Form 0920-0765 FMS 2.0 Activity Tracking Module (2020)

Fellowship Management System

Attachment 6_FMS 2.0 Activity Tracking Module

Activity Tracking

OMB: 0920-0765

Document [docx]
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Form Approved

OMB No. 0920-0765

Shape1 Attachment 6 – FMS Activity Tracking Module Exp. Date 01/31/2021





Fellowship Management System (FMS)

FMS Activity Tracking Module

Privacy Act and Public Burden Information


Privacy Act Information

The Privacy Act applies to this information collection. Information collected will be kept private as noted in the System of Records Notice is 09-20-0112, Fellowship Program and Guest Researcher Records.


Public Burden Information

Form Approved

OMB No. 0920-0765

Exp. Date 01/31/2021


Public reporting burden of this collection of information is an estimated average of 25 minutes per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the data needed, and completing and reviewing the collection of information. An agency may not conduct or sponsor, and a person is not required to respond to a collection of information unless it displays a currently valid OMB control number. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing this burden to CDC/ATSDR Reports Clearance Officer; 1600 Clifton Road NE, MS D-74, Atlanta, Georgia 30333; ATTN: PRA (0920-0765).

2020

Table of Contents

Table of Contents 2

1. Introduction 5

1.1 Document Structure 6

2. Sign-In & Sign-Up Pages 7

2.1 Sign-In Page 7

2.2 Sign-Up Page (For New Users) 9

3. eFMS System Help Desk Ticket 10

4. Activity Tracking Welcome Page 12

5. Activity Tracking Profile 13

5.1 General Information 13

5.2 EEP 15

5.3 SAF 20

6. Activities & Projects 21

6.1 EEP 21

6.1.1 Project Goals 21

6.1.2 Project Plan 23

6.1.3 Project Tracking Form 25

6.2 SAF 27

6.2.1 Conference Presentation 27

6.3 ELI 29

6.3.1 Success Story 29

6.3.2 Photo Release 30

7. Surveys 31

7.1 EEP 31

7.1.1 Orientation Survey 31

7.1.2 Student Exit Survey 39

7.2 SAF 67

7.2.1 Summer Course Satisfaction Survey 67

7.2.2 Fellow Exit Survey 85

7.3 LLS 108

7.3.1 Supervisor 1-Year Survey 108

7.3.2 Supervisor Exit Survey 119

7.4 ELI 132

7.4.1 End of Year Survey 132

7.5 EIS 145

7.5.1 Supervisor Exit Survey 145

7.5.2 Supervisor Survey 158

7.5.3 Position Description Survey 166

8. Assessments & Evaluations 176

8.1 EEP 176

8.1.1 Supervisor Evaluation of Student Survey 176

8.1.2 Project Review 186

8.2 LLS 188

8.2.1 Fellow Assessment 188

8.2.2 6-Month CAL Assessment 190

8.2.3 Activity Review 213

8.3 PE 216

8.3.1 Supervisor Evaluation of PE Fellow – End of Year 1 and Year 2 216

8.3.2 Accomplishment Review 229

8.4 PHAP 231

8.4.1 Semi-Annual Activity Reporting (SAAR) 231

8.4.2 Project Review 236

8.5 ELI 245

8.5.1 Mentor Feedback Survey 245

8.6 EIS 252

8.6.1 EIS Progress Assessment 252

8.6.2 Activity Review 255

8.7 PHIFP 258

8.7.1 Project Review 258

9. Appendix 262

I. Field Value Tables 262

II. Lookup Tables 263





  1. Introduction



The purpose of this document is to list all the data elements collected online through the Fellowship Management System (FMS). The FMS activity tracking module is a streamlined mechanism for Centers for Disease Control and Prevention (CDC) fellow, program associates and host site supervisors to submit information online and track statuses of fellowship progression (e.g., CALs, competencies). The FMS is a robust flexible framework and the FMS Activity Tracking Module is tailored successfully for various CDC fellowships:

  1. Epidemic Intelligence Service (EIS)

  2. CDC E-learning Institute (ELI)

  3. Epidemiology Elective Program (EEP)

  4. Future Leaders in Infections and Global Health Threats (FLIGHT)

  5. Laboratory Leadership Service (LLS)

  6. CDC Steven M. Teutsch Prevention Effectiveness (PE) Fellowship

  7. Public Health Associate Program (PHAP)

  8. Public Health Informatics Fellowship Program (PHIFP)

  9. Science Ambassador Fellowship (SAF)



1.1 Document Structure

This document is broken down by the major pages of the FMS Activity Tracking. In this document, each page of the FMS Activity Tracker has sections and some sub-sections. Instructions, login, and registration pages are included. Instructions and emails in the FMS Activity Tracker are tailored to each CDC fellowship’s requirements.

Following the screenshots in each section is a table that shows the status of the collection of data elements by each CDC fellowships. The following labels indicate the status of the collection:

  • “Yes” indicates that the fellowship collects the information and that applicants are required to submit this information.

  • “No” indicates that the fellowship does not collect this information.

  • “-“ indicates open text field

In addition, the table shows the data values of each data element, and for ones that have a list of dropdown values, the data value category is hyperlinked to its list located in the Appendix.

  1. Sign-In & Sign-Up Pages

    1. Sign-In Page



Figure 2.1-a. Sign-In Page





Figure 2.1-b. Privacy Act and Public Burden Information

Table 2.1-a. Sign-In Fields

Field

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Email

-

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Password

-

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes





    1. Sign-Up Page (For New Users)



Figure 2.2-a. Sign-Up Fields

Table 2.2-a. Sign-Up Fields

Field

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Email

-

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Password

-

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Confirm Password

-

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes





  1. eFMS System Help Desk Ticket



Figure 3-a. eFMS System Help Desk Ticket Fields



Table 3-a. eFMS System Help Desk Ticket Fields

Field

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Your Name:

-

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Sign-In Email:

-

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Contact Phone Number:

-

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Fellowship:

Fellowship Lookup Table

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

What type of issue or need do you have?

1. System Error Message
2. Sign-In or Password
3. Smart Card Sign-In
4. Data Not Saving
5. Unable to Submit
6. Reset application back to "Draft"
7. Withdraw Fellowship Application
8. Other

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

URL where the issue is occurring:

-

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Error code message:

-

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Please describe your issue or need:

-

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Screenshot of error or issue (optional):

-

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes



  1. Activity Tracking Welcome Page



Figure 4-a. Application Welcome Page



  1. Activity Tracking Profile

    1. General Information



Figure 5.1-a. General Information Fields





Table 5.1-a. General Information Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

First Name:

-

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Last Name:

-

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

CDC Employee?

1. Yes
2. No

No

No

No

No

No

No

No

No

Yes


Email (If CDC, use CDC Email):

-

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Class Year:

-

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Photo Upload:

-

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Degree(s):

-

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Background:

-

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

5.2 EEP

Figure 5.2-a. EEP Profile Fields



Table 5.2-a. EEP Profile Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Memorandum of Agreement (Required for all students):

1. Completed

No

No

No

Yes

No

No

No

No

No

Date Completed:

-

No

No

No

Yes

No

No

No

No

No

669A SWEP Volunteer Agreement (Required for CDC-based students):

1. Completed

No

No

No

Yes

No

No

No

No

No

Date Completed:

-

No

No

No

Yes

No

No

No

No

No

669C SWEP Statement of Duties Agreement (Required for CDC-based students):

1. Completed

No

No

No

Yes

No

No

No

No

No

Date Completed:

-

No

No

No

Yes

No

No

No

No

No

1438 SWEP E-QIP Initiation Form (Required for CDC-based students):

1. Completed

No

No

No

Yes

No

No

No

No

No

Date Completed:

-

No

No

No

Yes

No

No

No

No

No

Provided your SSN to EEP Program (Required for CDC-based students):

1. Completed

No

No

No

Yes

No

No

No

No

No

Date Completed:

-

No

No

No

Yes

No

No

No

No

No





Table 5.2-b. EEP Profile Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Safety Survival Skills Exam (SSS) (Required for CDC-based students):

1. Completed

No

No

No

Yes

No

No

No

No

No

Date Completed:

-

No

No

No

Yes

No

No

No

No

No

Security Awareness Training (SAT) (Required for CDC-based students):

1. Completed

No

No

No

Yes

No

No

No

No

No

Date Completed:

-

No

No

No

Yes

No

No

No

No

No

Completed Office of Safety, Security, and Asset Management (OSSAM) regarding your personnel security background investigation (Required for CDC-based students):

1. Completed

No

No

No

Yes

No

No

No

No

No

Date Completed:

-

No

No

No

Yes

No

No

No

No

No

Fingerprinting (Required for CDC-based students):

1. Completed

No

No

No

Yes

No

No

No

No

No

Date Completed:

-

No

No

No

Yes

No

No

No

No

No







Figure 5.3-b. EEP Profile Fields





Table 5.3-c. EEP Profile Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Principles of Epidemiology for Public Health Practice Course (See program handbook) (Optional for all students):

1. Completed

No

No

No

Yes

No

No

No

No

No

Date Completed:

-

No

No

No

Yes

No

No

No

No

No

ActiEpi Course (See program handbook) (Optional for all students):

1. Completed

No

No

No

Yes

No

No

No

No

No

Date Completed:

-

No

No

No

Yes

No

No

No

No

No

Online Public Health Ethics Course (See program handbook) (Optional for all students):

1. Completed

No

No

No

Yes

No

No

No

No

No

Date Completed:

-

No

No

No

Yes

No

No

No

No

No

Submit Project Abstract (Required for all students):

1. Completed

No

No

No

Yes

No

No

No

No

No

Date Completed:

-

No

No

No

Yes

No

No

No

No

No

Return CDC SmartCard to Supervisor (Required for CDC-based students):

1. Completed

No

No

No

Yes

No

No

No

No

No

Date Completed:

-

No

No

No

Yes

No

No

No

No

No

Return computer and all other equipment provided (Required for all students):

1. Completed

No

No

No

Yes

No

No

No

No

No

Date Completed:

-

No

No

No

Yes

No

No

No

No

No





5.3 SAF



Figure 5.3-a. SAF Profile Fields



Figure 5.3-a. SAF Profile Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Public Health 101 (See program handbook)

1. Completed

No

No

No

No

Yes

No

No

No

No

Date Completed:

-

No

No

No

No

Yes

No

No

No

No





  1. Activities & Projects

    1. EEP

6.1.1 Project Goals

Figure 6.1.1-a. EEP Project Goal Fields



Table 6.1.1-a. EEP Project Goal Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Goal 1:

-

No

No

No

Yes

No

No

No

No

No

Competency Domain Targeted:

1. Systems Thinking
2. Public Health Sciences
3. Analytic Assessment
4. Community Dimensions of Practice
5. Intercultural Sensitivity
6. Communication

No

No

No

Yes

No

No

No

No

No

Goal 2:

-

No

No

No

Yes

No

No

No

No

No

Competency Domain Targeted:

1. Systems Thinking
2. Public Health Sciences
3. Analytic Assessment
4. Community Dimensions of Practice
5. Intercultural Sensitivity
6. Communication

No

No

No

Yes

No

No

No

No

No

Goal 3:

-

No

No

No

Yes

No

No

No

No

No

Competency Domain Targeted:

1. Systems Thinking
2. Public Health Sciences
3. Analytic Assessment
4. Community Dimensions of Practice
5. Intercultural Sensitivity
6. Communication

No

No

No

Yes

No

No

No

No

No

6.1.2 Project Plan



Figure 6.1.2-a. EEP Project Plan Fields



Figure 6.1.2-a. EEP Project Plan Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Main Objective for Week 1:

-

No

No

No

Yes

No

No

No

No

No

Goal Targeted:

1. Goal 1
2. Goal 2
3. Goal 3

No

No

No

Yes

No

No

No

No

No

Main Objective for Week 2:

-

No

No

No

Yes

No

No

No

No

No

Goal Targeted:

1. Goal 1
2. Goal 2
3. Goal 3

No

No

No

Yes

No

No

No

No

No

Main Objective for Week 3:

-

No

No

No

Yes

No

No

No

No

No

Goal Targeted:

1. Goal 1
2. Goal 2
3. Goal 3

No

No

No

Yes

No

No

No

No

No

Main Objective for Week 4:

-

No

No

No

Yes

No

No

No

No

No

Goal Targeted:

1. Goal 1
2. Goal 2
3. Goal 3

No

No

No

Yes

No

No

No

No

No

Main Objective for Week 5:

-

No

No

No

Yes

No

No

No

No

No

Goal Targeted:

1. Goal 1
2. Goal 2
3. Goal 3

No

No

No

Yes

No

No

No

No

No

Main Objective for Week 6:

-

No

No

No

Yes

No

No

No

No

No

Goal Targeted:

1. Goal 1
2. Goal 2
3. Goal 3

No

No

No

Yes

No

No

No

No

No

Main Objective for Week 7:

-

No

No

No

Yes

No

No

No

No

No

Goal Targeted:

1. Goal 1
2. Goal 2
3. Goal 3

No

No

No

Yes

No

No

No

No

No

Main Objective for Week 8:

-

No

No

No

Yes

No

No

No

No

No

Goal Targeted:

1. Goal 1
2. Goal 2
3. Goal 3

No

No

No

Yes

No

No

No

No

No



6.1.3 Project Tracking Form



Figure 6.1.3-a. EEP Project Tracking Form Fields



Table 6.1.3-a. EEP Project Tracking Form Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Which week are you reporting?

1. Week 1
2. Week 2
3. Week 3
4. Week 4
5. Week 5
6. Week 6
7. Week 7
8. Week 8

No

No

No

Yes

No

No

No

No

No

Did you meet your objectives for this week?

1. Yes
2. No

No

No

No

Yes

No

No

No

No

No

How do you plan to address this?

-

No

No

No

Yes

No

No

No

No

No

Which of the following lectures or trainings did you attend this week?

1. EIS Tuesday Monthly Seminar (TMS)
2. Public Health Grand Rounds
3. Preventive Medicine Grand Rounds
4. EIS Regional Conference
5. EIS Annual Conference
6. Other

No

No

No

Yes

No

No

No

No

No

Please provide any additional lectures or trainings attended:

-

No

No

No

Yes

No

No

No

No

No

Do you have any field deployment (e.g., Epi Aids) activities to report?

1. Yes
2. No

No

No

No

Yes

No

No

No

No

No

Please provide as much detail as currently possible:

-

No

No

No

Yes

No

No

No

No

No

Is there any support the Epidemiology Elective Program team can provide you at this time?

1. Yes
2. No

No

No

No

Yes

No

No

No

No

No

Please provide as much detail as currently possible:


No

No

No

Yes

No

No

No

No

No



    1. SAF

      1. Conference Presentation



Figure 6.2.1-a. Conference Presentation Fields





Table 6.2.1-a. Conference Presentation Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Name of Conference:

-

No

No

No

No

Yes

No

No

No

No

Type of Conference:

1. Local conference, meeting, or professional development training session

2. State/regional conference, meeting, or professional development training session

3. National conference, meeting, or professional development training session

4. International conference, meeting, or professional development training session

5. Other

No

No

No

No

Yes

No

No

No

No

Specify:

-

No

No

No

No

Yes

No

No

No

No

Estimated number of conference attendees:

-

No

No

No

No

Yes

No

No

No

No

Conference Location:

State/Territory Lookup

No

No

No

No

Yes

No

No

No

No

Title of Conference Presentation:

-

No

No

No

No

Yes

No

No

No

No

Number of Presenters:

-

No

No

No

No

Yes

No

No

No

No

Primary Audience (Select all that apply):

1. STEM/Science Teachers

2. Health Teachers

3. Other Teachers

4. Administrators

5. Students

6. Other

No

No

No

No

Yes

No

No

No

No

Specify:

-

No

No

No

No

Yes

No

No

No

No

Estimated number of presentation attendees:

-

No

No

No

No

Yes

No

No

No

No





    1. ELI

      1. Success Story

Figure 6.3.1-a. Success Story Fields

Table 6.3.1-a. Success Story Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

1. What training did you develop and what is it about? If finalized, please include where it will be listed (URL).

-

No

No

No

No

No

No

No

Yes

No

2. Why was this training needed?

-

No

No

No

No

No

No

No

Yes

No

3. Tell us about your experience as a fellow in the CDC E-Learning Institute (ELI) Fellowship.

-

No

No

No

No

No

No

No

Yes

No

4. How do you think the fellowship helped you professionally?

-

No

No

No

No

No

No

No

Yes

No

5. What would you say to potential candidates interested in ELI?

-

No

No

No

No

No

No

No

Yes

No



      1. Photo Release



Figure 6.3.2-a. Photo Release Fields

Table 6.3.2-a. Photo Release Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Digital Signature: (Full Name)

-

No

No

No

No

No

No

No

Yes

No





  1. Surveys

    1. EEP

      1. Orientation Survey

        1. Introduction & Orientation Experience



Figure 7.1.1.1.a. Introduction & Orientation Experience Fields





Table 7.1.1.1.a. Introduction & Orientation Experience Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Have you previously had at least 6 months of formal public health experience not including post-baccalaureate degrees programs? Both paid and unpaid experiences should be counted.

1. Yes
2. No

No

No

No

Yes

No

No

No

No

No

The EEP orientation helped me feel more prepared for my rotation.

1. Strongly Disagree
2. Disagree
3. Neither Agree or Disagree
4. Agree
5. Strongly Agree

No

No

No

Yes

No

No

No

No

No

The EEP orientation provided a useful introduction to the CDC, its mission, and the work of its various centers.

1. Strongly Disagree
2. Disagree
3. Neither Agree or Disagree
4. Agree
5. Strongly Agree

No

No

No

Yes

No

No

No

No

No

I was satisfied with the EEP orientation schedule.

1. Strongly Disagree
2. Disagree
3. Neither Agree or Disagree
4. Agree
5. Strongly Agree

No

No

No

Yes

No

No

No

No

No

I was satisfied with the types of sessions offered during EEP orientation.

1. Strongly Disagree
2. Disagree
3. Neither Agree or Disagree
4. Agree
5. Strongly Agree

No

No

No

Yes

No

No

No

No

No





        1. Orientation Curriculum



Figure 7.1.1.2.a. Orientation Curriculum Fields

Table 7.1.1.2.a. Orientation Curriculum Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Please comment on which sessions were the most helpful in terms of best preparing you for the start of your EEP rotation:

-

No

No

No

Yes

No

No

No

No

No

Please comment on which sessions were the least helpful in terms of best preparing you for the start of your EEP rotation and provide any suggestions for improvement:

-

No

No

No

Yes

No

No

No

No

No

What were you hoping to learn in this training that was not covered?

-

No

No

No

Yes

No

No

No

No

No

What is your opinion of the balance of lecture and interactivity in the EEP orientation?

1. Too much lecture and not enough interactive learning
2. Right amount of both lecture and interactive learning
3. Too much interactive learning and not enough lecture

No

No

No

Yes

No

No

No

No

No

Do you think you will use what you learned in the EEP orientation in your EEP assignment?

1. Not applicable—I did not learn anything new from this training
2. Definitely not
3. Probably not
4. Possibly
5. Probably yes
6. Definitely yes

No

No

No

Yes

No

No

No

No

No

Why do you think you may not use what you learned in the EEP orientation in your EEP assignment? (Check all that may apply)

1. The training content was not relevant to my assignment.
2. The training content was too general. I need additional training on my assignment subject matter.
3. The training content was too basic.
4. The training content was too advanced
5. The training content was not relevant to my career trajectory.
6. Other

No

No

No

Yes

No

No

No

No

No

Please specify:

-

No

No

No

Yes

No

No

No

No

No



        1. Future Considerations



Figure 7.1.1.3.a. Future Consideration Fields



Table 7.1.1.3.a. Future Consideration Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

I am considering pursuing a public health career.

1. Strongly Disagree
2. Disagree
3. Neither Agree or Disagree
4. Agree
5. Strongly Agree

No

No

No

Yes

No

No

No

No

No

I am considering pursuing additional public health training (i.e., other fellowships)

1. Strongly Disagree
2. Disagree
3. Neither Agree or Disagree
4. Agree
5. Strongly Agree

No

No

No

Yes

No

No

No

No

No

I am considering pursuing additional public health degrees (e.g., DrPH, PhD, MPH, or MSPH) or a preventative medicine residency.

1. Strongly Disagree
2. Disagree
3. Neither Agree or Disagree
4. Agree
5. Strongly Agree

No

No

No

Yes

No

No

No

No

No

Please provide any additional comments.

-

No

No

No

Yes

No

No

No

No

No





        1. Getting Started



Figure 7.1.1.4.a. Getting Started Fields





Table 7.1.1.4.a. Getting Started Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Did you receive your computer?

1. Yes
2. No

No

No

No

Yes

No

No

No

No

No

When did you receive your computer?

-

No

No

No

Yes

No

No

No

No

No

When do you expect to receive your computer?

1. This week
2. Next week
3. Not sure

No

No

No

Yes

No

No

No

No

No

Did you receive your SmartCard?

1. Yes
2. No

No

No

No

Yes

No

No

No

No

No

When did you receive your SmartCard?

-

No

No

No

Yes

No

No

No

No

No

When do you expect to receive your SmartCard?

1. This week
2. Next week
3. Not sure

No

No

No

Yes

No

No

No

No

No

Please confirm that the email provided in your Profile is current and permanent:

1. I confirm that the email on my Profile is current and permanent

No

No

No

Yes

No

No

No

No

No





      1. Student Exit Survey



        1. Main Project and Supervisor



Figure 7.1.2.1.a. Main Project and Supervisor Fields





Table 7.1.2.1.a. Main Project and Supervisor Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

How would you best classify the main project that you worked on? (Select up to three)

1. Data collection

2. Data entry

3. Data analysis

4. Intervention/program planning

5. Intervention/program implementation

6. Intervention/program evaluation

7. Literature review

8. Scientific writing (e.g., drafting a section of a report)

9. Communications/design (e.g., developing flyers, website content)

10. Field investigation (e.g., Epi Aid)

11. Other

No

No

No

Yes

No

No

No

No

No

Specify:

-

No

No

No

Yes

No

No

No

No

No

What was the title of your main project?

-

No

No

No

Yes

No

No

No

No

No

What deliverables (e.g., literature review, 1-page flyer, clean data set, presentation) did you complete for your main project?

-

No

No

No

Yes

No

No

No

No

No





Figure 7.1.2.1.b. Main Project and Supervisor Fields

Table 7.1.2.1.b. Main Project and Supervisor Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Was the timeframe of your rotation appropriate for you to complete your deliverables?

1. Yes, it was appropriate.
2. No, it was too short.
3. No, it was too long.

No

No

No

Yes

No

No

No

No

No

Please select any of the future roles that you may have related to your main project: (Select all that apply)

1. Being an author on a report or manuscript
2. Giving a presentation
3. Supporting the team with further data analysis
4. Other

No

No

No

Yes

No

No

No

No

No

Specify:

-

No

No

No

Yes

No

No

No

No

No





Figure 7.1.2.1.c. Main Project and Supervisor Fields

Table 7.1.2.1.c. Main Project and Supervisor Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Data collection:

-

No

No

No

Yes

No

No

No

No

No

Data entry:

-

No

No

No

Yes

No

No

No

No

No

Data analysis:

-

No

No

No

Yes

No

No

No

No

No

Intervention/program planning:

-

No

No

No

Yes

No

No

No

No

No

Intervention/program implementation:

-

No

No

No

Yes

No

No

No

No

No

Intervention/program evaluation:

-

No

No

No

Yes

No

No

No

No

No

Literature review:

-

No

No

No

Yes

No

No

No

No

No

Scientific writing (e.g., drafting a section of a report):

-

No

No

No

Yes

No

No

No

No

No

Communications/design (e.g., developing flyers, website content):

-

No

No

No

Yes

No

No

No

No

No

Field investigation (e.g., Epi Aid):

-

No

No

No

Yes

No

No

No

No

No

Other: Administrative duties

-

No

No

No

Yes

No

No

No

No

No

Other: Meetings

-

No

No

No

Yes

No

No

No

No

No

Other: Strategic planning

-

No

No

No

Yes

No

No

No

No

No



Figure 7.1.2.1.e. Main Project and Supervisor Fields

Table 7.1.2.1.e. Main Project and Supervisor Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Other 1: (Please specify)

-

No

No

No

Yes

No

No

No

No

No

Other 1: %

-

No

No

No

Yes

No

No

No

No

No

Other 2: (Please specify)

-

No

No

No

Yes

No

No

No

No

No

Other 2: %

-

No

No

No

Yes

No

No

No

No

No







Figure 7.1.2.1.f. Main Project and Supervisor Fields





Table 7.1.2.1.f. Main Project and Supervisor Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

What did your supervisor do to enhance your EEP experience? (Select all that apply)

1. Discussed my assignment with me before starting the program
2. Provided an overview of CDC and how our Center/Division fits into CDC’s mission
3. Met with me each week to provide any feedback
4. Connected me with other professionals
5. Facilitated my participation in professional or educational activities within CDC
6. Other

No

No

No

Yes

No

No

No

No

No

Specify:

-

No

No

No

Yes

No

No

No

No

No

Would you recommend your supervisor to future EEP students?

1. Yes
2. No

No

No

No

Yes

No

No

No

No

No

Please explain why not. Your response will be kept confidential.

-

No

No

No

Yes

No

No

No

No

No

Select the number of training opportunities you attended during your elective rotation:

1. 0
2. 1-4
3. 5-9
4. 10 or more

No

No

No

Yes

No

No

No

No

No







Figure 7.1.2.1.g. Main Project and Supervisor Fields





Table 7.1.2.1.g. Main Project and Supervisor Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

EEP communications provided useful information for additional training and networking opportunities.

1. Agree
2. Disagree
3. Neither

No

No

No

Yes

No

No

No

No

No

Did you assist in a field investigation (e.g., an Epi-Aid)?

1. Yes
2. No

No

No

No

Yes

No

No

No

No

No

What CDC Center/Institute/Office conducted the field investigation (e.g., Epi-Aid)? (Select all that apply)

Center/Division/Branch Lookup

No

No

No

Yes

No

No

No

No

No

Division/Branch:

-

No

No

No

Yes

No

No

No

No

No

Location of Investigation:

State Lookup

No

No

No

Yes

No

No

No

No

No





Figure 7.1.2.1.h. Main Project and Supervisor Fields



Table 7.1.2.1.h. Main Project and Supervisor Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Briefly describe your responsibilities in the field investigation (e.g., Epi Aid):

-

No

No

No

Yes

No

No

No

No

No

Participation in a field investigation (e.g., Epi-Aid) increased my understanding of public health concepts through hands-on experience.

1. Strongly Disagree
2. Disagree
3. Neither Agree or Disagree
4. Agree
5. Strongly Agree

No

No

No

Yes

No

No

No

No

No

Participation in a field investigation (e.g., Epi-Aid) increased my interest in pursuing a public health career.

1. Strongly Disagree
2. Disagree
3. Neither Agree or Disagree
4. Agree
5. Strongly Agree

No

No

No

Yes

No

No

No

No

No

Participation in a field investigation (e.g, Epi-Aid) connected me with additional public health professionals.

1. Strongly Disagree
2. Disagree
3. Neither Agree or Disagree
4. Agree
5. Strongly Agree

No

No

No

Yes

No

No

No

No

No





        1. Competencies



Figure 7.1.2.2.a. Competency Fields





Figure 7.1.2.2.b. Competency Fields



Table 7.1.2.2.a. Competency Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Collaborate in research and intervention efforts to improve global, national, state, and local health and wellbeing.

1. No experience

2. Beginner

3. Competent

4. Proficient

5. Expert

6. I did not focus on this competency during my rotation

No

No

No

Yes

No

No

No

No

No

Incorporate ethical principles as the basis of all interactions with organizations, communities, and individuals.

1. No experience

2. Beginner

3. Competent

4. Proficient

5. Expert

6. I did not focus on this competency during my rotation

No

No

No

Yes

No

No

No

No

No

Illustrate how ethical principles play a role in the planning and execution of public health activities.

1. No experience

2. Beginner

3. Competent

4. Proficient

5. Expert

6. I did not focus on this competency during my rotation

No

No

No

Yes

No

No

No

No

No







Figure 7.1.2.2.b. Competency Fields





Table 7.1.2.2.b. Competency Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Use methods and instruments for collecting valid and reliable quantitative and qualitative data.

1. No experience

2. Beginner

3. Competent

4. Proficient

5. Expert

6. I did not focus on this competency during my rotation

No

No

No

Yes

No

No

No

No

No

Apply epidemiology and biostatistics concepts to analyze quantitative or qualitative public health data.

1. No experience

2. Beginner

3. Competent

4. Proficient

5. Expert

6. I did not focus on this competency during my rotation

No

No

No

Yes

No

No

No

No

No

Use public health data from epidemiologic studies to make evidence-based decisions for action.

1. No experience

2. Beginner

3. Competent

4. Proficient

5. Expert

6. I did not focus on this competency during my rotation

No

No

No

Yes

No

No

No

No

No







Figure 7.1.2.2.c. Competency Fields





Table 7.1.2.2.c. Competency Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Describe how demographic, cultural, socioeconomic, religious/spiritual, and behavioral factors affect the health of individuals and communities in global, national, state, and local contexts.

1. No experience

2. Beginner

3. Competent

4. Proficient

5. Expert

6. I did not focus on this competency during my rotation

No

No

No

Yes

No

No

No

No

No

Discuss how attitudes and perceptions affect health-related behaviors, both in familiar contexts and when attitudes and perceptions are unfamiliar given one’s own socialization.

1. No experience

2. Beginner

3. Competent

4. Proficient

5. Expert

6. I did not focus on this competency during my rotation

No

No

No

Yes

No

No

No

No

No

Explain how demographic, cultural, socioeconomic, religious/spiritual, and behavioral factors are taken into consideration when tailoring public health programs and initiatives to improve impact.

1. No experience

2. Beginner

3. Competent

4. Proficient

5. Expert

6. I did not focus on this competency during my rotation

No

No

No

Yes

No

No

No

No

No







Figure 7.1.2.2.d. Competency Fields



Table 7.1.2.2.d. Competency Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Analyze issues related to the burden of disease, socioeconomic, cultural, and environmental determinants of health, measures of health status, and the links between health, social and economic development.

1. No experience

2. Beginner

3. Competent

4. Proficient

5. Expert

6. I did not focus on this competency during my rotation


No

No

No

Yes

No

No

No

No

No

Apply a population-based perspective of the distribution and determinants of disease or health conditions.

1. No experience

2. Beginner

3. Competent

4. Proficient

5. Expert

6. I did not focus on this competency during my rotation


No

No

No

Yes

No

No

No

No

No

Exhibit process-oriented thinking by outlining a project timeline, learning objectives, and expected deliverables.

1. No experience

2. Beginner

3. Competent

4. Proficient

5. Expert

6. I did not focus on this competency during my rotation


No

No

No

Yes

No

No

No

No

No

Identify inputs (e.g., community resources, public and/or private organizations, institutions, individuals, environment, or materials), their roles in public health interventions, and the manner in which they can be utilized to achieve public health outputs and outcomes.

1. No experience

2. Beginner

3. Competent

4. Proficient

5. Expert

6. I did not focus on this competency during my rotation


No

No

No

Yes

No

No

No

No

No



Figure 7.1.2.2.e. Competency Fields





Table 7.1.2.2.e. Competency Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Describe how a public health perspective and evidence-based approaches can be used to improve community health.

1. No experience

2. Beginner

3. Competent

4. Proficient

5. Expert

6. I did not focus on this competency during my rotation


No

No

No

Yes

No

No

No

No

No

Apply the basic public health sciences (including, but not limited to, biostatistics, epidemiology, prevention science, environmental health sciences, and social and behavioral health sciences) to assess and address public health concerns.

1. No experience

2. Beginner

3. Competent

4. Proficient

5. Expert

6. I did not focus on this competency during my rotation


No

No

No

Yes

No

No

No

No

No





Figure 7.1.2.2.f. Competency Fields





Table 7.1.2.2.f. Competency Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Use the standard scientific format to clearly and concisely report research findings.

1. No experience

2. Beginner

3. Competent

4. Proficient

5. Expert

6. I did not focus on this competency during my rotation


No

No

No

Yes

No

No

No

No

No

Participate in teams as a member and/or leader.

1. No experience

2. Beginner

3. Competent

4. Proficient

5. Expert

6. I did not focus on this competency during my rotation


No

No

No

Yes

No

No

No

No

No

Communicate orally, electronically, and in writing with linguistic and cultural proficiency.

1. No experience

2. Beginner

3. Competent

4. Proficient

5. Expert

6. I did not focus on this competency during my rotation


No

No

No

Yes

No

No

No

No

No

Solicit and discuss feedback from supervisors and colleagues to improve personal learning.

1. No experience

2. Beginner

3. Competent

4. Proficient

5. Expert

6. I did not focus on this competency during my rotation


No

No

No

Yes

No

No

No

No

No





        1. Future Considerations



Figure 7.1.2.3.a. Future Consideration Fields





Table 7.1.2.3.a. Future Consideration Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Why did you choose to participate in EEP? (Select all that apply)

1. Gain experience in applied epidemiology
2. Gain experience in public health
3. Learn about preventive medicine
4. Learn about CDC and/or the Epidemic Intelligence Service (EIS) and other fellowships
5. Interested in working for CDC and/or EIS
6. Networking opportunities
7. Other

No

No

No

Yes

No

No

No

No

No

Please specify:

-

No

No

No

Yes

No

No

No

No

No

My EEP experience provided me with a network of public health professionals with whom I can connect in the future.

1. Strongly Disagree
2. Disagree
3. Neither Agree or Disagree
4. Agree
5. Strongly Agree

No

No

No

Yes

No

No

No

No

No

My EEP experience made me more likely to pursue a public health career.

1. Strongly Disagree
2. Disagree
3. Neither Agree or Disagree
4. Agree
5. Strongly Agree

No

No

No

Yes

No

No

No

No

No

My EEP experience made me more likely to incorporate public health perspectives into clinical practice.

1. Strongly Disagree
2. Disagree
3. Neither Agree or Disagree
4. Agree
5. Strongly Agree

No

No

No

Yes

No

No

No

No

No

My EEP experience made me more likely to pursue additional public health training.

1. Strongly Disagree
2. Disagree
3. Neither Agree or Disagree
4. Agree
5. Strongly Agree

No

No

No

Yes

No

No

No

No

No



Figure 7.1.2.3.b. Future Consideration Fields



Table 7.1.3.4.b. Future Consideration Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

My EEP experience made me more likely to apply for the Epidemic Intelligence Service (EIS) in the future.

1. Strongly Disagree
2. Disagree
3. Neither Agree or Disagree
4. Agree
5. Strongly Agree

No

No

No

Yes

No

No

No

No

No

My EEP experience made me more likely to apply for the CDC Preventative Medicine Residency and Fellowship (PMR/F) program in the future.

1. Strongly Disagree
2. Disagree
3. Neither Agree or Disagree
4. Agree
5. Strongly Agree

No

No

No

Yes

No

No

No

No

No

In 3-5 sentences, please describe how you plan to apply the knowledge, skills, and experience gained from EEP to your future training and career:

-

No

No

No

Yes

No

No

No

No

No

What are some barriers for you to pursue a public health career? (Select all that apply)

1. Potential salary range

2. High student loan debt

3. Limited clinical contact hours

4. Additional training or degrees required

No

No

No

Yes

No

No

No

No

No



    1. SAF

      1. Summer Course Satisfaction Survey

        1. Introduction



Figure 7.2.1.1.a. Introduction Fields



Table 7.2.1.1.a. Introduction Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

1. In the past school year, which grade(s) did you teach? (Select all that apply)

1. Elementary School (grades K-5)

2. Middle School (grades 6-8)

3. High School (grades 9-12)

2. Community College

3. College (Undergraduate)

4. College (Graduate)

5. Other: Curriculum Development

6. Other: Professional Development

7. Other (Specify)

No

No

No

No

Yes

No

No

No

No

Specify:

-

No

No

No

No

Yes

No

No

No

No

2. In the past school year, which subject area(s) did you teach? (Select all that apply)

1. Epidemiology or Public Health
2. Core Sciences (e.g., Life Sciences, Physical Sciences, Earth and Space Sciences, Engineering, and Technology)
3. Health and Medical Sciences
4. Other

No

No

No

No

Yes

No

No

No

No

Specify:

-

No

No

No

No

Yes

No

No

No

No

3. In the past school year, which resource(s) did you use to teach public health? (Select all that apply)

1. N/A
2. CDC Science Ambassador Fellowship Lesson Plans/Activities
3. CDC Website
4. Other Lesson Plans/Activities (e.g., Young Epidemiology Scholars Lesson Plans) or Websites (e.g., Medical Detectives). Please provide at least 1-2 examples:

No

No

No

No

Yes

No

No

No

No

Examples:

-

No

No

No

No

Yes

No

No

No

No

4. In the upcoming school year, do you plan to teach an entire course related to public health?

1. Yes, I plan to in the next year.
2. No, but I plan to in the future.
3. No, but I plan to incorporate public health into my current course.
4. None of the above.

No

No

No

No

Yes

No

No

No

No





Figure 7.2.1.1.b. Introduction Fields





Table 7.2.1.1.b. Introduction Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

5. Do any of the schools where you teach receive Title I funds?

1. Yes
2. No
3. I am not sure
4. I prefer not to answer
5. Not applicable

No

No

No

No

Yes

No

No

No

No

Availability of public health activities and lesson plans

1. Not a barrier
2. Somewhat of a barrier
3. Major barrier

No

No

No

No

Yes

No

No

No

No

Basic knowledge to teach public health content

1. Not a barrier
2. Somewhat of a barrier
3. Major barrier

No

No

No

No

Yes

No

No

No

No

Skills to teach public health content

1. Not a barrier
2. Somewhat of a barrier
3. Major barrier

No

No

No

No

Yes

No

No

No

No

Confidence in teaching public health content

1. Not a barrier
2. Somewhat of a barrier
3. Major barrier

No

No

No

No

Yes

No

No

No

No

School support for teaching public health content

1. Not a barrier
2. Somewhat of a barrier
3. Major barrier

No

No

No

No

Yes

No

No

No

No

Student interest in public health

1. Not a barrier
2. Somewhat of a barrier
3. Major barrier

No

No

No

No

Yes

No

No

No

No

Other (Specify)

1. Not a barrier
2. Somewhat of a barrier
3. Major barrier

No

No

No

No

Yes

No

No

No

No

Specify:


No

No

No

No

Yes

No

No

No

No







Figure 7.2.1.1.c. Introduction Fields



Table 7.2.1.1.c. Introduction Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

If you teach in a classroom setting, how many students did you teach public health content to as part of your curriculum or elective course in the past school year?

-

No

No

No

No

Yes

No

No

No

No

How many teachers did you train in teaching public health content in the past school year?

-

No

No

No

No

Yes

No

No

No

No

How many students did you coach through extracurricular clubs or programs at your school related to public health (e.g., Science Olympiad Disease Detectives coach; HOSA supervisor for Public Health or Epidemiology event) in the past school year?

-

No

No

No

No

Yes

No

No

No

No

How many instructional hours did you dedicate to teaching public health content in the past school year?

-

No

No

No

No

Yes

No

No

No

No



Figure 7.2.1.1.d. Introduction Fields





Table 7.2.1.1.d. Introduction Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

8. For my Science Ambassador Fellowship presentation requirement, I plan to present a session about teaching public health content at: (Select all that apply)

1. Local conference, meeting, or professional development training session
2. State/regional conference, meeting, or professional development training session
3. National conference, meeting, or professional development training session
4. International conference, meeting, or professional development training session
5. Other (Specify)

No

No

No

No

Yes

No

No

No

No

Specify:

-

No

No

No

No

Yes

No

No

No

No

I was satisfied with the pre-course communication about the CDC Science Ambassador Fellowship summer course.

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

No

No

No

No

Yes

No

No

No

No

Please explain and provide suggestions for improvement related to pre-course communication.

-

No

No

No

No

Yes

No

No

No

No





Figure 7.2.1.1.e. Introduction Fields





Table 7.2.1.1.e. Introduction Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Introduction Sessions (CDC Welcome, CDC Mission, CDC Curriculum: Teaching tomorrow’s disease detectives)

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

No

No

No

No

Yes

No

No

No

No

Topic Sessions by CDC Subject Matter Experts (SME)

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

No

No

No

No

Yes

No

No

No

No

Activity Planning Sessions

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

No

No

No

No

Yes

No

No

No

No

Teacher Talks

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

No

No

No

No

Yes

No

No

No

No







Figure 7.2.1.1.f. Introduction Fields





Table 7.2.1.1.f. Introduction Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Tours & Special Sessions

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

No

No

No

No

Yes

No

No

No

No

Overall Summer Course

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

No

No

No

No

Yes

No

No

No

No

Please comment on sessions were the most helpful and provide suggestions for improvement.

-

No

No

No

No

Yes

No

No

No

No

11. Are you serving as a peer leader this year?

1. Yes
2. No

No

No

No

No

Yes

No

No

No

No





        1. Reflection on Fellowship – Fellows



Figure 7.2.1.2.a. Reflection on Fellowship - Fellow Fields



Table 7.2.1.2.a. Reflection on Fellowship - Fellow Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Prior to participation in the CDC Science Ambassador Fellowship summer course, I felt confident teaching public health content.

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

No

No

No

No

Yes

No

No

No

No

Participation in the CDC Science Ambassador Fellowship summer course improved my understanding of the basic knowledge needed to teach public health content effectively.

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

No

No

No

No

Yes

No

No

No

No

The CDC Science Ambassador Fellowship summer course improved my skills to teach public health content effectively.

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

No

No

No

No

Yes

No

No

No

No

Participation in the CDC Science Ambassador Fellowship summer course motivated me to teach public health content.

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

No

No

No

No

Yes

No

No

No

No







Figure 7.2.1.2.b. Reflection on Fellowship - Fellow Fields



Table 7.2.1.2.b. Reflection on Fellowship - Fellow Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

After participation in the CDC Science Ambassador Fellowship summer course, I feel confident that I can teach public health content.

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

No

No

No

No

Yes

No

No

No

No

The CDC Science Ambassador Fellowship summer course met my professional expectations.

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

No

No

No

No

Yes

No

No

No

No

The CDC Science Ambassador Fellowship summer course has motivated me to pursue additional public health training and professional development opportunities. Please elaborate.

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

No

No

No

No

Yes

No

No

No

No

Elaborate:

-

No

No

No

No

Yes

No

No

No

No

14. Do you plan to apply to be a Science Ambassador Fellowship peer leader?

1. Yes, I plan to apply next year.
2. Yes, I plan to apply in the future.
3. Maybe, I am not sure yet.

4. No, while I would like to, it would be difficult to return as a peer leader.
5. No, I do not plan to apply.
6. None of the above.

No

No

No

No

Yes

No

No

No

No





        1. Reflection on Fellowship – Peer Leaders



Figure 7.2.1.3.a. Reflection on Fellowship – Peer Leader Fields







Table 7.2.1.3.a. Reflection on Fellowship – Peer Leader Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP












Participation in the CDC Science Ambassador Fellowship summer course as a peer leader improved my understanding of the basic knowledge needed to teach public health content effectively.

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

No

No

No

No

Yes

No

No

No

No

Participation in the CDC Science Ambassador Fellowship summer course as a peer leader provided me with the opportunity to practice my leadership skills.

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

No

No

No

No

Yes

No

No

No

No

Participation in the CDC Science Ambassador Fellowship summer course as a peer leader motivated me to encourage other teachers to teach public health content.

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

No

No

No

No

Yes

No

No

No

No

After participation in the CDC Science Ambassador Fellowship summer course as a peer leader, I feel confident in mentoring other teachers in how to teach public health content effectively.

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

No

No

No

No

Yes

No

No

No

No

Participation in the CDC Science Ambassador Fellowship summer course as a peer leader met my professional expectations.

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

No

No

No

No

Yes

No

No

No

No



      1. Fellow Exit Survey

        1. Introduction



Figure 7.2.2.1.a. Introduction Fields



Table 7.2.2.1.a. Introduction Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

1. In the past school year, which grade(s) did you teach? (Select all that apply)

1. Elementary School (grades K-5)

2. Middle School (grades 6-8)

3. High School (grades 9-12)

2. Community College

3. College (Undergraduate)

4. College (Graduate)

5. Other: Curriculum Development

6. Other: Professional Development

7. Other (Specify)

No

No

No

No

Yes

No

No

No

No

Specify:

-

No

No

No

No

Yes

No

No

No

No







Figure 7.2.2.1.b. Introduction Fields





Table 7.2.2.1.b. Introduction Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

2. In the past school year, which subject area(s) did you teach? (Select all that apply)

1. Epidemiology or Public Health
2. Core Sciences (e.g., Life Sciences, Physical Sciences, Earth and Space Sciences, Engineering, Technology, and Applications of Science)
3. Health and Medical Sciences
4. Other (Specify)

No

No

No

No

Yes

No

No

No

No

Specify:


No

No

No

No

Yes

No

No

No

No

3. In the past school year, which resource(s) did you use to teach public health content? (Select all that apply)

1. N/A
2. CDC Science Ambassador Fellowship Lesson Plans/Activities
3. CDC Website
4. Other Lesson Plans/Activities (e.g., Young Epidemiology Scholars Lesson Plans) or Websites (e.g., Medical Detectives). Please provide at least 1-2 examples:

No

No

No

No

Yes

No

No

No

No

Examples:


No

No

No

No

Yes

No

No

No

No

4. In the upcoming school year, do you plan to teach an entire course related to public health?

1. Yes, I plan to in the next year.
2. No, but I plan to in the future.
3. No, but I plan to incorporate public health into my current course.
4. None of the above.

No

No

No

No

Yes

No

No

No

No

5. Do any of the schools where you teach receive Title I funds?

1. Yes
2. No
3. I am not sure
4. I prefer not to answer
5. Not applicable

No

No

No

No

Yes

No

No

No

No







Figure 7.2.2.1.c. Introduction Fields





Table 7.2.2.1.c. Introduction Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Availability of public health activities and lesson plans

1. Not a barrier
2. Somewhat of a barrier
3. Major barrier

No

No

No

No

Yes

No

No

No

No

Basic knowledge to teach public health content

1. Not a barrier
2. Somewhat of a barrier
3. Major barrier

No

No

No

No

Yes

No

No

No

No

Skills to teach public health content

1. Not a barrier
2. Somewhat of a barrier
3. Major barrier

No

No

No

No

Yes

No

No

No

No

Confidence in teaching public health content

1. Not a barrier
2. Somewhat of a barrier
3. Major barrier

No

No

No

No

Yes

No

No

No

No

School support for teaching public health content

1. Not a barrier
2. Somewhat of a barrier
3. Major barrier

No

No

No

No

Yes

No

No

No

No

Student interest in public health

1. Not a barrier
2. Somewhat of a barrier
3. Major barrier

No

No

No

No

Yes

No

No

No

No







Figure 7.2.2.1.d. Introduction Fields





Table 7.2.2.1.d. Introduction Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Other (Specify)

1. Not a barrier
2. Somewhat of a barrier
3. Major barrier

No

No

No

No

Yes

No

No

No

No

Specify:

-

No

No

No

No

Yes

No

No

No

No

After the CDC Science Ambassador Fellowship summer course, I was able to use the network of CDC Science Ambassador fellows and peer leaders as resources.

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

No

No

No

No

Yes

No

No

No

No

The interaction I had with the network of CDC Science Ambassador fellows and peer leaders was helpful to me in teaching public health.

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

No

No

No

No

Yes

No

No

No

No





Figure 7.2.2.1.e. Introduction Fields





Table 7.2.2.1.e. Introduction Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

If you teach in a classroom setting, how many students did you teach public health content to as part of your curriculum or elective course in the past school year?

-

No

No

No

No

Yes

No

No

No

No

How many teachers did you train in teaching public health content in the past school year?

-

No

No

No

No

Yes

No

No

No

No

How many students did you coach through extracurricular clubs or programs at your school related to public health (e.g., Science Olympiad Disease Detectives coach; HOSA supervisor for Public Health or Epidemiology event) in the past school year?

-

No

No

No

No

Yes

No

No

No

No

How many instructional hours did you dedicate to teaching public health in the past school year?

-

No

No

No

No

Yes

No

No

No

No

How many teachers/colleagues did you share your team’s CDC Science Ambassador Fellowship activity within the past school year?

-

No

No

No

No

Yes

No

No

No

No

How many teachers/colleagues have you recommended the CDC Science Ambassador Fellowship to in the past school year?

-

No

No

No

No

Yes

No

No

No

No







Figure 7.2.2.1.f. Introduction Fields





Table 7.2.2.1.f. Introduction Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Apart from your CDC Science Ambassador Fellowship activity, did you develop any new public health content (e.g., activities, lesson plans, or curricula) in the past school year?

1. Yes
2. No

No

No

No

No

Yes

No

No

No

No

In the past school year, did you teach the activity that you developed as part of the Science Ambassador Fellowship summer course?

1. Yes
2. No

No

No

No

No

Yes

No

No

No

No







Figure 7.2.2.1.g. Introduction Fields





Table 7.2.2.1.g. Introduction Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

I was satisfied with the interaction with CDC Science Ambassador Fellowship team throughout the fellowship year.

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

No

No

No

No

Yes

No

No

No

No

Please provide suggestions for improvement on interaction with the CDC Science Ambassador Fellowship team.

-

No

No

No

No

Yes

No

No

No

No

I was satisfied with the Quarterly Newsletter.

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

No

No

No

No

Yes

No

No

No

No

Please provide suggestions for improvement on the quarterly newsletter.


No

No

No

No

Yes

No

No

No

No







Figure 7.2.2.1.h. Introduction Fields

Table 7.2.2.1.h. Introduction Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Which aspects of the CDC Science Ambassador Fellowship were most helpful to you?

-

No

No

No

No

Yes

No

No

No

No

What could be improved to make the CDC Science Ambassador Fellowship a more effective learning experience?

-

No

No

No

No

Yes

No

No

No

No

11. Did you serve as a peer leader this year?

1. Yes
2. No

No

No

No

No

Yes

No

No

No

No





7.2.2.2 Reflections on Fellowship – Fellows



Figure 7.2.2.2.a. Reflections on Fellowship - Fellow Fields



Table 7.2.2.2.a. Reflections on Fellowship - Fellow Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Participation in the CDC Science Ambassador Fellowship improved my understanding of the basic knowledge needed to teach public health content effectively.

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

No

No

No

No

Yes

No

No

No

No

The CDC Science Ambassador Fellowship improved my skills to teach public health content effectively.

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

No

No

No

No

Yes

No

No

No

No

Participation in the CDC Science Ambassador Fellowship motivated me to teach public health content.

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

No

No

No

No

Yes

No

No

No

No

After participation in the CDC Science Ambassador Fellowship, I feel confident teaching public health content.

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

No

No

No

No

Yes

No

No

No

No





Figure 7.2.2.2.b. Reflections on Fellowship - Fellow Fields



Table 7.2.2.2.b. Reflections on Fellowship - Fellow Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

The CDC Science Ambassador Fellowship met my professional expectations.

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

No

No

No

No

Yes

No

No

No

No

The CDC Science Ambassador Fellowship has motivated me to pursue additional public health training and professional development opportunities. Please elaborate.

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

No

No

No

No

Yes

No

No

No

No

Elaborate:

-

No

No

No

No

Yes

No

No

No

No

I would recommend the CDC Science Ambassador Fellowship to others.

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

No

No

No

No

Yes

No

No

No

No

13. Do you plan to apply to be a Science Ambassador Fellowship peer leader?

1. Yes, I plan to apply next year.
2. Yes, I plan to apply in the future.

3. Maybe, I am not sure yet.
4. No, while I would like to, it would be difficult to return as a peer leader.
5. No, I do not plan to apply.
6. None of the above.

No

No

No

No

Yes

No

No

No

No





7.2.2.3 Reflections on Fellowship – Peer Leaders



Figure 7.2.2.3.a. Reflections on Fellowship – Peer Leader Fields





Table 7.2.2.3.a. Reflections on Fellowship – Peer Leader Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

14. In what year did you first participate in the Science Ambassador Fellowship or Science Ambassador Workshop?

-

No

No

No

No

Yes

No

No

No

No

Participation in the CDC Science Ambassador Fellowship as a peer leader improved my understanding of the basic knowledge needed to teach public health effectively.

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

No

No

No

No

Yes

No

No

No

No

Participation in the CDC Science Ambassador Fellowship as a peer leader provided me with the opportunity to practice my leadership skills.

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

No

No

No

No

Yes

No

No

No

No

Participation in the CDC Science Ambassador Fellowship as a peer leader motivated me to encourage other teachers to teach public health.

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

No

No

No

No

Yes

No

No

No

No







Figure 7.2.2.3.b. Reflections on Fellowship – Peer Leader Fields





Table 7.2.2.3.b. Reflections on Fellowship – Peer Leader Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

After participation in the CDC Science Ambassador Fellowship as a peer leader, I feel confident in mentoring other teachers in how to teach public health effectively.

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

No

No

No

No

Yes

No

No

No

No

Participation in the CDC Science Ambassador Fellowship as a peer leader met my professional expectations.

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

No

No

No

No

Yes

No

No

No

No

I would encourage other CDC Science Ambassador Fellows to apply to become a peer leader.

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

No

No

No

No

Yes

No

No

No

No





    1. LLS

      1. Supervisor 1-Year Survey

        1. Introduction



Figure 7.3.1.1.a. Introduction Fields





Table 7.3.1.1.a. Introduction Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Supervisor Handbook

1. Not at all useful
2. Not very useful
3. Somewhat useful
4. Very useful
5. N/A

No

Yes

No

No

No

No

No

No

No

Supervisor Orientation

1. Not at all useful
2. Not very useful
3. Somewhat useful
4. Very useful
5. N/A

No

Yes

No

No

No

No

No

No

No

Supervisor Meetings

1. Not at all useful
2. Not very useful
3. Somewhat useful
4. Very useful
5. N/A

No

Yes

No

No

No

No

No

No

No

Administrative support provided to fellows (e.g., onboarding)

1. Not at all useful
2. Not very useful
3. Somewhat useful
4. Very useful
5. N/A

No

Yes

No

No

No

No

No

No

No

If you selected, "not at all useful" or "not very useful" please explain in the space provided below.


No

Yes

No

No

No

No

No

No

No







Figure 7.3.1.1.b. Introduction Fields





Table 7.3.1.1.b. Introduction Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Selecting an LLS Fellow

1. Less Support
2. The same level of support
3. More support
4. No support needed
5. N/A

No

Yes

No

No

No

No

No

No

No

Ensuring the LLS Fellow completes CALs (Core Activities of Learning)

1. Less Support
2. The same level of support
3. More support
4. No support needed
5. N/A

No

Yes

No

No

No

No

No

No

No

Assistance with planning projects for LLS Fellow

1. Less Support
2. The same level of support
3. More support
4. No support needed
5. N/A

No

Yes

No

No

No

No

No

No

No

If you selected, "less support" or "more support" please specify in the space provided below.

-

No

Yes

No

No

No

No

No

No

No

3. Reflecting back on your experience as a supervisor for the past year, please identify any support services that you did not receive from the LLS program that would have been beneficial or that you wish you had.

-

No

Yes

No

No

No

No

No

No

No







Figure 7.3.1.1.c. Introduction Fields

Table 7.3.1.1.c. Introduction Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

4. Would you be willing to host another LLS fellow?

1. No
2. Yes
3. Undecided

No

Yes

No

No

No

No

No

No

No

If you selected, "no" or "undecided" please explain.

-

No

Yes

No

No

No

No

No

No

No

5. Would you recommend participation as a host laboratory in the LLS Fellowship Program to other public health laboratories?

1. No
2. Yes
3. Undecided

No

Yes

No

No

No

No

No

No

No

If you selected, "no" or "undecided" please explain.

-

No

Yes

No

No

No

No

No

No

No

6. What additional training or experiences would be helpful for LLS Fellows to receive? Please include your thoughts below and indicate the respective course that it pertains to.


No

Yes

No

No

No

No

No

No

No



        1. Communication



Figure 7.3.1.2.a. Communication Fields

Table 7.3.1.2.a. Communication Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

The communications between you and the LLS program.

1. Very Dissatisfied
2. Dissatisfied
3. Satisfied
4. Very Satisfied
5. Not Applicable

No

Yes

No

No

No

No

No

No

No

Your interactions with your CIO ADLS about an LLS-related question or problem.

-

No

Yes

No

No

No

No

No

No

No



        1. Feedback on Hosting an LLS Fellow



Figure 7.3.1.3.a. Feedback on Hosting an LLS Fellow Fields



Table 7.3.1.3.a. Feedback on Hosting an LLS Fellow Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Your LLS Fellow serves as an active member of the laboratory team.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree

No

Yes

No

No

No

No

No

No

No

Your LLS Fellow contributes toward advancing laboratory assessments, protocols, or procedures.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree

No

Yes

No

No

No

No

No

No

No

Your LLS Fellow supports the development of laboratory safety in the laboratory.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree

No

Yes

No

No

No

No

No

No

No

Your LLS Fellow supports the development of laboratory quality in the laboratory.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree

No

Yes

No

No

No

No

No

No

No







Figure 7.3.1.3.b. Feedback on Hosting an LLS Fellow Fields







Table 7.3.1.3.b. Feedback on Hosting an LLS Fellow Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Your LLS Fellow contributes to the advancement of applied health research in the laboratory.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree

No

Yes

No

No

No

No

No

No

No

My team values the LLS Fellow's contributions.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree

No

Yes

No

No

No

No

No

No

No

My team has gained knowledge or skills as a result of participating in the LLS Program.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree

No

Yes

No

No

No

No

No

No

No

Hosting my LLS Fellow has changed the way I or team members approach laboratory safety.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree

No

Yes

No

No

No

No

No

No

No







Figure 7.3.1.3.c. Feedback on Hosting an LLS Fellow Fields

Table 7.3.1.3.c. Feedback on Hosting an LLS Fellow Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Hosting my LLS Fellow has changed the way I or team members approach laboratory quality.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree

No

Yes

No

No

No

No

No

No

No

Hosting my LLS Fellow has changed the way I or team members approach laboratory management.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree

No

Yes

No

No

No

No

No

No

No

Please share some examples to support your responses to the questions above.

-

No

Yes

No

No

No

No

No

No

No

      1. Supervisor Exit Survey

        1. Introduction



Figure 7.3.2.1.a. Introduction Fields





Table 7.3.2.1.a. Introduction Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Supervisor Handbook

1. Not at all useful
2. Not very useful
3. Somewhat useful
4. Very useful
5. N/A

No

Yes

No

No

No

No

No

No

No

Supervisor Orientation

1. Not at all useful
2. Not very useful
3. Somewhat useful
4. Very useful
5. N/A

No

Yes

No

No

No

No

No

No

No

Supervisor Meetings

1. Not at all useful
2. Not very useful
3. Somewhat useful
4. Very useful
5. N/A

No

Yes

No

No

No

No

No

No

No

If you selected, "not at all useful" or "not very useful" please explain in the space provided below.

-

No

Yes

No

No

No

No

No

No

No







Figure 7.3.2.1.b. Introduction Fields





Table 7.3.2.1.b. Introduction Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Selecting an LLS Fellow

1. Less Support
2. The same level of support
3. More support
4. No support needed
5. N/A

No

Yes

No

No

No

No

No

No

No

Ensuring the LLS Fellow completes CALs (Core Activities of Learning)

1. Less Support
2. The same level of support
3. More support
4. No support needed
5. N/A

No

Yes

No

No

No

No

No

No

No

Assistance with planning projects for LLS Fellow

1. Less Support
2. The same level of support
3. More support
4. No support needed
5. N/A

No

Yes

No

No

No

No

No

No

No

If you selected, "less support" or "more support" please specify in the space provided below.

-

No

Yes

No

No

No

No

No

No

No







Figure 7.3.2.1.c. Introduction Fields





Figure 7.3.2.1.c. Introduction Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

3. Reflecting back on your experience as a supervisor for the past two years, please identify any support services that you did not receive from the LLS program that would have been beneficial or that you'd wished you had.

-

No

Yes

No

No

No

No

No

No

No

Are there any CALs that you would recommend removing from the list?

1. Yes
2. No

No

Yes

No

No

No

No

No

No

No

If you selected, "yes" to either question, please explain.

-

No

Yes

No

No

No

No

No

No

No







Figure 7.3.2.1.d. Introduction Fields

Table 7.3.2.1.d. Introduction Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

5. Would you be willing to host another LLS fellow?

1. Yes
2. No
3. Undecided

No

Yes

No

No

No

No

No

No

No

If you selected, "no" or "undecided" please explain.

-

No

Yes

No

No

No

No

No

No

No

6. Would you recommend participation as a host laboratory in the LLS Fellowship Program to other CDC or state public health laboratories?

1. Yes
2. No
3. Undecided

No

Yes

No

No

No

No

No

No

No

If you selected, "no" or "undecided" please explain.

-

No

Yes

No

No

No

No

No

No

No

7. In what topics did your fellow need additional training? (Please list)

-

No

Yes

No

No

No

No

No

No

No



        1. Communications



Figure 7.3.2.1.a. Communications Fields

Table 7.3.2.1.a. Communications Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

The communication between you and the LLS program.

1. Very Dissatisfied
2. Dissatisfied
3. Satisfied
4. Very Satisfied
5. Not Applicable

No

Yes

No

No

No

No

No

No

No

Your interactions with your CIO ADLS about an LLS-related question or problem.

1. Very Dissatisfied
2. Dissatisfied
3. Satisfied
4. Very Satisfied
5. Not Applicable

No

Yes

No

No

No

No

No

No

No

9. Please share any suggestions that you have to help LLS Fellows obtain public health laboratory
positions after graduation.

-

No

Yes

No

No

No

No

No

No

No

        1. Feedback on Hosting an LLS Fellow



Figure 7.3.2.3.a. Feedback on Hosting an LLS Fellow Fields







Table 7.3.2.3.a. Feedback on Hosting an LLS Fellow Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

10. Would you like to provide feedback regarding LLS Fellow accomplishments? If you do not have any feedback please write, N/A.

-

No

Yes

No

No

No

No

No

No

No

Your LLS Fellow serves as an active member of the laboratory team.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree

No

Yes

No

No

No

No

No

No

No

Your LLS Fellow contributes toward advancing laboratory assessments, protocols, or procedures.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree

No

Yes

No

No

No

No

No

No

No

Your LLS Fellow supports the development of laboratory safety in the laboratory.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree

No

Yes

No

No

No

No

No

No

No







Figure 7.3.2.3.b. Feedback on Hosting an LLS Fellow Fields





Table 7.3.2.3.b. Feedback on Hosting an LLS Fellow Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Your LLS Fellow supports the development of laboratory quality in the laboratory.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree

No

Yes

No

No

No

No

No

No

No

Your LLS Fellow contributes to the advancement of applied health research in the laboratory.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree

No

Yes

No

No

No

No

No

No

No

My team values the LLS Fellow's contributions.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree

No

Yes

No

No

No

No

No

No

No

My team has gained knowledge or skills as a result of participating in the LLS Program.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree

No

Yes

No

No

No

No

No

No

No

Hosting my LLS Fellow has changed the way I or team members approach laboratory safety.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree

No

Yes

No

No

No

No

No

No

No

Hosting my LLS Fellow has changed the way I or team members approach laboratory quality.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree

No

Yes

No

No

No

No

No

No

No

Hosting my LLS Fellow has changed the way I or team members approach laboratory management.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree

No

Yes

No

No

No

No

No

No

No

Please share some examples to support your responses to the question above.




-

No

Yes

No

No

No

No

No

No

No

I had a good working relationship with my fellow.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree

No

Yes

No

No

No

No

No

No

No

What were the most challenging parts of hosting an LLSF?

-

No

Yes

No

No

No

No

No

No

No

Please describe how you approached supervising your LLSF (i.e., how do you interact with your officer, what is your management style)?

-

No

Yes

No

No

No

No

No

No

No





    1. ELI

      1. End of Year Survey

        1. Introduction



Figure 7.4.1.1.a Introduction Fields



        1. Increases in Knowledge, Skill, Self-Efficacy



Figure 7.4.1.2.a Increases in Knowledge, Skill, Self-Efficacy Fields





Table 7.4.1.2.a Increases in Knowledge, Skill, Self-Efficacy Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

I am more knowledgeable about how online training products are created.

1. Strongly Disagree
2. Disagree
3. Neither
4. Agree
5. Strongly Agree

No

No

No

No

No

No

No

Yes

No

I have increased my skill level to develop online training products.

1. Strongly Disagree
2. Disagree
3. Neither
4. Agree
5. Strongly Agree

No

No

No

No

No

No

No

Yes

No

I feel more prepared to develop an online training product on my own in the future.

1. Strongly Disagree
2. Disagree
3. Neither
4. Agree
5. Strongly Agree

No

No

No

No

No

No

No

Yes

No

I have been able to directly apply what I have learned to my job.

1. Strongly Disagree
2. Disagree
3. Neither
4. Agree
5. Strongly Agree

No

No

No

No

No

No

No

Yes

No





        1. Instructional Design Competencies



Figure 7.4.1.3.a Instructional Design Competencies Fields





Table 7.4.1.3.a Instructional Design Competencies Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Instructional Design (process and application)

1. Poor
2. Fair
3. Good
4. Excellent

No

No

No

No

No

No

No

Yes

No

Data collection and analysis

1. Poor
2. Fair
3. Good
4. Excellent

No

No

No

No

No

No

No

Yes

No

Needs assessment

1. Poor
2. Fair
3. Good
4. Excellent

No

No

No

No

No

No

No

Yes

No

Design of instructional interventions

1. Poor
2. Fair
3. Good
4. Excellent

No

No

No

No

No

No

No

Yes

No

Learning assessment design

1. Poor
2. Fair
3. Good
4. Excellent

No

No

No

No

No

No

No

Yes

No

Formative evaluation

1. Poor
2. Fair
3. Good
4. Excellent

No

No

No

No

No

No

No

Yes

No

Summative evaluation

1. Poor
2. Fair
3. Good
4. Excellent

No

No

No

No

No

No

No

Yes

No

Project management

1. Poor
2. Fair
3. Good
4. Excellent

No

No

No

No

No

No

No

Yes

No



        1. Capacity Increases Attributed to Fellowship



Figure 7.4.1.4.a. Capacity Increases Attributed to Fellowship Fields





Figure 7.4.1.4.b Capacity Increases Attributed to Fellowship Fields



Table 7.4.1.4.a. Capacity Increases Attributed to Fellowship Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Before the Fellowship:

1. Not at all knowledgeable
2. Slightly Knowledgeable
3. Moderately Knowledgeable
4. Very Knowledgeable
5. Extremely Knowledgeable

No

No

No

No

No

No

No

Yes

No

After the Fellowship:

1. Not at all knowledgeable
2. Slightly Knowledgeable
3. Moderately Knowledgeable
4. Very Knowledgeable
5. Extremely Knowledgeable

No

No

No

No

No

No

No

Yes

No





        1. Post-Fellowship Implementation



Figure 7.4.1.5.a Post-Fellowship Implementation Fields





Table 7.4.1.5.a Post-Fellowship Implementation Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

4. Select the answer that best describes what the fellowship enabled you to do, if anything.

1. It DID NOT enable me to UNDERSTAND NEW CONCEPTS or USE NEW SKILLS.
2. It enabled me to UNDERSTAND SOME NEW CONCEPTS, but did NOT PREPARE ME TO USE THE NEW SKILLS on the job.
3. It enabled me to BEGIN TRYING TO USE NEW SKILLS on the job.
4. It enabled me to CONFIDENTLY USE NEW SKILLS on the job.
5. It enabled me to BE THOROUGHLY CONFIDENT AND PRACTICED IN USING NEW SKILLS on the job.
6. It enabled me to ACT LIKE AN EXPERT IN APPLYING NEW SKILLS on the job.

No

No

No

No

No

No

No

Yes

No

5. In regards to the best practices taught in the fellowship, how motivated will you be to UTILIZE these skills in your work?

1. I will NOT MAKE THIS A PRIORITY when I get back to my day-to-day job.
2. I will make this a PRIORITY – BUT A LOW PRIORITY – when I get back to my day-to-day job.
3. I will make this a MODERATE PRIORITY when I get back to my day-to-day job.
4. I will make this a HIGH PRIORITY when I get back to my day-to-day job.
5. I will make this one of my HIGHEST PRIORITIES when I get back to my day-to-day job.

No

No

No

No

No

No

No

Yes

No





        1. Overall



Figure 7.4.1.6.a Overall Fields





Table 7.4.1.6.a Overall Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

6. How relevant is this fellowship to your current work?

1. Not at all relevant
2. Slightly relevant
3. Moderately relevant
4. Very relevant
5. Extremely relevant

No

No

No

No

No

No

No

Yes

No

7. What is your opinion of the balance of written material, webinars, and interactivity in this fellowship?

1. Too much written materials and webinars, and not enough interactive learning
2. Right amount of written materials, webinars, and interactive learning
3. Too much interactive learning and not enough written materials and webinars

No

No

No

No

No

No

No

Yes

No

8. How much of what you learned during the fellowship do you expect to use in your position?

1. None
2. A little
3. Some
4. A lot
5. Don't know

No

No

No

No

No

No

No

Yes

No







Table 7.4.1.6.b Overall Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

I would recommend my MENTOR to an incoming ELI fellow.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree
5. Not Applicable

No

No

No

No

No

No

No

Yes

No

I would recommend the ELI fellowship program to others.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree
5. Not Applicable

No

No

No

No

No

No

No

Yes

No

11. How many individuals (peers and mentors) have you developed and plan to maintain a professional relationship with beyond the fellowship? For what purposes?

-

No

No

No

No

No

No

No

Yes

No

12. What part of this fellowship was most helpful to your learning?

-

No

No

No

No

No

No

No

Yes

No

13. Is there anything you want to tell us?

-

No

No

No

No

No

No

No

Yes

No





    1. EIS

      1. Supervisor Exit Survey

        1. Feedback on General EIS Program Support



Figure 7.5.1.1.a Feedback on General EIS Program Support Fields



Figure 7.5.1.1.b Feedback on General EIS Program Support Fields





Table 7.5.1.1.a Feedback on General EIS Program Support Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

a) The EIS Handbook was a useful resource.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree
5. Not Applicable

Yes

No

No

No

No

No

No

No

No

b) Supervisor orientation provided me with the information I needed to begin supervising my officer.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree
5. Not Applicable

Yes

No

No

No

No

No

No

No

No

c) The EIS program clearly communicated supervisory expectations before the fellowship started.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree
5. Not Applicable

Yes

No

No

No

No

No

No

No

No

d) When I had a question or issue to discuss with the EIS program, I knew which person to contact.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree
5. Not Applicable

Yes

No

No

No

No

No

No

No

No

e) When I had a question or issue to discuss with the EIS program, the question or issue was resolved within a timely manner.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree
5. Not Applicable

Yes

No

No

No

No

No

No

No

No







Table 7.5.1.1.b Feedback on General EIS Program Support Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

f) I am satisfied with the support received from the EIS program.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree
5. Not Applicable

Yes

No

No

No

No

No

No

No

No

If you selected “strongly disagree” or “disagree,” please explain in the space provided below.

-

Yes

No

No

No

No

No

No

No

No

Please identify any support services that you did not receive from the EIS program before the fellowship started that would have improved your experience.

-


Yes

No

No

No

No

No

No

No

No

Please identify any support services that you did not receive from the EIS program during the past 2 years that would have improved your experience.

-

Yes

No

No

No

No

No

No

No

No





        1. Feedback on Supervisor Training



Figure 7.5.1.2.a Feedback on Supervisor Training Fields





Table 7.5.1.2.a Feedback on Supervisor Training Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Including this EIS officer, how many EIS officers have you supervised?

-

Yes

No

No

No

No

No

No

No

No

Not including EIS officers, how many other fellows (e.g., ORISE fellows) have you supervised?

-

Yes

No

No

No

No

No

No

No

No

Please indicate your level of agreement: Supervisor seminars provided me with the information needed to supervise my officer throughout the year.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree
5. I did not attend any supervisor seminars.

Yes

No

No

No

No

No

No

No

No

If you selected “strongly disagree,” “disagree,” or “I did not attend any supervisor seminars,” please explain in the space provided below.

-

Yes

No

No

No

No

No

No

No

No

Please identify any training areas that you did not receive from the EIS program that would have improved your supervisor experience, knowledge, or skills.

-

Yes

No

No

No

No

No

No

No

No





        1. Feedback on EIS Officer



Figure 7.5.1.3.a Feedback on EIS Officer Fields





Figure 7.5.1.3.b Feedback on EIS Officer Fields



Table 7.5.1.3.a Feedback on EIS Officer Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

a) The EIS officer provided valuable contributions to the host site.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree

Yes

No

No

No

No

No

No

No

No

b) The EIS officer provided additional epidemiology expertise to the host site.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree

Yes

No

No

No

No

No

No

No

No

c) The host site has gained knowledge or skills as a result of hosting the EIS officer.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree

Yes

No

No

No

No

No

No

No

No

d) I had a good working relationship with my officer.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree

Yes

No

No

No

No

No

No

No

No

e) At the end of the fellowship, the EIS officer demonstrated effective written communication skills.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree

Yes

No

No

No

No

No

No

No

No

f) At the end of the fellowship, the EIS officer demonstrated effective oral communication skills.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree

Yes

No

No

No

No

No

No

No

No

g) At the end of the fellowship, the EIS officer had a desire to learn and improve.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree

Yes

No

No

No

No

No

No

No

No





Figure 7.5.1.3.b Feedback on EIS Officer Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

h) At the end of the fellowship, the EIS officer was able to quickly adapt to changing needs and priorities.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree

Yes

No

No

No

No

No

No

No

No

i) At the end of the fellowship, the EIS officer was effective at solving problems.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree

Yes

No

No

No

No

No

No

No

No

j) At the end of the fellowship, the EIS officer was able to resolve conflicts effectively.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree

Yes

No

No

No

No

No

No

No

No

k) At the end of the fellowship, the EIS officer demonstrated the qualities of a leader.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree

Yes

No

No

No

No

No

No

No

No

If you selected “strongly disagree” or “disagree,” please explain in the space provided below.

-

Yes

No

No

No

No

No

No

No

No





Figure 7.5.1.3.c Feedback on EIS Officer Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

15. Will any of the EIS officer’s products or activities listed below continue to benefit your organization after the end of the fellowship? Only include items if the officer made a meaningful contribution to the work. (Check all that apply)

1. Public health programs or initiatives
2. Policies or formal guidelines
3. Scientific publications or presentations
3. Communication with lay audiences
4. Data for public health decision making (including creation of registries, surveillance)
5. Data for continuous quality improvement
6. Training or technical assistance materials (e.g., curricula, job aids)
7. Budgets
8. Public health information systems
9. Partnerships
10. Improvements to organizational efficiencies (e.g., standard operating procedures)
11. No lasting effect after service ends
12. Other

Yes

No

No

No

No

No

No

No

No

Specify:


Yes

No

No

No

No

No

No

No

No

16. Our organization plans to or is the process of:

1. Hiring the officer into the immediate work group where the fellowship occurred
2. Hiring the officer into another work group
3. Continuing to work with the officer through a mechanism other than hiring (e.g., contracting, another fellowship, etc.)
4. Not retaining the officer through any mechanism

Yes

No

No

No

No

No

No

No

No





Figure 7.5.1.3.d Feedback on EIS Officer Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

17. Which of these are reasons why your organization is not planning to hire the officer or continue to work with the officer through another mechanism? (Check all that apply)

1. No position available
2. No funds available
3. Officer is not interested (e.g., accepted another position)
4. Officer does not have the knowledge and skills needed for the work
5. My organization already has the knowledge and skills the officer would bring (i.e., no value added)
6. Personal qualities of the officer (e.g., dependability, work ethic)
7. Other

Yes

No

No

No

No

No

No

No

No

Specify:

-

Yes

No

No

No

No

No

No

No

No

18. Which of these are reasons why your organization is planning to work with your officer? (Check all that apply)

1. Officer has the knowledge and skills needed for the work
2. Officer brings additional knowledge and skills the team would not otherwise have
3. Personal qualities of the officer (e.g., dependability, work ethic)
4. Easier than recruiting for a new person for the position
5. Familiarity with your organization and its work
6. Other

Yes

No

No

No

No

No

No

No

No

Specify:

-

Yes

No

No

No

No

No

No

No

No



        1. Overall Feedback



Figure 7.5.1.4.a Overall Feedback Fields

Table 7.5.1.4.a Overall Feedback Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Do you plan to serve as a supervisor for another EIS officer in the future?

1. Yes
2. No
3. Undecided

Yes

No

No

No

No

No

No

No

No

If you selected “No” or “Undecided,” please explain:

-

Yes

No

No

No

No

No

No

No

No

Please comment on anything else you would like the EIS program to know about your experience supervising an EIS officer.

-

Yes

No

No

No

No

No

No

No

No





      1. Supervisor Survey

        1. Introduction



Figure 7.5.2.1.a Introduction Fields

Table 7.5.2.1.a Introduction Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

1. Supervisor Name:

-

Yes

No

No

No

No

No

No

No

No

2. Host Site Name:

-

Yes

No

No

No

No

No

No

No

No



        1. Feedback on EIS Program Support



Figure 7.5.2.2.a. Feedback on EIS Program Support Fields





Figure 7.5.2.2.b. Feedback on EIS Program Support Fields





Table 7.5.2.2.a. Feedback on EIS Program Support Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

a) The EIS Handbook is a useful resource.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree
5. Not Applicable

Yes

No

No

No

No

No

No

No

No

b) Supervisor orientation provided me with the information I needed to begin supervising my officer.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree
5. Not Applicable

Yes

No

No

No

No

No

No

No

No

c) The EIS program clearly communicated supervisory expectations before the fellowship started.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree
5. Not Applicable

Yes

No

No

No

No

No

No

No

No

d) When I have a question or issue to discuss with the EIS program, I know which person to contact.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree
5. Not Applicable

Yes

No

No

No

No

No

No

No

No







Table 7.5.2.2.b. Feedback on EIS Program Support Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

e) When I have a question or issue to discuss with the EIS program, the question or issue is resolved within a timely manner.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree
5. Not Applicable

Yes

No

No

No

No

No

No

No

No

f) I am satisfied with the support that I am receiving from the EIS program.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree
5. Not Applicable

Yes

No

No

No

No

No

No

No

No

4. If you selected “strongly disagree” or “disagree,” please explain in the space provided below.

-

Yes

No

No

No

No

No

No

No

No

5. Please identify any support services that you have not received from the EIS program before the fellowship started that would have improved your experience.

-

Yes

No

No

No

No

No

No

No

No

6. Please identify any support services that you have not received from the EIS program during the past year that would have improved your experience.

-

Yes

No

No

No

No

No

No

No

No





        1. Feedback on Supervisor Training



Figure 7.5.2.3.a. Feedback on Supervisor Training Fields





Table 7.5.2.3.a. Feedback on Supervisor Training Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

7. Please indicate your level of agreement: Supervisor seminars provided me with the information needed to supervise my officer throughout the year.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree
5. I have not attended any supervisor seminars.

Yes

No

No

No

No

No

No

No

No

8. If you selected “strongly disagree,” “disagree,” or “I have not attended any supervisor seminars,” please explain in the space provided below.

-

Yes

No

No

No

No

No

No

No

No

9. Please identify any training areas that you have not received from the EIS program that would improve your supervisor experience, knowledge, or skills.

-

Yes

No

No

No

No

No

No

No

No

10. Describe your management style:

-

Yes

No

No

No

No

No

No

No

No





        1. Overall Feedback



Figure 7.5.2.4.a. Overall Feedback Fields

Table 7.5.2.4.a. Overall Feedback Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PH-TIPP

PHIFP

PE

ELI

PHAP

11. Please comment on anything else you would like the EIS program to know about your experience supervising an EIS officer.

-

Yes

No

No

No

No

No

No

No

No

No





      1. Position Description Survey

        1. Introduction



Figure 7.5.3.1.a Introduction Fields





Table 7.5.3.1.a Introduction Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

2. Are you interested in hosting a CDC Epidemiology Elective student next year?

1. Yes
2. No

Yes

No

No

No

No

No

No

No

No

3. Are you interested in hosting a medical or veterinary student (Select all that apply):

1. Medical Student
2. Veterinary Student

3. Not Interested

Yes

No

No

No

No

No

No

No

No

4. Would you be interested in hosting a student for 6 or 8 weeks (Select all that apply):

1. 6 weeks

2. 8 weeks

Yes

No

No

No

No

No

No

No

No





        1. EIS Officer Professional Category Needs Assessment



Figure 7.5.3.2.a EIS Officer Professional Category Needs Assessment Fields





Figure 7.5.3.2.b EIS Officer Professional Category Needs Assessment Fields





Table 7.5.3.2.a EIS Officer Professional Category Needs Assessment Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Physician:

1. Highly Suitable
2. Suitable
3. No Preference
4. Not Suitable

Yes

No

No

No

No

No

No

No

No

9. If a Physician is "highly suitable" or "suitable" for your position, please indicate which of the following areas of study are preferred. (Check all that apply)

1. Infectious disease
2. Pediatric infectious disease
3. Internal medicine
4. Emergency medicine
5. Family medicine
6. Obstetrics and gynecology
7. Pediatrics
8. Surgery
9. Other

Yes

No

No

No

No

No

No

No

No

Please List:

-

Yes

No

No

No

No

No

No

No

No

Doctoral Scientist:

1. Highly Suitable
2. Suitable
3. No Preference
4. Not Suitable

Yes

No

No

No

No

No

No

No

No

8. If a Doctoral Scientist is "highly suitable" or "suitable" for your position, please indicate which of the following areas of study are preferred. (Select all that apply)

1. Epidemiology, general
2. Infectious disease epidemiology
3. Chronic disease epidemiology
4. Global or international epidemiology
5. Environmental epidemiology
6. Biostatistics
7. Behavioral sciences, general
8. Psychology
9. Social sciences (anthropology, sociology, etc.)
10. Social Work
11. Biology, general
12. Microbiology
13. Molecular biology
14. Nutrition
15. Veterinary Preventative Medicine
16. Public or Community Health
17. Health Management or policy
18. Heath Education
19. Other

Yes

No

No

No

No

No

No

No

No

Please List:

-

Yes

No

No

No

No

No

No

No

No



Figure 7.5.3.2.b EIS Officer Professional Category Needs Assessment Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Veterinarian:

1. Highly Suitable
2. Suitable
3. No Preference
4. Not Suitable

Yes

No

No

No

No

No

No

No

No

Nurse:

1. Highly Suitable
2. Suitable
3. No Preference
4. Not Suitable

Yes

No

No

No

No

No

No

No

No

Pharmacist:

1. Highly Suitable
2. Suitable
3. No Preference
4. Not Suitable

Yes

No

No

No

No

No

No

No

No

Dentist:

1. Highly Suitable
2. Suitable
3. No Preference
4. Not Suitable

Yes

No

No

No

No

No

No

No

No

Other licensed healthcare professionals:

1. Highly Suitable
2. Suitable
3. No Preference
4. Not Suitable

Yes

No

No

No

No

No

No

No

No

6. In addition to the matrix above, what other professional background(s) are highly suitable or suitable for this position?

-

Yes

No

No

No

No

No

No

No

No

7. Please provide your rationale for any professional categories as not suitable for your position:

-

Yes

No

No

No

No

No

No

No

No

10. Is there anything else about the suitability of professional categories of officers you would like for us to know?

-

Yes

No

No

No

No

No

No

No

No



        1. EIS Officer Knowledge and Skills Needs Assessment



Figure 7.5.3.3.a EIS Officer Knowledge and Skills Needs Assessment Fields



Table 7.5.3.3.a EIS Officer Knowledge and Skills Needs Assessment Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Clinical skills, knowledge, and experience:

1. Yes, my position will greatly benefit from an officer with this skill at the start of EIS
2. Yes, nice to have for my position
3. No preference
4. No, my position does not require this skill from an officer at the start of EIS

Yes

No

No

No

No

No

No

No

No

What type of clinical experience?

1. Human
2. Animal
3. No Preference

Yes

No

No

No

No

No

No

No

No

Medical chart review

1. Yes, my position will greatly benefit from an officer with this skill at the start of EIS
2. Yes, nice to have for my position
3. No preference
4. No, my position does not require this skill from an officer at the start of EIS

Yes

No

No

No

No

No

No

No

No

Foreign language

1. Yes, my position will greatly benefit from an officer with this skill at the start of EIS
2. Yes, nice to have for my position
3. No preference
4. No, my position does not require this skill from an officer at the start of EIS

Yes

No

No

No

No

No

No

No

No

If yes, what languages?

-

Yes

No

No

No

No

No

No

No

No

Global field experience

1. Yes, my position will greatly benefit from an officer with this skill at the start of EIS
2. Yes, nice to have for my position
3. No preference
4. No, my position does not require this skill from an officer at the start of EIS

Yes

No

No

No

No

No

No

No

No





Table 7.5.3.3.b EIS Officer Knowledge and Skills Needs Assessment Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Experience working with international partners

1. Yes, my position will greatly benefit from an officer with this skill at the start of EIS
2. Yes, nice to have for my position
3. No preference
4. No, my position does not require this skill from an officer at the start of EIS

Yes

No

No

No

No

No

No

No

No

Qualitative or anthropological methods

1. Yes, my position will greatly benefit from an officer with this skill at the start of EIS
2. Yes, nice to have for my position
3. No preference
4. No, my position does not require this skill from an officer at the start of EIS

Yes

No

No

No

No

No

No

No

No

Large secondary data management

1. Yes, my position will greatly benefit from an officer with this skill at the start of EIS
2. Yes, nice to have for my position
3. No preference
4. No, my position does not require this skill from an officer at the start of EIS

Yes

No

No

No

No

No

No

No

No

Advanced epidemiologic or behavioral science analytical methods

1. Yes, my position will greatly benefit from an officer with this skill at the start of EIS
2. Yes, nice to have for my position
3. No preference
4. No, my position does not require this skill from an officer at the start of EIS

Yes

No

No

No

No

No

No

No

No

Scientific writing


Yes

No

No

No

No

No

No

No

No





Figure 7.5.3.3.c EIS Officer Knowledge and Skills Needs Assessment Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

12. In addition to the matrix above, what other knowledge, skill, or experience areas would greatly benefit your position at the start of EIS?

-

Yes

No

No

No

No

No

No

No

No

13. Is there anything else about the knowledge, skill, or experience areas for your position you would like for us to know?

-

Yes

No

No

No

No

No

No

No

No



  1. Assessments & Evaluations



    1. EEP

      1. Supervisor Evaluation of Student Survey

        1. General Information



Figure 8.1.1.1.a. General Information Fields



        1. Main Project



Figure 8.1.1.2.a. Main Project Fields



Table 8.1.1.2.a. Main Project Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

The student had knowledge of the public health sciences prior to his/her EEP rotation that contributed to the project.

1. Strongly Disagree
2. Disagree
3. Neither Agree nor Disagree
4. Agree
5. Strongly Agree

No

No

No

Yes

No

No

No

No

No

The student had skills in public health sciences prior to his/her EPP rotation that contributed to the project.

1. Strongly Disagree
2. Disagree
3. Neither Agree nor Disagree
4. Agree
5. Strongly Agree

No

No

No

Yes

No

No

No

No

No

We were able to teach the student new knowledge of public health sciences.

1. Strongly Disagree
2. Disagree
3. Neither Agree nor Disagree
4. Agree
5. Strongly Agree

No

No

No

Yes

No

No

No

No

No

We were able to teach the student new skills in public health sciences.

1. Strongly Disagree
2. Disagree
3. Neither Agree nor Disagree
4. Agree
5. Strongly Agree

No

No

No

Yes

No

No

No

No

No

The student contributed to the overall goals of the project.

1. Strongly Disagree
2. Disagree
3. Neither Agree nor Disagree
4. Agree
5. Strongly Agree

No

No

No

Yes

No

No

No

No

No





        1. Student Professional Skills



Figure 8.1.1.3.a. Student Professional Skills Fields





Table 8.1.1.3.a. Student Professional Skills Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Demonstrated the ability to set goals and objectives.

1. Strongly Disagree
2. Disagree
3. Neither Agree nor Disagree
4. Agree
5. Strongly Agree

No

No

No

Yes

No

No

No

No

No

Accomplished necessary tasks and completed assigned work.

1. Strongly Disagree
2. Disagree
3. Neither Agree nor Disagree
4. Agree
5. Strongly Agree

No

No

No

Yes

No

No

No

No

No

Organized and used time efficiently.

1. Strongly Disagree
2. Disagree
3. Neither Agree nor Disagree
4. Agree
5. Strongly Agree

No

No

No

Yes

No

No

No

No

No

Was able to quickly adapt to changing needs and priorities to support the team.

1. Strongly Disagree
2. Disagree
3. Neither Agree nor Disagree
4. Agree
5. Strongly Agree

No

No

No

Yes

No

No

No

No

No

Developed working relationships with a variety of people.

1. Strongly Disagree
2. Disagree
3. Neither Agree nor Disagree
4. Agree
5. Strongly Agree

No

No

No

Yes

No

No

No

No

No





Figure 8.1.1.3.b. Student Professional Skills Fields



Table 8.1.1.3.b. Student Professional Skills Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Contributed positively to the team dynamic.

1. Strongly Disagree
2. Disagree
3. Neither Agree nor Disagree
4. Agree
5. Strongly Agree

No

No

No

Yes

No

No

No

No

No

Demonstrated effective oral communication skills.

1. Strongly Disagree
2. Disagree
3. Neither Agree nor Disagree
4. Agree
5. Strongly Agree

No

No

No

Yes

No

No

No

No

No

Demonstrated effective written communication skills.

1. Strongly Disagree
2. Disagree
3. Neither Agree nor Disagree
4. Agree
5. Strongly Agree

No

No

No

Yes

No

No

No

No

No

Was effective at solving problems.

1. Strongly Disagree
2. Disagree
3. Neither Agree nor Disagree
4. Agree
5. Strongly Agree

No

No

No

Yes

No

No

No

No

No

Presented innovative ideas in a professional manner.

1. Strongly Disagree
2. Disagree
3. Neither Agree nor Disagree
4. Agree
5. Strongly Agree

No

No

No

Yes

No

No

No

No

No







Figure 8.1.1.3.c. Student Professional Skills Fields



Table 8.1.1.3.c. Student Professional Skills Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Was able to evaluate personal effort and the work of others.

1. Strongly Disagree
2. Disagree
3. Neither Agree nor Disagree
4. Agree
5. Strongly Agree

No

No

No

Yes

No

No

No

No

No

Was able to take and respond to constructive criticism.

1. Strongly Disagree
2. Disagree
3. Neither Agree nor Disagree
4. Agree
5. Strongly Agree

No

No

No

Yes

No

No

No

No

No

Displayed qualities of a future leader.

1. Strongly Disagree
2. Disagree
3. Neither Agree nor Disagree
4. Agree
5. Strongly Agree

No

No

No

Yes

No

No

No

No

No

Overall demonstrated skills need to enter the public health profession.

1. Strongly Disagree
2. Disagree
3. Neither Agree nor Disagree
4. Agree
5. Strongly Agree

No

No

No

Yes

No

No

No

No

No





        1. Future Considerations



Figure 8.1.1.4.a. Future Consideration Fields

Table 8.1.1.4.a. Future Consideration Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Were the rotation dates set at a convenient time of year for you to host a student and provide a project?

1. Yes
2. No

No

No

No

Yes

No

No

No

No

No

If No, when would you suggest and why?

-

No

No

No

Yes

No

No

No

No

No

Are you interested in hosting an EEP student next year?

1. Yes
2. No

No

No

No

Yes

No

No

No

No

No

If No, why?

-

No

No

No

Yes

No

No

No

No

No

Please provide any comments regarding your experience with EEP.

-

No

No

No

Yes

No

No

No

No

No





      1. Project Review



Figure 8.1.2.a. Project Review Fields



Table 8.1.2.a. Project Review Fields

Field Name

Values

EIS

LLS

EEP

SAF

PHIFP

PE

ELI

PHAP

What competencies has the student listed for this project?

1. Systems Thinking
2. Public Health Sciences
3. Analytic Assessment
4. Community Dimensions of Practice
5. Intercultural Sensitivity
6. Communication

No

No

Yes

No

No

No

No

No

I concur that the competency requirements for this project:

1. Have been met for this Project
2. Have NOT been met for this Project
3. Project is still In Progress
4. Need Further Information

No

No

Yes

No

No

No

No

No

Missing requirements:

-

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Additional information needed:

-

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

General comments or feedback:

-

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

I concur that the overall status of this project is:

1. Project in Progress
2. Completed and meets all the Competencies listed above

No

No

Yes

No

No

No

No

No





    1. LLS

      1. Fellow Assessment



Figure 8.2.1.a. Fellow Assessment Fields



Table 8.2.1.a. Fellow Assessment Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Fellow will meet the Core Activities of Learning (CALs) during this LLS assignment

1. Strongly Disagree
2. Disagree
3. Neutral
4. Agree
5. Strongly Agree

No

Yes

No

No

No

No

No

No

No

If you disagree with any statement listed above, please provide comments for why you disagree:

-

No

Yes

No

No

No

No

No

No

No

What concerns do you have or challenges do you anticipate in the next 6 months?

-

No

Yes

No

No

No

No

No

No

No

What changes or additions to support would you like to see from the LLS Program? Why?

-

No

Yes

No

No

No

No

No

No

No





      1. 6-Month CAL Assessment

        1. Section I.



Figure 8.2.2.1.a. CAL 1 Fields



Table 8.2.2.1.a. CAL 1 Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Activities: Describe the activities associated with this CAL.

-

No

Yes

No

No

No

No

No

No

No

Topic: What is the public health or safety issue?

-

No

Yes

No

No

No

No

No

No

No

Status: What is the status of this CAL?

1. 0%
2. 25%
3. 50%
4. 75%
5. 100%

No

Yes

No

No

No

No

No

No

No

If Status is "Not Started " state why:

-

No

Yes

No

No

No

No

No

No

No

Strength(s): What are some of the fellow’s strengths in achieving the competencies associated with this CAL?

-

No

Yes

No

No

No

No

No

No

No

Area(s) for Growth: What are some areas for growth in achieving the competencies associated with this CAL?

-

No

Yes

No

No

No

No

No

No

No







Figure 8.2.2.1.b. CAL 2 Fields





Table 8.2.2.1.b. CAL 2 Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Activities: Describe the activities associated with this CAL.

-

No

Yes

No

No

No

No

No

No

No

Topic: What is the public health or safety issue?

-

No

Yes

No

No

No

No

No

No

No

Status: What is the status of this CAL?

1. 0%
2. 25%
3. 50%
4. 75%
5. 100%

No

Yes

No

No

No

No

No

No

No

If Status is "Not Started " state why:

-

No

Yes

No

No

No

No

No

No

No

Strength(s): What are some of the fellow’s strengths in achieving the competencies associated with this CAL?

-

No

Yes

No

No

No

No

No

No

No

Area(s) for Growth: What are some areas for growth in achieving the competencies associated with this CAL?

-

No

Yes

No

No

No

No

No

No

No







Figure 8.2.2.1.c. CAL 3 Fields





Table 8.2.2.1.c. CAL 3 Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Activities: Describe the activities associated with this CAL.

-

No

Yes

No

No

No

No

No

No

No

Topic: What is the public health or safety issue?

-

No

Yes

No

No

No

No

No

No

No

Status: What is the status of this CAL?

1. 0%
2. 25%
3. 50%
4. 75%
5. 100%

No

Yes

No

No

No

No

No

No

No

If Status is "Not Started " state why:

-

No

Yes

No

No

No

No

No

No

No

Strength(s): What are some of the fellow’s strengths in achieving the competencies associated with this CAL?

-

No

Yes

No

No

No

No

No

No

No

Area(s) for Growth: What are some areas for growth in achieving the competencies associated with this CAL?

-

No

Yes

No

No

No

No

No

No

No







Figure 8.2.2.1.d. CAL 4 Fields





Table 8.2.2.1.d. CAL 4 Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Activities: Describe the activities associated with this CAL.

-

No

Yes

No

No

No

No

No

No

No

Topic: What is the public health or safety issue?

-

No

Yes

No

No

No

No

No

No

No

Status: What is the status of this CAL?

1. Not Started

2. In Progress
3. Completed

No

Yes

No

No

No

No

No

No

No

If Status is "Not Started " state why:

-

No

Yes

No

No

No

No

No

No

No

Strength(s): What are some of the fellow’s strengths in achieving the competencies associated with this CAL?

-

No

Yes

No

No

No

No

No

No

No

Area(s) for Growth: What are some areas for growth in achieving the competencies associated with this CAL?

-

No

Yes

No

No

No

No

No

No

No







Figure 8.2.2.1.e. CAL 5 Fields





Table 8.2.2.1.e. CAL 5 Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Activities: Describe the activities associated with this CAL.

-

No

Yes

No

No

No

No

No

No

No

Topic: What is the public health or safety issue?

-

No

Yes

No

No

No

No

No

No

No

Status: What is the status of this CAL?

1. 0%
2. 25%
3. 50%
4. 75%
5. 100%

No

Yes

No

No

No

No

No

No

No

If Status is "Not Started " state why:

-

No

Yes

No

No

No

No

No

No

No

Strength(s): What are some of the fellow’s strengths in achieving the competencies associated with this CAL?

-

No

Yes

No

No

No

No

No

No

No

Area(s) for Growth: What are some areas for growth in achieving the competencies associated with this CAL?

-

No

Yes

No

No

No

No

No

No

No

Presentation Title:

-

No

Yes

No

No

No

No

No

No

No

Event or Conference (e.g., EIS Conference):

-

No

Yes

No

No

No

No

No

No

No

Approximate Number of Attendees:

-

No

Yes

No

No

No

No

No

No

No







Figure 8.2.2.1.f. CAL 6 Fields



Table 8.2.2.1.f. CAL 6 Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Activities: Describe the activities associated with this CAL.

-

No

Yes

No

No

No

No

No

No

No

Topic: What is the public health or safety issue?

-

No

Yes

No

No

No

No

No

No

No

Status: What is the status of this CAL?

1. 0%
2. 25%
3. 50%
4. 75%
5. 100%

No

Yes

No

No

No

No

No

No

No

If Status is "Not Started " state why:

-

No

Yes

No

No

No

No

No

No

No

Strength(s): What are some of the fellow’s strengths in achieving the competencies associated with this CAL?

-

No

Yes

No

No

No

No

No

No

No

Area(s) for Growth: What are some areas for growth in achieving the competencies associated with this CAL?

-

No

Yes

No

No

No

No

No

No

No

Presentation Title:

-

No

Yes

No

No

No

No

No

No

No

Event or Conference (e.g., EIS conference):

-

No

Yes

No

No

No

No

No

No

No

Approximate Number of Attendees

-

No

Yes

No

No

No

No

No

No

No







Figure 8.2.2.1.g. CAL 7 Fields



Table 8.2.2.1.g. CAL 7 Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Activities: Describe the activities associated with this CAL.

-

No

Yes

No

No

No

No

No

No

No

Topic: What is the public health or safety issue?

-

No

Yes

No

No

No

No

No

No

No

Status: What is the status of this CAL?

1. 0%
2. 25%
3. 50%
4. 75%
5. 100%

No

Yes

No

No

No

No

No

No

No

If Status is "Not Started " state why:

-

No

Yes

No

No

No

No

No

No

No

Clearance Submission: When was the manuscript submitted to clearance?

-

No

Yes

No

No

No

No

No

No

No

Strength(s): What are some of the fellow’s strengths in achieving the competencies associated with this CAL?

-

No

Yes

No

No

No

No

No

No

No

Area(s) for Growth: What are some areas for growth in achieving the competencies associated with this CAL?

-

No

Yes

No

No

No

No

No

No

No

Manuscript Title:

-

No

Yes

No

No

No

No

No

No

No

Name of Journal:

-

No

Yes

No

No

No

No

No

No

No

Citation:

-

No

Yes

No

No

No

No

No

No

No





Figure 8.2.2.1.h. CAL 8 Fields





Figure 8.2.2.1.h. CAL 8 Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Activities: Describe the activities associated with this CAL.

-

No

Yes

No

No

No

No

No

No

No

Topic: What is the public health or safety issue?

-

No

Yes

No

No

No

No

No

No

No

Status: What is the status of this CAL?

1. Not Started

2. In Progress
3. Completed

No

Yes

No

No

No

No

No

No

No

If Status is "Not Started " state why:

-

No

Yes

No

No

No

No

No

No

No

Strength(s): What are some of the fellow’s strengths in achieving the competencies associated with this CAL?

-

No

Yes

No

No

No

No

No

No

No

Area(s) for Growth: What are some areas for growth in achieving the competencies associated with this CAL?

-

No

Yes

No

No

No

No

No

No

No







Figure 8.2.2.1.i. CAL 9 Fields





Table 8.2.2.1.i. CAL 9 Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Activities: Describe the activities associated with this CAL.

-

No

Yes

No

No

No

No

No

No

No

Topic: What is the public health or safety issue?

-

No

Yes

No

No

No

No

No

No

No

Status: What is the status of this CAL?

1. 0%
2. 25%
3. 50%
4. 75%
5. 100%

No

Yes

No

No

No

No

No

No

No

If Status is "Not Started " state why:

-

No

Yes

No

No

No

No

No

No

No

Strength(s): What are some of the fellow’s strengths in achieving the competencies associated with this CAL?

-

No

Yes

No

No

No

No

No

No

No

Area(s) for Growth: What are some areas for growth in achieving the competencies associated with this CAL?

-

No

Yes

No

No

No

No

No

No

No







Figure 8.2.2.1.j. CAL 10 Fields





Table 8.2.2.1.j. CAL 10 Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Activities: Describe the activities associated with this CAL.

-

No

Yes

No

No

No

No

No

No

No

Topic: What is the public health or safety issue?

-

No

Yes

No

No

No

No

No

No

No

Status: What is the status of this CAL?

1. Not Started

2. In Progress
3. Completed

No

Yes

No

No

No

No

No

No

No

If Status is "Not Started " state why:

-

No

Yes

No

No

No

No

No

No

No

Strength(s): What are some of the fellow’s strengths in achieving the competencies associated with this CAL?

-

No

Yes

No

No

No

No

No

No

No

Area(s) for Growth: What are some areas for growth in achieving the competencies associated with this CAL?

-

No

Yes

No

No

No

No

No

No

No





        1. Section II.

Figure 8.2.2.2.a. Project 1 Fields

Table 8.2.2.2.a. Project 1 Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Activities: Describe the activities of this project.

-

No

Yes

No

No

No

No

No

No

No

Status: What is the status of this project?

1. 0%
2. 25%
3. 50%
4. 75%
5. 100%

No

Yes

No

No

No

No

No

No

No

Strength(s): What are some of the fellow’s strengths in achieving the competencies associated with this project?

-

No

Yes

No

No

No

No

No

No

No

Area(s) for Growth: What are some areas for growth in achieving the competencies associated with this project?

-

No

Yes

No

No

No

No

No

No

No

Figure 8.2.2.2.b. Project 2 Fields

Table 8.2.2.2.b. Project 2 Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Activities: Describe the activities of this project.

-

No

Yes

No

No

No

No

No

No

No

Status: What is the status of this project?

1. 0%
2. 25%
3. 50%
4. 75%
5. 100%

No

Yes

No

No

No

No

No

No

No

Strength(s): What are some of the fellow’s strengths in achieving the competencies associated with this project?

-

No

Yes

No

No

No

No

No

No

No

Area(s) for Growth: What are some areas for growth in achieving the competencies associated with this project?

-

No

Yes

No

No

No

No

No

No

No

Figure 8.2.2.2.c. Project 3 Fields

Table 8.2.2.2.c. Project 3 Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Activities: Describe the activities of this project.

-

No

Yes

No

No

No

No

No

No

No

Status: What is the status of this project?

1. 0%
2. 25%
3. 50%
4. 75%
5. 100%

No

Yes

No

No

No

No

No

No

No

Strength(s): What are some of the fellow’s strengths in achieving the competencies associated with this project?

-

No

Yes

No

No

No

No

No

No

No

Area(s) for Growth: What are some areas for growth in achieving the competencies associated with this project?

-

No

Yes

No

No

No

No

No

No

No





      1. Activity Review



Figure 8.2.3.a. Activity Review Fields



Figure 8.2.3.b. Activity Review Fields



Table 8.2.3.a. Activity Review Fields

Field Name

Values

EIS

LLS

EEP

SAF

PHIFP

PE

ELI

PHAP

What CALs has the Fellow listed for this activity?

1. Applied Laboratory Research
2. Safety Risk Assessment
3. Quality Management System Evaluation
4. Long Presentation
5. Short Presentation
6. Peer-reviewed Manuscript
7. Bioinformatics
8. Laboratory Operations Management
9. Lay Audience
10. Service to Agency

No

Yes

No

No

No

No

No

No

I concur that the CAL requirements for this Activity:

1. Have been met for this Activity
2. Have NOT been met for this Activity
3. Activity is still In Progress
4. Need Further Information

No

Yes

No

No

No

No

No

No

Missing Requirements:

-

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Additional Information Needed:

-

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

General Comments or Feedback:

-

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

I concur that the overall status of this Activity is:

1. Activity in Progress
2. Completed and meets all the CALs listed above

No

Yes

No

No

No

No

No

No





    1. PE

      1. Supervisor Evaluation of PE Fellow – End of Year 1 and Year 2

        1. Introduction



Figure 8.3.1.1.a. Introduction Fields

Table 8.3.1.1.a. Introduction Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Supervisor:

-

No

No

No

No

No

No

Yes

No

No

Assignment CIO:

-

No

No

No

No

No

No

Yes

No

No



        1. Development of Competencies



Figure 8.3.1.2.a. Analytic / Assessment Skills Fields





Table 8.3.1.2.a. Analytic / Assessment Skills Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Proficiency:

1. 1 - Basic Proficiency
2. 2 -
3. 3 -
4. 4 -
5. 5 - Advanced Proficiency

No

No

No

No

No

No

Yes

No

No

Strengths of the PE Fellow:

-

No

No

No

No

No

No

Yes

No

No

Areas in need of special attention and/or areas of growth during PE Fellowship:

-

No

No

No

No

No

No

Yes

No

No







Figure 8.3.1.2.b. Policy Assessment and Communication Fields

Figure 8.3.1.2.b. Policy Assessment and Communication Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Proficiency:

1. 1 - Basic Proficiency
2. 2 -
3. 3 -
4. 4 -
5. 5 - Advanced Proficiency

No

No

No

No

No

No

Yes

No

No

Strengths of the PE Fellow:

-

No

No

No

No

No

No

Yes

No

No

Areas in need of special attention and/or areas of growth during PE Fellowship:

-

No

No

No

No

No

No

Yes

No

No



Figure 8.3.1.2.c. Interpersonal and Professional Communication Fields

Table 8.3.1.2.c. Interpersonal and Professional Communication Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Proficiency:

1. 1 - Basic Proficiency
2. 2 -
3. 3 -
4. 4 -
5. 5 - Advanced Proficiency

No

No

No

No

No

No

Yes

No

No

Strengths of the PE Fellow:

-

No

No

No

No

No

No

Yes

No

No

Areas in need of special attention and/or areas of growth during PE Fellowship:

-

No

No

No

No

No

No

Yes

No

No



Figure 8.3.1.2.d. Foundations for Leadership Fields

Table 8.3.1.2.d. Foundations for Leadership Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Proficiency:

1. 1 - Basic Proficiency
2. 2 -
3. 3 -
4. 4 -
5. 5 - Advanced Proficiency

No

No

No

No

No

No

Yes

No

No

Strengths of the PE Fellow:

-

No

No

No

No

No

No

Yes

No

No

Areas in need of special attention and/or areas of growth during PE Fellowship:

-

No

No

No

No

No

No

Yes

No

No



        1. Leadership Inventory



Figure 8.3.1.3.a. Leadership Inventory Fields





Table 8.3.1.3.a. Leadership Inventory Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Displaying confidence, commitment, and passion in day-to-day actions:

1. Very Weak
2. Weak
3. Average
4. Strong
5. Very Strong

No

No

No

No

No

No

Yes

No

No

Prioritizing activities and managing timelines and deadlines:

1. Very Weak
2. Weak
3. Average
4. Strong
5. Very Strong

No

No

No

No

No

No

Yes

No

No

Making significant changes in my behavior when necessary:

1. Very Weak
2. Weak
3. Average
4. Strong
5. Very Strong

No

No

No

No

No

No

Yes

No

No







Figure 8.3.1.3.b. Leadership Inventory Fields

Table 8.3.1.3.b. Leadership Inventory Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Listening and communicating clearly and effectively:

1. Very Weak
2. Weak
3. Average
4. Strong
5. Very Strong

No

No

No

No

No

No

Yes

No

No

Managing conflict and differences of opinion between myself and others or among others:

1. Very Weak
2. Weak
3. Average
4. Strong
5. Very Strong

No

No

No

No

No

No

Yes

No

No

Working effectively as a team member:

1. Very Weak
2. Weak
3. Average
4. Strong
5. Very Strong

No

No

No

No

No

No

Yes

No

No

Displaying flexibility in adapting to changing or ambiguous situations or overcoming obstacles:

1. Very Weak
2. Weak
3. Average
4. Strong
5. Very Strong

No

No

No

No

No

No

Yes

No

No

Managing the administrative and bureaucratic tensions of the workplace:

1. Very Weak
2. Weak
3. Average
4. Strong
5. Very Strong

No

No

No

No

No

No

Yes

No

No

Keeping issues and challenges in context while maintaining a balanced viewpoint:

1. Very Weak
2. Weak
3. Average
4. Strong
5. Very Strong

No

No

No

No

No

No

Yes

No

No





        1. Progress on Performance Requirements



Figure 8.3.1.4.a. Progress on Performance Requirements Fields

Table 8.3.1.4.a. Progress on Performance Requirements Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

A. Develop two scientific papers suitable for publication:

-

No

No

No

No

No

No

Yes

No

No

B. Deliver two scientific presentations:

-

No

No

No

No

No

No

Yes

No

No

C. Deliver two methods-based educational sessions:

-

No

No

No

No

No

No

Yes

No

No

D. Develop one policy brief based on a policy issue relevant to the host CIO:

-

No

No

No

No

No

No

Yes

No

No



        1. Overall Performance



Figure 8.3.1.5.a. Overall Performance Fields

Table 8.3.1.5.a. Overall Performance Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Overall Proficiency:

1. Very Weak
2. Weak
3. Average
4. Strong
5. Very Strong

No

No

No

No

No

No

Yes

No

No

Overall Comments (What are your PE Fellow’s strengths? How has the PE Fellow improved?):

-

No

No

No

No

No

No

Yes

No

No





        1. Statement of Value



Figure 8.3.1.6.a. Statement of Value Fields

Table 8.3.1.6.a. Statement of Value Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Please provide a comment on how valuable you believe the work of your PE Fellow was to your program of research and practice:

-

No

No

No

No

No

No

Yes

No

No





      1. Accomplishment Review



Figure 8.3.2.a. Accomplishment Review Fields





Table 8.3.2.a. Accomplishment Review Fields

Field Name

Values

EIS

LLS

EEP

SAF

PHIFP

PE

ELI

PHAP

What Competencies has the Fellow listed for this Accomplishment?

1. Analytic / Assessment Skills
2. Policy Assessment and Communication
3. Interpersonal and Professional Communication
4. Foundations for Leadership

No

No

No

No

No

Yes

No

No

I concur that the Competency requirements for this Accomplishment:

1. Have been met for this Accomplishment
2. Have NOT been met for this Accomplishment
3. Accomplishment is still In Progress
4. Need Further Information

No

No

No

No

No

Yes

No

No

Missing Requirements:

-

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Additional Information Needed:

-

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

General Comments or Feedback:

-

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

I concur that the overall status of this Accomplishment is:

1. Accomplishment in Progress
2. Completed and meets all the Competencies listed above

No

No

No

No

No

Yes

No

No



    1. PHAP

      1. Semi-Annual Activity Reporting (SAAR)

        1. Section 1: Associate Activity

Figure 8.4.1.1.a. Section 1: Associate Activity Fields



Table 8.4.1.1.a. Section 1: Associate Activity Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Associate Activity:

-

No

No

No

No

No

No

No

No

Yes

Activity Status:

1. Not Started
2. In Progress
3. Completed

4. Eliminated

5. Other

No

No

No

No

No

No

No

No

Yes

Specify:

-

No

No

No

No

No

No

No

No

Yes

Activity Subject Area:

Subject Area Lookup

No

No

No

No

No

No

No

No

Yes

Description of Progress Made:

-

No

No

No

No

No

No

No

No

Yes

Description of Completed Activity:

-

No

No

No

No

No

No

No

No

Yes

Description of Activity Delays:

-

No

No

No

No

No

No

No

No

Yes

Description of Reason Eliminated:

-

No

No

No

No

No

No

No

No

Yes





        1. Section 2: Competency Training



Figure 8.4.1.2.a. Section 2: Competency Training Fields

Table 8.4.1.2.a. Section 2: Competency Training Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Select Competency:

-

No

No

No

No

No

No

No

No

Yes

Competency Training Status:

1. Not Started
2. In Progress
3. Completed

No

No

No

No

No

No

No

No

Yes

Description of Progress Made:

-

No

No

No

No

No

No

No

No

Yes

Description of Delays / Challenges:

-

No

No

No

No

No

No

No

No

Yes

Description of Completed Competency Training:

-

No

No

No

No

No

No

No

No

Yes





        1. Section 3: Learning Outcome



Figure 8.4.1.3.a. Section 3: Learning Outcome Fields

Table 8.4.1.3.a. Section 3: Learning Outcome Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Select Learning Outcome:

1. Conduct data collection activities
2. Deliver an oral presentation
3. Develop a health communication or educational product
4. Plan and lead a meeting
5. Identify a need and propose a solution
6. Produce a written report
7. Write and submit an abstract

No

No

No

No

No

No

No

No

Yes

Learning Outcome Completion Date:

-

No

No

No

No

No

No

No

No

Yes



        1. Section 4: Priority Training Needs



Figure 8.4.1.4.a. Section 3: Learning Outcome Fields

Table 8.4.1.4.a. Section 3: Learning Outcome Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Top Three Recommended Trainings:

-

No

No

No

No

No

No

No

No

Yes





      1. Project Review



Figure 8.4.2.a. Project Review Fields



Figure 8.4.2.b. Project Review Fields



Figure 8.4.2.c. Project Review Fields



Figure 8.4.2.d. Project Review Fields



Figure 8.4.2.d. Project Review Fields



Figure 8.4.2.e. Project Review Fields



Figure 8.4.2.f. Project Review Fields



Table 8.4.2.a. Project Review Fields

Field Name

Values

EIS

LLS

EEP

SAF

PHIFP

PE

ELI

PHAP

What Competencies has the Associate listed for this Project?

1. 1.1 Monitors health risks and factors affecting the community
2. 1.2 Uses data that are valid and reliable for assessing the health of a community
3. 1.3 Synthesizes public health information to accurately assess problems
4. 1.4 Applies ethical principles in using (e.g., accessing, analyzing, using, maintaining, and disseminating) public health data and information
5. 1.5 Uses information technology in accessing, collecting, analyzing, using maintaining, and disseminating data and information
6. 1.6 Defends decisions using logic as well as qualitative and quantitative data
7. 2.1 Applies knowledge of various approaches to improving population-based health
8. 2.2 Describes the basic public health sciences (i.e., laboratory, epidemiology, surveillance, and informatics)
9. 2.3 Describes how public health sciences are used in the delivery of the 10 Essential Public Health services
10. 2.4 Incorporates public health informatics practices and procedures
11. 2.5 Defines the roles, responsibilities and contributions of various organizations and agencies to specific federal, state, tribal, local, and territorial public health programs
12. 2.6 Describes public health as part of a larger inter-related system of organizations that influence the health of populations at local, national, and global levels
13. 3.1 Identifies information required in the program planning process
14. 3.2 Gathers information for evaluating policies, programs, and services
15. 3.3 Contributes to the implementation of an organizational strategic plan
16. 3.4 Contributes to state/tribal/community health improvement planning
17. 4.1 Describes the public health laws and regulations governing public health programs
18. 4.2 Adheres to laws, regulations, policies, and procedures for ethical public health practice
19. 4.3 Analyzes public health legislation, policy, and regulation issuances that impact public health
20. 5.1 Treats others courteously and respectfully
21. 5.2 Exercises initiative, persistence, tact, and resourcefulness in establishing and continuing work relationships
22. 5.3 Elicits and applies feedback to build professional skills and competencies
23. 5.4 Makes decisions that are focused on desired results
24. 5.5 Uses the chain of command to address risks, issues, or concerns
25. 6.1 Communicates in writing and orally with linguistic and cultural proficiency to target audience
26. 6.2 Communicates information that is clear, timely, accurate and uses plain language
27. 6.3 Conveys data and information to professionals and the public using a variety of approaches (e.g., reports, presentations, email, letters, press releases)
28. 6.4 Applies communication and group dynamic strategies in interactions with individuals and groups
29. 6.5 Demonstrates active listening skills
30. 7.1 Incorporates strategies for interacting with people from diverse backgrounds
31. 7.2 Recognizes the ways in which diversity influences policies, program, and the overall health of a community
32. 7.3 Recognizes the benefit of using a diverse workforce to better serve target populations
33. 7.4 Uses cultural and social aspects to increase an intervention's effectiveness
34. 7.5 Develops and maintains relationships with diverse partners to improve population-based health
35. 8.1 Establishes relationships to improve health in a community (e.g., partnerships, academic, colleagues, customers, others)
36. 8.2 Collaborates with community partners to improve health in a community
37. 8.3 Serves as a public health ambassador
38. 8.4 Identifies policies, programs, and resources that improve health in a community (e.g., using evidence to demonstrate the need for a program, communicating the impact of a program)
39. 9.1 Describes public health funding mechanisms
40. 9.2 Provides assistance on grants, cooperative agreements, contracts, and other awards
41. 9.3 Describes components of a budget
42. 9.4 Tracks program spending to current and forecasted budget constraints

No

No

No

No

No

No

No

Yes

Table 8.4.2.b. Project Review Fields

Field Name

Values

EIS

LLS

EEP

SAF

PHIFP

PE

ELI

PHAP

I concur that the Competency requirements for this Project:

1. Have been met for this Project
2. Have NOT been met for this Project
3. Project is still In Progress
4. Need Further Information

No

No

No

No

No

No

No

Yes

Missing Requirements:

-

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Additional Information Needed:

-

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

General Comments or Feedback:

-

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

I concur that the overall status of this Project is:

1. Project in Progress
2. Completed and meets all the Competencies listed above

No

No

No

No

No

No

No

Yes



    1. ELI

      1. Mentor Feedback Survey

        1. Introduction



Figure 8.5.1.1.a. Introduction Fields



        1. Instructional Design Competencies and Program Design



Figure 8.5.1.2.a. Instructional Design Competencies and Program Design Fields





Table 8.5.1.2.a. Instructional Design Competencies and Program Design Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Instructional Design (process and application)

1. Poor
2. Fair
3. Good
4. Excellent

No

No

No

No

No

No

No

Yes

No

Data collection and analysis

1. Poor
2. Fair
3. Good
4. Excellent

No

No

No

No

No

No

No

Yes

No

Needs assessment

1. Poor
2. Fair
3. Good
4. Excellent

No

No

No

No

No

No

No

Yes

No

Design of instructional interventions

1. Poor
2. Fair
3. Good
4. Excellent

No

No

No

No

No

No

No

Yes

No

Design learning assessment

1. Poor
2. Fair
3. Good
4. Excellent

No

No

No

No

No

No

No

Yes

No

Formative evaluation

1. Poor
2. Fair
3. Good
4. Excellent

No

No

No

No

No

No

No

Yes

No

Summative evaluation

1. Poor
2. Fair
3. Good
4. Excellent

No

No

No

No

No

No

No

Yes

No

Project management

1. Poor
2. Fair
3. Good
4. Excellent

No

No

No

No

No

No

No

Yes

No





Table 8.5.1.2.b. Instructional Design Competencies and Program Design Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

2. What is your opinion of the balance of written material, webinars, and interactivity in this fellowship?

1. Too much written materials and webinars, and not enough interactive learning
2. Right amount of written materials, webinars, and interactive learning
3. Too much interactive learning and not enough written materials and webinars

No

No

No

No

No

No

No

Yes

No

3. Rate your level of agreement with the following statement about the design of the fellowship.


Content provided in the fellowship reflect current best practices in e-learning and development.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree
5. Not Applicable / Don't know

No

No

No

No

No

No

No

Yes

No

4. How could the design of this fellowship be improved to make it a more effective learning experience?

-

No

No

No

No

No

No

No

Yes

No



        1. Your Mentoring Experience



Figure 8.5.1.3.a. Your Mentoring Experience Fields





Table 8.5.1.3.a. Your Mentoring Experience Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

My fellow and I were properly matched.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree
5. Not Applicable

No

No

No

No

No

No

No

Yes

No

My fellow developed the necessary skills to successfully complete the fellowship.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree
5. Not Applicable

No

No

No

No

No

No

No

Yes

No

I felt adequately supported by the program administrator.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree
5. Not Applicable

No

No

No

No

No

No

No

Yes

No

Mentor orientation sufficiently prepared me to participate in the fellowship.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree
5. Not Applicable

No

No

No

No

No

No

No

Yes

No

The time commitment required for mentoring matched my expectations.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree
5. Not Applicable

No

No

No

No

No

No

No

Yes

No







Table 8.5.1.3.b. Your Mentoring Experience Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Other mentors were available to assist me when I needed help.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree
5. Not Applicable

No

No

No

No

No

No

No

Yes

No

I would recommend becoming an ELI mentor to others.

1. Strongly Disagree
2. Disagree
3. Agree
4. Strongly Agree
5. Not Applicable

No

No

No

No

No

No

No

Yes

No

6. How many individuals (peers and fellows) have you developed and plan to maintain a professional relationship with beyond the fellowship? For what purposes?

-

No

No

No

No

No

No

No

Yes

No

7. How could the mentoring experience be improved to make it more effective?

-

No

No

No

No

No

No

No

Yes

No

8. Is there anything else you want to tell us?

-

No

No

No

No

No

No

No

Yes

No





    1. EIS

      1. EIS Progress Assessment



Figure 8.6.1.a. EIS Progress Assessment Fields

Table 8.6.1.a. EIS Progress Assessment Fields

Field Name

Values

EIS

LLS

FLIGHT

EEP

SAF

PHIFP

PE

ELI

PHAP

Primary Supervisor Name:

Supervisor Lookup

Yes

No

No

No

No

No

No

No

No

EIS Officer Name:

Officer Lookup

Yes

No

No

No

No

No

No

No

No

Assessment Period:

1. 6 Month
2. 12 Month
3. 18 Month
4. 24 Month

Yes

No

No

No

No

No

No

No

No

Host Site:

-

Yes

No

No

No

No

No

No

No

No

Applied Epidemiology Skills (Oral and Written Communication, Data Analysis, Surveillance, and Field Investigations): What are the officer’s strengths?

-

Yes

No

No

No

No

No

No

No

No

Applied Epidemiology Skills (Oral and Written Communication, Data Analysis, Surveillance, and Field Investigations): What are the officer’s areas for improvement?

-

Yes

No

No

No

No

No

No

No

No

Applied Epidemiology Skills (Oral and Written Communication, Data Analysis, Surveillance, and Field Investigations): What are your recommendations for addressing the areas for improvement?

-

Yes

No

No

No

No

No

No

No

No

Professionalism Skills (Communication, Decision-making, Leadership, Teamwork): What are the officer’s strengths?

-

Yes

No

No

No

No

No

No

No

No

Professionalism Skills (Communication, Decision-making, Leadership, Teamwork): What are the officer’s areas for improvement?





-

Yes

No

No

No

No

No

No

No

No

Professionalism Skills (Communication, Decision-making, Leadership, Teamwork): What are your recommendations for addressing the areas for improvement?

-

Yes

No

No

No

No

No

No

No

No

Comments and Suggestions:

-

Yes

No

No

No

No

No

No

No

No

Signature:

1. Checking this box indicates my signature on this form.

Yes

No

No

No

No

No

No

No

No

Today's Date:


Yes

No

No

No

No

No

No

No

No





8.6.2 Activity Review



Figure 8.6.2.a. Activity Review Fields



Figure 8.6.2.b. Activity Review Fields





Table 8.6.2.a. Activity Review Fields

Field Name

Values

EIS

LLS

EEP

SAF

PHIFP

PE

ELI

What CALs has the Officer listed for this activity?










1. Field Investigation
2. Epi Analysis
3. Short Presentation
4. Long Presentation
5. Service to the Agency
6. Abstract
7. Manuscript
8. Lay Audience Presentation
9. Public Health Update
10. Surveillance Evaluation

Yes

No

No

No

No

No

No

I concur that the CAL requirements for this Activity:

1. Have been met for this Activity
2. Have NOT been met for this Activity
3. Activity is still In Progress
4. Need Further Information

Yes

No

No

No

No

No

No

Missing Requirements:

-

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Additional Information Needed:

-

Yes

Yes

Yes

Yes

Yes

Yes

Yes

General Comments or Feedback:

-

Yes

Yes

Yes

Yes

Yes

Yes

Yes

I concur that the overall status of this Activity is:

1. Activity in Progress
2. Completed and meets all the CALs listed above

Yes

No

No

No

No

No

No





    1. PHIFP

      1. Project Review



Figure 8.7.1.a. Project Review Fields



Figure 8.7.1.b. Project Review Fields



Figure 8.7.1.c. Project Review Fields

Table 8.7.1.a. Project Review Fields

Field Name

Values

EIS

LLS

EEP

SAF

PHIFP

PE

ELI

PHAP

What Competencies has the Fellow listed for this project?

1. 1.1 Formulate a public health informatics problem to enable design of effective solutions
2. 1.2 Assess data, information, knowledge needs and resources to support decision making and problem solving
3. 1.3 Apply the scientific method to PHI problem solving
4. 2.1 Implement a communication plan to engage stakeholders
5. 2.2 Synthesize information for dissemination to technical and non-technical audiences
6. 2.3 Apply team management strategies, such as conflict resolution, active listening, and negotiation skills, with individuals and groups
7. 2.4 Develop strategies for interacting with persons from diverse cultural, socioeconomic, educational, racial, ethnic, and professional backgrounds
8. 3.1 Apply software engineering models and methods to software development life cycle
9. 3.2 Recommend solutions that assure confidentiality, security, and integrity while maximizing availability of information public health
10. 3.3 Formulate models for acquisition, representation, processing, display, or transmission of public health information
11. 3.4 Apply information standards in developing public health information systems projects and interoperable public health information systems
12. 4.1 Develops a vision for system change
13. 4.2 Demonstrates self-awareness and one's impact on others
14. 4.3 Plan with community partners to solve an informatics problem

No

No

No

No

Yes

No

No

No

I concur that the Competency requirements for this Project:

1. Have been met for this Project
2. Have NOT been met for this Project
3. Activity is still In Progress
4. Need Further Information

No

No

No

No

Yes

No

No

No

Missing Requirements:

-

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Additional Information Needed:

-

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

General Comments or Feedback:

-

Yes

Yes

Yes

Yes

Yes

Yes

Yes

Yes

I concur that the overall status of this Project is:

1. Project in Progress
2. Completed and meets all the Competencies listed above

No

No

No

No

Yes

No

No

No



  1. Appendix

I. Field Value Tables



Appendix of Field Value Tables

Field Name

Application Locations

Values

1

Values

2

Values

3

Values

4

Approved Country List

6.2 Citizenship Status

United States

Anguilla

Antigua

Australia

Bahamas

Barbados

Barbuda

Belize

Bermuda

British Virgin Islands

Canada

Dominica

Grand Cayman Islands


Grenada

Guyana

Irish Republic

Jamaica

Montserrat

New Zealand

Saint Kitts and Nevis

St. Lucia

St. Vincent & the Grenadine

Tabago

Trinidad

Turks and Caicos Islands

United Kingdom







II. Lookup Tables



Appendix of Lookup Tables

Lookup Table Name

Application Locations

Values

1

Values

2

Values

3

Values

4

Values

5

Fellowship Lookup

3. eFMS System Help Desk Ticket

CDC E-learning Institute Fellowship Program (ELI)

CDC Steven M. Teutsch Prevention Effectiveness (PE) Fellowship

Epidemic Intelligence Service (EIS)

Epidemiology Elective Program (EEP)

Future Leaders in Infections and Global Health Threats (FLIGHT)

Laboratory Leadership Service (LLS)

Population Health Training in Place Program (PH-TIPP)

Population Health Workforce Initiative (PHWI)

Preventive Medicine Residency and Fellowship (PMR/F)

Public Health Associate Program (PHAP)

Public Health Informatics Fellowship Program (PHIFP)

Science Ambassador Fellowship (SAF)





State/Territory Lookup

6.2.1 Conference Presentation

6.4.3 Success Story

7.1.2 Student Exit Survey

Alabama

Alaska

Arizona

Arkansas

California

Colorado

Connecticut

Delaware

Washington, DC

Florida

Georgia

Hawaii

Idaho

Illinois

Indiana

Iowa

Kansas

Kentucky

Louisiana

Maine

Maryland

Massachusetts

Michigan

Minnesota

Mississippi

Missouri

Montana

Nebraska


Nevada

New Hampshire

New Jersey

New Mexico

New York

North Carolina

North Dakota

Ohio

Oklahoma

Oregon

Pennsylvania

Rhode Island

South Carolina

South Dakota

Tennessee

Texas

Utah

Vermont

Virginia

Washington

West Virginia

Wisconsin

Wyoming

Puerto Rico

Pacific Islands

U.S. Virgin Islands

Guam

Northern Mariana Islands




Center/Division/Branch Lookup

7.1.2 Student Exit Survey

NIOSH / Office of the Director / Administrative Svcs Branch (Cincinnati)

NIOSH / Office of the Director / Administrative Svcs Branch (Morgantown)

NIOSH / Office of the Director / Administrative Svcs Branch (Spokane)

NIOSH / Office of the Director / Administrative Svrcs Branch (Pittsburgh)

NCHS / Office of Analysis & Epidemiology / Aging & Chronic Disease Statistics Branch

NIOSH / Health Effects Laboratory Division / Allergy & Clinical Immunology Branch

NCHS / Division of Health Care Statistics / Ambulatory and Hospital Care Statistics Branch

NIOSH / Division of Safety Research / Analysis & Field Branch

NCHS / Division of Health & Nutrition Examination Surveys / Analysis Branch

NCHS / Office of Analysis & Epidemiology / Analytic Studies Branch

NCEZID / Division of Scientific Resources / Animal Resources Branch

NCCDPHP / Division for Heart Disease and Stroke Prevention / Applied Research and Evaluation Branch

NCCDPHP / Division of Population Health / Applied Research and Translation Branch

CPR / Division of State and Local Readiness / Applied Science and Evaluation Branch

NCCDPHP / Division of Reproductive Health / Applied Sciences Branch

NCEZID / Division of Vector-Borne Diseases / Arboviral Diseases Branch

NCEZID / Division of Preparedness and Emerging Infections / Arctic Investigations Program

NCCDPHP / Division of Population Health / Arthritis, Epilepsy and Well-Being Branch

NCIRD / Immunization Services Division / Assessment Branch

NCEH / Division of Environmental Health Science and Practice / Asthma and Community Health Branch

NCEZID / Division of Vector-Borne Diseases / Bacterial Diseases Branch

NCEZID / Division of High Consequence Pathogens & Pathology / Bacterial Special Pathogens Branch

NCHHSTP / Division of HIV/AIDS Prevention Surveillance & Epidemiology / Behavioral And Clinical S...

NIOSH / Division of Applied Research & Technology / Biomonitoring & Health Assessment Branch

NIOSH / Health Effects Laboratory Division / Biostatistics & Epidemiology Branch

NCEZID / Division of Foodborne, Waterborne and Environmental Diseases / Biostatistics and Informa...

NCEZID / Division of Scientific Resources / Biotechnology Core Facility Branch

NCBDDD / Division of Congenital and Developmental Disorders / Birth Defects Branch

NCHS / Office of Management & Operations / Building Operations & Services Staff

NCHS / Office of Management & Operations / Business Logistics Staff

NCCDPHP / Division of Cancer Prevention and Control / Cancer Surveillance Branch

NCHHSTP / Division of HIV/AIDS Prevention-Intervention & Support / Capacity Building Branch

CPR / Division of State and Local Readiness / Capacity Building Branch

ATSDR / Division of Community Health Investigations / Central Branch

NIOSH / Division of Applied Research & Technology / Chemical Exposure & Monitoring

NCBDDD / Division of Human Development and Disability / Child Development and Disability Branch

NCEZID / Division of High Consequence Pathogens & Pathology / Chronic Viral Diseases Branch

NCHS / Classification & Public Health Data Standards Staff / Classification & Public Health Data ...

NCEZID / Division of Healthcare Quality Promotion / Clinical & Environmental Microbiology Branch

NCEH / Division of Laboratory Science / Clinical chemistry branch

NCHHSTP / Division of Tuberculosis Elimination / Clinical Research Branch

NCHS / Division of Research & Methodology / Collaborating Center for Questionnaire Design & Evalu...

NCHS / Division of Research & Methodology / Collaborating Center for Statistical Research & Surve...

NCIRD / Immunization Services Division / Communication and Education Branch

NCHHSTP / Division of Tuberculosis Elimination / Communications, Education, and Behavioral Studie...

CSELS / Division of Public Health Information and Dissemination / Community Guide Branch

NCCDPHP / Division of Cancer Prevention and Control / Comprehensive Cancer Control Branch

ATSDR / Division of Toxicology and Human Health Sciences / Computational Toxicology and Methods D...

NIOSH / Education & Information Division / Document Development Branch

NIOSH / National Personal Protective Technology Laboratory / Conformity Verification & Standards ...

NCCDPHP / Division of Population Health / Coordinated State Support Branch

NIOSH / Pittsburgh Mining Research Division / Dust, Ventilation & Toxic Substances Branch

CGH / Division of Global Health Protection / Country Strategy and Implementation Branch

ATSDR / Division of Community Health Investigations / Eastern Branch

NCHS / Division of Vital Statistics / Data Acquisition, Classification & Evaluation Branch

CGH / Division of Global HIV and TB / Economics and Health Services Research Branch


NCHS / Division of Health Interview Statistics / Data Analysis & Quality Assurance Branch

CSELS / Division of Scientific Education and Professional Development / Education and Training Se...

NCHHSTP / Division of Tuberculosis Elimination / Data Management and Statistics Branch

NIOSH / Pittsburgh Mining Research Division / Electrical & Mechanical Systems Safety Branch

NCHS / Division of Health Interview Statistics / Data Production & Systems Branch

CPR / Division of Emergency Operations / Emergency and Risk Communications Branch

NCEZID / Division of Vector-Borne Diseases / Dengue Branch

NCEH / Division of Environmental Health Science and Practice / Emergency Management, Radiation, a...

NCBDDD / Division of Congenital and Developmental Disorders / Developmental Disabilities Branch

NCEZID / Division of Preparedness and Emerging Infections / Emergency Preparedness and Response B...

NCBDDD / Division of Human Development and Disability / Disability and Health Branch

CGH / Division of Global Health Protection / Emergency Response and Recovery Branch

NIOSH / Division of Compensation Analysis & Support / Division of Compensation Analysis & Support

NCEH / Division of Laboratory Science / Emergency response branch

NCCDPHP / Division of Oral Health / Division of Oral Health

ATSDR / Division of Toxicology and Human Health Sciences / Emergency Response Program

NIOSH / Health Effects Laboratory Division / Engineering & Control Branch

NIOSH / Division of Applied Research & Technology / Engineering & Physical Hazards Branch

NCEZID / Division of Foodborne, Waterborne and Environmental Diseases / Enteric Diseases Epidemio...

NCEZID / Division of Foodborne, Waterborne and Environmental Diseases / Enteric Diseases Laborato...

CGH / Division of Parasitic Diseases and Malaria / Entomology Branch

ATSDR / Division of Toxicology and Human Health Sciences / Environmental Epidemiology Branch

NCCDPHP / Division of Population Health / Epidemiology and Surveillance Branch

NCEH / Division of Emergency and Environmental Health Services / Environmental Health Services Br...

ATSDR / Division of Toxicology and Human Health Sciences / Environmental Health Surveillance Branch

NCHHSTP / Division of Viral Hepatitis / Epidemiology and Surveillance Branch

ATSDR / Division of Toxicology and Human Health Sciences / Environmental Medicine Branch

NCHHSTP / Division of HIV/AIDS Prevention Surveillance & Epidemiology / Epidemiology Branch

NCEH / Division of Emergency and Environmental Health Services / Environmental Public Health Read...

NCCDPHP / Office on Smoking and Health / Epidemiology Branch

ATSDR / Division of Toxicology and Human Health Sciences / Environmental Toxicology Branch

NCEZID / Division of Healthcare Quality Promotion / Epidemiology Research and Innovations Branch

NCCDPHP / Division of Cancer Prevention and Control / Epidemiology and Applied Research Branch

CSELS / Division of Scientific Education and Professional Development / Epidemiology Workforce Br...

NCIRD / Influenza Division / Epidemiology and Prevention Branch

CGH / Division of Global Health Protection / Epidemiology, Informatics, Surveillance and Lab Branch

NCCDPHP / Division of Diabetes Translation / Epidemiology and Statistics Branch

NIOSH / National Personal Protective Technology Laboratory / Evaluation & Testing Branch

NCHHSTP / Division of Sexually Transmitted Disease Prevention / Epidemiology and Statistics Branch

NIOSH / Health Effects Laboratory Division / Exposure Assessment Branch

NCCDPHP / Division for Heart Disease and Stroke Prevention / Epidemiology and Surveillance Branch

NCHHSTP / Division of Sexually Transmitted Disease Prevention / Field Services Branch

NCBDDD / Division of Blood Disorders / Epidemiology and Surveillance Branch

CPR / Division of State and Local Readiness / Field Services Branch

CGH / Division of Global HIV and TB / Epidemiology and Surveillance Branch

NCHHSTP / Division of Tuberculosis Elimination / Field Services Branch

NIOSH / Respiratory Health Division / Field Studies Branch

NCCDPHP / Division of Reproductive Health / Field Support Branch


NIOSH / Pittsburgh Mining Research Division / Fires and Explosions Branch

NCEZID / Division of Foodborne, Waterborne and Environmental Diseases / Food Safety Office

NCEZID / Division of Global Migration and Quarantine / Geographic Medicine and Health Promotion B...

NCHS / Office of Analysis & Epidemiology / Health Promotion Statistics Branch

ATSDR / Division of Toxicology and Human Health Sciences / Geospatial Research, Analysis, and Ser...

CGH / Division of Global Health Protection / Global Non-communicable Disease Branch

NCCDPHP / Office on Smoking and Health / Global Tobacco Control Branch

NCHHSTP / Division of Sexually Transmitted Disease Prevention / Health Services Research and Eval...

CGH / Division of Global HIV and TB / Global Tuberculosis Branch

NCIPC / Division of Unintentional Injury Prevention / Health Systems and Trauma Systems Branch

NIOSH / Pittsburgh Mining Research Division / Ground Control Branch

NCEH / Division of Emergency and Environmental Health Services / Healthy Community Design Initiative

NIOSH / Division of Surveillance, Hazard Evaluations & Field Studies / Hazard Evaluations & Techn...

NCEH / Division of Emergency and Environmental Health Services / Healthy Homes and Lead Poisoning...

NIOSH / Health Effects Laboratory Division / Health Communication Research Branch

NCBDDD / Division of Blood Disorders / Hemostasis Laboratory Branch

NCCDPHP / Office of the Director / Health Communication Science Office

NCHHSTP / Office of the Director / Health Communication Science Office

CGH / Division of Global HIV and TB / HIV Care and Treatment Branch

NCBDDD / Office of the Director / Health Communication Science Office

NCHHSTP / Division of HIV/AIDS Prevention Surveillance & Epidemiology / HIV Incidence and Case Su...

NIOSH / Pittsburgh Mining Research Division / Health Communication, Surveillance, Research Suppor...

CGH / Division of Global HIV and TB / HIV Prevention Branch

NCCDPHP / Office on Smoking and Health / Health Communications Branch

NCIPC / Division of Unintentional Injury Prevention / Home, Recreation, and Transportation Branch

CGH / Division of Global HIV and TB / Health Informatics, Data Management, and Statistics Branch

NIOSH / Pittsburgh Mining Research Division / Human Factors Branch

NCEZID / Division of Global Migration and Quarantine / Immigrant, Refugee, and Migrant Health Branch

NCIRD / Immunization Services Division / Immunization Information System Support Branch

NCEZID / Division of Healthcare Quality Promotion / Immunization Safety Office

CGH / Global Immunization Division / Immunization System Branch

NCIRD / Influenza Division / Immunology and Pathogenesis Branch

NIOSH / Division of Surveillance, Hazard Evaluations & Field Studies / Industrywide Studies Branch

NCHS / Office of Analysis & Epidemiology / Infant, Child, & Women?s Health Statistics Branch

NCEZID / Division of High Consequence Pathogens & Pathology / Infectious Diseases Pathology Branch

NCIRD / Office of the Director / Influenza Coordination Unit

CGH / Division of Global HIV and TB / International Laboratory Branch

NCHS / Division of Health & Nutrition Examination Surveys / Informatics Branch

CSELS / Division of Public Health Information and Dissemination / Informatics Innovation Unit

NCHHSTP / Division of HIV/AIDS Prevention Surveillance & Epidemiology / Laboratory Branch

NCHHSTP / Office of the Director / Informatics Office

NCHHSTP / Division of Tuberculosis Elimination / Laboratory Branch

NCHS / Office of Information Services / Information Design & Publishing Staff

NCHHSTP / Division of Viral Hepatitis / Laboratory Branch

NCHS / Office of Information Services / Information Dissemination Staff

NIOSH / Education & Information Division / Information Resources and Dissemination Branch

CSELS / Division of Laboratory Systems / Laboratory Practice Standards Branch

NCEZID / Division of Preparedness and Emerging Infections / Laboratory Preparedness and Response ...

CSELS / Division of Health Informatics and Surveillance Systems / Information Systems Branch

NCHHSTP / Division of Sexually Transmitted Disease Prevention / Laboratory Reference and Research...

NCHS / Division of Vital Statistics / Information Technology Branch

NCHS / Office of Information Technology / Information Technology Solutions & Services Staff

CSELS / Division of Laboratory Systems / Laboratory


Research and Evaluation Branch

NCEH / Division of Laboratory Science / Inorganic and radiation analytical toxicology branch

CSELS / Division of Laboratory Systems / Laboratory Training and Services Branch

NCEH / Division of Environmental Health Science and Practice / Lead Poisoning Prevention and Envi...

CSELS / Division of Public Health Information and Dissemination / Library Science Branch

CPR / Division of Strategic National Stockpile / Logistics Branch

CPR / Division of Emergency Operations / Logistics Support Branch

NCHS / Division of Health Care Statistics / Long-Term Care Statistics Branch

CGH / Division of Parasitic Diseases and Malaria / Malaria Branch

CGH / Division of Global HIV and TB / Management and Operations Branch

NIOSH / Office of the Director / Management Systems Branch

CGH / Division of Global HIV and TB / Maternal and Child Health Branch

NCCDPHP / Division of Reproductive Health / Maternal and Infant Health Branch

NCIRD / Division of Bacterial Branch / Meningitis and Vaccine Preventable Diseases Branch

CGH / Division of Global HIV and TB / Monitoring, Evaluation, and Data Analysis Branch

NIOSH / Office of the Director / Office of Extramural Coordination & Special Projects

NCHS / Division of Vital Statistics / Mortality Statistics Branch

NCEZID / Division of Foodborne, Waterborne and Environmental Diseases / Mycotic Diseases Branch

NCEH / Office of the Director / Office of Financial, Administrative, and Information Services

NCEH / Division of Laboratory Science / Newborn screening and molecular biology branch

NCIRD / Office of the Director / Office of Health Communication Science

NCCDPHP / Division of Nutrition, Physical Activity, & Obesity / Nutrition Branch

NCHHSTP / Office of the Director / Office of Health Equity

NCEH / Division of Laboratory Science / Nutritional biomarkers branch

NCIRD / Office of the Director / Office of Informatics

NCCDPHP / Division of Nutrition, Physical Activity, & Obesity / Obesity Prevention and Control Br...

NCIRD / Office of the Director / Office of Laboratory Science

NIOSH / Office of the Director / Office of Administrative & Management Svcs

NCIRD / Office of the Director / Office of Management and Operations

NCEH / Office of the Director / Office of Communication

NCHHSTP / Office of the Director / Office of Management and Program Support

NCIPC / Office of the Director / Office of Communication

NCHS / Office of Planning Budget and Legislation / Office of Planning Budget and Legislation

NCIRD / Office of the Director / Office of Policy

NCIPC / Office of the Director / Office of Policy and Partnerships

NCEH / Office of the Director / Office of Policy, Planning, and Evaluation

NCIPC / Office of the Director / Office of Program Management and Operations

NCHHSTP / Office of the Director / Office of Program Planning & Policy Coordination

CSELS / Division of Public Health Information and Dissemination / Office of Public Health Genomics

NCCDPHP / Office of the Director / Office of Public Health Practice

NCIRD / Office of the Director / Office of Science and Integrated Programs

NCHHSTP / Office of the Director / Office of the Associate Director for Laboratory Science

NCHHSTP / Office of the Director / Office of the Associate Director for Science

NCIPC / Office of the Director / Office of the Associate Director for Science

NCHS / Office of the Director / Office of the Director

NCHS / Division of Health & Nutrition Examination Surveys / Office of the Director

NCHS / Division of Health Care Statistics / Office of the Director

CPR / Office of the Director / Office of the Director

NCHS / Division of Health Interview Statistics / Office of the Director

NCEZID / Division of Healthcare Quality Promotion / Office of the Director/International Infectio...

NCCDPHP / Division of Reproductive Health / Office of the Director

NCCDPHP / Division of Cancer Prevention and Control / Office of the Director/Office of Internatio...

NCHS / Division of Vital Statistics / Office of the Director

NCEZID / Office of the Director / One Health Office

NCHS / Office of Analysis & Epidemiology / Office of the Director

CPR / Division of Emergency Operations / Operations Branch

CGH / Office of the Director / Office of the Director

NCHS / Division of Health & Nutrition Examination Surveys / Operations Branch

CSELS / Office of the Director / Office of the Director


CPR / Division of Select Agents and Toxins / Operations Branch

NCEZID / Office of the Director / Office of the Director

NCEH / Division of Laboratory Science / Organic analytical toxicology branch

NCHS / Office of the Director / Office of the Director

NIOSH / Division of Applied Research & Technology / Organizational Science & Human Factors Branch

NCEZID / Division of Foodborne, Waterborne and Environmental Diseases / Outbreak Response and Pre...

CGH / Division of Global Health Protection / Overseas Business Operations Branch

CGH / Division of Global HIV and TB / Overseas Strategy and Management Branch

CGH / Division of Parasitic Diseases and Malaria / Parasitic Diseases Branch

CSELS / Division of Health Informatics and Surveillance Systems / Partnerships and Evaluation Branch

NIOSH / Health Effects Laboratory Division / Pathology & Physiological Research Branch

NCCDPHP / Division of Nutrition, Physical Activity, & Obesity / Physical Activity and Health Branch

CPR / Division of Strategic National Stockpile / Planning and Analysis Branch

NCHS / Division of Health & Nutrition Examination Surveys / Planning Branch

CPR / Division of Emergency Operations / Plans, Training, Exercise and Evaluation Branch

NCIPC / Division of Violence Prevention / Prevention Practice and Translation Branch

NCBDDD / Office of the Director / Policy, Planning, and Evaluation Team

NCHHSTP / Division of HIV/AIDS Prevention-Intervention & Support / Prevention Program Branch

NCIRD / Division of Viral Diseases / Polio and Picornavirus Laboratory Branch

NCBDDD / Division of Congenital and Developmental Disorders / Prevention Research and Translation...

CGH / Global Immunization Division / Polio Eradication

NCCDPHP / Division of Population Health / Population Health Surveillance Branch

NCHHSTP / Division of HIV/AIDS Prevention-Intervention & Support / Prevention Research Branch

CSELS / Division of Scientific Education and Professional Development / Population Health Workfor...

NCEZID / Division of High Consequence Pathogens & Pathology / Prion & Public Health Office

NCEZID / Division of High Consequence Pathogens & Pathology / Poxvirus and Rabies Branch

NCHHSTP / Office of the Director / Program and Performance Improvement Office

NCIPC / Division of Analysis, Research, and Practice Integration / Practice Integration and Evalu...

CGH / Division of Global HIV and TB / Program Budget and Extramural Management Branch

NCEZID / Division of Healthcare Quality Promotion / Prevention & Response Branch

NCCDPHP / Division of Nutrition, Physical Activity, & Obesity / Program Development and Evaluatio...

NCHHSTP / Division of Viral Hepatitis / Prevention Branch

NCCDPHP / Division for Heart Disease and Stroke Prevention / Program Development and Services Branch

NCHHSTP / Division of HIV/AIDS Prevention-Intervention & Support / Prevention Communications Branch

NCHHSTP / Division of Adolescent and School Health / Program Development and Services Branch

NCHHSTP / Division of HIV/AIDS Prevention-Intervention & Support / Program Evaluation Branch

NCCDPHP / Division of Diabetes Translation / Program Implementation Branch

CPR / Division of Select Agents and Toxins / Program Management and Operations Branch

NCIRD / Immunization Services Division / Program Operations Branch

NCCDPHP / Division of Cancer Prevention and Control / Program Services Branch

CPR / Division of Select Agents and Toxins / Program Services Branch

CPR / Division of State and Local Readiness / Program Services Branch

NCCDPHP / Office of the Director / Program Services Branch

NCCDPHP / Office on Smoking and Health / Program Services Branch

NCHHSTP / Division of Sexually Transmitted Disease Prevention / Programs Development and Quality ...

NIOSH / Division of Safety Research / Protective Technology Branch

NCIRD / Division of Viral Diseases / Respiratory Viruses Branch

NCHHSTP / Division of HIV/AIDS Prevention Surveillance & Epidemiology / Quantitative Sciences and...

NCEZID / Division of Global Migration and Quarantine / Quarantine and Border Health Services Branch

CPR / Division of Strategic National Stockpile / Response Branch

NCHS / Division of Vital Statistics / Reproductive Statistics Branch

NCEZID / Division of Vector-Borne Diseases / Rickettsial Zoonoses Branch

NCIPC / Division of Violence Prevention / Research and Evaluation Branch

NIOSH / Education & Information Division / Risk Evaluation Branch

NCHHSTP / Division of Adolescent and School Health / Research Application and Evaluation Branch

NCCDPHP / Division of Population Health / School Health Branch

NIOSH / National Personal Protective Technology Laboratory / Research Branch

NCHS / Division of Research & Methodology / Research Data Center

NCHHSTP / Division of Adolescent and School Health / School-Based Surveillance Branch

NCBDDD / Office of the Director / Resource Management Office

NCBDDD / Office of the Director / Science and Public Health Team

NCIRD / Division of Bacterial Branch / Respiratory Diseases Branch

CGH / Division of Global HIV and TB / Science Integrity Branch

ATSDR / Division of Community Health Investigations / Science Support Branch

NCEZID / Division of Preparedness and Emerging Infections / Scientific and Program Services Branch

NCEZID / Division of Scientific Resources / Scientific Products and Support Branch

CSELS / Division of Public Health Information and Dissemination / Scientific Publications Branch

NCHHSTP / Division of Sexually Transmitted Disease Prevention / Social and Behavioral Research an...

CGH / Division of Global HIV and TB / Special Initiatives Branch

NCHS / Office of Analysis & Epidemiology / Special Projects Branch

NCIPC / Division of Violence Prevention / Special Surveys & Prevention Initiatives Branch (proposed)

NCEZID / Division of Scientific Resources / Specimen Management Branch

NIOSH / Spokane Mining Research Division / Spokane Mining Research Division

NIOSH / Division of Surveillance, Hazard Evaluations & Field Studies / Statistical Support Most E...

NCIPC / Division of Analysis, Research, and Practice Integration / Statistics, Programming, and E...

CGH / Global Immunization Division / Strategic Information and Workforce Development Branch

NCHS / Division of Health Interview Statistics / Survey Planning & Special Surveys Branch

CGH / Division of Global HIV and TB / Strategy, Policy, and Communication Branch

CSELS / Division of Health Informatics and Surveillance Systems / Surveillance and Data Branch

NCHS / Division of Health Care Statistics / Technical Services Branch

NCHHSTP / Division of Sexually Transmitted Disease Prevention / Surveillance and Data Management ...

NCEH / Division of Laboratory Science / Tobacco and volatiles branch

NIOSH / Health Effects Laboratory Division / Toxicology & Molecular Biology Branch

NIOSH / Division of Safety Research / Surveillance and Field Investigations Branch

NIOSH / Education & Information Division / Training Research & Evaluation Branch

NCEZID / Division of Healthcare Quality Promotion / Surveillance Branch

NCCDPHP / Division of Diabetes Translation / Translation, Health Education and Evaluation Branch

NIOSH / Division of Surveillance, Hazard Evaluations & Field Studies / Surveillance Branch

NCEZID / Division of Global Migration and Quarantine / U.S. - Mexico Unit

NCIPC / Division of Violence Prevention / Surveillance Branch

NCIRD / Immunization Services Division / Vaccine Supply and Assurance Branch

NIOSH / Respiratory Health Division / Surveillance Branch

NCIRD / Division of Viral Diseases / Viral Gastroenteritis Branch

NCHHSTP / Division of Tuberculosis Elimination / Surveillance, Epidemiology, & Outbreak Investiga...

NCEZID / Division of High Consequence Pathogens & Pathology / Viral Special Pathogens Branch

NCIRD / Division of Viral Diseases / Viral Vaccine Preventable Diseases Branch

NCIRD / Influenza Division / Virology, Surveillance and Diagnosis Branch

NCEH / Division of Environmental Health Science and Practice / Water, Food, and Environmental Hea...

NCEZID / Division of Foodborne, Waterborne and Environmental Diseases / Waterborne Diseases Preve...

ATSDR / Division of Community Health Investigations / Western Branch

NIOSH / Western States Division / Western States Division

NCCDPHP / Division of Reproductive Health / Women?s Health and Fertility Branch

NCHS / Office of Management & Operations / Workforce & Career Development Staff

CGH / Division of Global Health Protection / Workforce and Institute Development Branch

NIOSH / Pittsburgh Mining Research Division / Workplace Health Branch

NIOSH / World Trade Center Health Program / World Trade Center Health Program

NCBDDD / Division of Congenital and Developmental Disorders / Zika Transition Unit

CGH / Global Immunization Division / Accelerated Disease Control and Vaccine Preventable Diseases...

NCCDPHP / Office on Smoking and Health / Office of the Director

Subject Area Lookup

8.4.1 Semi-Annual Activity Reporting (SAAR)

Adolescent & School Health (non-STI)

Community Health Improvement Planning (CHIP)/Community Health Assessments (CHA)

Chronic Disease

Emergency/Disaster Preparedness and Response

Environmental Health

Genomics

Health Equity/Access to Care

Health Department Improvement/Accreditation

Immunizations/Vaccine Preventable Disease Investigation

Sexually Transmitted Disease Prevention

Tuberculosis Prevention

HIV Prevention

Viral Hepatitis Prevention

Adolescent/school-based Sexually Transmitted Disease prevention

Other Infectious Disease

Injury Prevention

Maternal & Infant Health

Public Health Policy & Law

Public Health Surveillance

Oral Health











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AuthorCDC User
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File Created2021-06-10

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