Table of Contents
1.0 THE SCHOOL OF PUBLIC HEALTH .................................................................................. 2
1.1 Mission ...................................................................................Error! Bookmark not defined.
1.2 Evaluation ..............................................................................Error! Bookmark not defined.
1.3 Institutional Environment .......................................................Error! Bookmark not defined.
1.4 Organization and Administration ..........................................Error! Bookmark not defined.
1.5 Governance ............................................................................Error! Bookmark not defined.
1.6 Fiscal Resources ....................................................................Error! Bookmark not defined.
1.7 Faculty and Other Resources .................................................Error! Bookmark not defined.
1.8 Diversity .................................................................................Error! Bookmark not defined.
2.0 INSTRUCTIONAL PROGRAMS .........................................Error! Bookmark not defined.
2.1 Degree Offerings ....................................................................Error! Bookmark not defined.
2.2 Program Length .....................................................................Error! Bookmark not defined.
2.3 Public Health Core Knowledge..............................................Error! Bookmark not defined.
2.4 Practical Skills .......................................................................Error! Bookmark not defined.
2.5 Culminating Experience .........................................................Error! Bookmark not defined.
2.6 Required Competencies ..........................................................Error! Bookmark not defined.
2.7 Assessment Procedures ..........................................................Error! Bookmark not defined.
2.8 Other Graduate Professional Degrees ...................................Error! Bookmark not defined.
2.9 Bachelor’s Degrees in Public Health.....................................Error! Bookmark not defined.
2.10 Other Bachelor’s Degrees ....................................................Error! Bookmark not defined.
2.11 Academic Degrees ................................................................Error! Bookmark not defined.
2.12 Doctoral Degrees .................................................................Error! Bookmark not defined.
2.13 Joint Degrees........................................................................Error! Bookmark not defined.
2.14 Distance Education or Executive Degree Programs ...........Error! Bookmark not defined.
3.0 CREATION, APPLICATION AND ADVANCEMENT OF KNOWLEDGE.............. Error!
Bookmark not defined.
3.1 Research .................................................................................Error! Bookmark not defined.
3.2 Service ....................................................................................Error! Bookmark not defined.
3.3 Workforce Development .........................................................Error! Bookmark not defined.
4.0 FACULTY, STAFF AND STUDENTS .................................................................................. 3
4.1 Faculty Qualifications ........................................................................................................... 3
4.2 Faculty Policies and Procedures ........................................................................................ 22
4.3 Student Recruitment and Admissions .................................................................................. 25
4.4 Advising and Career Counseling ........................................................................................ 36
4.0
FACULTY, STAFF AND STUDENTS
The school shall have a clearly defined faculty which, by virtue of its distribution,
multidisciplinary nature, educational preparation, research and teaching competence, and
practice experience, is able to fully support the school’s mission, goals and objectives.
4.1 Faculty Qualifications
4.1.a. A table showing primary faculty who support the degree programs offered by the school.
It should present data effective at the beginning of the academic year in which the selfstudy is submitted to CEPH and should be updated at the beginning of the site visit. This
information must be presented in table format, organized by department, specialty area
or other organizational unit as appropriate to the school and must include at least the
following: a) name, b) title/academic rank, c) FTE or % time, d) tenure status or
classification*, g) graduate degrees earned, h) discipline in which degrees were earned,
i) institutions from which degrees were earned, j) current instructional areas and k)
current research interests. See CEPH Data Template 4.1.1.
4.1.a. College Faculty
All departments have at least 5 full-time, dedicated faculty positions supporting the graduate
degree programs. Biostatistics is the smallest department with 5 faculty and Health Promotion &
Behavior is the largest department with 14 faculty. Currently there are additional faculty that are
being hired by departments. It is expected that they will be on board by Fall, 2014. Additional
faculty positions have been budgeted for future years, and new positions are being considered as
enrollment and degree offerings increase. The primary faculty supporting the degree programs
are detailed in Table 4.1.a (Data Template 4.1.1).
Table 4.1.a. Current Primary Faculty Supporting Degree Offerings of School or Program by Department/Specialty Area
Name
Title/
Academic
Rank
Tenure Status or
Classification*
FTE or
% Time
to the
school or
program
Graduate
Degrees
Earned
Institution
where degrees
were earned
Discipline
in which
degrees
were
earned
Teaching
Area
Research Interest
Statistics
Survival
analysis;
Introductory
biostatistics II
Survival analysis,
Joint modeling of survival and
longitudinal data,
Covariate measurement error models,
Medical diagnostic testing,
ROC curve,
Biomarker data,
Nonparametric and semiparametric
methods
Univ. of
Minnesota
Statistics
Introductory
Biostatistics;
Survival
Analysis;
Bioinformatics;
Biomarkers
High dimensional data, Experimental
design, Classifier development and
validation, Cancer biomarkers, Causal
modeling
Introduction to
Biostatistics
Longitudinal Data Analysis,
Spatial Statistics,
Recurrent Event Modeling,
Semiparametric Regression Methods,
Missing Data Problems in Clinical Trial
Introduction to
Biostatistics
N/A
EPIDEMIOLOGY/BIOSTATISTICS
Song, Xiao
Associate
Professor
Tenured
1.0
PhD
NC State
Dobbin,
Kevin
Assistant
Professor
Shen, Ye
Assistant
Professor
On Tenure Track
1.0
PhD
Yale
Biostatistic
s
Turner,
Kyle
Lecturer
Not on Tenure
Track
1.0
MPH
UGA
Biostatistic
s
On Tenure Track
1.0
PhD
Rathbun,
Stephen
Lynn
Professor
Ebell, Mark
H.
Associate
Professor
Wagner,
Sara
Assistant
Professor
Tenured
Tenured
On Tenure Track
1.0
1.0
1.0
PhD
Iowa State
Statistics
Biostatistics
for public
health
sciences;
Introductory
biostatistics I;
Introductory
biostatistics II
Point process models for event history
data, Spatial epidemiology, Spatial
statistics, Environmental statistics,
Ecological Momentary Assessment
Clinical epidemiology
Systematic reviews and meta-analysis
Cost-effectiveness analysis
Evidence-based medicine
Point of care decision support
Diagnosis of common medical problems
Cancer Epidemiology, Environmental
Health, Georgia Academic Professional
hic Information Systems,
Spatial Epidemiology
MD
Univ. of
Michigan
Medicine
Clinical
epidemiology,
Systematic
reviews and
meta-analysis,
Costeffectiveness
analysis,
Evidencebased
medicine, Point
of care
decision
support,
Diagnosis of
common
medical
problems
PhD
Univ. of South
Carolina
Epidemiolo
gy
Introduction to
epidemiology
Ezeamama,
Amara
Assistant
Professor
Handel,
Andreas
Assistant
Professor
Oloya,
James
Assistant
Professor
Zhang,
Ming
Assistant
Professor
Vena, John
Edward
Professor/
UGA
Foundatio
n
Professor,
Unit Head
On Tenure Track
On Tenure Track
On Tenure Track
On Tenure Track
Tenured
1.0
1.0
0.51
1.0
1.0
PhD
Brown Univ
Epidemiolo
gy
Epidemiologic
Research
Methods,
Global Health,
Clinical Trials
Implementatio
n, Malaria,
HIV and Soil
Transmitted
Helminth
Infections
Adult and Pediatric HIV Infection and
disease progression, Incidence and
Progression of Non Communicable
Diseases among HIV infected adults and
Children, Aging and Aging-associated
morbidities in HIV-infected populations,
Malaria
Soil Transmitted Helminth infections
Polyparasitism Coinfections
Physics
Mathematical and computational modeling
of within-host and between-host infectious
disease dynamics, Influenza Theoretical
Immunology
PhD
Norwegian
School of
Veterinary
Science, Oslo
Epidemiolo
gy
Epidemiology
and Veterinary
Public Health,
Epidemiology
of zoonotic
infections
Food safety Epidemiology,
Infectious disease
epidemiology/Epidemiology of zoonosis
in domestic animal-human interface
Antimicrobial drug resistance of food
borne pathogens, Public health
Study designs in clinical trials,
Epidemiology of mycobacterial infections
at the wild life-domestic animal-human
interface
PhD
University of
Göttingen,
Germany
Bioinforma
tics
Molecular
Epidemiology;
Infectious
Disease
Molecular epidemiology of infectious
diseases, Molecular evolution of viruses
and their hosts, Comparative genomics,
Computational immunology and virology
Epidemiolo
gy and
Public
Health
Epidemiologic
methods,
Epidemiologic
Application in
occupational
health &
environmental
health
Cancer Epidemiology, Community-Based
Research, Environmental Health,
Epidemiology, Occupational Health,
Reproductive and Developmental Health
PhD
PhD
GA Tech
State, Univ. of
NY at Buffalo
Whalen,
Christopher
Curtis
Miles, Toni
Professor/
Corn Arch
Endowed
Professors
hip in
Infectious
Disease
Epidemiol
ogy
Professor
Tenured
Tenured
1.0
1.0
MD
PhD/MD
Case Western
Reserve Univ.
Infectious
Disease
Epidemiolo
gy
Introductory
Epidemiology;
Advanced
Epidemiology;
Epidemiology
of Infectious
Disease
Howard Univ.
Anatomy,
Internal
Medicine
Gerontology
intro; Aging
Epidemiology;
Chronic
Disease Epid.
Healthcare policy; health disparities;
functional decline
Ecology
Water
pollution and
human health;
Environmental
issues in the
developing
world; Aquatic
toxicology
Dev. Of biomarkers in fish and freshwater
mussels; biomarkers in field exposures to
detect contaminant bioavailability and
toxicity; differential toxicity of chiral
compounds; ecotoxicity of
pharmaceuticals and emerging pollutants
in the aquatic environment
Zoology
Environmental
Genetics &
Genomics,
Genome
Technologies,
Genotoxicolog
y, Molecular
Ecology
Determining genetic consequences of
human activities and contaminants
Developing new approaches to understand
Germline Mutations
Developing genomic resources for and
approaches that make use of nontraditional biomedical model organisms
Prevention and treatment of tuberculosis;
Assessment of clinical and Scientific
interaction b/w HIV/TB
ENVIRONMENTAL HEALTH SCIENCE
Black,
Marsha
Glenn,
Travis Cole
Lipp, Erin
K.
Associate
Professor
Associate
Professor
Associate
Professor
Tenured
On Tenure Track
Tenured
1.0
1.0
1.0
PhD
PhD
PhD
Univ. of
Tennessee
Univ. of
Maryland
Univ. of S.
Florida
Marine
Biology
Environmental
microbiology;
Advanced
topics in
aquatic
microbiology,
health and the
environment,
oceans and
Ecology of human pathogens in ambient
waters and the role of environmental
exposures in disease transmission; the fate
of bacterial and viruses from wastewater to
aquatic environments and the potential for
transmission to humans and other hosts
human health
Naeher,
Luke Peter
Smith,
Mary Alice
Lu, Kun
Yu,
Xiaozhong
Associate
Professor
Associate
Professor
Assistant
Professor
Assistant
Professor
Tenured
Tenured
On Tenure Track
On Tenure Track
1.0
1.0
1.0
1.0
PhD
PhD
PhD
PhD
Yale
Univ. of
Arkansas
UNC
Nagoya Univ.,
Nagoya, Japan
Epidemiolo
gy and
Public
Health
Fundamentals
of
epidemiology;
Environmental
air quality;
Human exposure assessment and
epidemiological investigations relating to
environmental exposures; subsistence dietrelated exposures to persistent organic
pollutants and metals
Toxicology
and
Pharmacolo
gy
Environmental
toxicology;
Environmental
risk assessment
and
communication
;
Developmental
reproductive
toxicology
Environmental toxicology and risk
assessment; effects of chemicals and
pathogens on reproduction and
development; environmental and microbial
risk assessment methodology; basic and
applied research toxicology
Materials
Science
Biomedical
Sciences
Development and application of
integrated high throughput Omics-based
methods, to discover novel biomarkers and
disturbed signaling pathways for
environmental exposure; Integration of
systems-biology approaches to
characterize and understand the complex
interactions between microbiome ecology
and environmental exposure and human
disease; Development of highly sensitive
mass spectrometry methods and novel
biomarkers for environmental toxicants
and oxidative stress associated with
environmental exposure and human
disease; Design of strategies to reduce
colorectal cancer by improving
mechanistic understanding of disease
pathogenesis.
Systems-based quantitative pathways
approach for elucidation of molecular
mechanism of toxicants; Effects of
toxicants on reproduction and
development;Toxicogenomic effects of
environmental endocrine disruptors (ED);
Dynamic epigenetic regulation of
spermatogenesis and impacts of toxicants;
“Human on Chips” novel In vitro models
for 21st century toxicity testing
Zimeri,
Anne Marie
Wang, Jia
Sheng
Lecturer
Professor
Not on Tenure
Track
Tenured
Williams,
Phillip L.
Professor
Tenured
Tang, Lili
RSCI2
Not on Tenure
Track
1.0
1.0
1.0
PhD
PhD
UGA
Boston Univ.
School of
Medicine
PhD
GA Tech
PhD
Fudan Univ.,
Shanghai
Genetics,
Biochemist
ry;
Molecular
Biology
Orientation to
environmental
health sci.;
Intro. to
environmental
health; Shelters
and
institutional
environments;
Environmental
chemistry
N/A
Molecular epidemiology;;Human health
effects of environmental toxicants;
Intervention with natural products on
human acute and chronic diseases with
environmental linkage. Emerging
environmental changes; Human health
effects of fresh water cynobacterial toxins;
Development and validation of carcinogen
biomarkers in high-risk populations.
Pathology
Development of occupational and
environmental chemical exposure values;
Use of nematodes as alternative
toxicological test models
Toxicology
, Biological
Medicine
Development of environmental pollutant
biomarkers; Cancer prevention;
Mechanistic study for carcinogenesis;
HEALTH POLICY AND MANAGEMENT
Gaughan,
Monica
Marie
Associate
Professor
Tenured
1.0
PhD
UNC
Sociology
Intro to health
policy and
management;
Global health;
leadership in
health policy
Scientific and medical labor force issues
with particular focus on universities,
training systems and gender dynamics.
Reproductive health, adolescent behavior,
and the relationship between religiosity
and a variety of outcomes
Jayawardha
na, Jayani
Chumbler,
Neale
Lee, Joel M.
Schuster,
Richard Joel
Corso,
Phaedra
Shaffer
Assistant
Professor
Professor
Professor
Professor
Professor
On Tenure Track
Tenured
Tenured
On Tenure Track
Tenured
1.0
1.0
1.0
1.0
1.0
Health Economics and Policy;
Industrial Organization;
Pharmaceutical Economics;
Tobacco Use and Control
PhD
UVA
PhD
Case Western
Reserve Univ.
Sociology
Access and Utilization of Health Services;
Implementation Science; Health Outcomes
Research; Social Determinants of Health;
Program Evaluation
Univ. of Texas
Public
Health;
Healthcare
Service
Administrat
ion
Public Health Education; Service
Management; Health Services
Organization; Public Health
Professionalism; Rural Health;
Performance and Quality Improvement;
Doctoral Education
Univ. of
Rochester
Medicine,
Medical;
Medical
Manageme
nt
Global Health
Systems;
Global Health;
Health
Systems;
Leadership
Global Health Systems; Microsystems of
physician practice; Implement of practice
guidelines
Health
Policy
(Decision
Science)
Intro to health
policy and
management;
Health policy
evaluation;
Economic
evaluation in
health policy
The practical application of economic
evaluation for setting health policy related
to population-based public health
interventions
DrPH
MD
PhD
Harvard
Economics
Health
Economics;
Research
Methods;
Policy
Evaluation in
PH
HEALTH PROMOTION AND BEHAVIOR
Hein, Katie
Darby
Academic
Profession
al
Not on Tenure
Track
1.0
PhD
UGA
Health
Promotion
Introduction
to health
promotion
and
education;
Community
N/A
health
promotion
Davis,
Marsha A.
Hou, Su-I
Muilenburg,
Jessica
Legge
Associate
Professor
Associate
Professor
Associate
Professor
Smith,
Mathew Lee
ASPT
Gay,
Assistant
Tenured
Tenured
Tenured
1.0
1.0
1.0
PhD
DrPH
PhD
On Tenure Track
1.0
PhD
On Tenure Track
1.0
PhD
Educational
Psychology
and
Epidemiolo
gy
Program
evaluation in
health
promotion and
health
education;
Intervention
and evaluation
of health
promotion and
disease
prevention
Design, implementation, and evaluation of
nutrition modification programs,
particularly in adolescents
Public
health
education
and
promotion
Resource
development
and program
implementation
in health
promotion and
education;
Human
ecology of
health and
illness
Cancer screening education and
prevention, HIV/AIDS prevention (among
adolescents, or community), evaluation of
health programs, international health
(particularly in Asian populations)
Univ. of
Alabama Birmingham
Health
education
and
promotion
Educational
strategies in
human
sexuality;
Community
health
promotion
Adolescent risk behaviors, tobacco use,
alcohol and other drugs
Texas A&M
Health
Education
Health risk behaviors across the life
course; Evidence-based programming for
older adults; Program Evaluation;
Measurement; Survey research
methodology
U of South
Health
Promotion,
Physical Activity Among Vulnerable and
Minority Populations; Environmental and
Univ. of
Minnesota
Univ. of Texas
- Houston
Jennifer L
Professor
Carolina
Education
and
Behavior
Contextual Influences on Health
Behaviors; Growth and Maturation
Determinants of Health Behaviors
Physical Activity Measurement and
Methodology
Motivation Theories
Hilyard,
Karen M
Cotton,
Carol
Phillips
Assistant
Professor
Lecturer
On Tenure Track
Not on Tenure
Track
Parker,
Candace
Lecturer
Not on Tenure
Track
Heckman,
Timothy G
Professor
Tenured
Orpinas,
Pamela
Professor
Tenured
1.0
1.0
1.0
1.0
PhD
PhD
UGA
UGA
PhD
Univ. of
Maryland
PhD
Univ. of
Vermont
PhD
Univ. of
Texas-Houston
Health
Communic
ation
Pandemic flu and other infectious
diseases; Vaccine behavior; Emergency
preparedness and response
Health
Promotion
Issues in
women’s
health; Special
problems in
health
promotion and
behavior;
International
health
N/A
Public and
Community
Health
Chronic
disease
prevention;
injury
prevention;
health
consumerism;
women’s
health; drug
use and abuse
Health promotion and disease prevention;
social determinants of health and health
disparities
HIV/AIDS; Rural health; Gerontology;
Telemedicine
Epidemiolo
gy
Analysis and
prevention of
injury/violence
; Health
behavior
Violence prevention, family health, school
health promotion
Wilson,
Mark G.
DeJoy,
David M.
Professor
PT
Professor
Tenured
1.0
Emeritus
HSD
PhD
Indiana Univ.
Worksite
Health
Promotion
Social
marketing of
health: theory
and process;
Critique of the
literature in
health
promotion
Worksite health promotion, worksite
program evaluation, behavioral
interventions, social marketing of health.
Creating Health Work Organizations:
Theory Building and Intervention
Assessment; Compliance with Safe Work
Practices; Safety Climate and
Organizational Safety Performance;
Hazard and Risk Communication
Penn State
DISASTER MANAGEMENT
Bell,
William
Cairns
RSC
Not on Tenure
Track
1.0
PhD
University of
Edinburgh
Emergency
Preparedne
ss;
Geography
Harris,
Curtis
Assistant
Professor
On Tenure Track
1.0
PhD
UGA
Toxicology
Dallas,
Cham E.
Professor
Tenured
1.0
PhD
Univ. of Texas
- Houston
Health
Policy
Cherry,
Colleen
O'Brien
Assistant
Research
Scientist
Not on Tenure
Track
UGA
Anthropolo
gy
1.0
PhD
Emergency
preparedness,
Assists with
Disaster
Training for
Health Care
Professionals
Emergency and Disaster Training and
Preparedness
Effects of radiation fallout, Domestic and
international disaster preparedness,
Disaster mgmt. and response, Hospital
exercise design and execution, mass
casualty management, Food emergency
response
Disaster train.
for health care
professionals
Disaster and emergency preparedness
Culture and meaning in health and
medicine; comparative health systems;
physician practice behavior; cultural
foodways; ethnobiology and
ethnomedicine; dynamics of culture
change; qualitative research methods.
GERONTOLOGY
Emerson,
Kerstin
Assistant
Professor
Glass, Anne
P.
Associate
Professor
Tenured
Dahl, Eric
Admn
Not on Tenure
Track
Cleveland,
Eva Ninette
(Nina)
Academic
Profession
al
Not on Tenure
Track
Okundaye,
Mumbi A
Academic
Profession
al
Not on Tenure
Track
On Tenure Track
U. Mass.
Gerontolog
y
Introduction to
Gerontology;
Public Health
Aging
Minority aging; Hispanic health and aging;
Health disparities among older adults;
Welfare and policy; Cross-national
comparisons
PhD
Virginia Tech
Environme
ntal Design
and
Planning
Gerontology
Seminar on
aging; Aging in
society
End-of-life care, housing, community and
non-kin caregiving (“aging in
community”); long-term care; crosscultural comparisons; quality of care
PhD
Univ.
Washington
1.0
MPH
UGA
Public
Health
1.0
MPH
UGA
Public
Health
1.0
1.0
PhD
CPH
N/A
N/A
Introduction to
public health
N/A
4.1.b. If the school uses other faculty (adjunct, part-time, secondary appointments, etc.),
summary data on their qualifications should be provided in table format, organized by
department, specialty area or other organizational unit as appropriate to the school and
must include at least the following: a) name, b) title/academic rank, c) title and current
employment, d) FTE or % time allocated to the school, e) gender, f) race, g) highest
degree earned (optional: schools may also list all graduate degrees earned to more
accurately reflect faculty expertise), h) disciplines in which listed degrees were earned
and i) contributions to the school. See CEPH Data Template 4.1.2.
4.1.b. Other Faculty
The departments and the College complement their full-time faculty with adjunct faculty and
part-time instructors. Additionally, for undergraduate programs, graduate students teach certain
core classes which provides important instructional support and allows the students to gain
valuable teaching experience.
Adjunct faculty and part-time instructors broaden students’ exposure to a wide range of research
and practice fields. They also help expand the curricular offerings and are particularly important
for a small and continually developing college. The College has tried to ensure that primary
faculty members teach all core and required courses wherever possible. The other faculty
members are used primarily to support elective offerings and specialty courses. The exception is
course buy-outs. If a faculty member who teaches a required class uses grant funds to buy
research time for the grant project, part-time instructors are frequently used to teach the course.
We are fortunate to have very qualified part-time instructors, many of whom come from CDC,
who are willing to teach a class. All adjunct faculty and part-time instructors go through a
review process similar to that of regular faculty, to ensure appropriate qualifications for their
role. The listing of other faculty used to support teaching programs is detailed in Table 4.1.b.
(Data Template 4.1.2).
Table 4.1.b. Current Other Faculty (Adjunct, PT,etc.) Supporting Degree Offerings of School or Program by Department/Specialty Area
Name
Title/ Academic
Rank
Tenure Status
or
Classification*
EPIDEMIOLOGY AND BIOSTATISTICS
ADJUNCT
Not on Tenure
Burnett, Claude
Associate
Track
Professor
FTE or
% Time
to the
school or
program
Graduate
Degrees
Earned
Institution
where
degrees
were
earned
PhD
John
Hopkins
Langford, R. Alan
ADJUNCT Sr
Academic
Professional
Not on Tenure
Track
MD
MCG
Berghaus, Roy D
Adjunct Associate
Professor
Tenured
@UGA
PhD
U CalDavis
Anderson, Alex K
Adjunct Assistant
Professor
Tenured
@UGA
PhD
U
Connecticut
Kintzinger, Kristina
Adjunct Assistant
Professor
Not on Tenure
Track
PhD
U South
Carolina
Schmidt, Michael D
Adjunct Assistant
Professor
On Tenure
Track @UGA
PhD
Mass
Amherst
Bernier, Roger
ADJUNCT
Professor
Not on Tenure
Track
PhD
John
Hopkins
Galen, Robert S.
EMERITUS
Not on Tenure
Track
MD
Boston
Not on Tenure
Track
PhD
Oregon St
ENVIRONMENTAL HEALTH SCIENCE
Riley, Ronald T
Adjunct Associate
Professor
Discipline in
which
degrees were
earned
Teaching
Area
Research Interest
Saranko, Christopher
J
Adjunct Assistant
Professor
Not on Tenure
Track
PhD
N Carolina
St
Urine, Jason M
Adjunct Assistant
Professor
Not on Tenure
Track
PhD
UGA
Forrester, Brian
ADJUNCT
Associate
Professor
MD
Emory
Univ.
Cole, Dana
ADJUNCT ASPT
Not on Tenure
Track
PhD
UNC
Simon, Ted
ADJUNCT ASPTP
Not on Tenure
Track
PhD
GA State
Unvi.
Cosgrove, William
ADJUNCT INST
Not on Tenure
Track
MS
Clemson
Univ.
Barnhart, Harold
Emeritus
Emeritus
PhD
U Neb
Glenn, Julie
PT INST
Not on Tenure
Track
PhD
UGA
HEALTH POLICY AND MANAGEMENT
Cole, Geoffrey
Part-Time
Associate
Professor
Not on Tenure
Track
MD
MD Temple
Tribble, Grant
Part-Time
Assistant Professor
Not on Tenure
Track
MPH
MPH, UGA
Lloyd, Donald
PT Assistant
Professor
Not on Tenure
Track
PhD
Phd, UGA
Boumbulian, Paul
Jerry
Adjunct Associate
Professor
Not on Tenure
Track
PhD
PhD UGA
Henderson, Douglas
A
Adjunct Assistant
Professor
Not on Tenure
Track
PhD
PhD U
Michigan
Morris, Libby
Adjunct Professor
PhD
PhD UNC
Tenured
@UGA
Schuster, Barbara
Adjunct Professor
Not on Tenure
Track
MD
MD U
Rochester
Feldman, Stuart
Emeritus
Not on Tenure
Track
PhD
PhD Sunny
Drew, John A
PT Professor
Not on Tenure
Track
MPH
MPH, Yale
Univ
Tenured
@UGA
PhD
Cornell
Tenured
@UGA
PhD
Cornell
HEALTH PROMOTION AND BEHAVIOR
Garber, Melvin
Adjunct Professor
DISASTER MANAGEMENT
Garber, Melvin
Bell, William Cairns
Adjunct Professor
RSC
Not on Tenure
Track
1.0
PhD
Universty
of
Edinburgh
Emergency
Preparedness;
Geography
Emergency
preparedness,
Assists with
Disaster
Training for
Health Care
Professionals
Emergency and Disaster
Training and
Preparedness
* Classification of faculty may differ by institution, but may refer to teaching, research, service faculty or tenured, tenure-track, non-tenure-track faculty or alternative
Academic Professional pointment categories used by the school or program.
4.1.c. Description of the manner in which the faculty complement integrates perspectives from
the field of practice, including information on appointment tracks for practitioners, if
used by the school. Faculty with significant practice experience outside of that which is
typically associated with an academic career should also be identified.
4.1.c. Faculty Integrating Practice
The College has a strong commitment to public health practice. A number of the faculty have
significant public health practice experience to complement their academic credentials (e.g.,
Miles, Corso, Naeher, Glass). The College has been a very active partner in the Archway
Partnership, a unique program that is facilitated by UGA and is designed to deliver a full range
of resources to address economic and community development throughout the underserved areas
of the state (www.archwaypartnership.uga.edu ). The CPH has two faculty that work directly
with Archway sites (Colquitt and Clayton) on a variety of public health projects. Additional
discussion about this can be found in Section 3.2 Service.
Various faculty and departments have been very active in the service learning initiatives at UGA
serving as Fellows (e.g. Hou) and starting projects that intersect the community with our
education programs. For example, the Department of Health Promotion &
Behavior (HPB) has designed its MPH specialization courses to include a service learning
component. For example, students in the program implementation course (HPRB 7270) link
with a community-based organization and develop a program that is used by organization to as
part of its ongoing services / programs and students in the social marketing course (HPRB 7370)
work with a community-based organization to develop a marketing plan for a service or
program.
Students receive exposure to public health practice through field study, course-related guest
lectures and site visits. Several graduate courses require that students work with community
organizations and public health agencies to conduct needs assessments and develop
implementation and/or evaluation plans. Additionally, all undergraduate and MPH students must
complete a practice-centered internship as a requirement of their program of study. The graduate
public health seminar, required for all masters and doctoral students in the College, provides
weekly presentations from practitioners and researchers across the full range of public health
fields. The College’s Practice Advisory Group offers external review and input to the faculty on
ways to enhance academic-practice linkages.
4.1.d. Identification of measurable objectives by which the school assesses the qualifications of
its faculty complement, along with data regarding the performance of the school against
those measures for each of the last three years. See CEPH Outcome Measures Template.
4.1.d. Faculty Outcome Measures
The College has established key outcome measures related to faculty scholarship, research
productivity, and service which track important indicators of performance. The significant
measures for this section are detailed in Table 4.1.d. on the following page. (These need to be
selected and detailed.) The inclusive, comprehensive list of outcome measures is included in the
narrative for Criterion 1.2.
Table 4.1.d. Faculty Active Outcome Measures
OUTCOME 4.2: The College and its units will work together to create fiscal strategies for advancement of its mission.
OUTCOME
MEASURE
TARGET
4.2.2.b. Increase
underrepresented
faculty by 10% over
previous three-year
period.
4.2.2. The college
will recruit
excellent faculty
with diverse
backgrounds.
4.2.2.c. 66% of all
new faculty hires will
have public health
backgrounds.
4.2.2.d. 20% of all
new faculty hires will
have practice
backgrounds.
PAST REVIEW
Aggregated
race/ethnicity
2007-2009
29/81=35.80%
2010-2011
2011-2012
2012-2013
12/32=37.50%
10/30=33.33%
13/35=37.14%
THREE YEAR
AVGE:
35/97=36.08%
4.1.e. Assessment of the extent to which this criterion is met and an analysis of the school’s
strengths, weaknesses and plans relating to this criterion.
4.1.e. Assessment
This criterion is met.
Strengths
 College faculty members have impressive credentials in scholarship, research and
practice.
Weaknesses
 As a growing college, the demand for faculty service and engagement exceeds faculty
time constraints.
 The small number of faculty makes it challenging for faculty to balance teaching,
research and service demands. .
Recommended Actions / Improvements
 Establishment of a clinical faculty track will provide great opportunity to engage
nontraditional academics and to work more closely with public health practitioners.
 Plans for faculty growth and supplementation should be developed as course enrollment
and degree offerings expand over the next five years.
4.2 Faculty Policies and Procedures
4.2 The school shall have well-defined policies and procedures to recruit, appoint and promote
qualified faculty, to evaluate competence and performance of faculty, and to support the
professional development and advancement of faculty
4.2.a. A faculty handbook or other written document that outlines faculty rules and regulations.
4.2.a. Faculty Rules and Regulations
The faculty handbook and related policies are set forth at the University level, through the Office
of the Provost and Senior Vice President for Academic Affairs. Policies related to teaching,
research and service activities are covered within these procedural materials. The policies are
available through the University website: http://www.uga.edu/provost/polpro.htm
College activities are governed by bylaws, which are provided in hard copy and through
electronic access to all faculty and external parties. Promotion and tenure are governed by the
College’s policy (Appendix G) which follows University guidelines. The College bylaws are
provided in Appendix F.
4.2.b. Description of provisions for faculty development, including identification of support for
faculty categories other than regular full-time appointments.
4.2.b. Faculty Development
The University provides a wide of array of faculty development opportunities, most focused in
the areas of teaching enhancement and research building. At time of employment, faculty are
engaged in a full day orientation to services and support offices throughout the University.
The Center for Teaching and Learning (CTL) supports the instructional mission of the University
through instructional development of the faculty. The central focus of CTL is to provide
campus-wide leadership on matters relating to instruction. By coordinating a wide variety of
programs and activities, CTL serves faculty, administrators and graduate teaching assistants
(TAs) in each of the University's schools and colleges. Teaching is promoted as a fundamental
enterprise at UGA through numerous campus-wide activities. These include instructional grants,
consultation services, faculty and TA development programs, publications, activities planning
and teaching resources and media services. In addition, seminars, workshops and conferences
that address a wide range of topics are offered throughout the year. CTL also supports faculty
promotional preparedness and hosts a number of faculty learning communities. CTL provides
information to faculty through its website and a monthly newsletter detailing training events.
The Office of the Vice President for Research (OVPR) provides training and support for research
related activities. OVPR manages Institutional Review Board activities and a full complement of
research services, financial management and regulatory review functions. In addition to
supporting faculty in the preparing and management of external grants, the OVPR offers several
internal grant programs through The University of Georgia Research Foundation (UGARF).
UGARF funds competitive internal grants to support promising research projects and internal
awards to recognize outstanding research accomplishments and creative achievement. It also
oversees national competitions with restricted candidacy, such as the Searle Scholars Program
and the Beckman Young Investigators Program. Internal grant programs include:
 Poverty and the Economy Research Grants
 Seed Grant programs
 Faculty Research Grant Program
 Obesity Initiative Grant Program
The College has just started an internal grants program for its faculty. Several public health
faculty members have received support from these internal grant programs.
4.2.c. Description of formal procedures for evaluating faculty competence and performance.
4.2.c. Faculty Evaluation
At the end of each calendar year, faculty members are required to submit an annual Faculty
Activity Report (FAR). A copy of the FAR annual review format is included in Appendix N.
This report allows faculty to comprehensively document annual performance across indicators
related to professional engagement, teaching, scholarship, grantsmanship, governance and
external consultation. The FAPSR becomes the foundation for monitoring certain organizational
performance expectations as well as reviewing individual faculty competence and performance.
The University is developing an electronic faculty annual activity reporting system which will be
used to guide the College’s annual review process in the future.
Following submission of the FAR, faculty members undergo performance evaluation in the
spring each year. The evaluation proceeds the contract renewal cycle (which is applicable to
non-tenured and non-tenure track faculty). Each faculty member, regardless of tenure or track
status or seniority, receives an annual performance evaluation, conducted by the unit or
department head. The review documents the faculty member’s accomplishments in the areas of
instruction, research, service and, if appropriate, administration. Through the annual
performance evaluation, faculty are apprised of current perspectives and future expectations.
The review also provides the College administration with guidance regarding future salary
increases or other non-monetary recognition. Third-year comprehensive reviews are carried out
on all junior faculty to assess their progress towards tenure and promotion and to provide
constructive advice regarding successful advancement. Once tenured, faculty undergo a
comprehensive review every five years as required by University policy.
4.2.d. Description of the processes used for student course evaluation and evaluation of
instructional effectiveness.
4.2.d. Course Evaluations
Instructional quality is a key priority for the College. Recognizing that the demand for research
productivity and external funding can detract from faculty focus on instructional activities, the
College has worked to ensure that faculty are supported and rewarded in their teaching mission.
The College has established an Instructional Support Program to oversee efforts to advance the
scholarship of teaching and learning. The College recognizes outstanding teaching achievements
through a Teacher of Year award which is available for presentation annually at the University’s
Honors Day.
Course evaluations are completed by enrolled students every semester. Electronic administration
of the evaluation process allows students anonymity and ease of access to the evaluation
instrument. Course evaluation results are provided to the instructor, the department head and the
Dean’s office. The evaluations are used to gauge performance, target needed improvements,
identify exceptional instructional strategies and highlight outstanding pedagogy. Overall, course
evaluations for the college are very high with the majority of courses averaging over 4.0 on a 5
point scale (very good to excellent). Appendix O lists the course evaluations for the college for
academic year 2012-2013 as an example.
4.2.e. Assessment of the extent to which this criterion is met and an analysis of the school’s
strengths, weaknesses and plans relating to this criterion.
4.2.e. Assessment
This criterion is met with commentary.
Strengths
 The College recognizes the importance of faculty development, performance evaluation
and engagement in community service.
 The College has a number of outstanding instructional faculty and has established
methods to nurture and improve pedagogy
Weaknesses
 The College presently has insufficient resources to support faculty development
opportunities outside the offerings of the University.
 The mission of a research university can be difficult to reconcile with the service goals of
a school of public health.
Recommended Improvements
 Continue to refine the instructional support process and strategies in the College.
4.3 Student Recruitment and Admissions
4.3 The school shall have student recruitment and admissions policies and procedures designed
to locate and select qualified individuals capable of taking advantage of the school’s various
learning activities, which will enable each of them to develop competence for a career in public
health.
4.3.a. Description of the school’s recruitment policies and procedures. If these differ by degree
(eg, bachelor’s vs. graduate degrees), a description should be provided for each.
4.3.a. Recruitment Policies and Procedures
The College continually seeks to recruit the best and brightest students with a strong interest in
public health trying to achieve an ethnically, culturally and gender diverse student body. The
College abides by the University policy of providing equal opportunity for all potential students
and applicants (http://www.grad.uga.edu/forms&publications/faculty/FacultyHandbook.pdf ).
The College utilizes various external marketing techniques which include but are not limited to:







College of Public Health Information Day Events,
College of Public Health Accepted Students Recruitment Events,
Printed brochures and branded materials
Website advertisement and informational presence (e.g. FB, Twitter, LinkdIn, online
webinar series)
Use of UGA listservs to communicate directly with potential students
Utilization of various student groups in recruitment efforts
Scheduling a series of smaller-scale visit days throughout the year










Exploring new markets, such as working healthcare professionals, via advertising in
targeted publications
Establishing and cultivating relationships with student groups outside the state of
Georgia
Establishing and cultivating relationships with key advisors at UGA and other
institutions
Recruitment at various university career fairs,
Recruitment at professional conferences (e.g., APHA, GPHA, NALBOH),
Invited presentations to student groups throughout Georgia,
Newspaper advertisements in the UGA community
Bus card advertisements on the UGA bus system,
Public information seminars held once every semester,
Targeted recruitment initiatives (e.g., Advisory Board reception at CDC).
The dual degrees now offered at the College in partnership with other colleges on the UGA
campus represent and additional and unique opportunity for recruitment of excellent students. In
regard to recruitment, these dual degree programs often enroll applicants who are already
enrolled in another UGA program. To accomplish this, College faculty and staff work closely
with their colleagues from the College of Veterinary Medicine, the College of Pharmacy, the
GRU-UGA Medical Partnership, the School of Social Work, and the Undergraduate Honor’s
program to disseminate information to students (both incoming and currently enrolled). They
also hold information sessions throughout each semester for those interested in applying UGA
and CPH admissions standards, the applicants to the dual degree programs are highly likely to be
admitted.
The academic affairs staff is primarily responsible for recruitment of students and for creating
informational materials to disseminate to students regarding the degree programs, course
descriptions, class sizes, faculty research interests, admissions criteria, and other items. In
addition to the college, the individual departments also recruit for their respective programs (BS,
MS, PhD).
4.3.b. Statement of admissions policies and procedures. If these differ by degree (eg, bachelor’s
vs. graduate degrees), a description should be provided for each.
4.3.b. Admissions policies and procedures
The University develops certain overarching guidelines by which students are admitted into
degree programs. The College then is able to tailor admission standards for their specific
degrees and programs of study. The Office of Undergraduate Admissions uses demonstrated
academic achievement as the primary factor in first-year and transfer admission decisions at the
University of Georgia. The academic review of first-year applications centers on three criteria:
the student’s grade point average (GPA) in core academic courses, the rigor of a student’s course
selection, and his or her best combination of scores on the SAT or ACT. Additionally, all
applications are reviewed for conduct issues; recommendations; satisfactory completion of all
courses and completion of the required College Preparatory courses. Students are also evaluated
based on their level of commitment to citizenship through public service, school activities,
community involvement, leadership, evidence of integrity and personal maturity and the ability
to benefit from and contribute to a culturally and intellectually diverse community of scholarcitizens.
The Graduate School requires applicants to hold at least a baccalaureate degree accredited by the
appropriate regional accrediting association or its international equivalent prior to the expected
semester of enrollment. The Graduate School relies on academic departments to make initial
acceptance decisions with oversight by the Graduate Admissions Office. Each academic
department is afforded the freedom to decide what the admissions criteria will be for each degree
program. In all of the graduate programs within the College, an applicant should have a 3.0 GPA
and should have scored above 50th percentile on both the verbal and quantitative portions of the
GRE in order to be considered for the program. Additionally, the academic departments take
into account previous experience in the public health field (either paid or volunteer), a deep
commitment to public health, previous coursework/training experience and recommendations by
outside referees.
Since the College’s inception, the MPH program enrollment has increased three-fold and the
undergraduate programs have doubled in size, the DrPH has had steady increases, and all new
programs have seen gradual annual increases in interest, applications, and enrollment.
Recruitment efforts to attract a more diverse student body have also been successful. The
College has increased its count of non-white students and has had higher than average enrollment
numbers for all under-represented groups, with the exception of Hispanic/Latino populations,
when compared to the University averages, and to those of surrounding Public Health academic
institutions.
The UGA graduate school coordinates the graduate programs of all schools and colleges within
the University and is responsible for basic admission standards for master and doctoral
applicants. In addition to the guidelines laid forth by the Graduate School, admission standards
are set for each graduate degree by schools and colleges on campus or by academic departments.
Guidelines set by schools, colleges or academic departments can exceed, but never be below, the
Graduate School’s basic guidelines. In the case of professional degree programs such as the
MPH and the DrPH, admissions standards are formulated by the college-level MPH and DrPH
Committees. Current admissions guidelines set by the UGA Graduate School for the MPH
degree are a minimum GRE score of 1000 combined, verbal and quantitative (or its equivalent
for the revised GRE exam), and a minimum GPA of 3.0. We will accept a minimum GMAT total
score of 550 and an MCAT score within at least the 60th percentile. The average score, however,
for the GRE and GPA for incoming MPH classes has reached to just above 1100 (GRE) and 3.5
(GPA) in the last three years. The following paragraphs will outline the process for applications
and admissions.
Step 1: Application
All applicants for the MPH and DrPH degrees are required to complete online applications with
the Schools of Public Health Application Service (or SOPHAS) as well as with the UGA
Graduate School (see table 4.3.b. for requirements for each). The typical admissions cycle
generally lasts from mid-September to late June of any given year.
Table 4.3.b. Application requirements
SOPHAS
Complete online application
UGA Graduate School
Complete online application
One (1) Statement of purpose
Official GRE, GMAT, or MCAT
Three (3) references
Applicable application fee
*Additional materials for international applicants include: Proof of visa status, official TOEFL or
IELTS test score (from within previous two years), and a Certificate of Finances form.
Step 2: Admissions
Each MPH applicant is given one option corresponding to the department for which they wish to
be considered within the College. DrPH applicants can only choose one designation. Once all
required materials are determined to be received fully and properly, the applicant’s completed
file will be marked complete and is then assigned to their designated department for review.
Each departmental review committee meets on a weekly basis and all new applications are
assigned on Mondays, during the admissions cycle. Each committee is given 7 days to submit an
“Admit” or “Reject” decision from the time the applicants were assigned to them. All new
decisions are then forwarded as recommendations to the UGA Graduate School, by the
MPH/DrPH Admissions Coordinator. At which time, the applicant is able to log into their
applicant online portal at Graduate School Admissions and see that a decision has been made at
the department and has been forwarded to the Graduate School. The Graduate School reserves
final ownership over all admission recommendations submitted from each graduate program at
the University.
Step 3: Notification
Once the decision to admit or deny is finalized at the Graduate School, a letter is drafted and sent
from the graduate admissions office to the applicant by postal mail. In addition to notifying the
applicant of their status of admission, the letter will also include important information regarding
matriculation for those admitted into the program.
After the initial letter notifying accepted applicants of their status is sent, the College of Public
Health will send our own follow up with details in regards to departmental contacts, instructions
for confirming their acceptance, and other relevant information for incoming students. We will
recognize an accepted applicant as a confirmed incoming student once we have received a
returned and completed student information sheet (sent along with our follow up letter),
including their UGA email address. Students who have no previous UGA account will have had
to request an ID and email account with the UGA IT office.
4.3.c. Examples of recruitment materials and other publications and advertising that describe,
at a minimum, academic calendars, grading and the academic offerings of the school. If
a school does not have a printed bulletin/catalog, it must provide a printed web page that
indicates the degree requirements as the official representation of the school. In addition,
references to website addresses may be included.
4.3.c. Recruitment Materials
The College utilizes a range of resources for recruitment purposes, ranging from giveaways to
mini-brochures and an annual CPH Magazine publication. There has also been a push to move
towards directing marketing to our web presence (Facebook, Twitter, LinkdIn, and the College’s
website) via distribution of postcards with the College’s URL, and QR Codes to the various
websites. The College’s magazine publication and mini-brochures are used to educate the public
on the various teaching, research, and service activities that faculty and students of the College
participate in around the state and nation. Additionally, a series of videos are produced with
subjects ranging from admissions FAQs to faculty and alumni interviews. These videos are
posted to our website and the administration responsible for recruitment direct those interested to
those sites.
Examples of recruitment materials are included in the Electronic Resource File.
4.3.d. Quantitative information on the number of applicants, acceptances and enrollment, by concentration, for each degree, for each
of the last three years. Data must be presented in table format. See CEPH Data Template 4.3.1.
The numbers of applicants, acceptances and enrollment have been steadily increasing since the college was formed three years ago.
The quality of the applicant pool has improved as well. Table 4.3.d. (Template J) provides an overview of the past three years of data.
Table 4.3.d.1 (Template J) Quantitative Information on Applicants, Acceptances, and Enrollments in MPH Program by Concentration Area*, 20102013
Academic Year 2010
Academic Year 2011
Academic Year Fall 2012
BIOS
Applied
15
19
16
Accepted
6
13
10
Enrolled
2
4
1
EHS
Applied
35
20
27
Accepted
12
8
14
Enrolled
5
3
6
EPID
Applied
143
117
119
Accepted
84
67
56
Enrolled
43
28
14
HPAM
Applied
65
96
75
Accepted
36
46
40
Enrolled
11
19
16
HPB
Applied
97
109
92
Accepted
50
67
37
Enrolled
24
23
13
* Specialty area is defined as each degree and area of specialization contained in the instructional matrix
Table 4.3.d.2. Quantitative Information on Applicants, Acceptances, and Enrollments in Epidemiology, 2010-2012
PHD / EPI
Applied
Accepted
Enrolled
Academic Year 2010
ND
ND
ND
Academic Year 2011
ND
ND
ND
Academic Year 2012
21
12
12
Table 4.3.d.3. Quantitative Information on Applicants, Acceptances, and Enrollments in Health Promotion and Behavior, 2010-2012
PHD / HPB
BS HP
Applied
Accepted
Enrolled
Applied
Accepted
Enrolled
Academic Year 2010
35
14
9
185
124
119
Academic Year 2011
31
6
6
179
116
116
Academic Year 2012
33
7
5
142
129
129
* Specialty area is defined as each degree and area of specialization contained in the instructional matrix
Table 4.3.d.4. Quantitative Information on Applicants, Acceptances, and Enrollments in Environmental Health Department*, 2010-2012
Academic Year 2010
Academic Year 2011
Academic Year 2012
Accepted
101
98
97
Applied
Accepted
Enrolled
MS Tox
Applied
**17
4
2
Accepted
0
1
0
Enrolled
0
1
0
Ph.D. Tox
Applied
47
11
35
Accepted
11
6
10
Enrolled
7
6
7
*The B.S. EH program does not have a formal application process for those students wishing to declare this major. Students with sufficient GPA to
change/declare this major are automatically enrolled. Additionally, the change/declaration of undergraduate major is administered by the University, not the
College of Public Health.
*B.S. EH
MS EH
**Before 2011 the Interdisciplinary Toxicology program did not require students to select a discipline (concentration) until they were accepted. Therefore, the
number of applicants does not reflect the number of applicants who were interested in eventually enrolling into the department of Environmental Health Science.
4.3.e. Quantitative information on the number of students enrolled in each specialty area identified in the instructional matrix,
including headcounts of full- and part-time students and a full-time-equivalent conversion, by concentration, for each degree,
for each of the last three years. Non-degree students, such as those enrolled in continuing education or certificate programs,
should not be included. Explain any important trends or patterns, including a persistent absence of students in any degree or
specialization. Data must be presented in table format. See CEPH Data Template 4.3.2.
4.3.e. Student Enrollment
Table 4.3.e.1. Students Enrolled in MPH Degree Program by Area of Specialization, 2010-2012
Academic Year 2010
Academic Year 2011
Biostatistics
Environmental Health
Epidemiology
Health Policy and Management
Health Promotion and Behavior
Totals
HC FT
5
10
61
38
30
144
HC PT
2
2
4
7
5
20
Students Enrolled in DrPH Degree Program, 2010-2012
HC FT
HC PT
DrPH
11
5
Academic Year 2012
FTE*
6.0
11.0
63.0
41.5
32.5
154.0
HC FT
6
9
71
39
39
164
HC PT
0
2
4
7
5
18
FTE*
6.0
10.0
73.0
42.5
41.5
173.0
HC FT
3
11
44
37
35
130
HC PT
0
0
4
2
3
9
FTE*
3.0
11.0
46.0
38.0
36.5
134.5
FTE
13.5
HC FT
16
HC PT
6
FTE
19
HC FT
10
HC PT
19
FTE
19.5
NOTE: Degree conferred refers to MPH, MS, PhD, DrPH, BS, etc.
Specialization refers to biostatistics, epidemiology, health education, etc.
HC = Head Count
FT = Full-time students (9 credit units or more per semester)
PT = Part-time students
FTE = Full-time equivalent students
*1 FTE = 1 student taking 9 or more credit hours a semester. 0.5 FTE = a student taking less than 9 credit hours a semester.
Table 4.3.e.2. Students Enrolled in Each Degree Program in Health Promotion and Behavior, Academic Years 2010-2012
PhD – Health Promotion and Behavior
B.S. Health Promotion
Academic Year 2010
HC FT
HC PT
FTE
18
9
22.5
467
33
483.5
Academic Year 2011
HC FT
HC PT
22
8
475
33
FTE
26
491.5
Academic Year 2012
HC FT
HC PT
20
8
414
46
FTE
24
437
Table 4.3.e.3. Students Enrolled in Epidemiology Degree Program , Academic Years 2010-2012
Academic Year 2010
Academic Year 2011
HC FT
HC PT
FTE
HC FT
HC PT
PhD – Epidemiology
ND
ND
ND
ND
ND
FTE
ND
Academic Year 2012
HC FT
HC PT
9
3
FTE
10.5
Academic Year 2012
HC FT
HC PT
88
9
8
1
1
0
9
0
FTE
92.5
8.5
1
9
Table 4.3.e.4. Students Enrolled in Each Degree Program by Area of Specialization, Academic Year 2010-2012
B.S. Environmental Health
MS Environmental Health
MS Toxicology
Ph.D. Toxicology
4.3.f.
Academic Year 2010
HC FT
HC PT
95
6
4
0
2
0
8
0
FTE
98
4
2
8
Academic Year 2011
HC FT
HC PT
91
7
9
0
1
0
9
0
FTE
94.5
9
1
9
Identification of measurable objectives by which the school may evaluate its success in enrolling a qualified student body,
along with data regarding the performance of the school against those measures for each of the last three years. See CEPH
Outcome Measures Template.
4.3.f. Measurable Outcomes
The College has adopted a number of key performance goals and objectives to drive the quality of students and their successful
matriculation once enrolled in the program. These goals and the related performance measures are contained in Table 4.3.f.
Table 4.3.f. Recruitment and Retention Goals and Performance Measures
OUTCOME 1.1: The College will improve program quality by recruiting increasingly excellent students based on grade point average, standardized
test scores, source institutions, appropriate work experience while expanding enrollment and diversity in our undergraduate and graduate programs.
OUTCOME MEASURE
TARGET
Past Review
2010-2011
2011-2012
2012-2013
MPH:
3.3,
1164/305R
1.1.1. Baseline graduate
1.1.1.a. Median GRE
MPH: 3.3, 1136
MPH: 3.32, 1101
PhD HPB: 3.3, 1164
admission scores and
and GPA scores of
GRE: 1134
PhD HPB: 3.3, 1114
PhD HPB: 3.39, 1093
PhD Tox: 3.8, 1227
grade point averages will
incoming students for
GPA: 3.31
PhD Tox: 3.6, 1240
PhD Tox: 3.49, 1490
PhD EPI: 3.79, 1168
M.S. Tox: N/A
M.S. Tox: 3.2, 1250
reflect academic
past three years will meet APHA targets:
M.S. Tox: N/A
M.S. EH: 3.5, 1170
M.S. EH: 3.6, 1233
excellence.
or exceed median ASPH
M.S. EH: N/A
DrPH: 3.47, 1108
DrPH: 3.58. 1123
enrollment data
DrPH: 3.53, 1122
1.1.2. Incoming students
will have existing
backgrounds in public
health areas.
1.1.3.a. Undergraduate
students will represent
diverse backgrounds.
1.1.3.b. Graduate student
enrollment will represent
diverse backgrounds.
1.1.4.a. Undergraduate
student enrollment will
represent gender equity.
1.1.1.b. At least 50% of
incoming DrPH students
will have received
masters from CEPHaccredited schools or
programs
1.1.1.c. At least 50% of
incoming PhD students
will have GRE scores at
or above 50th percentile
on both verbal and
quantitative sections
1.1.2.a. All DrPH
students will have
experience with public
health practice, research,
or academic organizations
1.1.3.a. Enrollment of
underrepresented groups
will match or exceed
those of UGA annual
enrollment numbers
(meant to mirror UGA
total enrollment %).
75%
75% percentile
was 31.0%
Included PhD
students
2/3=66.7%
4/6=66.7%
7/9=77.8%
PhD HPB: 0%Q, 100%V
PhD TOX: 50%Q, 100%V
PhD HPB: 0%Q, 67%V
PhD TOX: 100%QV
PhD HPB: 22%Q,
78%V
PhD EPI: 55%Q, 73%V
PhD TOX: 50%Q,
75%V
3/3=100%
6/6=100%
9/9=100%
CPH Undergrad: 24.14%
UGA Undergrad: 19.83%
CPH Undergrad:
23.86%
UGA Undergrad:
22.27%
CPH Undergrad: 28.1%
UGA Undergrad:
24.00%
THREE-YEARAVGE:
CPH Undergrad:
1072/4120= 26.02%
UGA Undergrad:
17323/78579=22.04%
CPH Grad: 34.22%
GA Avge: 44.5%
THREE-YEARAVGE:
CPH Grad: 234/705=
33.19%
GA Avge:
44.5%
CPH Undergrad: 17.77%
UGA Undergrad:
42.81%
65.4%
Aggregated
race/ethnicity
559/ 2228=
25.1%
1.1.3.b. Enrollment of
underrepresented groups
will match or exceed
proportions of those
groups found in the state.
Aggregated
race/ethnicity
239/756=
31.6%
CPH Grad: 33.19%
*GA Average: 44.5%
CPH Grad: 32.27%
GA Average: 44.5%
1.1.4.a. Enrollment of
males will match or
exceed those of UGA
annual enrollment
numbers (meant to mirror
UGA total enrollment %).
Male CPH
pop.
18.0%
CPH Undergrad: 18.14%
UGA Undergrad: 42.43
CPH Undergrad:
18.32%
UGA Undergrad: 42.42
UGA
42.70%
THREE-YEARAVGE:
CPH Undergrad:
319/1764= 18.08%
UGA Undergrad:
1.1.4.b. Graduate student
enrollment will represent
gender equity.
1.1.4.b. Enrollment of
males will match or
exceed proportions of
those groups found in the
state.
Male CPH
pop.
33.54%
GA Average:
48.9%
CPH Grad: 30.84%
*GA Average: 48.9%
CPH Grad: 30.71%
GA Average: 48.9%
33134/77862= 42.55%
CPH Grad: 28.45%
GA Avge: 48.9%
THREE-YEARAVGE:
CPH Grad:
216/720=30.0%
GA Avge:48.9%
4.3.g. Assessment of the extent to which this criterion is met and an analysis of the school’s
strengths, weaknesses and plans relating to this criterion.
4.3.g. Assessment
This criterion is met with commentary.
Strengths
 Students with strong academic credentials are applying to the program.
 The numbers of graduate school applicants are increasing and the applicants are coming
from more diverse backgrounds and communities.
 More than 80% of students graduate within three years of initial enrollment.
Weaknesses
 The applicant pool remains small for a school of public health.
 Most applicants do not presently, and have not previously, worked in public health.
 The current program structure primarily attracts full-time students straight out of
undergraduate programs.
Recommended Improvements
 The College needs to recruit greater numbers of qualified students.
 As faculty resources expand, the College should consider expanding graduate enrollment
options to spring semester.
 Course offerings need to be more flexible, including evening and distance learning
options, to attract more public health practitioners and mature students.
4.4 Advising and Career Counseling
4.4 There shall be available a clearly explained and accessible academic advising system for
students, as well as readily available career and placement advice.
4.4.a. Description of the school’s advising services for students in all degree programs,
including sample materials such as student handbooks. Include an explanation of how
faculty are selected for and oriented to their advising responsibilities.
4.4.a. Advising of Students
Undergraduate Advising
All Students in the College of Public Health are introduced to advising procedures at new student
orientation. Undergraduate orientation is organized in part by the UGA office of undergraduate
admissions (general session) and in part by the College (majors session). Students must register
and attend in order for registration flags to be cleared from records. These orientations are held
all three academic semesters, and are one full day for transfer students and two full days for
incoming freshman. Sessions contain the following: Admissions introduces students to services
within the university that are not related to specific majors/degree program such as campus
security, housing, food services, financial aid, and academic honesty; the schools and colleges
host an academic fair on day one of 1st year orientation to allow student to research the different
programs on campus or ask questions; and on day two, the students meet with the individual
school/college of their choosing. During the public health portion, we provide a brief
introduction to the majors, an overview of our research opportunities, and information on our
study abroad programs. Finally, the advisors meet with each student to assist with specific
questions regarding the upcoming semester’s courses.
Students in bachelors programs in the College of Public Health are typically advised once per
semester (can be more often if needed). In each subsequent semester, students must meet with
their academic advisor before registering for the next semester’s courses. This allows the
advisors to keep students on track towards a degree in an appropriate timeframe. Undergraduate
students are advised within their chosen or intended academic department upon arriving at UGA.
Two full time advisors currently advise the undergraduate students in Health Promotion, while
faculty advise undergraduate students in Environmental Health Science. In addition to course
schedules, advisors and students discuss any other academic issues, volunteer or independent
study options, and personal issues as they may impact academics.
The UGA Academic Advising Coordinating Council operates at UGA to ensure undergraduate
students are receiving the best advising and that advisors are up to date on student trends and
curriculum issues. Evaluation surveys are distributed to undergraduates once a year by the
academic advisors seeking feedback on advising quality and satisfaction with the advisement
process. Results of the survey are compiled and tabulated by the departments into a report for
the College.
The College uses the University supported Student Advising and Registration Assistant (SARA)
for all advising assignments and appointments. SARA is an online scheduling and tracking
system that students can use interactively to make/reschedule appointments, keep up with
academic requirements and those that have been completed, and that keeps advisors up to date
with their filled appointment times. SARA also provides templates for advising and improves
record keeping for advisors.
Dr. Anne Marie Zimeri, the undergraduate academic advisor in the Environmental Health
Science was given the Outstanding Academic Advisor Award from the University in spring
2013. The award is highly competitive and the recognition reflects very positively on the
College’s undergraduate advisement program. Only two such awards are given annually; one for
tenure-track faculty and one for non-tenure track.
Graduate Advising
Graduate student orientation to the college and degree programs occurs every fall semester and
spring semester (for dual degree students only). The orientation agenda consists of a full day of
presentations and activities devoted to familiarizing the students with the University, the College,
their courses of study and their academic departments. This orientation requires the participation
of the Dean, academic affairs staff, department heads and graduate coordinators for each
concentration, as well as center and institute directors. Group advising by concentration and then
individual advising occurs during the afternoon session. Like undergraduate student policy,
graduate students are flagged from registering for any courses until they have attended an
orientation session and have been advised.
Students in the graduate programs are assigned an advisor, or major professor, upon entering into
the program. Each MPH and DrPH student is assigned an advisor in his/her area of
concentration. The MPH and DrPH program coordinators are available for general advising in
the case that a regular assigned advisor is unable to meet with a student or clarification on
programmatic procedures is needed. The program coordinator ultimately knows the course
schedules and requirements for each concentration area; however, the advising is typically left to
each student’s assigned advisor. The other graduate students within the College (MSEH, MS
Tox, PhD Tox and PhD in Epidemiology, Environmental Health Science, and Health Promotion
and Behavior) are assigned a major professor in their academic department who have similar
research interests; the student is often a research or graduate assistant for his/her major professor.
Students meet with their major professors each semester to plan course schedules, discuss
academic issues and personal issues as they may impact academics.
4.4.b. Description of the school’s career counseling services for students in all degree
programs. Include an explanation of efforts to tailor services to specific needs in the school’s
student population.
4.4.b. Career Counseling
Career counseling is integrated with the advisement process. Student career advising usually
takes four forms: 1) university support services, 2) a dedicated College faculty member, 3)
faculty counseling, and 4) counseling by our external partners. First, the Career Services office
on campus exists to aid students in finding career placement after graduation. There are several
counselors who are able to meet with students upon request. Career Services offers assistance
with interviewing skills, resume building and writing, developing business etiquette skills,
among other services. The Career Services office has dedicated a career counselor to the College
of Public Health. This counselor is able to provide public health students with individualized
attention and access to public health resources. This counselor also attends workshops and
seminar sessions dedicated to career counseling, throughout the year upon invitation.
Second, a full time practice coordinator, in addition to overseeing the internship and residency
program for all MPH and DrPH students, teaches career preparation seminars every fall and
spring, maintains a database of career options for upcoming graduates, and counsels students
individually, primarily graduate students. Students also receive job and internship
announcements through the various student listserves managed by the College.
Third, students may also seek out any professor or staff member for any additional information,
advice or support and frequently do throughout their course of study. This particularly occurs
right before graduation. Finally, students have considerable opportunity to interact with our
external partners, particularly during the internship. A key focus of the College’s MPH is to
provide students with significant exposure and opportunities to interact with public health
practitioners and researchers. Opportunities occur through course exercises, research and service
engagements, guest lectures, and the internship programs. In working with public health
professionals, students are able to refine their skills and interests in particular disciplines, field of
application and ongoing research interest. Often it is as important for students to learn about
aspects of public health practice that they do not find rewarding as it is to explore those areas that
they may find promising for a future career. Students frequently are hired after graduation by the
same organization in which the conducted their internship.
4.4.c. Information about student satisfaction with advising and career counseling services.
4.4.c. Student Satisfaction with Advising
Student satisfaction is measured through a number of formal and informal means. Course
evaluations factored prominently into the process. The MPH and DrPH committees provide a
structure for faculty and student liaisons to share points of progress and areas of needed
improvement. Additionally, the various discussion sessions with the Dean and college
administration help secure feedback on student concerns and provide means for redress.
Additional information is collected through exit and alumni surveys.
For undergraduates, the annual Academic Advising Survey provides an opportunity to gauge
student satisfaction and suggestions for improvement. Both the Environmental Health Science
department and Health Promotion and Behavior department distribute this academic advising
survey to their undergraduate students every other academic year. Based on the data from the
2010-2011 survey (table 4.4.1.a), 77.1 percent of students in each academic department indicated
they strongly agreed or agreed with the statement, “Considering all factors, I am satisfied with
the assistance I received from my advisor.” This is consistent with the College’s goal to provide
excellent advising to all students in the college of public health. This rate is also just above the
75 percent satisfaction rate that the UGA Academic Advising Coordinating Council have set as
goals for all of the University’s academic units.
Table 4.4.c. Academic Advisor Satisfaction Student Evaluation, 2010 2011 Academic Year
Academic
Year/Unit
Not at all
Satisfied # and %
2010-11 EHS
(1) 4%
Somewhat
Satisfied
# and %
(3) 12%
2010-11 HPB
2010-11 CPH
(18) 11%
(19) 9.8%
(22) 13%
(25) 13%
Satisfied
# and %
(4) 15%
Highly
Satisfied
# and %
(18) 69%
Total #
Responses
26
(28) 17%
(32)16.7%
(98) 59%
(116) 60.4%
166
192
Students in the MPH program are asked to complete an anonymous exit survey evaluating the
overall program of study. This survey was developed internally by the MPH Committee. The
survey asks questions related to the core courses, their area of concentration courses, internship
experience, relationship with advisors, relationship with program staff and willingness to be an
active alumnus. The scoring was a 5-point Likert scale ranging from strongly agrees to strongly
disagrees. Regarding the question “My advisor was helpful during my time in the program,” the
average response was ‘4-agree.’ Regarding the question, “MPH program administrative staff
was helpful during my time in the program,” the average response was ‘5-strongly agree.’
4.4.d. Description of the procedures by which students may communicate their concerns to
school officials, including information about how these procedures are publicized and
about the aggregate number of complaints and/or student grievances submitted for each
of the last three years.
4.4.d. Procedures for Communicating Concerns
The Dean of the College holds a special advising session with the graduate students each
semester referred to as “Dishing with The Dean.” During these sessions, students are welcome
to sit down with the Dean as a group and discuss the strengths of the College, the weaknesses of
the College, ideas for academic and outreach programs, among other issues. The Dean then
charges the appropriate faculty/staff to address the requests of the students as necessary. The
Dean also meets with the new DrPH students to ensure that the new program is meeting their
needs.
The University of Georgia has a series of policies that provide students with the opportunity to
appeal decisions associated with academic matters (http://studentaffairs.uga.edu/studentappeals/). In addition, the College of Public Health has policies governing student appeals and
requests for waiver of policy or curricular requirement. These policies, administered by the
Curriculum and Academic Programs Committee, are included in Appendix P. The College has
additional guidelines for students to seek redress:
Program Dismissal Appeals
A student who has not made sufficient progress towards completion of the degree may be
dismissed by the department or by the College of Public Health at the end of any semester.
Students may appeal the decision for dismissal from a program to the Dean of the College of
Public Health within 30 days of being notified of this decision. The Dean will make a decision
based on the advice of a CPH committee. If the student does not accept the decision of the Dean,
the student may appeal to the Graduate School, following the appeals procedures stated in the
Graduate Coordinator’s Handbook (http://www.uga.edu/gradschool/faculty/handbook.pdf also
see Electronic Resource File).
In the 2010 through 2013 academic terms, the following academic hearings occurred:
2010- 1 Undergraduate student readmission appeal (approved)
1 Undergraduate student appealed a grade of F (denied)
1 Undergraduate student request for course enrollment w/o pre-requisites (approved)
1 Undergraduate student academic dismissal appeal (denied)
1 Graduate student appealed Failure of MPH Culminating Exam (denied)
2011- 1 Undergraduate student grade change request (denied)
1 Graduate student appealed dismissal due to academic dishonesty (denied)
2012- 1 Undergraduate student grade appeal (approved)
1 Undergraduate request for change of residency status (approved)
1 Graduate MPH Core Course grade appeal (denied)
1 Graduate student appealed dismissal due to academic probation (approved)
2013- 1 Undergraduate appeal for readmission (approved)
1 Undergraduate student grade change request (approved)
1 Undergraduate student request for change of residency status (approved)
1 Graduate student appealed dismissal from University due to academic probation.
1 Graduate student admissions appeal (approved)
A student may also be dismissed by the Graduate School for failure to maintain good academic
standing for more than two consecutive academic terms (fall, spring, summer). Sufficient
academic standing is defined by the student’s maintenance of a grade point average of 3.0 or
above in Graduate level coursework. Failure to maintain a 3.0 GPA for one semester results in an
academic warning. The student must meet with an advisor to discuss and chronicle an
improvement plan, and submit this to the Graduate School as well as the Graduate Coordinator
of the program in which the student is enrolled. If the student cannot raise the overall GPA in the
second semester, an academic probation is enacted and the student must, again submit an
improvement plan. If the student cannot improve to a 3.0 cumulative GPA in the third semester,
she/he is dismissed from the College and University and cannot re-apply for any graduate
program in the University of Georgia. Like the CPH policy, a student may appeal the decision
for dismissal from the University to the Dean of the Graduate School within 30 days of being
notified of this decision. The Dean will make a decision based on the advice of the student’s
advisor and Graduate Coordinator. If the student does not accept the decision of the Dean of the
Graduate School, the student may appeal to the University of Georgia, following the appeals
procedures stated in the Graduate Coordinator’s Handbook
(http://www.uga.edu/gradschool/faculty/handbook.pdf).
Conflict Resolution (in the MPH Student Handbook)
If a conflict between a student and faculty member should arise, there is a protocol within the
College to which students should adhere.
1. Speak directly with the instructor or faculty member in an attempt to resolve the conflict.
2. If step one does not present a solution, speak directly to the Graduate Coordinator (if it is
a problem related to your degree program) or to the Department Head where the faculty
member is housed.
3. If step two does not present a solution, speak directly with the Associate Dean for
Academic Affairs.
4.4.e. Assessment of the extent to which this criterion is met and an analysis of the school’s
strengths, weaknesses and plans relating to this criterion.
4.4.e. Assessment
This criterion is met with commentary.
Strengths
 The College has good support from the University for the advising process.
 Faculty are willing to support students with career counseling.

The college classes, the required internship and the Practice Advisory Group provide
opportunities for students to engage with leading public health practitioners and
researchers.
Weaknesses
 Because of the College location, as the study body grows, the number of internship sites
in the immediate area will be strained.
 Given the level of personal attention needed by students, the undergraduate advising
workload is large.
Recommended Actions / Improvements
 The College should review the resources devoted to undergraduate advising on an annual
basis to determine if student needs are being met.
 New internship sites should continually be developed in other locations around the state
with some consideration of student housing needs.
 The College should review and expand services to support career planning at least every
two years.