TABLE OF CONTENTS
CRITERION 1: THE SCHOOL OF PUBLIC HEALTH ................................................................. 2
1.1
MISSION .......................................................................................................................... 2
1.2
EVALUATION .................................................................................................................. 7
1.3
INSTITUTIONAL ENVIRONMENT ............................................................................... 12
1.4
ORGANIZATION AND ADMINISTRATION ................................................................. 19
1.5
GOVERNANCE .............................................................................................................. 23
1.6
FISCAL RESOURCES.................................................................................................... 27
1.7
FACULTY AND OTHER RESOURCES ......................................................................... 33
1.8
DIVERSITY..................................................................................................................... 44
CRITERION 2.0 INSTRUCTIONAL PROGRAMS ..................................................................... 56
2.1
DEGREE OFFERINGS .................................................................................................. 56
2.2
PROGRAM LENGTH ..................................................................................................... 58
2.3
PUBLIC HEALTH CORE KNOWLEDGE ..................................................................... 59
2.4
PRACTICAL SKILLS ..................................................................................................... 61
2.5
CULMINATING EXPERIENCE .................................................................................... 66
2.6
REQUIRED COMPETENCIES..................................................................................... 68
2.7
ASSESSMENT PROCEDURES ...................................................................................... 87
2.8
OTHER GRADUATE PROFESSIONAL DEGREES...................................................... 94
2.9
BACHELOR’S DEGREES IN PUBLIC HEALTH ......................................................... 95
2.10 OTHER BACHELOR’S DEGREES ................................................................................ 98
2.11 ACADEMIC DEGREES ................................................................................................. 99
2.12 DOCTORAL DEGREES ............................................................................................... 102
2.13 JOINT DEGREES ........................................................................................................ 104
2.14 DISTANCE EDUCATION OR EXECUTIVE DEGREE PROGRAMS ......................... 109
CRITERION 3.0: CREATION, APPLICATION AND ADVANCEMENT OF KNOWLEDGE .. 110
3.1
RESEARCH .................................................................................................................. 110
3.2
SERVICE ...................................................................................................................... 123
3.3
WORKFORCE DEVELOPMENT ................................................................................ 129
CRITERION 4.0: FACULTY, STAFF AND STUDENTS ............................................................ 138
4.1
FACULTY QUALIFICATIONS .................................................................................... 138
4.2
FACULTY POLICIES AND PROCEDURES ............................................................... 158
4.3
STUDENT RECRUITMENT AND ADMISSIONS ....................................................... 161
4.4
ADVISING AND CAREER COUNSELING ................................................................. 171
CRITERION 1.0: THE SCHOOL OF PUBLIC HEALTH
1.1
MISSION
The school shall have a clearly formulated and publicly stated mission with supporting goals,
objectives and values.
1.1.a. A clear and concise mission statement for the school as a whole.
The strategic planning process of the University of Georgia (UGA) College of Public Health
(CPH) resulted in the following mission statement:
Mission Statement
The College of Public Health at the University of Georgia promotes health in human
populations, protects the environment and prevents disease and injury in Georgia, the United
States and globally through innovative research, exemplary education and engaged service.
Since the CPH was initially accredited in 2009, the scope and interconnectedness of the three
essential modes of activity to accomplish this mission have increased due to (1) a continuous
expansion of educational programs, (2) the recruitment of faculty with a wide range of
research interests and (3) the establishment of a formal engagement office for the CPH.
1.1.b. A statement of values that guides the school.
The values of the CPH reflect the mission of the University of Georgia and its motto, “to
teach, to serve and to inquire into the nature of things.” The university seeks to foster the
understanding of and respect for cultural differences necessary for an enlightened and
educated citizenry. It seeks to provide for cultural, ethnic, gender and racial diversity in the
faculty, staff and student body. Like the university, the CPH strives to provide its students
and the community it serves with an appreciation of the critical importance of participation in
an interdependent global society. The values of quality, impact, diversity and social justice
resonate through CPH programs and are represented in our participation and leadership in
various local, national and international public health activities. The motto of the CPH, “Be
Part of the Solution,” reflects a strong emphasis placed on engagement. Students and faculty
are encouraged to actively participate in the investigation and analysis of public health
concerns with particular emphasis on developing solution-oriented interventions and lasting
strategies for prevention. The CPH has formalized its vision and core values in the following
way:
Vision Statement
The UGA College of Public Health is dedicated to excellence and innovation in instruction,
high-quality research and positive impact on communities through outreach and engagement
activities. Faculty, staff and students will collaborate fully with community and governmental
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partners to improve the health and lives of the people we serve in the state of Georgia, the
nation and in other countries through our meaningful and evolving international programs
and projects.
Core Values
1. Educating and Training the Public Health Workforce: The essential product of the
College of Public Health will be trained personnel prepared as public health practitioners,
professionals and leaders who have a clear understanding of the practical and theoretical
issues that underlie their productive involvement in creating positive community health
outcomes. Graduates of the CPH will be adept at studying public health issues, engaging with
communities to solve public health problems and teaching others to do the same.
2. A Research Culture of Excellence: We are committed participants in a culture of highquality, high-impact research that attracts external funding and other resources to support
projects that improve lives in Georgia and the world. We believe that College of Public
Health research has the potential to transform public health systems and improve community
and environmental health.
3. Outreach as a Translational Mission: The CPH is committed to a translational emphasis
on delivering research outcomes to our local, regional, national and international
stakeholders. We embrace the land-grant practice of using outreach as a mechanism to
educate the populace and deliver research outcomes to the people we serve.
4. A Commitment to International Collaboration: We recognize that we live in a highly
connected world and that health problems in other countries can affect citizens beyond their
borders, including Georgians. The CPH is committed to solving those truly global public
health problems. It will seek out and establish international partnerships in research,
education and service that address global health challenges and create solutions that benefit
all.
5. Equity and Healthy Lives: The CPH will be a leader in analyzing and impacting social
determinants of health, understanding the needs of specific populations and addressing health
disparities and environmental justice issues. Appropriate policies about the availability and
access to health resources will be pursued. We will promote educational access to empower
a public health leadership that is diverse and well informed.
6. Public Health and Economic Development: Improving the health of individuals raises the
health of the community and improves economic options at multiple levels. The CPH will
have a leading role in delivering research discoveries, educational opportunities and other
university-driven outcomes that improve human and economic well-being generally.
1.1.c. One or more goal statements for each major function through which the school
intends to attain its mission, including at minimum, instruction, research and service.
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College of Public Health Goals
Goal 1. Exemplary Education: The College of Public Health will create and deliver
excellence in public health education.
Goal 2. Innovative Research: The College of Public Health will improve human health
through innovative research addressing the physical, mental, social and environmental
aspects of disease and injury.
Goal 3. Engaged Service: The College of Public Health will engage partners to improve
health and wellness, reduce health disparities and prevent disease and injury.
Goal 4. Structural Support: The College of Public Health will strengthen fiscal, human and
physical resources to increase capacity for teaching, research and service and to enhance the
workforce environment and culture to maximize morale and retention.
1.1.d. A set of measurable objectives with quantifiable indicators related to each goal
statement as provided in Criterion 1.1.c.
The following table offers a concise outline of CPH goals, measurable objectives and
quantifiable indicators. Appendix 1.1.d presents a more detailed matrix.
CPH Objectives and Quantifiable Indicators for Each Strategic Goal
Objective
Indicator
Goal 1: Improve Education Programs
Recruit excellent students
Student qualifications at entrance
Create quality graduate degrees
New research- and practice-oriented programs
Improve employment
Improved graduate job placement outcomes
Develop PH continuing education
Faculty involvement and program development
Goal 2: Conduct Innovative Research
Research applicability
Faculty and student research engagement
More interdisciplinary research
Multiple discipline publications and grants
Increase research activity
Increased grant submissions and publications
Goal 3: More Engaged Service
Involvement with communities
Increase research that benefits communities
More external awareness of the CPH
Increase engagement and public recognition
Goal 4: Increased Resources
Increase research grants
Funding levels and strength of research office
Create new fiscal strategies
Funding for innovative initiatives
Increase operational efficiency
HSC facilities and instructional capabilities
Enhance morale
Faculty productivity and collective outcomes
Establish a culture of excellence
Faculty concurrence about program quality
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1.1.e. Description of the manner by which the mission, values, goals and objectives were
developed, including a description of how various specific stakeholder groups were
involved in their development.
Development of the CPH Mission, Values, Goals and Objectives
After achieving initial accreditation in 2009, an extensive planning process directed by an
outside consultant went into motion, resulting in the current CPH Strategic Plan (see
Appendix 1.1.e). It was developed in connection with the university-wide process that
culminated in the publication of Building on Excellence, University of Georgia 2020
Strategic Plan, approved by the University Council in November 2012. For the CPH
component, a strategic planning committee was formed to work with the consultant and
coordinate the process. Individual and focus group interviews were conducted with faculty,
students, alumni and community partners to identify strategic directions. The strategic plan
was vetted by the CPH Executive Committee (dean, associate deans, department heads and
institute/center directors) and presented to faculty for comment. The final document was
approved by vote of the faculty. This process confirmed the mission statement and developed
a set of strategic goals that form the basis of the current self-study. (See above at 1.1.a and
1.1.c.) A committee was formed subsequently to develop an evaluation plan which was
largely responsible for the list of objectives and the outcome measures approved by the
faculty and found in Section 1.1.d. The Office of the Associate Dean for Academic Affairs
took responsibility for identifying and collecting relevant data for the assessment (see
Appendix 1.2.c). More recently, a desire to strengthen the strategic plan’s vision statement
and articulate specific core values led to discussion at an executive committee retreat in
August 2013 that triggered wider deliberation. Discussions led by the associate dean for
academic affairs with CPH departments and input from faculty resulted in the text found in
Section 1.1.b focused on values.
In a sense the entire CPH, as a new and evolving institution, has been in a continuous state of
strategic planning. The creation of the mission, values, goals and objectives took place in a
wider and ongoing planning process. For example, in addition to the hours faculty have
committed to the development of a significant list of new academic degree programs
referenced in this study, and the commitment to teaching the program courses required, CPH
departments, center, institutes and the dean’s office have all been engaged in the facility
planning process required to create an entire campus of buildings for CPH activity. The
accreditation process serves as one guiding framework in a multi-layered process aimed at
building new academic programs to serve a rapidly expanding student enrollment,
developing appropriate facilities for faculty, students and the wider community and to assure
the future of an active and growing college that did not exist ten years ago.
1.1.f. Description of how the mission, values, goals and objectives are made available to
the school’s constituent groups, including the general public, and how they are
routinely reviewed and revised to ensure relevance.
Method of Dissemination of Mission, Values, Goals and Objectives
After approval by the faculty, the values, mission, goals and objectives were disseminated to
the entire CPH community via the website and newsletter. Every community partner that
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participated in the process also received a copy as did our advisory committees. The mission
and goals are posted in each department. As measures were developed and validated, reports
on performance monitoring and tracking were presented on the CPH’s website and in
newsletters. Updates on these measures and performance improvement activities are shared
routinely with the Dean’s Advisory Council and the Practice Advisory Council (our external
advisory boards). At the midpoint of the strategic planning process (spring 2013), CPH
faculty reassessed the goals and objectives to determine relevance and currency. No
substantive changes were made to the mission, goals and objectives at that time, but the
vision statement has been rewritten to reflect evolving priorities with a set of clearly
articulated core values resulting from an open, college-wide process of communication with
an affirming, unanimous vote of the faculty.
1.1.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.
Strengths: The CPH is anchored in a nationally ranked public university with a proven
record of outstanding academic performance. The CPH has a clearly articulated mission and
delineated goals and objectives which support public health values and ethics. The consistent
success of the CPH in terms of developing new programs, expanding enrollment rapidly,
attracting major research funding and developing new facilities and infrastructure has earned
the strong and continuing central administrative support required for success with its mission.
UGA has committed to developing excellent facilities for all CPH programs. The faculty who
have sustained the intellectual and personal effort required to plan and create a dynamic
public health program, remain committed to initiatives for continued improvement.
Challenges: The goals and objectives are ambitious and the CPH continually strains to
provide the necessary support infrastructure for a growing program. The five-year strategic
plan will expire in 2015 and envisioning the scope of future commitments will require
continued concentration on strategic issues. The unwavering commitment of the CPH to
bring all of its programs together at a single campus will face a serious challenge in terms of
creating a major new laboratory building for the final unit, the Department of Environmental
Health Science (EHS), to join the rest of the Health Sciences Campus (HSC).
Plans: The process of developing a new strategic plan will begin during the summer of 2014
by engaging faculty, staff, students and our external partners.
This criterion is met.
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1.2
EVALUATION
The school shall have an explicit process for monitoring and evaluating its overall efforts
against its mission, goals and objectives; for assessing the school’s effectiveness in serving its
various constituencies; and for using evaluation results in ongoing planning and decision
making to achieve its mission. As part of the evaluation process, the school must conduct an
analytical self-study that analyzes performance against the accreditation criterion defined in
this document.
1.2.a. Description of the evaluation processes used to monitor progress against objectives
defined in Criterion 1.1.d, including identification of the data systems and responsible
parties associated with each objective and with the evaluation process as a whole.
College of Public Health Evaluation and Planning
The CPH’s evaluation and planning efforts are conducted in various ways throughout the
academic cycle. The CPH complies with university-required evaluation and planning
processes that systematically assess every major aspect of the institution, including units,
programs and personnel. As directed by the Office of Institutional Effectiveness (OIE), there
is a multi-level approach to academic program assessment that includes full program review,
assessment of graduate programs and assessment of undergraduate major programs. For
example, during the 2013-2014 academic year, the Institute of Gerontology will undergo
university review, the Institute for Disaster Management (IDM) and Center for Global Health
will undergo CPH review and during the 2014-2015 year, the Department of Health
Promotion and Behavior (HPB) is scheduled to undergo review.
In addition, the CPH has developed an evaluation plan to measure the outcomes identified in
our strategic plan. The plan was initially drafted by the CPH, sent to CPH faculty for
discussion in departmental meetings and discussed at the self-study committee meetings with
the final versions sent to faculty for approval. Revisions were made at each step based on
feedback from the respective faculty and incorporated in the final document. The resulting
Table 1.2.a (based on CEPH Data Template 1.2.1) is found in Appendix 1.2.a.
Graduate Program Assessment
Since 1999, and in compliance with requirements of both the University System of Georgia
(USG) Board of Regents (BOR) and the Southern Association of Colleges and Schools
(SACS), the UGA Graduate School mandates that all graduate programs have plans and
processes in place for assessing student learning outcomes. The current system of graduate
program review is overseen by the Program Committee of the Graduate Council and operates
on a three-year cycle that culminates in the submission of a written report detailing student
learning outcomes, measurable objectives, assessment procedures and use of assessment
results for improvement. Upon completion of the review process, the chair of the Program
Committee reports to the dean of the Graduate School, who confirms satisfactory completion
status to the Associate Provost for Institutional Effectiveness. All approved reports are then
submitted to the UGA Office of Academic Planning (OAP) and can be retrieved at any time
by approved personnel. The Master of Public Health (MPH) and Doctor of Public Health
(DrPH) programs both underwent reviews and submitted Degree Reports to OAP in 2010.
The CPH master of science program in environmental health submitted a report in 2010. The
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doctoral program in health promotion and behavior also submitted its last review in 2010.
The Doctor of Philosophy (PhD) programs in epidemiology and environmental health will be
reviewed in 2015 and 2016 respectively.
Graduate programs have considerable leeway in how assessment procedures are conducted in
terms of data collection strategies, the frequency of data collection and the populations
sampled. Typical sources of data, however, are students, employers and alumni. Common
approaches for collecting data include exit interviews, written surveys, certification exam
results and comprehensive assessment of competency development. For example, the
assessment plan for EHS department has five principal components: (1) a survey of
graduates and their employers at three-year intervals following graduation from our program,
(2) exit surveys or interviews of graduates since the last Assessment Report, (3) employment
status of graduates since the last Assessment Report, (4) teaching or course evaluations for
graduate courses and (5) recommended program improvements that can be developed from
the Assessment Report.
Undergraduate Program Assessment
According to criteria and policies established by the university Program Review and
Assessment Committee, the faculty responsible for each undergraduate program (i.e., major)
are required to report ongoing assessment of learning outcomes in three-year cycles. This
process is integrated with the seven-year full program review as described above and consists
of four steps: (1) defining clear learning outcomes for students in the program, (2) identifying
and implementing measures that assess whether their students attain those outcomes,
(3) analyzing the data gathered through the assessment measures for information relevant to
the program and (4) using that resulting information as the basis for program improvements.
The undergraduate majors in environmental health science (BSEH) and health promotion
(BSHP) last reported their student and degree assessment findings in 2013.
The EHS department assessment of the effectiveness of the degree program in achieving
learning objectives centers on four methods: (1) classroom data; (2) internship evaluation by
both student and employer; (3) institution of new, electronic methods for data collection for
graduates and (4) exit and internship surveys. The EHS faculty is involved in all aspects of
program assessment, and all faculty members have the opportunity to review and comment
on the assessment plan prior to its acceptance and implementation by the department. A
three-person assessment committee, including the undergraduate coordinator and two
additional EHS faculty members, is responsible for summarizing and reporting the
assessment data to faculty and for writing and submitting the overall assessment report.
The HPB department uses the following methods of assessment to monitor progress:
(1) development of a shell course for community-based service learning projects,
(2) inclusion of the Archway Public Health (discussed in Sections 1.7.h and 3.3) initiative
participants in coursework and practical experiences and (3) class projects in the final two
major classes for needs assessment and program planning with focus on evidence-based
programming. Additionally, learning objectives for the entry-level degree are focused
around seven global competency areas as outlined by the National Commission for Health
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Education Credentialing (NCHEC) and adopted by the National Council for Accreditation of
Teacher Education (NCATE), which set standards for qualified teachers. HPB faculty
members are afforded the opportunity to examine all data pertinent to the undergraduate
program. Specifically, however, the undergraduate program coordinator and the
undergraduate committee are responsible for summarizing and reporting findings from the
assessment process, as well as making use of the findings toward programmatic
improvement.
Other Formal and Informal Mechanisms for Assessment
The Dean’s Advisory Council and the Practice Advisory Council, both voluntary
organizations representing key stakeholders and practitioners, provide the dean, faculty and
student affairs staff with ongoing environmental scanning and feedback on external and
practice issues related to the CPH’s development. These groups meet formally with the dean
and other CPH leaders at least once a semester. Informal discussions take place throughout
the year.
Student course assessments are conducted and evaluated at the end of each semester.
Additionally, the dean sponsors open forums with students each semester to gather feedback
about the CPH and its various degree programs. Titled “Dishing with the Dean,” these
lunchtime sessions provide an important opportunity for student interaction in an informal
atmosphere. Attendance at these sessions has increased over time and typical topics include
curricular improvements, updates on accreditation process and review and information
dissemination. Examples of changes that have resulted from these sessions include:
increasing access and available hours for the computer labs, changing day/time course
availability for the MPH core classes and working with the University Parking Services to
find alternatives for students needing faster access to the various parts of campus where
multiple college programs are located and offer instruction.
1.2.b. Description of how the results of the evaluation processes described in Criterion
1.2.a are monitored, analyzed, communicated and regularly used by managers
responsible for enhancing the quality of programs and activities.
Monitoring, Analysis, Communication and Use of Evaluation Results
All programmatic data is aggregated at the college level annually for use in the CPH’s yearend reports (for CEPH and the university). Data collection begins in October with the
individual departments or programs reporting the data to the CPH (the Office of the
Associate Dean for Academic Affairs). Data related to faculty research and engagement is
collected annually on the calendar year as faculty are reporting productivity for merit review.
All data is summarized by the CPH and shared (and discussed where appropriate) with the
Executive Committee. Where appropriate, the data is shared with faculty by the unit heads.
Concerns are then discussed at the appropriate level for effecting a change. For example,
CPH-wide matters or those involving multiple units are taken to the Executive Committee
while matters involving a specific unit are handled at the unit level.
Where appropriate, the CPH has been willing to make strategic changes in curriculum and
degree program requirements to respond to evolving needs of students and the practice
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community. For example, in order to better align with community-based education
approaches, the CPH recently changed its culminating experience requirement. In instances
of student concern or suggestions for improvement, the CPH has been responsive in order to
resolve issues and make the program better.
1.2.c. Data regarding the school’s performance on each measurable objective described in
Criterion 1.1.d must be provided for each of the last three years.
Outcome Measures
Three-year data for each outcome in the evaluation plan may be found in the summary table in
Appendix 1.2.c.
1.2.d. Description of the manner in which the self-study document was developed, including
effective opportunities for input by important school constituents including
institutional officers, administrative staff, faculty, students, alumni and
representatives of the public health community.
Self-Study Document Development Process
A Reaccreditation Self-Study Committee (RSSC), chaired by Dr. Mark Wilson, associate
dean for academic affairs, guided the CPH’s self-study process. The RSSC is comprised of
ten stakeholders within the CPH representing faculty from each of the five core disciplinary
areas; one institute director, two student representatives (masters and doctoral) and one
community partner. Dr. Wilson, plus an academic professional and an administrative
specialist provided management, technical assistance, information procurement and logistical
support for the accreditation process. The RSSC members and support staff produced the
early drafts of the self-study document.
Dr. Wilson convened the RSSC monthly during the self-study process, but much of the real
work was produced by RSSC members between the formal meetings. With the guidance of
RSSC leadership, faculty and staff across the CPH provided essential content and
institutional memory to complete the self-study document. With performance data and
narrative drafts in hand, the RSSC members worked in their respective departments and
degree programs to assess outcomes and produce various written products to reflect the inner
workings of their programs and an early draft of the current document. The CPH’s Executive
Committee, comprised of unit heads and the various associate deans, undertook review,
revision and initial approval of materials developed in the accreditation process by the RSSC.
Regular accreditation discussions and, as appropriate, action items were presented at
monthly, CPH-wide faculty meetings during 2012 and 2013. The Dean’s Advisory Council,
the Practice Advisory Council and student associations participated in review and revision
activities.
During this process, the CPH sought guidance from stakeholders through distribution of the
draft self-study and development of an Internet site specifically designed for review and
comment. Over a one-month period, the dean and assistant/associate deans issued invitations
to specific audiences to provide input. In particular, the CPH’s advisory board and the
practice advisory council received such requests, as did federal, state and local practitioners,
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staff, current students and alumni. Two external reviewers from CEPH-accredited peer
academic institutions also served as consultants, providing expert review and suggestions.
Feedback from all these sources was considered and incorporated into the final self-study
document.
1.2.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.
Strengths: There has been strong support in the CPH for developing and implementing an
evaluation plan. CPH departments have been regularly collecting most of the needed data as
part of their normal operations.
Challenges: Systems and processes for departmental data collection require continuous
refinement and expansion as new programs come online.
Plans: Continue to refine the data collection and assessment process for existing and new
programs across all units.
This criterion is met.
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1.3
INSTITUTIONAL ENVIRONMENT
The school shall be an integral part of an accredited institution of higher education and shall
have the same level of independence and status accorded to professional schools in that
institution.
1.3.a. A brief description of the institution in which the school is located, and the names of
accrediting bodies (other than CEPH) to which the institution responds.
Description of the University of Georgia
The University of Georgia (UGA) is a land-grant and sea-grant university chartered in 1785
as the nation’s first state university. The university’s main campus is situated in AthensClarke County, Georgia, approximately 60 miles northeast of Atlanta, the state capitol. The
main campus is divided into four regions (north, south, west and east) and includes 313
buildings on 605 acres. In addition to its main campus, the university owns property
throughout 34 counties in Georgia totaling 43,261 acres, only 4,308 of which are situated in
Clarke County. The recently acquired 58-acre UGA Health Sciences Campus, formerly
occupied as a logistics training facility of the Navy Supply Corps School, is now being
prepared as the home for all CPH programs. Those have been housed until now in seven
different locations on and off the main campus. The HSC is in the heart of the city’s medical
services corridor and is also the home of UGA’s medical education program operated in
partnership with Georgia Regents University (GRU) in Augusta.
In 2008, UGA partnered with GRU, the state’s only public medical school, to form the
GRU/UGA Medical Partnership. This partnership led to the creation of a four-year medical
education program in Athens operated jointly by both institutions to help alleviate a
statewide shortage of physicians that threatens the health of Georgians. The first class of 40
students matriculated in 2010. The GRU/UGA Medical Partnership combines the significant
instructional and life science research resources of UGA with the medical expertise of GRU.
The combination of the College of Public Health, the local hospital systems and the medical
partnership will form the core for an expanding regional center for health sciences education,
training, research and clinical care. By 2015, all CPH units will be located at the HSC except
the EHS department, which will require construction of an appropriate laboratory facility at
the site.
To extend its reach, the university operates four satellite campuses elsewhere in the state: the
Gwinnett and Buckhead Campuses (Metropolitan Atlanta area), Griffin (Middle Georgia)
and Tifton (South Georgia). The university also operates marine research and outreach
facilities on the Georgia coast at Skidaway and Sapelo Island. The extended campuses of the
university support and advance UGA’s mission of enhancing the state’s intellectual, cultural
and environmental resources with a statewide mandate to provide higher education
opportunities. These campuses also serve as outreach sites to deliver educational programs
and opportunities to those citizens not in a position to travel to the Athens campus. Each
extended campus promotes the overall mission of UGA while offering unique elements
reflective of local need and student interest.
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The mission of UGA is thus shaped significantly by its statewide responsibilities for
educating and preparing an active citizenry and utilizing academic prowess to benefit the
state as a whole. While embracing its traditional land-grant mission, UGA also functions as
a leader in redefining the land-grant mission for the 21st century.
UGA is accredited by SACS and has consistently ranked among the top 25 public
universities in the nation. It is the state’s oldest, most comprehensive and most diversified
institution of higher education. Through its programs and practices, it seeks to foster the
understanding of and respect for cultural differences necessary for an enlightened and
educated citizenry. It offers cultural, ethnic, gender and racial diversity in the faculty, staff
and student body. Today, UGA has more than 34,000 students, 2,800 faculty members and
7,000 employees. The annual budget for UGA totals nearly $1.4 billion. UGA is composed
of 17 schools and colleges, plus the medical partnership. Four of these have been established
since 2005, including the College of Public Health.
UGA is consistently among the top 25 public universities according to the U.S. News and
World Report rankings (2013 U.S. News and World Report, www.usnews.com). UGA is
proud to have one of the largest and most comprehensive public service and outreach
programs conducted by an American educational institution. This reflects the university’s
commitment to serve the state of Georgia academically and through a wide range of outreach
efforts. This aspect of UGA’s heritage provides a fitting basis for a public health
commitment to improving health.
1.3.b. One or more organizational charts of the university indicating the school’s
relationship to the other components of the institution, including reporting lines.
The CPH has been led since its formation by Dr. Phillip L. Williams, who was appointed as
dean in January 2007 after a national search and multiple-candidate selection process. He
served as dean in an interim capacity prior to his permanent placement. For the dean’s
responsibilities, see 1.3.c, 1.3.c.2 and 1.4.a-b. The organization chart for UGA administration
is on line at http://president.uga.edu/uploads/documents/AdminChart_v212014.pdf.
1.3.c. Description of the school’s level of autonomy and authority regarding the following:
(1) budgetary authority and decisions relating to resource allocation
(2) lines of accountability, including access to higher-level university officials
(3) personnel recruitment, selection and advancement, including faculty and staff
(4) academic standards and policies, including establishment and oversight of
curricula
College of Public Health Autonomy and Authority: Overview
Consistent with the duties and powers given to deans of other schools and colleges, the dean
has the right, responsibility and privilege of decision making as it pertains to developing and
proposing the annual operating budget, allocating resources, procuring financial
contributions, titles, creating programs or units, recruiting faculty and staff, assigning titles
and overseeing promotion and tenure. The dean’s decision-making authority is protected by
University Council bylaws that specifically prohibit adoption of regulations that pertain to
any specific school or college without due consideration.
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1.3.c.(1). Budgetary authority and decisions relating to resource allocation.
Budgeting and Resource Allocation
Budgeting policies for the University System of Georgia originate with the Board of Regents
and are operationalized for UGA by the Office of the Vice President for Finance and
Administration. Annually, the Georgia General Assembly appropriates funds to the BOR as
a “lump sum” to support all institutions in the USG for the upcoming fiscal year. State funds
are then allocated by the BOR to each individual institution based on a funding formula that
reflects enrollment growth, square footage increases in facilities and other operating costs.
The university’s budget is developed after the BOR makes its allocation and provides the
university with salary increase guidelines. University unit heads establish employee salaries
for the fiscal year and budget regular employees in line-item positions. Lump-sum positions
are budgeted for temporary employees. Non-personal services are budgeted in the categories
of travel, supplies, expense and equipment.
At the university level, the Budget Office in the Office of the Vice President for Finance and
Administration has the responsibility of updating each unit’s budget, ensuring that salaries
fall within Regents’ guidelines, and balancing the total budget to the Regents’ allocation. The
budget is then submitted to the BOR for approval at the June Board meeting.
1.3.c.(2). Lines of accountability, including access to higher-level university officials.
As chief executive officer of the CPH, the dean reports directly to the senior vice president
for academic affairs and provost. The dean also interacts directly with the president on some
issues, as do all deans. An ex-officio member of the University Council, the dean actively
participates in university-level strategic planning and decision making. Similar to the status
afforded to other university deans, the CPH is independent and self-governed. The dean is
the primary officer responsible for all faculty and student activities, academic business and
resource allocation decisions directed toward accomplishing the mission of the College of
Public Health.
1.3.c.(3). Personnel recruitment, selection and advancement, including faculty and staff.
The dean has the prerogative to organize the CPH in any configuration necessary to fulfill the
organizational mission. Faculty and staff positions may be created at the dean’s discretion, in
compliance with the annual budget development cycle to which all deans are subject.
Position titles, salary ranges and hiring practices are consistent with university guidelines.
Position titles permitted by the university are first approved by the Board of Regents. Salary
ranges follow standards provided by the UGA Staff Comprehensive Pay Plan. Specific
hiring practices for faculty, classified staff and special appointments are described more fully
in Section 4.
Faculty recruitment procedures are clearly articulated in the CPH’s bylaws (Appendix 1.5.c).
To initiate faculty recruitment, unit heads must seek authorization from the dean before
appointing a search committee, which is typically chaired by a faculty member from the
recruiting unit. Search committees are composed of faculty from the recruiting unit, a faculty
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representative from within the CPH (but outside the hiring unit) and at least one student
representative. Unit heads are also responsible for ensuring diversity among search
committee members and for informing the dean regarding committee membership.
Vacant full-time and administrative faculty positions are advertised on the Applicant
Clearinghouse (ACH) website that serves 35 institutions of higher education within the USG.
Whenever a vacancy is posted with ACH, an automatic search of the registrant files is
generated that cross-matches degree and discipline. A list of potentially qualified applicants
is then forwarded to the appropriate search committee. Faculty positions are also advertised
in discipline-specific journals, through the Chronicle of Higher Education website, on the
CPH’s own website and through UGA’s centralized human resources system (described
below).
All aspects of recruitment adhere to the university’s Affirmative Action/Equal Employment
Opportunity (AA/EEO) guidelines, as well as to those issued by the Office for Academic
Affairs. Position announcements typically include a statement encouraging women and
minorities to apply. Prior to release, both the dean and the EEO must approve faculty
position announcements.
The search committee screens the initial applicant pool and invites two to four candidates for
a campus visit. Candidates invited for on-campus interviews are typically required to
conduct a college-wide seminar to demonstrate teaching and/or research abilities and to meet
with faculty from the recruiting unit, the unit head, the dean and a representative from the
university president’s office (e.g., the vice president for research). The search committee
typically summarizes each candidate’s strengths and weaknesses and provides candidate
rankings for submission to the unit head who is charged with making a final selection before
seeking the dean’s approval. Unit heads must expressly obtain the dean’s permission
regarding specific employment commitments (tenure credit, teaching load, salary, etc.)
before a job offer can be formally extended. Offers for tenure-track and non-tenure-track
faculty positions are extended by the department chair. Offers for department chairs and
administrative faculty appointments (such as associate deans) are extended by the dean.
Retention of faculty is overseen by both the dean and the academic departments. Annual
reviews and promotion and tenure policies guide faculty stability in the departments as well
as their advancement from assistant, to associate to full professorship. These policies are
fully described elsewhere in Criterion 4.2 and guidelines are included in Appendix 4.2.a.
Staff Selection and Advancement
Vacant staff positions in the CPH are posted on a centralized university website, as required
by university policy. As positions are submitted for advertisement, the university notifies
departments when there is underrepresentation by minorities for specific positions. The
website includes a policy statement explaining UGA’s support of equal opportunity and
affirmative action. The hiring process typically involves a committee of at least three
persons who screen, interview and rank applicants prior to submitting a candidate list to the
unit representative responsible for hiring, who has final decision-making authority. Once
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employed, staff members receive performance feedback throughout the year as needed and
undergo performance appraisal annually. Merit-based salary increases depend on state
allocation and coincide with the annual budget development cycle. Staff members may
advance both in position and salary by transferring to a new or vacant position with higher
classification, or less often, through position reclassification.
1.3.c.(4). Academic standards and policies, including establishment and oversight of
curricula.
Academic Standards
The CPH adheres to the minimum academic standards set by the university, yet has the
prerogative to develop CPH-specific policies and procedures that advance organizational
goals and objectives. The Office of Undergraduate Admissions is responsible for admitting
undergraduate applicants and transfer students. The average Scholastic Assessment Test
(SAT) score for the incoming freshman class of fall 2012 was 1,144 (compared to a national
mean of 1,010 and state mean of 977) and the average Grade Point Average (GPA) was 3.83.
The Graduate School coordinates the graduate programs of all schools and colleges within
the university and is responsible for basic admission standards for masters and doctoral
applicants. In addition to the guidelines laid forth by the Graduate School, admission
standards are set for each graduate degree by schools and colleges on campus or by academic
departments. Guidelines set by schools, colleges or academic departments can exceed, but
never be below, the Graduate School’s basic guidelines. In the case of professional degree
programs such as the MPH and the DrPH, admissions standards are formulated by the
college-level MPH and DrPH committees. Current admissions guidelines for the MPH
degree are minimum Graduate Record Examination (GRE) combined score of 1,000 for tests
taken prior to August 1, 2011, 151 verbal and 152 quantitative, respectively, and a GPA of
3.0. The incoming MPH class of 2013 has an average GRE combined score of 152V/152Q
(1160 concordance scale) and an average GPA of 3.4. Please see Appendix 1.3.c.4 for
examples of the graduate degree program application and admission process.
Curriculum Development and Oversight Policies
The CPH must receive USG approval to add or drop any degree program. A new degree,
major or interdisciplinary certificate program can only be added to the UGA curriculum after
obtaining approval by the university’s Curriculum Committee and the University Council,
followed by the president, the chancellor, and, finally, the Board of Regents. The CPH may
temporarily deactivate or reactivate an educational program, degree or major by seeking the
president’s approval, while subsequent termination or reinstatement requires the president to
obtain the additional consent of the chancellor of the USG and the BOR.
Within the CPH, curriculum oversight is provided by three committees as stipulated in the
CPH bylaws. The Curriculum and Academic Programs Committee (CAPC) exists to further
advance and coordinate curriculum development within the CPH. As such, the CAPC acts in
the name of the CPH in submitting requests for new courses and making course changes. In
addition, the CAPC is charged with making recommendations to the dean on all curriculum
matters, including all proposals regarding minors, majors, certification programs and degrees.
College-wide and generalist degree programs, the MPH and the DrPH respectively, are
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overseen by separate committees that have initial curriculum development within their
purview, subject to university and system-level approvals as appropriate. These committees’
more detailed bylaws are described in Section 1.5. Specific courses are proposed and
approved through the electronic Course Approval Process, which routes course submissions
through each level of review including the department, college, Graduate School and
Curriculum Committee.
1.3.d. Identification of any of the above processes that are different for the school of public
health than for other professional schools, with an explanation.
Differences in Governance among Schools
All colleges, as far as we are aware, are treated the same in terms of their governance
relationship and administrative responsibilities by the Board of Regents, president’s and
provost’s offices. The general role and authority of the dean is the same. Because the deans
all have a good deal of autonomy in operating their colleges to meet the needs of their faculty
and students, there are naturally some individual differences in administrative structure,
resource allocation, hiring procedures and/or program details. While the CPH might differ in
detail from some colleges, it is operating under very similar expectations regarding most
internal approaches and issues.
1.3.e. If a collaborative school, descriptions of all participating institutions and delineation
of their relationships to the school.
Participating Collaborative Institutions
Not applicable.
1.3.f. If a collaborative school, a copy of the formal written agreement that establishes the
rights and obligations of the participating universities in regard to the school’s
operation.
Collaborative Institution Agreement
Not applicable.
1.3.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.
Strengths: The CPH is anchored in a mature and well-respected accredited institution of
higher education. The CPH has the needed level of independence and status necessary for
operation and accreditation. The CPH has a budget allocation that is provided by the
university and has additional funding available from other sources.
Challenges: As a new college, fundraising is somewhat challenging. The state-funded
portion of the institutional budget has been decreasing for some time due to the economy.
The USG is moving from a budgeting system based on credit-hour production to one based
on programmatic outcomes. It is unclear at this time how that will be implemented and what
it will mean for the CPH.
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Plans: The CPH should continue to pursue additional income from non-state sources.
This criterion is met.
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1.4
ORGANIZATION AND ADMINISTRATION
The school shall provide an organizational setting conducive to public health learning,
research and service. The organizational setting shall facilitate interdisciplinary
communication, cooperation and collaboration that contribute to achieving the school’s public
health mission.
1.4.a. One or more organizational charts showing the administrative organization of the
school, indicating relationships among its component offices, departments divisions
or other administrative units.
Organization
The CPH is organized around the programmatic units (departments, institutes and centers)
with administrative support personnel at both the college and unit levels. All department
heads and institute/center directors report directly to the dean on the status, activities and
productivity of their respective units. All faculty in the CPH (including the dean) must have a
departmental home. The faculty affiliated with institutes or centers have a home department
in additional to the affiliation with the institute/center. The organizational chart below (Table
1.4.a) reflects this cross-affiliation, meaning faculty counted in centers and institutes are also
listed in departments.
1.4.b. Description of the roles and responsibilities of major units in the organizational
chart.
Roles and Responsibilities of the College of Public Health’s Major Units
Administration of the CPH is centered in the dean’s office. Together with his associate
deans, leadership is provided to fulfill the CPH’s teaching, research and service missions.
The Executive Committee, comprised of the department heads, the dean and associate deans,
provides strategic leadership and direction to the CPH. The full faculty act on items of
governance and policy.
As chief executive officer of the CPH, the dean is ultimately responsible for overseeing all
academic matters, developing and managing the CPH’s fiscal resources and ensuring that the
CPH is engaged in scholarship and service to better the health of Georgians and other global
citizens. To provide infrastructure for mission fulfillment, the dean has appointed associate
deans with academic affairs, research, outreach and strategic initiatives in their purview,
respectively. Each holds a faculty appointment in one of the departments, and they have
academic and research responsibilities in addition to their administrative responsibilities.
Oversight of the MPH and DrPH degree programs and certain student support functions for
all degree programs are centrally administered by the CPH. The MPH program is primarily
administered by the CPH’s graduate coordinator, Dr. Mark Wilson. This position is
supported by an academic professional, a recruitment and admissions coordinator, as well as
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Table 1.4.a. 2013 Organizational Chart for the College of Public Health
As of February 2013
Reflects only state funded faculty and staff.
UGA President
1 Administrative Manager I
1 Administrative Financial Director – Vacant
1 Business Affairs Manager
1 Grant Support Manager
1 Grants Coordinator
1 Senior Accountant II
1 IT Senior Manager
1 Systems Administrative Specialist
1 IT Professional Specialist
1 Development Office Director
2 Academic Professionals
2 Administrative Specialist I
1 Administrative Associate II
UGA Provost
4 Associate Deans
CPH Dean
Departments
Environmental
Health Science
Epidemiology
and Biostatistics
Faculty
2 Professors
5 Assoc. Professors
3 Assist Professors
1 Research Scientist
Faculty
4 Professors
2 Assoc Professor
8 Assist Professors
1 Lecturer
Support Staff
1 Business Manager
1 Admin Assoc II
Support Staff
1 Research Professional
1 Scientific Comp Pro
1 Admin Assoc II
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Health Promotion
and Behavior
Faculty
3 Professors
4 Assoc. Professors
4 Assist. Professors
1 Academic Professional
2 Instructors
1 Research Scientist
Support Staff
1 Business Manager II
1 Admin Assoc II
1 Academic Advisor III
Research Institutes & Center
Health Policy
and Management
Faculty
5 Professor
2 Assoc. Professor
5 Asst. Professors
1 Acad. Professional
1 Research Scientist
Support Staff
1 Admin Assoc II
1 Admin Assoc I
Institute of
Gerontology
Institute for
Disaster
Management
Faculty
1 Professor
1 Assoc. Professor
1 Assist. Professor
Faculty
1 Professor
1 Assist. Professor
1 Research Coordinator
Support Staff
1 Business Manager III
1 Instr. Tech Dev
Professional Associate
1 Admin Assistant II
Support Staff
2 Business Manager
2 Emergency Exercise
Coordinators
1 Emergency
Communication Manager
*all staff externally
funded.
Center for
Global Health
Faculty
1 Professor
1 Research Scientist
Support Staff
1 Student Affairs Pro
III
20
an administrative associate. The CPH also created a position of director for the DrPH
program and appointed Dr. Joel Lee in this role. Within each department, faculty members
serve as graduate coordinators and undergraduate coordinators for the various academic
degrees.
Teaching, research and service are carried out by faculty and staff within the CPH. The
academic departments, institutes and center are each directed by a unit head. These units and
their respective disciplines form the foundation of the CPH. Each is described below, in turn.
1.4.c. Description of the manner in which interdisciplinary coordination, cooperation and
collaboration occur and support public health learning, research and service.
Support of Public Health Learning
The greatest barrier to interdisciplinary collaboration has been the dispersal of the program at
multiple locations on and off the main campus. The commitment of the university to bring
all the programs together at a single campus represents a significant opportunity, and the
present small size of the CPH affords exceptional opportunity for coordination and
collaboration among faculty across departments as they assemble at the new campus.
Adjunct faculty and community-based practice leaders provide opportunity for ongoing
interface and collaboration with public health professionals across a wide range of disciplines
at the university and in the local community.
From an instructional perspective, there are college-wide committees that oversee all
programs with each department represented on the committees. All programmatic decisions
are made by these committees and approved by the curriculum and academic programs
committee (see next section), all of which are run by faculty.
From a research perspective, regular liaison meetings are held with the university’s vicepresident for research and research deans across the various colleges. These sessions provide
excellent opportunities for program and research integration. Institutes formed as part of the
UGA structure are designed to facilitate collaborative research efforts among faculty in
different departments, schools and colleges. The three institutes and one center provide
fertile ground and a welcoming academic structure for interdisciplinary work. In addition,
CPH faculty members are integrally involved with other institutes on campus, including the
Carl Vinson Institute of Government, the Institute for Behavioral Research, the Institute for
Higher Education, the Biomedical and Health Sciences Institute, the Faculty of Infectious
Diseases and the UGA Cancer Center. The CPH works closely with other UGA health
sciences programs (specifically pharmacy, veterinary medicine, social work and psychology),
and some faculty have adjunct appointments in these fields. Additionally, the CPH
leadership has standing relationships and regular meetings with the other public and private
institutions providing degrees in public health and health professions education.
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1.4.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.
Strengths: The CPH is able to draw on well-established systems within the university and is
recognized as a change agent and catalyst for interdisciplinary collaboration and the
expansion of UGA research and instructional activity into the health sciences. The CPH has
accepted its role as a leader in the university’s effort to redefine itself as a 21st century landgrant university committed to population health. The CPH has invested in attracting
leadership with considerable years of experience and extensive public health expertise related
to cross-campus, multi-institutional and multi-national collaboration in public health research
and training.
Challenges: Interdisciplinary programs require careful delineation of unit expectations and
faculty responsibilities. Opportunities abound and positive support exists to ensure they are
realized, but they often involve a struggle to develop the full support infrastructure and stable
financial models to guarantee the stability required to succeed over the long term.
Plans: The CPH will continue to integrate units more closely into its interdisciplinary
strategies as they move to the HSC campus.
This criterion is met.
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1.5
GOVERNANCE
The school administration and faculty shall have clearly defined rights and responsibilities
concerning school governance and academic policies. Students shall, where appropriate, have
participatory roles in the conduct of school and program evaluation procedures, policy setting
and decision making.
1.5.a. A list of school standing and important ad hoc committees, with a statement of
charge, composition and current membership for each.
The CPH strives to have faculty actively involved in decision making. Faculty are
participants on all curricular, research and outreach committees and represent the CPH in
university-wide committees. The charge and membership for each committee is included in
Appendix 1.5.a. At present, the only ad hoc committees are the Reaccreditation Self-Study
Committee, the Diversity Committee and various faculty search committees.
Standing and Ad Hoc Committees
The CPH has the following standing committees:
 Executive Committee: Consists of the dean (chair), associate/assistant deans,
academic department heads and center and institute directors.
 Curriculum and Academic Programs Committee: This committee addresses selected
academic matters in the CPH and is responsible for overall academic policy of the
CPH relating to coordination of degrees, consistency across degree programs,
compliance with CEPH accreditation requirements and other educational functions as
they arise.
 Undergraduate Education Committee: This committee addresses CPH undergraduate
curricula by: (1) developing curricula, ( 2) developing policies and procedures related
to instruction and advising, (3) making recommendations to CPH faculty that affect
the undergraduate majors and minors and (4) reviewing departmental and
concentration-area decisions related to the undergraduate programs.
 MPH Education Committee: The purpose of this committee is to: (1) assess and
develop the curriculum, (2) develop policies and procedures, (3) oversee MPH
student admissions and student services, (4) make recommendations to faculty that
affect the MPH program and (5) review departmental/concentration-area decisions
related to the MPH.
 DrPH Education Committee: The purpose of this committee is to: (1) assess and
develop the curriculum, (2) develop policies and procedures, (3) oversee DrPH
student admissions and student services, (4) make recommendations to CPH faculty
that affect the DrPH program and (5) review departmental/concentration-area
decisions related to the DrPH.
 Promotion and Tenure Committee: The organization and duties of this committee are
described in Section IV of the CPH Promotion and Tenure Guidelines (see Section
1.3.c or Appendix 4.2.a in this document).
 Research Advisory Committee: Chaired by the associate dean for research, the role of
the CPH Research Advisory Committee is to advise the dean on the CPH’s research
activities, opportunities and needs.
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



Outreach and Engagement Advisory Committee: The purpose of the committee is to
advise the dean on the CPH’s outreach and engagement activities, and it is chaired by
the associate dean for outreach and engagement.
Recognition, Awards and Honors Committee: This committee is responsible for
fostering the recognition of outstanding contributions by members of the CPH and/or
the community, through teaching, research and service awards.
CEPH Reaccreditation Committee: This committee is responsible for the
development of the self-study and subsequent site visit by the CEPH review team.
Diversity Committee: This committee is responsible for reviewing and coordinating
the CPH diversity policies, procedures and activities including recruiting faculty, staff
and students. As such, this committee includes a voting member from the
administrative staff.
1.5.b. Description of the school’s governance and committee structure’s roles and
responsibilities relating to the following: general school policy development,
planning and evaluation, budget and resource allocation, student recruitment,
admission and award of degrees, faculty recruitment, retention, promotion and
tenure, academic standards and policies, including curriculum development,
research and service expectations and policies
College of Public Health Governance and Committee Structure
The CPH is governed by its bylaws through an inclusive faculty process.
Policy Development
Policies are developed through a cross-departmental inclusive process. Where appropriate,
policies flow from established university standards. All formal policies are reviewed and
adopted by the full faculty. Departments have jurisdiction over their own policies, but are
superseded by college and university policies where applicable (e.g., tenure and promotion,
and hiring procedures).
Planning
The planning process is described in detail in Criterion 1.2. Faculty, staff and students
throughout the CPH actively participate in the planning process. Planning activities related
to CPH mission, goals and degree programs involve faculty across the departments; where
appropriate, goals and planning review activities are finalized by the entire faculty.
Budget and Resource Allocation
The budget and resource allocation process is described in detail in Criterion 1.3. The CPH
participates in the university’s allocation activities. In turn, the dean engages department
chairs and administrative faculty in budget planning and oversight; once allocated, academic
resources are managed at the departmental level. Research awards are directed by the faculty
investigators.
Student Recruitment, Admission and Award of Degrees
Standards for admission and successful matriculation are established through the university
and CPH governing processes. Faculty and student services staff manage the recruitment
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process in conformity with these standards and the goals of the CPH and its departments.
Degrees are awarded based on criteria established by the departments, the CPH and the
university. The criteria are published each academic year to guide the successful degree
completion of enrolling students.
Faculty Recruitment, Retention, Promotion and Tenure
The governance of faculty matters originates in the departments and is guided by the CPH
bylaws and university policy. Once recruited, annual faculty reviews guide the retention
process. Promotion and tenure processes are overseen by the CPH’s Promotion and Tenure
Committee in accordance with bylaws, discipline-specific criteria and university guidelines.
Academic Standards and Policies
Academic standards and policies are governed by department faculty and the CPH in
accordance with the CPH bylaws and university policy.
Research and Service Expectations
Faculty are apprised of research and service expectations at the time of hiring, and general
requirements are set forth in the offer letter. Over the course of faculty employment, annual
reviews provide a forum for progress measurement and professional development. The
College of Public Health is designed to be a research leader in a research university.
Therefore, expectations for research contributions are significant. New faculty are provided
with an orientation to the CPH’s goals and objectives which focus significant attention on
desired performance in the areas of research and service. All faculty participate in setting
benchmarks and conducting peer review.
1.5.c. A copy of the school’s bylaws or other policy documents that determine the rights and
obligations of administrators, faculty and students in governance of the school.
College of Public Health Bylaws
The CPH bylaws were amended and passed by the full faculty in fall 2012, after revisions
were carefully deliberated during an extended period of review. The bylaws are included in
the Appendix 1.5.c.
1.5.d. Identification of school faculty who hold membership on university committees,
through which faculty contribute to the activities of the university.
Faculty Membership on University Committees
Faculty from the CPH are actively involved in governance across the university. As an exofficio member on the University Council, the dean actively participates in university-level
strategic planning and decision making. CPH faculty members contribute to the activities of
the university in various ways. Appendix 1.5.d presents a comprehensive listing of faculty
participation in committees and groups throughout the university.
1.5.e. Description of student roles in governance, including any formal student
organizations.
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Student Roles in Governance
As the CPH has developed, student involvement in governance has become increasingly
important. The CPH bylaws (Article II, Section 6) formally recognize this important role:
the CPH embraces a culture of student involvement in decision making and governance. The
dean and unit heads will ensure that students are appropriately represented on standing and
ad hoc committees in the CPH and its departments. Both an MPH and a doctoral student
served on the Reaccreditation Self-Study Committee. With encouragement from the program
director, DrPH students have formed their own student governance organization and sponsor
an annual dinner meeting with faculty to discuss their graduate research activities and
interests. Additionally, students are engaged in review groups and committee work.
Students participate in some departmental committees as determined by the departments. At
a minimum, students participate in the departmental faculty meeting held monthly by each
department. This is where important strategic and curricular decisions are made for the
departments. There is understandable ambivalence among faculty about student participation
in meetings that consider faculty personnel issues or academic appeals. At the same time,
graduate students have played a very significant role as members of CPH search committees.
Each search committee includes a graduate student asked to participate at the same level of
activity as faculty in developing search materials, identifying potential candidates and in
committee assessments of candidate strengths and weaknesses. These students also typically
help elicit student input about the candidates.
A number of student organizations are active through the CPH, including the Public Health
Association at UGA, which also serves as a student chapter of the Georgia Public Health
Association (GPHA). There are student organizations for DrPH students (Pump Handle
Society), environmental health science majors (EHS student club), health promotion and
behavior majors (Future Health Promoters Club), with student membership in a wide range
of professional associations and several key honor societies. Each year a student
representative is selected to become a representative within the Student Government
Association (SGA) as well.
1.5.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.
Strengths: The CPH has an effective administrative structure. Faculty play important roles
in the development and refinement of policies and procedures. Students are involved in
governance at all levels.
Challenges: Because we are a small college, a high proportion of our faculty are needed to
serve on the many college and university committees which is a burden for some.
Plans: The CPH needs to strive for consistent student participation in governance across the
departments.
This criterion is met.
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1.6
FISCAL RESOURCES
The school shall have financial resources adequate to fulfill its stated mission and goals, and
its instructional, research and service objectives.
1.6.a. Description of the budgetary and allocation processes, including all sources of
funding supportive of the instruction, research and service activities.
Budgetary and Allocation Processes
As a unit of a public university, the CPH receives certain core funding from the state via the
USG and UGA. Annual state of Georgia BOR funding, awarded during fiscal years which
run from July to June, has grown from $5.52 million in fiscal year 2009 to $6.62 million in
fiscal year 2013. Figure 1.6.a below provides an overview of state and other funding
sources.
Core operations of the CPH are supported with these state funds, meaning that all faculty
positions and permanent staff positions are financed with “hard money.” Faculty are
encouraged to secure external grant funds for research and service activities. However, the
“hard money” foundation for the CPH allows focus on teaching and service.
Fortunately, the CPH has been very productive in earning external funding, which supports
the work of the institutes and center as well as myriad research activities in the various
departments. The College of Public Health is presently the only college at UGA that
annually secures more external research funding than state funds. Currently, the CPH has
over $30 million in active grants (multi-year budgets) and in fiscal year 2013 brought in over
$8.2 million in annual funding. In addition to its state allotment, 20 percent of the indirect
returns is provided directly to the CPH each year. In fiscal year 2013, this allotment was
$194,926. The university’s strong commitment to the CPH is demonstrated by the overall
annual increases from fiscal year 2009 even in a time of significant state budget reductions.
The CPH was founded on the principle that it would provide very significant academic
opportunities for students while developing research programs that attract significant federal
funding to the state to address population health problems of significance. The dramatic
expansion of enrollment, success in attracting federal funding far beyond initial predictions
and the essential role of the CPH in the development of a new department of public health in
the state system explains the unflinching support the CPH has received from the Board of
Regents, the state assembly and two consecutive governors.
College of Public Health  Self-Study
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Figure 1.6.a. College of Public Heath fiscal years 2009 to 2013 fund sources.
9.00
8.20
8.00
7.21
7.00
6.00
6.56
6.10 6.28
6.47
6.91
6.60
6.62
5.50
5.00
State
4.00
External Grants
3.00
2.00
1.00
0.00
FY 09
FY 10
FY 11
FY 12
FY 13
Funding from Tuition
In addition to funding received according to an institutional credit hour formula, the College
of Public Health does charge a tuition differential for the professional graduate programs
(MPH and DrPH). This slightly enhanced funding (3 percent and 10 percent over the regular
graduate tuition rates for non-residents and residents, respectively) does help the CPH secure
additional funding as these dollars are returned directly to it. As a state institution, UGA
remains an affordable, high-quality educational option for students with state residency. For
non-Georgia residents, the CPH provides a quality academic option with competitive pricing.
Indirect Cost Recovery
Indirect costs generated by external funding are recovered proportionally by units according
to performance. Twenty percent of the indirect costs awarded to the university from CPH
grants is returned to the CPH, which in turn, retains 20 percent of this amount. The
remainder is returned to the principal investigator’s unit for use at the unit head’s discretion.
Indirect cost recovery occurs the year following the expenditure of the funding and is not
included as part of the annual operating budget. Indirect cost recovery, therefore, represents
an auxiliary financial source that serves as an incentive for units to seek external research
funding.
Fundraising
While UGA is a public university, “direct public support accounts for less than 40 percent of
the annual operating budget.” The university depends on private gifts and pledges from
individuals, foundations and corporations to support critical areas including scholarships,
graduate fellowships, international study for students and faculty, endowed professorships,
research facilities and projects aligned with the campus master plan. The Office of the Vice
President for Development and Alumni Relations is charged with generating private
contributions, maintaining alumni relationships and communicating with the public about
institutional matters. The Office of Development, managed by the vice president for
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development and alumni relations, has been formally designated as the fundraising arm of the
university. Stewardship of financial contributions is provided by the Arch Foundation, a
private, non-profit corporation governed by a board of directors, which receives and
administers gifts to the university according to donor instructions and standard policies and
procedures.
The CPH, in particular, plays a significant role in fundraising to benefit its own programs and
the university as a whole. Deans of every school or college within UGA are expected to
spend a substantial portion of their time (e.g., 30 to 35 percent) cultivating donors and
soliciting major gifts to secure the institutional future, in addition to overseeing annual giving
for current, unrestricted purposes. To extend its reach, the Office of Development supports
fundraising within each college by providing a centralized infrastructure (e.g., maintaining
alumni and donor databases) for carrying out fundraising activity and provides a portion of
the salary for a development officer for the college, who works solely on that college’s
behalf.
Long-term fundraising priorities are developed and set by the dean in collaboration with his
Advisory Council, which is an independent body of volunteer leaders charged with
promoting the CPH to external constituencies and supporting the CPH’s development effort.
See the Mission and Structure of the Advisory Council in Appendix 1.3.c.1. In addition to
creating a CPH endowment fund for discretionary purposes and student support, the dean’s
fundraising priorities include naming and endowing certain entities of the CPH itself, as well
as several chairs, professorships and scholarships. The level of contribution for each priority
area and the process for naming opportunities are consistent for schools and colleges across
the university, in accordance with Arch Foundation policy. CPH faculty also participate
significantly in giving.
1.6.b. A clearly formulated school budget statement, showing sources of all available funds
and expenditures by major categories, since the last accreditation visit or for the last
five years, whichever is longer. This information must be presented in a table format
as appropriate to the school. See CEPH Data Template 1.6.1.
College of Public Health Budget Statement
Table 1.6.b. Sources of funds and expenditures by major category, 2009 to 2013.
Year 1
(FY 09)
Year 2
(FY10)
Year 3
(FY11)
Year 4
(FY12)
Year 5
(FY13)
Tuition and Fees
Differential
$ 28,964
$28,461
$31,202
$33,926
$36,667
Tech Fees
$20,154
$382,053
$255,707
$220,804
$232,922
($178,334)
($177,797)
($129,784)
($95,132)
$4,781,737
$5,571,596
$5,703,644
$6,211,412
$6,617,410
$545,500
$639,884
$558,439
$335,847
$349,518
$6,613,048
$6,308,455
$7,214,863
$6,698,484
8,188,128
$409,560
$538,367
$400,001
$604,287
$665,349
Tech Fee Carry-Over
State Appropriation
University Funds Amended
& Carry-Overs (State)
Grants/Contracts
Prior Year Carry-Forward
College of Public Health  Self-Study
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29
Year 1
(FY 09)
Year 2
(FY10)
Year 3
(FY11)
Year 4
(FY12)
Year 5
(FY13)
Indirect Cost Recovery
IDC
$68,449
$80,586
$167,277
$131,999
$113,518
IDC Carry-Over
UGARF (rolls forward
yearly)
Endowment
($40,762)
($19,580)
$3,349
$23,942
($102,010)
$53,498
$62,170
$92,053
$92,052
$81,408
$70,344
$1,423
$43,971
$76,917
$64,308
Gifts
Other: Poster Printing
Income
Other: Miscellaneous
Income
Income Carry-Forward
$535,700
$195,572
$220,029
$306,041
$721,643
$ 4,300
$4,937
$4,950
$ 6,080
$5,140
$63,415
$43,531
$105,829
$172,100
$382,602
($61,312)
($77,943)
$64,629
$19,674
$14,403,488
$14,481,383
$16,481,529
Other: Study Abroad
Total
$12,618,207
$13,463,549
Expenditures
Faculty Salaries and
Benefits
Staff Salaries and Benefits
Operations (State Funds
Only)
Operations (Grant Funds
Only)
Travel (State Funds)
$3,685,244
$3,825,626
$4,620,730
$7,115,114
$7,663,229
$693,434
$794,271
$1,712,846
$2,424,646
$2,463,119
$2,310,164
$650,567
$834,163
$884,130
$7,245,690
$1,693,183
$1,524,379
$1,197,716
$1,351,182
$1,723,628
$78,957
$130,395
$103,794
$139,495
$154,774
Travel (Grant Funds Only)
$234,754
$185,677
$270,253
$193,902
$246,840
Student Support
Other: Equipment (State
Funds Only)
Other: Equipment (Grant
Funds Only)
Other: Grant Indirect
$263,673
$339,988
$717,710
$1,078,160
$1,124,575
$91,627
$90,891
$164,166
$57,386
$530,126
$914,187
$949,545
$657,270
$793,669
$942,814
Other: Income
$106,415
$48,468
$56,269
$104,762
$103,114
$10,087,448
$8,539,807
$10,348,541
$14,142,446
$22,197,910
Total
$15,810
$13,624
1.6.c. If the school is a collaborative one sponsored by two or more universities, the budget
statement must make clear the financial contributions of each sponsoring university
to the overall school budget.
Collaborative Statement
Not applicable.
College of Public Health  Self-Study
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1.6.d. Identification of measurable objectives by which the school assesses the adequacy of
its fiscal resources, along with data regarding the school’s performance against those
measures for each of the last three years. See CEPH Outcome Measures Template.
Table 1.6.d. Measurable objectives of adequacy of fiscal resources.
GOAL 4: Structural Support for Improved Research, Teaching and Service.
The College of Public Health will strengthen fiscal, human and physical resources to
increase capacity for teaching, research and service and to enhance our workforce
environment and culture to maximize morale and retention.
OBJECTIVE 2. The CPH and its units will work together to create fiscal strategies for
advancement of its mission.
OUTCOME
PAST
TARGET
2010-2011
2011-2012
2012-2013
MEASURE
REVIEW
1) The CPH
will increase
resources for
internal and
external
funding.
a) Increase
credit hour
production by
10% over the
previous
three-year
period.
2009
Lower: 3,094
Upper:5,264
Graduate:4,298
b) Increase
grant funding
by 10% over
the previous
three-year
period.
2007-2010
Total
$17,459,951
c) Increase
endowed
funds by 5%
over the
previous three
years.
Increase
discretionary
funds by 20%
over the
previous three
years.
2006-2009
Total
Endowments:
$5,471,910
Gifts: $535,700
Lower: 3,195
Upper:6,278
Graduate:5,472
Lower: 3,617
Upper:7,173
Graduate:6,938
Lower: 2,796
Upper:7,480
Graduate:7,586
Percent
Increase
3.3%, 19.3%,
27.3%
Percent Increase
16.9%, 36.3%,
61.4%
Percent
Increase
-9.6%, 42.1%,
76.5%
$7,214,864
$6,698,484
$8,137,846
2010-2013
Total
$22,051,194
26.3% Increase
Endowments:
$5,609,025
Gifts: $195,573
Endowments:
$5,736,742
Gifts: $220,030
Endowments:
$5,797,538
Gifts:$306,042
2010-2013
Total
Endowments:
$5,797,538
Gifts: $721,644
Percent
increase
4.8%E,
34.7%G
The CPH has experienced substantial growth in student population, and has thus needed to
ensure an increase in university fiscal support, endowments, and gifts to the CPH in order to
support the continued increase. Table 1.6.d (above) exhibits the CPH’s three-year growth in
credit hour production, as well as grant funding and gifts and endowments. The lowest area
of growth has been endowments, from nearly 5.5 million to nearly 5.8 million (4.8%
increase) over the previous three-year period. The largest area of growth has been in
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31
graduate level credit hour production, having jumped from about 4,000 credit hours in 2009
to over 7,500 credit hours today.
1.6.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.
Strengths: All salary lines for faculty and the majority of staff are state funded. The CPH has
fared very well during a difficult economic climate increasing the overall budget during the
last five years. Extramural research funding has remained stable or increased during a time
of significant budget reductions at the research funding agencies.
Challenges: Obtaining research funding has become increasingly competitive. The impact of
the economic downturn on state budgets has meant that faculty have received no raises for
five years which increases the risk of turnover. Also, the newness of the CPH means the
number of potential alumni donors is still small.
Plans: Continue to grow student enrollments and contact hours. Grow our faculty to mirror
the growth in students. Continue to work on increasing research funding from federal
sources by adapting to the changing environment. Continue to grow our external giving as
possible.
This criterion is met.
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1.7
FACULTY AND OTHER RESOURCES
The school shall have personnel and other resources adequate to fulfill its stated mission and
goals, and its instructional, research and service objectives.
1.7.a. A concise statement or chart defining the number (headcount) of primary faculty in
each of the five core public health knowledge areas employed by the school for each
of the last three years. If the school is a collaborative one, sponsored by two or more
institutions, the statement or chart must include the number of faculty from each of
the participating institutions. See CEPH Data Template 1.7.1.
Primary Faculty
Table 1.7.a. Overview of the number of full-time, permanent state-funded faculty
by concentration area for fall semester in each of the last four years.
Concentration Area
Biostatistics
Epidemiology
Environmental Health Science
Health Policy and Management
Health Promotion and Behavior
Fall 2010
Fall 2011
Fall 2012
Fall 2013
4
9
9
11
9
5
10
10
7
12
5
9
11
11
14
6
9
11
14
15
1.7.b. A table delineating the number of faculty, students and student/faculty ratios (SFRs),
organized by department or specialty area, or other organizational unit as
appropriate to the school, for each of the last three years (calendar years or
academic years) prior to the site visit.
Faculty/Student Ratios
Tables 1.7.b.i-iii (below) show faculty, students and student/faculty ratios, for each of the
past three years and organized by department or specialty area. The tables employ the
following abbreviations: HC= Head Count; FTE = Full-time Equivalent; SFR=
Student/Faculty Ratio.
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Table 1.7.b.i. Faculty, students and student/faculty ratios by department or specialty area (2011).
Department
Biostatistics
MPH Biostatistics
Epidemiology
MPH Epidemiology
Environmental Health Science
BS Environmental Health Science
MPH Environmental Health Science
MS Toxicology
MS Environmental Health Science
PhD Toxicology
Health Policy and Management
MPH Health Policy and Management
Certificate Programs
Health Promotion and Behavior
BS Health Promotion
MPH Health Promotion and Behavior
PhD Health Promotion and Behavior
DrPH*
Total
HC
FTE
HC
FTE
HC
Primary Primary Other
Other
Total
Faculty Faculty Faculty Faculty Faculty
4
4
9
9
9
8
7
7
7
8
11
11
4
9
6
8
8
6
42
4.0
4.0
9.0
9.0
9.0
8.0
7.0
7.0
7.0
8.0
11.0
11.0
4.0
9.0
6.0
8.0
8.0
6.0
42
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
4
4
9
9
9
8
7
7
7
8
11
11
4
9
6
8
8
6
42
FTE
Total
Faculty
HC
Students
FTE
Students
4.0
4.0
9.0
9.0
9.0
8.0
7.0
7.0
7.0
8.0
11.0
11.0
4.0
9.0
6.0
8.0
8.0
6.0
42
5
5
73
73
122
92
11
1
9
9
51
44
7
569
492
47
30
22
842
5.0
5.0
72.0
71.0
117.5
89.0
10.0
1.0
9.0
8.5
48.5
41.5
7.0
546
475.5
44.5
26.0
19.0
808.0
SFR
SFR by
by
Primary
Total
Faculty
Faculty
FTE
FTE
1.25
1.25
1.25
1.25
8.00
8.00
7.89
7.89
13.06
13.06
11.13
11.13
1.43
1.43
0.14
0.14
1.29
1.29
1.06
1.06
4.41
4.41
3.77
3.77
1.75
1.75
60.67
60.67
79.25
79.25
5.56
5.56
3.25
3.25
3.17
3.17
90.55
90.55
*DrPH students are supported by all faculty within the CPH of Public Health. Student counts have been provided, but faculty/student ratios solely for this degree
cannot be determined.
Department totals indicate faculty assigned to each department, degree totals may include repeated headcounts of faculty based on courses taught.
College of Public Health  Self-Study
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Table 1.7.b.ii. Faculty, students and student/faculty ratios by department or specialty area (2012).
Department
Biostatistics
MPH Biostatistics
Epidemiology
MPH Epidemiology
PhD Epidemiology
Environmental Health Science
BS Environmental Health Science
MPH Environmental Health Science
MS Toxicology
MS Environmental Health Science
PhD Toxicology
Health Policy and Management
MPH Health Policy and Management
Certificate Programs
Health Promotion and Behavior
BS Health Promotion
MPH Health Promotion and Behavior
PhD Health Promotion and Behavior
DrPH*
Total
HC
FTE
HC
FTE
HC
Primary Primary Other
Other
Total
Faculty Faculty Faculty Faculty Faculty
5
5
10
9
9
11
10
9
9
9
8
14
8
6
14
10
9
9
6
54
5.0
5.0
9.5
9.0
9.0
11.0
10.0
9.0
9.0
9.0
8.0
14.0
8.0
6.0
14.0
10.0
9.0
9.0
6
53.5
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
5
5
10
9
9
11
10
9
9
9
8
14
8
6
14
10
9
9
6
54
FTE
Total
Faculty
HC
Students
FTE
Students
5.0
5.0
9.5
9.0
9.0
11.0
10.0
9.0
9.0
9.0
8.0
14.0
8.0
6.0
14.0
10.0
9.0
9.0
6.0
53.5
3
3
59
48
12
115
86
12
1
3
13
49
39
10
510
444
38
28
28
764
3.0
3.0
56.5
46.0
10.5
110.5
82.0
11.5
1.0
3.0
13.0
47.0
37.0
10.0
482.0
421.5
36.5
24.0
16.5
715.5
SFR
SFR by
by
Primary
Total
Faculty
Faculty
FTE
FTE
0.60
0.60
0.60
0.60
5.94
5.94
5.11
5.11
1.17
1.17
10.05
10.05
8.20
8.20
1.28
1.28
0.11
0.11
0.33
0.33
1.63
1.63
3.36
3.36
4.63
4.63
1.67
1.67
34.43
34.43
42.15
42.15
4.06
4.06
2.67
2.67
2.75
2.75
57.12
57.12
*DrPH students are supported by all faculty within the CPH of Public Health. Student counts have been provided, but faculty/student ratios solely for this degree
cannot be determined.
Department totals indicate faculty assigned to each department, degree totals may include repeated headcounts of faculty based on courses taught.
College of Public Health  Self-Study
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Table 1.7.b.iii. Faculty, students and student/faculty ratios by department or specialty area (2013).
Department
Biostatistics
MPH Biostatistics
Epidemiology
MPH Epidemiology
PhD Epidemiology
Environmental Health Science
BS Environmental Health Science
MPH Environmental Health Science
MS Toxicology
MS Environmental Health Science
PhD Toxicology
Health Policy and Management
MPH Health Policy and Management
Certificate Programs
Health Promotion and Behavior
BS Health Promotion
MPH Health Promotion and Behavior
PhD Health Promotion and Behavior
DrPH*
Total
HC
FTE
HC
FTE
HC
Primary Primary Other
Other
Total
Faculty Faculty Faculty Faculty Faculty
5
5
9
9
9
10
9
8
8
8
9
8
8
6
13
10
9
9
6
45
5.0
5.0
8.5
8.5
8.5
10.0
9.0
8.0
8.0
8.0
9.0
8.0
8.0
6.0
13.0
10.0
9.0
9.0
6
44.5
0
0
0
0
0
1
1
0
0
0
0
3
3
0
0
0
0
0
0
4
0
0
0
0
0
0.075
0.075
0
0
0
0
0.225
0.225
0
0
0
0
0
0
0.3
5
5
9
9
9
11
10
8
8
8
9
11
11
6
13
10
9
9
6
49
FTE
Total
Faculty
HC
Students
FTE
Students
5.0
5.0
8.5
8.5
8.5
11.1
9.1
8.0
8.0
8.0
9.0
11.2
8.2
6.0
13.0
10.0
9.0
9.0
6.0
48.8
3
3
60
48
12
124
97
11
1
3
12
74
39
35
526
460
38
28
29
816
3.0
3.0
56.5
46.0
10.5
119.5
92.5
11.0
1.0
3.0
12.0
73.0
38.0
35.0
497.5
437.0
36.5
24.0
19.5
769.0
SFR
SFR by
by
Primary
Total
Faculty
Faculty
FTE
FTE
0.60
0.60
0.60
0.60
6.65
6.65
5.41
5.41
1.24
1.24
11.95
10.77
10.28
10.16
1.38
1.38
0.13
0.13
0.38
0.38
1.33
1.33
9.13
6.52
4.75
4.63
5.83
5.83
38.27
38.27
43.70
43.70
4.06
4.06
2.67
2.67
2.79
2.79
69.38
65.59
*DrPH students are supported by all faculty within the College of Public Health. Student counts have been provided, but faculty/student ratios solely for this degree
cannot be determined.
Department totals indicate faculty assigned to each department, degree totals may include repeated headcounts of faculty based on courses taught.
College of Public Health  Self-Study
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1.7.c. A concise statement or chart defining the headcount and FTE of non-faculty, nonstudent personnel (administration and staff).
Administration and Staff
The CPH has a strong cadre of administrative and academic staff to support financial and
human resource management, student services and information technology. Within the
central CPH office, there are 14 administrative personnel as follows: an Administrative
Manager I, Administrative Financial Director, Business Affairs Manager, Grant Support
Manager, Grants Coordinator, Senior Accountant II, IT Senior Manager, Systems
Administrative Specialist, IT Professional Specialist, Development Office Director, Student
Affairs Professional III, two Administrative Specialists and an Administrative Associate II.
In addition, each department has at least two administrative professionals who support the
operations and student support functions for the department. The university’s central office
functions (e.g., finance, research, academic affairs, instructional support, information
technology, human resources, student affairs, career planning, etc.) provide a wide range of
support services to the CPH and its students.
1.7.d. Description of the space available to the school for various purposes (offices,
classrooms, common space for student use, etc.) by location.
College of Public Health Physical Space
The College of Public Health is located in three buildings on UGA’s main campus, two
buildings downtown and three buildings at the HSC. The EHS and HPB departments are
located on the main campus in the EHS building and the Ramsey Student Center for Physical
Activities, respectively. The Institute for Disaster Management is located on campus in
Barrow Hall. The Institute of Gerontology is located on East Hancock Street in downtown
Athens in the Slaughter building, and the Health Policy and Management (HPM) department
is located downtown in the Bank of America building. The Department of Epidemiology and
Biostatistics and the Center for Global Health are both located on the HSC in Miller Hall and
the Wright Hall Annex, respectively. The dean’s office is located in the completely renovated
Rhodes Hall on the Health Sciences Campus.
Table 1.7.d. College of Public Health units by square footage.
Unit
CPH Dean’s Office
Biostatistics
Disaster Management
Environmental Health Science
Epidemiology
Gerontology
Global Health
Health Policy and Management
Health Promotion and Behavior
Building Name
Rhodes Hall (HSC)
B.S. Miller Hall (HSC)
Barrow Hall (Main Campus)
Environmental Health Science (Main Campus)
B.S. Miller Hall ( HSC)
Institute of Gerontology
Wright Hall Annex (HSC)
Bank of America Building (Downtown)
Ramsey Center (Main Campus)
Square Footage
12,000ft2
4,000ft2
4,400ft2
7,500ft2
8,000ft2
5,671ft2
3,000ft2
3,274ft2
4,400ft2
The Department of Environmental Health Science is housed in the EHS building. The
building is located at the corner of Greene Street and D. W. Brooks Drive on the main UGA
campus. It is identified as Building 1050 on campus maps. The EHS building is
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approximately 7,500 ft2 in size, of which over half is laboratory space and the remainder is
split between classroom and office space. The EHS building houses office space for six
faculty members, three administrative staff, three research staff, adjunct faculty, postdoctoral researchers and visiting scholars. Research facilities within the EHS building
include:
 Aquatic Toxicology Laboratories
 Environmental Toxicology Laboratory
 Air Quality Laboratory
 Developmental Toxicology Laboratory and Tissue Culture Facility
 Environmental Microbiology Laboratory
 PBPK Modeling Laboratory
 Environmental Chemistry Laboratory
The Department of Epidemiology and Biostatistics is located in Miller Hall on the HSC.
Miller was the first building on the HSC that was renovated for occupancy. The department
houses the faculty, administration, four ‘smart’ conference rooms (where small classes or
meetings can be held), a computer lab and service areas. In addition, a larger computer lab,
equipped with statistical software and technical support appropriate for biostatistics
instruction is located at the HSC in Russell Hall and is accessible to all CPH students. Miller
Hall also has a large porch and lawn area that is currently utilized for CPH events, including
the year-end Recognition Day which honors graduates, award recipients and Delta Omega
inductees.
The Department of Health Policy and Management is temporarily located on the third floor
of the Bank of America building in historic downtown Athens. The department has resided
in this location for two years but likely will move to the HSC in the late fall of 2014 for use
in the second semester. The current building’s facilities include administrative and faculty
offices, a large conference room, classroom, student lounge and a graduate research assistant
office.
The Department of Health Promotion and Behavior is housed on the second and third floors
of the Ramsey Student Center for Physical Activities which is located at 300 River Road on
the main campus. It is scheduled to move to the HSC in fall 2014. HPB research facilities
within Ramsey include:
 Workplace Health Group Laboratory
 Youth Violence Prevention Group
 Traffic Safety Evaluation and Research Group
 Public Health Evaluation and Assessment Research Laboratory
The Institute of Gerontology is housed at 255 East Hancock Avenue in the Slaughter
building. This location is a short walk from the university campus in downtown Athens. The
building comprises approximately 7,800 ft2 and consists of offices, supply and copy rooms,
as well as a 662 ft2 classroom and conference area. A former clinic facility at the HSC is
being renovated for use by the Gerontology Institute.
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The Institute for Disaster Management is housed in Barrow Hall. It currently occupies
4,400 ft2 of contiguous laboratory and office space with an Emergency Operations Center
adjoining. Planning is underway for a renovated facility for IDM in the former commissary
at the HSC.
The Center for Global Health is housed in Wright Hall Annex at the HSC. The facilities
include faculty and administrative offices, a break room and a ‘smart’ classroom with a
capacity of 100. Additionally, a large open classroom space hosts an annual Global Health
Symposium meeting and the spring MPH poster session, typically consisting of 50 to 60
graduates showcasing their work.
1.7.e. A concise description of the laboratory space and description of the kind, quantity
and special features or special equipment.
Laboratory and Equipment Resources
The Department of Environmental Health Science has laboratory space for both research and
classroom instruction. Many of the EHS courses have a laboratory component, which allows
students to apply scientific techniques and risk assessment methods. The EHS department
has research space totaling 5,224 ft2 in the EHS building. Four small research laboratories
are on the first floor of this building: a 205 ft2 DNA research lab (room 130), a 348 ft2
aquatic organism laboratory (room 128), a 217 ft2 air quality laboratory (room 126) with a
small environmental room (room 126a, 64 ft2) and an environmental exposure assessment lab
(room 103, 219 ft2).
Three research laboratories are located on the second floor of the main EHS building: the
developmental toxicology laboratory (room 200, 566 ft2), a small tissue culture laboratory
(room 201a, 174 ft2) and a molecular microbiology lab/clean room (room 202, 224 ft2). Five
research laboratories (rooms 300, 301, 303, 304 and 305, total of 2,775 ft2), ranging in size
from 429 to 679 ft2, are located on the third floor of the EHS building including an
environmental toxicology and genomics lab, cancer research lab, aquatic toxicology lab,
environmental microbiology lab and an environmental chemistry lab. Two smaller rooms for
incubator storage (room 204a, 119 ft2) and a graduate student office/microscope room (303a,
49 ft2) are located between rooms 303 and 304. In 2008, additional space was renovated to
create a small research services room (room 307, 132 ft2) and a chemical exposure lab (room
306, 132 ft2), with pass-through access to the physiologically based pharmacokinetic (PBPK)
lab. All of these research laboratories have been renovated (new cabinets, fixtures and
floors) within the past ten years, and four of these laboratories have chemical fume hoods.
Each of the research laboratories has state-of-the-art equipment for conducting research in
basic environmental health research (including molecular biology, microbiology, toxicology,
cancer biology, analytical chemistry, animal exposure and modeling). Technical capabilities
for seven of the EHS research labs and one teaching lab are specified in Appendix 1.7.e.
The Department of Epidemiology and Biostatistics has laboratory space for selected faculty.
Epidemiology faculty member Ming Zhang operates the Molecular Epidemiology Group,
located on HSC in Miller Hall. Through computational and experimental approaches, the
Zhang Research Group studies molecular epidemiology of infectious diseases. The lab’s
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research focus is HIV/AIDS epidemiological networks and molecular evolution, disease
transmission patterns, impact of human immune responses on viral diversity and viral
modeling during disease transmission and progression. Their expertise also includes protein
simulation and modeling in deciphering high- and low-viral pathogenicity, and the highthroughput genome discovery of human and virus RNAs. The group is equipped for
bioinformatics and molecular biology research including capabilities to facilitate RNA
sequencing, molecular biology analysis, cultivation and recombinant RNA research. The
experiment lab has thermal cyclers, fume hood, room temperature microfuges, a nanodrop
spectrophotometer, gel electrophoresis boxes and a digital imaging system. In addition to
storage facilities including -80oC and -20°C freezers, and 4°C refrigerator, a Milli-Q water
system is in place providing RNAse-free water. The computational lab has three highperformance Linux servers for internal computing use, as well as access to UGA Research
Computing Center clusters for big data computing.
Other Units
A number of faculty in the Health Policy and Management (HPAM) and HPB departments
have dry labs for funded research projects, typically offices with contiguous shared
workspace for research staff and graduate students. The new space being renovated for these
departments in Wright Hall at the HSC will be designed in this “research pod” style which
includes functional space for meetings, private rooms for survey activity and interviews, and
project support space, all suited to the population-oriented studies conducted in these fields.
The facility being prepared for the Institute for Disaster Management will have several
special function rooms, including a fully functional Emergency Operations Center for crisis
management modeling and rooms with communications and other specialized technology to
involve students and community members in training exercises. In addition to its office,
classroom and conference space, the renovated building for the Institute of Gerontology will
have exercise equipment to support its research and outreach in the field of age-related
fitness programs.
1.7.f. A concise statement concerning the amount, location and types of computer facilities
and resources for students, faculty, administration and staff.
Computer Labs
Room 104 (295 ft2) in the EHS building houses a ten-station computer lab outfitted with ten
Pentium IV computers and a high-throughput laser printer. The CPH server is also located in
a small room behind this facility (room 104A, 71 ft2). All computers are loaded with
standard word processing, spreadsheet, Internet and publishing software and a subset of them
also have statistical (SAS, SPSS), graphic (SigmaPlot), geographic information systems
(ArcGIS) and risk assessment (Crystal Ball) software. This lab is administered by CPH
information technology staff and is not a part of the university’s Enterprise Information
Technology Services (EITS). The lab is for the exclusive use of CPH students and is used
for both instructional and research purposes. A mobile teaching system with 20 Apple
Macintosh laptop computers was acquired in 2009. The Macintosh notebook computers can
operate both OS X and Windows operating systems and are loaded with standard word
processing, spreadsheet, Internet and publishing software as well as specialized software for
statistical, graphical and DNA analysis. Video conferencing equipment is available for use
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of faculty and graduate students for conducting meetings with off-site collaborators and
participating in video conferences. This equipment is on a mobile cart and can be used in
any classroom of the EHS building.
In addition to computers reserved for classroom or laboratory use, students have access to
two CPH-supported computer labs that have a total of 22 workstations. The computer labs
are located in the EHS building (room 104) with 11 newly installed computers, the ground
floor student center in Rhodes Hall (room 018) with ten newly installed computers.
Additional student computer labs are located elsewhere on campus where CPH students’
classes are held (e.g., Ramsey Center, Aderhold, Student Learning Center). Software in CPH
student labs includes Acrobat Pro, ArcGIS, SigmaPlot, SAS and SPSS, as well as standard
programs such as Microsoft Office, Firefox and a variety of media software. The CPH
receives a portion of Student Technology Fee funding each year, which serves to support
technology services for students enrolled in CPH degree programs.
The University of Georgia’s central computing resource, EITS, provides some support for the
CPH access to financial and student management systems. Most university services (library,
email, parking, accounts management) are handled online. The entire campus is supported
for wireless networking, allowing students to access course and library materials from all
venues. Class activities are supported through WebCT, which allows for electronic access,
filing and distribution of curriculum, testing and course support materials. Most classrooms
are equipped with computer and LCD projector interfaces.
1.7.g. A concise description of library/information resources available for school use,
including a description of library capacity to provide digital (electronic) content,
access mechanisms, training opportunities and document-delivery services.
Library Resources
The UGA libraries (the Libraries) include four principal facilities on the UGA campus: the
Main Library, the Science Library, the Student Learning Center and the recently opened
Richard B. Russell Jr. Special Collections Libraries Building. They comprise the largest
library collection in the state, with over 4.1 million volumes, 6.5 million microform units and
7,000 subscriptions to print journals. In addition, the Libraries provide online access to
35,000 full-text journals and 400,000 full-text e-books and serve as a net lender for
interlibrary loan. The UGA library system has been a member of the prestigious Association
of Research Libraries, a non-profit organization of 123 of the largest research libraries in the
United States and Canada, since 1967. UGA is a Regional Depository Library for the
Superintendent of Documents and U.S. Government Printing Office.
UGA is a leader nationally in offering electronic access to a wide range of electronic
resources, including journal articles in full text. Through a consortium of southeastern
research libraries, UGA subscribes to the Institute for Scientific Information’s Web of
Science, Science Citation Index on the web, with a back file to 1945. The Libraries also
subscribe to Journal Citation Reports on the web. The statewide GALILEO system provides
access to literally hundreds of databases. Online access to full text journals and serials is
provided through a consortium of UGA, Emory, Georgia Tech, Georgia State and the
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Medical College of Georgia. In addition to almost 1,000 Elsevier titles, the Libraries
currently subscribe to all titles published by the following academic presses: BioOne, Marcel
Dekker, Springer Verlag, John Wiley, Lippincott/Williams & Wilkins and Cell Press.
Electronic access to full text serials and reference sources includes all titles published by
Annual Reviews, Inc. A full listing of electronic journals can be found on the UGA Libraries
homepage’s Electronic Journal Locator, which as of spring 2013 points to 73,608 electronic
journals.
1.7.h. A concise statement of any other resources not mentioned above, if applicable.
The College of Public Health recognizes the importance of fostering collaborative
relationships with community organizations to fulfill its mission of teaching, research and
service. To that end, the CPH fosters external partnerships on the local, state, national and
global levels. Community-based collaboration with the CPH takes a variety of forms
including invited lectures, summer abroad programs, community-engaged research, servicelearning opportunities, fundraising and student field placement.
The Archway Partnership
Building on a nearly century-long commitment to its outreach mission, the university seeks
to expand and streamline access to higher education resources for cities and counties
throughout Georgia. In 2005, the Archway Partnership was established as a portal allowing
Georgia communities access to the expertise of faculty and students, who in turn, gain
practical experience outside of the classroom through the Archway process. Collaborative
projects are tailored to address priority issues uniquely identified by each community. The
first Archway Partnership was established in Moultrie/Colquitt County in March 2005 and in
the wake of its success, five additional communities became Archway partners. In 2009, the
recently accredited College of Public Health, in conjunction with UGA’s Office of Public
Service and Outreach and the Cooperative Extension, established the first Archway public
health professional position based on the identification of that need by the participating
county. Positions funded jointly by the community and the university support those who
maintain their contact with the university but live in the target community, communicating
between the two entities. Two additional Archway public health professional positions have
been established in recent years.
The Center for Teaching and Learning
As a tool to support teaching advancement, the Center for Teaching and Learning (CTL)
provides campus-wide leadership on matters relating to instruction. By coordinating a wide
variety of programs and activities, the CTL serves faculty, administrators and graduate
teaching assistants (TAs) in each of the university’s schools and colleges. Teaching is
promoted as a fundamental enterprise at UGA through numerous campus-wide activities.
These include instructional grants, consultation services, faculty and TA development
programs, publications, activities planning, teaching resources and media services. In
addition, seminars, workshops and conferences which address a wide range of topics are
offered throughout the year. The CTL promotes vitality among faculty and fosters an
institutional climate that reinforces excellence in teaching and learning.
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1.7.i. Identification of measurable objectives through which the school assesses the
adequacy of its resources, along with data regarding the school’s performance
against those measures for each of the last three years.
Outcome Measures
The matrix in Appendix 1.2.c, cited at the beginning of this study, represents the CPH’s best
effort to envision the steps required to achieve all of its key goals. The fourth goal identified
in that document concerns establishing adequate fiscal, human and physical resources.
Recruiting is a key aspect and the CPH has continued to make quality hires over the past
three years. The projection was to increase by 5 percent per year for three years. Although
the first year did not reach that level of increase, by the third year CPH tenure track faculty
had increased by just over 30 percent.
The plan also included a very specialized hiring goal – finding a dynamic leader to run the
research support office. A national search resulted in the hiring of Dr. Timothy Heckman as
associate dean for research. His leadership then led to meeting another of the stated goals –
hiring an additional grants manager with a background in post-award grants management.
This person joined the team very recently.
A major priority was finding adequate space for all the units of the CPH. Through the past
three years, planning and construction have been underway and two units have moved to the
HSC with three more scheduled to join them this fall. After years of suffering in small and
inadequate buildings, the CPH will soon occupy four recently renovated buildings (Miller,
Rhodes, Wright and Hudson) which together comprise about 90,000 ft2.
Another success came with the hiring of instructional faculty. The goal was simply to
increase their number but, in fact, it doubled from 2010 to 2013 from four to eight. These are
all hugely positive outcomes which resulted in part because the CPH identified what it
wanted to accomplish in advance and stayed with those goals.
1.7.j. 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.
Strengths: To form a new college and achieve accreditation only four years later required a
very focused and strategic approach. The CPH has proceeded deliberately from that point
forward with continuing success. Success breeds success and support from the University of
Georgia and the BOR has remained steady as the CPH progressed. In the next phase,
bringing all the units together on the same campus adds another dynamic advantage.
Challenges: In addition to its commitment to the difficult task of raising a significant portion
of the funding for a new laboratory building at the HSC, the CPH also needs to grow beyond
its startup personality and face some hard decisions about its long term approach to building
true academic quality.
Plans: Continue to pursue resources necessary to build a new laboratory building.
This criterion is met.
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1.8
DIVERSITY
The school shall demonstrate a commitment to diversity and shall evidence an ongoing
practice of cultural competence in learning, research and service practices.
1.8.a. A written plan and/or policies demonstrating systematic incorporation of diversity
within the school.
1.8.a.i. Description of the school’s underrepresented populations, including a rationale for
the designation.
Underrepresented Populations
The CPH tracks enrollment and employment data for all the groups in the following table and
values their participation equally. In the CPH student population, African Americans are the
primary underrepresented group in terms of diversity objectives, for two reasons. First, the
population of Georgia is 30 percent African American but the enrollment at UGA, the state’s
leading public university, is only 9.5% African American. UGA is acutely aware of this
situation and is making various efforts to rectify it. There has been an increase in minority
enrollment at UGA and the College of Public Health is partly responsible for this positive
development. The CPH has had notable success in recruiting from this demographic and the
current CPH enrollment is 20.8% African American. Even so, the CPH proportion is still
significantly lower than that found in the statewide population overall and we are committed
to continuing to improve in our recruitment from this population. A second reason is the
clear recognition that there is an inescapable need for this group to be well represented in the
public health professions to both embody and advance the concept of overcoming
inequalities in the health system.
There are two other seriously underrepresented student groups in the college. HispanicLatino enrollment is very low at UGA (3.3%) but even lower at the CPH (2.3%). While
there has been a gradual enrollment increase over the past three years for this group at the
CPH in the number of undergraduates, there has also been a decrease of similar magnitude in
Hispanic-Latino graduate enrollment. Another area for concern relates to gender: the number
of males in the college is low and falling. Males accounted for 34 percent of UGA’s fall
enrollment in 2012 but only 20.8% of students at CPH were male. This is a concern at many
schools of public health but at the CPH it has become particularly acute in specific
disciplines. For example, only 3.6% of CPH doctoral students in health promotion during
2012 were male. This gender trend and low Hispanic-Latino enrollment are clearly matters
for concern and strategic thinking.
CPH minority staff percentages have remained roughly the same during the past three years
during a time of minimal hiring, with African Americans at 15 percent, Hispanic-Latinos at
2 percent and Asians at 8 percent. In the faculty ranks, the proportion of African Americans
went up to 8 percent in 2011 but dropped again in 2012 with the loss of two faculty. The
college has continued throughout the last three years with only one Hispanic-Latino faculty
member. Efforts have been made to recruit in these underrepresented categories, including
selecting an African American candidate as a finalist who was offered a full professorship
but did accept. The real bright spot in faculty hiring in recent years has been the increase in
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the number of female faculty members from 19 (spring 2009) to 29 (fall 2012). In spring
2009, the CPH had seven tenure-track and eight tenured female faculty. In spring 2013, those
numbers rose to eight tenure-track and 13 tenured female faculty. This represents close to a
17 percent increase in tenure-track and tenured female faculty members. There has also been
an increasing number of female faculty in leadership positions. Our female faculty have
served as department head (Corso, Orpinas), institute director (Miles) and associate dean
(Davis).
Table 1.8.a.1. Summary diversity data College of Public Health.
Category/Definition
Summary Data for Students
Males(CPH)
Males in PhD HPB
Black/ African American (CPH)
Black/ Af Amer Undergrad
Black/ Af Amer Grad
Hispanic/ Latino (CPH)
Hispanic/Latino Undergrad
Hispanic/Latino Grad
International (CPH)
Females EHS (MPH,MS, PhD)
Females in BIOS (MPH)
First Generation (CPH)
Collection Method
Data Source
Self Reported
Self Reported
Self Reported
Admissions Form
Admissions Form
Admissions Form
Self Reported
Self Reported
Self Reported
Self Reported
Self Reported
Self Reported
Admissions Form
Admissions Form
Admissions Form
Admissions Form
Admissions Form
Admissions Form
Self Reported
Self Reported
Self Reported
Admissions Form
Admissions Form
Admissions Form
Collection Method
Organizational Data
Organizational Data
Organizational Data
Organizational Data
Organizational Data
Organizational Data
Organizational Data
Organizational Data
Data Source
OIR
OIR
OIR
OIR
OIR
OIR
OIR
OIR
Year 1
(Fall 2010)
Year 2
(Fall 2011)
Year 3
(Fall 2012)
21.8%
18.5%
21.9%
13.3%
20.8%
3.6%
12.6%
10.6%
19.1%
2.8%
1.6%
3.3%
13.8%
9.3%
17.9%
2.7%
2.4%
2.7%
15.7%
11.4%
20.8%
2.6%
2.9%
1.7%
5.6%
54.0%
42.9%
No Data
6.3%
54.5%
83.3%
29.7%
7.4%
72.7%
66.7%
18.3%
Year 1
(Fall 2010)
38.3%
15.0%
5.0%
2.5%
40.0%
18.1%
57.1%
48.9%
Year 2
(Fall 2011)
36.8%
16.7%
8.3%
2.1%
42.1%
28.6%
52.2%
49.1%
Year 3
(Fall 2012)
40.0%
20.5%
4.5%
2.3%
40.0%
26.7%
57.1%
48.0%
Summary Data for Faculty
Category/Definition
Tenured
Asian
African American
Hispanic/ Latino
Professor
Associate Professor
Assistant Professor
Female
1.8.a.ii. A list of goals for achieving diversity and cultural competence within the school, and
a description of how diversity-related goals are consistent with the university’s
mission, strategic plan and other initiatives on diversity, as applicable.
Diversity Goals
The goals of the CPH are to provide education, conduct research and service the
communities of Georgia and the world to improve the public’s health. In preparing a
workforce to accomplish this mission, the educational context needs to reflect the diverse
environment our graduates will face in their careers and prepare them for a range of socially
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impacted public health issues. For example, the burden of population risk factors and disease
is unevenly distributed by gender, race, income, sexual orientation and location. Both UGA
and the CPH share a commitment to offering experiences of diversity in an educational
context to prepare students with the skills they will need to work with a wide range of people
and settings they will encounter in their careers. The following are CPH’s diversity goals and
the activities proposed to achieve these goals.
Goal








1: Enhance the institutional climate by supporting events that celebrate diversity:
Holmes-Hunter Lecture and Lunch
Martin Luther King Jr. Freedom Breakfast
Hosting international delegates and International Student Orientation Week
Mary Frances Early Lecture
Black Faculty and Staff Organization’s Founders Award Scholarship Luncheon
Fall Career Fair Diversity Breakfast
Career Center Diversity Networking Dinner
Shabbat 500
Goal 2: Support recruitment and retention of a diverse student body.
 Recruit undergraduate students to ensure that the enrollment of underrepresented
undergraduate students will match or exceed those of UGA annual enrollment.
 Recruit graduate students to ensure that incoming groups (African American, Asian,
Hispanic/Latino, women in environmental health science and biostatistics, firstgeneration college attendees and international students) are represented.
 Increase enrollment of underrepresented students by 5 percent over previous three
years.
 Graduate coordinators in each department will work closely with the Graduate
School’s Office of Outreach and Diversity to achieve the diversity goals of the CPH.
 Enlist alumni to participate in recruitment programs, mentor current students and
attend recruitment sessions.
Goal 3: Support recruitment and retention of a diverse faculty and staff.
 Chairs of faculty and staff search committees will be charged to make every effort to
recruit and interview qualified female and minority candidates.
 Expand distribution and postings of positions to appropriate media to increase
applicant diversity.
 Create and maintain a work environment that promotes social interaction in
relationships with diverse co-workers at all levels.
 Encourage all new hires and all existing faculty/staff to attend a diversity workshop.
 Form mentoring committees to guide junior faculty through the third year review
promotion and tenure processes.
Goal 4: Provide students with educational opportunities to increase cultural competence in
the classroom, internships and community involvement.
 Faculty will implement diversity-related learning opportunities throughout the
curriculum and disseminate techniques for doing so.
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




A diverse group of speakers will be asked to address college-wide and departmental
seminars.
At least 20 percent of MPH students will be involved in service-learning activities.
At least 20 percent of undergraduates will engage in volunteer community service
activities.
At least 20 percent of service activities will be centered in communities of need.
The database for active internships will be increased by 20 percent to increase
placement in medically underserved and rural areas.
Goal 5: Conduct and disseminate research that benefits communities of need.
 At least 20 percent of research grants will be focused on Georgia communities and
populations defined as at risk.
 At least 20 percent of research activities will address issues of health disparity and
equitable justice.
 Faculty will be influential in disseminating research to communities across the state
and the world.
Goal 6: Engage with partners for mutual diversity related projects and goals.
 Continue to partner with the UGA Graduate School to recruit top minority graduate
students.
 Develop a partnership with the Office of Institutional Diversity to participate in
improving the environment for underrepresented students and faculty.
 Strengthen recruiting relationships with HBCU programs.
 Develop a wider network of public and private allies to increase opportunities for
community based research and service.
Goal 7: Articulate and amplify a college-wide commitment to diversity.
 Establish a standing CPH diversity committee.
 Develop CPH policies designed to increase and enhance diversity.
 Strengthen the curriculum with content and methods that address the social
determinants of health.
 Develop mechanisms for assessment of CPH diversity initiatives.
1.8.a.iii. Policies that support a climate free of harassment and discrimination and that
value the contributions of all forms of diversity; the school should also document its
commitment to maintaining/using these policies.
Diversity Policies
The University of Georgia Diversity Plan 2011-16 (Appendix 1.8.a.) lists the institution’s
diversity goals and measurable objectives and explains that: “The single, overarching goal of
the University of Georgia’s Diversity Plan is to sustain and enhance a learning and work
environment that is diverse and inclusive where individual differences are valued and serve
as a source for collective empowerment.” The Plan is characterized as “a framework for
continual creation” and individual units are encouraged to operate under its authority and to
develop their own diversity plans.
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In addition to the UGA Diversity Plan, the Non-Discrimination and Anti-Harassment Policy
is intended to maintain a fair and respectful environment for living, work and study. The
policy prohibits any member of the faculty, staff, administration, student body, volunteers or
visitors to campus, whether they be guests, patrons, independent contractors or clients, from
harassing and/or discriminating against any other member of the university community
because of that person’s race, sex (including sexual harassment), sexual orientation, ethnicity
or national origin, religion, age, genetic information, disabled status or status as a disabled
veteran or veteran of the Vietnam era. Incidences of harassment or discrimination can result
in disciplinary action up to dismissal from the university. This policy may be found at:
UGA Non-Discrimination and Anti-Harassment Policy
http://eoo.uga.edu/pdfs/NDAH.pdf
The university also has policies that prohibit other kinds of discrimination. The CPH is
committed to implementing these policies at all levels of faculty, staff, student and
administrative activity.
Sex Discrimination Policy
http://eoo.uga.edu/policies/notice-non-discrimination-under-title-ix-policymemorandum
Non-Discrimination under Title IX Policy
http://eoo.uga.edu/policies/notice-non-discrimination-under-title-ix-policymemorandum
Americans with Disabilities Act
http://eoo.uga.edu/policies/notice-provision-applicability-americans-disabilities-actrehabilitation-act
Equal Opportunity
http://eoo.uga.edu/policies/policy-statement-equal-opportunity
1.8.a.iv. Policies that support a climate for working and learning in a diverse setting.
In addition to the support for diversity in the University of Georgia Diversity Plan and the other
polices cited, the university faculty have produced a unique statement regarding diversity that
was approved by the University Council in 2004. This document asserts that racial, ethnic,
geographic, linguistic and experiential diversity are of benefit to the entire university community.
The statement (cited below) concludes with the following directive:
“In order to enhance diversity in the student body, the University of Georgia will engage in a
highly individualized, holistic review of applicants’ files, and give serious consideration to all
the ways in which an applicant might contribute to a diverse educational environment.”
Faculty Statement on Diversity in Admissions:
https://www.admissions.uga.edu/article/diversity-information-for-uga.html
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1.8.a.v. Policies and plans to develop, review and maintain curricula and other opportunities
including service learning that address and build competency in diversity and
cultural considerations.
The CPH has consistently followed and supported the university guidelines on diversity and
culture in the curriculum. Departments are responsible for reviewing and updating the
curriculum as it pertains to their particular programs. The UGA cultural diversity curricular
requirement is found at: (http://www.curriculumsystems.uga.edu/policies/aaps11.pdf ). The
following is an excerpt from that policy.
“The cultural diversity requirement should enable students to develop their understanding of
issues of race, religion, ethnicity, gender, and class, not only within the cultures they are
studying, but also as applied to their own cultures. Thus faculty teaching courses or supervising
extracurricular experiences should help students process their experiences and insights by
application to the contemporary cultures in which they live.
Each school and college is charged with determining what courses and/or experiences of
domestic or global study fulfill the curricular option, and what activities fulfill the
extracurricular option. Units will design the requirement so that there is not an increase in hours
beyond the approved limit. Each school and college will be responsible for monitoring the
compliance of its students to the requirement, beginning in fall of 1998.”
1.8.a.vi. Policies and plans to recruit, develop, promote and retain a diverse faculty.
The university’s policy regarding faculty recruitment requires all units to show that “special
steps were taken to expand the applicant pool and to include among the finalists qualified
applicants from the underrepresented groups” (http://provost.uga.edu/index.php/policiesprocedures/academic/academic-affairs/1-faculty/108-recruitment-of-faculty/ ). The CPH
has followed these guidelines with every search conducted since the program began.
1.8.a.vii. Policies and plans to recruit, develop, promote and retain a diverse staff.
In accordance with university guidelines, the CPH has been proactive in hiring and
supporting a culturally diverse staff (http://provost.uga.edu/index.php/policiesprocedures/academic/academic-affairs/1-faculty/108-recruitment-of-faculty/).
1.8.a.viii. Policies and plans to recruit, admit, retain and graduate a diverse student body.
The CPH works with the Graduate School and uses Graduate School resources to attract
students from underrepresented groups. For example, the CPH has offered university
assistantships targeted toward underrepresented students to attract students of color. The
CPH views the proactive stance of the Graduate School with regard to minority student
recruiting (http://www.grad.uga.edu/faculty/bestpractices.html) as a significant factor in
achieving our diversity objectives. The CPH has collaborated with other schools and
colleges to recruit top students in the Science, Technology, Engineering and Math (STEM)
fields and in the biomedical disciplines. For example, the CPH participates in the Alfred P.
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Sloan Foundation Minority PhD Program Challenge that is overseen by the School of
Pharmacy.
1.8.a.ix. Regular evaluation of the effectiveness of the above-listed measures.
Evaluation of efforts by CPH to improve diversity and apply the policies and activities
identified above are the responsibility of the Diversity Committee (see 1.5.a.). The Diversity
Committee reports to the CPH faculty and the dean about college efforts to improve
diversity. A careful assessment of the authority and reporting relationships for this
committee will be undertaken as the new CPH strategic plan is developed in the coming
academic year.
1.8.b.
Evidence that shows the plan or policies are being implemented.
Implementation of Policies to Increase Diversity
In recent years, the CPH has made strides to increase diversity in student enrollment via
strategic recruitment efforts, support for minority students enrolled in the college and
increased efforts to assist with funding for those qualified and interested in attending the
CPH. Some specific strategies that have been implemented include:
 Attending recruitment fairs at HBCUs, including Fisk University, Clarke-Atlanta
University, Spelman and Morehouse Colleges of Public Health and Albany State
University.

Securing funding to attend recruitment fairs at HBCUs and other colleges of public
health at universities with largely diverse populations.

Working with the Graduate School’s Office of Diversity and Outreach to secure
funding for one HBCU graduate to enroll in a CPH degree program. Additional
support for summer funding is also available from this program for students who
qualify and are referred by the CPH. The CPH works diligently to ensure that funding
is secured for both of these opportunities annually.

Working with the Graduate School’s Office of Diversity and Outreach to assist in
distributing recruitment information and material at various events and fairs across
the southeastern United States.

Participating with various organizations outside of the university at information
sessions, recruitment efforts and fairs for high school students interested in attending
the CPH. This includes annual information sessions with high school students who
are members of a Cherokee Indian tribal reservation in South Carolina, bi-annual
information sessions and education seminars with minority and disadvantaged
students who participate in an Atlanta Public School’s STEM program, and
participation in a UGA program for underrepresented high school students interested
in visiting UGA to speak with the CPH and other programs across campus.
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1.8.c. Description of how the diversity plan or policies were developed, including an
explanation of the constituent groups involved.
Development of Diversity Plan and Policies
The CPH participates in a university-wide effort to improve the quality of the academic
experience at UGA for students, faculty and staff of all backgrounds. For underrepresented
minorities, the UGA Office of Institutional Diversity (OID) leads this effort with the support
of the president, provost, the associate provost for institutional diversity and the deans of all
17 schools and colleges. The university also has two representative groups whose mission is
to address issues of diversity at UGA. These groups are the Diversity Advisory Council
(DAC) and the Diversity Representatives and Anti-Bias Advisory Group.
The DAC assists the OID in the design and implementation of strategies that advance and
enhance diversity at UGA. The council advises the associate provost for institutional
diversity about barriers to achieving greater diversity at UGA and provides recommendations
about overcoming them. Through its committee structure, the council studies the diversity
literature and reviews models in order to propose best practices and strategies. In addition,
the council provides public campus forums for the discussion of diversity-related issues and
in this way promotes campus dialogue about diversity with a focus on ensuring a sense of
inclusion. The College of Public Health has continuously had a presence on the council, and
is currently represented by Dr. Pamela Orpinas (HPB).
The Diversity Representatives are charged to promote diversity and inclusion as a
collaborative campus-wide partnership. Several colleges and units have personnel who focus
on diversity initiatives that relate to their particular responsibilities. These representatives
meet on a monthly basis to share resources, discuss best practices, and contribute to
upcoming events and programs. Currently, two CPH faculty members serve on this group:
Dr. Candace Parker (HPB) and Mumbi Okundaye, MPH (Academic Affairs). Discussions
and action items range from strategies in recruitment and retention to development and
implementation of learning modules for cultural sensitivity in the classroom and work
environment.
The DAC and Diversity Representatives adopted the university’s diversity strategic plan and
goals referenced in section 1.8.a.3. In developing and adopting our own diversity plan, the
CPH utilized the experience of the faculty who have served as council members and
representatives, along with the dean of the CPH and the Dean’s Advisory Council.
1.8.d. Description of how the plan or policies are monitored, how the plan is used by the
school and how often the plan is reviewed.
Monitoring Diversity Plans and Policies
The CPH academic affairs office reviews its strategic plan for recruitment and admissions on
an annual basis. A large portion of this effort focuses on ensuring that recruitment efforts
improve enrollment totals for the students in the recognized underrepresented cohorts.
Recruiting efforts for this purpose include increasing the CPH presence in recruitment at
diverse high schools, colleges and universities; involvement at career and CPH fairs meant to
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attract diverse groups, such as the Atlanta University Center Consortium’s annual graduate
school fair and the Society for the Advancement of Chicanos and Native Americans in
Science annual visit day; and working closely with the university’s Graduate School in
programs designed to increase diversity. The CPH works closely with the Graduate School to
ensure that information on undergraduate and graduate programs, contact information and
giveaways are distributed at all target recruitment events and conferences. Table 1.8.d
contains information on the events specifically targeted to attract underrepresented
populations to the University of Georgia and the College of Public Health.
Table 1.8.d. Recruitment Venues for Diversity Strategic Plan Management
Academic Recruitment
Claflin University
Fisk University
Savannah State University
South Carolina State University
Tennessee State University
Spelman College
Morehouse College
Clarke-Atlanta University
Bethune-Cookman University
Fort Valley State University
Florida A & M University
Recruitment Events and Conferences
McNair Scholars Visitation Program
Atlanta University Center Consortium Graduate and Career Fair
Spelman Summer Undergraduate Research Fair
Frasier Equity and Excellence Conference Events
Florida-Georgia Louis Stokes Alliance for Minority Participation
Society for the Advancement of Chicanos and Native Americans In Science
Annual Biomedical Research Conference for Minority Students
UGA Accepted Students Day
Peach State Louis Stokes Alliance for Minority Participation
The CPH encourages student participation in diversity and multi-cultural events both on and
off campus through sponsoring student participation in conferences and fairs, and covering
costs for such events. Additionally, because multiple faculty members are involved in
councils and committees that promote diversity and multi-cultural endeavors, announcements
and promotions are constantly filtered from the faculty/staff level to students and community
members via CPH weekly newsletters and digital communication.
With respect to faculty recruitment, the CPH places ads in the Nation’s Health, a publication
sent to all members of the American Public Health Association. CPH faculty distribute these
announcements through their networks, particularly those reaching diverse audiences. The
CPH uses its association with Diversity Issues in Higher Education to advertise every
position. Finally, we send the announcement to health-related departments in the historically
black institutions in the Southeast. The CPH has had success in recruiting diverse faculty in
regard to gender and underrepresented populations, which both validates the hiring efforts
underway and encourages continued effort.
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1.8.e.
Identification of measurable objectives by which the school may evaluate its success
in achieving a diverse complement of faculty, staff and students, along with data
regarding the performance of the program against those measures for each of the last
three years.
Table 1.8.e. Evaluation of Diversity Goals and Measurable Objectives, 2010-2013
GOAL 1: Exemplary Education.
The College of Public Health will create and deliver excellence in public health education.
OBJECTIVE 1. The CPH will improve program quality by recruiting increasingly excellent
students based on GPA, standardized test scores, source institutions, appropriate work experience
while expanding enrollment and diversity in our undergraduate and graduate programs.
OUTCOME
PAST
TARGET
2010-2011
2011-2012
2012-2013
MEASURE
REVIEW
Enrollment of
CPH: 28.1%
3a) Underrace/ethnicity will
graduate students match or exceed
CPH: 24.1% CPH: 23.9% UGA: 18.3%
will represent
those of UGA
25.1%
diverse
annual enrollment
UGA: 19.8% UGA:20.9% Three yr. avg:
backgrounds.
numbers (meant to
CPH: 26.0%
mirror UGA total
UGA: 22.0%
enrollment %).
CPH: 32.7%
3b) Graduate
Enrollment of
student
race/ethnicity will
CPH: 36.4% CPH: 31.0% GA: 44.5%
enrollment will
match or exceed
31.6%
represent diverse proportions of
GA: 44.5%
GA: 44.5%
Three yr. avg:
backgrounds.
those groups found
CPH: 33.2%
in the state.
GA:44.5%
Enrollment of
4a)
CPH: 17.8%
males will match
CPH:
Undergraduate
or exceed those of 18.0%
CPH: 18.3%
student
CPH: 18.1%
UGA: 34.0%
UGA annual
enrollment will
enrollment
UGA:
represent gender
UGA: 42.4%
Three yr. avg:
numbers (meant to UGA:
42.4%
equity.
CPH: 18.1%
mirror UGA total
42.7%
UGA: 42.6%
enrollment %).
CPH: 28.5%
4b) Graduate
Enrollment of
student
males will match
CPH:33.5
CPH: 30.8% CPH: 30.7% GA: 48.9%
enrollment will
or exceed
%
represent gender
proportions of
GA: 48.9%
GA: 48.9%
Three yr. avg:
equity.
those groups found GA:48.9%
CPH: 30.0%
in the state.
GA: 48.9%
GOAL 4: Structural Support for Improved Research, Teaching and Service.
The College of Public Health will strengthen fiscal, human and physical resources to increase
capacity for teaching, research and service and to enhance our workforce environment and culture
to maximize morale and retention.
OBJECTIVE 2. The CPH and its units will work together to create fiscal strategies for
advancement of its mission.
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OUTCOME
MEASURE
TARGET
2) The CPH will
recruit excellent
faculty with
diverse
backgrounds.
b) Increase
underrepresented
groups within the
faculty by 10%
over previous
three-year period.
PAST
REVIEW
2010-2011
2011-2012
2012-2013
37.50%
35.8%
33.3%
37.1%
Three yr. avg
36.08%
As illustrated in table 1.8.e. above, the CPH has consistently experienced higher
undergraduate enrollment of underrepresented groups than the university as a whole.
Continuing with and expanding current successful strategies for recruitment will be
undertaken in coming years. For graduate enrollment, however, using the state population of
underrepresented groups as a marker for comparison and improvement, the CPH recognizes
that much improvement still needs to be made. The goal in coming years will be to recruit
heavily within the state and the region in order to increase the rate of enrollment of
underrepresented groups in order eventually to mirror state minority proportions.
Similarly, the CPH will need to examine possible ways of increasing the male enrollment
rate for both the undergraduate and graduate programs. This deficiency is especially
important to address within the undergraduate male population. While the university had an
undergraduate male population of 34 percent in 2012-2013, the CPH proportion was much
lower at 17.8%. Because the HPB department houses the largest undergraduate major,
efforts to recruit males into the CPH will need to be concentrated within that department.
1.8.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.
Strengths: The CPH has had real success in recruiting African American students, who are
about 20 percent of the current student body, twice the proportion found at UGA overall,
though lower than the proportion of the state in general. The presence of minority faculty in
the college has contributed to our ability to recruit a diverse student population. The college
also has an active recruiting partnership with the Graduate School which has been very
proactive in support of minority hiring.
Challenges: Hispanics have the lowest percentage of enrollment at CPH and this has
persisted through the past three years. Low enrollment of males, particularly in
undergraduate programs, is a problem at many schools of public health, and the CPH is
definitely experiencing this deficiency, particularly at the undergraduate level. Both of these
issues need to be addressed with clear policy directives and sustained effort.
Plans: Recruiting successes demonstrate a serious commitment in the CPH among faculty,
staff and leadership to increasing meaningful minority participation and improving the
environment for diversity. Though the CPH is both diverse and cohesive, what is needed
now, as the CPH matures beyond the organizational demands of its startup phase, is a much
more overt effort to meet even our most difficult diversity goals. The dean’s commitment to
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vitalizing this effort by charging a new diversity task force as part of the next round of
strategic planning for the college is a positive step in this direction.
This criterion is met.
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CRITERION 2.0 INSTRUCTIONAL PROGRAMS
2.1
DEGREE OFFERINGS
The school shall offer instructional programs reflecting its stated mission and goals, leading
to the Master of Public Health 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 of
academic units shown on the matrix, these should be included.
The CPH has developed a range of professional and academic degree programs listed in
Table 2.1.a (CEPH Template 2.1).
Table 2.1.a. Instructional matrix – Degree/Specialization.
Academic
Bachelor’s Degrees
BS Environmental Health
BS Health Promotion
Master’s Degrees
MS Biostatistics
MS Environmental Health
MS Toxicology
MPH Biostatistics
MPH Disaster Management
MPH Environmental Health Science
MPH Epidemiology
MPH Gerontology
MPH Health Policy and Management
MPH Health Promotion and Behavior
Doctoral Degrees
PhD Biostatistics
PhD Environmental Health Science
PhD Epidemiology
PhD Health Promotion and Behavior
PhD Toxicology
DrPH
Concurrent Degrees
BS/MPH
DVM/MPH
MBA/ MPH
MD/MPH Accelerated Program
MSW/MPH
PharmD/MPH
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Professional
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
56
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.
Programs of Study
Appendix 2.1.b.1 provides the degree summaries for each MPH academic and professional
degree program at the undergraduate and graduate level, including required courses and
prerequisites. Individual course descriptions may be found through the UGA Course
Bulletin. Go to: http://www.bulletin.uga.edu/CoursesHome.aspx and from the pull-down
menu select the course prefix for the core area (BIOS, EHSC, EPID, HPAM or HPRB) and
then choose ‘all courses.” Links to the updated student handbook for each degree program
are listed in Appendix 2.1.b.2.
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.
Strengths: The CPH has a variety of degree offerings at the baccalaureate, master’s and
doctoral levels. The CPH has seven program options as part of its MPH degree program.
The CPH has two mature bachelor’s degree programs that provide a very good foundation in
environmental health and health promotion.
Challenges: The CPH continues to refine the DrPH program to best position it to meet the
needs of public health professionals in Georgia.
Plans: The CPH will continue to expand and refine course offerings. The CPH will work
with the departments and degree program directors to improve overall programs and to
operate efficiently and effectively to serve our students. The CPH will form a DrPH task
force to assess and improve the program.
This criterion is met.
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2.2
PROGRAM LENGTH
An MPH degree program or equivalent professional public health 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.
Course Credit
At the University of Georgia, 750 minutes of instruction equal one credit hour per semester.
Over a 15-week semester this amounts to 50 minutes per week for each credit hour. A threecredit course requires 150 minutes of instruction per week. Courses with additional
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.
MPH Degree Requirements
The MPH program requires a minimum of 45 semester credit hours, including 35 hours of
coursework, one hour of seminar, six hours of field placement and three hours for the
culminating experience. See Appendix 2.2.b for the MPH 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.
Master’s Degrees Fewer Than 42 Hours
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.
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: Nontraditional students require more flexibility in scheduling.
Plans: Continue addressing student scheduling needs.
This criterion is met.
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2.3
PUBLIC HEALTH CORE KNOWLEDGE
All graduate professional degree public health students must complete sufficient coursework
to attain depth and breadth in the five core areas of public health 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.
MPH students develop a broad understanding of public health through a series of required
MPH core courses. Table 2.3.a contains the course numbers and titles for the five core
courses corresponding to the five specialty areas of knowledge basic to public health. An
overall GPA of 3.0 is required for completion of the degree. To ensure competency in core
public health knowledge, a grade of B- or better is required for credit to be awarded in the
five core courses. If a student does not get the required grade, they must take the entire
course again.
Table 2.3.a. MPH core course requirements (15 hours).
Course
Number
Title
Biostatistics
Epidemiology
Environmental Health Science
Social and Behavioral Sciences
Health Services Administration
BIOS 7010
EPID 7010
EHSC 7010
HPRB 7010
HPAM 7010
Introduction to Biostatistics I
Introduction to Epidemiology I
Fundamentals of Environmental Health Sci.
Foundations of Social & Behavioral Health
Intro. to Health Policy & Management
Credit
Hours
3 hrs
3 hrs
3 hrs
3 hrs
3 hrs
The curriculum for the MPH program is competency-based; in addition to successful
completion of the core courses, students must master competencies in their areas 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 each student’s department and the MPH
program.
MPH students also are required to take the one-hour 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
The 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
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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 master’s or professional degree.
The curriculum reflects the ASPPH DrPH Core Competency Model. It 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,
research dissertation or manuscript for publication.
In addition to completing the five core courses either through a prior MPH degree or through
UGA prerequisites, 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
(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 advanced learning across the public health core disciplines.
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.
Strengths: All CPH professional degrees provide students with an understanding of public
health core knowledge.
Challenges: No challenges are identified.
Plans: The CPH will continue to monitor course structure and curriculum to assure that all
students are acquiring the core public health knowledge.
This criterion is met.
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2.4
PRACTICAL SKILLS
All graduate professional public health 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 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.
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, non-profit organization, community organization, hospital, academic institution with
a community connection or private organization. Each student completes the internship
under the supervision of the site supervisor or preceptor, the faculty advisor within the
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.
Identification, Selection and Approval of the Internship Experience
Coordination of the MPH and DrPH field experience is managed at the CPH 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.
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 CPH. This
form consists of a site description, project(s) description and 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 sites. Clerical work does not constitute an appropriate field experience.
Field placement sites can be requested by the student or recommended by faculty and/or CPH
leadership. Sites can also 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 meet requirement guidelines. Documentation on site
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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 Appendix
2.4.a.1.
Sites are required to meet the following guidelines:
 The site is public health related in nature
 The site’s mission is affiliated with work in the community
 The site’s projects have a direct community impact
All new sites are sent a Memorandum of Understanding (MOU) to be executed by someone
with signing authority. This document, once received, 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 of the new site MOU can be found in
Appendix 2.4.a.2.
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 their 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 eLearning Commons 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, site supervisor/preceptor, student’s
academic advisor and by 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, CPH policy on preceptors is based on
the following criteria:
 Level of education: Master’s degree or terminal degree for their position
 Position title
 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 guarantee the student’s placement is established. 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.
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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 sites 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 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 the academic advisor after taking into
account the site supervisor evaluations and the student’s final report.
The first evaluation is mid-term and preceptors are required to meet with the student and fill
out an evaluation. This document uses a Likert 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 piece is
the final evaluation. This evaluation utilizes the same assessment tool for comparison
purposes and is administered at least one week prior to submission of grades. The final
evaluation is also the final report. The final internship report is a culminating paper in which
the students describe 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 on their experiences.
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 website
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. Originally this instrument
comprised two different surveys; however, they were combined into one in the summer
semester of 2012. All assessment indicators remained the same; though some indicators
were added to capture data on internships funded by the Georgia Public Health Training
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Center (GPHTC) 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 Council
A vital part of the ongoing field experience planning and improvement process rests with the
Practice Advisory Council. This advisory body is made up of seasoned preceptors and
supervisors in a cross section of agencies that host our students. Meeting formally on a
semester basis, the group advises the CPH on all aspects of the field experience program. A
few examples include:
 Improving the manual for preceptors
 Improving and streamlining the field experience processes
 Feedback on skillsets students need to enter the field
 Developing a formal web-based training for new preceptors/supervisors
 Practice coordinator/field preceptor communications
Please see Appendix 2.4.a.3 for meeting agendas and notes.
2.4.b. Identification of agencies and preceptors used for practice experiences for students,
by program area, for the last two academic years.
Practice Experience Agencies
Table 2.4.b in Appendix 2.4.b provides a comprehensive list of practice agencies for the
MPH and DrPH programs for the last two years.
Criteria for Waiving, Altering or Reducing the Experience
All MPH and DrPH students are required to complete a field experience.
2.4.c. Data on the number of students receiving a waiver of the practice experience for each
of the last three years.
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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.
Medical Residents
To date, no medical residents have been enrolled in the MPH program. One medical student
has enrolled in the joint GRU/UGA joint MD/MPH degree program but has not yet
completed the practice experience. This student 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.
Strengths: The CPH has as a range of established placement options at governmental,
private, academic and non-profit 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.
Plans: As the CPH 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.
This criterion is met.
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2.5
CULMINATING EXPERIENCE
All graduate professional degree programs, both professional public health and other
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.
Culminating Experience
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 do the following:
1. 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.
2. Document the student’s plan for the capstone in the form of a capstone proposal. The
student may elect to submit a publishable article to 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.
3. The student and faculty advisor use a grading rubric to establish the parameters of the
final project (a sample can be found in Appendix 2.5.a). This grading rubric is also utilized
during the grading process, to ensure that the student sufficiently met the requirements of the
established parameters. This rubric is also submitted to the graduate coordinator for final
verification and signature of success capstone document.
4. Once the final document, publishable article or comprehensive written project is graded
by the faculty member and then signed by the graduate coordinator, the final document is
then filed electronically by the CPH.
5. 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 CPH’s recognition day.
Table 2.5.a. MPH culminating experience: Capstone completion 2010-2013.
Concentration
BIOS
EHSC
EPID
HPAM
HPRB
Fall
2010
0
0
1
0
1
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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
66
Currently, there is a capstone project manual that outlines the CPH’s expectations.
Additionally, each department created a manual that outlines additional requirements for
students within their concentration. Criteria for evaluation of the capstone project may be
found in the manual. The capstone manuals, which also contain the proposal forms, are
included in the Electronic Reference File (2.5.a).
Other Degree Programs
Though considered academic degrees, the Bachelor of Science in Environmental Health
(BSEH) and Bachelor of Science in Health Promotion (BSHP) programs require all students
to complete a culminating experience in the form of an internship or both an internship and a
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 CPH
require completion of a research thesis (master of 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.
Strengths: The CPH 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.
Plans: The CPH should continue to evaluate the strength of its curriculum and its
culminating experience through employer and alumnae surveys and, as appropriate, make
adjustments.
This criterion is met.
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2.6
REQUIRED COMPETENCIES
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 degree programs. The
school must identify competencies for graduate professional public health, other professional and
academic degree programs and specializations at all levels (bachelor’s, master’s and doctoral).
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.
School-Wide Core Public Health Competencies for MPH Students
The CPH has embraced competency-based program planning and curriculum development.
It requires that all MPH students satisfy competency requirements in five core public health
areas (BIO, EHS, EPI, HPAM, HPB). As a new college, CPH adopted its core curriculum in
2006 and 2007. Since that time, each department has reviewed and edited its competencies
as recommendations from ASPPH, NCHEC and the CPH student body were put forward and
discussed. See Appendix 2.6.a. for core competencies by degree core courses.
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
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.
Appendix 2.6 lists core competencies for degree core courses. Appendix 2.1.b.1. includes an
outline for each program with a summary of how student progress is measured throughout
their program of study.
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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.
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 and 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 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 to 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.
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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 public health 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.
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MPH Health Promotion and Behavior Concentration
Competency Area: Theory
Use theory of behavior and social change to inform the planning and evaluation of health
interventions.
Competency Area: Health Behavior Promotion Programs
1. Apply evidence-based approaches to identify effective individual, community and
policy-level health promotion programs.
2. Design and implement effective individual, community and policy-level health
promotion programs.
Competency Area: Methodological and Analytic Skills
1. Assess the health needs of a community.
2. Utilize appropriate research design, data collection strategies, quantitative and
qualitative methods to evaluate health promotion programs.
Competency Area: Cultural Competency
1. Describe the cultural, social and behavioral determinants of health and health
disparities.
2. Develop and adapt approaches to health promotion issues that take into account
cultural differences.
Competency Area: Leadership
1. Identify strategies for developing partnerships, community organizing and coalition
building to address health promotion issues.
2. Integrate ethical considerations and values into all aspects of public health practice.
In the fall of 2013, the CPH began 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 CPH.
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.
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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 CPH began offering the DrPH in 2009. At that time, a set of competencies was 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 ASPPH. The following
amended DrPH competencies were adopted in the fall of 2012.
DrPH Competencies
The DrPH Committee has adopted the ASPPH DrPH competencies as a model. Upon
successful completion of the DrPH, students will 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.
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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.
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E1.
E2.
E3.
E4.
E5.
Communicate an organization’s mission, shared vision and values to stakeholders.
Develop teams for implementing health initiatives.
Collaborate with diverse groups.
Influence others to achieve high standards of performance and accountability.
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 processes.
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 interest 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 the 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 CPH’s four doctoral programs have sets of competencies designed to drive the
programs’ educational foundations.
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PhD Health Promotion and Behavior
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 problemsolving teams.
6. Integrate principles of good ethical practice and cultural sensitivity in all aspects of
research, teaching and professional practice.
PhD Interdisciplinary Toxicology Program
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
induced-toxicity 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.
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.
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 Science
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.
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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
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.
PhD in Biostatistics
1. Demonstrate a command of core biostatistical techniques, including their
computation, theoretical underpinnings, and their application in public health and
biomedicine.
2. Work independently as a collaborator with public health and biomedical researchers
to design clinical trials, case-control studies, public health surveys, and other
experimental and observational studies.
3. Conduct and publish original research on the theory and application of biostatistics
aimed at developing new and innovative methods for analysis of public health and
biomedical data.
4. Communicate effectively with investigators in public health and biomedical research.
5. Teach biostatistics to undergraduate students in public health, biomedicine, and
related fields.
6. Demonstrate and practice ethical research as it pertains to data management, analysis,
and interpretation.
7. Critically review the statistical literature, and the statistical content of the public
health and biomedical literature.
The following are the competencies for the master’s level academic degree programs:
Master of Science in Biostatistics
1. Demonstrate a command of core biostatistical techniques, including their
computation, theoretical underpinnings, and their application in public health and
biomedicine.
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2. Consult with investigators in public health and biomedicine on the design of clinical
trials, case-control studies, public health surveys, and other experimental and
observational studies.
3. Conduct research critically evaluating extant and new statistical methods using
appropriate computational tools.
4. Communicate effectively with investigators in public health and biomedical research.
5. Demonstrate and practice ethical research as it pertains to data management, analysis,
and interpretation.
6. Critically review the statistical content of the public health and biomedical literature.
Master of Science in Environmental Health
1. Exhibit a strong foundation in the natural and physical sciences.
2. Use strong computer, communication and presentation skills, to effectively analyze
and communicate environmental health data to the public and 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 a master’s thesis which involves completion of the thesis
research project, presenting the project in a public forum and publishing the results of
the project in a master’s thesis (minimum requirement) and peer-reviewed scientific
journals.
Master of Science Interdisciplinary Toxicology Program
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
induced-toxicity 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 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:
Bachelor of Science in Environmental Health
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, to effectively analyze
and communicate environmental and public health data to the public and their peers
through written and oral communication methods.
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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.
Bachelor of Science in Health Promotion
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 (e.g., 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.
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 MPH core competency matrix tables for the core classes and area of
concentration are listed below as Tables 2.6.c.1-6. Additional matrices that show
competencies emphasized by CPH units and by their core courses are found in Appendix
2.6.a.
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Table 2.6.c.1. Matrix of learning experiences for MPH core requirements for all concentrations.
Master of Public Health
Core Requirements
Social & Behavioral
Foundations
Introduction to
Epidemiology I
Introduction to
Biostatistics I
Fundamentals of
Environmental
Health Science
Introduction to
Health Policy and
Management
Internship
Public Health
Seminar
EPID 7010
BIOS 7010
EHSC 7010
HPAM 7010
PBHL 7560
PBHL 8200
X
X
X
X
X
X
X
X
Competencies
HPRB 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
Describe the main components and
issues of the history, organization,
financing and delivery of public
health.
X
Identify the basic mechanisms by
which environmental and occupational
hazards impact health.
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
decision making in public health.
X
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X
X
X
X
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Table 2.6.c.2. Matrix of learning experiences for MPH Biostatistics core requirements.
Master of Public Health
Biostatistics
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
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
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
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X
X
X
X
X
X
X
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Table 2.6.c.3. Matrix of learning experiences for MPH Environmental Health Science core requirements.
Master of Public Health
Environmental Health Science
Pick 4 of 5 Areas
Pick 1 of 2
Pick 1 of 2
Competencies
Air
Quality
Water
Pollution
Oceans and
Human Health
Environmental
Toxicology
Introduction
to Toxicology
Fundamentals of
Chemical and
Microbial Risk
Assessment
EHSC 8110/L
EHSC 6080
EHSC 6610
EHSC 8410
EHSC 6490
PHRM 6910
Understand the basic mechanism by
which environmental and occupational
pollutants impact health.
X
X
X
X
X
Understand the basic sciences deemed
most relevant for the study of
environmental and occupational health.
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.
X
X
X
X
X
X
X
X
Describe the direct and indirect human,
ecological and safety effects of major
environmental and occupational agents.
X
X
X
Specify current environmental risk
assessment methods.
X
X
Describe relevant factors that affect
susceptibility to adverse health
outcomes following exposure to
environmental hazards.
X
X
Discuss various risk management and
risk communication approaches in
relation to issues of environmental
justice and equity.
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.
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EHSC 8310
X
X
X
X
X
X
X
X
X
X
X
X
X
EHSC 6310/L
X
X
Specify approaches for assessing,
preventing and controlling
environmental hazards that pose risks to
human health and safety.
Pick 1 of 2
Adv. Topics
Environmental
in Aquatic
Microbiology
Microbiology
X
X
X
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Table 2.6.c.4. Matrix of learning experiences for MPH Epidemiology core requirements.
Master of Public Health
Epidemiology
Competencies
Introduction to
Epidemiology II
Introduction to
Biostatistics II
Current Topics in
Epidemiology
Advanced Field
Epidemiology and
Surveillance
EPID 7020
BIOS 7020
EPID 7100
EPID 7410
X
X
Demonstrate a working knowledge of current and
emerging major public health issues related to
communicable and non-communicable disease.
X
Apply the basic terminology and definitions of
epidemiology in oral presentations and written reports.
X
X
X
X
Critically review and summarize epidemiologic
literature.
X
X
X
X
X
X
X
Access and utilize epidemiological data available at the
state, national and international level.
Demonstrate the understanding of basic epidemiologic
study designs.
X
X
X
X
Identify and be able to apply surveillance methods used
in both infections and chronic diseases.
X
X
X
X
Be able to draw appropriate inference from
epidemiologic data.
X
X
X
X
Be sensitive to social, cultural and ethnic differences that
may influence the conduct and execution of
epidemiologic studies.
X
X
X
Possess knowledge of the development of epidemiology
and the historical contributions of the disciple to public
health.
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X
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Table 2.6.c.5. Matrix of learning experiences for MPH Health Policy and Management core requirements.
Master of Public Health
Health Policy and Management
Policy Track
Policy and Economic Analysis in
Public Health
HPAM 8400
Policy Evaluation
Health Economics
HPAM 8450
HPAM 8600
Public Health
Law
HPAM 7400
X
X
X
X
X
X
X
X
X
Analyze the effects of political, social and economic policies on public health
systems at the local, state, national and international levels.
X
X
X
Assess evidence-based principles and the scientific knowledge base to critical
evaluation and decision making in public health.
X
X
X
Management of Public
Health Organizations
HPAM 8700
Foundations of
Leadership
Strategic
Management
HPAM 8890
Competencies
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
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
Master of Public Health
Health Policy and Management
Management Track
Healthcare Finance
HPAM 8650
HPAM 8800
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.
X
Demonstrate leadership and communication skills for building partnerships.
X
X
X
X
X
Describe the legal and ethical basis for public health and health services.
Explain methods of ensuring community health and safety preparedness.
Apply principles of strategic planning and marketing to public health.
X
X
X
Apply quality and performance improvement concepts to address
organizational performance issues.
X
X
X
X
Apply “systems thinking” for resolving organizational problems.
X
X
X
X
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Table 2.6.c.6. Matrix of learning experiences for MPH Health Promotion and Behavior core requirements.
Master of Public Health
Health Promotion and Behavior
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
Use theory of behavior and social change to inform the
planning and evaluation of health interventions.
X
X
X
X
Apply evidence-based approaches to identify effective
individual, community and policy level health promotion
programs.
X
X
X
X
Design and implement effective individual, community
and policy level health promotion programs.
X
X
Assess the health needs of a community.
X
X
Competencies
Community
Health
HPRB 7500
Health Behavior
and Theory
HPRB 7920
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.
X
X
X
X
X
X
Develop and adapt approaches to health promotion issues
that take into account cultural differences.
X
X
X
Identify strategies for developing partnerships, community
organizing and coalition building to address health
promotion issues.
X
X
X
Integrate ethical considerations and values in all aspects of
public health practice.
X
X
X
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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.
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
needed 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.
Competencies Development and Use
The MPH and DrPH committees have provided overarching leadership in the development
and ongoing refinement of competencies. These groups have drawn heavily from the work
done by ASPPH, the National Board of Public Health Examiners (NBPHE), 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 Council 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 mold the CPH curriculum and
competency development.
From the competencies, departments have developed specific learning objectives that will be
taught and evaluated as part of the curriculum for that course. These learning objectives are
tied to learning outcomes which are assessed as part of the course. Appendix 2.6.e contains
the summary tables listing covered competencies, objectives, learning outcomes and
assessment methods for each MPH course.
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.
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.
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How Changing Practice Needs Are Periodically Assessed and Competencies Adjusted
The CPH 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-based education plan is
evolving to meet the needs of the public health community. CPH 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 Council is to provide guidance
regarding the changes in practice that are occurring in the field. This is incorporated into the
feedback provided to the committees and faculty.
The CPH also administers two surveys that contribute to the assessment of the utility of our
competencies: an alumni survey of graduates and their employers conducted intermittently
in the summer and an annual survey of outgoing graduates. See 2.7.c.
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.
Strengths: The CPH has developed a robust set of degree competencies and has worked to
ensure strong linkages between those competencies and curriculum and practice learning
objectives.
Challenges: Assuring that courses which are taught by different faculty cover the same
competencies is an ongoing challenge.
Plans: The CPH needs to continue working with faculty to assure that competencies are
addressed consistently. The CPH also needs to work with the new degree program
leadership to assure that the identified competencies are adequately covered.
This criterion is met.
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2.7
ASSESSMENT PROCEDURES
There shall be procedures for assessing and documenting the extent to which each
professional public health, other professional and academic degree student has demonstrated
achievement of the competencies defined for his or her degree program and area of
concentration.
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.
Procedures for Monitoring and Evaluating Student Progress
The process for evaluation of student progress toward achieving the expected competencies
is intended to empower faculty mentors and key staff to monitor student progress throughout
the program and to triangulate attainment with data from multiple sources to best determine
the level of accomplishment. When students first enter the program, they are assigned a
faculty advisor (with the exception of the bachelor of science (BS) degree students in health
promotion who are advised by trained staff). This faculty member monitors progress on an
ongoing basis and will offer assistance when needed, particularly if the student is
underperforming or requests help. As students progress through their programs of study,
faculty monitor performance through homework assignments, examinations, written papers,
class projects, class participation and group projects. Performance problems are quickly
brought to the attention of the program coordinator and faculty advisor. Graduate students
must have a 3.0 GPA or better to graduate.
For MPH, DrPH and BS students, there is an internship experience at the end of their
program of study, in which students are expected to carefully document the competencies
achieved. Faculty monitor their performance at this point very closely. Additionally, for
MPH students there is the capstone experience that is monitored by faculty and provides
feedback on students’ integration of the competencies. For master of science (MS), PhD and
DrPH students, there is a thesis or dissertation project that is conducted under the direction of
a faculty committee. If a student is identified by faculty as underperforming anywhere along
the course of study, then the appropriate program coordinator works with the student’s
advisor and relevant faculty to determine the causes and propose solutions. Program
summaries are provided to detail the evaluation process for each individual degree program
(see Appendix 2.2.b in the Electronic Resource File.)
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
The CPH has developed performance goals and objectives to track student achievement
throughout its program of study. These goals and related performance measures are
contained in Table 2.7.b (below).
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Table 2.7.b. Student achievement and performance measures.
GOAL 1: Exemplary Education.
The College of Public Health will create and deliver excellence in public health education.
OBJECTIVE 3. Upon degree completion, the CPH’s job placement rates for graduates by degree
will be no lower than those specified in the CEPH accreditation criteria.
OUTCOME
PAST
TARGET
2010-2011
2011-2012
2012-2013
MEASURE
REVIEW
2003 cohort: 2004 Cohort 2005 Cohort
2006 Cohort
a) 90% of doctoral
PhD HPB:
PhD HPB:
PhD HPB:
PhD HPB:
students will graduate
75%
100%
100%
66.7%
within six years from
PhD TOX:
PhD TOX:
PhD TOX: No PhD TOX:
matriculation.
100%
100%
graduates
100%
1) Students
2003 Cohort 2004 Cohort 2005 Cohort
2006 Cohort
will graduate b) 80% of master’s
MS EHS:
MS EHS:
MS EHS:
MS EHS:
from the
students will graduate 66.7%
100%
100%
100%
CPH’s degree within six years from MS TOX:
MS TOX:
MS TOX: No MS TOX:
programs.
matriculation.
100%
100%
graduates
100%
MPH: N/A
MPH: N/A
MPH: 91.7%
MPH: 85.1%
c) 70% of bachelor’s Collection
Collection
Instrument for
students will graduate Methods
Methods
measuring
BSHP: 91%
within six years from Being
Being
cohort data
EHS: 76.9%
matriculation.
Established
Established
implemented
a) Increase job
32.8%
placement for MPH
(furthering
Data Not
Data Not
Data Not
graduates 20% over
education not Available
Available
Available
previous three-year
included)
period.
b) 90% of DrPH
graduates will be
N/A
100%
50%
100%
2) Students
employed one year
will find jobs
after graduation.
after
c) 90% of PhD
PhD TOX:
PhD TOX:
PhD TOX:
PhD TOX:
graduation in
graduates will be
100%
75%
N/A
100%
public health
employed one year
PhD HPB:
PhD HPB:
PhD HPB:
PhD HPB:
areas.
after graduation.
100%
100%
100%
100%
d) 50% of bachelor’s
BSHP:
students will be
52.1%
Collection
Collection
Collection
employed one year
BSEH:
Methods
Methods
Methods
after graduation.
Collection
Being
Being
Being
Methods
Established
Established
Established
Being
Established
Degree completion for MPH students is shown in Table 2.7.1.c below. Degree completion
for all other degrees: BS, MS, DrPH and PhD in their various departments, is shown in
Appendix 2.7.b., with similar tables based on CEPH Data Template 2.7.1.
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Table 2.7.1.c. MPH degree completion.
2005-06
2006-07
2007-08
2008-09
2009-10
2010-11
2011-12
2012-13
Cohort of Students
# Students continuing at beginning of this school year
# Students withdrew, dropped, etc.
# Students graduated
Cumulative graduation rate
# Students continuing at beginning of this school year
# Students withdrew, dropped, etc.
# Students graduated
Cumulative graduation rate
# Students continuing at beginning of this school year
# Students withdrew, dropped, etc.
# Students graduated
Cumulative graduation rate
# Students continuing at beginning of this school year
# Students withdrew, dropped, etc.
# Students graduated
Cumulative graduation rate
# Students continuing at beginning of this school year
# Students withdrew, dropped, etc.
# Students graduated
Cumulative graduation rate
# Students continuing at beginning of this school year
# Students withdrew, dropped, etc.
# Students graduated
Cumulative graduation rate
# Students continuing at beginning of this school year
# Students withdrew, dropped, etc.
# Students graduated
Cumulative graduation rate
# Students continuing at beginning of this school year
# Students withdrew, dropped, etc.
# Students graduated
Cumulative graduation rate
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2005-06
34
0
9
26.47%
25
0
18
79.41%
7
0
3
88.24%
4
0
1
91.18%
3
0
0
91.18%
2006-07
46
0
4
8.70%
42
0
33
80.43%
9
5
4
89.13%
0
0
0
89.13%
3
2
1
94.12%
2007-08
46
0
5
10.87%
41
0
31
78.26%
10
0
5
89.13%
5
0
0
89.13%
5
4
1
91.30%
2008-09
50
0
3
6.00%
47
0
37
80.00%
10
0
4
88.00%
6
0
0
88.00%
6
5
1
90.00%
2009-10
91
0
4
4.40%
89
0
62
72.53%
27
0
14
87.91%
13
9
3
91.21%
2010-11
92
0
1
1.09%
91
0
76
83.70%
15
2
10
94.57%
2011-12
2012-13
86
1
1
84
1
54
0
ND
ND
ND
89
Degree Completion
The CPH set an expectation that 80 percent of all full-time students would complete the
MPH degree in three years or less. Table 2.7.1.c (above) indicates that for the relevant seven
years, beginning with students who entered the program in fall semester 2005, the three-year
graduation rate has always been between 88 and 95 percent for MPH students.
Only two doctoral programs have been in operation at the CPH long enough to assess in this
way. Since 2003-2004, 23 of 27 (or 85 percent) of HPB doctoral students have finished the
PhD in six years or less. For the relevant period, all 12 EHS students (or 100 percent) who
participated in the interdisciplinary toxicology graduate program earned their doctorate
within six years.
Job Placement
Job placement for graduates is a key goal for the CPH. Every effort is made to provide
career-related internships during their studies; faculty encouragement, employment contacts
and work-related recommendations during and after their enrollment in the program; and
career counseling. We have reason to believe that many of our students are experiencing
career success after graduation. For example, we know that our doctoral students are doing
very well in terms of placement. During the past three years, 100 percent of our HPB
doctoral students and nearly 100 percent of our toxicology PhDs had jobs at the time of
graduation. During two of the three years surveyed, our DrPH students were fully employed
at the time of graduation as well. The majority of graduates who have responded to our
alumni survey report working in public health with initial salaries in the $31,000 - $40,000
range. However, that majority comes within a very small data sample.
Our efforts to collect data directly from our graduates have been problematical. The college
has conducted two summer surveys of all alumni to track their career progression and learn
about the effectiveness of their education in their careers. Although the response was
generally positive on both topics, the level of response was extremely low, about 10 percent
in each case, and too weak to draw any conclusion about either subject. More recently, CPH
has surveyed graduating students in the last term of their degree program as a required
activity. The response rate is high, always above 90 percent, and very useful information
about student satisfaction with the program has been derived in this way, but during their last
term, i.e., before graduation, most students do not report having a post-college job—that
occurs later in the year. So here there is also no firm data for job placement assessment.
Although we have good anecdotal information about students who find jobs, we view the
lack of data to derive a more comprehensive understanding as a deficiency requiring
attention. See 2.7.c for our plans to improve data collection for job placement.
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 CPH has conducted two alumni surveys to assess the effectiveness of CPH instructional
practice for the careers of its graduates, and to track the employment progression for these
students. The survey seeks feedback from graduates and employers as to application of
competencies following degree completion. The alumni survey was sent to all alumni and
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their employers. Both of these surveys reported positive outcomes for effectiveness and
employment, but the rate of response was very low. See Appendices 2.7.c.1. and 2.7.c.2. for
copies of the surveys.
Since 2010, the CPH has also required graduating students to participate in a survey to learn
their attitudes about the college. Though the participation level is high and the data it
produces about student satisfaction is very useful, it is inadequate for job placement
assessment. For most students, the survey occurs too early for that purpose—many at that
point don’t yet have a firm commitment from a post-graduation employer.
The CPH is committed to improving its tracking systems for alumni employment and to
connecting better with its alumni generally. We will explore new strategies gleaned from
other academic programs though many face the same problems with responsiveness. We
also are in discussions about this activity with the UGA Office of Development and will seek
data support from the Office of the Registrar and Alumni records. We also intend to create a
more prominent and accessible portal for alumni on our website. In the last six months, the
dean has hired a new director of development and our first director of communications, in
part to strengthen our initiatives to increase alumni involvement. This is another example of
continuing effort to provide adequate support infrastructure for the strategic initiatives of a
new and rapidly expanding organization.
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.
Destination of Graduates by Specialty Area
Students are encouraged to seek certification in specialty areas beyond obtaining their
academic degrees from UGA. The students in HPB routinely sit for the Certified Health
Education Specialist (CHES) exam administered by NCHEC twice per year. The CHES
certification was awarded to 53 of the 54 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’s requirements. From 2010 to 2013 all 15 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.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.
Certification of Professional Competence: Alumni and Employer Assessments
The CPH Alumni Survey was created to assess both placement of students after graduation
and the level of satisfaction with their education. The first survey was sent in 2007 to alumni
who had graduated since August 2005, and it has been administered again in 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.
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


They were “generally well prepared” for their employment by coursework in their
areas of concentration.
Their internships “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 survey began in August 2007 and is circulated in the summer months each year. It is
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 administer them. The
PhD programs in environmental health science and epidemiology have not yet had a
graduating class with which to administer an Alumni Survey. The survey evaluates the
placement of the students and the extent to which their degree program curricula prepared
them for success in their current job settings.
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 graduation requirements, thus response
rates are typically 90 to 100 percent. The complete evaluation (Appendix 2.7.e.) contains
four parts: MPH program overall satisfaction, academic satisfaction related to competencies,
field experience, 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.e. Responses to MPH survey of graduates for the last four years.
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 were 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
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2010
2011
2012
2013
1.73
2
2.05
2.14
1.91
2.3
2.09
2.31
2.09
2.45
2
1.36
2.15
1.88
1.91
1.42
2.02
1.84
1.95
1.56
1.98
2.07
2.05
1.52
1.64
1.79
1.68
1.90
1.55
1.82
2.09
2.21
1.55
2.09
2.36
1.82
2.12
2.27
2.04
1.89
2.53
2.21
2.45
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
92
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.
Strengths: The CPH 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 CPH is working to solidify its
standing with public health employers as a means to promote feedback on graduate
performance.
Plans: The CPH plans to move to web-based survey systems that should prove to be more
user friendly and timely for a generation familiar with online survey technology.
This criterion is met.
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2.8
OTHER GRADUATE PROFESSIONAL DEGREES
If the school offers curricula for graduate 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.
The CPH has no other professional degree program.
2.8.b. Identification of the manner in which these curricula assure that students acquire a
public health orientation.
Not applicable.
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.
Not applicable.
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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: students must complete courses that
provide a basic understanding of the five core public health knowledge areas defined in
Criterion 2.1, including one course that focuses on epidemiology. Collectively, this coursework
should be at least the equivalent of 12 semester-credit hours.
Elective Public Health Coursework: in addition to the required public health core knowledge
courses, students must complete additional public health-related courses. Public health-related
courses may include those addressing social, economic, quantitative, geographic, educational
and other issues that impact the health of populations and health disparities within and across
populations.
Capstone Experience: students must complete an experience that provides opportunities to
apply public health principles outside of a typical classroom setting and builds on public health
coursework. This experience should be at least equivalent to three semester-credit hours or
sufficient to satisfy the typical capstone requirement for a bachelor’s degree at the parent
university. The experience may be tailored to students’ expected post-baccalaureate goals (e.g.,
graduate and/or professional school, entry-level employment), and a variety of experiences that
meet university requirements may be appropriate. Acceptable capstone experiences might
include one or more of the following: internship, service-learning project, senior seminar,
portfolio project, research paper or honors thesis.
The required public health core coursework and capstone experience must be taught (in the
case of coursework) and supervised (in the case of capstone experiences) by faculty
documented in Criteria 4.1.a and 4.1.b.
2.9.a. Identification of all bachelor’s-level majors offered by the school.
Identification of Bachelor’s-Level Majors Offered by the CPH
The CPH offers undergraduate degrees in environmental health and health promotion as well
as a minor in public health. 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. The core curriculum requirements
for each program are listed in Tables 2.9.a.1 and 2.9.a.2.
Table 2.9.a.1. Core requirements for bachelor of science in EHS.
COURSE PREFIX
EHSC 3060
EPID 4070
ENVM (EHSC) 4250/ 6250
BIOS 2010
EHSC 3910
EHSC 4080/ 6080
EHSC 4150/ 6150
PBHL 3100
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COURSE TITLE
Introduction to Environmental Health Science
Fundamentals of Epidemiology
Environmental and Public Health Law (3)
Biostatistics for Public Health Sciences (3)
Internship in Environmental Health Science (3)
Environmental Air Quality (3)
Solid and Hazardous Waste Management (3)
Introduction to Public Health (3)
CREDITS
3 hrs
3 hrs
3 hrs
3 hrs
3 hrs
3 hrs
3 hrs
3 hrs
95
Table 2.9.a.2. Core requirements for bachelor of science in HPB.
COURSE PREFIX
PBHL 3100
EHSC 3060
EPID 4070
BIOS 3000
HPAM 3600
HPRB 3020
HPRB 3700
HPRB 4400
HPRH 3460/3470
COURSE TITLE
Introduction to Public Health
Introduction to Environmental Health Science
Fundamentals of Epidemiology
Intermediate Biostatistics for Public Health
Introduction to Health Policy
Foundations of Health Promotion Professional Practice
Community Health
Health Promotion Program Development
Practicum in Health Promotion
CREDITS
3 hrs
3 hrs
3 hrs
3 hrs
3 hrs
3 hrs.
3hrs.
3hrs.
2 hrs.
2.9.b. Description of specific support and resources available in the school for the
bachelor’s degree programs.
Bachelor’s Degree Program Support
Both bachelor’s degree programs are operated by their respective departments. The CPH
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 three
faculty dedicated to their program and EHS has one faculty dedicated to its 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 coordinator.
The other disciplines in the CPH have been very supportive of the bachelor’s programs.
Epidemiology, biostatistics and health policy and management have developed two entry
level classes (i.e., Epidemiology I and II) which support the programs. Health Policy and
Management is discussing proposing a bachelors program of its own.
2.9.c. Identification of required and elective public health courses for the bachelor’s
degree(s).
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 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 2.1.b 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.
Capstone Experience
For both the BSEH and BSHP degrees, the primary culminating experience is the internship
or practicum. The internship/practicum is conducted in a student’s last semester and must be
successfully completed as a graduation requirement. The internship/practicum is coordinated
by the respective department following the criteria established for their discipline and
requires students to demonstrate mastery of the competencies acquired throughout the
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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. Additional information about the
internships may be found on the departmental websites:
http://www.publichealth.uga.edu/hpb/student-resources/field-experience,
http://www.publichealth.uga.edu/ehs/student-resources/internships.
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.
Strengths: The CPH has two strong, long-running undergraduate degree programs. Each
department has a good complement of faculty to support these programs. Other disciplines
in the CPH support the programs.
Challenges: No challenges are identified.
Plans: Continue to support and grow the existing bachelor’s programs. Explore the addition
of bachelor’s programs in the other disciplines.
This criterion is met.
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2.10
OTHER BACHELOR’S DEGREES
If the school offers baccalaureate 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 CPH 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.
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.
Not applicable.
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2.11
ACADEMIC DEGREES
If the school also offers curricula for graduate academic degrees, students pursuing them
shall obtain a broad introduction to public health, as well as an understanding about how
their discipline-based specialization contributes to achieving the goals of public health.
2.11.a. Identification of all academic degree programs, by degree and area of specialization.
Academic Degree Programs
As outlined in Section 2.1, the CPH offers three academic master’s degrees and four doctoral
degrees (Table 2.11.a). 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 members in
the department and complete a curriculum of required and elective courses.
Table 2.11.a. List of academic degrees in the College of Public Health.
Academic
Master’s Degrees
Master of Science Environmental Health
Master of Science Toxicology
Master of Science Biostatistics
Doctor of Philosophy Biostatistics
Doctor of Philosophy Environmental Health Science
Doctor of Philosophy Epidemiology
Doctor of Philosophy Health Promotion & Behavior
Doctor of Philosophy Toxicology
Professional
X
X
X
X
X
X
X
X
2.11.b. Identification of the means by which the school assures that students in academic
curricula acquire a public health orientation.
Public Health Orientation
To ensure the population-based orientation of the environmental health master’s degrees,
students are required to complete a minimum of seven hours of core public health courses
(see Table 2.11.b.1). 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 or she is also required to take a biostatistics course, generally BIOS 7010.
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Table 2.11.b.1. Master of science core public health courses for EHS.
COURSE PREFIX
COURSE TITLE
PBHL 8200
EPID 7010
BIOS 7010*
Seminar in Public Health
Introduction to Epidemiology
Introduction to Biostatistics
CREDITS
1
3
3
*Based on their previous experience with statistics courses, students may choose to
opt out if sufficient progress has been exhibited.
For the MS in Biostatistics program, students are also required to take the seminar in public
health (PBHL 8200) and the introduction to epidemiology (EPID 7010), but are also required
to take one of three public health courses. Table 2.11.b.2 outlines the courses.
Table 2.11.b.2. Master of science core public health courses for Biostatistics.
COURSE PREFIX
PBHL 8200
EPID 7010
EHSC 7010
HPAM 7010
HPRB 7010
COURSE TITLE
Seminar in Public Health
Introduction to Epidemiology
Fundamentals of Environmental Health Science
Introduction to Health Policy and Management
Social and Behavioral Foundations in Public Health
CREDITS
1
3
3
3
3
All academic doctoral degree students also are required to complete a minimum of eight
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.
2.11.c. Identification of the culminating experience required for each academic degree
program.
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 format checks and final submission. Each student is required
to form a committee of faculty members for advisement throughout the thesis or dissertation
process. All students are required to publicly defend their research study (thesis) in an oral
presentation. The oral presentation will be conducted at the completion of the research.
Successful defenses (passing) will be determined by students’ committees. If students do not
pass the oral defense, they are allowed to try a second time after consulting with faculty. The
new MS in biostatistics also has a thesis and oral presentation requirement.
Like the thesis, a dissertation rooted in original empirical research is required for completion
of any doctoral program in the CPH. Students must follow the guidelines set forth by the
Graduate School for document format checks and final submission. Each student is required
to form a committee of faculty members for advisement throughout the 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 students’ program of study
committee and encompasses everything studied during their course of study. Students who
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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. All students are required to publicly defend their research study
(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
students’ committees. If students do 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.
Strengths: The CPH has very strong academic degrees at the graduate level.
Challenges: The master’s degree in biostatistics is new and needs to be supported to grow.
Plans: The CPH 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.
This criterion is met.
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2.12
DOCTORAL DEGREES
The school shall offer at least three doctoral degree programs that are relevant to three 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.
Doctoral Programs
The College of Public Health offers six doctoral degrees as set forth in Table 2.12.a. The
PhD in health promotion and behavior and the PhD in toxicology are long-standing
programs, both existing before the CPH was formed. 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 one and two years old, respectively. The PhD in biostatistics was approved
by the BOR in July 2013 and will not accept students until fall 2014. Finally, the CPH offers
the DrPH, as discussed in detail in Section 2.3.
Table 2.12.a. List of academic doctoral programs in the CPH.
Doctoral Degrees
PhD Health Promotion and Behavior
PhD Toxicology
PhD Environmental Health Science
PhD Epidemiology
PhD Biostatistics
DrPH Public Health
Academic
Professional
X
X
X
X
X
X
Appendix 2.12.a offers descriptions of the individual doctoral programs.
2.12.b. Description of specific support and resources available to doctoral students including
traineeships, mentorship opportunities, etc.
Doctoral Student Support
The CPH 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 acquire 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 the program of study and dissertation by that faculty
member. The student also receives mentoring from the program of study and dissertation
committee which consists of other departmental faculty and at least one faculty from outside
the department.
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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.
Doctoral Student Progression
Table 2.12.c. Doctoral student progression for academic year 2012.
# newly admitted in 2012
# currently enrolled (total)
# completed coursework during 2012
# advanced to candidacy (cumulative) during 2012
# graduated in 2012
PhD HPB
PhD Epi
PhD Tox
DrPH
6
31
7
8
8
12
12
0
0
0
6
20
5
1
0
8
29
3
3
2
Appendix 2.12.c provides enrollment demographic data for all six doctoral programs.
2.12.d. Identification of specific coursework for each degree that is aimed at doctoral-level
education.
Appendix 2.1.b.1. includes copies of the required and elective classes for each doctoral
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.
Strengths: The CPH is equipped with two long-established and well-respected PhD
programs in health promotion and behavior and toxicology. The CPH 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 CPH to serve the state.
Challenges: The biostatistics and environmental health science doctoral programs are new
and will require time to develop and refine. 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” (CPH’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.
Plans: The CPH needs to support the new doctoral programs to help them become
established in the state/region.
This criterion is met.
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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.
Joint-Degree Programs
The CPH has five joint-degree programs, some of them approved very recently. 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 CPH. 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
Appendix 2.13.a.
Table 2.13.a. Joint degree programs with other schools and colleges.
Joint Degrees
Academic
Professional
BS/MPH
DVM/MPH
MBA/MPH
MD/MPH
MSW/MPH
PharmD/MPH
X
X
X
X
X
X
2.13.b. A list and description of how each joint degree program differs from the standard
degree program.
Differences between Joint- and Standard-Degree Programs
BS/MPH
A student enrolled in the undergraduate Honors Program may earn a simultaneous, combined
bachelor’s BS/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 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 guidance from his or her undergraduate advisor and the MPH graduate
coordinator. During the third year and upon meeting admission guidelines (3.5 GPA; score
of 1,200 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 bachelor’s
and MPH degrees.
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Table 2.13.b.1. Combined undergraduate and MPH degree attainment timeline.
Year
Fall
Spring
Summer
1
Core and BS or BA major course
requirements
Core and BS or BA major
course requirements
2
BS or BA major course requirements
3
BS or BA major course
requirements; apply for admission to
MPH
Core and BS or BA major
course requirements
BS or BA major course
requirements; apply to
combined degree program
BS or BA major course
requirements; MPH core
courses
4
MPH courses
MPH courses
BS or BA major course
requirements
MPH courses
MPH internship and
Culminating Experience
Graduation
DVM/MPH
The CPH offers a five-year concurrent DVM/MPH 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, eight students have completed the
DVM/MPH, and there are currently two students enrolled.
Table 2.13.b.2. DVM/MPH dual degree attainment timeline.
Year
1
2
3
4
5
Fall
DVM coursework
 DVM coursework
 POPH 5230 (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
 DVM clinics
 Stipend 5
 12 weeks experiential learning:
DVM clinic rotations
Spring
 DVM coursework
 Apply for admission to MPH
internally via interviews
 DVM coursework
 POPH 5230 (if admitted as
freshman)
 VPAT 5180
 Enroll in area of emphasis electives
 DVM coursework
 Stipend 3
 Four weeks didactic DVM, clinic
rotations start in March
 12 weeks experiential learning:
Four PH and eight DVM rotations
 MPH didactic
 Students participate in DVM
commencement, but do not get
diploma until year five
 MPH capstone
 Complete DVM and MPH
requirements
 Receive DVM and MPH degrees
Summer
 DVM experimental learning
 Stipend 1
 12 weeks experiential learning:
PH related
 Enroll in POPH 5900 (8 cr hrs)
 DVM clinics
 Stipend 4
 12 weeks experiential learning:
DVM clinic rotations
MPH internship (PBHL 7560 one to
nine hours) and write manuscript
for submission
PharmD/MPH
The USG BOR approved the joint Doctor of Pharmacy (PharmD) and MPH curriculum
proposal in 2006. Due to the impending accreditation review that the CPH prepared for 2009,
the program was put on hold until after the CPH’s successful accreditation. In the fall of
2010, the first PharmD/MPH student began courses with the CPH. Because of the duration of
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the program (see Table 2.13.b.3), this student is still enrolled and is expected to graduate in
summer 2014. Subsequent to this student’s matriculation, there have been seven additional
students who have enrolled. All eight PharmD/MPH students are still enrolled and in good
standing in this program. 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
1
Fall
PharmD
coursework
Spring
PharmD
coursework
2
 PharmD coursework
 1 MPH course
 PharmD coursework
 1 MPH course
3
 PharmD coursework
 Apply for MPH admission
 MPH coursework
 PharmD coursework
 MPH coursework
Fourth Professional Year
40 hours Required Pharmacy Clerkship
4
5
6
Summer
MPH coursework
MPH coursework
Sixth Professional Year Pharmacy Coursework
MPH internship and
MPH capstone
Receive PharmD and
MPH degrees
MD/MPH
The Doctor of Medicine (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 in five years, instead of the usual four years for a medical degree and one-and-a-half to
two 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 outlines
may vary slightly each year based on individual needs or circumstances. As of this
submission, there is one student enrolled in the MD/MPH accelerated degree program.
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Table 2.13.b.4. MD/MPH accelerated degree attainment timeline.
Year
Fall
Spring
1
Medical School Year 1
2
Medical School Year 2
3
Medical School Year 3 Clinical Rotations
4
13 hours MPH
coursework
5
Clinical
rotations
14 hours MPH coursework
Summer
Six hours MPH
coursework
MPH internship and
capstone
 Clinical rotations
 Receive MD and MPH
degrees
MBA/MPH
The Master of Business Administration (MBA)/MPH degree integrates business
administration and public health knowledge with skills at the professional level. This
program meets the educational requirements of a master’s level business administrator and a
master’s level public health practitioner. This program prepares graduates to address the
business administration needs of public health organizations and private healthcare providers
at the local, state, national and international levels, while preparing them to create the public
health and healthcare needs assessments and quality improvement measures required by
these same organizations. As the first MBA/MPH dual degree offered by USG, this program
will give its respective programs a competitive edge in graduate student recruitment.
Table 2.13.b.5. MBA/MPH dual degree attainment timeline.
Year
Fall
Spring
Summer
1
16 hours MPH core
coursework
15 hours Health Policy and Management
coursework
6 hours MPH
internship
2
16 hours MBA core
coursework
16 hours MBA core coursework
Business internship
3
16 hours concentration
requirements for MPH and
MBA
13 hours concentration requirements for
MPH and MBA, MPH capstone
Receive degrees
MSW/MPH
Social work and public health are, by design, service professions that support human wellbeing. The Master of Social Work (MSW)/MPH dual degree program supplements the
professional education of public health students with additional specialization and training in
social work, and vice versa. This program will meet the educational requirements of a
master’s level social worker and a master’s level public health practitioner. It will prepare
graduates to address the social work needs of individuals and organizations at the local, state,
national, and international levels and, at the same time, prepare them to create and implement
the public health programs and interventions required by these same individuals and
organizations. At this time, students will only have the option to participate in the health
promotion and behavior concentration. As the first MSW/MPH dual degree program in
Georgia, it will give both degree programs a competitive edge in graduate student
recruitment.
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Table 2.13.b.6. MSW/MPH dual degree attainment timeline.
Year
Fall
1
MSW
coursework
2
3


MSW coursework
MPH coursework



MPH capstone
MSW coursework
Receive MSW and
MPH degrees
Spring
Summer


MSW coursework
MPH coursework


MSW coursework
MPH coursework


MSW coursework
MPH coursework


MPH internship
MSW concentration practicum
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.
Strengths: The CPH has multiple joint programs, three of which have accepted students and
are operating smoothly.
Challenges: Two programs are in the early stages and will require more effort to finalize
and refine.
Plans: Continue to work with the College of Pharmacy, School of Business and the
GRU/UGA Medical Partnership to further refine the programs.
This criterion is met.
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2.14
DISTANCE EDUCATION OR EXECUTIVE DEGREE PROGRAMS
2.14.a. Identification of all degree programs that are offered in a format other than regular,
on-site 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 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.
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.
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.
Assessment: Not applicable.
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CRITERION 3.0: CREATION, APPLICATION AND ADVANCEMENT OF
KNOWLEDGE
3.1
RESEARCH
The school shall pursue an active research program, consistent with its mission, through
which its faculty and students contribute to the knowledge base of the public health
disciplines, including research directed at improving the practice of public health.
3.1.a. Description of the school’s research activities, including policies, procedures and
practices that support research and scholarly activities.
Research Activities
Research is central to the mission of the University of Georgia and the UGA College of
Public Health. The CPH’s mission statement speaks to the conduct of “innovative research.”
Accordingly, the CPH has developed aggressive performance measures to foster engaged
research and scholarship. CPH faculty members are required to engage in research activity to
improve public health locally, regionally, nationally and internationally. Expectations about
research and scholarly activity vary by type of academic appointment, as outlined in the
CPH’s Promotion and Tenure Guidelines, discussed in Criterion 4.2. In academic colleges,
the university calculates “effort” based on time dedicated to teaching and research; most
CPH faculty devote 50 percent of their time to research activities and the remaining 50
percent to teaching (45 percent) and service (5 percent).
The CPH’s research ranges from laboratory‐based experiments to field‐based
experimentation and applied health systems research. The CPH has an impressive record of
research productivity. Between January 2010 and May 2013, CPH faculty members
published 328 scientific publications, 30 book chapters and 107 technical reports. Many
published manuscripts appeared in highly prominent scientific journals, including Annals of
Internal Medicine (Impact Rating {IR}=16.7), Environmental Health Perspectives (IR=7.0),
American Journal of Preventive Medicine (IR=4.0), Toxicological Sciences (IR=4.7) and the
American Journal of Public Health (IR=3.9). CPH faculty also made 352 presentations at
state, national and international scientific conferences during this same time period.
Although only five years have passed since its original accreditation, the CPH already ranks
fifth in research funding among the 16 academic colleges at the University of Georgia,
receiving $8,137,846 in external funding in fiscal year 2013. This more than doubled the
external funding that CPH faculty obtained in fiscal year 2007 (i.e., $3,574,931). In fact, the
following tables show that each year CPH investigators seek and obtain greater amounts of
external funding (the majority of which comes from federal agencies). Of the tenured/tenure‐
track faculty members in the CPH, 72 percent have external funding in fiscal year 2013. The
CPH continues to be awarded external funding at a level greater than the amount of state
resources appropriated for the academic program. Research in the CPH currently is
sponsored by numerous federal and private organizations, including the National Institutes of
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Health (NIH), the National Science Foundation (NSF), Centers for Disease Control and
Prevention (CDC), Environmental Protection Agency (EPA), National Oceanic and
Atmospheric Administration, U.S. Food and Drug Administration (FDA), National
Endowment for the Humanities, U.S. Department of Veterans Affairs, U. S. Department of
Agriculture (USDA), U.S. Department of Homeland Security and the Department of Energy.
Figure 3.1.a.1. CPH research proposals.
Proposals
Millions
20.0
COUNTY
18.0
STATE
16.0
OTHER UNIV
14.0
PRIVATE/FDN
12.0
INTERNATIONAL
10.0
INDUSTRY
8.0
FED FLOW-THRU
6.0
FEDERAL
4.0
2.0
0.0
FY2006
FY2008
FY2010
FY2012
Figure 3.1.a.2. CPH research awards.
Awards
Millions
7.0
COUNTY
6.0
STATE
OTHER UNIV
5.0
PRIVATE/FDN
INTERNATIONAL
4.0
INDUSTRY
3.0
FED FLOW-THRU
FEDERAL
2.0
1.0
0.0
FY2006
FY2008
FY2010
FY2012
Research by CPH Units
The Department of Environmental Health Science produces a diverse array of research
concerned with the interaction and impact of environmental factors on human health. The
research of EHS investigators generates information critical for analysis of health risks posed
by the mixture of chemical and microbiological agents present in community and
occupational settings. The knowledge gained from these studies addresses the needs of local,
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state, national and international organizations working to promote quality of life for people in
Georgia, the United States and elsewhere. The primary areas of research in EHS include:
chemical and microbiological water pollution, maternal and child health, environmental
toxicology and epidemiology and risk and exposure assessments.
The Department of Epidemiology and Biostatistics boasts a productive research program in
the areas of methods (including spatial statistics, infectious disease modeling, survival
analysis); infectious disease epidemiology; methods for tuberculosis control; aids for
international training and research programs; clinical, operational and health services
research; clinical epidemiology and translational research; cancer epidemiology, prevention
and control; medical screening; global health; food safety epidemiology; epidemiology of
zoonosis in domestic animal-human interface; antimicrobial drug resistance of food borne
pathogens; community-based research; occupational health; reproductive and developmental
health; environmental health and health disparities. The department’s state-of-the-science
research portfolio includes methodological issues in biostatistics, including point process
models for event history data, spatial epidemiology and statistics, environmental statistics,
analysis of high dimensional massive data, bioinformatics, data mining, functional data
analysis, multiple testing, survival analysis, joint modeling of survival and longitudinal data
and covariate measurement error models. The department also has a strong record of
collaboration with public and private health agencies and institutions including strong
collaborative ties with the CDC and state regional offices, the Archway Partnership program,
Georgia Farmworker Health Program, College of Veterinary Medicine - Population Sciences,
Biomedical and Health Sciences Institute and the Faculty of Infectious Diseases.
The Department of Health Policy and Management is highly interdisciplinary in nature, with
its faculty studying the areas of aging, health services research, health economics, public
health, economic evaluation, child and adolescent health, emergency preparedness and
scientific-workforce diversity. HPAM investigators have extensive experience in leading
and co-leading multi-disciplinary grants and contracts to better inform health policy making
and healthcare management decisions. By combining the diverse strengths and resources of
its faculty, HPAM faculty are preparing students to address the challenging, multidimensional issues facing healthcare today.
The Department of Health Promotion and Behavior has an outstanding group of
accomplished researchers focused on the prevention of youth violence, HIV primary and
secondary prevention, cancer screening, adolescent health and workplace health. The
department’s Workplace Health Group (WHG) is one of the most recognized initiatives in
the CPH, dedicated to the proposition that healthy people and healthy workplaces are critical
to business and organizational success. Through its research, the WHG endeavors to
understand the many complex links between work and health. The WHG includes faculty and
graduate students from a number of different disciplines including public health, psychology,
management, sociology, human resources, nutrition and exercise science. Researchers in the
group share a common interest in the work‐health relationship and in maximizing the health
and well‐being of the workforce. Not only is the WHG interested in using the workplace as a
setting for disease and injury prevention programming, it is also committed to making
organizations healthier and safer places in which to work. The group’s leaders, Drs. David
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DeJoy and Mark Wilson, have received significant national recognition for their research and
contributions to the field. Dr. DeJoy was honored in 2008 with the Williams A. Owens
Creative Research Award, the university’s highest recognition for research.
The Institute for Disaster Management, formerly known as the Institute for Health
Management and Mass Destruction Defense, researches and disseminates policies and
practices required to coordinate public/private, rural/urban and military/civilian resources to
address the major healthcare impacts of epidemics, natural disasters and terrorist attacks.
IDM investigators conduct event modeling exercises across the state to study and improve
how institutions respond to mass casualty situations. The institute’s director, Dr. Cham
Dallas, is currently the principal investigator of several major U.S. Department of Homeland
Security and Georgia Emergency Management Agency research and service grants. The
institute also operates the public health emergency operations center that the Georgia
Department of Public Health (GDPH) utilizes for hospital mass casualty management. The
CPH is confident that the IDM will expand considerably in the years to come.
The Institute for Evidence-Based Health Professions Education is jointly operated with the
College of Education and involves other colleges as well. Their annual conference allows
researchers from multiple disciplines to interact and share the outcomes of their evidencebased research and practice.
The Institute of Gerontology is an international leader in multi‐disciplinary, multi‐
institutional research concerned with the health, quality of life and longevity factors for older
adults. The institute is internationally recognized, particularly for its centenarian studies. The
recently hired director of the institute, Toni Miles, MD, PhD, was a Health and Aging Policy
Fellow with the American Political Science Association Congressional Fellowship Program.
Institute of Gerontology investigators are currently conducting research in the areas of
palliative and end-of-life care in Georgia, elder co-housing, minority aging and the Georgia
Centenarian Study, the latter of which is a longitudinal cohort study of longevity and survival
among the oldest old.
The Center for Global Health seeks to identify international best practices of healthcare; to
support their dissemination, adaption and eventual adoption throughout the world and to
improve healthcare for all. Investigators in the center are currently involved in research,
teaching and service missions in Australia, Croatia, Taiwan, Costa Rica and Israel.
Overview of Support Provided by the University
Externally funded research activities across the university, including those of the CPH, are
governed by policies and procedures established by the Office of the Vice President for
Research (OVPR). OVPR creates and maintains an environment in which UGA research can
mature to a position of enhanced national and international prominence. To achieve this
goal, the university and the CPH are committed to conducting research of the highest caliber,
as exemplified by adherence to standards of integrity and ethical conduct. Additional
policies, procedures and practices exist at the college level to further support faculty in their
scholarly pursuits.
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OVPR supports and promotes UGA’s research and scholarly activity in many ways. It
administers sponsored programs, ensures compliance with regulations and oversees research
funding and accounting. Furthermore, OVPR generates support for research by
communicating research findings to non-university audiences. It also facilitates research by
enhancing infrastructure by providing laboratories, services and start‐up funds to hire
outstanding faculty. In cooperation with the University of Georgia Research Foundation, Inc.
(UGARF), OVPR also protects UGA intellectual property through such means as patents,
trademarks and licenses.
Research Policies and Procedures
University Policy. All UGA investigators and key research personnel who perform research
with human participants must successfully complete education on the protection of human
subjects. This education requirement is fulfilled by successful completion of the
Collaborative IRB Training Initiative Course (CITI), which is a comprehensive, web‐based
training program on the protection of human research subjects housed at the University of
Miami. Final approval of new and continuing studies is granted upon training completion.
Researchers are required to complete a refresher course every five years. All key personnel
in the CPH recently completed required CITI training on identifying and successfully
resolving research-related financial conflicts of interest.
The Office for Sponsored Programs (OSP) supports UGA’s research mission by managing all
pre‐award aspects of sponsored research administration. This includes policy and procedure
development, proposal review and approval (including electronic submission), award
negotiation, non‐financial, post‐award stewardship and training related to seeking,
submitting, securing and appropriately managing externally funded projects. OSP staff work
with other OVPR units and the broader university community to ensure that UGA’s privilege
of receiving external support is protected, plays a central role in increasing external funding
to UGA and informs and educates faculty about their institutional responsibilities when they
serve as principal investigators.
CPH Policy. Prior to submission of any proposal for external grant funding, principal
investigators must first obtain approval from their department head and following this, the
dean. These approvals assure a commitment to the research effort. After the internal routing
process, grant proposals are forwarded to OSP.
CPH-Specific Resources in Support of Research
Biostatistics Consulting Service. CPH faculty are encouraged to seek statistical consultation
when writing grants for extramural funding. The Biostatistics Consulting Service, directed by
the Department of Epidemiology and Biostatistics, offers comprehensive statistical
consulting and data analysis services to the faculty, staff and students of the CPH. The
objectives of the unit are to enhance the quality of research proposals and papers through
improved study design and the appropriate use of state‐of‐the-science statistical methods as
well as to promote collaborative research between biostatisticians and faculty in public health
and biomedicine, leading to the development of new and innovative statistical procedures.
Expert consultation regarding study design may include specification of methods for selected
study participants, allocation of study participants to experimental treatments, preliminary
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methods for statistical analyses, treatment of missing data and determination of sample sizes
required to detect desired effects. The unit also offers its services to those throughout the
University of Georgia involved in public health and biomedical research.
Grants Administration. Two types of administrative assistance for faculty members
submitting external grant applications are “pre-award” and “post-award” supports. Preaward support is assistance provided to the faculty member during the preparation and
submission of the grant application. Post-award assistance refers to the financial
management of the grant after it is awarded to the faculty member and university. Grant
submissions at UGA are handled centrally by OSP in OVPR. However, the CPH Research
Office has one full-time and one-part time administrator to assist faculty in developing their
research proposals, to ensure that proposals are complete for submittal to OSP and to interact
directly with OSP to resolve any complications and ensure timely delivery to the funding
agency. The CPH also has one full-time, post-award specialist to assist faculty members in
the monitoring and correct spending of research award budgets.
Faculty Research Time and Incentives. Most tenured and tenure‐track faculty devote at least
50 percent of their time to research activities. Most faculty positions at the University of
Georgia are supported through “hard money” (i.e., a combination of state funds, tuition and
contributed resources), so this allocation of faculty time is designed to encourage
productivity in scholarship and research. Furthermore, most tenured and tenure‐track faculty
in the CPH carry a teaching load equivalent to one class per semester (for academic year
contract faculty), resulting in significant support for faculty to engage in research and related
activities. As an additional incentive to support faculty research, the CPH returns a generous
portion of the personnel buy-out funds associated with any research award back to
investigators to use for student support and operating activities.
Grant Writing Workshops. Whenever possible, the CPH enhances the grant-writing skills of
its faculty by encouraging and supporting their attendance at various grant-writing
workshops or seminars. Recently, the CPH enrolled 14 faculty members in a workshop
entitled “Write Winning Grants.” The workshop was held December 5, 2012, on the campus
of the University of Georgia. The workshop covered topics such as developing grant ideas,
identification of the most appropriate granting agency, how to write grant applications most
effectively for reviewers and tips and strategies that are of proven value in presenting an
applicant’s case to reviewers. While the workshop focused primarily on obtaining
extramural support from the NIH, portions of the workshop discussed how to obtain funding
from other agencies, such as the NSF, USDA and National Institute of Food and Agriculture.
With 14 faculty members sponsored for the workshop (most of whom were junior faculty)
the CPH was the best represented participant UGA unit.
CPH Research Office Webpage. The CPH Research Office is developing its own website to
keep faculty members aware of funding opportunities and procedures. Among other things,
the website will list current requests for applications and program announcements from
various federal-funding agencies, provide research-relevant forms needed by faculty to
conduct research (e.g., IRB forms, budget templates, etc.) and highlight changes in funding
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policies and procedures likely to impact CPH investigators (e.g., new CITI modules that all
faculty must complete, changes in indirect rates, etc.).
Internal Grant Program. In late 2012, the CPH Research Office led by a new associate dean
initiated the CPH Internal Grant Program to provide faculty with financial support to conduct
formative research that results in the submission of scientific manuscripts and external grant
applications. Internal grants are limited to $8,000 and cannot exceed one year in duration.
Internal applications are particularly encouraged from (1) junior CPH investigators seeking
to establish a programmatic line of research and (2) established CPH investigators who are
transitioning into a new area of research who would benefit from preliminary data. Internal
grant funding decisions are made by the CPH’s six-person Research Advisory Committee.
The committee consists of the associate dean for research, one faculty member from each of
the four departments, and an additional faculty member who represents the various centers
and institutes of the CPH. Criteria used to evaluate internal grants and ultimately make
funding decisions include: (1) the public health significance of the proposed pilot research;
(2) the extent to which the aims of the proposed research are clearly articulated; (3) the extent
to which the proposed methods are scientifically rigorous; and (4) whether the principal
investigator can link the proposed pilot research to future external grants. Research Advisory
Committee members also indicate if the planned pilot study should be given high, medium or
low priority or should not be considered for pilot funding. The 12 awards for 2013, totaling
more than $90,000, are listed in Appendix 3.1.a.
3.1.b. Description of current research undertaken in collaboration with local, state,
national or international health agencies and community-based organizations.
Formal research agreements with such agencies should be identified.
Community-Based Research
The CPH conducts a wide range of community‐based research projects. Given the
engagement context of a land-grant university, some of this activity overlaps with CPH
service activity (see 3.2.a below) and with workforce development activities (see 3.3.a-b).
CPH research is sponsored by a number of federal and state organizations, including the
NIH, U.S. Department of Health and Human Services, the NSF, EPA, FDA, USDA, National
Highway Traffic Safety Administration (NHTSA), CDC and the Georgia Governor’s Office
of Highway Safety (GOHS). State and national foundations also fund several applied
research activities conducted by the CPH.
The CPH’s research is enhanced through a commitment to on-campus interdisciplinary
collaboration and multi‐institution collaboration. Faculty find partners in research within the
CPH and across the university, including collaborations with the Biomedical and Health
Sciences Institute, Institute of Behavioral Research, Institute of Bioinformatics, College of
Veterinary Medicine, College of Family and Consumer Sciences, College of Education and
the Carl Vinson Institute of Government, to name some of the partners. CPH investigators
also engage with colleagues at other schools of public health in the state and across the
nation. A select few of our community-based research activities follow.
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Highway Safety: Through HPB, the CPH has directed the annual review of highway safety
and seatbelt usage in the state. The Traffic Safety Research and Evaluation Group (TSREG)
consists of a working group of scholars and practitioners dedicated to reducing the morbidity
and mortality caused by highway traffic crashes. This is completed through interdisciplinary
research identifying effective program strategies and best practices for highway safety
planning. TSREG collaborates with federal, state and local stakeholders with interests in
traffic safety, including the NHTSA and the GOHS, to conduct research on effective health
promotion interventions and to assess and document program outcomes.
Public Policy Evaluation: The Public Health Evaluation Studies Group in HPB collaborates
with state and local community agencies to evaluate and assess their public health policies,
activities and programs across a variety of areas, and works with federal agencies on funded
grant and contract projects. The group provides technical and programmatic assistance in
formulating logic models, training for focus group management, developing questionnaires
and data‐collection protocols, conducting quantitative and qualitative data analysis and
developing written reports. This group is currently helping to direct a multi‐site evaluation of
community interventions in Georgia to address childhood overweight and obesity.
Economic Impact and Policy: In HPAM, one faculty member is working with national and
local child abuse organizations to analyze the economic impact of violence against young
people. CPH investigators are also conducting research to determine the benefit of
community‐based primary care clinics in reducing inappropriate emergency room utilization.
Another faculty member in the CPH is presently leading a multi‐state research project to
identify needs and gaps within the public health workforce. That effort is being conducted in
close coordination with state and local health agencies. A third HPAM faculty member
provided core analytical support for the UGA effort with local business, health system and
political leaders that determined the most appropriate use of the Navy Supply Corps School
in Athens that was decommissioned in 2011 and subsequently deeded to UGA to serve as its
Health Sciences Campus.
Disaster Preparedness: The CPH’s IDM is working directly with the GDPH and the
hospitals throughout the state to develop disaster preparedness plans and emergency response
systems. This work has been underway for several years and combines training, service and
research to provide important analytical and performance improvement tools to communities
across the state.
3.1.c. A list of current research activity of all primary faculty identified in Criterion 4.1.a,
including amount and source of funds, for each of the last three years.
Faculty Research Activities
CEPH Data Template 3.1.1 is found in Appendix 3.1.c. The table shows: (a) projects by
name, (b) principal investigator, (c) funding source, (d) funding period (start/end), (e) amount
of total award, (f) amount of award 2010-2011, (g) amount of award 2011-2012, (h) amount
of award 2012-2013, (i) whether the research was community-based and (j) if the research
involved student participation.
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3.1.d. Identification of measures by which the school may evaluate the success of its
research activities, along with data regarding the school’s performance against those
measures for each of the last three years.
Research Activity Evaluation
Table 3.1.d below, which lists the measures that the CPH uses to evaluate its research
activities, is excerpted from the complete evaluation framework presented in Appendix 1.2.a.
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Table 3.1.d. Research activity performance measures.
GOAL 2: Innovative Research.
The College of Public Health will improve human health through innovative research addressing the physical, mental, social and
environmental aspects of disease and injury.
OBJECTIVE 1. The faculty, students and staff of the CPH will translate our research into practice.
OUTCOME MEASURE
TARGET
PAST REVIEW
2010-2011
2011-2012
2012-2013
a) 90% of tenure-track faculty
will present one or more
No Data
abstracts at a scientific
20/39=51.3%
21/45=46.7%
20/46=43.5%
1) CPH faculty and staff
Available
conference as first-author or comembers will be involved
in community outreach and author.
research dissemination.
b) 90% of tenure-track faculty
will serve as first author or coNo Data
25/39=64.1%
29/45=64.4%
30/46=65.2%
author of a scientific, peerAvailable
reviewed manuscript.
2) The CPH will provide
opportunities to students
30% of our graduate students
for research engagement,
No Data
will be actively involved in
68/225=30.2%
72/225=32.0%
76/225=33.8%
including participation and
Available
faculty research projects.
presentation.
OBJECTIVE 2. The CPH will engage in interdisciplinary research efforts.
OUTCOME MEASURE
TARGET
PAST REVIEW
75% of faculty will submit
Faculty will pursue cross‐
publications and/or external
disciplinary research and
grant applications that will
support.
involve multiple departments,
CPHs or institutions.
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2010-2011
24/47=51.1%
2011-2012
34/47=72.3%
2012-2013
36/47=76.6%
119
OBJECTIVE 3. The CPH will be a funded research leader within the university and a leader among peer members of the ASPPH.
OUTCOME MEASURE
TARGET
PAST REVIEW
2010-2011
2011-2012
2012-2013
a) 67% of tenure-track faculty
Collection
1) CPH faculty members
will apply for external funding
Methods Being
26/39=66.7%
24/45=53.3%
24/46=52.2%
will be recognized scholars
as PI to support their
Established
in their respective fields of
programmatic lines of research.
expertise, as evidenced by
b) 90% of tenure-track faculty
their records of publication
will apply for external funding
Collection
and dissemination of
as PI, Co-PI, Co-I, biostatistician Methods Being
29/39=74.4%
27/45=60%
25/46=54.4%
findings.
or other key role on the
Established
application.
a) 75% of tenure-track faculty
will provide service to scientific Collection
Collection
Collection
2) CPH faculty will be
journals through serving as ad
Methods Being
Methods Being
Methods Being
33/45=73.3%
active participants in and
hoc reviewers, associate editors
Established
Established
Established
contributors to public
or editors-in-chief.
health professional
associations, scientific
b) 20% of tenure-track faculty
organizations, and annual
will serve on grant review
Collection
research symposia.
committees of various external
Methods Being
20/39=51.3%
27/39=69.2%
28/39=71.8%
funding agencies (i.e., NIH,
Established
NSF, CDC)
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3.1.e. Description of student involvement in research.
Student Involvement in Research
The CPH is committed to providing its students with valuable experiences conducting
research in real-world settings and disseminating research findings in professional
publications and scientific venues. Examples include:
1. Students learn about the research activities of CPH faculty through course activities
and seminar series.
2. The CPH provides assistantships to support master’s and doctoral students through
state fund allocation. Through these assistantships, students support faculty with
teaching and general research activities. The CPH provides roughly 30 general
research or teaching assistantships each academic year.
3. During fiscal year 2013, faculty members with external research grants funded 76
research assistantships.
4. In the past three years, faculty-mentored research positions for students have been
consistently sponsored by the WHG, TSREG, Youth Violence Prevention, Air
Quality Laboratory, Environmental Microbiology Laboratory, Georgia Oceans and
Health Initiative, Aquatic Toxicology Laboratory, Environmental Toxicology
Laboratory, Developmental Toxicology Laboratory and Tissue Culture Facility,
PBPK Modeling Laboratory and the Environmental Chemistry Laboratory.
5. EHS provides numerous students with a variety of basic science research
opportunities.
6. CPH faculty researchers consistently invite students to serve as co-authors on
research publications and presentations.
7. As funding permits, the CPH provides support for students to attend national and
international scientific meetings to present research findings. Individual faculty
members who have external funding also support student attendance at scientific
meetings.
8. In addition to laboratory research positions (as discussed in item 4 above), the CPH
offers a select number of students the opportunity to help faculty investigators
conduct research (e.g., data collection) through part-time, paid positions.
NOTE: Assistantships described in “2” and “3” provide the student with a tuition
waiver and a monthly stipend (the amount of the stipend varies depending on the
student’s degree level and hours worked).
3.1.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.
Strengths: The College of Public Health continues to add faculty who are committed to
expanding innovative research that is multi-disciplinary in nature yet based in areas such as
environmental health science, health promotion and behavior, health policy and services and
epidemiology/biostatistics. The CPH’s research has increasingly greater impact at the local,
state, national and international level, with CPH faculty conducting research in countries that
include Uganda, China, Peru, Australia, Croatia, Taiwan, Costa Rica and Israel. The CPH’s
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external research funding is increasing annually. In fiscal year 2013, CPH investigators
obtained $8.1 million in extramural funding, the largest amount of external funding in the
program’s history. The vast majority of this funding was from federal sources such as the
NIH and NSF. CPH investigators are prolific, publishing more than 325 peer-reviewed
publications, 25 book chapters, 107 technical reports and making 360 presentations at
scientific conferences throughout the world since January 2010.
Challenges: A small number of faculty is currently without external funding. Ideally, the
CPH would like to see all its faculty serving as principal investigators of externally funded
research projects.
Plans: The CPH’s Research Office will continue to mentor junior faculty and work closely
with more senior faculty in their efforts to obtain external funding. These efforts will include
sending unfunded faculty to grant writing seminars and providing financial support to
conduct pilot studies to increase their likelihood of successfully obtaining external funding.
CPH investigators will seek to further enhance the interdisciplinary scope of their research by
forming more and stronger collaborations with investigators from other departments and
colleges at the University of Georgia and from other institutions across the nation. CPH
investigators will seek external funding to support the development and maintenance of large
research centers (e.g., P30s and P60s) to further increase the rigor of their research and
provide research opportunities for undergraduate students, graduate students and postdoctoral research fellows.
This criterion is met.
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3.2
SERVICE
The school shall pursue active service activities, consistent with its mission, through which
faculty and students contribute to the advancement of public health practice.
3.2.a. Description of the school’s service activities, including policies, procedures and
practices that support service.
Commitment to Service
As a land-grant institution, a core characteristic of the University of Georgia is a commitment
to excellence in public service. In 2010, the University of Georgia was recognized by the
Carnegie Foundation with the Community Engagement Classification for its institutional
commitment to community engagement through teaching, research and public service. UGA
is one of 115 colleges and universities to achieve this elective classification in 2010 and joins
the ranks of only 311 institutions nationally.
The College of Public Health recognizes the reciprocal benefit inherent in providing service
to the community broadly and the public health practice community more specifically.
Through service, research is translated into effective practice and in turn, practice then
informs scholarship and teaching. For researchers, service infuses vitality and relevance into
academic life and allows the CPH to contribute to the university’s fulfillment of its land- and
sea-grant mission to the state. “Engaged service,” a central theme in the CPH’s mission,
provides a key means for faculty to participate in the development and delivery of public
health programs and policies.
Organizational Support for Service
Office of the Associate Dean for Outreach and Engagement: This unit and its director and
staff within the administration of the CPH were created to initiate and manage programs that
link the school with communities throughout Georgia and with the public health workforce.
Through grants and community financial support, the office oversees two public health
professionals (public service faculty) and their work in Colquitt and Clayton counties,
workforce development through the GPHTC and program evaluation.
Funded by the Health Resources and Services Administration, the GPHTC assesses public
health workforce training needs, plans and develops training programs to meet those needs,
establishes and strengthens field placements for students in public or non-profit private health
agencies or organizations and involves faculty members and students in collaborative
projects to enhance public health services in medically underserved communities.
The Program Evaluation Studies Group offers trainings and technical assistance for
organizations, including community health needs assessment and program evaluation
training.
The State of Public Health Conference is an annual event organized by the Office of
Outreach and Engagement. This conference brings together influential leaders passionate
about improving the health and well-being of all Georgians to discuss priorities and strategies
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for public health. Interested leaders cross a variety of sectors and disciplines including the
public health workforce, elected officials and other policy makers, academia, communitybased health organizations, the business community and other relevant partners.
The Archway Partnership
A key partnership for the CPH for our community outreach is the Archway Partnership, a
higher education outreach platform and unit under UGA’s Office of Public Service and
Outreach. The Archway Partnership places significant university resources in communities of
need to address specialized areas of service emphasis. In addition to having three public
service faculty in three Archway communities, the CPH works in several Archway
communities to enhance community health, teaching, learning and research. Examples of
this work are listed below and can be found in the Electronic Resource File (Appendix
3.2.a.3) and online at the Archway Partnership’s official website. (Activities related to
training and workforce development will be described more fully in Criterion 3.3.)
 Rural Medical Scholarship Program (Washington County)
 Medicare Made Easy (Washington County)
 Community Health Needs Assessment (Grady, Pulaski, Sumter and Washington
Counties)
 Senior Care Center (Glynn County)
 Public Health Disaster Planning (Washington County)
 Expansion of Federally Qualified Health Center (Clayton County)
 Mental Health Services (Colquitt County)
 Efficiency of Scheduling Clinics Patients in Southwest Georgia Public Health District
(Albany, Georgia)
 Farm Worker Family Health Program (Colquitt County)
In collaboration with the Archway Partnership, the CPH has created public health non-tenure
track faculty positions in three Georgia communities (Washington County, a rural
community in Eastern Georgia; Colquitt, a rural community in Southwest Georgia and
Clayton County, a metropolitan Atlanta county). The faculty are jointly funded by the
College of Public Health and the community to provide public health training and serve as
liaison support between these communities and the CPH, bringing higher education resources
to those communities. Each of these faculty serves on the public health issue work group for
their community. Projects have focused on mental health prevention and services, obesity
prevention, chronic disease prevention, public health district accreditation and seeking
destination for a federally qualified health center.
3.2.b. Description of the emphasis given to community and professional service activities in
the promotion and tenure process.
Consideration of Service in Promotion and Tenure
All tenure track faculty are expected to participate in outreach activities. Most faculty have a
small amount of their FTE (usually 5 percent) that is dedicated to outreach. Faculty
involvement in service is ensured through its explicit inclusion in the CPH’s Promotion and
Tenure Unit Criteria (see Appendix 4.2.a) and is posted on the CPH’s website. Specifically,
the CPH’s guidelines require that the “candidate’s record must demonstrate consistent and
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competent contributions of service to the community and profession as well as the academic
community (Section 5.A.3).” This includes (Section 5.C.3):
Service to the Community
 Service on government committees or task forces
 Consulting that is related to the candidate’s professional activity
 Service to state or local agencies
 Leadership role in not-for-profit organizations
 Presentations to community groups
 Serving on advisory boards, societies or councils, etc.
Service to the Profession
 Leadership roles in professional organizations
 Submission and receipt of or participation in training grants/contracts
 Editorial and review work for academic publications and research funding agencies
 Service as session chair or discussant at professional meetings
3.2.c. A list of the school’s current service activities, including identification of the
community, organization, agency or body for which the service was provided and the
nature of the activity, over the last three years.
Description of All Service Activities
CPH faculty members describe their service activities as part of their annual report. They
include service-learning; delivering public health training programs; providing technical
assistance/being a consultant or advisory member to national or international organizations;
being on the panels, boards and programs of associations; being an editor of journals and/or
books; being a referee for articles (journals); having a leadership role in professional
associations and serving as a peer reviewer of research (NIH panels, etc.). These activities
for the past three years, by faculty, are recorded in CEPH Data Template 3.2.1 (Appendix
3.2.c.1.). The table also includes the communities, agencies and programs served by faculty.
Data Template 3.2.2 which lists funded service activities is found in Appendix 3.2.c.2.
3.2.d. Identification of the measures by which the school may evaluate the success of its
service efforts, along with data regarding the school’s performance against those
measures for each of the last three years.
Service Evaluation Measures
Table 3.2.d, which summarizes the measures that the CPH uses to evaluate the outreach and
engagement activities of CPH faculty, is excerpted from the complete evaluation framework
found in Appendix 1.2.a.
Table 3.2.d. Service outcome measures.
GOAL 3: ENGAGED SERVICE. The College of Public Health will engage partners to improve
health and wellness, reduce health disparities and prevent disease and injury.
OBJECTIVE 1. The CPH will build more effective awareness of public health among partners.
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OUTCOME
MEASURE
TARGET
PAST
REVIEW
2005-2008
17.6%
28.6%
35.5%
2010-2011
2011-2012
2012-2013
a) At least 20%
of research
activities will
1) Faculty will address issues
15/47=31.9%
16/47=34.0%
18/47=38.3%
of health
develop
disparities and
outreach and
equitable
research
justice.
activities that
benefit
b) At least 20%
communities of of service
need.
activities will
No Data
19/47=40.4%
20/47=42.6%
21/47=44.7%
be centered in
Available
communities of
need.
a) More than
50% of faculty
will engage in
volunteer and
44/78=56.4% 25/47=53.2%
29/47=61.7%
34/47=72.3%
community
service
activities.
b) At least 25%
of graduate
2) Faculty and
Collection
students will
Collection
students will
Incomplete
Methods
MPH: 9/42=
engage in
Methods Being
engage in
Data
Being
21.4%
community
Established
community
Established
service
service
activities.
activities.
c) At least 25%
of
undergraduate
Collection
Data
students will
Collection
Incomplete
Methods
Collection
engage in
Methods Being
Data
Being
Methods being
volunteer
Established
Established
established
community
service
activities.
OBJECTIVE 2. The CPH will be viewed by local, state and federal leaders as a resource for
public health expertise and translational research.
OUTCOME
PAST
TARGET
2010-2011
2011-2012
2012-2013
MEASURE
REVIEW
1) Faculty will a) At least 20%
be engaged in
of the faculty
Collection
Collection
analyzing and
will be engaged
Methods
12/31=38.7% Methods Being
27/45=60%
influencing
in local, state,
Being
Established
planning and
national and
Established
policy related
international
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to public
health.
2) CPH
activities will
be recognized
and cited by
the media,
advocacy
organizations,
businesses,
NGOs and
public health
practitioners.
policy
activities.
b) At least 5%
of the faculty
will serve in an
advisory role to
policy officials
or
organizations.
At least 25% of
CPH faculty
will appear in
media or
related nonpeer reviewed
publications.
2/31=6.5%
Collection
Collection
Methods
Methods Being
Being
Established
Established
19/45=42.2%
Collection
Methods
Being
Established
Collection
Collection
Methods
Methods Being
Being
Established
Established
22/45=48.9%
3.2.e. Description of student involvement in service, outside of those activities associated
with the required practice experience and previously described in Criterion 2.4.
Student Involvement in Service
CPH students are involved in service to the public health practice community through several
channels including coursework, required practicum experiences (described elsewhere), CPHsponsored service activities, faculty mentoring opportunities and individual volunteerism.
The CPH’s infrastructure and faculty mentoring lend support to students’ involvement in
service. While communities and practice settings clearly benefit from student service, there
is reciprocal benefit for the students themselves who enhance their own professional
development, networking resources and skill-based competencies by working with
community agencies and public health practitioners.
Service is integrated throughout the curriculum as students are provided service-learning
experiences through required and optional coursework. These activities primarily benefit
community-based organizations in Northeast Georgia, but may also extend to other
communities throughout Georgia, particularly the Archway Partnership communities.
The university-supported student organizations are very involved in service projects.
Although these organizations have a faculty advisor, the organizations are run by the students
and the service projects are selected, planned and conducted by the students. A sample of
their projects over the last two years is listed below.
Table 3.2.e. List of student organizations and service projects.
Group Name
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Students Represented
Activities
127
Pump Handle Society
DrPH students
Graduate Student Association
Grad students – primarily MPH
students
EHS Club
EHS undergrad students
Future Health Promoters
HPB undergrad students
UGA networking, Annual DrPH
Research Exchange
Student chapter of GPHA, Public
Health Week, AIDS Athens Walk,
Relay for Life
Earth Week, Adopt-A-Stream
Public Health Week, Breast Cancer
Awareness Week, Hope Lodge
3.2.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.
Strengths: The CPH values service activities through which faculty and students contribute
to public health practice. This value is shown through recognition of service in faculty
awards, the promotion and tenure process and in a portion of faculty effort dedicated to
service. Faculty report significant engagement in professional service activities. Students are
significantly engaged in service.
Challenges: In a climate of reduced funding, it is more difficult to find external funding for
service activities.
Plans: The CPH should continue to find ways to integrate service learning in the curriculum.
The CPH should continue to develop the infrastructure to support faculty in their service and
outreach activities.
This criterion is met.
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3.3
WORKFORCE DEVELOPMENT
The school shall engage in activities other than its offering of degree programs that support
the professional development of the public health workforce.
3.3.a. Description of the ways in which the school periodically assesses the continuing
education needs of the community or communities it intends to serve.
Community-Based Educational Needs Assessment
The GPHTC conducts yearly needs assessments and incorporates data from three
sources to identify public health training needs in Georgia: (1) Workforce Training
Needs Assessment by the GDPH, (2) the joint Emory-Georgia Public Health Training
Center Advisory Board and (3) a continuous assessment process utilizing key informant
interviews.
Utilizing these three sources of data, training in the following three areas were set as
priorities for 2010-2013:
1. Leadership/Management: Priorities categorized under leadership/management
included boosting morale in times of hardship, managing human resources issues
(e.g., people who do not show up on time, customer service skills, phone etiquette),
supervising and managing employees with differing personalities, creating
environments to facilitate high performance, understanding reward theory and
managing people.
2. Communication/Marketing: Priorities categorized under communication/marketing
included marketing health department and district health services, destigmatizing the
health department and improving communication between leadership and staff.
3. Applied Skills: Priorities categorized under applied skills included epidemiology and
applied epidemiology skills (e.g., what is an age-adjusted rate; how to use data for
decision making, epidemiological methods, materials and techniques), skills to
improve processes (e.g., skills needed in data analysis, information systems, charts,
etc.), data interpretation and critically thinking about data, basic health planning and
community health assessment, systems thinking, application of lessons learned from
successful prevention programs to other public health issues and the education of
boards of health members on public health issues.
3.3.b. A list of the continuing education programs, other than certificate programs, offered
by the school, including number of participants served, for each of the last three
years.
Continuing Education Programs
To respond to the needs identified in the process described above, the following training
programs were developed and offered by the GPHTC. These activities include face-to-face,
blended and online trainings to the workforce, technical assistance to the workforce and
student field placements.
Face-to-Face Trainings
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
Poverty Simulations. The GPHTC partnered with faculty and staff in UGA’s College of
Family and Consumer Sciences to create and offer a poverty simulation. This simulation
is evidence-based and designed to increase cultural competency among participants
regarding the state of poverty in Georgia. Georgia has the third highest poverty rate in
the United States, and many Georgians living in poverty rely on public health services for
their healthcare. Health departments and community health organizations have stated
that their staff members need to learn how to empathize better with their constituents
living in poverty. Poverty simulations help participants better understand what it is like
to depend on public services for survival and the difficulties people face trying to access
services and navigate through bureaucracy. They take part in a real-world simulation in
which they experience their constituents’ fears and frustrations, and they learn how
communication, education and cultural sensitivity can help make the experience of using
public health services less daunting for those living in poverty. Poverty simulations were
held in the metro-Atlanta area, Southwest Georgia and Augusta.

Leadership Blasts. Leadership Blasts were brief, face-to-face leadership trainings focused
on key tools and strategies for creating a culture of leadership and improving
participants’ understanding of leadership competencies. Two trainings were held in the
Southwest and East Metro Public Health Districts.

Leadership and Management was a face-to-face training that targeted tier one public
health professionals in the LaGrange public health district to increase self-efficacy,
communication and quality/delivery elements within a leadership and management
context. The training reflected the Council on Linkages core competency of leadership
and systems thinking skills. Trainings were offered on leadership, management
(delegation, feedback, managing across levels, coaching and goal setting), conflict
management and resolution and team and group dynamics.

Program Management with the Department of Public Health. This training served to
develop the management and leadership skills of tier three managers at the state public
health office. The training will emphasize the core leadership, management and systems
thinking skills associated with the Council on Linkages. Topics and skills include:
leadership, communication (including listening), problem solving, coaching, counseling
and goal setting. This training will be conducted by the Carl Vinson Institute of
Government at the University of Georgia.

Introduction to Economic Evaluation. Economic evaluation refers to applied analytic
methods used to identify, measure, value and compare the costs and consequences of
programs and interventions. This course provided an overview of these methods,
including cost analysis, cost-effectiveness analysis and benefit-cost analysis with an
opportunity for hands-on application of each. Trainees understood when and how to
apply each method appropriately in a range of evaluation contexts. The training reflects
the Council on Linkages core competency of analytical/assessment skills.

OASIS (Online Access to Student Information Systems) training prepared participants to
utilize the suite of tools found in the GDPH’s Integrated Data Repository. The training
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includes subject-specific curriculum that uses all OASIS tools as appropriate for public
health professionals specializing in maternal and child health, monitoring and reporting
motor vehicle crashes and related mortality/morbidity, smoking and the associated health
outcomes (lung cancer, emphysema, etc.) and obesity and cardio metabolic syndromerelated diseases. Sessions were held throughout the state including Valdosta, Metro
Atlanta, Macon and Augusta.

Public Health Leadership Academy (PHLA). The PHLA is a cohort-based, year-long
course and features six three-day, face-to-face sessions, individual executive coaching,
collaborative and individual projects and assignments and online opportunities to support
expanded learning and the formation of a learning community and practice network. Each
participant will work on a year-long project in his or her district or state office.
GPHTC’s assessment of the training and development needs of Georgia’s public health
workforce revealed a critical need for skilled and effective leaders. In response to this
need, GPHTC initiated the Public Health Leadership Academy to provide intensive,
personalized leadership and management training. The PHLA was designed to strengthen
emerging leaders in public health, establish a cohort of leaders from districts across the
state, facilitate knowledge sharing and foster collaboration between disparate districts to
improve public health of all Georgians. The first cohort of leaders began in November
2012 and is scheduled to conclude in September 2013. The cohort comprises 27 public
health managers from 72 percent of Georgia’s health districts. All the districts
represented include medically underserved and rural communities. The PHLA utilizes a
hybrid model designed to strengthen leaders’ organizational and systems leadership by
focusing on leading self, leading people and leading change and systems.

Embracing Quality Improvement. Many public health agencies are beginning to engage
in quality improvement (QI) initiatives for the first time, largely as a result of the advent
of public health accreditation. Participants in this training will understand the
fundamentals of quality improvement as well as strategies to establish a foundation of a
QI culture in their agencies.

Public Health and Primary Care: Partnering for a Healthier Georgia. Despite the
mutual goal of disease prevention and health promotion for the people they serve, public
health and primary care often work in silos. This training explores strategies to
effectively coordinate the efforts between clinic and community to achieve better
population health.

Strategies for Implementing Effective Tobacco Control Programs. This training provides
attendees with best practices and other effective strategies for developing a statewide
tobacco control program. The trainer discusses tobacco control programs in Louisiana,
goals and objectives, shifting from prevention to policy, evaluation and research projects,
media campaigns and working with diverse communities. There is also discussion
regarding the importance for sustained program funding and developing community
partnerships.
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
Public Health Accreditation Board Training (PHAB). For the past five years, the PHAB
has been working to develop a national voluntary public health accreditation program for
state, local, tribal and territorial health departments. This training describes the PHAB
process, provides an update on the current status of the program, describes observations
and lessons learned by PHAB to date and provides practical tips for being a successful
accreditation applicant.

Engaging Communities to Promote Public Health. Public health issues we face in
Georgia today require collaboration among multiple sectors of the community in order to
improve health outcomes. Moreover, health promotion programs and policies are more
effective and sustainable when they are community driven. The goal of this training is to
illustrate—via anecdotes, case studies and best practices—how two communities engaged
key partners to address public health priority issues and discuss strategies for successful,
broad sector, community engagement.
During 2012-2013, GPHTC launched a new learning management system to improve ease of
access to online courses as well as registration for face-to-face trainings and to improve the
accuracy and amount of data available to support continuous improvement of GPHTC and its
trainings. In addition to improving the delivery of courses, the learning management system
supports an ongoing dialogue between the training center and the public health workforce. A
primary goal of the new system was to manage data more efficiently and effectively not only
to advance our reporting capabilities but also to facilitate our responsiveness to public health
workforce needs.
Online or Blended Trainings
 Childhood Obesity Prevention Online Modules. Faculty members of the College of
Public Health’s Department of Health Promotion and Behavior, in partnership with
colleagues from the Department of Kinesiology, present a series of online learning
modules. Topics include Healthy Classrooms: Incorporating Physical Activity and
Proper Nutrition in the Classrooms (three modules) and Healthy Role Models: Adults,
Childcare Providers, Parents, Teachers and Children as Change Agents. The online
modules will utilize evidence-based obesity prevention tools, a policy section, handouts
including CDC guidelines for physical activity and USDA nutrition guidelines along with
a resource list and helpful links. The modules include faculty voice-overs with examples,
stories, suggestions and lessons learned.

Worksite Wellness Online Modules. Four workplace health promotion modules have been
developed:
1. Workplace health promotion: What works and how do we get there? provides a basis
for the importance of employee health and how healthcare dollars are being spent.
With a focus on modifiable risk factors, the module presents the benefits and
economic return of workplace health promotion programs. Finally, in this module an
overview of successful programs and best practices is provided.
2. Management support for your workplace wellness program provides information to
public health practitioners about the importance of management support when
developing workplace wellness programs. The module provides information about
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support from different levels of management and leadership to reducing barriers and
providing motivation. The module concludes with what to expect from a wellness
program, how to recognize and address potential issues and changes from the
Affordable Care Act.
3. Community resources and support follows in this series to help public health
practitioners know how to reach out to local resources that provide expertise beyond
what is available within the worksite, limiting the burden on internal resources. This
module provides the reasons to use community resources, lists community resources
for consideration and provides ways to approach community partners.
4. Marketing and promoting your program recognizes that appropriate marketing is key
to a successful workplace wellness program. The module presents ways to use
internal and external marketing strategies and provides methods for continuous
marketing of the workplace wellness program. The module ends by addressing
potential issues and provides valuable resources for additional guidance.

OASIS Online training is a series of four, 30-minute online modules that can be blended
with face-to-face OASIS trainings or function as independent self-study modules. The
courses prepare participants to utilize the suite of tools found in the GDPH’s Integrated
Data Repository. The training includes subject-specific curriculum that uses all OASIS
tools as appropriate for public health professionals specializing in maternal and child
health, monitoring and reporting motor vehicle crashes and related mortality/morbidity,
smoking and the associated health outcomes (lung cancer, emphysema, etc.) and obesity
and cardio metabolic syndrome-related diseases. Additional training includes beginner
and advanced OASIS MINER courses. The advanced level allows public health
professionals to create their own data metrics. Another session in the series teaches
participants how to utilize the metrics and interpret data found in the OASIS Dashboard.
The final session is focused on OHIP Demographic Clusters including descriptions, how
the information is available in OASIS and its application to various subject areas.
Training Needs Assessment by the Georgia Public Health Training Center
The GPHTC continually assesses training needs throughout the year and develops and offers
training programs to meet those needs (as discussed under community-based research in
Section 3.3.a). The GPHTC establishes field placements for students in public or non-profit,
private health agencies or organizations and supports faculty and student collaborative
projects to enhance public health services in medically underserved communities. To further
support rural and medically underserved communities, GPHTC established service areas in
remote locations from the main campus through the Archway Partnership program.

Faculty and Student Collaborative Projects. GPHTC encourages involvement of faculty
members and students in collaborative projects to enhance public health services to
medically underserved communities in Georgia. Table 3.3.b below details three very
successful collaborative projects completed during this reporting period in medically
underserved areas of our state.

Community Health Needs Assessment. Dr. Marsha Davis collaborated with doctoral
students in the Department of Health Promotion and Behavior to compile health indicator
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reports for McDuffie and Fayette counties at the request of these communities. The
reports provided state and local health districts and surrounding areas maps of mortality
and morbidity rates of HIV/AIDS, cancer, cardiovascular disease, diabetes, drug
overdoses, alcoholic liver disease, pregnancy/child birthing complications, fetal and
infant conditions, birth defects, sudden infant death syndrome and health problems from
external causes such as accidents and injuries. Infant mortality rates, youth pregnancy
rates, numbers of emergency room visits and the rates of sexually transmitted diseases
(STDs) were also reported. Each report also included a snapshot of the county in
comparison to other counties in Georgia on key health indicators. The data were obtained
from the OASIS mapping tool that is provided by the GDPH’s Office of Health
Indicators for Planning. In addition, key informant interviews and focus groups were
conducted in each community to ascertain community views on the most important health
concerns, and these findings were included in the final report. The reports and an oral
presentation were provided to the public health committees in each of the counties. The
committees are using the report to create plans to address the health issues that are
relevant to each community.

Document Analysis for Clayton County Public Health Partners. Sonya Crutchfield, the
Clayton public health professional and public service faculty in the College of Public
Health, partnered with a first-year MPH student to analyze the strategic plans of
community partners to discover common goals among the various plans provided by
partner organizations. To complete the analysis and prepare results for the community,
the MPH student read each strategic plan from the partner organizations represented on
the Clayton Public Health Issue Work Group. She made notations of topics or target
areas identified in each document and coded the topics or target areas. Then she
compared the codes looking for similarities and differences. From the coding process she
identified 12 underlying, common themes among the plans submitted and of the 12, there
were three topics that appeared most frequently. She presented her findings to the work
group and based on the results of the document analysis, the Clayton County Board of
Health and its partners on the work group are using the top three topics as the foundation
for their strategic map and subsequent annual work plan.

Northeast Georgia Health District HIV/AIDS Assessment is a needs assessment
incorporated into a service-learning course taught by Neale Chumbler, Health Policy and
Management Department head and involves ten to 15 public health graduate students and
two postdoctoral researchers. The assessment project has provided excellent qualitative
data collection and analysis experience for the students and a comprehensive report for a
district health office. The five goals for the project are to: (1) assess the needs of persons
living with HIV/AIDS (PLWHA) in Georgia’s Northeast Health District; (2) identify
major barriers to accessing quality care; (3) assess existing resources, service capacity
and provider capabilities to determine how these needs can best be met;( 4) identify
training needs of providers in the district and (5) make recommendations to the Northeast
Georgia Ryan White HIV Consortium.

Strategic Planning for the SHAPE Initiative. Three strategic planning sessions were
conducted with the key stakeholders in the initiative of Georgia Governor, Nathan Deal,
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to prevent childhood obesity. These sessions resulted in specific actions the Georgia
Department of Public Health will undertake to move forward and to achieve intended
outcomes and impacts. The mapping session served as a forum to search for unrealized
synergies with GDPH as the catalyst. Each of the 35 participants identified themselves
and their organizations as being part of the solution. GPHTC facilitated the discussion
exploring how everyone fits into a larger picture and capitalizing on strategic partnerships
to prevent and reduce childhood obesity in Georgia.
Other Training Activities
In addition to the programs of the GPHTC, three other CPH units (Table 3.3.b.1) provide a
significant amount of training: the Center for Global Health, the Institute of Gerontology, and
the Institute for Disaster Management. Table 3.3.b.2 (next page) lists current training
projects, the CPH principal investigator, funding source and the amount of funding.
Table 3.3.b.1 Summary of training and participants during the past three years.
Unit
2010-2011
Trainings Attendees
Global Health
Disaster Mgmt
Gerontology
3.3.c.
0
9
NA
0
3,411
NA
2011-2012
Trainings Attendees
36
9
3
485
6,032
270
2012-2013
Trainings
Attendees
35
6
9
874
5,921
441
Description of certificate programs or other non-degree offerings of the school,
including enrollment data for each of the last three years.
Certificate Programs
Certificate in Disaster Management
The Graduate Certificate in Disaster Management has been in place since 2011 and is ideal
for College of Public Health graduate students who can easily incorporate the course
schedule into the curricula of MPH and DrPH students in any of the four departments in the
CPH. In addition, School of Public and International Affairs students can accommodate the
courses into their curricula to receive the certificate. Of course, graduate students from the
various other UGA institutions, such as geographic information systems and education
(especially the evaluation group) also may benefit from the program.
Certificate in Gerontology
The gerontology program is interdisciplinary and contains sufficient flexibility to permit
students to tailor the focus of their certificate work to their particular interests. The certificate
program represents a recognized and substantial academic accomplishment, which a student
typically completes in addition to a graduate degree. In recent years, an increasing number of
middle-aged and older adults have expressed an interest in enrolling in the Certificate in
Gerontology Program for a variety of reasons. For example, some individuals would like to
gain additional expertise as part of their ongoing professional development. Other individuals
might seek to broaden their knowledge, as part of a pattern of life-long learning.
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135
Certificate in Global Health
This multi-disciplinary certificate affords graduate students the opportunity to learn about
current global health issues and topics, while learning to apply principles into practice
through the global health internship experience.
Each student is required to complete a three- or six-credit hour global health internship to
satisfy the requirements of the certificate. Most certificate students find work in international
settings and many of these instances have led to the formal establishment of an educational
relationship. These established sites include: Kabwohe Clinical Research Center, Uganda;
Catholic Medical Mission Board, Uganda; CerviCusco, Peru; Wasserstraelen, Germany;
Putuo District Central Hospital, China; Jiangsu Provincial Center for Disease Control and
Prevention, China; Andrija Stampar School of Public Health, Croatia; South East Regional
Health Authority, Jamaica; University of Haifa School of Public Health, Israel; Regional
Ministry of Health, Nazareth, Israel; Clalit Health Maintenance Organization, Israel and the
Western Galilee Hospital, Israel. In addition, the Center for Global Health partners with the
University of Haifa in a unique international program – Developing Leaders of Global Health
Systems – an annual study abroad opportunity in Israel each summer semester in which
students can take 12 credits worth of certificate courses, including an internship experience.
Table 3.3.c.2. Certificate program enrollment data.
Program
Gerontology
Disaster Management
Global Health
2010-2011
30
8
2
2011-2012
33
22
9
2012-2013
35
20
26
3.3.d. Description of the school’s practices, policies, procedures and evaluation that
support continuing education and workforce development strategies.
Continuing Education Evaluation
A core characteristic of UGA is its commitment to provide “a comprehensive offering of
continuing education designed to meet the needs of Georgia’s citizens in life-long learning
and professional education.” UGA is home to one of the original Kellogg Centers for
Continuing Education, which opened in 1957. The Georgia Center for Continuing Education
is the largest such center in Georgia, offering award-winning credit and non-credit programs
and courses, supported with exceptional training, lodging and dining facilities. The Georgia
Center provides the CPH with an excellent partner to design and host public health workforce
training programs.
As noted in its strategic plan, the CPH embraces its role in this effort by furthering the
development of the current public health workforce. Continuing education represents a
strategic opportunity to benefit public health practice across the state and to advance the
CPH’s mission.
The CPH is committed to supporting the professional development of the public health
workforce. As highlighted in Section 3.2, the CPH’s recognition of service activities
includes workforce development. Including activities such as the following:
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136



Teaching workshops and conducting trainings
Consultation to public health professions on student-collaborative projects
Delivering public health trainings funded through grants, formal contracts and
agreement
3.3.e. A list of other educational institutions or public health practice organizations, if any,
with which the school collaborates to offer continuing education.
Collaborations
The CPH’s delivery of continuing education occurs in a collaborative context. The new
Georgia Geriatric Education Center, for example, is a collaboration between UGA’s Institute
of Gerontology, Emory University’s Division of Geriatric Medicine and Gerontology and
Armstrong Atlantic State University’s College of Health Professions. Nine other universities
in the University System of Georgia have participated in the Distance Learning Partnership
in Gerontology since 1995 by offering at least one of the four core courses in gerontology.
Partnering institutions include: Columbus State University, Georgia College and State
University, Georgia Institute of Technology, Georgia Southern University, Georgia
Southwestern State University, Georgia State University, University of West Georgia,
Armstrong Atlantic State University and North Georgia College and State University.
The Institute for Disaster Management joins forces with the UGA’s College of Pharmacy, the
Medical College of Georgia, Emory University and the University of Texas to deliver its allhazards curricula and training exercises. The American Medical Association is another
strategic partner in its endorsement and distribution of training materials throughout the
United States.
The Georgia Public Health Training Center works collaboratively with the Emory Public
Health Training Center (Rollins School of Public Health) to conduct workforce needs
assessments and deliver trainings.
3.3.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.
Strengths: The CPH engages in numerous activities that support the professional
development of the public health workforce. Primarily through the Georgia Public Health
Training Center and the Institute for Disaster Management, the school has received funding
to support workforce development efforts of public health professionals throughout Georgia.
Challenges: Funding is decreased for public health workforce training, yet there remains a
strong demand and need for it. We need to find ways to meet these needs in challenging
economic times. The CPH still needs to grow continuing education and continuing education
unit provider capacity.
Plans: The CPH needs to find ways to support continued public health training.
This criterion is met.
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137
CRITERION 4.0: FACULTY, STAFF AND STUDENTS
4.1
FACULTY QUALIFICATIONS
The school shall have a clearly defined faculty which, by virtue of its distribution, multidisciplinary nature, educational preparation, practice experience and research and
instructional competence, is able to fully support the school’s mission, goals and objectives.
4.1.a. A table showing primary faculty who support the degree programs offered by the
school. It should present data effective at the beginning of the academic year in which
the self-study is submitted to CEPH and should be updated at the beginning of the site
visit.
Primary Faculty
In fall 2013, there were 56 CPH primary faculty appointments. The directors and faculty who
support the center and institutes of the CPH have primary appointments within the four
designated departments. The full list of primary faculty supporting the degree programs in
each department is provided in following Table 4.1.a.1. Curriculum Vitae for the primary
faculty are provided in Table 4.1.a.2, found in Appendix 4.1.a.
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Table 4.1.a.1. Current primary faculty by department, fall 2013.
Name
Title/
Academic
Rank
Tenure
Status or
Classification
FTE
or %
Time
Graduate
Degrees
Earned
Institution
Where
Degrees
Were
Earned
Discipline
in which
Degrees
Were
Earned
Teaching
Area
Research Interests
EPIDEMIOLOGY/BIOSTATISTICS
Song, Xiao
Dobbin,
Kevin
Associate
Professor
Assistant
Professor
Tenured
On Tenure
Track
1.0
1.0
PhD
PhD
NC State
Univ. of
Minnesota
Statistics
Survival
analysis,
Introductory
biostatistics II
Survival, longitudinal,
covariate measurement error
models; medical diagnostic
testing; ROC curve; biomarker
data; nonparametric and
emiparametric methods
Statistics
Introductory
Biostatistics,
Survival
Analysis,
Bioinformatics,
Biomarkers
High dimensional data;
experimental design; classifier
development and validation;
cancer biomarkers; causal
modeling
Introduction to
Biostatistics
Longitudinal data analysis;
spatial statistics, recurrent event
modeling;
semiparametric regression
methods;
missing data in clinical trial
Shen, Ye
Assistant
Professor
On Tenure
Track
1.0
PhD
Yale
Biostatistics
Turner,
Kyle
Lecturer
Not on Tenure
Track
1.0
MPH
UGA
Biostatistics
Rathbun,
Stephen
Lynn
Professor
Tenured
College of Public Health  Self-Study
February 2014
1.0
PhD
Iowa State
Statistics
Introduction to
Biostatistics
Biostatistics for
public health
sciences,
Introductory
biostatistics I,
Introductory
biostatistics II
N/A
Event history data point process
models;
spatial epidemiology and
statistics; environmental
statistics; ecological momentary
assessment
139
Name
Huang,
Hanwen
Title/
Academic
Rank
Tenure
Status or
Classification
FTE
or %
Time
Graduate
Degrees
Earned
Institution
Where
Degrees
Were
Earned
Assistant
Professor
On tenure track
1.0
PhD
UNC
Ebell, Mark
H.
Associate
Professor
Tenured
Wagner,
Sara
Assistant
Professor
On Tenure
Track
Ezeamama,
Amara
Assistant
Professor
On Tenure
Track
College of Public Health  Self-Study
February 2014
1.0
1.0
1.0
MD
Univ. of
Michigan
PhD
Univ. of
South
Carolina
PhD
Brown
University
Discipline
in which
Degrees
Were
Earned
Teaching Area
Research Interests
Statistics
Intro. to biostat
II
Stat. machine learning and data
mining, stat. computation and
Bayesian stat., bioinformatics
Medicine
Field
Epidemiology,
Costeffectiveness
analysis,
Evidence-based
medicine in
research and
practice,
Epidemiologic
research methods
Clinical epidemiology;
systematic reviews; metaanalysis;
evidence-based medicine; point
of care decision support;
diagnosis of common medical
problems
Epidemiology
Introduction to
epidemiology
Cancer and spatial
epidemiology;
environmental health;
GIS
Epidemiology
Epidemiologic
Research
Methods,
Global Health,
Clinical Trials
Implementation,
Malaria,
HIV and Soil
Transmitted
Helminth
Infections
HIV infection and disease
progression; non-communicable
diseases in HIV; agingassociated morbidities in HIV;
Malaria; soil transmitted
helminth infections;
polyparasitism; co-infections
140
Name
Handel,
Andreas
Oloya,
James
Title/
Academic
Rank
Assistant
Professor
Assistant
Professor
Zhang,
Ming
Assistant
Professor
Vena, John
Edward
UGA
Foundation
Professor,
Unit Head
Whalen,
Christopher
Curtis
Corn Arch
Endowed
Professorsh
ip in
Infectious
Disease
Epidemiolo
gy
Tenure
Status or
Classification
On Tenure
Track
On Tenure
Track
On Tenure
Track
Tenured
Tenured
College of Public Health  Self-Study
February 2014
FTE
or %
Time
1.0
0.51
1.0
1.0
1.0
Graduate
Degrees
Earned
Institution
Where
Degrees
Were
Earned
Discipline
in which
Degrees
Were
Earned
Teaching Area
Physics
Introduction to
Epidemiology,
Infectious
Disease
Modeling
Mathematical and
computational modeling of
infectious disease dynamics;
influenza; theoretical
immunology
Epidemiology
Epidemiology
and Veterinary
Public Health,
Epidemiology of
zoonotic
infections
Food safety and infectious
disease; domestic animal-human
interface, antimicrobial drug
resistance; clinical trial study
designs; human interface of wild
life-domestic animal
mycobacterial infections
PhD
GA Tech
PhD
Norwegian
School of
Veterinary
Science,
Oslo
PhD
University
of
Göttingen,
Germany
Bioinformatic
s
Molecular
Epidemiology,
Infectious
Disease
PhD
State,
Univ. of
NY at
Buffalo
Epidemiology
and Public
Health
Epi methods;
Epi application
in occupational
& environmental
health
Infectious
Disease
Epidemiology
Introductory
Epidemiology,
Advanced
Epidemiology,
Epidemiology of
Infectious
Disease
MD
Case
Western
Reserve
Univ.
Research Interests
Molecular epi of infectious
diseases; virus/host evolution;
comparative genomics;
computational immunology and
virology
Cancer epi; community-based
research; environ and
occupational health;
reproductive/ developmental
health
TB Prevention and treatment;
clinical and scientific interaction
b/w HIV/TB
141
Name
Miles, Toni
Title/
Academic
Rank
Professor
Tenure
Status or
Classification
Tenured
FTE
or %
Time
1.0
Graduate
Degrees
Earned
PhD, MD
Institution
Where
Degrees
Were
Earned
Howard
Univ.
Discipline
in which
Degrees
Were
Earned
Anatomy,
Internal
Medicine
Teaching Area
Gerontology
intro;
aging and
chronic disease
epi
Research Interests
Healthcare policy;
health disparities;
functional decline
ENVIRONMENTAL HEALTH SCIENCE
Black,
Marsha
Glenn,
Travis Cole
Lipp, Erin
K.
Associate
Professor
Associate
Professor
Associate
Professor
Tenured
On Tenure
Track
Tenured
College of Public Health  Self-Study
February 2014
1.0
1.0
1.0
PhD
PhD
PhD
Univ. of
Tennessee
Univ. of
Maryland
Univ. of S.
Florida
Ecology
Zoology
Marine
Science
Water pollution
and human
health,
Environmental
issues in the
developing
world,
Aquatic
toxicology
Environmental
Genetics and
Genomics,
Genome
Technologies,
Genotoxicology,
Molecular
Ecology
Environmental
microbiology,
Advanced topics
in aquatic
microbiology,
Health and the
environment,
Oceans and
human health
Biomarker dev in fish and
mussels; contaminant
bioavailability and toxicity;
differential toxicity of chiral
compounds; pharmaceutical
ecotoxicity; emerging pollutants
in aquatics
Genetic consequences of human
activities and contaminants;
understanding germline
mutations; exploring genomic
resources of non-traditional
biomedical model organisms
Ecology of human pathogens in
ambient waters; environmental
exposures in disease
transmission; bacteria and virus
from wastewater to aquatic
environments;
142
Name
Naeher,
Luke Peter
Smith,
Mary Alice
Title/
Academic
Rank
Associate
Professor
Associate
Professor
Tenure
Status or
Classification
Tenured
Tenured
Lu, Kun
Assistant
Professor
On Tenure
Track
Yu,
Xiaozhong
Assistant
Professor
On Tenure
Track
College of Public Health  Self-Study
February 2014
FTE
or %
Time
1.0
1.0
1.0
1.0
Graduate
Degrees
Earned
PhD
PhD
Institution
Where
Degrees
Were
Earned
Discipline
in which
Degrees
Were
Earned
Yale
Epidemiolog
y and Public
Health
Univ. of
Arkansas
Toxicology
and
Pharmacolo
gy
PhD
UNC
Materials
Science
PhD
Nagoya
Univ.,
Nagoya,
Japan
Biomedical
Sciences
Teaching Area
Fundamentals of
epidemiology,
Environmental
air quality
Environmental
tox; risk
assessment and
communication;
developmental
reproductive tox
Research Interests
Human exposure assessment;
Subsistence diet-related
exposures to persistent organic
pollutants and metals
Environmental tox and risk
assessment; tox effects on
reproduction/ development;
basic and applied research
toxicology
Biomarkers and disturbed
signaling pathways for
environmental exposure;
microbiome exposure and
human disease interactions;
colorectal cancer disease
pathogenesis
Systems-based quantitative
pathways Elucidation of
molecular mechanism of
toxicants; toxicant effect
reproduction/ development;
endocrine disruptors (ED);
dynamic epigenetic regulation
of spermatogenesis and impacts
of toxicants; “Human on Chips”
novel Invitro models for tox
testing
143
Name
Zimeri,
Anne Marie
Title/
Academic
Rank
Assistant
Professor
Tenure
Status or
Classification
Tenure Track
Wang, Jia
Sheng
Professor
Tenured
Williams,
Phillip L.
Professor
Tenured
Tang, Lili
Associate
Research
Scientist
Not on Tenure
Track
FTE
or %
Time
1.0
1.0
1.0
Graduate
Degrees
Earned
PhD
Institution
Where
Degrees
Were
Earned
UGA
Discipline
in which
Degrees
Were
Earned
Teaching Area
Genetics,
Biochemistr
y; Molecular
Biology
EHS Orientation;
Intro
environmental
health; shelters
and institutional
environments;
environmental
chemistry
Intro. to Tox,
fundamentals of
EHS, Cancer
etiology and
prevention
PhD
Boston
Univ.
School of
Medicine
PhD
GA Tech
PhD
Fudan
Univ.,
Shanghai
Toxicology,
Biological
Medicine
NA
PhD
Virginia
Tech
Environmen
tal Design
and
Planning
Gerontology
Seminar on
aging,
Aging in society
Pathology
NA
Research Interests
N/A
Molecular epi;
human health effects of
environmental toxicants,
intervention with natural
products on human acute and
chronic diseases with
environmental linkage; human
health effects of fresh water
cynobacterial toxins;
carcinogen biomarkers in highrisk groups
Occupational and chemical
exposure values; nematodes as
alternative tox test models
Environmental pollutant
biomarkers;
Cancer prevention;
Mechanistic study for
carcinogenesis
HEALTH POLICY AND MANAGEMENT
Glass,
Anne P.
Associate
Professor
Tenured
College of Public Health  Self-Study
February 2014
1.0
End-of-life care,
Housing, aging in community,
long-term care, cross-cultural
comparisons; quality of care
144
Name
Emerson,
Kerstin
Parker,
Candace
Title/
Academic
Rank
Assistant
Professor
Assistant
Professor
Tenure
Status or
Classification
On Tenure
Track
Not on Tenure
Track
FTE
or %
Time
1.0
1.0
Graduate
Degrees
Earned
PhD
PhD
Institution
Where
Degrees
Were
Earned
U. Mass.
Univ. of
Maryland
Discipline
in which
Degrees
Were
Earned
Gerontology
Public and
Community
Health
Teaching Area
Introduction to
Gerontology,
Public Health
Aging
Introduction to
health policy;
Intro. to public
health; Health
management
Research Interests
Minority/Hispanic health and
aging;
older adult health disparities;
welfare and policy; crossnational comparisons
Health promotion and disease
prevention;
social determinants of health;
health disparities
Radiation effects;
global disaster preparedness,
mgmt. and response; hospital
exercises; mass casualty
management; food emergency
response
Harris,
Curtis
Assistant
Professor
On Tenure
Track
1.0
PhD
UGA
Toxicology
Dallas,
Cham E.
Professor
Tenured
1.0
PhD
Univ. of
Texas Houston
Health
Policy
Disaster train. for
healthcare
professionals
Disaster and emergency
preparedness
Otani,
Koichiro
Associate
Professor
On Tenure
Track
1.0
PhD
St. Louis
Univ.
Health
Services
Research
Intro. to health
policy, health
care management
Patient satisfaction, childhood
immunization, obesity
College of Public Health  Self-Study
February 2014
145
Name
Title/
Academic
Rank
Tenure
Status or
Classification
FTE
or %
Time
Graduate
Degrees
Earned
Institution
Where
Degrees
Were
Earned
Discipline
in which
Degrees
Were
Earned
Abraham,
Amanda
Assistant
Professor
On Tenure
Track
1.0
PhD
LSU
Sociology
Cherry,
Colleen
O’Brien
Assistant
Research
Scientist
Not on Tenure
Track
1.0
PhD
UGA
Anthropolog
y
Jayawardha
na, Jayani
Chumbler,
Neale
Lee, Joel
M.
Schuster,
Richard
Joel
Assistant
Professor
Professor
Professor
Professor
On Tenure
Track
Tenured
Tenured
On Tenure
Track
College of Public Health  Self-Study
February 2014
1.0
1.0
1.0
1.0
PhD
UVA
PhD
Case
Western
Reserve
Univ.
Sociology
Univ. of
Texas
Public
Health,
Healthcare
Service
Admin.
Univ. of
Rochester
Medicine,
Medical,
Medical
Managemen
t
DrPH
MD
Economics
Teaching Area
Research Interests
Health services for SUD
treatment, adoption, diffusion
and implementation of
evidence-based practices,
organizational change
Culture in health and medicine;
comparative health systems;
physician behavior; cultural
foodways; ethnobiology/med;
qualitative research methods.
Health
Economics,
Research
Methods,
Policy
Evaluation in PH
Health policy and econ;
industrial org;
pharmaceutical econ;
tobacco use and control
Health services access/use;
health outcomes; social
determinants of health;
program evaluation
PH grad education; health
services management/org; PH
professionalism;
rural health;
performance/quality
improvement;
Global Health
Systems,
Global Health,
Health Systems,
Leadership
Global health;
physician practice,
practice guidelines and
implementation
146
Name
Corso,
Phaedra
Shaffer
Title/
Academic
Rank
Professor
Tenure
Status or
Classification
Tenured
FTE
or %
Time
1.0
Academic
Not on Tenure
Professiona
1.0
Track
l
HEALTH PROMOTION AND BEHAVIOR
Okundaye,
Mumbi A
Hein, Katie
Darby
Davis,
Marsha A.
Hou, Su-I
Assistant
Professor
Associate
Professor
Associate
Professor
On Tenure
Track
Tenured
Tenured
College of Public Health  Self-Study
February 2014
1.0
1.0
1.0
Graduate
Degrees
Earned
Institution
Where
Degrees
Were
Earned
Discipline
in which
Degrees
Were
Earned
PhD
Harvard
Health
Policy
(Decision
Science)
MPH
UGA
Public
Health
PhD
PhD
DrPH
UGA
Health
Promotion
Univ. of
Minnesota
Educational
Psychology
and
Epidemiolo
gy
Univ. of
Texas Houston
Public
health
education
and
promotion
Teaching Area
Research Interests
Intro to health
policy and
management,
Health policy
evaluation,
Economic
evaluation in
health policy
Econ evaluation application for
setting health policy related to
population-based public health
interventions
Introduction to
public health
N/A
Introduction to
health promotion
and education,
Community
health promotion
Program
evaluation;
intervention and
disease
prevention
Resource
development and
program
implementation,
Human ecology
of health and
illness
N/A
Nutrition modification
programs, particularly in
adolescents
Cancer screening education and
prevention;
adolescents HIV prevention;
health programs eval;
international health
147
Name
Muilenburg
, Jessica
Legge
Smith,
Matthew
Lee
Gay,
Jennifer L
Title/
Academic
Rank
Associate
Professor
Assistant
Professor
Assistant
Professor
Tenure
Status or
Classification
Tenured
On Tenure
Track
On Tenure
Track
Hansen,
Nathan
Associate
Professor
On Tenure
Track
Hilyard,
Karen M
Assistant
Professor
On Tenure
Track
College of Public Health  Self-Study
February 2014
FTE
or %
Time
1.0
1.0
1.0
1.0
1.0
Graduate
Degrees
Earned
Institution
Where
Degrees
Were
Earned
Discipline
in which
Degrees
Were
Earned
Teaching Area
PhD
Univ. of
Alabama Birmingham
Health
education
and
promotion
Educational
strategies in
human sexuality,
Community
health promotion
Adolescent risk behaviors;
tobacco alcohol and other drug
use
PhD
PhD
PhD
PhD
Research Interests
Texas A&M
Health
Education
Foundations of
health promotion
Life span health risk behaviors;
older adult
evidence-based programs;
evaluation;
survey research methodology
Univ. of
South
Carolina
Health
Promotion,
Education
and
Behavior
Evaluation of HP
programs,
Nutrition and
physical activity
interventions,
foundations of
HP
Physical activity in vulnerable
and minorities; growth
determinants of health; phys
activity measure and
methodology;
motivation theories
BYU
Clinical
Psychology
UGA
Journalism
and Mass
Communica
tion
Global Mental Health; CrossCultural Intervention and
Assessment; HIV/AIDS;
Interpersonal Violence and
Posttraumatic Stress Symptoms;
Substance abuse and Sexual
Risk Behavior; Behavioral
Psychotherapeutic Intervention
Development and Evaluation;
Group Level Interventions
Social Marketing
and Health
Communication
Pandemic flu and other
infectious diseases; vaccine use,
Emergency prep and response
148
Name
Title/
Academic
Rank
Tenure
Status or
Classification
Cotton,
Carol
Phillips
Instructor
Not on Tenure
Track
Heckman,
Timothy G
Professor
Tenured
Orpinas,
Pamela
Professor
Tenured
FTE
or %
Time
1.0
1.0
Graduate
Degrees
Earned
Institution
Where
Degrees
Were
Earned
Discipline
in which
Degrees
Were
Earned
Teaching Area
women health
issues; special
problems in
health promotion
and behavior;
international
health
PhD
UGA
Health
Promotion
PhD
Univ. of
Vermont
Experiment
al
Psychology
PhD
Univ. of
TexasHouston
Epidemiolo
gy
Analysis and
prevention of
injury/violence,
Health behavior
Violence prevention;
family and school health
promotion; Latino health
Worksite health promotion and
program evaluation,
social marketing of health.
Adolescent sexual and
reproductive health, HIV
prevention and risk reduction
N/A
HIV/AIDS; rural health;
gerontology;
Telemedicine
Wilson,
Mark G.
Professor
Tenured
1.0
HSD
Indiana
Univ.
Health
education
Social marketing
of health: theory
and process,
Critique of the
literature in
health promotion
Collands,
Tamora
Assistant
Research
Scientist
Not on Tenure
Track
1.0
PhD
Purdue Univ.
Clinical
community
psych.
NA
Proctor,
Christina
Temporary
Instructor
Not on Tenure
Track
MPH
UGA
Public
Health
College of Public Health  Self-Study
February 2014
Research Interests
Adolescent health, adolescent
risk behaviors
149
Name
Title/
Academic
Rank
Tenure
Status or
Classification
FTE
or %
Time
Graduate
Degrees
Earned
Institution
Where
Degrees
Were
Earned
Cleveland,
Eva Ninette
(Nina)
Academic
Professiona
l
Not on Tenure
Track
1.0
MPH
UGA
PhD
Univ.
Washington
COLLEGE OF PUBLIC HEALTH
Not on Tenure
Dahl, Eric
Admin
Track
College of Public Health  Self-Study
February 2014
Discipline
in which
Degrees
Were
Earned
Public
Health
Teaching Area
Research Interests
N/A
N/A
150
4.1.b. If the school uses other faculty (adjunct, part-time, secondary appointments, etc.),
summary data on their qualifications should be provided in table format, organized
by department, specialty area or other organizational unit as appropriate to the
school.
Other Faculty
In addition to the 56 primary faculty, the departments complement this number with adjunct
faculty and part-time instructors. Additionally, for undergraduate programs, graduate
students teach certain core classes providing important instructional support that also allows
the students to gain valuable teaching experience. Adjunct faculty and part-time instructors
broaden students’ exposure to a wide range of research and practice fields. They also help
expand the curricular offerings and are particularly important for a small and continually
developing college. All adjunct faculty and part-time instructors go through a review process
similar to that of regular faculty, to ensure appropriate qualifications for their role. These
“Other Faculty” are listed in Table 4.1.b (CEPH Data Template 4.1.2).
College of Public Health  Self-Study
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151
Table 4.1.b. Current other faculty by department.
FTE or
% Time
Title/
Tenure Status
to the
Name
Academic
or
School
Rank
Classification
or
Program
EPIDEMIOLOGY AND BIOSTATISTICS
Adjunct
Burnett,
Not on Tenure
Associate
NA
Claude
Track
Professor
Adjunct Sr
Langford, R.
Not on Tenure
Academic
NA
Alan
Track
Professional
Adjunct
Berghaus, Roy
Tenured at
Associate
NA
D
UGA
Professor
Adjunct
Anderson,
Tenured at
Assistant
NA
Alex K
UGA
Professor
Adjunct
Kintzinger,
Not on Tenure
Assistant
NA
Kristina
Track
Professor
Adjunct
Schmidt,
On Tenure
Assistant
NA
Michael D
Track at UGA
Professor
Adjunct
Not on Tenure
Bernier, Roger
NA
Professor
Track
Galen, Robert
Not on Tenure
Emeritus
NA
S.
Track
Green,
Manfred
Adjunct
Professor
Not on tenure
Track
NA
Kiwanuka,
Noah
Adjunct
Associate
Professor
Not on tenure
track
NA
College of Public Health  Self-Study
February 2014
Graduate
Degrees
Earned
Institution
Where
Degrees
Were
Earned
Discipline in
which
Degrees
Were
Earned
Teaching
Area
Research
Interest
PhD
Johns
Hopkins
EPID
Field EPID
Public Health
MD
MCG
Medicine
Pre Med
NA
PhD
U Cal-Davis
EPID
EPID
Inf Dis
PhD
U Conn.
Nutrition and
PH
Nutrition
Obesity
PhD
U South
Carolina
EPID
Inf Dis
Inf Dis
PhD
Mass
Amherst
EPID
EPID of PA
EPID of PA
Vaccine;
Engagement
Clinical
EPID
Vaccine;
Engagement
EPID
Chronic Dis
Chronic Dis
EPID
Inf Dis., HIV
Inf Dis, HIV
PhD
MD, MPH
MBChB,
MPH,
PhD
MBChB,
MPH,
PhD
Johns
Hopkins
Boston,
Columbia
Cape Town,
UNC Chapel
Hill
Johns
Hopkins,
Case Western
EPID
EPID
Clinical EPID
152
Name
Title/
Academic
Rank
Tenure Status
or
Classification
ENVIRONMENTAL HEALTH SCIENCE
Adjunct
Riley, Ronald
Not on Tenure
Associate
T
Track
Professor
Adjunct
Saranko,
Not on Tenure
Assistant
Christopher J
Track
Professor
Adjunct
Unrine, Jason
Not on Tenure
Assistant
M
Track
Professor
Adjunct
Forrester,
Associate
Brian
Professor
Not on Tenure
Cole, Dana
Adjunct
Track
Not on Tenure
Simon, Ted
Adjunct
Track
Cosgrove,
Adjunct
Not on Tenure
William
instructor
Track
FTE or
% Time
Graduate
to the
Degrees
School
Earned
or
Program
Institution
Where
Degrees
Were
Earned
PhD
Oregon St
PhD
N Carolina St
PhD
UGA
MD
Emory Univ.
PhD
UNC
PhD
MS
Discipline in
which
Degrees
Were
Earned
Teaching
Area
Research
Interest
GA State
Univ.
Clemson
Univ.
Barnhart,
Harold
Emeritus
Emeritus
PhD
U Neb
Glenn, Julie
Part-Time
Instructor
Not on Tenure
Track
PhD
UGA
MD
MD Temple
HEALTH POLICY AND MANAGEMENT
Cole,
Geoffrey
Part-Time
Associate
Professor
College of Public Health  Self-Study
February 2014
Not on Tenure
Track
153
Name
Tribble, Grant
Lloyd, Donald
Boumbulian,
Paul Jerry
Henderson,
Douglas A
Title/
Academic
Rank
Part-Time
Assistant
Professor
Part-Time
Assistant
Professor
Adjunct
Associate
Professor
Adjunct
Assistant
Professor
Adjunct
Professor
Adjunct
Professor
Tenure Status
or
Classification
DeJoy, David
Emeritus
College of Public Health  Self-Study
February 2014
Institution
Where
Degrees
Were
Earned
Not on Tenure
Track
MPH
MPH, UGA
Not on Tenure
Track
PhD
PhD, UGA
Not on Tenure
Track
PhD
PhD UGA
Not on Tenure
Track
PhD
PhD U
Michigan
PhD
PhD UNC
MD
MD U
Rochester
PhD
PhD Sunny
MPH
MPH, Yale
Univ
Tenured at
UGA
Schuster,
Not on Tenure
Barbara
Track
Feldman,
Not on Tenure
Emeritus
Stuart
Track
Part-Time
Not on Tenure
Drew, John A
Professor
Track
HEALTH PROMOTION AND BEHAVIOR
Morris, Libby
FTE or
% Time
Graduate
to the
Degrees
School
Earned
or
Program
Not on Tenure
Track
PhD
Pennsylvania
State
Discipline in
which
Degrees
Were
Earned
Manenvironment
relations
Teaching
Area
Research
Interest
Worksite
Health,
Occupational
Safety, Injury
Prevention
154
Name
Title/
Academic
Rank
Tenure Status
or
Classification
Sznitman,
Sharon
Adjunct
Assistant
Professor
Not on Tenure
Track
Chrissy
Proctor
Instructor
Not on Tenure
Track
FTE or
% Time
Graduate
to the
Degrees
School
Earned
or
Program
1.0
DISASTER MANAGEMENT
Garber,
Adjunct
Tenured at
Melvin
Professor
UGA
Bell, William
Cairns
Senior
Research
Scientist
College of Public Health  Self-Study
February 2014
Not on Tenure
Track
1.0
Institution
Where
Degrees
Were
Earned
Discipline in
which
Degrees
Were
Earned
PhD
Stockholm
University
Sociology
MPH
UGA
Public Health
PhD
Cornell
PhD
University of
Edinburgh
Emergency
Preparedness,
Geography
Teaching
Area
Research
Interest
Structural and
cultural
determinants of
adolescent
health, Alcohol
and Drugs
Adolescent
substance use
Emergency
preparedness,
Assists with
Disaster
Training for
Health Care
Professionals
Emergency and
Disaster
Training and
Preparedness
155
4.1.c. Description of the manner in which the faculty complement integrates perspectives
from the field of practice, including information on appointment tracks for
practitioners, if used by the school. Faculty with significant practice experience
outside of that which is typically associated with an academic career should also be
identified.
Faculty Integrating Practice
The CPH has a strong commitment to public health practice. A number of the faculty have
significant public health practice experience to complement their academic credentials (e.g.,
Miles, Corso, Naeher, Glass). The CPH has been a very active partner in the Archway
Partnership, a unique program that is facilitated by UGA and is designed to deliver a full
range of resources to address economic and community development throughout the
underserved areas of the state (see www.archwaypartnership.uga.edu ). The CPH currently
has a full-time faculty member with a 100 percent service appointment who helps coordinate
activities between the CPH and an Archway site – Moultrie County. This individual helps
align the needs of the community with the appropriate faculty to support programs and
activities in the community. In turn, faculty use these experiences to supplement their
instruction. Additional discussion about this can be found in Section 3.2.a.2.
Various faculty and departments have been very active in the service learning initiatives at
UGA, contributing as fellows (e.g., Hou) and starting projects that connect the community
with our education programs. Students also participate. The Department of Health
Promotion and Behavior has designed its MPH specialization courses to include a service
learning component. Students in “program implementation” (HPRB 7270) link with a
community-based organization to develop a program that is used by that organization as part
of its ongoing services. Students in “social marketing” (HPRB 7370) work with a
community-based organization to develop a marketing plan for services or programs.
4.1.d. Identification of measurable objectives by which the school assesses the
qualifications of its faculty complement, along with data regarding the performance
of the school against those measures for each of the last three years.
Faculty Outcome Measures
The CPH has established comprehensive outcome measures that are discussed in Section 1.2
and recorded fully in Appendix 1.2.c. Significant measures from that source relating to
faculty qualifications and diversity are excerpted in the following Table 4.1.d (Goal 4:
Objective 2).
Table 4.1.d. Faculty outcome measures.
GOAL 4: Structural Support for Improved Research, Teaching and Service.
The College of Public Health will strengthen fiscal, human and physical resources to increase
capacity for teaching, research and service and to enhance our workforce environment and
culture to maximize morale and retention.
College of Public Health  Self-Study
October 2013
156
OBJECTIVE 2. The CPH and its units will work together to create fiscal strategies for
advancement of its mission.
OUTCOME
MEASURE
2) The CPH
will recruit
excellent
faculty with
diverse
backgrounds.
TARGET
PAST
REVIEW
b) Increase
underrepresented
faculty by 10%
over previous
three-year period.
29/81=35.80
%
10/30=33.33%
13/35=37.14%
c) 66% of all new
faculty hires will
have public
health
backgrounds.
No Data
Available
4/7=57.1%
8/10=80.0%
4/6=66.6%
d) 20% of all new
faculty hires will
have practice
backgrounds.
No Data
Available
5/7=71.4%
5/10=50.0%
2/6=33.3%
2010-2011
2011-2012
2012-2013
12/32=37.50%
Three year avg:
35/97=36.08%
4.1.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.
Strengths: CPH has brought together faculty members with backgrounds in all the core
public health disciplines who are committed contributors to the tripartite academic mission.
All tenure-track faculty positions are state funded enabling us to compete with the larger
institutions for qualified faculty.
Challenges: As a growing college, the demand for faculty service and engagement
sometimes exceeds faculty time constraints. The small number of faculty makes it
challenging for faculty to balance teaching, research and service demands.
Plans: Establishing a clinical research faculty track will provide great opportunity to engage
non-traditional academics and to work more closely with public health practitioners. Plans
for faculty growth and supplementation should be developed as course enrollment and degree
offerings expand over the next five years.
This criterion is met.
College of Public Health  Self-Study
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157
4.2
FACULTY POLICIES AND PROCEDURES
The school shall have well-defined policies and procedures to recruit, appoint and promote
qualified faculty, to evaluate competence and performance of faculty, and to support the
professional development and advancement of faculty.
4.2.a. A faculty handbook or other written document that outlines faculty rules and
regulations.
Faculty Rules and Regulations
The faculty handbook and related policies are set forth at the university level, through the
Office of the Senior Vice President for Academic Affairs and Provost. Policies related to
teaching, research and service activities are covered within these procedural materials. The
faculty section of the Academic Affairs Policy Manual is available on the UGA website at:
http://provost.uga.edu/index.php/policies-procedures/academic/academic-affairs/1-faculty/
CPH activities are governed by bylaws, which are provided in hard copy and through
electronic access to all faculty and external parties. Promotion and tenure are governed by
the CPH’s policy (Appendix 4.2.a.) which follows university guidelines. The CPH bylaws
are provided in Appendix 1.5.c.
4.2.b. Description of provisions for faculty development, including identification of support
for faculty categories other than regular full-time appointments.
Faculty Development
The university provides a wide array of faculty development opportunities, most focused in
the areas of teaching enhancement and research building. At the time of employment, faculty
members are engaged in a full-day orientation to services and support offices throughout the
university. The Center for Teaching and Learning supports the instructional mission of the
university through instructional development of the faculty and is discussed above at Section
1.7.h. The central focus of CTL is to provide campus-wide leadership on matters relating to
instruction and instructional technology.
The Office of the Vice President for Research provides training and support for research
related activities. OVPR manages Institutional Review Board activities and a full
complement of research services, financial management and regulatory review functions. In
addition to supporting faculty in the preparation and management of external grants, OVPR
offers several internal grant programs through UGARF. UGARF funds competitive internal
grants to support promising research projects and internal awards to recognize outstanding
research accomplishments and creative achievement. It also oversees national competitions
with restricted candidacy, such as the Searle Scholars Program and the Beckman Young
Investigators Program. OVPR grant programs include:
 Poverty and the Economy Research Grants
 Seed Grants
 Faculty Research Grants
 Obesity Initiative Grants
College of Public Health  Self-Study
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158
With the inclusion of faculty that are primarily instructors, the CPH is developing new
strategies for supporting instruction across the disciplines. Discussed strategies include
seminars on effective teaching techniques, webinars that support instruction (including online
instruction), peer review of faculty teaching and intensive support for faculty that are
struggling in the classroom. The CPH has just started an internal grants program for its own
faculty, and several have received support from this source.
4.2.c. Description of formal procedures for evaluating faculty competence and
performance.
Faculty Evaluation
At the end of each calendar year, faculty members are required to submit an annual Faculty
Activity Report (FAR). A copy of the FAR annual review format is included in Appendix
4.2.c. This report requires faculty to comprehensively document annual performance across
indicators related to professional engagement, teaching, scholarship, grantsmanship,
governance and external consultation. The Faculty Activity and Planning Summary Report
becomes the foundation for monitoring certain organizational performance expectations as
well as reviewing individual faculty competence and performance. The university has an
electronic faculty annual activity reporting system which collects this information and is also
used to guide the CPH’s annual review process.
Following submission of the FAR, faculty members undergo performance evaluation in the
spring each year. The evaluation precedes the contract renewal cycle (which is applicable to
non-tenured and non-tenure-track faculty). Each faculty member, regardless of tenure- track
status or seniority, receives an annual performance evaluation, conducted by the unit or
department head. The review documents the faculty member’s accomplishments in the areas
of instruction, research, service and, if appropriate, administration. Through the annual
performance evaluation, faculty members are apprised of current perspectives and future
expectations. The review also provides the CPH administration with guidance regarding
future salary increases or other non-monetary recognition. Third-year comprehensive
reviews are carried out for all junior faculty members to assess their progress towards tenure
and promotion and to provide constructive advice regarding successful advancement. Once
tenured, faculty members undergo a comprehensive review every five years as required by
university policy.
4.2.d. Description of the processes used for student course evaluation and evaluation of
instructional effectiveness.
Course Evaluations
Instructional quality is a priority for the CPH. Recognizing that the demand for research
productivity and external funding can detract from faculty focus on instructional activities,
the CPH has worked to ensure that faculty are supported and rewarded in their teaching
mission. The CPH is establishing an Instructional Support Program to oversee efforts to
advance the scholarship of teaching and learning. The CPH recognizes outstanding teaching
College of Public Health  Self-Study
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159
achievements through a Teacher of Year Award which is available for presentation annually
at the university’s Honors Day.
Course evaluations are completed by enrolled students every semester. Electronic
administration of the evaluation process allows students anonymity and ease of access to the
evaluation instrument. Course evaluation results are provided to the instructor, the
department head and the dean’s office. The evaluations are used to gauge performance,
target needed improvements, identify exceptional instructional strategies and highlight
outstanding pedagogy. Overall, course evaluations for the CPH are very high with the
majority of courses averaging over 4.0 on a five-point scale (very good to excellent).
Appendix 4.2.d lists the course evaluations for the CPH for academic year 2012-2013 as an
example.
4.2.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.
Strengths: The CPH has a number of outstanding instructional faculty and is establishing
methods to nurture and improve pedagogy.
Challenges: The CPH presently has limited resources to support faculty development
opportunities outside the offerings of the university.
Plans: Continue to refine the instructional support process and strategies in the CPH.
This criterion is met.
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4.3
STUDENT RECRUITMENT AND ADMISSIONS
The school shall have student recruitment and admissions policies and procedures designed to
locate and select qualified individuals capable of taking advantage of the school’s various
learning activities, which will enable each of them to develop competence for a career in
public health.
4.3.a. Description of the school’s recruitment policies and procedures.
Recruitment Policies and Procedures
The CPH continually seeks to recruit the best and brightest students with a strong interest in
public health while trying to achieve an ethnically, culturally and gender diverse student
body. The CPH abides by the university policy of providing equal opportunity for all
potential students and applicants
(http://www.grad.uga.edu/forms&publications/faculty/FacultyHandbook.pdf ).
The CPH utilizes various external marketing techniques which include:
 College of Public Health Information Day events
 Social media
 College of Public Health accepted students recruitment events
 Printed brochures and branded materials
 Website advertisement and informational presence (e.g., Facebook, Twitter, LinkdIn,
online webinar series)
 Use of UGA listservs to communicate directly with potential students
 Utilization of various student groups in recruitment efforts
 Scheduling a series of smaller-scale visit days throughout the year
 Establishing and cultivating relationships with student groups outside the state of
Georgia
 Establishing and cultivating relationships with key advisors at UGA and other
institutions
 Recruitment at various university career fairs including minority institutions
 Recruitment at professional conferences (e.g., APHA, GPHA, NALBOH)
 Invited presentations to student groups throughout Georgia
 Public information seminars held once every semester
 Targeted recruitment initiatives (e.g., Advisory Board reception at CDC)
The dual degrees now offered at the CPH in partnership with other colleges on the UGA
campus represent an additional and unique opportunity for recruitment of excellent students.
In regard to recruitment, these dual degree programs often enroll applicants who are already
enrolled in another UGA program. To accomplish this, CPH faculty and staff work closely
with their colleagues from the College of Veterinary Medicine, College of Pharmacy,
GRU/UGA Medical Partnership, School of Social Work and the undergraduate Honors
Program to disseminate information to students (both incoming and currently enrolled). CPH
faculty and staff also hold information sessions throughout each semester for those interested
in discussing admission standards.
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The academic affairs staff is primarily responsible for recruiting students and for creating
informational materials to disseminate to students regarding the degree programs, course
descriptions, class sizes, faculty research interests, admissions criteria and other items. In
addition to the CPH, the individual departments also recruit for their respective programs
(BS, MS, PhD).
4.3.b. Statement of admissions policies and procedures.
Admissions Policies and Procedures
The university develops overarching guidelines by which students are admitted into degree
programs. The CPH then is able to tailor admission standards for their specific degrees and
programs of study. The Office of Undergraduate Admissions uses demonstrated academic
achievement as the primary factor in first-year and transfer admission decisions. The
academic review of first-year applications centers on three criteria: the student’s GPA in core
academic courses, the rigor of a student’s course selection and his or her best combination of
scores on the SAT or ACT exam. Additionally, all applications are reviewed for conduct
issues, recommendations, satisfactory completion of all courses and completion of the
required CPH preparatory courses. Students are also evaluated based on their level of
commitment to citizenship through public service, school activities, community involvement,
leadership, evidence of integrity and personal maturity and the ability to benefit from and
contribute to a culturally and intellectually diverse community of scholar-citizens.
The Graduate School requires applicants to hold at least a baccalaureate degree accredited by
the appropriate regional accrediting association or its international equivalent prior to the
expected semester of enrollment. The Graduate School relies on academic departments to
make initial acceptance decisions with oversight by the Office of Graduate Admissions.
Each academic department is afforded the freedom to decide what the admissions criteria
will be for each degree program. In all of the graduate programs within the CPH, an
applicant should have a 3.0 GPA and should have scored above the 50th percentile on both
the verbal and quantitative portions of the GRE in order to be considered for the program.
Students falling just below these parameters may still be considered for any of our programs
but this ultimate decision is left to individual departments. Additionally, the academic
departments take into account previous experience in the public health field (either paid or
volunteer), a deep commitment to public health, previous coursework/training experience and
recommendations by outside referees.
The UGA Graduate School coordinates the graduate programs of all schools and colleges
within the university and is responsible for basic admission standards for master and doctoral
applicants. In addition to the guidelines laid forth by the Graduate School, admission
standards are set for each graduate degree by schools and colleges on campus or by academic
departments. Guidelines set by schools, colleges or academic departments can exceed, but
never be below, the Graduate School’s basic guidelines. In the case of professional degree
programs such as the MPH and the DrPH, admission standards are formulated by the collegelevel MPH and DrPH committees. Current admission guidelines set by the UGA Graduate
School for the MPH degree are a minimum GRE score of 1,000 combined verbal and
quantitative (or its equivalent for the revised GRE exam) and a minimum GPA of 3.0. CPH
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will accept a minimum Graduate Management Admission Test (GMAT) total score of 550
and a Medical College Admission Test (MCAT) score within at least the 60th percentile. The
average score, however, for the GRE and GPA for incoming MPH classes has reached to just
above 1,100 (GRE) and 3.5 (GPA) in the last three years. The following paragraphs outline
the process for applications and admissions.
Step 1: Application
All applicants for the MPH and DrPH degrees are required to complete online applications
with the Schools of Public Health Application Service (SOPHAS) as well as with the UGA
Graduate School (see Table 4.3.b for requirements for each). The typical admissions cycle
generally lasts from mid-September to late June of any given year.
Table 4.3.b. Application requirements for MPH and DrPH students.*
SOPHAS
UGA Graduate School
Complete online application
Complete online application
One statement of purpose
Official GRE, GMAT or MCAT
Three references
Applicable application fee
*Additional materials for international applicants include: Proof of visa status, official TOEFL or IELTS
test score (from within previous two years) and a Certificate of Finances form.
Step 2: Admissions
Each MPH applicant is given the option to identify the department for which they wish to be
considered within the CPH. DrPH applicants can only choose one designation. Once all
required materials are determined to be received fully and properly, the applicant’s file will
be marked complete and assigned to the designated department for review. Each
departmental review committee meets on a weekly basis and all new applications are
assigned on Mondays during the admissions cycle. Each committee is given seven days to
submit an “Admit” or “Reject” decision from the time the applicants were assigned to them.
All new decisions are then forwarded as recommendations to the UGA Graduate School, by
the MPH/DrPH admissions coordinator. At which time, the applicants are able to log into
their applicant online portal at the Graduate School Office of Admissions and see that a
decision has been made by the department and has been forwarded to the Graduate School.
The Graduate School has final authority over all admission recommendations submitted from
each graduate program at the university.
Step 3: Notification
Once the decision to admit or deny is finalized at the Graduate School, a letter is drafted and
sent from the graduate admissions office to the applicant by postal mail. In addition to
notifying applicants of their status of admission, the letter will also include important
information regarding matriculation for those admitted into the program.
After the initial letter is sent notifying accepted applicants of their status, the College of
Public Health will send our own follow up with details regarding departmental contacts,
instructions for confirming acceptance, instructions on how to set up a UGA email account
and other relevant information for incoming students. We will recognize accepted applicants
as confirmed incoming students once we have received completed student information sheets
(sent along with our follow up letter) and their official UGA email address. Students who
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have no previous UGA account will have had to request an ID and email account with the
UGA Information Technology office.
4.3.c. Examples of recruitment materials and other publications and advertising that
describe, at a minimum, academic calendars, grading and the academic offerings of
the school.
Recruitment Materials
The CPH utilizes a range of resources for recruitment purposes, from giveaways to minibrochures and an annual CPH magazine. The recruitment strategies are always a work in
progress with new strategies being added and old strategies dropped. There has also been a
push to move towards directing marketing to our web presence (Facebook, Twitter, LinkdIn
and the CPH’s website) via distribution of postcards with the CPH’s URL and Quick
Response Codes to the various websites. The CPH’s magazine and mini-brochures are used
to educate the public on the various teaching, research and service activities in which faculty
and students of the CPH participate around the state and nation. Additionally, a series of
videos are produced with subjects ranging from admission FAQs to faculty and alumni
interviews. These videos are posted to our website and recruiters direct those interested to
those sites. Examples of recruitment materials are included in Appendix 4.3.c.
4.3.d. Quantitative information on the number of applicants, acceptances and enrollment,
by concentration, for each degree, for each of the last three years.
Application and Enrollment Information
Since the CPH was established, the MPH program enrollment has increased three-fold and
the undergraduate programs have doubled in size; the DrPH has had steady increases, and all
new programs have seen gradual annual increases in interest, applications and enrollment.
Recruitment efforts to attract a more diverse student body have also been successful. The
CPH has increased its count of non-white students and has had higher-than-average
enrollment numbers for all underrepresented groups, with the exception of Hispanic/Latino
populations, when compared to the university averages and to those of surrounding public
health academic institutions.
The number of applicants, acceptances and enrollment have been steadily increasing since
the CPH was originally accredited in 2009. The quality of the applicant pool has improved
as well. Tables 4.3.1 (1-4) provide an overview of the past three years of data.
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Table 4.3.d.1. Quantitative information on applicants, acceptances and enrollments in MPH
program by concentration area*, 2010-2013.
Academic Year
Academic Year
Academic Year
2010
2011
2012
Applied
15
19
16
Accepted
6
13
10
Enrolled
2
4
1
Applied
35
20
27
EHS
Accepted
12
8
14
Enrolled
5
3
6
Applied
143
117
119
EPID
Accepted
84
67
56
Enrolled
43
28
14
Applied
65
96
75
HPAM
Accepted
36
46
40
Enrolled
11
19
16
Applied
97
109
92
HPB
Accepted
50
67
37
Enrolled
24
23
13
* Specialty area is defined as each degree and area of specialization contained in the instructional matrix.
BIOS
Table 4.3.d.2. Quantitative information on applicants, acceptances and enrollments in
Epidemiology, 2010-2012.
Academic Year Academic Year
Academic Year
2010
2011
2012
PhD Epidemiology
Applied
Accepted
Enrolled
No Data
No Data
No Data
No Data
No Data
No Data
21
12
12
Table 4.3.d.3. Quantitative information on applicants, acceptances and enrollments in
Health Promotion and Behavior, 2010-2012.
Academic Year Academic Year Academic Year
2010
2011
2012
PhD HPB
BS HPB
Applied
Accepted
Enrolled
Applied
Accepted
Enrolled
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35
14
9
185
124
119
31
6
6
179
116
116
33
7
5
142
129
129
165
Table 4.3.d.4. Quantitative information on applicants, acceptances and enrollments in
Environmental Health Science,* 2010-2012.
Academic Year
Academic Year
Academic Year
2010
2011
2012
*BSEH
Accepted
101
98
97
Applied
20
14
12
MS EH
Accepted
6
5
2
Enrolled
2
4
0
Applied
**17
4
2
MS TOX
Accepted
0
1
0
Enrolled
0
1
0
Applied
47
11
35
PhD TOX
Accepted
11
6
10
Enrolled
7
6
7
*The BSEH program does not have a formal application process for those students wishing to declare this
major. Students with sufficient GPA to change/declare this major are automatically enrolled. Additionally,
the change/declaration of undergraduate major is administered by the university, not the College of Public
Health.
**Before 2011, the Interdisciplinary Toxicology Program did not require students to select a discipline
(concentration) until they were accepted. Therefore, the number of applicants does not reflect the number of
applicants who were interested in eventually enrolling into the Department of Environmental Health
Science.
4.3.e. Quantitative information on the number of students enrolled in each specialty area
identified in the instructional matrix, including headcounts of full- and part-time
students and a full-time-equivalent conversion, by concentration, for each degree, for
each of the last three years.
Student Enrollment
The following tables show the number of enrolled students by specialty area and whether or
not they are full time or part time for the last three academic years. This data is shown by the
program area.
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Table 4.3.b.1. Students enrolled in MPH degree program, 2010-2012.
Academic Year 2010
HC FT HC PT
FTE
Biostatistics
5
2
6.0
Environmental Health Science
10
2
11.0
Epidemiology
61
4
63.0
Health Policy and Management
38
7
41.5
Health Promotion and Behavior
30
5
32.5
Totals
144
20
154.0
Students Enrolled in DrPH Degree Program, 2010-2012
HC FT HC PT
FTE
DrPH
11
5
13.5
Academic Year 2011
HC FT
HC PT
FTE
6
0
6.0
9
2
10.0
71
4
73.0
39
7
42.5
39
5
41.5
164
18
173.0
Academic Year 2012
HC FT
HC PT
FTE
3
0
3.0
11
0
11.0
44
4
46.0
37
2
38.0
35
3
36.5
130
9
134.5
HC FT
16
HC FT
10
HC PT
6
FTE
19
HC PT
19
FTE
19.5
Table 4.3.b.ii. Students Enrolled in Health Promotion and Behavior Degree Programs, Academic Years 2010-2012.
Academic Year 2010
Academic Year 2011
Academic Year 2012
HC FT HC PT FTE
HC FT
HC PT
FTE
HC FT
HC PT
FTE
PhD HPB
18
9
22.5
22
8
26
20
8
24
BS HPB
467
33
483.5
475
33
491.5
414
46
437
Table 4.3.b.iii. Students enrolled in Epidemiology degree program, academic years 2010-2012.
Academic Year 2010
Academic Year 2011
HC FT HC PT
FTE
HC FT
HC PT
FTE
PhD EPI
ND
ND
ND
ND
ND
ND
Academic Year 2012
HC FT
HC PT
FTE
9
3
10.5
Table 4.3.b.iv. Students enrolled in Environmental Health Science degree programs, academic year 2010-2012.
Academic Year 2010
Academic Year 2011
Academic Year 2012
HC FT HC PT
FTE
HC FT
HC PT
FTE
HC FT
HC PT
FTE
BS EH
95
6
98
91
7
94.5
88
9
92.5
MS EH
4
0
4
9
0
9
8
1
8.5
MS TOX
2
0
2
1
0
1
1
0
1
PhD TOX
8
0
8
9
0
9
9
0
9
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4.3.f.
Identification of measurable objectives by which the school may evaluate its success in enrolling a qualified student body,
along with data regarding the performance of the school against those measures for each of the last three years.
Measurable Outcomes
The CPH has adopted a number of key performance goals and objectives to drive the quality of students and their successful
matriculation once enrolled in the program. These goals and the related performance measures are contained in Table 4.3.f.
Table 4.3.f. Recruitment and retention goals and performance measures.
GOAL 1: Exemplary Education.
The College of Public Health will create and deliver excellence in public health education.
OBJECTIVE 1. The CPH will improve program quality by recruiting increasingly excellent students based on GPA, standardized test
scores, source institutions, appropriate work experience while expanding enrollment and diversity in our undergraduate and graduate
programs.
OUTCOME
PAST
TARGET
2010-2011
2011-2012
2012-2013
MEASURE
REVIEW
a) Median GRE and
MPH: 3.3, 1164/305R
MPH: 3.3, 1136
MPH: 3.32, 1101
GPA scores of
GRE: 1134
PhD HPB: 3.3, 1164
PhD HPB: 3.3, 1114
PhD HPB: 3.39, 1093
incoming students for
GPA: 3.31
PhD TOX: 3.8, 1227
PhD TOX: 3.6, 1240
PhD TOX: 3.49, 1490
past three years will
APHA
PhD EPI: 3.79, 1168
M.S. TOX: N/A
M.S. TOX: 3.2, 1250
meet or exceed median targets:
M.S. TOX: N/A
M.S. EH: 3.5, 1170
M.S. EH: 3.6, 1233
UGA Graduate
M.S. EH: N/A
DrPH: 3.47, 1108
DrPH: 3.58. 1123
enrollment data.
DrPH: 3.53, 1122
b) At least 50% of
1) Baseline graduate
incoming DrPH
admission scores and
students will have
GPA will reflect
75%
2/3=66.7%
4/6=66.7%
7/9=77.8%
received master’s from
academic excellence.
CEPH-accredited
schools or programs.
c) At least 50% of
PhD HPB: 22%Q,
incoming PhD students
31% had
78%V
will have GRE scores
PhD HPB: 0%Q,
scores
at
or
PhD
HPB:
0%Q,
100%V
PhD EPI: 55%Q,
at or above 50th
67%V
above 75%
PhD TOX: 50%Q, 100%V
73%V
percentile on both
PhD TOX: 100%QV
percentile
PhD TOX: 50%Q,
verbal and quantitative
75%V
sections.
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OUTCOME
MEASURE
2) Incoming students
will have existing
backgrounds in public
health areas.
3a) Undergraduate
students will represent
diverse backgrounds.
3b) Graduate student
enrollment will
represent diverse
backgrounds.
4a) Undergraduate
student enrollment will
represent gender equity.
4b) Graduate student
enrollment will
represent gender equity.
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TARGET
All DrPH students will
have experience with
public health practice,
research or academic
organizations.
Enrollment of
underrepresented
groups will match or
exceed those of UGA
annual enrollment
numbers (meant to
mirror UGA total
enrollment %).
Enrollment of
underrepresented
groups will match or
exceed proportions of
those groups found in
the state.
Enrollment of males
will match or exceed
those of UGA annual
enrollment numbers
(meant to mirror UGA
total enrollment %).
Enrollment of males
will match or exceed
proportions of those
groups found in the
state.
PAST
REVIEW
65.4%
2010-2011
3/3=100%
2011-2012
6/6=100%
2012-2013
9/9=100%
CPH: 28.1%
UGA: 24.0%
25.1%
CPH: 24.1%
UGA: 19.8%
CPH: 23.9%
UGA: 22.3%
Three year avg:
CPH: 26.0%
UGA: 22.04%
CPH: 34.2%
GA: 44.5%
31.6%
CPH: 33.2%
GA: 44.5%
CPH: 32.3%
GA: 44.5%
CPH:18.0%
UGA:42.7%
CPH: 18.1%
UGA: 42.4%
CPH: 18.3%
UGA: 42.4%
CPH:33.5%
GA: 48.9%
CPH: 30.8%
GA: 48.9%
CPH Grad: 30.71%
GA Average: 48.9%
Three year avg:
CPH: 33.2%
GA: 44.5%
CPH: 17.8%
UGA: 42.8%
Three year avg:
CPH: 18.1%
UGA: .55%
CPH Grad: 28.45%
GA Avg: 48.9%
THREE-YEAR AVG:
CPH: 30.0%
GA:48.9%
169
4.3.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.
Strengths: Students with strong academic credentials are applying to the program. The
numbers of graduate school applicants are increasing and the applicants are coming from
more diverse backgrounds and communities. More than 80 percent of students graduate
within three years of initial enrollment.
Challenges: Many applicants do not presently and have not previously worked in public
health. The current program structure primarily attracts full-time students straight out of
undergraduate programs. There is a low yield on candidates accepted to the MPH program.
Plans: The CPH needs to recruit greater numbers of qualified students. As faculty resources
expand, the CPH should consider expanding graduate enrollment options to spring semester.
Course offerings need to be more flexible, including evening and distance learning options,
to attract more public health practitioners and mature students.
This criterion is met.
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4.4
ADVISING AND CAREER COUNSELING
There shall be available a clearly explained and accessible academic advising system for
students, as well as readily available career and placement advice.
4.4.a. Description of the school’s advising services for students in all degree programs,
including sample materials such as student handbooks.
Student Advising
Undergraduate Advising
All students in the College of Public Health are introduced to advising procedures at the
orientation for new students. Undergraduate orientation is organized in part by the UGA
Office of Undergraduate Admissions (general session) and in part by the CPH (majors
session). Students must register and attend in order for registration flags to be cleared from
their records. These orientations are held all three academic semesters, and are one full day
for transfer students, two full days for incoming freshman. Sessions contain the following: an
into introduction by the admissions office to services within the university that are not related
to specific majors/degree programs such as campus security, housing, food services, financial
aid and academic honesty; an academic fair hosted by the schools and colleges on the first
day of first-year orientation to allow students to explore the different programs on campus or
ask questions; and on day two, the students meet with the individual school or college of
their choice. During the public health portion, a brief introduction is provided about the
academic majors, the research opportunities at the college, and our study abroad programs.
Finally, the academic advisors meet with each student to assist with specific questions
regarding the upcoming semester’s courses.
Students in CPH bachelor’s programs are typically advised once per semester (or more often
if needed). In each subsequent semester, students must meet with their academic advisors
before registering for the next semester’s courses. This allows the advisors to keep students
on track towards a degree in an appropriate timeframe. Undergraduate students are advised
within their chosen or intended academic departments upon arriving at UGA. Two full-time
advisors currently advise the undergraduate students in HPB, while faculty advise
undergraduate students in EHS. In addition to course schedules, advisors and students
discuss any other academic issues, volunteer or independent study options and personal
issues as they may impact academics.
The UGA Academic Advising Coordinating Council operates at UGA to ensure
undergraduate students are receiving the best advising and that advisors are up to date on
student trends and curriculum issues. Evaluation surveys are distributed to undergraduates
once a year by the academic advisors seeking feedback on advising quality and satisfaction
with the advisement process. Results of the survey are compiled and tabulated by the
departments into a report for the CPH.
The CPH uses the university-supported Student Advising and Registration Assistant (SARA)
for all advising assignments and appointments. SARA is an online scheduling and tracking
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system that students can use interactively to make/reschedule appointments, keep up with
academic requirements and those that have been completed. It keeps advisors up to date with
their filled appointment times and provides templates for advising and to improve record
keeping.
Dr. Anne Marie Zimeri, at the time she was the undergraduate academic advisor in the
Environmental Health Science, was given the Outstanding Academic Advisor Award from
the university in spring 2013. Dr. Katie Hein, also while in an advisor role, won the award in
2007. Both have recently been hired into tenure-track positions. The advisor award selection
process is highly competitive and the recognition reflects very positively on the CPH’s
undergraduate advisement program. Only two such university-wide awards are given
annually; one for tenure-track faculty and one for non-tenure-track.
Graduate Advising
Graduate student orientation to the CPH and its degree programs occurs every fall and spring
semester. The orientation agenda consists of a full day of presentations and activities devoted
to familiarizing the students with the university, the CPH, their courses of study and their
academic departments. This orientation requires the participation of the dean, academic
affairs staff, department heads and graduate coordinators for each concentration, as well as
center and institute directors. Group advising by concentration and then individual advising
occurs during the afternoon session. Graduate students (as with undergraduates) are
prohibited from registering for any courses until they have attended an orientation session
and have been advised.
Students in the graduate programs are assigned a faculty advisor or major professor (for MS
and PhD students) upon entering the program. Each MPH student is assigned a faculty
advisor in his or her area of concentration. The DrPH students are initially advised by the
DrPH director until they can be matched with their major professor. The MPH program
coordinators are available for general advising in case a regular assigned advisor is unable to
meet with a student or clarification on programmatic procedures is needed. The program
coordinator ultimately knows the course schedules and requirements for each concentration
area; however, the advising is typically left to each student’s assigned advisor. The other
graduate students within the CPH (MSEH, MSTOX, PhD TOX, EPI, BIO, EHS and HPB)
are assigned a major professor in their academic departments who have similar research
interests. The student is often a research or graduate assistant for his or her major professor.
The major professor advises the student throughout their course of study. Students meet with
their major professors each semester to plan course schedules, discuss academic issues and
personal issues as they may impact academics.
4.4.b. Description of the school’s career counseling services for students in all degree
programs.
Career Counseling
Career counseling is integrated with the advisement process. Student career advising usually
takes four forms: (1) university support services, (2) a dedicated faculty member, (3) faculty
counseling and (4) counseling by our external partners. Students are made aware of these
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options during the advisement process and through CPH communication (Friday newsletter).
First, the Career Center on campus exists to aid students in finding career placement after
graduation. There are several counselors who are able to meet with students upon request.
The center offers assistance with interviewing skills, resume building and writing, and
developing business etiquette skills among other services. The center has a career counselor
dedicated to the CPH. This counselor is able to provide students with individualized
attention and access to public health resources. This counselor also attends workshops and
seminar sessions dedicated to career counseling, throughout the year upon invitation.
Second, a full-time practice coordinator, in addition to overseeing the internship and
residency program for all MPH and DrPH students, teaches career preparation seminars
every fall and spring, maintains a database of career options for upcoming graduates and
counsels students (primarily graduate) individually. Students also receive job and internship
announcements through the various student listservs managed by the CPH.
Third, students may also seek out any professor or staff member for any additional
information, advice or support and frequently do throughout their course of study. This
particularly occurs right before graduation. Finally, students have considerable opportunity
to interact with our external partners, mostly during the internship. A key focus of the MPH
is to provide students with significant exposure and opportunities to interact with public
health practitioners and researchers. Opportunities occur through course exercises, research
and service engagements, guest lectures and the internship programs. In working with public
health professionals, students are able to refine their skills and interests in specific
disciplines, field of application and ongoing research interest. Often it is as important for
students to learn about aspects of public health practice that they do not find rewarding as it
is to explore those areas that they may find promising for a future career. Students frequently
are hired after graduation by the same organization in which they conducted their internships.
4.4.c. Information about student satisfaction with advising and career counseling services.
Student Satisfaction with Advising
Student satisfaction is measured through a number of formal and informal means. Course
evaluations factor prominently into the process. The MPH and DrPH committees provide a
structure for faculty and student liaisons to share points of progress and areas of needed
improvement. Additionally, the various discussion sessions with the dean and CPH
administration help secure feedback on student concerns and provide means for redress.
Additional information is collected through exit and alumni surveys.
For undergraduates, the annual Academic Advising Survey provides an opportunity to gauge
student satisfaction and suggestions for improvement. Both the EHS and HPB departments
distribute this academic advising survey to their undergraduate students every other academic
year. Based on the data from the 2010-2011 survey, 77.1% of students in each academic
department indicated they either agreed or agreed strongly with the statement, “Considering
all factors, I am satisfied with the assistance I received from my advisor” (Table 4.4.1.a).
This response is consistent with the CPH’s goal to provide excellent advising to all students.
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This rate is also just above the 75 percent satisfaction rate that the UGA Academic Advising
Coordinating Council has set as a goal for all of the university’s academic units.
Table 4.4.c. Undergraduate advisor satisfaction - student evaluation, 2010-2011.
Academic
Not at all
Somewhat
Highly
Satisfied
Year/Unit*
Satisfied
Satisfied
Satisfied
2010-2011 EHS
(1) 4%
(3) 12%
(4) 15%
(18) 69%
2010-2011 HPB
(18) 11%
(22) 13%
(28) 17%
(98) 59%
2010-2011 CPH
(19) 9.8%
(25) 13%
(32)16.7%
(116) 60.4%
Total #
Responses
26
166
192
* At the time of the survey, only EHS, HPB and CPH had programs which could be surveyed.
Students in the MPH program are asked to complete an anonymous exit survey evaluating
the overall program of study. This survey was developed internally by the MPH Committee.
The survey asks questions related to the core courses, their area of concentration courses,
internship experience, relationship with advisors, relationship with program staff and
willingness to be an active alumnus. The scoring was a five-point Likert scale ranging from
“strongly agree” to “strongly disagree.” Regarding the question “My advisor was helpful
during my time in the program,” the average response was “4-agree.” Regarding the
question, “MPH program administrative staff were helpful during my time in the program,”
the average response was “5-strongly agree.”
4.4.d. Description of the procedures by which students may communicate their concerns to
school officials, including information about how these procedures are publicized
and about the aggregate number of complaints and/or student grievances submitted
for each of the last three years.
Procedures for Communicating Concerns
The dean of the CPH holds a special advising session with the graduate students each
semester referred to as “Dishing with The Dean.” During these sessions, students are
welcome to sit down with the dean as a group and discuss the strengths and weaknesses of
the CPH, ideas for academic and outreach programs and other issues. The dean then charges
the appropriate faculty/staff to address the requests of the students as necessary. The dean
also meets with the new DrPH students to ensure that the new program is meeting their
needs. As a result of these meetings, actions have been taken to modify a variety of our
operations including: rearranging course times to make them more student friendly,
increasing access to computer labs, improving the range of software programs available in
the computer labs and refining the weekly CPH newsletter to keep students better informed.
UGA has a series of policies that provide students with the opportunity to appeal decisions
associated with academic matters (http://studentaffairs.uga.edu/student-appeals/). In
addition, the CPH has policies governing student appeals and requests for waiver of policy or
curricular requirement. These policies, administered by the Curriculum and Academic
Programs Committee, are included in Appendix 4.4.d. The CPH has the following additional
guidelines for students seeking redress.
Program Dismissal Appeals
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A student who has not made sufficient progress towards completion of the degree may be
dismissed by the department or by the College of Public Health at the end of any semester.
Students may appeal the decision for dismissal from a program to the dean of the College of
Public Health within 30 days of being notified of this decision. The dean will make a
decision based on the advice of a CPH committee. If the student does not accept the decision
of the dean, the student may appeal to the Graduate School, following the appeals procedures
stated in the Graduate Coordinator’s Handbook. See Appendix 4.4.d.
In the 2010-2013 academic terms, the following academic hearings occurred:
2010 - Undergraduate student readmission appeal (approved)
Undergraduate student appealed a grade of F (denied)
Undergraduate student request for course enrollment w/o prerequisites (approved)
Undergraduate student academic dismissal appeal (denied)
Graduate student appealed Failure of MPH Culminating Exam (denied)
2011 - Undergraduate student grade change request (denied)
Graduate student appealed dismissal due to academic dishonesty (denied)
2012 - Undergraduate student grade appeal (approved)
Undergraduate request for change of residency status (approved)
Graduate MPH Core Course grade appeal (denied)
Graduate student appealed dismissal due to academic probation (approved)
2013 - Undergraduate appeal for readmission (approved)
Undergraduate student grade change request (approved)
Undergraduate student request for change of residency status (approved)
Graduate student appealed dismissal due to academic probation (approved)
Graduate student admissions appeal (approved)
Graduate alumni appeal for course number change on final transcript (approved)
Undergraduate appeal for an incomplete extension (approved)
Graduate appeal for waiver of internship requirement (approved)
A student may also be dismissed by the Graduate School for failure to maintain good
academic standing for more than two consecutive academic terms (fall, spring, summer).
Sufficient academic standing is defined by the student’s maintenance of a GPA of 3.0 or
above in graduate-level coursework. Failure to maintain a 3.0 GPA for one semester results
in an academic warning. The student must meet with an advisor to discuss and chronicle an
improvement plan and submit this to the Graduate School as well as the graduate coordinator
of the program in which the student is enrolled. If the student cannot raise the overall GPA in
the second semester, an academic probation is enacted and the student must again submit an
improvement plan. If the student cannot improve to a 3.0 cumulative GPA in the third
semester, he or she is dismissed from the CPH and UGA and cannot reapply for any graduate
program at the university. Like the CPH policy, a student may appeal the decision for
dismissal from the university to the dean of the Graduate School within 30 days of being
notified of this decision. The dean will make a decision based on the advice of the student’s
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advisor and graduate coordinator. If the student does not accept the decision of the dean of
the Graduate School, the student may appeal to the University of Georgia, following the
appeals procedures stated in the Graduate Coordinator’s Handbook (noted above).
For undergraduate students, the CPH programs follow the university policy. Students whose
grades drop below 2.0 are automatically placed on probation by the university. They have a
semester to improve to that level or go on first academic dismissal. Undergraduates on
probation must pull their cumulative GPA up to 2.0 OR earn a cumulative GPA in a semester
of 2.3 with a minimum load of six hours taken. They may stay on probation as long as the
2.3 is earned each time. This university information may be found on the bulletin at:
http://www.bulletin.uga.edu/Bulletin_Files/acad/general_Link.html. Students may always
appeal dismissal.
If a conflict between a student and faculty member should arise, there is a protocol within the
CPH to which students should adhere:
1. Speak directly with the instructor or faculty member in an attempt to resolve the
conflict.
2. If step one does not present a solution, speak directly to the graduate coordinator (if it
is a problem related to your degree program) or to the department head where the
faculty member is housed.
3. If step two does not present a solution, speak directly with the Associate Dean for
Academic Affairs.
4.4.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.
Strengths: Faculty are willing to support students with career counseling. The CPH classes,
the required internship and the Practice Advisory Council provide opportunities for students
to engage with leading public health practitioners and researchers.
Challenges: Given the level of personal attention needed by students, the undergraduate
advising workload is large.
Plans: The CPH should review and expand services to support career planning. The CPH
will need to refine its advisement system as all departments move to the Health Science
Campus.
This criterion is met.
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