Rebecca Wells is dedicated to assisting students in navigating their paths ahead.

As a first-generation pupil who took a year off before entering graduate school and subsequently pursued a doctoral program, she understands the significance of direction in the often daunting realm of academia. Additionally, she recognizes that every student’s journey is unique.

Currently, in her role as the coordinator of the Master of Social Work/Master of Public Health (MSW/MPH) dual degree program at the University of Georgia, Wells emphasizes transparency to help students embark on the correct trajectory.

A meandering journey

Her own voyage was not one she envisioned from the outset. While majoring in sociology as an undergraduate, Wells was aware of her desire to assist others — perhaps in social services or by promoting community health.

However, a spirited mentor, Dr. Kanter, encouraged her to explore public health, a field Wells had never contemplated. That mentorship, coupled with a funded opportunity for community health research through Mercer University’s School of Medicine, ignited a new spark.

“She was quite persistent about it,” Wells remarked. “She insisted that you either need to pursue public health or combine it with social work.”

Consequently, she undertook both paths, receiving her MPH and MSW from the University of South Carolina. She engaged in research and outreach at the University Center on Excellence and Developmental Disabilities, linking social work and public health to gain a deeper understanding of health services in particular populations. Her enthusiasm for research was solidified.

“Through these fields, we possess evidence indicating what can enhance quality of life and outcomes, as well as what can bolster human well-being, yet we don’t always implement it,” Wells stated. “Thus, I resolved to pursue a doctorate in public health, to effect change in the world and influence policy.”

Diverse routes to influence

As time passed, however, Wells acknowledged that enhancing health in her community doesn’t necessitate adhering to a singular academic pathway. There are various avenues to make an impact — some within academia and others in the wider sphere of practice. This personal experience continues to shape how she counsels students.

“I want my students to appreciate the numerous potential pathways stemming from a Ph.D. and to reflect: Would that choice exclude them from certain roles? Would it render them overly qualified? That’s what I mean when I refer to my honesty,” Wells expressed.

This candor also reflects in her instruction. In an academic framework, it’s easy to fixate on the ideal environment or the textbook approach to achieving a goal. However, in reality, there are many additional elements to take into account.

“I strive to manage expectations in my classes. I acknowledge, ‘OK, this is the optimal way to conduct an evaluation.’ But I also explain that sometimes you won’t have the necessary tools to do so,” Wells noted. “This way, they reflect on how to maintain their professional values and ethics while operating in their respective environments.”

Interdisciplinary proficiency

She applies this practical perspective to her spring class, Interprofessional Identity Development in Health and Social Sciences. The course is intended for dual degree students to delve into what it means to be a multidisciplinary professional.

“We discuss how to frame your message, communicating in a language that others can comprehend,” she stated. “We also explore various ethical codes — a nurse may focus on a patient’s physical health, while a social worker might prioritize autonomy. The public health social worker must take both into account, along with the community surrounding them.”

Her interdisciplinary teaching philosophy inspires students to analyze how public health and social work intersect and diverge — offering invaluable insights in intricate professional environments.

“Our students are equipped to engage these disciplines in conversation with one another,” she remarked.

Students graduate with the capability to contrast elements of each discipline, choosing the most effective interdisciplinary approach.

This dynamic, student-focused teaching method has transformed her own perception of influence. What initially started as a mission to change the world through research has matured into a more personal and enduring form of impact.

“For me, I embarked on a Ph.D. in public health believing I would change the world through research,” she reflected. “And what I ultimately discovered is that I cherished the teaching aspect, and I can now gradually change the world by mentoring our students.”

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