INTERNSHIP
GUIDELINES
2004
CENTER FOR PUBLIC HEALTH PRACTICE
SCHOOL OF PUBLIC HEALTH
UNIVERSITY OF CALIFORNIA, BERKELEY
CENTER FOR PUBLIC HEALTH PRACTICE
UNIVERSITY OF CALIFORNIA, BERKELEY SCHOOL OF PUBLIC HEALTH
Internship Guidelines 2004
TABLE OF CONTENTS
Internship 2004 Timeline/Checklist………………………………………………………. i
I. Internship Overview……………………………………………………………………1
Purpose
Academic Requirements
Roles and Responsibilities
Non-discrimination Statement
Health Insurance and Liability
II. Internship Agreement…………………………………………………………………. 5
Purpose and Process
Learning Objectives in a Practice Setting
Tips for Writing Learning Objectives
III. Mid-Point Review and Evaluation…………………………………………………
8
IV. Final Assignment…………………………………………………………………… 9
Purpose
Organization Profile
Organizational Analysis
Self-evaluation of the student’s performance
Integration of Scholarship and Practice
V. Evaluations………………………………………………………………………… 13
Sample Internship Agreement (attachment)
Skills, Competencies and Knowledge for Public Health Professionals (attachment)
Center for Public Health Practice Contact Information (attachment)
INTERNSHIP 2004
TIMELINE/CHECKLIST FOR STUDENTS AND PRECEPTORS
Center for Public Health Practice
School of Public Health
University of California, Berkeley
Week 1
Orientation to Organization
__ Introductions to colleagues and staff
__ Read organizational mission and vision
__ Brief on equipment and supplies available
__ Review organizational policies and procedures
__ Begin scheduling appointments for informational
interviews within organization
__ Review learning objectives and projects/activities
Week 2
Internship Agreement
__ Student submit draft Internship Agreement to Field Supervisor
for review
__ FS returns Agreement to site for signatures by student, preceptor,
and supervisor (if different than preceptor)
__ Final copy returned to FS for signature
__ Signed Internship Agreement sent to student and preceptor
Week 6 - 7
Mid-Point Review and Evaluation
__ Student and preceptor review Internship Agreement to evaluate
progress to date, need for revision
__ Conduct a mid-point evaluation using the Post-Internship
Assessment to mark professional progress (optional)
__ Site visit or phone conference between student, preceptor, FS
Weeks 11 - 12 or
Final 2 Weeks
Final Assignment
__ Student submits draft of Final Assignment to FS
__ Preceptor reviews Organization Description section of Final
Assignment
__ Student schedules meeting in September with FS to review final
assignment/internship
Final Evaluations
__ Student and preceptor jointly complete Post-Internship
Assessment; send copy to FS
__ Student completes Site Evaluation and Course Evaluation and
sends to CPHP Practice Coordinator
I.
INTERNSHIP OVERVIEW
Public health practice is an integral part of the Master of Public Health (MPH) degree at the
University of California, Berkeley School of Public Health. The requirement for an approved,
supervised internship applies to MPH students in the two and three year programs and to all areas
of concentration. The Center for Public Health Practice (CPHP) provides the academic and
administrative structure for the practice component of the MPH program.
Purpose
An internship provides the opportunity to integrate classroom learning and practice in a public
health work environment. The intern contributes to a community's resources and to the solution of
public health problems while developing personal confidence and leadership as a public health
professional.
A planned, supervised internship and the preparation leading to it fosters professional
development in several areas:
 The application of public health core knowledge and specialty skills
 The development of new practice-based skills
 Attention to professional self-assessment and personal growth
Emphasis is placed on demonstrating an awareness of how the intern’s activities and projects are
part of a larger public health context.
A practice experience provides an important first step to a career in the field if a student has little
or no prior experience. If the student has extensive experience or advanced degrees in other
fields, they have the opportunity to apply existing skills at a higher level and to develop new
professional skills in public health.
Academic Requirements
The School of Public Health requires students pursuing the two and three year MPH degree to
complete a 3-month supervised internship while registered at UC Berkeley. Students in Health
Policy and Management have the option to complete a six-month internship. The internship
follows the first year of academic study in public health. The internship is a 12-week, full-time
work experience during the summer, typically 480 hours based on a standard 40 hour work week.
Based on the special needs of the student or the site, a part-time academic year placement can be
arranged.
To receive academic credit, students need to complete four assignments:
Assignments:
Internship Agreement (see Section II)
Mid Point Review and Evaluation (Section III)
Final Evaluations (Section V)
Final Assignment (Section IV); meeting with FS
Due Date:
Week 2
Week 6 or 7
Week 12 or final week
September
These internship assignments engage students in a process of goal setting, self-evaluation and
critical reflection on the links between theory and practice. Student assignments are explained in
more detail in Sections II, III, IV, and V of this handbook.
I.
INTERNSHIP OVERVIEW - CONTINUED
Roles and Responsibilities
Role of the Organization and the Preceptor
The sponsoring organization agrees to provide a preceptor to oversee the student’s
internship. The preceptor should have expertise in assigned project areas, experience and
status within the organization, and an interest and competence in supervising and
mentoring. As a mentor, the preceptor shares organizational values, experiences and
contacts with the student to facilitate a successful public health practice internship.
The preceptor provides an orientation to the organization and to the student's specific
projects. This may include:
 describing the organizational mission and vision
 introducing the intern to key people within the organization
 arranging informational meetings with key personnel in student’s area of interest
 providing information about the target population
 reviewing organizational policies and procedures
 familiarizing the intern with office equipment and procedures
Projects assigned to the student should meet the organization’s needs as well as the
student’s learning objectives. The preceptor and supervisors assist the student by
providing access to the resources needed to complete the work. The student is
encouraged to apply classroom learning. An ideal project allows the student to take
initiative, work on a team and work with other disciplines.
The student benefits from attending meetings with management and other leaders within
the organization and in the community to gain a better understanding of the broader
context of the organization. The preceptor is encouraged to invite the student to observe
special meetings and attend inservice trainings throughout the internship.
The preceptor meets with the student on a regular basis to discuss progress on projects
and learning, as well as any issues that may arise as a result of the student's activities.
Frequent feedback on both strengths and areas for improvement is crucial to the
student’s professional development.
If the student has been assigned a supervisor for the project who is not the preceptor, the
preceptor and supervisor work together to provide the necessary guidance and feedback
for the intern. Joint meetings to discuss projects and progress may be helpful.
Conducting informational interviews with key individuals in the organization is another
important way for students to gain a broad public health perspective and professional
confidence.
2
Student's Role and Responsibilities
The internship provides exposure and access within organizations that graduates may not
otherwise have the opportunity to experience during the early years of their public health
careers. The student is expected to function as a professional, which is reflected in the
projects and activities performed and in relationships with the organization's
administrators and other staff. The student is responsible to the preceptor for agreed
upon projects and work duties.
Students are expected to:
 assist the preceptor with management of the internship experience
 provide professional quality work
 comply with the policies and procedures of the organization
 integrate within the structure of the organization
 take initiative in designing or implementing a project
 complete academic and professional assignments related to the placement
Field Supervisor's Role and Responsibilities
Each student is assigned a Field Supervisor from the Center for Public Health Practice
who assists the student in identifying professional and career objectives, clarifying
learning objectives and identifying appropriate internship sites. The Field Supervisor can
assist the preceptor in his/her role as educator, supervisor and mentor, and can provide
technical assistance and access to the University’s academic resources when requested.
The Field Supervisor visits the site to assess student progress and discuss changes in the
Internship Agreement and other areas of interest to the preceptor and student. A phone
conference is held when a site visit is not possible. The Field Supervisor is available by
phone or e-mail throughout the internship to answer questions or to assist in the
resolution of any problems.
Non-discrimination Statement
The University of California, in accordance with applicable State and Federal laws and
University policy, does not discriminate on the basis of race, color, national origin,
religion, sex, disability, age, medical condition (cancer-related), ancestry, marital status,
citizenship, sexual orientation, or status as a Vietnam-era veteran or special disabled
veteran.
The University also prohibits sexual harassment. This nondiscrimination policy covers
admission, access, and treatment in University programs and activities.
3
Health Insurance and Liability
Students registered for the 2004 Summer Session will automatically continue to be
covered by the student health insurance plan (SHIP). However, the University does not
provide worker’s compensation coverage, general liability coverage or automobile
liability coverage. Public and private employers typically maintain these types of
insurance policies that cover their employees in case of workplace injury sustained during
the course of employment.
Participation in the worker’s compensation system is usually mandatory for employers.
Virtually all of the internship employers will have worker’s compensation coverage,
general liability coverage, and automobile liability.
Preceptors and students are encouraged to check with the Human Resources and/or
Business Office to ask what coverage(s) the employer maintains. In addition, they should
discuss with the Human Resources and/or Business Office whether the student will be
classified as an employee or a trainee for purposes of compensation and liability. The
student’s classification may be a factor in determining whether they are covered by the
employer’s insurance coverage(s).
It should be noted that worker’s compensation does not cover injuries during normal
commuting (either to or from the workplace). Also, the general rule is that injuries due to
workplace assaults are compensable “if they result from work-related increases in the risk
of encountering dangerous people.”
4
II. INTERNSHIP AGREEMENT
Purpose and Process
The Internship Agreement is developed during the first two weeks of the internship by
the student in consultation with the preceptor and Field Supervisor.
The Internship Agreement describes and defines the working relationship between the
student and the organization. It integrates the student’s learning objectives and interests
with the needs and opportunities of the site. This agreement is not a legal contract, but
rather a tool for communication, monitoring, and evaluation of the practice experience. It
may be modified during the internship by agreement among the student, the preceptor,
and the Field Supervisor.
The Internship Agreement consists of:
a. Specifications
Name of student, organization, preceptor, start and end dates, stipend amount,
work study (if involved), other compensation (such as conference, training,
transportation, relocation allowances), preceptor/student meeting frequency,
and other logistics, working conditions or site requirements.
b. Scope of Work
A work plan detailing the student's learning objectives, proposed activities,
evidence of learning/products, and timeline. The learning objectives are
key in tying the student’s academic learning with the practice skills
and knowledge they gain during their internships. Further details on the
learning objectives are provided below.
c. Brief Description of Primary Projects
d. Expected Product
A finished product the student delivers to the site during the internship.
Examples: Report, web page, computer program, publication. (Note: these are
not part of the final assignment)
e. Format for Part 4 of Final Assignment
Selection of case study, journal, poster, creative presentation or other format
f . Signatures and Date
Student, Preceptor, and Field Supervisor
The CPHP has developed a recommended format for the Internship Agreement (see
attached). The student may use this or another format that conveys the elements of the
5
II. INTERNSHIP AGREEMENT -- CONTINUED
Internship Agreement in a concise, understandable manner that allows the student and
preceptor to monitor progress and make necessary adjustments. The Field Supervisor can
provide examples of Internship Agreements from previous interns to assist the student in
determining an appropriate format.
Learning Objectives in a Practice Setting
The Center for Public Health Practice model of academic practice categorizes students’
learning into five related areas as described below (see Skills and Competencies in
attachments). The Internship Agreement should include objectives in most of these
areas. Examples of learning objectives are available from the Field Supervisor.
1. Public Health Skills and Competencies
The technical skills and competencies required to be effective in a public health
workplace and in the student’s specialty area. These may include basic research,
program planning and evaluation, policy, fiscal functions and computer skills.
2. Core and Specialty Knowledge
The core and specialty knowledge of public health and how it is applied in improving
population health including in-depth knowledge of specific public health issues and
specific populations.
3. Leadership Skills and Abilities
The art of integrating public health knowledge, theory, and practice and the ability to
have an impact on the environment as a public health professional. This includes
critical thinking, problem-solving, interdisciplinary teamwork, cultural competence,
decision-making, communication and leadership.
4. Context and Environment
Systems and contexts within which public health organizations and professionals
function, including funding sources, public policy, external relationships, social and
economic inequalities, market trends, and other historical and current influences on
public health. Organizational objectives include gaining work experience in a
specific sector, organization, and work setting.
5. Personal and Career Development
General skills and knowledge which are essential to success in any professional field,
such as organizing a complex job, working independently and as part of a team,
setting goals and monitoring performance, assessing personal strengths and
challenges. This includes exploring specific career interests, identifying trends and
opportunities, developing networks, becoming familiar with occupational literature
and associations.
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II.
INTERNSHIP AGREEMENT - CONTINUED
Tips for Writing Learning Objectives
Learning objectives form the basis of the Scope of Work and are written as measurable
statements of the results the student wishes to achieve. A learning objective is a concise,
measurable, and understandable statement of a change in competency, skill, knowledge,
or understanding the student plans to gain. Learning objectives are written in the present
tense and use action verbs which describe how learning will be demonstrated.
It is important to define the level of mastery which will be obtained when defining the
outcome, e.g., identifying an issue vs. analyzing the issue, listing problems vs. evaluating
problems. Clearly defined learning objectives are the foundation of a strong and
successful internship.
Prior to beginning the internship, the student will have worked with the Field Supervisor,
completing a self-assessment and preparation process. This includes writing broad
learning objectives which help to refine and focus the student’s areas of interest.
The student works with the preceptor during the first two weeks of the internship to tailor
the learning objectives to the specifics of the site and anticipated projects.
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III. MID-POINT REVIEW & EVALUATION
Purpose
The Mid-Point Review and Evaluation is a conference to ensure the internship experience
is meeting the student’s and preceptor’s needs and expectations. The purpose of the
review is to:
• assess progress in achieving work assignments and learning objectives, including
review of personal and professional growth and development
• identify and discuss learning issues, strengths and challenges, resource needs
which have emerged during the internship
• update the Internship Agreement to reflect any changes
Participants:
Student, Field Supervisor, Preceptor, Project Supervisor (optional)
Facilitator:
Student
Topics/Agenda:
Proposed by student, consensus by participants
Duration:
45-90 minutes, as needed
Location:
On site, location arranged by student; phone conference if on-site
visit not possible
The review is a time for reflection and feedback on how the internship is working out for
the student, the preceptor, and the organization. As facilitator, the student chooses a
format for discussion which will promote a substantive and open exchange. Some
students use the Post-Internship Assessment form as a jumping off point (available on
CPHP website), others start with a review of the Internship Agreement, while others
choose a more open format.
While the format and content may vary, the ultimate goal of the Mid-Point Review and
Evaluation is to help ensure that the internship is on track in providing a valuable
learning experience for the student and that the student is making a contribution to the
organization.
8
IV. FINAL ASSIGNMENT
Purpose
The purpose of the final assignment is to allow the student reflect on the practice
experience. This is an opportunity for the student to describe what was done, what was
learned, and to place the experiences within the context of the organization, the
community and the MPH program. The student should think creatively about his/her
contribution to the profession and the professional value of the placement. The following
outline is a guide.
The Organization Profile should be drafted one week before the end of the internship
so that the preceptor can review it to assure that the information is accurate prior to
submission to the Field Supervisor.
The Final Assignment has four (4) sections.
1. Organization Profile
The Organization Profile is intended to reflect the student’s understanding of the site
based on their experience. It will be made available to future students considering the
organization as a potential internship site. Information to be included:
a. Name and location of the organization, division or department in which the
student worked
b. Preceptor’s name and title
c. Project supervisor’s name and title, if applicable
d. Student’s position in the organization with a brief explanation of why the
student chose the internship site and project
e. Mission/purpose and goals of the internship site
f. Organizational structure, e.g. organizational chart, departments, qualifications
or background of key professionals
g. Programs and services offered
h. Population(s) served including pertinent demographic/census information.
i. Relationship of this organization to other regional, state or national
organizations
2. Organizational Analysis
Factors determining policies and programs and the ability of the organization to
fulfill its mission such as trends, recent changes internally or externally that might
enhance or hinder the ability to proceed as planned. The organizational analysis
may be made available, with permission, to students considering an internship at
the site in the future.
.
9
IV. FINAL ASSIGNMENT -- CONTINUED
3. Self-evaluation of the student’s performance
The self-evaluation is a reflection for the student on the internship experience itself.
The student may find it helpful to prepare this prior to meeting with the preceptor for
the final evaluation. Reviewing the Internship Agreement will be helpful in
preparing this part of the assignment. The self-evaluation may be made available,
with permission, to students considering an internship at the site in the future. Areas
to be addressed include:
a. How successful the student was in achieving the learning objectives
and scope of work
b. Key competencies and skills the student developed
c. Any unexpected accomplishments
d. Impact of the experience on the student’s personal and professional
development
e. Resources and contacts the student developed for future use
f. Recommendations to future students preparing for an internship: What would
the student do differently? What was the student glad s/he did?
4.
Integration of Scholarship and Practice
The last piece of the final assignment is to be used by the student to demonstrate how
s/he has integrated scholarship with practice during the internship experience. This
can be through application of academic knowledge to the practice setting or showing
how new knowledge emerged from practice. Five formats are offered.
Pick ONE format only.
a. Case Study
The case study is based on an actual situation encountered by the student
during the internship. Preparation of the case study will engage the student in
critically analyzing an issue, problem or situation experienced during the
internship, using relevant public health theory. The case study should include:
1. Case Background – clearly spell out the context or background
2. Problems – prioritize the issues, clearly state the primary problem
3. Solutions – use relevant public health theory, literature or research to
present the solutions; present and prioritize solutions/interventions,
including possible outcomes; consider long-term consequences and
risks and benefits
4. Implementation – describe implementation steps
5. Evaluation – present evaluation criteria
More detailed guidelines for writing case studies and sample case studies are
available from the CPHP Resource Center and website.
10
IV. FINAL ASSIGNMENT -- CONTINUED
b. Journal
The student records internship experiences and reflections regularly - at least once per
week. The journal should document both the student’s professional and personal
growth, and help the student analyze situations encountered and reactions to them.
Entries may include insights on:
 what the student is learning
 the student’s role in the organization
 external and internal influences on the student and/or the organization
 challenges or dilemmas and how the student or the organization responded
to them
 methodological challenges
 congruence or incongruence between theory and practice
 insights about the student’s knowledge, skills, work style, values and
beliefs
 unexpected rewards or opportunities
 important or unanswered questions and areas for future exploration
In the final entry, the student should look back over the journal and reflect on the
internship experience, highlighting what was learned and implications for future
professional development. The journal is a confidential document that will be
reviewed only by the Field Supervisor.
Generic samples of journal entries and more detailed information on keeping a journal
are available through the CPHP Resource Center.
c. Conference-Quality Poster
The student may design a visually appealing, conference-quality poster which
depicts the internship site, an internship project or an interesting experience s/he
has experienced in the field. The poster incorporates a critical analysis of or
reflection on how practice and theory are integrated. All posters will be displayed
in the lobby of Warren Hall during the first month of Fall semester. Students may
also want to schedule poster sessions for new student and faculty.
The following components are included in a poster:
1.
2.
Heading: the name of the organization, project, or public health issue
Student’s name and contact information
11
IV. FINAL ASSIGNMENT -- CONTINUED
3.
4.
Text:
 Name and location of the organization
 Mission, goals and objectives of the project
 Description of the population served or program participants
 Quotes from directors, staff or participants
 Description of the internship project, including results or findings
 Critical analysis of or reflection on how practice and theory are
integrated
Text can be made visually appealing using a word processor or a
presentation software program such as Power Point and a color printer.
Sample posters from previous student internships are available in the CPHP Resource
Center. Guidelines for poster preparation are available on the CPHP website.
d. Creative Presentation
The student may develop a creative presentation such as a panel, roundtable
discussion, or by using other interactive learning methods. The intent of the
presentation is to incorporate the critical thinking and analysis described in the
other final assignment formats and share these insights with fellow students. The
student assumes responsibility for the development of the presentation, which
should be of professional caliber, with guidance from the Field Supervisor.
e. Other Formats
The student may choose to present a program, project or challenge encountered
during his or her internship through other creative media such as video, world
wide web or photography. The final product should incorporate critical thinking
and analysis as described in the other final assignment formats. Other formats
must be discussed with the Field Supervisor and approved in advance.
12
V.
EVALUATIONS
Three evaluation forms are sent to the student several weeks before the end of the
internship:
 Post-Internship Assessment
 Site Evaluation
 Course Evaluation
These evaluation forms are also available on the CPHP website.
During the last week of the internship, the student and preceptor jointly complete the
Post-Internship Assessment form, which evaluates the student’s professional and public
health skills. This written evaluation helps the student explore his or her strengths, as
well as areas that may need improvement. It is recommended that the student complete a
self-evaluation using the Post-Internship Assessment form prior to meeting with the
preceptor. Students often use the feedback received during this evaluation to plan future
graduate course work and subsequent career or academic objectives.
The Site Evaluation form is completed by the student and submitted to the Field
Supervisor. Information on this form assists the Field Supervisor in mentoring the
student to integrate his or her field experiences. The Site Evaluation also assists the
CPHP in matching appropriate students to the internship in following years.
The student also completes a Course Evaluation which provides feedback to the Field
Supervisor and the CPHP on the preparation for the internship and ongoing support
during it. This confidential form is returned to the CPHP Practice Coordinator.
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SAMPLE FORMAT
INTERNSHIP AGREEMENT
Intern Name:
Work e-mail:
Work phone:
Area of Concentration:
Preceptor:
Preceptor Title:
Preceptor e-mail:
Preceptor phone:
Length of Internship:
Start Date:
End Date:
Stipend:
Organization:
Preceptor meeting frequency:
SCOPE OF WORK
Area of Competency (i.e., Public Health Skills and Competencies, Core and Specialty Knowledge, Leadership Skills and
Abilities, Context and Environment, Personal and Career Development per attached Skills, Competencies and Knowledge
document)
Learning Objective
Method/Activities
Evidence of learning/products
Timeline
Brief description of primary project(s) (Attach an additional page if needed.)
Expected Products, e.g. Web site, curriculum, report, published paper, grant
Format for the final assignment (Section 4 of the Final Report), e.g. case study, journal, poster and presentation,
creative format
*****************************************************
I understand that this document is an agreement between the student and preceptor and is subject to revision if both parties agree.
As the preceptor, I understand that this internship is an academic requirement of the MPH Program at UC Berkeley’s School of
Public Health and that I have the right to review and confirm the facts of all reports and products produced for the academic portion
of the experience.
I agree with the above provisions. If there are any problems concerning these provisions, I may contact ______________
Field Supervisor at _______________________.
_________________________
Preceptor
Date
____________________________
Student
Date
2
____________________________
Field Supervisor
Date
SKILLS, COMPETENCIES AND KNOWLEDGE FOR PUBLIC HEALTH PROFESSIONALS IN A PRACTICE SETTING
Public Health Skills
and Competencies
Research

Conduct a literature review

Select appropriate
methodologies

Collect data

Analyze data

Write for publication
Program planning
and evaluation

Design and implement a
needs assessment

Plan a program

Develop evaluation
instruments, both
quantitative and qualitative

Analyze and present
evaluation results
Policy

Conduct policy research
and analysis

Develop policy, legislation
or regulations

Advocate for policy
Fiscal functions

Develop and manage
budgets and do financial
planning

Write grants and fundraise
Computer skills

Develop databases

Conduct statistical analysis

Design a Web page

Utilize graphic design
software
Perform additional functions
specific to area of study
Core and Specialty
Knowledge

Apply relevant skills,
knowledge and theory in a
practice setting

Demonstrate in-depth
knowledge of specific
public health issues

Demonstrate in-depth
knowledge of specific
populations
Leadership Skills
and Abilities
Communication

Clearly communicate ideas
to a variety of audiences –
verbally and in writing

Listen attentively and
solicit input from
individuals and groups
Cultural competence

Understand one’s own
cultural background in
relationship to others

Establish sensitive and
effective working relations
with diverse individuals

Design culturally and
linguistically relevant
interventions and materials
Management

Plan, organize, coordinate
and monitor people and
resources

Establish agendas and
facilitate meetings

Identify, analyze, and solve
problems

Adapt to change
Public health leadership

Lead and participate in
interdisciplinary teams

Envision the future and
provide innovative
approaches to public
health problems

Adhere to ethical
standards
Context and
Environment

Identify and analyze social,
environmental, and
biological determinants of
health and illness

Assess internal and
external forces (e.g.,
historical, political,
economic) affecting
response to a public health
issue

Describe the roles and
relationships of public,
private, and non-profit
organizations in solving
public health problems

Describe an organization’s
mission, goals, objectives,
structure and operations
Personal and Career
Development
Personal assessment
and learning

Work collaboratively in
team settings

Work independently and
take initiative

Aware of personal
strengths and limitations in
relation to the field of
public health and area of
concentration

Incorporate suggestions to
improve performance
Organization and
time management

Set priorities and allocate
time efficiently

Perform several tasks at
once
Career development

Utilize knowledge of trends
in public health and
specialty area and career
opportunities to seek
employment

Establish a network of
contacts in area of
concentration
UC BERKELEY SCHOOL OF PUBLIC HEALTH
Center for Public Health Practice
Field Supervisors
Janet Savage, MS, RD, Director
521 Warren Hall
510.642.2414
jsavage@uclink4.berkeley.edu
Sandra Dratler, DrPH
522 Warren Hall
510.643.0969
sdratler@uclink4.berkeley.edu
Daniel Perlman, PhD
519 Warren Hall
510.642.9839
dperl@uclink4.berkeley.edu
Kevin Williams, MPH, JD
520 Warren Hall
510.643.0722
kdwills@uclink4.berkeley.edu
Practice Coordinator
Marena Cortes Zavaleta
Mailing Address:
Center for Public Health Practice
School of Public Health
140 Warren Hall
University of California, Berkeley
Berkeley, CA 94720-7360
Fax: 510.642.9891
523 Warren Hall
510.643.0970
mcz@uclink.berkeley.edu