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ROLLINS SCHOOL OF PUBLIC HEALTH
OF
EMORY UNIVERSITY
Training leaders to promote health
and prevent disease in human populations
around the world
Self-Study Report
Prepared for the Council on Education for Public Health
October 2004
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Self-Study Report
Prepared for the
Council on Education for Public Health
by the
Rollins School of Public Health
of
Emory University
October 2004
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A Brief History of the Rollins School of Public Health
In June, 1975, the Department of Preventive and Community Medicine in Emory’s
School of Medicine enrolled its first class of sixteen in a public health program, initially
offered as a Master of Community Health. The program soon introduced changes to its
curriculum that enabled it to become a Master of Public Health Program and was
accredited by the Council on Education for Public Health (CEPH) in 1978. In the early
1980s, the program’s enrollment increased to over 40 students, added curricula and
faculty members and was re-accredited as a program by CEPH in 1985. It became an
autonomous division within the Woodruff Health Sciences Center in 1989, as Emory
University considered establishing its first new school in 70 years and the first new
school of public health in a private institution in 50 years. On September 13, 1990, the
Board of Trustees granted school status to the Division of Public Health and Raymond
Greenberg, MD, PhD, became its first Dean. Faculty members in the former Department
of Epidemiology and Biostatistics in the School of Medicine were folded into the new
school, now located on several floors of the recently constructed national headquarters of
the American Cancer Society, adjacent to Emory’s main campus. The initial
accreditation as a school by CEPH occurred in 1992 with a re-accreditation in 1997.
During the decade of the 1990s, the school organization consisted of departments and
centers. A faculty of 30 at its creation grew to approximately 80 and the entering student
cohort grew to more than 200. The program continued to be enriched by the involvement
of adjunct faculty and programmatic opportunities for training offered by the nearby
Centers for Disease Control and Prevention (CDC), American Cancer Society (ACS),
CARE, Inc. and state and local health departments. Sponsored research and the
curriculum similarly grew, along with the creation of interdisciplinary centers that were
eventually administratively housed within departments. In 1995, a growing school
moved into its current home, the 140,000 square foot Grace Crum Rollins Building, and
was named for the Rollins Family, its principal benefactor. In 1995, the school also
recruited its second dean, James W. Curran, MD, MPH, formerly with the CDC and
distinguished by his commitment to blending scholarship with practice. Dean Curran
created a new position, Associate Dean for Applied Public Health (Kathleen Miner, PhD,
MPH), to provide a focus for public health practice in the school. The Career MPH
Program was launched in 1999, offering the MPH degree to mid-career professionals
who would remain in the workforce and learn through episodic on-campus sessions and
web-based instruction.
The Woodruff Health Sciences Center (WHSC) has been under stable leadership since
the mid-1990s. The Executive Vice President for Health Affairs, Michael M.E. Johns,
MD, formed an effective governance team including the deans of the three WHSC
schools, the RSPH and the schools of medicine (SOM) and nursing (SON). Dual degree
programs (MD-MPH and MSN-MPH), joint faculty appointments (including the
appointments of Dr. Johns and SON-Dean Salmon in the RSPH and Dean Curran in the
SON), collaborative research, the Woodruff Leadership Academy and other activities
have produced an integrated and mutually supportive environment. For example,
productive collaborations with the Winship Cancer Institute and SOM and WHSC seed-
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funding have spurred the growth of faculty. Dr. Curran is now the senior dean at Emory
in length of service. In contrast to the WHSC, Emory University’s central administration
is forming a new leadership team with the appointment of President James Wagner and
CFO Michael Mandl in 2003 and Provost Earl Lewis and Vice President for
Development Johnnie Ray in 2004. A new dean of the Graduate School of Arts and
Sciences, under interim direction since 2000, will be appointed in 2005.
With the consolidation of new leadership in the university’s central administration,
Emory is now preparing for a comprehensive campaign that will take us into the next
decade. All schools are engaged in a university-wide strategic planning process. This
coincides with expansion of needs created by the success and growth of the RSPH
teaching, research and service activities. The school requires additional space,
scholarship support for students and an endowment to support both faculty and the
school’s infrastructure. The school is energized to seek new resources to enhance its
growing research portfolio, now exceeding $50 million annually, to support over 140
full-time faculty, to better fund two new doctoral programs, to teach enrollments of over
800 students and to meet our increasing aspirations for excellence.
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Rollins School of Public Health Self-Study
Table of Contents
I.
MISSION, GOALS AND OBJECTIVES ..................................................................
1
II.
ORGANIZATIONAL SETTING
A. External Organization ..............................................................................................
B. Internal Organization ...............................................................................................
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17
III.
GOVERNANCE ...........................................................................................................
27
IV.
RESOURCES ................................................................................................................
38
V.
INSTRUCTIONAL PROGRAMS
A. Degree Programs Offered ........................................................................................
B. Professional Degree Programs: Broad Public Health Knowledge .........................
C. Learning Objectives ..................................................................................................
D. Attaining the Learning Objectives ............................................................................
E. Academic/Research Master's Degree Programs .....................................................
F. Doctoral Degree Programs .......................................................................................
G. Joint Degree Programs..............................................................................................
H. Non-Traditional Degree Programs ..........................................................................
50
53
61
80
86
89
90
93
VI.
RESEARCH ..................................................................................................................
96
VII.
SERVICE ...................................................................................................................... 105
VIII. FACULTY
A. Characteristics, Perspectives, Qualifications ........................................................... 118
B. Recruitment and Retention......................................................................................... 126
C. Diversity ..................................................................................................................... 136
IX.
X.
STUDENTS
A. Recruitment and Admissions.....................................................................................
B. Diversity ....................................................................................................................
C. Advising and Counseling ..........................................................................................
D. Student Roles in the School.......................................................................................
139
150
156
161
EVALUATION AND PLANNING
A. Procedures and Process ........................................................................................... 165
B. Self-study Process and Documentation .................................................................... 172
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CRITERION I – MISSION, GOALS, AND OBJECTIVES
I.1
Mission statement
The mission of the Rollins School of Public Health of Emory University is to acquire,
disseminate, and apply knowledge, and train leaders to promote health and prevent
disease in human populations around the world.
I.2
Goal statements for each major function
Goals
In order to achieve its mission, the school has set the following goals related to its major
functions of instruction, research, and service:




To educate individuals for professional careers in public health through master’s
degree programs (MPH, MSPH, MS) and for research careers through doctoral
programs, and to further educate individuals in the public health workforce by
enhancing their knowledge and skills through continuing education, distance learning,
and technical assistance;
To conduct basic and applied research pertinent to the recognition, characterization,
and resolution of health problems in human populations;
To provide managerial, programmatic, and technical support to local, state, federal,
and international organizations in the delivery and evaluation of health services; and
To create an environment that supports excellence in instruction, research, and
service.
The mission of the school is consistent with the core purpose of the Woodruff Health
Sciences Center of Emory University, “To serve humanity by making people healthy.”
The school’s mission also reflects the Emory University vision statement, which views
this institution as “A destination university internationally recognized as an inquirydriven, ethically engaged and diverse community, whose members work collaboratively
for positive transformation in the world through courageous leadership in teaching,
research, scholarship, health care and social action.”
1.3
Objectives
The school measures progress on each objective pertaining to its mission and goals, and
publishes the results in its Annual Report. This assessment serves as a foundation for
setting new objectives for the next academic year. The objectives, or specific
components of the objectives, are measurable; some as quantitative benchmarks and ome
as actions that may be achieved partially or fully. Recent Annual Reports, found in the
resource file, list goals and objectives and measure progress each year. Objectives for the
2004-05 academic year are listed here as they pertain to each goal.
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Goal I: Educate individuals for professional careers in public health
Recruit students with prospects for becoming public health leaders
Measured by: Number of student applicants and proportion of applicants
accepted
Mean standard test scores (e.g., GRE, MCAT) and grade point
averages of accepted students
Offer training for those entering the highest levels of practice
Measured by: Number of students in doctoral training
Implementation of the proposed new doctoral programs
Completion of feasibility study re: offering new DrPH program
Recruit a culturally and ethnically diverse student body
Measured by: Proportion of minority students by race/ethnicity
Proportion of African-American students
Proportion of women and men
Proportion of students from outside the US
Offer high-quality educational programs with appropriate learning objectives
Measured by: Periodic assessment of learning objectives for programs and
courses
Periodic assessment of learning objectives for core curriculum
Periodic assessment of whether recommendations from the field of
public health are reflected in training
Mean scale scores on student course evaluations
Mean scale scores and responses to student exit survey
Mean scale scores and responses to survey of graduates
Maintaining feedback systems to implement needed changes based
on data collected from evaluations, exit surveys, and survey
of graduates
Maintaining favorable faculty/student ratio
Maintaining proportion of courses (approximately 80%) with
enrollments of fewer than 30 students
Number of faculty participating in training programs for teaching
effectiveness or techniques (e.g., technology applications)
Proportion of graduates passing standardized tests (e.g., Certified
Health Education Specialist examination)
Proportion of graduates with employment in public health within
six months of graduation
Assure that students have appropriate field training in public health practice
Measured by: Number of students with positively assessed practicum experiences
(practicum database)
Number of students annually supported in Global Field
Experiences (international field sites)
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Number of students in ASPH/CDC or other competitively awarded
internships and fellowships
Offer training for professionals in the public health workforce
Measured by: Number enrolled in the Career MPH Program
Number of continuing education programs, proportion offering
CE credit, and enrollment in CE programs
Development of new certificate programs for areas of public health
Increase financial support for the cost of education
Measured by: Annual amount of financial aid (loans, scholarships, and other
subsidies)
Annual amount of scholarship support from school-based,
university and other sources
Encourage interdisciplinary and inter-school training
Measured by: Enrollment in dual-degree programs (MD/MPH; JD/MPH; MBA/
MPH; MSN/MPH; Graduate School (PhD/MPH)
Build services that effectively support student life
Measured by: Implementation of electronic application
Implementation of course self-registration process
Development of new programs in career services
Mean scores on selected scales and other responses to evaluations
of student services on exit survey
Goal II. Conduct basic and applied research
Increase the amount of sponsored research
Measured by: Amount of annual sponsored research awards
Amount of annual expenditures on sponsored research
Amount of annual sponsored research awards per tenure track and
non-tenure track faculty member
Amount of annual research awards from NIH
Maintain the number of publications based on research
Measured by: Mean number of refereed article authorships per faculty member
Number of books published by faculty
Number of presentations and invited presentations at national and
international meetings
Recruit and retain nationally and internationally known faculty members
Measured by: Number of new recruitments of faculty in departments (authorized
searches and successful recruitments)
Credentials of new faculty recruits (e.g., quality of graduate
training, success in research, promise as a teacher)
Number of faculty lost to other institutions
Number of faculty promotions in rank by gender, race/ethnicity
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Sustain interdisciplinary scholarship
Measured by: Number of dual (across schools and departments) appointments of
faculty members
Number of sponsored collaborative research awards in which
projects include faculty from more than one department or
school
Number of interdisciplinary centers and programs
Goal III: Provide managerial, programmatic and technical support to local, state,
federal, and international organizations
Maintain technical assistance to local, state, federal, and global public health programs
Measured by: Number of annual consultant functions performed that build
capacity and/or facilitate programs in local, state, federal,
and international organizations and agencies
Number serving on panels, boards, or programs
Number of student theses contributing to local, state, national, and
international public health organizations and agencies
Increase programs and projects to improve public health practice
Measured by: Number of funded projects to promote public health practice
Number of collaborations with public health organizations,
agencies, and programs in improving practice or practice
outcomes
Number of student theses that contribute directly to the health of
the community
Maintain leadership in public health and related professional associations and related
activities
Measured by: Number of editorial board memberships
Number serving on panels such as NIH study sections
Number serving in leadership roles in professional associations
Number of awards from national or regional associations
recognizing faculty service and accomplishments
Reward faculty participation in programs of service to public health or public health
practice
Measured by: Implementation of new guidelines that include excellence
and adequacy in service as a criterion for faculty
promotion, tenure and annual evaluations
Number of faculty promoted in rank based on excellence in service
or public health practice
Number of new faculty members whose research has promising
potential for improving public health and public health
practice
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Goal IV: Create an environment that supports excellence in instruction, research, and
service
Increase financial resources to allow funding of innovations and financial stability for
the school
Measured by: Increase in endowment
Increase in annual support for scholarships
Increase in annual support for operating costs
Increase in revenue from certificate programs and non-traditional
degree-seeking programs
Increase in research awards
Provide adequate space and equipment for teaching, research, administration, and
service
Measured by: Increase in space available to school (via leasing or building)
Increase in computer laboratory space and number of workstations
Availability of 24-hour access to computing facilities
Upgrade of computer server to accommodate computer capacity
needs
Adoption of “smart classroom technology”
Proportion of teaching spaces with upgraded technology
(equipment less than three years old)
Refinement of the HIPAA IT security infrastructure
Availability of scientific technical assistance for faculty using
high-capacity computing
Become the “center of excellence” for public health teaching, research, and service in
the State of Georgia
Measured by: Number of faculty jointly funded by RSPH and the state
Number of students with tuition paid by the state
Number of agreements with the state, including grants and
contracts
Number of roles played in state and county health departments in
Georgia
Number of alumni in state and county public health positions
Encourage open communication at all levels
Measured by: Number of retreats, staff updates, and other events and meetings
that include significant opportunity for dialogue
Number and frequency of school publications (e.g., Dean’s Letter)
that increase internal communication
Develop leadership and management skills of faculty administrators and mid-level
managers
Measured by: Number of faculty members who enroll in the WHSC Leadership
Academy
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Percentage of salary support from non-sponsored funds provided to
department chairs
Number of staff that participate in leadership and/or management
training
Number of staff that participate in diversity sensitivity training
Provide continuing education opportunities for all staff
Measured by: Number of internal continuing education opportunities offered
quarterly
Number of Technology Lunch & Learn sessions offered in
partnership with CDC
Number of program-specific seminars offered (e.g., CFAR;
Triangle Club; ID Rounds)
Number of “in-house” training sessions (e.g., CPR, defibrillator
training) made available to staff
Evaluate the quality of faculty and programs (in each area of school mission)
Measured by: Outcomes of external evaluations of departments every five years
Evidence that the evaluator’s advice and recommendations are
used as a guideline for building quality
I.4
Development, monitoring, and revision of mission, goals, and objectives
Annual Assessment and Revision of Objectives
Under the direction of the Executive Associate Dean for Academic Affairs, the school
annually assesses the achievement of its objectives at the conclusion of each academic
year. The school then revises objectives, as appropriate, for the next academic year. The
assessment and revisions are based on:
1. Administrative staff reviews of progress on goals and objectives from the
previous academic year, including:
a. Department annual reports
b. Data on outcomes reported by the Office of Student Services (admissions,
recruitment, class enrollment, academic performance, career services)
c. Data from Office of Administration and Finance (sponsored research, indirect
cost recovery, tuition revenue, budget performance, faculty recruitment)
d. Student surveys (Exit Survey, Survey of Recent Graduates, course
evaluations)
2. Recommendations and reactions from faculty members at an annual retreat
3. Strategic planning of the school, Health Sciences Center, and university
4. Recommendations from standing committees and organizations (e.g., Faculty
Senate, Chairs Group, Student Government Association)
5. Recommendations from the public health community (e.g., Institute of Medicine
Committee as in Who Will Make the Public Healthy, Council on Linkages
Between Academia and Public Health Practice; Community Advisory Network)
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6. Benchmarks, such as ASPH student data, Emory University sponsored program
data, Emory University Affirmative Action Plan data, and US university data as
reported in the Chronicle of Higher Education
The following timeline and process is used for the assessment and revision of objectives:
June:
Faculty members complete individual annual reports
July:
Chairs prepare department-level annual reports, a compilation of
individual faculty reports, department accomplishments, and
objectives for the next academic year
August:
Executive Associate Dean for Academic Affairs combines department
reports with administrative and other data outlined above to assess
performance against past year objectives and revise objectives for
the next year
Sept/Oct:
Executive Associate Dean for Academic Affairs drafts a school
Annual Report and invites input from deans and, when needed, from
faculty members at an annual retreat
The annual assessment and revision of goals and objectives comprise the school’s Annual
Report, available on site in the resource file and on the school’s website. At the request
of the university, goals and objectives tracked in the RSPH Annual Report have
historically been organized around a values platform adopted by Emory University
(Choices and Responsibility) rather than the mission and goals of the school. As a result,
in the past it has been difficult to use the Annual Report to readily assess progress against
goals. Beginning with academic year 2003-2004, the school is making the format of its
Annual Report consistent with its mission and goals.
School Retreats on Mission, Goals and Objectives
The school retreat for administrators and all full-time faculty members, generally held at
the start of the academic year, is available as a forum for examining the school’s mission
and goals. The retreat attendees may also include students, adjunct faculty, and
community partners.
The Dean sets the retreat agenda, after considering suggestions from faculty,
administrators, standing committees, and departments. Student and alumni feedback as
well as the current environment (both internally and in the broader public health context)
also influence which issues the retreat will address.
Retreat participants may directly examine the school’s mission and goals, or may focus
on particular objectives that have an impact on achieving the mission and goals. In
addition to mission and goals, topics of recent retreats have included rewarding faculty
for achievements in public health practice, identifying key areas for achieving excellence
in research, determining school priorities for a fund-raising campaign, defining strategies
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for student recruitment, and developing new doctoral programs. Retreats may result in
suggestions for action that are implemented by standing or ad hoc committees or
administrators. Agendas and materials from recent faculty retreats are available in the
resource file.
Routine School Governance and Planning with Attention to Goals and Objectives
Suggestions for new school objectives or revisions to those already adopted may arise
from any school activity associated with governance and planning. This permits the
school to garner the collective expertise and wisdom of groups such as the deans of
Emory’s health science schools, the Faculty Senate, and the body of department chairs
who regularly meet with administrative leaders. Routine planning activities and budget
decisions at all levels, including the university at large, the Woodruff Health Sciences
Center, and the school, may also affect the achievement and setting of objectives.
Although there are a variety of opportunities to provide input to the school’s goals and
objectives, the structure of authority and responsibility for setting and changing them
may not be well understood by some faculty.
Communication of Mission, Goals and Objectives
The mission, goals, and objectives of the school are conveyed through the school's
catalog and web site, and in the Annual Report. The school’s mission and goals also
appear on the university’s web site and, at times, in additional school publications such as
the magazine, Public Health, and the university news periodical, Emory Report.
I.5
Assessment of the extent to which this criterion is met
Strengths
 The school has a clear and concise statement of its mission and goals with measurable
objectives.
 The school has a process for annually reviewing progress on the achievement of
objectives and collecting feedback for revising objectives when appropriate.
 The school’s Annual Report offers a public document on goals and objectives, and an
assessment of progress or achievement.
 There are opportunities for input from a range of constituencies to alter the school’s
goals and objectives.
 The mission statement has been revised to make the educational mission more
explicit and to note that the school intends to train leaders.
Weaknesses
 In the past, the objectives tracked in the school’s Annual Report were required to be
organized around a values platform adopted by Emory University (Choices and
Responsibility) rather than the mission and goals of the school. It has therefore
historically been difficult to use the Annual Report to quickly assess progress against
specific school goals.
 The structure of authority and responsibility for setting and changing school
objectives may not be well understood by some faculty.
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Recommendations
 Make the format for presenting achievement of goals and objectives in future school
Annual Reports consistent with the school’s mission and goals. (Note: This
Preliminary Self-Study Report recommendation was subsequently implemented for
the 2003-04 Annual Report.)
 The school should be more proactive in communicating goals and objectives, and the
process for setting them.
This Criterion is met.
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CRITERION II – ORGANIZATIONAL SETTING
A. EXTERNAL
The Rollins School of Public Health is one of six independent professional schools at
Emory University. Administratively, the school is part of the Woodruff Health Sciences
Center (WHSC). Academically, the school reports to the Executive Vice President for
Academic Affairs and Provost of Emory University in a manner similar to all other
schools with degree programs at Emory University.
II.A.1 Description of Emory University
Emory University, founded in 1836, has become a major national teaching, research, and
service center with a total enrollment exceeding 11,600 (undergraduate, 6,285; graduate,
1,589; professional, 3,726). The university employs 19,288 people (including The Emory
Clinic, Emory University Hospital, Emory Crawford Long Hospital, and Wesley Woods
Center), with 2,700 faculty members among them. The university consists of nine
colleges and schools, including six professional schools: Rollins School of Public
Health, Emory University School of Medicine, Nell Hodgson Woodruff School of
Nursing, Goizueta Business School, Emory University School of Law, and Candler
School of Theology.
The campus is situated on 686 acres six miles northeast of downtown Atlanta, a city rich
in public health resources and activities, and operations are housed in more than 170
buildings (8.2 million square feet of space). Emory University is currently ranked among
the ten US colleges and universities with the largest endowments and is one of the fastest
growing research universities in the country. Emory is building increasingly recognized
academic programs, as evidenced by its election to the Association of American
Universities (AAU).
The Rollins School of Public Health is fourteen years old, although the MPH program
itself is 29 years old. It is highly valued by Emory University for its unique and
significant contributions to the university’s vision of working “collaboratively for
positive transformation in the world.” Since its inception it has been an independent
school with all the operational, fiscal, and programmatic responsibilities of any of the
professional schools at Emory University. The RSPH was first accredited by the Council
on Education for Public Health (CEPH) in 1992. In January 1995, the school moved into
the Grace Crum Rollins Building, a ten-story facility that houses offices, classrooms, and
laboratories of the school. Peers rated the school as being among the “top ten” schools of
public health in the most recent ranking of schools of public health by the U.S. News and
World Report.
Emory University and its professional schools respond to a number of accrediting
agencies including:
 Emory University: Commission on Colleges of the Southern Association of Colleges
and Schools
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




School of Medicine: Liaison Committee on Medical Education of the American
Medical Association
School of Nursing: The National League for Nursing Council of Baccalaureate and
Higher Degree Programs
School of Law: American Bar Association
School of Business: American Assembly of Collegiate Schools of Business
School of Theology: Association of Theological Schools in the U.S. and Canada, and
the Senate of the United Methodist Church
II.A.2 Organizational Chart of Emory University
Emory University
An organizational chart of Emory University, which shows the school’s position within
the Woodruff Health Sciences Center, is provided in Figure II.A.2.1.
Key University Officers
The governing and policy body of the university is the Board of Trustees. The University
President, James W. Wagner, is responsible for university management and is appointed
by and accountable to the Board of Trustees. Other senior officers of Emory University
include the Executive Vice President of Academic Affairs and Provost, Earl Lewis;
Executive Vice President, Finance and Administration, Michael J. Mandl; Senior Vice
President for Campus Life, John Ford (whose faculty appointment resides in the RSPH);
Senior Vice President, Development and University Relations, Johnnie D. Ray; Senior
Vice President and General Counsel, Kent Alexander; and CEO, Woodruff Health
Sciences Center and Executive Vice President for Health Affairs, Michael M.E. Johns.
Woodruff Health Sciences Center
The Rollins School of Public Health is among the three schools (Rollins School of Public
Health, Nell Hodgson Woodruff School of Nursing and the School of Medicine) and an
academic research center (Yerkes Primate Research Center) that reside in the Robert W.
Woodruff Health Sciences Center. An organizational chart of the Woodruff Health
Sciences Center is provided in Figure II.A.2.2.
The CEO, Woodruff Health Sciences Center and Executive Vice President for Health
Affairs is Michael M.E. Johns. Dr. Johns is assisted by the Vice President for Academic
Affairs, Jeffrey Koplan, who oversees academic activities in WHSC; John T. Fox,
President and CEO of Emory HealthCare, who oversees the operating units of Emory
HealthCare (Emory Hospital, Crawford Long Hospital and affiliates, The Emory Clinic,
Wesley Woods Center, and Emory Children’s Center); Ronnie Jowers, Vice President for
Health Affairs and WHSC CFO who oversees the financial affairs; and Gary Teal, Sr.
Associate Vice President and Chief of Staff, who coordinates administrative affairs.
Emory University’s Academic Structure
The Executive Vice President for Academic Affairs and Provost of Emory University,
Earl Lewis, is responsible for the academic program of instruction for the undergraduate,
graduate, and professional colleges and schools. The Dean of the Rollins School of
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Public Health has a reporting relationship to the Provost regarding the school’s academic
programs, as do all deans of the professional schools.
The Graduate School of Arts and Sciences (GSAS) administers all Doctor of Philosophy
(PhD), Master of Arts (MA), and Master of Science (MS) degrees granted at Emory
University and must approve any new doctoral programs. The GSAS receives
applications for admission to all PhD, MA, and MS programs at Emory University;
however, the department offering the degree makes admission decisions for these
candidates. All tenure track faculty members with doctoral degrees in departments
offering the PhD degree are considered to be co-appointed as faculty in the GSAS.
Interim leadership and impending organizational changes in the Graduate School of Arts
and Sciences and the Office of the Provost have posed challenges in planning for the
expansion and coordination of doctoral programs by departments in the RSPH. The
organizational administration and funding of doctoral programs by the GSAS limits the
autonomy of the RSPH in coordinating doctoral training within the school.
Emory University
Organizational Chart
Emory University
Board of Trustees
Robert W. Woodruff
Health Sciences Center Board
EMORY HEALTHCARE
Board
Emory University
President
James Wagner, PhD
Executive VP
Finance &
Administration
Michael J. Mandl
Executive VP
Academic Affairs
& Provost
Earl Lewis, PhD
Senior VP for
Campus Life
Dean, Emory College
John Ford, PhD
Dean, Graduate A & S
Dean, Oxford
Senior VP for
Development &
University Relations
Johnnie D. Ray
Dean, Theology
CEO, Woodruff Health Sciences Center &
Executive VP Health Affairs &
Chairman of the Board, EMORY HEALTHCARE
Michael M. E. Johns, MD
EMORY HEALTHCARE
VP for
Research
Administration
Dean,
Medicine
Dean,
Nursing
Dean,
Public Health
Director,
Yerkes
Dean, Law
President and CEO
John T. Fox
The Emory Clinic
Emory Hospitals
Wesley Woods
ECC
Dean, Business
Senior VP &
General Counsel
Kent Alexander
Veteran’s
Veteran’sAffairs
Affairs
Medical
MedicalCenter
Center
EMCF
Children’s
Children’s
Healthcare
Healthcareof
ofAtlanta
Atlanta
Grady
GradyMemorial
Memorial
Hospital
Hospital
Emory
Emory
Adventist
Adventist
Hospital
Hospital
EHCA,
EHCA,
LLC
LLC
= not a subsidiary entity or operating component of Emory University
Source: Strategic Planning Office
Figure II.A.2.1
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Woodruff Health Sciences Center
Organizational Chart
CEO,
CEO,Woodruff
Woodruff Health
HealthSciences
SciencesCenter
Center &&
Executive
Vice
President
for
Health
Executive Vice President for Health Affairs
Affairs&&
Chairman
of
the
Board,
EMORY
HEALTHCARE
Chairman of the Board, EMORY HEALTHCARE
Michael
MichaelM.E.
M.E.Johns,
Johns, MD
MD
President
President &&Chief
Chief Executive
ExecutiveOfficer,
Officer,
EMORY
HEALTHCARE
EMORY HEALTHCARE
John
JohnT.T.Fox
Fox
Vice
VicePresident,
President, Academic
AcademicHealth
Health Affairs
Affairs
Jeffrey
JeffreyW.
W.Koplan,
Koplan, MD,
MD, MPH
MPH
Vice
VicePresident
President for
for Health
Health Affairs
Affairs&&
CFO,
CFO,Woodruff
Woodruff Health
HealthSciences
SciencesCenter
Center
Ronnie
Ronnie L.L.Jowers
Jowers
Dean,
Dean, Emory
EmoryUniversity
UniversitySchool
School ofofMedicine
Medicine
Thomas
J.
Lawley,
Thomas J. Lawley, MD
MD
Dean,
Dean, Nell
Nell Hodgson
Hodgson Woodruff
Woodruff School
School ofof Nursing
Nursing
Marla
E.
Salmon,
ScD,
RN,
Marla E. Salmon, ScD, RN,FAAN
FAAN
Vice
VicePresident
President for
for Research
Research Administration,
Administration,
Emory
EmoryUniversity
University
Frank
FrankStout
Stout
Dean,
Dean, Rollins
RollinsSchool
School ofof Public
PublicHealth
Health
James
JamesCurran,
Curran, MD,
MD, MPH
MPH
Chief
Chief Counsel,
Counsel,WHSC
WHSC &&EMORY
EMORYHEALTHCARE
HEALTHCARE
Jane
E.
Jordan,
Jane E. Jordan,JD
JD
Director,
Director,Yerkes
YerkesNational
National Primate
PrimateResearch
ResearchCenter
Center
Stuart
Stuart M.
M. Zola,
Zola,PhD
PhD
Senior
Senior Associate
AssociateVice
VicePresident
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for Health
Health Affairs
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&&Chief
Chief ofof Staff
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Gary
Gary Teal
Teal
Senior
Senior Associate
AssociateVice
VicePresident,
President, WHSC
WHSC Development
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Philippe
Philippe Hills
Hills
Associate
Associate Vice
VicePresident,
President, WHSC
WHSC Communications
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Ron
RonSauder
Sauder
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Strategic Planning
PlanningOffice
Office
WHSC
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EMORYHEALTHCARE
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Shari
Shari Capers
Capers
Figure II.A.2.2
II.A.3 Relationship of the School of Public Health to Emory University
Administration
The Dean of the school is accountable to the CEO, Woodruff Health Sciences Center, and
Executive Vice President for Health Affairs on all matters pertaining to budget, space,
and finances. The Dean’s accountability on academic matters is described in the
13
RSPH
preceding section. The Executive Vice President for Health Affairs appoints the Dean for
a renewable term of five years, in consultation with the university President, Provost, and
Board of Trustees. The Dean has authority comparable to deans of other schools at
Emory University and of schools within the WHSC.
The deans of the schools and directors of certain other university units and affiliates (e.g.,
the Carter Center, Information Technology, and Libraries) meet on a monthly basis with
the university Provost concerning matters of policy, procedure, personnel, organization,
and university-wide programs. Through this process, the Dean of RSPH shares in
governance of the university. In addition, the Dean regularly meets with the CEO,
WHSC/Executive Vice President for Health Affairs to report on budget issues, programs,
or initiatives of the school and discuss matters of the WHSC and university that have an
impact on the school. The Dean also shares in governance of the WHSC by attending
weekly executive meetings (chaired by the Executive Vice President for Health Affairs
and the Vice President for Academic Health Affairs) along with the other WHSC deans,
directors, and executives.
Budget
The Rollins School of Public Health follows a budget process that is similar for all three
of the professional schools in WHSC. The Dean presents the annual operating budget to
the Executive Vice President for Health Affairs and his staff for review and discussion.
The Executive Vice President for Health Affairs then presents the proposed budget to the
University Ways and Means Committee, which, in addition to himself, includes the
Executive Vice President of Academic Affairs and Provost, and the Executive Vice
President, Finance and Administration.
The RSPH generates the bulk of its operating income from three sources: 1) tuition
charged to students; 2) indirect cost recovery (facilities and administration costs) applied
to sponsored projects; and 3) the spending distribution from endowment accounts. In
addition, the school receives, through a long-term commitment, approximately $1 million
per year from an endowment fund held by the WHSC and Emory University.
The university charges all its schools, including RSPH, an annual assessment, which is
used to maintain Emory University’s central services and academic activities. The
assessment is based on facility costs, expenditures, numbers of students and alumni, as
well as other indirect measures.
Space
Campus space allocation for the RSPH is authorized by the WHSC but is paid for, in
general, by the school. The majority of school activities are housed in the Grace Crum
Rollins Building (1518 Clifton Road). Space is also assigned in these four locations: the
adjacent 1462 Clifton Road Building; across the street in the Seretean Center at 1525
Clifton; approximately one mile away on the Emory Briarcliff Campus; and in the new
School of Nursing, which is connected by an internal corridor to the Grace Crum Rollins
Building. The original plans for the nursing school were expanded to provide an
additional floor of space permanently assigned to RSPH, which now houses the research
projects of several RSPH faculty members. In addition, the nursing school and the RSPH
14
RSPH
share a teaching pavilion that contains three large classrooms and an auditorium that
accommodates 150. In total, RSPH has over 175,000 gross square feet of space, which
provides over 92,000 assignable square feet of space, as described in IV.4. Finally,
several faculty members have been assigned laboratory space by collaborators in the
Whitehead Biomedical Research Building, at the Winship Cancer Institute, and at the
Centers for Disease Control and Prevention.
Personnel Recruitment, Selection and Advancement
The school follows university policies for employee recruitment, evaluation, and
promotion. The policies and procedures for general staff employment are included in the
university’s employment manual (available on site and on the web). The university is an
Affirmative Action/Equal Employment Opportunity employer (AA/EEO). University
policies also address compliance with other federal regulations, discriminatory
harassment, performance review and evaluation, vacation and sick leave. The web
address is http://emory.hr.emory.edu/policies.nsf.
Emory University’s Affirmative Action/Equal Employment Opportunities guidelines
stipulate that an open search must be conducted for any regular faculty appointment.
RSPH departments receive permission from the Dean to conduct searches for faculty
positions and must initially file a report on search procedures and process with the Emory
Office of Equal Employment Opportunities before initiating the search and at its
conclusion. For new faculty appointments, the school’s Appointment, Promotion and
Tenure (APT) Committee makes recommendations to the Dean regarding academic rank
of appointment, promotion and tenure, after a review and recommendation by the
appropriate department.
Academic Standards and Policies
The school must receive university approval before adding a new degree program. The
university Provost reviews the proposal and, if approved, he forwards it to the
university’s Board of Trustees for final consideration. In addition to degree program
approval, the Office of the Provost may review certain academic issues pertaining to
admission policies and procedures, registration, academic standards, and accreditation,
particularly as they may require coordination across the university.
The Graduate Executive Council and the Dean of the Graduate School of Arts and
Sciences decide curriculum policy for the MS and PhD degrees. The Graduate Executive
Council is comprised of nine graduate school members, three from each division of the
university (humanities, social sciences, and natural sciences). GSAS oversight can
sometimes create challenges for the school’s internal coordination; however, schools and
individual departments within schools offering doctoral programs are primarily
responsible for curriculum matters and for maintaining the quality of their programs.
15
RSPH
II.A.4 Assessment of the extent to which this criterion is met
Strengths
 The Dean of the Rollins School of Public Health has the same authority as the deans
of other schools within the university.
 The school follows the same procedures for faculty promotion and tenure as other
schools within the university.
 The school follows the same budgetary process as other schools within the WHSC
and, effectively, other schools within the university.
 Emory University is a nationally recognized institution and Atlanta, as the “Public
Health Capital of the World,” is an excellent setting for training and research.
 Senior leadership of Emory University and Woodruff Health Sciences Center
understand and value public health.
Weaknesses
 Interim leadership and impending organizational changes in the Graduate School of
Arts and Sciences and the Office of the Provost have posed challenges in planning for
the expansion and coordination of doctoral programs offered by departments in the
RSPH.
 The organizational administration and funding of doctoral programs by the Graduate
School of Arts and Sciences limits the autonomy of the RSPH in coordinating
doctoral training within the school.
Recommendations
 The Dean should be proactive in assuring that the Graduate School of Arts and
Sciences meets the needs of the RSPH doctoral programs.
This Criterion is met.
16
RSPH
CRITERION II – ORGANIZATIONAL SETTING
B. INTERNAL
II.B.1 Administrative and academic structure of RSPH
The organizational structure of the Rollins School of Public Health
Rollins School of Public Health
Organizational Chart
CEO, WHSC
Executive VP for Health Affairs
Michael M.E. Johns, MD
Executive VP
Academic Affairs
& Provost
Earl Lewis, PhD
Dean
James W. Curran, MD, MPH
Executive Associate Dean for
Academic Affairs
Richard M. Levinson, PhD
Behavioral Sciences and Health
Education
ClaireDepartments
E. Sterk, PhD
Academic
Candler Professor & Chair
Assistant Dean, Student Services
JoNell A. Usher, PhD
Biostatistics
Health
Educatio
Michael
Associate Dean
for Applied Public Health
Kathleen Miner, PhD, MPH, CHES
Director of Career Education
Iris Smith, PhD
Associate Dean
Associate and Finance*
for Administration
Dean
DeanMA, MBA
P. Dean
Surbey,
Chief Information Officer
William Morse, JD
Kutner, PhD
Rollins Professor & Chair
Environmental and Occupational
Health
Howard Frumkin, MD, DrPh
Chair
Epidemiology
Jack S. Mandel, PhD
Rollins Professor & Chair
Health Policy and Management
Kenneth Thorpe, PhD
Woodruff Professor & Chair
Assistant Dean
for Dev. and External Relations
Kathryn Heath Graves, MEd, MPH
International Health
Associate Dean
for Research
Claire E. Sterk, PhD
Reynaldo Martorell, PhD
Woodruff Professor & Chair
* Also reports to CFO, WHSC
Figure II.B.1
II.B.2 Relationship of the school’s component parts
17
RSPH
School functions are managed and coordinated by an administrative staff headed by the
Dean. The Dean holds the executive authority and responsibility for the school and is
assisted by the following deans:
 Executive Associate Dean for Academic Affairs
 Associate Dean for Applied Public Health
 Associate Dean for Administration and Finance
 Associate Dean for Research
 Assistant Dean for Student Affairs
 Assistant Dean for Development and External Relations
Academic activities are organized into six departments, each headed by a chair appointed
by the Dean. Chairs report directly to the Dean and, for certain academic, fiscal or
community liaison functions, may work in concert with the associate and assistant deans.
The associate and assistant deans along with the six department chairs share in school
governance. In addition, they advise the Dean on matters relating to policy and schoolwide governance.
Faculty and students share in school governance through
representation on the school’s standing committees (see Criterion III, Governance), in
academic department deliberations, and through their own organizations (i.e., Faculty
Senate and Student Government Association). Curriculum vitae for key administrators
are included in the resource file on site.
Dean (James W. Curran)
The Dean holds executive authority and responsibility for all school activities. The Dean
is directly accountable to Emory University’s Executive Vice President for Health Affairs
and the Provost and, through those offices, to the university President and Board of
Trustees.
Executive Associate Dean for Academic Affairs (Richard Levinson)
This office oversees faculty recruitment, promotion, retention, tenure, and development
with the assistance of the chairs, and coordinates the school’s Appointment, Promotion
and Tenure Committee. The executive associate dean oversees the school’s curriculum
and coordinates the school’s Curriculum Committee. This office is also responsible for
student affairs.
Associate Dean for Applied Public Health (Kathleen Miner)
Primary responsibilities of this position focus on the development and maintenance of
relationships and other activities to link RSPH with the public health practice
communities. The functions of this position fall into two areas: those that are core
activities of the school and those that are funded through extramural grants and contracts.
Core academic oversight functions include:
practicum experience, continuing
professional education, and Career MPH, the graduate distance education program whose
director reports to Dr. Miner. The general areas of extramural funding include: public
health workforce development, technology-based instruction, applied research and
evaluation, and public health professional development.
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Associate Dean for Administration and Finance (P. Dean Surbey)
This office oversees the allocation and management of school resources. The Associate
Dean for Administration and Finance is responsible for developing the operating budget
and monitoring expenses as well as coordinating strategic planning for the school. The
associate dean oversees the Business Services Office, which manages all aspects of preand post-award administration for grants and contracts including compliance and
regulatory affairs, the school’s human resources activities (including payroll), physical
plant, space allocation, and information. The chief information officer reports to the
office of this associate dean.
Associate Dean for Research (Claire E. Sterk)
The Associate Dean for Research is responsible for facilitating the school’s programs of
research. This office interacts with Woodruff Health Sciences Center and Emory
University offices on policies that affect research. This office also liaises with the RSPH
Office of Research Administration on issues related to the university Institutional Review
Boards’ policies and procedures, and their application and implementation in the RSPH.
Working closely with nine other faculty members appointed to the RSPH research
advisory committee, the Associate Dean for Research identifies opportunities for
collaborative and/or interdisciplinary research and brings faculty together in common
efforts, for example center grants. The associate dean may also interact with major
funding agencies, identifying opportunities for faculty or groups of faculty for sponsored
programs of research.
Assistant Dean for Student Affairs (JoNell Usher)
This position reports to the Executive Associate Dean for Academic Affairs. The
assistant dean oversees the Office of Student Services and its functions in student
admissions and recruitment, advisement, enrollment, financial aid, career services,
international student affairs (including English as a Second Language classes), student
activities, evaluation of instructional quality, and honor code matters. The assistant dean
coordinates the work of assistant directors for academic programs who provide routine
staff advisement to students and who coordinate curriculum-related activities in each
academic department and in the Career MPH Program.
Assistant Dean for Development and External Relations (Kathryn Graves)
The Assistant Dean for Development and External Relations is responsible for all areas
of development and fundraising, alumni relations, and relationships with individual
donors, foundations, and corporations involved in philanthropic support of the RSPH.
The assistant dean oversees external relations for the school and edits the magazine,
Public Health, the Dean’s Letter, and all alumni publications. The assistant dean reports
both to the Dean of RSPH and to the Senior Associate Vice President for Development,
WHSC.
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Department Chairs
The school’s academic programs and faculty are organized into six departments headed
by chairs appointed by the Dean (see organization chart for names of chairs). Chairs are
responsible for 1) guiding the operations of departments within a budget, 2) building
research and training programs within departments and in collaboration with other
departments or units of the university, 3) cultivating opportunities to collaborate for the
improvement of public health practice, and 4) recruiting and retaining excellent faculty.
Chairs are responsible for working with faculty to identify needs and opportunities for
developing and maintaining excellence in teaching, and mentoring graduate and doctoral
students.
Chairs collectively participate in the leadership of the school with the Dean at twicemonthly meetings and through individual consultations. Chairs are also responsible for
annually evaluating faculty and initiating recommendations for promotions and
adjustments in salaries. In addition to their administrative responsibilities, chairs
maintain their own programs of research, often supported by extramural funding. Chairs
often teach in the academic programs of their departments and serve as student advisors.
II.B.3 Support for interdisciplinary coordination, cooperation, and collaboration
Emory University commits itself, as an institution, to promoting interdisciplinary and
cross-disciplinary teaching and research. The RSPH embraces these values by supporting
interdisciplinary collaboration through its organization and faculty appointments. All
departments within RSPH are interdisciplinary, as exemplified by the breadth of
academic degrees among tenure track faculty.
Support for interdisciplinary
collaborations within the RSPH and Emory University is demonstrated in the following
ways:
Interdisciplinary Faculty in RSPH
Within the school, faculty from various disciplines can be found in several departments.
For example, every department has one or more faculty members who hold a terminal
degree in epidemiology. Faculty members with an interest in environmental health and in
global or international health are appointed not only to the Departments of Environmental
and Occupational Health or International Health but also are found in every department.
Social and behavioral scientists are not only appointed in the Department of Behavioral
Sciences and Health Education but also hold appointments in the Departments of Health
Policy and Management and International Health. Biostatisticians are appointed not only
to the Department of Biostatistics but also to the Department of Epidemiology. This mix
of academic backgrounds has resulted in a number of cross-department appointments
within the school.
Joint Appointments between Schools at Emory University
Forty percent of RSPH tenure track faculty members have secondary, joint appointments
with other schools at Emory University (twenty percent in the School of Medicine), and
many collaborate with faculty from other schools in sponsored research projects. Forty-
20
RSPH
five Emory University faculty members from outside the school have secondary joint
appointments in the RSPH, including 35 from the School of Medicine.
Participation in Joint Degrees
By administratively supporting several dual-degree programs, the RSPH fosters contact
between faculty and students of different schools. These include the MSN/MPH with the
School of Nursing; MD/MPH with the School of Medicine; JD/MPH with the School of
Law; and the MBA/MPH with the School of Business. Cross-registration is available for
classes in law, theology, nursing, business and the Graduate School of Arts and Sciences.
The school shares resources, such as the Health Sciences Center Library, with the
Schools of Medicine and Nursing. The university-wide Center for Health, Culture and
Society, supported in part by the RSPH, annually selects two MPH or MSPH students
who become funded fellows for one year while they enroll in social science courses in the
Graduate School of Arts and Sciences. The center also annually sponsors several
doctoral students to study for the MPH or MSPH degree.
Interdisciplinary Seminars and Lectures
The school sponsors several major lecture series that are open to the university and the
public, such as the Triangle Lecture Series, the Vaccine Dinner Club, and the Center for
AIDS Research lectures.
In addition, departments support interdisciplinary
communication through seminars and presentations to which students, faculty, and staff
from Emory University are invited. They are designed, in part, to share the work of
department faculty, students, and their related disciplines with others in the school.
Faculty and students are invited to dissertation defenses and to presentations based on
research and practica at sites around the world that were sponsored by the school’s
Global Field Experiences funds.
The school holds an endowment that sponsors an annual presentation, The DeHaan
Lecture (see Appendix VIII.B.2), on an aspect of health promotion. The school also
supports the annual Charles C. Shepard Symposium each May, which features student
presentations based on the best theses, competitively selected by a school-wide faculty
committee. Programs from previous years are on file and available on site.
Interdisciplinary Centers
The school’s centers, which are listed in Table II.B.3 and described in Appendix II.B.3,
contribute to interdisciplinary research, teaching, and service activities. The centers
allow RSPH to expand expertise and respond to community needs, and provide the
opportunity for research collaboration with faculty from other schools and professionals
in public health practice. Center seminars allow students who are interested in research,
exposure to other disciplines.
There are no formal RSPH policies guiding the creation and administration of centers.
For administrative reasons, each center is aligned with the department in which the
center’s director is located. Most center participants receive extramural funding;
21
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Table II.B.3
RSPH Interdisciplinary Centers
Department
Behavioral Science and
Health Education
Centers
• Center for Public Health Preparedness
• Center for Public Health Communication
• Center for Public Health Practice
• Emory Prevention Research Center
• Southeast Institute for Training and Evaluation
• Tobacco Technical Assistance Consortium
Biostatistics
• Biostatistics Consulting Center
• Center for Infectious Disease Analysis
• Center for High Throughput Experimentation
Design and Analysis
Environmental and
Occupational Health
Epidemiology
• Center for Injury Control
• Occupational and Environmental Medicine
Residency Program
• Center for Public Health Preparedness and
Research
• Emory Center for AIDS Research
• Georgia Center for Cancer Statistics
• Surveillance, Epidemiology and End Results
Program
• Women’s and Children’s Center
Health Policy and
Management
• Emory Center on Health Outcomes and Quality
International Health
• Center for Global Safe Water
• Center for Health, Culture and Society
• Interfaith Health Program
• Lymphatic Filariasis Support Center
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Selected Examples of
Collaborative Relationships
American Cancer Society
Association of State and
Territorial Health Officers
CDC
Public and Private Health Providers
School of Nursing
Southwest Georgia Cancer Coalition
State and Local Public Health
Agencies
Woodruff Health Science Center
Johns Hopkins University
UNC Chapel Hill
Oswaldo Cruz Foundation
University of Michigan
Baylor Medical School
ATSDR
CDC
Federal Aviation Administration
General Motors
Georgia Div of Public Health
Georgia Poison Control Center
Kimberly Clark
Lockheed Aerospace
National Highway Traffic Safety
Administration – Region IV
OSHA
School of Medicine
State and Local Governments
World Health Organization
CDC
Emory Vaccine Center
Georgia Cancer Coalition
Georgia Division of Public Health
Hope Clinic
School of Medicine
University of Puerto Rico School
of Public Health
Winship Cancer Institute
Yerkes Primate Center
Aetna
CDC
Emory Center for Health in Aging
Georgia Hospital Association
CARE USA
CDC
The Carter Center
Dept. of Anthropology
Grady Memorial Hospital
Population Services Intl.
Schools of Medicine, Nursing and
Theology
22
RSPH
however, some also receive infrastructure support from the school, university, or
department in which they administratively reside.
Interdisciplinary Teaching Facilitators and Barriers
Within RSPH, department chairs have the administrative flexibility to credit faculty
teaching activities and exchange tuition revenues in a way that fosters collaboration. This
flexible approach to joint courses appears to be working, as indicated in the school
catalog; many courses are cross-listed between departments. Cross-school teaching
collaborations can be more challenging, however, because different methods of
reimbursement of faculty for teaching and the absence of policies related to tuitionsharing may inhibit the expansion of, or present challenges for, university-wide education
programs.
II.B.4 Definition of the professional health values, concepts, and ethics to which the
school is committed and a description of how these are operationalized
Historical Values Platform of Emory University: Choices and Responsibility
The school historically subscribed to the values platform of Emory University as
presented in the document, Choices and Responsibility, on file and available on site. The
values in Choices and Responsibility, summarized below, addressed the principal
challenges of contemporary research universities and were consistent with the mission
and goals of the school.
 The achievement of excellence in the missions of teaching, research and service
 The balance of faculty efforts in teaching and research
 Building a strong internal community
 Encouraging interdisciplinary research
 Keeping pace with infrastructure needs
 Building strong external relationships
In the summer of 2004, President Wagner proposed a new Code of Ethics for Emory
University, and invited comment. The Code of Ethics draft (or the final document, if it
has been released) is available on site in the resource file.
In particular, the school supports the following:
Mission, Goals and an Ecological Approach to Health
The school strives to educate public health professionals who share the public health
values reflected in the school’s mission and goals. These values imply a commitment to
health rather than medical care per se, to population health rather than individual health,
and to prevention rather than cure as the optimal method of assuring the health (physical,
mental, spiritual) of the population. As such, the school provides students with an
ecological approach to health and illness through its core curriculum and within specific
programs.
23
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International Declaration of Health and Human Rights
The school subscribes to The International Declaration of Health and Human Rights. As
an affirmation of its commitment, faculty and students recite this declaration at the annual
school commencement ceremony.
Social Justice and Human Rights
The school recently demonstrated its commitment to social justice by providing
leadership and funding to the development of a university-wide program whereby
students in all professional and graduate schools may be certified in human rights.
Through this new program, which is administered by the Graduate School of Arts and
Sciences, students enroll in certain courses, including a common interdisciplinary core
course, and carry out a capstone project in an area pertaining to human rights. In the
RSPH, students are able to blend work on the certificate with the normal core, required
and elective coursework, and capstone experience. Three students from the RSPH
completed this certificate for the May 2004 graduation, and one student completed the
certificate for August 2004 graduation.
Martin Luther King Celebration and Community Service Awards
The school annually celebrates the anniversary of Martin Luther King’s birth with a
university-wide program that offers recognition through awards for community
organizations serving aspects of public health and social wellbeing. This program is
distinctive in that it brings front-line community health workers to campus where they
share their accomplishments with students, faculty, and staff.
Center for Ethics in Public Policy and the Professions
The university’s Center for Ethics in Public Policy and the Professions exists to enrich
moral imagination, to deepen knowledge of ethics, and to encourage lives of moral
meaning and ethical practice as expressed in the personal, professional, and public roles
of Emory University’s members and constituencies. The center organizes programs,
lectureships, and educational experiences for faculty and students; supports an ethics
library and resource center; and sponsors a research fellows program. RSPH faculty
members helped found the center and serve on the center’s advisory board, and students
and faculty have participated in center programs.
Training in Ethics
The school’s curriculum includes a course in public health ethics, BSHE 578, Ethics in
Public Health, which examines ethical rules, principles and theories as they relate to
public health practice and the delivery of health services through individual and
institutional providers. In addition, many courses include content pertaining to the ethics
of public health practice, research, and resource allocation. (See Learning Objectives in
V.C.1.) All RSPH doctoral and post-doctoral students must enroll in and satisfactorily
complete a research ethics course, Values in Science, IBS 606, offered by the Emory
Center for Ethics. Finally, most RSPH students enroll in web-based instruction on
research ethics arranged by the university’s Institutional Review Board and become
certified as having been trained at a basic level.
24
RSPH
Policies and Procedures
The school strives to foster cultural sensitivity among its students, staff, and faculty
through its policies and programs. Administrative procedures are designed to promote
the fair and ethical treatment of employees and students with respect to admission,
evaluation, graduation, hiring, promotion, and termination. These procedures are
documented in various publications such as the Policies and Procedures Manual
(available on site and posted on the web). The Emory University Office of Equal
Opportunity Programs (EOP) monitors affirmative action initiatives at the university
level and is available to respond to individual cases brought to its attention. The EOP
conducts workshops on sexual harassment and effective collaboration within diverse
workforces for all university employees.
University Organizations
Several committees at the university level, which include students, faculty, and staff from
the RSPH, deal with ethical and fair treatment of faculty, staff, and students, for example,
the President’s Commission on the Status of Women; Commission on the Status of
Minorities; and Commission on Lesbian, Gay, Bisexual, and Transgender Concerns. The
school widely disseminates its honor code and enforces violations through an ad hoc
Honor Code Committee of faculty and students coordinated by the Assistant Dean for
Student Affairs.
Research and Institutional Review Boards
Emory sponsors two Institutional Review Boards (IRBs). One IRB focuses on
biomedical research, and the other, social sciences. All student and faculty research is
submitted to and reviewed by an IRB. Faculty and students in the RSPH may submit to
either IRB, and faculty members in the RSPH serve on these IRBs. When new
regulations, policies, and procedures are instituted, such as the implementation of HIPAA
regulations, the university’s Office of the Vice President for Research Administration
plans informational programs for faculty, students, and staff.
II.B.5 Policies illustrative of the school’s commitment to fair and ethical dealings
Written policies related to fair and ethical dealings are in the university’s Policies and
Procedures Manual, which is available on site, and specific policies are posted on the
school and university web sites. Appendix II.B.5 contains the table of contents for the
Policies and Procedures Manual.
University Documents Illustrating Commitment to Fair and Ethical Dealings
Affirmative Action Policy/Discrimination/Harassment
Americans with Disabilities Act
Budget and Resource Allocation
Choices and Responsibility
Discriminatory Harassment
Emory University Affirmative Action Plan
Employment and Termination Decisions
Investigations/Research Rules
25
RSPH
Law on Alleged Sexual Assault
Minority Health Research
Non-immigrant Teachers
FMLA – Family Medical Leave of Absence
Principal Governing Faculty Relationships
Corrective Discipline Measures
RSPH Documents Illustrating Commitment to Fair and Ethical Dealings
Appointment, Promotion and Tenure
Emory University Conflict of Interest Disclosure
Institutional Research Board
Performance Evaluation
II.B.6 Assessment of the extent to which this criterion is met
Strengths
 The school’s organizational structure is well defined, and the operational reporting
structure provides the necessary flexibility to manage the school’s diverse academic,
research, and public health objectives.
 Faculty members in the school represent a variety of public health disciplines, and
their research interests result in significant interdisciplinary efforts within the school
and the broader public health community.
 Departments and centers offer frequent seminars and presentations that are open to all
students, as well as members of the academic and public health communities.
 The school supports a range of centers that promote interdisciplinary research,
teaching, and service.
 The centers allow RSPH to adapt to change and expand its expertise in order to
address emerging public health needs.
 The school and university have well established and written policies reflecting their
commitment to fair and ethical dealings with all members of the community.
Weaknesses
 The school’s centers receive variable infrastructure support from departments, and
long-term survival is dependent on each center’s staff obtaining extramural funding.
 Different methods of reimbursement of faculty for teaching and the absence of
policies related to tuition-sharing may inhibit the expansion of, or present challenges
for, university-wide educational programs.
Recommendations
 Establish guidelines for center development, and develop an administrative structure
that further leverages center strengths and encourages interdisciplinary efforts.
 Discuss with the Provost and deans of Emory University schools approaches to
tuition-sharing and faculty reimbursement that could further the expansion of crossschool collaborations in educational programs.
This Criterion is met.
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CRITERION III - GOVERNANCE
III.1.
Description of the school’s administrative, governance and committee
structure and processes, particularly as they affect:
 General school policy development;
 Planning;
 Budget and resource allocation;
 Student recruitment, admission and award of degrees;
 Faculty recruitment, retention, promotion and tenure;
 Academic standards and policies;
 Research and service expectations and policies
Overview of RSPH Governance Structure
The RSPH governance structure is designed to support the school’s mission “to acquire,
disseminate, and apply knowledge, and train leaders to promote health and prevent
disease in human populations around the world.”
The Dean of the Rollins School of Public Health is responsible for decisions affecting the
functioning and development of the school and oversees the development and
implementation of all school-wide policies
Governing organizations may initiate policy recommendations to the Dean. At the
Dean’s request, they also review, recommend, and administer actions on school-wide
policy and governance matters. The school has three governing organizations: 1) Chairs
Group; 2) Faculty Senate; and 3) Student Government Association.
Standing committees may initiate policy recommendations to the Dean. At the Dean’s
request, they also review and recommend specific actions on policy matters in their area.
The school has four standing committees: 1) Curriculum Committee; 2) Appointment,
Promotion and Tenure Committee; 3) Academic Standards Committee; and 4) Research
Committee. As the need arises, the school may form ad hoc committees to address policy
issues.
Governance also occurs in departments, which department chairs administer in
consultation with faculty members. Each department determines its own governance
model, and department models vary. Department meetings generally include full-time
tenure track and non-tenure track faculty members and most include one or more student
representatives. Some departments have standing committees while others enact policy
as a committee of the whole with ad hoc committees appointed for specific functions.
Most departments relegate faculty personnel decisions to tenure track or tenured faculty
members.
The RSPH governance structure allows for responsiveness and flexibility, and
encourages departments and faculty to seek out and take advantage of opportunities that
support the school’s mission and goals. Conversely, this flexibility can lead to a
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perceived lack of consistency in how policies are developed and administered across
departments. School-wide policies and procedures are not always clear to faculty, and
changes in school-wide programs may occur because of special opportunities, rather than
in accord with strategic plans or established procedures.
Description of School-wide Governing Organizations
Chairs Group:
The full Chairs Group meets once a month and serves as the major policy-making and
advisory body in the school. This group includes the Dean, the chairs of the six
departments, the four associate deans and two assistant deans. Also meeting with the
Chair’s Group are the director of the Career MPH Program, the director of Information
Services, the chair or designate of the Faculty Senate and the President of the Student
Government Association. The Dean and department chairs also hold separate meetings
as necessary to address strategic issues associated with academic operations and
direction. A Chairs Group membership list is included in Appendix III.1.
Governance Functions: The Chairs Group initiates recommendations on school-wide
policies and programs; reviews and advises the Dean on recommendations received from
standing committees and governing organizations; and advises the Dean on planning,
development, policy and operations of the school.
Faculty Senate:
The Faculty Senate is the representative body for the faculty of the Rollins School of
Public Health and provides an ongoing mechanism for faculty participation in RSPH
governance. The Faculty Senate consists of one representative from each department
elected by their full-time faculty and two at-large representatives elected by a vote of all
RSPH full-time faculty members. The Faculty Senate conducts monthly meetings during
the academic year (September through May) and schedules and sets agendas for fullfaculty meetings as needed. The Faculty Senate Chair or a designate is invited to attend
and participate in the full Chairs Group meetings. The Executive Associate Dean of
Academic Affairs serves as an ex officio member of the Faculty Senate. The school
provides a budget for the Faculty Senate (currently $10,000/year) to use at its discretion.
A Faculty Senate membership list is included in Appendix III.1.
Governance Functions: The Faculty Senate facilitates two-way communication between
RSPH administration and faculty. The senate may initiate policy or program
recommendations related to the professional life of faculty or review existing or proposed
policy issues referred to them by the Dean or Chairs Group and provide
recommendations. Faculty Senate representatives normally bring matters for discussion
to their home department meetings and reflect the sentiment of their department faculty
in Faculty Senate deliberations. The senate’s recommendations for school policies and
procedures are made to the Dean, who normally consults with the full Chairs Group
before adoption. Additional details about Faculty Senate roles and responsibilities are
included in Appendix III.1.
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Student Government Association (SGA):
The RSPH SGA is composed of one representative from each department. An executive
board, elected by a vote of all students enrolled in the RSPH, includes the president, vice
president, secretary and treasurer. The president, or designate, serves on the full Chairs
Group and the Alumni Association Board, and has the opportunity to express student
concerns at meetings of these groups. Other RSPH students may participate in the SGA
as non-voting members as well as on committees created as needed. The SGA Executive
Board meets twice monthly to receive committee reports, plan activities, vote on
budgetary matters and work on public health related issues. The SGA holds school-wide
meetings monthly. Minutes of all meetings are electronically posted. The SGA
contributes a representative to the Emory University Student Government Association.
The Emory University SGA, which is monitored by the university’s Office of Campus
Life, allocates funds to the RSPH SGA from activities fee revenue collected centrally
from all enrolled students. A Student Government Association membership list is
included in Appendix III.1.
Governance Functions: The SGA initiates policy recommendations for the school and is
asked to advise the Dean and Chairs Group in the consideration of certain policies and
procedures. It also allocates funds for chartered student organizations and supports
social, academic, and service programs of interest to students.
Governance Process
General School Policy Development
Proposals for school-wide policy may be initiated in any of the governing organizations
or standing committees or by the school’s administration. Proposals are presented to the
Dean who normally brings them to the Chairs Group for discussion and a
recommendation for adoption. The Dean may also refer policies to any of the standing
committees or governing organizations for their advice or may appoint advisory ad hoc
committees.
Planning
Planning occurs during the school’s annual budgeting process. Annual planning begins
with a review of progress on objectives and the development of objectives for the next
academic year. This process is documented in the school’s Annual Report (available in
the resource file on site).
The annual review of progress on objectives is based on input from the following
sources:
 Recommendations and reactions from faculty members at an annual retreat;
 Data on various school outcomes reported by the Office of Student Services
(admissions, recruitment, class enrollment, career services) and the Office of
Administration and Finance (sponsored research, indirect cost recovery, tuition
revenue, budget performance);
 Strategic planning of the school, Woodruff Health Sciences Center and university;
 Student surveys (Exit Survey, Survey of Recent Graduates, course evaluations);
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


Recommendations from standing committees and organizations (e.g., Faculty
Senate, Chairs Group, administration);
Department annual reports; and
Recommendations from the public health community (e.g., Institute of Medicine
Committee as in Who Will Make the Public Healthy, Council on Linkages
Between Academia and Public Health Practice, Community Advisory Network.)
RSPH participates in university-wide strategic planning processes. A 2004-2005 Emory
University Strategic Planning Process is being co-led by the Woodruff Health Sciences
Center CEO and the University Provost. An overview of this process and information
contributed by RSPH are available on site in the resource file. Strategic planning also
occurs in concert with other units of the Health Sciences Center. A recent illustration is
the Woodruff Health Sciences Center-wide planning process for research.
Operational planning is normally carried out by school administrators who consult at
weekly Dean’s administrative staff meetings, and by the Chairs Group.
Budget and Resource Allocation
Budget: The school’s budget is developed each year by the Dean, supported by the
Associate Dean for Administration and Finance, with the Executive Vice President for
Health Affairs and his staff. The budget reflects the school’s three-year estimates for
revenue and expenses. Plans for growth and development are taken from the most recent
strategic plan and other priorities reflected in the Annual Report and those identified at
the annual faculty retreat. The Executive Vice President for Health Affairs presents the
school’s budget to the University Ways and Means Committee. This annual budget
review process is consistent throughout all schools and units within the university.
Resource Allocation: Resource allocation within the school is based on initial
assumptions and guidelines for the annual budget which are normally discussed by the
Chairs Group in the late spring and throughout the summer months. Discussions cover
such topics as projected salary increases, faculty additions, anticipated grant awards and
proposed tuition changes. Based upon decisions generated by these discussions, an initial
expense budget is prepared and compared with anticipated revenues from three sources:
1) tuition; 2) indirect costs recovered from research grants; and 3) income from
endowment and unrestricted gifts. The Dean and/or the Associate Dean for
Administration and Finance discuss departmental budgets with each chair and necessary
adjustments are made. At the beginning of the fiscal year, when future revenue can be
estimated more accurately, particularly related to student enrollment, minor adjustments
are made if necessary and budgets are prepared for each department and all independent
operating service units within the school.
The Woodruff Health Sciences Center (WHSC) controls an endowment fund (Woodruff
Fund, Inc.) that provides funding for high priority initiatives that are supplementary to the
annual operating budget. WHSC solicits proposals annually from its schools and units.
Within the RSPH, departments may submit initiatives, which the Dean and associate
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deans rank in priority and submit to the WHSC for funding. RSPH has been awarded
funds from this endowment every year since its inception.
Student Recruitment, Admissions and the Awarding of Degrees
Recruitment: Student recruitment initiatives are centralized. Activities are coordinated
by the Associate Director of Admissions in concert with the Associate Director for
International Affairs in the Office of Student Services. The school provides funding for
development of school and departmental recruitment materials, and for travel to local
campuses and some national meetings. Although recruitment efforts have been modest
during the past 10 years, enrollment has increased and been sustained in recent years.
The school’s major annual recruitment activity is “Visit Emory!” The Visit Emory!
event is an opportunity for accepted students to visit the RSPH, meet faculty and current
students, attend classes, and become acquainted with Atlanta.
Admissions: The Associate Director of Admissions also coordinates admissions
processes. Decisions to admit students are made by faculty members in each department.
The central admissions process therefore involves administrative coordination associated
with receiving applications, acceptance notification, and enrollment. Each department has
guidelines for admission decisions (published in the school catalog and posted on the
website), a process for applicant review, and a method of admission decision-making.
However, the school’s Chairs Group establishes general policies concerning admissions
and annually sets target enrollments school-wide and for each department.
Awarding of Degrees: The Associate Director for Registration and Financial Aid in the
Office of Student Services oversees the awarding of degrees. The Assistant Directors for
Academic Programs (ADAPs) in each department assess the progress of students toward
the completion of degree requirements. The Associate Director for Registration and
Financial Aid reviews the academic records and “clears” students for graduation when all
requirements have been met.
The PhD degrees in Biostatistics, Epidemiology, Nutrition and Health Sciences, the new
Behavioral Sciences and Health Education, the new Health Services Research and Health
Policy, and the Master of Science degree in Biostatistics are awarded by the Graduate
School of Arts and Sciences. Faculty members that serve as Director of Graduate Studies
in the departments offering doctoral programs oversee students’ academic progress,
administer the student recruitment program and are accountable to the Graduate School
of Arts and Sciences on student progress and program quality. They interact with (and
may serve on) the Executive Council of the Graduate School of Arts and Sciences in
establishing policy, reviewing curricula and evaluating programs. All faculty members
with doctoral degrees in departments offering the PhD are eligible to vote in elections of
members of the graduate school’s Executive Council. All faculty members with doctoral
degrees in departments offering the Ph.D. are considered to be members of the Graduate
Faculty of Emory University.
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Faculty Recruitment, Appointment, Retention, Promotion and Tenure
Recruitment: Departments, with the permission of the Dean, recruit faculty members in
accord with standard university procedures described in the RSPH Appointment,
Promotion, and Tenure Guidelines, posted on the web and available on site in the
resource file. Faculty searches also require the approval of the University Equal
Opportunity Programs (EOP) Office. The hiring department must submit, for EOP
approval, a Search Activity Request form including a job description, plan for
recruitment and search committee composition. The search commences following EOP
approval. All applicants to an open position are sent a form soliciting the applicant’s
background characteristics to be submitted anonymously to the EOP Office. The EOP
Office assesses characteristics of the applicant pool and adherence to university policies
and procedures. Once a desirable candidate for the faculty position has been recruited, a
report is filed with the EOP Office. Assuming appropriate procedures are followed, a
recommendation is made to the Dean for the faculty appointment.
Appointments: The school’s Appointment, Promotion and Tenure (APT) Committee
reviews and makes recommendations to the Dean on all faculty appointments (with the
exception of adjunct and certain non-tenure track faculty appointments) and faculty
promotion and tenure recommendations from departments. The university has written
policies and procedures concerning the recruitment, retention, promotion and tenure of
faculty. The school augments these university policies with considerations relevant to the
mission of the Rollins School of Public Health. School policies emphasize the balance
among teaching, research and service. These policies guide the decisions of the school’s
APT Committee.
Appointments with tenure or at the rank of professor must also be approved by the office
of the Executive Vice President for Health Affairs, the President’s Advisory Committee
(a university-wide committee that advises the Provost and President) and the Board of
Trustees.
Retention: Department chairs annually review all faculty members. All tenure track
faculty members appointed as assistant professors receive an evaluation by the APT
Committee after three years of employment. This mid-term review is initiated by the
department, with senior faculty reviewing the candidate. The APT Committee then
reviews the department’s assessment and the candidate’s dossier and writes an evaluation
of the candidate’s progress towards promotion and tenure with recommendations on how
the individual’s record might be improved. This written evaluation by the APT
Committee is shared with the department chair and the candidate.
Faculty members without tenure hold positions that are annually renewable. If faculty
members are not to be renewed at the end of the academic year, they must be notified
prior to October 31, December 31 or January 31, depending upon length of employment.
The rules are included in the Emory University Statement of Principles Governing
Faculty Relationships, available on site in the resource file.
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Promotion and Tenure: Tenure track faculty members are considered for promotion in
rank and tenure during their probationary period. Tenure track faculty may be appointed
to a non-continuous (annually renewable) probationary period for no more than seven
years. Hence, faculty members not recommended for promotion following the seventh
year of non-continuous appointment are normally terminated.
The department recommends a faculty promotion on the basis of achievements in
teaching, research and service with excellence in at least one area and at least adequacy in
others. Faculty members being considered for promotion are initially reviewed by the
department’s senior faculty. External evaluation letters are sought from experts
suggested by the faculty and the candidate. The department submits a supporting dossier
to the school’s APT Committee. The APT Committee makes its recommendation to the
Dean, who has responsibility for the school’s decision. Promotion to the rank of
associate professor with tenure or professor must be approved by the Executive Vice
President for Health Affairs and the President’s Advisory Committee. The President and
Provost make their recommendation to the Board of Trustees, which is empowered to
grant tenure.
Academic Standards and Policies
Academic standards and related polices are normally recommended by the school’s
Curriculum Committee. The Dean may adopt policies that have an impact on the entire
school in consultation with the Chairs Group and Curriculum Committee. Academic
standards and policies are contained in the Curriculum Committee Handbook and on the
web, and are available on site. If there are questions in the application of academic
standards or if a student wishes to appeal a decision made by a department or school
administrator, the issue may be brought to the school’s Academic Standards Committee.
Research and Service Expectations and Policies
Research: In keeping with the mission of the school, all tenure track faculty members are
expected to engage in research. The areas of investigation reflect individual programs of
research or interests of tenure track faculty. Faculty members often engage in
collaborations or common research efforts, e.g., center grants, and the Associate Dean for
Research may help facilitate this. Faculty members appointed in the non-tenured
research track are normally recruited to work on externally sponsored research. RSPH
APT Guidelines describe how achievements in research are assessed.
Service: All tenure track faculty members are expected to engage in service. The area of
service or practice reflects the individual’s interests or expertise. Faculty members
appointed in the non-tenured clinical track are normally recruited to work on externally
sponsored service or practice activities. Guidelines for the assessment and reward of
service in faculty performance were recommended by the APT Committee, reviewed by
the Faculty Senate and adopted as school policy by the Dean in consultation with the
Chairs Group. They are contained in the APT Guidelines, available on site.
Support and Dedicated Effort: Tenure track faculty members normally receive external
funding to support effort devoted to research and service or practice. The proportion of
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faculty effort dedicated to service or research varies by faculty member and over time.
Tenure track faculty members are typically paid approximately two-thirds of their salary
from external accounts supporting research or practice and approximately one-third from
tuition accounts supporting teaching. The amount of tuition-based salary support for
instructional activities varies among faculty depending upon teaching responsibilities,
and to some extent, between departments. Non-tenure track faculty members are
normally supported by external funds for service or research.
III.2
A list of the standing and important ad hoc committees, with a statement
of charge and composition
Appointment, Promotion and Tenure (APT) Committee
Charge:
 To review department faculty appointments (other than adjunct and certain nontenure track faculty) and make recommendations to the Dean
 To review department recommendations to promote and tenure faculty members
and make recommendations to the Dean
 To provide an assessment of the progress of untenured tenure track faculty
members following the initial three years of their appointment
Composition:
The APT Committee includes one tenured faculty member elected by the tenure track
faculty of each department and three at-large tenured members of the faculty elected by a
vote of all tenure track faculty members in the school. Committee members serve terms
of three years. The Executive Associate Dean for Academic Affairs is an ex-officio
member of this committee. The committee schedules monthly meetings. When
promotions to the rank of professor are considered, an ad hoc committee is formed. Ad
hoc committees include the full professors on the APT Committee with additional full
professors appointed by departments who have elected APT members who do not hold
the rank of professor. An APT Committee membership list may be found in Appendix
III.2.
Curriculum Committee
Charge:
 To initiate, develop, establish, and interpret matters pertaining to the curriculum
of the MPH, MSPH, and CMPH programs and their delivery, and related
academic policies and procedures.
 To review, evaluate, and approve new courses and new MPH, MSPH, CMPH and
other academic programs.
Composition:
This committee includes one tenure track faculty member appointed by each department
and the Assistant Directors for Academic Programs (ADAPs) in each department. The
Assistant Dean for Student Affairs attends this meeting along with selected staff from the
Office of Student Services. Each school with which the RSPH has a dual-degree
program is invited to appoint a liaison member who attends committee meetings, and two
MPH or MSPH students are appointed by the Student Government Association to meet
with the committee. The committee meets monthly. The Executive Associate Dean for
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Academic Affairs is an ex-officio committee member. Policies and procedures are
contained in the Curriculum Committee Handbook and are available on site and posted
on the web. A Curriculum Committee membership list is included in Appendix III.2.
Academic Standards Committee
Charge:
 To advise the Executive Associate Dean for Academic Affairs on matters
involving the academic performance of students
 To consider the appeals of students regarding decisions related to their academic
status and performance
Composition:
This committee includes a faculty member appointed by each department. It consists of a
subset of the faculty members serving on the school’s Curriculum Committee but meets
separately from the Curriculum Committee. The Executive Associate Dean for
Academic Affairs is an ex-officio committee member. Policies and procedures are
contained in the Curriculum Committee Handbook, and are available on site and posted
on the web. An Academic Standards Committee membership list may be found in
Appendix III.2.
Ad Hoc Student Honor Code Committee
Charge:
 To conduct the formal hearing of cases referred by the Honor/Conduct Code
Advisor (Assistant Dean for Student Affairs)
 To recommend actions, if any, to be taken in response to findings of guilt
Composition:
If the Assistant Dean for Student Affairs, following a preliminary investigation, deems
there is sufficient evidence and/or a charge is serious enough, an ad hoc committee of
faculty and students is appointed to hold a formal hearing. Ad hoc committee members
only hear one case. The committee makes its recommendation on each case to the
Executive Associate Dean for Academic Affairs, who determines the outcome. Policies
and procedures are included in the Student Handbook and on the web site, and are
available on site.
Research Committee
Charge:
 Identify opportunities for collaborative and/or interdisciplinary research
 Bring faculty together in common efforts, for example, center grants
 Develop new activities, such as a mentoring program for junior faculty
 Provide peer-reviewed seed funding for faculty start-up projects
Composition:
This relatively new committee is comprised of the Associate Dean for Research, who
heads the committee, and nine other faculty members invited by the Dean and associate
dean. The members are all outstanding scholars who are engaged in interdisciplinary
research. A committee membership list is included in Appendix III.2.
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Other Organizations Indirectly Involved in School Governance
Dean’s Council
The Dean’s Council is comprised of community leaders, some in the area of health and
public health, who support the school by advising the Dean on resources available for the
development and advancement of programs and school priorities.
RSPH Alumni Association
The RSPH Alumni Association is headed by an executive committee, which annually
elects officers. The association engages in activities to advance the school and its
priorities and brings alumni together in common activities of service to the school and
community. The Alumni Association also participates in school programs and projects
related to the mentoring of students and career advice and networking. It is supported by
the school’s Office of Development and External Relations.
Community Advisory Network
The Community Advisory Network was recently formed to communicate with public
health employers and community leaders on issues affecting the long-term success of
RSPH. Semi-annual meetings include group discussions, one-on-one dialogue, and
evaluations addressing skills desired of graduates for service in public health.
Information gained from network members is being used to help RSPH gauge students’
professional readiness and forecast future academic needs, leading to appropriate changes
within RSPH that strengthen the competitiveness of both the school and its graduates.
This group is supported by the Associate Director of Career Services along with the
Associate Dean for Student Affairs and the Associate Dean for Applied Public Health. A
Community Advisory Network membership list is included in Appendix III.2. Materials
from the summer 2004 meeting and a resulting “professional skills checklist,” which is
currently being developed and implemented, are available on site in the resource file.
III.3
A list, including membership, of the school and university committees
through which faculty contribute to the activities of the school and
university.
Faculty members serving on RSPH committees are included in governing organization
and standing committee membership lists located in Appendices III.1 and III.2.
University Governance
Faculty members, students and staff also serve on a number of university committees and
councils. Appendix III.3 contains a list of RSPH faculty members and their roles in
university-wide governance over the past three years.
III.4
Assessment of the extent to which this criterion is met
Strengths
 Faculty and students are represented by governing organizations.
 Faculty members oversee the curriculum through the Curriculum Committee.
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



Faculty members are involved in standing committees operating under established
procedures.
Faculty members are significantly involved and demonstrate leadership at all levels of
university-wide governance.
The governance structure is flexible and facilitates timely decisions.
The Student Government Association is highly engaged in activities that contribute
significantly to the school.
Weaknesses
 The flexibility of the governance structure leads to a perceived variability in how
policies are developed and administered across departments. It is not always clear to
faculty which policies are school-wide and which are department-level.
 Some faculty members are at times concerned about new initiatives that occur
because of special opportunities that are not explained, and do not seem to be in
accord with strategic plans or established procedures.
Recommendations
 Clarify which policies and procedures are school-level and which are departmentlevel; and actively communicate new initiatives, with their rationale, when they result
from special opportunities.
This Criterion is met.
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CRITERION IV - RESOURCES
The Rollins School of Public Health is well aware that a lack of resources can
dramatically limit its ability to meet its mission. As a result, one of the goals of the
RSPH (identified in Criterion I) is to “create an environment that supports excellence in
instruction, research, and service.” Two of the school’s objectives under this goal relate
directly to resources available. These objectives are to: 1) increase financial resources to
allow funding of innovations and financial stability for the school; and 2) provide
adequate space and equipment for teaching, research, administration, and service.
Overall, the RSPH, with the support of the Woodruff Heath Science Center and Emory
University, has been able to acquire the necessary resources to support the growth in its
faculty, student body, and sponsored research projects. At the same time, the school has
been able to strengthen its overall financial position by increasing its own endowment
funds to more than $25 million.
IV.1
Sources of funds and expenditures
Table IV.1 shows the sources of available funds and expenditures by major categories for
the past five years.
As Table IV.1 indicates, the school experienced substantial growth in revenues (funds
available) over the past five years. The annual funds available have increased from
approximately $35.5 million to $63.7 million between 2000 and the fiscal year ending
August 2004 (an annual compounded growth rate of 15.7% per year). In fiscal year
2004, approximately 68% of the school’s available funds are derived from extramural
research support, while tuition and fees account for approximately 18% of available
funds. Personnel cost is the fastest growing component (13.1% per year) of expenditures
and accounts for nearly 55% of total expenditures. The school also paid more than $6.6
million (11.1% of expenses) in assessments to Emory University for university overhead.
Overall, the school has been able to generate a positive income (total funds available less
total expenditures) each of the 5 years shown in Table IV.1
As part of a private university, the RSPH is challenged to develop its own resources. Its
growing, yet relatively limited, endowment fund means that resources are primarily
derived from tuition and indirect costs, which the school must earn. This impacts student
recruitment practices and financial aid, faculty salary support decisions, and the school’s
ability to grow.
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Table IV.1
Five-Year Financial Summary
Revenue
Carryforward
Tuition and Fees
Sponsored Support (Direct Expense)
Facilities and Administrative Cost
RSPH Endowment Income Operating
RSPH Endowment Income Scholarships
WHSC Endowment
R.W. Woodruff HSC Fund, Inc.
Awards
WHSC / Emory Bond Support
Woodruff Professor Support
Continuing Ed & Conferences
Other Sources
FY 00
1,298,595
8,725,931
15,342,536
5,077,070
Expenditures
Faculty Salaries
Staff Salaries
Student Salaries
Fringe Benefits
Total Personnel
FINANCIAL SUMMARY
FY 01
FY 02
FY 03
1,831,865
2,071,546
2,327,713
9,135,091
9,578,616
9,914,413
18,386,630
23,855,114
30,151,504
6,071,609
7,231,543
8,322,204
FY04
2,963,945
11,563,473
34,335,766
9,060,929
168,543
265,758
465,672
789,600
892,740
31,175
1,065,192
42,344
1,118,470
60,589
1,174,394
118,969
1,233,114
440,648
1,270,108
441,000
1,174,715
423,946
520,982
1,244,281
35,513,966
425,000
1,133,316
443,835
509,939
1,094,578
40,458,435
611,204
1,091,917
465,627
342,511
933,966
47,882,699
598,796
1,023,329
479,595
463,895
948,313
56,371,445
526,405
678,298
493,256
469,543
1,051,403
63,746,514
FY 00
8,470,627
7,143,905
720,316
3,643,230
19,978,078
FY 01
9,491,822
8,323,872
719,568
4,413,675
22,948,937
FY 02
11,253,293
9,593,297
849,768
5,173,459
26,869,817
FY 03
12,655,736
10,572,383
1,140,442
5,741,573
30,110,134
FY04
13,018,815
12,767,289
1,121,394
5,760,924
32,668,422
Consulting
Communications
Supplies
Equipment
Travel
Student Aid
Subcontracts
Bond Payments
Other
Total Non-Personnel
547,874
679,973
700,978
653,733
1,165,574
935,905
2,135,323
1,320,773
1,022,458
9,162,591
569,917
903,767
965,943
588,267
1,374,618
597,436
3,083,016
1,248,688
781,214
10,112,866
877,075
1,199,991
978,114
847,841
1,732,247
905,687
3,819,029
1,176,358
1,333,894
12,870,236
1,702,777
1,091,428
1,271,368
992,318
1,944,092
1,139,299
6,282,595
1,105,535
1,533,616
17,063,028
3,310,646
1,231,490
2,048,143
460,272
2,509,548
1,288,979
6,861,004
702,414
2,167,790
20,580,286
University Assessment
4,541,432
5,325,086
5,814,933
6,234,338
6,637,181
33,682,101
38,386,889
45,554,986
53,407,500
59,885,889
1,831,865
2,071,546
2,327,713
2,963,945
3,860,625
Total Expenditures
Balance
IV.2
Faculty resources
Part A of Table IV.2 shows the (FTE) number of full-time and part-time faculty by
program area as of September 1, 2004. The RSPH has a total of 162.69 FTE faculty
39
RSPH
members, including 139.40 FTE full-time faculty and 23.29 FTE part-time faculty
members. (See Criterion VIII for definitions of full- and part-time faculty members).
The number of FTE faculty members varies by department from a high of 38.08 FTE
faculty members in Behavioral Sciences and Health Education to a low of 13.42 FTE
faculty members in Environmental and Occupational Health.
Part B of Table IV.2 provides the FTE number of students in each of the school’s degree
programs (MPH, PhD, and Career MPH) by program area. As of September 1, 2004 the
RSPH had a total of 579 FTE MPH and MSPH students, 65.34 FTE Career MPH
students, and 95 FTE PhD students enrolled in their respective degree programs. Three
of the school’s program areas (BSHE, EPI, and IH) each had over 160 FTE students,
while there were fewer than 50 FTE students in Biostatistics and 30 in the Environmental
and Occupational Health degree program.
Part C of Table IV.2 reports the FTE students per FTE faculty ratio for each program
area. The final column in Part C of Table IV.2 indicates that the school has 4.54 FTE
students per faculty across all its degree programs. The final row in Table IV.2 reports
the school’s FTE student to FTE faculty ratio by program area. This ratio varies from a
low of 1.61 in Biostatistics to a high of 6.54 in International Health. Finally, it is
important to note, as discussed in Criterion VIII, that the RSPH only includes faculty who
receive compensation from the school in the FTE faculty count. As a result, the total
number of faculty does not include individuals who voluntarily teach a course or any of
the significant number of adjunct faculty who play an important role in the mentoring of
students but are not paid for their efforts.
Table IV.2
Faculty, Students, and Student/Faculty Ratios by Department
As of September 1, 2004
BSHE BIOS EOH
EPI
Part A: FTE Number of Faculty, As of September 1, 2004
Full-time FTE Faculty
32.00 27.00
11.00
25.60
Part-Time FTE Faculty
6.08
2.07
2.42
2.49
Total FTE Faculty
38.08 29.07
13.42
28.09
Part B: FTE Number of Students, As of September 1, 2004
MPH/MSPH FTE Students
156.67 18.66
28.22 121.17
Career MPH FTE Students
28.67
0.00
0.00
6.22
Total MPH/MSPH FTE
185.34 18.66
28.22 127.39
HPM
IH
RSPH
20.80
6.16
26.96
23.00
4.07
27.07
139.40
23.29
162.69
107.11
30.45
137.56
147.17
0.00
147.17
579.00
65.34
644.34
0.00 28.00
0.00
37.00
0.00
185.34 46.66
28.22 164.39 137.56
Part C: FTE Students to FTE Faculty Ratio, As of September 1, 2004
MPH/MSPH
4.87
.64
2.10
4.54
5.10
PhD
-NA.96
-NA1.32
-NAAll Students
4.87
1.61
2.10
5.85
5.10
30.00
177.17
95.00
739.34
5.44
1.11
6.54
3.96
.49
4.54
Students
PhD FTE Students
Total FTE Students
40
RSPH
IV.3 A concise statement or chart concerning the availability of other personnel
(administration and staff)
In Table IV.3 “school-wide staff” are defined as persons employed to handle school-wide
infrastructure activities, including individuals in the business office, student services, and
information services. “Departmental staff” are defined as personnel who administer the
degree programs, hold departmental administrative or clerical positions, or work on
various sponsored research projects but do not have a faculty position. Table IV.3 shows
the availability of staff by major job activity for each department and for school-wide
staff positions as of September 1, 2004.
Table IV.3
FTE Staff Members by Program Area, as of September 1, 2004
STAFF As of September 1, 2004
Departmental Staff
Academic/Student Coordinator
Financial/Managerial Support
Administrative/Clerical Support
Information Services/Computer Prog
Project Coordination/Research Staff
TOTALS
BSHE
2.00
2.00
8.30
10.38
79.20
101.88
BIOS
0.50
0.00
2.00
4.00
3.00
9.00
EOH
0.50
0.00
2.00
0.00
5.03
8.03
EPI
1.00
0.00
6.00
6.00
30.00
42.00
HPM
1.00
0.00
1.50
3.00
8.00
13.50
IH
3.00
0.00
7.60
3.00
30.15
43.75
School-wide
Staff
7.00
14.87
11.00
22.60
1.00
57.47
Note: Academic/Student Coordinator – includes Assistant Directors of Academic Programs,
admissions, registrar, development (alumni support), and career services.
Financial/Management Support – includes grant management, accounts payable, human
resources, and business analysts.
Administrative/Clerical Support – includes office managers, administrative assistants,
secretary, & mail clerk.
Information Services/Computer Program – includes technical support, desktop support,
information and multimedia development, and data analysts.
Project Coordination/Research Staff - includes research project coordinator, supervisors,
directors, health educators, program associates, nurse clinicians, abstractors, quality control
editors, research specialists, and tumor registrar.
IV.4
Amount of space available by purpose, program and location
The primary location of the RSPH is the Grace Crum Rollins (GCR) Building, opened in
1995. In addition, the school has long-term access to space in four buildings near the
GCR Building and in one building at the Emory West Campus (Briarcliff Building A).
The net assignable square feet of office, classroom, laboratory, and common space by
location are shown in Table IV.4. Additional laboratory space has been made available
by collaborators in the Winship Cancer Institute and the Whitehead Biomedical Research
Building (not included in Table IV.4). Additional instructional space is available in a
teaching pavilion shared with the School of Nursing. A 150 seat auditorium and three
41
Total
Staff
15.00
16.87
38.40
48.98
156.38
275.63
RSPH
large classrooms provide essential classroom capacity for RSPH even though the School
of Nursing pays for this space (not included in Table IV.4.) Overall, the school has over
92,000 square feet of assignable space, of which, over 10% is dedicated to classroom
space. Unfortunately, the school’s very desirable growth in programs related to teaching,
research, and service has outpaced its growth in space. Programs now are housed in five
different buildings, and office and laboratory space are saturated by existing activities.
Table IV.4
Assignable Space by Function
GCR Bldg
1518
Clifton
Laboratory
Classroom
Nursing
School
Seretean
Center
Dental
Building
Briarcliff
Bldg A.
Total
1520 Clifton
1525 Clifton
1462 Clifton
1256 Briarcliff
Space
3,712
7,019
0
0
0
2,281
0
0
0
0
3,712
9,300
6,806
6,823
0
4,562
0
7,781
0
0
0
0
4,739
0
0
0
0
0
0
0
0
0
6,806
14,604
4,739
4,562
5,213
7,453
0
0
0
0
0
4,704
0
0
5,213
12,157
6,513
2,247
6,885
2,748
0
0
625
0
0
0
0
0
0
0
0
0
0
0
4,217
0
6,513
2,247
11,727
2,748
6,217
1,054
533
114
136
8,054
66,198
9,460
7,553
4,818
4,353
92,382
Office
Biostatistics
Behavioral Sciences
Applied Public Health
Dean's Office
Environmental & Occ
Health
Epidemiology
Health Policy &
Management
Information Services
International Health
Student Services
Common Areas
Total Assignable Space
IV.5
Laboratory space, including kind, quantity and special features or special
equipment
The laboratory facilities of the Rollins School of Public Health include 3,712 square feet
of net assignable space within the Grace Crum Rollins Building. The GCR Building
contains four major laboratories:
1) Environmental Toxicology and Exposure
Assessment Laboratory; 2) Infectious Diseases Antimicrobial Resistance Laboratory; 3)
International Respiratory Infections Laboratory; and 4) International Food and Water
Safety and Quality Laboratory. These project-specific areas are enhanced by common
42
RSPH
space, specific function areas and specialized equipment that are shared by all these
investigators. In addition, through collaborative research projects the school has access
to laboratory resources outside of the GCR Building, including Yerkes Primate Center,
Ponce de Leon Center and Hope Clinic. (Appendix IV.5 contains detailed descriptions of
formally assigned laboratory space and equipment.)
IV.6
Computer facilities and resources for students, faculty, administration and
staff
The Rollins School of Public Health provides computer resources for more than 1,500
users. Two computer laboratories located in the Grace Crum Rollins Building are
designed for classroom instruction and can accommodate 30 students (P5) and 40
students (P13). An additional computer laboratory that seats 20 is located in the 1525
building. This classroom is primarily reserved for continuing education classes. All of
the computer laboratories used for instruction are equipped with LCD projectors and
touch pad computers for the instructor. Each computer has a flat panel display screen to
provide easy visibility throughout the room. Three additional classrooms are also
equipped with permanent LCD projectors and touch pad controls. All remaining
instructional spaces will be retrofitted to become “smart” classrooms during the current
academic year.
Students have access to 27 individual work stations on the public floors of the GCR
building that are available 24 hours a day, seven days a week.
Desk top support for faculty and staff is provided by the school’s Office of Information
Services (IS). Approximately one third of the desk top computers are replaced each year.
This allows all machines in the school to be under warranty. Replacement machines are
acquired with a volume purchase order each year resulting in a deeply discounted cost per
machine and a standard configuration.
The IS department maintains the server environment with a combination of UNIX and
NT operating systems to provide computer services, database services, email,
internet/web services and file and print services. Detailed descriptions of the hardware
and software are contained in Appendix IV.6.
RSPH has made a significant investment in computer equipment, network resources and
IS staff over the past three years, and as a result students and faculty are supported by an
increasingly sophisticated and integrated computing environment. Although these
investments have increased computing capacity, it continues to fall short of the increasing
demand. Additional computing resources are required to provide sufficient capacity and
expansion necessary to grow teaching, research and service programs in the coming
decade.
43
RSPH
IV.7
Library information/resources available for school use
The library resources of Emory University are centered in six facilities: Robert W.
Woodruff Library, the Chemistry Library, Law Library, Health Sciences Center Library,
Pitts Theology Library, and Hoke O'Kelley Memorial Library at Oxford College. Total
collections for the university number more than 2.6 million volumes. The university has
a vast number of electronic information resources, and the libraries maintain more than
28,000 subscriptions to serials and periodicals. EUCLID, the library's integrated library
computer system, contains records for all library holdings.
Most of the university library holdings associated with health and medical sciences are
located in the Health Sciences Library (HSCL), adjacent to the School of Public Health
and accessible via an underground connector. The HSCL serves public health students,
faculty and other eligible users with a collection of more than 216,000 volumes, 2,450
current periodicals, a computer laboratory, and audiovisual materials and facilities. In
addition to traditional reference services, the HSCL library conducts information retrieval
seminars and teaches library users to perform their own online literature searches.
Databases include MEDLINE, Psychinfo, and others, such as OVID full text file. The
library participates in the National Network of Libraries of Medicine and obtains loans of
books and photocopies of articles from health science libraries across the country.
IV.8
Field experience sites
The Atlanta area is unmatched in its health and public health resources, and provides
excellent opportunities for students. These resources include federal, state, and county
health departments, non-profit agencies, businesses, and industries, which provide field
experience sites for students and opportunities in research and practice. These agencies
hire many RSPH MPH students as interns, fellows, and temporary employees. The school
also has cooperative relationships with a number of international organizations, which
provide opportunities for students to have field experiences in developing countries. In
addition, funds from three endowments support travel to international sites for 40-50
students per year.
Beyond external agencies, RSPH hires students to work on grants and contracts (see
Table VI.5.2). Many of these students work in the field on community-based research
activities. By way of example, the RSPH has formal relationships with four local health
districts under the umbrella of the Academic Health Department program. Within the
newly funded Prevention Research Center, two additional Academic Health Departments
will be funded in southwest Georgia. RSPH has a number of grants and contracts with
state and federal agencies to provide training to the public health workforce. Each of
these programs employs MPH students to help in the design and delivery of the training.
The school’s practicum database contains a list of field sites utilized by RSPH students in
the past three years and an evaluation of that experience. The practicum data base is
available on the school’s web site. Highlights of agencies that have served as field sites
are listed in Appendix V.B.3
44
RSPH
IV.9
Other community resources available
Just as the number of public health agencies in the Atlanta community is extraordinary,
so is the number of public health professionals. Many of these individuals serve as
adjunct faculty, thesis committee members, and mentors. With nearly 50% of RSPH
alumni living in the Atlanta environs, the Alumni Association is another valuable
community resource. Its membership serves as mentors for current students and as
community contacts for employment opportunities. In 2004, the school organized a
Community Advisory Network consisting of representatives of major employers of
RSPH graduates. The advisory network meets semi-annually and offers advice to the
school regarding trends in the field and the expected skills of MPH graduates.
IV.10 Outcome measures
The school gauges the adequacy of its resources annually using a number of measures
listed in Criterion I. This section highlights five specific outcome measures that
demonstrate the adequacy of and the trends in resources available at the RSPH. These
five measures include:

Student to faculty ratio by program over time

Institutional expenditures per full-time equivalent student

Research dollars per full-time-equivalent faculty

Annual operating results

Growth in the school’s endowment funds
Student to Faculty Ratio by Program:
Table IV.10.1 shows the three-year trend in the FTE student to FTE faculty ratio by
program. This table indicates that the FTE student to FTE faculty ratio has declined or
remained approximately the same over the three years for all the school’s programs. The
final column of Table IV.10.1 indicates that as a whole, the school’s FTE student to FTE
faculty ratio has dropped slightly from 4.83 to 4.54 students per faculty across all degree
programs. Overall, this table indicates the school has the faculty resources to maintain
adequate student to faculty ratios across its degree programs.
45
RSPH
Table IV.10.1
FTE Student to FTE Faculty Ratio by Department
As of September 1, 2002, September 1, 2003, and September 1, 2004
FACULTY As of September 1, 2002
Full-time Faculty
Part-time Faculty
Total FTE Faculty
BSHE
29.80
4.85
BIOS
20.00
1.85
EOH
12.00
2.85
EPI
22.60
3.00
HPM
19.80
4.20
IH
18.00
4.09
Totals
122.20
20.84
34.65
21.85
14.85
25.60
24.00
22.09
143.04
STUDENTS As of September 1, 2002
FTE MPH & MSPH*
FTE PhD
Total FTE Student
Student/Faculty Ratio (All Students)
Total
155.34
0.00
7.89
24.00
36.11
0.00
133.06
30.00
138.33
0.00
138.82
28.00
609.56
82.00
155.34
31.89
36.11
163.06
138.33
166.83
691.56
4.48
1.46
2.43
6.37
5.76
7.55
4.83
BSHE
30.80
6.40
BIOS
19.00
2.20
EOH
8.00
2.50
EPI
23.60
3.35
HPM
18.80
6.55
IH
19.00
4.17
Totals
119.20
25.17
37.20
21.20
10.50
26.95
25.35
23.17
144.37
FACULTY As of September 1, 2003
Full-time Faculty
Part-time Faculty
Total FTE Faculty
STUDENTS As of September 1, 2003
Total
170.33
0.00
170.33
15.56
24.00
39.56
29.72
0.00
29.72
141.78
33.00
174.78
141.11
0.00
141.11
151.83
24.00
175.83
650.33
81.00
731.33
4.58
1.87
2.83
6.45
5.57
7.59
5.07
BSHE
BIOS
EOH
EPI
HPM
IH
Totals
Full-time Faculty
32.00
27.00
11.00
25.60
20.80
23.00
139.40
Part-time Faculty
6.08
2.07
2.42
2.49
6.16
4.07
23.29
38.08
29.07
13.42
28.09
26.96
27.07
162.69
185.34
18.66
28.22
127.39
137.56
147.17
644.34
0.00
28.00
0.00
37.00
0.00
30.00
95.00
185.34
46.66
28.22
164.39
137.56
177.17
739.34
4.87
1.61
2.10
5.85
5.10
6.54
4.54
FTE MPH & MSPH*
FTE PhD
Total FTE Student
Student/Faculty Ratio (All Students)
FACULTY As of September 1, 2004
Total FTE Faculty
STUDENTS As of September 1, 2004
FTE MPH & MSPH
FTE PhD
Total FTE Student
Student/Faculty Ratio (All Students)
* Includes Career MPH students. See Table IV.2 for 2004 break-out.
46
RSPH
Institutional Expenditures per Full-Time Equivalent Student:
Table IV.10.2 presents information on the school’s total expenditure per full-time
equivalent MPH/MSPH student. Total expenditures have been estimated by summing
tuition revenue that is entirely allocated to the instructional program, endowment
restricted to scholarships, student salary support providing research assistantships, and
other student stipends. Table IV.10.2 indicates that institutional expenditure per student
has increased from $18,538 in fiscal year 2002 to $21,364 in fiscal year 2004. The level
of expenditure for students exceeds the estimated cost of annual tuition on a per
MPH/MSPH student basis.
Table IV.10.2
Institutional Expenditures per full-time Equivalent MPH/MSPH Student
Tuition Revenue
Endowment Income - Scholarships
Student Salary Support
Student Stipend Support
Total Student Support
Total MPH & MSPH FTE Students
beginning of fiscal year
Institutional Expense per Student
Tuition Credit Hour Rate
Estimated Tuition Cost per Student
Based on 21 Credits
Institutional Expense Exceeding
Tuition Cost per Student
FY 02
$9,578,616
$60,589
$1,291,647
$64,894
$10,995,746
593.14
FY03
$9,914,413
$118,969
$1,733,472
$162,023
$11,928,877
609.56
FY04
$11,563,473
$440,648
$1,715,733
$173,585
$13,893,439
650.33
$18,538
$19,570
$21,364
$705
$14,805
$750
$15,750
$795
$16,695
$3,733
$3,820
$4,669
Expenditures per PhD student are estimated in a different manner. Annual tuition in the
Graduate School of Arts and Sciences is approximately $26,000; however Emory
“waives” that expense for all PhD students. Individual students receive annual stipends
of approximately $18,000 making an annual benefit per PhD student of about $44,000.
This estimate does not include the cost of faculty time to teach and advise PhD students.
Research Dollars per Full-Time Equivalent Faculty:
Sponsored research is the school’s primary source of income. Sponsored programs
increased 41.4% between fiscal year 2002 and 2004 to a total of over $52.5 million of
awards. Table IV.10.3 reports research dollars per FTE faculty member in the school
over the past three years. The table indicates that the school raised $363,917 per FTE
faculty member in fiscal year 2004, up from $296,814 in fiscal year 2002.
47
RSPH
Table IV.10.3
Research Dollars per Full-Time Equivalent Faculty
Total Research Awards
(See Resource File)
FTE Faculty beginning of fiscal year
Research $ Per Faculty
FY 02
$37,167,088
FY03
$43,956,655
FY04
$52,538,717
125.22
$296,814
143.04
$307,303
144.37
$363,917
Annual Operating Results
Another indicator of fiscal stability is the school’s annual operating income. Table
IV.10.4 presents a summary of the school’s available funds (total revenue) and
expenditures (total expense) for the past three years. The school has had a positive
operating income for each of the past three years and has accumulated a total balance of
nearly $3.9 million, with over $1.5 million added since FY 2002.
Table IV.10.4
Annual Operating Income and Accumulated Balance
Total Revenue
Total Expenses
Accumulated Balance
FY 02
$47,882,699
$45,554,986
$2,327,713
FY03
$56,371,445
$53,407,500
$2,963,945
FY04
$63,746,514
$59,885,889
$3,860,625
School’s Endowment
The magnitude of the school’s endowment fund is a final indicator of the school’s overall
resources and financial stability. Table IV.10.5 reports the annual contributions, the total
endowment held by the RSPH, and the unrestricted income generated from the
endowment for the past five fiscal years. Over the past five years the contributions to the
endowment have averaged $3.9 million. The largest amount raised in any single year
was just over $7 million, in fiscal year 2001. As of the end of fiscal year 2004 the RSPH
held over $25 million in its endowment fund. The Emory University fiscal policy allows
schools to access 4.75% of the investment income generated for current operations.
Table IV.10.5 indicates that revenue income from the endowment grew from $199,718 in
FY00 to $1,333,388 in FY04.
Table IV.10.5
Annual Contributions and Total Endowment held by the RSPH
Contributions to
the Endowment
Fund
Total Endowment
Endowment
Income
FY00
$2,993,064
FY01
$7,072,378
FY02
$6,027,329
FY03
$1,164,659
FY04
$2,014,417
$9,377,376 $16,449,754 $22,477,083 $23,641,742 $25,656,159
$199,718
$308,102
$526,261
$908,569 $1,333,388
48
RSPH
IV.11 Assessment of the extent to which the criterion is met
Strengths
 The school has experienced substantial growth in annual operating budget, with a
33.1% increase between FY02 and FY04, including a 43.9% increase in sponsored
support direct expenses (Table IV.1).
 The school has had a balanced budget for the past 9 years, and has accumulated a
modest reserve from annual surpluses.
 The school experienced a 13.7% increase in FTE faculty between September 2002
and September 2004.
 Atlanta and Georgia offer rich federal, state, county and non-profit health and public
health resources, which provide outstanding opportunities for students.
 The school has developed relationships with international organizations, which
provide opportunities for students to have field experiences in developing countries.
School funds from endowment accounts now support travel to these global sites for
40-50 students per year.
 The primary RSPH building is 9 years old, and other facilities are generally excellent.
Weaknesses
 The school has outgrown its space and programs now are housed in five different
buildings.
 Laboratory space is filled by currently funded projects.
 Computing capacity remains below the level required by users, and additional
resources are required to provide sufficient capacity and expansion necessary to grow
teaching, research and service programs in the coming decade.
 As part of a private university, the school must generate its own resources. Limited
RSPH endowment funds mean that resources are primarily derived from tuition and
indirect costs, which the school must earn. This impacts student recruitment practices
and financial aid, faculty salary support decisions, the availability of student financial
aid, and the school’s ability to invest in new programs.
Recommendations
 Emory University and RSPH work together to expand school endowment to provide
RSPH with more financial flexibility.
 Emory University includes in its planned fundraising campaign resources for more
classroom, faculty, and laboratory space, and computing capacity for RSPH.
 The school has as one of its priorities for fundraising increasing resources for student
grants and scholarships.
This Criterion is met.
49
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CRITERION V – INSTRUCTIONAL PROGRAMS
A. DEGREE PROGRAMS OFFERED
V.A.1
RSPH degree options
Degree Options
In support of its goal to “educate individuals for professional careers in public health,”
the RSPH offers six professional MPH degree options (Behavioral Sciences and Health
Education, Biostatistics, Environmental and Occupational Health, Epidemiology, Health
Policy and Management, and International Health), most offering concentrations within
them. A seventh MPH degree option in Global Environmental Health is offered jointly
by the Departments of Environmental and Occupational Health and International Health.
The school also offers four professional MSPH degree options (Biostatistics,
Epidemiology, Environmental and Occupational Health Epidemiology, and Public
Nutrition). A non-traditional MPH program is offered in an alternative format. See
Table V.A.1.
Concentrations or Tracks as “Programs”
This report views concentrations or tracks within departments that have unique learning
objectives for students to be “programs.” For example, the Department of Behavioral
Sciences and Health Education has “programs” in “Behavioral Sciences” and in “Health
Promotion and Education,” both with overlapping but different learning objectives.
Doctoral Degrees (PhD)
The school offers two doctoral (PhD) degrees, Epidemiology and Biostatistics, through
the Graduate School of Arts and Sciences, and collaborates with the School of Medicine
to offer a third PhD in Nutrition and Health Sciences. Two additional PhD degree
options, Health Services Research and Health Policy and Behavioral Sciences and Health
Education, have been approved and will be offered through the Graduate School of Arts
and Sciences.
Dual Degrees
The school collaborates with four other Emory professional schools (Medicine, Law,
Business and Nursing) in offering dual-degrees. Learning objectives for the MPH
portion of the dual-degree are identical to those of the full MPH degree program.
Non-Traditional Degrees
The school offers one “non-traditional” degree, an MPH through the Career MPH
program. The Career MPH, which combines on-campus and web-based instruction, is
offered to those with at least five years of experience in public health or health
employment, and is designed to meet the core competencies of the 10 essential services
of public health identified by the Council on Linkages. In addition to the core courses
and a broader set of required courses, the Career MPH degree enables students to
concentrate coursework in areas of prevention, management, healthcare outcomes and
maternal and child health epidemiology.
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Table V.A.1
RSPH Degrees
Department and Programs
MPH
Behavioral Science & Health Education
Behavioral Science
Health Education
Behavioral Sciences & Health Education
Biostatistics
Biostatistics
Informatics
5-year BA/MSPH
Environmental & Occupational Health
Environmental Health
+
+
+
+
+
+
+
JD/
MPH
MS†
PhD†
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
Environmental & Occupational Health and
International Health
Global Environmental Health
+
Epidemiology
Epidemiology
+
Career MPH Program (Non-Traditional)
Prevention Science
Health Care Management
Maternal and Child Health Epi
Health Care Outcomes
+
+
Degree Awarded
MD/
MBA/
MPH
MPH
O
Environmental & Occupational Health and
Epidemiology
Environmental Epidemiology
Health Policy and Management
Health Policy
Management
Health Services Research and Health Policy
International Health
Infectious Diseases
Public Nutrition
Reproductive Health and
Population Studies
Community Health and
Development
International Health Leadership
Nutrition and Health Sciences
MSPH
MSN/
MPH
+
+
+
+
+
+
+
+
O
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
+
(†) Academic degree
(O) Newly approved
(NT) Non-Traditional
BA/MSPH Program
The school offers a 5-year BA/MSPH program through the Department of Biostatistics.
Coordinated by the Department of Mathematics, undergraduates admitted to the program
by the School of Public Health may enroll in MPH courses during their fourth (senior)
51
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year of study, enabling them to complete the MSPH degree with a concentration in
Biostatistics with one additional post-baccalaureate year of study enrolled in the School
of Public Health.
Non-Degree Certificate Programs
The university recently approved and the school now offers a non-degree program, the
Certificate in Public Health. Admitted students enroll in a cluster of courses designed to
achieve a level of competency in a specialized area of public health. Courses may be
offered either on campus through the traditional program or by web-based instruction.
The school currently offers certificate programs in Maternal and Child Health
Epidemiology and Public Health Informatics.
Collaborative Graduate Program with the School of Medicine
The school also collaborates with the School of Medicine in offering a Master of Science
in Clinical Research, an academic degree through the Graduate School of Arts and
Sciences.
V.A.2 Curricula offered
The 2004-05 school catalog describes the curricula for all degree programs. Syllabi for
all courses are available in a resource file on site.
A copy of the school catalog is enclosed with this document and is available on the web.
The school’s website is: www.sph.emory.edu.
V.A.3 Assessment of the extent to which this criterion is met
Strengths
 The school offers a number of MPH, MSPH and PhD degree options.
 Within MPH and MSPH degrees, students may choose concentrations in order to
achieve more specialized learning objectives.
 The school offers dual-degrees with four other Emory professional schools.
Weaknesses
 Although there may be some demand for a DrPH degree by potential applicants, the
school does not currently offer this degree.
Recommendations
 Study the feasibility of developing a DrPH degree.
This Criterion is met.
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CRITERION V – INSTRUCTIONAL PROGRAMS
B. PROFESSIONAL DEGREE PROGRAMS:
Broad Public Health Knowledge
V.B.1 Broad understanding of the areas of knowledge basic to public health
for students in professional master’s degree programs
School Core Requirements
In support of its goal to “educate individuals for professional careers in public health,”
the RSPH assures that all MPH and MSPH degree students have a broad understanding of
the principal areas of knowledge basic to public health through a series of required school
core courses. The core curriculum is organized to provide students with an ecological
approach to public health; however, the school recognizes that the concept and rationale
for this approach may not be universally understood by students.
Table V.B.1.1 contains numbers and titles of core courses that all MPH and MSPH
students must complete to achieve the specific learning objectives for the five core areas
of public health (BSHE, BIOS, EOH, EPI, & HPM). Faculty members in departments
with the appropriate expertise develop and revise the learning objectives and course
content for the school core courses. The school’s Curriculum Committee, consisting of
faculty members from all academic departments, must approve any changes in the
specific core course learning objectives.
Table V.B.1.1
School Core Courses for MPH and MSPH Students.
Core Course Number
BSHE 500
BSHE 504
BSHE 516
IH 557
BIOS 503
BIOS 504
BIOS 500
EOH 500
EPI 504
EPI 505
EPI 530
HPM 500
IH 501
HPM 502
IH 521
or
or
or
or
or
or
or
or
or
Core Course Titles
Behavioral Sciences in Public Health
Social Behavior in Public Health
Behavioral Epidemiology
International Health: Anthropological Perspectives
Introduction to Biostatistics
Survey of Applied Statistics for the Health Sciences
Statistical Methods I
Perspectives in Environmental Health
Fundamentals of Epidemiology
Essentials of Modern Epidemiology
Epidemiologic Methods I
Introduction to the U.S. Health Care Systems
International Policy
Introduction to Health Care Management
International Health Program Management
Students enroll in the school core courses at different points in their course of study
because of departmental requirements. Departments are responsible for integrating the
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school core course learning objectives into the department specific program learning
objectives to maximize student preparedness for professional careers in public health.
For example, the methodological training in biostatistics and epidemiology core courses
may logically precede other requirements in some programs. The Assistant Directors for
Academic Programs (ADAPs) in each department assist students in planning their course
sequences to integrate the school core courses to meet the individual student’s program of
study, career interest, or current knowledge of a core area.
Alternatives to School Core Course Options by Program Area
Not all students are required to enroll in the same school core course because some
students may have mastered the school core learning objectives through their
concentration or may desire to take a more advanced sequence of courses that contain the
school core learning objectives. Students sometimes enroll in particular core course
alternatives because they mesh better with the advanced learning objectives of their
departmental programs or future career goals. The options for meeting the school core
Table V.B.1.2
School Core Course Options by Departmental Programs
Department’s school core courses
Degree
Programs
BSHE
BSHE
*
BIOS
BIOS503
BIOS504
BIOS500
EOH
EOH500
EPI
EPI504
EPI500
HPM
(Policy)
HPM500
HPM
(Mgmt)
HPM502
BIOS
BSHE500
BSHE504
BSHE516
*
EOH500
EPI530
HPM500
HPM502
EOH
BSHE500
BSHE504
BSHE516
BIOS503
BIOS500
EOH500
EPI504
EPI505
EPI530
HPM500
HPM502
EPI
BSHE500
BSHE504
BSHE516
BIOS500
EOH500
EPI530
HPM500
HPM502
HPM
BSHE500
BSHE504
BSHE516
BIOS503
BIOS500
EOH500
EPI504
EPI530
*
*
IH
BSHE500
BSHE504
BSHE516
IH557
BIOS503
BIOS500
EOH500
EPI505
EPI500
IH501
IH521
Career MPH
BSHE504
BIOS503
EOH500
EPI504
HPM501
HPM502
* Competencies are provided during the course of study for this degree program.
54
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learning objectives shown in Table V.B.1.1 are expanded above in Table V.B.1.2 to more
clearly illustrate options by degree program area.
V.B.2 Policies and procedures for practice placements
Practicum Requirement
All MPH and MSPH students are required to complete an approved practicum or
structured field experience of at least 200 hours unless explicitly exempted. The
practicum experience takes place in an agency, institution, or community under the
supervision of site administrators and the guidance of the student's department. It
requires an agreed upon set of objectives and strategies, and is intended to give students
the opportunity to develop professional skills in an actual public health practice setting.
Policies and procedures regarding the practicum requirement are included in Appendix
V.B.2, described in the school catalog, and posted on the web.
A protocol for obtaining an exemption from the practicum requirement, administered by
the Office of the Associate Dean for Applied Public Health, is described in the policies
and procedures. Students with two or more years of work experience in public health or
public health-related settings may be considered for exemption. Dual-degree students
and students with doctorates are eligible for exemption, upon review by the associate
dean.
Identifying, Selecting and Approving the Practicum Experience
Practicum arrangements and oversight are coordinated on the department level. The
department’s Assistant Director for Academic Programs (ADAP) reviews and approves
both the preceptor and the objectives for the student’s proposed practicum. It is
ultimately the responsibility of the student to find an experience that can serve as a
practicum. However, ADAPs, faculty members, adjunct faculty, alumni, or the Office of
Career Services often identify and propose practicum opportunities to students.
Students may find paid employment in public health settings and will arrange for a period
of that employment to serve as a practicum by establishing learning objectives and
identifying a preceptor. Students may use these situations as practicum experiences if
they meet the school’s policies regarding the practicum and promise to provide an
exposure to public health in their field.
Evaluation of Field Performance
The department ADAP certifies that the practicum was successfully completed for the
student to receive credit and be approved for completion and graduation. Completion of
a practicum appears on the student’s transcript. The preceptor provides an assessment,
using a form provided by the school, of whether the student achieved the practicum
learning objectives. Satisfactory completion of the practicum experience is noted and
recorded by the department’s ADAP.
Electronic Practicum Database
To maintain a catalog of student field experiences, the school created an electronic
practicum database that includes the sites, objectives and students’ evaluations of the
55
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experiences. The database is available as a reference for the school and for students who
may be seeking future opportunities. The database also enables the school to monitor
how the practicum requirement is being met.
V.B.3 Identification of agencies and preceptors used for placement experiences by
program area
The practicum web client described above provides a ready reserve of practicum
information in selected reports. In addition to supporting the students in logging their
proposed preceptors, sites and objectives, this database notifies the faculty advisor,
preceptor and ADAP that the student has entered information for approval. This
searchable database contains available practica information from the last four years (since
fall 2000) and allows reporting on agencies, preceptors (site supervisors) and students’
site evaluations.
The screenshot that follows summarizes students participating in practica by department,
and is an example of the reports available from this database. See Appendix V.B.3 for
additional screenshots of database reports.
Illustration V.B.3 – Screenshot of Student Summary Reported by Department
56
RSPH
A complete list of practicum sites from the last three years is also presented in Appendix
V.B.3. The following four ongoing practicum relationships and endowed Global Field
Experience program enrich the practicum options open to RSPH students.
Academic Public Health Departments
The RSPH received funding (2003) from the Association of Schools of Public Health to
establish “Academic Health Departments.” This collaboration includes four Atlantametropolitan area health departments: DeKalb County Board of Health; Cobb-Douglas
Public Health District; East Metro Public Health District (Gwinnett, Rockdale and
Newton Counties); and the Northwest Public Health District (11-county area based in
Rome, Georgia). The program partners with the State of Georgia Division of Public
Health. Health department staff and new RSPH faculty appointees in the health
departments become preceptors for a significant number of students in practicum
training. In addition, it is expected that some students will carry out thesis research or
special study projects in the Academic Health Departments.
Science Applications International Corporation (SAIC)
A research and engineering company providing information technology, systems
integration, and electronic solutions to commercial and government customers, Science
Applications International Corporation established the SAIC Emory University Rollins
School of Public Health Internship and Scholarship Program. SAIC seeks MPH or
MSPH students in the fields of Epidemiology, Behavioral Science/Health Education, or
Environmental/Occupational Health. The internship program, accompanied by a $5,000
tuition scholarship, is designed to expose students to the facets of SAIC public health
business and opportunities in Atlanta.
Occupational Medicine Residency Program
The Occupational Medicine Residency Program, supported by a formal agreement with
Delta Airlines, combines academic training with practicum experiences. The residents
participate in four longitudinal experiences that include care of patients at the Emory
Clinic, clinical rotations at the DeKalb County Board of Health, service at the Georgia
Poison Control Center, and weekly seminars held at the school. During their practicum
year and under the guidance of formal training agreements, residents participate in
industry, governmental, and private clinical rotations that include aerospace and
automobile manufacturing, commercial airlines, beverage and bottling, ATSDR, and
OSHA. This program enhances the school’s presence in many of the leading nongovernment and governmental corporations in Georgia, and is the only medical residency
program housed outside the School of Medicine.
Global Field Experiences as Practica
The school offers financial support for Global Field Experiences (GFE) to approximately
40-50 students annually. GFE is a competitive program, and is supported by funds from
three endowments. Awardees are selected by an ad hoc panel of RSPH faculty and staff.
These student-initiated projects allow RSPH students to translate the skills learned in the
classroom to real world settings while making important contributions to communities
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around the world. To qualify as a practicum, the student must include in the GFE
application the elements required to satisfy the practicum experience, as described in
Appendix V.B.2. The GFE program is described in more detail in Criterion VII.7.
V.B.4 Culminating experiences for professional master’s degrees
Each of the school’s professional master’s degree programs requires that students
complete a culminating experience. However, the school believes faculty members in
each program area are best able to design a culminating experience that is most
appropriate for students given their program’s learning objectives. Currently all the
school’s culminating experiences require either a written project or the completion of a
capstone seminar.
Written Project
All of the school’s professional master’s degree programs, except the MPH degree in the
Department of Health Policy and Management, require an individually written project as
their culminating experience. These individual written projects take the form of either a
master’s thesis or a special study project (SSP). A master’s thesis is generally understood
to be an original research project, while an SSP may be an integrative paper, a written
project describing and analyzing a public health program, or a paper discussing a public
health problem in which the student has been involved.
Policies, procedures, and guidelines for completing theses or SSPs are provided to
students by each department. They are included in the department student manual and/or
on the department’s web site. The thesis or SSP is supervised by a faculty member and
commonly includes a committee of one or two additional members. The supervisor or
committee approves a proposal, supervises the research, and approves the final document.
Some departments require the student to make an oral presentation in defense of their
thesis or SSP for their committee. One department, International Health, requires
students to give a formal presentation of their thesis at a public symposium or poster
session.
Theses and special study projects are bound and stored in the Health Sciences Center
Library. Departments also retain bound copies. Illustrative theses and special study
projects from the past year are available in a resource file on site and all theses and
special study projects will be available for inspection in departments.
Capstone Seminar
The faculty in the Department of Health Policy and Management believe that the best
culminating experience for their students, given their typical career path, is an integrating
capstone seminar that requires students to demonstrate that they have mastered the
learning objectives. The department has developed separate capstone seminars for
students in each track because of the diversity of learning objectives between the
management track (accounting, finance, management, organizational theory, marketing,
and human resources) and the policy track (political science, policy analysis, health
systems behavior, economic evaluation, and comparative analysis).
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Each of the capstone seminars is designed to incorporate specific assignments that require
students to integrate a broad range of the program’s learning objectives, apply the
analytical tools developed in each track, and communicate project findings and
recommendations. A faculty member in the department teaches the capstone seminars.
The faculty member is responsible for the course syllabi, and for evaluating student
performance. The syllabi for the capstone seminars are in the resource file available on
site. The seminars are described in Appendix V.B.4.
Culminating Experience Academic Degree Programs
Academic degree programs (MS, PhD) require students to complete a thesis or
dissertation, i.e., an original empirical investigation. Committees of faculty approve the
proposal, oversee the work and approve the final product. Doctoral students present their
study at a public dissertation defense. The Dean of the Graduate School of Arts and
Sciences must also approve doctoral dissertations. Completed documents are bound and
placed in the Health Sciences Center Library.
V.B.5 Assessment of the extent to which this criterion is met
Strengths
 All professional degree students are required to complete courses for the five core
areas of public health.
 The electronic practicum database is a valuable resource for the school and for
students to document and track practica experiences.
 The Atlanta area offers RSPH students a wide range of opportunities for local
exposure to public health practice.
 Students’ practicum experiences often result in a thesis or special study project, as
well as paid public health employment.
 The Academic Health Departments grant offers excellent new opportunities for
student practica and for integrating those experiences with academic instruction.
 The school’s Global Field Experience endowment funds enable 40-50 students to
travel abroad, mostly to developing countries, for a practicum and, for some, thesis
research experience.
Weaknesses
 While the core curriculum is organized to provide students with an ecological
approach to public health, the concept and rationale for this approach may not be
understood by all students.
 The electronic practica tracking system is still relatively new, and additional time is
needed to evaluate its utility.
Recommendations
 Explore ways to help all students gain an appreciation for the ecological approach to
health that is implicit in their core curriculum.
 Assistant Dean for Student Affairs develops a monitoring and tracking report to
assess how well the new practica tracking system works, by the beginning of the
2005-2006 academic year.
59
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
The Academic Health Departments program should continue to serve as a model for
practicum experiences and student mentors.
This Criterion is met.
60
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CRITERION V – INSTRUCTIONAL PROGRAMS
C. LEARNING OBJECTIVES
V.C.1 Learning objectives in professional master degree programs
Origins of Program Learning Objectives
In support of its goal to educate individuals for professional careers in public health, the
RSPH has an objective to “offer high-quality educational programs with appropriate
learning objectives.” (Criterion I.3) Learning objectives for each department’s programs
are developed by department faculty and approved by the school’s Curriculum
Committee. The learning objectives are periodically revised by department faculty and,
if there are significant changes, they are reviewed by the school’s Curriculum Committee.
Learning Objectives
Learning objectives for all graduates of the MPH and MSPH programs are provided here
for the core curriculum and for required courses or assignments of each program. The
listed learning objectives are minimums for the broad areas of public health.
Learning Objectives for all MPH and MSPH Students:
Core Curriculum and Requirements
The core curriculum is organized around an ecological approach to health. Through the
core curriculum, students will be able to describe how social, economic, cultural, and
environmental conditions along with living and working conditions, social, family and
community networks and individual behavior interact with psychological and biological
factors to influence population health. Social, economic, cultural and behavioral health
determinants are described in core courses on behavioral sciences and health promotion,
environmental health and health policy. Methods of investigation are described in
behavioral sciences and health promotion, biostatistical and statistical methods,
environmental health and epidemiology methods. Interventions or approaches to
improve population health are described in behavioral sciences and health promotion,
environmental health and health policy.
Behavioral Sciences and Health Promotion
(BSHE 500, BSHE 504, BSHE 516, IH557)
 Distinguish between different behavioral and social science approaches to
evaluating the determinants of population health
 Identify principal societal and behavioral factors that contribute to population
health
 Apply principal behavioral theories to designing community health promotion
interventions
 Describe and critically evaluate different methodological approaches to the study
of social and behavioral determinants of population health
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Biostatistical and Statistical Methods
(BIOS 500, BIOS 503, BIOS 504)
 Describe the difference between descriptive and inferential statistics
 Describe the public health application of experimental and observational studies
 Calculate, interpret and present selected descriptive statistics
 Relate the concept of probability to sampling distributions and elementary
probability calculations
 Compute selected inferential statistics.e.g., confidence intervals, hypotheses
testing, power calculations, Type I and Type II errors, etc.)
Environmental Health
(EOH 500)
 Identify the principal environmental exposures, their primary sources and the
potential health consequences for population health
 Describe the evidence used to assess health consequences of exposure including
epidemiology, toxicology and risk assessment
 Integrate preventive approaches, including law and policy, in the resolution of
environmental public health problems
 Describe how aspects of societal organization (patterns of cities, urbanization,
structure of dwellings, energy use, industrial and work organization, migration,
globalization) create risks for health
Epidemiology Methods
(EPI 504, EPI 505, EPI 530)
 Differentiate between descriptive and analytic epidemiology analytic methods
 Define a public health problem in terms the population characteristics person,
place, and time
 Apply descriptive epidemiology methods, including rates, ratios, and proportions
to depict the disease patterns in a population
 Generate and properly express a testable hypothesis
 Characterize analytic epidemiology study designs (cohort, case-control, matched
case-control, clinical trial, cross sectional, intervention, and ecologic) including
sample size, selection, and other forms of bias
 Differentiate between measures of association and causality
 Describe the analytic measures associate with screening, including sensitivity,
specificity, positive and negative predictive value
Health Policy
(HPM 500, IH 501)
 Evaluate approaches to financing health services and products and how they
affect cost, quality and access to health services
 Analyze the strengths and weakness of different reimbursement systems for health
services as they affect the financial status of providers and the health services
needs of populations
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


Describe the history, benefits and principal mechanisms of public financing of
health services
Critique relevant research findings on the impact of access to health services on
the health status of populations
Identify how collective interests shape the design of health policies
Health Management and Administration
(HPM 502, IH521)
 Model the main subdivisions of managerial thought and the key principles within
each
 Apply management principles to personal performance, cases and hypothetical
situations
 Identify common managerial circumstances associated with change, ambiguity,
deadlines, dependency on others, self-reliance, problem-solving, decision-making
and consequential results
Other Core Competencies
 Critique the scientific public health literature
 Use a computer based analytic software program for public health problem
analyses (e.g., SAS, Epi Info, Epi Stat, BMDP, SPSS, TreeAge)
 Describe the historical and contemporary ethical concerns associated with public
health research
Learning Objectives for Degree Programs by Department
Learning objectives for each of the degrees listed in V.A. are presented here. The
learning objectives are listed by department for all programs offered in each department.
The learning objectives for joint degrees are the same as the learning objectives listed for
the traditional degree offered. Programs taught in the non-traditional Distance Learning
format include all of the tracks in the Career MPH program.
Department of Behavioral Science and Health Education
The Department of Behavioral Science and Health Education (BSHE) offers an MPH
degree with a concentration in one of two tracks: Behavioral Science (BS) and Health
Education (HE). Joint MSN/MPH and MD/MPH degrees are also offered through the
department.
MPH in BSHE with emphasis on Behavioral Science
Upon completion of the MPH degree the graduate will be able to:
 Communicate both in written and oral format, with public health
programs, community based organizations, and others involved in
improving the public’s health
 Conduct public health practices including needs assessment and/or
evaluations of public health programs
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




Design observational and intervention research studies in critical public
health areas using quantitative and qualitative research methods
Apply social and behavioral science theory in public health research and
practice
Implement research protocols and programs employing behavioral
sciences
Evaluate, interpret, and disseminate research theory and findings in a
manner that effectively informs public health policy and programs
Promote the adoption and integration of ethical behavioral science
research methods and findings into a unified public health practice
MPH in BSHE with an emphasis on Health Education
Upon completion of the MPH degree the graduate will be able to:
 Communicate both in written and oral format, with public health
programs, community based organizations, and others involved in
improving the public’s health
 Conduct public health practices including needs assessment and/or
evaluations of public health programs
NCHEC Areas of Responsibility:
 Assess individual and community needs for health education
 Plan effective health education programs
 Implement effective health education programs
 Evaluate the effectiveness of health education programs
 Coordinate the provision of health education services
 Act as a resource person in health education
 Communicate health and health education needs, concerns, and resources
 Apply appropriate research principles and methods in health education
 Administer health education programs
 Advance the profession of public health
PhD in BSHE New program to be offered through the Graduate School of Arts
and Sciences (GSAS) in 2005
Upon completion of the PhD degree the graduate will be able to:
 Conduct original research on the social determinants of health risks and
health risk behaviors
 Draw from major social and behavioral science theories and apply
appropriate empirical methods and analysis in research practices
 Design, implement and evaluate health promotion interventions
 Disseminate knowledge to students and the larger scientific community
 Translate knowledge derived from research to promote public health
through policy making
 Translate knowledge derived from research by providing assistance to
public health agencies and workers in the field
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Department of Biostatistics
The Department of Biostatistics offers the following degrees: MPH, MS, and PhD in
Biostatistics, and a MSPH degree in one of two tracks: Biostatistics and Informatics. In
addition, it offers a 5-year BA/MSPH degree along with dual degrees including
MSN/MPH and MD/MPH.
MPH in Biostatistics
Upon completion of the MPH degree the graduate will be able to:
 Assist in the development of new statistical theory as needed to address
public health or medical problems
 Apply existing statistical theory to a broad range of medical or public
health problems
 Assist in the conduct of appropriate statistical analyses for a broad range
of applications
 Assist in teaching statistical theory or statistical methodology to
undergraduate or masters level students
 Train or supervise others to conduct appropriate statistical analyses in a
broad range of applications
MS in Biostatistics
Upon completion of the MS degree the graduate will be able to:
 Apply statistical theory to medical and public health problems
 Assist in identifying appropriate statistical designs for medical and
public health research
 Perform power analyses and select appropriate sample sizes for
medical and public health studies
 Use a variety of statistical computer packages
 Conduct appropriate statistical analyses
 Communicate the results of statistical studies both orally and in
writing to senior statisticians and other investigators
 Assist in teaching statistical theory or methodology to undergraduate
or master level students
MSPH with an emphasis on Biostatistics
Upon completion of the MSPH degree the graduate will be able to:
 Assist medical and public health professionals in determining an
appropriate research design for their research study
 Estimate the appropriate sample size for conducting the study
 Develop and maintain databases
 Select and perform the appropriate statistical analyses of study data
 Use computer statistical software for both data management and data
analyses
 Assist in the interpretation of study results
 Communicate the results of statistical studies both orally and in
writing
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MSPH with an emphasis on Informatics
Upon completion of the MSPH degree the graduate will be able to:
 Develop and adapt public health information systems as needed to
support public health efforts
 Plan, develop, implement, and evaluate information systems that meet
the needs of public health practice
 Assist in the development and adoption of appropriate information
technology in public health
 Choose appropriate software allowing for the interface of data entry
and statistical analysis software
 Apply appropriate statistical methods in the analysis of public health
information
 Examine, describe, and assess individual data elements and display
results effectively and appropriately.
PhD in Biostatistics (Offered through the GSAS)
Upon completion of the PhD degree in Biostatistics the graduate will be able to:
 Apply statistical theory to medical and public health problems
 Assist in identifying appropriate statistical designs for medical and
public health research
 Perform power analyses and select appropriate sample sizes for
medical and public health studies
 Use a variety of statistical computer packages
 Conduct appropriate statistical analyses
 Communicate the results of statistical studies both orally and in
writing to senior statisticians and other investigators
 Develop new statistical theory as needed to address public health or
medical problems
 Apply new and existing statistical theory to a broad range of complex
medical or public health problems
 Conduct complex statistical analyses for a broad range of applications
 Teach statistical theory or methodology at all levels
Department of Environmental and Occupational Health
The Environmental and Occupation Health Department offers the MPH degree in
Environmental Health and dual degrees in MSN/MPH, MD/MPH, and JD/MPH.
MPH in Environmental Health
Upon completion of the MPH degree the graduate will be able to:
 Explain general principles of environmental sciences and apply them to
human health
 Identify and explain major environmental risks to human health, ranging
from the small scale to the global scale, explain how to assess the
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magnitude of these hazards, and explain approaches to prevention and
control
Understand the basic principles of toxicology, such as absorption,
transport, metabolism, excretion, and end-organ effects, and analyze
exposures in terms of these concepts
Apply epidemiologic principles to environmental and occupational
exposures, and critically review the published literature
Identify key issues in the management of Environmental and Occupational
Health programs, such as legal and ethical challenges, and describe best
management practices
Explain major policy issues in Environmental and Occupational Health
such as regulatory frameworks, and guide employers and others in
compliance
MPH degree in Global Environmental Health (Offered by the Departments of
Environmental and Occupational Health and International Health)
Upon completion of the MPH degree the graduate will be able to:
 Identify and describe environmental occupational health problems in
developing countries
 Assess the source and movement of contaminants in the environment
 Characterize and quantify exposures to microbial and chemical
contaminants
 Describe global and trans-boundary threats and the environmental,
economic and political factors that create them
 Evaluate behavioral and socio-economic factors that affect exposure levels
 Evaluate epidemiological and toxicological evidence of health effects
 Use toxicological and epidemiological date to evaluate the potential health
effects associated with specific environmental exposures
 Identify appropriate technologies and interventions for addressing
environmental health threats in resource-limiting settings
 Plan, evaluate and monitor community health interventions to address
environmental hazards
 Apply interdisciplinary approaches to understanding the effects of
development policies, changing land-use, globalization and other socioeconomic factors on human-environmental interactions and health
MSPH degree in Environmental and Occupational Health and Epidemiology
Upon completion of the MSPH degree the graduate will be able to:
 Apply epidemiology methodological issues including measurement,
sources of bias, and the healthy worker effect to occupational and
environmental setting
 Conduct basic analytical epidemiology
 Understand environmental and occupational health issues
 Evaluate exposure assessment in epidemiologic studies
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Understand occupational health policy and its influence on the uses of
epidemiologic data
Relate epidemiologic results to toxicologic evidence
Department of Epidemiology
The Epidemiology Department offers MPH, MSPH, and PhD degrees and dual degrees of
MSN/MPH and MD/MPH.
MPH degree in Epidemiology
Upon completion of the MPH degree the graduate will be able to:
 Critically evaluate the epidemiologic literature
 Describe appropriate disease surveillance methodology
 Use surveillance to describe disease patterns
 Formulate a testable hypothesis and determine an appropriate study design
concerning the etiology and control of health problems
 Contribute to the planning of epidemiologic studies including population
selection, sampling, and design of data collection instruments
 Develop methods to ensure quality data collections, data editing and data
entry
 Analyze data, interpret results and prepare a scientific report
 Understand and apply general epidemiologic methods
MSPH degree in Epidemiology
Upon completion of the MSPH degree the graduate will be able to:
 Critically evaluate the epidemiologic literature
 Identifies appropriate disease surveillance methodology
 Use surveillance to describe disease patterns
 Formulate a testable hypothesis and determine an appropriate study design
concerning the etiology and control of health problems
 Contribute to the planning of epidemiologic studies including population
selection, sampling and design of data collection instruments
 Develop methods to ensure quality data collections, data editing and data
entry
 Analyze data, interpret results and prepare a scientific report
 Conduct advanced epidemiologic methods
 Analyze multivariate data sets to evaluate research questions involving
relationships between exposure and disease variables
PhD degree in Epidemiology (Offered through the GSAS)
Upon completion of the PhD degree the graduate will be able to:
 Identify gaps in knowledge through a systematic literature review
 Conduct independent epidemiologic research
 Develop research proposals addressing appropriate study design, sample
size, bias, and effect modification
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Develop and implement data collection methods and tools
Analyze and interpret data accurately
Compete successfully for externally funded grants
Teach epidemiology to undergraduate and graduate students in an
academic setting
Describe the breadth and depth of epidemiologic research
Present and communicate epidemiologic findings clearly
Advise public health and medical professionals requiring assistance on
how to conduct epidemiological studies in their field
Department of Health Policy and Management
The Department of Health Policy and Management offers an MPH degree with a
concentration in one of two tracks: Health Policy or Management. The department also
offers duel degrees in MSN/MPH, MD/MPH, MBA/MPH, and JD/MPH.
MPH degree in HPM with an emphasis on Health Care Management
Upon completion of the MPH degree the graduate will be able to:
 Apply analytical contributions from health care and health services
research, and other policy-related disciplines to current issues in health
care delivery, organization, and financing
 Use basic accounting concepts, analytical techniques, decision making and
vocabulary for management of health care organizations
 Interpret accounting information to make managerial decisions
 Use microeconomic theory to apply basic supply and demand concepts to
health care markets
 Apply theory to practice in health care organization for improving
organization performance
 Use fundamental theories and relationships to guide financial decision
making
 Understand effective human resource management
 Use analytical approaches in decision making including personnel
staffing, personnel training and directing, financial control, performance
measurement, and planning
 Formulate and implement business strategies in health care organizations
 Develop marketing strategies in the context of the delivery of health care
services.
MPH degree in HPM with an emphasis on Health Policy
Upon completion of the MPH degree the graduate will be able to:
 Apply analytical contributions from health care and health services
research, and other policy-related disciplines to current issues in health
care delivery, organization, policy and financing
 Use basic accounting concepts, analytical techniques, decision making
practices and vocabulary for management of health care organizations
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Interpret accounting information to make managerial and policy decisions
Use microeconomic theory to apply basic supply and demand concepts to
health care markets
Apply general theory to health care organization for improving
organization performance
Conduct economic evaluations of medical procedures and intervention
programs including cost-effectiveness, cost-benefit, and cost-utility
Evaluate tax subsidies and revenue structures used to finance health care
applying the concepts of equity and efficiency in financing health care at
the national and state levels
Use quantitative techniques to model the impact of policies including
queuing models, decision analysis, and cost benefit analysis
Apply political science and public choice economics to study behavior of
individuals in the policy making process
Understand policy reform process
PhD degree in Health Services Research and Health Policy (New program to
be offered through the GSAS in 2005)
Upon completion of the PhD degree the graduate will be able to:
 Conduct original research in the area of health services research, drawing
upon underlying economic models of individual/firm behavior, and using
appropriate empirical methodology
 Demonstrate teaching proficiency in health care delivery, organization,
policy and financing
 Design and conduct sophisticated empirical analyses evaluating the impact
of efforts to control health care costs, improve quality, or increase access
to health care
 Formulate policy options and interventions
 Evaluate policy effectiveness
Department of International Health
The Department of International Health offers the MPH degrees with a concentration in
the following tracks: Infectious Disease, Reproductive Health and Population Studies,
Community Health and Development, and International Health Leadership. The
department offers both the MPH and MSPH degree in Public Nutrition and PhD in
Nutritional and Health Sciences. Joint MSN/MPH, MD/MPH, MBA/MPH, and JD/MPH
degrees are offered through the department.
MPH degree in IH with an emphasis on Infectious Diseases
Upon completion of the MPH degree the graduate will be able to:
 Describe major global health priorities and the reasons for their
prioritization
 Describe the use of policy in addressing barriers to global health and
wellness
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Design programs utilizing qualitative and quantitative data to describe the
health status and health services in an underserved population
Conduct research including formulation of specific research aim, conduct
a literature review and formulate a hypothesis and selecting appropriate
methodologies
Explain the science of infectious disease including types of organisms,
pathogenic strategies, and host susceptibility
Apply basic principles of infectious disease epidemiology, appropriate
laboratory techniques and clinical strategies to diagnose infectious disease
and immune response
Illustrate geographic and age distributions of major infections in the US
and globally and the relative burden of morbidity and mortality from these
infections
Implement appropriate strategies to prevent and control infectious disease
and evaluate effectiveness of interventions to control or prevent infectious
disease
Explain the environmental, behavioral, and evolutionary factors that
contribute to the emergence and re-emergence of infectious disease
Develop and maintain surveillance for infectious diseases
Conduct field investigations of infectious disease outbreaks
MPH degree in IH with an emphasis on Reproductive Health and Population
Studies
Upon completion of the MPH degree the graduate will be able to:
 Describe major global health priorities and the reasons for their
prioritization
 Describe the use of policy in addressing barriers to global health and
wellness
 Design population, family planning, and reproductive health programs
utilizing qualitative and quantitative data to describe the health status and
health services in an underserved population
 Conduct research including formulation of specific research aim, conduct
a literature review and formulate a hypothesis and selecting appropriate
methodologies in research and evaluation of population/family
planning/reproductive health programs
 Access and use the policy, programming, and date resources of relevant
local, state, national, and international organizations
 Apply appropriate methodologies to measure population change at the
cross-national, national and sub-national levels and at all stages of the life
course
 Use appropriate demographic epidemiological and ethnographic analysis
to identify specific population, family planning, and reproductive health
problems that require public health intervention
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Use state-of-the-art information technologies, in the design, analysis, and
management of population surveys and programs
MPH degree in IH with an emphasis in Community Health and Development
Upon completion of the MPH degree the graduate will be able to:
 Describe major global health priorities and the reasons for their
prioritization
 Describe the use of policy in addressing barriers to global health and
wellness
 Design culturally sensitive programs utilizing qualitative and quantitative
data to describe the health status and health services in an underserved
population to meet community needs
 Conduct research including formulation of specific research aim, conduct
a literature review and formulate a hypothesis and selecting appropriate
methodologies
 Apply a multi-disciplinary understanding of community to health
problems, policy issues, and development agendas
 Assess communities to identify and prioritize health care needs of the
community and use health status data to identify specific target groups for
interventions
 Relate the social, cultural, familial, political and economic determinants of
health status to the perception of need in relation to the utilization of
health services
 Effectively access and utilize the programming resources of local, national
and international organizations engaged in health and social sectors
 Assess and evaluate services and their operational components based on
management theories and practices
 Critically assess and develop strategic options for addressing obstacles to
successful social change in these sectors
MPH degree in IH with an emphasis on Leadership
Upon completion of the MPH degree the graduate will be able to:
 Describe major global health priorities and the reasons for their
prioritization
 Describe the use of policy in addressing barriers to global health and
wellness
 Design programs utilizing qualitative and quantitative data to describe the
health status and health services in an underserved population
 Conduct research including formulation of specific research aim, conduct
a literature review and formulate a hypothesis and selecting appropriate
methodologies
 Compare and contrast leadership theory and practice by examining
leadership in public health, nonprofit organizations, international
organizations, business, and other organizations and industries
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Appraise and refine his/her personal leadership style, skills, practice and
philosophy
Effectively assess and develop collaboration with partners at all levels
including: international, government, non-governmental organizations,
private sectors, district, and community
Assess human resource needs and availability and develop strategic plans
for capacity building at all levels
Assess health sector finance and have capability to budget and monitor
expenditures
Develop, implement, and analyze ongoing monitoring and evaluation
strategies to measure progress toward objectives and target
Identify research needs, identify individuals, institution, and resources for
research, monitor research implementation, and oversee use of research
results in program implementation
MPH degree in IH with an emphasis on Public Nutrition
Upon completion of the MPH degree the graduate will be able to:
 Describe major global health priorities and the reasons for their
prioritization
 Describe the use of policy in addressing barriers to global health and
wellness
 Design programs utilizing qualitative and quantitative data to describe the
health status and health services in an underserved population
 Conduct research including formulation of specific research aim, conduct
a literature review and formulate a hypothesis and selecting appropriate
methodologies
 Describe the magnitude and severity of public nutrition problems in
affected populations
 Assess the nutritional status of populations using field based methods
including anthropometry, diet and biochemical methods
 Critically evaluate public nutrition research and apply it towards the
development of innovative approaches to address public nutrition
problems
 Plan, manage, and evaluate public health nutrition programs
 Serve as a nutrition consultant
MSPH degree in Public Nutrition
Upon completion of the MSPH degree the graduate will be able to:
 Describe the magnitude and severity of nutrition problems of affected
populations
 Assess the causes and consequences of under-nutrition and over-nutrition
in different settings
 Assess the nutritional status of populations using field based methods
including anthropometry, diet and biochemical methods
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Critically evaluate public nutrition research and apply it towards the
development of innovative approaches to address public nutrition
problems
Plan, manage and evaluate public health nutrition programs
Serve as a nutrition consultant
Analyze nutrition related data using appropriate statistical methods and
summarize and interpret findings accurately
PhD degree in Nutrition and Health Sciences (offered through the GSAS in
collaboration with the School of Medicine)
Upon Completion of the PhD degree the graduate will be able to:
 Conduct supervised research in public nutrition topics
 Prepare written descriptions of research findings appropriate for
publication in peer-reviewed literature
 Develop an original research question and the appropriate protocol to
address the question
 Describe the relevant ethical issues related to research involving humans
or vertebrate animals and articulate strategies to minimize risk and
maximize benefit
 Teach principles of nutrition at the undergraduate and graduate level
Career Masters of Public Health Program
The Career Masters of Public Health Program (CMPH) offers the MPH degree in the
following tracks: Prevention Science, Health Care Management, Maternal and Child
Health Epidemiology, and Health Care Outcomes (Management option is being phased
out and is no longer an option for incoming students).
MPH with an emphasis in Prevention Science
Upon completion of the MPH degree the graduate will be able to:
 Provide managerial, programmatic, and technical support to local, state,
and federal governments, and international organizations involved in the
delivery and evaluation of health services
 Design and execute needs assessments and comprehensive evaluation
studies in collaboration with communities and other organizations in order
to improve the quality of health service delivery
 Utilize computer applications and information science in the practice of
public health to collect, store and analyze health related data in order to
improve health services delivery, community health status and/or enhance
organizational performance
 Plan, implement and evaluate programs designed to improve the health
status of individuals in the context of social environments such as families,
work or school settings and communities
 Effectively communicate health related information to diverse audiences
using emerging technology and communication strategies
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Apply prevention science knowledge, behavioral theories and models to
real-life public health situations and settings
MPH with an emphasis in Health Care Management – (this option is being
phased out and is no longer and option for incoming students)
Upon completion of the MPH degree the graduate will be able to:
 Provide managerial, programmatic, and technical support to local, state,
and federal governments, and international organizations involved in the
delivery and evaluation of health services
 Design and execute needs assessments and comprehensive evaluation
studies in collaboration with communities and other organizations in order
to improve the quality of health service delivery
 Utilize computer applications and information science in the practice of
public health to collect, store and analyze health related data in order to
improve health services delivery, community health status and/or enhance
organizational performance
MPH with an emphasis in Maternal and Child Health Epidemiology
Upon completion of the MPH degree the graduate will be able to:
 Provide managerial, programmatic, and technical support to local, state,
and federal governments, and international organizations involved in the
delivery and evaluation of health services
 Design and execute needs assessments and comprehensive evaluation
studies in collaboration with communities and other organizations in order
to improve the quality of health service delivery
 Utilize computer applications and information science in the practice of
public health to collect, store and analyze health related data in order to
improve health services delivery, community health status and/or enhance
organizational performance
 Apply advanced epidemiologic and biostatistics methods in epidemiologic
field study design and analysis
 Work on multidisciplinary teams, design culturally competent programs,
analyze legislative issues in MCH and family planning programs, conduct
policy analysis, review critical literature, and evaluate programs
 Analyze a real-world issue, prepare a publishable report, and present the
findings to one’s agency
 Assume the role of a MCH Epidemiologist in a public health agency
MPH with emphasis in Health Care Outcomes
Upon completion of the MPH degree the graduate will be able to:
 Provide managerial, programmatic, and technical support to local, state,
and federal governments, and international organizations involved in the
delivery and evaluation of health services
 Design and execute needs assessments and comprehensive evaluation
studies in collaboration with communities and other organizations in order
to improve the quality of health service delivery
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Utilize computer applications and information science in the practice of
public health to collect, store and analyze health related data in order to
improve health services delivery, community health status and/or enhance
organizational performance
Describe and critically analyze outcomes research, with emphasis on
trends and major issues affecting healthcare delivery, quality and cost
Articulate the methodological and substantive issues that are important in
the design, analysis and critical appraisal of outcomes research
Demonstrate expertise in an area of outcomes research
Masters of Science in Clinical Research (offered through the GSAS in collaboration
with the School of Medicine)
The Masters of Science in Clinical Research (MSCR) offers the MS degree in Clinical
Research. The MSCR degree is a component of Emory's clinical research curriculum
award (CRCA) program developed to enhance clinical research education. The MSCR
degree curriculum is directed toward physicians and other doctorally prepared individuals
who have a solid foundation of clinical experience and who have demonstrated a
commitment to clinical research. The two-year curriculum prepares participants for
careers as clinical research scientists.
MS in Clinical Research
Upon completion of the MS degree the graduate will be able to:
 Design, conduct and analyze clinical research protocols
 Develop evidence-based, competitive grant applications in clinical
research
 Serve as a clinical research mentor to students, fellows, and other trainees
 Define appropriate objectives and endpoints for given types of
clinical trials
 Define, explain and account for bias and random error in clinical research
 Determine sample size and power for a given study design
 Contrast benefits and drawbacks of different allocation schemes in terms
of reducing bias, producing balanced comparisons, and quantifying errors
attributable to chance
 Evaluate clinical trials before their completion, and the impact of interim
analysis on likelihood of Type I error
 Write scientific papers in a form suitable for submission to a
medical journal
V.C.2 Manner in which learning objectives are developed and disseminated
Learning Objectives for All MPH and MSPH Programs: RSPH Core Courses
The Curriculum Committee is responsible for assuring that the learning objectives for the
school’s core courses are consistent with the school’s mission, goals and objectives;
recommendations of the Institute of Medicine in Who Will Keep the Public Healthy,
2003; and with the Core Competencies for Public Health Practice from the Council on
Linkages Between Academia and Public Health Practice. The Curriculum Committee
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also considers the responses to Exit Surveys by graduating students, student course
evaluations gathered in recent years, and findings of the Survey of Recent Graduates. In
its most recent review, the Curriculum Committee suggested options for revising the core
learning objectives and changes in the core curriculum, and recommended further
discussion across the school. A copy of a memorandum with those recommendations,
which are currently under consideration, is included in Appendix V.C.2.
Learning Objectives for Department Degree Programs
With the support of the Assistant Directors for Academic Programs, faculty members
within each department review their degree program learning objectives for all courses.
Any significant changes in curricula resulting from a department’s comprehensive review
or ad hoc reviews of particular courses, degree program requirements, or course
sequences must be approved by the school’s Curriculum Committee. In their most recent
review of degree program learning objectives, departments considered information
gained from student course evaluations, as well as recommendations from the larger
public health community, as described in V.C.3. Following this departmental review,
degree program learning objectives were examined by the school’s Curriculum
Committee to determine whether they are appropriately comprehensive and consistent
with the school’s mission, goals and overall learning objectives. The Curriculum
Committee recommended revisions when necessary.
Learning Objectives for Courses
The instructor of record for each course is responsible for establishing the detailed
learning objectives for that course. New courses are proposed at the initiative of
departments. New course proposals must list the course learning objectives and indicate
how those objectives contribute to the objectives of one or more degree programs. Once
approved by the department, a proposal is submitted to the school’s Curriculum
Committee. The Curriculum Committee, after examining the course learning objectives,
format, content, proposed methods of evaluation and other factors, may recommend
provisionally approving the course. After the course is taught at least once (but more
often, twice), it is presented to the Curriculum Committee again for consideration of
permanent adoption, along with the actual syllabus used and the student course
evaluations.
As degree program learning objectives change, courses may be revised or dropped. Any
significant revisions to learning objectives or course requirements must have the approval
of the Curriculum Committee. In order to assure that all courses have appropriate
learning objectives and indicate how they link to the specific program objectives, the
school developed a template for all syllabi. This template includes sections for the course
description, student evaluation, learning objectives, and program objectives. Beginning
in 2004, all instructors are required to include the template as part of their syllabi. As
courses are revised or new ones are developed the template will be included.
Dissemination of Learning Objectives
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Degree program learning objectives are listed in the school’s catalog and on the website.
Learning objectives for courses, and how they relate to the learning objectives of the
program offering them, are listed on the syllabus.
V.C.3 Description of the manner in which the school periodically assesses the
changing needs of public health practice and uses this information to establish
learning objectives
Recommendations from the Larger Public Health Community
RSPH monitors emerging information and recommendations regarding local, national
and global public health needs, and considers these needs when establishing learning
objectives. For example, in their most recent review of degree program learning
objectives, departments were encouraged to refer to the Council on Linkages Between
Academic and Public Health Practice, Core Competencies for Public Health and the
Competencies for Public Health Workers: A Collection of Competency Sets of Public
Health-Related Occupations and Professions, produced by the Office of Workforce
Policy and Planning (OWPP), Centers for Disease Control and Prevention. As described
in V.C.2 the Curriculum Committee further contributes to this effort by assuring that the
learning objectives for the school’s core courses are consistent with recent IOM
recommendations.
Input from the Community Advisory Network
The RSPH Community Advisory Network was recently formed to communicate with
public health employers and community leaders about the changing needs of public
health practice. Semi-annual meetings include group discussions, one-on-one dialogue,
and evaluations addressing skills desired of graduates for service in public health.
Information gained from network members will help RSPH forecast academic and
professional needs, leading to appropriate curriculum changes and Career Services
support. The Community Advisory Network is supported by the Associate Director of
Career Services along with the Associate Dean for Student Affairs and the Associate
Dean for Applied Public Health. A Community Advisory Network membership list is
included in Appendix III.2. Materials from the summer 2004 meeting and a resulting
“professional skills checklist,” which is currently being developed and implemented, are
available on site in the resource file.
V.C.4 Assessment of the extent to which this criterion is met
Strengths
 Curriculum is reviewed by the Curriculum Committee, and faculty are encouraged to
update courses as appropriate
 A review of the core competencies by the school’s Curriculum Committee resulted in
recommendations for updating core competencies and the curriculum, currently under
discussion.
 Public health employers and community leaders advise the school about the skills
required of graduates, which can inform the future development of programs and
learning objectives. This information has been translated into a skills checklist.
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Students may take different forms of core courses that are adapted to students’ areas
of concentration and knowledge background.
A template for all course syllabi has been developed.
Weaknesses
 Only classes taught during the 2004 academic year use the template.
Recommendations
 Continue the use of the template for all new and revised course syllabi.
This Criterion is met.
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CRITERION V – INSTRUCTIONAL PROGRAMS
D. ATTAINING THE LEARNING OBJECTIVES
V.D.1 Monitoring and evaluating student progress
Administrative Oversight
The RSPH believes that monitoring and evaluating student progress in meeting stated
learning objectives is essential to achieve its goal of educating individuals for
professional careers in public health. (Criterion I.2.) In each department, the Assistant
Director for Academic Programs (ADAP) is responsible for monitoring student progress
toward completing degree requirements. The ADAP maintains a record of student course
enrollment and grades based on performance. This information is shared with faculty
advisors.
The ADAP also monitors progress on other academic requirements such as the
satisfactory completion of the practicum. As the student enters the last semester of
enrollment preparing for graduation, the ADAP monitors the record and determines
whether all requirements will have been met by the end of the semester and advises the
student accordingly.
At the end of the last semester, the record is also reviewed by the school’s Director of
Enrollment Services located in the Office of Student Services. This office “clears”
students for graduation, determining that all program and school requirements are met.
Academic Probation
The Director of Enrollment Services monitors overall grade point averages and if a
student falls below a cumulative grade point average of 2.7 on a 4-point scale (B-), the
Assistant Dean for Student Affairs is notified. The dean places the student on academic
probation, informing both the student and the department ADAP of that status. Students
placed on academic probation are required to raise their cumulative grade point average
to 2.7 or higher within the next 10 semester hours of course work or be academically
excluded. If in subsequent semesters the student’s grade point average again drops below
2.7, the student is academically excluded. These requirements are described in the school
catalog and posted on the web.
Academic Oversight
The school arranges various forms of academic advisement which students may utilize in
accord with their requirements and special needs to help monitor and evaluate progress.
Faculty Advisors
All students are assigned department faculty advisors at the start of their academic
program. Students are encouraged to consult faculty advisors for career mentoring,
suggestions related to their practicum and thesis, and their general academic program.
Students may or may not take the initiative to consult with their program faculty advisor.
Lists of faculty advisors for students are normally posted in each department.
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Thesis Advisement
The thesis advisor monitors the progress, competency, and quality of work on a thesis.
The advisor serves as the thesis committee chair, reviewing and approving a research
proposal, providing guidance on the project and determining whether the project is
satisfactorily completed.
Course Instructors
Faculty course instructors are responsible for evaluating whether students meet course
learning objectives. They do so through conventional methods of evaluation that most
commonly include:
Take-home examinations
In-class examinations or quizzes
Homework exercises
Research papers
Classroom presentations or participation
Group projects
Qualifying examinations (Doctoral Students)
Course syllabi indicate the learning objectives and methods of evaluation. These are
available in a resource file on site.
Grades
Grades are used to indicate achievement of course learning objectives. Grade point
averages are based on a range of 1-4 points, with “4” indicating a grade of “A,” and “3” a
grade of “B.” A grade of “A” normally indicates superior performance and “B” indicates
a good performance. The school does not offer a grade of “D” and does not give any
credit for a grade of “F.” The student must repeat required courses in which a grade of
“F” was earned and pass the course with a grade of “C” or better.
Lower grades indicate that the student did not achieve certain learning objectives or that
the level of competency was less than satisfactory. Hence, a grade point average lower
than 2.7 (B-) results in being placed on academic probation and requires certain remedies,
described above, to avoid academic exclusion. Students may not graduate with a grade
point average lower than 2.7. Career MPH students are graded on the same basis as other
students.
With the approval of the department ADAP or course instructor, students may register for
elective courses under the Satisfactory/Unsatisfactory grading option rather than a letter
grade. A grade of S indicates the student has achieved a grade of at least B-. All core
courses must be taken for a letter grade and no more that 6 credit hours may be taken
under the S/U arrangement, not including credits for the thesis.
Achievement of program objectives is determined by grades in required and elective
courses and in performance on the thesis, special study project or capstone seminar
project. The department ADAP monitors overall achievement in each component, as
reported by faculty members, and may consult with the student’s faculty advisor or
department chair as needed.
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Grades are not always indicative of an ability to practice and so the school solicits the
assessment of preceptors of practicum and thesis activities. Letters of recommendation
written by faculty to prospective employers or academic programs often include broader
assessments of a student’s performance in multiple courses, the quality of their thesis or
special study projects, and work at field sites.
Doctoral Student Advisement
Progress among doctoral students is monitored by instructors in individual courses, the
student’s faculty advisor, the department’s Director of Graduate Studies (a faculty
member) and, at the time of advancement to candidacy, the faculty dissertation advisor.
Typically, all department faculty members meet annually to review the progress of their
doctoral students.
V.D.2 Outcome measures of student achievement
Assessment of Individual Student Performance
Individual course grades and a cumulative grade point average (GPA) reflect the
achievement of learning objectives in courses as reflected in exams, projects and papers,
as described on course syllabi.
A grade for performance on the thesis or special study project is also assigned by the
chair of the thesis committee, or a grade is given by the instructor of the required
capstone seminar. Grades are normally assigned following the final presentation or
defense of the thesis or special study project. Faculty members teaching the HPM
capstone seminar are responsible for evaluating student performance, and assigning
grades.
Preceptors indicate whether students achieve the objectives for the practicum.
Indicators of Aggregate Student Performance
Other indicators may suggest how well cohorts of students are trained in general.
Passing Rates on Standardized Examinations
Some students seek certification in a field through a standardized examination such as for
the Certified Health Education Specialist (CHES). Over the past three years, 100% of
RSPH graduates passed this exam, above the national average of 73%.
Success in Competing Nationally for Internships
The success of RSPH students in certain internship programs such as the Association of
Schools of Public Health/Centers for Disease Control and Prevention internships and
fellowships is an indicator of student achievement. Over the past three years, RSPH
students were over-represented, comprising approximately 20% of ASPH/CDC Fellows
and ASAPH/CDC interns and 25% of ASPH/EPA Fellows.
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Completion Rates
Most students who begin the MSPH or MPH programs earn their degree within the
prescribed time-limit (5 years). Students engaged in full-time study complete programs
more rapidly. For all students entering in 1999, the rate is 88.9% within 5 years, while
84% of those entering in 2000 completed their degree within 4 years. Of those entering
in 2001, 70.3% of all students completed the program in 2 years and for those entering in
2002, it was 66.3%. These rates include students in the Career MPH program, which
requires 7 semesters to complete.
Employment at Time of Graduation
Students complete Exit Surveys at the time of graduation, indicating, among other things,
employment status. Employment success at the time of graduation is an incomplete
outcome measure subject to the impact of several factors other than academic
competence but may be a partial indicator of how well program objectives are achieved.
Roughly two-thirds of RSPH graduates respond to the Exit Surveys each year. Table
V.D.2.1 indicates responses to questions on employment in recent Exit Surveys.
Table V.D.2.1
Responses to Exit Survey Items on Employment Status at Time of Graduation
Academic year
Number of responders
Currently employed full-time
Actively seeking employment in past year
Of those seeking employment:
 Identified position and have solid offer
 Considering options with strong possibility of
receiving at least one offer
 Considering options with some possibility of
receiving at least one offer
 Still looking for possible employment options
 Other
How confident are you that you will be employed in a
position appropriate to your training in public health
within six months?
 Certain
 Very confident
 Somewhat confident
 Uncertain
 Pessimistic
2001-02
N = 136
32%
2002-03
N = 170
28%
2003-04
N = 172
26%
65%
71%
68%
N = 89
25%
13%
N = 120
28%
10%
N = 103
29%
11%
22%
14%
20%
27%
13%
38%
10%
28%
12%
18%
32%
38%
10%
3%
12%
38%
27%
20%
3%
14%
31%
33%
17%
5%
Employment Following Graduation
Surveys of recent graduates provide a better indicator of employment success but the
response rates are less than desirable. It should be noted that recent graduate labor force
participation reflects a fluctuation in the market of opportunities, the economy and other
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factors as much as graduate qualifications. Table V.D.2.2 reports findings from surveys
of recent MPH and MSPH graduates.
Table V.D.2.2
Recent RSPH Alumni Web-Based Survey
2004 Survey Responses
Year of graduation
Number responders
Response rate
Current employment status
 FT Employee
 PT Employee
 Other training, fellowships, school
 Unemployed, not seeking work
2001
N = 28
9.5%
2002
N = 34
12%
2003
N = 40
15%
64%
4%
21%
11%
85%
0%
15%
0%
78%
5%
17%
0%
Worked in public health since obtaining MPH or MSPH
degree (% yes)
93%
88%
78%
Worked in state or local health department since
obtaining MPH or MSPH degree (% yes)
36%
23%
28%
Was promoted or advanced in employment as a result of
the MPH or MSPH degree (% yes)
46%
59%
48%
How well did the RSPH prepare you to work in public
health?
 % extremely or fairly well prepared
 % somewhat prepared or not prepared
79%
21%
88%
15%
75%
25%
If had a chance to enroll in the RSPH all over again,
would still decide to enroll in RSPH
 % definitely or probably yes
 % probably not, no, don’t know
93%
7%
85%
15%
75%
25%
V.D.3 If degree completion rates, in the normal time period for completion, are less
than 80%, an explanation must be provided. If job placement rates, within
12 months following award of the degree, are less than 80%, an explanation
must be provided.
Degree completion rates within five years are well in excess of 80%. The spring 2004
survey of 2003 graduates shows a full-time plus part-time job placement rate of 83%.
However, as indicated earlier, the response rate for this survey is less than desirable, and
results may not be reliable. In spring 2003 and 2004 RSPH began testing new survey
methods, in an attempt to increase response rates.
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V.D.4 Assessment of the extent to which this criterion is met
Strengths
 Student progress is systematically monitored and evaluated by the department ADAP
and school.
Weaknesses
 Response rates to surveys of alumni on employment are lower than desirable.
 Probationary status relies on grade point average only.
Recommendations
 Explore with the Association of Schools of Public Health the establishment of
benchmarks for assessing student achievement.
 Continue to explore more effective means of collecting information about students
after graduation.
 Explore additional parameters for academic probation, for example, receiving an “F”
in one or more courses.
This Criterion is met.
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CRITERION V – INSTRUCTIONAL PROGRAMS
E. ACADEMIC/RESEARCH MASTER’S DEGREE PROGRAMS
V.E.1 Identification of academic/research degree programs
In keeping with its mission to “train leaders to promote health and prevent disease in
human populations around the world,” RSPH currently offers four academic degrees, and
has established as one of its objectives the implementation of two more. A matrix of
academic degree options by degree and area of specialization appears in Criterion V.A.1.
RSPH academic degree options include the MS and PhD programs in Biostatistics, the
PhD program in Epidemiology, new PhD programs in Behavioral Sciences and Health
Education and Health Services Research and Health Policy (September 2005), and the
PhD in Nutrition and Health Sciences, which is offered with the School of Medicine.
V.E.2 Public health orientation for students in academic/research degree programs
Common Experiences
Students in all academic programs enroll in courses outside their academic department.
All students in the doctoral program are required to serve as teaching assistants in MPH
and MSPH courses. Doctoral students may also enroll in courses with master’s degree
students. In addition, it is common for doctoral students in all programs to have
professionals from the Centers for Disease Control and Prevention sit on their dissertation
committees. The CDC is a formal partner with the schools of medicine and public health
in offering the doctoral program in Nutrition and Health Sciences. Although
opportunities exist and all students are encouraged, some students in academic programs
do not elect to have a broad exposure to public health, and may not gain an understanding
of the ecological approach to health.
Experiences in Specific Programs
Biostatistics, MS and PhD
Biostatistics students in academic programs are required to take electives in courses
outside their department, 6 hours for PhD students and 3 hours for MS students.
Biostatistics students are encouraged to enroll in advanced courses offered in the MPH or
MSPH curriculum, although they are typically courses focusing on analytical methods.
Students also attend weekly department seminar presentations with all students and
occasional career planning seminars feature opportunities in the field of public health.
Doctoral and master’s degree students sometimes visit alumni at their worksites in the
Atlanta area and, in the course of their studies, work on collaborating projects with
investigators in other departments in the school and across the Health Sciences Center.
Epidemiology PhD
Epidemiology students are required to enroll in 16 hours of course work in the
Department of Biostatistics and may take up to 14 hours of electives, often from courses
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in the MPH and MSPH curriculum. Doctoral students are recruited among applicants
from MPH or MSPH programs. In the past three years, 86% of entering doctoral students
in Epidemiology also earned an MPH or MSPH degree. Students are required to work in
two research assistantship positions in order to experience the application of
epidemiology to the field of public health.
Nutrition and Health Sciences PhD
Students in this doctoral program enroll in courses offered by the Departments of
International Health, Behavioral Sciences and Health Education, Epidemiology and
Biostatistics. Students who choose to focus their studies in the area of public health or
prevention (as opposed to biomedical areas) are encouraged to take electives from all
departments in the school.
Health Services Research and Health Policy, PhD (Fall 2005)
Some students will enter this new program with an MPH or MSPH degree. Students will
be encouraged to enroll in electives in other departments in the school of public health,
and some required courses will also enroll MPH and MSPH students.
Behavioral Sciences and Health Education, PhD (Fall 2005)
All students entering this new doctoral program must have completed an MPH or MSPH
degree or its equivalent. The curriculum for doctoral students also includes courses in
Epidemiology and Biostatistics and students will be encouraged to take elective courses
in other departments.
V.E.3 Culminating experience for academic/research degrees
A thesis based on original empirical research is required for the MS degree in
Biostatistics. A dissertation based on original empirical research is required as the
culminating experience in each of the doctoral programs. Students are supervised on the
thesis or dissertation by faculty members with expertise in the student’s area of
investigation. Thesis and dissertation proposals must be approved by a faculty committee
and the final product is reviewed during a formal public defense. Doctoral students also
complete comprehensive examinations before being admitted into candidacy.
V.E.4 Assessment of the extent to which this criterion is met
Strengths
 The school offers an MS degree, two well-established doctoral programs, collaborates
with the School of Medicine in offering a third doctoral program, and will launch two
new PhD programs in 2005.

All students have an opportunity for some involvement in the broader school of
public health academic programs and to interact with public health practitioners
during their training.
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Weaknesses
 Although opportunities exist and all students are encouraged, some students in
academic programs do not elect to have a broad exposure to public health.
Recommendations
 Explore new means of exposing students in academic programs to the broader
curriculum in public health; for example, through seminars.
This Criterion is met.
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CRITERION V – INSTRUCTIONAL PROGRAMS
F. DOCTORAL DEGREE PROGRAMS
V.F.1 Doctoral programs
In support of its mission to “train leaders to promote health and prevent disease in human
populations around the world,” the RSPH has established an objective to “offer training
for those entering the highest levels of practice.” (Criterion 1.3) As the Matrix in V.A.1
indicates, the school offers doctoral programs in Biostatistics and Epidemiology. Both
doctoral programs are described throughout the document. In addition, the school
collaborates with the Graduate Division of Biological and Biomedical Sciences in the
School of Medicine to offer the doctoral program in Nutrition and Health Sciences.
Two new doctoral programs have received final approval from the Graduate School of
Arts and Sciences and will be launched in 2005: Health Services Research and Health
Policy; and Behavioral Sciences and Health Education.
V.F.2 Assessment of the extent to which this criterion is met
Strengths
 The school has long offered two doctoral programs in Epidemiology and Biostatistics.
 The school collaborates with the School of Medicine in offering the doctoral program
in Nutrition and Health Sciences.
 The school has received final approval from the Graduate School of Arts and
Sciences to offer two new doctoral programs: Behavioral Sciences and Health
Education; and Health Services Research and Health Policy.
Weaknesses
 None identified.
Recommendations
 Continue to explore the feasibility and development of a DrPH degree program.
 Implement the two new doctoral programs recently approved by the GSAS.
This Criterion is met.
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CRITERION V – INSTRUCTIONAL PROGRAMS
G. JOINT DEGREE PROGRAMS
V.G.1 Joint degree programs
Programs
In support of its goal to “educate individuals for careers in public health,” the RSPH has
as one of its objectives “encourage interdisciplinary and inter-school training.” (Criterion
I.3.) As the Matrix in V.A.1 indicates, the school offers dual-degree programs (as they
are known at Emory) with four schools: Medicine, Law, Nursing and Business. Through
the Emory University Center for Health, Culture and Society, the school also enrolls 2-4
students in doctoral programs offered by the Graduate School of Arts and Sciences for an
MPH or MSPH degree during the course of their doctoral studies.
MPH Requirements
All dual-degree students complete a minimum of 32 semester hours of course work for
the MPH component including the core courses. (The MBA/MPH program requires 30
hours of MPH courses because one required MBA course is comparable to a Health
Policy and Management course.) The MPH degree, requiring 42 hours for completion,
enables students to count 10 hours in their other academic program towards the MPH
degree. In essence, the elective courses for the MPH degree are provided by the other
professional degree program. The learning objectives for the MPH portion of the dualdegree are identical to those of the full program in which they are enrolled. Dual-degree
programs may have implicit learning objectives in addition to those of each degree
program, but they have not been made explicit.
Dual-degree students must enroll for a minimum of two full-time semesters in the RSPH,
complete all core courses and required courses for their area of concentration (except
where there may be overlapping courses in the other professional school) and complete
the culminating experience for their concentration. Because 10 hours of credit in the
other program are counted toward the MPH degree, the MPH degree is not awarded until
the requirements for both degrees are completed.
Requirements for each dual-degree program are provided in the school catalog.
Advisement
Student advisement occurs in the MPH department in which they enroll. Like all MPH
and MSPH students, dual-degree students are advised by the department ADAP and a
faculty member. Dual-degree students are administratively coordinated by the RSPH
Office of Student Services.
For the MD/MPH and JD/MPH programs, an RSPH faculty member or faculty member
in the other professional school provides oversight to the entire dual-degree program.
They may coordinate recruitment, common experiences such as a journal club and social
activities, and may contribute to student advisement.
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In the MSN/MPH program the faculty and staff advisors in the School of Nursing and
School of Public Health jointly meet with the student at the start of the program to plan
the schedule of courses for completing both degrees.
BA/MSPH Program in Biostatistics
The school also offers, in cooperation with the undergraduate college Department of
Mathematics, a 5-Year BA/MSPH program. This is not technically a dual-degree
program as the exceptional students complete the requirements for both the BA in
mathematics and MSPH in Biostatistics. It allows undergraduates to take School of
Public Health courses in their fourth or senior year and apply them to both the
baccalaureate degree in the college and the MSPH degree in the School of Public Health.
Information about the BA/MSPH program is available on site in the resource file.
Dual-degree Graduates
The numbers of dual-degree program graduates for the past four years are included in
Table V.G.1.
Table V.G.1
Number of Dual-Degree Graduates
Academic Year
2000-01
2001-02
2002-03
2003-04
JD/MPH
7
1
4
4
MBA/MPH
7
3
3
2
MD/MPH
2
4
4
9
MSN/MPH
4
1
2
5
V.G.2 Assessment of the extent to which this criterion is met
Strengths
 The school offers four dual-degree programs with other professional schools.
 The school collaborates with the undergraduate college so that exceptional
mathematics department students may complete both their undergraduate degree and
the MSPH in Biostatistics in five years.
 The school collaborates with the Graduate School of Arts and Sciences in offering a
program administered by Emory’s Center for Health, Culture and Society that enables
doctoral students to study for the MPH or MSPH degree.
Weaknesses
 The school currently has only one academic program linking to the undergraduate
college.
 Dual-degree programs may have implicit learning objectives in addition to those of
each degree program, but they have not been made explicit.
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Recommendations
 Explore the development of additional 4-1 (BA/MPH) programs or other programs
introducing undergraduate students to public health.
 Create explicit learning objectives for dual-degree programs reflecting the interaction
of both fields.
This Criterion is met.
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CRITERION V – INSTRUCTIONAL PROGRAMS
H. NON-TRADITIONAL DEGREE PROGRAMS
V.H.1 Degree programs offered in a non-traditional format
The RSPH offers the distance education based Career MPH Degree program for
experienced public health professionals. The Career MPH program is in direct response
to the school’s objective of “offering training for professionals in the public health
workforce.” (Criterion 1.3)
V.H.2 Description of non-traditional degree programs
The mission of distance education programs at the RSPH is to utilize web-based
technologies to provide effective, engaging, easily accessible graduate courses and
continuing education to further the education and skills of individuals in the public health
work force. This is accomplished through courses that are based on sound educational
principles and theories, the use of standardized comprehensive evaluations, and
collaborative efforts among academia and public and private health agencies. Other than
the requirement for a minimum of five years of experience, the basic requirements for
acceptance into the Career MPH are the same as the traditional curriculum, including
adequate GPA, GRE scores, a personal narrative, and two letters of recommendation.
Applicants apply to the Career MPH program; however admission decisions are made by
faculty in the program area selected. Tuition and fees are the same as the traditional
curriculum.
The structure of the Career MPH program is a mixed format design, but students must
complete 42 credits hours at the RSPH. Each course begins and ends on campus in a
face-to-face arrangement. The on-campus sessions occur over “long weekends” from
Friday morning through Sunday afternoon during which each course meets for
approximately seven hours of instructional time. The remaining course work occurs
during the 10-12 week distance-based sessions using Blackboard course management
system. The Career MPH is a cohort design that requires 32 hours of core courses and
10 hours in one of four option areas: Prevention Science, Management (closed to new
students), Outcomes, and Maternal and Child Health Epidemiology. Within the 32 hours
of core courses students take the five required core courses and complete a culminating
Special Studies Project under the guidance of a faculty member.
With the exception of the one hour seminars, all classes are two credit hours each. A
student taking a full load of courses would be able to take six hours of credit each
semester and can complete the degree in seven semesters.
During the on-campus sessions all services provided to students in the traditional
program are available to the Career MPH students, including academic advisement,
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access to faculty and program administrators, library, and participation in special
seminars and/or presentations by public health leaders.
The curriculum for the Career MPH is based upon the Council of Linkages core
competencies and 10 essential services in public health. The overarching competencies
for the Career MPH are:



Provide managerial, programmatic, and technical support to local, state, and
federal governments, and international organizations involved in the delivery and
evaluation of health services;
Design and execute needs assessment and comprehensive evaluation studies in
collaboration with communities and other organizations in order to improve the
quality of health service delivery;
Utilize computer applications and information science in the practice of public
health to collect, store and analyze health related data in order to improve health
service delivery, community health status and/or enhance organizational
performance.
All faculty members who teach in the Career MPH have access to instructional designers
who can assist them in the adaptation of their course materials into a distance format.
Each semester the instruction design team holds faculty workshops that cover the basics
of distance-based instructional design, updates on the Blackboard system, and
innovations in instructional media. The current faculty members who teach in the Career
MPH include full-time RSPH faculty and a number adjunct faculty who work at the
CDC, Georgia Department of Human Resources, American Cancer Society, and other
public health agencies. The Career MPH program would benefit from more full-time
RSPH faculty in its instructional programs, in order to expand the number of programs
offered. All faculty members are evaluated using the standard MPH course evaluation
form.
A complete description of the Career MPH Program is found in Appendix V.H.2.
V.H.3 Assessment of the extent to which this criterion is met
Strengths
 The school enables those employed in the public health workforce to earn an MPH
degree through a combination of episodic on-campus visits and web-based
instruction.
 The Career MPH program requirements are comparable to the traditional MPH
program.
 The Career MPH program is guided by clearly articulated learning objectives that are
evaluated throughout the program.
 Performance of Career MPH students is evaluated in a way that is comparable to
students in the traditional MPH program.
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



Course formats and modes of instruction are based on sound adult learner principles
and theories, and are appropriate for the experience level of students and the course
and program learning objectives.
The Career MPH staff provides considerable support to faculty instructors and
student learners in creating an effective learning environment.
The Career MPH program addresses well-established learning objectives for practice
in the field of public health.
The Career MPH program evaluates the effectiveness of its format and teaching
methodologies, and students indicate that their needs are being met.
Weaknesses
 The Career MPH program offers a limited number of concentrations.
 The Career MPH program would benefit from more full-time RSPH faculty in its
instructional programs, in order to expand programs offered.
Recommendations
 Develop new academic concentrations in the Career MPH program for which there is
sufficient demand.
 In order to expand the number of programs offered, recruit more full-time faculty as
instructors in the Career MPH program.
This Criterion is met.
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CRITERION VI – RESEARCH
VI.1
A description of the school’s research activities, including policies,
procedures, and practices supporting research and scholarly activities
Research Activities
Research is one of the principal missions of the RSPH and a major activity of faculty and
students. RSPH research efforts are driven by the school’s goal of conducting “basic and
applied research pertinent to the recognition, characterization and resolution of health
problems in human populations.” Criterion I describes several research-related objectives
that support this goal. Emory University, as a Category I Carnegie Research University,
places a high value on conducting and publishing peer-reviewed research and competing
for sponsored research projects.
RSPH faculty conduct practiced-based, community-based, clinical and laboratory
research. Collectively, faculty have made notable contributions to knowledge and public
health practice in a wide range of areas, including environmental exposures and health
risks, the health consequences of urban sprawl, biostatistical methods, statistical
modeling of epidemics and the spread of infectious diseases, cancer etiology,
epidemiological surveillance, HIV and AIDS, cancer and cardiovascular diseases,
assessing outcomes of medical interventions, economic impact of health policies,
nutrition and human development, infectious disease control, culture and the
understanding of health threats, reproductive health risks, mental health, health
disparities, substance abuse, and community-based prevention and intervention research
to promote health. Complete lists of sponsored RSPH projects for the past three years are
available in the resource file on site.
Administration of Research Programs at the RSPH
In 2004, the RSPH created a new position, Associate Dean for Research, and appointed
Dr. Claire Sterk to this position. The associate dean is responsible for facilitating the
school’s programs of research. Dr. Sterk sits on the Woodruff Health Sciences Center
Research Committee, and her office interacts with Emory University offices on policies
that affect research. This office also liaises with the RSPH Business Services Office on
issues related to the university Institutional Review Boards’ policies and procedures, and
their application and implementation in the RSPH. Working closely with nine other
faculty members appointed to the RSPH Research Advisory Committee, the associate
dean identifies opportunities for collaborative and/or interdisciplinary research and brings
faculty together in common efforts, for example, center grants. The associate dean may
also interact with major funding agencies, identifying opportunities for faculty or groups
of faculty for sponsored programs of research.
The Associate Dean for Administration and Finance heads the RSPH Business Services
Office which provides a range of organizational support for research, including budget
preparation for grant and contract proposals and post-award administration. The office is
responsible for assisting faculty with a variety of compliance issues including adherence
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to agency regulations, managing conflicts of interest, IRB and HIPAA. Assistance is also
available for purchasing and other account payable tasks. The human resources arm of
the office provides support for the process of hiring new research project staff from the
initial job description to employee orientation.
While the school provides central administrative support for research through these two
offices, individual departments are responsible for providing clerical support to assist
faculty in the preparation of research proposals. Presently no specific funding
mechanism exists to provide more substantial levels of administrative support necessary
to prepare large scale grant applications such as program, project or center grants
involving multiple departments and schools.
Policies and Procedures
Policies and procedures related to research are posted on the school’s web site. Most
university policies are included in the Faculty Handbook, available in the resource file on
site. Research-related policies include the following:
Expected Effort in Research
 All tenure track faculty members are expected to engage in research “pertinent to
the recognition, characterization, and resolution of health problems in human
populations.” (See Criterion I.2, Goals.)
 Full-time tenure track faculty members normally maintain programs of research
or related activities that fund roughly two-thirds of their 12-month salary.
Extramural funding may support a greater proportion of non-tenure track
(research or clinical track) faculty members. Those recruited to junior faculty
positions are generally supported by internal funds for a period of two to four
years, until they have an opportunity to develop funded programs of research.
Although some faculty members are unsuccessful in continuously sustaining
funding for their programs of research, the school and department support the full
salary of the tenure track faculty members during a hiatus.
 The RSPH policy is to value and reward practice-based research in the same way
it values clinical, laboratory and community-based research.
Policies for Those Engaged in Research
 All faculty members must annually certify that they do not have conflicts of
interest when applying for external funding.
 All faculty members must adhere to university policies on confidentiality adopted
in compliance with the Health Insurance Portability and Accountability Act
(HIPAA).
Institutional Review Board and Research Ethics Requirements
 All faculty members, students, and research staff who engage in research and
faculty members who supervise student research must be certified by the
Institutional Review Board as having been trained in the ethics, policies, and
procedures associated with human subject research. Certification is obtained by
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
achieving the learning objectives of the IRB educational program as demonstrated
on a web-based examination.
All RSPH doctoral and post-doctoral students must enroll in and satisfactorily
complete a research ethics course, Values in Science, IBS 606, offered by the
Emory Center for Ethics.
Procedures and Resource Allocation
 All research proposals must be routed through the school’s Office of
Administration and Finance and, when approved, through the university’s Office
of Sponsored Programs.
 Principal investigators are responsible for the management of funded projects.
 Indirect cost recovery is used to support research activity in the school, and
approximately 20% is distributed to departments; some departments distribute a
portion of that revenue directly to investigators for the support of their research.
 All full-time faculty members are assigned office space in the Grace Crum Rollins
Building (GCR) or the adjacent School of Nursing building. Space for funded
research is assigned in the GCR building, the School of Nursing building, the
former dental school building, the 1525 Clifton Road building, or on the Emory
Briarcliff Campus, approximately one mile from the main university campus.
The Associate Dean for Administration and Finance, in consultation with the
associate deans, oversees space allocation for research.
VI.2
Community-based research and related activities
In fiscal year 2004, 45.3% of awards and 61.3% of award dollars were directed to
community-based research and related activities, as shown in the list of sponsored
projects for the past three years (available in the resource file) and summarized in Table
VI.3.2. Community-based research and related activities within RSPH are defined as
those that include:
1. Population-based data collection within a community by researchers or students
(community-based participatory intervention);
2. Program evaluation that involves identified stakeholder impact (utility-focused
evaluation);
3. Programs of institutional design and delivery for public health practitioners; or
4. Technical assistance to state and local health departments, for example, the
Tobacco Technical Assistance Consortium.
The RSPH definition of community-based activities excludes research that involves thirdparty secondary data analysis, even if the data was community driven; theoretical
framework development or modeling; and clinical treatment services, for example, the
collection of data in a hospital or clinic.
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VI.3
Current research activity and funding
The on-site resource file contains a complete list of research and related activities,
including the source and amount of funding for FY 2002-2004. Total sponsored project
awards to RSPH faculty increased 41.4% between 2002 and 2004, as illustrated in Table
VI.3.1.
Table VI.3.1
Rollins School of Public Health
Sponsored Projects Awards (in millions) by Fiscal Year
$60
52.5
$50
$44
$40
$37.2
Other Awards
Federal Awards
$30
$25.0
$20
$25.3
$25.4
2000
2001
$19.7
$10
$0
1998
1999
2002
2003
2004
As shown in Table VI.3.2, the number of awards increased by 24.3% between FY 2002
and 2004, from 181 to 225. Awards were received from 78 different sources. RSPH’s
wide range of funding sources includes federal and state government, local health
departments, non-profit foundations, private corporations, public charities, other
universities, and non-governmental organizations (NGOs). Many of these funding
sources reflect RSPH’s strong partnerships with national organizations that are based in
Atlanta, such as the CDC and the American Cancer Society. The top six sources of
funding for each year are listed in the table.
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Table VI.3.2
Number, Sources and Types of Sponsored Awards
FY 2002 – 2004
Number of awards
% increase 2002 - 2004
Number of sources of awards
% increase 2002-2004
Number of federal awards
% increase 2002 - 2004
Number of community-based
projects
% of awards for community-based
projects
% of award $ for community-based
projects
Top six sources of awards:
VI.4
2002
181
2003
199
75
78
130
150
55
85
2004
225
24.3%
78
4.0%
165
26.9%
102
30.4%
42.7%
45.3%
45.5%
59.3%
61.3%
1. NIH
2. RWJF
3. ASPH
4. CDC
5. Georgia DHR
6. HRSA
1. NIH
2. ASPH
3. Legacy Fdtn
4. RWJF
5. IAVI
6. US EPA
1. NIH
2. ASPH
3. Aetna
4. CDC
5. RWJF
6. SAMHSA
Measures of success in research
Success in research is measured by several objectives that support the RSPH research
goal of conducting “basic and applied research pertinent to the recognition,
characterization and resolution of health problems in human populations.” (See Criterion
I.2.) Two key indicators of the success of the school’s research activities over the past
three academic years are per capita dollars in extramural funding and the mean number of
publications in the quality peer-reviewed literature. Additional indicators of success
include the various honors bestowed on faculty, based primarily on their contributions to
research (see Appendix VI.4) and the level of interdisciplinary scholarship, as
demonstrated in Table II.B.3.
Extramural Funding
Since funding is most commonly awarded on the recommendations of peers and based on
the merit of proposed work, it serves as an indicator of the quality of scholarship. The
dollars in extramural funding per FTE tenure track faculty member and all FTE faculty
members for the three previous fiscal years are indicated in Table VI.4.1. The amount of
sponsored funding per FTE faculty member has increased from $296,814 in FY 2002 to
$363,917 in FY 2004.
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Table VI.4.1
Annual Sponsored Research Funding Per FTE Faculty Member
Fiscal Year
Tenured and Tenure
All FTE Faculty*
Track FTE Faculty*
$599,953
$296,814
2002
$666,515
$307,303
2003
$807,667
$363,917
2004
* Denominator is the number of FTE faculty at beginning of each fiscal year
Peer Reviewed Publications
The school’s mission includes the dissemination of knowledge. RSPH monitors progress
in dissemination of research findings by tracking the number of times faculty members
appear as authors of peer-reviewed publications. Table VI.4.2 presents the number of
faculty-reported authorships for published or accepted papers in peer-reviewed journals
and for book chapters for the past three years, by tenure and non-tenure track faculty.
The number of books authored or edited by faculty members is also listed.
The mean number of authorships on peer-reviewed publications per full-time tenure track
faculty member was 7.2 in 2001-02, 8.5 in 2002-03, and 7.6 in 2003-04. Corresponding
mean number of authorships for non-tenure track faculty members was 2.7, 3.2, and 2.9
over the same time period. The mean number of book chapters written by tenure track
faculty averaged more than one chapter per faculty member each year.
Table VI.4.2. Part A
Authorships* on Publications: Total and Per Capita
Full-Time Tenure Track and Non-Tenure Track
Refereed Articles
Academic Year
2001-2002
2002-2003
2003-2004
Full-Time Tenure Track
# Authorships
Per Capita
442
7.2
550
8.5
487
7.6
Full-Time Non-Tenure Track
# Authorships
Per Capita
125
2.7
183
3.2
164
2.9
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Table VI.4.2 Part B
Book Chapters
Academic Year
2001-2002
2002-2003
2003-2004
Full-Time Tenure Track
# Chapters
Per Capita
97
1.6
80
1.2
90
1.4
Full-Time Non-Tenure Track
# Chapters
Per Capita
24
.5
32
.6
27
.5
Table VI.4.2 Part C
Books in Press or Published by Full-Time Faculty
2001-2002
2002-2003
2003-2004
Tenure Track
# Books
15
15
14
Non-Tenure Track
# Books
2
7
5
*Faculty report authorships on refereed articles that were published or accepted for publication during
each academic year. The figures represent reported authorships, as collected in annual reviews. The
table reports the number of books authored or co-authored by faculty members, not numbers of book
authorships. The denominator is the number of faculty at the beginning of each academic year.
Quality of Refereed Journals in which Faculty Publications Appear
Although the school does not apply a metric to establish the quality of refereed journals,
each year it examines the extent to which the published work of faculty members appears
in leading journals of the various academic fields represented in the school. Two
indicators of quality in journals are rigorous peer review and scholarly content that is
most consulted in its field. A partial list of journals in which faculty have published
appears in the Annual Reports (available on site in the resource file). Appendix VI.4
includes a partial list of leading journals in which faculty have reported the results of
their research over the past three years.
Faculty Honors for Scholarship
The extent to which faculty members have been honored for their scholarship is an
indicator of quality. Honors received by faculty are listed in the Annual Reports. A
partial list illustrating such honors over the past four years is included in Appendix VI.4.
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VI.5
Student involvement in research
Thesis Research
All students except those in the Department of Health Policy and Management are
required to complete a thesis, special study project, or dissertation. Most of these
students are involved in original research, some of which is related to research projects of
faculty and of professionals at neighboring public health or health institutions (e.g., CDC,
American Cancer Society). The number of students completing theses or special study
projects during the past three years is as follows:
Table VI.5.1
Number of MPH/MSPH Students Completing Theses
Year
2001-02
2002-03
2003-04
Students Completing Theses
233
203
233
Student Research Assistants
Many students are employed by research projects and programs associated with RSPH
faculty members, professional staff and interdisciplinary teams. Some students work
without compensation, e.g., when using some portion of a faculty research project for a
thesis. The RSPH Human Resources Office indicates the following numbers of students
were paid employees over the past three years. These numbers exclude those employed
by the Dean’s office. The majority of these students provided assistance on research
projects:
Table VI.5.2
Number of MPH, MSPH and PhD Students Serving as Paid Assistants in the RSPH
2001-2002
2002-2003
2003-2004
# Students
343
429
416
% of All Students
45%
57%
52%
Student Research Activity Outside the RSPH
Students are involved in research activity outside the school through internships and other
work arrangements. Section IX describes theses and practica involving students each
year, including students involved in Global Field Experiences.
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VI.6 Assessment of the extent to which this criterion is met
Strengths
 Faculty members are successful in competing for research funding.
 Faculty members are involved in a balanced research portfolio, including communitybased research.
 Sponsored research awards, overall and per-capita, are increasing.
 Faculty members are productive, as reflected in publishing their scholarship in highimpact peer reviewed journals.
 Faculty research is supported by a diverse set of funding agencies.
 Faculty research contributes significantly to students’ learning experiences through
student participation and theses.
 Interaction with capable professional research staff contributes significantly to
students’ learning experiences.
 RSPH has strong research relationships with local institutions, such as the CDC and
American Cancer Society.
 The new Associate Dean of Research will encourage more large, collaborative
research efforts.
Weaknesses
 Some faculty members are unsuccessful in sustaining financial support for their
programs of research.
 There is no specific funding mechanism available to faculty to support preparation of
large scale grant applications.
Recommendations
 Develop a formal process for faculty to apply for “bridge funding” arrangements to
support investigators experiencing a hiatus in funding.
 Establish a process for faculty to request support for the development of large-scale
grant applications (e.g., center grants).
This Criterion is met.
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CRITERION VII – SERVICE
VII.1 A description of the school’s service program, including the policies,
procedures, and practices which support service
Service in Support of Mission and Goals
Consistent with the Rollins School of Public Health goal “to provide managerial,
programmatic, and technical support to local, state, federal, and international
organizations in the delivery and evaluation of health services,” service, like research and
teaching, is an integral activity of the RSPH. The school’s commitment to service is
further reflected in its goal to “educate individuals in the public health workforce by
enhancing their knowledge and skills through continuing education, distance learning and
technical assistance.”
The school has traditionally viewed paid or unpaid service as having two dimensions:
supporting the activities of the academic community and contributing to the practice of
public health. As the volume and scope of service has increased, the school’s recognition
of service activities has expanded to include: participating on professional or academic
committees; teaching continuing education courses; contributing to public health practice
through consultation and instructional programs (service learning, practica, and theses);
and delivering public health preparedness programs funded through grants, contracts and
formal agreements.
Reflecting an academic culture that values service, the majority of the faculty and
students are involved in accomplishing the service goals of the school. Although the
types of service may vary by faculty interest and expertise, the school confirms its
commitment to the value of service through adopted tenure and promotion policies and
measures excellence in service through evidence indicating that there are direct
contributions to the health of populations.
Rewards for Service or Public Health Practice
As an outgrowth of the 2000 faculty retreat addressing the school’s goals and objectives,
the Dean appointed an ad hoc committee on service to develop more refined guidelines
for evaluating faculty service or public health practice. Drawing particularly from the
ASPH publication, Demonstrating Excellence in Academic Public Health Practice, the ad
hoc committee developed a set of guidelines for the tenure and promotion of faculty who
demonstrate excellence in service. They were further refined by the school’s
Appointment, Promotion and Tenure (APT) Committee and reviewed by the Faculty
Senate before being adopted by the Dean, with the approval of the chairs, in 2001. These
APT Guidelines are available on site in the resource file.
In the past three years, all faculty members in the tenure track who were promoted to the
ranks of associate professor and professor met the guidelines for “adequacy” in service.
During that same period of time, one faculty member was promoted to the rank of
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associate professor, one was promoted to the rank of professor, and one faculty member
was hired at the rank of full professor based on “excellence” in service, among other
qualifications. In 1998, the school also adopted a new non-tenure track designation,
“clinical (assistant to full) professor,” which refers to faculty who are principally focused
on public health practice or instruction. Faculty members in these ranks are eligible for
promotion under the revised APT Guidelines.
Organizational Support for Service
The position of Associate Dean for Applied Public Health was created in 1997 with the
intent of initiating and managing programs that link the school with the public health
practice community, including private corporations, in addition to the federal, state, and
local governmental agencies in the surrounding area. Through grants and other
extramural revenue sources, the Office of the Associate Dean for Applied Public Health
oversees a range of programs that provide a linkage between the school and community.
In turn, the school supports service activities by supporting a Director of the Office of
Continuing Professional Education; providing space in the 1525 Clifton Road building;
and encouraging training and other practice-focused grants that improve the practice of
public health. Some of the major programs coordinated under the Office of Associate
Dean for Applied Public Health follow.
Office of Continuing Education
Under the leadership of Ms. Laura Lloyd, the Office of Continuing Professional
Education is the focal point for continuing education activities for the school. This office
maintains a continuing education database, PeopleWarePro, which contains a training
calendar, tracks course offerings and attendees, provides online registration, tracks
continuing education credits, and produces certificates of attendance. While not all
continuing education providers take advantage of the PeopleWarePro system, Ms. Lloyd
follows up with each department to assure that on an annual basis the school is aware of
the extent of its offerings.
By partnering with organizations with similar missions, such as the Georgia Public
Health Association, the Georgia Federation of Professional Health Educators, the Georgia
Medical Care Foundation, and health districts in the Georgia Department of Human
Resources, the RSPH has been able to focus its efforts on reaching public health
professionals in underserved areas of Georgia. In addition to external support for
continuing education, Ms. Lloyd has competed successfully for funds from the
university’s teaching fund to sponsor a lunch and learn seminar series that focuses on
innovative teaching strategies using technology. These seminars attract professionals
from across the university campus, the Centers for Disease Control and Prevention,
Georgia Division of Public Health, and the American Cancer Society, which encourages
conversations that bridge the academic and practice communities.
From 2001-2004, the school conducted or co-sponsored 589 events with 3,966.75 contact
hours for 17,159 attendees. Approximately 50% of these events offered continuing
professional education contact hours.
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Summaries of the continuing professional education activities for years 2001-2002
through 2003-2004 are located in Appendix VII.1.
Tobacco Technical Assistance Consortium (TTAC)
Supported through grants from the American Cancer Society, the American Legacy
Foundation, and The Robert Wood Johnson Foundation, the Tobacco Technical
Assistance Consortium provides technical assistance, information resources, and training
for state and local tobacco control programs. TTAC was established in 2001 with funding
through 2006. Through subcontracts, personnel agreements, and staff participation,
TTAC has provided over 400 technical assistance consultations, lending assistance to all
50 states plus Micronesia and Guam. TTAC has developed a number of major
instructional products, including Basics of Tobacco Control - Pathway to Change; LGBT
Populations and Tobacco; The Power of Proof - An Evaluation Primer; Reaching a
Higher Ground – A Guide for Preventing, Preparing for, and Transforming Conflict for
Tobacco Control Coalitions; Health Policy Profile; The College Tobacco Prevention
Resource; Learning Center Tutorial; and Buck Tobacco Tip Sheets. Tobacco 101-A,
Tobacco Basics Training Curriculum and The Clean Indoor Air Manual are scheduled to
be released in 2004. A monthly e-newsletter, TTAC Exchange, is also produced and
distributed to subscribers. Finally, TTAC hosts a website, www.ttac.org, that provides
up-to-date tobacco control and prevention information, essential resources and links,
electronic versions of TTAC products and white papers, archived e-newsletters, and an
electronic technical assistance request form to be used to request assistance from TTAC.
Southeast Institute for Training and Evaluation (SITE)
In 1995, Southeastern Institute for Training and Evaluation (SITE) began as a Woodruff
Foundation project that was the evaluation and training center for Information Network
for Public Health Officials program. SITE is maintained through registration fees for
course offerings.
Located in the 1525 Clifton Road building, SITE consists of a dedicated learning
laboratory and conference room for its education programs targeted toward practicing
public health professionals. The laboratory includes state of the art technology (21 Dell
Pentium 4 computers with flat screens), internet access, and Windows XP. SITE has a
training calendar of standard course offerings, which is mailed to state and local public
health agencies, collaborating institutions, and all former SITE participants. The SITE
calendar and facilities are managed by Ms. Dabney Evans who contracts with the Emorybased and adjunct faculty to teach the courses and evaluate each course offering.
On an annual basis, SITE competes for CDC university sponsored courses. These courses
are a part of the CDC university program and are offered to CDC employees. For a
current list of SITE offerings see Appendix VII.1. The participant counts for SITE
offerings are included in the continuing professional education reports.
Center for Public Health Practice
The Center for Public Health Practice carries out community-based sponsored research
focusing on the improvement of public health practice with a special emphasis on the
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issues associated with health disparities. Also, under the leadership of Drs. Joyce Essien
and Jane Nelson (retired), the center has participated in the national thinking regarding
competency-based professional preparation and workforce development. They, along
with consultants Rick Loudermilk and Daniel Cohen, authored a much cited document,
The Public Health Competency Handbook. This document assists state and local health
departments to determine and respond to workforce needs.
Center for Public Health Preparedness
In 2002, the RSPH received CDC funding for one of 22 Centers for Public Health
Preparedness (CPHP) located in Schools of Public Health. This center is funded to
partner with state and local public health agencies to develop and deliver training and
education programs on topics related to the adequate preparation of the public health
infrastructure for bioterrorism and emergency response events. These funds have
increased the capacity of RSPH to produce high-quality continuing education products
using distance education strategies, which include CD Rom, DVD, streaming video, and
in-depth courses managed via a Blackboard interface.
The RSPH-based multi-media CPHP team is grounded in the concept of just-in-time
learning which allows for rapid development and delivery of needed competency-based
instruction. In partnership with the Georgia Division of Public Health, the Emory CPHP
developed a Web-enabled Learning Assessment and Management System called “GTRAIN.” This system allows potential public health employee learners to log on and
indicate their biographical and professional backgrounds, specify their training needs,
assess their competence, enroll in distance-based modules, and sign up for continuing
education units. To date, approximately 3,700 out of 7,000 employees have entered their
profiles into the G-TRAIN system. Beginning in March, 2003, many of the multi-media
training products became available via streaming video on the G-TRAIN web site. (See
Appendix VII.1 for a complete list of Emory CPHP of educational products.) In 2003,
RSPH submitted a supplemental proposal and was awarded additional funds to expand
the Emory CPHP to include a partnership with the Graduate School of Public Health at
the University of Puerto Rico. In 2004, the CPHP’s funding was renewed for an
additional five years.
Health Professions Partnership Initiative
The Health Professions Partnership Initiative is funded by the Robert Wood Johnson and
W.K. Kellogg Foundations. Directed by the Associate Dean for Applied Public Health,
the initiative continues its program to promote interest among Atlanta minority youth in
entering the health professions. The RSPH partners with the Atlanta Public Schools
System, Clark Atlanta University, Morehouse College, Morris Brown College and
Spelman College as well as Emory University’s Schools of Medicine and Nursing on this
initiative.
The Career MPH Program
Although the Career MPH Program is more fully described in Criterion V.H, it does
deserve mention within the service criterion because at its core is the intent to meet the
needs of working professionals who want graduate level education rather than continuing
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education. The Career MPH is a direct consequence of the Graduate Certificate Program
funded by the Centers for Disease Control and Prevention. Unlike the MPH degree
offering provided within a department structure, the Career MPH requires a minimum of
5 years of practice for admission. As a line item in the Emory A-CPHP there are
earmarked funds to support the tuition for up to 6 Georgia Public Health Preparedness
Scholars to attend the Career MPH Program. These students must meet the requirements
for admission into RSPH and have the support from their public health employers for
attending graduate school. This support includes administrative leave for the on-campus
time and the travel to and from campus. There are currently 11 scholars from throughout
Georgia.
The following two programs are coordinated within departments rather than the Office of
Associate Dean for Applied Public Health:
Biostatistics Consulting Center
The Biostatistics Consulting Center (BCC) within the Department of Biostatistics offers
comprehensive technical assistance, statistical consultation, and computational services to
faculty, staff, and students in the RSPH, other divisions of the Woodruff Health Sciences
Center, and throughout the university. The faculty and personnel within the center are
available for discussion at all stages of research, including preparation of grants and
contracts, assistance in analyzing and presenting research data, and statistical review of
manuscripts in the publication process. The assistance provided by the BCC does not
result in publications for the biostatistics faculty, rather it is considered to be over and
above the individual’s own line of research. Thus, the work of the BCC adds to the
biostatistics capacity within Emory University, which fosters interdisciplinary research
across the campus.
Interfaith Health Program
The Interfaith Health Program is located in the Department of International Health.
Under the leadership of Rev. Dr. Gary Gunderson and funded from grants and contracts,
the Interfaith Health Program is recognized throughout the nation as a clearinghouse of
ideas and strategies that encourages health promotion activities within faith groups. The
Interfaith Health Program assists the faith and public health communities to join each
other in the dialog needed to resolve social conditions such as poverty and hunger. In
addition to the role of convener and idea generator, the Interfaith Health Program
conducts workshops throughout the country and internationally that are designed to
increase the community-based collaboration between health groups and the faith
community.
VII.2 Current Service Activities
In addition to the service activities listed in section VII.1, faculty members across the
school are involved in service activities.
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Faculty members report all service activities as part of their annual evaluation. This
information is contained in the department annual reports. Table VII.2 lists the number
of selected common service activities reported by RSPH faculty over the past three years.
Table VII.2
Number of Selected Types of Service Activities Reported by RSPH Tenure Track Faculty
Selected Types of Service Activities Reported
Editorial boards/editorships
Referee for articles (journals)
Peer reviews of research (NIH panels, etc.)
US organizations (consultant, technical assistance, panel member,
officer)
International organizations (consultant, technical assistance, panel
member, office)
Professional meeting program organizer
2001-02
58
46
9
218
2002-03
70
130
14
201
2003-04
95
162
23
225
22
28
48
11
9
21
Selected examples of faculty service activities for the past three years are included in
Appendix VII.2.
VII.3 Description of the school’s continuing education program including policies,
procedures and practices which support continuing education
Policies and Procedures
The policies of the school regarding the provision of continuing professional education
are based in departments. Faculty, in accordance with their chair, can design and offer
courses and receive additional salary compensation. In addition to the activities of the
Office of Applied Public Health that are described in section VII.1, the school supports a
number of training programs within departments. Participants in these offerings are
typically included in the annual continuing professional education reports. (See
Appendix VII.1.)
Description of Selected Department-Initiated Continuing Education Programs
Southern Center of Excellence in Environmental Health Practice
Dr. Howard Frumkin, a national expert in environmental and occupational health,
manages an active program in farm safety education and training in rural Georgia. Dr.
Frumkin heads the Southern Center of Excellence in Environmental Health Practice at
Emory University’s RSPH which provides training based on the 10 essential
environmental public health services via distance-based techniques and traditional oncampus sessions, serving health department personnel from Georgia, South Carolina and
Tennessee. Program objectives are to provide environmental health training to key
personnel from local health departments, enhance the capacity of a school of public
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health to address environmental health practice issues, and produce training materials that
will be broadly useful in environmental health training.
Occupational Medicine Residency Program
The Occupational Medicine Residency Program, supported by a formal agreement with
Delta Airlines, combines academic training with practicum experiences. The residents
participate in four longitudinal experiences that include care of patients at the Emory
Clinic, clinical rotations at the DeKalb County Board of Health, service at the Georgia
Poison Control Center, and weekly seminars held at the school. During their practicum
year and under the guidance of formal training agreements, residents participate in
industry, governmental, and private clinical rotations that include aerospace and
automobile manufacturing, commercial airlines, beverage and bottling, ATSDR, and
OSHA. This program enhances the school’s presence in many of the leading nongovernment and governmental corporations in Georgia, and is the only medical residency
program housed outside the School of Medicine.
Cancer Registry and Surveillance Training
Based in the Department of Epidemiology and in the SEER (Surveillance, Epidemiology
and End Results) Program, Dr. John Young and his staff offer multiple trainings on
campus and internationally on the collection and use of cancer registry and surveillance
data. Their courses are attended by state and local public health professionals and cancer
registry professionals within health care facilities. They are also key faculty in the
development of an NCI SEER program web-based instructional module on ICD-O-3 and
its implementation in North America. The program holds seminars and lectures on
current issues in epidemiology science and practices.
Center for Public Health Preparedness and Research Triangle Lectures
The Center for Public Health Preparedness and Research, funded in 2002 through a
generous gift from the Rollins family, sponsors the monthly Triangle Lecture series on
topics related to bioterrorism and emergency response. These monthly seminars attract
over 100 attendees from the university and the public health practice community. In
addition, these lectures are taped and distributed to the Georgia Division of Public
Health.
Center for AIDS Research Vaccine Dinner Club
The Center for AIDS Research (CFAR) sponsors a monthly lecture series, entitled the
Vaccine Dinner Club. These seminars are open to faculty throughout the university and
public health professionals from the CDC and state and local public health agencies.
These seminars attract over 100 attendees at each session.
Epidemiology in Action and Applied Epidemiology International Programs
Dr. Philip Brachman in the Department of International Health is an internationally
regarded training expert in field epidemiology and public health surveillance. Twice a
year, Dr. Brachman provides a two-week Epidemiology in Action course developed for
public health professionals from the United States. In addition, Dr. Brachman provides an
annual four week International Course in Applied Epidemiology for public health
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professionals from other countries. Other epidemiology and surveillance courses include:
Introduction to Public Health Surveillance; Epidemiology in Action: Intermediate
Methods; and, customized courses like Epidemiology for HIV/AIDS Course for Medical
Experts, and Epidemiology courses held in states. Both Continuing Medical Education
and Continuing Education Units are earned through these courses.
Staff Development Program
RSPH also offers continuing education programs to help staff members develop
competencies which will enable them to perform better in current or future jobs. Types
of programs include Microsoft Office Suite, Blackboard, and human resources training
addressing issues related to employment, diversity, communication and leadership.
Faculty and staff also receive training on CPR, first aid, and the use of the school’s
defibrillators. These RSPH continuing education programs complement the personal and
professional development programs offered by the Emory University Human Resources
Department.
VII.4 A list of the continuing education programs offered by the school including
number of students served for the past three years
Appendix VII.1 includes a summary of continuing educational programs activities, and
enrollment for 2001-2004. In addition, a detailed list of continuing education programs
with enrollment is available in the resource file on site.
VII.5 A list of other educational institutions with which the school collaborates to
offer continuing education.
Many faculty members from throughout RSPH are active partners with other agencies to
co-sponsor state and national public health conferences. These include the Georgia
Public Health Association Annual Conference, National Conference to Strengthen
HIV/AIDS Education, Child Protection in the 21st Century, National Chronic Disease
Conference, Immunization Review and Update, Air Pollution and Health Training
Workshop for Physicians, and the National Conference on African Americans and AIDS.
Institutions with which RSPH collaborates to offer continuing education are the CDC,
Institute for Minority Health Research, Georgia Medical Care Foundation, Harvard AIDS
Institute, Emory Schools of Law and Nursing, Clean Air Task Force, Physicians for
Social Responsibility, University of Maryland, Morehouse Medical School, and the
African-American AIDS Policy and Training Institute.
The list of collaborating educational institutions is included in the summary of continuing
education activities in Appendix VII.1.
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VII.6
Identification of Measures by which the school may evaluate the success of
its service program along with data regarding the school’s performance
against those activities over the last three years
Outcome Measures of Service Activities
The RSPH has included four outcomes measures for its service activities:
 Requirement for practice in the curriculum
 Number of faculty involved in service or practice activities
 Student participation in service activities
 Training of professionals in the public health workforce
Requirement for Practice in the Curriculum
All students in professional degree programs without significant public health experience
are required to complete a practicum of a minimum of 200 hours. Practicum activities
are documented in Criterion VII.7.
Requirement for Faculty Involvement in Service or Practice Activities
All tenure track faculty members are required to perform at least adequately in service
and service activities are documented in annual reports to the department. Table VII.2
lists representative service activities of tenure track faculty in the school over a period of
two years which illustrate the range of service provided. Appendix VII.2 includes a more
detailed list of examples of faculty service activities.
Student Participation in Service Activities
Each year, departments report student thesis research that directly contributes to the
health of the community. The school does not presently have a thesis database, which
limits the ability to account for student research that is relevant to the practice of public
health except by reference to these lists in department annual reports. Representative
service activities of students and student organizations are listed in Criterion VII.7.
Training of Professionals in the Public Health Workforce
Through its Career MPH, continuing education programs and training grants, RSPH
seeks to meet the needs of working public health professionals. A summary of
continuing professional education activities for academic years 2001-2002 through 20032004 is located in Appendix VII.1. Training grants are included in the complete list of
sponsored programs, available in the resource file on site. The number of FTE Career
MPH students for the past three years were: 60.67 (September 2002); 67.33 (September
2003); and 65.34 (September 2004.)
New Measurements of Service Activities
Over the past three years, the school has made a commitment to increase its ability to
track service activities. As a result, much has happened that enhances the quality and
quantity of service documentation. PeopleWare Pro, G-TRAIN, and the Practicum
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Database are examples of technology enhancements that will continue to improve the
ability of RSPH to account for service activities of its faculty, staff, and students.
VII.7 A description of student involvement in service
Students are involved in service and public health practice through various mechanisms.
All MPH students in the RSPH without significant public health experience are required
to fulfill a 200 hour practicum requirement. Many of the practicum experiences are done
under the aegis of CDC internships, student positions within state and local public health
departments, and local voluntary agencies.
Prior to 2003, in collaboration with their department ADAPs, students completed paper
descriptions and evaluations of their practicum projects. These documents were required
to be in their academic folders in order for students to register for the zero credit hour
practicum and to be cleared for graduation. The summary documentation for practicum
experiences required tallying of these many experiences by the departmental ADAPs.
Beginning in the 2003-2004 academic years, the practicum paper work has been moved
to a web-based interface that permits the students and their practicum supervisors to
complete all of the forms online. The new practicum database allows for the following
reports: practica by student, by site, by year, by supervisor, and by evaluation. These
reports provide rich information regarding the students’ interests, performance, and
evaluation of their experiences. In addition, the database provides a list of all sites and all
supervisors involved in practicum activities during the last academic year. For a list of
practicum sites and screen captures of the web-based practicum reports see Appendix
V.B.3.
Students who have extensive public health experience and wish to seek an exemption
from the practicum requirement must meet a set of standardized criteria and receive
permission from the Associate Dean for Applied Public Health.
Global Health Field Experiences
Beginning in 1996 and supported by three endowment funds (Eugene J. Gangarosa Fund,
The Anne E. and William A. Foege Global Health Fund, and the O.C. Hubert Charitable
Trust), students are able to submit proposals to do practicum and thesis work
internationally. Since the inception of the Global Health Field Experiences program,
nearly 250 students have participated in overseas thesis research and practicum
opportunities.
In 2003-04, the school sponsored 46 GFE students who traveled to 22 countries around
the world for thesis research and practica. Countries included: American Somoa,
Bangladesh, Bolivia, Burkina Faso, Ethiopia, Ghana, Guatemala, Honduras, India,
Kenya, Nigeria, Mexico, Viet Nam, South Africa, Zambia, Tanzania, Rwanda, Thailand,
Laos, Venezuela, Mongolia and the US. A list of 2000-2004 Global Field Experiences is
found in Appendix VII.7.
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In addition, the RSPH offers a Master of Public Health degree in conjunction with the
Peace Corps' Master's International (MI) program.
Academic Public Health Departments
In late 2003, Dr. James Buehler received a grant from ASPH and the CDC for setting up
“Academic Public Health Departments” in four of the Atlanta area health districts:
DeKalb, Gwinnett, Cobb/Douglas, and Rome. Grant funds place four students in these
districts for practica and thesis research, and will provide a mechanism for many more
students to be linked to project opportunities, through an inventory that has been
developed. In the newly funded Prevention Research Center, the academic health
department concept is being extended to the Valdosta and Albany Health Districts located
in Southwest Georgia.
Student Outbreak Response Team
The Student Outbreak Response Team (SORT) was initiated in the spring of 2002 by the
DeKalb County Board of Health in collaboration with the Center for Public Health
Preparedness and Research. SORT is led by RSPH students who provide leadership and
input to the program's structure on a voluntary basis. In exchange for the surge capacity
(extra personnel) that SORT members offer to health departments in the Atlanta area,
these public health students receive instruction via practical experiences, mini-training
events, and guest presentations with health officials. To date, 61 students have
participated in SORT activities.
Student Associations
The RSPH student body has organized a number of student associations that have service
as a part of their mission. These organizations include:







RSPH Student Government Association (SGA)
American College of Healthcare Executives (ACHE) Emory Student Chapter
Association of Black Public Health Students (ABPHS)
Emory Global Health Organization (EGHO)
RSPH Student Chapter of the Georgia Public Health Association
International Student Association for Health and Human Rights (ISAHHR)
Rollins Environmental Health and Action Committee (REHAC)
Students in these seven organizations, as well as those in the general student body,
participate in a number of service activities each year. Activities range from large,
national events to local and school-wide projects. For example, students raise money for
the AIDS walk and the Susan G. Komen Breast Cancer Foundation marathon. Several
volunteers have spent two to three years in the Peace Corps, and many plan to use the
skills learned at RSPH in various countries as future Peace Corps volunteers. On the
local front, student volunteer activities include:
1) Working in small groups to help revive Atlanta public schools and neighborhoods
for Hands On Atlanta Day;
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2) Preparing and serving meals to cancer patients and their families at the Hope
Lodge;
3) Serving as coaches for local fitness programs;
4) Serving at Children’s Hospital;
5) Providing health education to refugee women in Atlanta; and
6) Leading youth groups and serving at local churches.
Within the School of Public Health, student leaders motivate the student body to donate
to clothing and food drives, recycle, and volunteer their time to help new students adjust
to life at Emory University.
Student Research
MPH and MSPH students in five out of the six departments and in the Career MPH
program are required to do a culminating project in the form of thesis, publishable paper
or a special studies project. Many of these projects are done in collaboration with public
health agencies and have direct relevance on public health programs and practice. In
addition, many of the doctoral dissertations in the Department of Epidemiology involve
partnering with local public health agencies, most notably the CDC, on their research.
Recognition for Student Service
Each year, two RSPH students are recognized for outstanding service by being selected
as recipients of the James W. Alley and Eugene J. Gangarosa Awards. Students are
nominated for these awards by other students and faculty, and selected by an ad hoc
faculty panel.
 The James W. Alley Award. This award is presented to the graduating MPH
student who, in the eyes of the faculty and students, has provided the greatest
service to disadvantaged populations during his or her career.
 The Eugene J. Gangarosa Award. RSPH recognizes the graduating student who
has demonstrated a creative approach to solving public health problems and who
shows promise for outstanding service in the international arena.
VII.8 Assessment of the extent to which this criterion is met
Strengths
 The faculty, students, alumni, and fiscal donors demonstrate a commitment to the
service mission of RSPH. This is evidenced by the expansion of service activities,
including a vigorous continuing education program, numerous service-based
extramural grants and contracts, and the Global Field Experience program.
 New guidelines for faculty rewards and promotion better define requirements in
service.
 The new practicum database enables the school to better account and monitor the
training of students for public health practice.
Weaknesses
 Not all units of the school who offer continuing education use PeopleWarePro, and
continuing education activities are therefore undercounted.
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
The school does not presently have a thesis database, which limits the ability to
account for student research that is relevant to the practice of public health except by
reference to lists in department annual reports.
Recommendations
 Better documentation of continuing professional education through the expanded use
of PeopleWarePro.
 Take advantage of PeopleSoft capacity to implement a school-wide thesis database.
This Criterion is met.
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CRITERION VIII – FACULTY
A. CHARACTERISTICS, PERSPECTIVES, QUALIFICATIONS
To achieve its mission, the Rollins School of Public Health requires a highly qualified
and diverse faculty, built by recruiting and retaining nationally and internationally known
faculty members; and by creating an environment that supports excellence in instruction,
research, and service. (See Criterion 1, Goals II and IV.) Two indications of the high
quality of the RSPH faculty are the appointments of ten IOM National Academy of
Sciences members (four RSPH faculty members, five jointly-appointed faculty members,
and one emeritus faculty member); and the presence of two faculty members who hold
Woodruff Chairs, Emory University’s highest faculty honor.
VIII.A.1 RSPH faculty characteristics
Definition of Full-Time and Part-Time Faculty
The RSPH uses the same definition of full- and part-time faculty as the Woodruff Health
Sciences Center. A full-time faculty member (tenure track or non-tenure track) is defined
as a member who has a primary appointment of .8 FTE or greater in the RSPH. Full-time
faculty appointed to tenure track positions are expected to participate in the school’s
degree programs, conduct sponsored research, and participate in professional and public
health service activities.
A part-time faculty member is defined as a member (tenure or non-tenure track) who is
less than a .8 FTE in the RSPH, regardless of whether the faculty member has a primary
academic appointment in the RSPH. (When calculating FTE faculty or faculty-student
ratios, part-time faculty members who teach are counted as .05 FTE per credit hour
taught. Part-time faculty members who receive salary for research or service activities
are assigned an FTE percent that is equal to the proportion of their work effort; for
example, a faculty member who works 30 hours per week is counted as a .75 FTE.) A
person with an adjunct appointment with the RSPH is not considered a part-time faculty
member in this document unless that person is paid by the RSPH. Using this definition
understates the faculty complement at the RSPH because it does not include any of the
significant voluntary contributions to the school that are made by unpaid adjunct faculty.
Number of Full-Time and Part-Time Faculty by Rank
Table VIII.A.1 presents summary data for full-time and part-time faculty members by
rank in the Rollins School of Public Health for the past three years. As of September 1,
2004 the school has 140 full-time faculty members, with 75 (54%) in tenure track
positions and 65 (46%) in non-tenure track positions. Of full-time tenure track faculty,
36 faculty members are at the rank of professor, 23 are associate professors, and 16 are
assistant professors. While the senior level of the faculty is a plus, the school could
benefit from recruiting more junior tenure track faculty members who are supported for
several years by internal resources. The RSPH also has a total of 24 non-tenure track
full-time faculty members of a rank of assistant professor or higher. Finally, the RSPH
has a total of 115 part-time faculty members whose combined work effort equals 23.29
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FTE faculty members. The vast majority of these part-time faculty members teach one or
more courses in the school’s academic programs.
Table VIII.A.1
Number and FTE of Full-Time and Part-Time Faculty by Rank
September 2002
RANK
Number of
Faculty
TENURE TRACK (Full-Time)
PROFESSOR
ASSOCIATE PROFESSOR
ASSISTANT PROFESSOR
September 2003
FTE
Number of
Faculty
FTE
September 2004
Number
of
Faculty
FTE
29.00
25.00
11.00
65.00
28.80
25.00
11.00
64.80
27.00
25.00
12.00
64.00
26.80
25.00
12.00
63.80
36.00
23.00
16.00
75.00
35.80
23.00
16.00
74.80
4.00
0.00
0.00
1.15
0.00
0.00
4.00
0.00
0.00
1.25
0.00
0.00
3.00
1.00
0.00
0.65
0.15
0.00
TOTAL
4.00
1.15
4.00
1.25
4.00
0.80
TENURE: SUB-TOTAL
69.00
65.95
68.00
65.05
79.00
75.60
NON-TENURE TRACK (Full-Time)
PROFESSOR *
ASSOCIATE PROFESSOR*
ASSISTANT PROFESSOR*
OTHER RANKS**
TOTAL
6.00
6.00
14.00
32.00
58.00
6.00
6.00
13.80
31.60
57.40
6.00
6.00
12.00
32.00
56.00
6.00
6.00
11.80
31.60
55.40
5.00
6.00
13.00
41.00
65.00
5.00
6.00
12.80
40.80
64.60
NON-TENURE TRACK (Part-time)
PROFESSOR *
ASSOCIATE PROFESSOR*
ASSISTANT PROFESSOR*
OTHER RANKS**
TOTAL
8.00
3.00
6.00
73.00
90.00
3.39
1.65
2.50
12.15
19.69
8.00
5.00
5.00
99.00
117.00
3.52
2.65
2.05
15.70
23.92
6.00
5.00
5.00
95.00
111.00
2.77
2.65
2.05
15.02
22.49
NON-TENURE: SUB-TOTAL
148.00
77.09
173.00
79.32
176.00
87.09
GRAND TOTAL
217.00
143.04
241.00
144.37
255.00
162.69
TOTAL
TENURE TRACK (Part-Time)
PROFESSOR
ASSOCIATE PROFESSOR
ASSISTANT PROFESSOR
* Includes Visiting, Research, and Clinical faculty titles
** Includes Associates, Senior Associates, Instructors, Lecturers, Associate Deans
(Administration), Assistant Dean (Student Affairs), Post-Docs, Visiting titles, and Research
Associates
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Table VIII.A.1 also shows that over the last three academic years the total number of fulland part-time faculty members has grown from 217 to 255 (an average annual rate of
8.4%), while the number of FTE faculty members has grown from 143.04 to 162.69 (an
average annual rate of 6.6%). During this three-year period the number of full-time
faculty members (tenure track and non-tenure track) increased by 17.2 FTE faculty
members, compared to a total increase of 2.45 FTE part-time faculty members (tenure
track and non-tenure track). Finally, the number of full-time tenure track faculty
members increased by a total of 10 members (7.4% per year annual growth).
Faculty Background by Department
Appendix VIII.A.1 includes a list of all current full- and part-time faculty members and
their department, rank, earned degrees, universities at which degrees were earned,
disciplinary area of degree, area of teaching and research interests, gender, and ethnicity.
Adjunct Faculty
An adjunct faculty member at the RSPH is defined as a person not employed at Emory
University but who is making a meaningful contribution to the school. An adjunct
faculty member who is paid is considered a part-time faculty member. Adjunct faculty
members are formally appointed to the school’s faculty at the recommendation of a
department (by a vote of department faculty members) for a three-year period of time.
After each three-year term, following a departmental review of the adjunct faculty
member’s contributions, the department determines whether the appointment will be
terminated or renewed. The school currently has 243 adjunct faculty members who may
contribute to the school in a number of ways:







Teaching in degree program courses
Participating as thesis mentors or committee members
Mentoring in practicum settings
Assuming career mentoring roles
Serving on advisory boards or ad hoc committees
Participating with faculty members in public health service projects
Participating with faculty members in research projects
The orientation adjunct faculty members receive in preparation for teaching and other
student-related activities varies by department. There may be an opportunity to reduce
this variability. A list of adjunct faculty members and their current positions can be
found in Appendix VIII.A.1.
VIII.A.2 Manner in which faculty complement integrates perspectives from the
field of public health practice
The school’s faculty integrates perspectives from the field of public health practice into
the curriculum of the school. They accomplish this in several ways:

Many courses within the curriculum combine classroom exercises with
application experiences in the community. Following the general principles of
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





service learning and under the close scrutiny of the instructor, the community
experiences provide opportunities to apply course objectives in resolving
concerns within population-based health practice. Some of the products
generated through these courses have included program evaluation, needs
assessments, advocacy initiatives, and curricula. During the 2003-04 academic
year, over 20 courses included assignments requiring students to work with the
public health community or related institutions and agencies. Syllabi, learning
objectives, and products for these courses are in the resource file available on
site.
All theses are chaired by RSPH faculty. The role of the chair is to assure the
integrity of the inquiry, monitor the process, and assist the student in linking the
experience with career aspirations. A thesis conducted in collaboration with
community-based organizations is the most common form of the culminating
experience for the MPH degree. Chairs and community representatives
participate in the presentation and critique of each thesis product.
In one department a capstone course is taught by faculty using a series of
comprehensive case studies to integrate perspective from the field of public
health practice with the competencies the student has developed in their
academic course work.
Given the location of the RSPH, there are many public health practitioners in
the community whose experience in public health is extensive. Their
involvement in the instruction of RSPH students adds both historical and
contemporary relevance to the curriculum of the school. These part-time and/or
adjunct faculty members contribute to the teaching of many courses as guest
lecturers or as principal instructors, and in doing so, integrate the perspectives
of public health practice with academic work in the classroom. For example,
during the 2003-04 academic year, over one-third of all courses involved parttime or adjunct faculty members as instructors, guest lecturers, resource persons
for class projects, or evaluators of student projects.
Faculty may draw on their public health practice experience in classroom
instruction. Approximately 60% of full-time faculty members reported
engaging in at least one public health practice activity (in or for an organization
or agency outside the school of public health) during the year in their most
recent annual report. Over half of the full-time tenure track faculty members
and two-thirds of full-time non-tenure track faculty members have significant
experience in public health practice either through previous employment in
public health agencies and organizations or by temporary employment through
mechanisms such as an Interagency Personnel Agreement.
In many departments full-time faculty and adjunct faculty help place and
evaluate students’ practica. Practicum experiences are designed to allow
students to apply competencies learned in the academic program to real-world
problems.
Many faculty members engage in applied and community-based research. Their
research findings are integrated into their course work to demonstrate how
knowledge impacts the practice of public health in the community.
Departmental and school-sponsored seminars allow for the wider discussion
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

among faculty and students regarding the relevance of findings to the practice of
public health.
RSPH has a commitment to the continuing professional education of the
existing public health workforce (See Criterion 1, Goal I.) Under the aegis of
S.I.T.E., grants, contracts, and cooperative agreements, faculty members of
RSPH design and instruct a number of courses for public health professionals.
These courses bring faculty and practitioners into conversations regarding the
translation of theory into practice.
Many full and part-time faculty members are active in public health professional
organizations, including the American Public Health Association, Georgia
Public Health Association, Society for Public Health Education, American
College of Epidemiology, American Sociological Society, American
Anthropological Society, and AcademyHealth.
VIII.A.3 Outcome measures of faculty qualifications and school performance
The school measures the adequacy of the faculty using both individual and school-wide
performance criteria. These performance criteria are briefly listed below:
Assessment of the Quality of Individual Faculty Members
The quality and performance of individual faculty members are assessed by the
following:
 All full-time tenure track faculty members are required to hold a terminal degree in
their field, and evidence of achieving such credentials is kept in personnel files.
 All full-time faculty members receive annual evaluations from the chair,
sometimes with the input of senior department faculty, based on their annual
reported accomplishments in teaching, research, and service.
 All faculty members who teach receive copies of student course evaluations, and
copies of the evaluations are shared with the department chair and Executive
Associate Dean for Academic Affairs. Faculty members are expected to address
identified problems in interaction with the chair, when necessary.
 The record of teaching, research, and service for all faculty members
recommended for promotion in rank and tenure is reviewed by the senior members
of departments; external experts in the field; the school’s Appointment, Promotion
and Tenure Committee; and the Dean. If tenure is recommended, the dossier is
also reviewed by the Executive Vice President for Health Affairs, the University
President’s Advisory Committee, the Provost, and Board of Trustees.
Outcome Measures of Faculty Complement and School Performance
Outcome measures by which the school evaluates the qualifications of its faculty
complement and performance include:
 Amount of sponsored research, total and per capita, each year. These data are
presented in Criterion VI of this document.
 Number (and per capita mean number) of refereed article authorships, as
presented in Criterion VI of this document.
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 Quality of journals in which research and practice-related reports appear, as
discussed in Criterion VI.
 Recognition and honors given to faculty for their achievements in research,
leadership or service, as illustrated in Appendix VI.4 and detailed in the school’s
Annual Reports, available on site.
 Percent of students graduating from the school within the prescribed time-limit
of 5 years, as presented in Criterion V.D.1 of this document.
 Incidence or number of consultancies or technical assistance efforts of faculty
members, as presented in Criterion VII of this document.
Additional Outcome Measures of the Faculty Complement and School Performance
External Reviews of Departments
The school strives to review each department externally approximately every five years.
Departments must conduct a self-study and collect relevant background information. A
team of three or more distinguished external experts reviews these documents and then
conducts a two-day site visit. Site visitors prepare a report with their assessment of the
quality of the program, recommendations for improvement, and responses to particular
questions asked by the Dean. Recent evaluations include the Departments of
Epidemiology (2001), Environmental and Occupational Health (2001), Biostatistics
(2002) and International Health (2004). The Departments of Behavioral Sciences and
Health Education, and Health Policy and Management are slated for an evaluation during
the next two academic years. In 2001, a site visit team arranged by the Executive Vice
President for Health Affairs reviewed the entire school and its leadership. The reports of
all external evaluators are available on site in the resource file.
Measure of Faculty Knowledge of the Subject They Teach
Course evaluations of the instructional program are routinely conducted at the end of
each semester. (This process is more fully described in Section VIII.B.4.)
Two
questions on the student course evaluations assess the instructor’s knowledge of the
subject and the faculty’s overall teaching ability based on 9-point scales. The instructor’s
knowledge question asks students, “How would you rate the instructor’s knowledge of
the subject matter?” (A score of 1 = Uninformed, a score of 5 = Somewhat
Knowledgeable, and a score of 9 = Very Knowledgeable). The overall teaching ability
question asks students, “How would you rate the instructor’s overall teaching?” (A score
of 1 = Very Poor, a score of 5 = Adequate, and a score of 9 = Excellent). Table VIII.A.3
presents the mean scores on these two questions for the past three years for core
curriculum courses and for all other courses taught during the semester. These scores
demonstrate that students find faculty members to be highly knowledgeable in their
subject areas, and consistently more than adequate in their teaching skills.
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Table VIII.A.3
Mean Scores on Quality of Teaching Scales
Knowledge of
Subject Area
Year: 2001-02:
Fall:
School Core Curriculum
All Other Courses
Spring:
School Core Curriculum
All Other Courses
Year: 2002-03:
Fall:
School Core Curriculum
All Other Courses
Spring:
School Core Curriculum
All Other Courses
Year: 2003-04:
Fall:
School Core Curriculum
All Other Courses
Spring:
School Core Curriculum
All Other Courses
Instructor’s Overall
Teaching
8.1
8.6
6.8
7.5
8.6
8.5
7.3
7.2
8.4
8.6
7.0
7.4
8.1
8.3
5.5
7.3
8.3
8.3
6.9
7.2
8.6
8.6
7.7
7.5
Graduating Student Exit Survey of Overall Faculty
As discussed in Criterion IX, students are asked to complete an anonymous web-based
survey at the time of graduation. The results of the annual survey are shared with faculty,
assessed, and incorporated into revised goals and objectives for the following year. The
Exit Survey asks students to list faculty members who were particularly valuable in thesis
or special study project research, career advancement or direction, as a classroom teacher,
or as a general advisor. The Exit Survey also asks students to list particular strengths and
weaknesses of the academic program. A list of those open-ended comments is distributed
to faculty and staff advisors. These reports are available on site in the resource file. A
copy of the Exit Survey can be found in Appendix IX.D.1.
VIII.A.4 Assessment of the extent to which this criterion is met
Strengths
 The school’s full-time faculty is highly qualified to offer training in the school’s
degree programs as reflected in their scholarship, practice, and teaching.
 A large and talented pool of adjunct faculty associated with neighboring public health
institutions such as the Centers for Disease Control and Prevention supplements the
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
tenure track and non-tenure track faculty and integrates perspectives from the field of
practice into the school’s degree programs.
All tenured faculty members must demonstrate that they have adequately been
involved in providing service to qualify for promotion.
Weaknesses
 The orientation adjunct faculty members receive varies by department.
 While the senior level of the faculty is a plus, the school could benefit from recruiting
more junior tenure track faculty members who are supported for several years by
internal resources.
Recommendations
 Identify and address school-wide and department-level opportunities to reduce
variability of adjunct faculty members’ orientation in preparation for teaching and
other student-related activities.
 Make it a priority to hire and support tenure track assistant professors.
This Criterion is met.
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CRITERION VIII – FACULTY
B. RECRUITMENT AND RETENTION
VIII.B.1 Faculty rules and regulations
The policies for the appointment and promotion of qualified faculty are specified in the
Rollins School of Public Health Appointment, Promotion and Tenure Guidelines and in
the Emory University Statement of Principles Governing Faculty Relationships. Both are
included in the resource file on site and are also available on the web. These policies
address the appointment and promotion of all faculty categories. In addition, the school
abides by all procedures and policies related to faculty employment identified in the
Emory University Employee Handbook, on the web and available in the resource file on
site.
Salary levels for faculty members are set in concert with Emory University’s general
salary structure. However, department chairs, with guidance from the Dean, have broad
latitude in negotiating items included in the recruitment packages when attempting to hire
full-time faculty members. As a result, there is some variation both between and within
departments concerning how much salary support is provided for teaching courses of
various sizes and credit hours. In addition, departments have flexibility in how they
allocate funding for teaching assistants and secretarial support for faculty, and whether
they provide faculty members with a pool of funding for professional activities such as
travel, professional dues, and registration fees to professional meetings.
VIII.B.2 Provisions for faculty development
The RSPH supports faculty development in a number of ways, believing that this
investment is one way of recruiting and retaining talented faculty members.
Faculty Development Activities Supported by the RSPH
Activities for All Full-Time Faculty:
Technology Training:
The school offers ongoing seminars on the application of technology to teaching and
research as part of its continuing education programs. All faculty members are able to
attend these monthly sessions without charge. Lists of the seminars are in the resource
file available on site. In addition, the school offers training programs every semester for
faculty members who want to incorporate web-based instruction in their
courses. Additional training and guidance is available to faculty members who will be
teaching in the distance-based Career MPH Program.
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Seminars:
During the academic year, most departments organize an ongoing Seminar Series, which
features the research and public health service work of RSPH faculty members, advanced
graduate students, and guests. The school and departments provide financial support for
guest lecturers. The school annually offers the endowed DeHaan Lecture Series,
featuring a well-known contributor to health promotion. (See Appendix VIII.B.2 for a
list of DeHaan Lectures). In addition, all faculty members of the RSPH can attend
lectures, seminars, and training programs that occur daily at Emory University.
Professional Meetings:
Professional association meetings offer an opportunity for faculty to update knowledge
and acquire additional training. Nearly all full-time faculty members participate in at
least one professional meeting per year (as indicated in individual faculty annual reports).
While many faculty members support travel to meetings through extramural funding,
departments provide support for travel and participation in professional meetings out of
internal budgets.
Center for AIDS Research (CFAR) Developmental Core Funds
The CFAR makes funds available to junior investigators launching new programs of
research or for pilot projects likely to result in larger, externally funded studies. The
funds are awarded competitively to faculty members across the Woodruff Health
Sciences Center. The CFAR also provides support to investigators through several
“cores,” or clusters of experts available for consultation and collaboration, e.g.,
biostatistical methods, behavioral sciences, etc., in the preparation of research grants and
projects.
New RSPH Research Fund
An RSPH research fund is being established to award young investigators who can show
potential for additional funding. $100,000 has been committed to this fund, which is
planned for 2005. The Office of the Associate Dean for Research will oversee the
distribution of awards.
Development Activities for Full-Time Tenure Track Faculty at the RSPH:
Special Development Support for Tenure Track Assistant Professors:
Newly appointed tenure track assistant professors (and some more senior appointees) are
normally provided several years of partial salary support from internal school funds
(departmental or central school funds) so that they may develop their own research or
public health practice agenda. In recent years, the internal school sources of funding for
new faculty lines include general tuition revenue, endowment accounts, endowment
accounts from outside the school (e.g., Woodruff Health Sciences Center), and grants to
the school from foundations. Going forward, the school has created the Rollins
Assistant Professors’ Fund to provide partial support for salary through the
probationary pre-tenure years. The school expects newly appointed junior tenure track
faculty to eventually generate a significant proportion (roughly two-thirds) of their own
salary after two to four years.
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Sabbaticals and Leaves
The University’s Statement of Principles Governing Faculty Relationships states:
Emory strongly encourages tenure track faculty members to take such leaves of
absence that might benefit themselves and the university. At intervals of at least
six years of continuous service at Emory University, leaves of absence may be
granted for half year on full pay or for a year on half pay.
Because most RSPH tenure track faculty members’ salaries are largely paid by sponsored
research, it has been difficult for the school to provide funding to support faculty salaries
during sabbaticals. Faculty members have, however, taken leaves when external sources
of funding were available for salary support (e.g., Fulbright, career development grants,
etc.) The RSPH Faculty Senate endorsed the university sabbatical policy and the Dean
and Chairs Group agreed that the school should set as a priority, the establishment of an
internal funding pool to support the funding of faculty sabbaticals. The school has not, to
date, identified such funds.
Faculty Development Activities Supported by Emory University
Emory University Research Fund
RSPH faculty members have been recipients of support from the Emory University
Research Fund. The University Research Committee dispenses these funds, roughly
$500,000 annually, to applicants based on the assessed merit of proposed work. The
Committee tends to favor new programs of research proposed by junior faculty and, in
the sciences, projects that may result in additional external funding, e.g., promising pilot
projects.
Preparation for Teaching
The University Teaching Fund provides faculty members with grants to develop new
courses and curricula through an annual competitive application process. Several faculty
members in the RSPH have, in recent years, received funds for teaching initiatives.
The Emory Center for Teaching and Curriculum provides resources and technical support
and organizes training programs for faculty across the university, including those
interested in public health. In recent years, several school faculty members have
participated in Teaching Portfolio Workshops, Master Teacher Trainings and various
programs for the improvement of instruction.
Faculty members sometimes invite peers to observe and evaluate their classroom. Junior
faculty members often do this in preparing a portfolio of teaching accomplishments for
promotion decisions. To date, the school has not formalized a peer observation program.
Woodruff Leadership Academy
Each year, two RSPH faculty members or senior staff are invited to join the Woodruff
Leadership Academy. They join faculty and administrators from other schools and
organizations that comprise the Woodruff Health Sciences Center in a continuing set of
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seminars and workshops on aspects of leadership, and collaborate on projects to apply
those leadership skills. Each member of the leadership academy is provided with a senior
mentor to oversee their development in their respective role.
Global Travel Programs
The Halle Institute for Global Learning of Emory University offers faculty members
opportunities to participate in study tours in different parts of the world at no cost. In
recent years, the Halle Institute offered faculty members the opportunity to travel and
study for three weeks in Germany and in India. Faculty groups of approximately 12-15
from across the university study the country’s institutions, meet leaders in all sectors and
interact with colleagues in comparable roles. See the Appendix VIII.B.2 for RSPH
faculty members who have participated in these study tour groups.
Development Opportunities for Part-Time Faculty
Part-time faculty members may participate in all of the above-listed opportunities with
the exception of sabbaticals. They are also ineligible for University Research Fund and
Teaching Fund grants, and are not supported by the school with internal funding, except
as compensation for teaching
VIII.B.3 Procedures for evaluating faculty competence and performance
The school’s procedure for evaluating faculty competency begins with the initial review
during the appointment process. The ongoing review process involves a three-year
review of all assistant professors and annual evaluations of performance for all full-time
faculty members. Information provided in this section is supported by the RSPH
Appointment, Promotion and Tenure Guidelines, available on site in the resource file. An
overview of the process is as follows:
Faculty Appointments
All faculty members are evaluated at the time of an initial appointment. Following a
search, department faculty must vote on whether to recommend an appointment. The
department’s recommendation, reflected in a letter from the chair, accompanies the
dossier that is sent to the school’s Appointment, Promotion and Tenure (APT)
Committee. Contents of the dossier are listed in the APT Guidelines. (Departments
recommend adjunct faculty appointments directly to the Dean, and certain non-tenure
track faculty appointments receive an expedited review by the APT Committee.)
The APT Committee reviews the dossier and makes its recommendation to the Dean. In
the case of appointments with a recommendation of tenure, the dossier and Dean’s
recommendations are sent to the Executive Vice President for Health Affairs and, if
approved, to the Office of the Provost. The faculty member’s record is then reviewed by
the President’s Advisory Committee (PAC), a university-wide faculty group, which
makes its recommendation to the President and Provost. If the President and Provost
accept a recommendation to approve from the PAC, a recommendation is made to the
Emory Board of Trustees.
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Faculty appointments and promotions in non-tenure positions (Clinical and Research
Track, Associates, Lecturers, etc.) generally follow the same procedures as tenure track
appointments and promotions except the process ends with a decision by the school’s
dean, i.e., it is not reviewed outside the school. The content of dossiers and certain
aspects of evaluation may differ as indicated in the Guidelines. Since non-tenure track
appointments are annually renewable, the school must annually reappoint non-tenure
track faculty members for a one-year term.
Three-Year Evaluation of Tenure Track Assistant Professors
Assistant Professors hired in the tenure track position since 2000 receive a special “midcourse” evaluation at the end of three years of service. Such faculty members submit a
dossier to their department chair, reflecting their work for the initial years of their
appointment. Senior faculty members review the dossier and each contributes their
assessment to the department chair. A composite assessment of achievement is written
by the chair and submitted, with the dossier, to the school’s Appointment, Promotion and
Tenure Committee. Based on the committee’s independent assessment of the faculty
member’s progress towards a promotion, the Executive Associate Dean for Academic
Affairs composes a letter to the department chair, which is shared with the faculty
member.
The letter includes the committee’s assessment of progress and
recommendations to the faculty member for improving his or her performance. Details
describing the procedure and contents of the dossier are included in the APT Guidelines.
Faculty Promotions in Rank and Tenure
Promotion and tenure require documented excellence in at least one of the three areas of
teaching, research, or service, and adequacy in the others. Also considered for tenure is
the extent to which faculty are able to sustain external support for their programs of
research or practice and their salary. The criteria and methods of assessment are included
in the APT Guidelines.
One criterion for academic advancement is teaching, in all its diverse forms, including
classroom instruction, continuing education, the preparation of teaching-related materials,
and individual thesis or dissertation supervision. An ad hoc committee on teaching
recently developed specific guidelines for the assessment of adequacy and excellence in
teaching, which are included in the APT Guidelines. A second criterion for promotion is
original and creative research, defined as substantive generation of new knowledge.
Excellence in research may be reflected in refereed publications, peer-reviewed research
funding, etc., and must be evaluated as such by leading experts in the field.
The final criterion is service. Excellent service requires the documentation of practicebased activities that have a demonstrated substantial impact on the improvement of public
health and/or the effectiveness of organizations and programs that deliver services to
improve public health. The school recently adopted guidelines for the assessment of
excellence and adequacy in service, developed by an ad hoc committee on service, which
are reflected in the APT Guidelines.
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Promotions are initiated and recommended by departments, then reviewed by the
school’s Appointment, Promotion and Tenure Committee, which makes its
recommendation to the Dean. If tenure is involved, the Dean’s recommendation with the
full dossier must be sent to the Health Sciences Center for the approval of the Executive
Vice President for Health Affairs and then to the Office of the Provost, where it is
reviewed by the President’s Advisory Committee (PAC). If recommended by the PAC,
President and Provost, it is sent to the Board of Trustees for their decision. In the past, no
recommendation for promotion in rank or tenure by the RSPH has been denied by the
Woodruff Health Sciences Center or Emory University.
Faculty Annual Evaluations
Tenure track faculty members are annually evaluated according to their achievements
in teaching, research and service. All faculty members with tenure track appointments
provide annual reports to their chairs, normally each June, following a format provided
by the school. (See Appendix X.A.1.) That report is reviewed by the chair (in some
departments also reviewed by a committee of senior faculty) and is the basis for an
evaluation and recommendation for a merit increase in salary. Student course evaluations
and student exit survey information are also considered in the assessment of faculty with
tenure track appointments. Evaluations are generally in the form of a letter to the faculty
member. Criteria for faculty performance are essentially the same as those contained in
the APT Guidelines.
Non-tenure track faculty members annually report their accomplishments in the same
format as tenure track faculty. Their annual reviews also follow the same process as
tenure track faculty. Certain non-tenure track faculty members who are working
primarily under the supervision of a tenure track faculty member, often a principal
investigator on a research project, receive evaluations from the department chair that
reflect the assessment of the supervising faculty member.
Evaluation of part-time faculty members is based on either course evaluations, if they
teach, or on their role in research, at the discretion of the department chairs. Departments
establish their own procedures for monitoring part-time faculty.
Evaluation of Chairs and Assistant and Associate Deans
At the start of the academic year, chairs and assistant/associate deans are asked to submit
to the Dean their goals and objectives. At the conclusion of the academic year, the
performance of those individuals is assessed by the Dean, based on their accomplishment
of the goals and objectives.
Dean’s Five-Year Review
The Provost and Executive Vice President for Health Affairs review the Dean of the
RSPH every five years. This evaluation normally includes a review of the school itself,
as well as its leadership. The Provost and Executive Vice President appoint a team of
external evaluators (e.g., deans and leaders of other institutions). They also appoint a
committee within the school to collect relevant background information about the school
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and to write an assessment of the school’s current strengths, weaknesses, opportunities
and threats. The self-study and background information is provided to the external
evaluators prior to a site visit. The appointed committee, in collaboration with the
Provost and Executive Vice President, organizes a series of meetings that become part of
a site visit of one or two days. Following the site visit, the external evaluators report to
the Provost and Executive Vice President. The Provost and Executive Vice President
also solicit letters evaluating the Dean from all faculty and administrators within the
school, and the deans of other Emory schools. On the basis of this information and their
own judgment, the Executive Vice President and Provost may reappoint the Dean for a
period of five years or terminate the appointment. The document prepared for the most
recent five-year review of the Dean and school along with the external evaluators' report
is available in the resource file on site.
VIII.B.4 Student evaluations of courses and teaching effectiveness
During the 2000-01 academic year the school adopted its current procedures for course
and instructional evaluations. They include a student course evaluation survey and
student exit surveys.
Course Evaluation Process
At the end of each semester, all instructors distribute course evaluations to students
enrolled in their classes. They are collected and processed though a method that ensures
anonymity. The Office of Student Services tabulates the quantitative and qualitative data
for each course and distributes results (quantitative scale scores) to the instructor, along
with the student comments to open-ended questions. The department chair receives
copies of the evaluations for all faculty teaching in their department and the Executive
Associate Dean for Academic Affairs receives the evaluations for all courses.
Department chairs are expected to discuss with faculty instructors methods to remedy
identified problems. The Executive Associate Dean for Academic Affairs reviews all
course evaluations and writes to the chair about the strengths and weaknesses observed in
the department’s instructional program during the semester. The dean may suggest that
certain remedies take place and follow up to see if those suggestions were adopted.
The course evaluation survey is included in Appendix VIII.B.4. Course evaluations for
the past five years and communications on the evaluations to each chair by the Executive
Associate Dean for Academic Affairs are in the resource file available on site. Table
VIII.B.4 reports the mean course evaluations on selected scales since the 2001-2002
academic year.
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Table VIII.B.4
Mean Scores on Selected Student Course Evaluation Questions*
Value
Organization
Access
6.3
7.4
7.2
7.6
7.4
7.7
7.2
7.3
7.6
7.2
6.8
7.3
Methods
Teaching
Knowledge
7.2
7.6
6.8
7.5
8.1
8.6
7.6
7.7
7.8
7.5
7.3
7.2
8.6
8.5
7.4
7.6
7.6
7.8
7.3
7.7
7.0
7.4
8.4
8.6
6.7
7.4
7.0
7.3
7.3
7.8
6.4
6.9
5.5
7.2
8.3
8.3
6.7
7.2
7.3
7.3
7.5
7.6
7.2
7.6
6.9
7.2
8.3
8.3
7.7
7.5
8.6
8.6
Year: 2001-02:
Fall:
School Core Curriculum
All Other Courses
Spring:
School Core Curriculum
All Other Courses
Year: 2002-03:
Fall:
School Core Curriculum
All Other Courses
Spring:
School Core Curriculum
All Other Courses
Year: 2003-04:
Fall:
School Core Curriculum
All Other Courses
Spring:
School Core Curriculum
7.3
7.7
7.6
7.4
7.5
7.5
7.9
7.6
* Scale of 1-9, with 1 being very poor, and 9 being excellent
* Students are asked to complete 23 questions covering these 6 areas
* See Appendix VIII.B.4 for full course evaluation survey
All Other Courses
Exit Survey
Graduating students are requested to complete an anonymous web-based survey at the
time of graduation. The survey asks questions about the quality of the academic program
and support services and requests that students identify faculty members who were
excellent thesis advisors, classroom instructors, career advisors, and mentors. They are
also asked to list particular strengths and weaknesses of the school. This information is
shared with faculty, student services staff, and the ADAPs in each department and
influences the annually revised goals and objectives for the school. The exit survey is
included in Appendix IX.D.1. Responses to both open- and closed-ended survey
questions for the past three years are in the resource file available on site.
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VIII.B.5 Emphasis on community service activities in the promotion and tenure
process
The APT Guidelines refer directly to excellence in service as a means of promotion and
tenure. The guidelines indicate that excellence in service, a basis for promotion and the
award of tenure, requires the documentation of practice-based activities that have a
demonstrated substantial impact on the improvement of public health and/or the
effectiveness or organizations and programs that deliver services to improve public
health. It further states that the contributions should have a scholarly origin in that they
significantly advance knowledge or techniques in the field, should be disseminated in
writing and be recognized by peers in the field of academic public health as significant
and substantial. The guidelines require that all faculty be at least adequate in service
and define methods of measuring adequacy.
In addition, the other two criteria for promotion may involve community service. As the
APT Guidelines indicate, teaching includes performance in continuing education,
offering professional workshops, development of materials for training, or instruction of
the public health workforce through web-based instruction. Research includes the
published evaluation, description and analysis of programs designed to promote the
health of a community, policy analyses, assessments of scholarship with
recommendations for practice, etc. Refereed publications and sponsored research
activities are no less valuable because they have direct applications for community
service.
While excellence in research has been the most common rationale for promotion, in the
past three years one faculty member was promoted to the rank of associate professor and
one to the rank of professor, and one faculty member was hired at the rank of full
professor based on excellence in service, as evaluated by the school.
VIII.B.6 Assessment of the extent to which this criterion is met
Strengths
 The Rollins School of Public Health and Emory University provide a number of
opportunities for professional development of faculty.
 Faculty scholarship, teaching, and service are regularly reviewed.
 The student course evaluation process includes a feedback loop to help ensure
effective teaching.
Weaknesses
 The school has not been able to secure funding for faculty sabbaticals or similar longterm professional development for the increasing number of full professors who have
been at RSPH for more than 6 years.
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Recommendations
 Establish procedures to identify those faculty members that could gain the most from
sabbaticals or similar professional development, and find a means to implement the
program in the school’s research-intensive environment.
This Criterion is met.
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CRITERION VIII – FACULTY
C. DIVERSITY
VIII.C.1 Faculty demographics
Because public health problems affect all populations independent of race, ethnicity or
gender, the school believes that it should have a faculty reflecting diverse backgrounds.
Ideally, the faculty should be as diverse with regard to race, ethnicity, and gender as its
student body. (The student body is described in IX.B.2). Detailed demographic
information on full- and part-time faculty members is shown in Appendix VIII.C.1.
Full- and Part-Time Faculty by Gender and Ethnicity
Table VIII.C.1 shows the overall number of full- and part-time faculty by gender and
ethnicity for the past three years. This table indicates that as of September 1, 2004,
approximately 46% of all faculty members in the RSPH were female (117 of the 255 total
faculty).
Table VIII.C.1
Full-Time and Part-Time Faculty by Gender and Ethnicity
September 2002
Full-time Faculty:
Male
Female
White
Black
Asian
Hispanic
Part-Time Faculty:
Male
Female
White
Black
Asian
Hispanic
September 2003
September 2004
67 (54.5%)
56 (45.5%)
96 (78.1%)
16 (13.0%)
9 (7.3%)
2 (1.6%)
66 (55.0%)
54 (45.0%)
95 (79.2%)
15 (12.5%)
8 (6.7%)
2 (1.6%)
81 (57.9%)
59 (42.1%)
108 (77.1%)
15 (10.7%)
13 (9.3%)
4 (2.9%)
52 (55.3%)
42 (44.7%)
77 (81.9%)
10 (10.6%)
6 (6.4%)
1 (1.1%)
61 (50.4%)
60 (49.6%)
103 (85.1%)
11 (9.1%)
6 (5.0%)
1 (0.8%)
57 (49.6%)
58 (50.4%)
100 (87.0%)
11 (9.5%)
4 (3.5%)
0 (0.0%)
Table VIII.C.1 also provides information on the ethnicity of the RSPH full-time and parttime faculty members. As of September 2004, 18.4% of all faculty members were
minorities (47 out of 255), including 22.9% of the 140 full-time faculty members and
13.0% of the 115 part-time faculty members.
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A comparison of the faculty demographic characteristics with those of the student body
described in IX.B.2 indicates the school’s student body is significantly more diverse than
the faculty with regard to ethnicity. The representation of women among faculty,
however, is more balanced.
VIII.C.2 School’s commitment to providing equitable opportunities to faculty
Policies and procedures regarding the school’s commitment to equitable opportunities are
stated in the Emory University Human Resources Policies and Procedures Manual,
available on site and on the web. Emory University’s Office of Equal Opportunities
Program (EOP) administers and oversees compliance with the policies and procedures,
monitoring all faculty searches. The RSPH, as discussed in Criterion II.A.3, follows
university procedures related to personnel issues.
VIII.C.3 Outcome measures in achieving a demographically diverse faculty
The school has two outcome measures it uses to monitor its progress toward achieving a
demographically diverse faculty. These measures are:
 Monitoring the overall number of minority and female faculty members, and
those who hold leadership positions; and
 Benchmarking the RSPH demographic diversity with Emory University and other
major academic universities
Monitoring the Number of Minority and Female Faculty Members, and Those in
Leadership Positions
As shown in Table VII.C.1, the percentages of African American, Asian, Hispanic and
female full-time and part-time faculty members have remained relatively stable during a
three year period of faculty growth, in spite of efforts to recruit a higher proportion of
non-white and female faculty members. As of September 2004, one of the 12 department
chairs and senior administrators (dean, associate or assistant dean) was a minority faculty
member, and five were women. See Appendix VIII.C.3.
Benchmarking the RSPH Demographic Diversity with Emory University and Other
Major Academic Universities
Ideally, the school would like to benchmark the diversity of its faculty against other
accredited schools of public health and the Association of Schools of Public Health, but
comparable data are not available. Nevertheless, the RSPH is able to compare the ethnic
and gender composition of its full-time tenure and non-tenure track faculty with faculty
in Emory University and all US institutions of higher education. Overall, Table VIII.C.3
indicates that the RSPH has a significantly higher proportion of female and AfricanAmerican faculty members than Emory University and all US academic universities, and
a higher percentage of non-white faculty members than all US institutions, but slightly
lower than Emory University.
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Table VIII.C.3
Comparison of the Composition of Full-Time Faculty in the RSPH
with Full-Time Faculty at Emory University
and all US Faculty in Higher Education
RSPH All FullTime Faculty
(n= 140)
Year
% Female
% African-American
% Non-white
September 2004
42.1%
10.7%
22.9%
* Source: US Department of Education
Emory University
All Full-Time
Faculty
(n=2,283)
September 2003
33.5%
7.0%
23.4%
Full-Time
Faculty at US
Universities*
(n=617,868)
Fall 2001
38.4%
5.1%
14.7%
VIII.C.4 Assessment of the extent to which this criterion is met
Strengths
 RSPH percent of full-time female faculty is higher than Emory University as a whole,
and all US academic universities.
 RSPH percent of full-time African-American faculty is higher than Emory University
as a whole, and all US academic universities.
Weaknesses
 Despite adherence to university policies that support recruitment of a diverse faculty,
the school remains challenged to achieve a level of faculty diversity that is optimal to
address public health problems, or that parallels its student body.
Recommendations
 Explore and implement additional strategies to expand diversity of faculty.
This Criterion is met.
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CRITERION IX – STUDENTS
A. RECRUITMENT AND ADMISSIONS
In support of Goal I – to educate individuals for professional careers in public health and
for research careers – the Rollins School of Public Health seeks to recruit and admit
qualified and committed students with a wide range of academic backgrounds, as well as
those who have been employed in the public health workforce or as health professionals.
In its recruitment and selection process, the school acknowledges and values the span of
skills and knowledge appropriate for the diverse areas of public health.
IX.A.1 Student recruitment policies and procedures
Recruitment Policies
The RSPH admits qualified students regardless of race, ethnicity, religion, sex, sexual
orientation, national origin, age, disability, or veteran’s status. The school seeks students
with qualities that include the motivation and ability to achieve in a graduate academic
program along with a firm commitment to public health, as evidenced by their interests,
backgrounds, and experiences. The school attempts to reach a wide audience of
prospective students in its recruitment efforts and adheres to Emory University’s
Affirmative Action and Equal Opportunity policies in all its recruitment activities.
Department chairs, in consultation with the school’s administration, set annual
“enrollment targets” (numbers of MPH and MSPH students that each department
desires). The enrollment targets are based on the current quality of students, the capacity
of the current faculty complement to provide quality instruction, and fiscal requirements
for sustaining faculty support through tuition revenue.
Organization of Recruitment Activities
Recruitment of MPH and MSPH students is under the supervision of the RSPH Associate
Director for Admissions. The RSPH Associate Director of International Student Affairs
assists in the recruitment and admission process with students from outside the US. Both
are housed in the RSPH Office of Student Services, which is directed by the RSPH
Assistant Dean for Student Affairs.
Under its new strategic plan for student recruitment, the Office of Student Services has
achieved improved coordination of activities, while retaining its focus on recruiting
minority students to the MPH and MSPH programs. (See Appendix IX.A.1 for a list of
recruitment fairs.) The new recruitment strategy brought the debut of an online
application, which has received wide acceptance (900 of 1,000 applications in 2004-05).
Prospective students receive a compact disc (CD), which features newly designed
recruitment materials and a promotional “view book” of the school and its academic
programs, along with a link to the online application and other key documents, such as
the school’s catalog.
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RSPH
Departments with doctoral programs initiate their own recruitment efforts under the
direction of each department’s Director of Graduate Studies. Doctoral programs reside in
the Graduate School of Arts and Sciences, which provides funding for recruitment
materials and campus visits by prospective students.
Recruitment Activities
The Office of Student Services participates in recruitment fairs throughout the year (see
Appendix IX.A.1). In addition, some departments recruit at meetings associated with
their specialties, e.g., Society for Public Health Education (SOPHE). RSPH sponsors two
major recruitment events on campus each year – an Open House in the fall for
prospective students and Visit Emory! in the spring, for accepted applicants.
The fall Open House, begun in 2002, is designed to stimulate interest in public health,
and specifically in the RSPH programs, among prospective students. The event attracts
more than 200 attendees. (See Table IX.A.1). The school advertises the event via its web
site and sends invitations to area colleges and universities and to students who have
requested application information. The open house follows several college recruitment
fairs in which the school participates. The day-long program includes speakers on public
health, employment opportunities in public health, and the school’s degree programs.
Students have an opportunity to meet with RSPH students, faculty and the Assistant
Director of Academic Programs (ADAP) from any area of study in which they have an
interest.
Each spring, the school hosts Visit Emory! for all applicants accepted for admission to the
school to assist them in making a decision about whether to enroll at Emory/Rollins. All
interested individuals are welcome to attend. This program focuses on the school and its
academic programs, as well as its setting within Emory University and the value of its
proximity to the Centers for Disease Control, American Cancer Society, CARE, and
health agencies at the federal, state, and local levels. Prospective students have an
opportunity to meet with school administrators, faculty, department/program ADAPs, and
current students.
Table IX.A.1
Attendance at Recent Open House and Visit Emory! Day Events
Academic Year
2001-02
2002-03
2003-04
Number of Prospective Students in Attendance
Open House (Fall)
Visit Emory! (Spring)
N/A
150
208
147
260
177
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RSPH
IX.A.2
Admissions policies and procedures
Application
Departments normally admit applicants for the fall semester. The deadline for the receipt
of the completed application and all required supporting documents for fall semester is
February 1. For those who wish to be considered for merit-based scholarships, the
deadline is January 15. The school currently charges an application fee of $60 that may
be waived in cases of financial exigency.
Required application components include:
1. Application form
2. Narrative essay
3. Two official transcripts from each post secondary institution attended
4. Two letters of recommendation
5. Graduate-level entrance examination score report when required by the
department (normally the Graduate Record Examination)
6. TOEFL scores (international students)
Admission Requirements for the MPH and MSPH Programs
Minimum requirements for admission include the following:
 Satisfactory completion of a four-year baccalaureate degree or its equivalent
 Strong interest in a public health career
 Graduate Record Examination (GRE) scores
o Applicants who have completed doctoral-level degrees are not required to
submit GRE scores.
o Applicants who took the Medical College Admissions test (MCAT) may
submit these scores as alternatives to the GRE, except for the departments
of Biostatistics and Epidemiology. Physicians may substitute the MCAT
for the GRE in Epidemiology.
o GRE or MCAT scores are required for internationally trained physicians
in the department of Environmental and Occupational Health.
o Departments participating in the dual-degree programs accept the
entrance examinations required by the other degree program.
o Minimum scores desired (considered in the context of complete
application)
 Undergraduate Grade Point Average (GPA) of 3.0
 GRE: combined verbal and quantitative score of 1000; analytical
writing score of 3.5
Desirable attributes:
 Work or academic experience in the health field is highly desirable but not
required
 Preference is given to students who have advanced training and applied
experience
The program encourages applications from international students who are proficient in
speaking, reading, writing, and understanding the English language. All applicants
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RSPH
whose native language is not English are required to take the Test of English as a Foreign
Language (TOEFL) and to earn a minimum score of 550 (computer-based score of 213).
International applicants must submit Financial Certification forms ensuring that they have
available funds to pay tuition and living expenses.
Admissions Decisions for the MPH and MSPH Programs
Upon receipt of an application, the Associate Director of Admissions and staff enter the
information into appropriate databases and forward the application file to the department
to which the student has applied. Each department has a process by which the faculty
(typically as members of a committee) review applications and the department makes
admission decisions. If a department rejects an applicant and the applicant has indicated
a second preference, the application materials are forwarded to the second department.
When an admission decision is made, the department forwards the information to the
Associate Director of Admissions who formally notifies the student of the outcome.
Applicants who apply by the deadline are normally informed of their admissions status
no later than March 15.
Scholarship Awards for MPH and MSPH Applicants
The school allocates a limited amount of merit scholarship support for master’s level
applicants. Departments rank their most academically qualified applicants and forward
them to the Executive Associate Dean for Academic Affairs, normally by March 1. An
ad hoc committee with representation from each department ranks this pool. Merit
scholarships are awarded to those most highly ranked until the budget is expended.
Additional need-based grants are assigned by the Emory University Office of Financial
Aid and are reflected in the financial aid package of students who apply for this support.
The Emory University Office of Financial Aid also oversees the awarding of student
loans. Available merit scholarships are listed in the school’s catalog (both hard copy and
on the web).
Four special RSPH programs provide scholarship support to students from outside the
United States:

The Hubert H. Humphrey Fellowship Program is a Fulbright Scholars Program
sponsored by the US State Department which brings mid-career professionals
from developing countries to the US for a year of professional development and
academic studies. RSPH is one of only two schools of public health to receive
this distinction. This year, RSPH was designated as the only HIV/AIDS campus
in the Humphrey Fellowship Program.

The William Foege Fellowship Program was established by the William Gates
Foundation to honor the global health contributions of Dr. William H. Foege. The
Foundation selected RSPH to initiate this fellowship program in 2003. Scholars
are nominated by Atlanta-based public health agencies from a pool of individuals
in developing countries who have demonstrated the potential for public health
leadership in their home countries.
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
The Edmund S. Muskie/Freedom Support Act Graduate Fellowship Program is a
US State Department funded program that provides citizens of Armenia,
Azerbaijan, Belarus, Georgia, Kazakhstan, Kyrgyzstan, Moldova, Russia,
Tajikistan, Turkmenistan, Ukraine, and Uzbekistan with the opportunity to pursue
graduate study at the master’s level in the United States.

The John E. Fogerty AIDS International Training and Research Program builds
multi-disciplinary biomedical and behavioral research capacity for the prevention
of HIV/AIDS-related infections and for the integration of prevention with therapy
and care for those adults and children affected by HIV/AIDS in the collaborating
country. Collaborating countries for Rollins School of Public Health are Mexico,
Republic of Georgia, Armenia and Vietnam.
The school also offers half scholarships to medical students entering the MD/MPH
program and partial scholarships to students entering the MPH or MSPH program while
enrolled in Emory-related medical residency programs and the Preventive Medicine
Residency Program at the Centers for Disease Control and Prevention.
Application and Admission to Graduate School Programs (Doctoral Programs)
Students apply to doctoral programs through the Graduate School of Arts and Sciences.
Each RSPH department (Director of Graduate Studies and faculty members) selects the
students for admission to its doctoral programs on the basis of an applicant’s prior
academic record, standardized test scores (Graduate Record Examination), professional
plans, recommendations from others familiar with the applicant’s work, and the
availability of an appropriate course of study.
IX.A.3
Examples of recruitment materials and other publications and advertising
that describe, as a minimum, academic calendars, grading, and the
academic offerings of the school. The most recent catalog must be
included. References to website addresses may be included.
A copy of the school catalog is included with this document. The recruitment CD and
examples of other recruitment materials are available on site in the resource file. A wide
range of information is also available on the school’s website at www.sph.emory.edu.
IX.A.4
Quantitative information on number of applicants, acceptances, and
admissions by program over past three years
Data on applicants, acceptances and matriculants for the past three years are presented in
Table IX.A.4.
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Table IX.A.4
Number of RSPH Applicants, Acceptances and Matriculants
Fall 2002
Applied
Accepted
TOTAL MPH/MSPH
Behavioral
Sciences/Health Ed.
Biostatistics
Career MPH
Env. & Occupational
Health
Epidemiology
EOH/Epidemiology
Gobal Environmental
Health
Health Policy and
Management
International Health
General
994
171
770
145
Accepted%
77%
85%
Enrolled
309
57
Enrolled%
40%
39%
32
57
46
25
46
36
78%
81%
78%
9
31
15
36%
67%
42%
203
5
24
153
5
23
75%
100%
96%
57
1
9
37%
25%
39%
155
138
89%
51
37%
297
4
199
N/A
67%
N/A
79
N/A
40%
N/A
TOTAL PHD
Biostatistics PhD
Epidemiology PhD
Nutrition and
Health Sciences PhD
225
101
84
40
38
16
11
11
17%
15%
13%
28%
13
4
4
5
34%
25%
33%
45%
Fall 2003
Applied
Accepted
TOTAL MPH/MSPH
Behavioral
Sciences/Health Ed.
Biostatistics
Career MPH
Env. & Occupational
Health
EOH/Epidemiology
Epidemiology
Gobal Environmental
Health
Health Policy and
Management
International Health
General
934
180
749
160
Accepted%
80%
89%
Enrolled
321
80
Enrolled%
43%
52%
37
69
27
28
59
14
76%
86%
52%
5
30
3
18%
51%
21%
3
192
19
2
136
17
67%
71%
89%
2
73
9
100%
54%
53%
150
137
91%
51
37%
255
2
196
N/A
77%
N/A
68
N/A
35%
N/A
TOTAL PHD
Biostatistics PhD
Epidemiology PhD
Nutrition and
Health Sciences PhD
228
111
75
42
40
10
18
12
18%
9%
24%
29%
23
5
10
8
58%
50%
56%
67%
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RSPH
Fall 2004
TOTAL MPH/MSPH
Behavioral
Sciences/Health Ed.
Biostatistics
Career MPH
Env. & Occupational
Health
EOH/Epidemiology
Epidemiology
Gobal Environmental
Health
Health Policy and
Management
International Health
General
TOTAL PHD
Biostatistics PhD
Epidemiology PhD
Nutrition and
Health Sciences PhD
IX.A.5
Applied
1000
201
Accepted
709
155
Accepted%
71%
77%
Enrolled
320
80
Enrolled%
45%
52%
33
69
33
20
47
25
66%
68%
78%
9
37
10
45%
79%
40%
5
200
26
4
118
20
80%
59%
77%
2
44
8
50%
37%
40%
169
149
88%
61
41%
264
N/A
171
N/A
65%
N/A
69
N/A
40%
N/A
224
91
96
37
31
13
11
7
14%
14%
11%
19%
19
6
7
6
61%
46%
64%
86%
Quantitative information on the number of students enrolled in each
degree program including full-time, part-time, and full-time equivalent
conversions, over the last three years
Table IX.A.5 indicates the number of students enrolled in full-time or part-time academic
work by all students seeking each degree type, and total numbers of students. A full-time
student is defined as a student who is enrolled in 9 or more hours of coursework, or as a
graduate in residence who is completing a thesis or special studies project. This table
also indicates the translation of full-time and part-time students to FTEs by this formula:
[FT + (PT HRS/9 HRS per full-time equivalent)] = #FTEs. For example, in fall of 2002
there were 152 part-time MPH students enrolling in a total of 789 credit hours which
translates into 87.67 FTE students. As a result, the school had 651 individual students
enrolled in the fall of 2002, but only 586.67 FTE MPH students.
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Table IX.A.5
Number of Students Enrolled Part-time (PT), Full-time (FT) and Full-time Equivalent
by Degree Program
2002-2004
MPH
MSPH
PHD
TOTAL
MPH
MSPH
PHD
TOTAL
MPH
MSPH
PHD
TOTAL
IX.A.6
FT
499
20
82
601
FT
526
32
81
639
FT
524
35
95
654
PT
152
6
0
158
PT
152
9
0
161
PT
137
10
0
147
PT HRS
789
26
0
815
PT HRS
782
46
0
828
PT HRS
713
55
0
768
PT HRS/9
87.67
2.89
0.00
90.56
FALL 2002
TOT (FT + PT)
651
26
82
759
FTE (FT + PT HRS/9)
586.67
22.89
82.00
691.56
PT HRS/9
86.89
5.11
0.00
92.00
FALL 2003
TOT (FT + PT)
678
41
81
800
FTE (FT + PT HRS/9)
612.89
37.11
81.00
731.00
PT HRS/9
79.22
6.11
0.00
85.33
FALL 2004
TOT (FT + PT)
661
45
95
801
FTE (FT + PT HRS/9)
603.22
41.11
95.00
739.33
Outcome measures of success in enrolling a qualified student body
The school uses four indicators of its success in enrolling a qualified student body in its
MPH and MSPH Programs:
 Acceptance rate
 Highest previous degree earned by enrolled students
 Mean undergraduate grade point average
 Mean Graduate Record Examination score (for those who take them)
Individually, each indicator is not fully satisfactory as a measure of the quality of the
student body but they are, collectively, suggestive. The proportion of students graduating
within five years and employment data are presented in Section V.D.2.
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Acceptance Rate
Prospective MPH students apply for admission to individual departments. The
application form allows students to indicate up to two departmental preferences on their
applications. If an applicant's primary departmental choice rejects their application, the
application is automatically referred to and reviewed by their secondary departmental
choice. If an application is wait-listed by the primary departmental choice, the applicant
is asked if they would like to have their application reviewed by their secondary
departmental choice. The school calculates its acceptance rate based on the percent of
MPH applicants ultimately accepted by any one department in the school. Hence, those
applicants accepted by their secondary departmental choice are counted as one
application and one acceptance (100% acceptance rate) rather than one acceptance out of
two applications (50% acceptance rate).
Table IX.A.6.1 reports the school’s acceptance rate for MPH and MSPH candidates for
the past three academic years using the method described above. Enrollment targets set
during the school’s annual planning process may impact acceptance rates. This table
indicates that the school has maintained a relatively stable acceptance rate (between 71%
and 80%) over this time period. While this rate is higher than the 58% average
acceptance rate for all accredited schools of public health, the rates are not comparable
for two reasons. First the average rate published by the ASPH includes students who
have applied to both master’s and doctoral programs, and master's students are normally
accepted in higher proportions than doctoral students. Second, the RSPH method of
calculating acceptance rates may be different than the methods used by other schools of
public health. Because of difficulties in benchmarking acceptance rates, the school also
uses other measures (highest previous degree, grade point average and mean Graduate
Record Examination scores) as alternative measures to evaluate the quality of students.
Table: IX.A.6.1
Proportion of Applicants Accepted by the RSPH
Seeking MPH and MSPH Degrees
Academic Year
2002-03
2003-04
2004-05
% of Applicants Accepted
77%
80%
71%
Highest Previous Degree
Table IX.A.6.2 provides a summary of highest degrees of those entering the school’s
MPH or MSPH programs over the past three years. The table indicates that the
baccalaureate degree was the highest prior degree for 78% to 83% of RSPH master’s
students. The table also indicates that there has been a decline in the percent of students
with doctoral degrees.
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Table IX.A.6.2
Number and percentage of highest prior degree earned by enrollees
Academic Year
2002-03
2003-04
2004-05
Baccalaureate
N (%)
241 (78%)
265 (83%)
265 (83%)
Master’s
N (%)
15 (5%)
15 (5%)
16 (5%)
Doctoral
N (%)
53 (17%)
41 (13%)
39 (12%)
Mean Undergraduate Grade Point Average
The mean undergraduate grade point averages (GPA) of students admitted to the school’s
MPH or MSPH programs for the past three years are included in Table IX.A.6.3.
Undergraduate GPAs have remained relatively stable.
Table IX.A.6.3
Mean GPA of Accepted MPH and MSPH Students
Academic Year
2002-03
2003-04
2004-05
Mean GPA
3.33
3.39
3.29
Graduate Record Examination Scores
Table IX.A.6.4 includes the mean Graduate Record Examination (GRE) scores of
students enrolling in the MPH and MSPH programs for the past three years. GRE scores
have trended upward since 2002-03.
Table IX.A.6.4
Mean Graduate Record Examination (GRE) score by enrollees.
Academic Year
2002-03
2003-04
2004-05
M.P.H. or MSPH
1707
1771
1762
Success in Doctoral Programs
Outcome measures indicating successful enrollment of students in doctoral programs are
primarily mean GRE examination scores and employment. The mean GRE scores for
doctoral students entering each doctoral program for the past three years are as follows:
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Table IX.A.6.5
Mean Cumulative GRE Test Scores for PhD Enrollees
with and (without) Analytical Score
Biostatistics
2002-03
2003-04
2004-05
2102 (1402)
2122 (1360)
2182 (1412)
Epidemiology
2068 (1318)
2065 (1313)
2184 (1437)
Nutrition and
Health Sciences
1976 (1306)
1948 (1263)
1947 (1328)
All Emory PhD
Programs
1960 (1280)
1975 (1295)
1956 (1281)
Compared to doctoral students entering 26 other doctoral programs at Emory University
in 2004-05, the mean aggregate GRE scores for RSPH students are, in all but one case,
significantly higher.
The current positions of students completing doctoral degrees in Biostatistics,
Epidemiology, and Nutrition and Health Sciences in the past several years are provided in
Appendix IX.A.6.
IX.A.7
Assessment of the extent to which this criterion is met
Strengths
 The school expanded its outreach to prospective students with the online application
and CD.
 The school has established policies and procedures for student admissions.
 The school attracts sufficient numbers of qualified applicants.
 The student body is qualified and the quality is increasing, according to available
measures.
Weaknesses
 Enrollment targets set during the school’s annual planning process may impact
acceptance rates.
 Scholarship support for MPH and MSPH applicants is insufficient to attract highly
qualified, low-income students.
Recommendations
 Invest additional resources in targeted recruitment efforts to increase the pool of
qualified applicants, particularly targeting those with interests in low-enrolled
departments and those in the public health workforce.
 Evaluate the effectiveness of various recruitment strategies.
 Increase resources for scholarships for MPH and MSPH students.
 Request the ASPH data committee to collect acceptance rates using comparable
methods for comparable programs.
This Criterion is met.
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CRITERION IX – STUDENTS
B. DIVERSITY
In concert with the objectives of Goal I, the school attracts a culturally and ethnically
diverse student body. Public health problems affect diverse populations of people, and a
diverse student population adds to the overall academic experience for students attending
the RSPH. From non-degree Humphrey Fellows (mid-career professionals from
developing countries) to dual-degree seekers, from the CDC employees next door to the
Center for Health, Culture and Society PhD students, all RSPH students share their
knowledge and wide-ranging experiences with others.
IX.B.1
Policies and procedures and affirmative action plans to achieve a diverse
student population
The school adheres to the Emory University Equal Opportunity Policy described on the
cover of the school’s catalog. The catalog also indicates that the school subscribes to the
Emory University Affirmative Action Policy and the Americans with Disabilities Act.
While there is no admissions target for underrepresented minorities, the school does
recruit at several Historically Black Colleges and Universities (Appendix IX.A.1),
encourages applications, and does not discriminate in its admission decisions. Neither
the school nor individual departments factor minority status into the admissions
decisions. Nevertheless, among students enrolled in 2004-05, 66 or 20.6% of the
students are African-American and the proportion of African-American enrollment in the
RSPH is higher than all but one other accredited school of public health, according to the
most recently available data (2003-04) from the Association of Schools of Public Health.
IX.B.2.
Demographic characteristics of the student body, including data on
applicants and admissions, over the last three years
Table IX.B.2 reports the demographic characteristics of applicants, and accepted and
enrolled students for the past five years. The table indicates that over the past five years,
on average, 49% of students accepted by the RSPH have been either African American,
other US minorities or foreign nationals, and 79% have been female. (The following data
is also used for IX.B.3, which requires five years of data. The RSPH admissions system
was enhanced in 2000-2001 to allow the school to expand its categories of minority
students, as shown in the table.)
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Table IX.B.2
Demographic Characteristics of Applicants and Accepted Students to RSPH
Fall 2000
Applied
TOTAL
African American
American
Indian/Alaskan
Native
Asian/Pacific
Islander
Hispanic
Foreign National
Female
Male
Accepted
1000
189
1
720
103
1
Accepted
Distribution
by Minority
100.0%
14.3%
0.1%
142
119
26
187
782
218
20
113
563
157
Enrolled
322
63
0
Enrolled by
Minority
Category
100.0%
19.6%
0.0%
16.5%
38
11.8%
2.8%
15.7%
78.2%
21.8%
11
37
237
85
3.4%
11.5%
73.6%
26.4%
Fall 2001
Applied
TOTAL
African American
American
Indian/Alaskan
Native
Asian/Pacific
Islander
Hispanic
Foreign National
Female
Male
Accepted
968
223
4
741
128
3
Accepted
Distribution
by Minority
100.0%
17.3%
0.4%
122
102
27
193
758
210
23
137
576
165
Enrolled
300
70
1
Enrolled by
Minority
Category
100.0%
23.3%
0.3%
13.8%
43
14.3%
3.1%
18.5%
77.7%
22.3%
8
38
233
67
2.7%
12.7%
77.7%
23.3%
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Fall 2002
Applied
Accepted
Accepted
Distribution
by Minority
Enrolled
Enrolled by
Minority
Category
TOTAL
African American
American
Indian/Alaskan
Native
994
211
0
770
132
0
100.0%
17.1%
0.0%
309
64
0
100.0%
20.7%
0.0%
Asian/Pacific
Islander
116
86
11.2%
25
8.1%
Hispanic
Foreign National
Female
Male
25
209
764
230
17
160
594
176
2.2%
20.8%
77.1%
22.9%
8
56
241
68
2.6%
18.1%
78.0%
22.0%
Fall 2003
Applied
Accepted
Accepted
Distribution
by Minority
Enrolled
Enrolled by
Minority
Category
TOTAL
934
749
100.0%
321
100.0%
African American
182
121
16.2%
74
23.1%
2
2
0.3%
0
0.0%
Asian/Pacific
Islander
77
64
8.5%
37
11.5%
Hispanic
38
32
4.3%
16
5.0%
Foreign National
176
127
17.0%
48
15.0%
Female
752
601
80.2%
264
82.2%
Male
182
148
19.8%
57
17.8%
American
Indian/Alaskan
Native
152
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Fall 2004
Applied
TOTAL
Accepted
Accepted
Distribution
by Minority
Enrolled
Enrolled by
Minority
Category
1000
709
100.0%
320
100.0%
213
117
16.5%
66
20.6%
3
2
0.3%
2
0.6%
Asian/Pacific
Islander
88
78
11.0%
27
8.4%
Hispanic
31
23
3.2%
12
3.8%
Foreign National
142
78
11.0%
30
9.4%
Female
788
573
80.8%
261
81.6%
Male
212
136
19.2%
59
18.4%
African American
American
Indian/Alaskan
Native
IX.B.3.
Measures by which the school evaluates its success in achieving a
demographically diverse student body along with data regarding the
school’s performance over the past five years
The RSPH uses three criteria to measure, monitor and benchmark the diversity of its
student body. These measures include 1) the proportion of all minority students enrolled
in the school, 2) the proportion of students accepted and matriculated from different
racial and ethnic groups, and 3) the proportion of minority students admitted to the RSPH
relative to the proportion of minority students in the population of undergraduates in US
universities.
RSPH uses the proportions of African Americans and all minority students enrolled in
other accredited schools of public health, as reported by the Association of Schools of
Public Health, as one benchmark of its diversity. Table IX.B.3 compares the most
recently available data from ASPH (academic year 2003-04) with the RSPH for academic
years 2003-04 and 2004-05. The table indicates that the proportion of entering minority
students in the RSPH was has been equal to or greater than the mean proportion for all
accredited schools of public health for the 2003-04 academic year. Table IX.B.3 also
indicates that in both years the proportion of African-American students at the RSPH was
much higher than the average proportion of African Americans at all accredited schools
of public health in 2003-04. In fact, according to the ASPH report, the RSPH enrolled
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the second highest proportion of African Americans among all accredited schools of
public health.
Table IX.B.3
Entering Class Proportion of Minority and African-American Students
Accredited Schools of Public Health and RSPH
% Minority
% African American
ASPH
All Accredited Schools
(Year 2003-04)
33.1%
10.8%
RSPH
(Year 2003-04)
39.6%
23.1%
RSPH
(Year 2004-05)
33.4%
20.6%
The school also monitors the proportion of students accepted and matriculated from
different ethnic groups. The proportion of African-American students who matriculate is
significantly higher each year than the proportion of all students who matriculate. In the
most recent year, 56.4% of accepted African-American students chose to matriculate
compared to 45.1% of all students. This suggests that the school is able to attract
minority students, especially African-American applicants, once they are accepted.
Finally, RSPH monitors the diversity of students admitted to the RSPH relative to the
potential pool of applicants, as measured by the diversity of undergraduate students
enrolled in US universities reported in the Chronicle of Higher Education. In the 200405 academic class, 20.6% of the students admitted to RSPH were African-American,
33.4% were minorities, and over 81% were female. For comparison purposes, AfricanAmericans accounted for 12%, all minorities 30%, and female students 57% of all US
undergraduate students in 2001, according to the most recent data from the Chronicle of
Higher Education, available in the resource file on site.
While not specifically monitored annually, the school has a diverse student body by age,
educational background, and geography. Students in the fall 2004 entering class ranged
in age from 20 to 55; came from 36 states and 29 countries; and 17% had already
completed either doctoral or master’s degrees. The significant international diversity at
Rollins School of Public Health occurs in part because Rollins School of Public Health is
a host institution to four competitively selected fellowships, as described in IX.A.2.
IX.B.4.
Assessment of the extent to which this criterion is met
Strengths
 The RSPH attracts and enrolls a diverse student population.
 The RSPH is particularly successful in attracting and enrolling a significant number
of African-American students.
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
The school is uniquely enriched by mid-career international students and by career
professionals who are supported by fellowships, such as the Humphrey Fellows, and
the Career MPH students.
Weaknesses
 The school has not been able to attract and enroll high proportions of male students.
Recommendations
 Sustain efforts to maintain a diverse student population.
 Set recruitment goals to expand the number of male students, especially male
minority students.
This Criterion is met.
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CRITERION IX – STUDENTS
C. ADVISING AND COUNSELING
IX.C.1
Advising and counseling services
Students in the RSPH have several avenues of academic advisement. All on-campus
MPH and MSPH students are initially assigned to a faculty advisor, and their work is
overseen by a departmentally-based staff advisor (the Assistant Director for Academic
Programs, or “ADAP”). Students who write theses work under the supervision of a
faculty thesis advisor during the last year of study, and some students who work on
research projects with faculty investigators may use the faculty member as a mentor or
advisor. Some students elect not to avail themselves of faculty advisors until beginning
their thesis or special studies project. An additional option open to these (and all)
students is the use of staff in the Office of Student Services for advice on admissions,
student life, enrollment and career options. Some departments also arrange student-tostudent mentoring by assigning each new student to a student who is in his or her second
year of study.
Department Faculty Advisement
All on-campus entering MPH and MSPH students are assigned to a full-time faculty
member in the student’s academic department who serves as an academic advisor.
Because of their unique needs, Career MPH students are advised by their Assistant
Director for Academic Programs (ADAP) until they begin their special studies project.
Students are encouraged to consult with their faculty advisors about academic and careerrelated concerns. The extent to which faculty members interact with students varies
among departments.
Faculty Thesis Advisor
Departments in which MPH and MSPH students write a thesis or choose a special study
project assign a faculty advisor (often by the student’s choice) as the chair of the thesis
or special study project committee. This may be someone other than the initially
assigned department faculty advisor.
Other Faculty Interactions
Many students are employed by faculty members as research or teaching assistants. (See
Table VI.5.2.) Adjunct faculty members may also serve on thesis or special study project
committees and, in some departments, they are formally recognized as “field advisors”
for student theses and special study projects. Adjunct faculty members regularly serve as
site supervisors for students during their practica field experiences.
Assistant Director for Academic Programs
All departments have one or more Assistant Directors for Academic Programs (ADAP).
This staff person, typically masters trained, is knowledgeable about the academic
requirements of the school and the department and provides advisement to students and
faculty on course enrollment and other school-related activities. The ADAP, along with
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the faculty advisor, may assist the student in arranging for the practicum experience and
finding an appropriate thesis project and advisor. ADAPs work across the school as a
team coordinated by the Assistant Dean for Student Affairs in scheduling courses, the
admissions process, student recruitment and alumni affairs. ADAPs monitor student
progress from the point of admission through graduation and beyond, serving as an
advocate based on individual student needs.
Student Orientation
All students participate in an extensive orientation that reviews school academic
expectations and support services in the university, school and their individual
departments during the week prior to fall semester. The schedule for the most recent
student orientation session is included in Appendix IX.C.1. Students can also review or
obtain information about school-wide academic requirements, support services and
administrative policies through the Student Handbook, available online at
http://www.sph.emory.edu/studentservice/studenthandbook2003.pdf, and on site. Some
departments provide students with a separate handbook, although most also place
information on the department’s web site. The full set of information is in the resource
file on site and on the web at the following sites:






http://www.sph.emory.edu/bshe/bshefaq.html (BHSE)
http://www.sph.emory.edu/bios/orientation.html (BIOS)
http://www.sph.emory.edu/eoh/require.html (EOH)
http://www.sph.emory.edu/epi/02newstudent.html (EPI)
http://www.sph.emory.edu/hpm/programreq.html (HPM)
http://www.sph.emory.edu/ih/ih-pgreq.html (IH)
RSPH Office of Student Services
The Assistant Dean for Student Affairs oversees the Office of Student Services (OSS).
The OSS includes most school-wide functions pertaining to student support including
Recruitment and Admissions, Career Services, Student Activities, Enrollment (Registrar),
and International Student Affairs. Students frequently seek advice and direction through
this office. All international issues such as visa requests, English as a Second Language,
and student language evaluations are coordinated in the OSS. Department ADAPs
coordinate their activities with the personnel in Student Services via the Student
Leadership Team. The Student Leadership Team plans and coordinates functions such as
Open House, CareerFair and Visit Emory!
Career Services
The RSPH Office of Career Services provides advice to students on developing career
options and seeking employment. The office includes the Associate and Assistant
Directors for Career Services who both report to the Assistant Dean for Student Affairs.
The office maintains a web site, The Public Health Employment Connection, at
http://cfusion.sph.emory.edu/PHEC/phec.cfm (used by all schools of public health), and
resource materials to assist students in considering their careers in public health. A jobs
listserv to all students and interested alumni notifies participants of new opportunities as
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they come to the department’s attention. The office offers guidance in preparing resumes
and in employment-related networking through periodic workshops as well as mock
interviews and a fall mentoring event. As an additional service to current students and
alumni, this office provides critique services for resumes, cover letters, etc. The Career
Services team oversees an annual CareerFair (latest program available on site in the
resource file) during which employers visit campus to interview and recruit students.
Students have the opportunity to perform many of the logistical coordination activities of
this school-wide event.
As a way of maintaining up-to-date awareness of employment needs, the associate
director initiated the Community Advisory Network (CAN) in 2004, comprised of alumni
and company representatives from across the US. Through conference calls and two
face-to-face meetings each year, this group provides programmatic guidance and advice.
In addition, programs with alumni are designed to facilitate employment networking and
preparation for entering public health practice. The local organization of the RSPH
alumni association is engaged in assisting students to prepare for and find employment.
This office is also a repository for practicum opportunities and maintains a practicum
database. The Associate Director of Career Services actively networks with public health
institutions in an attempt to maintain an awareness of employment and practicum
opportunities and to establish formal agreements for internships.
RSPH students may also use the facilities and services of the Career Center of Emory
University. This office includes career advisors, libraries of background material on
career opportunities, electronic databases, and a service to collect and send letters of
recommendation for students applying to educational programs and for employment.
International Student Affairs
The RSPH Office of International Student Affairs coordinates international student and
visiting scholar admissions and visa requests, as well as an international student
orientation and cultural adjustment program. Staffed by the Associate Director for
International Student Affairs, this office provides advisement to international students
and scholars in concert with other advising services offered by the school and the
university. This office also oversees the English as a Second Language (ESL) program
that includes assessments of the oral and written skills of all international students as well
as course offerings in verbal and written communication.
The Office of International Student Affairs collaborates with funding agencies and
facilitates third party billing for international students. The office is the primary
international student services representative for advisors in the school and with university
offices and committees, and also manages special programs that are of interest to
international students.
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IX.C.2 Student satisfaction with advising and counseling
Students evaluate support services in the school at the time of graduation through the Exit
Survey. Responses are monitored and changes may be initiated in response to identified
problems. For example, surveys in 2002-2003 suggested problems in the school’s career
services office, resulting in a change in structure, function and personnel in 2003-04.
Exit Survey
Student responses to closed-ended Exit Survey questions related to advisement and
counseling follow in Table IX.C.2. Responses to open-ended questions on advisement
and counseling are on file and available on site.
Table IX.C.2
Responses to Student Exit Survey Questions on Advisement and Counseling
2001-02
(N) %
2002-03
(N) %
2003-2004
(N) %
How would you evaluate the faculty support for the
thesis or special study project?
Excellent
Good
Fair
Poor
(55) 43%
(45) 35%
(21) 16%
(8) 6%
(59) 41%
(41) 29%
(26) 18%
(17) 12%
(63) 40%
(55) 35%
(26) 16%
(15) 9%
How would you assess the support available
in the school for career information and job
searches?
Excellent
Good
Fair
Poor
Don’t know
(37) 27%
(52) 39%
(23) 17%
(16) 12%
(7) 5%
(28) 17%
(58) 35%
(34) 20%
(29) 17%
(19) 11%
(39) 23%
(61) 35%
(32) 19%
(14) 8%
(26) 15%
How would you rate the quality of advising
received from your department’s Assistant
Director for Academic Programs (ADAP)?
Excellent
Good
Fair
Poor
Don’t know
(68) 51%
(38) 28%
(14) 10%
(9) 7%
(5) 4%
(63) 37%
(55) 33%
(30) 18%
(17) 10%
(4) 2%
(76) 44%
(44) 25%
(31) 18%
(17) 10%
(6) 3%
Graduating students accord relatively positive evaluations to advisement by faculty,
career services and department ADAPs. Less positive evaluations of ADAPs in 2002-03
were associated with personnel changes and understaffing in three departments. A
concern with career services and related advisement resulted in a recent change in
personnel and structure of the office, and an expansion in services to include one-on-one
career advisement, mock interviews, group and individual resume critique, cover letter
editing, guidance for internships, fellowships and volunteer opportunities, access to
recruitment from outside organizations. By monitoring the Exit Survey evaluations, the
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school identified problem areas and addressed them with personnel changes and/or the
addition of new staff.
IX.C.3
Assessment of the extent to which this criterion is met
Strengths
 Career Services has significantly expanded its services in response to student
concerns expressed in Exit Surveys.
 Multiple options for advisement are available to all students.
Weaknesses
 Some students do not avail themselves of faculty advisors.
 The extent to which faculty members interact with students varies between
departments.
Recommendations
 Continue to build stronger linkages between Career Services and agencies employing
graduates.
 Continue to identify and address weaknesses in advisement, particularly those
identified by students.
 Explore ways to build stronger relationships between students and faculty in some
departments.
This Criterion is met.
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CRITERION IX – STUDENTS
D. STUDENT ROLES IN THE SCHOOL
In support of Goals I and IV, specifically the objectives to offer high quality educational
programs and to encourage open communication at all levels, students participate in a
variety of activities that serve to inform and guide RSPH’s growth and development.
IX.D.1
Student roles in evaluation
Students, or representatives of organized student groups, are regularly involved in
evaluating the academic programs and their educational experience.
Course Instruction Evaluations
Students evaluate courses in which they enroll using an anonymous standard form
developed by an ad hoc committee of students, staff and faculty. The form asks the
student to rate the course and instructor on six dimensions, and also allows for openended responses.
The Office of Student Services tabulates the aggregate responses on evaluation forms for
each course at the end of each semester. Once scale scores are calculated, the report is
sent to each faculty instructor. The department chair receives a copy of the reports for all
courses taught by the department, and the Executive Associate Dean for Academic
Affairs receives reports for all courses taught in the school. Individual faculty members
and those who review faculty performance use the scores to assess how well the
instructors performed in the eyes of students. Instructors are encouraged to comment, on
a standard cover sheet, about how they plan to address problems in the course, if any are
suggested by the student evaluations. That information is shared with the department
chair, who is responsible for following up with individual faculty members to make sure
proposed remedies are enacted. The aggregate scale scores are kept on file in the Office
of Student Services and may be reviewed by any faculty member or student. Any
member of the school may read the written comments, which are also kept on file.
The Executive Associate Dean for Academic Affairs corresponds in writing with each
chair at the end of each semester, indicating the department’s instructional strengths and
weaknesses portrayed in the evaluations and suggesting actions. Chairs normally
respond, and the Executive Associate Dean has the responsibility for following up to
ensure that potential problems are addressed in a timely manner. A copy of the course
evaluation survey may be found in Appendix VIII.B.4. Course evaluations for the past
five years are on file and available on site.
Exit Survey
All graduating students are asked to complete an Exit Survey. A copy of the survey may
be found in Appendix IX.D.1, and responses for the past three years are available on site.
Responses to specific Exit Survey questions regarding student satisfaction with
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advisement and counseling are shown in Table IX.C.2. As demonstrated in that section,
where student responses suggest there are problems, potential remedies are considered in
the revision of school objectives in the following year.
Survey of Recent Graduates
Recent graduates are surveyed annually through the RSPH web-based alumni survey.
Alumni are asked to evaluate educational program quality, preparation for employment,
and career advisement; and to identify their employment status. The survey also asks
these former students to indicate whether, given their experience since enrolling in
RSPH, they would choose to enroll in RSPH if they could make the choice again.
Response rates to the alumni survey remain lower than desired. RSPH revised the survey
in spring 2004 and tested new approaches in an attempt to encourage alumni to reply.
Responses to selected questions for three previous cohorts are included in Criterion
V.D.2 of this document. The survey itself is included in Appendix IX.D.1.
IX.D.2
Student roles in governance and formal student organizations
School Governance
Students participate in school-wide governance through the Student Government
Association (SGA). The SGA, Chairs Group, and Faculty Senate comprise the formal
governing organizations within RSPH. (See Criterion III.1.) The SGA leadership holds
regular open executive committee meetings with student representation from all
departments and the Career MPH Program. An SGA representative serves on the Chairs
Group, through which the SGA may initiate policy recommendations for the school or be
asked to advise the Dean and Chairs Group in the consideration of certain policies and
procedures. SGA officers and students meet with the Dean and other school
administrators during scheduled “lunch meetings” several times each year. SGA officers
and elected department representatives also visit regularly with leaders in the Office of
Student Services. At least annually, the SGA schedules a “Town Hall” meeting with
students and school administrators to discuss issues and share ideas.
The SGA budget is allocated by the University Student Government Association and is
drawn from activities fees charged to all students. The SGA allocates funds from its
budget to organized school student groups that are chartered in accord with university
policies. Chartered student organizations include: American College of Healthcare
Executives (ACHE) to support professional networking opportunities for aspiring health
administrators; the Association of Black Public Health Students (ABPHS) to promote
professional, social, and academic needs of Black public health community; the Emory
Global Health Organization (EGHO) to facilitate student involvement in global health;
the Emory Chapter of the Georgia Public Health Association (GPHA) to network
students with public health professionals from across the state; International Student
Association for Health and Human Rights (ISAHHR) for promoting public health as
social justice and fostering a commitment to human rights through professional service;
and the Rollins Environmental Health Action Committee (REHAC) to promote through
actions and advocacy, protection of the environment and the promotion of health.
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Ad Hoc and Standing School Committees
Students are appointed to the school’s Curriculum Committee and other ad-hoc
committees. School-wide search committees for faculty or department chairs have
included at least one student member. Students serve on ad-hoc honor code committees,
conventionally comprised of two faculty members and two students guided by a faculty
chairperson. In keeping with the policy of including students in school governance,
students were members of the steering committee for this self-assessment process.
Department Governance
Student involvement in formal governance varies by department. Most departments
include one or two student representatives in regular department meetings except when
personnel matters are discussed. Half of the department faculty search committees
include one or more students. Finally, all departments include students on departmental
committees or other functions. Informally, department representatives have affected
governance through efforts that include department-specific student surveys, regular
meetings with the chair, and off-campus gatherings of faculty and students.
During the course of this self-study, department chairs discussed the involvement of
students in faculty search committees, certain faculty meetings, and general department
committees. Chairs of departments that did not routinely include students agreed that
they would do so in the future. Current student participation in department governance
is summarized in Table IX.D.2.
Table IX D.2
Student Involvement in RSPH Department Governance
Faculty meetings
Faculty search committees
Other department committees or
functions
IX.D.3
BSHE
X
X
X
BIOS
X
X
X
EOH
X
EPI
HPM
X
X
X
X
IH
X
X
X
Assessment of the extent to which this criterion is met
Strengths
 Students are active in the life of the school through government and special interest
organizations.
 Students are included on school standing and ad hoc committees.
 Students are included in some department faculty meetings and committees.
 Student course evaluations are monitored and used for improving the instructional
program.
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Weaknesses
 Student involvement in department governance varies across departments.
Recommendations
 Departments should continue to be encouraged by the school administration to
include students in some aspects of their governance and/or provide students with an
avenue of input into such matters as curriculum, advisement, and instruction.
This Criterion is met.
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CRITERION X – EVALUATION AND PLANNING
A. PROCEDURES AND PROCESS
X.A.1
Description of evaluation procedures and planning processes
The school systematically evaluates its overall efforts against its mission, goals and
objectives, assesses its effectiveness in serving its various constituencies, and seeks both
internal and external guidance as it plans to achieve its mission in the future.
Annual Evaluation and Planning Process
The school annually evaluates progress on existing objectives and revises its objectives in
support of its mission and goals. Evaluation findings and objectives are contained in the
Annual Report, which is shared with faculty members and historically has been presented
to Emory University’s Provost, Executive Vice President for Health Affairs, and
President in the fall of each year. Annual Reports are also posted on the RSPH website
(www.sph.emory.edu/admin/academic) and are available on site in the resource file.
Data used for the evaluation portion of the Annual Report are derived from the
following sources:

Faculty and Department Annual Reports
Submitted in July of each year, department annual reports provide both faculty and
department-level performance data that are used to evaluate overall RSPH
progress on teaching, research, and service-related objectives. A sample of the
faculty annual report format, which provides the information required to prepare
the department annual report, is included in Appendix X.A.1.

Data from the Office of Student Services
Student Services provides performance data on objectives related to student
recruitment, diversity, academic performance, and student life. Criteria V.D and
IX.A and B of this document provide several examples of this information and
how it is used to evaluate the school’s success in enrolling a qualified, diverse
student body that achieves the established learning objectives.

Data from the Office of Administration and Finance
The office of Administration and Finance prepares reports assessing performance
on objectives related to faculty recruitment, educational programs, financial
resources, sponsored research, space and equipment, faculty and staff
development, and staff performance. Examples of outcome measures based on
data from this office may be found in Criteria IV.10, Resources, and VIII.A,
Faculty.
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
Survey and targeted evaluation data, including the Student Exit Survey,
Survey of Recent Graduates and individual course evaluations
Information gained from student and alumni surveys and course evaluations is
used to evaluate progress against educational programs and student life objectives.
Feedback received may lead directly to improvements in program or support
services, as demonstrated in Criterion IX.C. By monitoring the Exit Survey
evaluations, the school identified opportunities to improve programs that support
student life, and addressed them with personnel changes and an expansion in
services.
Additional information used to inform the annual planning process is derived from
these sources:

Department annual reports
Department annual reports contain a summary of departmental strengths,
weaknesses, goals and objectives for the following year, which are considered
when setting school-wide goals and objectives. For example, department faculty
recruitment objectives become part of the school-wide objective to “recruit and
retain nationally and internationally known faculty members.” (See Criterion I,
Goal II.)

Recommendations and observations made at the annual faculty retreat
Faculty members attending the annual retreats may directly examine the school’s
mission and goals, or may focus on particular objectives that have an impact on
achieving the mission and goals. Participants at the September 19, 2003 RSPH
Faculty Retreat recommended “paths to greatness” actions, identified potential
measures of progress, and examined whether the school’s current mission and
goals supported these actions. As a result, the school’s mission was expanded, a
fourth goal was added, and recommended actions were used to inform the 2004
annual planning process. Specific actions subsequently taken during the 2003-04
academic year were reported and discussed at the October 1, 2004 annual retreat.
In addition, faculty members generated new ideas about how to be a “destination
school,” which will be considered for action during the 2004-05 academic year.

Recommendations from school governance groups and standing committees
Groups involved in school governance provide recommendations that inform
planning and objective setting for all school goals and objectives, as described in
III.1 and III.2. Examples include recommendations from the Curriculum
Committee to revise core courses, from the APT Committee to develop and adopt
definitions of “adequacy” and “excellence” in service, and from the Faculty Senate
on issues related to the faculty appointment process and fund raising.
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
Recommendations from the Community Advisory Network
This recently formed advisory group provides information that helps RSPH
forecast future academic needs, encouraging appropriate change that will
strengthen the competitiveness of both the school and its graduates. A
Community Advisory Network membership list is provided in Appendix III.2.
Materials from the summer 2004 meeting and a resulting “professional skills
checklist,” which is currently being developed and implemented, are available on
site in the resource file.

Recommendations made by external reviewers
Outside experts performing periodic department and school-level reviews assist
the school in identifying future goals and the resources required to achieve them.
The school strives to review each department externally approximately every five
years, as described in Criterion VIII.A.3. Each evaluation results in an
assessment of the quality of the department’s program and recommendations for
improvement that are considered in the annual planning process. In 2001, a site
visit team arranged by the Executive Vice President for Health Affairs reviewed
the entire school and its leadership. The reports of all external evaluators are
available on site in the resource file.

Recommendations from the larger public health community
RSPH closely monitors emerging information and recommendations regarding
local, national and global public health needs, and considers these needs in its
planning processes so that it can contribute to the solutions. For example, the
Curriculum Committee is responsible for assuring that learning objectives for the
school’s core courses are consistent with recommendations of the Institute of
Medicine in Who Will Keep the Public Healthy (2003).
The following timeline and process is used for evaluation, planning and initiating change.
Information gathered during the evaluation and planning process is summarized in the
school’s Annual Report:
Time
Ongoing
Ongoing
Ongoing
Action
Make recommendations to chairs
and deans at standing meetings
Solicit and interpret
recommendations from health
sciences, university, and
community constituents, such as
university strategic planning groups
and members of the Community
Advisory Network
Implement assigned actions
resulting from evaluation and
planning activities
Responsible Person/s
School governance groups
and standing committees
Dean, administrators,
committee members
Administrators, chairs,
faculty or staff, as
appropriate
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Continuation
Time
May
June
July
July
Action
Conduct student and alum surveys
Prepare individual annual
performance reports
Prepare department-level annual
performance reports
Gather administrative performance
data for the past academic year
Review and evaluate all
performance data listed above, plus
recommendations from governance
groups, standing committees,
external reviewers, the larger public
health community, and faculty at
the previous annual retreat. Revise
objectives for upcoming academic
year. Prepare Annual Report.
Solicit input from deans, chairs and
faculty.
September/October Report performance and progress to
faculty at annual retreat. Solicit
additional input from faculty for
upcoming academic year objectives
and longer-term planning.
August
Responsible Person/s
Executive Associate Dean
for Academic Affairs
Faculty
Chairs
Student Services;
Administration and
Finance
Executive Associate Dean
for Academic Affairs
Dean
RSPH Strategic Planning
In addition to the annual evaluation and planning process outlined above, the school
historically engaged in a periodic, full-scale strategic planning effort, most recently in
1998. That process included:
 a review of the mission, goals and objectives of the university and school
 a review of the university and school values platform
 an environmental scan focusing on the local, national and global context for higher
education and public health
 benchmarking the RSPH with other peer institutions and to itself on available
dimensions
 an assessment of strengths, weaknesses, opportunities and threats
A copy of this strategic plan is available in the resource file on site.
Health Sciences Center and University Strategic Planning
Under the leadership of Dr. Michael Johns, the Woodruff Health Sciences Center
established a strategic planning office, and ongoing RSPH strategic planning is now done
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in concert with other units of the Health Sciences Center and the university. A 20042005 Emory University Strategic Planning Process is being co-led by the Woodruff
Health Sciences Center CEO and the University Provost. An overview of this process
and information contributed by RSPH are available on site in the resource file.
X.A.2 Measures for evaluating effectiveness of evaluation and planning activities
The school examines the effectiveness of its evaluation and planning activities through
both internal assessments and external reviews.
Internal Measures of Evaluation and Planning Effectiveness
The school annually evaluates its progress on achieving its mission, goals and objectives
through a variety of measures, as presented in Criteria IV through IX in this document.
The evaluation results are summarized in the school’s Annual Report, described in X.A.1.
Five key internal measures of progress discussed in each of the past four Annual Report
Executive Summaries (Appendix X.A.1), include:
1. Faculty of excellence. The most important indicator of the school’s quality is its
faculty, which leads it in its mission to “acquire, disseminate, and apply
knowledge; and train leaders.”
 Measures: Key faculty appointments and faculty honors
 Performance: Successfully recruited high-quality faculty members to fill key
positions, and capitalized on new opportunities to add outstanding faculty.
Significant faculty honors include appointments to the IOM National
Academy of Science (four faculty, five jointly-appointed faculty, and one
emeritus faculty member); and two Woodruff Chairs, Emory’s highest faculty
honor.
2. Excellence in teaching. To fulfill the RSPH mission, it is necessary to be viewed
by students as an institution of excellence, offering a high-quality, facultyintensive education.
 Measure: Student course evaluations
 Performance: Student evaluations of the “value” of all courses averaged 7 on
a scale of 9, with 9 being excellent, between 2001 and 2004.
3. High-quality students. To successfully educate individuals for professional and
research careers in public health, the school must recruit and admit qualified
students.
 Measures: GRE scores and undergraduate GPA; diversity of student body
 Performance: The mean undergraduate GPA of admitted MPH and MSPH
students held steady (3.39 to 3.29) between 2002 and 2004, and mean GRE
scores increased from 1707 to 1762 during the same period. AfricanAmerican student enrollment exceeds 20%, and is higher than all but one
other accredited school of public health, according to the most recent
available ASPH data.
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4. Excellence in research. The quality and quantity of RSPH research are key
indicators of the school’s ability to acquire and disseminate the knowledge
necessary to promote health and prevent disease in human populations.
 Measures:
External research funding and number of peer-reviewed
publications
 Performance: Research awards increased from 37.2 million in FY 2002 to
52.5 million in FY 2004. Per capita authorships increased from 7.2 to 7.6 for
tenure track faculty and from 2.7 to 2.9 for non-tenure track faculty during
that same period of time.
5. Financial stability. Financial stability is a key measure of the school’s ability to
fulfill its commitments to students, faculty, staff, and the community.
 Measure: Levels of endowment and overall operating income
 Performance: Endowments increased by 14.1% between 2002 and 2004.
The school has operated in the black for each of the past 9 years.
External Measures of Evaluation and Planning Effectiveness:
In addition to internal assessment of evaluation and planning effectiveness, the school
actively seeks external measures of progress against its mission-based goals and
objectives in the following ways.
1. Five-Year Review. A panel of experts reviewed the school’s progress under the
leadership of Dean James W. Curran.
 Measures: Overall strengths and weaknesses identified by outside experts
 Performance: Strengths – Rapid progress in becoming one of the strongest
schools of public health, leadership, direction, and importance of RSPH to the
university in facilitating its aspirations to become a global institution.
Weakness – Need for additional resources to build to the next level of
excellence.
2. Department-level reviews.
The school strives to externally review each department approximately every five
years, as noted in Criterion VIII.A.3. Departments must conduct a self-study and
collect relevant background information. The documents are reviewed by a team
of three or more distinguished experts in the field who then conduct a site visit of
two days. Site visitors prepare a report with their assessment of the quality of the
program, recommendations for improvement, and responses to particular
questions asked by the Dean. Recent evaluations include the Departments of
Epidemiology (2001), Environmental and Occupational Health (2001),
Biostatistics (2002), and International Health (2004). The Departments of
Behavioral Sciences and Health Education and Health Policy and Management
are slated for an evaluation in 2005. Reports are available on site.
3. CEPH Accreditation. Accreditation is the measure of the school’s ability to
“prepare professional personnel to identify, prevent and solve community health
problems,” and therefore to achieve its teaching, research, and service goals.
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

Measure: Accreditation
Performance: The school was accredited for 7 years in 1997.
4. Ranking among schools of public health. RSPH seeks to enhance its reputation
among the top schools of public health in public media that address the subject.
For example:
 Measure: Ranking among schools of public health by U.S. News & World
Report
 Performance: The school’s current ranking is 9.
X.A.3
Assessment of the extent to which this criterion is met
Strengths
 The school has a process for annually evaluating progress on objectives.
 Department-level objectives are considered in the school-wide planning process.
 The school uses quantitative information for quality improvement and for revising its
objectives.
 The school monitors the effectiveness of its evaluation and planning activities
through both internal and external examination of its performance.
 The school’s Annual Report is published on its website.
Weaknesses
 The annual evaluation process and revision of school objectives provides only limited
opportunity for direct involvement of faculty, students, staff, and the public health
community.
 Although published and available on the school’s website, RSPH has not effectively
disseminated the information contained in the school’s Annual Report to its
constituencies.
Recommendations
 Create an annual process that specifically involves faculty, students and others in the
review and development of annual objectives.
 Develop a communication plan that effectively disseminates the information
contained in the Annual Report, and leverages this document to help RSPH achieve
its goals.
This criterion is met.
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CRITERION X – EVALUATION AND PLANNING
B. SELF-STUDY PROCESS AND DOCUMENTATION
X.B.1
Provisions of documentation expected
“Expected Documentation” is included in this document or, where indicated, is
available on the school’s website or on site.
X.B.2
Self-study process
Participants and Roles
The Executive Associate Dean for Academic Affairs provided oversight to a process
managed by a senior staff administrator in the school.
A Self-Assessment Steering Committee, consisting of faculty, students, staff, alumni,
administrators, and practitioners from the public health community was responsible for
the accuracy and completeness of this self-assessment document. Selected because they
represented key constituencies and departments, steering committee member
responsibilities included guiding the working group; reviewing and providing detailed
feedback on the document and the process; encouraging peer review of and comment on
the document; identifying school strengths and weaknesses; and making
recommendations for improvement. An RSPH Self-Assessment Steering Committee
member list is included in Appendix X.B.2.
Three associate/assistant deans and three administrative assistants joined the Executive
Associate Dean for Academic Affairs and the managing administrator to form a SelfAssessment Working Group. Responsibilities included recruiting and launching the
Self-Assessment Steering Committee; scheduling and facilitating steering committee
meetings; gathering background data; preparing document drafts for steering committee
review; incorporating detailed steering committee and constituent feedback into the
document; and communicating the self-assessment process and progress to the school and
community. A list of Self-Assessment Working Group members is included in Appendix
X.B.2.
Key Self-Assessment Process Dates
Timeframe
Spring 2003
Summer 2003
Fall 2003
Activity
Working group developed self-study approach
Steering committee was recruited and monthly meetings were
initiated
Self-assessment process was launched at the faculty retreat, with a
faculty review of the school’s mission, goals and objectives
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Continuation
Timeframe
Fall 2003 –
Spring 2004
Fall 2003 –
Spring 2004
Spring 2004
Summer 2004
Summer 2004
Fall 2004
Fall 2004
Activity
Steering committee systematically reviewed, edited and rewrote
working drafts of document, identified school strengths and
weaknesses, and made recommendations for improvement
Document drafts were posted on the school’s website, and
comments were invited
Steering Committee and constituent comments were incorporated
Preliminary self-assessment document was submitted to CEPH
Preliminary document was distributed to 54 RSPH and community
stakeholders for comment; final copy was posted on website;
notice was put in Atlanta Journal Constitution
Preliminary document was updated based on CEPH feedback and
comments from constituents
Document and process was communicated to faculty, staff,
students and community members
Minutes of monthly steering committee meetings detailing the self-assessment and
document preparation process, and the self-study communication plan and activities are
available on site.
X.B.3
Analysis of school’s responses to recommendations in last accreditation
report
The school responded to principal criticisms, concerns, and suggestions included in the
Council on Education for Public Health Site Visit Report, based on its March 1997 visit
and review of the previous self study.
CEPH identified the following deficiencies in V.B, VII and X, which were deemed
“partially met.” The school addressed these deficiencies in the following manner:
Criterion V.B
Criticism: MSPH students are not required to develop an understanding of all five areas
of knowledge basic to public health, i.e., are not required to enroll in core courses.
All MPH and MSPH students and dual-degree students must achieve the specific learning
objectives for the five core areas of public health, as described in detail in Criterion V.B.
The school’s catalog and web information make enrollment in the core courses an
explicit requirement.
Criticism: Requirements for a field experience are not uniformly applied and the process
of monitoring and evaluating the experiences across departments is not well developed.
The school lacks well-established policies, procedures and criteria for the selection of
field placements and preceptors.
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All students are required to complete a practicum or field placement unless explicitly
exempted. Policies and procedures pertaining to the selection of field placements and
preceptors and for seeking exemption are described in V.B.2 of this document and are
included in the Student Handbook and posted on the web. The school developed an
electronic practicum database to track field placement sites, practicum objectives,
preceptors, and evaluations of student experiences. Appendix V.B.3 contains examples
of reports available from this database, which is available on the school’s website.
Criterion VII
Criticism: There is insufficient documentation of the faculty’s involvement in service,
“service” is poorly defined and there are no formal policies for fulfilling the service part
of its mission.
An annual report completed by all full-time faculty members (see Appendix X.A.1)
includes individual service activities. Information provided is used to prepare the
department’s annual report, which is incorporated in the school’s Annual Report. The
school adopted new definitions and guidelines for assessing “excellence” and “adequacy”
in service. The guidelines were created and approved by the faculty, and they are
included in the school’s current Appointment, Promotion and Tenure Guidelines. These
standards are used for the annual evaluation of faculty performance and state that faculty
must be at least “adequate” in service. Finally, the school created the position of
Associate Dean for Applied Public Health to initiate and coordinate programs that link
the school with the public health community. The programs associated with this office
and the office’s functions in the school are described in several sections of this document.
Criticism: The school lacks a formal policy to guide the development of continuing
education.
Under the direction of the Associate Dean for Applied Public Health, the school
developed a broad continuing education program and partners with numerous community
organizations, agencies, and professional groups in their planning and development. A
Director of Continuing Education was appointed to oversee the programs. Data
describing recent continuing education activities are found in Criterion VII.1 and the
associated appendices. With the development of the Career MPH Program, experienced
full-time public health workers can now enroll in a program that features episodic oncampus instruction with web-based instruction.
Criterion X
Criticism: There is little evidence that information gathered from surveys of the school’s
constituencies are systematically evaluated and used to strengthen the work of the school.
The Executive Associate Dean for Academic Affairs monitors department responses to
student course evaluations. The two-step process requires the course instructor to inform
the chair how potential problems will be addressed, and the chair to review the
instructional program. Student Exit Survey results are shared with faculty and
administrators and are assessed and used in making program changes and/or revising
annual school objectives. The school is attempting to increase alumni survey response
rates so that it can reliably use Recent Graduate Survey findings in a similar fashion to
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strengthen the school. Course evaluation, Exit Survey and Recent Graduate Survey
results and related reports are on file and available on site.
CEPH also made recommendations for improvement in several criteria deemed
“substantially met,” which the school found useful. Here are selected examples of the
opportunities identified by CEPH and the school’s response:
Criterion I
Criticism: Objectives are not measurable
In subsequent years, the school annually set specific measurable objectives. At the end of
each academic year, the school reports in writing on whether, and the extent to which,
objectives are achieved. It then sets revised objectives for the following year. The
school’s Annual Report, described in X.A.1, includes the assessment of the extent to
which specific objectives are achieved along with the revised objectives. Annual Reports
are available on site.
Criterion III
Criticism: Mechanism for formal input of faculty into school decision making is unclear
and a well-defined Faculty Senate has not been fully established.
A Faculty Senate, with representation from all departments, has been functioning. A
representative attends regularly scheduled meetings with the Dean and the Chairs Group.
The school provides the senate with an annual budget of $10,000 to use at its discretion.
A description of the senate and its governance functions are included in Criterion III.1,
and a membership list and summary of the senate’s roles and responsibilities may be
found in Appendix III.1.
Criticism: Community representatives provide input to the school informally, but
expressed a need to establish more formal linkages with the school.
A Community Advisory Network was formed to communicate with public health
employers and community leaders on issues affecting the long-term success of the RSPH.
In addition, a Dean’s Council of community leaders was formed to advise the Dean on
resources available for the advancement and development of programs and school
priorities. Both of these advisory groups are described in III.2.
Criterion V.C
Criticism: The learning objectives are uneven in specificity between departments and
course learning objectives do not relate to program objectives.
Learning objectives for the school (all MPH and MSPH students) are periodically
reviewed and revised by the school’s Curriculum Committee, most recently in 2003.
Departments reviewed and revised program objectives, and the Curriculum Committee
examined their revisions for consistency and relevance to the school’s learning
objectives. Faculty members who had not already done so revised their course syllabi to
reflect program learning objectives. All proposed new courses reviewed by the
Curriculum Committee must list the course learning objectives and how they relate to
program objectives. Further information about how learning objectives are developed is
provided in Criterion V.C.2 of this document.
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Criterion VIII
Criticism: It is difficult to discern the definition of “full-time faculty member,” and there
appear to be inadequate numbers of faculty in the Departments of Health Policy and
Management and Environmental and Occupational Health.
The definition of a full-time faculty member is provided in VIII.A.1 and is consistently
applied throughout this document. Both HPM and EOH have hired additional faculty
members, and they now have 26.96 FTEs and 13.42 FTEs, respectively. With these
additions, the student/faculty ratios in these two departments are well within the range of
other RSPH departments.
X.B.4 Summary of key strengths and areas for future focus
Specific strengths and weaknesses of the Rollins School of Public Health of Emory
University are outlined at the conclusions of Criteria I through X.A. of this document.
Key themes emerging during this self-assessment process point to the following overall
school strengths and areas for future focus:
Key Strengths:
 The Rollins School of Public Health is driven by its mission to “acquire,
disseminate, and apply knowledge, and train leaders to promote health and
prevent disease in human populations around the world,” as evidenced by its rapid
growth and increasingly recognized strength as a school of public health.
 The school has recruited a nationally and internationally known faculty that
strives for excellence in teaching and service, while achieving a significant
expansion in programs of research that directly support the school’s mission.
 The school’s student body and graduates are a highly diverse and international
group that actively demonstrates a strong commitment to the public health service
goals of the RSPH.
 RSPH benefits significantly by being a part of Emory University, a private
teaching, research, and service-oriented university that values the RSPH for its
unique contributions to its vision of “positive transformation in the world.”
 The Atlanta public health community offers unparalleled opportunities for
teaching, research, and service, and the school has formed very successful local,
regional, and global partnerships.
Key Areas for Focus:
 There is a clear need for additional core financial resources to help the school to
achieve the highest level of academic excellence. As a private university, the
school must generate its own resources, which are presently primarily derived
from tuition, indirect research costs and unrestricted endowment income. The
level of endowment income significantly impacts faculty salary support decisions,
student recruitment practices, the availability of student financial aid, and the
school’s ability to invest in new programs.
 Although the school has a relatively new building, programs are now housed in
five different locations and laboratory space is saturated. Office, classroom and
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

laboratory space expansion will be required to accommodate the desired increase
in teaching, research and service activities.
Information technology resources must be continuously upgraded to support
teaching and to meet the requirements of a major research university. Even
average resource expenditures in this area will be insufficient for the school to
maintain its position in the next decade.
The school should maintain and expand its significant people assets, by
continuing to attract and retain nationally and internationally known faculty, and
by recruiting and enrolling a student body that is increasingly qualified to take
advantage of the school’s programs and to develop competence for a career in
public health.
Summary
The Rollins School of Public Health aspires to excellence through its mission of
promoting health and preventing disease in human populations around the world. In
support of that mission, the school entered into this self-assessment process with a
commitment to identify its key strengths and weaknesses, and to develop
recommendations that would help it achieve its mission.
The school’s greatest strengths include its high-quality, productive faculty; its diverse and
active student body and graduates; its unparalleled Atlanta public health environment;
and its overall character of commitment and dedication. These attributes, combined with
its demonstrated ability to identify and seize new opportunities as they arise, position it
well for the future. To achieve the highest level of excellence in teaching, research and
service, the school will focus on addressing the weaknesses and corresponding
recommendations articulated in Criteria I through X, and summarized above.
X.B.5
Assessment of the extent to which this criterion is met
This criterion is met.
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Rollins School of Public Health Self-Study Appendices
Table of Contents
II.
III.
IV.
V.
ORGANIZATIONAL SETTING
II.B.3
RSPH Interdisciplinary Centers Descriptions.............................................
1
II.B.5
Table of Contents Emory University's Policies and Procedures ................
10
GOVERNANCE
III.1
Chairs Group Membership ..........................................................................
Faculty Senate Membership.........................................................................
Faculty Senate Roles and Responsibilities ..................................................
Student Government Association Membership............................................
14
15
16
17
III.2
APT Committee Membership .......................................................................
Curriculum Committee Membership ...........................................................
Academic Standards Committee Membership .............................................
Research Advisory Committee Membership................................................
Community Advisory Network Membership ................................................
18
19
20
21
22
III.3
RSPH Faculty Membership on University Committees and
Councils........................................................................................................
26
RESOURCES
IV.5
Description of RSPH Laboratory Facilities ................................................
32
IV.6
Computer Hardware and Software Resources ............................................
36
INSTRUCTIONAL PROGRAMS
V.B.2
Practicum Policies and Procedures ............................................................
38
V.B.3
Practicum Field Sites ...................................................................................
Practicum Database Screenshots ................................................................
42
48
V.B.4
Capstone Courses for Health Policy and Management ..............................
52
V.C.2
Curriculum Committee Observations on Core Learning Objectives .........
53
V.H.2
The Career MPH Program ..........................................................................
Career MPH Core Courses and Competencies ..........................................
57
63
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Table of Contents, cont'd
VI.
VII.
RESEARCH
VI.4
Refereed Journals in which Publications Appear .......................................
Faculty Honors for Scholarship ..................................................................
65
70
SERVICE
VII.1
Continuing Professional Education.............................................................
SITE Offerings..............................................................................................
CPHP Educational Products .......................................................................
73
93
96
VII.2
Examples of Faculty Service Activities ........................................................
99
VII.7
Global Field Experience .............................................................................. 105
VIII. FACULTY
VIII.A.1 RSPH Faculty Background .......................................................................... 115
RSPH Adjunct Faculty ................................................................................. 155
IX.
X.
VIII.B.2
RSPH DeHaan Lectures .............................................................................. 170
Halle Institute for Global Learning of Emory University:
RSPH Participants ....................................................................................... 171
VIII.B.4
Course Evaluation Form ............................................................................. 172
VIII.C.1
Faculty Data: Summaries of Rank, Gender, and Ethnicity ........................ 174
VIII.C.3
Senior Administrator Gender and Ethnicity ................................................ 180
STUDENTS
XI.A.1
Student Recruitment Fairs ........................................................................... 181
IX.A.6
Recent PHD Graduates Current Positions.................................................. 182
IX.C.1
Student Orientation Schedule ...................................................................... 184
IX.D.1
Student Exit Survey ...................................................................................... 194
Survey of Recent Graduates ......................................................................... 199
EVALUATION AND PLANNING
X.A.1
Faculty Annual Report ................................................................................. 205
Annual Report Executive Summaries........................................................... 207
X.B.2
Self-Assessment Steering Committee Members ........................................... 225
Self-Assessment Working Group Members ................................................. 228
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APPENDIX II.B.3
RSPH Interdisciplinary Centers Descriptions
Center and Director(s)
Center Description
Biostatistics Consulting Center – BCC
The Biostatistics Consulting Center (BCC)
offers comprehensive statistical
consultation and computational services to
faculty, staff, and students in the Rollins
School of Public Health, other divisions of
the Woodruff Health Sciences Center, and
throughout the University. BCC personnel
are available for discussion at all stages of
research, including preparation of grants
and contracts, assistance in analyzing and
presenting research data, and statistical
review of manuscripts in the publication
process.
Michael H. Kutner, PhD
Center for Global Safe Water – CGSW
Christine Moe, PhD
Richard Rheingans, PhD
Center for Health, Culture and Society
Howard I. Kushner, PhD
Peter J. Brown, PhD
The Center for Global Safe Water (CGSW)
is a partnership among Emory University,
CARE USA, the Centers for Disease
Control and Prevention (CDC), and
Population Services International (PSI). Its
mission is to improve access to safe
drinking water globally, with special
emphasis on vulnerable populations in
developing countries. The CGSW seeks to
achieve its mission by engaging in applied
research, evaluation, and training activities
with local, in-country partners working on
specific water and sanitation problems and
solutions.
The Center for Health, Culture, and
Society was founded in the fall of 1993 to
encourage interdisciplinary and
comparative approaches to problems of
public health importance. Since its
inception, the Center has sought to create a
common meeting ground for social and
health scientists, humanists, and health
professionals interested in exploring the
interplay of health, culture, and society.
APPENDIX II.B.3
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RSPH Interdisciplinary Centers Descriptions, cont’d
Center and Director(s)
Center Description
Center for High Throughput
Experimentation, Design and Analysis
The Center for High Throughput
Experimentation, Design and Analysis
exists to assist Emory researchers actively
engaged in data-intensive investigations
such as those resulting from MicroArray
experiments. Our primary goal is to help
investigators rapidly derive biologically
significant information from their
experiments. CHEDA accomplishes this
goal by implementing sound statistical
strategies and employing relevant software
and database technology. We wish to
advance knowledge of high throughput
analysis techniques as well as provide easy
access to information technology thus
accelerating the research/publication cycle.
It is also our intent to foster collaborations
and identify projects for potential
collaborations.
M. Elizabeth Halloran, MD, DSc
Center for Infectious Disease Analysis
M. Elizabeth Halloran, MD, DSc
Ira M Longini Jr. PhD
The mission of the center is to develop
quantitative methods for design and
analysis of studies of infectious diseases,
including intervention studies, and
immunology. This scope ranges from field
studies to experimental laboratory studies.
The quantitative methods include
statistical, epidemiologic, mathematical
modeling, computational biology, and
bioinformatics methods.
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APPENDIX II.B.3
RSPH Interdisciplinary Centers Descriptions, cont’d
Center for Injury Control
Arthur L. Kellerman, MD, MPH
Center for Public Health
Communication – CPHC
The Emory Center for Injury Control is
dedicated to reducing the health and
economic impact of injuries in Atlanta,
throughout Georgia, and worldwide. The
Center’s core and affiliate faculty are
widely recognized for work on a variety of
topics, including prevention of firearm
injuries and domestic violence; evaluation
of programs to prevent child abuse and
youth violence; and reduction of motor
vehicle injuries by reducing impaired
driving and promoting use of protective
helmets and safety belts. We are actively
engaged in international efforts to promote
cost-effective injury surveillance systems
and sustainable prehospital trauma care
systems worldwide.
To advance public health by providing
leadership, expertise, and innovation to
research, training, and practice in public
health communication.
Jay M. Bernhardt, PhD, MPH
Melissa Shepherd
Center for Public Health Practice
Joyce D. Essien, MD, MPH
The goal of the Center for Public Health
Practice is to improve the performance of
preventive health systems at the
community level through the transfer and
translation of theory to the practice setting.
The study of preventive health systems
requires integration of traditional and nontraditional public health disciplines as well
as the development of multi-sector
partnerships, especially the collaboration of
academic institutions with public agencies
and community constituencies.
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APPENDIX II.B.3
RSPH Interdisciplinary Centers Descriptions, cont’d
Center and Director(s)
Center Description
Center for Public Health Preparedness –
CPHP
This center is funded to partner with state
and local public health agencies to develop
and deliver training and education
programs on topics related to the adequate
preparation of the public health
infrastructure for bioterror and emergency
response events.
Kathleen R. Miner, PhD, MPH, CHES
Center for Public Health Preparedness
and Research – CPHPR
Ruth Berkelman, MD
Emory Center for AIDS Research –
CFAR
James W. Curran, MD, MPH
The Center for Public Health Preparedness
and Research (CPHPR) provides resources
and expertise to help public health students
and professionals address the threats posed
by emerging infectious diseases, including
bioterrorism. Faculty and students
affiliated with the CPHPR conduct
research and assess policy to enhance
public health preparedness in Georgia and
beyond.
The Emory CFAR currently provides
services for over 120 faculty who engage
in more than $44 million dollars of
HIV/AIDS research annually. CFAR
science Cores facilitate research in all four
of Emory's major areas of AIDS research:
prevention science, vaccine development,
AIDS pathogenesis, and clinical science.
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APPENDIX II.B.3
RSPH Interdisciplinary Centers Descriptions, cont’d
Center and Director(s)
Center Description
Emory Center on Health Outcomes and
Quality
The Emory Center on Health Outcomes
and Quality was formed to measure and
evaluate the quality of health care.
Established in 2001, the center combines a
team of experienced hands-on researchers
formerly with Aetna with leading academic
researchers at Emory. The team is applying
the synergy of this public/private
partnership toward a common goal — to
improve health outcomes.
Kimberly J. Rask, MD, PhD
Emory Prevention Research Center
Karen Glanz, PhD, MPH
Georgia Center for Cancer Statistics –
GCCS
Jonathan Liff, PhD
John L. Young, DrPH, CTR
EPRC will focus on community-based
cancer prevention and reducing health
disparities in rural Southwest Georgia. The
funding will allow this center to be
established as a hub of interdisciplinary
chronic disease prevention research,
training, and practice at Emory; strengthen
community partnerships; implement a
research agenda to understand and improve
healthy social-environmental contents; and
extend collaborative training, education,
communication, and dissemination
activities in rural, underserved Southwest
Georgia.
The Georgia Center for Cancer Statistics is
a research unit devoted to
cancer surveillance and epidemiology. The
center is located within the
Department of Epidemiology of the Rollins
School of Public Health of
Emory University.
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APPENDIX II.B.3
RSPH Interdisciplinary Centers Descriptions, cont’d
Center and Director(s)
Center Description
Interfaith Health Program – IHP
The Interfaith Health Program (IHP) builds
and nurtures broad, rich, and deep
networks for learning within and across
health and faith systems—local, national,
and global. As participants within these
rich streams of knowledge and wisdom, we
discover models, technologies, tools, and
visions that strengthen the abilities of
health and faith communities to make
Shalom. We synthesize and share these
discoveries and promote change through
provocative writing, inspiring
presentations, life-changing training,
masterful facilitation, and landmark
gatherings. We coach current and future
leaders in the movement so that dynamic
webs of influence form and spread. The
IHP promotes vital learning at the
intersecting boundaries where faith and
health overlap, merge, and emerge
transformed.
Gary R. Gunderson, M.Div, D. Min
Lymphatic Filariasis Support Center –
LFSC
Providing the technical expertise to ensure
a strong scientific base
for the Global Programme to Eliminate
Lymphatic Filariasis.
Eric Ottesen, MD
Occupational and Environmental
Medicine Residency Program
Joel Moorhead, MD
Training in Occupational Medicine, as in
other fields of Preventive Medicine,
includes three phases: an internship, an
academic year, and a practicum year. We
do not include the internship in our
program, and require that applicants have
completed it prior to starting with us. In
fact, we have a preference for applicants
who have completed a full residency in a
clinical specialty such as internal medicine,
family practice, or pediatrics.
7
RSPH
APPENDIX II.B.3
RSPH Interdisciplinary Centers Descriptions, cont’d
Center and Director(s)
Southeastern Institute for Training and
Evaluation – SITE
Dabney Evans, MPH, CHES
Center Description
Public Health is confronted by everchanging challenges, and the solutions to
these challenges require new skills.
Therefore, the Southeastern Institute for
Training and Evaluation (SITE) was
designed to be a resource, in urban and
rural settings, to develop these skills.
SITE is committed to providing
educational outreach, needs assessment,
curriculum development, and evaluation
expertise to public health communities,
including the Rollins School of Public
Health.
The approach of SITE is to enable current
and future public health professionals to
solve problems using contemporary skills.
SITE will provide services in a
collaborative, multi-disciplinary manner,
incorporating the most advanced
educational and technological
developments.
SITE will conduct and encourage research
in training and evaluation to improve the
delivery of public health services.
SITE will serve as a forum for discussion
of innovative approaches to training and
evaluation using advanced technologies.
8
RSPH
APPENDIX II.B.3
RSPH Interdisciplinary Centers Descriptions, cont’d
Center and Director(s)
Surveillance, Epidemiology and End
Results Program – SEER
John L. Young, DrPH, CTR
Center Description
The Georgia Center for Cancer Statistics
(GCCS), a division of the Department of
Epidemiology in the Rollins School of
Public Health at Emory University, was
founded in 1976 to provide populationbased incidence data for a five-county
region in the southeastern United States, as
part of the National Cancer Institute's
Surveillance, Epidemiology and End
Results (SEER) program. Metropolitan
Atlanta was a logical choice, as it was
included in the First, Second, and Third
National Cancer Surveys. Since its
inception, the population covered by the
Metropolitan Atlanta SEER Registry has
increased dramatically, but the
geographical boundaries have not changed.
The GCCS also operates the Rural Georgia
SEER Registry (since 1978), the Georgia
portion of the Savannah River Region
Health Information System (since 1991),
and the Georgia Cancer Registry (since
1995). It collaborates with the Cancer
Control Program of the State of Georgia,
the Division of Cancer Prevention and
Control of the NCI and the National
Program of Cancer Registries of the
Centers for Disease Control and Prevention
(CDC) on these various cancer registry
projects.
9
RSPH
APPENDIX II.B.3
RSPH Interdisciplinary Centers Descriptions, cont’d
Center and Director(s)
Center Description
Tobacco Technical Assistance
Consortium – TTAC
The Tobacco Technical Assistance
Consortium (TTAC) is an independent,
nonprofit organization dedicated to
assisting organizations in building and
growing highly effective tobacco control
programs. Whether your organization is
national, state or community-based, TTAC
can assist you.
Kathleen R. Miner, PhD, MPH, CHES
We provide expert assistance, in-depth
information, and a wide variety of services
to help our clients succeed in their tobacco
control efforts.
Women’s and Children’s Center – WCC
Carol J.R. Hogue, PhD, MPH
The Women's and Children's Center is to
promote the health and well-being of
women and children through instruction,
research, and practice.
10
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APPENDIX II.B.5
Table of Contents Emory University’s Policies & Procedures
http://emory.hr.emory.edu/policies.nsf
Table of Contents Emory University’s Policies & Procedures
I-Introduction
Introduction
II-Equal Opportunity Program
Part A - Equal Opportunity Policies
Part B - Grievance Procedures for Employee and Student Complaints of
Discrimination
Part C - Formal Procedures for Handling Complaints of Discriminatory
Harassment
Part D - Procedures for Disability Related Complaints By Persons who are not
Employees or Students of Emory University
III-Faculty Staff Assistance Services
Part A - Faculty Staff Assistance & Wellness Program (FSAP)
IV-Employment
Part A - Employment (Recruitment)
Part B - Procedure for Requesting Principal Status
Part C - Employment through Search Procedures
Part D - Transfers and Promotions
Part E - Criminal Background Checks
Part F - Pre-Employment Drug Screening
Part G - Employment Status
Part H - Employment of Temporary Employees
Part I - Employment of Relatives
Part J - Employment of Minors
Part K - Employment of University Students
Part L - Reemployment Of Persons Retired From Emory
Part M - Employment of Foreign Nationals
Part N - Reemployment
Part O - Employee Referral Program
Part P - Orientation Policy
V-Education Training and Career Development
Part A - Education Training & Career Development
Part B - Performance Management
Part C - Courtesy Scholarship
Part D - Tuition Reimbursement
11
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APPENDIX II.B.5
Table of Contents Emory University’s Policies & Procedures, cont’d
VI-Benefits
Part A
Part B
Part C
Part D
Part E
Part F
Part G
Part H
-
Part I Part J Part K Part L Part M Part N Part O Part P Part Q -
Employee Benefits
Bereavement Leave
Eligibility to Continue Benefits into Retirement
Holidays
Jury Duty Leave
Leave Transfer Procedures
Living Donor Leave
Organizational Transfer of Employees between Emory University and
Emory HealthCare
Voluntary Employment at Emory University or Emory HealthCare
Part-Time Employees Working More Hours Than Reported on Action
Forms
Service Awards
Sick Leave for Biweekly Employees
Sick Leave for Monthly Employees
Sick Leave for Principal Employees
Vacation Leave for Biweekly Employees
Vacation Leave for Monthly Employees
Vacation Leave for Principal Employees
VII-Compensation
Part A - Salary Administration Policy/New
Part B - Acting Appointments
Part C - Fair Labor Standards Act
Part D - Holiday Premium Policy
Part E - Inclement Weather
Part F - Job Evaluation & Classification
Part G - Lateral Transfers
Part H - Market Adjustments
Part I - Multiple Concurrent Jobs
Part J - On-Call Pay & Call Time Worked
Part K - Pay Decreases
Part L - Pay for Non-Exempt Employees (Meetings, Training, Travel)
Part M - Pay Increases
Part N - Promotions & Reclassifications
Part O - Range Maximum Lump Sum Payments
Part P - Salary Adjustment Effective Dates
Part Q - Salary Structures
Part R - Shift & Weekend Differential
Part S - Special Salary Adjustment
12
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APPENDIX II.B.5
Table of Contents Emory University’s Policies & Procedures, cont’d
Part T Part U Part V Part W -
Starting Salaries (Non-Faculty)
Supplemental Pay Process
Temporary Employment
Time & Record Keeping
VIII-Employee Relations
Part A - Standards of Conduct
Part B - Corrective Discipline
Part C - Procedure for Handling Complaints & Grievances Not Involving
Discrimination
Part D - Separations from Employment
Part E - Substance Abuse/Drug-Free Workplace
Part F - No Solicitation
Part G - Theft & Other Criminal Incidents
Part H - No Smoking
Part I - Exit Interview
Part J - Unemployment Insurance
IX-Leaves of Absence
Part A - Administrative Leave
Part B - Family & Medical Leave Act (FMLA)
Part C - Educational Leave
Part D - Military Leave
Part E - Seasonal Leave
Part F - Medical Leave (Non-FMLA)
Part G - Personal Leave
X-General Policies
Part A - Statement of Confidentiality
Part B - Personnel Files
Part C - Reduction in Force
Part D - Outplacement
Part E - Volunteer Policy
Part F - Requirements for Employees using University Owned Vehicles
Part G - Investigations by Outside Agencies into Personnel-Related Matters
Part H - Garnishments
Part I - Conflict of Interest
Part J - Release of Employee Information
Part K - Voting
Part L - Direct Deposit
13
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APPENDIX II.B.5
Table of Contents Emory University’s Policies & Procedures, cont’d
XI-Health & Safety
Part A - Workplace Health & Safety
Part B - Immunization
Part C - Smallpox Vaccinations
These are other Campus policies and guidelines that are NOT part of the Human
Resources Policies and Procedures Manual.
Intellectual Property Policy
Guidelines for International Travel
Campus Security
Faculty/Principal Salary Continuation
14
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APPENDIX III.1
Chairs Group Membership
Name
James W. Curran, MD, MPH
JoNell Usher, PhD
Michael Kutner, PhD
Jack Mandel, PhD, MPH
Rank
Dean
Executive Associate Dean for Academic
Affairs
Associate Dean for Applied Public Health
Associate Dean for Administration and
Finance
Associate Dean for Research
Assistant Dean for Development and
External Affairs
Assistant Dean for Student Affairs
Chair
Chair
Claire Sterk, PhD*
Chair
Kenneth Thorpe, PhD
Chair
Reynaldo Martorell, PhD
William Morse
Chair
Director
Howard Frumkin, MD, DrPH
Chair
Iris Smith, PhD
Aryeh Stein, PhD
Director
Chair
Lara Hendy
President
Richard M. Levinson, PhD
Kathleen Miner, MPH, PhD
Dean Surbey, MA, MBA
Claire Sterk, PhD*
Kathryn Graves, MEd, MPH
Department
Administration
Administration
Administration
Administration
Administration
Student Services
Biostatistics
Epidemiology
Behavioral Science and
Health Education
Health Policy and
Management
International Health
Information Services
Environmental and
Occupational Health
Career MPH Program
Faculty Senate
Student Government
Association
* Claire Sterk serves in both capacities
15
RSPH
APPENDIX III.1
Faculty Senate Membership
Name
Aryeh Stein, PhD
Michael Haber, PhD
Rank
Associate Professor
Professor
Carolyn Monteilh, PhD
Assistant Research Professor
John Carter, PhD, MPH
Research Associate
Jay Bernhardt, PhD, MPH
Assistant Professor
Steve Culler, PhD
Associate Professor
Usha Ramakrishnan, PhD
(at-large representative)
Joan Herold, PhD
(at-large representative)
Richard M. Levinson, PhD
Department
International Health
Biostatistics
Environmental and
Occupational Health
Epidemiology
Behavioral Sciences
and Health Education
Health Policy and
Management
Associate Professor
International Health
Associate Professor
Behavioral Sciences
and Health Education
Executive Associate Dean
(ex officio member)
Administration
16
RSPH
APPENDIX III.1
RSPH FACULTY SENATE
Roles and Responsibilities
Mission:
The RSPH Faculty Senate is the representative body for the faculty of the Rollins School
of Public Health and provides an ongoing mechanism for faculty participation in RSPH
governance.
Functions:
 Facilitate two-way communication between RSPH administration and faculty
 Initiate policy or program recommendations related to the professional life of
faculty
 Review existing and proposed policies and provide recommendations to the dean
 Serve as a forum for the discussion and consideration for issues of interest to the
faculty
Membership:
 All members must be full-time faculty with a primary appointment in RSPH
 One representative per department is elected for a fixed term determined by each
department
 Two members-at-large (not from the same department) are elected by vote of all
RSPH full-time faculty to serve three-year terms
 The Chair is selected annually from among Senate members
 The RSPH Executive Associate Dean of Academic Affairs serves and an ex
officio member
 The RSPH representative to the University Senate serves as an ex officio member
Operations:
 Conduct monthly meetings during the academic year
 Schedule and set agenda for full-faulty meetings as needed
 Chair or designate attends SPH Full Chairs Group meetings
 Annual budget of $10,000 supports operations and functions
 Quorum required for Senate meetings consists of ½ of elected Senate members
plus one
17
RSPH
APPENDIX III.1
Student Government Association Membership
Name
Lara Hendy
Aaron Wallace
Nita Madhav
Ardaman Sherigill
Cecilia Meijer
SGA Liasons
Tarun Gulrajani, Biostatistics
Alison Deysher, Behavioral Sciences
and Health Education
Amy Walter, Behavioral Sciences
and Health Education
Jenny Clayton, Environmental and
Occupational Health
Matt Walsh, Epidemiology
Rank
President
Vice President
Secretary
Treasurer
Social Activities Chair
Barrott Lambdin, GEH
Anthony Santella, Health Policy and
Management
Jill Davison, International Health
Aimee Kyrda, University SGA
Ellu Green, University SGA
18
RSPH
APPENDIX III.2
Appointment, Promotion and Tenure (APT) Committee Membership
Name
Benjamin Druss, MD, PhD
Carolyn Drews-Botsch, PhD,
MPH
Keith Klugman, MD, PhD
Lance Waller, PhD
Richard M. Levinson, PhD
Amita K. Mantunga, PhD
Deborah McFarland, PhD, MPH
Victoria Phillips, PhD
Rank
Associate Professor
Department
Health Policy and Management
Associate Professor
Epidemiology
Professor
Professor
Executive Associate Dean
Associate Professor
Associate Professor
Associate Professor
International Health
Biostatistics
Administration
Biostatistics
International Health
Health Policy and Management
Environmental and Occupational
Health
Behavioral Sciences and Health
Education
P. Barry Ryan, PhD
Professor
Nancy J. Thompson, PhD
Associate Professor
19
RSPH
APPENDIX III.2
Curriculum Committee Membership
Name
Rank
Adam Atherly, PhD
Assistant Professor
Kara Brown Robinson, MPH,
CHES
Assistant Director of Academic Programs
Robie Freeman-Burks
Assistant Director of Academic Programs
Marsha Ann Daly, BS
Assistant Director of Academic Programs
Madge Donnellan, PhD
Associate Professor
Mitch Klein, PhD
Senior Associate
David Kleinbaum, PhD
Professor
David Holtgrave, PhD
Professor
Richard M. Levinson, PhD
Suzanne Mason
Shannon Shelton, MA
Executive Associate Dean
Assistant Director of Academic Programs
Director, Admissions and Advisement
Melissa Krancer, MPH
Assistant Director of Academic Programs
Harriett Ruskin
Director
Missy McCall, MPH
Jody Usher, PhD
Lance Waller, PhD
Assistant Director of Academic Programs
Assistant Dean of Student Affairs
Professor
Rachel Wilson
Assistant Director of Academic Programs
Kathy Wollenzien
Kathryn Yount, PhD
Lara Hendy
Charles Barnet
Assistant Director of Academic Programs
Assistant Professor
Student
Student
Department
Health Policy and
Management
Career Masters of
Public Health
Behavioral Sciences
and Health Education
Biostatistics
Nell Hodgson School
of Nursing
Environmental and
Occupational Health
Epidemiology
Behavioral Sciences
and Health Education
Administration
International Health
Student Services
Behavioral Sciences
and Health Education
Goizueta Business
School
Epidemiology
Student Services
Biostatistics
Environmental and
Occupational Health
Epidemiology
International Health
International Health
International Health
20
RSPH
APPENDIX III.2
Academic Standards Committee
Name
Rank
Mitch Klein, PhD
Senior Associate
Lance Waller, PhD
David Kleinbaum, PhD
Professor
Professor
David Holtgrave, PhD
Professor
Adam Atherly, PhD
Assistant Professor
Kathryn Yount, PhD
Richard M. Levinson, PhD
(ex-officio)
JoNell Usher
(ex-officio)
Assistant Professor
Executive Associate Dean for Academic
Affairs
Assistant Dean for Academic Affairs
Department
Environmental and
Occupational Health
Biostatistics
Epidemiology
Behavioral Sciences
and Health Education
Health Policy and
Management
International Health
Administration
Student Services
21
RSPH
APPENDIX III.2
Research Advisory Committee Membership
Name
Rank
Claire E. Sterk, PhD, PhD
Professor & Chair – Committee Chair
Roberd M. Bostick, MD, MPH
F. DuBois Bowman, PhD
Professor
Assistant Professor
Benjamin G. Druss, MD, MPH
Professor of Public Health and Psychiatry
Karen Glanz, PhD
Professor
Keith Klugman, MB, BCh, PhD
Michelle Marcus, PhD
Kimberly Rask, MD, PhD
Professor
Associate Professor
Paige E. Tolbert, PhD, MPH
Associate Professor
Lance A. Waller, PhD
Professor
Associate Professor
Department
Behavior Sciences and
Health Education
Epidemiology
Biostatistics
Health Policy and
Management
Behavioral Sciences
and Health Education
International Health
Epidemiology
Health Policy and
Management
Environmental and
Occupational Health
Biostatistics
22
RSPH
APPENDIX III.2
Community Advisory Network Membership
Company
American Cancer Society
Contact
Kevin Stein, PhD
Title
Project Director
Behavioral Research
Planning Director for
Health Promotions
National Executive for
Volunteerism
Training Coordinator
Director, Quality of Life
Research
Daane, Ann
Emergency Services
Specialist
Brooke Smith
Bruce Black, PhD
Linelle Blais, PhD
Geri Stahl
American Red Cross
ASPH Center for Graduate Practice
Erin K. Williams
Jessica Lowry
Booz Allen
Keisha Edwards
Barbara Anderson
CARE, Inc.
Jaime Stewart
Andrew Pugh
Peter Lochery
CDC
Pauline Harvey
Verla Neslund
Carter Center
Assistant Programs
Coordinator
Assistant Programs
Coordinator
Consultant
Program Officer,
Reproductive Health
Director of Advocacy
Senior Technical Advisor
Gena Hill, MPH
Public Health Analyst
Chief Learning Officer
Program Analyst, Office
of Planning and Policy
Coordination
Jim Zingesar
Senior Epidemiologist
23
RSPH
APPENDIX III.2
Community Advisory Newtork Membership, cont’d
Company
Constella
Department of Natural Resources –
Georgia
Contact
Wayne Myers
Title
Health Communications
Manager
Director, Information
Technology
Rosalind O. Cade
Personnel
Analyst/Recruiter
Pat Shifflet
Redge Hanna
Strategic Manager,
Internal Medicine
Administrator, General
Internal Medicine
Administrator, Hospital
Medicine
Director, Service
Performance
Emory Regional Training Center
Ariadne Scarl, MSW
Aimee Moynihan
Program Coordinator
Program Coordinator
EPA
Wayne Garfinkel
ERG
Liz Bertelsen
Fulton County Department of
Health and Wellness
Dr. Eric Benning
GAO Health Care Team
Bob Dee
Emory Healthcare
Graham Fox
Deborah Burt
Dave Dookeeram
Public Health Scientist
Medical Director
Senior Analyst
24
RSPH
APPENDIX III.2
Community Advisory Newtork Membership, cont’d
Company
Local (DeKalb)
Contact
Scott Wetterhall
Title
LeGrange Health Department
Charlie Ishikawa
Susan Aires
Epidemiologist, Center for
Public Health
Preparedness
Communicable Disease
Coordinator, Health
Assessment and
Promotion
Director, Center for Public
Health Preparedness
Epidemiologist, Center for
Public Health
Preparedness
Chief Nurse
Mathematica
Shannan Gonzalez
HR Generalist
Northrop Grumman
William Kelly
Staffing Manager
ORC Macro
Rosalyn Shepherd
Peace Corps
Michael Jenkins
John H. Eaves, PhD
Regional Recruiter
Regional Office Manager
Pricewaterhouse Coopers LLP
Michael S. Poerksen
Ellen G. Sauve
HR Leader
SAIC
Christy Bruton Kwon
Epidemiologist
Sara Forsting
Ariane Reeves
Darren F. Collins
Georgia Department of Human
Resources: Division of Public
Health
Cancer Area
Carol Steiner
Richard (Dick) Lasco
Director, Office of
Training & Workforce
Development
25
RSPH
APPENDIX III.2
Community Advisory Network Membership, cont’d
Company
UMI Populations Fellow Program
Contact
Shay L. Bluemer
WESTAT
Brenda Brewer
Title
Recruitment Coordinator
26
RSPH
APPENDIX III.3
RSPH Faculty Membership on University Committees and Councils
Committee or Council Title
Name
Role
Ad-hoc Committee on Research and
Access Dissemination
Ruth Berkleman, MD
Member
Admissions Committee Emory
University School of Medicine
John McGowan, MD
Member
Advisory Board, Master of Science in
Clinical Research Program, RSPH and
EU School of Medicine
Ralph DiClemente, PhD
Member
Advisory Committee – Clinical Trials
Office
Michael Kutner, PhD
Member
American Association of University
Women
M. Elizabeth Halloran, MD, DSc
Representative
Campus Life Committee
Nancy Thompson, PhD
Member
Carol Hogue, PhD, MPH
Board of Trustees
Campus Tobacco Control Team
(CTCT)
Susan O. Butler, EdD
Chair
Carter Center Mental Health Task
Force
Benjamin G. Druss, PhD
Member
Center for the Study of Health Culture
and Society
Howard Kushner, PhD
Co-Director
Data Safety Monitoring Board for the
Fontan Flow Study (Dept. of
Pediatrics)
Kevin Sullivan, MPH, PhD
Member
Deputy University Marshal
Nancy Thompson, PhD
Distinguished Faculty Lecture
Committee
Reynaldo Martorell, PhD
Member
Dr. Martin Luther King, Jr.,
Community Service Award
Amita Manatunga, PhD
Member
27
RSPH
APPENDIX III.3
RSPH Faculty Membership on University Committees and Councils, cont’d
EHC Healthgate, Inc.
Kimberly Rask, MD, PhD
Clinical Advisor
Emeritus College Advisory Board
Victoria Phillips, PhD
Member
Emory Center for AIDS Research
Advisory Board
David Holtgrave, PhD
Member
Emory Electronic Medical Record
Decision Team
Diane Green, PhD, MPH
Member
Emory Faculty Council
Nancy Thompson, PhD
Member
Emory Health –related programs, 5
year strategic plan: 2003-4
Kimberly Rask, MD, PhD
Member
Emory Mentored Clinical Research
Scholar Program K-12; Executive
Committee
Amita Manatunga, PhD
Member
Julie Gazmararian, MPH, PhD
Mentor
Emory Minority Graduate Fellowship
Committee
Amita Manatunga, PhD
Member
Emory Social Science Center
Committee
Julie Gazmararian, PhD, MPH
Member
Emory University Board of Trustees
Campus Life Committee
Carol Hogue, MPH, PhD
Faculty Advisor
Emory University Commission on
Research
Claire Sterk, PhD
Chair
Reynaldo Martorell, PhD
Member
Howard Kushner, PhD
Member
Carol Hogue, PhD, MPH
Member
David Kleinbaum, PhD
Member
Deborah McFarland, PhD, MPH
Member
Emory University Commission on
Teaching
Emory University Faculty Senate
28
RSPH
APPENDIX III.3
RSPH Faculty Membership on University Committees and Councils, cont’d
Colleen DiIorio, PhD
Member
Michael Haber, PhD
Member
Emory University Opportunity
Committee
Benjamin G. Druss, PhD
Member
Emory University Research Committee
Michele Marcus, PhD
Member
Emory University Parking Committee
Arthur Kellerman, MD, MPH
Emory University Strategic Planning
F. DuBoise Bowman, PhD
Member
Emory University Teaching Fund
Deborah McFarland, PhD, MPH
Member
Epidemiologist Search Committee,
Department of Ophthalmology Emory
School of Medicine
Carolyn Drews-Botsch, MPH, PhD
Member
Executive Committee of the Nutrition
and Health Sciences Project
Reynaldo Martorell, PhD
Member
Faculty Hearing Committee
David Holtgrave, PhD
Member
Future of the University Committee
Carol Hogue, PhD, MPH
Member
David Holtgrave, PhD
Member
Graduate School of Arts and Sciences
Executive Council
Vicki Hertzberg, PhD
Member
Reorganization Committee
Claire Sterk, PhD
Member
Honorary Degree Committee
Howard Frumkin, MD, DrPH
Member
Richard Levinson, PhD
Chair
Human Investigations Committee
Victoria Phillips, PhD
Member
Institutional Review Board
Claire Sterk, PhD
Member
Victoria Phillips, PhD
Member
Colleen DiIorio, PhD
Member
Colleen DiIorio, PhD
Member
Sub-Committee
29
RSPH
APPENDIX III.3
RSPH Faculty Membership on University Committees and Councils, cont’d
Masters of Science in Clinical
Research Program Executive
Committee
Amita Manatunga, PhD
Member
Medical Practice Committee, Emory
University Hospital
Edmund Becker, PhD
Member
Patients – Love & Courage, Executive
Board
Verna Lamar Welch, PhD
Member
President’s Commission on Gay,
Lesbian and Transgendered Persons
Lisa Carlson, MPH, CHES
Member
President’s Advisory Committee
Ronald Braithwaite, PhD
Member
Reynaldo Martorell, PhD
Member
President’s Task Force for Smoking
Policy
Susan O. Butler, EdD
Member
President’s Commission on Minorities
Ronald Braithwaite, PhD
Member
President’s Commission for the Status
Women
Victoria Phillips, PhD
Member
Kimberly Jacob Arriola, PhD, MPH
Member
Amita Manatunga, PhD
Member
Program in Science and Society
Howard Kushner, PhD
Executive Committee
Member
Provost’s Research Discussion Series
Steven D. Culler PhD
Member
Research Advisory Committee, Health
Sciences Center
Jack Mandel, MPH, PhD
Member
School of Medicine Research
-strategic plan
Kimberly Rask, MD, PhD
Member
Sorority Alumni Council
Cheryl Raskin-Hood, MPH
Member
Strategic Planning Committee for the
Center for Heath in Aging
Michael Kutner, PhD
Member
30
RSPH
APPENDIX III.3
RSPH Faculty Membership on University Committees and Councils, cont’d
Strategic Planning Focus Group
Member
Carol Hogue, MPH, PhD
Member
University Advisory Council on
Teaching
Carol Hogue, PhD, MPH
Member
University Recruitment Committee and
Space Committee
Kirk Easley, MS
Member
University Research Committee
Michele Marcus, MPH, PhD
Member
University Senate
Claire Sterk, PhD
President
Richard Letz, PhD
President
University Search Committees
Dean, Graduate School of Arts and
Sciences
Provost
University Strategic Planning
Committee
David Holtgrave, PhD
Member
Deborah McFarland, PhD, MPH
Member
Richard M. Levinson, PhD
Member
Ronald Braithwaite, PhD
Reynaldo Martorell, PhD
Member
Amita Manatunga, PhD
Member
University Wide Strategic Planning
Steering Committee
Kenneth E. Thorpe, PhD
Member
Winship Cancer Center
Jack Mandel, MPH, PhD
Associate Director
Woodruff Health Sciences Center
Committees
Academic Affairs
John McGowan, MD
Member
Richard M. Levinson, PhD
Member
Research
Michele Marcus, PhD, MPH
Member
Clinical Practice
Kathleen Miner, MPH, PhD
Member
31
RSPH
APPENDIX III.3
RSPH Faculty Membership on University Committees and Councils, cont’d
Woodruff Leadership Academy
Women’s Studies Department
David Holtgrave, PhD
Member
Lance Waller, PhD
Member
Kimberly Rask, MD, PhD
Member
Roseanne Waters
Member
David Holtgrave, PhD
Member
Carol Hogue, MPH, PhD
Associated Faculty
32
RSPH
APPENDIX IV.5
Description of RSPH Laboratory Facilities
Individual Project-Specific Laboratories in the RSPH Building (Lower Level)
International Food and Water Diseases Laboratory
Under the direction of Dr. Christine Moe (IH), this laboratory (suite L-36) has
approximately 1000 sq ft of space in the Rollins School of Public Health building near
the Emory Vaccine Research Center. It contains equipment to perform molecular
epidemiology and clinical microbiology research, including enzyme immunoassays,
polymerase chain reaction, Southern blotting, Western blotting, cloning, DNA
sequencing and computer assisted sequence analyses. Specific equipment includes: three
Dell 2003 computers, four -70 C freezers, 96-well plate reader spectrophotometer,
automated 96-well plate washer, an Olympus fluorescent microscope, Nikon Inverted
Microscope, Labconco Class II Biosafety Cabinet, two thermal cyclers, microfuges,
analytical balances, water baths, hybridization chamber, and gel electrophoresis
equipment. Supporting common lab facilities include a freezer/centrifuge room, warm
room, cold room, common tissue culture facility, autoclave/dishwashing facility and dark
room.
Environmental Toxicology and Exposure Assessment Laboratory
Directed by Dr. Barry Ryan (EOH), this laboratory (suite L-37) has approximately 750 ft2
of space and includes four lab benches, a large fume hood, and adequate water, gas,
electrical, and other services to ensure proper laboratory practice. Specific equipment
available for these projects includes glassware, reagent storage areas, bench space, and
networked laboratory computer facilities using networked Dell computers operating
speeds of at least 1 GHz and equipped with 40 GB mass storage devices. The research
group maintains a Hewlett-Packard Gas Chromatograph (Model No. HP 5890A)
equipped with a flame ionization detector, and electron capture detector; a Perkin-Elmer
4100ZL Zeeman-corrected atomic absorption spectrophotometer with graphite furnace
and hollow cathode lamps specific for various metals; a Shimadzu High Performance
Liquid Chromatograph, Model LC-10AT capable of four-mobile phase gradient elution,
equipped with a SPD-10A UV/VIS detector; a RF-10A Spectrofluorometric Detector; an
SIL-10 Auto Injector; and SIL-10A System Controller; a Cahn C-33 Microbalance, as
well as other balances
Infectious Diseases Antimicrobial Resistance Laboratory
Under direction of Dr. John McGowan (EPI), this laboratory (suite L-21) involves
approximately 625-square-feet of space devoted to epidemiologic typing and molecular
studies of resistance mechanisms of antimicrobial resistance in bacteria of current clinical
and public health importance. This laboratory has four laboratory bench work areas, a
33
RSPH
APPENDIX IV.5
Description of RSPH Laboratory Facilities, cont’d
large fume hood, two bacteriology safety cabinets and airflow connections providing
level 2 biosafety conditions, and adequate water, gas, electrical, and other services to
allow proper laboratory operations. Specific project equipment available include
confocal microscopes, gel electrophoresis equipment, and furnished darkroom for pulsedfield gel electrophoresis, thermal cyclers for forward evolution of resistant bacteria, and
molecular and genetic studies of bacterial resistance determinants, shared and individual
centrifuges and a shared speed-vac for dehydrating samples. The laboratory has access to
the SPH computer network from three Dell desktop units for data entry, storage, and
analysis.
International Pneumococcal Diseases Laboratory
Directed By Drs. Keith Klugman and Lesley McGee (IH), this laboratory suite (L-22)
consists of approximately 750 sq/ft devoted to epidemiologic, microbiologic, and
molecular studies of pneumococcal disease isolates from around the globe. The
laboratory is equipped with work benches and storage shelving in addition to
desk/computer space for 4 laboratory personnel; negative airflow and fumehoods; 3
computers (including genetic analysis software: Bionumerics, Oligo and BimCore
packages), related printers, scanner, pulsed-field gel electrophoresis apparatus, real-time
PCR amplification apparatus+ MacIntosh computer and Epson printer, 80C chest freezer,
waterbaths, vortex and orbital shakers, stirrers, colony count readers, pH meter,
microcentrifuges, spectophotometer, replica platers, ultraviolet reading facility,
microdilution plate viewer, and dry heating blocks. A new real time PCR machine has
recently been purchased and is available for use by the other infectious disease
laboratories.
Associated Common Lab Facilities in Grace Crum Rollins Building
RSPH maintains in the secured area of the laboratories described above other laboratory
facilities for use by all, including cold-room storage (-10 C) , warm room facilities (37
C), isotope counting rooms, tissue culture room. The general laboratory facilities include
numerous -80 C freezers with available space for long-term storage of samples. We
maintain a single -140 C freezer for ultra-cold storage. The laboratory facility maintains
a Barnstead triple-glass distilled pure water facility and a Milli-Q 18 megaohm ion-free
water supply in a common-room facility.
A darkroom facility is also maintained.
Airflow specifications and controlled access to the area are consistent with current Public
Health Service and National Institutes of Health guidelines.
34
RSPH
APPENDIX IV.5
Description of RSPH Laboratory Facilities, cont’d
Laboratory Space Outside the Grace Crum Rollins Building
Whitehead Biomedical Research Building
Under the direction of Dr. Gary Miller (EOH), this laboratory consists of approximately
1000 sq ft of space in the Center for Neurodegenerative Disease in the Whitehead
Biomedical Research Building. The laboratory also has access to shared facilities for cell
culture, animal surgery, and microscopy. The Center for Neurodegenerative Diseases
houses a Zeiss multiphoton confocal microscope, a fluorescent microplate reader, an
electron microscope, several light microscopes, a cryostat, several sliding microtomes,
and two Maldi Q-TOF mass spectrophotometers. Dr. Miller's lab (suite 575) contains an
Applied Biosystems 7000 Real Time PCR system, an ESA Coularray HPLC system with
refrigerated autosampler, a Beckman Biomek 2000 Automated Laboratory Workstation,
an MJ Research DNA Engine thermocycler, an Alpha Innotech FluoChem Imaging
station, a Packard Top Count Scintillation System with robotic liquid handling station, A
Perkin Elmer 96 well Fluorescent Microplate Reader, two biological safety cabinets, four
cell culture incubators, a Beckman bench top centrifuge, six In Vitrogen Novex western
blot electrophoresis systems, and several horizontal electrophoresis units.
Winship Cancer Institute
Directed by Dr. Roberd Bostick (EPI), this laboratory is assigned approximately 1000
sq/feet of laboratory space located on the 5th floor of Emory’s Winship Cancer Institute.
The laboratory is equipped with sinks, acid cabinet, flammables cabinet, and an
externally vented hood, as well as 500 square feet of dry lab space. The laboratory is
completely equipped to do both routine histology and immunohistochemistry as well as
microscopy and imaging. Specific equipment includes a Leica Tissue Processor, a
Reichert-Jung Model 2030 Biocut Rotary Microtome w/Quick Release Clamp X-Y
Orientation & High Profile Disposable Blade Holder, Tissue Flotation Waterbaths,
Boekel Illuminated Tissue Flotation Bath w/Light & Digital Temperature Display, a
Boekel Tissue Flotation Waterbath, Incubator (Lab Line Model 120), a Sakura TissueTek Console, a Tissue Embedding System (Model 4709 & 4710), H&E Autostainer Leica
ASXL, Automated Coverslipper LeicaCV5000 (1) Paraffin Dispenser, Flexible arm
lamps, an automated Immunostainer DAKO, Adjustable microliter pipetters, Microwave,
and Clinical Laboratory Microscope w/accessories including dual observation head
(Olympus BX40), Clinical Laboratory Microscope with accessories (Olympus BX40),
Stereomicroscope (Olympus 5Z30) & bifurcated fiber optic light source, Digital Light
Microscope Camera, adaptors and cable - Polaroid DMC II, Image Analysis System ImagePro Plus (SciMeasure), and CalComp Drawing Board III, -20C Freezer, Ohaus
Electronic Scale, Vortex Genie II Mixer (Model G560) (Scientific Industries),
Thermolyne Varimix Aliquot Mixer (Type 48725), Incubator, Heated stir plate, and two 80C Freezers (2).
35
RSPH
APPENDIX IV.5
Description of RSPH Laboratory Facilities, cont’d
Respiratory Diseases Branch of Centers for Disease Control and Prevention
Under direction of Dr. Keith Klugman, this laboratory has approximately 400 sq/ft of
laboratory space on the CDC Clifton Road campus. The laboratory is equipped with
laboratory work benches and storage shelving in addition to desk/computer space for
1laboratory personnel, and has negative airflow and fumehood. Equipment includes a
pulsed-field gel electrophoresis apparatus, refrigerator/freezer, 2 waterbaths, 2 vortex and
one orbital shaker, pH meter, microcentrifuges, hot-plate stirrer, 2 dry heating blocks, 1
weighing balance, 2 large electrophoresis units, 3 small electrophoresis units, and 1
microwave. Major shared equipment in this laboratory includes a 16-capillary DNA
sequencer, a speedvac system, 2 incubators, a biohazard safety hood, a gel documentation
system, and one -80C freezer
36
RSPH
APPENDIX IV.6
Computer Hardware and Software Resources
COMPUTER HARDWARE AND SOFTWARE RESOURCES
Server Environment:
The School server environment is based on a combination of UNIX and NT and can be
divided into four areas:
Compute Services
The core of our compute services is provided by a Sun SunFire V1280, which has
12 1.2GHz UltraSparc IIIci processors and 24G RAM. Storage is provided
through our SAN (storage area network) over a fibre channel network, with 1
terabyte of RAID-protected storage dedicated to the compute server. The server
hosts analysis and programming tools including: SAS, SPlus, Fortran 77/90, C,
C++, Gauss, Java, R, and IMSL.
Services are provided to the desktop using the X Windows interface.
Internet/Web Services
Our mail server, which also provided primary DNS services, is a Sun SunFire
V880 with 4 900MHz UltraSparc III CPUs with 8G RAM and 1.4 terabytes of
protected storage (some mirrored internal fibre channel drives, and some on
external RAID arrays connected via fibre channel). Our primary web server is an
identical machine with 146G of mirrored fibre channel storage.
The School's distance learning initiative, eLearnTM, is based on Blackboard
software. The server is a Dell PowerEdge 6650 with 4 1.6GHz Pentium 4 Xeon
CPUs with 4G RAM running RedHat Enterprise Linux, and has access to 50G of
RAID-protected storage via the SAN.
Database Services
Our main database server is a Dell PowerEdge 2650 with dual Pentium 4 Xeon
processors and 8G RAM, running Windows 2003 and MS-SQL Server. The SAN
provides access to 265G of RAID-protected storage.
Web access to this database is provided by Macromedia's ColdFusion
applicationserver, which runs on a Dell PowerEdge 2650 (dual P4 Xeon, 4G
RAM) running RedHat Enterprise Linux.
Blackboard has its own dedicated database server running Oracle 9i on a Dell
PowerEdge 6650 (quad P4 Xeon, 4G RAM) running RedHat Enterprise Linux.
Local mirrored discs provide log storage, while the bulk of the data resides on
200G of RAID-protected disk space from the SAN.
37
RSPH
APPENDIX IV.6
Computer Hardware and Software Resources, cont’d
File and Print Services
Based on Windows NT, seven servers work together to provide file and print
service to the School's desktop network. These state-of-the-art systems provide
the latest in general use programs, including statistical and mathematical
modeling software, database management, graphics and office support tools.
Network Environment:
The RSPH network consists of Fast Ethernet hardware running TCP/IP. Gigabit Ethernet
provides high speed transmission to each of 10 floors and across three buildings. Ethernet
provides high speed (10 Mbps) access to most desktop computers and peripheral devices.
The network terminates at over 900 locations. Each contains three connections (2 UTP
and 1 Fiber). More than 45 miles of UTP CAT 5 2061 cable and more than 18 miles of
fiberoptic cable provide the capability of high speed voice, video or data to every
desktop.
The RSPH network is connected to the Emory Campus backbone via a 100 Mbps
Ethernet connection, making campus services and wide area network services readily
available.
Computer Labs/Classrooms:
The Rollins School of Public Health operates three computer labs. Two of the computer
labs are located on the Plaza level of the GCR building and one is located in the Public
Health space in the 1525 Building. The two the labs in GCR are primarily designed for
student instruction space, but are available for student use when class is not scheduled.
They are Dell Pentium processors 2.0 GHz or higher, with a minimum of 256 MB of
memory. The computers feature Windows XP, Office 2003 and a variety of other
software. Both instructional labs also have overhead LCD projection and flat panel
displays to provide easy visibility for the entire classroom. The lab located in 1525 has 24
Dell Pentium IV, 2.4 GHz, 256 MB Ram and also features Windows XP and Office XP.
In addition, 27 kiosk-type work stations are located throughout the Plaza Level and first
floor of the Grace Crum Rollins building. These computers are available for student use
24 hours a day, seven days a week. All computers in the labs are kiosks have flat panel
displays of Pentium 4 processors, 512 megabytes of RAM, Windows XP, and Office OX.
All computers have internet connectivity and network access to a number of other
software programs used for classes.
Faculty/Staff Desktop Computers:
Currently, new computers are at least a Pentium IV configuration with 512 megabytes of
RAM memory, and have CDRW and flat panel monitors standard. The School has
replaced over ⅓ of its desktop units this past year which is part of an ongoing
replacement policy to provide faculty, staff, and student desktop computers that are less
than 3 years old and under warranty.
38
RSPH
APPENDIX V.B.2
Practicum Policies and Procedures
Updated: June 19, 2004
A practicum serves as a structured and significant educational experience that takes place
in an agency, institution, or community under the supervision of a site administrator
(preceptor) and the guidance of the student's department. This experience is intended to
give students the opportunity to develop professional skills in an actual public health
practice setting. Students work in a public health subject area or discipline in order to
further or complete their graduate education in public health. This experience must
involve a minimum of 200 hours of service. Students must register for this experience,
although is carries no credit hours. In this way, the practicum becomes an official entry
on the transcript.
Individual departments are responsible for approving projects as worthy of practicum
status. In general, acceptable practicum opportunities involve a student working in his/her
area of concentration and have one or more of the following characteristics:



Provide data for a thesis
Involve project-oriented work in a public health site
Allow students to use the skills and/or theories learned in their program in actual
practice
Jobs that are strictly clerical in nature would generally NOT be accepted. Some sample
practica experiences are described below. Students should check with their departmental
Assistant Director of Academic Programs (ADAP) for further questions and clarification.
Eligibility
To be eligible for the practicum, students must have completed at least one semester of
course work with a minimum of 10 credit hours, at least one core course, and two or
more required courses in the student's department. Students are encouraged to begin
researching their practicum options as soon as they enroll.
Locating a Practicum Site
ADAPs and Career Services have full access to previous practicum sites through the
newly created (Spring 2004) Practicum Web Client. Often the jobs listserv introduces
practica opportunities along with paid employment. In addition, new opportunities for
students to enrich their learning through structured paraprofessional experiences are
continually being developed. The departments, the School, and Student Services actively
work together to create and publicize opportunities that students may use to fulfill their
practicum requirement.
Students are encouraged to seek unadvertised opportunities in the greater public health
community. Sometimes the greatest opportunities come through networking. Career
39
RSPH
APPENDIX V.B.2
Practicum Policies and Procedures, cont’d
Services staff members are available to coach students in how to network, to write strong
resumes, and to interview for opportunities.
Web resources for locating existing opportunities AND researching potential
opportunities:
http://www.sph.emory.edu/CAREER - RSPH Career Services home page
http://cfusion.sph.emory.edu/PHEC/phec.cfm - Public Health Employment
Connection, a data base of all types of jobs from all over the country and the
world
Sample Practica Experiences
The following are brief descriptions of selected sample practical:






Working at Egleston Children's Health Care System to assist with an interactive
health education program to reach fourth and fifth graders in metro-Atlanta
schools. Assist in: training and overseeing volunteers, teaching students and
overseeing student interaction, program evaluation activities and additional
projects.
Serving on a team of students to plan, create, and implement a health promotion
campaign for Emory University. This would entail researching problem areas,
studying the population and the problem, designing age-appropriate materials, and
working with campus officials and/or student groups to implement the program.
Conducting research at the CDC on HIV/AIDS prevention. Analyze cost
effectiveness to assess the value of program interventions, learn various models
and methodology, and use decision analysis software, design and present
workshops to colleagues and staff members about project.
Research, compose, and co-consult on special projects for a hospital department
and program and be involved with grant and proposal writing. Develop an
Employee Communication and Satisfaction Survey for future implementation.
Design and present findings on quality improvement for implementation of
influenza vaccine. Develop guidelines, recommendations, and marketing
materials; present findings and design tools to be used by members in new health
promotion programs.
Work in a developing country to assist an agency with program design, evaluation
and other applied research.
Steps to Attaining Credit
In order to ensure that he/she receives credit for the practicum, each student must follow
these administrative steps:
40
RSPH
APPENDIX V.B.2
Practicum Policies and Procedures, cont’d
1. Speak to the Department ADAP to determine if the proposed practicum seems
suitable.
2. Have a conversation with the person who will be the site supervisor (preceptor).
Discuss and establish mutual objectives and strategies. This is a crucial element of
the process. It is important to use this opportunity to discuss each parties’
expectations. This is the time to solidify conditions (including work schedule,
payment, etc.) that are agreed upon.
3. Login into the Practicum Web Client
http://cfusion.sph.emory.edu/Practicum/login_student_frm.cfm
- enter basic information about the site and employer/preceptor
- enter Objectives and Strategies that have been agreed upon
The preceptor (supervisor) will evaluate the student based on these objectives at
the end of the experience. If objectives may change from the original plan, which
they often do, the student should revise the objectives and have the supervisor
agree to the changes.
4.
Near the completion of the practicum, the student should fill out the Practicum
Site Evaluation
5. The employer/preceptor will use the Practicum Web Client to evaluate the
student’s performance. The two will meet to discuss this appraisal as well.
6. The appropriate ADAP will be notified electronically and will complete the
evaluation so in order for the student to receive credit for the experience
Exemptions
ALL students are strongly encouraged to complete a practicum, regardless of their
exemption status. Students are required to petition for exemption prior to the start of
their second semester of study or after they have completed 10 hours of credit toward
their MPH/MSPH degree. The following are reasons that a student may be exempted
from the practicum requirement. The reasons below require ONLY departmental
approval for exemption. (Process for review to be determined by the department.)
- Previously earned M.D.
- Previously earned Ph.D.
- Other terminal degree (previously earned)
- Dual degree student
- CDC PMR student
The following are also reasons a student may petition to be exempt from the practicum
requirement. These reasons require approval of the Assistant Dean for Student Services
or the Associate Dean for Applied Public Health with recommendation from the
department.
41
RSPH
APPENDIX V.B.2
Practicum Policies and Procedures, cont’d
- Student possesses two (2) or more years of experience relevant to MPH or
MSPH degree.
- Special Circumstances
Students may appeal decisions regarding their petition for exemption by meeting with the
Associate Dean for Applied Public Health. Students are told the final determination
regarding their petition within 30 days of submission.
42
RSPH
APPENDIX V.B.3
Practicum Field Sites
Practicum Agency Listing
2001-2004
African Medical and Research
Foundation (AMREF)

Uganda, South Africa
Agency for Healthcare Research and
Quality (AHRQ)
 Center of Organization Delivery
Studies
American Red Cross
 Gwinnett Service Center
Amigos Siempre Amigos (ASA)
Arthritis Foundation, Georgia
Chapter
 Chronic Disease
Atlanta Harm Reduction Center
All Kids Count (Robert Wood
Johnson Foundation)
 Task Force
Atlanta FDA Veterinary Medicine
Advisory Committee (VMAC)
 Department of Education
American Cancer Society
 Behavioral Research Center
 Cancer Control/Special
Populations
 National Home Office/Evaluation
Department
 Research Promotion and
Communication
Barton Child Law Policy Clinic
 Law School
Belaku Trust
American Cancer Society
(Southeast Division)
 Evaluation
Cameroon Baptist Convention Health
Board
 Life Primary Health Care
American International Health
Alliance
 Infection Control Program
CARE
 Bangladesh (Pragti RPR Center)
 Cambodia
 Emergency Group
 Ethiopia
 Ghana
 India
 Kenya (CICSS/Siava)
 Mozambique
 Policy & Advocacy Unit
 Polio Eradication Initiative
 Reproductive Health
American Lung Association of
Georgia
 Pediatric Asthma Camp Program
American Public Health Association
 Communications Department
Bold = Practicum Agency
Italics = Branch/Division
BRAC
 Rural Development Program
Calidad en Salud
43
APPENDIX V.B.3
Practicum Field Sites, cont’d


Tanzania (CDC Health
Initiative)
Tropical Institute of Community
Health Development



Centers for Disease Control and
Prevention (CDC)
 Bioterrorism Preparedness and
Response Program
 Division of Bacterial Mycotic
Diseases
 Division of Health Quality and
Promotion
 Division of HIV/AIDS Prevention
 Division of Injury and Disability
Outcomes Program
Centers for Disease Control and
Prevention (CDC) continued
 Division of Laboratory
Sciences/Toxicology
 Division of Parasitic Diseases
 Division of Parasitic
Diseases/Entomology Branch
 Division of Preventive Research
and Analytical Methods
(DPRAM)
 Division for TB Elimination
 Division of Public Health
Surveillance
 Environmental Hazards and
Health Effects
 Foodborne and Bacterial
Diseases
 GAP
 Hospital Infectious Program
 Informatics
 Infectious Diseases
 International Health
 Lead Poisoning and Prevention
 National Center on Birth Defects
and Developmental Disabilities
(NCBDDD)
 National Center for Chronic
Disease Prevention and Health
Promotion (NCCDPP)
Bold = Practicum Agency
Italics = Branch/Division



RSPH
National Center for
Environmental Health (NCEH)
National Center for HIV, STD
and TB Program
National Center for Prevention
and Control (NCIPC)
Nigeria
Nutrition and Physical Activity
Branch
Respiratory Disease Branch
Children’s Healthcare of Atlanta
 Community Health Development
 Pediatric Partners of Grant Park
Children’s Medical Mission of Haiti
Christian Children’s Fund
 Ecuador
Chrisroffel Blindenmission
Clinica Evagenlica Mam
Columbus Regional Health System
 Community Healthcare Network
Community Advanced Practice
Nurses, Inc.
Comprehensive Rural Health Project,
Jamkhed
CORE Group
 India (New Dheli)
CVS Pharmacy
 Pharmacy
DDB Bass & Howes
DeKalb County Board of Health
 Environmental Health
 Center of Public Health
Preparedness
44
APPENDIX V.B.3
RSPH
Practicum Field Sites, cont’d
DeKalb County Schools
 Family Technology Resource
Center
Delta Airlines
 Corporate Safety
Department of Human Resources
 Chronic Disease
Emory University – School of
Medicine
 Family and Preventive Medicine
Emory University – School of Nursing
Environmental Protection Agency
 Hiker Health Study
Department of Veterans Affairs
 Academic Affiliations
Fred Hutchinson Cancer Research
Center
 Public Health Sciences
Eagle Hospital Physicians, LLC
Freedom from Hunger
Ekwendeni and Embagwani Mission
Hospital
Fulton County Health Department
 Office of Epidemiology
Emory Regional Training Center
Georgia Medical Association
 Georgia Partnership for Caring
Foundation
Emory University – Center for Health
in Aging/Wesley Woods
Gannett Flemming
Emory University Health Services
 Health/Physical Education
Emory University – Rollins School of
Public Health
 Behavioral Sciences and Health
Education
 Department of Health Policy and
Management
 Department of International
Health
 Division of Geriatrics/SOM
 Get Busy Living – Adherence
Study
 Global Environmental Health
 GoGirls! Project
 Information Services
 Project EBAN
 S.I.T.E.
 Tobacco Technical Assistance
Consortium (TTAC)
Georgia Department of Corrections
 Office of Health Services
Georgia Division of Public Health
 Injury Prevention Section
Georgia General Assembly
 Office of Senate Majority Leader
– Charles Walker
Georgia Partnership for Caring
Foundation, Inc.
Georgia Institute of Technology
Health Services
 Department of Wellness and
Health Promotion
Global Health Action, Inc.
Bold = Practicum Agency
Italics = Branch/Division
45
APPENDIX V.B.3
Practicum Field Sites, cont’d
Grady Health System
 Medicaid Department
 Division of General Medicine
Hanoi Research and Training Center
 Center for Community
Development
RSPH
Instituto de Nutrición de Centro
América y Panand, INCAP
Ixtatún Fandanca
 Environmental Health
Johnson & Johnson
 Consulting Services
Health Consulting Group, Inc.
HealthNet International
 Nairobi, Kenya
HIV Centre
 Faculty Medicine
Horizons Project
Hughes Spalding Children’s Hospital
 Planning and Development
Integrated Development Activities and
AIDS Concern
 Uganda, East Africa
Interfaith Health Program
International Federation of the Red
Cross
 Nairobi Regional Health
Delegation
 West African Reg. Delegation
Health Department
International Food Policy Research
Institute
International Organization for
Migration-Moldova
 IOM Chisinau
International Rescue Committee
 Atlanta
 Mae Hong Son, Thailand
Kara Counseling and Training Trust
 Umoyo Training Centre
Kodak Polychrome Graphics
 Environmental Health and Safety
Los Angeles County Department of
Health Services
 Public Health Programs and
Services
March of Dimes
 Georgia Chapter
 North Carolina Chapter (Greater
Piedmont Division)
Marcus Institute
 Fetal Alcohol Syndrome (FAS)
Center
Mercy Corps
Metropolitan Life (MetLife)
 Disability Insurance
Ministry of Health of Latvia
 Public Health
Ministry of Health, Mexico
 National Immunization Council
Minnesota International Health
Volunteers
Mission Filter Project
Bold = Practicum Agency
Italics = Branch/Division
46
APPENDIX V.B.3
Practicum Field Sites, cont’d
Montana Department of Public Health
and Human Services
 Family and Community Health
Bureau
RSPH
Program Against MicroCo-nutrient
Malnutrition (PAAM)
Project HOPE
 Uzbekistan, Navoi
Morehouse School of Medicine
 ATSDR
Project Horizons
National Institute of Public Health
 Center of Nutrition and Health
Investigation
Rabess Industries
 Health and Environmental
Resources
Novoste Corporation
 Marketing
Rehabilitation Exposure
 Teen Program
Oregon Department of Human
Resources
 Office of Family Health
Regional Youth Detention
 Department of Juvenile Justice
Roosevelt Warm Springs Institute
Outreach Inc.
Oregon Department of Human
Resources
 Office of Family Health
Safety Street Georgia
 Georgia’s Governor’s Offices of
Highway
Sanjivini Trust
Outreach, Inc.
Palmetto Health Council, Inc.
Save the Children
 Hymalayan Field Office
 Afghan Refugee Health Project
PAAM
Perinatal HIV Research Unit
Society for Education, Welfare and
Action-Rural
Piedmont Hospital
 Quality Improvements
Southern Regional Medical Center
 Quality Service
PLAN International
 PLAN Senegal
SPAN USA (Suicide Prevention
Advocacy Network)
Population Council
 Bangkok Office
Spectrx, Inc.
Spina Bifida Association of Georgia
Population Services International
 Pan American Social Marketing
Organization
Bold = Practicum Agency
Italics = Branch/Division
Starlight Children’s Foundation
47
APPENDIX V.B.3
Practicum Field Sites, cont’d
Supreme Court of Georgia, Child
Placement Project
 Administrative Office of the
Courts
Tansen Hopsital
Task Force for Child Survival and
Development
 Global Traffic Safety
The CORE Group
 Polio Eradication Initiative
The Carter Center
 Global 2000
 Then Mental Health Program
The Emory Clinic
 Finance
 Health Program
 Internal Medicine
RSPH
United States Department of Health
and Human Services
 HIV/AIDS Bureau
United States Naval Medical Research
Unit (NAMRU)
 Parasitic Diseases Program
Vista Community Clinic
Water Aid
 Mozambique
Water Partners International
Westat
 Health Communication Group
Westinghouse Savannah River Site
 Occupational Safety and Health
WHO/ Collaborating Center in
Perinatal Care
 Division of Reproductive Health
The Mam Center
Tumelong Mission
WHO/ Fiji Ministry of Health
(Fiji)School of Nursing
 Western Pacific
UNICEF
 Health Unit, Dar es Salaam
 Nutrition
 WHO
WHO/National Family Planning
Coordinating Board of Health
WHO/Regional Office Africa
University of West Cape
 School of Public Health
Winship Cancer Institute
 Grady Campus
World Vision India
 Ballia District Division
Bold = Practicum Agency
Italics = Branch/Division
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APPENDIX V.B.3
Practicum Database Screenshots
Identification of Agencies and Preceptors Used for Placement Experiences by
Program Area
The practicum web client (described in Criterion V.B.3) provides a ready reserve of
practicum information in selected reports. In addition to supporting the students in
logging their proposed preceptors, sites and objectives, this database notifies the faculty
advisor, preceptor and ADAP that the student has entered information for approval. This
searchable database contains practica information from the last four years (since fall
2000) and allows reporting on agencies, preceptors (site supervisors) and students’ site
evaluations.
The screenshots that follow represent highlights of the reports available on site from this
database. A complete list of practicum sites from the last four years is presented in
Appendix V.B.3.
Illustration V.B.3.1 – Screenshot of Student Summary Reported by Department
(Program)
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APPENDIX V.B.3
Practicum Database Screenshots, cont’d
Illustration V.B.3.2 – Screenshot of Practicum Site Summary Reported by Year
50
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APPENDIX V.B.3
Practicum Database Screenshots, cont’d
Illustration V.B.3.3 – Screenshot of Supervisor Summary Report
51
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APPENDIX V.B.3
Practicum Database Screenshots, cont’d
Illustration V.B.3.4 – Screenshot of Evaluation Summary Reported by Site by Student
52
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APPENDIX V.B.4
Capstone Courses for Health Policy and Management
Management
Students in the management track enroll in the course, Strategic Management (HPM560)
as their capstone seminar. This course examines how organizations formulate and
implement business strategies in healthcare, use models of strategic management, and
incorporate stakeholders in the strategic management process. Course lectures review
specific analytic tools from the department’s learning objectives that are relevant to
strategic management problems associated with the course’s projects. The case study
projects require students to conduct an analysis and write a major consultant’s report that
is presented to a second group of students, serving as the organization board of directors.
In addition, students are required to conduct and present a literature review on the areas
of leadership in complex organizations, qualities of leadership, and methods of setting
performance objectives and measuring outcomes. Finally, students take a comprehensive
exam that tests their overall knowledge of key learning objectives covered in the seminar
and their understanding of how they may use this knowledge as they enter the workforce
following graduation.
Policy
Students in the policy track enroll in the course, Seminar in US Health Policy: Issues in
Health System Change (HPM575). This seminar requires students to focus on the
strategic dimensions involved in the formulation and implementation of US health policy.
The capstone seminar is designed to draw on the major policy-track learning objectives
presented in the department’s core courses. Two integrating devices (classroom
discussion and written policy memo) are used to assure that the seminar is a culminating
experience for policy track students. Classroom discussions, on assigned class readings,
force students to integrate the overall objectives of health policy making by focusing on
three issues major policy issues: 1) why are some people healthy and others not; 2) forms
of accountability/governance; and 3) the role of economics in health systems. The
second integrating experience in the policy capstone seminar is the final class project,
done in teams, in which students draft and present a proposal to reform one specific
aspect of the US health system.
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APPENDIX V.C.2
Curriculum Committee Observations on Core Learning Objectives
April, 2004
The RSPH Curriculum Committee discussed core learning objectives for all MPH and MSPH
students. They addressed the following questions and the consensus to date follows.
1. Do the learning objectives for the School’s core courses represent appropriate learning
objectives for all MPH and MSPH students?
A set of core learning objectives were compiled, based on an assessment of the core course
syllabi (including several courses when they were listed as meeting a common core course
requirement). Principal instructors of those course confirmed that the objectives were, indeed,
reflective of their courses.
Committee members suggested (a few) changes that were incorporated into the learning
objectives for the core curriculum and they were included and reported in the School’s Self Study,
being prepared in advance of a review for re-accreditation.
2. Can we claim, among our learning objectives, that all MPH/MSPH students
can analyze/describe health problems through an "ecological" approach?
While course content might provide a foundation for approaching health problems through an
ecological approach, the committee believed that it is unclear whether this is apparent to
students. It applying an “ecological approach” to health is a desired learning objective for all MPH
and MSPH students, it should be reinforced or made more explicit in the core curriculum, as part
of an orientation or some other common experience.
3. Can we claim, among our learning objectives, that all MPH/MSPH students can:
 Critique scientific public health literature?
 Use a computer-based analytic software program for public health problem
analyses?
 Describe the historical and contemporary ethical concerns associated with public
health research?
The committee believes we can make this claim. All students, through their academic programs,
are required to critique empirical public health research in its published form and must, at some
point, use a computer-based analytic software package to perform certain discipline-relevant
tasks (this assumes that Excel is considered to be a “software program,” as it is the appropriate
package used by students in the Management program of the Department of Health Policy and
Management) If all students are required to be certified through the web-based instruction on
research ethics or are required to enroll in a course that includes research ethics among its
learning objectives, then the third claim is valid.
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APPENDIX V.C.2
Curriculum Committee Observations on Core Learning Objectives
April, 2004, cont’d
4. Are there other learning objectives common to training in all MPH/MSPH programs that
we should claim as common learning objectives?
The Committee did not identify additional common learning objectives.
5. Are there learning objectives (e.g., recommendations of the IOM Committee on Who Will
Keep the Public Healthy?) that should be added to the core curriculum?
The Committee identified some learning objectives that could be added to the core curriculum
such as: understanding major public health problems facing developing countries and possible
interventions; what public health is and how it is financed, practiced and delivered in the US and
globally; the history of public health; how various fields within public health interrelate in
applications to public health problems; ethical questions in public health and approaches to
considering them; several emerging fields of investigation recommended for consideration by the
Institute of Medicine Committee (Who Will Keep the Public Healthy?) and others that happened
not to be mentioned by the IOM Committee (.e.g., mental health, aging, etc.). The Committee
recommends that the school give some consideration to alternative approaches to the core
curriculum listed below.
6. Are there learning objectives we should consider deleting from the core curriculum?
The Committee lists below some options that may be considered by the school.
7. Recommendations Regarding the Curriculum and Core Curriculum
A.
Principles

No additional credits should be added to the core curriculum requirements. There are
currently too few credit hours available for required program courses and electives.

Any change in the core curriculum must not threaten the fiscal viability of a department
and decisions about the core curriculum should not be driven by concerns about tuition
flow under the current method of tuition allocation to departments.

We must maintain the CEPH requirements of courses—or training in—the 5 core areas:
biostatistics, epidemiology, health policy or administration, behavioral sciences or health
promotion and environmental health. We note that CEPH does not, however, require
schools to offer training in both health management and policy.
B.
Credits for the MPH or MSPH Degree

Currently, the MPH is a 42 semester hour degree and the MSPH, roughly 48 semester
hours.
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APPENDIX V.C.2
Curriculum Committee Observations on Core Learning Objectives
April, 2004, cont’d
C.

Many MPH students (a number that should be known) enroll in more than 42 hours. We
must ask whether our students are competitive, in terms of the competencies they
possess, with graduates of other schools offering, for example, a 60 semester hour MPH
degree.

The School may wish to consider additional hours for the MPH degree, e.g., 50-60 hours
(4 full semesters of 12-15 hours each). More courses could be offered for 3 semester
hours and students may enroll in a greater number of courses. Perhaps the school could
then consider adopting the arrangement of charging by the semester, utilized by other
schools at Emory, rather than charging by credit hours of enrollment (except for part-time
students). Various business model simulations could explore whether such
arrangements, if desired, are fiscally viable for the school and palatable to students.
Alternatives to the Current Core Curriculum Arrangement: For Consideration
1. Integrated Core Course
Teach an integrated 1-2 year seminar with all departments contributing. This is the UA-B
SPH approach and their method and curriculum could be studied and adapted if it is
merited and viable. The core seminar would then replace all core courses.
2. New Core Course Filling in the Gaps
A new core course with an explicit “ecological approach” might include such components
as introducing students to public health problems and interventions in developing
countries, aspects of public health ethics, and/or the history of public health.
3. New Global Health Core Course
A new core course in “Global Health” could be offered by the Department of International
Health, a unique exposure for all graduates of the RSPH. Each department would then
offer one core course.
(To ensure broad exposure, IH students would enroll in an HPM-taught policy or
management course of relevance to the competencies they must develop. Note that this
would require an additional core course of HPM students.).
4. Core Option: Selectives
Offer one core course requirement as a choice from a group of “Selectives” that would be
determined by the Curriculum Committee in consultation with faculty across the school.
The selectives might include courses in topics such as management, global health,
history of public health, and courses reflecting the IOM Committee recommendations for
training (Who Will Keep the Public Healthy?)
5. Orientation Program (Course)
Following the School of Business, an Orientation to Public Health Program could be
offered. The Orientation could be offered over several full days just prior to start of the
fall semester for all entering students. This program could introduce students to the
domestic and global focus of public health—how it is financed and delivered, ethical and
social issues, etc. It could orient students to an “ecological approach” to health. Its
format could model that of the EIS course. Hence, a case study method with small
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APPENDIX V.C.2
Curriculum Committee Observations on Core Learning Objectives
April, 2004, cont’d
groups could be blended with plenary sessions on various topics. Faculty from all
departments and public health practitioners would participate.
Two full days during the fall semester during which classes do not currently meet--“Fall
Break”--could also be used for instruction in this course or as a continued orientation.
This might be offered for 1 or 2 hours of academic credit.
6. Departmentally Tailored Core Courses
Each department could arrange with appropriate departments to offer core courses
tailored to the needs and schedule of its students. Hence, each department might offer
4-5 sections of a core course, each section enrolling a particular department’s students
so the course may focus on the interests, background and needs of those particular
students. Alternatively, core courses might offer labs or discussion sections tailored to
students from particular programs or departments.
7. Departmentally Run Core Courses
Each department would run their own core courses for their students by using
department faculty or contracting with faculty in other departments or from outside the
School, e.g., adjuncts (as occurs with SAS, Evaluation Research, etc.)
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APPENDIX V.H.2
The Career MPH Program
MISSION STATEMENT
The mission of distance education programs at the Rollins School of Public Health of
Emory University is to utilize web-based technologies to provide effective, engaging,
easily accessible graduate courses and continuing education to further the education and
skills of individuals in the public health work force. This is accomplished through
courses that are based on sound educational principles and theories, the use of
standardized comprehensive evaluations, and collaborative efforts among academia and
public and private health agencies.
CURRICULUM
Learning Objectives
Upon completing the Career MPH (CMPH) program students should be able to:



Provide managerial, programmatic, and technical support to local, state, and
federal governments, and international organizations involved in the delivery and
evaluation of health services;
Design and execute needs assessment and comprehensive evaluation studies in
collaboration with communities and other organizations in order to improve the
quality of health service delivery;
Utilize computer applications and information science in the practice of public
health to collect, store and analyze health related data in order to improve health
service delivery, community health status and/or enhance organizational
performance.
Learning Objectives for each of the CMPH concentrations are found in Criterion V.C.1
with the learning objective for other school programs.
Course Requirements
All CMPH students are required to complete the eight courses listed below in addition to
the RSPH core courses which address the key competency areas outlined by the Council
on Linkage (see Appendix for Competency Matrices for CMPH Core Courses):





BSHE 524D
BSHE 530D
BSHE 560D
BSHE 597D
HPM 540D
Community Needs Assessment
Introduction to Evaluation
Health Education Seminar
Pubic Health Informatics
Human Resources Management
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APPENDIX V.H.2
The Career MPH Program, cont’d



HPM 561D
IH 500D
IH 515D
Fundamentals of Public Health Law
Addressing Key Issues in Global Health
Introduction to Public Health Surveillance
Culminating Experience: Special Studies Project
The Career MPH (CMPH) program requires all students to conduct a Special Studies
Project (SSP).
The SSP is a capstone experience that integrates the content and skills associated with
the professional practice of public health. This project is one of the student’s choosing.
A SSP may be a research project of any type. It may entail curriculum development,
needs assessment, financial assessment, program planning, software development, or
another project that meets the student’s career goals and is consistent with the intent of
the CMPH program.
The SSP is designed to be flexible and allow the student, working with faculty and
professional mentors, to design a culminating experience that both demonstrates the
student’s mastery of a public health discipline, and is relevant to his or her short- and
long-term career objectives.
Completing the SSP will help students build capacity in a number of areas. At the
completion of the SSP, the student will demonstrate competence in:
1.
Selecting a problem appropriate for the profession of public health;
2.
Stating the purpose and rationale for the project or activity that further clarifies
the problem;
3.
Reviewing literature and resources relevant to the problem;
4.
Identifying appropriate questions or hypotheses;
5.
Designing the project (outlining the specific methodology and limitations);
6.
Conducting the project;
7.
Collecting and analyzing the data;
8.
Interpreting the data accurately and writing recommendations or implications
through interpretation of the collected data; and
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APPENDIX V.H.2
The Career MPH Program, cont’d
9.
Writing a descriptive document that complies with the specific format
requirements and that details the project.
Special Study resources include an SSP Manual, SSP on-campus session meetings, SSP
website and an SSP Blackboard site. The SSP Manual is distributed to students during
the first on-campus session of the student’s second fall semester in the program during a
face-to-face meeting.
Electronic copies are available via the web, at
http://www.sph.emory.edu/CMPH/SSP.html.
The SSP website houses critical information including the SSP Manual, important dates
and deadlines, IRB information and other logistics related material.
The SSP Blackboard site houses interactive discussion boards on various stages of the
SSP process. The site also houses all pertinent information and helpful links about the
SSP process. Of particular importance are the group areas. SSP advisors and advisees
can interact and maintain a historical record of correspondence through this secure area.
Areas of Concentration
The Prevention Science option emphasizes the development and assessment of
population-based interventions. Preventive science is concerned with the study of
effective preventive interventions within systems. The target audience of this study may
be individuals and/or broader levels of the social environment, such as families, work or
school settings, communities, and policies.
The Prevention Science courses offer the foundations of behavioral theories, program
planning, research design, evaluation, and health communication through traditional and
emerging technologies. Students will acquire the skills necessary to plan, implement, and
evaluate community programs, and to communicate health and behavioral information.
The Prevention Science curriculum prepares students in the essential public health
services and competencies. The courses place a strong emphasis on application of
prevention science knowledge, behavioral theories and models to real-life public health
situation and settings.
Course requirements and descriptions are found on site in a resource file and at the
CMPH website: www.sph.emory.edu/CMPH.
The Health Care Management option provides the CMPH participant an opportunity to
explore the role of the manager and the managerial decision process. The basic concepts
and decision tools of fiscal management, marketing, human resources management,
operations management and strategic management are presented.
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APPENDIX V.H.2
The Career MPH Program, cont’d
Course requirements and descriptions are found on site in a resource file and at the
CMPH website: www.sph.emory.edu/CMPH.
The Health Care Outcomes option is especially relevant for health care professionals at
the beginning of the 21st Century as the evolution of both public health and medical care
services continue at a rapid pace. The advances in drug therapy, an increased emphasis on
wellness behavior, the promise of gene therapy, the advent of evidence-based medicine
and continued demands for accountability by health care consumers has precipitated new
demand for professional skills in a wide range of existing positions as well as created
new employment opportunities.
Until relatively recently much of the assessment of the effectiveness of health care
services and programs has focused on process. The outcomes option provides the CMPH
participant with the opportunity to learn state of the art techniques for evaluating health
care outcomes. The learning is predicated on understanding the creation of value, i.e., the
understanding of the relationships between cost and quality. The option focuses on
measurement tools, evidence-based medicine and cost analysis. It concludes with the
development of an outcome analysis project for the participant's organization.
Course requirements and descriptions are found on site in a resource file and at the
CMPH website: www.sph.emory.edu/CMPH.
The Maternal and Child Health Epidemiology option will equip the CMPH participant
with the content and skills required to collect, interpret, and analyze health status and
health needs data from populations of women, infants, and children. The option focuses
on epidemiologic methods, data management and interpretation, and policy and program
analysis geared to meeting newer federal mandates now required for state and local
health departments serving large and vulnerable populations. Career MPH students who
are accepted for this option must meet the same academic requirements as those students
who take the option courses as a stand-alone certificate program and they will receive the
certificate as well as the MPH degree. Coursework for the MCH Epidemiology option
totals 10 credit hours.
Course requirements and descriptions are found on site in a resource file and at the
CMPH website: www.sph.emory.edu/CMPH.
ORGANIZATIONAL ELEMENTS OF THE CMPH PROGRAM
Student Role in Governance
Career MPH students elect representatives from the program to serve on the Rollins
School of Public Health Student Government Association each fall session. SGA
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APPENDIX V.H.2
The Career MPH Program, cont’d
representatives serve a term of one academic year. CMPH representatives sponsor
various social events for distance students when they are on campus and lobby for
student services specific to needs of distance students. For example, CMPH SGA
representatives were able to successfully negotiate with the bookstore to provide book
sales within the school during the CMPH on campus sessions.
Additionally, CMPH student representatives and alumni serve on the Career MPH
program evaluation committee, providing feedback on methods to improve the
experience of students academically, socially and professionally within the program.
Such feedback led to the development of a Professional Development Blackboard site
where students and alumni can interact, received information on public health activities
and continuing education. A component will be developed with this site to provide
comprehensive career services to current students as well as alumni.
Listserv
The listserv is one of the main communication vehicles utilized in the Career MPH
Program. The listserv acts as the hallways and lawns of the distance environment.
Students are able to send bulk messages to the entire group fostering a learning
community. Staff members also utilize the listserv to communicate important program
information to students.
STUDENT ORIENTATION AND ADVISEMENT
Online Orientation
Students are required to complete an online orientation prior to starting the program.
This online orientation provides students the opportunity to learn the functions of the
Blackboard Software and how to navigate in a distance environment. Online chat
sessions with program staff are also included in the orientation.
On-Campus Orientation
Students are required to attend the on campus orientation prior to starting the program.
During orientation students are introduced to faculty/staff/alumni and their student
government representatives. Academic policies and procedures are reviewed along with
processes for advisement and registration. Advisement binders and orientation folders
are distributed which include: student manual, current catalogue and other school related
information. Additionally, students are introduced to the various departments of the
school including Information Services, Student Services and the Health Sciences Library.
Tours of the school are also provided.
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APPENDIX V.H.2
The Career MPH Program, cont’d
Academic Advisement
Students in the Career MPH Program are held to the same rigorous academic standards
of the traditional program, in addition to the challenges of working in an online
environment.
The Assistant Director of Academic Programs advises each student. Individual
advisement sessions are offered at each on campus/orientation session. The ADAP is
available for advisement in between academic sessions. Advisement also takes place on
the listserv where program information, reminders and tips are posted for student review.
Students may arrange face-to-face, telephone or email based advisement sessions.
Advisement Documents
Students are advised on the distance learning format prior to beginning the Career MPH
program. The Student Manual is available for viewing on the website,
www.sph.emory.edu/CMPH, along with information and links on working in a distance
environment. The distance learning format can be truly rigorous and lonely without
adequate preparation. Students are prepared for the program in several ways.
Technology Assistance
Staff is available during all on-campus and orientation sessions to advise students on the
web-based software used in their coursework or on any other software related to their
coursework. Individual tutoring sessions are also available throughout the semester.
Support for Students and Faculty
CMPH faculty members are provided with a Course Development Workbook with
suggestions on how to be effective through web-based instruction. The Blackboard
server allows online chats throughout the courses and is often used for online office
hours. Every course is assigned a staff support person who also assists faculty in
effective course designs.
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APPENDIX V.H.2
Career MPH Core Courses and Competencies
Table 1. RSPH and CMPH Core Course Matrix
Core Competency Domain
RSPH Core Course
Analytic and Assessment Skills
BIOS 503D
EPI 504D
Policy Development/Program
Planning Skills
HPM 501D
Communication Skills
BSHE 504D
EOH 500D
Cultural Competency Skills
Community Dimensions of Practice
EOH 500D
HPM 501D
Basic Public Health Sciences Skills
BSHE 504D
EOH 500D
EPI 504D
HPM 501D
HPM 502D
HPM502 D
Financial Planning and Management
Skills
Leadership and Systems Thinking
Skills
CMPH Core
Course
BSHE 524D
BSHE 530D
BSHE 597D
BSHE 598D
BSHE 560D
BSHE 597D
HPM 561D
BSHE 598D
BSHE 524D
BSHE 530D
BSHE 560D
BSHE 597D
HPM 540D
HPM 561D
BSHE 598D
HPM 540D
BSHE 524D
BSHE 530D
HPM 561D
BSHE 524D
BSHE 530D
BSHE 560D
BSHE 524D
BSHE 530D
BSHE 598D
BSHE 560D
BSHE 560D
BSHE 597D
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APPENDIX V.H.2
Career MPH Core Courses and Competencies, cont’d
Table 2. Core Competency Domains Addressed by CMPH
Concentration Option Tracks
Core Competency Domain Prevention Science
Courses
Outcomes
Courses
Analytic and Assessment Skills
BSHE 501D
BSHE 531D
BSHE 534D
BSHE 543D
HPM 592A
HPM 592B
HPM 592F
HPM 592E
HPM 592G
Policy Development/Program
Planning Skills
BSHE 534D
BSHE 531D
BSHE 543D
BSHE 501D
BSHE 523D
BSHE 534D
BSHE 531D
BSHE 543D
HPM 592F
HPM 592G
HPM 561D
HPM 592A
HPM 592B
HPM 592E
HPM 592F
HPM 592G
HPM 561D
Communication Skills
Cultural Competency Skills
Community Dimensions of
Practice
Basic Public Health Sciences
Skills
Financial Planning and
Management Skills
Leadership and Systems Thinking
Skills
Maternal and Child
Epidemiology
Courses
BIOS 592A
EPI 592A
EPI 592B
EPI 592F
EPI 592G
EPI 592E
BSHE 523D
BSHE 534D
BSHE 534D
BSHE 534D
BSHE 531D
BSHE 543D
HPM 592F
BIOS 592A
EPI 592A
EPI 592B
EPI 592F
EPI 592G
EPI 592E
BSHE 534D
BSHE 534D
BSHE 543 D
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APPENDIX VI.4
Refereed Journals in which Faculty Publications Appear
Partial List – 2000 - 2004
Acquired Immune Deficiency Syndrome
Addictive Behaviors
AIDS and Behavior
AIDS Education and Prevention
American Heart Journal
American Journal of Clinical Nutrition
American Journal of Epidemiology
American Journal of Health Behavior
American Journal of Health Promotion
American Journal of Health Studies
American Journal of Human Genetics
American Journal of Industrial Medicine
American Journal of Kidney Diseases
American Journal of Medical Quality
American Journal of Medicine
American Journal of Obstetrics and Gynecology
American Journal of Preventive Medicine
American Journal of Public Health
American Journal of Tropical Medicine and Hygiene
Anesthesiology
Annals of Epidemiology
Annals of Internal Medicine
Annals of Occupational Hygiene
Annals of Surgical Oncology
Annals of Thoracic Surgery
Antimicrobial Agents and Chemotherapy
Applied Statistics
Atmospheric Environment
Biometrics
Biometrika
Birth Defects Research
British Journal of Cancer
Burn Care and Rehabilitation
Canadian Journal of Public Health
Cancer
Cancer Causes and Control
Cancer Detection and Prevention
Cancer Research
Cardiovascular Pathology
Chest
Clinical Cancer Research
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APPENDIX VI.4
Refereed Journals in which Faculty Publications Appear, cont’d
Partial List – 2000 - 2004
Community Mental Health Journal
Controlled Clinical Trials
Cytometry
Diabetes Care
Diabetes Care
Early Human Development
Emerging Illness and Society
Emerging Infectious Diseases
Emerging Infectious Diseases
Environmental Health Perspectives
Environmental Health Perspectives
Epidemiology
Epilepsy and Behavior
Ethnicity and Disease
European Journal of Pharmacology
Evaluation and Health Professions
Evaluation Review
Experimental Neurology
Free Radical Biology & Medicine
Genetic Medicine
Health Affairs
Health Care Financing Review
Health Care Management Review
Health Economics
Health Education and Behavior
Health Education Research
Health Psychology
Health Services Research
Industrial Health
Injury Prevention
Inquiry
International Journal of Gynecology and Obstetrics
International Journal of Infectious Diseases
International Journal of Oncology
International Journal of STDs and AIDS
Journal of Adolescent Health
Journal of Adolescent Health
Journal of AIDS
Journal of AIDS Education and Prevention
Journal of American Nephrology
Journal of Antimicrobial Chemotherapy
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APPENDIX VI.4
Refereed Journals in which Faculty Publications Appear, cont’d
Partial List – 2000 - 2004
Journal of Applied Analytical Environmental Epidemiology
Journal of Behavioral Medicine
Journal of Clinical Epidemiology
Journal of Clinical Gastroenterology
Journal of Clinical Investigation
Journal of Clinical Microbiology
Journal of Communication
Journal of Correctional Health Care
Journal of Cross-Cultural Gerontology
Journal of Data Science
Journal of Drug Issues
Journal of Exposure Analysis and Environmental Epidemiology
Journal of Gait and Posture
Journal of General Internal Medicine
Journal of Gerontology
Journal of Glaucoma
Journal of Gynecology and Obstetrics
Journal of Health and Social Behavior
Journal of Health Care Finance
Journal of Health Communication
Journal of Health Education
Journal of Infectious Diseases
Journal of Invasive Cardiology
Journal of Law and Medical Ethics
Journal of Marriage and the Family
Journal of Neuroscience
Journal of Neuroscience Nursing
Journal of Nutrition
Journal of Occupational and Environmental Medicine
Journal of Pediatric and Adolescent Gynecology
Journal of Pediatrics
Journal of Perinatal and Neonatal Medicine
Journal of Psychosomatic Obstetrics & Gynecology
Journal of Public Health Management and Practice
Journal of Reproductive Medicine
Journal of Sex Research
Journal of Statistical Planning and Inference
Journal of the American College of Cardiology
Journal of the American Geriatric Society
Journal of the American Medical Association (JAMA)
Journal of the American Medical Women’s Association
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APPENDIX VI.4
Refereed Journals in which Faculty Publications Appear, cont’d
Partial List – 2000 - 2004
Journal of the American Statistical Association
Journal of the History of Medicine
Journal of the National Cancer Institute
Journal of Thrombosis and Homeostasis
Journal of Toxicology and Environmental Health
Journal of Urban Health
Journal of Urology
Journal of Virology
Journal of Women’s Health
Kidney International
Lancet
Mathematical Bioscience
Medical Care
Medical Decision Making
Menopause
Neuroepidemiology
Neurology
Neurology
Neuroscience
Neurotoxicology
Neurotoxicology and Teratology
New England Journal of Medicine
Nicotine and Tobacco Research
Occupational and Environmental Medicine
Opthalmology
Patient Education and Counseling
Pediatric Emergency Care
Pediatric Infectious Diseases Journal
Pediatrics
Phylon
Population Studies
Prevention Science
Preventive Medicine
Proceedings of the National Academy of Sciences
Promotion and Education
Psychiatry
Public Health Nutrition
Public Health Reports
Risk Analysis
Scandinavian Journal of Work Environmental Health
Science
69
RSPH
APPENDIX VI.4
Refereed Journals in which Faculty Publications Appear, cont’d
Partial List – 2000 - 2004
Sexually Transmitted Diseases
Sexually Transmitted Infections
Social Forces
Social Psychiatry and Psychiatric Epidemiology
Social Science and Medicine
Statistics in Medicine
Stroke
Substance Abuse
Substance Use and Abuse
Surgery
The Gerontologist
Tropical Medicine and International Health
Urban Anthropology
Vaccine
Women and Health
70
RSPH
APPENDIX VI.4
Faculty Honors for Scholarship Partial List 2000 - 2004













Four members of the faculty and five jointly appointed faculty members are
elected members of the Institute of Medicine, National Academy of Sciences.
E. Kathleen Adams, Professor of Health Policy and Management, received the
Fourth Annual MarketScan Investigator Award for Outstanding Article.
James W. Curran received the John T. McGovern Award from the Association of
Academic Health Centers. Dean Curran was selected by the Epidemiology
Section of the American Public Health Association to receive the 2003 John Snow
Award.
Colleen DiIorio, Professor of Behavioral Sciences and Health Education, was
recognized as Distinguished Nurse Researcher by the National Institute of
Nursing Research.
Benjamin Druss, Rosalynn Carter Chair in Mental Health and Associate Professor
of Health Policy and Management, received the Alice S. Hersh New Investigator
Award from AcademyHealth.
Cam Escoffery, Senior Associate Faculty in Behavioral Sciences and Health
Education, was selected for the Early Career Award by the Public Health
Education and Health Promotion Section of the American Public Health
Association.
William Foege, Presidential Distinguished Professor of Public Health received the
2001 Mary Woodard Lasker Award for Public Service in Support of Medical
Research in the Health Sciences and the Presidential Citation from the American
Public Health Association in recognition of “extraordinary contributions to public
health.”
Stan Foster, Professor of International Health, received the Lifetime Achievement
Award in International Health from the American Public Health Association.
Jennifer Hirsch, Assistant Professor of International Health, received the
Outstanding Young Professional Award from the Population, Family Planning
and Reproductive Health Section of the American Public Health Association.
Debra Houry, Assistant Professor of Environmental and Occupational Health in
the Center for Injury Control, received the Jay S. Drotman Award by the
American Public Health Association as the outstanding young public health
professional in the US.
Keith Klugman, Professor of International Health, was elected a Fellow of the
American Academy of Microbiology.
Jeffrey Koplan, Professor of Health Policy and Management and Epidemiology
received the Public Health Heroes Citation from the American Public Health
Association for his leadership in protecting the health and safety of the public.
Amita Manatunga, Associate Professor of Biostatistics, was elected a Fellow of
the Royal Statistical Society.
71
RSPH
APPENDIX VI.4
Faculty Honors for Scholarship Partial List 2000 – 2004, cont’d
















Reynaldo Martorell, Woodruff Professor of International Nutrition and Chair,
Department of International Health, was awarded the Kellogg International
Nutrition Award.
Kathleen Miner, Associate Dean for Applied Public Health, was given the first
Kathleen R. Miner Health Educator of the Year Award by the Georgia Public
Health Association. This award, named in honor of Dr. Miner, its first recipient,
will be given by the association in perpetuity to a person in the state who has
made significant contributions to health education.
Godfrey Oakley, Research Professor of Epidemiology, received the Award of
Excellence from the National Center on Birth Defects and Developmental
Disabilities, CDC.
Dr. Oakley also received the Maxwell J. Schleifer
Distinguished Service Award from the Exceptional Parent Foundation.
Eric Ottesen, MD, Research Professor of International Health, received the
Bernhard Nocht Medal for contributions to the field of tropical medicine from
Vereingung der Freunde des Tropeninstitutes, Germany.
Usha Ramakrishnan, Assistant Professor of International Health, received the
Norman Kretchmer Award from the American Society for Clinical Nutrition.
Claire Sterk, Professor of Behavioral Sciences and Health Education, was
awarded the Charles Howard Candler Chair by Emory University.
Lance Waller, Associate Professor of Biostatistics, was elected a Fellow of the
American Statistical Association.
Four faculty members were appointed Georgia Cancer Coalition Scholars: Karen
Glanz, Professor of Behavioral Sciences and Health Education; Joseph Lipscomb,
Professor of Health Policy and Management; Jack S. Mandel, Rollins Professor of
Epidemiology; and Kyle Steenland, Professor of Environmental and Occupational
Health.
Ruth Berkelman, Lifetime Appointment as National Associate, National
Academies of Science
James W. Curran, John Snow Award, American Public Health Association; Chair,
Association of Schools of Public Health
Colleen DiIorio, American Journal of Nursing Book of the Year for Measurement
of Nursing Outcomes, Volume 3: Self Care and Coping (Springer Publishing, 2nd
Edition); New York University 2004 Distinguished Career in Nursing Award
Cam Escoffery, Early Career Award, Public Health Education and Health
Education Section, American Public Health Association
Lawrence Green, Mayhew Derrytberry Award, American Public Health
Association
Karen Glanz, Georgia Cancer Coalition Distinguished Scholar
Carol Hogue, Immediate Past-President of the American College of Epidemiology
Godfrey Oakley, Elected to the Institute of Medicine, National Academy of
Sciences
72
RSPH
APPENDIX VI.4
Faculty Honors for Scholarship Partial List 2000 – 2004, cont’d






Eric Otteson, Donald McKay Medal, American Society of Tropical Medicine and
Hygiene and Royal Society of Hygiene and Tropical Medicine
Amita Manatunga, Fellow, American Statistical Association
John McGowan, Franklin Koontz Annual Visiting Professorship, University of
Iowa School of Medicine
Richard Saltman, John Fry Lecture, Nuffield Trust, Royal Society of Arts,
London
Kyle Steenland, Best Paper: Human Studies Category, National Institute for
Occupational Health and Safety
Lance Waller, Fellow, American Statistical Association and Abdel El-Shaarawi
Young Researcher Award (International Environmental Metrics Society)
73
RSPH
APPENDIX VII.1
ROLLINS SCHOOL OF PUBLIC HEALTH
Continuing Professional Education
August 1, 2001 – July 31, 2002
Highlights of attached listing of continuing professional education activities:
 Total Activities = 196, with 1364 total contact hours and 5278 total attendees
 Continuing education credit offered at 101 activities (52%)
 Continuing Education credit given included CME (physicians), CNE (nurses), CECH
(health educators), CEU (other health professionals), CPE (dietitians), CTR (certified
tumor registrar) and clock hours for RHIT (registered health information
technologists), & RHIA (registered health information administrators).
 External organizational partners include:
 Centers for Disease Control and
Prevention
 Indian Health Services
 ToucanEd Publications
 Emory University Woodruff Health
Sciences Center
 New York Department of Health
 Connecticut Department of Health
 New Jersey Department of Health
 Pennsylvania Department of Health
 Indiana Department of Health
 Colorado Department of Health
 Washington Department of Health
 Alabama Department of Health
 Minnesota Department of Health
 Emory Center for AIDS Research
 The Atlanta Alliance for Health and
Human Rights
 Doctors for Global Health
 International Student Association
for Health and Human Rights
 Emory Human Rights Institute
Committee
 Physicians for Social Responsibility
(Atlanta)
 The United Nations Association
USA (Atlanta)
 Latin American and Caribbean
Studies Program at Emory
University
 Emory University School of
Medicine
 American Heart Association
 National Heart, Lung, and Blood
Institute
 Georgia State University School of
Social Work
 Dekalb County Board of Health
 Middle East Cancer Consortium
 Slovenia Ljubljana Oncology
Institute
74
APPENDIX VII.1
RSPH Continuing Professional Education August 1, 2001 – July 31, 2002, cont’d
 American Cancer Society National
Office
 Colorado Medical Association
 CDC Prevention Research Centers
 Nell Hodgson Woodruff School of
Nursing
 Chronic Disease Directors
 GA Department of Human
Resources, Division of Public
Health, District 4 Health Services
 Society of Public Health Education
75
APPENDIX VII.1
ROLLINS SCHOOL OF PUBLIC HEALTH
Continuing Professional Education
August 1, 2002 – July 31, 2003
Highlights of attached listing of continuing professional education activities:
 Total Activities = 258, with 1461 total contact hours and 6944 total attendees
 Continuing education credit offered at 123 activities (48%)
 Continuing Education credit given included CME (physicians), CNE (nurses), CECH (health educators),
CEU (other health professionals), CPE (dietitians), CTR (certified tumor registrar) and clock hours for
RHIT (registered health information technologists), & RHIA (registered health information
administrators).
 RSPH-External organizational partners include:
 Centers for Disease Control and Prevention
 Emory University Woodruff Health Sciences
Center
 New York State Department of Health
 Colorado Department of Health
 Ohio Department of Health
 Georgia Public Health Association, Health
Education SIG
 Emory Winship Cancer Institute
 Kenya Medical Research Institute
 Emory English Department
 New Hampshire Department of Health
 Comparative History of Labor, Industry,
Technology and Society
 Emory Department of Genetics
 The Institute for Jewish Studies
 Epidemiology and Surveillance Research
Department, The American Cancer Society
 Emory Vaccine Center
 Ministry of Health, Egypt
 Emory Department of Music
 Emory Center for AIDS Research
 Southeastern AIDS Training and Education
Center
 International Agency for Research on Cancer,
Lyon, France
 Athens-Clark County Health Department
 Georgia Folic Acid Campaign
 Emory University School of Medicine






















Department of Emergency Medicine; Emory
SOM
Institute for Women's Studies
CDC Prevention Research Centers
Association of Black Public Health Students
State University of West Georgia, Health
Service
Program in Neuroscience and Behavioral
Biology, Emory SOM
History Department and Science and Society
Graduate Institute for the Liberal Arts
Lillian Carter Center for International Nursing
Arkansas Dept. of Health
All Ages Health Care, Carrollton
Athens Regional Medical Center, Midwifery
Clinic
Athens’ Women’s Clinic
West Georgia Family Medicine Associates,
Villa Rica
Athens Neighborhood Health Care
East Metro District
Nevada Department of Health
Instituto Oncologico del Oriente Boliviano
Massachusetts Department of Health
Carollton WIC and FP Offices
Women’s Center of Athens
Classic City Ob-Gyn, Athens
76
APPENDIX VII.1
RSPH Continuing Professional Education August 1, 2002 – July 31, 2003, cont’d



Nell Hodgson Woodruff School of Nursing
Chronic Disease Directors
National Cancer Institute’s Atlanta SEER
Cancer Registry


CDC’s National Program of Cancer Registries
Statistical Software Interest Group
77
APPENDIX VII.1
ROLLINS SCHOOL OF PUBLIC HEALTH
Continuing Professional Education
August 1, 2003 – July 31, 2004
Highlights of attached listing of continuing professional education activities:
 Total Activities = 135, with 1134.25 total contact hours and 4937 total attendees
 Continuing education credit offered at 66 activities (48%)
 Total enduring materials projects = 34; total number of contact hours = 35; total
number of copies distributed or viewed, if known = 5883
 Continuing education credit offered at 66 activities (41%)
 Continuing Education credit given included CME (physicians), CNE (nurses), CECH
(health educators), CEU (other health professionals), CPE (dietitians), CTR (certified
tumor registrar) and clock hours for RHIT (registered health information
technologists), & RHIA (registered health information administrators).
 RSPH-External organizational partners include:
 Centers for Disease Control and Prevention
 Emory University School of Medicine
 Emory University School of Nursing
 Center for Research on Health Disparities
 College of History, Technology, and Society at Georgia Institute of Technology
 Chronic Disease Directors
 Prevention Research Centers
 Northwest Georgia Health District 1-1
 Emory University Anthropology Department
 Georgia Center for Cancer Statistics
 Emory Academic Center for Public Health Preparedness
 Center for Health, Culture & Society
 Tobacco Technical Assistance Consortium Orientation
 Robert Wood Johnson Foundation
 American Legacy Foundation
 Agency For Health Research and Quality
 Georgia Hospital Association
78
APPENDIX VII.1
RSPH Continuing Professional Education Report
2003-2004: Part 1 (Live/In-person Activities)
Activity Title
Date(s)
Length
(hrs)
Sponsor
Introduction to Databases Using Microsoft Access
08-19-2003
7.0
Temporal Factors and the Prevalence of Transient
Exposures at the Time of an Occupational
Traumatic Hand Injury
Polishing Presentations: Advanced Powerpoint
Environment, Policy and Research related to
Tobacco use in Lebanon
EndNote Basics
Building Web Pages
Publisher Software
Effect of Individual Counseling on Physical
Activity, Fitness and Health
Putting the Molecular into Molecular Cancer
Epidemiology [John Wiencke]
Premalignant conditions, other risk factors, and
heterogeneous pathways in breast cancer
development [Deidre Hill]
A Bayesian Chi-Squared Test for Goodness-of-Fit
[Vaken Johnson]
A Mental Health Intervention for Schoolchildren
Exposed to Violence
Cancer in Relation to Occupational Exposure to
Trichloroethylene: A Review [Noel Weiss]
08-22-2003
1.0
Southeastern Institute for
Training and Evaluation
Environmental and Occupational
Health Department
08-25-2003
08-26-2003
2.0
1.0
Office of Career Education
International Health Department
08-26-2003
08-26-2003
08-27-2003
08-29-2003
2.0
2.0
2.0
1.0
09-04-2003
1.0
Office of Career Education
Office of Career Education
Office of Career Education
Environmental and Occupational
Health Department
Epidemiology Department
09-11-2003
1.0
Epidemiology Department
09-12-2003
1.5
Biostatistics Department
09-12-2003
1.0
09-16-2003
1.0
Environmental and Occupational
Health Department
Epidemiology Department
Partners, Co-sponsors,
Collaborators
Emory University
School of Medicine
Emory University
School of Medicine
Emory University
School of Medicine
RSPH/NonRSPH faculty
or Both?
Total # of
Participants
CE
Credit
Given
RSPH Faculty
6
CHES
RSPH Faculty
8
CME
RSPH Faculty
Non-RSPH
Faculty
RSPH Faculty
RSPH Faculty
RSPH Faculty
RSPH Faculty
10
----
CHES
11
6
3
6
CHES
CHES
CHES
CME
Non-RSPH
Faculty
Non-RSPH
Faculty
58
Both
38
RSPH Faculty
7
Non-RSPH
Faculty
52
47
CME
79
APPENDIX VII.1
RSPH Continuing Professional Education August 1, 2003 – July 31, 2004, cont’d
Part 1 (Live/In-person Activities)
Activity Title
Date(s)
Length
(hrs)
Sponsor
Partners, Co-sponsors,
Collaborators
Living and Surviving Dangerously - Injuries and
their treatment in Karachi, Pakistan
The Future of Technology and Its Impact on
Global Public Health Preparedness [Robert Gold,
Ph.D.]
09-17-2003
1.0
International Health Department
09-17-2003
1.0
Office of Continuing Professional
Education
CDC, Emory Schools of
Medicine and Nursing
Symptoms of Wheeze and Persistent Cough in
the First Year of Life: Associations with Indoor
Allergens, Air Contaminants, and Maternal
History of Asthma
Nonconservative Estimating Functions and
Optimal Approximating Quasi-Likelihoods
[Andrew N. Hill]
Psychological Readiness and Resilience:
Integrating Public Health and Clinical Models
Blurring the Boundaries of Class: Fertility
Decline
among Farming Families in the Tunisian Interior
Timeliness of Early Childhood Vaccinations in
the United States [Elizabeth Luman]
Cost of Lost Productive Work Time Among US
Workers With Depression
Menstrual Cycle Analyses in Epidemiology
[Chanley Small]
Comparison of Survival Functions and Its
Application [Yichuan Zhao]
Methods to Reduce the Sensitivity of General
Estimating Functions to Nuisance Parameters
[John Hanfelt]
Class, racial/ethnic, and gender disparities in
health: overview of the Public Health Disparities
Geocoding Project [Nancy Krieger]
Unable to make his way in life: Gender,
lobotomy, and antipsychotic drugs, 1947-1965
[Joel Braslow]
09-19-2003
1.0
Environmental and Occupational
Health Department
Emory University
School of Medicine
09-24-2003
1.5
09-24-2003
2.0
09-24-2003
RSPH/NonRSPH faculty
or Both?
Non-RSPH
Faculty
Non-RSPH
Faculty
Total # of
Participants
---90
RSPH Faculty
6
Biostatistics Department
RSPH Faculty
43
Non-RSPH
Faculty
Non-RSPH
Faculty
90
1.0
Center for Public Health
Preparedness and Research
International Health Department
09-25-2003
1.0
Epidemiology Department
RSPH Faculty
39
09-26-2003
1.0
RSPH Faculty
7
09-30-2003
1.0
Environmental and Occupational
Health Department
Epidemiology Department
RSPH Faculty
28
10-01-2003
1.5
Biostatistics Department
RSPH Faculty
33
10-02-2003
1.5
Biostatistics Department
RSPH Faculty
49
10-02-2003
1.0
Center for Health, Culture &
Society
Non-RSPH
Faculty
175
10-03-2003
1.0
Center for Health, Culture &
Society
Non-RSPH
Faculty
30
Emory University
School of Medicine
Center for Research on
Health Disparities
CE
Credit
Given
CHES
CEU
CME
CNE
CME
----
CME
80
APPENDIX VII.1
RSPH Continuing Professional Education August 1, 2003 – July 31, 2004, cont’d
Part 1 (Live/In-person Activities)
Activity Title
Date(s)
Length
(hrs)
Sponsor
Partners, Co-sponsors,
Collaborators
Medical Epicondylitis in Occupational Settings:
Prevalence, Incidence and Associated Risk
Factors
Environmental change, global warming and
infectious
diseases in tropical Australia
Excess Incidence of ALS in Young Gulf War
Veterans and Occurrence of Amyotrophic
Lateral Sclerosis Among Gulf War Veterans
Part I: Causal Inference [M. Elizabeth Halloran]
Ongoing Water and Health Challenges in Latin
America: Experience in Bolivia and Guatemala
Dietary prevention of gastrointestinal cancers:
epidemiological studies of fruit,vegetables and
cereals
[Paul Terry]
The type 2 diabetes 'thrifty genotype hypothesis':
A critical examination [Daniel Benyshek]
10-03-2003
1.0
Environmental and Occupational
Health Department
10-08-2003
1.0
International Health Department
10-10-2003
1.0
Environmental and Occupational
Health Department
10-15-2003
10-15-2003
1.5
1.0
Biostatistics Department
International Health Department
RSPH Faculty
Non-RSPH Faculty
70
----
10-16-2003
1.0
Epidemiology Department
Both
39
10-17-2003
1.0
Center for Health, Culture &
Society
Non-RSPH Faculty
25
What Do Injured Workers Think About Their
Medical Care and Outcomes After Work Injury?
Part II: Causal Inference [M. Elizabeth
Halloran]
Monkeypox 2003
10-17-2003
1.0
RSPH Faculty
6
10-22-2003
1.5
Environmental and Occupational
Health Department
Biostatistics Department
RSPH Faculty
22
10-22-2003
2.0
Non-RSPH Faculty
150
Is President Mbeki, While Not Being Right,
Totally Wrong?
Community-Level Determinants of the
Geographic Distribution of Wuchereria Bancrofti
Infection in Leogane Commune, Haiti (With
Detours Into Bayesian Hierarchical Modeling
and Remote Sensing) [Heather Boyd]
10-22-2003
1.0
Center for Public Health
Preparedness and Research
International Health Department
Non-RSPH Faculty
----
10-23-2003
1.0
Epidemiology Department
RSPH Faculty
50
Emory University
School of Medicine
RSPH/NonRSPH faculty
or Both?
RSPH Faculty
Non-RSPH
Faculty
Emory University
School of Medicine
Emory University
School of Medicine
RSPH Faculty
Total # of
Participants
6
CE
Credit
Given
CME
----
6
CME
CME
81
APPENDIX VII.1
RSPH Continuing Professional Education August 1, 2003 – July 31, 2004, cont’d
Part 1 (Live/In-person Activities)
Activity Title
Date(s)
Length
(hrs)
Sponsor
Partners, Co-sponsors,
Collaborators
Use of Technology and Crisis Communication in
the Georgia Emergency Response Plan –
[Thomas Bevan, Ph.D.]
10-23-2003
1.0
Office of Continuing Professional
Education
CDC, Emory Schools of
Medicine and Nursing
Non-RSPH Faculty
Severity Factors for Truck Drivers' Injuries
10-24-2003
1.0
8
208.0
Emory University
School of Medicine
Centers for Disease
Control and Prevention
RSPH Faculty
09-29-2003 -1024-2003
10-29-2003
Environmental and Occupational
Health Department
International Health Department
CHES
CEU
CME
CNE
CME
Both
32
CME
1.5
Biostatistics Department
RSPH Faculty
25
10-30-2003
1.0
Epidemiology Department
RSPH Faculty
38
10-31-2003
1.0
RSPH Faculty
4
11-05-2003
1.5
Environmental and Occupational
Health Department
Biostatistics Department
RSPH Faculty
46
11-05-2003
1.0
Epidemiology Department
RSPH Faculty
39
11-07-2003
1.0
RSPH Faculty
8
11-10-2003 -1114-2003
11-03-2003 11-14-2003
11-18-2003
40.0
RSPH Faculty
31
96.0
Environmental and Occupational
Health Department
Georgia Center for Cancer
Statistics
International Health Department
Both
37
1.0
Epidemiology Department
Centers for Disease
Control and Prevention
RSPH
Both
28
11-21-2003
1.0
Environmental and Occupational
Health Department
Emory University
School of Medicine
RSPH Faculty
5
11-17-2003 -1121-2003
32.5
Georgia Center for Cancer
Statistics
RSPH Faculty
----
Intl Applied Epidemiology Course
Part III: Causal Inference [M. Elizabeth
Halloran]
Birth Weight and Risk of Invasive Breast Cancer
[Daisy Christensen]
Effects of Firm Size on Risk and Reporting of
Elevation Fall Injury in Construction Trades
Large-Scale Simultaneous Hypothesis Testing:
The Choice of a Null Hypothesis [Bradley
Efron]
HIV Prevention Research for Men Who Have
Sex with Men: Methodological Issues,
Systematic Review, and Meta-analysis [Wayne
Johnson]
Delayed Onset of Malaria- Implications for
Chemoprophylaxis in Travelers
Principles and Practice of Cancer Registration,
Surveillance, and Control
Epidemiology in Action
Genetic Association and Linkage Studies of
Common Cancers [Ellen Goode]
Ability of Exercise Testing to Predict
Cardiovascular and All-Cause Death in
Asymptomatic Women
Cancer Case Abstracting, Staging, and Coding
Atlanta, Georgia
Emory University
School of Medicine
Emory University
School of Medicine
RSPH/Non-RSPH
faculty or Both?
Total #
of
Particip
ants
78
CE
Credit
Given
CME
CME
CME
CME
82
APPENDIX VII.1
RSPH Continuing Professional Education August 1, 2003 – July 31, 2004, cont’d
Part 1 (Live/In-person Activities)
Activity Title
Date(s)
Length
(hrs)
Sponsor
Crisis Communication -- Current and Emerging
Systems [Dan Rutz, MPH]
11-25-2003
1.0
Office of Continuing Professional
Education
Emory Schools of
Medicine and Nursing,
CDC
Non-RSPH Faculty
Relationship of Bone and Blood Lead Levels to
Psychiatric Symptoms: The Normative Aging
Study
Internet Based Health Promotion Research:
Pushing the Envelope without Tearing it Open
CDC-Introduction to Public Health Policy
12-05-2003
1.0
Environmental and Occupational
Health Department
Emory University
School of Medicine
RSPH Faculty
6
12-08-2003
1.0
RSPH Faculty
30
18.0
RSPH Faculty
16
Public Health Preparedness: Do We Know What
It Is?
Advanced Cancer Registry Training Program
Atlanta, Georgia
Risk Factors for Physical Assault
12-08-2003-1209-2003
12-09-2003
Non-RSPH Faculty
100
12-08-2003 -1210-2003
12-12-2003
24.0
RSPH Faculty
20
RSPH Faculty
7
CME
World Trade Center Medical Screening Program
12-19-2003
1.0
RSPH Faculty
5
CME
Work-Related Musculoskeletal Disorders in
Developing Countries
Cancer Case Abstracting, Staging, and Coding
Westbury, Long Island, New
Shiftwork, Melatonin, and Cancer Risk
[Eva Schernhammer]
Effects of Occupational Noise Exposure on
Blood Pressure
Advanced Cancer Registry Training Program
Austin, Texas
Freud, The Second Coming?: The Making and
Unmaking of Psychiatric Paradigms [David
Healy]
01-09-2004
1.0
RSPH Faculty
5
CME
01-05-2004 -0109-2004
01-14-2004
40.0
Behavioral Sciences and Health
Education Department
Southeastern Institute for
Training and Evaluation
Center for Public Health
Preparedness and Research
Georgia Center for Cancer
Statistics
Environmental and Occupational
Health Department
Environmental and Occupational
Health Department
Environmental and Occupational
Health Department
Georgia Center for Cancer
Statistics
Epidemiology Department
RSPH Faculty
18
RSPH Faculty
23
01-16-2004
1.0
RSPH Faculty
8
01-15-2004 -0116-2004
01-20-2004
16.0
RSPH Faculty
31
Non-RSPH Faculty
75
2.0
1.0
1.0
1.0
Environmental and Occupational
Health Department
Georgia Center for Cancer
Statistics
Center for Health, Culture &
Society
Partners, Co-sponsors,
Collaborators
CDC
Emory University
School of Medicine
Emory University
School of Medicine
Emory University
School of Medicine
Emory University
School of Medicine
College of History,
Technology, and
Society at Georgia
Institute of Technology
RSPH/Non-RSPH
faculty or Both?
Total #
of
Particip
ants
65
CE
Credit
Given
CHES
CEU
CME
CNE
CME
CHES
CME
83
APPENDIX VII.1
RSPH Continuing Professional Education August 1, 2003 – July 31, 2004, cont’d
Part 1 (Live/In-person Activities)
Activity Title
Date(s)
Length
(hrs)
Health and nutrition impacts of cash transfer
programs
The G-8 Summit: Continuing to Evaluate and
Improve the Process and Goals of Public Health
Preparedness [Lee Smith]
01-21-2004
1.0
International Health Department
01-22-2004
1.0
Office of Continuing Professional
Education
Psychosocial Risk Factors for Musculoskeletal
Symptoms Among Women Working in Geriatric
Care
CDC-Basic Principles of Public Health
01-23-2004
1.0
01-22-2004 -0123-2004
01-28-2004
18.0
01-28-2004
Significance of Trauma System Development to
Public Health
Aligning Faith and Public Health Structures: The
emerging paradigm
Methodologic problems in evaluating latex
condom effectiveness for prevention of sexually
transmitted diseases
[Lee Warner]
Genetic Testing
Media Based Public Health Interventions:
Lessons Learned from the America Responds to
AIDS Campaign
Diabetes - a Pandemic
The Association Between Work Performance
and Physical Activity, Cardiorespiratory Fitness,
and Obesity
Evidence-based Biomarkers of CVD: Metabolic
syndrome, insulin resistance and CVD
Sponsor
Partners, Co-sponsors,
Collaborators
RSPH/NonRSPH faculty
or Both?
Total # of
Participants
CE
Credit
Given
Non-RSPH Faculty
----
CDC, Emory Schools of
Medicine and Nursing
Non-RSPH Faculty
84
Environmental and Occupational
Health Department
Emory University
School of Medicine
RSPH Faculty
8
CHESC
EU
CME
CNE
CME
CDC
RSPH Faculty
20
CHES
Non-RSPH Faculty
80
1.0
Southeastern Institute for
Training and Evaluation
Center for Public Health
Preparedness and Research
International Health Department
Non-RSPH Faculty
----
01-29-2004
1.0
Epidemiology Department
RSPH Faculty
39
01-30-2004
1.0
RSPH Faculty
6
02-02-2004
1.0
Environmental and Occupational
Health Department
Behavioral Sciences and Health
Education Department
RSPH Faculty
30
02-04-2004
02-13-2004
1.0
1.0
International Health Department
Environmental and Occupational
Health Department
RSPH Faculty
RSPH Faculty
---3
02-18-2004
1.0
International Health Department
Non-RSPH Faculty
----
2.0
Emory University
School of Medicine
Emory University
School of Medicine
CME
CME
84
APPENDIX VII.1
RSPH Continuing Professional Education August 1, 2003 – July 31, 2004, cont’d
Part 1 (Live/In-person Activities)
Activity Title
Date(s)
Length
(hrs)
18th National Conference on Chronic Disease
Prevention and Control
02-18-200402-20-2004
14.75
Centers for Disease Control and
Prevention
CDC-Introduction to Community Needs
Assessment
New Technology: How to Evaluate and Use
Emerging Technologies [Peggy Hines]
02-19-200402-20-2004
02-19-2004
18.0
Southeastern Institute for
Training and Evaluation
Office of Continuing Professional
Education
Physical Therapists Who Claimed Workers'
Compensation: A Qualitative Study
Outbreaks and Attacks: How the Press Covers
Public Health Emergencies
Hazards of Working with Animals in a
University Setting
Intermediate Methods -
02-20-2004
1.0
02-25-2004
2.0
02-27-2004
1.0
02-23-2004 –
02-27-2004
03-01-200403-02-2004
03-05-2004
40.0
03-10-2004
7.0
03-11-2004
7.0
03-17-2004-0318-2004
03-19-2004
18.0
CDC-Public Health Advocacy and Policy
Development
Reductions in Blood Lead Overestimate
Reductions in Brain Lead after Repeated
Succimer Regimens in a Rodent Model of
Childhood Lead Exposure
Basics of Microsoft Access
SPSS for Health Research
CDC-Introduction to Qualitative Mehtods
The Workers' Compensation System: Worker
Friend or Foe
1.0
18.0
1.0
1.0
Sponsor
Environmental and Occupational
Health Department
Center for Public Health
Preparedness and Research
Environmental and Occupational
Health Department
International Health Department
Southeastern Institute for
Training and Evaluation
Environmental and Occupational
Health Department
Southeastern Institute for
Training and Evaluation
Southeastern Institute for
Training and Evaluation
Southeastern Institute for
Training and Evaluation
Environmental and Occupational
Health Department
Partners, Co-sponsors,
Collaborators
RSPH/NonRSPH faculty
or Both?
Chronic Disease
Directors, Prevention
Research Centers,
RSPH (contracted to
handle professional
credentialing)
CDC
Both
Total # of
Participants
CE
Credit
Given
1298
CHES
CEU
CME
CNE
CPE
RSPH Faculty
13
CHES
Emory Schools of
Nursing and Medicine,
CDC
RSPH Faculty
93
Emory University
School of Medicine
RSPH Faculty
4
CHES
CEU
CME
CNE
CME
Non-RSPH Faculty
100
Emory University
School of Medicine
Centers for Disease
Control and Prevention
CDC
RSPH Faculty
5
CME
Both
27
CME
RSPH Faculty
14
CHES
Emory University
School of Medicine
RSPH Faculty
7
CME
RSPH Faculty
7
CHES
RSPH Faculty
18
CHES
CDC
RSPH Faculty
11
CHES
Emory University
School of Medicine
RSPH Faculty
4
CME
85
APPENDIX VII.1
RSPH Continuing Professional Education August 1, 2003 – July 31, 2004, cont’d
Part 1 (Live/In-person Activities)
Activity Title
Date(s)
Length
(hrs)
Program Evaluation
03-22-2004
7.0
The Danger of Public Grief: Defying the Taboo
of Transplant Recipient-Donor Kin
Communication in the Realm of Organ
Transplantation in the United States [Lesley A.
Sharp]
Advanced Cancer Registry Training Program
Albany, New York
CDC-Introduction to Public Health Surveillance
03-25-2004
1.0
03-31-2004 04-02-2004
04-01-200404-02-2004
04-01-2004
24.0
04-07-200704-08-2004
04-08-2004
18.0
04-08-200404-09-2004
04-09-2004
18.0
04-09-2004
7.5
The Healthy Worker Effect [Frank J. Bove,
Sc.D.]
CDC-Basic Principles of Public Health
The History of Grady Hospital [Jordan Messler]
CDC-Partnerships in Public Health
Early Respiratory Abnormalities in Emergency
Services Police Officers at the World Trade
Center Site
CHES Exam Review Course.
18.0
1.0
1.0
1.0
Sponsor
Partners, Cosponsors,
Collaborators
RSPH/NonRSPH faculty
or Both?
Total # of
Participants
CE
Credit
Given
Southeastern Institute for
Training and Evaluation
Center for Health, Culture &
Society
RSPH Faculty
9
Non-RSPH Faculty
25
Georgia Center for Cancer
Statistics
Southeastern Institute for
Training and Evaluation
Epidemiology Department
RSPH Faculty
27
RSPH Faculty
19
Non-RSPH Faculty
29
RSPH Faculty
21
Non-RSPH Faculty
50
CDC
RSPH Faculty
10
CHES
CME
CDC
Southeastern Institute for
Training and Evaluation
Center for Health, Culture &
Society
Southeastern Institute for
Training and Evaluation
Environmental and Occupational
Health Department
CDC
Emory University
School of Medicine
RSPH Faculty
2
Office of Continuing Professional
Education
RSPH
Both
31
CHES
CHES
CHES
86
04-12-2004 –
04-13-2004
Leadership Institute of Public
Health Preparedness
49.5
Emory Academic Center for
Public Health Preparedness
Northwest Georgia
Health District 1-1
Both
20
1.0
Center for Health, Culture &
Society
Anthropology
Department
Non-RSPH Faculty
25
CNE
05-17-2004 –
05-18-2004
07-12-2004 –
07-13-2004
Freud, The Second Coming?: The Making and
Unmaking of Psychiatric Paradigms [Allan
Young]
04-15-2004
APPENDIX VII.1
RSPH Continuing Professional Education August 1, 2003 – July 31, 2004, cont’d
Part 1 (Live/In-person Activities)
Activity Title
Date(s)
Length
(hrs)
North American Association of Central Cancer
Registries Training Course - Central Cancer
Registries -Design, Management and Use
Portland, Oregon
Public Health Emergency Preparedness: Lessons
Learned
Evidence for Clonal Spread of Levofloxacin
Resistance in Invasive Streptococcus
pneumoniae in the U.S.
Content and Channel Strategies for Cancer
Information [Ted Gansler]
04-19-2004
8.0
Georgia Center for Cancer
Statistics
RSPH Faculty
21
04-21-2004
2.0
Non-RSPH Faculty
80
04-21-2004
1.0
Center for Public Health
Preparedness and Research
International Health Department
RSPH Faculty
----
04-22-2004
1.0
Office of Continuing Professional
Education
Emory Schools of
Medicine and Nursing,
CDC
Non-RSPH Faculty
53
CDC-Changing Role of the Public Sector
04-22-200404-23-2004
04-23-2004
18.0
Southeastern Institute for
Training and Evaluation
Center for Health, Culture &
Society
CDC
RSPH Faculty
20
Non-RSPH Faculty
25
Speed Humps in Reducing Child Pedestrian
Injuries
Epidemiology in Action Course
04-23-2004
1.0
4
CME
8.0
Emory University
School of Medicine
Centers for Disease
Control and Prevention
RSPH Faculty
04-26-2004
Environmental and Occupational
Health Department
International Health Department
Both
38
CME
Democracy, Health, and Environmental Policy in
Bolivia
04-28-2004
1.0
International Health Department
RSPH Faculty
----
French sex-hormones: medical gynecology and
the use of progestogens in France [Illana Lowy]
1.0
Sponsor
Partners, Co-sponsors,
Collaborators
RSPH/NonRSPH faculty
or Both?
Total # of
Participants
CE
Credit
Given
CHES
CEU
CME
CNE
CHES
87
Black Folks, White Folks and Organ Allocation
–
What Should be the Message to the Community?
2004 Virginia S. DeHaan Lecture on Health
Promotion and Education: "Social Capital and
Population Health: Lessons Learned and Future
Directions"
Epi Info
05-03-2004
1.0
05-04-2004
1
05-11-2004
8.0
Behavioral Sciences and Health
Education Department
Non-RSPH Faculty
30
Alumni Association
Non-RSPH Faculty
76
CHES
Both
18
CME
International Health Department
Centers for Disease
Control and Prevention
88
APPENDIX VII.1
RSPH Continuing Professional Education August 1, 2003 – July 31, 2004, cont’d
Part 1 (Live/In-person Activities)
Activity Title
Date(s)
Length
(hrs)
Sponsor
Partners, Co-sponsors,
Collaborators
More Than the Sum of Its Parts: The Case for a
Collaborative Approach [Dave A. Ross]
05-13-2004
1.0
Office of Continuing Professional
Education
CDC, Emory Schools of
Medicine & Nursing
Non-RSPH Faculty
60
Compliance to a Workplace Violence Prevention
Program in a Small Business
Cancer Case Abstracting, Staging, and Coding
New York City, New York
All You Need To Know About Medicaid and
Medicare
Introduction to Public Health Surveillance
05-14-2004
1.0
Emory University
School of Medicine
RSPH Faculty
4
05-10-2004 -0514-2004
05-21-2004
40.0
RSPH Faculty
30
RSPH Faculty
3
CME
05-17-2004 05-21-2004
05-26-2004
40.0
Environmental and Occupational
Health Department
Georgia Center for Cancer
Statistics
Environmental and Occupational
Health Department
International Health Department
Both
41
CME
Non-RSPH Faculty
40
05-26-2004 -0527-2004
05-27-2004 -0528-2004
06-11-2004
18.0
RSPH Faculty
14
RSPH Faculty
----
RSPH Faculty
4
North American Association of Central Cancer
Registries Training Course - Central Cancer
Registries -Design, Management and Use
Salt Lake City, Utah
Occupational Cancer and Diesel Exhaust
06-11-2004
8.0
RSPH Faculty
31
06-18-2004
1.0
RSPH Faculty
4
After the Bioterrorism: Remediation and
Recovery
Cancer Case Abstracting, Staging, and Coding
Buffalo, New York
Advanced Cancer Registry Training Program
Houston, Texas
Clinicopathologic Analysis of Fine Needle
Aspiration Cytology of the Thyroid
Creating Webpages with Dreamweaver
06-23-2004
2.0
Non-RSPH Faculty
50
06-21-2004 -0625-2004
06-28-2004 -0629-2004
07-09-2004
40.0
RSPH Faculty
30
RSPH Faculty
30
RSPH Faculty
6
07-15-2004
3.0
RSPH Faculty
5
Supporting Children and Families Following
Disasters and Terrorism
CDC-Basic Principles of Public Health
Advanced Cancer Registry Training Program
McAllen, Texas
Screening for Long-Term Disability
1.0
2.0
16.0
1.0
16.0
1.0
Center for Public Health
Preparedness and Research
Southeastern Institute for
Training and Evaluation
Georgia Center for Cancer
Statistics
Environmental and Occupational
Health Department
Georgia Center for Cancer
Statistics
Environmental and Occupational
Health Department
Center for Public Health
Preparedness and Research
Georgia Center for Cancer
Statistics
Georgia Center for Cancer
Statistics
Environmental and Occupational
Health Department
Office of Career Education
Emory University
School of Medicine
Centers for Disease
Control and Prevention
CDC
Emory University
School of Medicine
Emory University
School of Medicine
Emory University
School of Medicine
RSPH/NonRSPH faculty
or Both?
Total # of
Participants
CE
Credit
Given
CHES
CEU
CME
CNE
CME
CHES
CME
CME
CME
89
APPENDIX VII.1
RSPH Continuing Professional Education August 1, 2003 – July 31, 2004, cont’d
Part 1 (Live/In-person Activities)
Activity Title
Date(s)
Length
(hrs)
Sponsor
Advanced Cancer Registry Training Program
Dallas, Texas
Medical Evaluation of Work-Related Illness:
Evaluations by a Treating Occupational
Medicine Specialist and by Independent Medical
Examiners Compared
Advanced Cancer Registry Training Program
Tyler, Texas
Using Blackboard and Orientation to Online
Teaching
07-19-2004 -0720-2004
07-23-2004
16.0
Georgia Center for Cancer
Statistics
Environmental and Occupational
Health Department
07-22-2004 -0723-2004
07-26-2004
16.0
Total # of Contact Hours Offered
1.0
3.0
1134.25
Partners, Co-sponsors,
Collaborators
Emory University
School of Medicine
Georgia Center for Cancer
Statistics
Office of Career Education
Total # of Participants
RSPH/NonRSPH faculty
or Both?
Total # of
Participants
RSPH Faculty
30
RSPH Faculty
7
RSPH Faculty
30
RSPH Faculty
1
CE
Credit
Given
CME
4928
90
APPENDIX VII.1
RSPH Continuing Professional Education Report
2003-2004: Part 2 (Enduring Materials)
Activity Title
Date
Distributed or
Posted
Length
(hrs)
TTAC Learning Center Tutorial (CD-ROM)
09-15-2003
1.5
Psychological Readiness and Resilience:
Integrating Public Health and Clinical Models
(CD-ROM)
Psychological Readiness and Resilience:
Integrating Public Health and Clinical Models
(web-on-demand)
Monkeypox 2003 (CD-ROM)
02-27-2004
1.0
02-27-2004
1.0
02-27-2004
1.0
Monkeypox 2003 (web-on-demand)
02-27-2004
1.0
Public Health Preparedness: Do We Know What
It Is? (CD-ROM)
02-27-2004
1.0
Public Health Preparedness: Do We Know What
It Is? (web-on-demand)
02-27-2004
1.0
The Future of Technology and Its Impact on
Global Public Health Preparedness (CD-ROM)
02-27-2004
1.0
The Future of Technology and Its Impact on
Global Public Health Preparedness (web-ondemand)
02-27-2004
1.0
Sponsor
Partners, Co-sponsors,
Collaborators
RSPH/Non-RSPH
faculty/
content experts or
Both?
Total
Distribution
or Viewings,
if known
Tobacco Technical
Assistance Consortium
Orientation
Center for Public Health
Preparedness and Research:
Triangle Lecture
Center for Public Health
Preparedness and Research:
Triangle Lecture
Center for Public Health
Preparedness and Research:
Triangle Lecture
Center for Public Health
Preparedness and Research:
Triangle Lecture
Center for Public Health
Preparedness and Research:
Triangle Lecture
Center for Public Health
Preparedness and Research:
Triangle Lecture
Office of Continuing
Professional Education
RSPH Office of
Applied Public Health
RSPH Content
Experts
500
Emory Academic
Center for Public
Health Preparedness
Emory Academic
Center for Public
Health Preparedness
Emory Academic
Center for Public
Health Preparedness
Emory Academic
Center for Public
Health Preparedness
Emory Academic
Center for Public
Health Preparedness
Emory Academic
Center for Public
Health Preparedness
Emory Academic
Center for Public
Health Preparedness
Non-RSPH
Faculty
255
Non-RSPH
Faculty
-----
Non-RSPH
Faculty
255
Non-RSPH
Faculty
----
Non-RSPH
Faculty
255
Non-RSPH
Faculty
----
Both
255
Office of Continuing
Professional Education
Emory Academic
Center for Public
Health Preparedness
Both
255
CE
Credit
Given
CME,
CNE,
CEU,
CHES
CME,
CNE,
CEU,
CHES
91
APPENDIX VII.1
RSPH Continuing Professional Education August 1, 2003 – July 31, 2004, cont’d
Part 2 (Enduring Materials)
Activity Title
Date
Distributed or
Posted
Length
(hrs)
Use of Technology and Crisis Communication in
the Georgia Emergency Response Plan (CDROM)
02-27-2004
1.0
Use of Technology and Crisis Communication in
the Georgia Emergency Response Plan (web-ondemand)
02-27-2004
Reaching Higher Ground (CD-ROM)
Sponsor
Partners, Co-sponsors,
Collaborators
RSPH/Non-RSPH
faculty/
content experts or
Both?
Office of Continuing
Professional Education
Emory Academic
Center for Public
Health Preparedness
Non-RSPH
Faculty
255
1.0
Office of Continuing
Professional Education
Emory Academic
Center for Public
Health Preparedness
Non-RSPH
Faculty
----
03-15-2004
1.5
RSPH Office of
Applied Public Health
Non-RSPH
Faculty
500
Crisis Communication – Current and Emerging
Systems (CD-ROM)
03-22-2004
1.0
Tobacco Technical
Assistance Consortium
Orientation
Office of Continuing
Professional Education
Emory Academic
Center for Public
Health Preparedness
Non-RSPH
Faculty
272
Crisis Communication – Current and Emerging
Systems (web-on-demand)
03-22-2004
1.0
Office of Continuing
Professional Education
Emory Academic
Center for Public
Health Preparedness
Non-RSPH
Faculty
----
The G-8 Summit: Continuing to Evaluate and
Improve the Process and Goals of Public Health
Preparedness (CD-ROM)
03-22-2004
1.0
Office of Continuing
Professional Education
Emory Academic
Center for Public
Health Preparedness
Non-RSPH
Faculty
272
The G-8 Summit: Continuing to Evaluate and
Improve the Process and Goals of Public Health
Preparedness (web-on-demand)
03-22-2004
1.0
Office of Continuing
Professional Education
Emory Academic
Center for Public
Health Preparedness
Non-RSPH
Faculty
----
Emerging Threats in Public Health: Bioterrorism
(CD-ROM)
Emerging Threats in Public Health: Bioterrorism
(web-on-demand)
Significance of Trauma System Development to
Public Health and Emergency Preparedness (CDROM)
04-19-2004
1.0
1.0
04-26-2004
1.0
RSPH Content
Expert
RSPH Content
Expert
Non-RSPH
Faculty
255
04-19-2004
Emory Academic Center for
Public Health Preparedness
Emory Academic Center for
Public Health Preparedness
Center for Public Health
Preparedness and Research:
Triangle Lecture
Emory Academic
Center for Public
Health Preparedness
Total
Distribution
or Viewings,
if known
CE
Credit
Given
CME,
CNE,
CEU,
CHES
CME,
CNE,
CEU,
CHES
CME,
CNE,
CEU,
CHES
CME,
CNE,
CEU,
CHES
CME,
CNE,
CEU,
CHES
CME,
CNE,
CEU,
CHES
---272
92
APPENDIX VII.1
RSPH Continuing Professional Education August 1, 2003 – July 31, 2004, cont’d
Part 2 (Enduring Materials)
Activity Title
Date
Distributed or
Posted
Length
(hrs)
Significance of Trauma System Development to
Public Health and Emergency Preparedness
(web-on-demand)
Outbreaks and Attacks: How the Press Covers
Public Health Emergencies (CD-ROM)
04-26-2004
1.0
04-26-2004
1.0
Outbreaks and Attacks: How the Press Covers
Public Health Emergencies (web-on-demand)
04-26-2004
Emerging Threats in Public Health: Chemical
Terrorism (CD-ROM)
Emerging Threats in Public Health: Chemical
Terrorism (web-on-demand)
Lesbian, Gay, Bisexual, and Transgender
Populations and Tobacco 2nd Edition CD-Rom
Sponsor
Partners, Co-sponsors,
Collaborators
RSPH/Non-RSPH
faculty/
content experts or
Both?
Center for Public Health
Preparedness and Research:
Triangle Lecture
Center for Public Health
Preparedness and Research:
Triangle Lecture
Emory Academic
Center for Public
Health Preparedness
Emory Academic
Center for Public
Health Preparedness
Non-RSPH
Faculty
----
Non-RSPH
Faculty
272
1.0
Center for Public Health
Preparedness and Research:
Triangle Lecture
Emory Academic
Center for Public
Health Preparedness
Non-RSPH
Faculty
----
06-10-2004
1.0
1.0
06-15-2004
1.0
RSPH Content
Expert
RSPH Content
Expert
Non-RSPH
Faculty
272
06-10-2004
Emory Academic Center for
Public Health Preparedness
Emory Academic Center for
Public Health Preparedness
Tobacco Technical
Assistance Consortium
New Technology: How to Evaluate and Use
Emerging Technologies (CD-ROM)
06-17-2004
1.0
Office of Continuing
Professional Education
RSPH Faculty
272
New Technology: How to Evaluate and Use
Emerging Technologies (web-on-demand)
06-17-2004
1.0
Office of Continuing
Professional Education
Emory Academic
Center for Public
Health Preparedness
RSPH Faculty
----
Content and Channel Strategies for Cancer
Information (CD-ROM)
06-17-2004
1.0
Office of Continuing
Professional Education
Emory Academic
Center for Public
Health Preparedness
Non-RSPH
Faculty
272
Content and Channel Strategies for Cancer
Information (web-on-demand)
06-17-2004
1.0
Office of Continuing
Professional Education
Emory Academic
Center for Public
Health Preparedness
Non-RSPH
Faculty
----
Medical Errors and Disclosure Project
(Instructional Videotape)
07-01-2004
1.0
Agency For Health Research
and Quality
Georgia Hospital
Assoc.
Non-RSPH
Faculty
150
Robert Wood Johnson
Foundation, American
Legacy Foundation
Emory Academic
Center for Public
Health Preparedness
Total
Distribution
or Viewings,
if known
CE
Credit
Given
---500
CME,
CNE,
CEU,
CHES
CME,
CNE,
CEU,
CHES
CME,
CNE,
CEU,
CHES
CME,
CNE,
CEU,
CHES
93
APPENDIX VII.1
RSPH Continuing Professional Education August 1, 2003 – July 31, 2004, cont’d
Part 2 (Enduring Materials)
Activity Title
Date
Distributed or
Posted
Length
(hrs)
Public Health Emergency Preparedness:
Lessons Learned and Progress Made Since 2001
(CD-ROM)
Public Health Emergency Preparedness:
Lessons Learned and Progress Made Since 2001
(web-on-demand)
Supporting Children and Families Following
Disasters and Terrorism (CD-ROM)
07-29-2004
1.0
07-29-2004
1.0
07-29-2004
1.0
Supporting Children and Families Following
Disasters and Terrorism (web-on-demand)
07-29-2004
1.0
Total # of Contact Hours Offered
35
Sponsor
Partners, Co-sponsors,
Collaborators
RSPH/Non-RSPH
faculty/
content experts or
Both?
Center for Public Health
Preparedness and Research:
Triangle Lecture
Center for Public Health
Preparedness and Research:
Triangle Lecture
Center for Public Health
Preparedness and Research:
Triangle Lecture
Emory Academic
Center for Public
Health Preparedness
Emory Academic
Center for Public
Health Preparedness
Emory Academic
Center for Public
Health Preparedness
Non-RSPH
Faculty
272
Non-RSPH
Faculty
----
Non-RSPH
Faculty
272
Center for Public Health
Preparedness and Research:
Triangle Lecture
Emory Academic
Center for Public
Health Preparedness
Non-RSPH
Faculty
----
Total # of Distributions/Viewings,
if known
Total
Distribution
or Viewings,
if known
CE
Credit
Given
CME,
CNE,
CEU,
CHES
CME,
CNE,
CEU,
CHES
5883
94
APPENDIX VII.1
SITE Offerings
Southeastern Institute for Training and Evaluation
Current Training Calendar by Month
January-December 2004 Course Schedule
Please Note: The Courses Below Are REQUIRED To Have A Minimum of 5
Participants Registered; Otherwise, The Course Will Be Cancelled.
January 2004
13 Practical Applications of Epi Info 6 (DOS), 8:30 - 4:30 pm $175
27 Introduction to Focus Groups, 8:30 - 12:30 pm $130
27 Introduction to Community Needs Assessment, 1:30 – 5:30 pm $130
28 Introduction to Public Health Policy, 8:30 - 4:30 pm $175
February 2004
4 Basic Principles of Public Health, 8:30 - 4:30 pm $175
9-10 Epi Info Version 3, 8:30 - 4:30 pm $250
23 Introduction to Questionnaire Development, 8:30 - 12:30 pm $130
23 Communication Strategies in Public Health, 1:30 - 5:30 pm $130
27 and
Going Cyber, 8:30 - 4:30 pm $300
Mar 12
March 2004
10 Basics of Microsoft Access, 8:30 - 4:30 pm $175
11 SPSS for Health Research, 8:30 - 4:30 pm $175
22 Program Evaluation, 8:30 - 4:30 pm $175
April 2004
14 PowerPoint for Health Practitioners, 8:30 pm - 12:30 $130
14 Advanced PowerPoint, 1:30 - 5:30 pm $130
20 A Guide to Grant Writing, 8:30 - 4:30 pm $175
29-30 Creating CDs Using Hyperstudio, 8:30 - 4:30 pm $250
95
APPENDIX VII.1
SITE Offerings, cont’d
May 2004
6 and 7 Epi Info Version 3, 8:30 - 4:30 pm $250
18
Introduction to Qualitative Methods, 8:30 - 4:30 pm $175 - Not Available At
This Time -- This course will be offered in the near future.
19 Putting Theory Into Practice, 8:30 - 12:30 pm $130
19 Designing Health Education Materials, 1:30 - 5:30 pm $130
June 2004
7
Program Evaluation, 8:30 pm - 4:30 $175 - Will be rescheduled at a later
date.
8
Tobacco in a Nutshell, 8:30 pm - 12:30 $130 - Will be rescheduled at a later
date.
July 2004
16 Introduction to Questionnaire Development, 8:30 - 12:30 pm $130
16 Introduction to Focus Groups, 1:30 - 5:30 pm $130
20 Practical Applications of Epi Info 6 (DOS), 8:30 - 4:30 pm $175
28 SPSS for Health Research, 8:30 - 4:30 pm $175
August 2004
9 and 10 Epi Info Version 3, 8:30 - 4:30 pm $250
18 Introduction to Community Needs Assessment, 8:30 - 1230 pm $130
18 Communication Strategies in Public Health, 1:30 - 5:30 pm $130
31 Designing Health Education Materials, 1:30 - 5:30 pm $130
September 2004
13 PowerPoint for Health Practitioners, 8:30 pm - 12:30 $130
13 Advanced PowerPoint, 1:30 - 5:30 pm $130
20 Program Evaluation, 8:30 - 4:30 pm $175
21
ABC's of Health Advocacy, 1:30 - 5:30 $130 (More detailed information to
follow)-
96
APPENDIX VII.1
SITE Offerings, cont’d
October 2004
13 A Guide to Grant Writing, 8:30 - 4:30 pm $175
15
Introduction to Public Health Law, 8:30 - 4:30 pm $175 - Not Available At This
Time.
20
Basic Principles of Public Health, 8:30 - 4:30 pm $175 - Not Available At This
Time.
25 Putting Theory Into Practice, 8:30 - 12:30 pm $130
26 and
Going Cyber, 8:30 - 4:30 pm $300
Nov. 9
November 2004
1 and 2 Epi Info Version 3, 8:30 - 4:30 pm $250
15 and
Creating CDs Using Hyperstudio, 8:30 - 4:30 pm $250
16
19 Introduction to Qualitative Methods, 8:30 - 4:30 pm $175
December 2004
9 Program Evaluation, 8:30 pm - 4:30 $175
Online SITE Registration Form
For more information contact: SITE@sph.emory.edu
97
APPENDIX VII.1
CPHP Educational Products
Emory Academic Center for Public Health Preparedness (CPHP)
Educational Products/Activities
Triangle Lecture Series CD-ROMs















A State Perspective on Bioterrorism (Eddy Bresnitz, MD, MS – New Jersey
Department of Health and Senior Services)
The Demon in the Freezer (Richard Preston – Author)
Global Emergence of SARS: Quarantine Today, Vaccine Tomorrow? (CDC Panel)
Homeland Defense and Biosensors … What Are They? Do They Work? (Thomas E.
Bevan, PhD – Georgia Institute of Technology)
Monkeypox 2003 (Jeffrey Davis, MD – Wisconsin Division of Health)
Psychological Readiness and Resilience: Integrating Public Health and Clinical
Models (Panel moderated by Dori Reissman, MD, MPH – CDC)
Nuclear Threat Initiative (Sam Nunn – Former U.S. Senator)
Outbreaks and Attacks: How the Press Covers Public Health Emergencies (Patricia
Thomas – Author and Science Writer; Maryn McKenna – Atlanta JournalConstitution)
Public Health Emergency Preparedness: Lessons Learned and Progress Made Since
2001 (Marcelle Layton, MD – New York City Dept. of Health)
Public Health Preparedness: Do We Know What It Is? (Michael T. Osterholm, PhD,
MPH – University of Minnesota)
Significance of Trauma System Development to Public Health and Emergency
Preparedness (Panel moderated by Kathleen E. Toomey, MD, MPH – Georgia Div. of
PH)
Supporting Children and Families Following Disasters and Terrorism (David J.
Schonfeld, MD – Pediatrician)
Terrorism Preparedness … Plans, Products, People and Practice (Julie L. Gerberding,
MD, MPH – CDC)
Vulnerabilities in Agriculture (Corrie Brown, DVM, PhD – University of Georgia)
Vulnerabilities in the Medical Response to Nuclear Weapon Attack in the U.S. (Cham
E. Dallas, PhD – University of Georgia)
Strengthening Public Health Preparedness Lecture Series CD-ROMs



Content and Channel Strategies for Cancer Information (Ted Gansler, MD, MBA –
American Cancer Society)
Crisis Communication – Current and Emerging Systems (Dan Rutz, MPH – CDC)
The Future of Technology and Its Impact on Global Public Health Preparedness
(Robert S. Gold, PhD, DrPH, FAAHB – University of Maryland)
98
APPENDIX VII.1
CPHP Educational Products, cont’d




The G-8 Summit: Continuing to Evaluate & Improve the Process & Goals of Public
Health Preparedness (Lee Smith - Georgia Division of Public Health)
More Than the Sum of Its Parts: The Case for a Collaborative Approach (David A.
Ross, ScD – Task Force for Child Survival and Development)
New Technology: How to Evaluate and Use Emerging Technologies (Peggy Hines,
MA – Emory University)
Use of Technology and Crisis Communication in the Georgia Emergency Response
Plan (Thomas E. Bevan, PhD – Georgia Institute of Technology)
Class Lecture CD-ROM

Bioterrorism & Anthrax (Philip S. Brachman, MD – Emory University)
Interactive CD-ROM Trainings




Universe of Smallpox
Emerging Threats in Public Health: Bioterrorism
Emerging Threats in Public Health: Chemical Terrorism
Emerging Threats in Public Health: Radiological and Nuclear Terrorism
Case Studies


Table Top Exercise: Preparing for Bioterrorism (Botulism)
Web-based Case Study: Anthrax at Emory? A Multi-Agency Response to a
Suspicious Agent
Leadership Institute in Public Health Preparedness
Northwest Health District 1-1
Rome, Georgia
The Leadership Institute for Public Health Preparedness had 20 nurse supervisor
participants representing both the district and county levels. The purpose of the Institute
was to provide these nursing leaders with the skills to address emergency preparedness
and response in their communities.
Participants came to Emory University for 2 days in April 2004, May 2004, and July
2004. Intersession activities are conducted between the on-campus sessions. The face-toface sessions are supplemented with web-based materials. As a capstone experience,
participants developed a plan to establish and implement a Strategic National Stockpile
(SNS) Dispensing Site in their community.
99
APPENDIX VII.1
CPHP Educational Products, cont’d
Public Health Preparedness Scholars Program
Through the Emory CPHP, tuition support is provided to 11 public health professionals in
Georgia.
Georgia Training Resource And Inventory Network (G-TRAIN)
G-TRAIN is a web-based mechanism for assessing the training needs of the Georgia
public health workforce. G-TRAIN is also a course management system – and provides a
mechanism for the public health workforce to assess educational opportunities.
100
APPENDIX VII.2
Examples of Faculty Service Activities
Table VII.2
Selected Examples of Faculty Service Activities for the Past Three Years
2001-2002
Faculty Name
Supporting Organization or Community Group
Activity
Ruth Berkelman, MD
Epidemiology
Director, Rollins Center for Public Health
Preparedness
Research and Training
Philip Brachman, MD
International Health
University of Michigan
Summer Program in Epidemiology
Chair of the Planning Committee
International Journal of Epidemiology
Associate Editor
Jay Bernhardt, PhD, MPH
Behavioral Sciences and Health
Education
American Public Health Association
Executive Board
Lisa Carlson, MPH
Tobacco and Technical Assistance
Consortium (TTAC)
Georgia Public Health Association
President
James W. Curran, MD, MPH
Dean and Professor of Epidemiology
NIH Centers for AIDS Research
Chaired the coalition of 19 NIHfunded Centers for AIDS Research
Kathleen Miner, PhD, MPH
Behavioral Sciences and Health
Education
Council for Education in Public Health (CEPH)
President
Richard M. Levinson, PhD
Behavioral Sciences and Health
Education
Social Theory and Health
US Editor
David Holtgrave, PhD
Behavioral Sciences and Health
Education
Institute of Medicine, NAS, Panel on Public Financing
of HIV Care and Treatment
Member
Colleen DiIorio, PhD
Behavioral Sciences and Health
Education
Professional Advisory Board of the Epilepsy
Foundation of America
Member
Kathleen Miner, Associate Dean for
Behavioral Sciences and Health
Education
Tobacco and Technical Assistance (TTAC)
Funded in part by the Master Tobacco Settlement, the
American Cancer Society, Robert Wood Johnson
Foundation
National resource center for
information on training in prevention
and the cessation of tobacco use
101
APPENDIX VII.2
Examples of Faculty Service Activities, cont’d
2001-2002 (continued)
Faculty Name
Supporting Organization or Community Group
Activity
Kenneth Thorpe, PhD
Health Policy and Management
Georgia Governor Barnes’ Action Group on the
Affordability and Accessibility of Health Insurance
Member
Emory Center on Health Outcomes and Quality
Research and Training
African Population and Health Research Center
Board Trustee
Rockefeller Foundation
Board Trustee
Global Health Council
Board Advisor
MacArthur Foundation
Board Director
Harvard University
Board of Visitors
Bill and Melinda Gates Foundation
Senior Medical Advisor
Jennifer Hirsch, PhD
International Health
Sexuality Task Force of the American Public Health
Association
Co-Chair
Keith Klugman, MBBCH, PhD
International Health
International Society of Infectious Diseases
Council
Inst. o f Med, NAS, Committee on Microbial Threats
Member
C. Rafael Flores Ayala, DrPH,
International Health
Pan American Journal of Public Health and Bulletin of
the World Health Organization
Editorial Board
Glen Maberly, MD
International Health
Board of the Partnership to Sustain the Elimination of
Iodine Deficiency
Member
Christine Moe, PhD
International Health
Journal of Food Protection
Editorial Board
Harland Austin, PhD
Epidemiology
Journal of Medical Screening
Editorial Board
Howard Frumkin, MD, DrPH
Environmental and Occupational Health
Board of Scientific Counselors of the National
Toxicology Program
Board Member
National Institute of Environmental and Health
Sciences (NIH)
Board Member
Institute of Medicine, NAS, Roundtable on
Environmental Health Sciences, Research and
Medicine
Member
William H. Foege, MD, MPH
International Health
102
APPENDIX VII.2
Examples of Faculty Service Activities, cont’d
2001-2002 (continued)
Faculty Name
Supporting Organization or Community Group
Activity
Victoria Phillips, DPhil
Health Policy and Management
Journal of the American Geriatric Society
Associate Editor
European Journal of Public Health
Associate Editor
International Advisory Board of the Israel National
Health Policy Institute
Member
London School of Economics and Political Science
Advisory Board
National Academy of Sciences Panel on Air Quality
Management
Member
Faculty Name
Supporting Organization or Community Group
Activity
Kenneth Thorpe, PhD
Health Policy and Management
US President Democratic candidates
Advisor (Health Policy Proposals)
Claire Sterk, PhD
Behavioral Sciences and Health
Education
Emory University Commission on Research
Chairperson
National Institute for Drug Abuse Council
Appointed Member
Keith Klugman, MD, PhD
International Health
Committee on Microbial Threats to Health, Institute of
Medicine, National Academy of Sciences
Appointed Member
Ruth Berkelman, MD
Epidemiology
Princeton University
Board of Trustees
James W. Curran, MD, MPH
Dean, Rollins School of Public Health
Association of Schools of Public Health
Chair-Elect
Board of Health Promotion and Disease Prevention at
the Institute of Medicine, National Academy of
Sciences
Board Director
Howard Frumkin, MD, DrPH
Environmental and Occupational Health
American Journal of Preventive Medicine and
Environmental Health Perspectives
Editorial Board
M. Elizabeth Halloran, MD, DSc
Biostatistics
American Statistical Association Committee on Fellows
Member
Richard Saltman, PhD
Health Policy and Management
P. Barry Ryan, PhD
Professor of Environmental and
Occupational Health
2002-2003
103
APPENDIX VII.2
Examples of Faculty Service Activities, cont’d
2002-2003 (continued)
Faculty Name
Supporting Organization or Community Group
Activity
John Hanfelt, PhD
Biostatistics
Biometrics
Associate Editor
Carol Hogue, PhD, MPH
Epidemiology
American College of Epidemiology
President
Bulletin of the History of Medicine
Editorial Board
Howard Kushner, PhD
Behavioral Sciences and Health
Education
Michelle Marcus, PhD, MPH
Epidemiology
Journal of the American Society of Nephrology
Victoria Phillips, PhD
Health Policy and Management
International Advisory Board of the London School of
Economics and Political Science
Advisory Board Member
Journal of American Medical Directors Association
Associate Editor
Nuffield Trust, London
John Frye Fellow
Kyle Steenland, PhD
Environmental and Occupational Health
Epidemiology
Editorial Board
2003-2004
Faculty Name
David Holtgrave, PhD
Behavioral Sciences and Health
Education
Supporting Organization or Community Group
Committee on Research Priorities for Racial/Ethnic
Minorities, National Institute on Health, Office on
AIDS Research
Activity
Member
Society for Medical Decision Making
Member
Jerusalem House, Board of Directors
President
External Advisory Board of the Center for
Interdisciplinary Research on AIDS, Yale University
Member
Richard Saltman, PhD
Health Policy and Management
Associate Editor
104
APPENDIX VII.2
Examples of Faculty Service Activities, cont’d
2003-2004
Faculty Name
Claire E. Sterk, PhD
Behavioral Sciences and Health
Education
Supporting Organization or Community Group
Advisory Board, Center for Study of Health, Culture
and Society
Activity
Member
National Advisory Council on Drug Abuse, National
Institute on Drug Abuse
Member
Member
National Institute on Drug Abuse, Bioethics Committee
Community Epidemiology Working Group, National
State Representative
F. Dubois Bowman
Biostatistics
Regional Advisory Board for ENAR
Member
M. Elizabeth Halloran
Biostatistics
NIH/BRMD Conflict Study Section
Chair
American Statistical Association Committee on Fellows
Member
NIH Study Section on Biostatistical Research and
Design
Member
U.S. National Toxicology Program, Board of Scientific
Counselors, Report on Carcinogens Committee
Member
Physicians for Social Responsibility, National Board;
Environment Committee
Co-Chair
Institute of Medicine Roundtable on Environmental
Health Sciences, Research, and Medicine
Member
Gary Miller, PhD
Environmental and Occupational Health
Steering Committee, NIH Collaborative Consortium
On Environmental Parkinson’s Disease Research
Chair
Ruth Berkelman, MD
Epidemiology
Policy and Scientific Affairs Board, American Society
of Microbiology
Chair
Board on Life Sciences, National Academies
Member
Forum on Emerging Infectious Diseases, Institute of
Medicine
Member
Nuclear Threat Initiative, Biologics Program
Consultant
Biosecurity Issues Planning, Institute of Medicine
Consultant
Howard Frumkin, MD, DrPH
Environmental and Occupational Health
105
APPENDIX VII.2
Examples of Faculty Service Activities, cont’d
2003-2004
Faculty Name
Carol Hogue, PhD, MPH
Epidemiology
Victoria L Philips, PhD
Health Policy and Management
Keith Klugman, MD, PhD
International Health
Reynaldo Martorell, PhD
International Health
Supporting Organization or Community Group
American College of Epidemiology Executive
Committee
Activity
Member Board of Directors Chair
Journal of American Medical Directors Association
Associate Editor
Journal of American Geriatrics Society (JAGs)
Associate Editor
Executive Committee of the International Society of
Chemotherapy
Member
Department of Vaccines and Other Biologicals, World
Health Organization
Advisor
Fogarty Review Panel, National Institutes of Health
Member
Award Committee, McCollum International
Lectureship
Award, American Society for Nutritional Sciences
Member
Pan American Health Education Foundation
Board of Trustees
Advisory Group, Multicentre Growth Reference Study
World Health Organization (WHO)
Chair
Board of Directors, International Foundation for
Developing Countries
Member
106
APPENDIX VII.7
Global Health Field Experiences
Participating Country
Student’s Name
Year of Field
Experience
AMERICAN SAMOA
Barrot Lambdin
2004
ARMENIA
Daren Djirikian
2003
AUSTRIA
Leise Knoepp
1999
BANGKOK, THAILAND
Nicholas Welch
2004
BANGLADESH
Robert Dreilbelbis
2004
Rachel Blacher
2003
Sarah Bramley
2002
Jill Clark
2002
Rebecca Callahan
2001
Jennifer Gross
2000
Erin Murray
2004
BHUTAN
Tiffany Gust
2003
BOLIVIA
Melissa Cribbin
1999
Amy S. Gottlieb
1999
Karen Polizzi
1999
Cynthia Willis
1999
Francis B. Pascual
1998
Basil Safi
2004
BULGARIA
Beth Ward
2002
BURKINAFASO
Alden M. Dillow
2000
Chuan His
2000
Annett Hoppe
2004
107
APPENDIX VII.7
Global Health Field Experiences, cont’d
Participating Country
Student’s Name
Year of Field
Experience
BRAZIL
Helen Coelho
2002
CAMBODIA
Nancy Habarta
2003
CAMEROON
Derrek Massanari
2002
Kate Meiners
2002
Nana A.Y. Twum-Danso
2000
CHINA
Robert L. Garman
1999
CONGO, DEMOCRATIC
REPUBLIC OF
Katherine Wolf
2003
COSTA RICA
Sonya Olson
1998
DOMINICAN REPUBLIC
Curtis Witcher
2003
EL SALVADOR
David Coyle
2002
EGYPT
Jessica Hardy
2003
Michele Sinunu
2003
Charles Washington
ETHIOPIA
Tara Taylor
2004
Tanja Englberger
2003
Lisa Maniscalco
2003
108
APPENDIX VII.7
Global Health Field Experiences, cont’d
Participating Country
Student’s Name
Year of Field
Experience
FEDERATED STATES
OF MICRONESIA
Allison Corsi
2004
Eric Hoyme
2001
Carrie Yamamura
2001
Maryam Haddad
2000
FIJI
Jennifer Williams
FRENCH GUIANA
Maria-Teresa Bonafonte
2002
GEORGIA, REPUBLIC
OF GHANA
Yenlik Zheteyeva
2002
Audrey N. Schuetz
1999
Lisa Morgan
2003
Frank Wong
2003
Kathleen Gallagher
2002
Kirsten Lentz
2002
Jennifer Moore
2002
Ashwini Hoskote
2001
Margaret Farrell
2004
GHANA
109
APPENDIX VII.7
Global Health Field Experiences, cont’d
Participating Country
Student’s Name
Year of Field
Experience
GUATEMALA
Elizabeth Worster
2004
Jessica Malmad
2004
Jill Heeringa
2004
Rachel Kaufman
2003
Deborah Kubisiak
2003
Claire Moore
2003
Katherine Suellentrop
2003
Emily Young-Johnson
2003
David Coyle
2002
Lenette Golding
2002
Cherie Stauffer
2000
Kathryn Bolles
1999
Paula I. Morgan
1999
Jennifer M. Ballentine
1998
Arabelle Bonvecchio
1998
Sonya Olson
1998
Sanjat Kanjilal
2002
David D. Blaney
2001
Heather Marlow
2004
Patricia Anderson Danielle Clark
2003
Kirstin Crowder
2003
Heather Gardner
2003
Stacy Laswell
2002
HAITI
HONDURAS
110
APPENDIX VII.7
Global Health Field Experiences, cont’d
Participating Country
Student’s Name
Year of Field
Experience
INDIA
Chip Barnett
2004
Susana Moran
2003
Monita Ramehs Patel
2003
Renee Abraham
2002
Himal Dhotre
2002
Vimala Palaniswamy
2002
Kavitha Raman
2002
Suma Rao
2002
Sonu Khera
2000
Meileen Acosta
2001
Parsa Sanjana
2001
Harris Solomon
2001
Nicole C. Young
1998
KAZAKHASTAN
Monica Campos
2002
KENYA
Molly Swenson
2004
Amy Parker
2004
Shelly Bratton
2003
Chassea Golden
2003
Alison Swint
2003
Nya Karanga
2002
Maria Vaughan
2001
Raj Gadhia
2001
Terrence Lo
2000
INDONESIA
111
APPENDIX VII.7
Global Health Field Experiences, cont’d
Participating Country
Student’s Name
Year of Field
Experience
KISUMU, WESTERN
KENYA
Wesenyelesh (Wesen) Kifetew
2004
KRYGYSTAN
Alana Bailey
2003
LAOS AND
SURROUNDING
COUNTRIES
Kathryn Phillips
2004
LATVIA
Ruzan Gyurjyan
2003
LUSAKA, ZAMBIA
Carla Galindo
2004
MADAGASCAR
Ruzan Gyurjyan
2003
MALAWI
Hodan Guled
2003
Sandra Kong
2002
Elizabeth Blanton
2001
Sherlina Nageer
1999
Matthew C. Hanley
1999
Jennifer Hegle
1999
Thibaut Williams
1999
Vanessa Conrad
2000
Michele D. Seilbou
1999
Jamie Stewart
1998
MALI
112
APPENDIX VII.7
Global Health Field Experiences, cont’d
Participating Country
Student’s Name
Year of Field
Experience
MEXICO
Angela Thompson
2004
Daniela Rodriguez
2004
Erin Cebula
2004
Sarah Rives
2003
Rachel Zack
2001
Ellen Clancy
2000
Irma Y. Nunez
1999
Joseph N. Eckhardt
1998
Kim Stone
1998
Cara L. Roberts
1998
MOLDOVA
Laurie Helzer
2003
MONGOLIA
Susan Hiers
2004
MOZAMBIQUE
Rebecca Warne Peters
2003
Rebecca Vander Muelen
2002
Melissa Arvay
2002
Wesley Rutland-Brown
2001
Olga Novik
2000
Shannon M. Mason
1998
Karen Riggs
1998
NEPAL
NIGER
113
APPENDIX VII.7
Global Health Field Experiences, cont’d
Participating Country
Student’s Name
Year of Field
Experience
NIGERIA
Tomi Ademokun
2004
Andrew Terranella
2003
Courtney Gardner
2003
NYANZA PROVINCE,
KENYA
Matthew Freeman
2004
Daniel Abbott
2004
PAKISTAN
Karen W. Lapping
1999
PERU
Lynn Eibensteiner
2002
Christina M. Nyhus
2000
ROMANIA
Penelope Smith
1998
RUSSIA
Rachel Waltenburg
2002
RWANDA
Heena Shad
2004
Ericka Sinclair
2004
Gurkiran Sardar
2003
Jeremy Hess
2002
Lisa A. Rotondo
2000
SENEGAL
114
APPENDIX VII.7
Global Health Field Experiences, cont’d
Participating Country
Student’s Name
Year of Field
Experience
SOUTH AFRICA
Sabriya Linto
2004
Sarah Roberts
2004
Morgan Dooley
2004
Demi Adebohun
2003
Xanthia Berry
2003
Ana Bodipo-Memba
2003
Debbie Casanova
2003
Roslyn Seitz
2003
Kim Hetzel
2002
Chip Kelley
2002
Jane Rohde
2002
Angela Weaver
2002
Jeanne M. Moseley
2001
SOUTH DAKOTA, USA
Brieon Arthur
2004
SUDAN
Josef Amann
2001
TAJIKISTAN
Irina D. Stirbu
1999
Emlyn S. Jones
1998
Aaron Wallace
2004
Lara Hendy
2004
Mekit Haileneskal
2004
Sarah Raskin
2004
Namita Kukreja
2000
Lena Kombo
1998
Matthew Johns
2004
Molly Brady
2002
Phoranee Yantarakitkosoi
1998
TANZANIA
THAILAND
115
APPENDIX VII.7
Global Health Field Experiences, cont’d
Participating Country
Student’s Name
Year of Field
Experience
TRINIDAD & TABAGO
Paul Howell
2002
UGANDA
Jennifer Albertini
2003
Allison Schlisky
2003
Jamelah Tucker
2003
Laurie Mignone
2002
UKRAINE
Clark Andelin
2002
USA, RESERVATION IN
NEW MEXICO &
ARIZONA
Laura Veal
2004
USA, ROSEBUD SIOUX
TRIBE
Ajay Vatave
2004
UNITED STATES
Olivia M. Thompson
2002
UZBEKISTAN
Cori Bickel
2003
VANUATU
Janelle Gaddis
2003
VENEZUELA
Elizabeth Hodges
2004
VIETNAM
Patricia Yu
2004
Jill Davison
2004
Jaydeep Bhat
2004
Van Ngo
2002
Mandana Varahrami
2004
April Kelley
2004
Sara Gullo
2004
Kanchan Reed
2000
Ritu Singh
2000
Elizabeth Kalayil
2001
ZAMBIA
ZIMBABWE
116
APPENDIX VIII. A.1
RSPH Faculty October, 2004
Last Name
First
Name
Title
Degree
Earned
Institution
Discipline
Area of
Teaching
Area of Research Interest
Dept
Gender
Ethnicity
Acuff
Katherine
Visiting
Instructor
JD/MPH/PhD
Georgetown
University/
Johns
Hopkins
University
Health Policy
and
Administration
Health Policy
and
Management
Medicaid and state health policy;
health policy analysis, law,
science and research methods
HPM
F
White
Adams
Kathleen
Professor
MS/PhD
Florida State
University/U
niversity of
Colorado
Economics
Health Policy
and
Management
Costs of illness; public financing
of health care; Medicaid and lowincome populations; provider
supply
HPM
F
White
Alexander
Martha
Visiting
Instructor
MA/MPH
University of
Tennessee/E
mory
University
Health
Education
Behavioral
Science and
Health
Education
Health education and training
program development;
instructional design; distance
learning in public health
BSHE
F
White
Allen
Susan
Professor
MD/MPH
Duke
University/U
niversity of
California,
Berkley
Epidemiology/P
athology/
Medicine
International
Health
Behavioral, social and biological
determinants of heterosexual
transmission of HIV in
developing countries; clinical
trials of HIV prevention
interventions (both behavioral and
biomedical)
IH
F
White
Alperin
Melissa
Senior
Associate
MPH
Emory
University
Health
Education
Behavioral
Science and
Health
Education
Applied evaluation of
community-based health
programs; training public health
professionals in the use of
information for decision making;
public health information systems
BSHE
F
White
117
APPENDIX VIII. A.1
RSPH Faculty October, 2004, cont’d
Last Name
First
Name
Title
Degree
Earned
Area of
Teaching
Institution
Discipline
Area of Research Interest
Dept
Gender
Ethnicity
Health Services
Research/Policy
and
Administration/
Economics
Epidemiology
Health Policy
and
Management
Quality outcomes measurement;
health economics
HPM
M
White
Epidemiology
Quantitative methods, cancer
epidemiology
EPI
M
White
Atherly
Adam
Asst
Professor
MA/PhD
University of
Washington/
University of
Minnesota
Austin
Harland
Professor
MS/DSc
Harvard
University
Avery
Mary
Visiting
Instructor
BA/MA
Emory
University/Ge
orgia State
University
Psychology
Behavioral
Science and
Health
Education
community-based needs
assessments for health planning
and education; training and
evaluation programs
BSHE
F
White
Baer
Katherine
Visiting
Instructor
MPH/MA
Health
Education/Journ
alism
BSHE
F
White
Grant
Visiting
Instructor
MPH/PhD
Behavioral
Science and
Health
Education
Behavioral
Science and
Health
Education
Health Administration &
Journalism
Baldwin
Emory
University &
Syracuse
University
Emory
University/U
niversity of
Michigan
Environmental Health/Toxic
substances and disease
BSHE
M
White
Ballentine
Jennifer
Visiting
Instructor
MPH
Emory
University
Health
Education
International
Health
Reproductive health
IH
F
White
Barlow
Miriam
Post Doc
Fellow
MS/PhD
University of
Rochester
Evolutionary
Biology
Epidemiology
antibiotic resistance; molecular
biology
EPI
F
White
Bartell
Scott
Asst
Professor
MS/PhD
University of
Washington/
Univeristy of
California
Davis
Statistics
Environmental
and
Occupational
Health
development of probabilistic
models and statistical methods for
exposure assessment, decision
analysis, and biologically based
dose response
EOH
M
White
Health Behavior
and Health
Education
118
APPENDIX VIII. A.1
RSPH Faculty October, 2004, cont’d
First
Name
Title
Becker
Edmund
Professor
MA/PhD
Ohio
State/Vander
bilt
University
Sociology
Health Policy
and
Management
Health care organization and
financing; health politics and
policy; organizational theory and
behavior, physician payment and
productivity; unions and labor
relations
HPM
M
White
Belcher
Lisa
Visiting
Instructor
PhD
Georgia State
University
Health
Education
Behavioral
Science and
Health
Education
Design and evaluation of HIV
prevention interventions for
women; HIV-infected men and
adolescents, design and
evaluations of interventions to
increase adherence to HIV
treatment; measurement issues in
the collection of self-report sex
behavior data
BSHE
F
White
Bell
Karen
Senior
Associate
MPH
Columbia
University
Health
Education
Epidemiology
Child health programs and
policies, maternal and child health
quality assurance
EPI
F
White
Bennett
John
Visiting
Professor
MD
Internal
Medicine
Epidemiology
Infectious diseases
EPI
M
White
Berkelman
Ruth
Professor
RT
MD
Jefferson
Medical
College
Harvard
University
Internal
Medicine
Epidemiology
Infectious diseases, emerging
infections, surveillance
EPI
F
White
Bernhardt
Jay
Asst
Professor
MPH/PhD
University of
Medicine and
Dentistry of
New
Jersey/Univer
sity of North
Carolina,
Chapel Hill
Health
Education
Behavioral
Science and
Health
Education
Health communication;
information technology; media
and health; public health
leadership and mentoring
BSHE
M
White
Last Name
Degree
Earned
Institution
Discipline
Area of
Teaching
Area of Research Interest
Dept
Gender
Ethnicity
119
APPENDIX VIII. A.1
RSPH Faculty October, 2004, cont’d
Last Name
First
Name
Degree
Earned
Title
Institution
Binongo
Jose
Lecturer
PhD
University of
Ulster
Black
Bruce
Lecturer
PhD
State
University of
New York at
Stoney Brook
Blake
Sarah
Senior
Associate
MA
Bonhomme
Jean
Joseph
Senior
Associate
MD/MPH
Boring
John
Professor
MS/PhD
Bostick
Roberd
Professor
MD/MPH
Discipline
Area of
Teaching
Statistical
Computing and
Consulting
Health
Education
Biostatistics
The George
Washington
University
Public Policy –
Women’s
Studies
State
University of
New York,
Stoney
Brook/Emory
University
University of
Florida
Medical
University of
South
Carolina/Uni
versity of
Minnesota
Area of Research Interest
Dept
Gender
Ethnicity
conducting research in
stylometry-the statistical analysis
of literary style
Cancer control planning; systems
assessment tools; health system
research
BIOS
M
Asian/Pacific
BSHE
M
White
Health Policy
and
Management
Health policy; health care
financing and delivery for
underserved populations; welfare
reform; women’s health; maternal
and child health
HPM
F
White
Epidemiology
Behavioral
Science and
Health
Education
Atlanta West Intake and
Treatment Center
BSHE
M
Black
Epidemiology
Epidemiology
Infectious disease epidemiology;
molecular microbiology
EPI
M
White
Cancer
Epidemiology
Epidemiology
Etiology and primary prevention
of colon and prostate cancer,
focusing on the roles of diet and
physical activity, and
emphasizing the use of
biomarkers of risk and molecular
epidemiologic methods in
observational studies and
chemoprevention trials.
EPI
M
White
Behavioral
Science and
Health
Education
120
APPENDIX VIII. A.1
RSPH Faculty October, 2004, cont’d
Last Name
First
Name
Degree
Earned
Title
Bowman
Fredreick
Asst
Professor
PhD
Brachman
Philip
Professor
MD
Braithwaite
Ronald
Professor
Brockman
Janice
Brogan
Institution
Discipline
Area of
Teaching
Area of Research Interest
Dept
Gender
Ethnicity
University of
North
Carolina,
Chapel Hill
University of
Wisconsin
Biostatistics
Biostatistics
Analysis of longitudinal data;
clinical trials; missing data
BIO
M
Black
Epidemiology
International
Health
Epidemiology of infectious
diseases, particularly hospital
infections; disease prevention
IH
M
White
MS/PhD
Southern
Illinois
University/Mi
chigan State
University
Rehabilitation
Counseling/Edu
cational
Psychology
Behavioral
Science and
Health
Education
Substance abuse prevention, HIV
in prisons, community
organization and development,
minority health issues, program
evaluation
BSHE
M
Black
Senior
Associate
MPH
Emory
University
Epidemiology
Epidemiology
Cancer Epidemiology and
surveillance
EPI
F
White
Donna
Professor
MS/PhD
Purdue
University/Io
wa State
University
Mathematics/Ed
ucation/Statistics
/Psychology
Biostatistics
Sample survey design and
analysis, breast cancer
epidemiology, women's health
BIO
F
White
Brownstein
Josefine
Visiting
Instructor
MA/PhD
University of
California,Sa
nta Barbara
Community
Health/Health
Education
Behavioral
Science and
Health
Education
Cardiovascular health research
and interventions, communitybased interventions, community
health advisors/workers models,
research, programs
BSHE
F
White
Buehler
James
Research
Professor
MD
University of
California,Sa
n Francisco
Pediatrics
Epidemiology
HIV/AIDS; surveillance; maternal
and child health
EPI
M
White
121
APPENDIX VIII. A.1
RSPH Faculty October, 2004, cont’d
Last Name
First
Name
Degree
Earned
Title
Institution
Discipline
Area of
Teaching
Area of Research Interest
Dept
Gender
Ethnicity
Bullock
William
Visiting
instructor
MSPH
Tulane
University
Health
Education
Environmental
and
Occupational
Health
assessing and managing
occupational exposures;validation
of qualitative exposure
assessment models used in
industry in order to assess
theirability to predict employee
exposures
EOH
M
White
Bush
Angelita
Associate
MS
Biostatistics
Biostatistics
Statistical education; data analysis
BIO
F
Black
Butler
Susan
Asst
Professor
CT
EdD/Med
University of
North
Carolina,
Chapel Hill
Georgia State
University/U
niversity of
Tennessee
Health and
physical
education
Behavioral
Science and
Health
Education
Tobacco control; health
advocacy;nutrition;women's
health; wellness
BSHE
F
White
Carlson
Lisa
Lecturer
MPH
Emory
University
Health
Education
Tobacco Technical Assistance
Consortium
BSHE
F
White
Carter
John
Research
Associate
MPH/PhD
Epidemiology/P
hysics
Perinatal epidemiology, nutrition,
cancer
EPI
M
White
Chen
Amy
Asst
Professor
MD/MPH
Rice
University/E
mory
University
Johns
Hopkins
School of
Medicine/Uni
versity of
Texas School
of Public
Health
Behavioral
Science and
Health
Education
Epidemiology
Epidemiology
Health services research
EPI
F
Asian/Pacific
Medicine/Health
Education
122
APPENDIX VIII. A.1
RSPH Faculty October, 2004, cont’d
Last Name
First
Name
Degree
Earned
Title
Institution
Discipline
Area of
Teaching
Area of Research Interest
Dept
Gender
Ethnicity
Click
Lorie
Senior
Associate
MN/MPH
Emory
University
Epidemiology
Epidemiology
Cancer and nutritional
epidemiology/distance learning
EPI
F
White
Cochran
Ronda
Visiting
Instructor
MPH
Emory
University
Health
Education
Behavioral
Science and
Health
Education
health promotion planning, health
advocacy, stress reduction, crisis
communication., and international
health education
BSHE
F
White
Cohen
Adele
Visiting
Instructor
MS
Georgia State
University
Health
Administration
Health directions
HPM
F
White
Conerly
Rhonda
Post Doc
Fellow
PhD
University of
Alabama at
Birmingham
Health
Education
Health Policy
and
Management
Behavioral
Science and
Health
Education
community-based needs
assessments for health planning
and education; training and
evaluation programs
BSHE
F
Black
Cotsonis
George
Senior
Associate
MA
University of
West Florida
Biostatistics
Biostatistics;statistical design and
analysis
BIO
M
White
Crosby
Richard
Asst
Professor
MA/PhD
Behavioral
Science and
Health
Education
STD/HIV prevention; teen
pregnancy prevention
BSHE
M
White
Crosby
John
Visiting
Instructor
MA/EdD
Central
Michigan
University/In
diana
University
Appalachian
State
University/Vi
rginia
Polytechnic
Institute and
State
University
Statistical
Computing and
Consulting
Health
Education/Healt
h Behavior
Education
Health Policy
and
Management
Human resource management;
strategic planning
HPM
M
White
123
APPENDIX VIII. A.1
RSPH Faculty October, 2004, cont’d
Last Name
First
Name
Title
Degree
Earned
Institution
Discipline
Area of
Teaching
Area of Research Interest
Dept
Gender
Ethnicity
Culler
Steven
Asc
Professor
MA/PhD
University of
Illinois
Economics
Health Policy
and
Management
Health care financial
management, insurance and
reimbursement, health economics
HPM
M
White
Curran
James
Professor
MD/MPH
University of
Michigan/Har
vard
University
Internal
Medicine/Health
Education
Epidemiology
AIDS, emerging in infectious
diseases
EPI
M
White
CurryOwens
Tracy
Senior
Associate
MS/PhD
University of
Michigan
Psychology
Epidemiology
African-American women's
health; health policy; program
evaluation
EPI
F
Black
Davis
Tim
Visiting
Instructor
MD/MPH
Medicine/Enviro
nmental
Health/European
Master of
Disaster
Medicine
Environmental
and
Occupational
Health
Injury prevention and health
outcomes
EOH
M
White
DavisAndrews
Jill
Lecturer
MPH
Medical
University of
South
Carolina/Emo
ry
University/U
niversity of
Piemonte
Orientale,
Italy
Emory
University
Health
Education
Behavioral
Science and
Health
Education
community-based needs
assessments for health planning
and education; training and
evaluation programs
BSHE
F
White
124
APPENDIX VIII. A.1
RSPH Faculty October, 2004, cont’d
Last Name
First
Name
Title
Degree
Earned
Institution
Discipline
Area of
Teaching
Area of Research Interest
Dept
Gender
Ethnicity
Deaton
Christie
Visiting
Instructor
MN/PhD
Emory
University/Ge
orgia State
University
Nursing
Health Policy
and
Management
Pathophysiology and management
of cardiovascular disease; quality
of care; comparative health policy
content; interdisciplinary
management of patients with
heart failure
HPM
F
White
DeMark
Joanne
Visiting
Instructor
M Ed/EdS/PhD
University of
Pennsylvania/
University of
Florida
Education/Huma
n Resource
Health Policy
and
Management
Human Resources management
HPM
F
White
Devine
Owen
Visiting
Instructor
MS/PhD
University of
Georgia/Emo
ry University
Statistics
Biostatistics
Logistics and survival analysis;
statistical analysis
BIO
M
White
Diclemente
Ralph
Professor
SM/PhD
Psychology
Behavioral
Science and
Health
Education
Design and evaluation of STD
and HIV prevention interventions
tailored for adolescents and
women
BSHE
M
White
DiGirolamo
Ann
Asst
Research
Prof
MPH/PhD
Harvard
University
School of
Public
Health/Unive
rsity of
California,
San Francisco
Indiana
University/E
mory
University
Clinical
Psychology
International
Health
Child Development, effects of
care giving on child health and
nutrition, mental health
IH
F
White
Diiorio
Colleen
Professor
MA/PhD
New York
University
Nursing
Behavioral
Science and
Health
Education
HIV/AIDS medication adherence,
prevention with families,
prevention with fathers and sons,
epilepsy
BSHE
F
White
125
APPENDIX VIII. A.1
RSPH Faculty October, 2004, cont’d
First
Name
Degree
Earned
Title
Institution
Discipline
Area of
Teaching
Area of Research Interest
Dept
Gender
Ethnicity
Anne
Visiting
Instructor
MPH/PhD
University of
California,
Los
Angeles/Emo
ry University
Health
Education
Epidemiology
Multivariate survival analysis;
frailty models; longitudinal data
EPI
F
White
Myra
Visiting
Instructor
MSN
University of
Alabama
Nursing
organizational and leadership
management
HPM
F
White
Fred
Visiting
Instructor
MSN/PhD
University of
Alabama/Geo
rgia State
University
Nursing
Health Policy
and
Management
Health Policy
and
Management
Human resource management;
strategic and operations
management;
HPM
M
White
Cherie
Visiting
Instructor
MS/DVM
Wayne State
University/Mi
chigan State
University
Veterinary
Medicine
Behavioral
Science and
Health
Education
Veterinary public health issues;
communicable disease
surveillance; epidemiology
training;bioterrorism
preparedness and response
BSHE
F
White
Carolyn
Asc
Professor
MPH/PhD
University of
California,
Los Angeles
Epidemiology/P
harmacology/Po
pulation and
family health
Epidemiology
Reproductive and ophthalmic
epidemiology, methods
EPI
F
White
Benjamin
Asc
Professor
MPH/MD
New York
University/Ya
le University
Psychiatry/Healt
h Education
Health Policy
and
Management
Managed care; strategic and
operations management; quality
management
HPM
M
White
Kirk
Senior
Associate
MS
Louisiana
State
University
Applied
Statistics
Biostatistics
Statistical consulting
BIO
M
White
126
APPENDIX VIII. A.1
RSPH Faculty October, 2004, cont’d
Last Name
First
Name
Title
Degree
Earned
Institution
Discipline
Area of
Teaching
Area of Research Interest
Dept
Gender
Ethnicity
Eley
John
Asc
Professor
MD/MPH
Emory
University
Oncology/Healt
h Education
Epidemiology
Cancer epidemiology and control
EPI
M
White
Elon
Lisa
Senior
Associate
MS/MPH
Biostatistics/Hea
lth Education
Biostatistics
Sample survey analysis,
longitudinal cohort study
BIO
F
White
Escoffery
Ngoc-Cam
Research
Asst
Professor
MPH/PhD
North
Carolina State
University/E
mory
University
Emory
University/U
niversity of
Georgia
Health
Education
Behavioral
Science and
Health
Education
Training public health
professionals; curriculum
development and instructional
design;
BSHE
F
Asian/Pacific
Essien
Joyce
Visiting
Assc
Professor
MBA/MD
Wayne State
University/Ge
orgia State
University
Internal
Medicine/Busine
ss
Health Policy
and
Management
Public health policy; preventive
health systems; continuous
quality improvement
planning/implementation; clinical
laboratory systems design and
management
HPM
F
Black
Evans
Dabney
Lecturer
MPH
Emory
University
Health
Education
Behavioral
Science and
Health
Education
community-based needs
assessments for health planning
and education; training and
evaluation programs
BSHE
F
White
Feldman
Mark
Visiting
Instructor
MHA
Duke
University
Strategic
Management
Health Policy
and
Management
Strategic planning; marketing
management; communications;
managed care
HPM
M
White
127
APPENDIX VIII. A.1
RSPH Faculty October, 2004, cont’d
First
Name
Title
Filipowicz
Rebecca
Lecturer
MPH
Emory
University
Health
Education
Behavioral
Science and
Health
Education
Applied evaluation of
community-based health
programs; training public health
professionals in the use of
information for decision making;
public health information systems
BSHE
F
White
Flanders
William
Professor
MA/MD/MPH/
DSc
Mathematics/
Epidemiology/H
ealth Education
Epidemiology
Quantitative epidemiology;
methods
EPI
M
White
Florence
Curtis
Asst
Professor
Dphil
Labor
Economics/Econ
ometrics
Health Policy
and
Management
Health and labor economics,
econometrics
HPM
M
White
Flores
Rafael
Asc
Research
Prof
MA/DrPH
Biostatistics/Exp
erimental
Statistics
International
Health
Program design and monitoring
and evaluation
IH
M
Hispanic
Ford
John
Professor
MSW/MPH/Ph
D
Columbia
University/U
niversity of
Vermont/Har
vard
University
University
North
Carolina at
Chapel Hill
Louisiana
State
University/U
CLA
University of
Michigan
HPM
M
Black
Stanley
Visiting
Professor
MD/MPH
Health Policy
and
Management
International
Health
health services research
Foster
Social
Work/Health
Education
Physiology/Heal
th Education
Health policy, planning, and
management; working with
NGO's to strengthen community
and health system capacity in
promotion, prevention and case
management
IH
M
White
Last Name
Degree
Earned
Institution
University of
Rochester/Em
ory
University
Discipline
Area of
Teaching
Area of Research Interest
Dept
Gender
Ethnicity
128
APPENDIX VIII. A.1
RSPH Faculty October, 2004, cont’d
Last Name
First
Name
Degree
Earned
Title
Institution
Discipline
Area of
Teaching
Area of Research Interest
Dept
Gender
Ethnicity
Frumkin
Howard
Professor
and Chair
MPH/MD/DrP
H
Harvard
University/U
niversity of
Pennsylvania
Occupational
Health/Epidemio
logy/Health
Education
Environmental
and
Occupational
Health
Clinical occupational medicine;
occupational and environmental
epidemiology; agricultural safety
and health; occupational injuries
EOH
M
White
Gangarosa
Eugene
Visiting
Instructor
MD/MS
University of
Rochester
Medicine/Health
Administration
International
Health
Control of food borne and
waterborne disease; child survival
issues; primary health care;
minority health issues; migrant
health
IH
M
White
Gangarosa
Paul
Visiting
Instructor
MPH
Emory
University
BSHE
M
White
Julie
Visiting
Assoc Prof
MPH/PhD
Health outcomes; health literacy;
maternal and child health;
domestic violence
HPM
F
White
Gerzoff
Robert
Visiting
Instructor
MS
University of
Michigan/Uni
versity of
South
Carolina
University of
Virginia
Behavioral
Science and
Health
Education
Health Policy
and
Management
Informatics
Gazmararia
n
Environmental
and
Occupational
Health
Epidemiologic
Science/Health
Education
Political Science
decision and policy
making;information technology
HPM
M
White
Glanz
Karen
Professor
MPH/PhD
Health Policy
and
Management
Behavioral
Science and
Health
Education
Theories of health behavior;
research on determinants and
change processes; Cancer
prevention and control; Ethnic
differences in health behavior and
determinants; Nutrition education
and behavior; Program evaluation
and evaluation research
BSHE
F
White
University of
Michigan
Health Behavior
and Health
Education
129
APPENDIX VIII. A.1
RSPH Faculty October, 2004, cont’d
Last Name
First
Name
Degree
Earned
Title
Institution
Discipline
Goldberg
Joyce
Visiting
instructor
MA
Columbia
University
Communication
Goldman
Allan
Visiting
instructor
MPH
Emory
University
Health
Education
Goodman
Michael
Asst
Professor
MD/MPH
Kaunas
Medical
Academy/
Johns
Hopkins
University
School,
Pediatrics/Healt
h Education
Graitcer
Phil
Visiting
Instructor
DMD/MPH
Temple
University/Ha
rvard
University
Green
Lawrence
Visiting
Professor
MPH/DrPH
Green
Diane
Visiting
Asst Prof
MPH/PhD
Area of
Teaching
Area of Research Interest
Dept
Gender
Ethnicity
Behavioral
Science and
Health
Education
Health Policy
and
Management
Epidemiology
Demography;Public Health
Education
BSHE
F
White
Demographic trends; public
policies; long-term care
HPM
M
White
Cancer epidemiology and
children’s health; specific areas of
interest include prostate cancer,
breast cancer, long cancer,
respiratory and neurobehavioral
outcomes in children.
EPI
M
White
Health
Education
Environmental
and
Occupational
Health
Bicycle helmet promotion;
program evaluation; international
aspects of injury control;
conference organization and
management
EOH
M
White
University of
California,
Berkley
Health
Education
Behavioral
Science and
Health
Education
Public health education;
demography and psychometrics
BSHE
M
White
Emory
University
Health
Education
Health Policy
and
Management
Health services research; issues of
aging; arthritis; women's health;
maternal and child health
HPM
F
White
130
APPENDIX VIII. A.1
RSPH Faculty October, 2004, cont’d
Last Name
First
Name
Degree
Earned
Title
Institution
Discipline
Area of
Teaching
Area of Research Interest
Dept
Gender
Ethnicity
Greene
Cantice
Visiting
Instructor
MA
Georgia State
University
Applied
Linguistics
International
Health
Applied Linguistics; Research,
design and statistics for applied
linguistics
IH
F
Black
Gross
Robert
Visiting
Instructor
MBA
Loyola
College
Business
Health Policy
and
Management
Strategic technology planning;
healthcare database management;
software product planning
HPM
M
White
Gunderson
Gary
Instructor
M Div/D Min
Theology
International
Health
Interfaith Health Program
IH
M
White
Haber
Michael
Professor
MSc/PhD
Emory
University/
Interdenomin
ational
Theological
Center
Hebrew
University
Statistics
Biostatistics
Categorical data analysis;
statistical methods for infectious
diseases data; and evaluation of
vaccine effects
BIO
M
White
Haddix
Anne
Visiting
Assoc Prof
MS/PhD
California
State
University,
Fresno/Unive
rsity of
Georgia
Agricultural
Economics
International
Health
Economic evaluation of public
health programs; health policy in
the United States and developing
countries; rural and internationals
development economics
IH
F
White
Halloran
Mary
Professor
MD/MPH/DSc
Freie
Universitat/H
arvard
University
Tropical
Medicine/Infecti
ous
Disease/Biology
/Health
Education
Biostatistics
Causal inference; Bayesian
methods; vaccine evaluation;
missing data; epidemiological
methods for infectious disease
BIO
F
White
131
APPENDIX VIII. A.1
RSPH Faculty October, 2004, cont’d
Last Name
First
Name
Title
Degree
Earned
Institution
Discipline
Area of
Teaching
Area of Research Interest
Dept
Gender
Ethnicity
Hamby
Leigh
Visiting
Instructor
MD/MSHA
Emory
University/U
niversity of
Alabama
Health
Administration
Health Policy
and
Management
outcome measurements;
analytical statistics; managed care
concepts and policy
HPM
M
White
Hanfelt
John
Asc
Professor
MS/PhD
George
Washington
University/Jo
hns Hopkins
University
Operations
Research/Biostat
istics
Biostatistics
Longitudinal data analysis;
genetic epidemiology; estimating
functions; approximate likelihood
BIO
M
White
Harrell
David
Visiting
Instructor
MSFS/MHA/P
hD
Financial
Services/Health
Care
Administration/
Health Services
Health Policy
and
Management
Health Information; long-term
care;public health
HPM
M
White
Herold
Joan
Asc
Professor
MA/PhD
American
College/Merc
er
University/W
alden
University
University of
Pennsylvania
Demography
Behavioral
Science and
Health
Education
Demographic and survey
methods; migration, fertility and
family planning research with a
focus on Latin American and US
Hispanic Population
BSHE
F
White
Herring
Bradley
Asst
Professor
PhD
University of
Pennsylvania
Economics
Health Policy
and
Management
Health economics; insurance
theory; public finance; social
insurance
HPM
M
White
Hertzberg
Vicki
Asc
Professor
PhD
University of
Washington
Biostatistics
Biostatistics
Categorical data analysis; clinical
trials; reproductive epidemiology;
statistical genetics
BIO
F
White
132
APPENDIX VIII. A.1
RSPH Faculty October, 2004, cont’d
Last Name
First
Name
Degree
Earned
Title
Institution
Discipline
Area of
Teaching
Area of Research Interest
Dept
Gender
Ethnicity
Hill
Andrew
Lecturer
MS/PhD
University of
Auckland/Uni
versity of
Canterbury
Mathematics
Biostatistics
Semi-parametric methods;
Markov models; epidemic theory;
spatial spread of infectious
diseases
BIO
M
White
Hill
Holly
Asst
Professor RT
MD/PhD
Medicine/Epide
miology
Epidemiology
Infectious disease epidemiology;
methods
EPI
F
White
Hines
Peggy
Lecturer
MA
Communication
HPM
F
White
Jennifer
Asst
Professor
PhD
Health Policy
and
Management
International
Health
Electronic Media
Hirsch
University of
North
Carolina,
Chapel Hill
Morehead
State
University
Johns
Hopkins
Gender, sexuality and
reproductive health; migration;
qualitative methods
IH
F
White
Hogue
Carol
Professor
MPH/PhD
Epidemiology/B
iostatistics
Epidemiology
Women's and children's health
epidemiology
EPI
F
White
Holtgrave
David
Professor
PhD
University of
North
Carolina,
Chapel Hill
University of
Illinois,
Urbana
Psychology
Behavioral
Science and
Health
Education
Cost-effectiveness of analysis
methods and applications/HIV
prevention intervention research
BSHE
M
White
Houry
Debra
Visiting
Instructor
MD/MPH
Tulane
University
Health
Education
Violence prevention and domestic
violence
BSHE
F
White
Houston
Robin
Visiting
Associate
MD/MPH
University of
Vermont/Uni
versity of
Washington
Health
Education
Environmental
and
Occupational
Health
International
Health
Epidemiological assessment and
evaluation of lymphatic filariasis
elimination and child survival
programs
IH
F
White
Population
Dynamics and
Anthropology
133
APPENDIX VIII. A.1
RSPH Faculty October, 2004, cont’d
Last Name
First
Name
Title
Degree
Earned
Institution
Discipline
Howard
David
Asst
Professor
PhD
Harvard
University
Economics
Huang
Eugene
Asc
Professor
MS/PhD
University of
Minnesota
Biostatistics
Hutchinson
Leslie
Visiting
Instructor
MD/MPH
University of
Cincinnati/Jo
hns Hopkins
University
Jackson
Monica
Post Doc
Fellow
PhD
Jackson
Fleda
Visiting
Asst
Professor
Jacob
Arriola
Kimberly
Jacobson
Kara
Area of
Teaching
Area of Research Interest
Dept
Gender
Ethnicity
Health Policy
and
Management
Biostatistics
Health economics; organ supply
and allocation
HPM
M
White
Survival Analysis;Covariate
measurement error;semi and nonparametric inferences;statistical
issues in clinical trials and
epidemiological studies
BIO
M
Asian/Pacific
Health
Education
Environmental
and
Occupational
Health
Occupational and environmental
epidemiology; agricultural safety
and health; occupational injuries
EOH
M
White
University of
Maryland,
College Park
Statistics
Biostatistics
Spatial Statistics
BIO
F
Black
MS/PhD
University of
Illinois
Epidemiology
Reproductive health; integration
of qualitative and quantitative
methodologies
EPI
F
Black
Asst
Professor
MA/PhD/MPH
Northeastern
University/E
mory
University
Human
Development
and Family
Ecology/Educati
onal psychology
Health
Education
Behavioral
Science and
Health
Education
HIV/AIDS among African
Americans; violence and abuse
towards women; organ and tissue
donation in the black community
BSHE
F
Black
Visiting
Associate
MPH
Emory
University
Health
Education
Health Policy
and
Management
Health literacy; chronic disease
prevention; health promotion and
prevention programming
HPM
F
White
134
APPENDIX VIII. A.1
RSPH Faculty October, 2004, cont’d
Last Name
First
Name
Degree
Earned
Title
Institution
Discipline
Johnson
Barry
Visiting
Instructor
MS/PhD
Iowa State
University
Toxicology/Occ
upational Health
Johnson
Robert
Visiting
Instructor
MD
Oregon
Health
Sciences
University
Health
Sciences/environ
mental health
Jorgenson
Cynthia
Visiting
Instructor
MA/DrPH
Karahalis
George
Visiting
Instructor
MS
Boston
University/Un
iversity of
North
Carolina
Chapel Hill
University of
Alabama
Kegler
Michelle
Asc
Professor
MPH/PhD
Kelley
Mary
MS/PhD
Kendal
Alan
Research
Asst
Professor
Visiting
Professor
Khoury
Muin
Visiting
Instructor
MD/PhD
PhD
University
Michigan/Uni
versity of
North
Carolina,
Chapel Hill
University of
Pittsburgh
University
College,
London
Johns
Hopkins
University
Area of
Teaching
Area of Research Interest
Dept
Gender
Ethnicity
Environmental
and
Occupational
Health
Environmental
and
Occupational
Health
Environmental health policies
EOH
M
White
Risk Assessment and methods;
risk characterization; model
selection
EOH
M
White
Health
Education
Behavioral
Science and
Health
Education
Health risk assessment; health
communication
BSHE
F
White
Hospital and
Health
Administration
Health
Behavior/Health
Education
Health Policy
and
Management
Behavioral
Science and
Health
Education
Hospital/health systems,
management
HPM
M
White
Environmental justice/tobacco use
prevention and control
BSHE
F
White
Biostatistics
Biostatistics
biometrics/statistics/mental illness
BIOS
F
White
Virology
Epidemiology
EPI
M
White
Epidemiology
Epidemiology
Childhood immunization;
virology; management
information systems
Epidemiologic methods
EPI
M
White
135
APPENDIX VIII. A.1
RSPH Faculty October, 2004, cont’d
Last Name
First
Name
Kiser
Miriam
Klein
Mitchel
Kleinbaum
Degree
Earned
Title
Area of
Teaching
Institution
Discipline
Area of Research Interest
Dept
Gender
Ethnicity
Emory
University
Indiana
University/E
mory
University
Health
Education
Mathematics/
Epidemiology
International
Health
Environmental
and
Occupational
Health
Interfaith Health Program
IH
F
White
Epidemiologic methods
EOH
M
White
University of
Rochester/Un
iversity of
North
Carolina,
Chapel Hill
University of
Witwatersran
d
Mathematical
Statistics
Epidemiology
Quantitative epidemiology;
methods
EPI
M
White
Physiology/
Microbiological
Pathology
International
Health
Global spread of antimicrobial
resistance, acute respiratory
infections, bacterial vaccines,
typhoid fever
IH
M
White
Visiting
Lecturer
Senior
Associate
MPH
David
Professor
MA/PhD
Klugman
Keith
Professor
MBBCH/PhD
Knowlton
Amy
Visiting
Instructor
MPA/PhD
University of
North
Carolina,
Chapel Hill
Health
Education
Behavioral
Science and
Health
Education
community-based needs
assessments for health planning
and education; training and
evaluation programs
BSHE
F
White
Kohler
Susan
RN
University of
Pittsburgh
Nursing
HPM
F
White
Jeffery
MD/MPH
New York
University/Ha
rvard
University
Health
Education
Health Policy
and
Management
Behavioral
Science and
Health
Education
Quality Management;health
promotions
Koplan
Senior
Research
Assoc
Visiting
Instructor
community-based needs
assessments for health planning
and education; training and
evaluation programs
BSHE
M
White
MA/PhD
136
APPENDIX VIII. A.1
RSPH Faculty October, 2004, cont’d
Last Name
First
Name
Degree
Earned
Title
Institution
Discipline
Area of
Teaching
Area of Research Interest
Dept
Gender
Ethnicity
Koplan
Carol
Visiting
Instructor
MD
Tufts
University
Child and Adult
Psychology
Health Policy
and
Management
Health care reform and policies;
prevention and amelioration of
mental disorders
HPM
F
White
Kosinski
Andrzej
Asc
Professor
MS/MSc/PhD
Oxford
University/U
niversity of
Washington
Biostatistics
Linear models; cardiovascular
clinical trials; statistical
computing; survival analysis
BIO
M
White
Kushner
Howard
Professor
MA/PhD
Cornell
University
Applied
Mathematics/Ap
plied
Statistics/Biostat
istics
History
Behavioral
Science and
Health
Education
Historical and Clinical aspects of
addiction, history and etiology of
Kawasaki's disease
BSHE
M
White
Kutner
Michael
R Professor
and Chair
MS/PhD
Virginia
Polytechnic/T
exas A&M
Statistics
Biostatistics
Linear models; variance
components; experimental design;
clinical trials
BIO
M
White
Lamar
Welch
Verna
Visiting
Asst Prof
MPH/PhD
Health
Education
Health Policy
and
Management
Access to medical care;
cardiovascular diseases; racial and
ethnic disparities in health
HPM
F
Black
Lang
Delia
Lecturer
MA/MPH/PhD
Emory
University/U
niversity of
North
Carolina,
Chapel Hill
California
State
University,
San
Bernardino/L
oma Linda
University
Health
Education
Behavioral
Science and
Health
Education
HIV/AIDS prevention for
adolescents
BSHE
F
White
137
APPENDIX VIII. A.1
RSPH Faculty October, 2004, cont’d
Last Name
First
Name
Title
Degree
Earned
Institution
Discipline
Area of
Teaching
Area of Research Interest
Dept
Gender
Ethnicity
Lemen
Richard
Visiting
Instructor
MSPH/PhD
University of
Missouri/Uni
versity of
Cincinnati
Health
Education
Environmental
and
Occupational
Health
Ecological paradigm;
environmental health;
occupational health
EOH
M
White
Lende
Daniel
Post Doc
Fellow
PhD
Emory
University
Anthropology
Social Anthropology
BSHE
M
White
Leon
Juan
Post Doc
Fellow
MPH/PhD
Northwestern
University
Epidemiology/I
mmunology and
Microbial
Pathogenesis
Behavioral
Science and
Health
Education
International
Health
Cardiac autoimmunity/microbial
pathogenesis focus parasitology
IH
M
Hispanic
Letz
Richard
Professor
PhD
University of
Texas at
Austin
Psychology
Behavioral
Science and
Health
Education
Neurobehavioral assessment in
epidemiological studies,
development of
neuropsychological methods
BSHE
M
White
Levinson
Richard
Professor
MA/PhD
University of
Wisconsin
Sociology
Behavioral
Science and
Health
Education
Social determinants of health risk
behavior and access to and
utilization of health services
BSHE
M
White
Liff
Jonathan
Asc
Professor
MS/PhD
University of
Illinois/Unive
rsity of
Washington
Biometry/Epide
miology
Epidemiology
Cancer Epidemiology and
surveillance
EPI
M
White
Lipscomb
Joseph
Professor
PhD
University of
North
Carolina at
Chapel Hill
Econometrics
Health Policy
and
Management
Cancer surveillance and control
HPM
M
White
138
APPENDIX VIII. A.1
RSPH Faculty October, 2004, cont’d
Last Name
First
Name
Degree
Earned
Title
Liu
Pengbo
Post Doc
Fellow
MS/PhD
Lloyd
Laura
Lecturer
MPH/CHES
Longini
Ira
Professor
Lu
Alex
Lunceford
Institution
Discipline
Area of
Teaching
Area of Research Interest
Dept
Gender
Ethnicity
Xian Medical
University/Pe
king Union
Medical
College
University of
Georgia
Epidemiology
International
Health
Virology and cancer research
IH
M
Asian/Pacific
Health
Education
Health Education
BSHE
F
White
MS/PhD
University of
Minnesota
Stochastic processes; models of
infectious diseases
BIO
M
White
Asst
Professor
MS/PhD
Rutgers
University/U
niversity of
Washington
Operations
Research/Biome
try
Environmental
Sciences
Behavioral
Science and
Health
Education
Biostatistics
Environmental
and
Occupational
Health
Assessment of pesticide exposure
resulting from indoor
applications, agricultural spray
drift; parental occupation or from
dietary intake
EOH
M
Asian/Pacific
Colleen
Instructor
MD/PhD
Educational
Leadership/Hum
an Resource
Development
Behavioral
Science and
Health
Education
Stress Reduction, Spirituality,
Substance Abuse, Tobacco
BSHE
F
White
Lyles
Robert
Asc
Professor
MS/PhD
Florida
Atlantic
University/Ge
orgia State
University
University of
North
Carolina,
Chapel Hill
Biostatistics
Biostatistics
Longitudinal data analysis;
prediction of random effects;
measurement error models;
missing data
BIO
M
White
Lynn
Michael
Senior
Associate
MS
Mississippi
State
University
Statistics
Biostatistics
Clinical trials; statistical
applications in ophthalmic
research; statistical computing
BIO
M
White
139
APPENDIX VIII. A.1
RSPH Faculty October, 2004, cont’d
First
Name
Title
Maberly
Glenden
Professor
Honore
Peggy
Manatunga
Last Name
Degree
Earned
Area of
Teaching
Institution
Discipline
Area of Research Interest
Dept
Gender
Ethnicity
MB/MD
University of
South Wales
International
Health
Micronutrient malnutrition;
endocrinology
IH
M
White
Visiting
Instructor
MHA/DHA
Health Policy
and
Management
Health Administration
HPM
F
White
Amita
Asc
Professor
M.Sc/MA/PhD
Tulane
University/M
edical
University of
South,
Charleston
Purdue
University/U
niversity of
Rochester
Internal
Medicine/Endoc
rinology
Public Health
and Tropical
Medicine/Public
Health Finance
Mathematical
Statistics/Statisti
cs
Biostatistics
Multivariate survival analysis;
frailty models; longitudinal data
BIO
F
Asian/Pacific
Mandel
Jack
Professor
and Chair
MPH/PhD
University of
Minnesota
Epidemiology/H
ealth Education
Epidemiology
Cancer screening; occupational
epidemiology
EPI
M
White
Marcus
Michele
Asc
Professor
MPH/PhD
Brooklyn
College/Colu
mbia
University
Epidemiology/H
ealth Education
Epidemiology
Reproductive, environmental and
neuroepidemiology
EPI
F
White
Margolis
Stephen
Clin Assc
Professor
PhD
Cornell
University
Pharmacology/
Biochemistry
Health Policy
and
Management
Curriculum and program planning
and development; community
public health development;
environmental health program
development; health in minority
communities; comprehensive
AIDS/STD programs
HPM
M
White
140
APPENDIX VIII. A.1
RSPH Faculty October, 2004, cont’d
Last Name
First
Name
Degree
Earned
Title
Institution
Discipline
Area of
Teaching
Martorell
Reynaldo
Professor
and Chair
PhD
University of
Washington
Biological
Anthropology
International
Health
Maslia
Morris
Visiting
Instructor
MSCE/PE
Georgia
Institute of
Technology
Environmental
Engineering
Environmental
and
Occupational
Health
McClellan
William
Visiting
Instructor
MD/MPH
University of
Alabama/Em
ory
University
Epidemiology
McFarland
Deborah
Asc
Professor
MPH/MSc/PhD
McGee
Lesley
Asst
Research
Prof
PhD
University of
North
Carolina
Chapel
Hill/London
School of
Economics/U
niversity of
Tennessee
University of
Witwatersran
d
McGowan
John
Professor
MD
Harvard
University
Area of Research Interest
Dept
Gender
Ethnicity
Protein-energy malnutrition;
maternal and child nutrition;
design and evaluation of nutrition
interventions; food and nutrition
policy; obesity
Environmental and Occupational
Hazards assessment and control
IH
M
Hispanic
EOH
M
White
Epidemiology
Chronic Disease Epidemiology
EPI
M
White
Health Policy
and
Administration/
Economics/Heal
th Education
International
Health
Comparative health policy; health
system finance and reform; equity
and the poor
IH
F
White
Epidemiology
International
Health
Molecular epidemiology and
molecular basis of anibiotic
resistant Streptococcus
pneumoniae
IH
F
White
Internal
Medicine/Infecti
ous
Disease/Medical
Microbiology
Epidemiology
Infectious disease epidemiology
EPI
M
White
141
APPENDIX VIII. A.1
RSPH Faculty October, 2004, cont’d
Last Name
First
Name
Degree
Earned
Title
Institution
Discipline
McGowan
Angela
Visiting
Instructor
JD/MPH
Emory
University
Law/Health
Education
McGrath
Kerry
Visiting
Instructor
JD
New York
University
Health
Education Law
Merritt
Robert
Visiting
Instructor
MA
Emory
University
Organizational
Management
Middendorf
Paul
Visiting
Instructor
MS/PhD
Occupational
Health
Mikhail
Isis
Post Doc
Fellow
PhD
University of
Cincinnati/Ge
orgia Institute
of
Technology
University of
Alabama at
Birmingham
Miller
Gary
Asc
Professor
MS/PhD
Immunology,
Pharmacology
and Toxicology
Miner
Kathy
Asc
Professor
M.Ed/MPH/Ph
D
Old
Dominion
University/U
niversity of
Georgia
Georgia State
University/E
mory
University/Ge
orgia State
University
Moe
Christine
Asc
Professor
MS/PhD
University of
North
Carolina,
Chapel Hill
Area of
Teaching
Area of Research Interest
Dept
Gender
Ethnicity
Health Policy
and
Management
Health Policy
and
Management
Health Policy
and
Management
Environmental
and
Occupational
Health
Public health law; health care,
ethics, legal liability
HPM
F
White
Public health law; human rights
HPM
F
White
organizational and leadership
management
HPM
M
White
Environmental and Occupational
Hazards assessment and control
EOH
M
White
Behavioral
Science and
Health
Education
Environmental
and
Occupational
Health
STD/HIV prevention; women's
health
BSHE
F
Other
Neurotoxicology
EOH
M
White
Health
Education/Cogn
ate
Management/He
alth Education
Behavioral
Science and
Health
Education
Design and evaluation of
domestic and international
community-based interventions
related to adolescent health,
maternal and child health, and
HIV/AIDS
BSHE
F
White
Environmental
Sciences
International
Health
Environmental transmission of
infectious agents; epidemiology
of food borne and waterborne
diseases; environmental microb.
IH
F
White
Medicine and
Surgery
142
APPENDIX VIII. A.1
RSPH Faculty October, 2004, cont’d
Last Name
First
Name
Degree
Earned
Title
Area of
Teaching
Institution
Discipline
University of
California
Berkeley/Em
ory
University
Emory
University
Nutritional
Sciences/Nutriti
onal
Epidemiology
Environmental
and
Occupational
Health
Nutrition; women's health
EOH
F
Black
Health
Education
Behavioral
Science and
Health
Education
Health Policy
and
Management
Behavioral
Science and
Health
Education
Public Health
BSHE
F
Black
Informatics
HPM
M
White
Safe Water/Economics
BSHE
M
Black
Environmental
and
Occupational
Health
Toxicology; environmental
outcomes
EOH
M
Asian/Pacific
International
Health
Data management; statistical
analysis
IH
M
White
Health Policy
and
Management
Operations Management;
management of academic health
centers; clinic management;
leadership.
HPM
F
White
Monteilh
Carolyn
Asst
Research
Prof
MS/PhD
Morris
Deborah
Senior
Associate
MPH
Morse
William
Lecturer
JD
Emory
University
Law
Mumma
Gerald
Visiting
Instructor
MS/PhD
Agribusiness/Ec
onomics/Agricul
tural Economics
Mumtaz
Moiz
Visiting
Instructor
MS/PhD
Alabama A &
M
University/Mi
ssissippi State
University
Oregon State
University/U
niversity of
Texas
Munn
Van
Visiting
Instructor
Masters
Murdock
Sandra
Visiting
Instructor
MA/DrPH
Central
Michigan
University/U
niversity of
Texas
Toxicology
Health
Education
Area of Research Interest
Dept
Gender
Ethnicity
143
APPENDIX VIII. A.1
RSPH Faculty October, 2004, cont’d
Last Name
First
Name
Degree
Earned
Title
Murray
Henry
Visiting
Instructor
MT/MS/PhD
Myers
Melvin
Visiting
Instructor
MPA
Narayanan
Jothikumar
Post Doc
Fellow
PhD
Nathan
Rose
Research
Associate
JD/MPH
Niemeyer
Dearell
Visiting
Assc
MPH
Nizam
Azhar
Senior
Associate
MS
Noji
Eric
Visiting
Instructor
MD/MPH
Area of
Teaching
Institution
Discipline
Area of Research Interest
Dept
Gender
Ethnicity
US
Navy/Univers
ity of
Arizona/Univ
ersity of
Texas
Indiana
University
Toxicology/Occ
upational Health
Environmental
and
Occupational
Health
Toxicology; environmental
outcomes
EOH
M
White
Health
Education
Environmental
and
Occupational
Health
International
Health
Occupational and environmental
health
EOH
M
White
IH
M
Asian/Pacific
George
Washington
University/E
mory
University
University of
Hawaii
Law/Health
Education
International
Health
Public health law; micronutrient
malnutrition
IH
F
White
Health
Education
Health Education
BSHE
M
White
University of
South
Carolina
University of
Rochester/Joh
ns Hopkins
University
Statistics
Behavioral
Science and
Health
Education
Biostatistics
Multiple comparisons; statistical
education
BIO
F
Asian/Pacific
Environmental
and
Occupational
Health
medical and health response to
natural, biological and
technological disasters including
refugee crises, complex
humanitarian emergencies and
terrorism
EOH
M
Asian/Pacific
Health
Education
144
APPENDIX VIII. A.1
RSPH Faculty October, 2004, cont’d
Last Name
First
Name
Degree
Earned
Title
Institution
Discipline
Area of
Teaching
Area of Research Interest
Dept
Gender
Ethnicity
Oakley
Godfrey
Visiting
Professor
MD/MSPM
Bowman
Gray School
of
Medicine/Uni
versity of
Washington
Pediatrics
Epidemiology
Pediatric and perinatal
epidemiology with emphasis on
birth defects; developmental
disabilities; genetics
EPI
M
White
O'Connor
Jean
Visiting
Instructor
JD/MPH
Emory
University
Law/Health
Policy and
Management
Health Policy
and
Management
Public health policy; preventive
health systems; continuous
quality improvement
planning/implementation; clinical
laboratory systems design and
management
HPM
F
White
Osborne
Robert
Visiting
Instructor
MD/MBA
BSHE
M
White
Otteson
Eric
Research
Professor
MD
Harvard
University
Pediatrics
Epidemiology and immunology
of parasitic diseases
IH
M
White
Phillips
Victoria
Asc
Professor
Dphil
Oxford
University
Economics
Health Policy
and
Management
Health economics; labor markets
for health professionals; longterm and community based care;
economic evaluation
HPM
F
White
Pletz
Mathias
Post Doc
Fellow
PhD
University of
Leipzig
Virology
International
Health
Internal Medicine/virology
IH
M
White
Polk
Kristie
Visiting
instructor
MS
University of
Georgia
Statistics
Biostatistics
Research design; statistical
analysis
BIO
F
White
Health Policy
and
Management
International
Health
145
APPENDIX VIII. A.1
RSPH Faculty October, 2004, cont’d
Last Name
First
Name
Title
Degree
Earned
Institution
Discipline
Area of
Teaching
Area of Research Interest
Dept
Gender
Ethnicity
Press
Christophe
r
Visiting
Instructor
MBA
University of
Cincinnati
Business
Administration
Health Policy
and
Management
Marketing; government affairs;
policy; mergers and acquisitions
HPM
M
White
Prince
Mary
Visiting
Instructor
MPH/PhD
Emory
University/U
niversity of
South
Carolina
Health
Education
Behavioral
Science and
Health
Education
Health education and promotion;
community health, prevention,
evaluation
BSHE
F
White
Ramachand
iran
Sampath
Post Doc
Fellow
PhD
EOH
M
Asian/Pacific
Ramakrishn
an
Usha
Asst
Professor
MS/PhD
Cornell
University
International
Nutrition/Foods
and Nutrition
Childhood malnutrition; maternal
and child nutrition; micronutrient
malnutrition
IH
F
Asian/Pacific
Rask
Kimberly
Asc
Professor CT
MD/PhD
Bryn Mawr
College/Univ
ersity of
Pennsylvania
Medicine/Health
Economics
Health Policy
and
Management
Public hospital needs of
underserved populations
HPM
F
White
RaskinHood
Cheryl
Visiting
Associate
MS/MPH
Epidemiology
Health Policy
and
Management
Research design and methods
HPM
F
Black
Reddy
Pricilla
Visiting
Associate
Professor
MPH/PhD
State
University of
New
York/Emory
University
University of
Massachusett
s/Maastricht
University
Health
Education
Behavioral
Science and
Health
Education
HIV/AIDS research South Africa
BSHE
F
Black
Environmental
and
Occupational
Health
International
Health
146
APPENDIX VIII. A.1
RSPH Faculty October, 2004, cont’d
Last Name
First
Name
Degree
Earned
Title
Institution
Yeshiva
University
Discipline
Resnicow
Ken
Professor
PhD
Revzina
Natalia
Post Doc
Fellow
MD
Rheingans
Richard
Asst
Research
Prof
MA/PhD
Yale
University
Environmental
Studies
Richardson
Jason
Post Doc
Fellow
PhD
University of
Texas at
Austin
Environmental
Studies
Riederer
Anne
Senior
Research
Assoc
Scd Doc
Harvard
University
Environmental
Health
Robillard
Alyssa
Senior
Associate
MSPH/PhD/C
HES
University of
Alabama at
Birmingham
Health
Behavior/Health
Education and
Health
Promotion
Area of
Teaching
Area of Research Interest
Dept
Gender
Ethnicity
Health
Psychology
Behavioral
Science and
Health
Education
School health promotion; the
relationship between ethnicity and
health behavior; the relationship
between personality and health;
harm reduction
BSHE
M
White
Psychiatry
Behavioral
Science and
Health
Education
International
Health
STD/HIV prevention
BSHE
F
White
Environmental health economics;
economics of infectious diseases
in developing countries;
household decision making; risk
assessment and modeling
IH
M
White
Environmental
and
Occupational
Health
Environmental
and
Occupational
Health
Behavioral
Science and
Health
Education
Environmental health;toxicology
EOH
M
White
Toxicology; environmental
outcomes
EOH
F
White
Adolescent health; HIV/AIDS in
minority populations and
corrections, health and health
disparities of minority and u
underserved populations;
adolescent sexual health
BSHE
F
Black
147
APPENDIX VIII. A.1
RSPH Faculty October, 2004, cont’d
Last Name
First
Name
Degree
Earned
Title
Institution
Discipline
Area of
Teaching
Area of Research Interest
Dept
Gender
Ethnicity
Rochat
Roger
Research
Professor
MD
University of
Washington
Tropical
Medicine
International
Health
Maternal, infant and child health
epidemiology; maternal and child
health epidemiology capacity
building in state health
departments; maternal death and
abortion surveillance; unintended
pregnancy prevention
IH
M
White
Rogatko
Andre
Professor
MS/PhD
Genetic Epidemiology
BIOS
M
White
Barry
Professor
MS/PhD
Genetics/Statisti
cs
Physical Science
Biostatistics
Ryan
Sao Paulo
University
University of
Chicago/Wesl
eyan
University
Environmental
and
Occupational
Health
Environmental exposure
assessment; community-based
environmental epidemiology;
environmental chemistry with
emphasis on indoor environments
EOH
M
White
Sabatier
Jennifer
Associate
MS
Louisiana
State
Applied
Statistics
Biostatistics
Statistical analysis/exercise
physiology
BIOS
F
White
Salain
Rita
Visiting
Instructor
BS
Georgia State
University/E
mory
University
Humanities and
Social Science
Behavioral
Science and
Health
Education
Health Education/Cognate
Management
BSHE
F
White
Salazar
Laura
Research
Asst
Professor
MA/PhD
Georgia State
University
Community
Psychology
Behavioral
Science and
Health
Education
community-based needs
assessments for health planning
and education; training and
evaluation programs
BSHE
F
Hispanic
148
APPENDIX VIII. A.1
RSPH Faculty October, 2004, cont’d
Last Name
First
Name
Degree
Earned
Title
Institution
Discipline
Area of
Teaching
Area of Research Interest
Dept
Gender
Ethnicity
Saltman
Richard
Professor
MA/PhD
Dartmouth
College/Stanf
ord
University
Political Science
Health Policy
and
Management
Comparative health policy;
organization theory; US health
policy; health systems reform;
accountability and governance
HPM
M
White
Saltzman
Linda
Visiting
Instructor
MS/PhD
Florida State
University
Community
Psychology
Violence prevention and domestic
violence
BSHE
F
White
Sanders
Lawrence
Visiting
Instructor
MD/MBA
Vanderbilt
University/U
niversity of
Pennsylvania
Internal
Medicine
Behavioral
Science and
Health
Education
Health Policy
and
Management
US health policy; racial and
ethnic health disparities
HPM
M
Black
Sanders
Richard
Visiting
Instructor
JD
Emory
University
Law
Health policy law
HPM
M
White
Satten
Glen
Visiting
Instructor
MA/PhD
Harvard
University
Statistics
Health Policy
and
Management
Biostatistics
Spatial statistics
BIO
M
White
Schroeder
Dirk
Asc
Professor
MPH/ScD
Johns
Hopkins
University
International
Health/Nutrition
and
Epidemiology
International
Health
Child feeding; epidemiology and
dietary management of diarrheal
diseases; child mortality; nutrition
interventions
IH
M
White
Schwartz
Ira
MD
University of
Chicago
Pediatrics
International
Health
Pediatrics; Infectious Diseases
IH
M
White
Scott
Tracy
Asst
Professor Ct
Visiting
Asst
Professor
MA/MA/PhD
Fuller
Theological
Seminary/
Princeton
University
Sociology
Health Policy
and
Management
Racial and ethnic health
disparities; gender and health;
cancer screening
HPM
F
White
149
APPENDIX VIII. A.1
RSPH Faculty October, 2004, cont’d
Last Name
First
Name
Title
Degree
Earned
Institution
Discipline
Area of
Teaching
Area of Research Interest
Dept
Gender
Ethnicity
Sessions
Kimberly
Sr.
Associate
M.Ed/Ed.D
University Of
Georgia
Education
Behavioral
Science and
Health
Education
HIV/AIDS; politics of program
planning; curriculum
development; instructional
design; program evaluation
BSHE
F
White
Shepard
Melissa
Visiting
Associate
MPH
Emory
University
Health
Education
Behavioral
Science and
Health
Education
HIV/AIDS; politics of program
planning; curriculum
development; instructional
design; program evaluation
BSHE
F
White
Shim
Kyumin
Visiting
Instructor
MS/PhD
Health
Administration
Health Policy
and
Management
Infrastructure of public health
systems; health care outcomes;
econometric methods
HPM
M
Asian/Pacific
Sinkowitz
Ronda
Visiting
Instructor
MPH
Rensselaer
Polytechnic
Institute/City
University of
New York
Emory
University
Health
Education
Health Education
BSHE
F
White
Sisk
Faye
Visiting
Instructor
M Ed/PhD
Education
Health Care Management
HPM
F
White
Smith
Iris
Assc
Professor
MPH/PhD
University of
North
Florida/Unive
rsity of
Florida
Emory
University/Ge
orgia State
University
Behavioral
Science and
Health
Education
Health Policy
and
Management
Health
Education/Com
munity
Psychology
Behavioral
Science and
Health
Education
Behavior Science and Health
Education/Community
Psychology
BSHE
F
Black
Soucie
Mike
Visiting
Instructor
MPH/PhD
Emory
University
Health
Education
Epidemiology
Univariate and multivariate
analysis
EPI
M
White
150
APPENDIX VIII. A.1
RSPH Faculty October, 2004, cont’d
Last Name
First
Name
Title
Degree
Earned
Area of
Teaching
Institution
Discipline
Area of Research Interest
Dept
Gender
Ethnicity
State
University of
New York at
Buffalo/Univ
ersity of
Pennsylvania
University of
South Florida
History,
American
Studies,Epidemi
ology, statistics
Environmental
and
Occupational
Health
Environmental and occupational
epidemiology
EOH
M
White
Health
Education
Behavioral
Science and
Health
Education
International
Health
Research design and methods
BSHE
M
White
Nutritional epidemiology; diet
and chronic diseases;
intergenerational effects on health
IH
M
White
Steenland
Nelson
Professor
MA/MS/
(2)PhD
Stein
Kevin
Visiting
Instructor
MA/PhD
Stein
Aryeh
Asc
Professor
MPH/PhD
Columbia
University
Health
Education
Stephens
Torrance
Asst
Professor RT
MA/PhD
Atlanta
University/Cl
ark Atlanta
University
Health
Education
Behavioral
Science and
Health
Education
Patient education and counseling;
computer assisted instruction in
health promotion and prevention
BSHE
M
Black
Sterk
Claire
Professor
and Chair
PhD
University of
Utrecht;Eram
us University
Rotterdam/Ci
ty University
of New York
Anthropology &
Social Sciences
Behavioral
Science and
Health
Education
Women's and adolescent health;
HIV/AIDS substance abuse;
community health
BSHE
F
White
Sullivan
Kevin
Asc
Professor,
RT
MHA/MPH/Ph
D
Ohio State &
Univ of
Michigan
Preventive
Medicine/Health
Education/Epide
miology
Epidemiology
Preventive Medicine/Public
Health/Epidemiology
EPI
M
White
151
APPENDIX VIII. A.1
RSPH Faculty October, 2004, cont’d
Last Name
First
Name
Degree
Earned
Title
Institution
Discipline
Area of
Teaching
Area of Research Interest
Dept
Gender
Ethnicity
Surbey
P. Dean
Asc Dean,
Admin
MA/MBA
Univ of
Minnesota
Developmental
Psych/Statistics
& Management
Information
Science
Health Policy
and
Management
Administration and financial
accounting; operations
management
HPM
M
White
Tangka
Florence
Visiting
Instructor
MS/PhD
Agricultural
Economics
HPM
F
Black
Melissa
Visiting
Instructor
MA
Social marketing and public
health information
BSHE
F
White
Terry
Paul
Asst
Professor
MPH/PhD
University of
Conneticut/C
olumbia
University
Epidemiology
Health Policy
and
Management
Behavioral
Science and
Health
Education
Epidemiology
Agricultural economics
Taylor
Rutgers/Univ
ersity of
Florida
Emory
University
Cancer Epidemiology;nutritional
epidemiology; digestive tract
cancer
EPI
M
White
Thompson
Nancy
Asc
Professor
MPH/PhD
Emory
University/Ge
orgia State
University
Health
Education/
Clinical
Psychology
Behavioral
Science and
Health
Education
Behavioral and psychiatric
epidemiology; injury and violence
prevention and control;
applications of psychological
theory to public health
BSHE
F
White
Thorpe
Kenneth
Professor
and Chair
MA/PhD
Duke
University/Ra
nd Graduate
Institute
Public Policy
Health Policy
and
Management
US health policy and finance
HPM
M
White
Sociology
152
APPENDIX VIII. A.1
RSPH Faculty October, 2004, cont’d
Last Name
First
Name
Degree
Earned
Title
Institution
Discipline
Area of
Teaching
Area of Research Interest
Dept
Gender
Ethnicity
Tighiouart
Mourad
Research
Assistant
Professor
MS/PhD
University of
Central
Florida/Florid
ate State
University
Mathematics/Sta
tistics
Biostatistics
Bayesian multilevel modeling,
adaptive designs in cancer phase I
clinical trials, nonparametric
Bayesian survival analysis, and
MCMC techniques
BIOS
M
White
Tolbert
Paige
Asc
Professor
MPH/PhD
University of
North
Carolina
Chapel Hill
Environmental
Science/Epidemi
ology
Environmental
and
Occupational
Health
Environmental and occupational
epidemiology; cancer
epidemiology
EOH
F
White
Usher
JoNell
Asst Dean
MA/PhD
Emory
University
Clinical
Psychology
organizational and leadership
management
BSHE
F
White
Van Der
Haar
Frits
Asc
Professor CT
MSc/PhD
Human
Nutrit/Ag
Science
Human nutrition; micronutrient
malnutrition
IH
M
White
Varian
Edward
Visiting
Instructor
BA
Agricultural
University,
The
Netherlands
Findlay
University
Behavioral
Science and
Health
Education
International
Health
Human Resource mangement
strategies in health care
HPM
M
White
Viswanatha
n
Bindu
Visiting
Asst
Professor
MSc/MS/PhD
Madras
Christian
College/Bowl
ing Green
State
University/E
mory
University
Biostatistics
Health Policy
and
Management
Biostatistics
Biostatistics;statistical design and
analysis
BIO
F
Asian/Pacific
English and
Education
153
APPENDIX VIII. A.1
RSPH Faculty October, 2004, cont’d
Last Name
First
Name
Degree
Earned
Title
Institution
Discipline
Area of
Teaching
Area of Research Interest
Dept
Gender
Ethnicity
Waller
Lance
Asc
Professor
MA/PhD
Cornell
University
Operations
Research
Biostatistics
Spatial statistics; environmental
epidemiology; geographic
information systems; Bayesian
methods
BIO
M
White
Warren
Reuben
Visiting
Instructor
DDS/MPH/DrP
H
Dental/Health
Education
Behavioral
Science and
Health
Education
Racial and ethnic health
disparities; gender and health;
BSHE
M
Black
Waters
Roseanne
Lecturer
BS
Meharry
Medical
College/Harv
ard
University
University of
Minnesota
English
Health Policy
and
Management
financial management/risk
management/policy management
HPM
F
White
Weiss
Paul
Associate
MS
Univ of
Michigan
Biostatistics
Biostatistics
Survey sampling design; research
methodologies; statistical
computing
BIO
M
White
White
Mary
Visiting
Instructor
MPH/ScD
University of
Michigan/Har
vard
University
Health
Education
Environmental
and
Occupational
Health
Occupational and environmental
health; emphasis epidemiology
EOH
F
White
Wiener
Jeffery
Visiting
Instructor
BA
University of
Rochester
Biology &
Statistics
Biostatistics
statistical concepts and methods
BIO
M
White
Williams
Richard
Post Doc
Fellow
Med/EdD
University of
Georgia
Exercise Science
Behavioral
Science and
Health
Education
behavioral interventions that
focus upon sexual risk reduction
and health promotion
BSHE
M
Black
154
APPENDIX VIII. A.1
RSPH Faculty October, 2004, cont’d
Last Name
First
Name
Degree
Earned
Title
Williamson
John
Visiting
Instructor
MS/ScD
Wingood
Gina
Asc
Professor
MPH/ScD
Winskell
Samantha
Visiting
Asst Prof
MA/PhD
Yang
William
Visiting
Assoc Prof
MD/MPH
Young
John
ProfessorRT
MPH/DrPH
Yount
Kathryn
Asst
Professor
MHS;PhD
Zhang
Rebecca
Senior
Associate
MS
Area of
Teaching
Institution
Discipline
Area of Research Interest
Dept
Gender
Ethnicity
University of
North
Carolina/Har
vard
University
University of
California,
Berkeley/Har
vard
University of
Public Health
Mathematics/Sta
tistics
Biostatistics
Linear models
BIO
M
White
Health
Education/Healt
h & Social
Behavior
Behavioral
Science and
Health
Education
Examining social factors, such as
partner violence and the media
that influence women's risk of
STD's including HIV/Designing
and evaluating primary and
secondary prevention and
interventions for women
BSHE
F
Black
Courtauld
Institute,
University of
London
Emory/Johns
Hopkins
History of
Art/Cultural
History
International
Health
Health culture and society
IH
F
White
Occupational
Health/Health
Education
Occupational Health
EOH
M
Asian/Pacific
University of
North
Carolina
Johns
Hopkins
University
Health
Education
Environmental
and
Occupational
Health
Epidemiology
Cancer surveillance and control
EPI
M
White
Social
Demography
International
Health
Social demography; gender and
reproductive health; male
contraception
IH
F
White
The Florida
State Univ
Statistics
Biostatistics
Data management; statistical
analysis
BIO
F
Asian/Pacific
155
APPENDIX VIII. A.1
RSPH Faculty October, 2004, cont’d
Last Name
Zhang
First
Name
Zheng
Title
Asst
Professor
Degree
Earned
MS/PhD
Institution
Discipline
Oregon
Health
Sciences
University/U
niversity of
Washington
Molecular
Biology/Biostati
stics
Area of
Teaching
Biostatistics
Area of Research Interest
design and evaluation of medical
tests and predictive markers
studies. Medical tests and markers
include tests or information that
can be used for the purpose of
prognosis, diagnosis and disease
screening.
Dept
BIO
Gender
F
Ethnicity
Asian/Pacific
156
APPENDIX VIII. A.1
RSPH Adjunct Faculty October 2004
Behavioral Sciences and Health Education (BSHE)
Faculty Member
Rank
Academic Degree(s)
Lynda Anderson
Frank Baker
Adjunct Associate Professor
Adjunct Professor
BS, MS, PhD
BA, MA, PhD
Deborah Bauer
Nancy Boxhill
Adjunct Instructor
Adjunct Assistant Professor
RN, MPH, CHES
BA, MA, PhD
Josefine Brownstein
Collen Carter-Lunceford
Adjunct Associate Professor
Adjunct Assistant Professor
BA, MA, PhD
BBA, MD, PhD
Huey-tsyh Chen
Adjunct Professor
BA, MA, PhD
Joan Cioffi
Adjunct Assistant Professor
MS, PhD
Ronda Lenore Cochran
Adjunct Instructor
BA, BS, MPH
Galen Cole
Donald W. Compton
Adjunct Associate Professor
Adjunct Assistant Professor
MS, MPH, MHE, PhD
BA, MS, PhD
Jacob Astor Gayle
Joyce Goldberg
Adjunct Associate Professor
Adjunct Instructor
MSc, MA, PhD
BA, MA
Edwin Hutchins
Adjunct Professor
BA, MA, PhD
Wendell Johnson
Adjunct Assistant Professor
AA, BA, MA, PhD
Camara Phyllis Jones
Adjunct Associate Professor
MD, MPH, PhD
Cynthia Jorgensen
Adjunct Assistant Professor
BA, MA, DrPH
Steven R. Kathowsky
Adjunct Professor
MD
Primary Place of Employment
U.S. Centers for Disease Control
and Prevention
American Cancer Society
Georgia Department of Huma
Resources
Fulton County Commission
U.S. Centers for Disease Control
and Prevention
Georgia State University
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
American Cancer Society
U.S. Centers for Disease Control
and Prevention
Georgia Technology Authority
The Healthier People Network,
Inc.
Emory University School of
Medicine
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
Fulton County Department of
Health and Wellness
Effective Date
Term Date
April 30, 2002
June 1, 2002
April 30, 2005
June 1, 2005
June 1, 2002
June 1, 2002
June 1, 2005
June 1, 2005
August 1, 2002
February 22, 2002
August 1, 2005
February 22, 2005
January 1, 2003
January 1, 2006
June 24, 2002
June 24, 2005
January 1, 2002
January 1, 2005
June 1, 2002
June 1, 2002
June 1, 2005
June 1, 2005
June 1, 2002
June 1, 2002
June 1, 2005
June 1, 2005
June 1, 2002
June 1, 2005
February 1, 2002
February 1, 2005
March 22, 2004
March 22, 2007
June 1, 2002
June 1, 2005
March 22, 2004
March 22, 2007
157
APPENDIX VIII. A.1
RSPH Adjunct Faculty October 2004
Behavioral Sciences and Health Education (BSHE), cont’d
Faculty Member
Youngmee Kim
Rank
Adjunct Assistant Professor
Academic Degree(s)
PhD
Lloyd Kolbe
Marshall Winston Kreuter
Adjunct Professor
Adjunct Professor
BS, Med, PhD
BA, MA, PhD
Amy Lansky Knowlton
Adjunct Assistant Professor
BA, MPA, PhD
Ann O’Leary
Adjunct Professor
Ba, PhD
Kathleen Anne Parker
Adjunct Instructor
BA, MA, MPH
J Terry Parker
Adjunct Instructor
BS, MS, PhD
Kenneth Powell
Adjunct Assistant Professor
MD, MPH
Robert G. Robinson
Mark Lewis Rosenberg
Adjunct Associate Professor
Adjunct Professor
MPH, MSW, DrPH
BA, MPH, MD
Deborah Rugg
Adjunct Associate Professor
BA, MA, PhD
Linda Saltzman
Adjunct Associate Professor
AB, MS, PhD
Thomas Schmid
John Seffrin
Theresa Ann Sipe
Adjunct Associate Professor
Adjunct Professor
Adjunct Associate Professor
PhD
BSEd, MS, PhD
MN, MPH, PhD
David Sleet
Kevin Stein
Dennis Tolsma
Adewale Troutman
Adjunct Professor
Adjunct Assistant Professor
Adjunct Assistant Professor
Adjunct Associate Professor
MA, PhD
BS, MA, PhD
MPH
BS, MA, MPH, MD
Primary Place of Employment
American Cancer Society
U.S. Centers for Disease Control
and Prevention
Health 2000
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
Georgia Department of Human
Resources
U.S. Centers for Disease Control
and Prevention
Task Force for Child Survival
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
American Cancer Society
Georgia State University
U.S. Centers for Disease Control
and Prevention
American Cancer Society
Kaiser Permanente
Fulton County Commission
Effective Date
March 1, 2004
Term Date
March 1, 2007
June 1, 2002
June 1, 2002
June 1, 2005
June 1, 2005
February 1, 2002
February 1, 2005
September 20, 2004
September 20, 2005
June 1, 2002
June 1, 2005
March 1, 2004
March 1, 2007
June 1, 2002
June 1, 2005
June 1, 2002
June 1, 2002
June 1, 2005
June 1, 2005
June 1, 2002
June 1, 2005
June 1, 2002
June 1, 2005
June 1, 2002
June 1, 2002
June 1, 2002
June 1, 2005
June 1, 2005
June 1, 2005
June 1, 2002
September 1, 2003
June 1, 2002
April 1, 2002
June 1, 2005
September 1, 2006
June 1, 2005
April 1, 2005
158
APPENDIX VIII. A.1
RSPH Adjunct Faculty October 2004
Behavioral Sciences and Health Education (BSHE), cont’d
Faculty Member
Rank
Academic Degree(s)
Adjunct Professor
Adjunct Associate Professor
BA, DDS, MPH, DrPH
BA, MD
Faculty Member
Huiman Barnhart
Title
Adjunct Associate Professor
Academic Degree(s)
BS, MS, MA, PhD
Carol A. Gotway-Crawford
Adjunct Associate Professor
BS, MS, PhD
John Owen Devine
Adjunct Assistant Professor
BA, MS, PhD
Andrew Friede
Adjunct Professor
BS, MD, PhD
Taha Kass-Hout
Andrzej Kosinki
Adjunct Assistant Professor
Adjunct Associate Professor
MD, MS
MS, MSc, PhD
Lillian Lin
Adjunct Assistant Professor
AB, SM, PhD
Philip H. Rhodes
Adjunct Assistant Professor
BA, MS, PhD
Glen Alan Satten
Adjunct Professor
BA, MA, PhD
Maya Sternberg
Adjunct Assistant Professor
BS, MS
Donna Stroup
Brani Vidakovic
Adjunct Professor
Adjunct Associate Professor
BA, MA, PhD, MSc
BS, MS, PhD
Glen David Williamson
Adjunct Associate Professor
BS, MS, PhD
John Williamson
Adjunct Assistant Professor
BA, MS, ScD
Reuben Warren
Paul Wiesner
Biostatistics (BIOS)
Primary Place of Employment
U.S. Centers for Disease Control
and Prevention
DeKalb County Board of Health
Effective Date
Term Date
June 1, 2002
June 1, 2002
June 1, 2005
June 1, 2005
Primary Place of Employment
Duke University
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
Cerner Corporation, Southeast
Region
Northrop Grumman Mission
Systems
Duke University
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
Georgia Institute of Technology
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
Effective Date
October 1, 2003
Term Date
October 1, 2006
May 29, 2002
May 29, 2005
May 29, 2002
May 29, 2005
March 4, 2002
March 4, 2005
September 1, 2004
October 1, 2003
September 1, 2007
October 1, 2006
April 1, 2003
April 1, 2006
September 1, 2002
September 1, 2005
August 1, 2002
August 1, 2005
August 1, 2002
August 1, 2005
May 1, 2002
June 25, 2003
May 1, 2005
June 25,2006
October 1, 2002
October 1, 2005
May 29, 2002
May 29, 2005
159
APPENDIX VIII. A.1
RSPH Adjunct Faculty October 2004, cont’d
Biostatistics (BIOS), cont’d
Faculty Member
Title
William Yasnoff
Adjunct Professor
Environmental and Occupational Health (EOH)
Academic Degree(s)
BS, MD, PhD
Faculty Member
Title
Academic Degree(s)
John Abraham
Adjunct Assistant Professor
BA, MA, PhD, MPH, MBA
Edward Baker
William H Bullock
Adjunct Professor
Adjunct Instructor
BA, MD, MPH, MSc
BS, MSPH
Andrew L. Dannenberg
Ramana V. Dhara
Adjunct Professor
Adjunct Associate Professor
AB, MD, MPH
MBBS, MPH, SED
Richard Ehrenberg
Adjunct Assistant Professor
Thomas Faulkner
Adjunct Associate Professor
Martha Ann Goodrich
Ajunct Assistant Professor
Philip Graitcer
Adjunct Professor
Leslie J. Hutchinson
Adjunct Associate Professor
Richard J. Jackson
Adjunct Professor
Environmental and Occupational Health (EOH)
BA, MD, MPH, MSc
BA, MD, MHA
MD, MPH
BA, DMD, MPH
BS, MD, MPH
AB, MMS, MD, MPH
Faculty Member
Barry Lee Johnson
Title
Adjunct Professor
Academic Degree(s)
BS, MS, PhD
Robert Johnson
Adjunct Assistant Professor
BS, MD
Muin Khoury
Adjunct Professor
BS, MD, PhD
Richard Lemen
Adjunct Associate Professor
BA, MSPH, PhD
Primary Place of Employment
U.S. Centers for Disease Control
and Prevention
Primary Place of Employment
Agency for Toxic Substances and
Disease Registry
U.S. Centers for Disease Control
and Prevention
International Paper
U. S. Centers for Disease Control
and Prevention
Emory Eastside Medical Center
National Institute for
Occupational Safety and Health
Delta Airlines
Kimberly Clark Corporation
Consultant
Private Consultant
State of California
Primary Place of Employment
Private Consultant
Agency for Toxic Substances and
Disease Registry
U.S. Centers for Disease Control
and Prevention
National Institute for
Occupational Safety and Health
Effective Date
Term Date
February 4, 2002
February 4, 2005
Effective Date
Term Date
May 1, 2002
May 1, 2005
June 6, 2002
June 1, 2002
June 6, 2005
June 1, 2005
October 1, 2002
August 25, 2003
October 1, 2005
August 25, 2006
May 1, 2002
May 29, 2002
September 1, 2002
February 1, 2002
May 8, 2002
June 1, 2002
May 1, 2005
May 29, 2005
September 1, 2005
February 1, 2005
May 8, 2005
June 1, 2005
Effective Date
January 1, 2003
Term Date
January 1, 2006
March 1, 2001
March 1, 2004
February 1, 2003
February 1, 2006
August 1, 2002
August 1, 2005
160
APPENDIX VIII. A.1
RSPH Adjunct Faculty October 2004, cont’d
Environmental and Occupational Health (EOH), cont’d
Faculty Member
Title
Academic Degree(s)
Michael Anthony McGeehin
Adjunct Associate Professor
BS, MSPH, PhD
Randall Oliver Manning
Adjunct Assistant Professor
BSA, MS, PhD
David Mannino
Adjunct Associate Professor
MD
Morris Maslia
Frank L. Mitchell
Adjunct Instructor
Adjunct Associate Professor
BCE, MSCE
DO, MPH
Mohammad Mumtaz
Adjunct Assistant Professor
BS, MS, PhD
Henry Murray
Adjunct Professor
BS, MT, MS, PhD
Melvin Myers
Mark Singer
Adjunct Assistant Professor
Adjunct Assistant Professor
BS, MPA
MD
Thomas Sinks, Jr.
Adjunct Associate Professor
BS, MS, PhD
James Marshall Smith
Kevin Smith
Adjunct Professor
Adjunct Assistant Professor
BS, MS, PhD
BA, MD, MPH
Pamella D. Thomas
Michael John Thun
Adjunct Associate Professor
Adjunct Professor
MD, MPH
BA, MD, MS
Mary Claire White
Phillip Williams
Epidemiology (EPI)
Adjunct Associate Professor
Adjunct Professor
BA, MPH, ScD
BS, PhD
Faculty Member
Title
Academic Degree(s)
David Addis
Adjunct Associate Professor
BA, MD, MPH
Primary Place of Employment
U.S. Centers for Disease Control
and Prevention
Environmental Profection
Division
U.S. Centers for Disease Control
and Prevention
Agency for Toxic Substances and
Disease Registry
Consultant
Agency for Toxic Substances and
Disease Registry
Agency for Toxic Substances and
Disease Registry
National Institute for
Occupational Safety and Health
General Motors Corporation
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
Consultant
Lockheed Martin Aeronautical
Systems Company
American Cancer Society
U.S. Centers for Disease Control
and Prevention
University of Georgia
Primary Place of Employment
U. S. Centers for Disease Control
and Prevention
Effective Date
Term Date
June 1, 2002
June 1, 2005
June 1, 2002
June 1, 2005
May 10, 2002
May 10, 2005
February 1, 2003
May 1, 2002
February 1, 2006
May 1, 2005
September 1, 2001
September 1, 2004
April 1, 2002
April 1, 2005
February 1, 2003
December 1, 2002
February 1, 2006
December 1, 2005
September 1, 2001
September 1, 2004
February 14, 2003
January 1, 2003
February 14, 2006
January 1, 2006
June 1, 2002
October 1, 2002
June 1, 2005
October 1, 2005
June 1, 2002
November 1, 2001
June 1, 2005
November 1, 2004
Effective Date
Term Date
April 1, 2002
April 1, 2005
161
APPENDIX VIII. A.1
RSPH Adjunct Faculty October 2004, cont’d
Epidemiology (EPI), cont’d
Faculty Member
Title
Fred Angulo
Adjunct Associate Professor
Academic Degree(s)
BS, MS, DVM, MPVM,
PhD
David Ashford
Adjunct Associate Professor
BS, DVM, MPH, DSc
Hani Atrash
Adjunct Associate Professor
BS, MD, MPH
Diane Bennett
Daniel Blumenthal
Adjunct Assistant Professor
Adjunct Professor
BA, Med, MD, MPH
BS, MD, MPH
Carolyn Bridges
George W. Bugg
Adjunct Assistant Professor
Adjunct Assistant Professor
BA, MD, MPH
BA, MD, MPH
Marc Bulterys
Eugenia Calle
Adjunct Associate Professor
Adjunct Professor
MD, MPH, PhD
BS, MS, PhD
Michael J. Cannon
Adjunct Assistant Professor
BS, MS, PhD
Matrin Cetron
Ann Chao
Adjunct Assistant Professor
Adjunct Associate Professor
AB, MD
BS, MS, MPH, PhD
Ralph J. Coates
Adjunct Professor
BA, MS, PhD
Adolfo Correa
Adjunct Professor
MD, MPH, PhD
Steven Coughlin
Adjunct Associate Professor
BS, MPH, PhD
Primary Place of Employment
U. S. Centers for Disease Control
and Prevention
U. S. Centers for Disease Control
and Prevention
U. S. Centers for Disease Control
and Prevention
U. S. Centers for Disease Control
and Prevention
Morehouse School of Medicine
U. S. Centers for Disease Control
and Prevention
Grady Memorial Hospital
U. S. Centers for Disease Control
and Prevention
American Cancer Society
U. S. Centers for Disease Control
and Prevention
U. S. Centers for Disease Control
and Prevention
American Cancer Society
U. S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
U. S. Centers for Disease Control
and Prevention
Effective Date
Term Date
May 1, 2002
May 1, 2005
April 25, 2002
April 25, 2005
October 1, 2002
October 1, 2005
August 15, 2003
October 1, 2002
August 15, 2006
October 1, 2005
February 25, 2002
October 1, 2002
February 25, 2005
October 1, 2005
August 14, 2003
October 1, 2002
August 14, 2006
October 1, 2005
August 14, 2003
August 14, 2006
November 1, 2002
January 5, 2004
November 1, 2005
January 5, 2007
September 1, 2003
September 1, 2006
January 14, 2004
January 14, 2007
October 1, 2002
October 1, 2005
162
APPENDIX VIII. A.1
RSPH Adjunct Faculty October 2004, cont’d
Epidemiology (EPI), cont’d
Faculty Member
Title
Academic Degree(s)
Cham Edwards Dallas
Adjunct Professor
BA, MS, PhD
Andrew Dannenberg
Adjunct Professor
AB, MD, MPH
Frank DeStefano
Adjunct Associate Professor
AB, MD, MPH
Anne Bronwyn Dilley
Adjunct Assistant Professor
MPH, PhD
Nicole Fichtner Dowling
Adjunct Assistant Professor
PhD
Ann Duerr
Heather Spencer Feigelson
Adjunct Associate Professor
Adjunct Associate Professor
BSc, PhD, MD, MPH
BS, MPH, PhD
Robert Paul Gaynes
Adjunct Associate Professor
BS, MD
Julie Louise Gerberding
Adjunct Professor
BA MD, MPH
Richard Alan Goodman
Robert Greenlee
Adjunct Professor
Adjunct Assistant Professor
BA, MD, MPH
BS, MPH, PhD
Jodie L. Guest
Adjunct Assistant Professor
BA, MPH, PhD
Marta Gwinn
Adjunct Associate Professor
MD, MPH
Susan Hillis
Adjunct Associate Professor
BS, MS, PhD
Alan Hinman
Adjunct Professor
BA, MD
Dale Hu, Jr.
Adjunct Associate Professor
BA, MD, MPH
James Hughes
Michael Francis Iademarco
Adjunct Professor
Adjunct Assistant Professor
BA, MD
BA, MD, MPH
Primary Place of Employment
U. S. Centers for Disease Control
and Prevention
U. S. Centers for Disease Control
and Prevention
U. S. Centers for Disease Control
and Prevention
U. S. Centers for Disease Control
and Prevention
U. S. Centers for Disease Control
and Prevention
U. S. Centers for Disease Control
and Prevention
American Cancer Society
U. S. Centers for Disease Control
and Prevention
U. S. Centers for Disease Control
and Prevention
U. S. Centers for Disease Control
and Prevention
Marshfield Clinic
Atlanta Veterans Affairs Medical
Center
U.S. Centers for Disease Controla
and Prevention
U. S. Centers for Disease Control
and Prevention
U. S. Centers for Disease Control
and Prevention
U. S. Centers for Disease Control
and Prevention
U. S. Centers for Disease Control
and Prevention
U. S. Centers for Disease Control
Effective Date
Term Date
Augsut 14, 2003
August 14, 2006
October 1, 2002
October 1, 2005
March 7, 2002
March 7, 2005
December 3, 2002
December 3, 2005
January 5, 2004
January 5, 2007
December 3, 2002
September 12, 2003
December 3, 2005
September 12, 2006
October 1, 2002
October 1, 2005
August 14, 2003
August 14, 2006
October 1, 2002
January 29, 2001
October 1, 2005
January 29, 2004
August 15, 2003
August 15, 2006
January 9, 2004
January 9, 2007
September 1, 2001
September 1, 2004
October 1, 2002
October 1, 2005
January 1, 2003
January 1, 2006
October 1, 2002
May 1, 2002
October 1, 2005
May 1, 2005
163
APPENDIX VIII. A.1
RSPH Adjunct Faculty October 2004, cont’d
Epidemiology (EPI), cont’d
Faculty Member
Title
Academic Degree(s)
Kashef Ijaz
Eric John Jacobs
Ahmedin Jemil
Adjunct Associate Professor
Adjunct Associate Professor
Adjunct Assistant Professor
MD, MPH
MS, PhD
DVM, MS, PhD
Alan Philip Kendal
Adjunct Professor
PhD
Muin Khoury
Adjunct Professor
BS, MD, PhD
Kayla Laserson
Adjunct Associate Professor
AB/MA, MA, ScD
Orin Levine
Adjunct Assistant Professor
BA, PhD
Scott McNabb
Adjunct Associate Professor
BS, MS, PhD
Maruizio Macaluso
Adjunct Professor
MD, DrPH
Polly Marchbanks
Adjunct Associate Professor
BSN, MSN, PhD
James Marks
Marjorie McCullough
Adjunct Professor
Adjunct Assistant Professor
AB, MD, MPH
ScD, MS, BS
Thomas Navin III
Adjunct Associate Professor
Kabayam Venkat Narayan
Adjunct Professor
BA, MD
MBBS, MSc, MFPHM,
MBA
Nadeem Qureshi
Carmen Rodriguez
Adjunct Associate Professor
Adjunct Associate Professor
MBBS, DGM, MSc
MD, MPH
Jorge Rosenthal
Adjunct Associate Professor
BSc, MPH, PhD
Myron Schultz
Joseph V. Simone
Adjunct Professor
Adjunct Professor
DVM, MD, DCMT
BA, MD
Primary Place of Employment
U. S. Centers for Disease Control
and Prevention
American Cancer Society
American Cancer Society
Georgia Department of Human
Resources
U. S. Centers for Disease Control
and Prevention
U. S. Centers for Disease Control
and Prevention
U. S. Centers for Disease Control
and Prevention
U. S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
U. S. Centers for Disease Control
and Prevention
U. S. Centers for Disease Control
and Prevention
American Cancer Society
U. S. Centers for Disease Control
and Prevention
U. S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
American Cancer Society
U. S. Centers for Disease Control
and Prevention
U. S. Centers for Disease Control
and Prevention
Simone Consulting
Effective Date
Term Date
September 22, 2003
June 15, 2004
September 20, 2004
September 22, 2006
June 15, 2007
September 20, 2007
September 12, 2003
September 12, 2006
February 1, 2003
February 1, 2006
May 30, 2002
May 30, 2005
January 1, 2003
January 1, 2006
January 1, 2003
January 1, 2006
October 8, 2003
October 8, 2006
October 1, 2002
October 1, 2005
November 14, 2002
September 20, 2004
November 14, 2005
September 20, 2007
October 1, 2002
October 1, 2005
June 1, 2002
June 1, 2005
September 17, 2004
November 1, 2002
September 17, 2005
November 1, 2005
November 1, 2002
November 1, 2005
November 1, 2002
August 14, 2003
November 1, 2005
August 14, 2006
164
APPENDIX VIII. A.1
RSPH Adjunct Faculty October 2004, cont’d
Epidemiology (EPI), cont’d
Faculty Member
Title
Academic Degree(s)
Craig Evan Smith
Robert A. Smith
Adjunct Associate Professor
Adjunct Professor
MD, MS
MA, PhD
Jeremy Sobel
Adjunct Assistant Professor
BA, MD, MPH
John Soucie
Adjunct Assistant Professor
BS, BMedS, MPH, PhD
Donna Stroup
Adjunct Professor
BA, MA, PhD, MSc
David Swerdlow
Adjunct Associate Professor
BA, MD
Fred Tenover
Adjunct Professor
BS, MS, PhD
Stephen Thacker
Poul Thorsen
Michael John Thun
Adjunct Professor
Adjunct Associate Professor
Adjunct Professor
BA, MD, MSc
MD, PhD
BA, MD, MS
Kathleen E. Toomey
Adjunct Associate Professor
AB, MPH, MD
Andrew Anthony Vernon
Elizabeth Ward
Adjunct Associate Professor
Adjunct Professor
AB, MD, MHS
BA, MS, PhD
Captain Scott F. Wetterhall
Adjunct Associate Professor
MD, MPH
Paul Wiesner
Phyllis Wingo
Adjunct Associate Professor
Adjunct Professor
BA, MD
BS, MS, PhD
Carla A. Winston
Adjunct Assistant Professor
MA, PhD
Primary Place of Employment
Phoebe Center for Infectious
Diseases
American Cancer Society
U. S. Centers for Disease Control
and Prevention
U. S. Centers for Disease Control
and Prevention
U. S. Centers for Disease Control
and Prevention
U. S. Centers for Disease Control
and Prevention
U. S. Centers for Disease Control
and Prevention
U. S. Centers for Disease Control
and Prevention
Aarhus University - Denmark
American Cancer Society
Georgia Department of Human
Resources
U. S. Centers for Disease Control
and Prevention
American Cancer Society
U.S. Centers for Disease Control
and Prevention
DeKalb County Health
Department
American Cancer Society
U.S. Centers for Disease Control
and Prevention
Effective Date
Term Date
September 12, 2003
September 12, 2003
September 12, 2006
September 12, 2006
December 3, 2002
December 3, 2005
November 1, 2002
November 1, 2005
May 29, 2002
May 29, 2005
December 3, 2002
December 3, 2005
October 1, 2002
October 1, 2005
November 1, 2002
September 12, 2003
October 1, 2002
November 1, 2005
September 12, 2006
October 1, 2005
October 24, 2002
October 24, 2005
November 1, 2002
August 14, 2003
November 1, 2005
August 14, 2006
June 15, 2004
June 15, 2007
June 1, 2002
July 17, 2003
June 1, 2005
July 17, 2006
October 8, 2003
October 8, 2004
165
APPENDIX VIII. A.1
RSPH Adjunct Faculty October 2004, cont’d
Health Policy and Management (HPM)
Faculty Member
Katherine L. Acuff
Title
Adjunct Assistant Professor
Academic Degree(s)
JD, PhD, MPH
Joanne DeMark
Fred H. Downs
Myra J. Downs
Adjunct Assistant Professor
Adjunct Instructor
Adjunct Instructor
PhD
BSN, MSN
BSN, MSN
Mark I. Feldman
Adjunct Instructor
BS, MA
Allan Barry Goldman
Leigh S. Hamby
Adjunct Assistant Professor
Adjunct Associate Professor
BS, MPH
BS, MD, MSHA
David E. Harrell
George Karahalis
Carol Koplan
Michael Lanzilotta
Kerry Elizabeth McGrath
Robert Kenneth Merritt II
Adjunct Assistant Professor
Adjunct Assistant Professor
Adjunct Assistant Professor
Adjunct Instructor
Adjunct Assistant Professor
Adunct Instructor
PhD
BA, MS
BA, MD
BS, BA
JD
BA, MA
Jean C. O'Connor
Christopher Press
Adjunct Assistant Professor
Adjunct Assistant Professor
JD, MPH
BBA, MBA
Lawrence Sanders, Jr.
Richard D. Sanders
Faye A. Sisk
Adjunct Assistant Professor
Adjunct Assistant Professor
Adjunct Assistant Professor
BA, MD, MBA
Esq.
PhD
Steven Michael Teutsch
Adjunct Professor
MD, MPH
Russell B. Toal
Edward Varian
Adjunct Assistant Professor
Adjunct Instructor
AB, MPH
BA
David Addis
Adjunct Associate Professor
BA, MD, MPH
Primary Place of Employment
Health Policy Consultant
OtherWise Human Resources
Consulting
Practice Management Services
The Mann Group
Strategic Marketing & Planning,
Inc.
Georgia Department of Human
Resources
Promina Health System
3M Health Information Systems
Consulting Services
Health Systems Direct
Consultant
Health Care Consultant
K.E. McGrath & Associates
Children's Healthcare of Atlanta
Families USA/Health Assistance
Partnership
Morgan Healthcare Consulting
Southwest Hospital and Medical
Center
The Sanders Law Firm
HBO & Company
U.S. Centers for Disease Control
and Prevention
Georgia Department of
Community Health
Human Resources Consultant
U.S. Centers for Disease Control
and Prevention
Effective Date
June 7, 2004
Term Date
June 7, 2007
June 1, 2002
June 7, 2004
June 7, 2004
June 1, 2005
June 7, 2007
June 7, 2007
June 7, 2004
June 7, 2007
June 1, 2002
January 1, 2003
June 1, 2005
January 1,2006
June 7, 2004
January 1, 2003
June 1, 2002
June 1, 2002
June 7, 2004
June 7, 2004
June 7, 2007
January 1, 2006
June 1, 2005
June 1, 2005
June 7, 2007
June 7, 2007
June 7, 2004
March 1, 2003
June 7, 2007
March 1, 2006
August 1, 2002
June 7, 2004
June 1, 2002
August 1, 2005
June 7, 2007
June 1, 2005
June 1, 2002
June 1, 2005
June 1, 2002
June 1, 2004
June 1, 2005
June 1, 2007
April 1, 2002
April 1, 2005
166
APPENDIX VIII. A.1
RSPH Adjunct Faculty October 2004, cont’d
Health Policy and Management (HPM)
Faculty Member
Title
Academic Degree(s)
Rachel Albalak
Adjunct Assistant Professor
BS, MA, PhD
Mary Alleman
Adjunct Assistant Professor
BS, PhD, MPH
Hani Atrash
Adjunct Associate Professor
BS, MD, MPH
Robert Baldwin
Robert Bernstein
Adjunct Assistant Professor
Adjunct Associate Professor
BA
MD, PhD, MS
Claire Broome
Charles H.C. Chen
Adjunct Professor
Adjunct Professor
BA, MD
BSc, MA, PhD
Robert T. Chen
Adjunct Assistant Professor
BS, MA, MD
Elliott Churchill
Adjunct Associate Professor
AA, BS, MS
Kata Chillag
Adjunct Assistant Professor
BA, PhD
Andrew G. Dean
Michael Scott Deming
Adjunct Professor
Adjunct Associate Professor
MD, MPH
BA, MD
Timothy Dondero
Adjunct Associate Professor
BA, MD
Roger Glass
Adjunct Professor
AB, MD, MPH, PhD
Richard Alan Goodman
Philip Graitcer
Adjunct Professor
Adjunct Professor
BA, MD, MPH
BA, DMD, MPH
Alan Greenberg
Adjunct Associate Professor
MD, MPH
Primary Place of Employment
U.S. Centers for Disease Control
and Prevention
Task Force for Child Survival and
Development
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
Management Sciences for Health
U.S. Centers for Disease Control
and Prevention
Consultant
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
Consultant
U.S. Centers for Disease Control
and Prevention
Effective Date
Term Date
January 1, 2003
January 1, 2006
February 1, 2002
February 1, 2005
October 1, 2002
October 1, 2005
September 1, 2002
June 24, 2003
September 1, 2005
June 24, 2006
August 1, 2002
December 15, 2003
August 1, 2005
December 15, 2006
October 8, 2003
October 8, 2006
September 1, 2002
September 1, 2005
July 1, 2004
July 1, 2007
December 15, 2003
August 1, 2002
December 15, 2006
August 1, 2005
August 1, 2002
August 1, 2005
August 1, 2002
August 1, 2005
October 1, 2002
February 1, 2002
October 1, 2005
February 1, 2005
May 12, 2004
May 12, 2007
167
APPENDIX VIII. A.1
RSPH Adjunct Faculty October 2004, cont’d
International Health (IH), cont’d
Faculty Member
Title
Academic Degree(s)
Patricia Griffin
Adjunct Professor
AB, MD
Douglas H. Hamilton
Jennifer Hirsch
Adjunct Assistant Professor
Adjunct Assistant Professor
MD, PhD, FAAFP
PhD
Timothy Holtz
Donald Hopkins
Adjunct Assistant Professor
Adjunct Professor
BA, MPH, MD, MS
MD, MPH
Dale Hu, Jr.
Adjunct Associate Professor
BA, MD, MPH
M. Riduan Joesoef
Adjunct Associate Professor
MD, PhD
Jeffrey L. Jones
Adjunct Associate Professor
BS, MD, MPH
Reinhard Kaiser
Adjunct Assistant Professor
MD, MPH
Laura Kettel Khan
Roland J. Knobel
Adjunct Assistant Professor
Emeritus Adjunct Professor
PhD
PhD
Denise Koo
Adjunct Assistant Professor
MD, MPH
Deborah Kowal
Adjunct Assistant Professor
MA, PA
Stephen Patrick Luby
Adjunct Associate Professor
MD
Frank J. Mahoney
Adjunct Assistant Professor
MD
Michael Malison
Adjunct Associate Professor
MD, MPH
Primary Place of Employment
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
Mailman School of Public Health
U.S. Centers for Disease Control
and Prevention
The Carter Center
U. S. Center for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
Consultant
U.S. Centers for Disease Control
and Prevention
Contraceptive Technology
Communication
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
Effective Date
Term Date
March 14, 2002
March 14, 2005
December 1, 2001
August 17, 2004
December 1, 2004
August 17, 2007
September 1, 2002
November 1, 2002
September 1, 2005
November 1, 2005
January 1, 2003
January 1, 2006
November 1, 2003
November 1, 2006
December 15, 2003
December 15, 2006
December 15, 2003
December 15, 2006
September 1, 2002
--------------
September 1, 2005
------------
November 1, 2002
November 1, 2005
June 17, 2003
June 17, 2006
February 25, 2002
February 25, 2005
December 15, 2003
December 15, 2006
July 1, 2002
July 1, 2005
168
APPENDIX VIII. A.1
RSPH Adjunct Faculty October 2004, cont’d
International Health (IH), cont’d
Faculty Member
David Marsh
Marjorie McCullough
Title
Adjunct Associate Professor
Adjunct Associate Professor
Academic Degree(s)
MD, MPH
ScD, MS
Scott McNabb
Adjunct Associate Professor
PhD, MS
Eric Mintz
Adjunct Associate Professor
MD, MPH
Kabayam Venkat Narayan
Adjunct Professor
MD, MPH
Lynnette Marie Neufeld
Adjunct Assistant Professor
MS, PhD
Walter A. Orenstein
Adjunct Professor
MD
Thomas Michael Painter
Adjunct Associate Professor
PhD
Marguerite Pappaioanou
Adjunct Associate Professor
DVM, PhD
Monica E. Parise
Adjunct Assistant Professor
MD
Claudia Fishman Parvanta
Henry B. Perry, III
Adjunct Associate Professor
Adjunct Professor
PhD
MD, PhD, MPH
Robert Quick
Adjunct Associate Professor
MD, MPH
Frank O. Richards
Adjunct Associate Professor
MD
Juan A. Rivera
Adjunct Associate Professor
MS, PhD
Peter Schantz
Adjunct Professor
V.M.D., Ph.D.
David S. Shanklin
Omar Shafey
Paul Spiegel
Adjunct Instructor
Adjunct Assistant Professor
Adjunct Assistant Professor
MD, PhD
Ph.D., MPH
MD, MPH
Primary Place of Employment
Save the Children
American Cancer Society
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
Instituto Nacional de Salud
Publica
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
Hôpital Albert Schwertzer
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
Instituto Nacional de Salud
Publica
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
American Cancer Society
Consultant
Effective Date
January 1, 2003
January 1, 2003
Term Date
January 1, 2006
January 1, 2006
January 1, 2003
January 1, 2006
February 15, 2002
February 15, 2005
June 1, 2002
June 1, 2005
June 1, 2002
June 1, 2005
November 1, 2002
November 1, 2005
May 1, 2002
May 1, 2005
September 1, 2002
September 1, 2005
November 1, 2002
November 1, 2005
February 1, 2003
November 14, 2002
February 1, 2006
November 14, 2005
February 23, 2002
February 23, 2005
July 1, 2002
July 1, 2005
November 1, 2002
November 1, 2005
April 1, 2004
April 1, 2007
November 1, 2002
January 26, 2004
June 1, 2003
November 1, 2005
January 26, 2007
June 1, 2006
169
APPENDIX VIII. A.1
RSPH Adjunct Faculty October 2004, cont’d
International Health (IH), cont’d
Faculty Member
Title
Academic Degree(s)
Paul Walker Stupp
Adjunct Assistant Professor
PhD, MS
Robert Tauxe
Adjunct Professor
MD, MPH
Stephen Thacker
Adjunct Professor
MD, MSc
Basia Tomczyk
Adjunct Assistant Professor
MSc, MPH, DrPH
Kathleen Toomey
Adjunct Associate Professor
MD, MPH
Benjamin Torun
Adjunct Professor
MD, PhD
Bruce Weniger
Adjunct Associate Professor
MD, MPH
Phyllis Wingo
Adjunct Professor
BS, MS, PhD
Kate Winskell
Adjunct Assistant Professor
MA, PhD
Bradley Woodruff
Adjunct Associate Professor
MD, MPH
Hussain Yusuf
James Alan Zingeser
Adjunct Assistant Professor
Adjunct Assistant Professor
MBBS, MPH
DVM, MPH
Primary Place of Employment
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
Institute of Nutrition of Central
America and Panama
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
U.S. Centers for Disease Control
and Prevention
The Carter Center
Effective Date
Term Date
February 1, 2003
February 1, 2006
November 1, 2002
November 1, 2005
November 1, 2002
November 1, 2005
October 1, 2002
October 1, 2005
October 24, 2002
October 24, 2005
November 1, 2002
November 1, 2005
October 1, 2002
October 1, 2005
July 17, 2003
July 17, 2006
December 1, 2002
December 1, 2005
January 8, 2004
January 8, 2007
September 10, 2003
September 10, 2006
170
APPENDIX VIII. A.1
RSPH Adjunct Faculty October 2004, cont’d
Center for Public Health Practice (CPHP)
Faculty Member
Title
Academic Degree(s)
Ray Nicola
Adjunct Associate Professor
MD, MHSA
Frank Rumph
Adjunct Assistant Professor
MD
Primary Place of Employment
U.S. Centers for Disease Control
and Prevention
Georgia Department of Human
Resources
Effective Date
Term Date
May 1, 2002
May 1, 2005
May 1, 2002
May 1, 2005
171
APPENDIX VIII.B.2
RSPH Virginia S. DeHaan Lectures
Year
Lecturer
2003 – 2004
Dr. Ichiro Kawachi
2002 – 2003
Hubert H. Humphrey III
2001 – 2002
Huda C. Zurayk
2000 – 2001
Laurie Garrett
1999 – 2000
Everett M. Rogers, PhD
1998 – 1999
Marshall W. Kreuter, PhD
1997 – 1998
Audrey R. Gotsch, DrPH, CHES
1996 – 1997
Noreen M. Clark, PhD
1995 – 1996
Michael Quinn Patton, PhD
1994 – 1995
James O. Prochaska, PhD
1993 – 1994
Albert Bandura, PhD
1992 – 1993
John R. Seffrin, PhD
1991 – 1992
M. Joycelyn Elders, MD
1990 – 1991
Jonathan M. Mann, MD, MPH
1989 – 1990
Lawrence W. Green, DrPH, MPH
172
APPENDIX VIII.B.2
Halle Institute for Global Learning of Emory University
RSPH Participants
India Trip
Participants
Kimberly Sessions
David Howard
Vicki Hertzberg
Germany Trip
Participants
Victoria Phillips
Adam Atherly
Aryeh Stein
Andrzej Koznski
Huiman Barnhart
2004
2003
2002
2002
2001
2000
173
APPENDIX VIII.B.4
Course Evaluation Form
174
APPENDIX VIII.B.4
Course Evaluation Form, cont’d
175
APPENDIX VIII.C.1
RSPH Faculty FTE’s Summaries by Rank
FACULTY FTE'S BY RANK: 2002-2004
Sep-02
RANK
TENURE TRACK (Full-time)
# faculty
Sep-03
#
faculty
FTE
FTE
Sep-04
#
faculty
FTE
PROFESSOR
29.00
28.80
27.00
26.80
36.00
35.80
ASSOCIATE PROFESSOR
25.00
25.00
25.00
25.00
23.00
23.00
ASSISTANT PROFESSOR
11.00
11.00
12.00
12.00
16.00
16.00
TOTAL
65.00
64.80
64.00
63.80
75.00
74.80
PROFESSOR
4.00
1.15
4.00
1.25
3.00
0.65
ASSOCIATE PROFESSOR
ASSISTANT PROFESSOR
-
-
-
-
1.00
-
0.15
-
TOTAL
4.00
1.15
4.00
1.25
4.00
0.80
TENURE: SUB-TOTAL
69.00
65.95
68.00
65.05
79.00
75.60
PROFESSOR *
6.00
6.00
6.00
6.00
5.00
5.00
ASSOCIATE PROFESSOR *
6.00
6.00
6.00
6.00
6.00
6.00
ASSISTANT PROFESSOR *
14.00
13.80
12.00
11.80
13.00
12.80
OTHER**
32.00
31.60
32.00
31.60
41.00
40.80
TOTAL
58.00
57.40
56.00
55.40
65.00
64.60
TENURE TRACK (Part-time)
NON-TENURE TRACK (Full-time)
176
APPENDIX VIII.C.1
RSPH Faculty FTE’s Summaries by Rank, cont’d
NON-TENURE TRACK (Part-time)
PROFESSOR *
8.00
3.39
8.00
3.52
6.00
2.77
ASSOCIATE PROFESSOR *
3.00
1.65
5.00
2.65
5.00
2.65
ASSISTANT PROFESSOR *
6.00
2.50
5.00
2.05
5.00
2.05
OTHER**
73.00
12.15
99.00
15.70
95.00
15.02
TOTAL
90.00
19.69
117.00
23.92
111.00
22.49
NON-TENURE: SUB-TOTAL
148.00
77.09
173.00
79.32
176.00
87.09
GRAND TOTAL
217.00
143.04
241.00
144.37
255.00
162.69
* Includes Visiting, Research and Clinical Faculty Titles
** Includes Associates, Senior
Associates, Instructors, Lecturers, Asc.Dean (Admin), Asst Dean (Student Services), Post-Docs, Visiting
Titles and Research Associates
177
APPENDIX VIII.C.1
RSPH Faculty FTE’s Summaries by Gender
FACULTY RANK BY GENDER: 2002-2004
RANK
TENURE TRACK (Full-time)
PROFESSOR
ASSOCIATE PROFESSOR
ASSISTANT PROFESSOR
TOTAL
Sep-02
MALE FEMALE
25
4
10
15
7
4
42
23
Female
percent
13.79%
60.00%
36.36%
65
Sep-03
MALE FEMALE
23
4
10
15
8
4
41
23
Female
percent
14.81%
60.00%
33.33%
64
Sep-04
MALE
FEMALE
29
7
10
13
11
5
50
25
Female
percent
19.44%
56.52%
31.25%
75
TENURE TRACK (Part-time)
PROFESSOR
ASSOCIATE PROFESSOR
ASSISTANT PROFESSOR
TOTAL
3
0
0
3
1
0
0
1
25.00%
TENURE: SUB-TOTAL
45
NON-TENURE TRACK (Full-time)
PROFESSOR *
ASSOCIATE PROFESSOR *
ASSISTANT PROFESSOR *
OTHER**
TOTAL
5
5
3
12
25
1
0
0
1
25.00%
4
3
0
0
3
1
0
0
1
33.33%
4
2
1
0
3
24
69
44
24
68
53
26
79
1
1
11
20
33
16.67%
16.67%
78.57%
62.50%
58
5
5
2
13
25
1
1
10
19
31
16.67%
16.67%
83.33%
59.38%
56
4
5
2
20
31
1
1
11
21
34
20.00%
16.67%
84.62%
51.22%
65
4
178
APPENDIX VIII.C.1
RSPH Faculty FTE’s Summaries by Gender, cont’d
NON-TENURE TRACK (Part-time)
PROFESSOR *
ASSOCIATE PROFESSOR *
ASSISTANT PROFESSOR *
OTHER**
TOTAL
8
0
2
39
49
0
3
4
34
41
0.00%
100.00%
66.67%
46.58%
90
8
0
1
49
58
0
5
4
50
59
0.00%
100.00%
80.00%
50.51%
117
6
0
1
47
54
0
5
4
48
57
0.00%
100.00%
80.00%
50.53%
111
NON-TENURE: SUB-TOTAL
74
74
148
83
90
173
85
91
176
GRAND TOTAL
119
98
217
127
114
241
138
117
255
* Includes Visiting, Research and Clinical Faculty Titles
** Includes Associates, Senior Associates, Instructors, Lecturers, Asc.Dean (Admin), Asst Dean (Student Services), Post-Docs, Visiting Titles
and Research Associates
179
APPENDIX VIII.C.1
RSPH Faculty FTE’s Summaries by Ethnicity
FACULTY RANK BY ETHNICITY: 2002-2004
Sep-02
RANK
TENURE TRACK
(Full-time)
PROFESSOR
ASSOCIATE
PROFESSOR
ASSISTANT
PROFESSOR
TOTAL
Percentage
TENURE TRACK
(Part-time)
PROFESSOR
ASSOCIATE
PROFESSOR
ASSISTANT
PROFESSOR
TOTAL
Percentage
TENURE: SUBTOTAL
Percentage
Sep-03
Sep-04
WHITE
AFRICAN
AMERICAN
ASIAN
HISPANIC
WHITE
AFRICAN
AMERICAN
ASIAN
HISPANIC
WHITE
AFRICAN
AMERICAN
ASIAN
HISPANIC
27
1
0
1
25
1
0
1
34
1
0
1
22
1
2
0
22
1
2
0
20
1
2
0
8
57
87.69%
2
4
6.15%
1
3
4.62%
0
1
1.54%
9
56
87.50%
2
4
6.25%
1
3
4.69%
0
1
1.56%
11
65
86.67%
2
4
5.33%
3
5
6.67%
0
1
1.33%
3
1
0
0
3
1
0
0
2
1
0
0
0
0
0
0
0
0
0
0
1
0
0
0
0
3
75.00%
0
1
25.00%
0
0
0.00%
0
0
0.00%
0
3
75.00%
0
1
25.00%
0
0
0.00%
0
0
0.00%
0
3
75.00%
0
1
25.00%
0
0
0.00%
0
0
0.00%
60
5
3
1
59
5
3
1
68
5
5
1
86.96%
7.25%
4.35%
1.45%
86.76%
7.35%
4.41%
1.47%
86.08%
6.33%
6.33%
1.27%
180
APPENDIX VIII.C.1
RSPH Faculty FTE’s Summaries by Ethnicity, cont’d
NON-TENURE TRACK
(Full-time)
PROFESSOR *
ASSOCIATE
PROFESSOR *
ASSISTANT
PROFESSOR *
OTHER**
TOTAL
Percentage
6
0
0
0
6
0
0
0
5
0
0
0
3
1
1
1
3
1
1
1
3
1
1
1
9
21
39
67.24%
4
7
12
20.69%
1
4
6
10.34%
0
0
1
1.72%
7
23
39
69.64%
4
6
11
19.64%
1
3
5
8.93%
0
0
1
1.79%
7
28
43
66.15%
3
7
11
16.92%
2
5
8
12.31%
1
1
3
4.62%
8
0
0
0
8
0
0
0
6
0
0
0
2
1
0
0
3
2
0
0
3
2
0
0
2
62
74
82.22%
2
6
9
10.00%
2
4
6
6.67%
0
1
1
1.11%
2
87
100
85.47%
2
6
10
8.55%
1
5
6
5.13%
0
1
1
0.85%
3
85
97
86.61%
2
6
10
8.93%
0
4
4
3.57%
0
0
0
0.00%
113
21
12
2
139
21
11
2
140
21
12
3
Percentage
76.35%
14.19%
8.11%
1.35%
80.35%
12.14%
6.36%
1.16%
79.10%
11.86%
6.78%
1.69%
GRAND TOTAL
Percentage
173
79.72%
26
11.98%
15
6.91%
3
1.38%
198
82.16%
26
10.79%
14
5.81%
3
1.24%
208
81.25%
26
10.16%
17
6.64%
4
1.56%
NON-TENURE TRACK
(Part-time)
PROFESSOR *
ASSOCIATE
PROFESSOR *
ASSISTANT
PROFESSOR *
OTHER**
TOTAL
Percentage
NON-TENURE: SUBTOTAL
181
APPENDIX VIII.C.3
Senior Administrator Gender and Ethnicity
Department Chair and Senior Administrator Positions
Gender and Ethnicity
Sept 2000
Male
9
75.0%
Female
3
25.0%
Minority 1
8.3%
Total
12
Sept 2001
8
66.7%
4
33.3%
1
8.3%
12
Sept 2002
9
75.0%
3
25.0%
1
8.3%
12
Sept 2003
Sept 2004
8
66.7%
8 61.5%
4
33.3% *5 38.5%
1
8.3%
1
7.7%
12
13
Background Data
Position
Sept 00
Sept 01
Dean
WM
WM
Assoc Dean Academic Affairs
WM
WM
Assoc Dean Applied Public
WF
WF
Health
Assoc Dean Research*
Assist/Assoc Dean Admin and
WM
WM
Finance
Assist Dean Student Affairs
Assist Dean Development and
WF
WF
External Affairs
Director Student Services
WM
WM
Chair Biostats
WF
WF
Chair Behavioral Sciences/
WM
WF
Health Education*
Chair Environmental and
WM
WM
Occupational Health
Chair Epidemiology
WM
WM
Chair Health Policy and
WM
WM
Management
Chair International Health
MM
MM
Total
12
12
Males
9
8
Females
3
4
Minorities
1
1
Sept 02 Sept 03
WM
WM
WM
WM
WF
WF
Sept 04
WM
WM
WF
WM
WM
*WF
WM
WF
WF
WF
WF
WF
WM
WM
WF
WM
WF
WM
*WF
WM
WM
WM
WM
WM
WM
WM
WM
WM
MM
12
9
3
1
MM
12
8
4
1
MM
13
8
*5
1
*The positions of Associate Dean for Research and Chair, Department of Behavioral Science
and Health Education are held by the same individual
182
APPENDIX IX.A.1
Student Recruitment Fairs
Recruitment Fairs for Calendar Year 2004
Spring:
Visit Emory! 2004 (March)
Public Health Awareness Conference at Spelman College/Atlanta University Center,
Graduate Fair (April)
Summer:
Global Health Leaders Conference, "Global Government Health Partners Forum 2004:
Managing Emerging Biological Threats Through Professional Collaboration," Carter
Center in Atlanta (June)
First Conference on Increasing the number of American Indian, Alaskan Native, and
Native Hawaiian Professionals in Public Health Careers, Emory Conference Center
(July)
Fall:
Georgia Public Health Association Annual Meeting (September)
University of Georgia Graduate/Career Fair (September)
Overcoming Health Disparities Global Conference (October)
Atlanta University Center Graduate School Fair (October)
Emory University Graduate Fair (October)
Paine College Graduate School Fair, Student-led (October)
RSPH Fall Open House (October)
American Public Health Associate Annual Meeting (November)
183
APPENDIX IX.A.6
Recent PhD Graduate Current Positions
Biostatistics
Name
Andrew Allen
Andrew Baughman
Dionne Price
Elizabeth Hill
Fan Xu
Yang Yang
Feng Gao
Haitao Chu
Jingli Song
Michael Hudgens
Molin Wang
Ying Guo
Xiaohong Mao Davis
Current Position
Assistant Professor, Duke University
Mathematical Statistician, CDC
Mathematical Statistician, FDA
Assistant Professor, Medical University of South
Carolina
Biostatistician, SpectRx
Research Associate – Harvard University
Assistant Professor, Washington University School of
Medicine
Assistant Research Professor, Johns Hopkins SPH
Senior Statistician, Eli Lily Pharmaceuticals
Staff Statistician, Fred Hutchinson Cancer Research
Center
Assistant Professor, Harvard School of Public Health
Research Assistant, Professor – Emory University
Biostatistician – CDC
Epidemiology
Name
Amy Kieke
Anjali Deshpande
Carla Winston
Erica Rihl Pryor
Heather Boyd
Jean Christophe Luthi
Jennifer Peel
Karen T. Curenco
Kristina Metzger
Lee Warner
Logan Spector
Michael Cannon
Nicole Dowling
Robert Greenlee
Current Position
Epidemiologist, Marshfield Clinic
Epidemiologist, MO State Health Department; Faculty,
Washington University
Epidemiologist, CDC
Faculty, UAB School of Nursing
Epidemiologist, CDC
Director, Medecin associe, Unite d’ evaluation des sois,
Institu universitarie
Director, Air Pollution and Neonatal Episodes of Apena
Study, Rollins School of Public Health
Unknown
Research Scientist, Bureau of Epidemiology Services
Epidemiologist, CDC
Postdoctoral Associate, University of Minnesota
Epidemiologist, CDC
Epidemiologist, CDC
Epidemiologist, Marshfield Clinic
184
APPENDIX IX.A.6
Recent PhD Graduate Current Positions, cont’d
Nutrition and Health Sciences
Name
Current Position
Anita Boodie
Scientist, Sr. Product Development, Scientific Affairs,
Nutricia USA
Any Yaroch
Project Manager, AMC Cancer Research Center
Heidi Michels-Blanck
Epidemiologist, Chronic Disease Nutrition Branch,
Division of Nutrition and Physical Activity, National
Center For Chronic Disease Prevention & Health
Promotion, CDC
Rebecca Swanson
Postdoctoral Fellow, Genetics, University of Georgia
Robin Shern-Brewer
Health Educator, Kaiser Permanente
Nutrition and Health Sciences
Name
Current Position
Carolyn Jonas
Asst. Professor-RT, Department of Pediatrics, Emory
University
Jennifer Seymour
Epidemiologist in the Division of Nutrition and
Physical Activity, National Center for Chronic Disease
Prevention and Health Promotion at the CDC
Carolyn Monteilh
Research Assistant Professor, Department of
Environmental & Occupational Health, Emory
University
Emma Patten-Hitt
Freelance Science Writer
Mary Manning-Nellis
Postdoctoral Fellow, Veterans Administration Hospital
Meera Penumetcha
Post-Doc Fellow, Department of Obstetrics &
Gynecology, Emory University
Nadya Khan-Merchant
Part-time Postdoctoral Fellow, Department of
Obstetrics & Gynecology, Emory University
aojie Li
Post-Doc Fellow, Harvard University
Louis Earle
Content Developer/Copywriter for CDMi Media
located in New York, NY
Michele Doucette
Post-Doc Fellow, Department of Cell Biology, Emory
University
Andrea Conlisk
EIS Fellowship, CDC, Maternal and Child Nutrition
Branch starting July 1, 2004
Alex Lehner
Post-Doc Fellow, Oxford University, Great Britain
Sonja Harrast
Stay at home Mom
Elena Kuklina
Independent Consultant for IH department, Emory
University
Elsa Wright
Nutrititional Consultant for communal living
organization
185
APPENDIX IX.C.1
Student Orientation Schedule
2004 FALL ORIENTATION SCHEDULE
MONDAY, AUGUST 23
9:00 - 9:30 AM
Registration (Room 103) and Continental breakfast
Plaza Level and Lower Level, Grace Crum Rollins Building
DEPARTMENT MEETINGS
9:45 AM - Noon
Behavioral Sciences and Health Education Department Meeting
(*BSHE students Only)
Location: Whitehead Auditorium
9:45 AM - Noon
Epidemiology Department Meeting
(*EPI students Only)
Location: Rollins School of Public Health - P45
9:45 AM - Noon
Environmental and Occupational Health Department Meeting
(*EOH students Only)
Location: Rollins School of Public Health - Room 721/729
9:45 AM - Noon
Global Environmental Health
(*GEH Students Only)
Location: Rollins School of Public Health - Room 649
9:45 AM - Noon
Health Policy and Management Department Meeting
(*HPM students Only)
Location: Alperin Auditorium
9:45 AM - Noon
International Health Department Meeting
(*IH students Only)
Location: Rollins School of Public Health - 8th Floor
LUNCH
12:15 - 1:15 PM
Picnic Lunch
Cox Hall Ballroom Lobby
186
APPENDIX IX.C.1
Student Orientation Schedule, cont’d
RSPH NEW STUDENT ASSEMBLY
Cox Hall Ballroom
1:30 - 2:00 PM
Welcome from RSPH Deans
Jim Curran, MD, MPH, Dean, Rollins School of Public Health
Dick Levinson, PhD, Executive Associate Dean
Dean Surbey, MA, MBA, Associate Dean for Finance
Kathy Miner, PhD, MPH, Associate Dean for Applied Health
Kathryn Graves, MEd/MPH Assistant Dean for Development & External Affairs
Jody Usher, PhD, Assistant Dean for Student Affairs – Moderator
2:00 - 2:10 PM
Welcome from John Ford, PhD
Senior Vice President and Dean for Campus Life
2:10 - 2:15 PM
Meet Lara Hendy, MPH Candidate
RSPH Student Government Association President
& other RSPH Student Leaders
2:15 - 2:25 PM
William Morse, JD, Director, Information Services
Information Services (IS) provides an overview of technology within the
school and previews the upcoming IS training sessions.
2:25 – 2:50 PM
Graduate Orientation
Dean Usher will provide an overview of central resources and services as
well as a review of the Student Handbook and School policies.
2:50 - 3:00 PM
Welcome from Gena Hill, MPH,
RSPH Alumni Association President
187
APPENDIX IX.C.1
Student Orientation Schedule, cont’d
UNIVERSITY RESOURCES FAIR
3:00 - 4:30 PM
Meet representatives from the following offices and more:
Cox Hall Ballroom

The Arts at Emory

RSPH Alumni Association

RSPH Career Services

Campus Life Offices and Programs
o
Office of Lesbian, Gay, Bisexual, and Transgender Life
o
Office of Multicultural Programs and Services
o
Student Counseling Center
o
Student Health Services
o
Woodruff Physical Education Center
o
Office of Disability Services

Emory Federal Credit Union

University Chaplain

University Student Senate

Emory Women's Center

Woodruff Health Sciences Center Library

Robert W. Woodruff Library

University Commencement

University Financial Aid

Emory Catering
188
APPENDIX IX.C.1
Student Orientation Schedule, cont’d
4:30 - 5:30 PM
RSPH Student Organizations Information Session and Fajita Social
Meet RSPH students involved in various student organizations and learn
more about opportunities for getting involved.
Location: Picnic Area next to Grace Crum Rollins Building
NOTE: Rain location will be the lower level of the Grace Crum Rollins Building.
TUESDAY, AUGUST 24
9:00 AM - 4:00 PM
Work Study Job Fair
Location: The Winship Ballroom, Dobbs University Center (DUC)
9:00 - 9:45 AM
Information Services/ OPUS Lab Session
(1 and 2 of 12 repeated sessions) List will also be posted outside of the
computer labs on the Plaza Level. These are HANDS ON training sessions
designed to provide an overview of information services (IS) and OPUS
access. Each student will test her/his network id to log on to the RSPH
network, gain access to her/his e-mail and OPUS account, and set up for
class access to Blackboard.
Location: P13 and P53, Grace Crum Rollins Building
9:00 - 9:50 AM
RSPH First Year 101 (1 of 3 repeated sessions)
A panel of current RSPH students relate their first year experiences
including the do's and don'ts for success. This interactive session features
insights not available from professors or administrators. Bring your
questions! Location: Alperin Auditorium, 1525 Clifton Road Building
10:00 AM - 12:00
PM
Student Government Association T-Shirt Sale
Location: Rollins School of Public Health SGA Store - Plaza Level
10:00 - 11:00 AM
Biostatistics Department Meeting
(*BIOS Students Only)
Location: Rollins School PH/Rita Anne Rollins Room - 8th Floor
10:00 - 10:50 AM
RSPH First Year 101 (2 of 3 repeated sessions)
See description at 9:00 AM above.
Location: Alperin Auditorium, 1525 Clifton Road Building
189
APPENDIX IX.C.1
Student Orientation Schedule, cont’d
10:00 - 10:45 AM
Information Services/OPUS Lab Session
(3 and 4 of 12 repeated sessions) List will also be posted outside of the
computer labs on the Plaza Level. These are HANDS ON training sessions
designed to provide an overview of information services (IS) and OPUS
access. Each student will test her/his network id to log on to the RSPH
network, gain access to her/his e-mail and OPUS account, and set up for
class access to Blackboard.
Location: P13 and P53, Grace Crum Rollins Building
11:00 - 11:50 AM
RSPH First Year 101 (3 of 3 repeated sessions)
See description at 9:00 AM above.
Location: Alperin Auditorium, 1525 Clifton Road Building
11:00 - 11:45 AM
Information Services/OPUS Lab Session
(3 and 4 of 12 repeated sessions)
List will also be posted outside of the computer labs on the Plaza Level.
See description at 9:00 AM above.
Location: P13 and P53, Grace Crum Rollins Building
Noon - 2:00 PM
Behavioral Sciences and Health Education Luncheon
(*BSHE students only)
The sessions will begin with lunch served to all session participants. Also,
students will meet their B-Links (2nd Year Students).
Location: Rollins School of Public Health - P45 & P41
Noon - 1:00 PM
Lunch on your own (except BSHE students)
1:00 - 1:45 AM
Information Services/OPUS Lab Session
(7 and 8 of 12 repeated sessions)
List will also be posted outside of the computer labs on the Plaza Level.
See description at 9:00 AM above.
Location: P13 and P53, Grace Crum Rollins Building
1:00 PM
Tour of Campus (1 of 3 repeated tours)
Discover the wonders of Emory's campus on a tour led by a current RSPH
student. Tour groups will gather and leave from the plaza level entrance
door every hour on the hour at the indicated times. Walking tour takes
approximately one hour.
190
APPENDIX IX.C.1
Student Orientation Schedule, cont’d
2:00 - 2:45 AM
Information Services/OPUS Lab Session
(9 and 10 of 12 repeated sessions)
List will also be posted outside of the computer labs on the Plaza Level.
See description at 9:00 AM above.
Location: P13 and P53, Grace Crum Rollins Building
2:00 PM
Tour of Campus (2 of 3 repeated tours)
Tour groups will gather and leave from the plaza level entrance door every
hour on the hour at the indicated times. Walking tour takes approximately
one hour.
2:00 - 4:00 PM
Office Of Student Services Open House
An informal session where Student Services staff members are available to
answer questions you may have related to the orientation program or
getting started in your new school. Please drop by the office for
information along with light refreshments.
Location: Office Of Student Services, 1st floor Grace Crum Rollins
Building
3:00 PM
Tour of Campus (3 of 3 repeated tours)
Tour groups will gather and leave from the plaza level entrance door every
hour on the hour at the indicated times. Walking tour takes approximately
one hour.
4:00 - 5:00 PM
Open Computer Lab
Computer lab P13 will be staffed by IS for anyone who wishes to spend
more time becoming familiar with RSPH technology.
4:30 - Until
Picnic and Games
Student Government Association sponsored event. Car pooling
provided.
Location: Mason Mill Park
WEDNESDAY, AUGUST 25
9:00 AM - 1:00 PM
RSPH Orientation for International Students
(1st of 2 mandatory sessions)
It's Intercultural Communication 101. Discuss the nuances of North
American culture and review student - professor etiquette. Identify the
similarities that this culture may bear with yours. Also, explore techniques
for dealing with culture shock.
Location: Rollins School of Public Health - Room 103
191
APPENDIX IX.C.1
Student Orientation Schedule, cont’d
2:00 - 2:45 PM
Information Services/OPUS Lab Session
(11 of 12 repeated sessions)
List will also be posted outside of the computer labs on the Plaza Level.
See description at 9:00 AM above.
Location: P13, Grace Crum Rollins Building
3:00 - 3:45 PM
Information Services/OPUS Lab Session
(12 of 12 repeated sessions)
List will also be posted outside of the computer labs on the Plaza Level.
See description at 9:00 AM above.
Location: P13, Grace Crum Rollins Building
3:00 - 3:45 PM
Blackboard Training Session (1 of 4 repeated sessions)
Blackboard is the web based tool that some instructors will be using to
incorporate elements of their classes online. This session is designed to
provide an overview to this technology and familiarize you with some of the
basic terms and concepts.
Location: Room P13 - Grace Crum Rollins Building
4:00 - 4:45 PM
Blackboard Training Session (2 of 4 repeated sessions)
See description above.
Location: Room P13 - Grace Crum Rollins Building
4:00 - 6:00 PM
BIOS Department Meeting and Reception
(*BIOS Students Only)
Location: Rollins School of Public Health - P45
4:00 - 5:00 PM
Dual Degree Student Meeting and Reception
Location: Rollins School of Public Health - Room 107
4:00 - 5:00 PM
Open Computer Lab
Computer lab P13 will be staffed by IS for anyone who wishes to spend more
time becoming familiar with RSPH technology.
Location: Room P13 - Grace Crum Rollins Building
8:00 PM - Until
Student Government Association Mixer at Manuel’s
One free drink and snacks provided by SGA. First come first serve.
Car pooling provided to and from.
Location and details to be announced
192
APPENDIX IX.C.1
Student Orientation Schedule, cont’d
THURSDAY, AUGUST 26
LAST DAY FOR REGISTRATION
All students must be registered for classes no later than 4:00pm today.
NOTE: : If you will be taking classes during the Fall 2004 semester and have not made a tuition
payment to Emory, today (August 26, 2004) is the last day to pay without being assessed late fees.
Payments should be made to Student Financial Services (Bursar) located in the Boisefeuillet Jones
Center (B-Jones Center).
9:00 AM - 5:00 PM
Student ID's available
If you have not completed and returned your request for an EmoryCard,
please do so and send it, along with a color, 2x2 passport picture, directly to
the EmoryCard Office. We recommend getting your ID card by the end of
the first full week of classes.
9:00 AM - 1:00 PM
RSPH Orientation for International Students
(2nd of 2 mandatory sessions)
Reacquaint yourself with strategies that foster continued language
development, and review the skills that will be assessed on the ETS SPEAK
exam. Focus on functional, discourse, linguistic and socio-linguistic
competencies, the components of language that foster clear communication.
Location: Rollins School of Public Health - Room 103
9:00 - 9:45 AM
E-Resources and OVID/MedLine Database Searching
(1 of 5 repeated sessions)
This informational session is conducted by research librarians from
Woodruff Health Sciences Center Library to expose you to the various
electronic resources.
Location: Room P45 - Grace Crum Rollins Building
9:00 - 9:50 AM
Blackboard Training Session (3 of 4 repeated sessions)
See description above.
Location: Room P13 - Grace Crum Rollins Building
10:00 - 10:45 AM
E-Resources and OVID/MedLine Database Searching
(2 of 5 repeated sessions)
See description above.
Location: Room P45 - Grace Crum Rollins Building
193
APPENDIX IX.C.1
Student Orientation Schedule, cont’d
10:00 - 10:50 AM
Blackboard Training Session (4 of 4 repeated sessions)
See description above.
Location: Room P13 - Grace Crum Rollins Building
11:00 - 11:45 AM
E-Resources and OVID/MedLine Database Searching
(3 of 5 repeated sessions)
See description above.
Location: Room P45 - Grace Crum Rollins Building
1:30 - 2:15 PM
E-Resources and OVID/MedLine Database Searching
(4 of 5 repeated sessions)
See description above.
Location: Room P45 - Grace Crum Rollins Building
3:00 - 3:45 PM
E-Resources and OVID/MedLine Database Searching
(5 of 5 repeated sessions)
See description above.
Location: Room P45 - Grace Crum Rollins Building
4:00 - 5:00 PM
Open Computer Lab
Computer lab P13 will be staffed by IS for anyone who wishes to spend more
time becoming familiar with RSPH technology.
Location: Room P13 - Grace Crum Rollins Building
5:30 PM
Baseball Game - Atlanta Braves vs Colorado Rockies
SGA Student Government
Get your ticket from an SGA Officer. First come, first serve.
Car pooling provided. Games starts at 7:35 p.m.
FRIDAY, AUGUST 27
CLASSES BEGIN
8:00 AM -3:00 PM
Parking Office - Distributing parking tags.
You must pre-register in order to pick up your tag on this date. Please
register at: https://www.emory.edu/park/
Location: Plaza level, Grace Crum Rollins Building
194
APPENDIX IX.C.1
Student Orientation Schedule, cont’d
8:30 - 10:30 AM
Prep For Bios 500 - Open Computer Lab (two 50 minute sessions)
Computer lab P13 will be staffed by faculty from Biostatistics and IS for
students planning to take BIOS 500 non-calc.
Location: Room P13 - Grace Crum Rollins Building
1:00 - 3:00 PM
Prep For Bios 500 - Open Computer Lab (two 50 minute sessions)
Computer lab P13 will be staffed by faculty from Biostatistics and IS for
students planning to take BIOS 500 non-calc.
Location: Room P13 - Grace Crum Rollins Building
SATURDAY, AUGUST 28
1:30 - 6:00 PM
HASH RUN!
195
APPENDIX IX.D.1
Student Exit Survey
Exit Questionnaire - RSPH - 2003/2004
1. Did you complete a thesis or special study project?
Yes
No
2. How would you evaluate the faculty support for your thesis or special study
project?
Excellent
Good
Fair
3. How valuable was the thesis or special study project experience to your overall
training in public health?
Very Valuable
Valuable
Adequate
Not valuable
4.
Concerning Thesis Research, what one or two faculty members (if any) were
particularly valuable to you?
5. Concerning Career Advancement or Direction, what one or two faculty members
(if any) were particularly valuable to you?
6. As a Classroom Teacher, what one or two faculty members (if any) were
particularly valuable to you?
7.
As a General Advisor, what one or two faculty members (if any) were particularly
valuable to you?
8. List any skills or topics of public health training that were unavailable at the
RSPH that you think should have been offered to students, if any:
9. How would you assess the support available for students in the school for career
information and job searches?
Excellent
Good
Fair
Poor
Don’t know
196
APPENDIX IX.D.1
Student Exit Survey, cont’d
Exit Questionnaire - RSPH - 2003/2004
10. How would you rate the quality of advising received from your department's
Assistant Director for Academic Programs (ADAP)?
Excellent
Good
Fair
Poor
Don’t know
11. How would you rate the school's computer facilities?
Excellent
Good
Fair
Poor
Don’t know
12. How valuable was the practicum (or set of experiences) for your career
development in Public Health?
Excellent
Good
Fair
Poor
Did not complete practicum
N/A
13 Do you plan to continue your graduate or professional training, e.g. seek another
degree within the next 2 or 3 years?
Definitely yes
Probably yes
No
Don’t know
14. Have you been actively seeking a new career position during the past year?
Yes
No
15. What is the status of your search for employment?
I have identified a position and have a solid offer
I am considering various options with a strong possibility of receiving at least
one offer
I am looking at one or more options and have some possibility of receiving an
offer
197
APPENDIX IX.D.1
Student Exit Survey, cont’d
Exit Questionnaire - RSPH - 2003/2004
Still looking for possibly employment options
Other, Please Specify
16. IF YOU DO NOT HAVE A POSITION OR JOB OFFER AT PRESENT: How
confident are you that you will be employed in a position appropriate to your
training in public health within the next six months?
Certain
Very confident
Somewhat confident
Uncertain
Pessimistic
17. If you anticipate accepting an employment position in the next few months,
indicate the employer and the job title or description:
18. Are you currently employed in a fulltime position?
Yes
No
19. Describe your current position, employer and job title or description:
20. If you are currently employed or have an offer of employment you plan to accept
within the next few months, what is the annual salary range?
Under $20
20,000- 29,999
30,000- 39,999
40,000- 49,999
50,000- 59,999
60,000- 69,999
70,000- 79,999
80,000 or above
21. If you had to make a decision to attend a school of public health all over again,
would you decide to enroll in the RSPH?
Definitely yes
Probably yes
Not sure
Probably not
Definitely not
198
APPENDIX IX.D.1
Student Exit Survey, cont’d
Exit Questionnaire - RSPH - 2003/2004
22. List particular strengths (if any) of the RSPH:
23. List particular weaknesses (if any) of the RSPH:
24. Gender:
Female
Male
25. Age in years:
Less than 23
23-24
25-26
27-28
29-30
31-32
33-34
35-36
37-38
39-40
over 40
26. Department:
BIOS
BSHE
CMPH
EOH
EPI
HPM
IH
EOH/EPI
27. Year you received bachelor's degree:
Before 1980
1980-1985
86-90
91-95
96-97
98-99
2000
2001
2002
2003
2004
199
APPENDIX IX.D.1
Student Exit Survey, cont’d
Exit Questionnaire - RSPH - 2003/2004
28. Number of years of full-time employment since receiving a Bachelors Degree:
Less than 1
1–2
3–4
5–6
7–8
9 – 10
11 – 15
16 – 20
over 20
29. Other graduate degrees:
MA or MS
PhD
MD
JD
Other, please specify
30. Citizenship:
US
Other country
200
APPENDIX IX.D.1
Survey of Recent Graduates
1. Gender:
Male
Female
2. Age:
22 or less
23-25
26-30
31-35
36-40
41-50
51-59
over 60
3. Race/Ethnicity:
American Indian or Alaskan Native
Asian or Pacific Islander
Black, Non-Hispanic
Hispanic (including Puerto Rican)
White (Caucasian)
Other
4. Identify your RSPH Department:
BIOS
BSHE
CMPH
EOH
EPI
HPM
IH
GEH
JD/MPH
MD/MPH
MBA/MPH
MSN/MPH
MSCR
OTHER:
5. *Select the year you received or will receive your MPH from the list below:
2004
2003
2002
2001
201
APPENDIX IX.D.1
Survey of Recent Graduates, cont’d
2000
1999
1998
1997
1996
1995 or earlier
6. Other graduate degrees: (Please include institution name, degree and grad date.)
7. Did you work in public health prior to receiving your MPH/MSPH degree?
Yes
No
8. Since receiving your MPH/MSPH degree, have you worked in public health?
Yes
No
If yes, list job title, location and length of service:
9. If you have worked in public health, did you work in a State or Local Public
Health Department?
Yes
No
If yes, tell us how you feel your RSPH education prepared you for work in
State or Local public health:
10. How well do you feel your RSPH education prepared you to work in Public
Health?
Not prepared at all
Somewhat prepared
Fairly well prepared
Extremely well prepared
11. Is your current work based in the United States?
Yes
No
12. Has your current, pending, or past position been in a medically underserved area or
in a developing country? (Medically underserved is defined as a population that
has access to fewer primary health care providers per person than the U.S. national
norm of approximately one doctor per 800 people. Please use your best judgment.)
Yes
No
202
APPENDIX IX.D.1
Survey of Recent Graduates, cont’d
13. As a result of your MPH/MSPH degree, have you received an advancement in
employment such as promotion, additional compensation, etc?
Yes
No
14. How would you rate the overall quality of your academic advisement while at
RSPH?
Poor
Fair
Good
Excellent
15. How would you rate the school's computer facilities?
Poor
Fair
Good
Excellent
16. Which of the following were most helpful in your educational experience at
RSPH? (Please mark your top 3.)
Core Courses
Departmental Courses
Electives
Thesis/culminating experience
Practicum
Networking
Clubs/student leadership
Other, please specify:
17. Which of the following were least helpful in your educational experience at
RSPH? (Mark any that apply.)
Core Courses
Departmental Courses
Electives
Thesis/culminating experience
Practicum
Networking
Clubs/student leadership
Other, please specify:
18. What form of culminating experience did you complete at RSPH?
Thesis/Special Study Project
HPM Capstone Course
203
APPENDIX IX.D.1
Survey of Recent Graduates, cont’d
19. How would you evaluate the faculty support for this experience?
Poor
Fair
Good
Excellent
20. How valuable was this experience to your public health training overall ?
Not at all
Somewhat
Fairly
Extremely
21. Please rate the value of each of the following:
Poor
Fair
Formal Internship
1
2
200-hour Practicum
1
2
Graduate
1
2
Assistantship
Teaching Assistant
1
2
Fellowship
1
2
Good
3
3
3
Excellent
4
4
4
N/A
N/A
N/A
3
3
4
4
N/A
N/A
22. Do you feel that the 200-hour practicum requirement provided adequate on-the-job
training in preparation for your public health career?
Yes
No
Please explain:
23. Which of the following resource(s) did you seek for career information and job
searches? (Mark all that apply.)
ADAP or Academic Advisor
Faculty Member
Fellow Students
Website
Resume Writing/Critiques
Cover Letter Edits
Informational Sessions/Guest Speakers
Career Fair
Mock Interviews
Jobs ListServ/Emails
Health Sciences Library
Other, please specify:
204
APPENDIX IX.D.1
Survey of Recent Graduates, cont’d
24. What other employment-related assistance would you like to see implemented by
Rollins Career Services?
25. Would you use a website (access restricted by member id and password) for
career-related opportunities, exclusive recruitment events, etc?
Yes
No
Don’t know
26. What is your current employment status?
Employed full-time
Employed part-time
Pursuing another degree
Additional training or fellowship
Unemployed but seeking
Do not plan to work
Retired
27. If you are NOT employed in public health or a health-related field, which of the
following is the primary reason? (Check only ONE response.)
Personal reasons
Lack of jobs in your preferred location
Lack of jobs in your specialty area
More satisfied working in another field
Pursuing additional training in public health or health related discipline
Pursuing additional training in another discipline
Not applicable
Other, Please Specify
28. If you are employed or have an offer of employment you plan to accept, what
is/will be the approximate salary range?
less than $19,999
$20,000- $29,999
$30,000- $39,999
$40,000- $49,999
$50,000- $59,999
$60,000- $69,999
$70,000- $79,999
$80,000- $89,999
$90,000- $99,999
$100,000- $124,999
$125,000- $149,999
205
APPENDIX IX.D.1
Survey of Recent Graduates, cont’d
$150,000 and above
29. Did you pledge or do you plan to give to the Graduating Class Gift Campaign or
the RSPH Annual Fund?
Yes
No
Why or why not?
30. During your RSPH education, which individual(s) were particularly valuable to
you and why? (List up to 3 people.)
206
APPENDIX X.A.1
Faculty Annual Report Form
ANNUAL REPORT OF FACULTY PROVIDED TO CHAIRS
(for academic year: August, 2003-August, 2004)
Name:
Department:
I. SPECIAL HONORS (list)
II. TEACHING ACHIEVEMENTS
A. List courses taught and enrollment
B. MPH/MSPH thesis committees chaired: List titles (or tentative titles) and name of
students)
C. MPH/MSPH thesis committees on which you served but did not chair (list names
of students)
D. PhD dissertation committees chaired (list names of students)
E. PhD dissertation committees on which you served but did not chair (list names of
students)
F. New courses developed and taught (list titles)
G. Other teaching achievements (list each)
III. SERVICE/PRACTICE ACHIEVEMENTS
A. List service activities for the RSPH
B. List service activities for Emory University
C. List service activities for your profession
D. List editorial boards or editorships
E. List public health practice activities (consultations, technical assistance, funding
programs targeting public health needs)
F. Place an asterisk on theses listed above (in II.B) that contributed in some direct way
to the community’s public health (Note: this information is needed for department and
school annual report)
IV. RESEARCH/SCHOLARSHIP ACHIEVEMENTS
A. List full citations of articles published in refereed journals during the academic year
B. List authors, title and journal of refereed articles accepted for publications during
the academic year
C. List full citations of book chapters authored and published or in press during the
academic year
D. List full citations of edited or authored books published or in press the academic
year
E. List grants, contracts or cooperative agreements funded during he academic year
1. PI or Co-PIs
2. Your role in the project (if not PI or Co-PI)
3. Title of project
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Faculty Annual Report Form, cont’d
4. Funding agency
5. Direct costs for year
6. Indirect costs for year
F. List grants, contracts and cooperative agreements pending
1. PI or Co-PI
2. Your role in the project (if not PI or Co-PI)
3. Title of project
4. Funding agency
5. Direct costs requested for year
6. Indirect costs requested for year
G. Presentations at professional meetings (list authors, title and meeting)
H. List other achievements in scholarship or research
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APPENDIX X.A.1
Annual Report Executive Summaries
The 2003-04 Annual Report Executive Summary had not been finalized when this document
was printed. It will be available in the resource file during the site visit.
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Annual Report Executive Summaries
Annual Report 2002-2003 Rollins School of Public Health
Executive Summary
The Rollins School of Public Health (RSPH) aspires to excellence through its mission of
improving health and preventing disease in human populations around the world by acquiring,
disseminating and applying knowledge. We seek to be viewed by our peers as among the "top
five" schools of public health in the quality and impact of our research and educational
programs and have made significant advances toward our goals during the past academic
year.
Build a Faculty of Excellence
A 2002-03 survey by U.S. News and World Report of deans and department chairs in the 32
accredited schools of public health resulted in the RSPH being ranked as ninth in quality
based on our "general reputation." Concurrently, the School began a process of examining
how to improve the performance of its principal missions as part of a Self Study. The Self
Study will prepare the School for its re-accreditation site visit by the Council on Education for
Public Health on December 6-8, 2004.
The most important indicator of the School's quality is its faculty. Our faculty remains
nationally visible and their achievements have been recognized by numerous honors during
the past year. For example, Dr. Carol Hogue, Terry Professor of Maternal and Child Health
and Professor of Epidemiology, is serving as President of the American College of
Epidemiology and Dr. Reynaldo Martorell, Woodruff Professor of International Nutrition,
was inducted into the Institute of Medicine, National Academic of Sciences. Dr. Colleen
DiIorio, Professor of Behavioral Sciences and Health Education, was recognized as
Distinguished Nurse Researcher by the National Institute of Nursing Research, Jay Bernhardt,
Assistant Professor of Behavioral Sciences and Health Education, is the youngest member
ever elected to the Executive Board of the American Public Health Association and Dr.
Kenneth Thorpe, Woodruff Professor of Health Policy and Management, shaped health policy
proposals of several leading Democratic Party presidential candidates. This year, Dean James
W. Curran became Chair-Elect of the Association of Schools of Public Health, the National
Chair of all Centers for AIDS Research Directors and the Director of the Board of Health
Promotion and Disease Prevention at the Institute of Medicine.
During the previous academic year, the School made several key academic appointments and
initiated recruitments that will substantially strengthen us in key areas. They include Jack S.
Mandel, PhD, MPH, Rollins Professor of Epidemiology and Department Chair, who joined
the School at the start of the 2002-03 academic year. An expert in environmental and lifestyle
factors in the etiology of cancers, Dr. Mandel was formerly Mayo Professor of Public Health
at the University of Minnesota. Dr. Mandel subsequently initiated the recruitment of
additional faculty including Michael Goodman, MD, MPH, as Assistant Professor of
Epidemiology. To further strengthen the programs of cancer research, Dr. Mandel recruited
molecular epidemiologist.
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Roberd Bostick, MD, MPH, as Professor of Epidemiology. Dr. Bostick, formerly Professor of
Epidemiology and Director of the Division of Population Sciences at the University of South
Carolina Cancer Center, will also be supported by the Winship Cancer Institute when he joins
the faculty during the next academic year.
Dr. Mandel was appointed a Georgia Cancer Coalition Scholar, joining the previously
appointed RSPH Scholar, Kyle Steenland, PhD, Professor of Environmental and Occupational
Health. Two additional senior faculty recruits were also approved as Scholars. Joseph
Lipscomb, PhD, currently Chief, Outcomes Research Branch at the National Cancer Institute
(NIH) and formerly an award-winning teacher and economist on the faculty of Duke
University, will join the School's Department of Health Policy and Management in 2004.
Karen Glanz, PhD, MPH, currently Professor and Director, Social and Behavioral Sciences
Program, Cancer Research Center, University of Hawaii, and the author of 160 publications
on health promotion and chronic disease prevention, will become Professor of Behavioral
Sciences and Health Education in 2003-04.
The School recruited Benjamin Druss, MD, MPH, as the endowed Rosalynn Carter Chair in
Mental Health and Associate Professor of Health Policy and Management. Dr. Druss came to
Emory from Yale University where he was Associate Professor of Psychiatry and Public
Health and the author of numerous publications on the prevalence and impact of clinical
depression, problems in access to health services, and other aspects of health services related
to the interface of mental health and primary care in major periodicals including the New
England Journal of Medicine, the Journal of the American Medical Association and Health
Affairs.
Kimberly Rask, MD, PhD, was recruited as Director of the Emory Center on Health
Outcomes and Quality, the Woodruff Health Sciences Center unit focusing on health services
research, and as Research Associate Professor of Health Policy and Management. Trained in
medicine and economics, Dr. Rask's primary appointment was formerly in Emory University
School of Medicine. In addition, Scott Bartell, PhD, was recruited as Assistant Professor of
Environmental and Occupational Health from the University of California, Davis.
We continue to search for a faculty member to serve as Rollins Professor and Chair,
Department of Biostatistics, a senior biostatistician to collaborate with cancer researchers at
the Winship Cancer Institute, will initiate a search for the William H. Foege Professor of
Global Health, endowed by the Hubert Family Foundation, and anticipate additional faculty
searches in most departments in the coming year.
Strengthen Programs of Research
The quality and quantity of research has improved significantly this year. Our tenure track
faculty authored 550 refereed articles (an average of 9 per faculty member) published or in
press
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Annual Report Executive Summaries – 2002 – 2003, cont’d
during the academic year along with 80 book chapters. Faculty without tenure track
appointments authored 183 refereed articles and 32 book chapters. The faculty also authored
or edited 15 books, either appearing or in press during the year. A recent study reported that
three RSPH faculty members are among the top twenty cited behavioral science researchers in
AIDS: Drs. David Holtgrave (#3), Ralph DiClemente (#12) and Gina Wingood (#17).
The School's sponsored awards grew to more than $45 million (with over $37 million in
expenditures), an increase of approximately 24% over the previous year. That represents an
average of over $600,000 in awards per tenure track faculty member. The RSPH is currently
second to the School of Medicine in the amount of funded research awards and expenditures.
Our Department of Behavioral Sciences and Health Education, with 14 tenure track faculty
members and $17.8 million in research awards, is the 4th leading department on campus.
Funding from NIH increased 64% over the preceding year to $18.1 million. Among our
research awards, the NIH-funded Center for AIDS Research was renewed for a period of five
years for $7.5 million. The increased sponsored research activity reflects broad-based faculty
effort from across the school, at the junior and senior levels.
The School maintains considerable strength in research on HIV/AIDS and is adding to its
capacity in cancer etiology and control. Faculty in several departments share interests in
environmental epidemiology, material and child health, investigational design and analytic
methods, infectious diseases, outcomes of health interventions, and social disparities and
health.
Provide Research and Training as Service to the Public Health Community
The 2002 gift of $4.2 million from the O. Wayne Rollins Foundation to establish the Rollins
Center of Public Health Preparedness and Research resulted in a number of programs
designed to strengthen the public health infrastructure and enhance public safety. The Center
initiated its monthly Triangle Club Lecture Series and, with $1 million in annual funding from
CDC, it initiated the Georgia Public Health Preparedness Scholars Program under the
direction of Associate Dean Kathleen Miner. Public health employees of the State of Georgia
received scholarships to complete the MPH degree through the distance-based Career MPH
(CMPH) Program.
Our collaboration with the State of Georgia has continued through the Georgia Center for
Cancer Statistics (GCCS), housed in the Department of Epidemiology and directed by Dr.
John Young. This year, the North American Association of Central Cancer Registries
awarded the GCCS a Gold Certificate for exemplary performance and the National Cancer
Institute renewed the Center's Surveillance Epidemiology and End Results (SEER) Program
for seven years with a budget of over $12 million. The School's Tobacco and Technical
Assistance Consortium (TTAC), a national resource center for information on training for
prevention and cessation of tobacco use funded by the American Cancer Society, Robert
Wood Johnson Foundation and the American Legacy Foundation, provided technical
assistance to a number of states in the planning
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Annual Report Executive Summaries – 2002 – 2003, cont’d
and evaluation of smoking cessation and tobacco prevention programs. Finally, the RSPH
offered 258 continuing education programs attended by 6944 persons during the 2002-03
academic year. Continuing education credit was offered at 123 (48%) of the activities.
Recruit High Quality Students and Provide an Excellent Teaching Program
We continue to attract students with outstanding credentials and have sustained the numbers
of applicants and matriculated students. The number of current students (776) is comparable
to the top-ranked schools of public health. There are a growing number of schools and
programs in public health resulting in increased competition for the best applicants. Despite
increased competition for students, the School achieved its enrollment targets in 2002-03 and
anticipates an increase of nearly 10% in enrollment for the 2003-04 academic year.
The quality, as indicated in mean Graduate Record Examination scores (1707) and
undergraduate grade point average (3.33) is comparable to the previous year. Diversity of the
student body is very evident in the class entering our masters programs in Fall, 2002. Ages of
entering students ranged from 20-56 and 17% held medical or other doctoral degrees.
Eighteen percent of the students came from 36 countries outside the United States. Thirty-two
percent of the American students were ethnic minorities, 21% being African American. The
ethnic diversity of our student body, particularly in the enrollment of African American
students, is greater than all but a few schools of public health.
A major advantage of the RSPH to students is its location. Proximity to CDC and other health
and public health institutions offers opportunities to work with a large cadre of the world's
best public health professionals through their roles as adjunct teachers in our classrooms, as
thesis advisors and through practicum experiences. RSPH students are significantly overrepresented among the Centers for Disease Control/Association of Schools of Public Health
Fellowship and Internship Programs. In 2002-03, of the 32 accredited schools of public
health, students from the RSPH were 20% (10 of 50) of CDC/ASPH Fellows (a program for
MPH graduates) and 18% (9 of 49) of all Interns (12-week summer program).
Instruction in the MPH and MSPH program continues to receive very positive evaluations by
students on course evaluations and exit questionnaires. Most (70%) of our classes enroll fewer
than 30 students. Of the twenty RSPH students taking the examination to become Certified
Health Education Specialists in 2002, 100% passed as compared to the national rate of 72.8%.
Through the Eugene J. Gangarosa Scholarship Fund, the O.C. Hubert Fellowships in
International Health and the Anne E. and William A. Foege Global Health Funds, the School
supported 37 students to travel to 26 different countries for field experiences and thesis
research. In addition, the Peace Corps Masters International Program, in which students
combine studies with a Peace Corps assignment, enrolled six students with six additional
students expected to enroll in the cohort in the next academic year.
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Annual Report Executive Summaries – 2002 – 2003, cont’d
Student exit survey responses and related observations suggested the need for improving
support for student services. The School therefore created a new position, Assistant Dean for
Student Affairs, to oversee student services, and recruited JoNell (Jody) Usher, Ph.D., to serve
in that role. Dr. Usher came with considerable experience at Emory, having worked in Emory
College, the Graduate School of Arts and Sciences and the Office of the President. Under Dr.
Usher's direction, new Directors of Enrollment Services and Career Services were recruited.
The Bill and Melinda Gates Foundation made its first endowment gift ever, establishing with
a $5 million gift, the William H. Foege Fellowships in Global Health at the RSPH to honor
Dr. Foege, RSPH Presidential Distinguished Professor of Public Health and a senior advisor
to the foundation. The first four Foege Fellows were selected during the current academic
year and will begin studying for the MPH degree in Fall, 2003, and working with the agency
that collaborated in their recruitment. The fellows are mid-career professionals from North
Sudan, South Sudan, Niger and Zambia who were recruited in collaboration with the Carter
Center and CARE International. Additional international students come to the School through
the Humphrey, Muskie and Fogarty Fellows Programs. In 2002-03 the School hosted five
Humphrey Fellows from Mexico, Ghana, Namibia, Cambodia and Kenya, 8 Muskie Fellows
from Armenia, Azerbaijan, Republic of Georgia, Kazakhstan, Russia and Ukraine and Fogarty
Fellows studying HIV/AIDS from Veitnam, Mexico and Soviet Georgia.
The combined degree program with Emory College and the RSPH allows undergraduates to
enroll in MSPH degree courses in Biostatistics during their fourth year of undergraduate
enrollment and complete the remaining requirements in the RSPH in one year following the
baccalaureate degree. The program was approved during the present academic year and will
be launched in the 03-04 academic year. The Career MPH Program, offered through episodic
on-campus sessions and web-based instruction, continues to grow and attract students. This
year, a cohort of 37 experienced health professionals, including 11 physicians and 3 others
with doctoral training, enrolled. In collaboration with the School of Medicine and supported,
in part, by NIH, the Master of Science in Clinical Research (MSCR) Program enrolled 5
physicians who are Emory residents, fellows or junior faculty and a new cohort of 10 will be
entering in 2003-04.
Although the RSPH is comparable to other leading schools of public health in numbers of
master's degree students, it is lacking in the number of doctoral programs and students
compared to peer institutions. The RSPH initiated the development of two new doctoral
programs, one in Health Services Research and Policy to be offered by the Department of
Health Policy and Management and a second in Behavioral Sciences and Health Education to
be offered by the department of that name. In May, 2003, the Graduate School of Arts and
Sciences approved, in principle, the offering of both programs and the school hopes to launch
both programs in Fall, 2004.
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Achieve Fiscal Stability
The School completed the current academic year "in the black" for the eighth year in a row.
The Annual Operating Budget has grown from $17.5 million in 1995 to $51.7 million in
2003. The market value of the total school endowment has grown to $24.1 million in 2003
from $2.3 million in 1996. In addition to the $475,000 Hubert Foundation's contribution
towards a $1.4 million pledge for the William H. Foege Chair in Global Health, Dr. Eugene
Gangarosa, Emory's
former MPH Program Director, donated a lead gift of $506,000 for a chair in safe water. The
School also received a gift of $100,000 from the Boisfeuillet Jones Family to establish a
scholarship fund.
Future Initiatives
Detailed goals and objectives are included in the School's annual report. They are organized
as they pertain to the School's Mission and Goals and the Values Platform of Emory
University. The goals and objectives result from: 1) The School Strategic Plan (with faculty
input); 2) Department Goals and Objectives (annually submitted with faculty input); 3)
Student Exit Evaluations (annually derived from a web-based survey of graduating students);
4) Accreditation guidelines of the Council for Education in Public Health; 5)
Recommendations from the field of public health such as the Institute of Medicine's recent
report, Who Will Keep the Public Healthy?; and 6) Annual faculty retreats. Our past
accomplishments set the stage for future initiatives, most requiring additional resources.
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Annual Report 2001-2002 Rollins School of Public Health
Executive Summary
The Rollins School of Public Health aspires to excellence through its mission of improving
health and preventing disease in human populations around the world by acquiring,
disseminating and applying knowledge. We have advanced our mission through specific goals
and objectives over the past three years.
Acquiring Knowledge
Our research program has been growing, partly indicated by increased external funding--last
year an increase of 34% over the previous year to $34.5 million (an average of over $500,000
per tenure-track faculty member). The quantity of publications (tenure track faculty authored
an average of 7 refereed articles per year) and the quality of journals in which they appear are
impressive. Gifts from the O. Wayne Rollins Foundation have made it possible to recruit a
new chair and endowed Rollins Professorship for the Department of Epidemiology (Dr. Jack
S. Mandel) and will enable him to further build the department and its capacity for research in
cancer and cancer control. This has been a high priority for the school.
Rollins funds will also be used in the current search for a chair of the Department of
Biostatistics. A growing research community within the Woodruff Health Sciences Center
requires biostatistical consultation and so, with Woodruff Funds, Dr. Michael Kutner has been
leading a faculty group to assess the most desirable model for building and supporting such a
center. A related priority for the school is building the computer capacity to support related
biostatistical research activity internal to the school and across the health sciences center.
Over the past three years, faculty members have been recruited to all six departments. Of
particular note, we have been successful in building our smallest department, Environmental
and Occupational Health, by appointing a cancer epidemiologist, Dr. Nelson Kyle Steenland
as the School's first Georgia Cancer Coalition Scholar. Teaming with the Departments of
Neurology and Pharmacology, we also recruited Dr. Gary Miller from the University of
Texas. Behavioral Sciences and Health Education, the department with the fifth highest
external funding level at Emory, claims perhaps the strongest group of social and behavioral
scientists in the area of HIV/AIDS in the country. Their strength is complemented by Emory's
Center for AIDS Research, which NIH recently committed to fund for the next five years.
We successfully concluded a search for the endowed Rosalynn Carter Chair in Mental Health
with the recruitment of Benjamin Druss, MD, MPH, from Yale University. Dr. Druss will
carry out his teaching and research program on stigma and access to health services for the
mentally impaired within the Department of Health Policy and Management while working
with the Carter Center and Emory's Department of Psychiatry.
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Annual Report Executive Summaries – 2001 – 2002, cont’d
Disseminating Knowledge
With growing numbers of MPH programs and schools, we sustained the enrollment of high
quality students, as reflected in their GPAs, standard examination scores and other
achievements. We have also increased the ethnic diversity of our student body, with minority
enrollment growing from 37% in the previous year to 42% of new students and increased the
proportion of entering African-American students from 20% to 23%. Student course
evaluations, carefully monitored across the school, suggest that the classroom experience is
quite positive. Web-based exit questionnaires completed by graduating students provide a
similar picture.
Responding to new directions in the public health workplace, the Department of Biostatistics
introduced a focus on Public Health Informatics that appears to be attracting additional
applications from new constituencies. The Department of Environmental and Occupational
Health teamed with the Department of International Health in launching the Global
Environmental Health Program for students interested in addressing policies and programs
responding to environmental hazards and threats in developing countries. We hope to attract
additional talented Emory undergraduates to the Department of Biostatistics with a five-year
BA-MSPH program with the College's Department of Mathematics and Computer Sciences.
The Career Master of Public Health (CMPH) Program, designed for mid-career professionals
who meet episodically on campus for several days, interspersed with web-based instruction,
continues to attract substantial cohorts from the state, the region and across the country. This
innovative format enables our School to provide skills to professionals already in leadership
positions and unable to return to full-time study. The CMPH program is attracting external
funding for the development of training in particular areas such as Outcomes Research,
Maternal and Child Health Epidemiology, Health Communications and Bio-Terrorism. As
faculty engage in CMPH instruction, the technology and instructional innovations introduced
through the CMPH program are filtering into regular classroom activities, improving the
quality of instruction across the School.
The RSPH has considerably fewer doctoral programs and students than other major schools of
public health. Many of our MPH and MSPH graduates continue their studies in doctoral
programs at peer institutions. Faculty in the social and behavioral sciences are in the process
of developing a doctoral program in Prevention Sciences and faculty in health services and
health economics are developing a program in Health Services and Outcomes Research. The
School plans to collaborate with other graduate school departments in offering this training.
We anticipate presenting a proposal for review by the Graduate School of Arts and Sciences
in Fall, 2002.
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Annual Report Executive Summaries – 2001 – 2002, cont’d
Applying Knowledge
In building capacity for cancer research, the School will better integrate the National Cancer
Institute-funded Surveillance, Epidemiology and End Results Program with its program of
research and with the needs of the State of Georgia. The Georgia Cancer Coalition, a priority
of the Governor, has funded the School's first scholar and additional recruitments are in
progress. The School has also become the site of the Tobacco and Technical Assistance
Consortium (TTAC), a national resource to provide information on training for prevention
and cessation of tobacco use. TTAC is funded ($15.3 million over three years) by the Master
Tobacco Settlement and by a coalition of the Robert Wood Johnson Foundation, American
Cancer Society and the Legacy Foundation to support states with the development and
evaluation of their anti-tobacco programs.
The Emory Center on Health Outcomes and Quality, a former Aetna center placed by the
Health Sciences Center in our Department of Health Policy and Management, has
successfully attracted funding for applied research for the private and public sector. The
School's Southeast Institute for Training and Evaluation also continues to assistant state health
departments and organizations in their training of staff and program evaluations and the
School's continuing education program is growing, this year offering 196 activities for over
5200 attendees.
Several RSPH faculty members were quite visible in efforts to respond to the tragedies of 911 and subsequent anthrax infections. The School will continue its leadership role in
responding to the threat of bioterrorism with the establishment of the Rollins Center of Public
Health Preparedness and Research, funded by a $4.2 million gift from the O. Wayne Rollins
Foundation. Headed by Dr. Ruth Berkelman, professor of epidemiology and a former assistant
surgeon general, the Center will initiate applied research and training programs. Dr. James
Buehler came to the Center from a leadership position at the CDC, in a role that will partner
with State of Georgia Division of Public Health. With a grant from the CDC, Dr. Kathleen
Miner, Associate Dean, will oversee the development of a training program in bio-terrorism
through the Center for state health personnel.
A Global Impact
The international visibility of the RSPH continues to grow as faculty work abroad. The
endowed Hubert, Gangarosa and Foege Funds enable us to support practicum experiences and
thesis research around the world for over 40 of our students each year. Growing numbers of
student applications come from outside the US.
Most recently, the School received a $5 million endowment from the Bill and Melinda Gates
Foundation to honor a faculty member, Dr. William Foege. This will establish the William H.
Foege Fellowships in Global Health at the RSPH, enabling the School to support the training
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Annual Report Executive Summaries – 2001 – 2002, cont’d
of additional health leaders and potential leaders from abroad. Further, the O.C. Hubert
Foundation pledged $1.4 million to establish a William H. Foege Chair of International
Health. This growing presence in international health training will complement the School's
existing programs of Hubert Humphrey, Muskie and Fogarty Fellows.
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APPENDIX X.A.1
Annual Report Executive Summaries - 2000 - 2001
Annual Report 2000-2001 Rollins School of Public Health
Executive Summary
The Rollins School of Public Health is engaged in the discovery of new knowledge to
improve the health and well being of populations and to translate that research into action
through community-based interventions. We provide students with the skills to carry out
science-based practice as they learn in the classroom, public health agencies and the
community. In this school, interdisciplinary teaching and research are the norm and we
provide global visibility for Emory University through links between our faculty and students
to the world.
The Rollins School of Public Health sets annual goals and objectives in accord with the values
platform of Emory University, Choices and Responsibility, and its mission to achieve
excellence in research, teaching and the practice of public health. The school's annual report
measures the extent to which we met the goals and objectives for 2000-01 and provides a
revised set of goals and objectives for the next academic year. It benchmarks the move
towards excellence in achieving our mission. Goals and objectives for the school emanate
from our mission and are revised periodically through the school's strategic planning, faculty
and department chair retreats and with the consideration of input from student course
evaluations and the exit survey.
Five-Year Review: A panel of experts reviewed the school's progress over the past five
years under the leadership of Dean James W. Curran. They assessed our strengths and
weaknesses, helped us articulate future goals and recommended steps and resources required
for achieving those goals. The team included the current Director of the Centers for Disease
Control and Prevention (Jeffrey P Koplan, MD, MPH), the Dean of the University of North
Carolina School of Public Health and former Director of the CDC (William L. Roper, MD,
MPH) and the President of the Josiah Macy Foundation and former Dean of the University of
Michigan School of Public Health (June Osborn, MD).
The evaluators were impressed by our progress in becoming one the strongest schools of
public health in comparison with peer institutions. They were positive about our leadership,
direction and the importance of our school for the university such as in facilitating its
aspirations to become a global institution. They recognized our need to revitalize the
Department of Epidemiology and to build the Department of Environmental and Occupational
Health and applauded our steps to arrange external evaluations of the departments and our
anticipated steps to address those weaknesses.
They clearly observed the need for additional resources in order for the school to build to the
next level of excellence. While acknowledging the support we have received to date from the
Health Sciences Center and the central university administration, they believed progress to the
highest levels of excellence as an institution would require an endowment of at least $100
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million or its equivalent in annual support. This support would allow necessary growth,
provide needed internal support for faculty efforts in teaching, practice and research, offer
greater scholarship support for students, build new doctoral programs and enable us to better
collaborate on numerous important opportunities for training and research programs with
neighboring public health institutions. They believe that we are quite strong and, with
additional support, have the potential to become one of the very best schools of public health
in the world.
Excellence in Research: Faculty maintained the pace of successfully competing for
extramural funding, exceeding $25 million in direct and indirect costs. As an indicator of
success, funding awards from the highly competitive National Institutes of Health continued
to grow. Faculty reported authorship or co-authorship of over 400 articles in refereed journals
(an average of over 7 authorships per tenure-track faculty member), over 60 book chapters
and 15 books. Several departments in the school are among the departments of the university
with the largest amount of research funding, Behavioral Sciences and Health Education being
the fourth highest.
During the 00-01 academic year, 9 tenure track faculty and 12 non-tenure track faculty were
either recruited or started teaching on the faculty of the RSPH. Some were recruited from
leading institutions, often through collaborations with other schools at Emory or by multiple
departments. For example, Keith Klugman, MBBCh, PhD, former Director of the South
African Institute for Medical Research and Professor of Clinical Microbiology and Infectious
Diseases at the University of Witwaterstrand, was recruited as a joint effort of the RSPH, the
Department of Infectious Diseases (Medicine) and the Centers for Disease Control.
Among the senior appointments, David Holtgrave, Ph.D., formerly Director of the Division of
HIV/AIDS Prevention, National Center for HIV, STD and TB and the CDC, was appointed
Professor of Behavioral Sciences and Health Education and Director of the Behavioral Core
of the NIH-funded Center for AIDS Research. John Ford, Ph.D., M.S.W., M.P.H., the new
Emory Vice President for Campus Life, was appointed Professor with tenure in the RSPH.
Late this year, the school recruited Kyle Steenland, Ph.D., from the National Institute for
Occupational Safety and Health as Professor of Environmental and Occupational Health, with
the support of state funds from the Georgia Cancer Coalition.
During the next academic year, all six academic departments are likely to be searching for
new tenure-track faculty members that will enhance particular research strengths or fill gaps
in their programs. The Departments of Epidemiology and Environmental and Occupational
Health both underwent external reviews by distinguished panels of experts and the school is
preparing to take steps to carry out many of the recommendations. The school is conducting
searches to fill three endowed chairs, the Ruth and O.C. Hubert Chair in Religion and Health,
the Rosalynn Carter Chair in Mental Health and the Rollins Chair in Epidemiology (to
become the new department chair).
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Excellence in Teaching:
Student course evaluations indicated that classroom teaching was performed at a high level.
Scale scores, ranging from 0-9 (the higher number indicating greater satisfaction), typically
had means of between 7 and 9 on assessing the value of the course, its organization and how
well it was taught. Exit questionnaires, completed by graduating students, revealed similar
levels of approval regarding the overall academic program and training they received. Dr.
Phillip Brachman, Professor of International Health, received the Abraham Lilienfeld Award
from the American Public Health Association for excellence in the teaching of public health.
At a time of declining applicants to graduate and professional schools, the RSPH maintained
the enrollment of new degree-seeking students entering in Fall, 2000, and should do the same
in 2001. The quality of entering students was maintained, with an increase in mean Graduate
Record Examination scores. The new Career MPH program, using internet-based distance
learning to complement episodic on-campus classes, attracted 44 mid-career public health
employees, with a comparable enrollment anticipated in 2001. The NIH-sponsored Masters of
Science in Clinical Research program graduated a second cohort of students (some of them
school of medicine faculty) and will enroll a new cohort of 11 physicians. The Masters
International/Peace Corps program enrolled five new students who will combine their MPH
course work with global Peace Corps assignments. We accepted the first two fellows from the
Department of Psychiatry who will complete the MPH degree as part the new Program in
Community Psychiatry. Our Department of Biostatistics recruited the first cohort of students
for a concentration in Informatics. Finally, all MPH and MSPH students are now required to
experience a public health practicum and most students work intensively with a faculty
member on a thesis project as the required "capstone" experience.
Excellence in Public Health Practice:
Students and faculty document the way they serve local, state, national and international
populations through their technical assistance, consultations, research and training. The school
is revising its guidelines for assessment and rewards for excellence in practice and anticipates
adoption in the next academic year. Faculty served on the editorial boards of the most
prestigious journals in their field, played leadership roles in the leading professional
associations (such as the American Public Health Association), contributed to the presidential
debates on health policy, were honored by awards from professional groups and were invited
to present honorary lectures in several countries. As noted, the school has played an important
role in educating the public health workforce through distance learning programs (Career
MPH Program), but also through sponsoring over 140 continuing education events enrolling
approximately 6600 people on campus and in the Atlanta metropolitan area.
Through the leadership of Dr. Ann Haddix, the RSPH is partnering with a number of
organizations including CDC, the Carter Center, the Liverpool School of Tropical Medicine,
222
APPENDIX X.A.1
Annual Report Executive Summaries – 2000 – 2001, cont’d
WHO and several non-governmental agencies on a project, "Building Momentum for the
Elimination of Lymphatic Filariasis," sponsored by the Bill and Melinda Gates Foundation.
The school recruited Eric Ottesen, MD, perhaps the foremost scientist in lymphatic filarisasis,
from the World Health Organization, as Director of the program at Emory.
We attracted 44 mid-career health professionals to enroll in the Career MPH Program,
featuring distance learning through the internet with episodic on-campus instructional
sessions. The school will become the home of the Training and Technical Assistance
Consortium (TTAC), an organization jointly funded ($15.5 million over three years) by the
Robert Wood Johnson Foundation, the Legacy Foundation and the American Cancer Society.
Its mission is to provide technical assistance and support for states receiving tobacco
settlement funds and applying them to reduce tobacco use.
Faculty in the school provided significant leadership to national public health organizations.
Dr. Kathleen Miner, Associate Dean for Applied Public Health, served as president of the
Council for Education in Public Health, the accrediting agency for schools and programs in
public health. In recognition of her leadership, Dr. Miner was given the Distinguished Career
Award by the Public Health Education and Health Promotion Section of the American Public
Health Association. Dr. Vicki Hertzberg, chair of the Department of Biostatistics, received the
Excellence in Academics Award from the American Public Health Association Statistics
Section.
Balance of Teaching and Research: Faculty spent considerable time teaching and training
as students collaborated with them on research activities. For example, the Department of
Behavioral Sciences and Health Education, with thirteen tenure-track faculty members,
employs over 270 people, most working with faculty on community-based research projects
and many of them students. Leading professionals at neighboring institutions such as CDC
and the American Cancer Society served as active mentors, thesis advisors and practicum
supervisors. In national programs offered to all or most schools of public health, our students
were well represented. Students from the RSPH held nearly one-third of all Association of
Schools of Public Health internships at the CDC and more than half of the Evaluation
Fellowships in a program of the American Cancer Society.
The newly endowed ($1 million) Hubert Fund, along with the Gangarosa and Foege Funds,
enabled over 40 students to travel to countries around the world for field practicum
experiences and/or thesis research. Approximately 70% of all courses in the school were
taught to fewer than 30 students and evaluations indicate that students are generally pleased
by the quality of instruction and course content. A new web-based exit questionnaire revealed
that most students, at the time of graduation, were very satisfied with the training received in
our school. They also identified some weaknesses in our educational program that we may
now address and include among our revised goals and objectives. We intend to continue our
progress toward new doctoral programs in prevention science and health services research.
223
APPENDIX X.A.1
Annual Report Executive Summaries – 2000 – 2001, cont’d
Build a Stronger Internal Community:
The school has helped departments cover some of the cost of research that can no longer be
funded by federal grants, e.g., computers, secretaries, etc. A faculty retreat was held in
August, 2000, to enhance communication and collectively consider efforts to improve the
school. The central administration provided the school with resources to create a dining area
and food service so that faculty and students will have a common area for informal meetings
and studying.
As our strategic plan notes, we recognize the value of having the capacity to provide, on
average, 50% of the annual salary of faculty for teaching and general academic citizenship
(i.e., from tuition revenue and other internal resources such as endowment). Not including
endowed chairs or junior faculty in the first years of employment, we currently provide
faculty an average of roughly one-third of their annual salary from tuition revenue in
exchange for teaching (normally two courses per year). Having the capacity to provide a
greater amount of faculty support from so-called "hard" money, comparable to the levels
available in Emory's Graduate Division of Biological and Biomedical Sciences, would allow
faculty to invest more time in service to the school and to mentor students, time for writing
new research proposals and would enable the school to support faculty sabbaticals. This
outcome is possible with a growth in endowment to cover administrative and infrastructure
costs of the school.
Diversity among students and faculty improved over the past year. The school increased the
proportion of minority enrollment among entering MPH students from 26% the previous year
to 37% in fall, 2000. The proportion of African-American students doubled from 10% of
entering students in 1999 to 20% in 2000. Of the 9 tenure-track faculty who were appointed or
who started teaching in 2000-01, 3 (33%) were African- American and of the 12 non-tenure
track faculty added during this period, 5 (42%) were African-American and 1 (8%) was
Hispanic.
Encourage Interdisciplinary Scholarship: RSPH faculty continue to hold joint
appointments with several schools and departments, two new faculty were recruited with joint
appointments (and salary support) coming from other schools (Medicine and Emory College)
and one recently hired faculty member is now jointly appointed and supported by the
Department of Anthropology (Emory College). Most tenure track faculty members are
arriving with the expectation of teaching and/or conducting research with colleagues outside
the department and school in which they hold primary appointments. A number of students
were enrolled in dual-degree programs in Medicine, Nursing, Business and Law and we
initiated discussions of a proposal for a five-year BA-BS/MPH-MSPH program with Emory
College. The Master of Science in Clinical Research Program, taught in collaboration with the
School of Medicine, graduated another cohort of students.
224
APPENDIX X.A.1
Annual Report Executive Summaries – 2000 – 2001, cont’d
With the support of the Graduate School of Arts and Sciences, the Center for the Study of
Health, Culture and Society Fellowship Program again enabled two doctoral students to study
for an MPH degree and two MPH students to enroll in graduate school courses to complement
their studies in public health. The Emory Center for AIDS Research, funded by NIH and
headed by Dean Curran, continued its support of investigators across the Health Sciences
Center and university. The school has also been a leading partner in Emory's Graduate School
of Arts and Sciences application to the Robert Wood Johnson Foundation to become a
campus for the Health and Society Scholars Program. Emory is now among the finalists in
this competitive process.
Keep Pace with Infrastructure Needs:
Despite fiscal challenges and the difficulty in attracting and retaining talented personnel to our
Office of Information Services, the computing environment was improved and 800 users with
over 1000 computers were supported. The opening of the adjacent School of Nursing building
with a shared teaching pavilion has greatly enhanced the quality of our classroom space and
the additional office space has made it possible to consolidate research staff for a number of
school-based research projects. A badly needed common space is being developed for dining
and studying in connection with the university food service and funded by the central
administration. The school's Office of Student Services has focused considerable energy on
improving the web-based and personnel services that facilitate employment opportunities for
graduates. Student services will also give increased attention to the recruitment of new
students, advised by a newly appointed faculty task force in the school.
Build Strong External Relationships:
The Career MPH Program has made graduate training more accessible to mid-career public
health employees as did over 140 continuing education programs delivered to approximately
6600 attendees. We are leading a Robert Wood Johnson Foundation-sponsored program, in
collaboration with Emory College, the schools of Medicine and Nursing and Atlanta Public
Schools (the Health Professions Program Initiative), designed to interest inner-city minority
students in health profession careers. The USIA-sponsored Hubert Humphrey Fellowship
Program, Edmund Muskie Fellowship Program and the new Emory AIDS International
Training and Education Program sponsored by the Fogarty International Center (NIH)
brought 20 mid-career health professionals from around the world to Emory for 1-2 years of
study. We are partnering with several international organizations including CDC, the Carter
Center, the Liverpool School of Tropical Medicine, WHO and several international health
non-governmental organizations on a project sponsored by the Gates Foundation to eliminate
lymphatic filariasis. In addition, our own faculty worked in more than 40 countries in every
part of the world. Our faculty and students are also involved in public health activities within
the State of Georgia, including the Fulton and DeKalb County Health Departments.
225
APPENDIX X.A.1
Annual Report Executive Summaries – 2000 – 2001, cont’d
Achieve Fiscal Stability:
We have moved towards excellence by taking advantage of opportunities made possible by
the support of our central university administration and the Health Sciences Center, drawing
from a very rich environment for public health and other incremental changes within the
limits of our resources. Additional recent endowment gifts have improved our capacity to
recruit new faculty members. During the year, 2000-01, the endowment of the RSPH
increased by $8.58 million, bringing the total endowment to nearly $18 million. We
completed our sixth straight year with a (small) surplus in revenue.
226
APPENDIX X.B.2
Self-Assessment Steering Committee Members
Rollins School of Public Health
CEPH Accreditation 2004
Jay Bernhardt, Ph.D., MPH - Assistant Professor
Department of Behavioral Sciences, Rollins School of Public Health
1518 Clifton Road, N.E. #524, Atlanta, Georgia 30322
(404) 712-8425
jbernha@sph.emory.edu
Darren Collins - Director
Center for Public Health Preparedness, DeKalb County Board of Health
455 Winn Way, P.O. Box 987, Decatur, Georgia 30031
(404) 508-7997
dfcollins@gdph.state.ga.us
Steven D. Culler, Ph.D. - Associate Professor
Department of Health Policy and Management, Rollins School of Public Health
1518 Clifton Road, N.E. #622, Atlanta, Georgia 30322
(404) 727-3170
sculler@sph.emory.edu
Ranita Fortenberry - MPH Candidate, 1st Year Student Representative
Department of Behavioral Sciences and Health Education, Rollins School of Public Health
1518 Clifton Road, N.E., Atlanta, Georgia 30322
rforten@sph.emory.edu
Allan Goldman - Assistant to Director
Department of Human Resources, Division of Aging Services
2 Peachtree Street - 9th Floor, Atlanta, Georgia 30303
(404) 657-5254
ABGoldman@dhr.state.ga.us
Amri Johnson, MPH - Rollins School of Public Health Alumni Association President
236 Forsyth Street, Suite 302, Atlanta, Georgia 30303
(404) 752-7194, (404) 230-9900
amri@wellsolve.com
227
APPENDIX X.B.2
Self-Assessment Steering Committee Members, cont’d
Rollins School of Public Health
CEPH Accreditation 2004
Deborah L. Jones - CDC Visiting Scholar in Faith-Health Leadership
Emory Interfaith Health Program, International Health, Rollins School of Public Health,
1256 Briarcliff Rd NE, Bldg A, Suite 107, Atlanta, GA 30306
404-727-3013 (Direct Line); 404-727-5246 (Main Line)
404-727-5261 (Fax)
Emory E-mail: djones9@sph.emory.edu CDC E-mail: dlj1@cdc.gov
Lydia Kwee - Ph.D. Candidate, Student Representative
Department of Biostatistics, Rollins School Public Health
1518 Clifton Road N.E. #359, Atlanta, Georgia 30322
(404) 727-8210
lkwee@sph.emory.edu
Richard A. Lasco, PHD
Director, Office of Training and Workforce Development
Department of Human Resources, Division of Public Health
2 Peachtree Street, Suite 15-470, Atlanta, GA 30333
404-657-2857
ralasco@dhr.state.ga.us
Michael J. Lynn, M.S. - Senior Associate
Department of Biostatistics, Rollins School of Public Health
1518 Clifton Road, NE #342, Atlanta, Georgia 30322
(404) 727-7695
mlynn@sph.emory.edu
Glen F. Maberly, MD - Professor
Department of International Health, Rollins School of Public Health
1518 Clifton Road, NE #720, Atlanta, Georgia 30322
(404) 727- 4553
gmaberl@sph.emory.edu
Suzanne Mason - Assistant Director of Administrative Programs
Department of International Health, Rollins School of Public Health
1518 Clifton Road, N.E. # 770, Atlanta, Georgia 30322
(404) 727-0263
smason@sph.emory.edu
228
APPENDIX X.B.2
Self-Assessment Steering Committee Members, cont’d
Rollins School of Public Health
CEPH Accreditation 2004
John McGowan, MD - Professor
Department of Epidemiology, Rollins School of Public Health
1518 Clifton Road, N.E. #442, Atlanta, Georgia 30322
(404) 727-9365
jmcgowa@sph.emory.edu
Christine Moe, Ph.D. - Associate Professor
Department of International Health, Rollins School of Public Health
1518 Clifton Road, N.E. #760, Atlanta, Georgia 30322
(404) 727-9257
clmoe@sph.emory.edu
Nancy Paris, MS - Vice President
Georgia Cancer Coalition
50 Hurt Plaza, Suite 910, Atlanta, Georgia 30303
(404) 588-4083
nparis@georgiacancer.org
Iris Smith, Ph.D., MPH - Clinical Associate Professor
Director, Career Master of Public Health Program, Rollins School of Public Health
1525 Clifton Road, N.E. #104, Atlanta, Georgia 30322
(404) 727-2925
ismith@sph.emory.edu
229
APPENDIX X.B.2
Self-Assessment Working Group Members
Rollins School of Public Health
CEPH Accreditation 2004
Working Group Members
Richard M. Levinson, Ph.D.
Executive Associate Dean, Academic Affairs
1518 Clifton Road N.E. #830, Atlanta, Georgia 30322
(404) 727-7703
rlevins@sph.emory.edu
Kathleen R. Miner, Ph.D., MPH
Associate Dean for Applied Public Health
1518 Clifton Road N.E. #814, Atlanta, Georgia 30322
(404) 727-8745
kminer@sph.emory.edu
P. Dean Surbey, MA, MBA
Associate Dean, Administration and Finance
1518 Clifton Road N.E. #832, Atlanta, Georgia 30322
(404) 727-3023
psurbey@sph.emory.edu
JoNell (Jody) Usher, Ph.D.
Assistant Dean for Student Affairs
1518 Clifton Road N.E. #164, Atlanta, Georgia 30322
(404) 727-9331
jusher@sph.emory.edu
Roseanne Waters
Program Director, Health Policy and Management
1518 Clifton Road N.E. #626, Atlanta, Georgia 30322
(404) 712-8524
rwater2@sph.emory.edu
Vanda Hudson
Office Manager, Dean’s Office
1518 Clifton Road N.E. #823A, Atlanta, Georgia 30322
(404) 712-8378
vhudso2@sph.emory.edu
230
APPENDIX X.B.2
Self-Assessment Working Group Members, cont’d
Lori Mogren
Research Project Coordinator, Sr., Office of Applied Public Health
1518 Clifton Road N.E. #812, Atlanta, Georgia 30322
(404) 727-3943
lmogren@sph.emory.edu
Tammie Starks
Administrative Assistant, Academic Affairs Dean’s Office
1518 Clifton Road N.E. #828, Atlanta, Georgia 30322
(404) 712-9680
tstarks@sph.emory.edu
231