University Communities

The Office of Equity and Inclusion

Welcome to the Engagement and Community Committee at the Quillen College of Medicine.

The committee contributes to the College’s mission by developing programs, instruction, and events that empower students, residents and fellows, faculty, and staff to fully participate in the learning environment, learn about issues relevant to comprehensive patient-centered care, and create meaningful programs that reach beyond the College to benefit the entire East Tennessee community.

We aim to cultivate a welcoming environment for all students, residents, faculty, and staff, and to create a community that can truly be called the “Quillen Family.” 

Rachel Walden, MLIS serves as Quillen's Director of Engagement and Community. She can be reached at waldenrr@etsu.edu.

Psychiatry:

The Psychiatry and Behavioral Sciences Resident Education program believes that diversity enhances the educational environment and enriches the experience of faculty, staff, and students. The Diversity of our resident training program is crucial in the field of psychiatry where the diversity of people and thought are required to provide patient centered care. We value the diversity of our residents, faculty and staff.

Art and Sciences Community Relations and Outreach

Welcome to the Office of Community Relations and Outreach for the College of Arts & Sciences at East Tennessee State University. From the humanities to the social sciences to the science and STEM areas, the College of Arts & Sciences is a large, diverse and dynamic unit. It is the most important college at ETSU. As the foundational college at ETSU we are largely responsible for the general education received by our students. There are nearly two dozen majors, sixty concentrations, and fifty minors. By our very nature we are a diverse college.

The diversity of our programs and offerings compliments the tremendous diversity we have among our faculty, staff, and students. Our people come from virtually every continent and region of the world. We are dedicated to creating high quality educational experiences for our students. Our core values are as follows:

  • We believe every person deserves to be treated with dignity and respect.
  • The College of Arts & Sciences is a safe space for all faculty, staff, and students.
  • We value respectful dialogue across differences.
  • We strive for excellence in research, teaching, and service.
  • We are building and strengthening relationships every day to develop a culture of inclusivity, respect, understanding.
  • Humility & Empathy. We believe in servant leadership and the importance of humility in caring for all of our people.
  • We hold ourselves accountable for our successes And our failures.
  • We believe in the power of harnessing data to help guide our performance and improve our outcomes.
  • We invest in our people to make their dreams come true.

Please reach to us with any ideas and/or concerns you may have about community relations and outreach.

For more information about Community Relations and Outreach and the College of Arts & Sciences, please contact Dr. Daryl A. Carter, Associate Dean for Equity & Inclusion, at carterda@etsu.edu or (423) 439-7429.

 

Department of Psychology Committee on Inclusion and Equity

Vision:To maximize a climate of inclusion and equity in the Department of Psychology and in the ETSU community broadly.

Mission:The Committee will leverage the science and profession of psychology in the service of promoting and affirming inclusion, equity, and diversity within the Department of Psychology and beyond.

Goal 1: Building a Departmental culture of inclusion and equity that

  • Objective 1: Creates psychologically safe social environments for candid discussion of issues related to diversity;
  • Objective 2: Creates psychologically safe physical environments that enact principles of inclusion and equity;
  • Objective 3: Promotes belongingness where individuals feel they are members of the community and can thrive;
  • Objective 4: Supports professional development experiences to facilitate dialogues around inclusion, equity, and diversity, both inside and outside of the classroom;
  • Objective 5: Mobilizes knowledge from discipline-related organizations addressing important social issues that occur in our nation; and
  • Objective 6: Recruits and retains diverse faculty, staff, and students;

Goal 2: Promoting a culture of inclusion and equity beyond the Department by

  • Objective 1: Partnering with psychology student organizations;
  • Objective 2: Partnering with other departments and organizations to offer programming and share resources; and
  • Objective 3: Sharing the psychological science of inclusion and equity with ETSU policy makers.

The CIE voted and passedbylawson Jan 20, 2023. The department faculty unanimously voted to accept bylaws on April 26, 2023. 

  • Committee Accomplishments

    Spring 2023

    • CIE embarked on a strategic planning process
    • CIE created bylaws
    • CIE increased transparency of our activities via email, website, and regular deptartment meetings
    • CIE supported department efforts to start a proseminar series focuses on professional development for graduate students and faculty

     Fall 2022

    • CIE implemented our first department faculty meeting session on “DEI successes and challenges”
    • CIE implemented undergraduate diversity survey and identified mental health and disability issues as areas of growth for faculty and will plan disability in the classroom panel

    Spring 2022

    • CIE co-Hosted Syllabus Challenge by Kim Case
    • CIE established regular departmental faculty meeting agenda item for DEI updates to improve communication with graduate students
    • CIE department faculty meeting training – “Threat or Vulnerability”
    • CIE departmental faculty meeting raining (20 minutes) – Microaggressions
    • CIE updated bulletin board on microaggressions 
    • CIE created undergraduate diversity survey
    • CIE transitioned to using the 20 minute department faculty meeting training time for sharing challenges and successes in DEI in order to get ideas and feedback on challenges faculty may be experiencing

    Fall 2021

    • CIE analyzed results of graduate diversity survey and identified need for microaggressions training; discussed the challenges of giving feedback to faculty member and respecting student confidentiality - the department chair was identified as the person that gives feedback to the faculty member
    • CIE initiated document called “Visioning Equity and Inclusion in Psychology” – planned in-department meeting 20 minute trainings based on microaggression training needed for faculty; implemented regular CIE updates on department meeting agendas for better communication with students and faculty; discussed co-sponsoring proseminar after considering colloquium series on diversity
    • CIE partnered with university on film “I am Not a Racist”
    • CIE added an undergraduate representative

    Spring 2021

    • CIE finished and implemented departmental diversity survey and compiled ideas/vision for equity and inclusion

    Fall 2020

    • CIE Collaborative speaker series with PEACE: (F)All in This Together
    • CIE met with Compliance Office to gauge best route for people to report incidents  
    • Experimental PhD program removed expectation for experimental students that they not have outside employment
    • CIE began developing departmental surveys for clinical and experimental graduate students

    BetweenFall of 2018 and Fall of 2020the CIE task force developed a mission statement, vision, and goals. The CIE edited the Department's Diversity Plan and created a website. The Department voted to remove the GRE from graduate admission requirements. 

  • Press Releases

The Committee on Inclusion and Equity in Psychology meets on the second and fourth Friday of each month from 1 pm to 2 pm. Please email psycie@etsu.edu for the room location for each meeting.

 

Contact us at psycie@etsu.edu

College of Health Sciences Office of Cultural Enrichment and Belonging (CEB).

Welcome to the College of Health Sciences Office of Cultural Enrichment and Belonging (CEB).

 

How to reach out to the CEB office and Reporting process:

 

Complete the following form. CEB Reporting Form

You can also scan the QR code from you phone to have acess to the link directly.

Report form QR code

DEIPAR Committee:

The CHS DEIPAR Committee recognizes the importance of a framework that reaches past Diversity, Equity, and Inclusion (DEI) to encompass Intersectionality, Power Analysis, and Anti-Racism (DEIPAR). 

Mission:

In alignment with the Strategic Action Plan of the Office of Equity and College, the mission of the College of Health Sciences (CHS), DEIPAR committee is to create awareness and provide opportunities that guide the development and implementation of a diverse, equitable, inclusive, and anti-racist culture within the CHS community across faculty, staff and students. 

 The overall vision and goals for the DEIPAR committee are to determine the evolving needs of the CHS community, to provide the CHS community with education and resources, and to suggest best practices for creating policies and promoting a culture of diverse, equitable, inclusive, and anti-racist attitudes and behaviors. 

Values and Goals

Value:

Committing to policies and efforts to recruit, retain and support students, staff and faculty to the College of Clinical Health and Rehabilitative Science from different racial, cultural, economic and ethnic backgrounds regardless of their sexual orientation or disability status.  

Goals:

To research, develop, and propose standards/best practices for policies regarding DEI issues.

  • Conduct a review of what DEIPAR related policies already exist at the university level, college level, and department levels.
  • Review existing literature for best practices.
  • Form a sub-committee to review, revise, and propose any policies needed.

To provide opportunities for collective learning

  • Begin a book club – summer reading assignment that will provide insight and discussion about supporting diverse students, staff, and faculty with a fall discussion, winter reading with a spring discussion
  • Liaison with DEI committees in other colleges within ETSU and other regional programs to learn from each other and support each other's mission.

DEIPAR Chair

Deborah Thibeault

Resources:

AY 22-23 End of year reports for DEIPAR and CEB

 

 

College of Public Health - Diversity, Equity, Inclusion and Civility Committee

Diversity, Equity, and Inclusion in Instruction

 

The college ensures that students in all degree programs encounter coursework that helps them better understand the socioeconomic determinants of health and the ways that privilege and disenfranchisement influence population health and health inequities. 

Additional classes and academic programs, including a minor and three graduate certificates, further emphasize the relationships among culture, economics, and health. Learn more about courses and programs of study focused on cultural competence and health equity.

  • Competencies related to diversity, equity, inclusion, and/or cultural awareness in the college’s degree programs

    Competencies related to diversity, equity, inclusion, and/or cultural awareness in the college’s degree programs

    BS ENVIRONMENTAL AND OCCUPATION HEALTH AND SAFETY SCIENCES

    • Explain the social, political, and economic determinants of health and how they contribute to population health and health inequities 

    BS HEALTH ADMINISTRATION

    • Address various determinants of health through health intervention and environment development.
    • Employ the components of public health programs and strategies responsive to the diverse cultural values and traditions of the communities being served.
    • The socioeconomic, behavioral, biological, environmental, and other factors that impact human health and contribute to health disparities.

    BS HEALTH SCIENCES

    • Explain the social, political, and economic determinants of health and how they contribute to population health and health inequities 

    BS MICROBIOLOGY

    • Explain the social, political, and economic determinants of health and how they contribute to population health and health inequities 

    BS PUBLIC HEALTH

    • Address various determinants of health through health intervention and environment development.
    • Employ the components of public health programs and strategies responsive to the diverse cultural values and traditions of the communities being served.
    • The socioeconomic, behavioral, biological, environmental, and other factors that impact human health and contribute to health disparities.

    MASTER OF HEALTH ADMINISTRATION

    • Apply awareness of cultural values and practices to the design or implementation of health policies or programs 

    MASTER OF PUBLIC HEALTH

    • Discuss the means by which structural bias, social inequities, and racism undermine health and create challenges to achieving health equity at organizational, community, and societal levels
    • Apply awareness of cultural values and practices to the design or implementation of public health policies or programs
    • Advocate for political, social, or economic policies and programs that will improve health in diverse populations
    • Evaluate policies for their impact on public health and health equity
    • Describe the importance of cultural competence in communicating public health content

    DOCTOR OF PUBLIC HEALTH

    • Propose strategies for health improvement and elimination of health inequities by organizing stakeholders, including researchers, practitioners, community leaders, and other partners
    • Communicate public health science to diverse stakeholders, including individuals at all levels of health literacy, for purposes of influencing behavior and policies
    • Propose strategies to promote inclusion and equity within public health programs, policies and systems
    • Assess one’s own strengths and weaknesses in leadership capacities, including cultural proficiency
    • Integrate knowledge of cultural values and practices in the design of public health policies and programs
    • Community Health concentration competency: Facilitate the identification of health needs, interests, capacities, and disparities of communities and special populations using principles and practices of community-based participatory research
  • Courses addressing diversity, equity, and/or cultural competence

    Courses addressing diversity, equity, and/or cultural competence

    COBH 2000: ESSENTIALS (3 CREDITS)

    Teaches the essential skills and strategies necessary to meet the health and wellness needs of people living in resource-limited settings. This course specifically acknowledges that “resource-limited” includes rural America, less-economically developed countries and all post-disaster settings.  Students are taught both skills related to “making things” and the cross-cutting skills of teamwork, creativity and resilience.  

    COBH 3000: ESSENTIALS II (3 CREDITS)

    Working with community partners, students develop projects using both resource-limited and advanced tools/techniques to create solutions for health challenges. Examples of solutions for health challenges include resource-limited mobility devices for children with physical limitations, making shoes from available materials, biosand water filters, and related products

    HSMP 2100: HEALTH SYSTEMS (3 CREDITS)

    Studies health systems in the US and other countries, with emphasis on such management issues as the ability to deliver health-related services, their cost and their operations within a legal framework. Included in the topics are discussions of such major developments as prepaid group practice, managed care, national health insurance, planning for health care, and an overview of the issues associated with these developments.

    COBH 3330: CULTURAL COMPETENCE AND SPIRITUALITY IN HEALTH CARE (3 CREDITS) 

    Recognizes that the effectiveness of health care services increases when the cultural and spiritual traditions of the patient are addressed. Offers an orientation to the practices and concerns of diverse cultural and religious groups.

    COBH 4020: LEADERSHIP AND PROFESSIONAL DEVELOPMENT FOR GLOBAL HEALTH (1 CREDIT) 

    Instructs in the development of a professional portfolio of work including highlighting accomplishments from undergraduate studies. Topics may include development of a professional resume and interview skills, a global health and development research topic, and documentation of leadership experiences. 

    COBH 4707: INTERNATIONAL HEALTH (3 CREDITS)

    Designed to provide a fuller understanding of the patterns of medical care delivery and public health practices and the factors that inhibit or enable their applications among community groups and organizations around the world.

    COBH 5707: INTERNATIONAL HEALTH (3 CREDITS)

    Designed to provide a fuller understanding of the patterns of medical care delivery and public health practices and the factors that inhibit or enable their applications among community groups and organizations around the world.

    COBH 5020: FOUNDATIONS OF RURAL HEALTH (3 CREDITS)

    The course will provide foundational content about health in rural populations and will cover definitions of rurality, major rural health agencies and organizations, rural systems, common health disparities in rural communities, and ethical considerations when working with rural populations.  

    COBH 5040: SEMINAR IN GLOBAL HEALTH (1 CREDIT)

    Provides students with an overview of major global health topics and current events in global health. Topics vary by semester based on current events.

    COBH 5050: LOW-RESOURCE TRAINING IN GLOBAL HEALTH (1 CREDIT)

    Provides students with the opportunity to gain hands-on preparation for work in low-resource settings. The course takes place at the ETSU Eastman Valleybrook campus and incorporates the Niswonger VILLAGE (Virtual International Living and Learning Across Global Environments) for case studies. Course projects vary by semester.

    COBH 5270: CULTURAL COMPETENCE AND SPIRITUALITY (3 CREDITS)

    Health care effectiveness increases when the spiritual and cultural traditions of the patient are addressed. In this class, students will receive an orientation to the practices and concerns of diverse cultural and religious groups.

    COBH 5371: METHODS IN INTERDISCIPLINARY ADDICTION AND RECOVERY RESEARCH (3 CREDITS)

    Provides an overview of research methods with an emphasis on designing, conducting, and disseminating research on addiction and recovery. This course provides an introduction to both quantitative and qualitative analysis techniques.

    COBH 5372: ADVANCED METHODS IN INTERDISCIPLINARY ADDICTION AND RECOVERY RESEARCH (3 CREDITS)

    Provides a more robust understanding of translational and implementation research, along with strategies for conducting interdisciplinary research and constructing research proposals focused on addiction and recovery. This course builds on COBH 5371 Methods in Interdisciplinary Addiction and Recovery Research. 

    COBH 5500: ADVANCED SEMINAR IN GERONTOLOGY: AN INTERDISCIPLINARY APPROACH (4 CREDITS)

    This course provides a culminating experience for students in the gerontology certificate program. Students will participate in either a research or practice experience and will share progress from their work in this seminar.

    COBH 4607: GERONTOLOGY AND HEALTH (3 CREDITS)

    Presents a comprehensive examination of the aging process including physical, psychological, social, and economic changes. The course emphasizes assessment of needs in various areas relating to the aged.

    COBH 5607: GERONTOLOGY AND HEALTH (3 CREDITS)

    Presents a comprehensive examination of the aging process including physical, psychological, social, and economic changes. The course emphasizes assessment of needs in various areas relating to the aged.

    COBH 6160: LEADERSHIP AND SYSTEMS: MOBILIZATION OF PUBLIC HEALTH ASSETS (3 CREDITS)

    Uses a problem-based learning approach to systems thinking and modeling for critical public health concerns including the elimination of health disparities and inequities. Through oral and written communication, students propose strategies for population health improvement after engaging in a multilevel investigative process involving diverse stakeholders, audiences, communities, professions, and systems.

    COBH 6250: PROGRAM PLANNING AND DESIGN FOR PUBLIC HEALTH (3 CREDITS)

    Provides students with in-depth analysis of factors contributing to health and disease in populations in light of modifiable and non-modifiable risk factors, including lifestyle behavior patterns, personality and cognitive processes, cultural and spiritual forces, socioeconomic status, age, race, gender, and environmental exposures.  Creation of systems-level interventions to address public health issues and concerns is a central outcome of the course, all of which is grounded in dissemination and implementation methodology.

    HSMP 6330: HEALTH POLICY, ADVOCACY, AND ETHICS (3 CREDITS)

    Provides advanced training in the principles of leadership, policy development, and ethical decision-making within public health. Emphasizes leadership development in the areas of policy development and analysis, shared decision-making, creating organizational change, and reducing health inequities. Emphasis is placed on negotiation and consensus building methods, cultural proficiency, and effective advocacy for health policy.

    COBH 6240: ORGANIZING COMMUNITIES FOR HEALTH ACTION (3 CREDITS)

    This course provides students with a hands-on systems approach to the theory and practice of community organization for health action, including community mobilization, capacity building, developing and sustaining interdisciplinary collaborations, health education empowerment and evaluation, principles of cultural competency, grant writing, and design of community-based participatory research.

    PMPR 7131: GLOBAL HEALTHCARE: DISEASE TREATMENT AND PREVENTION (3 CREDITS) 

    Designed to introduce health professional students to the treatment and prevention of global health issues within a broad cultural context. Students will actively engage in growing in their knowledge, understanding, and care for patients and populations globally with a focus on rural and underserved populations. Serves as a foundational step for practicing in global health fields as a culturally aware healthcare professional. 
  • Special Programs of Study

    Minor in Global Health and Development– 22-credit program designed to provide students with an interprofessional curriculum focused on global issues and to prepare students to work more effectively in global settings. Students may choose to focus on education, health, environment, agriculture, youth development, or community economic development as they relate to global health and development.


    Rural Health Graduate Certificate– 17-credit program designed to provide students with knowledge and skills needed to assess, plan, implement, and evaluate rural health programs and services\

    Gerontology Graduate Certificate – 16-credit interdisciplinary program designed to educate leaders in improving the quality of life for older individuals and their families

    Recovery Research Graduate Certificate– 12-credit interdisciplinary program focused on preparing graduate students, members of regional health systems, addiction treatment facilities, and other community-based organizations to conduct research on addiction and recovery services.

    Global Health Graduate Certificate– 17-credit program of study designed to provide the learner with specific knowledge and skills in global health from an interprofessional perspective. The certificate includes curricular and practice based opportunities, both here and abroad. The Global Health Certificate is open to graduate and professional students interested in global health and is available on campus and fully online.

Diversity and Inclusion Initiatives

The inaugural strategic plan of the College of Public Health articulated diversity-related goals and objectives and provided critical guidance for the five year 2008-13 period.  Following successful implementation of the initial plan, the college has developed the 2021-2026 Strategic Diversity Plan, with significant input of key stakeholders, and with an over-arching vision to continue to promote and celebrate diversity in teaching, research and service.  The plan reflects the college mission, vision and core values and provides a roadmap for the next five years.  Similar to its predecessor, the 2021-2026 plan articulates a monitoring and feedback loop for each diversity-related measure, including the position responsible for tracking the measure, the data source, and the frequency of monitoring.  The college will continue to evaluate those measures at least annually. The college Diversity Plan supports the university’s Strategic Diversity Plan which includes goals, objectives and action plans related to diversity as it pertains to:

  1. student access to education, including health professions education,
  2. student success in completing college and advanced degrees,
  3. recruitment and retention of diverse faculty, staff and students, and
  4. the campus environment and climate.  

Diversity, Equity, Inclusion and Civility Grants

  • Grants

    Grants

    Appalachian Diseases of Despair research study released

    Photo for Appalachian Diseases of Despair research study releasedAppalachian Diseases of Despair,” a new report from the Appalachian Regional Commission co-authored by Michael Meit from the East Tennessee State University Center for Rural Health and Research, finds that diseases of despair mortality had begun to decline between 2017 and 2018, but dramatically surged in 2020, likely due to the COVID-19 pandemic. Read more...

    ETSU secures respected Military Friendly designation

    Photo for ETSU secures respected Military Friendly designation

    After almost 12 years of active duty in the United States Marine Corps, Jake Berens wanted to pursue a career in medicine. The health sciences major, now the president of the ETSU Student Veterans of America, started classes at ETSU in January 2022. Read more...

    Second cohort of ETSU Mentored Substance Use Research training program begins

    Photo for Second cohort of ETSU Mentored Substance Use Research training program beginsEast Tennessee State University launched its second cohort of the ETSU Mentored Substance Use Research (EMSUR) training program, designed to train substance use researchers across multiple disciplines in order to improve health outcomes in Central Appalachia. Read more...

    Hagaman and Pack publish on recovery ecosystems

    Photo for Hagaman and Pack publish on recovery ecosystemsDr. Angela Hagaman has published in Addiction Research & Theory. Dr. Kelly Foster and Morgan Kidd of the Applied Social Research Laboratory at ETSU and Dr. Robert Pack, Director of the ETSU Addiction Science Center and the ETSU/NORC Rural Health Equity Research Center are co-authors. Read more...

    Ahuja publishes on financial barriers to healthcare access

    Photo for Ahuja publishes on financial barriers to healthcare accessDoctoral students Johanna Cimilluca, Esther Adebayo-Abikoye, and Kawther Al Ksir are co-authors, along with master’s students Arpana Karki, Eugene Annor and Chisom Nwaneki with additional co-authors from the University of Connecticut and the University of Nebraska Medical Center. Read more...

    ETSU rural health researchers shed light on our neighbors outside the city limits

    Photo for ETSU rural health researchers shed light on our neighbors outside the city limits“Mask Adherence to Mask Mandate: College Campus Versus the Surrounding Community” was published in the Journal of Community Health.  The paper is a student-conducted research project overseen by research assistant professor Samuel Pettyjohn, DrPH. Read more...

    ETSU Center for Rural Health and Research publishes results of mask study

    Photo for ETSU Center for Rural Health and Research publishes results of mask studyThe article, "South Carolina’s Choose Well Initiative to Reduce Unintended Pregnancy: Rationale, Implementation Design, and Evaluation Methodology", appears in a special issue of the American Journal of Public Health that is devoted to discussing the strengths, limitations, benefits, and opportunities for statewide contraceptive access initiatives in the US.  Read more...

    CARE Women's Health publishes in AJPH

    Photo for CARE Women's Health publishes in AJPHThe article offers an in-depth examination of influences on providers' delivery of contraceptive services across multiple primary care specialties and practice settings. Read more...

    DrPH alumna and faculty member publish on obesity in Asian Americans

    Photo for DrPH alumna and faculty member publish on obesity in Asian AmericansDr. Shaoqing Gong, alumna of East Tennessee State University College of Public Health's doctoral program in Epidemiology, is lead author of an article in BMC Public Health. The article examines the disparities in obesity among Asians living in California. Read more...

    Addiction Science Center earns Advocate of Peer Recovery Service-Agency Award

    Photo for Addiction Science Center earns Advocate of Peer Recovery Service-Agency AwardThe Addiction Science Center at East Tennessee State University received the Advocate of Peer Recovery Service-Agency Award from the Tennessee Certified Peer Recovery Specialist Program of the state Department of Mental Health and Substance Abuse Services. Read more...

    College of Public Health faculty publish on electronic nicotine delivery systems

    Photo for College of Public Health faculty publish on electronic nicotine delivery systemsDr. Hadii Mamudu has authored an article in Preventive Medicine Reports.  Dr. Manik Ahuja, faculty, and Aliyah Smith and Christen Minnick, doctoral students in the College of Public Health are co-authors.   Read more...

    Examining stigma and mental illness in rural communities

    Photo for Examining stigma and mental illness in rural communities“Stigma is a widely recognized barrier to receipt of health and mental health services,” said Dr. Kate Beatty, a member of the Rural Health Equity Research Center (RHERC) and a faculty member in the ETSU College of Public Health. “This policy brief, which is the first brief to be released by the center, documents the burden of public stigma associated with any mental illness in rural versus non-rural communities in the United States.”  Read more...

    CARE Women's Health publishes on contraceptive access

    Photo for CARE Women's Health publishes on contraceptive accessDrs. Michael Smith, Nathan Hale, and Amal Khoury have published an article in Perspectives on Sexual and Reproductive Health. The article, "Ranges of pregnancy preferences and contraceptive use: Results from a population-based survey in the southeast United States," investigates the relationship between the full range of prospective pregnancy preferences, and contraceptive use using a psychometrically evaluated measure of pregnancy preferences.  Read more...

    ETSU hosts media day for public health simulation lab

    Photo for ETSU hosts media day for public health simulation labFriday, September 23, 2022 marked the 10th anniversary of the college of public health simulation lab at ETSU on the Eastman-Valleybrook campus between Johnson City and Kingsport.  Project EARTH is designed to prepare students to solve real-world problems through experiential learning.  Randy Wykoff, the dean of the college, says it started 11 years ago when he and Mike Stoots, the director of Project EARTH, set out to develop a program that would teach students the skills they need to work in resource-limited settings, such as rural areas and in post-disaster settings.  Read more...

    Fletcher Group, NORC and ETSU Launch Substance Use Recovery Tool

    Photo for Fletcher Group, NORC and ETSU Launch Substance Use Recovery ToolNORC at the University of Chicago, East Tennessee State University (ETSU), and the Fletcher Group, Inc. released a mapping tool that enables users to measure the strength of substance use recovery ecosystems for every county in the United States and explore associations with overdose deaths and other sociodemographic and economic factors. The term “recovery ecosystem” is used to describe the factors in a community that support individuals in recovery from substance use disorder.  Read more...

    Leading Voices in Public Health lecture to focus on Appalachian Health

    Photo for Leading Voices in Public Health lecture to focus on Appalachian HealthOn Tuesday, Sept. 13, several experts from the ETSU faculty will provide 10-minute summaries of the chapters they contributed to the book “Appalachian Health: Culture, Challenges and Capacity,” published this summer by the University of Kentucky Press. Read more...

    Doctoral student Chase Harless publishes two articles and a book chapter

    Photo for Doctoral student Chase Harless publishes two articles and a book chapter

    Chase Harless, doctoral student in East Tennessee State University College of Public Health’s Department of Community and Behavioral Health, is lead author of two articles in the Southern Medical Journal, and co-author of a book chapter.  Read more...

    Michael Meit quoted on medical deserts

    Photo for Michael Meit quoted on medical deserts

    Michael Meit, Co-Director of the East Tennessee State University College of Public Health Center for Rural Health and Research, was quoted in the Washington Examiner on the topic of medical deserts.  In the Washington Examiner series, Dried Up: America's Medical Deserts, the Washington Examiner will investigate what happened to vast regions of the country that have seen medical services evaporate over the past decade.  Read more...

    ETSU's Dr. Randy Wykoff named Journal of Appalachian Health editor

    Photo for ETSU's Dr. Randy Wykoff named Journal of Appalachian Health editor

    The dean of East Tennessee State University’s College of Public Health is the new editor-in-chief of the Journal of Appalachian Health.  The first issue edited by Dr. Randy Wykoff is forthcoming. The online journal publishes quarterly and has featured numerous articles by ETSU faculty since its inception in 2019.  Read more...

    College publishes on cardiovascular disease in central Appalachia

    Photo for College publishes on cardiovascular disease in central AppalachiaDr. Hadii Mamudu  is lead author of an article in the Journal of Health Care for the Poor and Underserved.  The article, "Perceptions and Understanding of Patients with Cardiovascular Disease and Non-Licensed Caregivers about Patient-Centered Care: An Exploratory Study in Central Appalachia," explored knowledge, understanding, and perceptions of patient-centered care among patients with cardiovascular diseases and their non-licensed caregivers in Central Appalachia, a medically underserved rural environment.  Read more...

    ETSU faculty, students participate in NRHA Rural Health Conference

    Photo for ETSU faculty, students participate in NRHA Rural Health Conference

    East Tennessee State University Health Sciences faculty, staff and students were well represented at the nation’s largest gathering of rural health professionals in Albuquerque, New Mexico.  The 45th annual Rural Health Conference sponsored by the National Rural Health Association (NRHA) took place May 10-13, 2022 both in person in Albuquerque and virtually, with over 80 sessions designed to help raise the standard of rural health.  Read more...

    College publishes on Project EARTH

    Mike Stoots, Professor and Undergraduate Coordinator for the East Tennessee State University College of Public Health’s Department of Community and Behavioral Health and Director of Operations at Project EARTH, is lead author of an article in Wilderness and Environmental Medicine. The article, Project EARTH: Lessons from 10 Years of Teaching Public Health Skills for Resource-Limited Settings, discusses the evolution of Project EARTH (Employing Available Resources to Transform Health) over the last decade.  Read more...

    College presents at Rx Drug Abuse & Heroin Summit

    Photo for College presents at Rx Drug Abuse & Heroin SummitMike Meit, Director of Research and Programs for East Tennessee State University College of Public Health’s Center for Rural Health and Research and Deputy Director of the ETSU/NORC Rural Health Equity Research Center and Rob Pack, Director, ETSU/NORC Rural Health Equity Research Center & ETSU Addiction Science Center, presented at the Rx Drug Abuse & Heroin Summit at the following sessions.  The summit was held April 18-21, 2022 in Atlanta, Georgia. Deputy Director of the ETSU/NORC Rural Health Equity Research Center.  Read more...

 

Diversity, Equity, Inclusion and Civility Committee

 

The Diversity, Equity, Inclusion and Civility Committee advises the Dean and the Leadership Council on development and implementation of the college strategic diversity, equity and inclusion plan; to systematically follow college progress on the strategic goals and the objectives outlined in the diversity, equity and inclusion plan; to advise faculty, staff, and student recruitment activities related to diversity, equity and inclusion issues; to interface with appropriate university, community and regional bodies to address diversity, equity and inclusion related issues of regional importance; to recommend in-house lectures, seminars or other activities that focus on diversity, equity, inclusion, cultural awareness, and social justice.

  • Membership Structure

    At least two faculty, two staff and two students from across the college recommended by the Department Chairs and selected by the Chair of the Committee, and as appropriate, an Ex officio representative from the ETSU Office of Equity and Diversity.  The Chair will be appointed by the Dean.

  • Terms of Membership

    Members will be appointed for a three-year term so staggered that not more than one-third of the committee will be changed each year.

  • Specific Guidelines

    Call meetings, assure that minutes of deliberations are collected, and report to the Leadership Council and/or the Dean on the recommendations of this committee.

  • Membership
    Status
    Membership Structure
    Name
    Area of Representation
    Length of Term
    Voting
    Faculty Representative
    Hadii Mamudu*
    Department of Health Services Management and Policy
    2024-2025



    Voting
    Faculty Representative
    David Shoham



    Department of Biostatistics and Epidemiology
    2023-2024
    Voting
    Faculty Representative
    Roger Blackwell





    Department of Community and Behavioral Health
    2024-2025
    Voting

    Faculty Representative
    Rod Handy
    Department of Environmental and Occupational Health and Safety Sciences
    2025-2026
    Voting
    Faculty Representative
    Suman Dalal





    Department of Biomedical Health Sciences
    2023-2024
    Voting
    Staff Representative
    Rachel Kellogg
    Office of the Dean
    2023-2024
    Voting
    Staff Representative
    Lee Cutshaw
    Department of Biostatistics and Epidemiology
    2024-2025
    Voting
    Student Representative
    Michael Prough
    DrPH Student

    N/A
    Voting
    Student Representative
    Abbie Campbell
    UG Student
    N/A
    Voting
    Student Representative
    Richard Harrison
    UG Student
    N/A
    Voting
    University Representative
    Kayla Lee
    ETSU Office of Equity and Diversity
    2024-2025

    *Chair

 

Student Life and Enrollment Diversity

Statement of Commitment

The Division of Student Affairs at East Tennessee State University is committed to the promotion of diversity of people and thought in the ETSU community.  This is accomplished through multiple efforts including sponsorship and participation in:

The Mary V. Jordan Multicultural Center

Recruitment and Retention:

Campus Programming and Resources:

Committees: