phd programs epidemiology public health

PhD in Epidemiology

The PhD in epidemiology is offered through Emory’s Laney Graduate School . This program trains students to become independent investigators and to obtain skills to be successful in PhD-level positions in academia, government, and the private sector.

What You Will Learn and Do

The Doctoral Program in Epidemiology at Emory University trains students in the methods of epidemiology and the application of these methods to a broad scope of public health and medical problems. Areas of study include, but are not limited to, cancer, cardiovascular disease, maternal and child health, diet/nutrition and physical activity, epidemiologic methods, infectious diseases (including HIV/AIDS), genetics and molecular epidemiology, social epidemiology, and health disparities.   The goal of the program is to graduate epidemiologists with the knowledge, skills, and philosophy to be influential lead researchers (principal investigators), teachers of epidemiology, and public health officials.

Graduates of the department have gone on to find work at settings such as: the Centers for Disease Control and Prevention, pharmaceutical companies (such as Humana, Amgen), nonprofit organizations (such as The Task Force for Global Health and American Cancer Society), and colleges and universities.

Our Faculty

Students learn from our department's faculty, as well as faculty from the Hubert Department of Global Health, the Department of Environmental Health, and the Emory School of Medicine. Students' dissertation committees often include faculty from organizations outside of the School and University, such as the Centers for Disease Control and Prevention and American Cancer Society. 

Search faculty interests 

Frequently Asked Questions

Application Deadline

The application for prospective students seeking to matriculate in Fall 2024 will open in September. The application is through Laney Graduate School (not through SOPHAS). 

Admission Requirements and Instructions

How to Apply

To apply, applicants must have: 

• Baccalaureate degree from a regionally accredited college or university

The application includes: 

• Completed application + $75 application fee.
• 3 letters of recommendation.
• Graduate Faculty identification - on the application, applicants must identify at least two Epidemiology Graduate Faculty members with whom they would be interested in working. Faculty profiles are available here .
• Statement of purpose: In 500 words or fewer, please tell us about your previous research experiences or training leading you to apply to this program. Please share your research interests, how this program addresses your interests, and your long-term goals after earning a doctoral degree.
• Unofficial transcripts from each post-secondary institution you have attended.
• For international students: TOEFL scores are required.
• For applicants with post-secondary degrees from a non-US institution, a course-by-course credit evaluation is strongly recommended. We accept credential evaluations from Educational Credential Evaluators, Educational Perspectives, and World Education Services. For additional information, please visit the Laney Graduate School webpage for International Applicants .
• Optional: GRE scores.
• Optional Diversity Statement.  

Admission Tips

The Department receives more than 200 applications a year for ten to fourteen spaces. Admitted students most often have:

• An advanced degree in epidemiology or a related field
• A clear, concise statement of purpose
• Defined research interests
• Outstanding recommendations from faculty and supervisors
• Some professional/research experience
• Strong GRE scores

Applicants are strongly encouraged to carefully review the interest areas of Rollins epidemiology faculty to ensure that there are faculty with similar interests.

View our FAQs page for more info.

International Applicants

In addition to these requirements, all departments require international students to submit Test of English as a Foreign Language (TOEFL) scores.

TOEFL scores should be at least 100 or higher on the Internet-based test. International applicants who earned an undergraduate or two year graduate degree from an institution within the United States are waived from the TOEFL requirement.  If an international applicant is currently completing a two year degree in the United States at the time of application, the TOEFL does not need to be submitted.  For example, if an international student is currently pursuing a two year MPH that will be completed prior to matriculation in the PhD program, the TOEFL is not required.

A World Education Service ( WES ) course-by- course report is STRONGLY recommended of all students who have received a baccalaureate and/or advanced degree from a non-US institution. This does not include students who completed a semester study abroad as part of a US degree.  This process takes weeks to complete and applicants are encouraged to start this process very early.

After the Department of Epidemiology reviews applications, a portion of applicants will be invited for an virtual visit day. It is very unlikely that an applicant not invited to visit would receive an offer of admission. Visit day is most often Friday within the first two weeks of February.  

Admitted students are later invited to an on-campus Admitted Student's Day hosted in Atlanta, GA in March.

All admitted PhD students receive merit-based support packages consisting of full tuition scholarships each year. The first two years students are typically funded from institutional support from Laney Graduate School or Training Grants (pending satisfactory progress in the program). In years three through five, students in good standing are funded through mentor grants, training grants, pre-doctoral training fellowships, etc. The stipends are set at the NIH pre-doctoral training level.  As of 2023-2024, doctoral students receive annual stipends of $36,376. 

Training grants currently support some EPI PhD students with the following interests and research areas:  1) Maternal and Child Health Epidemiology, 2) Molecules to Mankind (M2M), and 3) Health Disparities in Cardiovascular Disease . Laney Graduate School also offers Professional Development Funding and Training (to attend conferences and for research).

Degree Requirements

Through required coursework, students receive a strong foundation in epidemiological methods and biostatistics and become proficient on how, when, and why to use specific tools or methods. All students are required to select six hours of EPI electives to gain content knowledge and experience in applying epidemiologic methods within a particular area. The PhD Program Handbook may be viewed here.

• Formulate an epidemiologic reserch question that addrtesses a gap in the literature
• Develop an epidemiologic research study addressing a gap in the literature
• Conduct independent research using epidemiologic methods
• Communicate the results of epidemiologic research to a scientific audience
• Evaluate epidemiologic research

EPI PhD Required Courses

Course Number, Name (Credit Hours):

EPI 530, Epidemiologic Methods I (4)

EPI 534, Statistical Programming (2)

EPI 545, Advanced Epidemiologic Methods II (4)

EPI 550, Epidemiologic Methods III (4)

EPI 560, Epidemiologic Methods IV (4)

EPI 710, Probability Theory (2)

EPI 760, Causal Inference (4) 

EPI 790R, Doctoral Seminar for Epidemiologic Practice (enrollment required every semester until graduation) (1)

BIOS 500, Statistical Methods I (4)

BIOS 591P, Biostatistical Methods II  (3)

EPI XXX, Electives (6 hours min)

EPI 798R and 799R, Research Hours (>18)

PUBH 701, Public Health Research: Discovery to Practice (1)

EPI 791 Teaching Epidemiology (1)

All PhD students must participate in the Teaching Assistant Training and Teaching Opportunities (TATTO) program. Students receive an orientation to effective teaching and a course on teaching techniques in the field and gain experience working as supervised teaching assistants and/or classroom instructors or co-instructors.  More about TATTO

Research Assistantships

All EPI PhD students participate in two at least two, 200-hour research assistantships during their time enrolled during the program (usually during the first two years). Research Assistantships may include (but are not limited to) literature review, survey design, primary data collection, data management and analysis, and manuscript development. 

Dissertation

All PhD students are required to complete and defend a dissertation. Students are encouraged to begin exploring potential research topics as soon as they enter the program by meeting with faculty . 

The doctoral dissertation must meet the requirements of both the department and Laney Graduate School. In particular, the dissertation must make a new contribution to the student’s field of study, or present a unique new interpretation on existing knowledge. Students are required to pass an oral defense of the dissertation proposal.

Jones Program in Ethics

Students receive training in ethics in research both through the Department of Epidemiology and the Laney Graduate School.  Within the required Epidemiology PhD coursework, students may gain exposure to topics such as ethics in human subject research, data management, and scientific writing.  The Laney Graduate School sponsors numerous seminars and workshops on scholarly integrity.

Student Life

All EPI PhD students participate in a weekly doctoral seminar during lunchtime in the fall and spring semesters.  This provides an opportunity not only to review and critique current literature but also to foster camaraderie among students and faculty. In addition, PhD student representatives organize social activities for students on a monthly basis.

Learn more about life at Rollins

• Current Students

Epidemiology PhD

Epidemiology is concerned with the study of factors that determine the distribution of health and disease in human populations.

The purposes of epidemiological research are to discover the causes of disease, to advance and evaluate methods of disease prevention, and to aid in planning and evaluating the effectiveness of public health programs. Epidemiologists are interested in the study of infectious and noninfectious diseases. In recent years, they have turned their attention increasingly toward the study of conditions affected by forces in the social and physical environment.

Our program takes most students four and one half years to complete. In addition to the required courses, students identify an area of scientific knowledge in which they develop competence. Qualifying examinations as well as a dissertation are required for completion of the program. Students who are interested have the opportunity to complete a Designated Emphasis (DE) in Computational and Genomic Biology .

Qualifications

The amount of coursework necessary for each doctoral student varies greatly, depending on a student’s previous coursework, experience and background. A master’s degree in epidemiology or a related field is preferable. Successful applicants often have work experience in a public health setting or in epidemiologic research.

Graduates are prepared for academic careers in research and teaching.

Admissions Statistics

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Doctoral Programs

Epidemiology.

Students in the PhD Program in Epidemiology address major health problems, including physical and mental disorders, from a research perspective. Epidemiology is the study of disease in human populations, and epidemiological studies are the foundation for prevention and control of health disorders. Students learn to:

• Measure manifestations of disease
• Measure the physical, social, and behavioral phenomena of the environment
• Design studies
• Collect, handle, and interpret large bodies of data
• Analyze statistics

As the study of epidemiology requires an understanding of human biology and pathology in social context, and of the ways of enumerating and analyzing populations, the interdisciplinary curriculum includes courses in biomedical and social science disciplines, as well as biostatistics. Students can specialize according to their background and interests, in addition to gaining general knowledge of epidemiology and public health.

The department awards a number of fellowships to recognize academic achievement and support future scholarly success. As teaching and research experience are considered an important aspect of graduate training, these fellowships include some teaching and research apprenticeship.

Admissions Requirements

All applicants must have, or be in the process of completing, a master's degree in epidemiology or a related field. Individuals who have completed a doctoral degree in a program that does not confer a master's degree (e.g., MD) are also eligible.

Applicants should be committed to public health research and practice, so past research and/or other work experience in public health are encouraged.

Course work in mathematics (e.g. calculus and statistics), and a strong background in the natural and/or social sciences are strongly recommended. Oral and written communication skills, as well diversity in terms of gender, race and ethnic background, and areas of interest or expertise are highly valued.

In addition to the requirements listed below, all students must submit an official transcript showing courses and grades from each prior institution, a statement of academic purpose, a writing sample as described below, and three letters of evaluation from academic and/or work sources. All international students whose native language is not English or whose undergraduate degree is from an institution in a country whose official language is not English must submit Test of English as a Foreign Language (TOEFL) or IELTS scores.

• Deadline for Fall Admission: December 1
• Deadline for Spring Admission: No spring admission
• Resume/CV: Yes
• Writing sample: Yes*
• GRE General: No
• GRE Subject: No

*For additional details about the writing sample, please log into your SOPHAS application to view the document tab, located in the program tab.

Approved Dissertation Sponsors

See list of faculty who can serve as dissertation sponsors.

Training Programs

Learn more about the doctoral training programs , which address a diverse range of health domains and epidemiological methods.

View competencies, course requirements, sample schedules, and more in our Academics section, and read our Doctoral Guidelines.

Learn more about the distinctions between our DrPH and PhD programs (PDF).

Liliane Zaretsky

• Degrees Offered

PhD in Epidemiology

Description.

The doctoral program in Epidemiology is intended to produce future academicians, highly qualified as independent investigators and teachers, and well-trained practitioners of epidemiology. The program includes coursework in epidemiology and biostatistics, and also requires the development and execution of an independent dissertation research project. The PhD program in Epidemiology includes a series of courses in epidemiologic methods and biostatistics, and electives.

Likely Careers

Academia, Research Institutes and organizations, HMOs; Local, State and National government.

Applicants must have completed prior graduate training to the master's (or research doctoral) degree level in a health-related field by the time of enrollment. (A clinical doctorate alone is inadequate.) Direct postdoctoral entry without required degree is not allowed.

The GRE has been permanently eliminated from admissions for all Department of Epidemiology graduate programs; goal statement demonstrating good understanding or Epidemiology and role of training in career; excellent references that speak to qualifications for training/career in epidemiology; Personal History Statement; Resume/CV; Transcripts. The program is competitive.

Application Deadline:   Dec. 1 for Autumn Quarter admissions

Competencies

Upon satisfactory completion of the PhD in Epidemiology, graduates will be able to:

• Meet the learning objectives for the MS in Epidemiology, General Track;
• Formulate study questions that will advance scientific knowledge about a topic of public health importance;
• Develop a research proposal that presents the study aims, scientific background, public health significance, and the detailed methods for carrying out the epidemiologic study;
• Develop study procedures for the protection of rights of human subjects;
• Apply regression, classical methods of analysis of categorical data, logistic regression, survival analysis and other appropriate statistical approaches to analyze epidemiologic data;
• Make a clear oral presentation on the design and results of an epidemiologic study;
• Write a clear description of the rationale, methods, results, and interpretation of an epidemiologic investigation that would be acceptable for publication in a scientific journal; 
• Demonstrate expertise in a substantive area of disease etiology, disease prevention, or clinical epidemiology; and
• Design and implement data collection, quality control and data management procedures for an epidemiological study.

Doctor of Philosophy in Epidemiology

UCLA Fielding School of Public Health

The PhD in Epidemiology, for individuals aspiring to careers in research and/or teaching within universities or research organizations, trains students through an intensive curriculum in methodology. Doctoral students typically complete additional specialized training in a mathematical, biologic, or social science.

The PhD in Epidemiology requires the completion of at least 72 quarter-credit units.

1. Course Requirements

The student must fulfill the training equivalent to the course requirements for the MS degree in Epidemiology with a combined GPA of no less than 3.56 in Epidem 200A, 200B, and 200C (minimum of A- in two courses, B+ in one course). PhD students must also take Epidem M204 (4 units), an additional statistics course beyond the MS requirements (4 units), one course on pathobiology (4 units), and at least three quarters of a doctoral seminar course of which Epidem 292 is taken at least twice. The statistics and pathobiology courses must be approved by the doctoral adviser. PhD students who do not have a degree from a Council on Education for Public Health (CEPH)-accredited public health school, must take PH C201 to meet the CEPH required 12 learning objectives. Students should consult their academic advisers for recommendations on course selection.

2.  Advanced Doctoral Seminar

All doctoral students must enroll in a doctoral seminar in three quarters of their tenure. Epidemiology 292 must be taken at least two of the three times, with the option of taking an approved course as the third seminar. To enroll in a doctoral seminar, students must establish they have successfully passed the written qualifying exam. Students must enroll in at least one of the three prior to their oral qualifying exam (preliminary proposal) during which time they must present their oral defense. Doctoral students are strongly encouraged, but not required, to present a second time in a later doctoral seminar after they have advanced as preparation for their final oral exam (dissertation defense).

Enrollment in a seminar course as a masters student is not applicable to this requirement as a doctoral student.

3. Written and  Oral Doctoral Qualifying Examinations

In order to advance to candidacy, students must pass the departmental written doctoral examination and the oral qualifying examination. No more than one re-examination is typically allowed for the written doctoral examination. A doctoral committee is nominated and submitted to the Graduate Division and, if approved, administers the oral qualifying examination after successful completion of the written examination. All committee members must participate in the oral qualifying examination.

After completing the course requirements, and passing both the written doctoral examination and the oral qualifying examination, the student may be advanced to candidacy and complete work on a dissertation in the principal field of study.

4. Advancement to Candidacy

Students are advanced to candidacy upon successful completion of the written and oral qualifying examinations.

5. Final Oral Examination (Defense of Dissertation)

Required of all students in the program. All committee members must participate in the final oral examination and dissertation defense.

The approved typical time-to-degree is 15 quarters (five years). Maximum allowable time for the attainment of the degree is 24 quarters of enrollment (eight years). This limitation includes quarters enrolled in previous graduate study at a UC campus prior to admission to the doctoral degree program and leaves of absence. 

View a list of faculty in the Department of Epidemiology.

An epidemiologist may work in a wide variety of settings, including international health agencies, state and local health departments, federal government agencies and health programs, health maintenance organizations, colleges and universities, and numerous research institutions, both privately and publicly sponsored. Given the academic nature of the PhD degree, many graduates pursue careers in research and teaching.

Examples of positions held by graduates include:

• Tenure-Track Faculty
• Chief Epidemiologist
• Principal Investigator
• Health Statistician
• Health Effects Officer
• Research and Evaluation Director
• Director of Epidemiologic Research

For the most up to date fees and more information on fee breakdown, visit the  registrar's office .

Please see the cost and aid section of our website for information on awards, scholarships, training opportunities, employment, summer internship funding, and need-based aid. Please note that opportunities listed under 'Summer Internship Funding' are only applicable to MPH students.

Desired Qualifications

In addition to the  University minimum admission requirements , prior training in epidemiology and biostatistics, as well as research experience is considered in the evaluation of applicants for admissions.

• Satisfactory performance on the Graduate Record Examination (GRE);
• At least a 3.0 junior/senior grade-point average and at least a 3.5 grade-point average in graduate studies; and
• Approval by the department admissions committee, an academic adviser, and the department chair.

Admissions Process

Visit the application guide to learn about our admissions process.

Please note:

This information is intended as an overview, and should be used as a guide only. Requirements, course offerings and other elements may change, and this overview may not list all details of the program. 

Admission requirements listed are departmental requirements, and are in addition to the University's minimum requirements. Many programs receive more applicants than can be admitted, so meeting the minimum requirements for admission does not ensure admission. Every effort is made to ensure minimum admissions requirements are up to date - for the most up-to-date information on the University's minimum requirements, please visit the  UCLA Graduate Division .

Fees are subject to change and should be used as a guide only. For the most up to date fees and more information on fee breakdown, visit the  registrar's office.

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• Degrees & Programs
• Doctor of Philosophy (PhD)

Epidemiology PhD

• Epidemiology & Community Health Student Services 612-626-8802 [email protected]
• Program Director Susan Mason [email protected]

Solve grand public health challenges by analyzing trends in population health.

Epidemiologists identify factors that contribute to good population health and the risk of disease. Their work is highly applicable in the biological, clinical, environmental, behavioral, and social sciences.

A PhD from this top epidemiology graduate program allows you to examine public health trends, design and implement studies, and interpret study results for policy and program development, as well as examine and analyze significant public health problems, such as pandemics, cancer, cardiovascular disease, obesity, and lifestyle.

• Program Brochure

Epidemiology PhD Profiles

Inari Mohammed

At SPH, I have been able to study public health while practicing it.

Aaron Berger

I study health behavior and health-related behavior.

I’ve found my passion lies with women’s issues, specifically with women in low-resource settings.

Advantages of the Program

• Focus.  The program provides focused training in either Social/Behavioral Epidemiology or Clinical/Biological Epidemiology, allowing you to tailor your education to your interests.
• Connections. A long and close partnership with the Minnesota Department of Health  —one of the best health departments in the country —provides rich collaboration, professional mentorship and career opportunities. 
• Integrated Health Sciences. The University of Minnesota’s innovative infrastructure of six health sciences schools —one of three such models in the country—gives our students the ability to learn from and work with a diverse array of health experts.
• Support. Students have access to more than 80 faculty for mentorship and advising. Faculty are located in the School of Public Health, in other university departments, and in partner organizations such as the Minnesota Department of Health.

Schedule a Visit with the Program

Email: [email protected]

Connect with Us

• Request More Information
• Prospective Students
• Current Students

Contact 420 Delaware St. S.E. Minneapolis, MN 55455

612-626-3500 [email protected]

Epidemiology, PhD

Bloomberg school of public health, doctor of philosophy degree program.

The  PhD program in Epidemiology  is anchored in public health and quantitative population research and analysis. Students approach research using epidemiologic methods to understand complex human health problems. The PhD comprises two years of coursework followed by two (or more) years of research. Students are required to complete a teaching training curriculum and serve as teaching assistants for methods and topical courses. Additionally, students must successfully complete a written comprehensive exam, a practice oral exam, a preliminary oral exam, multiple oral and poster presentations, and a final dissertation including presentation and defense. The doctoral degree program is designed for individuals with specific career goals in public health research, teaching, and/or leadership.

PhD students focus on the creation of new and innovative knowledge through their research. Training is offered through a core methodologic sequence with the addition of more focused courses in specialized areas. Students are expected to tailor their curricula, working with their advisers to create a comprehensive plan of study and research. PhD dissertations must be based on original research, worthy of publication, and approved by the Department and a committee of thesis (dissertation) readers. PhD students must also be engaged in primary data collection as a component of their dissertation research or embedded in other research during their training here.

The PhD program requires that students:

• Complete at least 64 credits of coursework with a cumulative 3.0 GPA (B or higher average in required courses);
• Successfully pass the departmental comprehensive examination at the doctoral level;
• Complete the teaching assistantship (TA) curriculum, including serving as a TA in 3 departmental courses;
• Present their proposed doctoral research as a professional seminar to the Department;
• Pass the Departmental Oral Examination;
• Pass the Graduate Board Preliminary Oral Examination;
• Fulfill the primary data collection requirement;
• Develop and conduct independent research culminating in a doctoral dissertation in an approved format;
• Present their completed dissertation research in a formal seminar (open to the public);
• Successfully defend their dissertation during the Final Oral Examination.

Students work closely with their advisers and Thesis Advisory Committee to develop their research questions and design their projects to address those questions and to conduct the dissertation research.

Program Requirements

Course location and modality is found on the BSPH website .

Doctoral students in the Department of Epidemiology train to be public health leaders and educators. By following an apprenticeship model, students take courses, learn to teach methods and concepts to a wide audience, conduct a rigorous examination of the existing science, and discover and contribute new knowledge to the field. Thus we require students to complete a residency and participate fully in journal clubs, research-in-progress meetings, programmatic activities, and scientific poster sessions and conferences. Doctoral students serve as teaching assistants, conduct research, and prepare a dissertation of the caliber expected of graduates of Johns Hopkins University. 

A minimum of 64 credits is required to complete a doctoral degree. The residency requirement (completed by maintaining full-time registration of four consecutive terms of at least 16 credits each) must be completed during the first year of the program. To broaden perspective and to enhance the student’s capabilities for work in public health or disease-related fields, at least 18 credits of coursework are required in courses from at least two other departments outside the student’s primary department. At least nine of these credits must be taken at BSPH. Students who have completed a master’s degree at Johns Hopkins Bloomberg School of Public Health, and are continuing into the doctoral program, must complete 18 new credits outside of Epidemiology, in at least two different departments of the school  and  complete 18 credits within the Department of Epidemiology, to establish the grade point average. Of note: University and Schoolwide requirements do not count toward the 18 credits outside of the department.

PhD students are expected to complete the core required courses for a letter grade and earn a B or better in required courses. The minimum grade point average for PhD students is 3.0 on the 4.0 scale.

Track Specific Activities

Each Track holds journal clubs, research-in-progress meetings, and other activities, which Track students are expected to attend. PhD students should take on leadership roles after their first year of study. These activities are opportunities to engage and interact with Track faculty, fellow students, and post-doctoral fellows, and to participate and present in the topic area of the Track.  All doctoral students are expected to participate in their Track. If a student for some reason wishes to switch tracks during the course of their degree, they must schedule a meeting with the Senior Academic Program Manager, Frances Burman ( [email protected] ), and the intended track director to ascertain whether a switch is feasible to still meet graduation requirements in time and to complete a formal form.

Quarterly Doctoral Meetings

Doctoral students and the Doctoral Program Directors meet quarterly. The agenda is developed by the Epidemiology Student Organization (ESO) doctoral student representatives in consultation with the program co-directors. These meetings provide a forum to learn about academic policies and deadlines, for students to raise questions and concerns, and for all to hear the answers. All doctoral students are expected to attend these meetings.

Annual Advising and Planning Meetings with Adviser (Individualized Development Plan)

PhD students must meet at least annually with their primary academic adviser for a formal review of their progress with written feedback and discuss plans for the upcoming year. This is accomplished using the Individualized Development Plan  (IDP). A critical part of any learning is the ability to review knowledge and skills gained, identify gaps, and identify ways to obtain the knowledge, skills, and abilities needed for academic and professional success. Therefore, each PhD student is expected to (at least once annually) review their goals and objectives for pursuing the program, evaluate the progress they have made in obtaining the training desired, and set forth goals for the upcoming academic year. Each student reviews these with their academic adviser to discuss their progress and address any suggested areas for exploration by completing the Individualized Development Plan (IDP). The IDP is not a graded assignment but rather a guidepost for personal growth and reflection. The Johns Hopkins University Provost's Office  provides resources  on its website and a  guided form  for use. Additionally, a handy and thorough example is  linked here  and designed by Science Careers.  

Any template for an IDP may be used; however, the form must include sections for the student to complete on the following topics. There must also be space for adviser comments and feedback:

• Academic and/or thesis research progress of the past year and specific academic and/or research goals for the upcoming year;
• Ideas for ways in which the adviser can help the student achieve the student’s academic or research goals for the coming year;
• Short and long-term professional goals and the types or range of professional sectors of possible interest;
• Specific skills the student wants to develop, or professional areas about which the student wants to learn more; and
• Provide ways the adviser can help the student achieve, or connect the student to resources for, these professional goals.

Doctoral Teaching Assistant (TA) Curriculum Requirements

Purpose of the doctoral ta curriculum.

Learning how to be an effective teacher and communicator about epidemiologic principles and methods is an integral part of doctoral education in epidemiology. Teaching is an opportunity for students to meet several Departmental doctoral program core competencies, enabling students to:

• Interpret and critique epidemiological studies;
• Interpret epidemiologic data and make valid inferences from study findings;
• Communicate effectively in oral and written formats with students, professionals, and the public on issues related to epidemiology and public health; and
• Provide epidemiologic critique and advice by advising students and professionals on epidemiologic concepts and methods and conducting peer review activities

Practicing these skills also prepare students for Department and Preliminary Oral Examinations and for their future careers, whether in academia or in other venues. The full description of the Teaching Curriculum is outlined in the  Policy tab. 

Course Requirements

Academic & research ethics (and avoiding plagiarism) course requirement.

All doctoral students must enroll in PH.550.860 Academic & Research Ethics at BSPH during the first term of doctoral enrollment at the School. The Avoiding Plagiarism at JHU training developed by JHU's Sheridan Libraries course material is contained within the PH.550.860 Academic & Research Ethics at BSPH course. This online course is administered through CoursePlus. All students are required to complete this online course by the end of their first term enrolled. In the course, students are asked to upload two certificates to a CoursePlus DropBox showing completion of both parts of this course:

• Certificate from JHU for the Avoiding Plagiarism module
• Certificate from SPH for completion of the Responsible Conduct of Research module

Students must also send a copy of the certificates to the Senior Academic Program Manager, Frances Burman ( [email protected] ) with their name and “Academic & Research Ethics Requirement” in the subject line of the e-mail.

Responsible Conduct of Research Course Requirement

All doctoral students must fulfill the Responsible Conduct of Research requirement. Please note, while there is a Responsible Conduct of Research module within the PH.550.860 Academic & Research Ethics at BSPH .82, this is a separate requirement and is not fulfilled by that module contained within PH.550.860 Academic & Research Ethics at BSPH .82.  

Additionally, doctoral students who are supported by a National Institutes of Health (NIH) training grant, career development award (individual or institutional), research education grant, or dissertation research grant (including D43, D71, F05, F30, F31, F32, F33, F34, F37, F38, K01, K02, K05, K07, K08, K12, K18, K22, K23, K24, K25, K26, K30, K99/R00, KL1,  KL2, R36, T15, T32, T34, T35, T36, T37, T90/R90, TL1, TU2, and U2R) must repeat this in-person requirement every four years.

This requirement can be met by completing either of the following two courses:

• PH.550.600 Living Science Ethics - Responsible Conduct of Research (1st term) or
• PH.306.665 Research Ethics and integrity  (3rd term)

CEPH Cells to Society Courses

The Council on Education in Public Health designates core knowledge for all public health professionals. The list of courses and term offerings is located  online . Epidemiology degree students are required to complete 8 of the 12 sessions as listed below. Each course is 0.5 credits and is offered only online. Many of these courses can be used as introductions to full-term courses offered in multiple modalities throughout the year.

Departmental Core and Required Courses [subject to change]

The Doctoral Level Core Requirements are listed by year and term for all Epidemiology doctoral students. Students complete CEPH Cells to Society Courses , Core Courses ,  Track-Specific Courses , a  course outside of their track , and recommended courses appropriate to provide a base for their intended research. Students who group their electives and recommended courses in a cohesive theme may wish to complete one of the many  Certificates  offered by the Department and School. Doctoral students who have a strong interest in methodology may apply for and complete the  Concurrent MHS in Biostatistics  while enrolled in the doctoral program.

REQUIRED: Core Courses for all doctoral students in Epidemiology

Core Courses should be completed during the first year of enrollment in preparation for the Written Comprehensive Examinations and as preparation for the Teaching Curriculum.

May be waived if student holds MPH from a CEPH accredited program in past 10 yrs

Courses approved for the "OUTSIDE OF TRACK" requirement

All students must complete one introductory topical epidemiology course outside of the chosen track. Courses approved by the Curriculum Committee to meet this requirement are listed below:

DEPARTMENT-WIDE RECOMMENDED COURSES

1 term, can be taken in any term 1 through 4

Recommended for all four terms during year 2

Specific track requirements will be cross-referenced with the course directory and course system database before listing below.

Track Course Requirements (subject to change)

In addition to the Department-wide Core Requirements, each track requires additional coursework specific to their fields to prepare students to conduct research and serve as leaders. Please see the track-specific requirements and recommended courses listed below. Additionally, the first-year course content is covered in the annual Written Comprehensive Exams. All students may take courses in any of the tracks listed and are encouraged to do so.

Cancer Epidemiology

Courses required  for doctoral students in cancer epidemiology.

Second Year

Additional Recommended Courses for doctoral students in Cancer Epidemiology 

[Terms and offerings change each year. Always check the course directory for the most up-to-date offerings]

PH.140.651 Methods in Biostatistics I PH.340.616 Epidemiology of Aging   (fulfills an out-of-track requirement) PH.340.696 Spatial Analysis I: ArcGIS PH.340.660 Practical Skills in Conducting Research in Clinical Epidemiology and Investigation  ideally taken in year 2  PH.340.728 Advanced Methods for Design and Analysis of Cohort Studies  should be completed in year 2 or later

PH.140.652 Methods in Biostatistics II PH.340.774 Advanced Theory and Methods in Epidemiology PH.140.630 Introduction to Data Management PH.180.650 Fundamentals of Clinical Oncology for Public Health Practitioners (becomes recommended only when used in addition to Cancer: Cause to Cure) PH.330.603 Psychiatric Epidemiology (fulfills an out-of-track requirement) PH.340.645 Introduction to Clinical Trials (fulfills an out-of-track requirement) PH.340.666 Foundations of Social Epidemiology (fulfills an out-of-track requirement) PH.340.682 Pharmacoepidemiology Methods (fulfills an out-of-track requirement) PH.340.697 Spatial Analysis II: Spatial Data Technologies

PH.140.653 Methods in Biostatistics III PH.140.655 Analysis of Multilevel and Longitudinal Data PH.140.664 Causal Inference in Medicine and Public Health I PH.340.606 Methods for Conducting Systematic Reviews and Meta-Analyses PH.340.694 Power and Sample Size for the Design of Epidemiological Studies I

PH.140.632 Introduction to the SAS Statistical Package PH.140.654 Methods in Biostatistics IV PH.140.656 Multilevel and Longitudinal Models - Data Analysis Workshop PH.340.644 Epidemiology of Diabetes and Obesity PH.340.600 Stata Programming PH.340.680 Environmental and Occupational Epidemiology (fulfills an out-of-track requirement) PH.120.624 Cancer Biology (becomes recommended only when used in addition to Cancer: Cause to Cure) PH.380.664 Reproductive and Perinatal Epidemiology (fulfills an out-of-track requirement)

Cardiovascular and Clinical Epidemiology

Courses required   for doctoral students in cardiovascular and clinical epidemiology.

Term 1:       

Term 2:     

Term 3:     

Please consider recommended courses appropriate to augment your knowledge in fields of interest

Additional Required Courses for Doctoral Students focusing on Cardiovascular Epidemiology

Additional Required Course for Doctoral Students focusing on Clinical Epidemiology

Term 2      

Recommended Courses for Doctoral Students in Cardiovascular and Clinical Epidemiology

Term 1 PH.340.687 Epidemiology of Kidney Disease    2 PH.340.731 Principles of Genetic Epidemiology 1  (fulfills and out of track requirement) 4 PH.340.616 Epidemiology of Aging ​  (fulfills and out of track requirement)  3

Term 2 PH.340.624 Etiology, Prevention, and Control of Cancer  (fulfills and out of track requirement)  4 PH.340.627 Epidemiology of Infectious Diseases (fulfills and out of track requirement) 4

Term 3 PH.180.640 Molecular Epidemiology and Biomarkers in Public Health 4  PH.340.606 Methods for Conducting Systematic Reviews and Meta-Analyses * 4 *usually taken in Year 2 

Term 4 PH.340.644 Epidemiology of Diabetes and Obesity (fulfills and out of track requirement) 3 

Skills Courses  (can be taken Year 1 or later with commensurate progress in Biostats series)

Term 4 PH.340.600 Stata Programming   2 PH.140.632 Introduction to the SAS Statistical Package 3

Advanced Methods Courses (recommended in Year 2, review course catalogue for prerequisites)

Term 1 PH.140.641 Survival Analysis 3 PH.140.776 Statistical Computing 3 PH.340.660 Practical Skills in Conducting Research in Clinical Epidemiology and Investigation 3 

Term 2 PH.340.717 Health Survey Research Methods  4

Term 3 PH.140.655 Analysis of Multilevel and Longitudinal Data 4 PH.140.664 Causal Inference in Medicine and Public Health I  4

Additional Recommended Courses for Doctoral Students with a focus in Cardiovascular Epidemiology

Term 1 PH.140.651 Methods in Biostatistics I 4

Term 2 PH.140.652 Methods in Biostatistics II   4 PH.340.620 Principles of Clinical Epidemiology 2

Term 3 PH.140.653 Methods in Biostatistics III  4

Term 4 PH.140.654 Methods in Biostatistics IV 4

Additional Recommended Courses for Doctoral Students with a focus in Clinical Epidemiology 

PH.340.607 Introduction to Cardiovascular Disease Epidemiology  4 PH.340.730 Assessment of Clinical Cardiovascular Disease 2

Term 4 PH.340.803 Advanced Topics in Cardiovascular Disease Epidemiology 2  PH.340.855 SS/R: Biological Basis of Cardiovascular Disease Epidemiology  2

Clinical Trials and Evidence Synthesis

Courses required   for doctoral students in clinical trials and evidence synthesis.

Recommended  Courses  for Doctoral Students in Clinical Trials and Evidence Synthesis

Term 1 PH.140.651 Methods in Biostatistics I 4 PH.221.722 Quality Assurance Management Methods for Developing Countries 4 PH.340.653 Epidemiologic Inference in Outbreak Investigations 3 PH.340.660 Practical Skills in Conducting Research in Clinical Epidemiology and Investigation 3 PH.340.728 Advanced Methods for Design and Analysis of Cohort Studies 5 PH.390.631 Principles of Drug Development 2 PH.390.673 Ethical and Regulatory Issues in Clinical Research 3 PH.317.600 Introduction to the Risk Sciences and Public Policy 4

Term 2   PH.140.630 Introduction to Data Management 3 PH.140.652 Methods in Biostatistics II  4 PH.340.717 Health Survey Research Methods 4 PH.410.710 Concepts in Qualitative Research for Social and Behavioral Sciences 3

Term 3 PH.140.634 Non-Inferiority and Equivalence Clinical Trials 2 PH.140.642 Design of Clinical Experiments 3 PH.140.653 Methods in Biostatistics III 4 PH.223.664 Design and Conduct of Community Trials 4 PH.340.694 Power and Sample Size for the Design of Epidemiological Studies I 1 PH.340.775 Measurement Theory and Techniques in Epidemiology  4 PH.140.664 Causal Inference in Medicine and Public Health I  4

Term 4  PH.140.654 Methods in Biostatistics IV  4 PH.140.632 Introduction to the SAS Statistical Package 3 PH.140.656 Multilevel and Longitudinal Models - Data Analysis Workshop 4 PH.221.616 Ethics and Global Public Health Practice 2 PH.223.705 Good Clinical Practice: A Vaccine Trials Perspective 4 PH.224.691 Qualitative Data Analysis  3 PH.390.675 Outcomes and Effectiveness Research 3

Summer Inst PH.330.621 Mixed Methods for Research in Public Health 2

Environmental Epidemiology

Course required  for doctoral students in environmental epidemiology.

PH.340.680 Environmental and Occupational Epidemiology

Recommended Courses for Doctoral Students in Environmental Epidemiology

Term 1   PH.182.615 Airborne Particles 4 PH.187.610 Public Health Toxicology 4 PH.188.680 Fundamentals of Occupational Health 3 PH.317.600 Introduction to the Risk Sciences and Public Policy 4

Term 2   PH.182.625 Principles of Occupational and Environmental Hygiene 4 PH.317.610 Risk Policy, Management and Communication 3 PH.340.624 Etiology, Prevention, and Control of Cancer   4 PH.340.717 Health Survey Research Methods 4

Term 3   PH.180.601 Environmental Health 5 PH.180.640 Molecular Epidemiology and Biomarkers in Public Health   4 PH.317.605 Methods in Quantitative Risk Assessment 4

Term 4   PH.188.681 Onsite Evaluation of Workplace and Occupational Health Programs 5 PH.317.615 Topics in Risk Assessment 2

Epidemiology of Aging

Course required   for doctoral students in epidemiology of aging.

PH.340.616 Epidemiology of Aging

Recommended Courses for Doctoral Students in Epidemiology of Aging

each term PH.330.802 Seminar on Aging, Cognition and Neurodegenerative Disorders 1

Term 1   PH.140.641 Survival Analysis 3 PH.380.604 Life Course Perspectives on Health 4

Term 2   PH.340.620 Principles of Clinical Epidemiology 2 PH.340.666 Foundations of Social Epidemiology 3 PH.380.603 Demographic Methods for Public Health 4

Term 3   PH.340.699 Epidemiology of Sensory Loss in Aging 3 PH.260.665 Biological Basis of Aging ++  3

Term 4  PH.330.623 Brain and Behavior in Mental Disorders 3 PH.140.656 Multilevel and Longitudinal Models - Data Analysis Workshop 4 PH.330.618 Mental Health in Later Life ++ 3 ++offered every other year

Term 1    PH.330.657 Statistics for Psychosocial Research: Measurement  4 PH.340.728 Advanced Methods for Design and Analysis of Cohort Studies   5

Term 2    PH.140.658 Statistics for Psychosocial Research: Structural Models 4 PH.309.605 Health Issues for Aging Populations   3

Term 3    PH.140.655 Analysis of Multilevel and Longitudinal Data 4

General Epidemiology and Methodology

Courses required  for doctoral students in general epidemiology and methodology.

PH.340.731 Principles of Genetic Epidemiology 1   4 (recommended for year 1 but may be taken in year 2, satisfies the out-of-track requirement as well)

PH.340.645 Introduction to Clinical Trials    3 (recommended for year 1 but may be taken in year 2)

Terms 1 - 4

PH.340.875 GEM Research  Seminar  1 (required for each student each term in year 1)

CHOOSE AT LEAST TWO  of these 3 courses in Public Health Research Skills:

Term 1:  PH.340.660 Practical Skills in Conducting Research in Clinical Epidemiology and Investigation   3  Term 2:  PH.340.717 Health Survey Research Methods 4 Term 3:  PH.340.648 Clinical Trials Management   3

Recommended Courses for Doctoral Students in General Epidemiology and Methodology

Doctoral students with a methodology focus:.

Term 1   PH.330.657 Statistics for Psychosocial Research: Measurement 4 PH.340.646 Epidemiology and Public Health Impact of HIV and AIDS 4 PH.340.616 Epidemiology of Aging 3 PH.340.653 Epidemiologic Inference in Outbreak Investigations 3

Term 2   PH.140.658 Statistics for Psychosocial Research: Structural Models 4 PH.183.631 Fundamentals of Human Physiology 4 PH.260.631 Immunology, Infection and Disease 3 PH.330.603 Psychiatric Epidemiology 3 PH.340.620 Principles of Clinical Epidemiology 2 PH.340.624 Etiology, Prevention, and Control of Cancer 4 PH.340.666 Foundations of Social Epidemiology * 3 PH.340.732 Principles of Genetic Epidemiology 2 3

Term 3   PH.140.640 Statistical Methods for Sample Surveys 3 PH.180.640 Molecular Epidemiology and Biomarkers in Public Health 4 PH.222.647 Nutrition Epidemiology 3 PH.224.690 Qualitative Research Theory and Methods 3 PH.309.616 Introduction to Methods for Health Services Research and Evaluation I 2 PH.340.607 Introduction to Cardiovascular Disease Epidemiology 4 PH.340.609 Concepts and Methods in Infectious Disease Epidemiology 3 PH.340.733 Principles of Genetic Epidemiology 3 3

Term 4 PH.140.656 Multilevel and Longitudinal Models - Data Analysis Workshop 4 PH.224.691 Qualitative Data Analysis 3 PH.309.617 Introduction to Methods for Health Services Research and Evaluation II 2 PH.340.641 Healthcare Epidemiology 4 PH.340.677 Infectious Disease Dynamics: Theoretical and Computational Approaches 3 PH.340.680 Environmental and Occupational Epidemiology 4 PH.380.664 Reproductive and Perinatal Epidemiology 4 PH.390.675 Outcomes and Effectiveness Research 3

*alternates online and in-person every other year ++ alternate year course

Second Year courses:

Term 1     PH.340.728 Advanced Methods for Design and Analysis of Cohort Studies 5

Term 2     PH.340.774 Advanced Theory and Methods in Epidemiology 4

Term 3     PH.140.664 Causal Inference in Medicine and Public Health I 4 PH.140.655 Analysis of Multilevel and Longitudinal Data 4 PH.340.606 Methods for Conducting Systematic Reviews and Meta-Analyses 4

Recommended statistical programming computing courses:

Term 1 PH.140.776 Statistical Computing  3

Term 4   PH.140.632 Introduction to the SAS Statistical Package 3 PH.340.600 Stata Programming 2

Doctoral Students with a Pharmacoepidemiology and Drug Safety Focus:

Strongly recommended courses for doctoral students with a pharmacoepidemiology focus:.

Term 1   PH.317.600 Introduction to the Risk Sciences and Public Policy 4 PH.390.631 Principles of Drug Development 2

Term 2    PH.317.610 Risk Policy, Management and Communication 3

Term 3   PH.140.664 Causal Inference in Medicine and Public Health I 4 PH.340.684 Pharmacoepidemiology: Drug Utilization 3  (alternate year format) PH.221.610 Pharmaceuticals Management for Under-Served Populations 3

Term 4  PH.410.680 Social Ecological Approaches to Health Regimen Adherence in Chronic Conditions 3

Recommended courses for Doctoral Students with a Pharmacoepidemiology Focus:

Term 1   PH.317.605 Methods in Quantitative Risk Assessment 4

Term 4   PH.317.615 Topics in Risk Assessment  2

the following courses are offered outside of BSPH and require interdivisional registration and instructor permission AS.410.651 Clinical Development of Drugs and Biologics 4 AS.410.627 Translational Biotechnology: From Intellectual Property to Licensing 4 ME.330.809 Analytic Methods for Clinical Pharmacology variable NR.110.508 Clinical Pharmacology 3

Individualized Focus:

Students designing their own educational programs should, in conjunction with their advisor, choose three to four graduate-level courses (taken for a letter grade) in their field from among the offerings of the University in addition to taking the GEM Required courses listed above.

Genetic Epidemiology

Courses required   for doctoral students in genetic epidemiology.

Term 1  PH.340.731 Principles of Genetic Epidemiology 1  4  

Term 2   PH.340.732 Principles of Genetic Epidemiology 2   3

Term 3   PH.340.733 Principles of Genetic Epidemiology 3   3

Term 4  PH.340.734 Principles of Genetic Epi 4: Emerging and Advanced Methods 2

Term 1    PH.120.602 Concepts of Molecular Biology (Pass/Fail, or Grade)  4

Recommended Courses for Doctoral Students in Genetic Epidemiology

Analytic methods courses (ideal for year 2).

Term 1    PH.140.641 Survival Analysis  3 PH.140.651 Methods in Biostatistics I * 4 PH.140.776 Statistical Computing 3

Term 2    PH.140.638 Analysis of Biological Sequences 3 PH.140.652 Methods in Biostatistics II 4 PH.140.778 Statistical Computing, Algorithm, and Software Development 3 PH.340.774 Advanced Theory and Methods in Epidemiology * 4

Term 3    PH.140.644 Statistical Machine Learning: Methods, Theory, and Applications 4 PH.140.653 Methods in Biostatistics III 4 PH.140.655 Analysis of Multilevel and Longitudinal Data 4

Term 4   PH.140.688 Statistics For Genomics 3

Biology and Molecular Methods Courses

Term 1   PH.260.611 Principles of Immunology I 4

Term 2  PH.260.612 Principles of Immunology II 4 PH.183.631 Fundamentals of Human Physiology 4 (*For non-physician trained students only)

Term 3    PH.180.640 Molecular Epidemiology and Biomarkers in Public Health 4

Term 4  PH.120.608 Gene Editing, Therapy and Manipulation 3

Topic-Specific Electives

Term 3 PH.340.775 Measurement Theory and Techniques in Epidemiology 4

Term 4  PH.330.619 Psychiatric Genomics 3 PH.415.624 Ethical, Legal and Social Implications in Genetics and Genomics Over Time  (offered in alternate years) 

Infectious Disease Epidemiology

Courses required   for doctoral students in infectious disease epidemiology.

Students must complete at least one course in each of the four disciplinary sections below:  

Section one: general electives (choose 1).

Section two: Skills in Research (Choose 1)

Section three:  Biology and Pathogenesis of Disease (Choose 1)

Section four: Immunology: choose one set (recommended to complete in year two)

                             *students requesting pass/fail for these two courses only must seek permission from their adviser and the track director

Department Comprehensive Examination

A two-day written Department comprehensive examination is administered to all students enrolled in Epidemiology degree programs in late May of the first academic year. All students are required to sit for the exam on the scheduled dates—no alternate exams will be offered.

By the time of the examination, students should have completed 64 credits (one full year of residence),  the required first-year coursework in their Track with a cumulative GPA of at least 3.0,  and in these courses:

The first day of the exam (Part A) includes testing on the following topics:

• Knowledge and application of epidemiologic concepts and methods (and related biostatistics)
• History of epidemiology
• Contemporary issues in public health
• Research ethics

The second day of the exam (Part B) is Track-specific and tests knowledge of concepts and methods presented in the required courses and activities for each Track, as well as the Department core courses as applied to the Track.

Students must pass both Part A and Part B of the comprehensive examination. Doctoral students must attain at least 75% on Part A and at least 75% on Part B to pass. A repeat examination may be allowed but is not guaranteed. If a repeat is granted, it must be completed before starting the second academic year.

Failure to pass one or both sections of the comps may result in dismissal from the doctoral program or from the Department.

Additionally, PhD students may not enroll in Doctoral Seminars courses (340.863) until they have successfully passed the written comprehensive exams at the doctoral level. 

Dissertation Steps

Timing of activities / milestones.

• Years one and two: Complete academic preparation for dissertation through coursework, special studies, and research with the adviser, attend seminars, journal clubs, and research-in-progress activities of interest. Students should meet at least once per term with their adviser and possibly weekly while completing special studies and research (PH.340.840).
• Year two: Students develop their specific aims, add a co-adviser, and produce a working draft of their dissertation research proposal prior to or during the fourth term of the second year. Students, in combination with their advisers, select a third member for the Thesis Advisory  Committee and present their proposed research at a public seminar to the department during the fourth term of year two or the first term of year three. Students also begin to fulfill their Teaching Requirements during year two and begin assuming leadership roles within the department or school.
• Year three:  Students hold their departmental and preliminary oral exams and begin research. Many students continue their teaching requirements and begin submitting papers for publication in conjunction with their advisers or other faculty mentors. Students should schedule a minimum of two weeks between the doctoral proposal seminar and the departmental oral exam and must schedule a minimum of four weeks between the departmental oral exam and the preliminary (school-wide) exam. Students may schedule all three activities simultaneously or wait to pass one before scheduling the next. Students may elect to take up to six months to prepare for each exam. Students must successfully pass their Preliminary Oral Exam within three academic years of enrollment in the doctoral degree program. 
• Year four: Students conclude data collection and analysis, complete their dissertations, and hold the defense of their research. This timeframe varies from student to student depending on a wide variety of factors. 
• The University permits as many as seven years or 28 terms to complete the PhD degree requirements; however, the financial support granted PhD students by the Department of Epidemiology will not extend beyond that specified in the original offer of the acceptance letter. 

Thesis Advisory Committee

The role of the Thesis Advisory Committee is to provide continuity in the evaluation of the progress and development of the doctoral student. The Thesis Advisory Committee is assembled by the doctoral student and their adviser(s). The Thesis Advisory Committee consists of the dissertation (thesis) adviser and at least two additional faculty members who hold either primary or joint appointments in the Johns Hopkins Bloomberg School of Public Health Department of Epidemiology. If the student selects a co-adviser, the co-Adviser serves on the Thesis Advisory Committee. Additional faculty within and outside of the School may also be recruited. Committee membership is permitted to change during the research period. The Thesis Advisory Committee is not the same as the Preliminary or Final Oral Examination Committees. The Thesis Advisory Committee decides when the student is ready to proceed through each of the milestones needed to complete the degree requirements, including the Doctoral Proposal Seminar, the Departmental and School-wide Preliminary Oral Examinations, and the Final Oral Examination (“defense”). Bi-annual formal meetings of the Thesis Advisory Committee are required, but meetings may and should occur more frequently. It is the student's responsibility to schedule meetings.

Tips for doctoral students for successful formal meetings of the Thesis Advisory Committee:

• Prior to each meeting, draft an agenda with adviser input and distribute a one-page description of progress, including any key results
• After each meeting, send a written report of the items discussed, decisions reached, and the action items to be completed by the next meeting to the members for approval
• Maintain a log of the meetings to aid in writing the annual progress report and financial support documentation

Once the Thesis Advisory Committee is formed, submit the signed “Thesis Committee Approval Form” (on the Epi Intranet ) to Fran Burman (franburman@ jhu.edu) and Ebony Moore ( eamoore@ jhu.edu ).

Dissertation Research Proposal

The 12-page single-spaced dissertation research proposal is developed during the second year, during terms 1 – 3 of PH.340.863 Doctoral Seminars in Epidemiology , and is the final project for the course PH.340.715 Problems in the Design of Epidemiologic Studies: Proposal Development and Critique . The dissertation proposal must be reviewed and approved by the Thesis Advisory Committee prior to scheduling the Doctoral Research Proposal Seminar.

Doctoral Research Proposal Seminar

After the Thesis Advisory Committee has approved the student's 12-page dissertation research proposal, the student must orally present the proposal in a Doctoral Proposal Seminar to the Department. Students should present a prepared presentation of approximately 40-45 minutes in length (usually using Powerpoint or other interactive slide technology), followed by approximately 15-20 minutes of questions and discussion. The Proposal Seminar is presented during the Department-wide Epidemiology Seminars (Current Topics in Epidemiologic Research) on Fridays during terms 1-4, from 12:15-1:20 pm, in Sheldon Hall W1214 (or via hybrid technology). Seminars are not permitted during the Summer. The dissertation (thesis) adviser must attend, and the Thesis Advisory Committee members and the Track Director are strongly encouraged to attend. Doctoral Proposal Seminars are advertised to the Department at large, and students and their adviser(s) should personally invite any other colleagues they would like to attend. The best ways to prepare for this seminar include attending Doctoral Research Proposal Seminars presented by peers and by presenting in a track research-in-progress meeting. Students should plan to conduct a ‘dress rehearsal,’ prior to the actual proposal (in the same room reserved for the defense to familiarize themselves with the surroundings and test all technology) for use during the Doctoral Research Proposal Seminar.

After the Thesis Advisory Committee has approved the student to present their Doctoral Proposal Seminar, the student should work with the adviser and Thesis Advisory Committee to select a seminar date. Once the Advisory Committee and adviser(s) have confirmed readiness, the student can proceed with reserving a date and room. To schedule a date, students should contact Laura Camarata, [email protected] , to discuss open dates and submit the “Doctoral Proposal Seminar Form” (on the Epi Intranet ), which includes preferences for seminar dates (1st, 2nd, and 3rd choices). This form requires the signature of the adviser and the Track Director.

Tips to keep in mind:

• Students cannot schedule their doctoral proposal seminars without the approval of their adviser(s) and the Thesis Advisory Committee
• Work with adviser(s) and Committee to have a timeline, and give as much lead time as possible (but no less than 3 months)  to schedule
• Seminars start at 12:15 pm, with an introduction by the student’s adviser, that the student should arrange
• Students should test their presentations prior, report early on the day of, and have their presentations saved in more than one place for back-up

Departmental Oral Examination

After the Thesis Advisory Committee has approved the Dissertation Research Proposal and the student has presented the Doctoral Proposal Seminar, the next step is to schedule and sit for the Departmental Oral Examination. The primary purpose of the Departmental Oral Examination is to prepare the student for the Preliminary Oral Examination. As such, the Departmental Oral Examination shares the purpose of the Preliminary Oral Examination:

To determine whether the student has both the ability and knowledge to undertake significant research in the general area of interest, including:

• the student's capacity for logical thinking;
• their breadth of knowledge in relevant areas; and
• their ability to develop and conduct research leading to a completed dissertation (thesis).

Discussion of a specific research proposal, if available, may serve as a vehicle for determining the student's general knowledge and research capacity. However, this examination is not intended to be a defense of a specific research proposal.

Students are encouraged to practice discussing epidemiologic methods, ethics, and public health knowledge at the level of a doctoral student with their adviser and thesis advisory committee in preparation for the oral exams. Professionalism, communication skills, and solid comprehension of epidemiologic methods are key in conveying the student's knowledge and readiness to conduct independent research.

Meeting with the Senior Academic Program Manager

In preparation for scheduling the Department Oral Examination, students should meet with the Senior Academic Program Manager, Fran Burman ( [email protected] ), to confirm that the student has met all Track, Department, and Schoolwide course requirements and has assembled a valid set of proposed committee members for the Thesis Advisory Committee, and the Department and the Preliminary Oral Examinations.

Department Oral Examination Committee Membership

The Department Oral Examination Committee should consist of: the adviser (primary), two other members, and one alternate member, all of whom have primary appointments in the Department of Epidemiology. Thesis committee members, including co-advisers, are not permitted to serve on the Departmental Oral Examination committee with the exception of the student’s adviser, who must participate. All Professorial and Scientist Track faculty who hold primary appointments in Epidemiology may serve on the Committee. Students are not expected to meet with members of the Committee prior to the examination and should not expect that committee members will discuss what questions they will be asked.

While the above describes the necessary committee, in any case where the student or advising team wants to have an additional faculty member present, the examiners and student must decide  in advance whether  the extra faculty member may ask questions and if yes, whether the student’s responses will count. In any case, the extra person may not vote but may contribute feedback to the student. Students considering this should first check in with the academic office.

DEPARTMENT ORAL EXAMINATION FORM

The “Department Oral Examination Form” (on the  Epi Intranet ), is due to the Senior Academic Program Coordinator, Ebony Moore ( [email protected] ), at least 14 days prior to the date of the proposed exam. With the approval of the Dissertation (thesis) Adviser, the form should be submitted after presenting the Doctoral Proposal Seminar and incorporating any key input from the Seminar into the Dissertation Research Proposal.

The Senior Academic Coordinator, Ebony Moore ( [email protected] ), will schedule the room and send a memo to examiners prior to the examination date. For hybrid or Zoom-based exams, the adviser will provide the Zoom link.

CONDUCT OF THE EXAMINATION

Prior to the exam, students submit to the Department Oral Examination Committee members a single-page summary of the dissertation proposal, including the specific aims, hypotheses, and methods. Committee members may request the longer 12-page Dissertation Research Proposal. The examination should be scheduled for and completed in one and a half hours but may be concluded earlier or later as determined by the Committee. At the start of the exam, students will present a brief talk of no more than 10 minutes that concisely summarizes the aims, hypothesis, methods, limitations, and significance of their proposed dissertation research. This presentation may be a distillation of the Doctoral Proposal Seminar. 

The faculty will ask questions all second-year Epidemiology PhD students should be comfortable discussing. The students may use their research proposal for examples. However, the exam is not a determination of the viability of the proposed research but rather a determination of whether the student is ready to commence guided independent research.

Department Oral Examination Outcome

The possible outcomes of the oral examination are Unconditional Pass, Conditional Pass, or Failure (retake). Conditional Pass requires the student and Department Oral Examination Committee to agree on remedial action designed to be completed within two weeks of the date of the examination. Students who fail the exam (require more remedial work than can be reasonably completed within two weeks) will be required to re-take the Department Oral Examination within six months. Two failures of the Departmental Oral Examination will result in dismissal from the degree program. For more information about the Departmental Oral Examination, please review the Department of Epidemiology Student Guidelines for the Departmental Oral Examination” (on the Epi Intranet ).

Preliminary Oral Examination (aka School-wide Exam)

This is also colloquially known as the “Schoolwide Oral Examination.”  Students and their adviser(s) are responsible for initiating arrangements for the preliminary doctoral examination. The University Graduate Board oversees these exams.

After the student has passed the Departmental Oral Examination, the next step is the Preliminary Oral Examination. The purpose of the Preliminary Oral Examination is to determine whether the student has both the ability and knowledge to undertake significant research in their general area of interest, including:

• their ability to develop and conduct research leading to a completed dissertation.

Discussion of a specific research proposal, if available, may serve as a vehicle for determining the student's general knowledge and research capacity. However, this examination is not intended to be a defense of a specific research proposal.  The preliminary oral examination is two hours in duration.

Preliminary Oral Examination Committee Membership

• Two members must be from the epidemiology department; one of these is the adviser. 
• Limit of 3 members from sponsoring department.
• Thesis Advisory Committee members may serve on the Committee.
• The adviser must be among the members present; an alternate may not serve in place of the adviser.
• The only instance when the faculty member can serve in their joint appointment capacity is if they are the student’s adviser.
• Occasionally, one adjunct or one scientist faculty member, but not both , may serve on the Committee; neither may serve as the Chair.
• All members of the Committee must be present at the scheduled exam location; teleconference is permitted on a case-by-case basis.
• The committee must be comprised of three Departments of the University, two being from the Bloomberg School of Public Health.
• The selection of alternates is very important for ensuring the exam can take place at the originally scheduled date/time. If a student has two members on their committee from epidemiology, the student should have one alternate from epidemiology and one from a non-sponsoring department.
• If a student has three members on their committee from epidemiology, then two alternates should be selected from two different non-sponsoring departments.
• At least two weeks prior to the exam, students submit to the Preliminary Oral Examination Committee members a single-page summary of the dissertation proposal, including the specific aims, hypotheses, and methods. Committee members may request the longer 12-page Dissertation Research Proposal. 

Preliminary Oral Examination Form

• Graduate Board Preliminary Oral Examination Request Form .
• Students may not submit this form until after they have successfully passed the Departmental OralExamination.
• The Registration Coordinator ([email protected]) will not accept the form unless it is submitted to the Registrar’s Office a minimum of 30 days prior to the proposed examination date. There are no exceptions.
• This form requires signatures from Senior Academic Program Manager, Frances Burman, the adviser, and the Department Chair or a Deputy Chair. The student is responsible for obtaining the required e-signatures in that order. The form should therefore be submitted to Frances Burman ([email protected]) at least 3-4 days prior to the date of submission to the Registrar’s Office.
• The exam is not considered officially scheduled and cannot be held until the student and examiners received notification from the Dean of the approval of the exam to be held.

The student is responsible for scheduling the room  for the exam, requesting Multimedia support if needed, and sending a memo to examiners confirming the date, time, and location of the exam prior to the exam date.

Examination Outcome

The outcome of the examination is Unconditional Pass, Conditional Pass, or Failure. Should the student receive a conditional pass, the Committee remains standing until the conditions, specified in writing, have been met. The consequence of a failure is decided by the Committee:

• no re-examination;
• re-examination by the same committee;
• re-examination in written form and conducted by the same committee; or
• re-examination by a new committee.

Primary Data Collection Requirement

Primary data collection is defined as:

• instrument design;
• data collection; or
• data management, quality assurance, and quality control.

Primary data collection is required for all PhD students. This requirement may be met through dissertation research or is satisfied through work on projects distinct from the dissertation. It may be obtained through work with a single epidemiologic study or it can be a compilation of several experiences that together fulfill the requirement. Primary data collection may be obtained as part of paid work. Students must document their plan for obtaining experience with primary data collection and submit this plan to their Thesis Advisory Committee with their 12-page dissertation proposal.

The Thesis Advisory Committee may approve primary data collection that occurred prior to matriculation to the doctoral program, but this approval is not guaranteed. Any questions regarding primary data collection will be directed from the Thesis Advisory Committee to a Deputy Chair. Students are expected to demonstrate an understanding of primary data collection processes in the epidemiologic study (or studies) utilized for their dissertation. This includes knowledge of the forms, instruments, and measurement processes relevant to their research; knowledge of quality control/assurance procedures of the study (or studies); and an evaluation of the potential threats to validity in the processes extending from primary measurement to the analytic dataset. If primary data collection is not a direct component of the dissertation research, doctoral students should include their primary data collection experience as an appendix to the dissertation. 

Doctoral Dissertation

Doctoral students must complete an original investigation presented in the form of a dissertation. The dissertation should be based on original research involving the generation of new knowledge by the student, worthy of publication, and acceptable to the Department of Epidemiology and to the Final Oral Examination Committee (Thesis Readers). Doctoral students have two options for the format of their dissertation, the traditional format, and the manuscript format. The Department recommends the manuscript format to accelerate the time to submission of manuscripts for publication in peer-reviewed journals.

Manuscript Format

The manuscript format must meet the following criteria:

• The dissertation includes at least three manuscripts, linked by a common theme;
• The doctoral student must be the first author of each of the manuscripts;
• A manuscript will not be accepted as part of the dissertation if it was submitted before the student's dissertation topic was approved by the Thesis Advisory Committee;
• The manuscripts must be acceptable for publication based on usual substantive area peer review expectations; and
• The body of the dissertation should include a series of papers that are linked by a common theme (i.e., the student's dissertation topic)
• The first chapter may be a comprehensive critical literature review suitable for publication. It should introduce the scientific hypothesis for the dissertation
• Chapters two and three (or more) are the manuscripts, possibly with a transitional short chapter between each relating one to the other
• A final chapter should integrate and discuss the findings reported in the manuscripts. It should include a discussion of the conclusions drawn from research, a synthesis of the findings, and should make recommendations for further studies
• The dissertation may include an appendix outlining the details of study methods and any accompanying data tables deemed necessary to fully understand the data

Traditional Format

The traditional format includes:

• An introductory chapter, outlining the theme, hypotheses, and/or goals of the dissertation coupled with a review of the literature;
• Research chapters that are coherently structured for the research aims, each providing a reader enough detail to apply similar methods in another study; and
• A concluding chapter with an overall analysis and integration of the research and conclusions of the dissertation in light of current research in the field.

Regardless of the format, it is expected that the student will work with their adviser and any co-advisers to develop drafts of their dissertation chapters and receive constructive substantive and editorial feedback. Together, they will decide when drafts are ready for wider distribution to other members of the Thesis Advisory Committee and, if necessary, to other project collaborators. Follow the School’s guidelines for the preparation of the dissertation. The dissertation is a requirement for partial fulfillment of the PhD degree. Students may consult the School’s Policy and Procedures Memoranda (PPM) for the PhD program.

Final Defense:

Appointment of thesis readers/final defense form.

• Appointment of Thesis Readers/Final Defense Form  
• [email protected] must receive the form at least  30 days prior  to the anticipated exam date.  There are no exceptions.
• The form requires signatures from the Senior Academic Program Manager, the adviser, and the Department Chair. The student is responsible for obtaining the required signatures in that order. The form should therefore be submitted to Frances Burman ( [email protected] ) at least 3 to 4 days prior to the date of submission to the Registrar’s Office.

As a culminating experience for the doctoral student, the student will present a formal, public seminar. This requirement provides experience for the student in preparing a formal seminar; provides the faculty and Department with an opportunity to share in the student’s accomplishments; and gives the student a sense of finality to the doctoral experience. Students typically present a formal public seminar in conjunction with the Final Oral Examination. If possible, students are encouraged to give their Final Defense Seminars during the Department-wide Friday Epidemiology Seminars series (Current Topics; please contact Laura Camarata ( [email protected] ) or Frances Burman ( [email protected] ) regarding scheduling), but the seminar may be alternately scheduled during normal working hours.

The student is responsible for scheduling the room for the defense, and requesting Multimedia support if needed (unless they will be presenting as part of the Department-wide Friday Epidemiology Seminars series (Current Topics), coordinating with their adviser(s) to be briefly introduced, and inviting any additional outside guests.

Examination Purpose

The purpose of the Final Oral Examination is to ensure that the Candidate is able to present and defend the dissertation and its underlying assumptions, methodology, results, and conclusions in a manner consistent with the doctoral degree being sought.

The final oral examination is three hours total (one for seminar/presentation and two for exam by committee)

Committee Membership (Dissertation (Thesis) Readers) and Appointment of Thesis readers / final defense examination request form

• Two members must have a primary faculty appointment in Epidemiology.
• The other two members must have appointments in two different departments other than Epidemiology.
• Alternates are not permitted to serve in place of the adviser.
• If the adviser is unable to attend the Final Oral Examination, co-advisers may serve in this role.
• Co-advisers may not serve as Chair.
• The committee is comprised of duly appointed faculty members of a University department and must hold, at the time of selection, a JHU faculty appointment at the rank of Assistant Professor or higher. 
• Either one scientist track or one adjunct faculty member may serve on the Exam Committee, but not both.
• The fifth member may serve on the Final Oral Examination Committee but that individual does not have voting privileges.
• All members of the Committee must be present at the scheduled exam location; teleconference/remote participation may be permitted on a case-by-case basis.
• It is permissible to have three different BSPH departments represented on the committee.
• The selection of alternates is very important for ensuring the exam can take place at the originally scheduled date/time. 
• Choose alternates that will fulfill the committee composition requirements, regardless of who is able to attend.
• One alternate should be from epidemiology; the other from a non-sponsoring department.
• The final oral examination is three hours total (one for seminar/presentation and two for exam by committee).
• The Registration Coordinator will not accept the form unless it is submitted to the Registrar’s Office  a minimum of 30 days prior  to the proposed examination date. There are no exceptions.
• This form requires signatures from the Senior Academic Program Manager, Frances Burman, the adviser, and the Department Chair or a Deputy Chair. The student is responsible for obtaining the required signatures in that order. The form should therefore be submitted to Frances Burman ( [email protected] ) at least 3-4 days prior to the date of submission to the Registrar’s Office.

The student is responsible for scheduling the rooms for the Final Oral Examination. While the Defense Seminar is held in an auditorium or large classroom, the Final Oral Examination usually is held in a smaller classroom or conference room. The Department recommends scheduling the examination in E6130 or W6015. The exam may be held virtually (subject to change by university COVID guidelines). If held virtually, the adviser provides the Zoom link for the seminar and the exam.

Distribution of Dissertation to Dissertation (Thesis) Readers

Committee members are encouraged and expected to communicate to the student specific recommendations for changes in the dissertation prior to the Final Oral Examination. The student is, therefore, expected to distribute the dissertation to the Committee at least four weeks before the date of the Final Oral Examination. The Dissertation Approval Form signed by the student’s adviser should accompany the dissertation at the time it is distributed to the committee members.

Conduct of the Examination

If one of the officially appointed Committee members fails to appear on the Final Oral Examination date/time, the previously approved alternate will serve as an examiner. A Final Oral Examination may not be held with fewer than four officially approved faculty members present in the room. The adviser must be among the members present; an alternate may not serve in the place of the adviser. Only approved Committee members are permitted to participate as examiners. During the Final Oral Examination, the Committee will evaluate:

• the originality and publication potential of the research;
• the candidate's understanding of the details of the methodologic and analytic work; and
• the final quality of the written dissertation document.

The examination committee chair along with the examiners will determine the details of how the Final Oral Examination is conducted.

The possible outcome of the Final Oral Examination based on the student’s performance and written dissertation is determined by closed ballot as Acceptable, Conditionally Acceptable, or Unacceptable. If one or more members require substantive changes to the dissertation (Conditionally Acceptable), the specific nature of these changes and the time expected for the student to complete them will be provided to the student in writing. The appropriately revised dissertation must be submitted to each of the members for final approval. If one or more members feel that the candidate’s understanding of the written dissertation is inadequate (Unacceptable), or that the dissertation in its present form is not acceptable, then the candidate has failed. Re-examination would be in order unless there is a unanimous recommendation to the contrary. Re-examination is normally conducted by the same committee, but a new committee may be selected by the School’s Chair of the Committee on Academic Standards if petitioned by the student.

After the Final Defense

Please consult the Registrar's Office portal site for dissertation format and submission, procedures to follow upon completion of the defense, and additional policy matters.

The Registrar's Office handles all aspects of graduation and degree verification .  We encourage all graduates to participate in our convocation ceremonies!

The Policy and Procedures Manual for the Doctor of Philosophy

The Department of Epidemiology reserves the right to augment the   PPM  for BSPH.  The Admissions and Credentials Committee handles most policy concerns as described above. The Curriculum Committee handles exceptions to requirements.  

Current students can access the Epidemiology Student Handbook on the PhD program page on the BSPH website.

For concerns and changes to advising, tracks, course requirements, etc. please see the  academic policies for the department.

Policy Components for Metrics

• Practicing these skills also prepares students for Department and Preliminary Oral Examinations and for their future careers, whether in academia or in other venues. (See the “Benefits of Teaching” from Former TAs section in this Student Handbook for additional benefits of teaching).

COMPONENTS OF THE DOCTORAL TA CURRICULUM

All doctoral students are required to complete the TA Curriculum after passing the Department Comprehensive Examination and before graduation. Training and feedback are an important part of this curriculum, which includes:

• Formal didactic training;
• In-classroom training through experience as a TA in Department courses; and
• Feedback from instructors

Students will share their goals for TA training with course instructors prior to the start of each course taught. After TAing a course, students will document their TA experience for their resume or CV.

Formal Didactic Training Elements: 

• Teaching practicums
• Teaching as research fellowship appointments
• The following didactic trainings and activities are flexibly designed to give doctoral students the skills and tools necessary to be successful TA and to meet teaching and learning goals. Please note, that while all students are welcome to attend the training and activities at any time, it may behoove them to do so after the first year, but in advance/at the start of the second, as that is when most doctoral students will begin the TA Curriculum. Required: Department of Epidemiology Student-led In-Person Training Session This student-led in-person 1.5-hour training covers the basics of TAing in the Department, including TA roles, benefits, and expectations. This session is held during lunchtime at the beginning of 1st term. Information regarding the date and location is distributed via the Department’s student listserv. Required: Teaching Assistantship Training (Online Course) This online course offered through the BSPH Center for Teaching and Learning (CTL)  “orients Teaching Assistants to the roles and responsibilities of their position, relevant policies and regulations, technical tools, teaching tips, and other important information . " Students can complete it when time allows but must have completed it in advance of starting the In-classroom portion of the TA Curriculum. To sign up, visit:  https://sites.google.com/site/ctltteachingtoolkit/teaching-assistants/ta-training . Recommended: Teaching Academy Activities https://cer.jhu.edu/teaching-academy Offers additional resources around the pedagogy of teaching. To prepare graduate students so they may thrive in higher education as academic professionals once they graduate, this academy offers teacher training and academic career preparation opportunities.

In-classroom Training

As part of the TA Curriculum, doctoral students will serve as TAs. Students are required to take 3 TA courses: 2 epidemiologic methods courses and 1 topical epidemiology course (see list below for courses). No more than 1 of the 3 courses TAed as part of the TA Curriculum may be an online course.

To document the in-classroom training on the academic transcript and to receive academic credit, doctoral students should register for  PH.340.865 Teaching Epidemiologic Methods and Concepts At the Graduate Level .01 for up to 3 credit hours during the term that they are TAing. Credit hours taken depends on the level of TAship, and students will receive instructions prior to the start from the Academic Office as to the allowed number of credits. If the course is being TAed in the Summer term, the credit hour(s) should be registered for in the following 1st term, to avoid additional tuition fees.

Department of Epidemiology epidemiologic methods courses are:

*Summer Institute courses do not count towards the TA in-classroom training requirement. A student may TA for the Summer Institute prior to the completion of their TA training requirements.

All other Department of Epidemiology courses (PH.340.xxx) eligible to have a TA are considered topical epidemiology courses for the purpose of the TA Curriculum. ​​​

To fulfill the 2 methods courses of the TA Curriculum, students are encouraged to TA:  PH.340.751 Epidemiologic Methods 1 ,  PH.340.752 Epidemiologic Methods 2 , and/or  PH.340.753 Epidemiologic Methods 3 , although any of the courses listed above may be used to fulfill the requirement.

Students are eligible to TA as part of this curriculum once they have successfully passed the Department Comprehensive Examination. Students may TA  PH.340.601 Principles of Epidemiology  during the summer term immediately following completing the comps. Students are expected to complete the TA Curriculum during their second and third years of training.  Students are responsible for coordinating with course administrators and/or course instructors for each course they wish to TA. The Department recommends students proactively, directly contact faculty once they have identified a course that they would like to TA as part of the Curriculum. Course faculty take many factors into consideration in selecting TAs for a course (sometimes including performance in the course), and some courses may have more TA requests than can be accommodated. Students may not always be able to serve as a TA for their first choice of courses, so they should keep several courses in mind and be flexible. TA responsibilities vary by course, and students are expected to work with course faculty to understand their responsibilities prior to the start of the course. Responsibilities may include but are not limited to: preparing for lab/activities and office hours, attending instructors’ meetings, attending lectures and lab/activities, holding office hours, and assisting with assessment writing and piloting. TAs are expected to devote 5-19 hours per week to each course; the wide range reflects the variability in responsibilities by course.

Prior to the start of each course TAed as part of the TA Curriculum, students are required to provide to course instructor(s) 3 goals for the TA experience in writing via email. The purpose of these goals is to provide a basis for reflection by TAs on their current skills and knowledge, as well as their future professional teaching/communication goals, in order to improve student achievement. Progress toward achieving goals over the term will be evaluated by the course instructor(s) as part of the feedback process.

Feedback from Instructors

As part of the TA Curriculum, students will receive standardized, individualized feedback from course and/or lab instructors (see below Feedback form). If applicable, TAs will also receive student feedback recorded as part of the School’s online course evaluation system. Students are responsible for sending the feedback form complete with the student’s goals from the start of the term to course instructor(s) no later than 2 weeks following the end of the term. Faculty are not obligated to honor requests for feedback that occur more than 2 weeks after the end of the course. TAs are encouraged to document feedback from instructors and from students (if applicable) in their CV or resume.

Compensated TA Positions

Additional TA opportunities may be available for a pre-specified fixed payment after the TA Curriculum has been completed. As with the TA Curriculum, students are responsible for coordinating with course administrators and/or course instructors for each course they wish to TA for pay. Students should proactively contact faculty directly once they have identified a course that they would like to TA. Course faculty take many factors into consideration in selecting TAs for a course and students should be aware that some courses may have more TA requests than can be accommodated.

Students holding a Departmental TA position should expect that there will be approximately two weeks of light preparatory work in advance of the course start date, and light conclusory work in excess of the course start and end dates. Please note that State of Maryland law sets student hourly work limitations at 20 hours per week maximum. Exception: 40 hours over Thanksgiving, winter, and spring breaks, and during the summer.

Benefits of Teaching (from Former TAs)

Improve oral and written communication skills

Develop an ability to articulate complex epidemiologic concepts to audiences with varying degrees of research experience

Preparation for oral exams/defense

Experience with educational technology (e.g., CoursePlus, VoiceThread)

Experience in the administration of and assessment of graduate courses (e.g., design of assessments and feedback)

Opportunity to provide essential input that can influence the ongoing development of the department’s core courses

Ability to progress to more independent instructor roles (e.g., Gordis Fellows, TA training seminars/modules, Lab instructors)

Management skills (managing up to faculty instructors and leading teams of TAs)

Mentorship from, and relationships with, faculty instructors

Builds a sense of community with TA colleagues

Allows students to gauge interest in academic/teaching roles post-graduation

Development of a teaching portfolio that can be used in CV development, job searches, and interviews

Getting to know diverse groups of students/mentoring new students

DOCUMENTATION OF TEACHING EXPERIENCE FOR A RESUME OR CURRICULUM VITAE

Doctoral students are encouraged to document their TA experience, including teaching responsibilities and feedback, using the below “Guide to Documentation for a Resume or Curriculum Vitae” template.

A written request for a waiver to any aspect of the TA Curriculum due to exceptional circumstances, including the in-classroom training (i.e., being a TA), should be submitted to the Academic Program Office ( [email protected] ) and will be reviewed by the Department of Epidemiology Curriculum Committee and decided upon by the Admissions and Credentials Committee. 

Comprehensive Examination Grading Policy

The completed Comprehensive Examination is graded by the Department of Epidemiology faculty according to a rubric determined by the Comprehensive Examination Committee. Final results are distributed to students via CoursePlus by mid-July. Students who wish to view their exam should set up an appointment with Senior Academic Coordinator Ebony Moore ( [email protected] ). Doctoral students whose results fall below 75% are allowed to formally request in writing a re-grade of specific questions. Re-grade requests must include a justification for a change in points allocated for each question being contested; requests without appropriate justification will not be considered. Re-grade requests must have the adviser’s endorsement, and they need to have reviewed and approved the student’s request. Re-grade requests are handled by the faculty on the Comprehensive Examination Committee. Adviser-approved requests can be e-mailed to the current year’s Comprehensive Examination Committee Chair and must include a copy to the adviser. For approved requests, a new score will be assigned for each question that is re-graded. This score may be equal to, greater than, or less than, the original score awarded and cannot be contested a second time.

Comprehensive Examination Retake Policy

Students who do not pass the Comprehensive Exam at the appropriate level for their degree program may be granted an opportunity for a retake in August immediately following the May Exam. Students who do not pass the Comprehensive Exam at the appropriate level are not automatically granted a retake. To request a retake, students must submit an official request within two weeks of notification of the not passing grade. This request should include a detailed timeline and study plan to make the case for passing a retake. This request and plan must be endorsed by and developed with the adviser. Retake requests are reviewed via the Department’s Admissions and Credentials Committee. Adviser-approved requests can be e-mailed to the current year’s Admissions and Credentials Committee Chairs and must include a cc to the adviser and Senior Academic Program Manager (Frances Burman). For approved requests, students are granted one retake only, and it must be in August following the May Exam. A student cannot continue in the degree program without passing the Comprehensive Examination at the appropriate level, prior to the start of the second year.

Recommendations for Special Studies versus Thesis Research

Special Studies and Research in Epidemiology, PH.340.840.xx, is offered during terms 1, 2, 3, and 4. Thesis Research, PH.340.820.XX is offered terms S, 1, 2, 3, and 4.

SPECIAL STUDIES AND RESEARCH: PH.340.840.XX

All first-year PhD students should take 1 credit special studies and research each term during terms 1 -3.

The following list of activities may be approved for independent study or special studies and research and is not inclusive:

• Directed readings and discussions leading up to preparing for the research proposal,
• Literature searches and meta-analyses,
• Secondary data analysis,
• Self-guided focused study on a particular methodology or a disease of interest.

THESIS RESEARCH: PH.340.820.XX

Doctoral students take 340.820 once they successfully pass their School-wide Preliminary Oral Exam and begin working on their research thesis.

CALCULATING CREDITS FOR A VARIABLE CREDIT COURSE

• Students must remember that the 1 hour – in class, 2 hours – outside of class ratio still applies: e.g., Students should think about the time the faculty member will be involved in guiding them (see faculty contact hours below) as well as how much time the student uses to conduct outside readings and work.

What constitutes Faculty Contact Hours

• Individual one-on-one meetings.
• Faculty revisions of writing projects (faculty members spend considerable time editing, proofreading, and otherwise providing written feedback to students).
• Mentoring and networking preparation and discussion.
• Time spent in group settings with faculty mentors e.g. journal clubs or weekly “lab/group” meetings. Students should make every effort to attend the group meetings for their track and adviser.

HOW TO REGISTER

• Students must communicate their intent to register with and receive approval from the faculty mentor in writing, prior to registering for credits for the special studies or thesis research and include the content/activities to be conducted and the number of credits.
• Students may take 1-3 credits while taking a full load of courses.
• Students may take up to 8 credits per term while taking a partial load of courses with the approval of the faculty mentor.

Adviser/Advisee Manual

Each student in the Department is assigned an adviser and selects co-adviser(s) as they move through the program; Adviser(s) have the responsibility of serving as a guide and mentor. This manual is intended to guide the student and the faculty member(s) in making the adviser/advisee relationship as successful as possible.

This manual has two goals:

• To provide answers to questions that students frequently ask, and
• To provide guidance on how the student and adviser can interact most effectively.

Academic Advisers should:

• Assisting in the selection of courses
• Ensuring the student is meeting degree milestones in a timely manner
• Being available for regular meetings with the student
• Assessing and developing the student’s interests and abilities
• Monitoring student progress in academic coursework through periodic examination of transcripts
• Monitoring student progress in fieldwork
• Writing letters of reference (given appropriate lead time)
• Assisting with grant preparation (doctoral students, given appropriate lead time))
• Referring students to the appropriate individuals or offices that provide academic support and/or resources
• Being knowledgeable about ethical issues that pertain to academics, research, and practice
• Helping students interpret and understand institutional policies and procedures regarding the responsible conduct of research
• Discouraging students from circumventing institutional policies and procedures, and when confronted with such issues, directing students to appropriate institutional resources or contacts, avoiding actual or appearance of conflicts of interest
• Respecting the confidentiality of students
• Encourage active participation in the greater community (department, school, university, local, state, national, and international)

STUDENTS MAY EXPECT THE FOLLOWING FROM THEIR ADVISER(S):

• Advisers’ approval for course registrations, course changes, and pass/fail agreements, and on all reasonable petitions to the Admissions and Credentials Committee
• At least one meeting per term with the advisers
• Oversight of the student’s overall academic program and sensitivity to any academic difficulties
• Knowledge of and interest in the student’s career objectives
• Review of required and recommended courses for the track
• Assistance in designing a plan for the fulfillment of required courses and assistance with planning the course schedule for the year

Advising students is an integral part of faculty members’ responsibilities. Faculty members expect to be available to students, although the students should be respectful of the faculty’s time by scheduling and respecting appointments. The responsibility for arranging meetings lies with the student. Students should not expect advisers to seek them out for needed appointments. The student remains obligated to schedule a meeting in order to assure that the adviser has reviewed the student’s schedule and to plan any special studies projects or thesis research as needed with the adviser before the registration period deadline.

RIGHTS AND RESPONSIBILITIES OF THE ADVISER(S)**:

• To assist in determining the advisee’s educational goals and needs upon starting the program
• To serve as an educational and/or professional mentor for the student
• To maintain awareness of and sensitivity to the level of compatibility between the student advisee and the advisers in terms of academic, professional, and personal interests
• To facilitate a change of adviser or program, if deemed appropriate for the student
• To monitor the advisee’s overall academic program and be sensitive to signs of academic difficulty
• To provide guidance throughout the academic program
• To be sensitive to cultural, medical, legal, housing, visa, language, financial, or other personal problems experienced by the advisee and to be aware, sensitive, understanding, and supportive
• Advisers have the right to expect to be treated with respect and courtesy, to be notified in writing when a meeting must be canceled or rescheduled, to be consulted when students have questions or concerns about the research focus or progress, and to serve as team leader on the research team

RIGHTS AND RESPONSIBILITIES OF THE ADVISEE**:

• To arrange to meet with the adviser at least once each term and observe registration and administrative deadlines
• To identify and develop professional career goals and interests
• To understand administrative policies and procedures and be familiar with the Student Handbook
• To maintain the academic checklist and review it at meetings with the advisers
• Advisees have the right to expect to be treated with respect and courtesy, to be notified in writing when a meeting must be canceled or rescheduled, to be notified when advisers have questions or concerns about the research focus or progress, and to be granted the role of a team member on the research team

According to the requirements of the Council on Education for Public Health (CEPH), all BSPH degree students must be grounded in foundational public health knowledge. Please view the list of specific CEPH requirements by degree type .

Epidemiology   Doctor of Philosophy Degree Program  competencies are designated by track and are charted below. Mastery is achieved by completing the  program requirements . Please direct questions to the  track directors ,  program directors ,  director of graduate education , or the senior academic program manager .

1. Formulate an epidemiological research question and design a research study that helps answer it, including identifying the target population, appropriate source and study populations, adequate exposure, outcome, and covariate assessments, and plans to address threats to validity such as confounding and bias in the design and analysis phases.

2. Apply core statistical concepts and methods; display and communicate statistical data.

3. Develop and deliver a presentation on at least one common cancer and effective strategies for cancer prevention and control at the population level.

4. Perform genetic association tests in population-based samples, in either prospective or retrospective designs, to address cancer-specific research questions.

5. Present a proposal to a scientific audience that covers a current problem in modern cancer epidemiology, including a research plan to address that problem.

6. Formulate, refine, and critique a conceptual framework in cancer epidemiology.

7. Critically evaluate the adequacy and scientific merit of research proposals, including those related to cancer epidemiology.

8. Teach core epidemiological principles at the graduate level, including the incorporation of feedback from faculty instructors.

Cardiovascular and clinical epidemiology

3. Evaluate and critique designs, data sources, analytic methods (including risk prediction and physical activity assessment), data presentations, and conclusions of studies commonly used in clinical and cardiovascular epidemiology.

4.  Assess pathophysiologic processes involved in common cardiovascular diseases, including the biological mechanisms through which cardiovascular risk factors affect different parts of the cardiovascular system (e.g., heart, kidneys, peripheral arteries) and appropriate uses of different techniques (e.g., echocardiography, CT scan, and MRI) used to detect and quantify the presence of clinical and cardiovascular diseases.

5. Develop a specific hypothesis to answer a relevant question in clinical and cardiovascular epidemiology, integrate knowledge of the pathophysiology of cardiovascular diseases to evaluate biological plausibility, and assemble relevant literature to evaluate the hypothesis.

6. Formulate, refine, and critique a conceptual framework in cardiovascular disease epidemiology.

7. Critically evaluate the adequacy and scientific merit of research proposals, including those related to cardiovascular disease epidemiology.

Clinical Trials and evidence synthesis

3. Evaluate the historical development of research ethics and assess the role of ethical guidelines in the design and conduct of clinical trials. Appraise the process of obtaining informed consent and consideration of privacy in the clinical trial setting.

4. Conduct, present, and interpret the results of meta-analyses and critique the methodologic rigor of systematic reviews.

5.  Make reasonable decisions about how to collect and manage data for studies of various sizes and budgets and integrate data management activities into the conduct of a research project.

6. Formulate, refine, and critique a conceptual framework in clinical trials and epidemiological methods.

7. Critically evaluate the adequacy and scientific merit of research proposals, including those related to clinical trials and epidemiological methods.

3.  Delineate, assess, and apply the concepts and methods of exposure and dose in epidemiologic research and in validation studies.

4. Analyze and interpret environmental and occupational health problems, and discuss exposure-disease relationships in human populations.

5.  Interpret, critique, and summarize the design, quantitative methods, and findings of major published studies and peer-reviewed manuscripts in environmental and occupational epidemiology research.

6. Formulate, refine, and critique a conceptual framework in environmental epidemiology.

7. Critically evaluate the adequacy and scientific merit of research proposals, including those related to environmental epidemiology.

3. Evaluate opportunities for the prevention of diseases and syndromes in the context of the aging phenotypes of older adults.

4. Assess policy programs, financing considerations, and workforce issues that pertain to meeting the economic, health, and social needs of aging societies.

5. Evaluate potential explanations for epidemiologic associations between sensory impairments and gerontologic outcomes.

6. Formulate, refine, and critique a conceptual framework in the epidemiology of aging.

7. Critically evaluate the adequacy and scientific merit of research proposals, including those related to the epidemiology of aging.

1. Formulate an epidemiological research question and design a research study that helps answer it, including identifying the target population, appropriate source and study populations, adequate exposure, outcome, and covariate assessments, and plans to address threats to validity, such as confounding and bias in the design and analysis phases.

3. Develop a plan for conducting clinical research, and categorize and interpret the effects of complex mechanisms involving bias and variability.

4  Appraise methods for estimating causal effects in randomized designs and alternative designs to randomization in public health sciences.

5. Evaluate and critique the ways in which inequality is measured and how measures influence the interpretation of data.

6. Formulate, refine, and critique a conceptual framework in epidemiology methodology.

7. Critically evaluate the adequacy and scientific merit of research proposals, including those related to epidemiology methodology.

3. Integrate an understanding of key components of molecular biology, such as the structure of DNA and molecular mechanisms of the central dogma into genetic epidemiology.

4. Apply various design strategies for genetic studies considering the advantages and disadvantages of each, and perform genetic association tests in population-based samples, in either prospective or retrospective designs.

5. Describe various cutting-edge analyses of large-scale genome-wide association studies to inform biology, causality, and prediction.

6. Formulate, refine, and critique a conceptual framework in genetic epidemiology.

7. Critically evaluate the adequacy and scientific merit of research proposals, including those related to genetic epidemiology.

3. Incorporate the main epidemiological characteristics of the major infectious diseases of humans into development and evaluation strategies to prevent epidemics or endemic transmission.

4. Discuss and appraise methods and techniques to address challenges unique to infectious disease epidemiology, including network analysis, methods for determining contact rates, and the heterogeneity of host responses to pathogen exposure.

5. Conduct an outbreak investigation and use the epidemic curve to identify the epidemic type, incubation period, and potential mode of transmission.

6. Formulate, refine, and critique a conceptual framework in infectious disease epidemiology.

7. Critically evaluate the adequacy and scientific merit of research proposals, including those related to infectious disease epidemiology.

• Patient Care

College of Public Health

Quick links, doctoral training, phd in public health with a concentration in epidemiology.

Epidemiology is a fundamental science of public health, defined as the study of the distribution and determinants of disease and disability in populations. Although epidemiology is historically rooted in the study of the causes of infectious diseases (epidemics), epidemiology now encompasses the study of the full gamut of conditions that impacts the health and well-being of people, families, and their communities.

The PhD program is designed to impart the knowledge, skills, and professionalism necessary to be independent researchers, educators, and public health professionals in academia, research institutes, government, or industry. Our graduates will excel in critically evaluating the scientific literature, formulating research questions that address gaps in knowledge and advance the scientific evidence base, designing and implementing epidemiological studies, utilizing state-of-the-art causal inference and statistical methods, and effectively disseminating scientific information to a variety of stakeholders. On average, the doctoral program requires four to five years for completion following the master’s or other advanced degree.

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• Chighaf Bakour
• Catherine Bulka
• Judith Rijnhart
• Jason Salemi  (Concentration Lead)
• Skai Schwartz
• Gillian Stresman
• Matthew Valente
• Roneé Wilson
• Janice Zgibor
• Experiential Learning Doctoral students and candidates in the PhD program in epidemiology will have the opportunity to work on funded research grants and contracts through their Major Professor, a faculty member in epidemiology who most closely aligns with the student’s interests and goals. However, during their program, many students have the opportunity to work on various types of projects that allow them to apply their skills. Examples include but are not limited to community-engaged research, methodological research, analysis of large administrative (e.g., hospital discharge records) and clinical databases (e.g., electronic health records), and collaboration with the Study Design and Data Analysis Center (SDDA). Students are encouraged and supported to present their work at university, local, state, regional, national, and international meetings and conferences.
• Careers Graduates from our program are particularly well-positioned to be a faculty member of a graduate program in a university or in a position in a public health organization, multidisciplinary setting, or government agency (e.g., county/state department of health, Centers for Disease Control and Prevention). Private sector research in a myriad of companies in the health care industry has been a potential path for students who do not want to remain in academia.

To learn more, please contact a Pre-Admissions Advisor at (813) 974-6505 or [email protected]

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PhD in Epidemiology and Clinical Research

The PhD program in epidemiology and clinical research provides methodologic and interdisciplinary training to equip students to carry out cutting-edge epidemiologic research. The program trains students in the tools of modern epidemiology, with heavy emphasis on statistics, computer science, genetics, genomics, and bioinformatics. We welcome applicants with diverse backgrounds.

Pre-Application Sessions and Recordings

We are EPH: Meet Sam Jaros

Sam Jaros is a fourth year PhD candidate in the Department of Epidemiology and Population Health. His current research and thesis projects are focused on finding actionable patterns in opioid addiction to better spend limited public health resources on improving care. Sam developed a passion for improving care for opioid addiction while working in Appalachia in previous mining towns. 

Read the Q&A with Sam

Student Bios

The Department of Epidemiology and Population Health is committed to fostering a diverse community in which all individuals are welcomed, respected, and supported to achieve their full potential.  

Stanford recognizes that the Supreme Court issued a ruling in June 2023 about the consideration of certain types of demographic information as part of an admission review. All applications submitted during upcoming application cycles will be reviewed in conformance with that decision.

The Department of Epidemiogy and Population Health welcomes graduate applications from individuals with a broad range of life experiences, perspectives, and backgrounds who would contribute to our community of scholars. The review process is holistic and individualized, considering each applicant’s academic record and accomplishments, letters of recommendation, prior research experience, and admissions essays to understand how an applicant’s life experiences have shaped their past and potential contributions to their field and how they might enrich the learning community at Stanford.

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INFORMATION FOR

• Prospective Students
• Incoming Students
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The YSPH EMD program is unique in that its entire department is dedicated to infectious diseases, with faculty and students with various backgrounds conducting research both locally and globally. It provides students the opportunity to learn and utilize an array of methodologies from modeling to molecular epidemiology to gain insight into complex health problems.

PhD in Epidemiology of Microbial Diseases

The goals of doctoral training with a concentration in EMD are to provide a current theoretical and practical base of epidemiological and microbiological principles, to master research methods, and to apply these skills to investigations of the biology of infectious organisms of public health importance and the epidemiology of the diseases they cause. The approach is multidisciplinary. It includes ecological, clinical, cellular, immunologic and molecular aspects of infectious diseases, their causative agents, vertebrate hosts, and vectors. In addition, opportunities exist for Ph.D. training through interdepartmental programs in which YSPH faculty participate, such as the Microbiology and Immunobiology tracks of the Biomedical and Biological Studies program.

Applicants should have a bachelor's degree with a concentration in any of the biological sciences. Students with degrees in chemistry, physics, engineering or medicine are also encouraged to apply. Preparation in elementary calculus, elementary physics, inorganic and organic chemistry, statistics or advanced mathematics is desired. A master's degree is not required to apply for this program.

Although courses in epidemiology, microbiology and biostatistics are strongly recommended, there is no general required curriculum. A faculty advisor is assigned at the time the student matriculates. Each student plans, with the advice of the faculty advisor and the department representative to the Graduate Studies Executive Committee, a specific program that includes courses, seminars, laboratory rotations, and independent readings all tailored to the individual needs and career goals of the student. The plan is outlined as early as possible in the first semester of graduate study. A program of course work will most often include biostatistics, epidemiology, microbiology, as well as complementary courses offered in the basic biomedical sciences in other departments of the University. All students are required do three semester long laboratory rotations, each with a different principal investigator. After successful completion of the qualifying examination and submitting a prospectus, students are admitted to candidacy for the Ph.D. From this point students work exclusively on their dissertation research, culminating in the presentation of a thesis to the Yale faculty for examination.

This program does not require General GRE test scores.

Degree Requirements - PhD in Epidemiology of Microbial Diseases

2023-24 matriculation.

All courses are 1 unit unless otherwise noted.

The Ph.D. degree requires a total of 10 course units. Course substitutions must be identified and approved by the student’s advisor and DGS.

PhD Required Courses (5 course units)

• EPH 508 Foundations of Epidemiology and Public Health* OR CDE 516 Principles of Epidemiology II*
• EPH 600 Research Ethics and Responsibilities - 0 unit
• EPH 608 Frontiers in Public Health (not offered in 2023-24)**
• EMD 625 How to Develop, Write and Evaluate an NIH Proposal (fall) OR CDE 617 Developing a Research Proposal (spring)
• EMD 670 Advanced Research Laboratories
• EMD 671 Advanced Research Laboratories
• EMD 672 Advanced Research Laboratories

* Students with prior graduate-level epidemiology courses may be exempt from coursework in epidemiology.

**Students entering the program with an MPH or relevant graduate degree may be exempt from this requirement.

PhD Suggested Electives (4 course units)

A minimum of 4 electives is required. Suggested courses are listed below, but any graduate-level course may be chosen (subject to advisor approval).

• EMD 531 Genomic Epidemiology of Infectious Diseases
• EMD 533 Implementation Science
• EMD 538 Quantitative Methods for Infectious Disease Epidemiology
• EMD 539 Introduction to the Analysis and Interpretation of Public Health Surveillance
• EMD 553 Transmission Dynamic Models for Understanding Infectious Diseases
• EMD 567 Tackling the Big Three: Malaria, TB, & HIV in Resource-Limited Settings
• EMD 582 Political Epidemiology
• EHS 568 Introduction to GIS for Public Health
• HPM 570 Cost-Effectiveness Analysis and Decision-Making
• MGT 611 Policy Modeling
• S&DS 530 Data Exploration and Analysis
• S&DS 538 Probability and Statistics
• CDE 566 Causal Inference Methods in Public Health Research

Recent Dissertation Projects

• The Optimization and Evaluation of Photoacoustic Flow Cytometry (PAFC) for the Non-Invasive Detection of Malaria-Infected Erythrocytes.
• Health and Economic Impact of Mandated Human Papillomavirus Vaccination in the United States Uniformed Armed Services
• Improving Spatial Sampling Strategies for the Molecular Surveillance of Drug Resistant Malaria
• Spatial and Decision Analytic Models for Addressing Challenges in Pediatric Tuberculosis Control and Care
• Spatial and Dynamic Modeling of Infectious Diseases
• Traditional and Genomic Epidemiology of Emerging RNA Viruses in the Americas
• Cost-Effectiveness Analysis of Typhoid Prevention in Epidemic and Endemic Settings
• Contact Tracing in the Era of COVID-19: Implementation of Traditional Strategies in Novel Contexts and Innovative Approaches to Address Existing Barriers
• Understanding the Quality of Tuberculosis Care in Uganda
• Estimating Variations in the Burden and Timing of RSV to Predict Vaccine Impact
• A Multi-methods Approach to Investigating Novel Predictors of Legionnaires’ Disease (LD) and LD Diagnostic Testing Rates
• Obtaining Robust Estimates of the Population-Level Impact of Vaccines

Learn more about the Department of Epidemiology of Microbial Diseases

• Career Outcomes and the YSPH Career Management Center

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Prospective Students

Welcome to the Department of Epidemiology at the Harvard T.H. Chan School of Public Health, where Research, Methodology, and Education are key to accomplishing our mission.  With multiple degree options and twelve areas of specialization  to choose from, epidemiology students have the flexibility conducive to focused research, with the support of Harvard University’s well-established faculty and research opportunities.

Interested applicants can contact the Harvard Chan Office of Admissions for general application information (applications are electronic).   Sign up to receive relevant application and event notifications from our Admissions Office.  Applicants wishing to learn more about the Epidemiology department can contact our academic team through email.

Faculty in the PGSG advise students in both the Epidemiology and Biostatistics departments. Prospective students can apply to either department. While it is possible to apply to both departments, it is typically not recommended. For Students applying through the GSAS for the PhD in Population Health Sciences , an individual may submit up to three applications during the course of his/her/their academic career. Submission of additional applications may result in the withdrawal of the application. For applicants applying through SOPHAS, there is not a set maximum of applications

Application Page

Apply for PhD Population Health Sciences

Apply for 42.5 Cr Masters(Academic year & Summer), 80 Credit Masters, and MPH

Which Masters program is right for you?

The School offers multiple options to obtain Masters level training in quantitative methods for epidemiologic and other clinical research through a Master of Science in Epidemiology or Masters in Public Health.

Programs are tailored for those with varying levels of experience and different scheduling requirements. We have traditional academic year (September through May) programs, as well as summer-only and blended online/on-campus programs.

Selecting a program that fits your needs and aligns with your current experience in Public Health and related fields is the first step in the application process. We hope that our Degree Flow Charts listed below will help you select the best program for your needs. Once you have selected one or more that meets your needs, we encourage you to reach out to the appropriate staff member as indicated on the flow charts if you have additional questions.

Department of Epidemiology Degree Program Flowcharts

Harvard Epidemiology Degree Flow chart for applicants with a prior advanced degree Harvard T.H. Chan School of Public Health Epidemiology Degree Program

Harvard Epidemiology Degree Flow chart for applicants without a prior advanced degree Harvard T.H. Chan School of Public Health Epidemiology Degree Program

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PhD in Epidemiology

The Department of Epidemiology and Biostatistics offers a course of study and academic research leading to a PhD degree in epidemiology. Students seeking the PhD degree in Epidemiology are usually interested in a research career, often in academia but possibly in industry or government. Conferral of the doctoral degree results from demonstrations of mastery of core training, familiarity with the current state of the science in one or more areas, and capability to make important contributions to knowledge in one or more areas of Epidemiology.

Our PhD degree program offers a sound foundation in epidemiologic and biostatistics methods, derived from both coursework and practical experience. Applicants to the program are selected, in part, on the basis of common interests with faculty. Thus our doctoral students become apprentice members of research teams involved with current, cutting-edge studies. To earn the PhD degree, students must complete required coursework and demonstrate evolving research potential and abilities culminating in a public defense of a research-based dissertation.

Learning Outcomes

• Define, calculate and interpret measures of disease frequency and measures of association between exposures and outcomes; 
• Describe the major epidemiologic research study designs and their advantages and limitations;
• Describe the major sources of bias in epidemiologic research (confounding, selection bias and measurement error) and the ways to evaluate and reduce the bias;
• Define and evaluate effect modification;
• Understand and differentiate between commonly used terms in epidemiology, including chance, bias and confounding, and approaches to mitigate the effects of each;
• Effectively communicate methods, assumptions and results of an epidemiologic study, both orally and in writing;
• Competency to plan and conduct a review of the existing peer-reviewed literature and of other sources in order to describe the current evidence for a specific scientific question;
• Apply regression, classical methods of analysis of categorical data, and other appropriate statistical approaches to analyze epidemiologic data;  
• Demonstrate proficiency with a statistical software package, such as SAS or R to analyze and interpret epidemiologic data; and 
• Develop a research proposal that presents the study aims, scientific background, public health significance, and the detailed methods for carrying out the epidemiologic study.
• Formulate study questions that will advance scientific knowledge about a topic of public health importance;
• Develop study procedures for the protection of rights of human subjects;
• Competency to responsibly conduct research and to align with all relevant ethical standards and laws;
• Make a clear oral presentation on the design and results of an epidemiologic study;
• Demonstrate expertise in a substantive area of disease etiology, disease prevention, or clinical epidemiology;
• Perform all the steps of conducting a hypothesis-driven epidemiologic study, from developing hypotheses, to designing, analyzing, and interpreting results, to writing up findings in the form of a publication-quality manuscript, as demonstrated by the PhD dissertation, which encourages production of two to three manuscripts judged to be suitable for publication.

Time to Degree

Nominal time to the PhD degree is four to five academic years of full-time study.

Career Opportunities

If you are interested in pursuing a PhD in epidemiology as a part of the UCI Medical Scientist Program (MSTP), learn more about the MSTP program ›

Please note that this degree is not yet accredited by the Council on Education for Public Health. UC Irvine is a member of the Western Association of Schools and Colleges (WASC) and it’s graduate programs are fully accredited by the WASC Senior Commission of the Western Association of Schools and Colleges (WSCUC), California’s regional accrediting agency.

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Public Health in Epidemiology

The Master of Public Health in Epidemiology degree prepares students for new levels of leadership in their careers. In the M.P.H.-Epi program, students study with one of the world’s most accomplished epidemiology faculties. By combining online, in-person, and in-the-field learning, this rigorous part-time, two-year degree program provides students with the advanced research and epidemiological skills needed to pursue senior positions in academia, hospitals, public health agencies, nongovernmental organizations, and the private sector.

The summer-only S.M. in epidemiology degree equips clinicians who aspire to clinical research careers with the necessary quantitative skills. Candidates must be physicians or professionals with master’s-level backgrounds in related disciplines. The 42.5-credit program offers research training through a series of required and elective courses. In addition, students complete a research thesis under the joint supervision of a local research adviser and a member of the faculty of the Department of Epidemiology at HSPH.

colorado school of public health

Colorado sph.

PhD in Epidemiology

In this program, you'll gain advanced skills in analytical methods, biostatistics, and field research methods. In addition, you’ll learn about grant writing and research ethics and have the opportunity to select a minor course of study. Our department has a strong base of funded research projects providing students with many opportunities for research support and data for dissertation projects. Our faculty are studying everything from food safety, to diabetes, to gene-environment interactions, which means you can find the mentor who’s right for you.

Quick facts, careers, and skills

When you leave this program, you’ll be able to rigorously investigate the genetic, behavioral, environmental, and physiological factors that underlie complex human diseases and effective preventive measures.

Quick facts

Program location: CU Anschutz Credit hours: 68 Est. time to complete: 5-7 years

Sample careers

Staff scientist Principal investigator Instructor & more

Skills you'll gain

Grant writing Study design Data analysis and interpretation & more

In this program, you’ll take courses in epidemiology, biostatistics, research methods, analytical methods, and research ethics. You'll also complete a dissertation based on work completed under the supervision of one of our world-class researchers.

Core epidemiology coursework

Core biostatistics coursework

Research methods

*A minimum of 4 credits of advanced analytic coursework in biostatistics or epidemiologic methods from the ColoradoSPH

Additional coursework

**A minimum of 6 credits of basic science coursework at the graduate level related to the student's thesis topic.

Dissertation

Total credits: 68

Download the information packet >

Download the program plan of study >

View the course book and course schedule >

Competencies

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Application and Admissions

Now accepting applications for fall 2024 admissions, priority deadline january 15, 2024, no gre required, apply here.

For Fall 2024, we will continue to review applications as we receive them until the class is complete. Applicants are encouraged to apply by January 15, 2024 if they want to be considered for graduate funding.

­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­­What do we look for in an applicant?

• A strong academic background and public health or research relevant experience.
• Interest in the social and behavioral sciences and their influence on health and health outcomes.
• A master’s degree in epidemiology, public health, or related fields such as biostatistics, medicine, psychology, nursing, allied health professions, and others)
• Graduate school funding is available.
• Admissions occur only once per academic year.

ADMISSION REQUIREMENTS

All applicants must complete an online application to the Graduate School. The minimum admission requirements for the program are as follows:

• A master’s degree in public health or a related field with a minimum GPA of 3.5 (on a 4.0 scale) in all graduate work. Students who have not completed a master’s degree in public health may be required to take additional courses as determined by the Ph.D. Review Committee upon review of current CEPH requirements. Such courses will be specified at the time of admission into the program.
• GRE scores are not required.
• Non-native speakers of English who do not hold a degree from a US university must demonstrate English language proficiency. Please visit the Graduate School website for accepted standardized tests and minimum scores.
• All applicants are required to submit a personal statement explaining why they want to pursue the Ph.D. in their specific area of research at UNC Charlotte.
• In addition to the personal statement, a writing sample is required for all applicants applying to the Ph.D. program.
• Three letters of recommendation, including at least two letters from former professors familiar with the applicant’s graduate work. Exceptions should be discussed with the program director.
• A copy of transcripts from all prior universities or colleges. (note: official transcripts will be needed at the time of matriculation).

We look at an application in its entirety to determine a person’s strengths and relative fit to our program; availability of advisors, areas of research interest, and academic history are important considerations, as is research and public health practice work experience

The University Catalog, application forms and materials can be obtained from:

Graduate Admissions UNC Charlotte Cato 210

9201 University City Blvd. Charlotte NC 28223-0001 704‑687‑5503 (Phone) 704‑687‑3279 (Fax)

Frequently Asked Questions

FAQ for Future Students

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Which degree should I consider

I am interested in obtaining an advanced degree in population health research, epidemiology or clinical research. Which degree in your department should I pursue?

Master of Science in Population Health  — This academic graduate degree aims to provide students with the knowledge and skills to understand health, diseases, and their determinants across the lifespan; test interventions to improve health; and develop methodological approaches for population health research. This foundation in research provides preparation for either further graduate work or employment in a variety of research settings (including clinical). This interdisciplinary training program builds on the core disciplines of epidemiology, health services research/health determinants, and quantitative research methods. With a background in these core areas, students are then given the opportunity to pursue one or more of the following concentrations: epidemiology, health services research/health determinants, social and behavioral health, or clinical research. Students are prepared in a holistic way about the various aspects of population health – which in turn helps them develop a complete understanding of various public health issues and how to initiate quality research. An essential part of this degree is a research thesis.

Doctorate in Philosophy in Population Health  — This academic graduate degree has the same focus as the Master of Science in Population Health but explores it at a deeper level. There is a heavy focus on research methods and experience in the conduct of research studies. PhD graduates tend to gravitate toward academic positions in colleges and universities, research firms, and government agencies like the National Institutes of Health. An essential part of this degree is a research dissertation which is defended after passing a qualifying written exam and one of two preliminary oral exam(s).

Master of Science and Doctorate in Philosophy in Epidemiology  — Epidemiology is one of the core methodological disciplines under the umbrellas of population health research and public health. If you want to conduct research focusing on the distribution and determinants of disease in the population, have a strong foundation in mathematics and biology or human health, then the program in epidemiology may be the best fit. Consult some of the faculty research profiles on the website to see if your goals align with any of their interests.

What is the difference between population health and epidemiology?

Population health  is the body of scientific disciplines interested in the study of the distribution and determinants of health and disease states in the population. It is an approach to health that seeks to step beyond the individual-level focus of traditional clinical and preventive medicine by addressing a broad range of factors that impact health on a population-level. For example, it can focus on ways to reduce health inequities among population groups by exploring factors such as the environment, social structures, resource distribution, etc.

Epidemiology  is the scientific discipline primarily concerned with identifying the distribution and causes of disease in populations, and as such encompasses a rich methodology including observational and experimental study designs, statistical methods, an understanding of pathogens, environmental and behavioral risk factors, and human biology. Epidemiological methods have evolved to meet threats of global infectious diseases and the complex health challenges presented by an aging population, as well as to capitalize on the expanding understanding of human genetics. As the fundamental discipline of public health, epidemiology provides essential knowledge to design, implement, and assess approaches to effectively prevent disease and improve quality of life in the population.

What are typical career paths with each degree?

There are several possible career paths for each degree. Thus, the following listing is not exhaustive of all the possible opportunities/options:

Master of Science in Population Health  – This degree prepares graduates to become public health staff/entry level researchers, analysts, consultants, administrators, and policy-makers. Graduates will often seek further education (MD or PhD) or positions in health departments, government/regulatory agencies, hospitals, HMOs, industry, foundations, academia, non-governmental organizations (NGOs), non-profit organizations, research institutes, etc.

Doctorate in Philosophy in Population Health  – This degree prepares graduates to become professors and public health independent/senior level researchers, analysts, consultants, administrators, and policy-makers. Graduates will often seek post-doctoral positions or positions in academia (faculty positions), government/regulatory agencies (NIH, CDC, EPA, etc), industry, foundations, research institutes, non-governmental organizations (NGOs), non-profit organizations, etc.

Master of Science in Epidemiology  – Master’s graduate will find a demand for research assistants, analysts, program coordinators, and public health workers in academia, government, and the private sector.

Doctorate in Philosophy in Epidemiology  – Graduates with a doctorate in Epidemiology find career opportunities in academic research, government research and practice positions, or in the private sector working for corporate employers and consulting groups.

What types of research have students pursued in each degree program?

Master of Science in Population Health and Doctorate in Philosophy in Population Health) are academic graduate degrees and require a thesis for the master’s degree or a dissertation for the doctorate degree. The following listing is not exhaustive of all the possible opportunities/options:

Master of Science in Population Health – Here is a sampling of past thesis topics:

• Marital Status, Marital Quality and Health and Well-Being in Cancer Survivors: A Proposal for a Master’s Thesis Project
• Determination of optimal cut points for anthropometric indexes of obesity to identify individuals at high risk of coronary heart disease in a sample of Latin American populations.
• Physician Self -Assessment of Medical Error: Variation In and Predictors of Future Error in Primary Care
• Evaluating Disparities in the Clinical Trial Participation of Adult Cancer Patients
• Estimating the Risk of Alcohol Exposed Pregnancy in 18-44 year old women
• Effect of Vitamin D and Vitamin D Processing Genes with Blood Pressure in Hispanic and African Americans: the IRAS Family Study
• Condom Use in Heavy-Drinking College Students
• Estimating the frequency and distribution of child disability in developing countries: data from UNICEF’s Multiple Indicator Cluster Survey, Round 3 (MICS3)
• Modeling Probability of Falls in Nursing Home Residents
• Predictors of Early Hospital Readmission after Colon Cancer Surgery

Doctorate in Philosophy in Population Health – Here is a sampling of past dissertation topics:

• A Framework for Conceptualizing and Measuring Health Inequality Sensitive to Relative Moral and Quantitative Concerns
• Out-of-pocket Price, Prescription Medications, and Seniors
• The Economic Burden of HPV-Related Disease in U.S. Health Plans
• Quantifying the Benefits and Risks of Mammography for Women, Researchers and Policy Makers
• Access to level I or II trauma center and traffic related injury outcomes
• Epidemiology of Bone Mineral Density in Pre-menopausal Women with Type I Diabetes: The Wisconsin Women and Diabetes Study
• Acculturation and Risk of Alcohol and Tobacco Use among Pregnant Latina-American Women
• Psychopharmacological demand curve analysis: methods and applications to alcohol use in college students
• Public Awareness and Perceptions of Health Disparities
• Nutrition, Mental Health, and Quality of Life of Palestinian Preschoolers: Resilience and Vulnerability

Master of Science in Epidemiology – Here is a sampling of past dissertation topics:

• Tumor marker influence on Prognostic Pathologic factors for ductal carcinoma in situ of the the breast.
• Predictors of Carotid Artery Intima-Media Thickness and Carotid Plaque Score Progression over a decade: The Multiethnic Study of Artheroscleosis.
• Prevalence and Incidence of Candida Colonization and Co-Colonization.
• Does including HIV screening on an annual resident chart review increase screening rates among internal medicine trainees in a low prevalence, outpatient setting?

Doctorate in Philosophy in Epidemiology – Here is a sampling of past dissertation topics:

• Climate Change Impacts on Population Health: Modeling Exposures to Heat and Air Pollution.
• Hypertension: Drug side effect, treatment adherence, and treatment effects on arterial stiffness.

MS and PhD Degrees

What do students say about the program.

“I chose the University of Wisconsin-Madison Department of Population Health Sciences due to the breadth of expertise among the departmental and program faculty, and the opportunities for collaborative research with various programs campus-wide. The environment here is ideal for training to be an independent researcher. The students are supportive of each other and the faculty are very approachable and committed to helping each student succeed. I am confident that the interdisciplinary training and the methodological skills I have received as a graduate student in this department have adequately prepared me for a career as an independent researcher.” ~Abiola Keller, 2012 PhD Graduate

“Being a student in this department has been an amazing experience, both professionally and personally. The interdisciplinary focus of the curriculum allowed me to explore diverse areas of research and provided me with the skills to address my research questions with a well-rounded perspective. The faculty are incredible mentors, going above and beyond just being fantastic instructors, providing students with amazing opportunities to engage in exciting new research and apply what we learn in class to real world situations. The administrative staff is so friendly and helpful, and without them, traversing the logistics of graduate school would have been much more challenging. But the best part about this program is that everyone in the department is truly your advocate; they want you to succeed in graduate school and as a future independent researcher, and they are willing to help in whatever way they can to make sure that you get the most out of this program.” ~ ~Lauren Wisk, 2013 PhD Graduate

“I strongly believe that joining the MS program was the best decision I made professionally, and I am confident that the hard work of the last two years and the high-quality education that I received will lead to future great achievements. As a clinician, I believe that the knowledge I acquired during these two years is critical to my overall ability to take care of my patients; I believe that as a result of this amazing and rigorous program, I am a more skilled physician and a more critical reader of the literature. I also have a much deeper as well as a broader appreciation of health care and its determinants at the population level than I ever had previously. This appreciation will certainly shape my future research.” ~Wael Saber, MD, MS, 2008

“The Population Health program is a graduate program unlike any other I’ve been a part of. The faculty are an amazing mix of talent, energy, persistence, and compassion. They always make the time to meet or read over a draft, to discuss a problem or to just talk about what’s going on. The students are first-rate, always supportive of one another, and even when being critical, knowing that that is what it really takes to strive for perfection. Becoming a part of this group of learners and scholars was exactly what I needed to develop into a bona fide researcher.” ~Marlon Mundt, PhD, 2007

I came to the PHS Department 5 years ago as a Master’s student with the intention of completing my Ph.D. elsewhere. However, the quality of the faculty and staff, the warm work environment, and the incredible research opportunities made staying an obvious choice. During my time here, I have been able to work in a variety of health topics, with multiple job descriptions, and with many different people. I have gained knowledge and experience that many receive only following graduation and I am excited to take my skills into the real world.” ~M. Gabriel Detjen, MS 2005, PhD 2008

What type of degree or academic background do I need to enter the program?

Applications are welcome from students with diverse academic backgrounds. Students who have strong academic preparation in the biological/medical sciences, quantitative analysis, or population health related social sciences are strongly encouraged to apply. Historically, many applicants who have succeeded in our program have come to us with backgrounds in fields as diverse as microbiology, genetics, nutritional sciences, medicine, nursing, pharmacy, veterinary medicine, environmental sciences, political sciences, business, sociology, education, engineering, psychology, economics, and actuarial science, to name just a few.

Is a master’s degree required before applying to the Ph.D. program?

Students with bachelor’s degrees may apply for admission to the master’s or doctoral degree programs.

I can’t decide whether to apply to the MS or the PhD program. Can I apply to one and be considered for both? Or, if I start as a MS student can I later join the PhD program?

Yes, you may apply to our PhD program and be automatically considered for both our MS and PhD programs. If you start as a MS student, you can always apply later for admission to the PhD program and not hinder any progress since any MS courses you take can be applied to the PhD degree. We have had several students begin the PhD program in this manner.

I am already a current graduate student at the University of Wisconsin-Madison and want to change to or add your degree as my major. Are the application materials required different for me?

Yes. You do not need to complete the online Graduate School application or pay the online application fee. Instead, you are required to complete the items listed as explained below. You still are required to submit the other application materials, but you may be able to recycle your transcripts and GRE/TOEFL scores from your previous application.

The application checklist for the Population Health or Epidemiology Programs is available  here .

What funding options are available to graduate students?

Students admitted to our degree programs are automatically considered for any available scholarships, traineeships, or graduate assistant positions in the department. However, students are also encouraged to explore their own funding opportunities. Unlike many departments, we do not have a policy of admitting only students for whom we have initial funding. We do our best to help students finance their education and are most successful with providing funding to PhD admits. Potential funding opportunities are considered during the admissions review process but funding decisions continue to be made throughout the spring and summer. Please refer to the  Admissions and Aid  page for further information.

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An epidemiologist’s journey into public health surveillance

Meet judith gafa.

Judith Gafa is the first Samoan to participate in the World Health Organization’s (WHO’s) Field Epidemiology Fellowship Programme (FEFP) in the Western Pacific Region. Through the programme, epidemiologists like Judith strengthen their skills in collecting, analyzing and interpreting surveillance data in response to infectious disease outbreaks. FEFP fellows introduce new tools and standardized approaches to disease surveillance and response within their respective country contexts, underpinning efforts to contain and eliminate outbreaks before they become epidemics.  

Since 2006, this Programme  has worked to strengthen countries’ capacities for surveillance and risk assessment by building a workforce to tackle public health emergencies. The Programme upskills national epidemiologists in critical data gathering for action. Given that alumni from the Programme are embedded within national health security systems, they’re able to directly and sustainably contribute to managing national health emergencies.  

WHO's Field Epidemiology Fellowship Programme is supported by the Government of Japan. Speaking to the value of the Programme, Gina Samaan, Regional Emergencies Director, WHO Regional Office for the Western Pacific said: “The Field Epidemiology Fellowship Programme is a shining example of capacity-building, shared learning and networking. I am grateful to the Government of Japan for their support for this important work. It supports our Region to strengthen health security by building resilience and solidarity.”  

Judith, like most fellows in the Programme, has seen her share of national emergency responses. “I was part of the team that identified the first community case of measles, during an outbreak in 2019. It is an experience I’ll always remember,” she said. Yet, despite previous hands-on experience, Judith notes key take-aways from her emersion in the programme that will enable her to further strengthen Samoa’s surveillance and response capacities. These include the importance of employing a systematic approach to risk assessment during an emergency. 

Systematically assessing risk to public health 

WHO advocates for a structured approach to assessing risk by looking at available health data, the local context, and asking a series of key questions. This helps decision makers to make quick and informed decisions on the interventions needed to protect people’s health. The COVID-19 pandemic and severe acute respiratory syndrome (SARS) epidemic underscored the critical role of surveillance during an emergency response. Countries were able to detect, monitor and assess the transmissibility, severity and impact (TSI) of variants and tailor their response efforts accordingly.   

WHO works to train national public health professionals across the Region on TSI assessment—advancing national and sub-national surveillance capacities as prioritized under WHO’s Asia Pacific Health Security Action Framework (APHSAF). Judith benefitted from a Training of Trainers workshop that WHO conducted for fellows with the Western Pacific Epidemiology Fellowship Programme. During this training, Judith was introduced to WHO’s initial risk assessment tool that promotes a standardized way of assessing a risk prior to an event.  

Reflecting on the value of this systematic approach to assessing risk she shares: “This approach could have supported our response during to the measles outbreak in Samoa. We could have improved the synthesis of surveillance data into actionable evidence to better align with public health messages that were developed and disseminated through the media.” Judith plans to introduce the Risk Assessment tool in Samoa and initiate a standardized way of reporting on events in the country. “The right kind of data can prompt the right public health actions,” she adds.  

Strengthening national surveillance teams 

In 2023, Samoa completed its first Joint External Evaluation (JEE) of the national capacities required by the International Health Regulations 2005 (IHR). JEEs help countries assess their national capacities to prevent, detect and respond quickly and well to public health risks.  Findings from the JEE in Samoa  noted the need for more robust surveillance capacities through recruiting and training national epidemiologists.

“I’m grateful for this experience and the opportunity to build skills in surveillance that I can take back to Samoa. I hope other epidemiologists in Samoa can have access to this training and exposure, so that we continually build our capacities,” Judith shares.  

 The WHO Samoa Country Office works closely with the Ministry of Health Samoa’s surveillance team supporting its surveillance activities including as a member of the Health Emergency Operating Committee (HEOC) during the Measles outbreak and COVID-19 pandemic. ‘We are pleased that Ms Gafa has been afforded this opportunity to enhance her skills in this area, which will strengthen her contribution to, and the capacity of, Samoa’s small surveillance team’, noted Dr Kim Eva Dickson, WHO Representative for Samoa.  

Enabling the transfer of insights and learning across the Western Pacific  

As a result of WHO’s Field Epidemiology Fellowship Programme (FEFP) in the Western Pacific Region, not only do national epidemiologists learn from the programme—they also learn from each other, and they contribute to strengthening the work of WHO. Over time, FEFP has established a network of trained epidemiologists across the Region and enabled pathways for cross-learning. 

Emphasizing the value of this cross-learning, Judith shares: “It was incredible to hear how epidemiologists from other Pacific islands were able to overcome similar challenges and create pathways for better surveillance. I was so inspired by a fellow from Vanuatu who with the support of her Ministry of Health and over time has built a very strong national surveillance team. I look forward to implementing the tools and practicing the skills I’ve learned and thereby contribute to strengthening our approach to surveillance. Hearing the stories of other fellows, I can see how we will also get to where we need to be in the future. The future is bright.” 

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	Oakland University
	Jul 01, 2024   2024-2025 Graduate Catalog     2024-2025 Graduate Catalog    433 Meadow Brook Rd (map) (248) 370-3562 • Fax (248) 364-8657 ►  ►    ► Director: Caress Dean, Associate Professor [email protected] Program description The Epidemiological Research Graduate Certificate is designed to advance graduate students’ and working health professionals’ research and epidemiology skills. Admission terms and application deadlines Before an applicant’s file can be reviewed for full program admission, all application documents must be received. Incomplete applications will not be sent to departments for admission review. External applicants (non-OU students) must submit the required documents to the Oakland University Graduate School by the semester deadlines listed below. The program admits students on a rolling admissions basis allowing application submissions throughout the year International applicants     Application requirements Internal Applicants (current OU student): If you are an internal applicant, to be considered for graduate admissions, applicants must submit all department requirements. Department application requirements Overall undergraduate or graduate GPA of 3.0 Personal statement of no more than 1000 words describing the applicant’s reasons for seeking the certificate.  The internal application form can be found on the School of Health Sciences website. External Applicants (non-OU student): If you are an external applicant, to be considered for graduate admission, applicants must submit all Graduate Application Requirements and additional department requirements by the published application deadlines: Graduate Application Requirements        Additional department application requirements Admission review and assessment Admission to graduate school at Oakland University is selective. In making admission recommendations to Oakland University’s Graduate School, each department assesses the potential of applicants for success in the program by examining their undergraduate records, goal statement, letters of recommendation, prerequisite courses, and any other admission requirements established by the academic department. Related links Readmission (not enrolled for two years)        Transferring to Oakland University      Transferring to a new program Academic advising Students who are considering applying for the Epidemiological Research Graduate Certificate may contact the Master of Public Health program director to review the application and courses requirements. Upon acceptance to the program, students are assigned a faculty adviser. Certificate prerequisites The Epidemiological Research Graduate Certificate program does not require any undergraduate preparatory course work, and there are no required prerequisites. Certificate requirements The Epidemiological Research Graduate Certificate is awarded upon satisfactory completion of the core course requirements. Course requirements Students will be required to create an ePortfolio to highlight their skill level and deliverables from completing the certificate. Students must successfully complete the following core courses. Core requirements (12 credits) PH 5250 - Research Methods in Health Disciplines (4 credits) PH 5410 - Biostatistical Methods in Public Health ( 3 credits) and PH 5411 - Biostatistical Methods in Public Health Laboratory    (1 credit) OR  PH 5450 - Applied Biostatistics in Public Health    (3 credits) and PH 5451 - Applied Biostatistics in Public Health Laboratory    (1 credit) PH 6250 - Mechanisms of Chronic and Infectious Disease (4 credits) Satisfactory academic progress Satisfactory Academic Progress (SAP) is the term used to denote a student’s successful completion of coursework toward a certificate or degree. Federal regulations require the Office of Financial Aid to monitor Satisfactory Academic Progress for all financial aid recipients each semester. Students who fall behind in their coursework, or fail to achieve minimum standards for grade point average and completion of classes, may lose their eligibility for all types of federal, state and university aid. Contact the Office of Financial Aid for additional details. Good academic standing All graduate students are expected to remain in  good academic standing  throughout the entire course of their graduate program. To be in good academic standing, a graduate student must make satisfactory progress toward fulfilling degree requirements, including the completion of critical degree milestones as set forth by the academic program. Department requirements: An overall GPA of 3.0 (B) or higher for all coursework taken in the professional program is required for graduation, and no grade below 2.7 (B-) may be applied toward this degree. For courses graded Satisfactory/Unsatisfactory (S/U), no coursework graded Unsatisfactory (U) may be applied to this degree. Graduate students who are not in good academic standing for any reason are subject to probation and/or dismissal from further graduate study. Related program information Plan of study All accepted applicants, in consultation with their assigned faculty adviser, must develop a plan of study that details specific courses the students will use to satisfy their degree requirements. The plan of study must be approved by the faculty adviser and submitted by the student to Oakland University Graduate School. Master’s and graduate certificate students must submit a department-approved plan of study by the end of their first semester of graduate coursework. Doctoral students must submit an approved plan of study prior to completion of the first year of coursework. (See the  Graduate Student Responsibility   section of this catalog.) Note:  Credit granted for successful completion of a course toward an undergraduate degree program may not be repeated for a graduate degree. If a substitution is approved, the minimum number of program-approved graduate credits will be required. A  Petition of Exception - OU Course Waiver/ Substitution  requesting the substitution must be approved. Time limits All graduate certificate students are expected to complete their degree within the  time limit established by the University . Still accepting applications for online and hybrid programs! Skip to content Skip to search Accessibility Policy Report an Accessibility Issue Internship in Kenya enriches Global Health Epidemiology personal journey Christopher floyd, bs ’21, mph ’24. Global Health Epidemiology April 18, 2024 Christopher Floyd, BS ’21, MPH ’24, was well acquainted with the Uni versity of Michigan School of Public Health after he earned a Bachelor of Science degree in Public Health Sciences in 2021. It was that familiarity that allowed him to zero in on a Master of Public Health degree in Global Health Epidemiology . A blend of personal and academic experiences has cemented Floyd’s commitment to public health. The untimely death of relatives in his hometown of Southfield, Michigan, sparked his early interest in the health field, laying the foundation for his career. An eight-month internship in Kenya proved pivotal, offering practical exposure to global health issues and cultural immersion, further enriching his academic perspectives. Floyd will graduate in May with a Master of Public Health degree in Global Health Epidemiology from Michigan Public Health. He was supported through the Office of Global Public Health as a Gelman Global Scholar and through the Natalie and Jack Blumenthal Internship and Mechthild Medzihradsky Global Internship funds. Personal experiences spark public health drive Several of Floyd’s relatives, including aunts, uncles and even his grandfather died from health complications in their mid-to-late 60s, which planted a seed in for his interest in health and healthcare. “When I was growing up, I had a lot of family members who unfortunately died at a relatively young age,” Floyd said. “So, part of my motivation for entering the health field was to gain an understanding of why certain health events occur. “My father is nearing 60 and considering other family members who passed away at what I consider a young age is unsettling. It raises concerns and difficult thoughts about life expectancy, which moved me toward a deeper exploration of health issues to perhaps influence change in that area.” I didn’t even know what public health was before I started my undergraduate studies, but COVID-19 really put public health in the spotlight. Now, even my parents, who first thought I was studying medicine, appreciate the breadth and significance of public health.” His undergraduate journey began with the intent of studying medicine but shifted toward public health after exposure to courses that highlighted the multidimensional nature of health and the influence of social determinants. This passion for understanding health beyond the clinician-patient dynamic led him to pursue a graduate degree. Floyd’s appreciation for interdisciplinary studies resonated with epidemiology, where he values the scope ranging from infectious diseases to environmental impacts and systemic health issues such as food insecurity. Being an undergraduate student during the COVID-19 pandemic solidified his newfound passion for public health. “I didn’t even know what public health was before I started my undergraduate studies, but COVID-19 really put public health in the spotlight,” Floyd said. “Now, even my parents, who first thought I was studying medicine, appreciate the breadth and significance of public health.” Interconnecting health’s social determinants Learning about the social determinants of health, the conditions in environments where people are born, live, learn, work, play, worship and age, and how they affect a wide range of health, functioning, and quality-of-life outcomes and risks, had a profound impact on Floyd. “One of the most interesting parts about it was just realizing how interconnected everything is,” he said. “Learning about how one aspect of public health has direct or indirect effects on another system or institution is fascinating, especially when addressing issues such as food insecurity.” The food system, for instance, is deeply tied to people’s living conditions and broader societal structures. I appreciate epidemiology’s interdisciplinary nature, allowing exploration into various areas from infectious diseases to environmental health and beyond.” “At Michigan Public Health, I learned to critically evaluate these intricate networks and appreciate the complexity of creating effective interventions,” Floyd said. He saw firsthand the thoroughness involved in not just proposing solutions but in planning their sustainable implementation and the community impact. His classroom experiences, especially in the Community, Culture and Social Justice in Public Health course, challenged him to consider the full lifecycle of public health initiatives, from conception through to the long-term effects on the communities involved. Floyd regards epidemiology as a cornerstone of the public health field—the discipline through which risks are assessed and health data is extrapolated. His intrigue in epidemiology stems from its analytical role in deciphering the relationships between activities such as smoking and health consequences such as cancer.   “I appreciate epidemiology’s interdisciplinary nature, allowing exploration into various areas from infectious diseases to environmental health and beyond,” said Floyd, whose current interest lies in how food insecurity impacts long-term health outcomes, reflecting the breadth that epidemiology encompasses. Kenya internship shapes global health perspective He chose Michigan Public Health for his graduate studies because of its strong Global Health Epidemiology program, which aligns with his interests in international health concerns. His commitment to global health was further cemented by an opportunity to intern in Kenya, where he contributed to a project evaluating climate change risks. As a research intern with Eco2Librium, Floyd designed surveys to capture perceptions of climate impact among residents in western Kenya, exploring the relation between local weather patterns and issues of food and water security. Spending eight-months in Kenya provided an experiential experience, grounding his academic knowledge in real-world contexts. The experience of living internationally for an extended period was more than just an academic or professional excursion for Floyd. It was a broadening life experience that deeply influenced his perspective. “I really enjoyed my experience,” he said. “It was a fantastic opportunity to go to Kenya. I had never been to Kenya or the African continent. Immersing myself in a foreign country for eight months will always be something to look back on with fondness as I continue my career.” Residing in Kakamega—a smaller city compared to Kenya’s bustling capital of Nairobi—Floyd experienced a different pace of life. “It was definitely a very different experience to how everything is in the United States,” he said. “We very much have this obsession with productivity and getting things done at a certain time. Going to Kenya taught me that it’s OK to slow down, and everything doesn’t have to be so time constrained. Even just that small difference in culture was very impactful. “I lived in the forest, and it was so quiet—it was peaceful and a lot colder than I expected because it was the rainy season. I also really liked the food.” This international experience has not only expanded Floyd's professional capabilities. It has also altered his worldview and deepened his appreciation for cultural diversity. As he continues along his career path, Floyd will carry with him the lessons learned and the relationships forged during his transformative time in Kenya—a defining chapter in his journey through the world of public health. I like to think that public health gives people the opportunity to live their life to the fullest extent.” Charting pathways in public health Having gained experience outside the classroom while earning two degrees from Michigan Public Health during a pandemic also had a profound effect on Floyd. Along with several classmates, he went to Grenada as a member of the Public Health Action Support Team (PHAST) in February. PHAST helped develop a voluntary, non-remunerated blood donation program. In collaboration with the Grenada Red Cross Society, the team completed eight key-informant interviews with stakeholders in education, health and disaster management as well as 77 surveys with local community members. Floyd also was a research assistant for Abram Wagner , assistant professor of Epidemiology and Global Public Health, studying vaccination and mask-wearing behaviors in the United States. Overall, he is open to what the future may hold, and he’s thankful he is well equipped for that journey because of his time at Michigan Public Health. “I think public health is a good way to kind of ‘liberate people,’” Floyd said. “In the sense that when you are in a position where you’re worrying about if you’re going to have enough food or about hospital bills for you or your children or things like that, that can be very debilitating. It doesn’t allow you to live a fulfilling life; it doesn't allow you to really experience the world—you’re always in survival mode. “I like to think that public health gives people the opportunity to live their life to the fullest extent.” Interested in public health? Learn more here. Learn more about the Epidemiology program. 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PhD in Public Health The PhD program in Public Health enhances commitment its PhD students who identify as underrepresented minority students, first-generation college graduates and students from economically disadvantaged backgrounds by offering research awards to the top candidates admitted to the program. Each year a minimum of two PhD admitted students will be ... Epidemiology PhD Program Students in the PhD Program in Epidemiology address major health problems, including physical and mental disorders, from a research perspective. Epidemiology is the study of disease in human populations, and epidemiological studies are the foundation for prevention and control of health disorders. Students learn to: Measure manifestations of ... PhD in Epidemiology Upon satisfactory completion of the PhD in Epidemiology, graduates will be able to: Design and implement data collection, quality control and data management procedures for an epidemiological study. Description The doctoral program in Epidemiology is intended to produce future academicians, highly qualified as independent investigators and ... PhD in Epidemiology UCLA Fielding School of Public Health. The PhD in Epidemiology, for individuals aspiring to careers in research and/or teaching within universities or research organizations, trains students through an intensive curriculum in methodology. Doctoral students typically complete additional specialized training in a mathematical, biologic, or social ... Epidemiology PhD A PhD from this top epidemiology graduate program allows you to examine public health trends, design and implement studies, and interpret study results for policy and program development, as well as examine and analyze significant public health problems, such as pandemics, cancer, cardiovascular disease, obesity, and lifestyle. Epidemiology, PhD < Johns Hopkins University Doctor of Philosophy Degree Program. The PhD program in Epidemiology is anchored in public health and quantitative population research and analysis. Students approach research using epidemiologic methods to understand complex human health problems. ... Measurement 4 PH.340.646 Epidemiology and Public Health Impact of HIV and AIDS 4 PH.340.616 ... PhD in Epidemiology The core coursework of the PhD program was designed to incorporate competencies recommended by the American College of Epidemiology and the Association of Schools & Programs of Public Health, the Centers for Disease Control and Prevention, and the Council for State and Territorial Epidemiologists' Applied Epidemiology Competencies ... PhD in Public Health (Epidemiology) Students seeking the PhD in Public Health-Epidemiology degree must complete a minimum of 72 credits of academic work with a minimum GPA of least 3.2 overall and a 3.2 in the set of required courses specified by their department; earn no more than nine (9) credits bearing grades less than B; and complete the degree requirements within nine years. PhD in Epidemiology Epidemiology is a fundamental science of public health, defined as the study of the distribution and determinants of disease and disability in populations. ... The PhD program is designed to impart the knowledge, skills, and professionalism necessary to be independent researchers, educators, and public health professionals in academia, research ... Epidemiology The Johns Hopkins Bloomberg School of Public Health was ranked #1 in Epidemiology by peers in the 2024 - 2025 U.S. News & World Report Rankings. ... Additionally, there are several pre- and postdoctoral training programs available. Our students graduate with marketable skills and real-world experience, ready to make an impact, from the #1 ... PhD in Epidemiology and Clinical Research The PhD program in epidemiology and clinical research provides methodologic and interdisciplinary training to equip students to carry out cutting-edge epidemiologic research. The program trains students in the tools of modern epidemiology, with heavy emphasis on statistics, computer science, genetics, genomics, and bioinformatics. Epidemiology Of Microbial Diseases PhD PhD. Epidemiology of Microbial Diseases. Epidemiology of Microbial Diseases. The YSPH EMD program is unique in that its entire department is dedicated to infectious diseases, with faculty and students with various backgrounds conducting research both locally and globally. It provides students the opportunity to learn and utilize an array of ... Department of Epidemiology Faculty in the PGSG advise students in both the Epidemiology and Biostatistics departments. Prospective students can apply to either department. While it is possible to apply to both departments, it is typically not recommended. For Students applying through the GSAS for the PhD in Population Health Sciences, an individual may submit up to ... PhD in Epidemiology PHD Program in Epidemiology Epidemiology, a core discipline of public health, is the study of the distribution and risk factors of diseases and health conditions in populations. Our post-master's Ph.D. program in Epidemiology prepares future researchers and public health practitioners to develop and conduct studies and apply quantitative ... PhD in Epidemiology Our PhD degree program offers a sound foundation in epidemiologic and biostatistics methods, derived from both coursework and practical experience. Applicants to the program are selected, in part, on the basis of common interests with faculty. Thus our doctoral students become apprentice members of research teams involved with current, cutting ... PhD in Global Disease Epidemiology and Control The PhD program in Global Disease Epidemiology and Control, International Health is more applied, multidisciplinary, and internationally oriented than standard infectious disease epidemiology programs. It prepares students to take leadership positions in important global public health settings with strong research components. Public Health in Epidemiology By combining online, in-person, and in-the-field learning, this rigorous part-time, two-year degree program provides students with the advanced research and epidemiological skills needed to pursue senior positions in academia, hospitals, public health agencies, nongovernmental organizations, and the private sector. Online PhD in Public Health Explore our PhD in Public Health Epidemiology specialization. Infectious and chronic diseases can devastate entire communities. The Epidemiology specialization broadens your understanding of how these diseases affect populations and explores strategies for maintaining the health of communities. Study how the prevalence of chronic diseases like ... PhD in Epidemiology PhD in Epidemiology. In this program, you'll gain advanced skills in analytical methods, biostatistics, and field research methods. In addition, you'll learn about grant writing and research ethics and have the opportunity to select a minor course of study. Our department has a strong base of funded research projects providing students with ... Application and Admissions All applicants must complete an online application to the Graduate School. The minimum admission requirements for the program are as follows: A master's degree in public health or a related field with a minimum GPA of 3.5 (on a 4.0 scale) in all graduate work. Students who have not completed a master's degree in public health may be ... Epidemiology PhD Epidemiology PhD. The Epidemiology PhD in Temple's College of Public Health prepares students for independent, research-oriented careers in epidemiology. The doctorate program emphasizes rigorous, advanced epidemiologic methods and statistical techniques, which can be used to understand the distribution and determinants of health-related outcomes. FAQ for Future Students As the fundamental discipline of public health, epidemiology provides essential knowledge to design, implement, and assess approaches to effectively prevent disease and improve quality of life in the population. ... "The Population Health program is a graduate program unlike any other I've been a part of. The faculty are an amazing mix of ... An epidemiologist's journey into public health surveillance Since 2006, WHO's Field Epidemiology Fellowship Programme (FEFP) has worked to strengthen countries' capacities for surveillance and risk assessment by building a workforce to tackle public health emergencies. The Programme upskills national epidemiologists in critical data gathering for action. Given that alumni from the Programme are embedded within national health security systems, they ... Program: Epidemiological Research, Graduate Certificate Program description. The Epidemiological Research Graduate Certificate is designed to advance graduate students' and working health professionals' research and epidemiology skills. Admission terms and application deadlines. Before an applicant's file can be reviewed for full program admission, all application documents must be received. Internship in Kenya enriches Global Health Epidemiology personal An eight-month internship in Kenya proved pivotal for Christopher Floyd, BS '21, MPH '24, offering practical exposure to global health issues and cultural immersion, further enriching his academic perspectives in public health. Floyd will graduate in May with a Master of Public Health degree in Global Health Epidemiology from Michigan Public Health. Semester Study Abroad Fellowship As part of the partnership between CUNY SPH and the University of Alcalá in Madrid, Spain, we are thrilled to announce a new Semester Study Abroad Fellowship, open to master's students in the Epidemiology and Biostatistics track for the fall 2024 term.. This fellowship offers students a unique opportunity to immerse themselves in a new culture and expand their academic perspectives in ... Large Language Models (LLMs) for Medicine challenges and opportunities Mark H. Dredze, PhD, John C. Malone Professor of Computer Science and Director of Research (Foundations of AI) JHU Data Science and AI Institute will present "Large Language Models for Medicine challenges and opportunities" at the next Center on Aging & Health Scientific Seminar on Monday, June 3, 2024 at 3:30pm. This event is sponsored by: The Matthew Tayback, Sc.D., Memorial Lecture Fund ... assignment essay homework paper phd report review speech thesis