Table 2.12.a. The Ph.D.
in Health Promotion and Behavior and the Ph.D. in Toxicology are long-standing programs, both
existing before the inception of the College. Both have many alumni who have graduated over
the last ten years. These two degrees have always been housed in the same academic
department, although under different colleges in the past. There are currently no graduates from
the PhD in Environmental Health Science or the PhD in Epidemiology as those two programs are
1 and 2 years old, respectively. The PhD in Biostatistics was approved by the Board of Regents
in July 2013 and will not accept students until Fall 2014. Finally, the college offers a doctoral
professional degree in Public Health (DrPH), as was discussed in detail in section 2.3.
Table 2.12.a. Academic Degree Programs
Academic
Professional
Doctoral Degrees
PhD Health Promotion & Behavior
X
PhD Toxicology
X
PhD Environmental Health Science
X
PhD Epidemiology
X
PhD Biostatistics
X
DrPH Public Health
X
The doctor of philosophy (Ph.D.) is an advanced degree in research training, theory and
methodology. The college currently offers five Ph.D. degree options. All academic doctoral
degree students also are required to complete the minimum of eight (8) hours of core public
health curriculum: two hours of PBHL 8200 Seminar in Public Health, three hours of EPID
7010 Introduction to Epidemiology I, and three hours of a Biostatistics course if they have not
satisfied the statistics requirement in the course of previous studies.
2.12.b. Description of specific support and resources available to doctoral students including
traineeships, mentorship opportunities, etc.
2.12.b. Doctoral Student Support
The College has no funded traineeships at this time. Doctoral students are trained individually
by faculty in the skills, processes and procedures needed to perform their responsibilities on the
research project on which they are working. Students on research assistantships and/or working
in labs need the requisite skills to perform the tasks asked of them.
All doctoral programs are based on a mentoring model. No student is accepted into the program
without a faculty member identified as their major professor and mentor. That student is
mentored throughout their program of study and dissertation by that faculty member. The
student also receives mentoring from their program of study and dissertation committee which
consists of other departmental faculty and at least one faculty from outside the department.
2.12.c. Data on student progression through each of the school’s doctoral programs, to include
the total number of students enrolled, number of students completing coursework and number of
students in candidacy for each doctoral program. See CEPH Template 2.10.1.
2.12.c. Doctoral Student Support
PhD Health Promotion and Behavior
The department of Health Promotion and Behavior offers a Ph.D. in Health Promotion and
Behavior. The primary objective of this program is to prepare researchers and leaders in the
field by fostering research and development in Health Promotion and Behavior. Programs of
study are interdisciplinary, recognizing that the sophisticated study of health behavior requires
theories, information, and expertise from many fields.
Students typically complete required coursework during the first two years of the program and
have seven (7) years total to complete the program. Students in the PhD program are required to
register for ten hours of dissertation research after completing the required coursework. It is
projected that these students will graduate within two to four years of completing the degree
requirements.
The PhD program in Health Promotion and Behavior admits students during the Fall semester
only. The college anticipates at least 5-7 new students each year. The content and methodology
expertise among the department’s graduate faculty is varied, including health communication,
sexual health, substance use, youth violence and bullying, worksite wellness, and nutrition and
physical activity. The close proximity of the CDC, local health departments, the State of Georgia
Division of Public Health and several health-related non-profit organizations expose students to a
wide variety of potential careers after graduation.
Since the college was established in 2003, there have been 25 graduates for the PhD in Health
Promotion and Behavior program. This figure represents a 93.3% graduation rate within 7 years
of enrollment (not including 2 students who withdrew from the program). Since 2010, the
College has enrolled twenty (20) students in the PhD program in Health Promotion and
Behavior. All 20 are currently active and pursuing the degree. As of Fall 2013, fifty-one (51)
students have enrolled in the program.
PhD Toxicology
The department of Environmental Health Science offers a Ph.D. in Toxicology through the
Interdisciplinary Toxicology Program. The Interdisciplinary Toxicology Program is a
collaborative effort among faculty in different colleges, specifically Public Health, Ecology,
Agricultural and Environmental Sciences, Pharmacy, and Veterinary Medicine. A coordinating
committee from among these colleges directs the program. A student who chooses to pursue a
Ph.D. in Environmental Toxicology resides in the Environmental Health Department.
PhD Environmental Health Science
The PhD in Environmental Health Science was approved late in 2012 and the program will admit
its first class in Fall 2013. In Spring 2012, one student enrolled in the MS in EHS transferred to
the PhD program. For the Fall 2013, 6 students have been accepted and plan to attend.
PhD Epidemiology
Also in the fall of 2012, the department of Epidemiology and Biostatistics began to offer a Ph.D.
in Epidemiology. The Department of Epidemiology and Biostatistics trains public health
professionals and researchers in the use of epidemiological principles and biostatistical methods
and conducts innovative research to address existing and emerging public health issues.
The Department of Epidemiology and Biostatistics submitted a proposal for a Ph.D. in
Biostatistics that is currently on the agenda for review by the University of Georgia Board of
Regents.
Doctor of Public Health (DrPH)
Students in the DrPH program are required to register for ten hours of dissertation research after
completing the required coursework. Once the students have completed the coursework, they
have up to six years to complete the dissertation. It is projected that these students will graduate
within three to five years of completing the degree requirements. The DrPH admits students
during the Fall semester only. Though a professional degree, the expectation of a substantive
research dissertation and the faculty attention that demands requires that the College enroll only
small numbers of students each year. The close proximity of the CDC, local health departments,
the State of Georgia Division of Public Health and several health-related non-profit organizations
makes this degree highly attractive to working public health professionals. The college plans to
recruit new students each year through College information sessions, recruitment fairs and
personal visits to employers of our student body.
Tables 2.12.c.1 - 5 include the number of students currently enrolled in each of the doctoral
programs.
Doctoral Program in Health Promotion and Behavior Since 2010
Since 2010, the College has enrolled eleven (10) students in the PhD program in Health
Promotion and Behavior. All 10 are currently active and pursuing the degree.
Table 2.12.c.1. Demographic Characteristics of PhD with Health Promotion and Behavior
Concentration Student Body from 2010 to 2012
Fall 2010
Fall 2011
Fall 2012
M
F
M
F
M
F
1
9
0
8
3
12
Applied
1
3
0
1
0
2
African American
Accepted
0
3
0
1
0
0
Enrolled
3
11
0
14
2
6
Applied
0
5
0
5
0
4
Caucasian
Accepted
0
1
0
1
0
2
Enrolled
0
1
0
0
0
2
Applied
0
1
0
0
0
1
Hispanic / Latino
Accepted
0
0
0
0
0
0
Enrolled
0
0
0
0
0
0
Applied
Pacific Islander
0
0
0
0
0
0
Accepted
Asian
Native American /
Alaska Native
Unknown / Other
TOTAL
Domestic
International
Enrolled
Applied
Accepted
Enrolled
Applied
Accepted
Enrolled
Applied
Accepted
Enrolled
Applied
Accepted
Enrolled
Applied
Accepted
Enrolled
Applied
Accepted
Enrolled
0
3
2
0
0
0
0
1
0
0
8
3
0
6
3
0
2
0
0
0
0
0
0
0
0
0
9
2
1
30
11
5
22
8
3
8
3
2
0
0
0
0
0
0
0
4
0
0
4
0
0
0
0
0
4
0
0
0
3
1
1
0
0
0
3
0
0
28
7
3
26
7
3
3
0
0
0
1
0
0
0
0
0
0
0
0
6
0
0
6
0
0
0
0
0
0
3
0
0
1
0
0
3
0
0
27
7
2
24
7
2
3
0
0
Interdisciplinary Toxicology Program Since 2010
Since 2010, the College has enrolled eight (20) students in the PhD in Toxicology with emphasis
in Environmental Health multi-disciplinary degree program. All 20 are currently active and
successfully moving toward degree completion.
Table 2.12.c.2. Demographic Characteristics of PhD Interdisciplinary Toxicology Program
Student Body from 2010 to 2012
2010
2011
2012
M
F
M
F
M
Applied
3
African American Accepted
1
Enrolled
Applied
8
11
7
Caucasian
Accepted
2
4
2
Enrolled
1
2
1
Applied
Hispanic/Latino
Accepted
Enrolled
Asian Pacific
Applied
Islander
Accepted
Enrolled
Native
Applied
2
American/Alaska
Accepted
Native
Enrolled
Applied
Unknown/Other
Accepted
Enrolled
Applied
20
3
7
4
11
F
3
8
3
1
6
International
TOTAL
Accepted
Enrolled
Applied
Accepted
Enrolled
2
2
2
2
4
4
2
2
2
2
3
3
3
4
4
2
3
4
Doctoral Program Epidemiology Since 2010
The College began accepting the first PhD student body in Epidemiology in the Fall of 2012.
There are currently twelve (12) students actively enrolled in the program.
Table 2.12.c.3. Demographic Characteristics of Ph.D. with Epidemiology Concentration 2010-2012
M
Applied
Accepted
African American Enrolled
Applied
Accepted
Caucasian
Enrolled
Applied
Accepted
Hispanic/Latino Enrolled
Applied
Accepted
Asian Pacific
Islander
Enrolled
Applied
Native
American/Alaska Accepted
Native
Enrolled
Applied
Accepted
Unknown/Other Enrolled
Applied
Accepted
International
Enrolled
Applied
Accepted
TOTAL
Enrolled
2010
F
M
2011
F
2012
F
M
4
3
3
5
4
4
0
0
0
0
0
0
0
0
0
0
0
0
1
0
0
10
7
7
3
0
0
4
2
2
1
0
0
0
0
0
0
0
0
0
0
0
3
3
3
11
5
5
Doctoral Program in Public Health (DrPH) Since 2010
In Fall 2007, the College enrolled its first four (4) students in the Doctor of Public Health
(DrPH) degree program. Since 2007, the program has had 6 graduates, 3 of these graduates
being among the four students from the first cohort (one student subsequently left the program).
In. Fall 2012, thirty-one students were enrolled in the program. Of the total enrolled students 27
were enrolled part-time, and six were doctoral candidates.
Table 2.12.c.4. Demographic Characteristics of DrPH Student Body Fall 2010-2012
2010
2011
2012
M
F
M
F
M
F
Applied
0
11
4
10
5
6
African American
Accepted
0
3
4
5
3
4
Enrolled
0
3
0
3
3
2
Applied
4
2
3
2
3
2
Caucasian
Accepted
0
0
2
0
2
1
Enrolled
0
0
2
0
2
1
Applied
2
1
0
0
1
0
Hispanic/Latino
Accepted
0
0
0
0
0
0
Enrolled
0
0
0
0
0
0
Asian Pacific Islander
Applied
0
0
0
0
0
0
Accepted
0
0
0
0
0
0
Enrolled
0
0
0
0
0
0
Native
Applied
0
0
0
0
0
0
American/Alaska
Accepted
0
0
0
0
0
0
Native
Enrolled
0
0
0
0
0
0
Applied
0
0
0
0
0
0
Unknown/Other
Accepted
0
0
0
0
0
0
Enrolled
0
0
0
0
0
0
Applied
3
4
5
3
8
0
International
Accepted
0
1
1
0
2
0
Enrolled
0
1
0
0
2
0
Applied
16
19
18
22
19
12
TOTAL
Accepted
0
4
4
5
7
5
Enrolled
0
4
4
3
7
3
2.12.d. Identification of specific coursework, for each degree, that is aimed at doctoral-level
education.
As was stated in section 2.1.b, Appendix J includes copies of the required and elective classes for
each PhD degree program
2.12.e. Assessment of the extent to which this criterion is met and an analysis of the school’s
strengths, weaknesses and plans relating to this criterion.
2.12.e Assessment
This criterion is met.
Strengths:
 The College is equipped with two long established and well-respected PhD programs in
Health Promotion and Toxicology.
 The College has started new doctoral programs in epidemiology, environmental health
science and biostatistics.
 The close proximity to state and federal agencies whose staff seek advanced degrees in
the field makes these degree programs an important means for the College to serve the
state.
Challenges:
 The Toxicology program presents a small challenge due to the organization of the degree
in an interdisciplinary ‘department’. Though students must choose a ‘home department’
(the College’s students will choose the department of Environmental Health Science) the
program is administered by an executive committee made up of representatives from each
participating unit (Agriculture, Pharmacy, Veterinary Medicine, and Public Health).
Thus, curriculum outside the College of Public Health has a certain degree of autonomy.
 The Biostatistics and Environmental Health doctoral programs are new and will require
time to develop and refine.
Recommended Actions / Improvements:
 The College needs to support the new doctoral programs to help them become established
in the state / region.
2.13 Joint Degrees
If the school offers joint degree programs, the required curriculum for the professional public
health degree shall be equivalent to that required for a separate public health degree.
2.13.a. Identification of joint degree programs offered by the school. The instructional matrix in
Criterion 2.1.a may be referenced for this purpose.
2.13.a. Joint Degree Programs
The College is approved to offer five joint degree programs, but at present only two of these joint
degrees are operational. All students in the joint degree programs must complete the entire 45
course hours required for the MPH program, including internship and culminating experience.
The flexibility comes in allowing students to take elective courses outside the College. The
programs are described below, and the complete proposals as approved by the University of
Georgia and College of Public Health can be found in the Electronic Resource File.
Table 2.13.a. Joint Degree Programs
Academic
BS / MPH
DVM / MPH
MD / MPH
MSW / MPH
PharmD / MPH
Professional
X
X
X
X
X
2.13.b. A list and description of how each joint degree program differs from the standard degree
program. The school must explain the rationale for any credit sharing or substitution as
well as the process for validating that the joint degree curriculum is equivalent.
2.13.b. Differences between Joint and Standard Degree Programs
BS/MPH
A student enrolled in the undergraduate Honor’s Program may earn a combined bachelor’s (BS
or BA)/MPH degree. This degree satisfies requirements for the designated bachelor’s program
and the MPH and can include a maximum of 12 hours of graduate credit that satisfies both
graduate and undergraduate degrees. With appropriate planning the combined degree program
may be completed within four to five years. A student concentrates on fulfilling undergraduate
requirements during the first two years of study. By the end of the second year the student
applies to join the degree program and submits a proposed program of study, with guide from
his/ her undergraduate advisor and the MPH graduate coordinator. During the third year and
upon meeting admission guidelines (3.5 GPA; score of 1200 on GRE), the student applies to the
graduate school for admission to the MPH program with a designated area of concentration.
Once admitted to the MPH program the student completes all core, concentration and elective
requirements for the MPH degree. At the completion of the combined program of study, the
student will earn both the bachelors and the MPH degrees.
Table 2.13.b.1. Combined Undergraduate and MPH Degree Attainment Timeline
Year
Fall
Spring
Summer
1
2
3
4
DVM/MPH
Core and BS or BA major course
requirements
Core and BS or BA major
course requirements
Core and BS or BA
major course
requirements
BS or BA major course
requirements
BS or BA major course
requirements. Apply to
combined degree program
BS or BA major course
requirements
BS or BA major course
requirements; MPH core
courses
MPH courses
MPH courses
MPH Internship and
Culminating Experience
Graduation
BS or BA major course
requirements. Apply for
admission to MPH
MPH courses
The college offers a five-year concurrent Doctorate of Veterinary Medicine and Master of Public
Health degree program. This program is ideal for students interested in pursuing veterinary
public health and studying the relationship between human and animal health. The DVM/MPH
students must complete the requirements set forth by each degree program; only three courses in
the ‘electives’ category can count towards both degree programs. To date, 8 students have
completed the DVM/MPH, and there are currently 2 students enrolled.
Table 2.13.b.2. DVM/MPH Dual Degree Attainment Timeline
Year
Fall
Spring
 DVM Coursework
DVM Coursework
 Apply for admission to
1
MPH internally via
interviews


2



3


DVM Coursework
POPH5230 (if
admitted as
Freshman)
DVM Coursework
Stipend 2
POPH 5230 (if
admitted as
Sophomore)
Enroll in area of
emphasis electives
Apply for official
admission to MPH










MPH didactic
4
5



DVM clinics
Stipend 5
12 weeks experiential
learning: DVM clinic
rotations



Summer

DVM Coursework
POPH5230 (if admitted
as Freshman)
VPAT5180
Enroll in area of
emphasis electives
DVM coursework
Stipend 3
4 weeks didactic DVM,
clinic rotations start in
March
12 weeks experiential
learning: 4 PH & 8
DVM rotations
MPH didactic
Students participate in
DVM commencement,
but do not get diploma
until year 5
MPH Capstone
Complete DVM and
MPH requirements
Receive DVM and MPH
degrees






DVM Experimental
Learning
Stipend 1
12 weeks
experiential learning:
PH related
Enroll in POPH 5900
(8 credit hours)
DVM clinics
Stipend 4
12 weeks
experiential learning:
DVM clinic rotations
MPH Internship (PBHL
7560 1-9 hours) and
write manuscript for
submission
PharmD/MPH
The Board of Regents of the University System of Georgia approved the joint Doctor of
Pharmacy (PharmD) and MPH curriculum proposal in October 2006. Because of the
forthcoming accreditation and the timeframe necessary to move through the program of study,
the College elected to stay implementation of the degree pending the initial CEPH accreditation.
The College has not advertised or acted on initiating this degree program. The College will delay
the enrollment of students until fall 2009 or thereafter. The program of study, as set forth in the
proposal approved in 2006, requires completion of all MPH coursework, the internship and the
culminating experience.
Table 2.13.b.3. PharmD/ MPH Dual Degree Attainment Timeline
Year
Fall
Spring
PharmD
PharmD
1
Coursework
Coursework
2
3


PharmD Coursework
1 MPH course


PharmD Coursework
1 MPH course


PharmD Coursework
Apply for MPH
admission
MPH Coursework


PharmD Coursework
MPH Coursework

4
5
6
Summer
Fourth Professional Year
40 hours Required Pharmacy Clerkship
MPH Coursework
MPH Coursework
Sixth Professional Year Pharmacy Coursework
MPH Internship and
MPH Capstone
Receive PharmD and
MPH degrees
MD/MPH
The MD/MPH accelerated degree program will allow medical students enrolled at any medical
school to complete both a medical degree and a master’s in public health (MPH) in five years,
instead of the usual four years for a medical degree and 1.5 to 2 years for an MPH degree. All
students will fully meet all requirements of the MPH program. Students will have the option of
concentrating in “Epidemiology” if they anticipate careers in public health service, research, or
teaching, or in “Health Policy and Management” if they anticipate careers in policy,
management, or healthcare administration. Other concentrations are possible, including
Biostatistics, Environmental Health Science and Health Promotion and Behavior. These would
be negotiated on an individual basis. Course outline may vary slightly each year based on
individual needs or circumstances. There is one student enrolled in the MD/MPH accelerated
degree program.
Table 2.13.b.4. MD/MPH Accelerated Degree Attainment Timeline
Year
Fall
Spring
Medical School Year 1
1
Medical School Year 2
2
3
Medical School Year 3 Clinical Rotations
Summer
6 hours MPH
Coursework
4
13 hours MPH
Coursework
5
Clinical
Rotations
14 hours MPH Coursework


MPH Internship
and Capstone
Clinical Rotations
Receive MD and MPH
degrees
*Up to 9 hours credit in MPH program can be given for required courses in the MD curriculum
MSW/MPH
During Spring Semester 2007, 20 faculty members from the School of Social Work and College
of Public Health (including both Deans) met to discuss collaborative opportunities and priorities.
The top priority was given to investigating the feasibility of an MSW-MPH dual degree program,
and a task committee of 8 faculty members—including the Graduate Coordinators in the School
of Social Work and College of Public Health, the MSW Program Director and the MPH Program
Coordinator—was established pursuant to this. Curricula of the 4 Southeastern U.S. academic
institutions with MSW-MPH dual degree programs were reviewed along with the curricula of
UGA’s 5 Aspirational Peer Institutions with MSW-MPH dual degree programs. Committee
members concluded that an MSW-MPH dual degree program would allow UGA to recruit
outstanding graduate students and would position UGA graduates to better serve the escalating
healthcare needs of Georgia citizens. The UGA MSW-MPH dual degree proposal was drafted
and reviewed by the committee and deans before being presented to both faculties. The proposal
was approved by the School of Social Work faculty on January 21, 2011 and the College of
Public Health Curriculum and Academic Programs Committee on January 24, 2011. Final
approval by the University Council was granted for the program to begin in Fall 2011. The
course outline may vary slightly each year based on individual needs or circumstances.
Table 2.13.b.5. MSW/MPH Dual Degree Attainment Timeline
Year
Fall
Spring
MSW
Coursework


MSW Coursework
MPH Coursework


MSW Coursework
MPH Coursework


MSW Coursework
MPH Coursework


MSW Coursework
MPH Coursework


MPH Internship
MSW Concentration Practicum



MPH Capstone
MSW Coursework
Receive MSW and
MPH degrees
1
2
3
Summer
2.13.c. Assessment of the extent to which this criterion is met and an analysis of the school’s
strengths, weaknesses and plans relating to this criterion.
2.13.c. Assessment
This criterion is met.
Strengths:

The College has multiple joint programs, three of which have accepted students and are
operating smoothly.
Challenges:
 Two programs are in the early stages and require more effort to finalize and refine.
Recommended Actions / Improvements:
 Continue to work with the Pharmacy School and Medical School to further refine the
programs.
2.14
Distance Education or Executive Degree Programs
If the school offers degree programs using formats or methods other than students attending
regular on-site course sessions spread over a standard term, these programs must a) be consistent
with the mission of the school and within the school’s established areas of expertise; b) be
guided by clearly articulated student learning outcomes that are rigorously evaluated; c) be
subject to the same quality control processes that other degree programs in the school and
university are; and d) provide planned and evaluated learning experiences that take into
consideration and are responsive to the characteristics and needs of adult learners. If the school
offers distance education or executive degree programs, it must provide needed support for these
programs, including administrative, travel, communication, and student services. The school
must have an ongoing program to evaluate the academic effectiveness of the format, to assess
teaching and learning methodologies and to systematically use this information to stimulate
program improvements.
2.14.a. Identification of all degree programs that are offered in a format other than regular, onsite course sessions spread over a standard term, including those offered in full or in part
through distance education in which the instructor and student are separated in time or
place or both. The instructional matrix in Criterion 2.1.a may be referenced for this
purpose.
2.14.a. Other Formats for Degree Programs
The College of Public Health does not offer distance education programs or executive programs
at this time. There are a few individual courses offered online, but no entire degree program is
offered in a distance format.
2.14.b. Description of the distance education or executive degree programs, including an
explanation of the model or methods used, the school’s rationale for offering these
programs, the manner in which it provides necessary administrative and student support
services, the manner in which it monitors the academic rigor of the programs and their
equivalence (or comparability) to other degree programs offered by the school, and the
manner in which it evaluates the educational outcomes, as well as the format and
methods.
2.14.b. Distance Education or Executive Degree Programs
Not applicable.
2.14.c. Description of the processes that the school uses to verify that the student who registers
in a distance education or correspondence education course or degree is the same
student who participates in and completes the course or degree and receives the
academic credit.
2.14.c. Student Verification in Distance Education
Not applicable.
2.14.d. Assessment of the extent to which this criterion is met and an analysis of the school’s
strengths, weaknesses and plans relating to this criterion.
2.14.d. Assessment
Not applicable.