10 Doctor of Philosophy in Public Healthpublichealth.uci.edu/pdf/PhD in Public Health -...

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Doctor of Philosophy in Public Health

Concentrations in Global Health and Disease Prevention 12

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2012 24

Department of Population Health and Disease Prevention

Administrative Contact Information 26

Oladele A. Ogunseitan, M.Sc., Ph.D., M.P.H. Professor 28

Chair, Department of Population Health and Disease Prevention Program in Public Health 30

635 East Peltason Drive University of California, Irvine 32

CA 92697-3957 34

Phone: 949-824-0611 E-mail: [email protected] 36

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Acknowledgments 56

This proposal benefited from the expertise of numerous colleagues and independent reviewers. We are grateful for the comments and suggestions that have contributed to the articulation of the research 58

training program, particularly from the following reviewers.

NAME

INSTITUTION OR COUNTRY

UC System Dr. Haile T. Debas, Former Chancellor, Member, Institute of Medicine, Inaugural Director, UC Global Health Institute

UC San Francisco

Dr. Ndola Prata, Scientific Director, Bixby Center for Population, Health and Sustainability

UC Berkeley

Dr. Maria Luisa Zuniga, Division of Global Health, and Division of Child Health and Development, Director, Mexican Migration Field Training Program

UC San Diego

Dr. Deborah Mindry, Program in Global Health, Semel Institute for Neuroscience; Psychiatry and Human Behavior

UCLA

Dr. Anthony James, Distinguished Professor Member, National Academy of Sciences

UC Irvine

Dr. Frank Bean, Chancellor’s Professor Director, Center for Research on Immigration, Population and Public Policy

UC Irvine

Dr. Susan Huang, Health Policy Research Institute; Chief of Infectious Diseases; Distinguished Award for Research – Academic Senate; Distinguished Mentor Award - ICTS

UC Irvine

Dr. Kristi Koenig, Director of Public Health Preparedness; Director, International Disaster Medical Sciences Fellowship

UC Irvine

Dr. Ellen Olshansky, Director, Program in Nursing Science Fellow, American Academy of Nursing

UC Irvine

U.S. Institutions

Dr. Frederick M. Burkle, Member, Institute of Medicine International Public Policy Scholar, Woodrow Wilson International Center

Harvard University

Dr. Adnan Hyder, Director, International Injury Research Unit ; Deputy Director, Health Systems Program

Johns Hopkins University

Dr. Jerome Nriagu, Fellow, Royal Society of Canada Alexander von Humboldt Distinguished Research Award

University of Michigan

Dr. Joseph Zunt, Director, International Clinical Research Scholars Program; Department of Global Health; Department of Epidemiology

University of Washington, Seattle

Dr. J. Aaron Hipp, Global Health Institute; George Warren Brown School of Social Work

Washington University of St. Louis

Dr. John Ehiri, Member, Global Health Council, Washington, DC; Member, Global Academy of Tropical Health; Division Chief, Health Promotion Sciences

University of Arizona

International Dr. Roberto Tapia-Conyer, Director, Carlos Slim Health Institute Former Deputy Minister of Health, Mexico

Mexico

Dr. Segundo Leon, Director, Laboratorio de Salud Sexual, Universidad Peruana Cayetano Heredia

Peru

Dr. Tak Hur, Executive Vice President for Public and International Affairs, Konkuk University

Korea

Dr. John Githurie, Resident Advisor, Rwanda Biomedical Center Rwanda Dr. Raya Mutarak, World Population Center, International Institute for Applied Systems Analysis

Austria

Dr. Chao-Hsiun Tang, Professor of Health Care Administration, Taipei Medical University

Taiwan


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Table of Contents 62

Section Page

1.0 Executive Summary………………………………………………………… 1

2.0 Faculty Vote……………………………………………………………… 4

3.0 Introduction………………………………………………………………………. 5

4.0 The Program……………………………………………………………… 24

5.0. Projected Need…………………………………………………………… 34

6.0. Faculty……………..……………………………………………………… 46

7.0. Courses……………………………………………………………….…… 57

8.0. Resource Requirements………………………………………….………… 64

9.0. Graduate Student Support……………………………………….………… 69

10.0. Changes in Senate Regulations……………………………….……..……… 71

11.0 Appendix……………………………………………..……………..………. 72

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1.0 Executive Summary The vision of a graduate program in public health at UC Irvine was formally articulated by the campus 66

administration approximately ten years ago1. To implement a sustainable foundation for research education, we have since embarked on a strategic plan based on the original vision. The Program in 68

Public Health is now responsible for two undergraduate degree programs (B.A. in Public Health Policy and B.S. in Public Health Sciences); a Minor in Public Health; a Master of Public Health (MPH) with three 70

emphases, namely Environmental Health, Epidemiology, and Sociocultural Diversity and Health; and an MPH Certificate in Global Health. In February 2012, the Council on Education for Public Health2 72

conducted a site visit for accreditation of these programs, and we met all the accreditation criteria. This proposal is to complete the initial academic program with the development of a research doctorate 74

degree in Public Health that builds on the research strengths of our faculty.

The Doctor of Philosophy (Ph.D.) degree is awarded on the basis of evidence that the recipient 76

possesses knowledge of a broad field of learning and expert mastery of a particular area of concentration within it. The research dissertation is expected to demonstrate critical judgment, 78

intellectual synthesis, creativity, and skill in written communication3. The mission of the Doctor of Philosophy (Ph.D.) in Public Health is to train graduate students to conduct original research aimed to 80

advance the understanding of the determinants of health status of populations and the translation of such knowledge to improve strategies for preventing disease and disability. Graduates of the Ph.D. 82

program will be prepared to lead independent and collaborative research careers in academic institutions, to teach at advanced levels of instruction, and to lead research efforts at agencies dedicated 84

to public health at all levels of organization.

The framework for our proposal for a Ph.D. in Public Health emerged after critical review of existing 86

doctoral programs nationally and internationally, focused understanding of contemporary and emerging issues in public health research4, and broad consultations with numerous colleagues and administrators. 88

In 2009, the department received a grant from the National Institutes of Health’s John E. Fogarty International Center for Advanced Studies in the Health Sciences to develop a Framework Program in 90

Global Health (FRAME grant; R25TW008125). We are one of about 35 institutions in the country to

1 Proposal for a Graduate Program in Public Health. 2001. Appendix C in Proposal for a College of Health Sciences at UC Irvine. By the Public Health Work Group Members: Kenneth Baldwin, Dean Baker, Alan Barbour, Michael Clark, Jonathon Ericson, F. Allan Hubbell, Anthony James, Joseph Scherger, and Roxanne Silver. See pages 18 – 21. 2 Council on Education for Public Health - http://www.ceph.org/ 3 2010-2011 General Catalogue – University of California Irvine: Graduate Division - http://www.editor.uci.edu/catalogue/10-11Catalogue.pdf 4 Institute of Medicine - Board on Health Promotion and Disease Prevention. 2003. Who Will Keep the Public Healthy? Educating Public Health Professionals for the 21st Century. National Academies of Science, The National Academies Press, Washington, DC.

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have this award, aimed at developing academic programs in global health supported by a sustainable 92

administrative structure. More than 30 research faculty members support this initiative. Professor Guiyun Yan and Professor Oladele Ogunseitan serve as director and co-director of the global health 94

FRAME grant. In 2010, we received one of the first Graduate Growth Incentive Awards (GgIA) given by the UCI Graduate Division to develop Global Health emphases in our graduate programs. Professor 96

Ogunseitan is the Principal Investigator of the award, which in concert with the NIH FRAME-Global Health award has facilitated the development of a strong academic curriculum, graduate student 98

engagement, and research community in global health at UC Irvine.

UC Irvine is actively engaged in NIH’s transformative initiative on the structure of performance and 100

expectation of impact of research in health systems through the Clinical and Translational Science Awards (CTSAs). Dr. Ogunseitan, Chair of the department sponsoring the proposed Ph.D. in Public 102

Health currently serves as the Director of Research Education, Training and Career Development for UC Irvine’s NIH-funded Institute for Clinical and Translational Science. This $20 Million grant aims to 104

stimulate translational research, including the development of knowledge bases that advance understanding of strategies for disease prevention. According to the nomenclature of translational 106

science, research in the department encompasses T1, T2, T3, and T4 approaches with respect to moving discoveries such as biomarkers, vaccines, and devices from the laboratory bench to “first time in 108

humans” applications5, furthering community engagement in population-level research, and policy development, respectively. 110

We have several examples of faculty in our department whose work cuts across traditional disciplines toward disease prevention. Dr. Hans-Ulrich Bernard, an expert on the molecular biology of high-risk 112

Human Papilloma Viruses (HPV) and the development of biomarkers for use in monitoring cervical cancer in population studies. Dr. Lari Wenzel works on biobehavioral outcomes of clinical trials and 114

quality of life in cervical cancer management. Dr. Brandon Brown is leading a research effort to understand the incidence, causes, and preventive strategies against cervical cancer among female sex 116

workers in Peru. He has recently published a landmark article on a randomized trial of HPV4 vaccine in that population6. On a related trajectory, Dr. David Timberlake, focusing on the genetic basis of 118

adolescent substance abuse, is interested in exploring with this cluster of research, the synergistic effects of tobacco smoking and HPV carcinogenesis. 120

In proposing this degree program, we are building on these substantive research infrastructures in global health and disease prevention. In addition to training that will establish a solid foundation for a 122

successful research career, students enrolled in the Ph.D. in Public Health will have the opportunity to pursue research in Global Health (GH) and Disease Prevention (DP). All students enrolled in the Ph.D. 124

program will required to take seven core courses, including Ethics and Responsible Conduct of Research; Research Proposal Development; Research Communication; Research Design; Quantitative Methods; Qualitative 126

5 National Center for Research Resources (NIH) 2009. “Decision Making in T1 translational Research”(http://www.ncrr.nih.gov/publications/Decision_Making_in_T1_Translational_Research.pdf; Accessed, March 2012). 6 Brown, B. et al. 2012. Randomized trial of HPV4 vaccine assessing the response to HPV4 vaccine in two schedules among Peruvian female sex workers. Vaccine, doi:10.1016/j.vaccine.2012.01.058.

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Methods; and Directed Research. In addition to these core topics, students pursuing the concentration in Global Health will be required to take three additional core courses entitled Advances in Global Health, 128

Global Burden of Diseases, and International Epidemiology. Moreover, students in the global health concentration must complete two courses each in Risk Factors and two courses in Vulnerable Populations. 130

Students concentrating in Disease Prevention must complete additional core courses in Health Behavior, Health Promotion Planning, and Social Research Methods in addition to two courses each in Risk Factors and 132

in Vulnerable Populations. All students have room in their curriculum for two elective courses, selected in consultation with their faculty mentor and dissertation committee. Advancement to candidacy will 134

depend on mastery of required courses and successful oral defense of a dissertation research proposal. A committee of five faculty members will guide advancement to candidacy. All students must prepare 136

and submit for review and approval a dissertation on the original research that they have completed while enrolled in the program. Dissertation committees will consist of a group of at least three faculty 138

members.

We anticipate that in the first year, we will enroll 4 students in each of the two concentrations in the 140

Ph.D. in Public Health degree program, with additional 4 – 6 students added annually. The Ph.D. program will be housed in the new (Spring 2011) facilities of the Program in Public Health totaling 142

21,338 square feet of space including offices for graduate students, conference/study rooms, computer laboratory, and wet and dry research laboratories. Ph.D. students will be supported financially by a 144

combination of training grants, research assistantships through faculty research grants, and teaching assistantships. The program faculty currently operates more than $60 million in active extramural 146

research grants.

The Ph.D. in Public Health is the next step in the development of a comprehensive Program in Public 148

Health at UC Irvine. Based on the numerous inquiries that we have received since the proposal has been under review, there is strong demand for the degree program among prospective graduate students. 150

Investing in the Ph.D. in Public Health now with concentrations in global health and disease prevention will enrich our campus through new opportunities for research and training grants, support for 152

excellence in faculty research, and support for our exemplary Bachelors and Masters Degree programs.

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2.0 Faculty Vote 162

At our April 4th, 2011 faculty meeting, we finalized the discussion on the framework for this proposal, and we conducted a straw vote through which faculty members unanimously endorsed the 164

concentrations in Global Health and Disease Prevention. A password-protected electronic ballot was distributed on April 4th 2012 with a full copy of the proposal. The voting closed on April 9th 2012. 166

Fourteen permanent faculty members were eligible to vote, and all the eleven who responded on time voted unanimously in favor of implementing the Ph.D. in Public Health with concentrations in Global 168

Health and Disease Prevention. One anonymous comment was recorded – “very significant concentrations for our program.” 170

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3.0 Introduction 3.1 Aims and Objectives of the Program 190

The mission of the Program in Public Health at the University of California, Irvine is to create, integrate, and translate population-based knowledge into preventive strategies for reducing the societal burden of 192

human disease and disability through excellence in research, education, and public service.

The Program is situated in the largest research university in the sixth most populous county in the 194

United States, and more than 30% of residents in our county community are foreign born with more than 35 different languages spoken in homes. Therefore, our vision is to be the leading academic 196

resource for research, education at the baccalaureate and graduate levels, and outreach service in suburban settlements where emphasis is placed on the sociocultural diversity and global context of 198

public health.

We accomplish our mission by pursuing three specific goals: 200

(1) Conducting research on risk factors that render people vulnerable to diseases in their communities, and to develop strategies for preventing disease by separating risk factors from specific vulnerable 202

populations.

(2) Educating students at the undergraduate level, establishing for them a strong academic foundation for 204

further education and/or practice in public health; and at the graduate level, to prepare them for entry into the public health profession through instruction and research. We aim to train students to identify 206

threats to public health, to assess the health status of diverse populations, and to plan and implement strategies to improve population health status. 208

(3) Serving the public, the university and the professions in order to promote understanding of the determinants of population health and to support the adoption of practices to improve the quality of 210

health.

Our successful pursuit of these goals have resulted in the creation of two undergraduate degree 212

programs, the B.A. in Public Health Policy and the B.S. in Public Health Sciences, together representing the fourth largest group of UC Irvine students by major. We also implemented a minor in Public Health 214

to provide opportunities for students from other majors to integrate public health into their curriculum. Our Master of Public Health (MPH), with emphases in Environmental Health, Epidemiology, and 216

Sociocultural Diversity and Health, is in its fourth annual cohort recruitment. The Council on Education for Public Health has reviewed our programs, and we met all the criteria for accredited programs. We 218

have established formal relationships with more than 240 community partner agencies in public health. We have expanded our core and affiliated faculty ranks with experts conducting award-winning research 220

on a variety of high profile public health subjects. Our strategic plan is establish a vigorous research education degree program upon this solid foundation of public health at UC Irvine. 222

The aim of the present proposal is consistent with our mission, goals and objectives. We are ready to establish a Ph.D. degree program in Public Health with concentrations in global health and disease 224

prevention that will build on our strengths in research and training. Students who complete the

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research-training program will create new knowledge through a deep understanding of the theoretical 226

underpinnings of public health challenges, research methods, and their application to contemporary and emerging trends in public health. Graduates of the Ph.D. program will become independent researchers 228

who employ multidisciplinary methods to assess disease burden and prevent diseases, and translational approaches to advance health status at the population level. 230

Drawing inspiration from the National Academies and Institute of Medicine Committee on Educating Public Health Professionals for the 21st Century, we describe a forward-thinking research education 232

graduate program that encourages mentors and trainees to think outside the box in search of creative solutions to multi-faceted questions7: 234

“…Doctoral research training in public health should include an understanding of the multiple determinants of health within an ecological model. Public health research differs from biomedical 236

research in that its focus in on the health of groups, communities, and populations. The most striking change in public health research in the coming decades is the transition from research dominated by 238

single disciplines or a small number to transdisciplinary research. Closely related to the move toward more transdisciplinary approaches to complex health issues will be the move toward more intervention-240

oriented research. The study of interventions will, in turn, dictate the third sea-change in public health research: community participation.” 242

“Schools [and Programs] of public health should reevaluate their research portfolios as plans are developed for curricular and faculty reform. To foster the envisioned transdisciplinary research, schools 244

of public health need to establish new relationships with other health related science schools, community organizations, health agencies, and groups within their region.” [Page12]. 246

Distinguished institutions are increasingly embracing this approach, and in some cases, “re-tooling” programs are being developed to assist public health researchers trained in subjective disciplines to 248

acquire interdisciplinary skills and the translational perspective. For example, the Robert Wood Johnson Foundation’s (RWJF) Health and Society Scholars program explains that: 250

“To increase the array of population-wide interventions, more scholars will need to explore the effects of contextual factors on behavior and biology. A new multidisciplinary field of population health is emerging, 252

and there is a growing demand among government agencies, universities and public health organizations for interdisciplinary collaboration.” (http://www.healthandsocietyscholars.org/). 254

The RWJF’s curriculum “fosters cross-disciplinary thinking and dialogue, as scholars and faculty from different disciplines explore contributing risk factors, interactions among contextual forces, behavioral 256

predispositions, biological susceptibility, developmental timing and influences, and approaches to intervention.” Thus, the program aims to expand the intellectual scope, collaborative competence, and 258

shared language and scientific creativity of both scholars and faculty. The proposed UC Irvine PhD in Public Health shares these aims. 260

7 Institute of Medicine - Board on Health Promotion and Disease Prevention. 2003. Who Will Keep the Public Healthy? Educating Public Health Professionals for the 21st Century. National Academies of Science, The National Academies Press, Washington, DC.

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A distinctive feature of the proposed Ph.D. in Public Health is the situation of dissertation research in the ecological framework that considers multi-level analysis for addressing public health questions8. This 262

feature is integrated in both concentrations, each with knowledge and creative activity modules that must be satisfied in partial fulfillment of the degree requirements: 264

1. Preparatory Module, consisting of seven courses through which students learn: how to develop and write research proposals; research design; statistics; qualitative methodology; contemporary 266

ethical and regulatory issues governing research in public health; how to communicate research findings to various audiences; and team work through participation in directed research with a 268

faculty research group. 270

2. Concentration Module, in which students complete seven core courses within the concentration in Global Health (One course each in Advances in Global Health, Global Burden of Disease, and 272

International Epidemiology; Two courses each in Risk Factors and Vulnerable Populations) or Disease Prevention (One course each in Health Promotion, Social Research Methods, and Health 274

Behavior, and two courses each in Risk Factors and Vulnerable Populations). 276

3. Research Module, in which students establish and work with a committee of faculty mentors, write a research proposal, advance to candidacy by defending the proposal, consistently enroll in 278

research course units, complete original research, and submit and defend a dissertation to the faculty committee. Students must register for at least three four-unit courses in dissertation 280

research over a period of three quarters. 282

4. Elective Module, in which students take courses to support their background or advance their knowledge about a particular subject. The courses are selected in consultation with the faculty 284

mentor and the dissertation committee. 286

Upon admission, students are assigned to a first-year faculty mentor, who will facilitate students’ responsibilities toward developing a coordinated curriculum plan, initiation of research, and selection of 288

the members of the dissertation committee.

3.1.1 Aims and Objectives of the Concentration in Global Health 290

The specific learning objectives of the Ph.D. in Public Health concentration in Global Health are for graduates of the degree to: 292

1. Demonstrate knowledge of the major theoretical underpinnings of advances in global health research. 294

2. Explain the relationship between theory and research methods focused on understanding the association of risk, vulnerability, and outcome in global health. 296

3. Compare and contrast the health status of different populations with respect to their burden of disease. 298

8 World Health Organization – The Ecological Framework - http://www.who.int/violenceprevention/approach/ecology/en/index.html

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4. Formulate research hypotheses in the intersection of risk factors, vulnerable populations, and burden of disease (see Figure 3.1). 300

5. Compose research proposals and conduct original research resulting in discoveries that contribute to improved understanding of risk factors and variations in disease burden in a 302

population, and strategies to alleviate the burden at the global level.

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Figure 3.1 Contextual framework for generating research hypotheses in the Ph.D. concentration in Global Health. 306

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3.1.1.1 Context of the Global Health Concentration 310

The focus of the Ph.D. concentration in Global Health is to inculcate strategies for achieving excellence in research through didactic and hands-on engagement in hypothesis-driven projects designed to 312

investigate the global context of disease burden and the improvement of population health status. The program targets a cadre of researchers who are prepared to hone methodological skills for analyzing 314

problems at the intersection of risk, vulnerability, and disease. 316

Global Health is one of the priority areas announced by the current U.S. government and advocated by Dr. Francis Collins, Director of the National Institutes of Health9. We adopt the definition of global 318

9 Kaiser, J. 2009. Collins Sets Five Themes for NIH. Science (http://news.sciencemag.org/scienceinsider/2009/08/collins-sets-fi.html)

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health presented by the Board on Global health of the National Academy of Science’s Institute of Medicine as: 320

“Health problems, issues and concerns that transcend national boundaries, may be influenced by circumstances 322

or experiences in other countries, and are best addressed by cooperative actions and solutions that contribute a significant burden of disease and disability in resource-poor countries.10” 324

The Ph.D. concentration in global health will promote translational research emphasizing discoveries at 326

the “laboratory bench” that have clear relevance to better understanding and management of risk and vulnerability in populations with disproportionately high burdens of specific diseases, including 328

exploration of strategies to make research results that have already produced benefits in one country or region effective in underprivileged regions. Trainees will have the opportunity to explore complex 330

research questions bearing on the intersection of development, globalization and health. Students in this program will attain integrative expertise essential for global health research where hypotheses are 332

situated in the nexus of content (risk analysis), context (vulnerability assessments), and process (translation of knowledge into action)11. 334

UC Irvine faculty members participating in our global health framework program have earned major 336

research grants on global health, including a nearly $20 million grant from the Bill and Melinda Gates Foundation to develop new methods to control the transmission of vector-borne diseases, a $40 million 338

grant from NIH on biodefense and emerging infectious disease research, and more than $20 million in federal funds to support various research on malaria, natural disasters, and transboundary movement of 340

health hazards. UC Irvine is home to the Global Infectious Disease Research Training Program funded by the NIH Fogarty International Center for Advanced Study in the Health Sciences. 342

The Framework Program in Global Health, funded by the NIH Fogarty Center for Advanced Studies in 344

the Health Sciences (Dr. Guiyun Yan and Dr. Oladele Ogunseitan are Director and Co-Director, respectively) has thirty-two supporting faculty members drawn from: 346

The Program in Public Health 348

Program in Nursing Science Department of Pharmaceutical Sciences 350

The Institute for Clinical and Translational Sciences The School of Medicine 352

Department of Emergency Medicine Department of Pediatrics 354

Division of Infectious Diseases – Department of Medicine Chao Family Comprehensive Cancer Center 356

The School of Biological Sciences Department of Microbiology and Molecular Genetics 358

Department of Ecology and Evolutionary Biology The School of Engineering 360

10 Institute of Medicine – Board on Global Health - http://www.iom.edu/About-IOM/Leadership-Staff/Boards/Board-on-Global-Health.aspx 11 MacLachlan, M. 2009. Rethinking Global Health Research: Towards Integrative Expertise. Globalization and Health, 5:6 doi: 10.1186/1744-8603-5-6.

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Department of Civil and Environmental Engineering Urban Water Research Center 362

The School of Social Sciences Department of Anthropology 364

Department of Political Science Department of Sociology 366

Center for Global Peace and Conflict Studies The School of Social Ecology 368

Department of Planning, Policy and Design Department of Psychology and Social Behavior 370

The global health framework award has enabled us to develop new curricula in global health for 372

undergraduate and graduate students; we have established a vigorous research training program in global health for graduate students and junior faculty; and we have created an administrative structure to 374

coordinate global health education, research and outreach activities at UC Irvine. We have funded 30 graduate students and faculty to conduct research all over the world, including Argentina, Mexico, 376

Kenya, Sweden, India, Ghana, Uganda, Thailand, Philippines, China, and Indonesia12. We host an annual Spring colloquium featuring a keynote speaker and the work of fellows supported by the framework 378

program. The 2012 colloquium was held on May 4th 2012 at the Cal-IT2 auditorium, and the keynote speaker was Dr. Segundo Leon from the University of Cayateno, Peru. We have created a permanent 380

home for the framework program entitled UC Irvine “Global Health Research, Education and Translation” (GHREAT) with an accessible web presence and resources. 382

In 2010, we earned a Graduate Growth Incentive Award (GgIA) from the UCI Graduate Division to 384

develop global health emphases in our graduate training programs. Through the award, we have involved graduate students including current Ph.D. students in planning the concentration in Global 386

Health within the Ph.D. in Public Health. 388

UC Irvine faculty members are active participants in the UC Global Health Institute, and on November 30th, 2010, UC Irvine hosted the first ever UC Global Health Day, with Dr. Roberto Tapia-Conyer, 390

Executive Director of the Carlos Slim Health Institute in Mexico, serving as the keynote speaker and Chancellor’s Distinguished Fellow. Dr. Tapia-Conyer is a member of our External Advisory Board and 392

he wrote a letter of support for our global health framework. 394

It is increasingly apparent that changes in the global environment and demographic patterns are interacting to exacerbate pressures on population health, particularly in vulnerable communities in 396

countries least capable to anticipate or respond to the adverse impacts of global change. Several pandemic risk factors have emerged recently, including the notorious natural disasters and infectious 398

diseases. There is also increasing recognition that certain non-communicable diseases associated with demographic transitions can now be categorized as global epidemics, including metabolic syndrome 400

diseases (e.g., obesity and diabetes), certain cancers (including those associated with tobacco use and industrial chemicals), cardiovascular diseases, and imbalances in mental health. These pressures 402

contribute to the urgency of new approaches to research and training and the translation of research results into mitigating strategies in public health. 404

12 Program in Public Health at UC Irvine - Global Health Framework. http://publichealth.uci.edu/gh_docs/index

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The Global Forum for Health Research13 estimated that only 10% of worldwide expenditure on health 406

research and development is devoted to the problems that primarily affect the poorest 90% of the world's population, a phenomenon termed as “10/90 gap”. In many developing countries, deterioration 408

of the population health has significantly hindered efforts for poverty eradication and economic development. Addressing the 10/90 gap calls for “increased research directed to the health needs of 410

those living in poverty and to improving access to affordable products and services in a variety of settings.” The participation of public health researchers in developed nations is crucial for this endeavor 412

to succeed because health disparity is intimately linked to resource distribution, industrial development, and technology sharing. 414

According to the Association of Schools of Public Health, international/global health accounted for the 416

fourth largest category (7.4%) of applications received in U.S. Schools of Public Health14. However, to our best knowledge, only six of eleven existing California Schools and Programs in Public Health offer 418

specialization in global health as a formal curriculum or degree. Specifically, UC-Berkeley and UCLA have certificate programs available to students enrolled in their Masters programs15,16; UCSF has a 420

Masters degree program in Global Health Sciences17. UC San Diego’s Ph.D. in Public Health established a global health concentration in 200718; University of Southern California recently developed a Global 422

Health Leadership track in the MPH program19; and Loma Linda University recently established a Department of Global Health20. 424

Global health education and training capacity in California is inadequate for a state catering to more than 426

36 million people with a highly diverse population and a large proportion of immigrants. In addition, California’s large economy and geographical situation expands its influence on global health issues, 428

especially with respect to the crossroads of Asia and the Americas. Therefore, there is a need to increase global health research education and training capacity in California. In Southern California, 430

where most of the population is concentrated, UC Irvine is in a unique position to establish a doctorate level research training in global health, building upon strong initiatives in Program in Public Health, and 432

across related academic units on campus. 434

Dr. Guiyun Yan, Professor of Public Health and Director of the UC Irvine Global Health Framework Program will serve as the faculty coordinator for the Ph.D. concentration in Global Health. Dr. Yan is a 436

world-renowned expert in malaria research with more than $20 million in current research funding on various projects, including support from the Bill and Melinda Gates Foundation, and the National 438

13 Global Forum for Health Research - http://www.globalforumhealth.org/ 14 Association of Schools of Public Health – Annual Data Report 2010 - http://www.asph.org/UserFiles/DataReport2010.pdf 15 UC Berkeley – Specialty Areas – Global Health - http://sph.berkeley.edu/students/degrees/areas/gh.php 16 UCLA – Global Health Certificate - http://www.ph.ucla.edu/globalhealth/global_health_certificate.php 17 UCSF – Masters Program - http://globalhealthsciences.ucsf.edu/education-training/masters-program 18 UCSD – Division of Global Public Health - http://gph.ucsd.edu/ 19 University of Southern California – Global Health - http://globalhealth.usc.edu/ 20 Loma Linda University – Department of Global Health - http://www.llu.edu/public-health/glbh/index.page?

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Institutes of Health. He has active inter-continental research projects, especially in Africa and Asia, which provide excellent opportunities for doctoral students to formulate research hypotheses. 440

Dr. Brandon Brown, who earned his Ph.D. in International Health at Johns Hopkins University and 442

completed a postdoctoral training program with UCLA’s Global Health Institute, will serve as Associate Coordinator. Dr. Brown has active research projects on cervical cancer and HPV vaccination in Peru. 444

3.1.2 Aims and Objectives of the Concentration in Disease Prevention 446

The specific learning objectives of the Ph.D. concentration in Disease Prevention concentration are:

1. Demonstrate knowledge of the major theoretical underpinnings of strategies for disease 448

prevention.

2. Explain the relationship between theory and research methods focused on understanding the 450

association of risk, behavior, and vulnerability with respect to disease pathways.

3. Compare and contrast biological, social, and policy strategies for health promotion and disease 452

prevention.

4. Formulate research hypotheses in the intersection of health risk factors, health behavior, and 454

health promotion and policies toward disease prevention (see Figure 3.2).

5. Compose research proposals and conduct original research resulting in discoveries that 456

contribute to improved understanding of the role of behavior and health promotion strategies in mitigating the vulnerability to health risk factors in specific populations, with the goals of applying 458

the knowledge to disease prevention.

Figure 3.2 Contextual framework for generating research hypotheses in the Ph.D. concentration in 460

Disease Prevention.

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3.1.2.1 Context of the Concentration in Disease Prevention 464

The focus of the Ph.D. concentration in Disease Prevention is to train excellence in research to discover insights into how human behavior, social constraints and other contextual factors influence strategies to 466

prevent disease in populations that are vulnerable to particular risk factors. The program emphasizes the ecological model of disease prevention, with research hypotheses emerging through multi-layered 468

analysis of determinants, including individual, interpersonal, organizational, community, and overarching policy21. Students generate the hypotheses for their research in the nexus of risk factors, health 470

behavior, and vulnerable populations. 472

The United States spends nearly 17% of the Gross Domestic Product (GDP) on health care, the second largest proportion in the world (East Timor apparently has the highest proportion of health care 474

spending in the world), but by far the largest per capita expenditure at about $7,500 per person for a total of $2.26 trillion, annually)22,23. Yet, we are not leading in terms of health status parameters. There 476

have been several proposals to address this discrepancy, and most advocate doing more toward disease prevention. In 2010, President Obama signed into law the “Patient Protection and Affordable Care Act” 478

that has turned into one of the most vigorously contested health care reform initiatives in the U.S.24 480

Currently, less than 3% of health care expenditure in the U.S. is dedicated to the prevention of disease. This percentage includes all public health strategies such as, health promotion and advocacy, behavior 482

modification, vaccination programs, smoking cessation programs, environmental pollution abatement, policy enactment and implementation. Over the past year, the U.S. legislature and the public has been 484

engrossed in debates over health care reform, one of the most challenging public health problems of our generation. The Ph.D. concentration in Disease Prevention emphasizes hypothesis-driven research to 486

explore the intersection of risk factors, health behavior and promotion, and disease burden in vulnerable populations. There are emergent research topics in this context with potential to contribute solutions 488

to the challenges facing the U.S. and many part of the international community. 490

The mission of the United States Centers for Disease and Control and Prevention (CDC) captures, in part, the emphasis that we place on the need for integrative research training in disease prevention: 492

“CDC’s Mission is to collaborate to create the expertise, information, and tools that people and communities 494

need to protect their health – through health promotion, prevention of disease, injury and disability, and preparedness for new health threats.”25 496

21 U.S. Centers for Disease Control and Prevention – “The Social=Ecological Model: A Framework for Prevention” - http://www.cdc.gov/ViolencePrevention/overview/social-ecologicalmodel.html 22 WHO (May 2011). “World Health Statistics – 2011” http://www.who.int/whosis/whostat/2011/en/index.html

23 National Health Expenditures, Projections 2008 - 2018", https://www.cms.gov/NationalHealthExpendData/downloads/proj2008.pdf (Retrieved March 2012) 24 United States Government. 2012. “The Affordable Care Act” - http://www.healthcare.gov/law/full/index.html http://housedocs.house.gov/energycommerce/ppacacon.pdf 25 U.S. Centers for Disease Control and Prevention (CDC) “Vision for the 21st Century” - http://www.cdc.gov/about/organization/mission.htm (Accessed in March 2012)

Page 13 of 84


For example, in 2010 and 2011, the two major natural disasters associated with earthquakes in Haiti 498

(January 2010) and in Japan (March 2011) underscore why we are still a long way from understanding and managing the interrelatedness of health threats and the need for comprehensive research on disease 500

prevention and the adoption of translational paradigms in graduate-level research training. In Haiti the acute mortality resulting from the earthquake gave way to insidious threats from water pollution and 502

cholera epidemic imported from Asia through emergency response workers. In Japan, the earthquake was followed by a massive tsunami leading to the worst-case scenario of nuclear power plant 504

breakdown and public exposure to radiation. In our department, Dr. Lisa Ludwig, one of the world’s foremost experts on earthquakes and emergency preparedness is coordinating with Dr. Kristi Koenig of 506

the Department of Emergency Medicine to create a collaborative center that can provide support for doctoral research embracing the translational science perspective in risk analysis and public health 508

response systems. Dr. Veronica Vieira’s expertise in the application of Geographic Information Systems to public health is very relevant to mapping risks on a layer of vulnerable populations for hypothesis-510

driven research. 512

The demand for integrative training in disease prevention is further exemplified by Dr. Ogunseitan’s directorship of the Research and Education in Green Materials (REGM)26, a program originally funded by 514

one of the UC Systemwide Research and Teaching Programs, aimed to train graduate students supported by REGM fellowship research assistantships to investigate the impacts of toxic chemicals in 516

consumer products and their linkage to disease in the population. Since its establishment in 2008, the program has funded graduate students in the School of Physical Sciences (Chemistry); School of Social 518

Ecology (Planning Policy and Design); School of Engineering (Chemical Engineering and Materials Science) School of Medicine (Environmental Toxicology) and the Program in Public Health. The need to address 520

toxic chemicals from consumer products is apparent in Dr. Scott Bartell’s research on population exposure to perfluorooctanoic acid (PFOA; used in the manufacture of Teflon) in contaminated 522

groundwater. The research challenges in eliminating or reducing the levels of toxic risk factors from consumer products is exemplified by the challenges facing the implementation of California’s Green 524

Chemistry Initiative. As a member of the State’s Green Ribbon Science Panel (group of experts from different disciplines assembled nationwide to assist the State in implementing the Green Chemistry 526

Initiative), Dr. Ogunseitan brings lessons from the pitfalls and advances of translating scientific knowledge to policies that protect vulnerable members of the population. 528

Related to the understanding of risk factors, disease prevention, and green chemistry is Dr. Jun Wu’s 530

recent recognition as the 2010 Walter A. Rosenblith New Investigator by the Health Effects Institute (HEI). The award for a project to examine adverse reproductive health outcomes associated with 532

pregnant women's exposure to gaseous and particulate air pollution. Dr. Wu and her research staff plan to develop four different ways of estimating exposure to air pollution and to investigate linkages 534

between exposure and specific birth outcomes in California over a period of changing fuel compositions and policies. Worldwide representatives of the Motor Vehicle Industry and the U.S. Environmental 536

Protection Agency fund HEI jointly, and this research as for others described above will provide exceptionally rich hypothesis-generating and training opportunities for Ph.D. students in Public Health. 538

Dr. Lari Wenzel, Professor of Public Health and Professor of Medicine, will serve as the faculty coordinator for the concentration in Disease Prevention. She is a world-renowned expert in health-540

related quality of life assessments. She is a member of the Health Policy Research Institute, and the

26 UC Research and Education in Green Materials. http://greenmat.soceco.uci.edu/

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Chao Family Comprehensive Cancer Center. She is a well-funded researcher, including a current 542

interdisciplinary research project on “Stress, Immunity, and Cervical Cancer: Biobehavioral Outcomes of a Randomized Trial” (NIH/NCI R01 CA118136-01). Her work in cervical cancer complements the 544

disease prevention related research of Dr. Hans-Ulrich Bernard who is working on the development of biomarkers for Human Papilloma Virus for population screening, and of Dr. David Timberlake who is 546

interested in multifactor predictors of tobacco addiction among adolescents vulnerable to the development of cervical and other cancers. This research focus also benefits from Dr. Cynthia Lakon’s 548

expertise in social network analysis and vulnerability to health risk factors27.

550

3.2 Historical Development of the Field and of Public Health at UC Irvine 552

3.2.1 Historical Development of the Field

In a seminal 1920 article in Science, Winslow stated that "public health is the science and the art of 554

preventing disease, prolonging life, and promoting physical health and efficiency through organized community efforts for the sanitation of the environment, the control of community infections, the 556

education of the individual in principles of personal hygiene, the organization of medical and nursing services for the early diagnosis and preventive treatment of disease, and the development of the social 558

machinery which will ensure to every individual in the community a standard of living adequate for the maintenance of health."28 The U.S. Surgeon General's reports of the past four decades have expanded 560

the definition of public health to include areas such as human behavior and mental health. This fact has had broad implications for our understanding of health and risk, personal pleasure and social norms, 562

science and moral standards, and individual freedoms and public policy.29

Winslow’s original vision of public health and its later expansion guided the training of public health 564

personnel in the U.S. for most of the twentieth century. However, in a new landmark publication on the status of public health education in the U.S., the Board on Health Promotion and Disease Prevention 566

of the Institute of Medicine, National Academies of Sciences, states that "The extent to which we are able to make additional improvements in the health of the public depends, in large part, upon the quality 568

and preparedness of the public health workforce, which is, in turn, dependent upon the relevance and quality of its education and training.”30 The report is the latest and most comprehensive examination of 570

27 Lakon, C., J. Hipp and D. Timberlake. 2010. The Social Context of Adolescent Smoking: A Systems Perspective. American Journal of Public Health, 100:1218 – 1228. 28 Winslow, C.E.A. 1920. The Untilled Fields of Public Health. Science 51(1306): 23-33. 29 The Reports of the Surgeon General: Changing Conceptions of Public Health. National Library of Medicine. Available online http://profiles.nlm.nih.gov/NN/Views/Exhibit/narrative/conceptn.html. 30 Institute of Medicine - Board on Health Promotion and Disease Prevention. 2003. Who Will Keep the Public Healthy? Educating Public Health Professionals for the 21st Century. National Academies of Science, The National Academies Press, Washington, DC.

Page 15 of 84


the current inadequacy of an essential component of the public health workforce - public health professionals. 572

Currently there are 46 accredited Schools of Public Health and approximately 83 accredited Graduate Programs in the United States. There are four Schools of Public Health in California, the last of which 574

was accredited about 20 years ago. The UC System has only two Schools of Public Health – at Berkeley and Los Angeles – the more recent being UCLA, established more than 50 years ago. These graduate 576

programs emphasize traditional subjects of public health. The explicitly multidisciplinary nature of global health and disease prevention research represents a challenge for these traditional approaches. The case 578

for integrative preparation in public health research at the graduate level is reinforced by a new vision defined by an ecological model of public health. The integrative ecological model of public health is 580

defined as a model of health that emphasizes the linkages and relationships among multiple determinants affecting health. An integrative view of health is a perspective that involves knowledge of the ecological 582

model of determinants of health, and an attempt to understand a specific problem or situation in terms of that model. An integrative approach to health is one in which multiple strategies are developed to 584

impact determinants of health relevant to the desired health outcomes31.

The United States government began supporting public health programs in 1798 with the establishment 586

of the Marine Hospital Service (MHS) designed to provide health services to seamen, and to provide quarantine services against importation of infectious diseases32. In 1912, Congress officially renamed 588

MHS to become the “Public Health Service” (PHS). During World War I, Congress allocated substantial resources to PHS to assist states in dealing with venereal disease epidemics, considerably expanding the 590

decentralization of government involvement in rural health services.

The establishment of Johns Hopkins University School of Hygiene and Public Health in 1926 with 592

substantial support of the Rockefeller Foundation marked the beginning of training programs for public health practitioners in the United States1. Columbia, Yale, and Harvard had each established Schools of 594

Public Health by 1922, and by the end of the 20th century, there were 29 accredited schools of public health enrolling more than 15,000 students. At the early phases of public health training, Master’s 596

degrees in public health were awarded initially as a second degree for medical professionals, but public health training has evolved into a primary discipline in health science. Public health professional 598

education has emphasized graduate-level training with the Master of Public Health (MPH) and Doctor of Public Health (DrPH) degrees, whereas research education has focused on the Ph.D. degree. The 600

31 Board on Health Promotion and Disease Prevention. 2003. Who Will Keep the Public Healthy? Educating Public Health Professionals for the 21st Century. Institute of Medicine, National Academies of Sciences, The National Academies Press, Washington, DC. 32 Achievements in Public Health, 1900 – 1999: Changes in the Public Health System. 2000. Journal of the American Medical Association, 283:735 – 738.

Page 16 of 84


University of California recently commissioned an assessment of professional/research doctorates at the systemwide level, but the final report is still pending.33 602

Currently in the United States, there are more than 300 programs that offer graduate training in some aspect of public health, and 46 Schools of Public Health (3 in California) accredited by the Council on 604

Education for Public Health (CEPH). It has been more than 20 years since the last California institution was accredited as a School of Public Health, and more than 50 years since the last School of Public 606

Health was established in the UC system. A criterion for accredited Schools of Public Health is that there must be at least three doctoral-level degree programs in areas of public health. It is apparent that 608

the high quality of accredited programs is a distinction accompanied by many opportunities for traineeships, federal student funding, and employment advantages. 610

3.2.2. Evolution of the Program in Public Health at UC Irvine

In response to the evident needs to improve understanding of the status and trajectory of public health 612

in the U.S. and in California in particular, to contribute to the public health workforce, and to build upon UC Irvine’s research strengths, the Program in Public Health (PPH) was established in 2003, and the 614

Department of Population Health and Disease Prevention was established in 2008.34. The Department now hosts two undergraduate degree programs in public health with combined enrollment exceeding 616

1,000 students. The Masters in Public Health degree is a two-year program with 30 students. The MPH recruits students into three emphasis areas, namely Environmental Health, Epidemiology, and Socio-618

cultural Diversity and Health. There are 16 core faculty members and 35 affiliated faculty members in public health, consolidating the major research strengths on campus under one academic umbrella at UC 620

Irvine. In addition, more than 30 additional faculty members support the global health framework and the development of graduate programs in public health. These faculty members are engaged in active 622

research, a pre-condition for mentoring research students. Campuswide oversight of the proposed doctoral program will reside with the Dean of Graduate Division. Day-to-day operations will be 624

managed in the Program in Public Health, with departmental administration under the Chair, consisting of a Chief Academic Officer, a Management Services Officer, a Budget Analyst and Sponsored Projects 626

Officer, two Administrative Assistants, a Programmer Analyst, a Sponsored Projects Officer, and three Student Affairs Officers (see organizational structure in Figure 3.1). 628

630

33 UC Task Force on Planning for Doctoral & Professional Education: Report of the Subcommittee on the Professional Doctorate – Last Revised August 4, 2008 http://www.universityofcalifornia.edu/senate/underreview/MW2DivChairs_PDPE%20Report_Review.pdf 34 Proposal for a College of Health Sciences at UC Irvine (Appendix C: Proposal for a Graduate Program in Public Health) April 2001. By the Public Health Work Group Members: Kenneth Baldwin, Dean Baker, Alan Barbour, Michael Clark, Jonathon Ericson, F. Allan Hubbell, Anthony James, Joseph Scherger, and Roxanne Silver. See pages 18 – 21.

Page 17 of 84


3.3 Timetable for Development of the Program 632

We anticipate completion of the academic senate review of the proposal by the end of Fall 2012. We propose to enroll the first cohort of Ph.D. students by Fall quarter of 2013 or 2014, depending on the 634

time period between final approval and the solicitation and review of applications for admission of students into the program. We plan that we will initially enroll a cohort of 4 students in each of the 636

two concentrations, with additional 4 – 6 students annually thereafter.

Page 18 of 84


Figure 3.1 Organizational Structure of the Administering Academic Unit 638

640

Page 19 of 84


3.4 Relation to Existing Programs on Campus 642

The Ph.D. degree in Public Health will provide unique research education for the UC Irvine campus. The emphasis in global health and disease prevention will complement some existing research training 644

strengths in the following relevant graduate programs:

3.4.1 Ph.D. in Environmental Toxicology 646

After a hiatus of approximately three years associated with the dissolution of the School of Medicine’s Department of Community and Environmental Medicine, the Ph.D. in Environmental Toxicology began 648

enrolling students beginning Fall 2011, but no students have been recruited in the past 2 – 3 years. Since summer of 2008, the Division of Occupational and Environmental Medicine in the Department of 650

Medicine has hosted this degree program. In Winter 2011, the degree program re-opened to receive applications. This degree provides research training in toxicology from an environmental perspective (as 652

opposed to a pharmacological perspective). The degree requirements are specified in the university catalog, which is available on the UC Irvine website. The co-director of this Ph.D. program, Dr. Ulrike 654

Luderer, has a faculty appointment in the Program in Public Health, and several public health faculty members, including Drs. Jun Wu, Scott Bartell, and Oladele Ogunseitan are affiliated with the 656

administration of the degree program.

3.4.2 Ph.D. in Epidemiology 658

The first cohort of students in this program in the School of Medicine began reviewing applications to enroll students in Fall 2012. Epidemiology is one of the sub-disciplines of public health, and this degree 660

trains students to design and conduct research within the sub-discipline. Some faculty members in the Program in Public Health are affiliated with the School of Medicine, and can contribute to the 662

implementation of the degree program. Drs. Jun Wu, Scott Bartell, and David Timberlake are affiliated with the administration of the degree program. 664

3.4.3 Ph.D. in Social Ecology 666

The School of Social Ecology has three departments, each with their own Ph.D. degree programs: Criminology, Law and Society, Planning, policy and Design, and Psychology and Social Behavior. In 668

addition to these three degrees, the School also offers a Ph.D. in Social Ecology. Some coursework will be shared for the epidemiology and public health doctoral programs including graduate-level 670

epidemiology courses. The proposed doctoral program in public health utilizes these methods to focus on hypothesis-driven questions in global health and disease prevention. Drs. Bruckner and Ogunseitan in 672

the Program in Public Health have a joint appointment in the School of Social Ecology. During 2011-2012, through a special agreement negotiated by Associate Dean of Social Ecology James Meeker, the 674

Program in Public Health faculty offered admission to seven students into the Ph.D. Social Ecology concentration in epidemiology and public health as an interim arrangement while we await the approval 676

of the Ph.D. in Public Health.

3.4.4 Relation to Undergraduate Degree Programs in Public Health at UC 678

Irvine UC-Berkeley and UCI are the only University of California campuses that have undergraduate degree 680

programs in public health. UCI’s undergraduate program in public health is different from UC-Berkeley’s program in that UCI students have an opportunity to specialize through depth in the natural sciences 682

(B.S. Public Health Science) and the social sciences (B.A. Public Health Policy). Our proposed Ph.D. degree at UCI will not only strengthen undergraduate curriculum by offering new elective courses to 684

senior undergraduate students; it will also help create more opportunities for hands-on research for the

Page 20 of 84


undergraduate students, and provide a cadre of well-trained graduate teaching assistants. Therefore, our 686

current undergraduate program will benefit greatly from the proposed Ph.D. in Public Health with Concentrations in Global Health and Disease Prevention. 688

3.5 Interrelationship with other UC Programs 690

There are two Schools of Public Health (Berkeley and Los Angeles) within the UC system and one joint 692

Public Health Program between UC-San Diego and San Diego State University that offer the Ph.D. degree in Public Health. The School of Public Health at UC-Berkeley offers Ph.D. degrees in 694

Biostatistics, Environmental Health Sciences, Epidemiology, Health Services and Policy Analysis and Infectious Diseases. Similarly, the UCLA School of Public Health offers Ph.D. degrees in Biostatistics, 696

Community Health Sciences, Environmental Health Sciences, Epidemiology and Health Services. The Public Health program of UC-San Diego offers Ph.D. in Public Health with possible concentrations in 698

global health, health behavior and in epidemiology. UC Davis offers Ph.D. degrees in Epidemiology, Biostatistics, and Pharmacology & Toxicology, each administered by a different graduate group 700

composed of members of various academic units.

The UCSD program is the closest to what we are proposing at UC Irvine, with respect to an umbrella 702

Ph.D. degree, and one of the concentrations in Global Health. In response to a systemwide initiative in global health, UCSF recently launched a Master of Science degree in Global Health Sciences, but there is 704

no equivalent doctorate degree. The UC Irvine Ph.D. in Public Health is distinctive because of the contextual emphasis that supports hypothesis-driven research in global health, and the interdisciplinary 706

concentration in Disease Prevention. Our proposed Ph.D. program differs from other Ph.D. programs at other UC campuses by emphasizing contextual issues that embed hypothesis-driven research in the 708

nexus of risk factors, vulnerable populations, burden of disease, and preventive strategies. Our program will enable students to have broad understanding of the fundamental theoretical foundations of their 710

research questions and to apply specific methods for addressing research questions under complex public health challenges. 712

The State of California is experiencing rapid and increasingly diverse population growth resulting in a changing profile of disease and disability burden35,36. The aging of the population and growing shortage in 714

the public health workforce necessitate a diversified training strategy. The confluence of health risk factors and emerging diseases suggest that public health professionals trained in the ecological 716

framework will be better prepared to research disease prevention strategies that can be effective in culturally diverse populations. The proposed Ph.D. in Public Health will contribute significantly to the 718

public health research capacity in California by providing strong interdisciplinary training of public health researchers in the core areas of public health while encouraging discovery of multifaceted determinants 720

of disease burden and creative strategies for disease prevention.

35 Government of California – Department of Finance – “Demographic Research” - http://www.dof.ca.gov/research/demographic/ 36 California Department of Public Health – 2011 – 2015 Title V – Maternal, Child and Adolescent Health Needs Assessment. http://www.cdph.ca.gov/programs/mcah/Documents/MO-MCAH-NeedAssessment-v6-10-15.pdf

Page 21 of 84


In response to a systemwide initiative, the UC Office of the President created a Global Health Institute 722

under the inaugural directorship of former UCSF Chancellor, Dr. Haile Debas. The Irvine Ph.D. concentration in Global Health aligns well with the goals of the Institute: 724

“The University of California Global Health Institute (UCGHI) will connect California and the world through: 726

1. Education for training future leaders to serve California and the world;

2. Research that galvanizes science across multiple disciplines to address global 728

health problems;

3. Partnerships for action-oriented collaborations and interventions that improve 730

health of vulnerable populations everywhere; and innovative uses of technology to enable collaboration across campuses, learning across the 732

globe, and research in remote settings.37” 734

Dr. Haile Debas wrote a letter of support for our Ph.D. concentration in Global Health, which is included in this application. 736

3.6 Administration of the Program 738

The Program in Public Health, Department of Population Health and Disease Prevention will administer 740

the Ph.D. in Public Health. The UC Irvine Graduate Division will confer the degree. Dr. Oladele Ogunseitan, Chair of the Department will be responsible for coordinating the overall administration of 742

the degree program. The Dean of Graduate Division, Dr. Frances Leslie will provide Decanal oversight. Professor Lisa Grant, Graduate Director of the Program in Public Health, will serve as the faculty liaison 744

with the Office of the Dean of Graduate Division. She has more than five years of experience in this role within the School of Social Ecology. In addition, a committee of the faculty will be appointed to 746

review applicants to the Ph.D. program. Professors Lari Wenzel and Guiyun Yan will serve as faculty research advisors for general matters pertaining to the concentrations in Disease Prevention and Global 748

Health, respectively. In April 2008, we recruited a Graduate Student Counselor, Ms. Stephanie Uiga who is dedicated to supporting the graduate program. We have two additional Student Affairs Officers 750

(SAOs), Ms. Stephanie Leonard and Ms. Cindy Wolff who work collaboratively under the supervision of the Chief Academic Officer, Ms. Liza Krassner. Course scheduling and coordination of enrollment is 752

supported by the dedicated role of Ms. Sarah Link, Administrative Analyst.

754

37 University of California – Global Health Institute - http://www.ucghi.universityofcalifornia.edu/index.aspx

Page 22 of 84


3.7 Evaluation Plan 756

The Public Health faculty will conduct an annual evaluation for enrollment, graduation, and progress 758

toward objectives outlined in the degree program. The Ph.D. in Public Health at UC Irvine will also undergo periodical review every ten years according to the recommendations of the Divisional 760

Academic Senate. The next academic review of the Program in Public Health will occur in 2019, and the Ph.D. program will be evaluated at that time. In addition, the Council on Education for Public Health 762

(CEPH), an independent agency recognized by the U.S. Department of Education to accredit schools of public health and graduate public health programs outside schools of public health38 has reviewed the 764

Program in Public Health for accreditation, with a site visit conducted in February 2012. Our Bachelors and Masters degree programs were evaluated. Our self-study document prepared for that review is 766

appended to this proposal, and available on our website39. We met all the criteria for accreditation. The Ph.D. program will be included in subsequent CEPH evaluations, with the next round of formal review 768

expected to occur in 2017. The Ph.D. in Public Health will also be included in the surveys conducted by the National Research Council assessments of doctorate programs. 770

772

774

776

778

780

782

784

38 Council on Education for Public Health. 2008. http://www.ceph.org/i4a/pages/index.cfm?pageid=3274. 39 Program in Public Health, University of California, Irvine – Accreditation Self-Study - http://publichealth.uci.edu/ph_docs/show_form/2011_draft_self_study_full

Page 23 of 84


4.0 The Program 4.1 Undergraduate Preparation for Admission 786

Undergraduate preparation in public health, such as UC Irvine’s B.A. in Public Health Policy and B.S. in 788

Public Health Sciences, is the preferred prerequisite for admission to the Ph.D. in Public Health. All our undergraduate majors are required to take introductory courses in public health and the core subject 790

areas such as biostatistics, environmental health, epidemiology, social and behavioral health and health policy. We will also prioritize admission of students who already have advanced degrees in public 792

health-related topic areas at the Masters or professional doctorate levels such as M.A., M.D., M.S., M.P.P., or M.P.H. 794

Applicants to the Ph.D. in Public Health who come with undergraduate degrees from other related majors (e.g. biological sciences or social sciences) and who have not had much exposure to public health 796

courses might be required to take supplementary courses within our current Master’s degree curriculum. For all applicants, admission is strongly contingent on research interests, fit with faculty 798

expertise, and demonstration of aptitude for research performance.

All applicants must have an overall grade point average of B (3.0 on a 4.0 scale) or better. All 800

prospective students must take the Graduate Record Examination (GRE) general test and are encouraged to take the subject test in their area of undergraduate study. Applicants whose first 802

language is not English are required to take the Test of English as a Foreign Language (TOEFL); this requirement is waived for applicants with an advanced degree from a U.S. university. Applicants are also 804

required to submit official college transcripts, three letters of recommendation, and a statement of interest. Applicants are evaluated based on submitted material. Qualified candidates are encouraged to 806

attend on-campus interviews.

All Ph.D. students who will serve as teaching assistants are required to pass the Test of Spoken English 808

(TSE) or other campus-approved oral English proficiency test during their time in the graduate program. Each Ph.D. student is required to serve as a teaching assistant for at least two quarters during the 810

graduate program.

812

4.2 Foreign Language 814

There is no foreign language requirement. English is the common language of the research discipline, however, students enrolled in the global health concentration, and whose research projects are 816

associated with regions where another language is spoken may be encouraged by dissertation committees to acquire specific language skills or plan for language translation. 818

Page 24 of 84


4.3 Program of Study 820

4.3.1 Specific fields of emphasis 822

We propose a Ph.D. degree program in Public Health with two concentrations: (1) Global Health and 824

(2) Disease Prevention. 826

4.3.2 Unit requirements 828

At UC Irvine, doctoral students are required to complete a minimum of 75 quarter-units. In the proposed program, 68 quarter-units are specific required courses according to the modules designed 830

specifically for the Ph.D. in Public Health degree, and 8 units are designated as free electives: i. Preparatory Module (28 units) 832

ii. Concentration Module (28 units) iii. Research Module (12 units) 834

iv. Electives (8 units) 836

4.3.3 Required and recommended courses: 838

The core curriculum is designed in 4 modules representing 56 units of required courses, at least 12 units of research course, and 8 units of electives. The required courses should be completed within the 840

first year of study, and advancement to doctoral candidacy by the end of the second year of study. The modules are: 842

Preparatory Module, consisting of seven courses through which students learn: how to develop and 844

write research proposals; research design; statistics; qualitative methodology; contemporary ethical and regulatory issues governing research in public health; how to communicate research findings to various 846

audiences; and team work through participation in directed research with a faculty research group.

Concentration Module, in which students complete seven core courses within their declared 848

concentration in Global Health (One course each in Advances in Global Health, Global Burden of Disease, and International Epidemiology; Two courses each in Risk Factors and Vulnerable Populations) or Disease 850

Prevention (One course each in Health Promotion, Social Research Methods, and Health Behavior, and two courses each in Risk Factors and Vulnerable Populations cluster of courses). 852

Research Module, in which students establish a faculty mentor committee, write a research proposal; advance to candidacy by defending the proposal, consistently enroll in research units, complete original 854

research, and submit and defend a dissertation to the faculty committee. Students must register for at least 12 units of dissertation research course PH-296 under the supervision of the Chair of the 856

dissertation committee.

Elective Module, elective courses are not designated, and are may be used to fill any deficiency in a 858

student’s background or advance knowledge in a particular subject. Electives are selected through student consultation with faculty mentor and research dissertation committee, subject to review by the 860

Program’s curriculum committee. 862

Page 25 of 84


Courses (68 quarter-units required courses, plus 8 units of electives; total = 76 units)

Preparatory Module (28 units required) 864

1. Ethics and Responsible Conduct of Research in Public Health (4) (PH-292) 2. Research Communication in Public Health (4) (PH 294) 866

3. Research Proposal Writing in Global Health and Disease Prevention (4) (PH 288) 4. Research Design (4) (PH 297) 868

5. Directed Research (4) (PH 298) 6. Public Health Statistics (4) (PH 207) 870

7. Qualitative Research Methods (4) 872

Concentration Module (28 units required)

A. CONCENTRATION IN GLOBAL HEALTH 874

Three Core Courses: 876

1. Global Burden of Disease (4 units) (PH-280) 2. Advances in Global Health (4 units) (PH-282) 878

3. International Epidemiology (4 units) (PH-212) 880

Two courses (8 units) selected from cluster in Risk Factors:

1. Environmental Hydrology (4 units) (PH-261) 882

2. Earthquakes and Seismic Hazard (4 units) (PH-262) 884

3. Air Pollution, Climate, and Health (4 units) (PH-269) 4. Human Exposure to Environmental Contaminants (4) (PH-270) 886

5. Environmental Toxicology (4 units) (TOX 202) 6. Advanced Topics in Occupational Toxicology (2 units) (TOX 297) 888

7. Molecular Virology (4 units) (Mol Bio 205) 890

8. Integrative Immunology (4 units) (Mol Bio 215) 9. Clinical Cancer (3 units) (Mol Bio 218) 892

10. Virus Engineering Laboratory (4 units) (Mol Bio 224) 894

11. The Psychobiology of Stress (4) (P-274) 12. Biobehavioral Aspects of Health and Illness (4) (P-273) 896

Two courses selected from cluster in Vulnerable Populations with at least one in the 898

epidemiology series

1. Advanced Epidemiologic Methods (4 units) (PH-205) 900

2. Infectious Diseases Epidemiology (4 units) (PH-281) 3. Public Health Genomics (4 units) (PH-211) 902

4. Environmental Epidemiology (4 units) (EPI-205)

Page 26 of 84


5. Chronic Disease Epidemiology and Prevention (4 units) (EPI-232) 904

6. Cancer Epidemic and Prevention (4 units) (PH-210) 7. Advances in Social Epidemiology (4 units) (PH-208) 906

8. Health Impacts of Global Environmental Change (4 units) (PH-271) 908

9. Environmental Policy and Global Sustainability (4 units) (PH-241) 10. Advances in Geographic Information Systems (4 units) (PH-283) 910

11. Immigration and Globalization (4 units) (AAS-202) 912

12. Methods of Demographic Analysis (4 units) (PH-209) 13. Sociology/Demography of Health (4 units) (SOC-269) 914

14. Latinos/Latinas and Medical Care: Contemporary Issues (4 units) (C/LS 211A-B) 916

15. Cultural and Historical Precedents for Latinos and Medical Care (4 units) (C/LS 210A-B) 16. Health Policy and Management (PH-222) 918

17. Theories of Health Communication (PH-242) 18. Program Evaluation (PH-247) 920

922

B. CONCENTRATION IN DISEASE PREVENTION 924

Three core courses (12 Units): 926

1. Health Behavior Theory (4 units) (PH-244) 2. Health Promotion Planning (4 units) (PH-245) 928

3. Social Research Methods (4 units) (PH-246) 930

Two courses (8 units) selected from cluster in Risk Factors: 932

1. Environmental Hydrology (4 units) (PH-261) 2. Earthquakes and Seismic Hazard (4 units) (PH-262) 934

3. Air Pollution, Climate, and Health (4 units) (PH-269) 936

4. Human Exposure to Environmental Contaminants (4) (PH-270) 5. Environmental Toxicology (4 units) (TOX-202) 938

6. Advanced Topics in Occupational Toxicology (2 units) (TOX-297) 940

7. Molecular Virology (4 units) (Mol Bio 205) 8. Integrative Immunology (4 units) (Mol Bio 215) 942

9. Clinical Cancer (3 units) (Mol Bio 218) 10. Virus Engineering Laboratory (4 units) (Mol Bio 224) 944

11. The Psychobiology of Stress (4) (P-274) 946

12. Biobehavioral Aspects of Health and Illness (4) (P-273) 948

Page 27 of 84


Two courses (8 units) selected from cluster in Vulnerable Populations with at least one in the epidemiology series 950

1. Advanced Epidemiologic Methods (4 units) (PH-205) 2. Infectious Diseases Epidemiology (4 units) (PH-281) 952

3. Public Health Genomics (4 units) (PH-211) 4. Environmental Epidemiology (4 units) (EPI-205) 954

5. Chronic Disease Epidemiology and Prevention (4 units) (EPI-232) 6. Cancer Epidemic and Prevention (4 units) (PH-210) 956

7. Advances in Social Epidemiology (4 units) (PH-208) 958

8. Health Impacts of Global Environmental Change (4 units) (PH-271) 9. Environmental Policy and Global Sustainability (4 units) (PH-241) 960

10. Advances in Geographic Information Systems (4 units) (PH-283) 962

11. Immigration and Globalization (4 units) (AAS-202) 12. Methods of Demographic Analysis (4 units) (PH-209) 964

13. Sociology/Demography of Health (4 units) (SOC-269) 966

14. Latinos/Latinas and Medical Care: Contemporary Issues (4 units) (C/LS 211A-B) 15. Cultural and Historical Precedents for Latinos and Medical Care (4 units) (C/LS 210A-B) 968

16. Health Policy and Management (PH-222) 17. Theories of Health Communication (PH-242) 970

18. Program Evaluation (PH-247) 972

Research Module (at least 12 units required)

1. Dissertation Research (2 - 8) PH-296 974

976

Electives (8 units) 978

1. Two courses recommended from the list of courses under the two clusters, Risk Factors and/or Vulnerable Populations. Petitions to take elective courses that are not 980

within the list of courses included in the clusters will be reviewed by the faculty mentor and the curriculum committee. 982

4.4 Additional requirements of the Ph.D. program 984

1. After completing courses in the preparatory and concentration modules, students must successfully submit and defend a dissertation research proposal to a committee of faculty 986

members prior to advancing to doctoral candidacy. 988

Page 28 of 84


2. Students are required to serve as teaching assistants for at least two quarters of their graduate study. 990

3. Students must submit and defend a doctoral dissertation based on original research. 992

4.5 Field Examinations 994

Field examinations are not required.

996

4.6 Qualifying Examination Students may petition to sit for the qualifying examination after the completion of the requirements in 998

the Preparatory and the Concentration modules, and before completing the requirements in the Research module. Advancement to doctoral candidacy is contingent on passing the qualifying 1000

examination. Students who fail the written part cannot proceed to the oral part of the qualifying exam. Students must submit a detailed research proposal to a committee of five faculty members consisting of 1002

four members with formal appointments in Public Health, and an external member.

The qualifying examination is an oral examination based in part on a defense of the student’s research 1004

proposal, and on a test of their breadth of knowledge of subjects within their concentration. Students who fail to pass the examination after the second attempt will be required to implement a remediation 1006

plan. Failure after a third attempt is subject to dismissal from the program. It is expected that students will sit for the qualifying examination by the beginning of their third year in the program. 1008

4.7 Dissertation 1010

Ph.D. students are required to complete a dissertation based on original research. The complete draft of the dissertation must be submitted to the Doctoral Dissertation Committee at least four weeks 1012

before the dissertation defense. The Doctoral Dissertation Committee will consist of at least three faculty members and must be chaired by a faculty member with an appointment in the Program in Public 1014

Health. Representation on the Doctoral Dissertation Committee by researchers and scholars from peer institutions other than UCI is encouraged. The dissertation defense will consist of a public seminar, 1016

followed by a closed conference between the candidates, the Doctoral Dissertation Committee, and any other faculty invited by the Doctoral Dissertation Committee. If the Doctoral Dissertation Committee 1018

finds that the dissertation is satisfactory, they will indicate so by signing the appropriate page of the dissertation. Unsatisfactory defense of the dissertation will result in mandatory repeat of the process. 1020

4.8 Final Examination 1022

The defense of the dissertation will serve as the final examination.

1024

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4.9 Explanation of Special Requirements over and above Graduate Division Minimum Requirements. 1026

4.9.1. Teaching requirement 1028

Students enrolled in the Ph.D. in Public Health are required to serve as Teaching Assistants in public health courses for two quarters during their graduate study. Teaching is an important component of 1030

graduate training, as it helps graduate students learn how to communicate effectively about their field of knowledge. In addition, teaching experience is valuable to those planning for a career in academia. 1032

Graduate students with comparable prior teaching experience (e.g., through postgraduate degrees earned at UC Irvine or other comparable institution) may request a waiver of the teaching requirement. 1034

4.10 Relationship of Master’s and Doctoral Programs 1036

The Masters in Public Health (MPH) degree program at UC Irvine began enrolling students in the Fall quarter of 2009. The MPH has three areas of emphasis in Environmental Health, Epidemiology, and 1038

Sociocultural Diversity and Health, and the degree is designed for students who wish to enter into public health practice at public and private agencies working to improve the health of populations at the 1040

community level. Hence the capstone experience for MPH students is a practicum course in which students are complete 240 hours of placement in an external public health organization to gain a hands-1042

on understanding of how public health programs are implemented. In contrast, the propose Ph.D. in Public Health is an academic research-based degree with a focus on original advances in knowledge and 1044

creative inventions to advance our understanding of the determinants, consequences, and prevention of disease in vulnerable populations. 1046

4.11 Special Preparation for Careers in Teaching 1048

All Ph.D. students will be required to serve as teaching assistant for at least two quarters. A campus approved oral English proficiency test must be passed to qualify as a teaching assistant in accord with UC 1050

Irvine policy.

1052

4.12 Sample Program An sample curriculum for the Ph. D. in Public Health is presented in Tables 4.1 and 4.2 focusing on the 1054

Global Health and Disease Prevention concentrations, respectively.

1056

1058

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Table 4.1. Sample study plan for the Ph.D. in Public Health, concentration in Global Health

P = Preparatory Module; C-C = Core Courses in Concentration Module; C-R = Risk Factors Courses 1060

in Concentration Module; C-V = Vulnerable Population Courses in Concentration Module; R = Research Module; E = Elective Courses. 1062

Fall Quarter Winter Quarter Spring Quarter

Year 1

PH 297 (Research Design) (P)

PH 292 (Ethics and Responsible Conduct of Research in Public Health) (P)

PH 280 (Global Burden of Disease) (C-C)

PH 207 (Public Health Statistics) (P)

PH 265 (Human Exposure to Environmental Contaminants)

(C-R)

PH 282 (Advances in Global Health) (C-C)

PH 294 (Research Communication in Public Health) (P)

EPI 205 (Environmental Epidemiology) (E)

PH 298 (Directed Research (P)

Year 2

PH 288 (Research Proposal Writing in Global Health and Disease Prevention) (P)

PH 283 (Advances in Geographic Information Science) (C-R)

PH 271 (Health Impacts of Global Environmental Change) (E)

PH 287 (Qualitative Research Methods in Public Health) (P)

PH 281 Infectious Diseases Epidemiology (C-V)

PH 261 (Environmental Hydrology) (E)

PH 212 (International Epidemiology) (C-C)

AAS 202 Immigration and Globalization (C-V)

PH 209 (Methods of Demographic Analysis (E)

PH 299 Independent Studies

Year 3 Qualifying Examination

PH – 296 Dissertation Research (R)

PH – 399 (Teaching Assistantship)

Year 4 PH – 296 Dissertation Research (R) / Defense

PH-399 (Teaching Assistantship)



1064

Page 31 of 84


1066

Table 4.2. Sample study plan for the Ph.D. in Public Health, concentration in Disease Prevention

P = Preparatory Module; C-C = Core Courses in Concentration Module; C-R = Risk Factors Courses 1068

in Concentration Module; C-V = Vulnerable Population Courses in Concentration Module; R = Research Module; E = Elective Courses. 1070

Fall Quarter Winter Quarter Spring Quarter

Year 1

PH 297 (Research Design) (P)

PH 292 (Ethics and Responsible Conduct of Research in Public Health) (P)

PH 244 (Health Behavior Theory) (C-C)

PH 207 (Public Health Statistics) (P)

PH 245 (Health Promotion Planning) (C-C)

PH 243 (Risk Communication) (C-R)

PH 294 (Research Communication in Public Health) (P)

PH 246 (Social Research Methods) (C-C)

PH 298 (Directed Research (P)

Year 2

PH 288 (Research Proposal Writing in Global Health and Disease Prevention) (P)

PH 242 Theories of Health Communication (C-V)

SOC 269 (Sociology/Demography of Health) (E)

PH 210 (Cancer Epidemic and Prevention) (C-V)

PH-208 (Advances in Social Epidemiology) (E)

PH 209 (Methods of Demographic Analysis (E)

PH-287 (Qualitative Research Methods in Public Health) (P)

P273 (Bio-behavioral Aspects of Health and Illness) (C-R)

AAS 202 (Immigration and Globalization) (E)

PH 299 Independent Studies

Year 3 Qualifying Examination

PH – 296 Dissertation Research (R)

PH – 399 (Teaching Assistantship)


PH-399 (Teaching Assistantship)



1072

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4.13 Normative Time from Matriculation to Degree for Full-time Students The normal time from matriculation to graduation of full-time Ph.D. students is six years. The pre-1074

candidacy period is expected to last no more than three years. The maximum time for degree completion is eight years. 1076

Incoming graduate students will be assigned a faculty advisor (FA) from the Program in Public Heath. These initial assignments will be based on projected interests of the student. During the first year of the 1078

program, the FA will mentor each student with regard to course selection and any opportunities for interdisciplinary research collaborations. By the end of first year, students are expected to identify a 1080

major research advisor (RA). The major RA will guide the student in developing research plans and help the student meet the program’s requirement regarding substantial knowledge of an application area. A 1082

primary role of the RA is to help keep the student on schedule with respect to time-to-degree guidelines. By the Fall Quarter of the second year, each student is expected to appoint a five-member 1084

Graduate Candidacy Committee. Qualifying Examinations will be conducted by the end of second year in the program. After a student is advanced to Ph.D. candidacy, a Doctoral Dissertation Committee will 1086

be formed. The primary role of the Doctoral Dissertation Committee is to assess student progress and provide guidance on the student’s research. Students must present research progress with a written 1088

evaluation by the Doctoral Dissertation Committee.

To assist faculty and students, we have produced a mentoring guide that is included in the appendix. In 1090

addition, we have implemented an electronic portfolio program for our graduate students, where students record their progress and self-assessment. Faculty mentors are able to review the electronic 1092

portfolio periodically to provide the best possible advising based on their mentee’s strengths and weaknesses and record of progress. The electronic portfolio also provides an opportunity for students 1094

to showcase their research, publications, and conferences, and for displaying their resumes for prospective employers. 1096

1098

1100

1102

1104

1106

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5.0 Projected Need 5.1 Student Demand for the Program 1108

Student demand for research degrees in Public Health is strong as evidenced by national statistics concerning applications and enrollment at other universities and current capacity of public health 1110

education in California. According to the 2010 Annual Data Report of the Association of Schools of Public Health40, applications to graduate programs in the 46 accredited schools of public health in the US 1112

has increased from 19,953 to 49,227 over the period of 2005-2010, a 60% increase (Figure 5.1). New enrollments in 2010 totaled 11,205, or 42% of total Fall enrollments. The ratio of enrollments to 1114

applications received was 22%, implying a high level of selectivity.

Between 2000 and 2010, international or global health degree programs received 27,721 applications. 1116

Approximately 1,000 new students enrolled in Ph.D. programs in public health in 2010. During 2009-2010, 717 Ph.D. degrees were awarded, representing about 8% of total degrees awarded in public 1118

health. 2,185 applications to doctoral training programs in public health were received at the only two accredited UC Schools of Public Health in 2010, and the overall enrollment yield was less than 25%. 1120

(Table 5.1).

One notable characteristic in student demand for education in public health is strong interests among 1122

minorities and women. For example, 36% applications came from minority groups and 71.2% from female students in 2010, and women represented the majority of new enrollments. There is increasing 1124

enrollment in U.S. Schools of Public Health by foreigners, representing 14.8% of the Fall 2010 cohort.

In California, applications to schools of public health have increased at a rate similar to the national 1126

trend. However, enrollments have remained essentially flat over the past decade, resulting in increasingly large numbers of applicants being turned away and a rapid decline in the size of California 1128

schools relative to peer institutions nationwide (Table 5.2). This rather limited research training capacity is not adequate for the State of California with rapid population growth and increasing ethnic diversity. 1130

In a report submitted to the University of California in January 2007, the Advisory Council on Future Growth in the Health Professions described the situation this way: 1132

“Among the nation’s top ten schools of public health, UCB is the smallest and UCLA is the third smallest in total enrollment. In California, however, they are the largest. . . . The number of applications for admission to public 1134

health schools has risen 48 percent nationwide since 1992. Applications to California’s four schools and six accredited programs in public health show similar upward trends. . . . UC schools of public health differ from 1136

national statistics in the virtual lack of growth in enrollment over the last 10 years, due to space constraints and limits in the number of faculty FTE”.41 1138

40 Association of Schools of Public Health – Annual Data Report 2010 - http://www.asph.org/UserFiles/DataReport2010.pdf. 41 Advisory Council on Future Growth in Health Professions, Final Report, January 2007. Office of Health Affairs, University of California, pp. 39-40.

Page 34 of 84


Figure 5.1. Source: ASPH – Annual Data Report - 2010.

1140

1142

Page 35 of 84


As a result, the Council recommends “UC should expand opportunities for preparing future public health professionals to work in settings and disciplines of greatest need”. Specifically, the Council 1144

recommends an increase of more than 180 percent in Masters student enrollments by 2020…. The Council also recommends parallel increases in doctoral student enrollments from 279 1146

students to 785 by 2020”, namely “50 percent increase between 2005-2010 and 2010-2015; and 25 percent between 2015-2020”. This equals an increase from 279 doctoral students to 419 by 1148

2010, to 628 by 2015, and finally to 785 by 2020. The proposed Ph.D. in Public Health at UC Irvine would significantly contribute to the training of future public health professionals. 1150

1152

1154

1156

1158

1160

1162

1164

1166

1168

1170

Page 36 of 84


Table 5.1 - Applications to doctoral programs in public health at accredited Schools – 2010. 1172

Source: ASPH – Annual Data Report - 2010.

School ScD PhD Other Doctoral

Joint Degree TOTAL

UAB 0 86 0 15 576 SUNY Albany 0 103 0 7 579 Arizona 0 67 0 19 475 Arkansas 0 3 0 13 76 BU 0 216 0 151 2,609 SUNY Buffalo 0 49 103 50 412 Berkeley 0 198 0 55 995 UCLA 0 206 10 60 1,190 Colorado 0 11 0 6 358 Columbia 0 307 0 0 2,164 SUNY Downstate 0 0 0 0 114 Drexel 0 50 0 7 1,074 East Tennessee 0 2 0 0 133 Emory 0 411 0 137 2,745 Florida 0 427 372 0 1,546 Florida International 0 76 10 0 1,102 George Washington 0 0 0 0 1,791 Georgia 0 50 0 0 495 Harvard 399 382 0 12 2,245 UIC 0 168 0 56 1,235 Iowa 0 105 0 41 445 Johns Hopkins 8 830 0 0 3,329 Kentucky 0 65 0 0 347 Loma Linda 0 13 0 0 780 Louisville 0 43 0 0 220 Maryland 0 213 0 0 663 UMass 0 95 58 0 804 UMDNJ 0 59 0 16 587 INSP Mexico 29 0 0 0 594 Michigan 0 409 0 0 2,083 Minnesota 0 270 0 0 1,603 UNC 0 739 0 0 2,342 Ohio State 0 94 0 25 645 Oklahoma 0 25 0 0 293 Pittsburgh 0 337 0 84 1,427 Puerto Rico 0 0 17 0 649 Saint Louis 0 116 0 54 601 SDSU 0 76 0 30 630 South Carolina 0 122 216 12 1,185 South Florida 0 74 0 32 944 Texas A&M 0 23 0 0 388 UTexas 0 320 0 0 1,758 North Texas 0 0 0 11 478 Tulane 6 172 0 82 1,399 Washington 0 439 0 0 1,718 Yale 0 263 0 0 1,401 Total 442 7,713 786 975 49,227 % Degree Objective 0.9% 15.7% 1.6% 2.0% 100.0% 1174

Page 37 of 84


Table 5.2 – Number and applications received by accredited Schools of Public Health and proportions of acceptance (selectivity) and enrollment (yield). Source: ASPH – Annual Data 1176

Report - 2010.

School Total Accepted % Accepted Total As % of Acceptances

As % of Applications

UAB 576 313 54.3% 125 39.9% 21.7% SUNY Albany 579 312 53.9% 137 43.9% 23.7% Arizona 475 339 71.4% 130 38.3% 27.4% Arkansas 76 66 86.8% 53 80.3% 69.7% BU 2,609 1262 48.4% 388 30.7% 14.9% SUNY Buffalo 412 227 55.1% 164 72.2% 39.8% Berkeley 995 392 39.4% 222 56.6% 22.3% UCLA 1,190 492 41.3% 227 46.1% 19.1% Colorado 358 272 76.0% 165 60.7% 46.1% Columbia 2,164 1314 60.7% 553 42.1% 25.6% SUNY Downstate 114 72 63.2% 49 68.1% 43.0% Drexel 1,074 574 53.4% 154 26.8% 14.3% East Tennessee 133 83 62.4% 35 42.2% 26.3% Emory 2,745 1410 51.4% 500 35.5% 18.2% Florida 1,546 689 44.6% 294 42.7% 19.0% Florida International 1,102 461 41.8% 381 82.6% 34.6% GW 1,791 826 46.1% 385 46.6% 21.5% Georgia 495 227 45.9% 124 54.6% 25.1% Harvard 2,245 821 36.6% 520 63.3% 23.2% UIC 1,235 563 45.6% 265 47.1% 21.5% Iowa 445 219 49.2% 157 71.7% 35.3% Johns Hopkins 3,329 1659 49.8% 851 51.3% 25.6% Kentucky 347 229 66.0% 108 47.2% 31.1% Loma Linda 780 508 65.1% 266 52.4% 34.1% Louisville 220 108 49.1% 72 66.7% 32.7% Maryland 663 97 14.6% 64 66.0% 9.7% UMass 804 351 43.7% 177 50.4% 22.0% UMDNJ 587 292 49.7% 122 41.8% 20.8% INSP Mexico 594 226 38.0% 225 99.6% 37.9% Michigan 2,083 1271 61.0% 386 30.4% 18.5% Minnesota 1,603 875 54.6% 431 49.3% 26.9% UNC 2,342 949 40.5% 490 51.6% 20.9% Ohio State 645 327 50.7% 153 46.8% 23.7% Oklahoma 293 165 56.3% 105 63.6% 35.8% Pittsburgh 1,427 840 58.9% 220 26.2% 15.4% Puerto Rico 649 210 32.4% 165 78.6% 25.4% Saint Louis 601 366 60.9% 139 38.0% 23.1% SDSU 630 274 43.5% 88 32.1% 14.0% South Carolina 1,185 674 56.9% 205 30.4% 17.3% South Florida 944 634 67.2% 304 47.9% 32.2% Texas A&M 388 266 68.6% 155 58.3% 39.9% UTexas 1,758 1160 66.0% 625 53.9% 35.6% North Texas 478 342 71.5% 108 31.6% 22.6% Tulane 1,399 1035 74.0% 254 24.5% 18.2% Washington 1,718 582 33.9% 355 61.0% 20.7% Yale 1,401 515 36.8% 109 21.2% 7.8% Total 49,227 24,889 50.6% 11,205 45.0% 22.8% 1178

Page 38 of 84


5.2 Opportunities for Placement of Graduates The quotation from the Robert Wood Johnson Foundation scholar’s program exemplifies the demand 1180

for graduates of research training programs such as our proposed Ph.D. in Public Health at UC Irvine:

“To increase the array of population-wide interventions, more scholars will need to explore the effects of 1182

contextual factors on behavior and biology. A new multidisciplinary field of population health is emerging, and there is a growing demand among government agencies, universities and public health organizations 1184

for interdisciplinary collaboration.” (http://www.healthandsocietyscholars.org/).

The University of California report on Public Health Education documents a strong demand for 1186

graduates in public health research education due to increasing need to better understand the contextual health issues associated with the aging of the population, globalization and increasing ethnic 1188

diversity, health workforce shortage, and challenges posed by existing and emerging diseases.42 The demand for expanded public health workforce has also been documented nationwide.43 1190

Graduates of our Ph.D. in Public health are expected to gain employment at research universities and government agencies or private sectors including research institutes and public health foundations. A 1192

search for placement of public health Ph.D. graduates yields information from several universities. For example, recent Ph.D. graduates in the School of Public Health at the University of North Carolina 1194

found that 56% were employed by academics as faculty or research scholars, 20% by federal government or state government health agencies such as the Center for Disease Control and Prevention and State 1196

Departments of Public Services, and other 24% by industries as researchers or administrators. The demand for global health employment is so high that CDC has dedicated a website for the purpose of 1198

soliciting applications:

http://www.cdc.gov/globalhealth/employment/. 1200

Similarly, the United States Agency for International development (USAID) also dedicates a site to global health job opportunities: 1202

http://www.usaid.gov/our_work/global_health/home/News/ghemployment.html

The Global Health Council also maintains an employment opportunities website: 1204

http://careers.globalhealth.org/jobs/

For disease prevention research, employment opportunities are available in academia, research hospitals, 1206

and health organizations or agencies. The American Public Health Association’s CareerMart website

42 Public Health Education and the University of California. Final Report of the Health Sciences Committee – April 2004. Available at http://www.ucop.edu/healthaffairs/REFORMATTED%20PUBLIC%20HEALTH.pdf 43 Turnock, B. J. (2009). Public Health Workforce Trends Since 1980: Myth or Reality? Journal of Public Health Management & Practice March/April, 15(2), 105-108.

Page 39 of 84


(http://careers.apha.org/jobs) identified 414 active, full-time public health position postings under the 1208

keyword “prevention” in March 2012.

The Association of Schools of Public Health maintains a career website: 1210

http://www.publichealthjobs.net/

In March 2012, 343 active public health related positions were advertised on the website. Among them, 1212

252 require research expertise, and 102 are focused on disease prevention research. 95 open positions are associated with global health in the database, nearly all requiring a Ph.D. equivalent research degree. 1214

In Fall 2010, 46 accredited schools of public health in the US awarded only 542 Ph.D. degrees. Given the high demand for public health Ph.D. recipients, we anticipate graduates of our proposed Ph.D. in Public 1216

Health will be competitive in the job market.

We asked our colleagues at the largest School of Public Health in the world to provide data on 1218

employment of graduates of their Global Health Ph.D. program. The results, from Johns Hopkins University’s Bloomberg School of Public Health are presented in Table 5.3. 1220

Table 5.3 Descriptors of Ph.D. Graduates in Global Health at Johns Hopkins University (2010)44

Years taken to graduate

Frequency

Percent

Cumulative frequency

Cumulative Percent

3 2 4.6 2 4.6 4 16 36.4 18 40.9 5 6 13.6 24 54.6 6 9 20.5 33 75.0 7 6 13.6 39 88.6 8 4 9.1 43 97.7 10 1 2.3 44 100.0 First Employment

Frequency

Percent

Cumulative frequency

Cumulative Percent

Academia 11 27.5 11 27.5 Government 9 22.5 20 50.0 JHSPH 12 30 32 80.0 Medical Student 1 2.5 33 82.5 NGO 4 10 37 92.5 Other 1 2.5 38 95.0 Private 1 2.5 39 97.5 Residency 1 2.5 40 100.0

1222

44 Data from Lawrence H. Moulton, Ph.D., Professor, Department of International Health, The Johns Hopkins University Bloomberg School of Public Health.

Page 40 of 84


5.3 Importance to the Discipline The proposed UC Irvine Ph.D. in Public Health with concentrations in Global Health and Disease 1224

Prevention aligns with innovative thinking about research education in public health as described in the landmark Institute of Medicine report: 1226

The most striking change in public health research in the coming decades is the transition from research dominated by single disciplines or a small number to transdisciplinary research. Closely related to the 1228

move toward more transdisciplinary approaches to complex health issues will be the move toward more intervention-oriented research. The study of interventions will, in turn, dictate the third sea change in 1230

public health research: community participation. ….Schools [and Programs] of public health should reevaluate their research portfolios as plans are developed for curricular and faculty reform.45 1232

Important objectives of public health research include fundamental and translational discoveries that advance the purpose of organized public health: 1234

“preventing disease, prolonging life, and promoting health and efficiency through organized community effort for the sanitation of the environment, control of communicable infections, education in personal hygiene, 1236

organization of medical and nursing services, and the development of the social machinery to ensure everyone a standard of living, adequate for the maintenance of health”.46 1238

These needs are projected to increase in the future due to “changing demographic trends within the U.S. and in California, the aging of the population and the public health workforce itself, overall 1240

population growth and increasing ethnic diversity, existing health workforce shortages, lack of training within the existing public health workforce, and challenges posed by existing and emerging diseases”.47,48 1242

The increasing diversity of California is especially important because of a growing crisis in disparities of health and access to healthcare across ethnic and racial groups. The last public health school was 1244

established in California in 1980. Since then, there have been major shifts in the demographic characteristics of the state, resulting in major disparities in health attributes.49 The California 1246

45 Gebbie K, Rosenstock L, Hernandez LM, eds. 2003. Who Will Keep the Public Healthy? Education Public Health Professionals for the 21st Century. Washington, DC: The National Academies Press. 46 P. 29, quoted from N. N. Modeste, Dictionary of Public Health Promotion and Education: Terms and concepts. Thousand Oaks, CA: Sage Publications, 1996. 47 University of California – Health Sciences Education – Workforce Needs and Enrollment Planning - http://www.ucop.edu/hss/documents/healthsci_study.pdf 48 Perlino, M. 2006. The Public Health Workforce Shortage. American Public Health Association – Issue Brief - http://www.apha.org/NR/rdonlyres/8B9EBDF5-8BE8-482D-A779-7F637456A7C3/0/workforcebrief.pdf 49 There are four accredited Schools of Public Health in California that grant the MPH degree: UC-Berkeley, established in 1943; UCLA, established in 1961; San Diego State University with collaborations with UC-San Diego, established in 1980; and Loma Linda University, established in 1967. In addition, there are seven other MPH granting programs at various institutions.

Page 41 of 84


Department of Health Services published a comprehensive assessment of multicultural health disparities in California in 2003.50 These demonstrable shifts in demographic patterns and health risk factors, 1248

including the resurgence of chronic diseases such as diabetes and reemergence of infectious diseases, call for a new cadre of public health researchers. Our Ph.D. program is designed to meet this need. 1250

5.4 Ways in which the Program will meet the Needs of society 1252

The proposed Ph.D. in Public Health with concentrations in global health and disease prevention captures societal needs for transformative health research, as articulated by influential international 1254

organizations such as the Global Forum for Health Research (GFHR), a partner of the Council on Health Research for Development51. GFHR is renowned for framing equity issues in health research, as 1256

described in their strategic plan:

“As the world changes rapidly, there is greater need for more research and innovation addressing the 1258

health needs of poor populations than ever.”

More than ten years after the Global Forum’s creation, the world has more resources than ever to 1260

realize the potential of research and innovation to address the health problems of poor and marginalized populations. There is more money to innovate, more actors committed to shaping health 1262

agendas and more capacity to provide incentives for research in neglected areas. In fact, global investments in health R&D have increased more than five-fold since the first estimate was made for 1264

1986, reaching over US$ 160 billion by 2005. New funding mechanisms, philanthropy, a myriad of public-private and product development partnerships and innovative developing countries have emerged, 1266

and powerful groups are increasingly negotiating and making decisions about global health.

Sadly, most research resources are still devoted to the health of the better off, while basic tools are lacking for 1268

many health problems that are concentrated in the poorer regions of the world. Stark health disparities within and between populations persist: 1270

Seven out of 10 deaths in under-5 children occur in low- and middle-income countries ― most of them in Africa. What countries spend on health per citizen varies dramatically, from US$10 in low-income countries to more than 1272

US$2000 in high-income countries.

Alongside persisting threats in low- and middle-income countries, new ones are continuing to emerge such as 1274

climate change, the double burden of infectious and non-communicable diseases and injuries, urbanization, new patterns of work, changing lifestyles and population ageing to name but a few. 1276

Little research has been conducted on how these many challenges are affecting the poorest people and how known tools and strategies can be adapted, or new ones created, to meet local conditions and 1278

make best use of available resources.

50 California Department of Public Health – Office of Multicultural Health - http://www.cdph.ca.gov/programs/omh/Pages/default.aspx 51 Council on Health Research for Development - http://www.cohred.org/

Page 42 of 84


- Global Forum for Health Research (Geneva: http://www.globalforumhealth.org/) 1280

Our Ph.D. in Public Health is inspired by the definition of public health as “the complex product of a range of fundamental ingredients, including mind, body, relationships, genetics, gender, peace, shelter, 1282

education, food, income, a stable ecosystem, sustainable resources, social justice and equity.” The training program advances GFHR’s context-driven definition and the shifting of attention to “research 1284

for health” where research is conducted in combinations of disciplinary tools to understand the health impacts of policies, processes, and actions originating in any sector; encompassing biological, 1286

environmental, and social determinants of health; leading the discovery of interventions that will prevent or mitigate adverse impacts on health; and contributing to the attainment of equity in public health. 1288

A comprehensive report by the UC Health Sciences Committee concluded that:

• California’s population is increasingly diverse and its needs are not being met. Underrepresented 1290

minority groups are disproportionately affected by widening disparities in health status. Cultural and linguistic barriers continue to plague millions of Californians.52 1292

The Public Health Ph.D. program at UCI will satisfy the needs of society by creating knowledge about 1294

emerging public health problems and identifying solutions, and increasing the training capacity for public health professionals in California. 1296

Through a combination of rigorous admissions standards and a curriculum that addresses the inter-disciplinary nature of public health problems, we anticipate that our program will yield outstanding Ph.D. 1298

graduates who are excellent researchers, who have developed expertise in particular topics in global health and disease prevention, and are prepared to apply their knowledge to real problems. 1300

5.5 Relationship of the Program to Research and/or Professional Interests 1302

of Faculty Faculty members in the Program in Public Health conduct research activities that cluster around three 1304

major categories in the overarching framework of understanding determinants of health and preventing disease. The framework of research in the program aims to reduce the burden of disease through 1306

understanding the overlap between risk factors and vulnerable populations, and developing strategies based on assessments, interventions, and disease prevention strategies to reduce the overlap. Hence 1308

faculty research generally falls into one or more of three categories: (a) investigation of risks to public health, (b) characterization of vulnerable populations, and (c) engineered or behavior modification 1310

strategies for reducing the overlap between the first two categories (Figure 5.1).

The process through which new knowledge is created by our faculty spans a broad range of research 1312

activities, including wet- and dry- laboratory science, quantitative and qualitative research, clinical trials,

52 University of California – Health Sciences Education – Workforce Needs and Enrollment Planning - http://www.ucop.edu/hss/documents/healthsci_study.pdf , pp. 167-168.

Page 43 of 84


field observations and sampling, population surveys, human subjects research, and animal studies. 1314

Faculty members also engage in rich interdisciplinary collaborations with experts within the program, in other schools on campus, and with national and international experts to address key public health 1316

questions. These activities provide excellent opportunities for students to participate hands-on in research, and to engage in top-notch community-based participatory research. 1318

Opportunities also exist for Ph.D. students to participate in research at international settings. Current research projects in the Program include opportunities in Africa, Asia, South America, and Europe. 1320

Figure 5.1 Research conducted by faculty members in the Program in Public Health focuses on 1322

reducing the burden of disease through fundamental understanding of health risk factors and vulnerable populations, and the developing strategies based on engineered interventions, health behavior, 1324

promotion and policy to reduced the overlap.

1326

1328

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5.6 Program Differentiation In California, only UCSD has a Ph.D. in Public Health configured in a way that allows concentration in 1330

contextual topic areas such as global health. However, UCSD does not have a formal Program in Public Health as recognized by the Council on Education for Public Health that reviews Programs and Schools 1332

for accreditation. In contrast, UC Irvine’s Program in Public Health is independent, and has been reviewed by the Council on Education for Public Health. A site visit conducted in February 2012, and we 1334

met all the criteria for accreditation. The other UC Campuses that offer Ph.D. degrees through Schools or Program in Public Health emphasize more traditional subjective approaches to research training: 1336

• UC-Berkeley (Ph.D. in Biostatistics, Environmental Health Sciences, Epidemiology, Health Services and Policy Analysis, and Infectious Diseases) 1338

• UCLA (Ph.D. in Biostatistics, Community Health Sciences, Environmental Health Sciences, 1340

Epidemiology, and Health Services) 1342

• UC San Diego (The joint program between SDSU and UCSD offers a Ph.D. in Public Health with concentrations in Epidemiology, Health Behavioral Science, and Global Health) 1344

• UC Davis offers doctoral programs in Epidemiology, Biostatistics, and Pharmacology and 1346

Toxicology, each administered by a different graduate group composed of members of various academic units. 1348

The UC Irvine Ph.D. in Public Health is distinctive in the program’s emphasis in defining the scope of 1350

hypothesis generation with a framework of complex public health questions that demand multidisciplinary research education and training. This framework shares some similarity, to some 1352

extent, with the health and society scholars program, a joint program of the UCSF Center for Health and Community and UC Berkeley School of Public Health53. That program is supported by the Robert 1354

Wood Johnson Foundation, which has an explicit focus on the United States54. In contrast, the UC Irvine Ph.D. also includes Global Health in this framework, thereby bridging the gap between 1356

understanding of disease prevention strategies and the translational science paradigm that will extend successes to other countries, especially in the economically underprivileged regions. 1358

UC Irvine has all the ingredients to develop this kind of forward-thinking training program. The broader approach will help students to prepare for public health careers that can deal with emerging public 1360

health challenges at the regional and global levels. We aim to recruit students who particularly desire to chart new territories in public health, the foundation for which we are already establishing at Irvine, 1362

including engagement with the Institute for Clinical and Translational Science (ICTS), where Dr. Oladele Ogunseitan, Chair of the Department of Population Health and Disease Prevention, Program in Public 1364

Health also serves as the Director of the Research Education, Training, and Career Development Unit for ICTS. 1366

53 http://www.hss.ucsf.edu/ 54 http://www.rwjf.org/publichealth/

Page 45 of 84


6.0 Faculty The Ph.D. in Public Health with concentrations in Global Health and Disease Prevention is supported by 1368

a distinguished group of faculty members encompassing various research backgrounds, and all working on cutting-edge research in public health. The list of extramural research grants awarded to our faculty 1370

members over the past three years (2008 – 2011) is presented in Table 6.1. Active research awards to core faculty during this period totaled $60,246,064. In addition, extramural research awards to affiliated 1372

faculty members with appointments in Public Health total $85,025,103, with a grand total of faculty research during this period equal to $145, 271,167. This amount does not include the extramural 1374

research grants awarded to faculty members who are participating in the UC Irvine Global Health Framework Program, which includes awards from the Bill and Melinda Gates Foundation, and the 1376

Southwest Regional Center of Excellence on Emerging Infectious diseases. Faculty resumes are presented in the appendix. The list of participating faculty in the NIH-funded Global Health Framework 1378

Program is presented in Table 6.2. Letters of support are included in the appendix.

1380

1382

1384

1386

1388

1390

1392

1394

Page 46 of 84


Table 6.1. Research Grants Awarded to Public Health Faculty from 2008 to 2012 1396

Project Name P.I. * Source Period Amount Total Awards ($)

Student Participation Y/N

PRIMARY FACULTY: EMA Assessment of Biobehavioral Processes in Human Pregnancy

S. Bartell (Co-I) PI - Pathik Wadhwa

NIH R01 HD060628

2010-2015 $2,364,828 Y

Exposure to Mobile Source Air Pollution and Adverse Birth Outcomes in the Los Angeles Air Basin

S. Bartell (Co-I) PI - Wu

NIH R21 ES16379

2008-2011 $420,263 Y

Personal, indoor and outdoor particulate air pollution and heart rate variability in elderly subjects with coronary artery disease

S. Bartell (Co-PI) PI - Delfino

California Air Resources Board

2009-2011 $235,000 Y

University-Community Consortium for Anniston Environmental Health Research

S. Bartell (Co-PI) PI- Shelton

CDS/ATSDR U5 ATU473215

2003-2007 $1,368,068 total costs ($61,569 for UCI subcontract)

Y

Perfluorooctanoate Half Life Study S. Bartell Garden City Group 2008-2012 $101,706 Y

Retro Exposure Assessment Assess. For Perfluoroocatanoic Acid in Eastern Ohio and Western Virginia

S. Bartell Garden City Group 2007-2011 $231,711 Y

Role of Acetylcholine in Cervical Carcinogensis

H. U. Bernard (PI) CRCC 2007-2010 $50,000 Y

Transcription of papillomaviruses H.U. Bernard (PI)

NIH NIH ROI CA 91964

2002-2008 $1.5 Million Y

Synergy of HPVs and tobacco smoke in cervical cancer

H. U. Bernard (PI)

FAMRI 2007-2010 350,000 Y

HPV serology H.U. Bernard (PI)

UC Mexus 2009-2010 $25,000 Y

Acceptability of a Modified HPV Vaccine Schedule in FSWs in Peru

B. Brown (Co-I)

Merck IISP 35706 2008-2012 $326,385 Y

A study of HPV prevalence in multiple anatomical sites among MSM in Peru

B. Brown (Co-I)

Merck IISP 37983 2010-2012 $174,677 Y

Page 47 of 84




The role of Genital Warts in HIV acquisition among MSM in Peru

B. Brown (PI)

Merck IISP 39619 2011-2014 $248,590 Y

Cervical cancer prevention among FSWs in Mexico B. Brown (PI)

UC Mexus 2011- 2012 $5,000 Y

Sexual health and STI outreach for MSM in Peru B. Brown (Co-PI)

USAID 2011- 2012 $10,000 Y

Syphilis: translating technology to understand a neglected epidemic

B. Brown (Co-PI)

NIAID 2012- 2017 $672,574 Y

Chronic Disease Morbidity among Severely Mentally Ill Persons in Medicaid

T-A Bruckner (PI) UC, Irvine- Special Research Grant

2010-2011 $3,700 N

Racial/Ethnic Disparities in Mental Health

T-A Bruckner (PI) NIH 2009-2011 $15,000 Y

Mental Health Care following California’s Mental Health Services Act (Proposition 63)

T-A Bruckner (Lead Analyst)

State of CA Dept. of Mental Health

2009-2010 $1,000,000 Y

The Relation between Income and Infant Health: A Natural Experiment

T-A Bruckner Co-Invest. NICHD and UC-Berkeley Population Center

2009-2010 $13,500 Y

Biochar inoculants for enabling smallholder agriculture

R. Edwards (Co-PI) NSF

2010-2013

$1,600,000

Y

Global warming and aerosol toxicity co-benefits from small-scale industries in Mexico

R. Edwards PI UC MEXUS CONACYT

2009-2011

$25,000

Y

In-Vehicle Air Pollution Exposure Measurement and Modeling

R. Edwards (Co-Invest) State of California Air Resources Board, Contract no 07-310

2008-2011

$500,000 Y

Implicaciones Ambientales De Las Emisiones De Gases De Efecto Invernadero Por Combustión De Biomasa En México Y Su Potencial De Mitigación.

R. Edwards (Co-Invest) Fondo Sectorial De Investigación Ambiental (SEMARNAT-CONACYT) 23640

2007-2008

$121,094

Y

Page 48 of 84




Estudio de la eficiencia energética y mitigación de gases de efecto invernadero mediante estufas eficientes de leña.

R. Edwards (Co-Invest) Programa De Apoyo A Proyectos De Investigación E Innovación Tecnológica, UNAM IN109807

2007-2009

$54,230

N

Development of the UCB-L Particle Monitor For Applications in Environmental Justice Funding Agency: State of California Air Resources Board

R. Edwards (Co-Invest) (Subaward PI)

State of California Air Resources Board

2007-2010

$200,000

Y

Near Source Modeling of Transportation Emissions in Built Environments Surrounding Major Arterials

R. Edwards (Co-PI) University of California Transport. Center

2008-2008

$196,619

Y

Instant SHS Feedback as a Catalyst for Smoke-Free Homes

R. Edwards (Co-Invest) (Subaward PI)

Tobacco-Related Disease Research Program

2008-2010

$129,917

Y

Exposure to mobile source air pollution and adverse birth outcomes in the Los Angeles air basin.

R. Edwards (Co-Invest) National Institute of Environmental Health Sciences

2008-2008

$420,263

Y

Co-benefits from mitigation of emissions and aerosol toxicity from small-scale industries in Mexico

R. Edwards (PI) UCI Environment Institute

2008-2009

$40,000

Y

Twitter-enabled Mobile Messaging for Smoking Relapse Prevention.

C. Lakon (Co-PI) NIH-NIDA #1R34 DA030538-01A1

2011-2014 - Y

Coll. Res.: Slip-Per Event Rupture History of the San Andreas Fault in the Carrizo Plain: Was in the 1857 Earthquake

L. Grant-Ludwig (PI) NSF- EAR-0711518

2007-2011 $270,116 Y

Rupture History of the San Andreas Fault in the Carrizo Plain: Prior to 1200AD

L. Grant-Ludwig (PI) USGS 2008-2009 $7,332 Y

CA Inst. Hazard Research L. Grant-Ludwig (PI) CA Inst. For Hazard Research

2010-2011 $10,000 Y

Active Deformation and Earthquake Potential of the So. Los Angeles Basin, Orange County, CA

L. Grant-Ludwig (PI) USGS 2010-2011 $52,000 Y

Page 49 of 84




Emergency Earthquake Response Study L. Grant-Ludwig (PI) USGS 2010-2011 $82,417 Y

Age of Precariously Balanced Rocks (PBRs) for validation of a Petascale Cyberfacility for Physics-based Seismic Hazard Analysis

L. Grant-Ludwig (PI) USGS/USC 2007-2012 $171,717 Y

Quakesim: Increasing Accessibility & Utility of Spaceborne and ground based earthquake fault data

L. Grant-Ludwig (PI) NASA/JPL 2011-2012 $75,000 Y

Quakesim: Enabling Model Interactions in Solid Earth Science Sensor Webs

L. Grant-Ludwig (PI) NASA/JPL 2007-2009 $74,998 Y

UC-Toxic Sub Research Education in Green Materials O. Ogunseitan (PI)

UC 2009-2014 $1,350,000 Y

Bio-complexity in the Environment O. Ogunseitan (PI)

NSF 2005-2010 $1,500,000 Y

ULI RR031985 –CTSA Institute for Clinical and Translational Science PI: Cooper

O. Ogunseitan Unit Director

NIH 2010-2015 $20,000,000 Y

Spatial and Temporal Modeling of PM2.5 and Infant Morbidity V. Vieira, (PI)

NIH-NIEHS 1 R01 ES0-19897-01A1

2011-2016 $1,834,261 Y

Geographic Patterns of Cancer and PFOA V. Vieira, (PI)

London School of Hygiene & Tropical Medicine

2007-2011 $1,092,000 Y

Measuring Human Exposures to PBDEs V. Vieira, (Co-PI)

NIH/NIEHS 5 R01 ES015829

2008-2012 $1,481,500

Y

Superfund Research Program V. Vieira (Co-I)

NIH/NIEHS 5 P42 ES007381-14

2001-2011 $3,085,000 Y

UC- Research Education in Green Materials-Multi Campus O. Ogunseitan (PI)

California DTSC

2009-2012 $708,000 Y

Global Health Framework O. Ogunseitan (Co-Director)

NIH-FIC 2009-2011 $405,000 Y

Page 50 of 84




Smoker’s Perceived Cancer Risks & Views on Harm Reduction-IRG9827907

D. Timberlake, IPI) American Cancer Society

2008-2011 $117,924 Y

Gynecologic Oncology Group: Quality of Life Committee L. Wenzel, Committee Chair PI: DiSaia

Nat’l Cancer Institute 2010-2015 $16,500 N

P30 CA-62203-14S (Meyskens) 8/01/02-01/31/12 University of California, Irvin Cancer Center Support Grant Behavioral Shared Resource

L. Wenzel, Dir. PI: Meyskens

NIH/NCI 2011-2012 $56,524 N

Web-Based Ovarian Cancer Symptom Control: Nurse Guided vs. Self-Directed

L. Wenzel, Subcontract PI: Donovan

National Institute of Nursing Research

2008-2013 $9,558 Y

Stress, Immunity & Cervical Cancer: Biobehavioral Outcomes of a Randomized Trial

L. Wenzel, PI National Cancer Institute

2007-2012 $3,121,696 Y

Air Pollution and Childhood Cancers J. Wu NIH/UCLA 2010-2012 $230,642 Y Exposure to Mobile source Air Pollution and Adverse Birth Outcomes in the Los Angeles Air Basin

J. Wu NIH ES016379R21 2008-2011 $420,263 Y

Exposure to Mobile source Air Pollution and Adverse Birth Outcomes in the Los Angeles Air Basin-Supplemental

J. Wu (PI) NIH ES016379 R21 2009-2010 $131,445 Y

Adverse Reproductive Health outcomes and exposures to Gaseous and Particulate matter Air Pollution in Pregnant Women

A. Wu (PI) Health Effect Institute 2010-2013 $449,577 Y

Affordable Housing in Transportation Corridors: Built Environment, Accessibility, and Air Pollution Implications of Near-Roadway Residential Locations

J. Wu (Co-PI)

UC-Transportation Center

2010-2011 $89,885 Y

Greening freight transportation: An analysis of some social benefits from shifting freight traffic to off-peak hours

J. Wu (Co-PI)

UC-Transport. Center 2010-2011 $85,778 Y

Validation of Time Activity and Air Pollution Formative Study

J. Wu (Co-Invest.)

PHS-NIH Child Health & Human Services

2011-2011 $52,954 Y

Risk of Hospital Encounters for Asthma Among Children From Exposure to Traffic-related Air Pollutants Near the Home

J. Wu (Co-Investigator; RJ Delfino, PI)

The BP/South Coast Air Quality Management District, BPG-46329

2009-2011 $165,149 Y

Page 51 of 84




In-Vehicle Air Pollution Exposure Measurement and Modeling

J. Wu PI: Delfino

California Air Resources Board, Contract no 07-310

2008-2011 $500,000 Y

Ecology of African Highland Malaria

G. Yan, PI NIH/NIAID 2001-2013

$3,817,837 Y

Population Biology of African Malaria Vectors G. Yan, PI NIH/FIC 2011-2015 $1,739,953 Y Molecular Markers for Anopheles gambiae Age Grading G. Yan, PI NIH/R21 2008-2011 $397,625 Y UC-Irvine Framework Program for Global Health G. Yan, PI NIH/FIC 2009-2012 $564,100 Y Vector Community Structure and Malaria Epidemiology G. Yan, PI NIH 2008-2009 $76,250 Y Insecticide resistance in Anopheles minimus mosquitoes G. Yan, PI NIH/R03 2009-2012 $178,630

Y

Insecticide resistance in Culex Pipiens Pallens Mosquitoes G. Yan, PI Nanjing Medical University

2008-2009 $9,326 Y

Penn State University Subcontract (Southeast Asia Malaria Research Center subproject 2 "Malaria Vectorial System and New Vector Control Tools in Southeast Asia)

G. Yan (Co-Invest.)

NIH 2010-2017 $3,311,942 Y

Long Lasting Biological Larvicide For Malaria Vector Control G. Yan, PI Gates Foundation 2010-2012 $100,000 Y

TOTAL = $60,246,064 Secondary Faculty Project Name P.I. * Source Period Amount Total

Awards ($) Student Participation Y/N

Transdisciplinarity and development of evaluative metrics D. Stokols (PI) Nat’l Cancer Institute

2005-2011 $295,000 Y

Assessing the scientific outcomes of the NAS-Keck Foundation Futures Initiative (NAKFI)-Seed Grant

D. Stokols (PI) Nat’l Academies of Science

2009-2011 $90,000 N

Optimizing at-home feedback to increase residential energy conservation

D. Stokols (PI) UC Irvine Environment Institute

2010-2010 $32,000 Y

An intervention trial of text messaging to improve patient adherence to adjuvant hormonal therapy

L. Sparks PI: Neugut

ASCO-Komen Award

2011-2016 $1,350,000 Y

Page 52 of 84




Sunscreen protection messages to reduce non-compliance. L. Sparks PI: Meyskens

Early Career Development Award

2011-2014 - Y

A randomized trial of an intervention to reduce early discontinuation of adjuvant anastrozole hormonal therapy in women with early stage breast cancer.

L. Sparks PI: Neugut

DOD Innovator Award

2011-2016 - Y

P30 CA-62203-14S (Meyskens) 8/01/02-01/31/12 University of California, Irvine Cancer Center Support Grant

F. Meyskens (PI)

NIH/NCI 2011-2012 $773,574 Y

SWOG- Associate Chair for Cancer Control and Prevention

F. Meyskens (PI) DCL 2008-2012 $176,238 N

Phase I and Phase II Clinical Trials of Chemopreventive Agents

F. Meyskens (PI) NIH/NCI 2003-2012 $4,317,555 Y

Phase III Colon Cancer Prevention Trial

F. Meyskens (PI) NIH/NCI 2002-2012

Y

Bowman-Birk Inhibitor and Oral Leukoplakia

F. Meyskens (PI) NIH/NCI 2004-2011 $255,000 Y

Palliative Care Teaching for Hospitalists A. Amin (Co-PI)

Monarch Health Care

2010-2012 $202,975 N

Changing Lives by Eradicating Antibiotic Resistance

A. Amin (Co-PI) AHRQ 2010-2013 $9,831,915 Y

Long Term Effects of Subclinical CAD on Cardiac Function

R. Detrano (PI) DHHS/NIH/NHLBI 2004-2010 $500,000

Y

Clinical Center for the Clinical Trial and Observational Study (N01 WH 4-2107)

A. Hubbell (PI) Nat’l Lung Heart Blood Institute

1994-2010 $10,870,779 Y

Women’s Health Initiative Memory Study (CT 22775) A. Hubbell (PI) Wake Forest University School of Medicine

1996-2011 $179,112 Y

National Children’s Study – Orange County Vanguard Center

D. Baker (PI) National Institute for Child Health and Development

2005-2011 $11,540,827 Y

National Children’s Study – Southern California Study Center

D. Baker (Co-PI; Swanson-PI)

National Institute for Child Health and Development

2007-2012 $25,484,170 Y

National Children’s Study – Southern and Central California D. Baker (Co-PI; Swanson- National Institute 2008-2013 $14,080,049 Y

Page 53 of 84


Study Center

PI) for Child Health and Development

Agency for Toxic Substances and Disease Registries; Association for Occupational and Environmental Clinics Region IX - UC Pediatric Environmental Health Specialty Unit

D. Baker (PI) ATSDR; Assoc. for Occupational and Environ. Clinics

2001- 2014 $206,409 Y

Southern California Education and Research Center

D. Baker (PI at UC Irvine and Center Deputy Director

National Institute for Occupational Safety and Health

07/01/1995-06/30/2012

$912,300 Y

Societal Implications of Individual Differences in Response to Turbulence: The Case of Terrorism.

R.C. Silver (PI)

NSF 2006-2009 727,000 Y

Developing a Quantitative Index of the Psychosocial Impacts of Disasters and Terrorism.

R.C. Silver (Co-PI)

U.S. Department of Homeland Security

2010-2016 $3,200,200 Y

TOTAL = $85,025,103

GRAND TOTAL FACULTY RESEARCH AWARDS FOR PERIOD COVERED = $145, 271,167 LEVEL OF AWARDS CONTINUING BEYOND YEAR 2012 = $64, 344,240

Page 54 of 84


Table 6.2 Participating faculty in the UC Irvine Global Health Framework Program 1398

Name

Affiliation

Participation in Pertinent Collaborative Programs

Guiyun Yan, Ph.D. (Director)

Program in Public Health Malaria Research in Kenya, Thailand, China; Graduate Training Grant in Infectious Diseases

Oladele Ogunseitan, Ph.D., M.P.H. (Co-Director)

Program in Public Health Chair, Department of Population Health and Disease Prevention; Global trade in hazardous waste and toxicity of consumer products.

Zuzana Bic, M.U.Dr., Dr. P.H. Program in Public Health Lecturer; Summer Undergraduate Experience Program in Switzerland; Prague Costa Rica

Richard Chamberlin, Ph.D. Pharmaceutical Sciences and Chemistry

Chair, Department of Pharmaceutical Sciences; Member, Biomedical Informatics Graduate Training Program

Lisa Grant, Ph.D. Program in Public Health Associate Director, California Hazards Institute; Natural Disasters and Emergency Preparedness

Alison Holman, Ph.D., R.N. Program in Nursing Science Trauma and Psychological Stress in Emergencies

Mahtab Jafari, Ph.D. Pharmaceutical Sciences Ageing; Complementary and Alternative Medicine

Kristi Koenig, M.D. Department of Emergency Medicine Director, Center for Disaster Medical Sciences

Ellen Olshansky, D.N.Sc., R.N. Program in Nursing Science Director, Program in Nursing Science; Women’s Health; Qualitative Research Methods

Roberto Tapia, M.D., M.P.H. Carlos Slim Health Institute, Mexico Global Health, Infectious Diseases; Electronic Medical Records; Cellphone-Health technologies.

Alan Barbour, M.D. Microbiology and Molecular Genetics Director, Center for Biodefense and Emerging Infectious Diseases

Daniel Cooper, M.D. Department of Pediatrics Director, Institute of Clinical Translational Science (ICTS)

Philip Felgner, Ph.D. Division of Infectious Diseases Center for Biodefense and Emerging Infectious Diseases

Donald Forthal, M.P. Division of Infectious Diseases Chair, Division of Infectious Diseases; Member, Center for Immunology

Allan Hubbell, M.D., M.S.P.H. Department of Medicine Program in Public Health

Senior Associate Dean, Academic Affairs, School of Medicine; Health Policy Research Institute

Frank Meyskens, M.D. Department of Biochemistry and Molecular Biology; Department of Medicine

Director, Chao Family Comprehensive Cancer Center

Bruce Blumberg, Ph.D. Department of Pharmaceutical Sciences

Member, Chao Family Comprehensive Cancer Center; Obesogens

Peter Bryant, Ph.D. Department of Development and Cell Biology

Global Sustainability

Page 55 of 84


Stuart Krassner, Ph.D. Department of Development and Cell Biology

Center for International Education

Luis Mota-Bravo, Ph.D. School of Biological Sciences Biological Sciences Minority Science Programs

Anthony James, Ph.D. Microbiology and Molecular Biology; Molecular Biology and Biochemistry

Distinguished Professor, Center for Immunology; Analysis of malaria parasite/vector mosquito interactions. Molecular biology of insect vectors of disease.

Cecelia Lynch, Ph.D. Department of Political Sciences Director, Center for Global Peace and Conflict Studies; Global Health Faculty Fellow

Michael Montoya, Ph.D. Department of Anthropology; Program in Public Health

Department of Chicano/Latino Studies; Center for Ethnography; Community Participatory Research; Chronic Diseases

Frank Bean, Ph.D. Department of Sociology; UC Global Health Center for Expertise

Center for Immigration, Population, and Public Policy

Andrew Noymer, Ph.D. Department of Sociology; Program in Public Health

Institute for Mathematical Behavioral Science

Raul Lejano, Ph.D. Department of Planning, Policy and Design

Director, Social Ecology Research Center

Rudolph Torres, Ph.D. Department of Planning, Policy and Design

Research Initiative on Inequality and Social Justice

Armin Schwegler, Ph.D. Department of Spanish and Portuguese

Director; Global Cultures Program

Andrew Githeko, Ph.D. Kenya Medical Research Institute Center for Vector Biology and Control Research

John Githure, Ph.D. International Center of Insect Physiology and Ecology, Kenya

Division of Human Health

1400

1402

1404

1406

1408

1410

Page 56 of 84


7.0 Courses The Ph.D. in Public Health with concentrations in global health and disease prevention requires a 1412

minimum of minimum of 76 units, out of which 68 units are required course work and 8 units are undesignated elective courses according to the following modules: 1414

A. Preparatory Module (20 units)

B. Concentration Module (28 units) 1416

C. Research Module (at least 12 units)

D. Electives (8 units) 1418

Courses listed in this section represent core and elective courses for the degree.

7.1 Description of Courses 1420

7.1.1 Preparatory Module Courses 1. PH 292 Ethics and Responsible Conduct of Research in Public Health (4 units): 1422

Covers issues of scientific integrity and satisfies the requirements for training in public health ethics. Includes guidelines for responsible conduct of research, federal and international codes, 1424

administrative review and approval, conflict of interest, and privacy and safety of research participants. 1426

2. PH 294 Research Communication (4) Covers strategies for effective writing and oral presentation of research characteristics and results to various audiences. Includes exercises in 1428

writing for the public, for scholarly journals, and at conferences. 3. PH 288 Research Proposal Writing in Global Health and Disease Prevention (4). 1430

Presents an overview of public and private sources of financial support for research in global health and disease prevention. Covers collaborative agreements, guidelines for proposal writing, 1432

team building, budgeting, the peer-review process, and transitioning from proposal to research project implementation. 1434

4. PH 297 Research Design (4 units). Provides training in research design and methods. Students learn how to evaluate the strength of research findings based on the methods used by 1436

a researcher and learn to use lessons from the course to develop a research proposal. 5. PH 207 Public Health Statistics (4). Surveys statistical methods for public health. Topics 1438

include descriptive statistics, probability models, likelihood functions, estimation, and hypothesis testing for categorical and continuous date. Statistical software to perform data analysis. 1440

6. PH-287 Qualitative Research Methods in Public Health (4). Presents a general introduction to qualitative research methods for investigating public health questions at various 1442

scales from community level to global populations. Emphasizes systematic approaches to the collection, analysis, interpretation and presentation of qualitative data. Prerequisite: graduate 1444

standing or consent of instructor. 7. PH 298 Directed Studies in Public Health (2 to 4 units). Prerequisite: graduate 1446

standing or consent of instructor. May be repeated for credit

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7.1.2 Concentration Module Courses 1448

CONCENTRATION IN GLOBAL HEALTH 1450

8. PH 280 Global Burden of Diseases (4). Introduces composite measures of disease burden, including Disability Adjusted Life Years and their use in prioritizing disease burden at the local, 1452

regional, and global levels. Focuses on WHO’s landmark assessments and introduces the DISMOD software for specific analyses. 1454

9. PH 282 Advances in Global Health (4) Critical appraisal of advances in taming the global burden of disease. The underlying sectorial determinants of health, and health systems 1456

development through multiple frames, including: economics, infectious and chronic disease, nutrition, injury, culture, social/political organization, humanitarian emergencies and international 1458

organizations. 10. PH 212 International Epidemiology (4) Explores methodological approaches on 1460

community health trials and requires formulation of proposals to answer public health questions of interest in a developing country setting. Students develop case study aims, ideal teams, and 1462

budget in an international context.

CONCENTRATION IN DISEASE PREVENTION 1464

11. PH 244 Health Behavior Theory (4) — Introduces the field of Health Behavior and then 1466

segues into major theoretical perspectives. Focus on health behavior change from the vantage point of individual health behavior and theoretical abstraction. Explores how to relate theory to 1468

behavior change intervention programs. 12. PH 245 Health Promotion Planning (4). Introduces strategic planning integral to 1470

intervention planning in public health practice and research, emphasizing the fundamental domains of social and behavioral health science and practices. Students develop an intervention 1472

plan for a specific health problem, health behavior, and target population. 13. PH 246 Social Research Methods (4) An interactive graduate seminar covering topics 1474

related to the research process and study design. Begins with conceptualizing research questions, hypotheses, and then turns to topics in measurement and concludes with 1476

experimental, quasi-experimental, and observational study designs. 1478

RISK FACTORS

1480

14. PH 262 Earthquakes and Seismic Hazard (4). Provides an overview of earthquakes and introduction to seismic hazard. Topics include characteristics and effects of earthquakes, sources 1482

of earthquakes, seismic hazard assessment, introduction to earthquake loss estimation and mitigation. California examples are emphasized. 1484

15. PH 261 Environmental Hydrology (4). Provides an overview of the occurrence, distribution, and movement of water in the environment. Quantitative methods are introduced 1486

for analyzing hydrologic processes. Human impacts on water distribution and quality are considered. 1488

16. PH 269 Air Pollution, Climate, and Health (4). Emission of air pollutants into the atmosphere, physical and meteorological processes that affect transport, and influence on global 1490

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warming. Concepts of how and where people are most exposed, and how exposures and health effects differ in developed and developing regions. 1492

17. PH 270 Human Exposure to Environmental Contaminants (4). Introduces founders of conceptual thought that environmental contaminants can impact health. Theory and principles of 1494

exposure assessment, the continuum from emissions of a contaminant into the environment to evidence of health effects in a population. 1496

18. TOX 202 Environmental Toxicology (4). Analysis of real problems involving toxic chemicals and the human food, air and water supplies, occupational exposures, and life styles. 1498

Formal problems will be considered by small groups of students and discussed by the class. 19. TOX 297 Advanced Topics in Occupational Toxicology (2) F,W,S. Discussions with 1500

clinical and research faculty in environmental toxicology and occupational medical on current toxicology problems in the workplace and critical review of current publications in the field. 1502

Journal club/seminar format. 20. M 205 Molecular Virology (4) W. Lecture, three hours. Primary research data on the major 1504

DNA and RNA viruses emphasizing strategies of regulation of gene expression. Utilization of viruses as molecular biological tools. Graduate-level knowledge of the biochemistry and 1506

molecular biology of macromolecules is required. Prerequisites: Molecular Biology 203 and 204 or the equivalent. 1508

21. M 215 Integrative Immunology I (4) F. Lecture/seminar, three hours. Discussion and student presentation with the aim of achieving a basic understanding of the haematopoietic 1510

system, and the cellular and molecular basis of adaptive immunity. 22. M 218 Clinical Cancer (3) F of even years. Lecture, two hours. Designed to acquaint 1512

students in basic life science with clinical cancer. Restricted to graduate and postdoctoral students. May be repeated for credit. 1514

23. M 224 Virus Engineering Laboratory (4) S. Laboratory, four hours. An advanced laboratory for graduate students enrolled in the Biotechnology master's program. Students learn 1516

to engineer recombinant eukaryotic viruses and express genes in mouse tissue. 24. P273 Biobehavioral Aspects of Health and Illness (4). Examines the behavior-physiology 1518

interactions of some major bodily systems: the nervous, cardiovascular, gastrointestinal, and endocrine systems. Analysis of normal and abnormal states of these systems as they relate to 1520

tissue injury, disease, and rehabilitation. Prerequisite: graduate standing or consent of instructor. 25. P274 The Psychobiology of Stress (4). Introduction to stress physiology and 1522

psychoneuroimmunology and critical review of research in this area. Examines bi-directional relationships between psychological factors (e.g., stressors, social processes, emotions), 1524

neuroendocrine and immune systems, and disease.

1526

VULNERABLE POPULATIONS 1528

26. PH 210 Cancer Epidemic and Prevention (4) Concentrates on understanding how epidemiology plays a role in the search for cancer etiology, prevention, control, and treatment; 1530

gives an overview of cancer research with an appreciation of the multidisciplinary nature of the field. 1532

27. PH 211 Public Health Genomics (4) Concentrates on the role of genetic factors in the etiology of disease in human populations with an objective of disease control and prevention, 1534

and the role of interactions of genetic factors and environmental exposures in the occurrence of disease. 1536

28. EPI 205 Environmental Epidemiology (4) Concentrates on epidemiological approaches to the assessment of community environmental hazards; issues involved in environmental exposure 1538

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estimation; interdisciplinary approaches to environmental epidemiology, including the use of biomarkers of exposure and susceptibility; epidemiological studies within the context of risk 1540

assessment. 29. PH 281 Infectious Diseases Epidemiology (4) Covers the geographical distribution of 1542

infectious diseases and the health and disease risk in diverse human populations. Introduces basic methods for infectious disease epidemiology and case studies of important diseases. 1544

Includes surveillance, outbreak investigation, emerging pathogens, traditional and molecular epidemiology. 1546

30. PH 208 Advances in Social Epidemiology (4). Advances the understanding of social distribution and social determinants of disease and health through multiple risk factor models 1548

and explanatory mechanisms that emphasize the effects of developmental and socio-environmental risk factors on mental and physical health across the life span. 1550

31. PH 283 Advances in Geographic Information Systems for Public Health (4). Covers geographic information systems software knowledge. Explores recent advances in the 1552

application of GIS to public health issues at all scales of analysis. Prerequisite: graduate standing. 32. EPI 232 Chronic Diseases Epidemiology and Prevention (4) Population differences, risk 1554

factors, prevention and control of major chronic diseases. Topics to be presented include different cancers (for examples, lung, digestive, reproductive), coronary and other 1556

cardiovascular diseases, hypertension, diabetes, aging, neurologic disorders, and kidney and respiratory diseases. 1558

33. PH 209 Methods of Demographic Analysis (4) S. Introduces basic demographic methods used in social science and public health research. Topics include sources and limitations of 1560

demographic data; components of population growth; measures of nuptiality, fertility, mortality, and population mobility projection methods; and demographic models. 1562

34. SOC 269 Sociology/Demography of Health (4). This seminar will examine population health. Topics include catastrophic pandemics and the prospects for their recurrence; the 1564

"Columbian exchange"; the "McKeown debate" and evolution of health in developed countries; health and socio-economic status; the healthy immigrant "paradox"; the challenges facing 1566

developing countries today. 35. C/LS 210A-B Cultural and Historical Precedents for Latinos and Medical Care (2-2). 1568

Introduction to the history of Latinos, focusing on relevant pre-Columbian, colonial, and modern social and cultural developments, including issues of race, gender, sexuality, religious beliefs, and 1570

health beliefs and practices. In-progress grading for 210A. Chicano/Latino Studies 210A-B and 212 may not both be taken for credit. 1572

36. AAS 202 Immigration and Globalization (4). Examines immigration to three leading immigrant-receiving nations: the United States, Canada, and Australia, as both cause and 1574

consequence of globalization. Specific attention to Asian migration, as well as assimilation and its relationship to multiculturalism. 1576

37. C/LS 211A-B Latinos/Latinas and Medical Care: Contemporary Issues (2-2). Examines contemporary issues of health beliefs, health practices, reproduction, political economy, 1578

immigration, access to medical care, culture competency, medicalization, biomedicine, and disease as they relate to U.S. Latinas and Latinos. Chicano/Latino Studies 213 and 211A-B may 1580

not both be taken for credit. Same as Anthropology 233B. 38. PH 271 Health Impacts of Global Environmental Change (4). Seminar on health impacts 1582

of environmental change at various scales of analysis. Uses numerical models such as “MIASMA” and “TARGETS” to analyze alternative outcomes of environmental-change scenarios. 1584

Presentations from experts are featured.

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39. PH 241 Environmental Policy and Global Sustainability (4). Seminar organized around 1586

four transcendent questions: does the world value sustainability, what challenges must be met to move toward it, what are the roots of inequality, and is capitalism compatible with sustainability. 1588

40. PH 242 Theories of Health Communication (4) Explores the concepts, constructs, and theories of communication in health and risk contexts. Examines interpersonal, family, 1590

organizational, and mediated communicative processes about health care and conditions from a global perspective. 1592

7.1.3 Research Module 1594

41. PH-296 Doctoral Dissertation (1 – 12 units). Prerequisites: consent of instructor, 1596

graduate standing. May be repeated for credit. 1598

7.1.4 Additional Elective Courses 1600

42. PH 293 Foundations of Clinical and Translational Science (4 units). Introduces the rationale and imperative for clinical and translational science, which seeks to speed up 1602

discoveries into healthcare practices. Compares and contrasts current impediments to clinical research with the potential of translational science. 1604

43. PH 203 Epidemiology (4). Presents descriptive and experimental approaches to the recognition of the causal association of disease in the general population, as these approaches 1606

apply to populations using different student designs and models from the literature. Prerequisite: graduate standing or consent of instructor. 1608

44. PH 204 Biostatistics (4). Designed to help students develop an appreciation for the statistician’s view of the research process, emphasizing biomedical research. Instills an 1610

understanding of how statistical models are used to yield insights about the data that form evidence-based understanding of the world around us. Prerequisite: graduate standing or 1612

consent of instructor. 45. PH 219 Special Topics in Biostatistics, Epidemiology and Health Informatics (4). 1614

Current research in Epidemiology and Biostatistics. Topics vary from quarter to quarter. May be repeated for credit as topics vary. Prerequisite: graduate standing or consent of instructor. 1616

46. PH 239 Special Topics in Health Policy and Management (4). Current research in Health Policy and Management. Topics vary from quarter to quarter. May be repeated for credit 1618

as topics vary. Prerequisite: graduate standing or consent of instructor.

47. PH 259 Special Topics in Social and Behavioral Health Sciences (4). Current research 1620

in Social and Behavioral Health Sciences. Topics vary from quarter to quarter. May be repeated for credit as topics vary. Prerequisite: graduate standing or consent of instructor. 1622

48. PH 265 Advanced Environmental Health Science (4). Explores the complex relationships among exposure processes and adverse health effects of environmental toxins focusing on 1624

specific chemicals, sources, transport media, exposure pathways, and human behaviors. Techniques of environmental sampling for exposure assessment are discussed. 1626

49. PH 223 Risk Communication (4) Explore concepts, constructs, and theories of communication in health risk contexts. The nature of evidence and assumptions about health 1628

risks. Theoretical underpinnings and experience of risk perception in ethnically diverse society.

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50. PH 279 Special Topics in Environmental and Occupational Health Sciences (4). 1630

Current research in Environmental and Occupational Health Sciences. Topics vary from quarter to quarter. May be repeated for credit as topics vary. Prerequisite: graduate standing or consent 1632

of instructor.

51. PH 289 Special Topics in Global Health and Disease Prevention (4). Current research 1634

in Global Health and Disease Prevention. Topics vary from quarter to quarter. May be repeated for credit as topics vary. Prerequisite: graduate standing or consent of instructor. 1636

52. STAT 240 Multivariate Statistical Methods (4). Theory and application of multivariate statistical methods. Topics include: likelihood and Bayesian inference for the multivariate normal 1638

model, visualization of multivariate data, data reduction techniques, cluster analysis, and multivariate statistical models. Prerequisites: Statistics 200A-B-C and Mathematics 121A. 1640

53. STAT 245 Time Series Analysis (4). Statistical models for analysis of time series from time and frequency domain perspectives. Emphasizes theory and application of time series data 1642

analysis methods. Topics include ARMA/ARIMA models, model identification and estimation, linear operators, Fourier analysis, spectral estimation, state space models, Kalman filter. 1644

Prerequisites: Statistics 200A-B-C. 54. STAT 255 Statistical Methods for Survival Data (4). Statistical methods for analyzing 1646

survival data from cohort studies. Topics include parametric and nonparametric methods, the Kaplan-Meier estimator, log-rank tests, regression models, the Cox proportional hazards model 1648

and accelerated failure time models, efficient sampling designs, discrete survival models. Prerequisite: Statistics 211. 1650

55. In4matx 208 Introduction to Medical Informatics (4). Concepts related to the incorporation of information technology into health care environments, covering both the 1652

technological challenges and the social challenges. Topics include medical decision support systems, electronic patient records, information retrieval, standards, data security, human-1654

computer interaction, and computer-aided instruction. Prerequisite: undergraduate degree in computer science, biological sciences, or health sciences with some exposure to the 1656

fundamentals of computing. 56. In4matx 277 Data Mining (4). Introduction to the general principles of inferring useful 1658

knowledge from large data sets (commonly known as data mining or knowledge discovery). Relevant concepts from statistics, databases and data structures, optimization, artificial 1660

intelligence, and visualization are discussed in an integrated manner. Prerequisite: ICS 273 or 274 or consent of instructor. 1662

57. PPD 237 Introduction to Geographic Information Systems (4). Application of Geographic Information Systems (GIS) to the field of urban and regional planning. Emphasizes 1664

current issues that occur in actual implementation settings. Lecture/discussion followed by laboratory demonstrating the area of GIS discussed. Offers "hands-on" student usage of GIS 1666

software. 58. PH 205 Advanced Epidemiologic Methods. Special topics in the design and statistical 1668

analysis of epidemiologic studies, and will include hands-on data analysis during weekly computer lab sessions. Topics include simulation methods for estimating statistical power, counter-1670

matching and multistage study designs, handling missing data, marginal structural models, and Bayesian analysis of epidemiologic data. 1672

59. PH 272 Environmental Health and Quality (4). Concepts and principles of environmental health. Focuses on industrial hygiene, water and air quality, noise pollution, and environmental 1674

carcinogens. Discusses theory and implementation practices through review of legislative measures and enforcement procedures. Examines social and biological interactions surrounding 1676

each topic. Prerequisite: graduate standing or consent of instructor.

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60. PH 240 Topics in Environmental Health Promotion and Education (4). Focuses on 1678

design of intervention strategies dependent on the environmental agent, exposure to assessment, SES, health effects, stakeholders, and support base. Programmatic design includes 1680

media selection, communication/education, and pre/post surveys. Analysis of transborder and local environmental health promotion programs. 1682

61. PH 220 Public Health Cost-Effectiveness Analysis (4). Examines using cost-effectiveness information to allocate limited resources to maximize health benefits to a population; defining 1684

and measuring cost, survival, and health-related quality of life; and how to calculate cost-effectiveness using decision trees and Markov simulation models. Prerequisite: graduate standing 1686

or consent of instructor. Same as Environmental Health, Science, and Policy E228, Planning, Policy, and Design U226, and Psychology and Social Behavior P228. 1688

62. P258 Health Psychology (4). Interdisciplinary exploration of emerging fields of health psychology and behavioral medicine. Topics: role of stress in the development and treatment of 1690

medical problems; sociocognitive determinants of health and illness; interpersonal health transactions; behavioral approaches to medical problems such as diabetes, obesity, hypertension. 1692

63. P272 Human Stress and the HPA Axis (4). Introduction to a new and multidisciplinary research field investigating the interactions between the brain, hormones, and behavior. After an 1694

introduction to relevant neuroendocrine concepts, covers current research topics in the field including stress, memory, development, and psychopathology. 1696

64. SOC 281 Introduction to Social Network Analysis (4). Designed to provide a broad overview of social network analysis. At the same time, students have an opportunity to delve 1698

deeply into applications of the network approach in their individual areas of interest. 65. C/LS 200A Theoretical Issues in Chicano/Latino Research (4). Introduction to 1700

theoretical issues in the scholarship in Chicano/Latino Studies. Theories from social sciences, humanities, critical theory. Topics: immigration, identity, gender and sexuality, globalization, 1702

transnationalism, social, political, and economic integration, race theory, labor market participation, social history, cultural productions. 1704

66. C/LS 200B Problems and Methods in Chicano/Latino Research (4). Examines issues related to conducting research in Latino communities. Topics include problem definition, 1706

sampling, quantitative and qualitative methods, participant-observation, language and interviewing, immigration status, gender, participatory research, and communication with the 1708

larger community. 67. C/LS 211A-B Latinos/Latinas and Medical Care: Contemporary Issues (2-2). 1710

Introduction to medical anthropological and social science perspectives on Latinos/Latinas in relation to a number of health and medically related issues, i.e., immigration, gender, 1712

reproduction, culture, social structure, political economy, sexuality, utilization of medical services, and health beliefs. Chicano/Latino Studies 211A-B and 213 may not both be taken for 1714

credit.

1716

1718

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8.0 Resource Requirements 1720

The Ph.D. in Public Health with concentrations in Global Health and Disease Prevention is supported by 74 faculty members in the Program in Public Health and affiliates of the Global Health Framework 1722

Program. The current size of participating faculty is sufficient to implement the Ph.D. program. The 14 staff members of the Department of Population Health and Disease Prevention will implement the 1724

administration of the degree program.

8.1 Faculty FTE 1726

No additional faculty recruitment is needed to implement the Ph.D. in Public Health.

8.2 Staffing requirement and costs 1728

We expect that with increasing student enrollment at both undergraduate and graduate levels, and the recruitment of faculty members, there will be a growing need for administrative staff. However, we do 1730

not anticipate needing another staff position for the Ph.D. degree for this first five years of its implementation. Ms. Stephanie Uiga, the current Graduate Student Affairs officer will be the 1732

administrative staff officer for the Ph.D. program, with the supporting supervision of Ms. Liza Krassner, Chief Academic Officer. Currently, the department’s student services section consists of two additional 1734

Students Counselors, Ms. Stephanie Leonard and Ms. Cindy Wolff who work primarily with the undergraduate program. In addition, Ms. Sarah Link, Administrative Assistant works on course 1736

scheduling, student course enrollment issues, and course evaluations for all our degree programs, and will provide support for the Ph.D. program. 1738

We also have a Management Services Officer (Ms. Delsa Langford), Payroll Analyst (Ms. Anna Rager), an Assistant Administrative Analyst (Ms. Vickey Strother), Contracts and Grants Budget Analyst (Mr. John 1740

Rupp), a Programmer Analyst (Mr. Marcel Bates), and an Information Technology specialist (Mr. Peter Moua). These staff members will support the graduate program coordination and management 1742

activities. These positions are university employees supported by the state funds.

8.3 Library acquisition 1744

Library acquisitions will be needed to meet the teaching and research needs of a graduate public health program. We anticipate the need for additional texts, monographs, media and software to support 1746

increased scholarly activities in the field of public health. The publishing field is expanding in this subject area and increasingly reflects a multidisciplinary and global orientation in its coverage and treatment, 1748

which will require additional resource allocations. In addition, we anticipate supplemental content from government agencies and publishers increasingly will be released as open access documents or with 1750

some library subsidy. We work with university librarians for library acquisitions to ensure that the library will provide adequate support for teaching and research activities critical to the success of the 1752

Public Health program.

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The library is currently (March 2012) recruiting a health sciences librarian. Active faculty-librarian 1754

communication in collection selection is crucial to the success of the public health collection development process. A librarian with public health subject expertise, as well as adequate support staff, 1756

will be required to work closely with the Public Health Program and individual faculty members. We have attached a library resources cost estimate and letter of support to the proposal. We also reflect 1758

library resources in our summary budget.

8.4 Computing costs 1760

Computing equipment for faculty is addressed through startup funds, campus initiatives (like the Faculty Desktop Computing Initiative), and extramural grant funds. We have worked with the Office of 1762

Information Technology (OIT) to secure access to a computing laboratory for 16 hours per week for graduate students in public health in the AIRB-computing lab. 1764

8.5 Equipment No additional equipment requirements. 1766

8.6 Space and other capital facilities The Ph.D. Public Health will be housed in the new (Spring 2011) facilities of the Program in Public 1768

Health in the Anteater Instruction and Research Building (AIRB), and the dry and wet laboratories in SE-I and SE-II, all totaling 21,338 square feet of space including offices for graduate students, 1770

conference/study rooms, computer laboratory, and wet and dry research laboratories.

8.7 Other operating costs 1772

We include detailed budgets of the program activities in Table 8.1. Projected costs for implementing the Ph.D. in Public Health over the next five years are presented in Table 8.2. We have adequate resources 1774

to launch the degree program, and we will build on our existing graduate Master’s level program to support the doctorate program. We are eligible for Block Grant funding (see letter of support from 1776

Dean of Graduate Division). Funds will be needed to support student recruitment activities, including program advertisement and on-campus interviews for selected candidates. Recruitment expenses will be 1778

supported as needed using funds from our research grant overhead costs returns or from our income from the Office of Extension associated with summer teaching. 1780

We generate sufficient funds from extramural research grant indirect costs recovery and from our work in Extension education to support other expenses that may occur with the implementation of the Ph.D. 1782

degree program (see Tables 8.1 and Table 8.2 – foot notes 6 and 7).

1784

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1786

Table 8.1 Sources of Funds and Expenditures by Major Category, Years 2006-2007 to 2010-2011 1788

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 Source of Funds State Appropriation 885,827.26 1,169,606.91 1,436,334.74 1,513,101.07 1,435,004.17 University Funds 43,433.16 21,561.07 61,084.39 77,926.85 144,056.81 Research Grants/Contracts 689,337.39 1,501,672.48 1,835,726.00 2,258,888.90 1,957,502.36 Indirect Cost Recovery 0 19,164.00 35,719.00 58,373.00 54,832.00 Gifts 0 0 0 500.00 400.00 Extension Education Income 0 0 0 0 82,394.00 MPH– Professional Degree Revenue Funds

0 0 0 49,376.00 37,439.87

Other – Graduate Growth Incentive Award

0 0 0 0 20,000

Other – Lecturers’ Support 0 0 0 0 40,000 TOTAL 1,618,597.81 2,712,004.46 3,368,864.13 3,958,165.82 3,689,235.21

Expenditures

Faculty Salaries & Benefits1 572,857.55 762,830.77 840,879.84 818,958.54 1,018,830.07 Staff Salaries & Benefits1 153,758.76 192,861.43 504,278.00 638,193.12 831,370.67 Operations-Supp. & Exp. 58,151.49 76,169.69. 95,253.83 119,647.59 105,482.64 Travel2 7,641.41 19,570.60 26,376.05 35,029.84 46,712.79 Student Fees (Teaching Assts.) 0 0 0 34,483.03 77,891.02 Contracts & Grants –Salaries & Benefits

176,129.32 228,570.96 274,558.47 391,814.28 353,956.52

Grants/Contracts-Supp.& Exp. 155,455.79 451,549.79 351,168.56 601,545.81 514,250.07 Contracts & Grants-Travel 23,707.81 32,900.09 51,432.34 102,488.64 125,010.66 Contracts & Grants-Overhead 149,620.52 256,964.98 215,908.44 303,902.22 293,906.35 Graduate-Operations3 0 0 0 19,692.00 32,367.26 Graduate-Student Support3 0 0 0 0. 7,248.00 Graduate Student-Travel3 0 0 0 5,810.16 15,191.78 TOTAL 1,297,322.65 2,021,418.31 2,359,855.53 3,071,565.23 3,422,217.83

Notes to Table 8.1 1790 1Numbers are direct costs supported by General/State Funds. No Benefit costs are assessed on all compensation 1792 on General/State funds. Benefit Cost is supported by University Funds and is automatically subtracted as incurred. In 2006-2007, the College of Health Sciences managed the program’s operations. 1794 2 Official/business travel expenses incurred by Administrative Staff, faculty and invited distinguished guests or speakers. 1796 3 These expenses are supported by the Professional Degree Revenue Funds that also include Student Travel support and travel expenses for Seminar or invited Distinguished Speakers. 1798 1800

1802

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Table 8.2 Estimated budget for implementing the Ph.D. in Public Health (2013 – 2018) 1804

CATEGORY

YEAR

1 2 3 4 5

Graduate Director (Summer Salary/Course Release) (Lisa Grant Ludwig, Ph.D.)

10,200 10,404 10,613 10,825 10,825

Graduate Student Services Administrator (Liza Krassner, M.P.A.)

86,426 88,154 89,917 91,716 93,550

Graduate Fellowships and Accounts Manager (Delsa Langford, M.B.A.)

63,240 64,505 65,795 67,111 68,453

Graduate Student Advising Officer (Stephanie Uiga, M.Ed.)

45,227 46,131 47,054 47,995 48,955

Finance Analyst (John Rupp, M.U.R.P.)

45,900

46,818

47,754

48,709

49,684

Graduate Advisors Liaison and Course Scheduler (Sarah Link)

40,513

41,324

42,150

42,993

43,853

Graduate Student Employment Processor (Anna Rager)

54,809

55,905

57,023

58,163

59,327

Internet/Web Support (Marcel Bates) 50%

21,068 21,489 21,919 22,358 22,805

Programmer Analyst/IT Support (Peter Moua)

46,068 46,989 47,929 48,888 49,865

Graduate Seminar Series (Every other week during the academic year)

10,000 10,000 10,000 10,000 10,000

Research and Travel Funds (Up to $500 per conference and supplies)

5,000 5,000 6,000 6,000 7,000

Graduate Program Events (Orientation, Workshops, Commencement)

2,000

2,000

2,000

2,000

2,000

Library Acquisitions, Subscriptions, Databases

15,000 15,000 15,000 12,000 12,000

Electronic Portfolio Subscriptions 2,000 2,000 3,000 3,000 5,000

TOTAL EXPENSES 447,451

455,719

466,154

471,758

483,317

CURRENTLY FUNDED STAFF POSITIONS - 403,251 -411,315 -419,541 -427,933 -436,492

REVENUE FROM GRADUATE PROGRAM FEES (67% of projected graduate professional degree fees, excluding financial aid)

-10,000 -10,000 -15,000 -15,000 -15,000

REVENUE FROM EXTRAMURAL RESEARCH GRANT OVERHEAD (F&A COSTS) RETURNS

-25,000 -25,000 -25,000 -22,000 -22,000

REVENUE FROM EXTENSION EDUCATION

-9,200 -9,404 -6,613 -6,825 9,825

NET TOTAL COSTS (EXPENSES MINUS EXISTING STAFF SALARIES AND REVENUES)

0 0 0 0 0

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Notes to Table 8.2. 1806

1. Staff salaries are projected at current levels with 2% annual increase. 1808

2. Course release is currently granted for the graduate director. 1810

3. Portion of professional degree fee dedicated to general support of graduate programs, including seminar series, library resources, conference and travel support to integrate cross-learning and 1812

other interactions among all our graduate students. 1814

4. Support for graduate students in terms of tuition, fees, and stipends are available through Research Assistantships and Teaching Assistantships (currently, we offer eight 50% Teaching 1816

Assistant positions per academic quarter for a total of 24 positions per year). The Dean of Graduate Division will provide additional support through block grant allocation based on 1818

enrollment. For 2011 – 2012, the ASE Fee and GSHIP remission budget for Public Health was $114,203, covering Tuition and Student Services fee, and GSHIP premium. 1820

5. Revenue from professional degree fees estimated at $5,612 per student per year levels for thirty 1822

students during 2011-2012 with increments of five students added per year. For the 2011 – 2012 academic year, the USAP allocation for Public Health is $91,065. 1824

6. Revenue from indirect cost (F&A charges) recovery from extramural grant awards. For fiscal 1826

year 2010 – 2011, we earned $72,215 in research grant overhead recovery, representing a 24% increase over the previous year, and nearly 400% increase since we started. Our policy is to 1828

return a portion of the revenue to individual Principal Investigators who earned the awards, and the remainder for supporting research-related activities broadly in the program. 1830

7. Revenue from Extension education. The UC Irvine Office of Extension retains 70% of the 1832

income for programmatic instructional expenses and other operational expenses, and 30% is allocated to our program’s discretionary account. In 2009-2010 (summer 2010), the total 1834

amount of income from this program was $82,394. In 2010-2011, representing summer of 2011 activities, we received $91,365 representing an 11% increase over the previous year. 1836

1838

1840

1842

1844

1846

1848

1850

1852

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9.0 Graduate Student Support 1854

Graduate students are normally supported by university or program fellowships, research assistantships (provided by funds from extramural research grants) and teaching assistantships. Support is also 1856

provided through block grant allocation from the university’s graduate division.

9.1 Fellowships 1858

Students enrolling in the Ph.D. in Public Health will be eligible for three major categories of graduate fellowships: national, state-level, and intra-campus. At the national level, we expect our students to be 1860

very competitive for training fellowships from federal agencies including the National Institutes of Health (e.g. the Ruth L. Kirschstein National Research Service Awards (NRSA) Training Grants and 1862

Fellowships)55, National Science Foundation, Environmental Protection (Science to Achieve Results (STAR) and Graduate Research Opportunities),56 and the Association of Schools of Public Health 1864

Fellows Program57. At the State level, our Ph.D. students will be eligible for fellowships under research educational programs targeted at specific populations and geographies (e.g. UC-Mexus) or topic areas. 1866

At the campus level, our students will be eligible for competitive fellowships coordinated through the Office of Graduate Studies. In addition, the Program in Public Health will develop fellowship programs 1868

similar to the Dean’s Data Gathering and Dissertation Fellowships currently offered by various Schools. These latter awards may include a stipend, student fees and tuition quarterly. 1870

9.2 Teaching Assistantships Teaching assistantships are allocated primarily to support undergraduate courses. Each year, the 1872

Program in Public Health offers 24 Teaching Assistantship positions to graduate students. Advanced graduate students are also eligible to teach public health courses during the summer session. A letter 1874

from the Provost’s Office supporting the continuing allocation of 4 TA FTE is included in the appendix. The Graduate Division Dean’s letter regarding the budgeted amounts for 2011 – 2012 is also included. 1876

9.3 Research Assistantships The most important source of support for graduate students is extramural research grants. A vigorous 1878

faculty research program supports the proposed Ph.D. program. For the four-year period 2008 - 2012, faculty members in the Program in Public Health generated a total of $145, 271,167 in extramurally 1880

funded research awards, many of which cover graduate student research. Several current grants are continuing, including $64,344,240 in awards continuing beyond 2012 and up to 2017. The sources of 1882

55 NIH (2012) http://grants.nih.gov/training/extramural.htm 56 USEPA (2012) http://epa.gov/ncer/fellow/ 57 ASPH (2012) http://fellowships.asph.org/

Page 69 of 84


funding include National Institutes of Health, National Science Foundation, U.S. Geological Survey, Bill and Melinda Gates Foundation, Health Effects Institute (see Table 5). 1884

9.4 Block Grant Funding Students enrolled in the Ph.D. in Public Health will eligible for block grant funding, allocated through 1886

Graduate Division. In general, we use these funds for recruitment of top-notch applicants and for supporting graduate students to focus on their research during the summer session. 1888

1890 1892 1894 1896 1898 1900 1902 1904 1906 1908 1910 1912 1914 1916 1918 1920 1922 1924 1926 1928 1930 1932

Page 70 of 84


10.0 Changes in Senate Regulations 1934

No changes in senate regulations are required.

1936

1938

1940

1942

1944

1946

1948

1950

1952

1954

1956

Page 71 of 84


11.0 Appendix 1958

Appendix I – Similar Degree Programs

1960

Appendix II – Letters of Support

1962

Appendix III – Faculty Biographies

1964

Appendix IV – Mentoring Guide

1966

Appendix V – Accreditation Self-Study Submitted to the Council on Education for Public Health – 2012

1968

Appendix VI – University of California – Health Sciences Education – Workforce Needs and Enrollment

Planning - http://www.ucop.edu/hss/documents/healthsci_study.pdf 1970

Appendix VII – University of California, Irvine – 2011 – 2012 General Catalogue. PUBLIC HEALTH –

Pages 537 – 545: http://www.editor.uci.edu/catalogue/11-12Catalogue.pdf 1972

Appendix XIII – Program in Public Health, UC Irvine – Website: http://publichealth.uci.edu/

1974

Appendix IX – Provost’s Letter of TA FTE Allocation (2012-2013) and Budget for 2011 – 2012

1976

Appendix X – CPEC Form

1978

Appendix XI – Catalogue Copy

1980

Appendix XII – Program Summary

Page 72 of 84


11.1 Appendix – I 1982

Examples of Universities Offering Similar Ph.D. in Public Health 1984

1986

University of California, San Diego http://www.ucsd.edu/catalog/curric/PH.html 1988

1990

University of Oxford, England. Department of Public Health: http://www.publichealth.ox.ac.uk/courses/gradstu/gradstu 1992

1994

Yale University: http://medicine.yale.edu/ysph/admissions/programs/phd/index.aspx 1996

Columbia University: http://aje.oxfordjournals.org/cgi/issue_pdf/backmatter_pdf/147/3.pdf 1998

2000

New York University: http://steinhardt.nyu.edu/nutrition/doctoral/public_health 2002

University of Connecticut: http://publichealth.uconn.edu/acprgms_sb_survey.php 2004

2006

Florida International University: http://chua2.fiu.edu/publichealth/PhDProgram.htm 2008

University of Louisville: http://louisville.edu/graduatecatalog/programs/degree-2010

programs/academic/gh/phepphd/ 2012

Temple University : http://www.temple.edu/chp/departments/publichealth/PH_phd.htm 2014

2016

2018

2020

2022

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https://webfiles.uci.edu/oaogunse/APPENDIX-I%20-%20Examples%20of%20Ph.D.%20in%20Public%20Health.pdf?uniq=d7vdlk


11.2 Appendix – II 2024

Letters of Support 2026

2028

2030

2032

2034

2036

2038

2040

2042

2044

2046

2048

2050

2052

2054

2056

2058

2060

2062

Page 74 of 84

https://webfiles.uci.edu/oaogunse/APPENDIX-II-Letters%20of%20Support%20-%20Ph.D.%20Public%20Health%20-%202012.pdf?uniq=d7vdfk


11.3 Appendix – III 2064

Faculty Biographies 2066

2068

2070

2072

2074

2076

2078

2080

2082

2084

2086

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https://webfiles.uci.edu/oaogunse/APPENDIX%20-%20III%20-%20UC%20Irvine%20Ph.D.%20Public%20Health%20-%20Faculty%20Biographies.pdf?uniq=d7vdhk


11.4 Appendix – IV 2088

Mentoring Guide 2090

2092

2094

2096

2098

2100

2102

2104

2106

2108

2110

2112

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https://webfiles.uci.edu/oaogunse/APPENDIX%20-%20IV-%20UC%20Irvine%20Public%20Health%20-%20Mentoring%20Guide.pdf?uniq=d7vjbl


11.5 Appendix – V 2114

Accreditation Self-Study Submitted to the Council on Education for Public Health – 2012

2116

2118

2120

2122

2124

2126

2128

2130

2132

2134

2136

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https://webfiles.uci.edu/oaogunse/APPENDIX%20-%20IV-%20UC%20Irvine%20Public%20Health%20-%20Mentoring%20Guide.pdf?uniq=d7vjbl

https://webfiles.uci.edu/oaogunse/APPENDIX%20-%20V%20-%20UC%20Irvine%20Public%20Health%20-%20Self%20Study%20for%20Accreditation%20%E2%80%93%2023%20FEBRUARY%202012.pdf?uniq=d7vo1g


11.6 Appendix – VI 2138

University of California – Health Sciences Education – Workforce Needs and Enrollment Planning

2140

2142

2144

2146

2148

2150

2152

2154

2156

2158

2160

2162

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https://webfiles.uci.edu/oaogunse/APPENDIX%20-%20VI%20-%20UC%20Health%20Sciences%20Study%20-%20Workforce%20and%20Enrollment%20Planning.pdf?uniq=d7vjbr


11.7 Appendix – VII 2164

University of California, Irvine – 2011 – 2012 General Catalogue. PUBLIC HEALTH –

Pages 537 – 545: http://www.editor.uci.edu/catalogue/11-12Catalogue.pdf 2166

2168

2170

2172

2174

2176

2178

2180

2182

2184

2186

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11.8 Appendix – VIII 2188

Program in Public Health, UC Irvine – Website: http://publichealth.uci.edu/

2190

2192

2194

2196

2198

2200

2202

2204

2206

2208

2210

2212

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11.9 Appendix – IX 2214

Provost’s Letter of TA FTE Allocation to Public Health for 2012 – 2013 and Budget for 2011 – 2012

2216

2218

2220

2222

2224

2226

2228

2230

2232

2234

2236

Page 81 of 84

https://webfiles.uci.edu/oaogunse/APPENDIX%20IX%20-%20Provost%27s%20Letter%20Regarding%20TA%20Allocation%20to%20Public%20Health.pdf?uniq=d7vj63


11.10 Appendix – X 2238

CPEC Form 2240

2242

2244

2246

2248

2250

2252

2254

2256

2258

2260

2262

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https://webfiles.uci.edu/oaogunse/APPENDIX%20-%20X%20-%20CPEC%20Form%20-%20Ph.D.%20in%20Public%20Health-2012.pdf?uniq=d7vj6r


11.11 Appendix – XI 2264

Catalogue Copy

2266

2268

2270

2272

2274

2276

2278

2280

2282

2284

2286

2288

Page 83 of 84

https://webfiles.uci.edu/oaogunse/APPENDIX%20-%20XI%20-%20PUBLIC%20HEALTH%20CATALOGUE%20Tearsheets%20-%20COPY%20including%20Ph.D.%20Public%20Health.pdf?uniq=d7vj5f


11.12 Appendix – XII 2290

Program Summary

Page 84 of 84

https://webfiles.uci.edu/oaogunse/APPENDIX%20-%20XII%20-%20Program%20Summary%20-%20Ph.D.%20in%20Public%20Health.pdf?uniq=d7vj59

https://webfiles.uci.edu/oaogunse/APPENDIX%20-%20XII%20-%20Program%20Summary%20-%20Ph.D.%20in%20Public%20Health.pdf?uniq=d7vnuy

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