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organizational setting conducive to teaching and learning, research and service. The organizational setting shall facilitate interdisciplinary communication,

cooperation and collaboration. The organizational structure shall effectively VXSSRUWWKHZRUNRIWKHSURJUDP¶VFRQVWLWXHQWV

1.4.a. One or more organizational charts showing the administrative organization of the program, indicating relationships among its component officers or other administrative units and its relationship to higher-level departments, schools and divisions.

Virginia Tech governs the Public Health Program through its College of Veterinary Medicine and has designed a decision-making structure that includes the Virginia Tech Carilion School of Medicine (VTCSOM) as an advisory partner (as noted by the dotted line in the organizational chart).

The program is managed by the Program Director at Virginia Tech through the

Department of Population Health Sciences in the College of Veterinary Medicine. The organizational chart visually presents WKHSURJUDP¶VJRYHUQDQFHDQGLQIUDVWUXFWXUH. Virginia Tech and VTCSOM signed a Memorandum of Understanding on August 31, 2010 that sets forth the steps to be taken to build the program as a partnership (see Appendix 1.) At this time, the program functions as a single institution program as defined by CEPH, but may in the future reapply to CEPH as a collaborative program.

Listing of all non-Population Health Sciences individuals on organizational chart (alphabetically):

x John Dreyzehner, MD, MPH ± Chair, External Advisory Board; Commissioner of Health, Tennessee

x Cynda Johnson, MD, MBA ± Founding Dean and President; VTCSOM x Mark McNamee, PhD ± Provost, Virginia Tech

x Karen Roberto, PhD ± Director, Institute for Society, Culture, and Environment, Virginia Tech

x Gerhardt Schurig, DVM, MS, PhD ± Dean, Virginia-Maryland Regional College of Veterinary Medicine, Virginia Tech

x Rick Vari, PhD ± Associate Dean for Basic Science Education, VTCSOM

Population Health Sciences Faculty and Staff:

x Kaja Abbas, PhD, MPH ± Assistant Professor; Coordinator, Infectious Disease Concentration

x Andrea Bertke, PhD ± Assistant Professor

x François Elvinger, Dr.med.vet, PhD,  Dipl. ACVPM & ECVPH ± Professor; Department Head; Program Director, Public Health Program

x Madison Gates, PhD ± Assistant Director, Center for Public Health Practice and Research

x Kathy Hosig, PhD, MPH, RD ± Associate Professor; Director, Center for Public Health Practice and Research

x Thomas Kerkering, MD, FACP, FIDSA ± Infectious Disease Concentration; Chair, Department of Infectious Disease, Carilion Clinic; Professor, VTCSOM; Adjunct Professor, Population Health Sciences

x Susan West Marmagas, MPH ± Associate Professor of Public Health Practice; Assistant Director, Public Health Program; Practicum Coordinator

x F. William Pierson, MS, DVM, PhD, Diplomate, ACPV ± Professor; Veterinary Teaching Hospital Director

x Kerry Redican, PhD, MSPH, MPH ± Professor; Associate Director, Public Health Program; Coordinator, Public Health Education Concentration

1.4.b. Description of the roles and responsibilities of major units in the organizational chart.

Joint Steering Committee: The Joint Steering Committee is chaired by the Dean of

the College of Veterinary Medicine (Gerhard Schurig) and is comprised of two additional college senior administrators (Roger Avery, Senior Associate Dean for Research and Graduate Studies; Mike Harness, Associate Dean for Finance and Administration) the Dean of VTCSOM (Cynda Johnson, Founding Dean, President) and one additional VTCSOM senior administrator (Rick Vari, Associate Dean for Basic Science Education). The Joint Steering Committee provides senior-level oversight and pursues the long-term goal of developing a joint program between the Public Health Program and VTCSOM.

Program Administration: The Program Director (François Elvinger), assisted by the

associate director (Kerry Redican) and assistant director (Susan West Marmagas) is responsible for the management of the Public Health Program. The program is staffed by Justin Bland, a full-time departmental and program administrative assistant.

Program Committees:

x The Program and Policy Committee, chaired by the program associate director (Kerry Redican), guides the overall policy and procedures for the program; x The Admissions Committee (chair: Susan West Marmagas) makes admissions

decisions for MPH degree students;

x The Curriculum Committee (chair: Kerry Redican) conducts course reviews and assures alignment between competencies and course syllabi;

x The Assessment Committee (chair: Kathy Hosig) develops, implements and carries out assessments for program and student performance.

External Advisory Board: The program seeks guidance from the External Advisory

Board comprised of representatives from local health districts, community health agencies, and other public health-related institutions and associations. The External Advisory Board guides program leaders on overall program development, student recruitment and enrollment, course of study, student practicum experiences, and student mentoring. It offers an external perspective to the program, assisting in public relations, networking and funding opportunities. The Advisory Board, chaired by Dr. John Dreyzehner, Commissioner of Health for Tennessee (formerly Director of the Cumberland Plateau Health District, Virginia Department of Health), has met in April 2011, November 2011, and April 2012. The Advisory Board is to meet twice a year. The Joint Steering Committee, the External Advisory Board and the program

committees have all participated in the design and review of the self-study document for the CEPH accreditation process.

Concentration Coordinators: Each concentration is coordinated by one core faculty

in the program (Kerry Redican for Public Health Education, Kaja Abbas for Infectious Disease). The coordinator is responsible for managing the day-to-day operations of the concentration including curriculum review and planning.

Center for Public Health Practice and Research: The Center for Public Health

Practice and Research was established in July 2011 as a joint endeavor between 9LUJLQLD7HFK¶V,QVWLWXWHIRU6RFLHW\&XOWXUHDQG(QYLURQPHQWDQGWKH&ROOHJHRI

Veterinary Medicine. The Center, directed by Kathy Hosig, has been strategically linked with the Public Health Program so as to build a seamless connection between public health-oriented faculty at Virginia Tech and external public health partners. A new Assistant Director, Madison Gates, started in January 2012. Many of the program IDFXOW\¶VGLVFRYHU\DQGHQJDJHPHQWHQGHDYRUVDUHOLQNHGZLWKWKHQHZ&HQWHU7KH Center plays an integral role in meeting the goals and objectives of the program. More information on the Center can be found in Appendix 2, and Criteria 3.1, 3.2 and 3.3.

1.4.c. Description of the manner in which interdisciplinary coordination, cooperation and collaboration are supported.

The program engages faculty from across Virginia Tech in the teaching, research and VHUYLFHHOHPHQWVRISURJUDPLPSOHPHQWDWLRQ7KHSURJUDP¶VIDFXOW\DIILOLDWHVSDUWLFLSDWH in the teaching of core, concentration and elective courses from such disciplines as biology, sociology, human development, human nutrition, foods and exercise, veterinary medicine, food science, engineering (biological systems, environmental, industrial systems), geography, and political science. The new Center for Public Health Practice DQG5HVHDUFKFRQYHQHVD³Public Health Network at VT´IDFXOW\JUoup comprised of over 60 faculty colleagues from across campus. In addition, current research and practice projects are underway or planned in collaboration with faculty colleagues from such departments as human nutrition foods and exercise, veterinary medicine, English, human development, bioinformatics, education, psychology, and specific university institutes including the Virginia Bioinformatics Institute, the Institute for Society, Culture and Environment, and the Institute for Policy and Governance.

1.4.d. ,GHQWLILFDWLRQRIZULWWHQSROLFLHVWKDWDUHLOOXVWUDWLYHRIWKHSURJUDP¶V commitment to fair and ethical dealings.

7KHSURJUDPVXEVFULEHVWRWKHFRPPRQO\VWDWHGSULQFLSOHDW9LUJLQLD7HFKWKDW³LQWHJULW\ demands that all members of the university community and the university itself engage in continual civil discourse and ethical behaviors that advance learning, discovery, and engagement, supported by administration. Integrity demands maintaining standards of personal and professional behavior of tKHKLJKHVWRUGHU´More specifically, the program supports section 2.7.1 Statement of Principles of Ethical Behavior in the Virginia Tech Faculty Handbook. This section is as follows:

The faculty of Virginia Tech believe that academic freedom is essential to attain our missions as scholars and teachers. We also recognize and accept the responsibilities attendant to academic freedom as fundamental to a scholarly community. We believe we must exercise our rights with due regard to the rights of others and we must meet our obligations fully as faculty members. We hold ourselves accountable to ensure that the faculty of Virginia Tech is recognized for its commitment and leadership to pursue knowledge, to promote the free expression of ideas, to teach our students, and to serve the citizens of Virginia.

Scholarship: Guided by a deep conviction of the worth and dignity of the advancement of knowledge, we recognize our primary responsibility to our disciplines is to seek and to state the truth. To this end, we devote our energies to developing and improving our scholarly competence. We accept the obligation to exercise critical self-discipline and judgment in using, extending, and transmitting knowledge. We practice intellectual honesty and do not compromise our freedom of inquiry.

Students: We encourage the free pursuit of learning in our students and exemplify the best scholarly and ethical standards of our disciplines. We value and promote

differences among students and respect students as individuals and serve as their intellectual guides and counselors. We make every reasonable effort to foster honest

academic conduct and to assure that our evaluations of students reflect each student's true merit. We respect the confidential nature of the relationship between professors and students. We avoid any exploitation, harassment, or discriminatory treatment of students and acknowledge significant academic or scholarly assistance from students. We do not engage in any romantic or sexual relationships with students whom we are in a position to evaluate by virtue of our teaching, research, or administrative

responsibilities.

Instruction: We strive to be fair, compassionate, and effective teachers. We prepare classes adequately, present materials fairly, and make ourselves available to students for consultation and advice. We avoid bias and we respect diverse points of view. Colleagues: We accept our obligations that derive from common membership in the faculty of Virginia Tech. We relate to colleagues and other university personnel in a responsible, professional, and civil manner, avoiding behaviors and actions that

purposefully, consistently, and unnecessarily tend to disrupt, impede, harass, or abuse them in the performance of their assigned tasks and professional duties. We do not discriminate against colleagues, nor do we engage in romantic or sexual relationships with employees whom we are in a position to supervise or evaluate. We respect and defend free inquiry by all. In the exchange of criticisms and ideas, we show respect for the opinions of others, acknowledge significant academic or scholarly assistance, and strive to be open minded and fair in our professional judgments. We accept our share of faculty responsibilities for the governance of Virginia Tech and take due care in the discharge of those responsibilities.

University: We seek above all to be effective in our assigned responsibilities. We give paramount importance to these responsibilities in determining the amount and character of work done outside of Virginia Tech. Although we observe the Faculty Handbook, we maintain our right to criticize and seek revision of university policy.

Community: As members of the larger community, we have the same rights and

obligations as other citizens. We measure the importance of these rights and obligations in light of our responsibilities to our disciplines, to our professions, to our students, and to Virginia Tech. When we speak or act as private persons, we avoid creating the impression of speaking or acting for Virginia Tech. As citizens engaged in a profession that depends upon freedom for its welfare and integrity, we have a particular obligation to promote conditions of free inquiry and of further public understanding of academic freedom.

1.4.e. Description of the manner in which student grievances and complaints are addressed including the number of grievances and complaints filled for each of the last three years.

The program recognizes the need for students to voice grievances and to seek

resolution to problems, disagreements with faculty/administrators, or interpretations of institutional policy. The institution also recognizes the responsibility of the student to

express their concerns in a professional and ethical manner. Concerns may involve course grades, progress reports, behavioral issues, financial concerns or issues related to accreditation standards and procedures.

It is assumed that most problems involving graduate education will be discussed informally and reconciled at the program and departmental level. Indeed, most discussions of this kind will commonly occur between the student and the VWXGHQW¶V advisor. +RZHYHUIURPWLPHWRWLPHVHULRXVTXHVWLRQVPD\DULVHWKDWSODFHWKHVWXGHQW¶V status in jeopardy. On these occasions it is important that the program, department, and university SURYLGHIXOORSSRUWXQLW\IRUWKHVWXGHQW¶VJULHYDQFHWREHUHYLHZHGLQD

judicious manner.

For all resolutions and grievances, the student is to contact and send the appropriate material to:

Dr. Kerry Redican

Associate Director, Public Health Program Department of Population Health Sciences 100 Sandy Hall (0395)

Virginia Tech

Blacksburg, VA 24061

All grievance material will be maintained on file in the Associate Director¶VRIILFHDQGWKH specific student/employee/faculty file as appropriate to the grievance.

The Program Appeal

When a graduate student believes that any work has been improperly evaluated, or believes that there has been unfair treatment, it is expected that the student will take up the questions directly with the faculty member involYHG7KLVPD\EHWKHVWXGHQW¶V advisor, other faculty members, or an instructor responsible for a course. If, after earnest inquiry, the matter remains unreconciled, the graduate student can appeal the question to the Associate Director. If the Associate Director is a party to the grievance, another impartial faculty member or administrator in the academic college will assume this responsibility. The Associate Director, in consultation with the Department Head, shall take all reasonable and proper actions to resolve the question at the program and department level. The student shall be informed in writing of the results no later than one month after the appeal to the Department Head. In some matters, the Faculty Handbook provides additional relevant information, for example, "the assigning of grades is the responsibility of the individual instructor in every case. The basis on which grades are assigned rests on his/her judgment alone...."

1. Academic Resolutions and Appeals

An individual concern that is academic in nature should be first discussed with the immediate instructor or preceptor and must be done in a professional manner. This concern generally includes those that arise from personal conflicts or actions taken against a student individually. For individual concerns, if resolution cannot be reached,

the student may, within two weeks of the failed resolution, appeal, in writing to the Associate Director.

If resolution cannot be reached from the prior appeals, the student may, within two weeks of the failed resolution, appeal in writing to the Department Head.

If a resolution cannot be reached, the student may appeal in writing within two weeks of the failed rotation to the Dean whose decision will constitute the final resolution. The Dean may refuse the meeting if the appeal has not been presented in writing, in

advance of the meeting.

2. General Course Procedures

A concern over general course procedures or grading policies should be addressed to the Chair of the Curriculum Committee who will bring them forward to the Curriculum Committee for review and discussion. Two MPH student representatives are members of the Curriculum Committee. If through the normal processes for an acceptable and reasonable request, a resolution cannot be reached, the student may, within two weeks of the failed resolution, appeal in writing to the Associate Director. If resolution cannot be reached from the prior appeals, the student may, within two weeks of the failed resolution, appeal in writing to the Department Head whose decision will constitute the final resolution. The Department Head may refuse the meeting if the appeal has not been presented in writing, in advance of the meeting.

3. Public Health Program Policies and Procedures

A concern over WKHSURJUDP¶V policies and procedures should be addressed to the Associate Director. If a resolution cannot be reached, the student may, within two weeks, appeal in writing to the Department Head. If resolution cannot be reached from this appeal, the student, within two weeks, may appeal in writing to the Dean whose decision will constitute the final resolution. The Dean may refuse the meeting if the appeal has not been presented in writing, in advance of the meeting.

4. Non Academic Grievance

MPH students have the right to due process involving grievance and appeals procedures for non± academic grievances. All students have the opportunity to

informally discuss non-academic grievances with the Associate Director. This should be the first step prior to initiating any formal non-academic grievance process. The student may also elect to consult the Graduate School Ombudsperson about the concern. Any student who has a non±academic grievance which they feel has not been sufficiently resolved during a conversation with the Associate Director should follow the steps listed below to have his or her grievance addressed.

A. Submit the details of the grievance in writing to the Associate Director; then make an appointment with the Associate Director to discuss the grievance and request relief. The Associate Director will consult with all parties significantly involved in the grievance, document the findings, and make a decision. Copies of the decision will be forwarded to all principle parties.

B. If the grievance is not resolved at the Associate Director level, the student may request a review of the grievance by the Department Head. The grievance must be made in writing to the Department Head. If the grievance is not resolved by the

Department Head, the student may appeal the decision to the Dean. The decision of the Dean is the final step in the non-academic grievance process.

No student will be subject to unfair action or treatment by the administration or faculty of the Public Health Program as a result of the initiation of a complaint. The proceedings of the Associate Director are confidential and any discussion of the proceedings or the facts revealed, except with the Department Head and the Dean, is a violation of the VWXGHQW¶VULJKWWRSULYDF\$OOYLRODWLRQVRIWKHVWXGHQW¶VULJKWWRSULYDF\ZLOOEHYLHZHGDV unprofessional and subject to disciplinary action as such.

Graduate Student Ombudsperson

The Graduate Student Ombudsperson, with an office in the Graduate Life Center, provides confidential help to graduate students to resolve issues and address concerns that arise within the university setting. The ombudsperson provides a resource for and information about institutional policies and acts as a facilitator to work toward resolution of graduate students' concerns. The office is an informal avenue for graduate students. Consultations are kept confidential, unless the student grants permission for the

ombudsperson to discuss issues with involved parties or administrators.

The University Appeals Procedure

6KRXOGWKHDJJULHYHGVWXGHQWEHOLHYHWKDWWKHVWXGHQW¶VULJKWVZHUHDEULGJHGDWWKH departmental level, the student may file an appeal with the Dean of the Graduate School. In a statement to the Dean, the aggrieved student must clearly state the substance of the appeal. The Dean of the Graduate School shall take all reasonable and proper actions to resolve the question or refer it directly to the Graduate Appeals